Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
ELAR Grade 07 Unit 04A Exemplar Lesson 01: Understanding Persuasive Text and Media
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s
teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle
State Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis
Performance Indicators
Students explore different examples of media and identify the explicit and implicit messages portrayed in media.
Students examine persuasive texts and media for techniques used to influence the audience. Students use the
writing process to compose a persuasive essay for a specific purpose and audience. Students continue to improve
their vocabulary by studying roots and affixes, foreign words and phrases, and by completing analogies.
Grade 07 ELAR Unit 04A PI 05
Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words, their meanings, and origins.
Standard(s): 7.2A , 7.2B , 7.2C , 7.2D , 7.2E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F
, ELPS.c.5G
Grade 07 ELAR Unit 04A PI 01
When provided a selection of contemporary speeches, choose one to analyze. Create a poster that displays the structure of the
central argument and the different types of evidence used to support the argument. In addition, record the persuasive techniques (e.g.
rhetorical fallacies) used in the speech.
Standard(s): 7.11A , 7.11B , 7.Fig19D
ELPS ELPS.c.1E , ELPS.c.1H , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5G
Last Updated 04/23/2013
page 1 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Grade 07 ELAR Unit 04A PI 02
After reading and/or viewing one print form of media and one digital form of media, create a chart that identifies both the explicit and
implicit messages and the visual and sound techniques used to influence the message.
Standard(s): 7.13A , 7.13B , 7.13C , 7.13D
ELPS ELPS.c.1E , ELPS.c.1H , ELPS.c.2F , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.5G
Grade 07 ELAR Unit 04A PI 03
The principal asked students to suggest a school rule that should be changed. Think of one rule you would like to change. Write a
persuasive essay to your principal to change the rule. Support your opinion with convincing reasons and evidence. Share your essay
with others.
Standard(s): 7.14A , 7.14B , 7.14C , 7.14D , 7.14E , 7.18A , 7.18B , 7.18C , 7.17A.i , 7.17A.ii , 7.17A.iii , 7.17A.iv
, 7.17A.v
ELPS ELPS.c.2C , ELPS.c.3E , ELPS.c.3G , ELPS.c.3I , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F
, ELPS.c.5G
Grade 07 ELAR Unit 04A PI 04
Write multiple response entries including thoughts, connections, and/or strategies that deepen understanding of literary and
informational texts, including persuasive texts and media. Provide evidence from the text to support ideas.
Standard(s): 7.17C , 7.Fig19A , 7.Fig19B , 7.Fig19C , 7.Fig19D , 7.Fig19E , 7.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F
, ELPS.c.5G
Key Understandings
Authors choose techniques, form, and structure to influence the attitudes or actions of a specific audience.
Purpose and audience determines the author’s choice in techniques, form, and structure.
Readers use strategies to support interpretation of text.
Understanding new words and concepts enhances comprehension and oral and written communication.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
Last Updated 04/23/2013
page 2 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
7.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
7.2A
Determine the meaning of grade-level academic English words derived from Latin, Greek, or
other linguistic roots and affixes.
Readiness Standard
7.2B
Use context (within a sentence and in larger sections of text) to determine or clarify the
meaning of unfamiliar or ambiguous words.
Readiness Standard
7.2C
Complete analogies that describe part to whole or whole to part.
7.2D
Identify the meaning of foreign words commonly used in written English with emphasis on
Latin and Greek words (e.g., habeus corpus, e pluribus unum, bona fide, nemesis).
7.10
Reading/Comprehension of Informational Text/Expository Text. Students analyze, make
inferences and draw conclusions about expository text and provide evidence from text to support
their understanding. Students are expected to:
7.10B
Distinguish factual claims from commonplace assertions and opinions.
Supporting Standard
7.11
Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make
inferences and draw conclusions about persuasive text and provide evidence from text to
support their analysis. Students are expected to:
7.11A
Analyze the structure of the central argument in contemporary policy speeches (e.g.,
argument by cause and effect, analogy, authority) and identify the different types of evidence
used to support the argument.
Supporting Standard
7.11B
Identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical
claims in persuasive texts.
Supporting Standard
7.13
Reading/Media Literacy. Students use comprehension skills to analyze how words, images,
Last Updated 04/23/2013
page 3 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
graphics, and sounds work together in various forms to impact meaning. Students will continue
to apply earlier standards with greater depth in increasingly more complex texts. Students are
expected to:
7.13A
Interpret both explicit and implicit messages in various forms of media.
Supporting Standard
7.13B
Interpret how visual and sound techniques (e.g., special effects, camera angles, lighting,
music) influence the message.
7.13C
Evaluate various ways media influences and informs audiences.
Supporting Standard
7.13D
Assess the correct level of formality and tone for successful participation in various digital
media.
7.14
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
7.14A
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining
appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests,
interviews), and developing a thesis or controlling idea.
7.14B
Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events,
cause-effect, compare-contrast) and building on ideas to create a focused, organized, and
coherent piece of writing.
Readiness Standard
7.14C
Revise drafts to ensure precise word choice and vivid images; consistent point of view; use
of simple, compound, and complex sentences; internal and external coherence; and the use
of effective transitions after rethinking how well questions of purpose, audience, and genre
have been addressed.
Readiness Standard
7.14D
Edit drafts for grammar, mechanics, and spelling.
Readiness Standard
Last Updated 04/23/2013
page 4 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
7.14E
Revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences.
7.17
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
7.17A
Write a multi-paragraph essay to convey information about a topic that:
Readiness Standard
7.17A.i
presents effective introductions and concluding paragraphs.
Readiness Standard (Reporting Category 1 Composition)
Supporting Standard (Reporting Category 2 Revision)
7.17A.ii
contains a clearly stated purpose or controlling idea.
Readiness Standard (Reporting Category 1 Composition)
Supporting Standard (Reporting Category 2 Revision)
7.17A.iii
is logically organized with appropriate facts and details and includes no extraneous information or
inconsistencies.
Readiness Standard (Reporting Category 1 Composition)
Supporting Standard (Reporting Category 2 Revision)
7.17A.iv
accurately synthesizes ideas from several sources.
Readiness Standard (Reporting Category 1 Composition)
Supporting Standard (Reporting Category 2 Revision)
7.17A.v
uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs.
Readiness Standard (Reporting Category 1 Composition)
Supporting Standard (Reporting Category 2 Revision)
7.18
Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of
a specific audience on specific issues. Students are expected to write a persuasive essay to the
appropriate audience that:
7.18A
Establishes a clear thesis or position.
Supporting Standard
Last Updated 04/23/2013
page 5 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
7.18B
Considers and responds to the views of others and anticipates and answers reader
concerns and counter-arguments.
7.18C
Includes evidence that is logically organized to support the author's viewpoint and that
differentiates between fact and opinion.
Supporting Standard
7.19
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
7.19A
Identify, use, and understand the function of the following parts of speech in the context of
reading, writing, and speaking:
Readiness Standard
7.19A.iii
adverbial and adjectival phrases and clauses.
Supporting Standard
7.19A.v
prepositions and prepositional phrases and their influence on subject-verb agreement.
Supporting Standard
7.19B
Write complex sentences and differentiate between main versus subordinate clauses.
Supporting Standard
7.19C
Use a variety of complete sentences (e.g., simple, compound, complex) that include properly
placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses.
Readiness Standard
7.20
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to:
7.20B
Recognize and use punctuation marks including:
Readiness Standard
7.20B.ii
semicolons, colons, and hyphens.
Supporting Standard
Last Updated 04/23/2013
page 6 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
7.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
7.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.
7.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing;
making textual, personal, and world connections; creating sensory images).
7.Fig19D Make complex inferences about text and use textual evidence to support understanding.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
7.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order
within a text and across texts.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
7.Fig19F Make connections between and across texts, including other media (e.g., film, play), and
provide textual evidence.
Readiness Standard
Ongoing TEKS
7.1
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to:
7.1A
Adjust fluency when reading aloud grade-level text based on the reading purpose and the
nature of the text.
7.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
7.2E
Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the
meanings, syllabication, pronunciations, alternate word choices, and parts of speech of
words.
Readiness Standard
Last Updated 04/23/2013
page 7 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
7.8
Reading/Comprehension of Literary Text/Sensory Language. Students understand, make
inferences and draw conclusions about how an author's sensory language creates imagery in
literary text and provide evidence from text to support their understanding. Students are
expected to:
7.8A
Determine the figurative meaning of phrases and analyze how an author's use of language
creates imagery, appeals to the senses, and suggests mood.
Readiness Standard
7.17
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
7.17C
Write responses to literary or expository texts that demonstrate the writing skills for multiparagraph essays and provide sustained evidence from the text using quotations when
appropriate.
7.19
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
7.19A
Identify, use, and understand the function of the following parts of speech in the context of
reading, writing, and speaking:
Readiness Standard
7.19A.i
verbs (perfect and progressive tenses) and participles.
Supporting Standard
7.19A.ii
appositive phrases.
Supporting Standard
7.19A.iv
conjunctive adverbs (e.g., consequently, furthermore, indeed).
Supporting Standard
7.19A.vi
relative pronouns (e.g., whose, that, which).
Supporting Standard
Last Updated 04/23/2013
page 8 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
7.19A.vii
subordinating conjunctions (e.g., because, since).
Supporting Standard
7.19A.viii transitions for sentence to sentence or paragraph to paragraph coherence.
Supporting Standard
7.20
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to:
7.20A
Use conventions of capitalization.
Readiness Standard
7.20B
Recognize and use punctuation marks including:
Readiness Standard
7.20B.i
commas after introductory words, phrases, and clauses.
Supporting Standard
7.21
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
7.21A
Spell correctly, including using various resources to determine and check correct spellings.
Readiness Standard
7.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
7.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to
enhance comprehension.
Materials
Reader’s Notebook (1 per student)
Writer’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
Teacher Writer’s Notebook (1)
Last Updated 04/23/2013
page 9 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Vocabulary Notebook (1 per student)
Highlighter (1 per student)
Sticky note (5-6 per group)
Note card (1 per student)
Note card (1 per 2-3 students)
Dictionary (class set) or access to an electronic dictionary
Thesaurus (class set) or access to an electronic dictionary
Colored pen or pencil (1 per student)
Poster board or large piece of construction paper (1 per student)
Publishing paper (1 per student)
Chart paper
Teacher-selected text with unfamiliar or ambiguous words (1 copy per student)
3-5 grade-appropriate examples of digital media in various levels of formality
5-6 grade-appropriate examples of media in different forms
2 grade-appropriate commercials or other examples of media with visual and sound techniques
Grade-appropriate example of print media (class set)
Grade-appropriate example of digital media
5-6 grade-appropriate persuasive texts including media with examples of ad hominem, exaggeration,
stereotyping, and categorical claims (1 copy of each)
5-6 grade-appropriate persuasive texts including media with examples of testimonials, logical appeals,
emotional appeals, and ethical appeals (1 copy of each)
5-6 grade-appropriate persuasive texts including media with examples of appeal to authority, scare tactics,
and false need (1 copy of each)
2 grade-appropriate contemporary policy speeches or excerpts from contemporary policy speeches (class set
of each)
Collection of grade-appropriate persuasive texts for student selection
Collection of grade-appropriate persuasive texts with different organizational patterns
Collection of grade-appropriate contemporary speeches of excerpts for speeches for student selection
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Last Updated 04/23/2013
page 10 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Teacher Resource: Grade 7 Unit 04A Word Study Overview (1)
Teacher Resource: Grade 7 Unit 04A Writing Appetizer (1)
Teacher Resource: Grade 7 Unit 04A Reading Appetizer (1)
Teacher Resource: Grade 7 Unit 04A Alternative Plan (optional)
Resources and References
None identified
Possible/Optional Literature
Selections
None identified
Last Updated 04/23/2013
page 11 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Understanding Persuasive Text and Media
Lesson Preparation
Daily Lesson #: 1
WORD STUDY
TEKS
7.2B
Key Understandings and Guiding
Questions
READING
Ongoing TEKS
7.2E
TEKS
Ongoing TEKS
7.Fig19B,F
7.13C,D
Understanding new words and
concepts enhance
comprehension and oral and
written communication.
- What do effective readers do when
they come across a word they do not
know or understand?
WRITING
Authors choose techniques,
form, and structure to influence
the attitudes or actions of a
specific audience.
- How can media influence attitude
and behavior?
TEKS
Ongoing TEKS
7.14A
7.18A
Authors choose techniques,
form, and structure to influence
the attitudes or actions of a
specific audience.
Purpose and audience
determine the author’s choice
in techniques, form, and
structure.
- How do authors develop a wellwritten persuasive essay for specific
audience?
Vocabulary of Instruction
Context clue
Formal
Informal
Tone
Influence
Inform
Audience
Persuasive essay
Brainstorm
Vocabulary Notebook (1 per
student)
Reader’s Notebook (1 per
student)
Writer’s Notebook (1 per
student)
Materials
Last Updated 04/23/2013
page 12 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
READING
Highlighter (1 per student)
Teacher-selected text with
unfamiliar or ambiguous words
(1 copy per student)
Chart paper (if applicable)
3-5 grade-appropriate
examples of digital media in
various levels of formality
Chart paper (if applicable)
Teacher Resource: Grade 7
Unit 04A Word Study
Overview (1)
Teacher Resource: Grade 7
Unit 04A Reading Appetizer
(1)
WRITING
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare to display the Anchor
2. Create an Anchor Chart:
2. Create an Anchor Chart: School
Chart: Using Context Clues from
Assessing Formality and Tone in
Rules.
Unit 03, Lesson 02, Daily Lesson 9
Digital Media. Draw a line and
Word Study.
label each end with two extremes:
Formal and Informal. Write the
3. Select a text that contains 5-8
steps for assessing the level of
unfamiliar or ambiguous words.
formality and tone in digital media:
Underline the words, and then
duplicate the text for each student.
Determine the audience and
4. Refer to the Teacher Resource:
Grade 7 Unit 04A Word Study
Overview. Prepare accordingly.
purpose
Determine the appropriate
level of formality and tone for
the particular audience and
purpose
Examine the media and
determine if the appropriate
level of formality and tone is
Last Updated 04/23/2013
page 13 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
READING
WRITING
used
3. Gather 3-5 examples of digital
media with various levels of
formality. This could include TV
clips, digital photography, text
messages, emails, clips of video
conferences, eBooks, excerpts
from chat rooms, instant
messages, etc. Prepare to use
one of the selected examples of
digital media for modeling.
Prepare to distribute the other
selections to students in small
groups. If a computer or other
media device is needed, prepare
accordingly.
4. Refer to the Teacher Resource:
Grade 7 Unit 04A Reading
Appetizer. Prepare accordingly.
Background Information
Formality in media - refers to the level of
sophistication in language, word choice,
appearance, and delivery of media
messages
Tone in media - the stated or implied
attitude and/or reputation of a media outlet
(e.g., humorous, sentimental, hostile,
sympathetic, neutral, etc.)
Digital media - electronic media that work
on digital codes (as opposed to analog
Last Updated 04/23/2013
Persuasive text - text written with the
intent to persuade or convince the reader
of something
page 14 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
READING
WRITING
media). Examples include e-mail, digital
videos, e-books, Internet, video games,
and interactive media.
Level of formality - formal, semiformal, or
informal writing style determined by the
writer’s purpose and the intended
audience
Teacher Notes
It is important that students are clear
on the meaning of media. Media (singular:
medium) carries a message. A medium is
used to store or transmit information. We
acquire information through different media
forms such as digital, visual, and audio
(e.g., radio, T.V., film, CDs, DVDs, Internet
[email, web surfing], and digital
communication [e.g., cell phone, text
message, blogs]. Mass media refers to
T.V. and radio, print media refers to
newspapers and magazines, and digital
media refers to internet, web sites, cell
phone, and text messages.
Last Updated 04/23/2013
page 15 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 1
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use context to
determine or clarify the meaning of
unfamiliar or ambiguous words.
Mini Lesson
1. Ask: How do you determine the 1. Reading Appetizer: 3-5 min.
1. Ask: How do authors develop wellmeaning of a word you do not
written persuasive essays? Discuss
2. Display Anchor Chart: Assessing
know? Discuss responses.
responses.
Formality and Tone in Digital
2. Remind students that although
Media. Ask: What is formal?
2. With student input, define persuasive
using a dictionary is one option for
What is informal? What is
text. For example: Persuasive text takes
figuring out what an unknown word
tone? Discuss responses and ask
a specific stand on a specific
means, effective readers do not
for examples. Review the steps for
subject/issue and is written to influence
always use one. Sometimes, they
assessing formality and tone in
a specific audience. There must be at
use the clues in the text to figure
digital media.
least two differing viewpoints that can be
out what the word means.
argued.
3. Display, read, and/or view one of
3. Display the Anchor Chart: Using
the selected examples of digital
3. Display the Anchor Chart: School Rules.
Context Clues. Review the
media. Ask: Who is the intended
Tell students that the principal has
different types of clues.
audience for this example of
asked for suggestions to possible
digital media? What is the
change some school rules. Ask: If you
4. Display and introduce the text
purpose of the media? Discuss
were principal, what school rules
selected for the lesson.
responses and record on the
would you change? Discuss and
Anchor Chart: Assessing Formality
record 1-2 responses on the Anchor
5. Read the text aloud until the first
and Tone in Digital Media.
Chart: School Rules.
underlined word. Think Aloud
and model looking for clues to
4. Ask: Was the media formal or
help figure out what the word
informal? Why? Where would it
means.
fit on the continuum? Is the
level of formality appropriate
6. Highlight any relevant clues and
Suggested Duration: 35-40 min.
Content Objective: Students assess the
formality and tone in digital media and
evaluate how media influences or informs
an audience.
Last Updated 04/23/2013
Suggested Duration: 30-40 min.
Content Objective: Students generate ideas
for a persuasive essay.
page 16 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
explain how the context helped to
determine the meaning of the
word. Ask students what other
types of clues they have used
when reading to figure out the
meaning of words.
for the audience and purpose?
Discuss responses and record the
media on the continuum on the
Anchor Chart: Assessing Formality
and Tone in Digital Media.
5. Ask: What is the tone of the
piece of media? Is the tone
appropriate for the audience
and purpose? Discuss
responses and record on the
Anchor Chart: Assessing Formality
and Tone in Digital Media.
6. Ask: Did this example of digital
media influence or inform the
audience? Or both? How did
the media influence or inform
the audience? Discuss and
record responses.
Learning Applications
1. Provide each student with a copy
of the text and a highlighter.
2. Students read the text individually
or with a partner.
1. Divide students into small groups
and assign each group one of the
selected pieces of digital media.
2. With the small group, students
read and/or view the digital media
selection.
3. When students come to an
underlined word, they look for and
highlight context clues to help
3. Students discuss and record the
them determine the meaning of
intended audience and purpose of
the word.
the media in their Readers
Notebook.
4. Instruct students to write a short
definition for each underlined word 4. Students discuss the level of
Last Updated 04/23/2013
1. Divide students into groups of 3-4
students. Instruct students to
continue to brainstorm rules that
they would like to change.
Students record their ideas in their
Writer’s Notebooks.
page 17 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
in the margins of the paper.
formality and discuss whether it is
appropriate for the audience and
purpose. Students record their
ideas in their Reader’s Notebook.
5. Students discuss the tone of the
media and discuss whether it is
appropriate for the audience and
purpose. Students record their
ideas in their Reader’s Notebook.
6. Students discuss whether their
piece of digital media influences
and/or informs the audience and
how. Students record ideas in
their Reader’s Notebook.
Engage in Small Group Instruction as appropriate.
Closure
1. As a class, discuss the context
clues found and the meaning of
each underlined word.
1. Each group presents their
1. Students share their ideas for
assigned piece of digital media
changing a school rule. Add their
and discusses the level of
ideas to the Anchor Chart: School
formality and the tone of the piece
Rules.
including if it was appropriate for
the audience and purpose.
Students record their piece of
digital media on the continuum on
the Anchor Chart: Assessing
Formality and Tone in Digital
Media.
2. Ask: Did your example of digital
media influence or inform the
audience? Or both? How did
the media influence or inform
Last Updated 04/23/2013
page 18 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
the audience? Discuss
responses.
Last Updated 04/23/2013
page 19 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Understanding Persuasive Text and Media
Lesson Preparation
Daily Lesson #: 2
READING
TEKS
7.Fig19F
7.13A,C
WRITING
Ongoing TEKS
7.1A
7.Fig19A
TEKS
Ongoing TEKS
7.14A
7.17Aii,iv
7.18A,B
Key Understandings and Guiding Questions
Authors choose techniques, form, and
structure to influence the attitudes or
actions of a specific audience.
- How can media influence attitude and behavior?
Readers use strategies to support
interpretation of text.
- What do readers do to clarify their understanding of
text?
Authors choose techniques, form, and
structure to influence the attitudes or actions
of a specific audience.
Purpose and audience determines the
author’s choice in techniques, form, and
structure.
- How do authors develop a well-written persuasive
essay for specific audience?
Vocabulary of Instruction
Explicit
Implicit
Argument
Counter argument
Thesis
Controlling idea
Reader’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
Sticky note (5-6 per group)
Writer’s Notebook ( 1 per student)
Teacher Writer’s Notebook (1)
Note card (1 per student)
Materials
Last Updated 04/23/2013
page 20 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 2
READING
5-6 grade-appropriate examples of media in
different forms
Chart paper (if applicable)
WRITING
Chart paper (if applicable)
Attachments and Resources
Teacher Resource: Grade 7 Unit 04A
Writing Appetizer (1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Gather 5-6 grade-appropriate examples of
media in different forms. This could include
advertisements (both print and electronic),
newspapers, magazines, radio programs, web
pages, televised news, documentaries,
commercials, product labels, political cartoons,
educational cartoons, etc. Select one of the
selected media examples for modeling. Set up
stations around the classroom with the other
selected media examples. If a computer or
other device is needed, prepare accordingly.
2. Refer to the Teacher Resource: Grade 7 Unit
04A Writing Appetizer. Prepare accordingly.
3. Display the following questions at each media
station.
Who is the intended audience?
What is the explicit message or messages in
this media?
What is the implicit message or messages in
this media?
Does the example of media influence the
audience; inform the audience, or both?
Last Updated 04/23/2013
page 21 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 2
READING
WRITING
How?
Background Information
Explicit message - specific, clear, detailed (leaves little
room for interpretation)
Implicit message - uses visuals, body language, etc. to
communicate meaning. The meaning must be inferred.
This Instructional Routine assesses Performance
Indicator 04.
Teacher Notes
Students should realize that every type of media contains a
message (explicit and/or implicit). A piece can have
multiple messages, and the messages can be intentional
or unintentional
Last Updated 04/23/2013
Counter argument - when the author turns against
his/her argument to challenge it and then turns back to
re-affirm it. It is an objection to the objection, used to
strengthen the author’s position.
Thesis/position - a statement or premise supported by
arguments
In order to establish a clear thesis or position, a statement
must be composed. The statement declares what the
author believes and what the author intends to prove. This
is a thesis or position statement.
Controlling idea - the main point or underlying direction of
a piece of writing. A controlling idea makes the reader
ask a question that will be answered by reading more or
helps the reader understand the author's purpose for
writing the paragraph or essay.
Stated purpose - the stated goal of a piece of writing
page 22 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 2
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Content Objective: Students interpret both explicit and
implicit messages in media and provide textual evidence.
Suggested Duration: 45-50 min.
Content Objective: Students establish a thesis and plan
arguments and counter arguments for their persuasive
essay.
Mini Lesson
1. Ask: How does an author convey a
message? Discuss responses.
1. Writing Appetizer: 5-10 min.
2. Think Aloud about the difference between
explicit and implicit messages. Students record
the definitions in their Reader’s Notebooks.
3. Display, read, and/or view the selected media
example for modeling.
4. Think Aloud about the following questions
displayed throughout the room:
2. Display the Anchor Chart: School Rules.
Review the rules that were brainstormed in
Daily Lesson 1 Writing.
3. Think Aloud and select a rule to model writing
a persuasive essay in the Teacher Writer’s
Notebook.
4. Discuss with students the position that will be
taken on the selected rule. Remind students
that the audience for their essay will be the
principal.
Who is the intended audience?
What is the explicit message or messages in
5. Model writing a thesis statement in the Writer’s
this media?
Notebook that clearly demonstrates the position
What is the implicit message or messages in
to be taken on the selected rule (e.g., Students
this media?
should be allowed to use cell phones in school).
Does the example of media influence the
audience; inform the audience, or both?
6. In the Teacher Writer’s Notebook, create a T­
How?
chart and label one side “For (Argument)” and
the other side “Against (Counter Argument)”.
5. Record responses to the questions in the
Explain that when writing a persuasive essay,
Teacher Reader’s Notebook. Provide textual
the author must consider both sides of the
evidence to support ideas.
argument.
Last Updated 04/23/2013
page 23 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
7. Begin to Think Aloud about 1-2 arguments for
and against the selected issue. Allow for
student input. Additional ideas will be recorded
in Daily Lesson 3 Writing.
Learning Applications
1. Divide students into small groups and assign
them a media station.
2. Instruct students to read and/or view the media
example in their station. Tell them to discuss
the displayed questions and record their
answers with text evidence in their Reader’s
Notebooks.
3. Students rotate through the stations and
answer the displayed questions about the
media example included in each station.
1. Students select a rule that they would like to
change from the Anchor Chart: School Rules or
come up with another school rule. Students
write the rule in their Writer’s Notebook.
2. Students write a thesis statement that clearly
states their position on the selected rule.
3. Students create a T­chart in their Writer’s
Notebooks. Students begin to brainstorm
arguments for and against their selected rule.
Engage in Small Group Instruction as appropriate.
Closure
1. Ask: Why is it important for audiences to
consider both explicit and implicit
messages in media? Discuss responses.
Last Updated 04/23/2013
1. Students share their reviews in small groups.
page 24 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Understanding Persuasive Text and Media
Lesson Preparation
Daily Lesson #: 3
WORD STUDY
TEKS
7.2A,B
Key Understandings and Guiding
Questions
READING
Ongoing TEKS
7.2E
TEKS
7.13A,B,C
Understanding new words and
concepts enhance
comprehension and oral and
written communication?
- How do you determine the meaning
of a word you do not know?
Ongoing TEKS
7.8A
Authors choose techniques,
form, and structure to influence
the attitudes or actions of a
specific audience.
- How can media influence attitude
and behavior?
WRITING
TEKS
Ongoing TEKS
7.14A
7.17Aii,iv
7.18A,B
Authors choose techniques,
form, and structure to influence
the attitudes or actions of a
specific audience.
Purpose and audience
determine the author’s choice
in techniques, form, and
structure.
- How do authors develop a wellwritten persuasive essay for specific
audience?
Vocabulary of Instruction
Argument
Counter argument
Thesis
Controlling idea
Materials
Vocabulary Notebook (1 per
student)
Reader’s Notebook (1 per
student)
Last Updated 04/23/2013
Writer’s Notebook (1 per
student)
page 25 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 3
WORD STUDY
READING
Dictionary (class set)
Collection of grade-appropriate
persuasive texts for student
selection
Chart paper (if applicable)
Teacher Reader’s Notebook
(1)
2 grade-appropriate
commercials or other examples
of media with visual and sound
techniques
Chart paper (if applicable)
Teacher Resource: Grade 7
Unit 04A Word Study
Overview (1)
Teacher Resource: Grade 7
Unit 04A Reading Appetizer
(1)
WRITING
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Gather a collection of persuasive
texts that contain possible
unfamiliar and/or ambiguous
words.
2. Select two grade-appropriate
commercials or other examples of
media that use both visual and
sound techniques.
3. Refer to the Teacher Resource:
Grade 7 Unit 04A Word Study.
Prepare accordingly.
3. Create an Anchor Chart:
Interpreting Visual and Sound
Techniques in Media. List various
visual and sound techniques used
in media (refer to Background
Information). Write the following
steps in interpretation:
1. Prepare to display visuals as
appropriate.
Identify the visual and sound
technique(s)
Identify the intended message
Last Updated 04/23/2013
page 26 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 3
WORD STUDY
READING
WRITING
Identify the intended audience
Explain the influence of the
specific techniques on
message
4. Refer to the Teacher Resource:
Grade 7 Unit 04 Reading
Background Information
Possible visual techniques used in media:
Refer to Daily Lesson 2 Writing
Camera angles (e.g., close
ups, using multiple exposures,
digital composing)
Lighting
Special effects: illusions used
to simulate imagined events
Movement
Graphics
Shape
Color
Possible sound techniques used in media
Music (e.g., background music)
Sound effects: simulate
imagined events
Teacher Notes
Last Updated 04/23/2013
page 27 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 3
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use context
clues and roots/affixes to determine the
meaning of unfamiliar or ambiguous
words.
Suggested Duration: 35-40 min.
Content Objective: Students interpret how
visual and sound techniques influence the
messages in media.
Suggested Duration: 35-40 min.
Content Objective: Students establish a
thesis and plan arguments and counter
arguments for their persuasive essay.
Mini Lesson
1. Display and read aloud an
example of a persuasive text that
contains words that may be
unfamiliar to students.
1. Reading Appetizer: 3-5 min.
1. Display and read the thesis
statement in the Teacher Writer’s
Notebook from Daily Lesson 2
Writing. Make any necessary
revisions.
2. As a class, identify the unfamiliar
or ambiguous words used in an
attempt to persuade the reader.
3. Think Aloud about the context
clues and/or the roots and affixes
to infer the meaning of the word.
Learning Applications
2. Display the Anchor Chart:
Interpreting Visual and Sound
Techniques in Media. Review
possible visual and sound
techniques found in media.
Review the steps for
interpretation.
3. Display, read, and/or view the
selected media for modeling.
2. Display the T-chart with
arguments and counter
arguments. Continue to discuss
and add to the chart.
3. After all arguments and counter
arguments have been recorded,
select 3-4 arguments that will be
the focus of the essay. Circle or
place a star next to those
arguments.
4. Locate the word in the dictionary
and compare definition.
4. Think Aloud and discuss each of
the steps on the Anchor Chart:
Interpreting Visual and Sound
Techniques in Media. Record
responses in the Teacher
Reader’s Notebook.
1. Students select persuasive texts
from the collection.
1. Display (and distribute if
applicable), read, and/or view the
other selected example of media.
1. With a partner, students reread
their thesis statements and make
any necessary changes for clarity.
2. With a partner, students discuss
each of the steps on the Anchor
2. Students continue to record
arguments and counter arguments
2. With a partner, students identify
words that are unfamiliar or
ambiguous. In their Vocabulary
Last Updated 04/23/2013
page 28 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Notebook, students write the
words, the clues, the roots/affixes
(if applicable), and their inferred
definitions for each word. Students
use a dictionary to confirm the
meaning of the word.
Chart: Interpreting Visual and
Sound Techniques in Media.
Students record their ideas in their
Reader’s Notebooks.
on the T­chart in their Writer’s
Notebook.
3. Each student writes a persuasive
paragraph using one of the words.
Engage in Small Group Instruction as appropriate.
Closure
1. Students share the words they
found along with how they
determined the meaning of the
word.
1. As a class, discuss how the visual
and sound techniques influence
the message (both explicit and
implicit messages) in the second
media example.
2. Ask: Did the media example
influence or inform the
audience? Or both? Discuss
responses.
Last Updated 04/23/2013
1. Students share their arguments
and counter arguments with a
partner.
2. Students select 3-4 arguments to
be the focus of the persuasive
essay. Students circle or place a
star next to those arguments.
page 29 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Understanding Persuasive Text and Media
Lesson Preparation
Daily Lesson #: 4
READING
TEKS
WRITING
Ongoing TEKS
7.13A,B,C,D
TEKS
Ongoing TEKS
7.14A,B
7.17Ai,ii,iii,iv
7.18A,B,C
Key Understandings and Guiding Questions
Authors choose techniques, form, and
structure to influence the attitudes or
actions of a specific audience.
- How can media influence your attitude or behavior?
Authors choose techniques, form, and
structure to influence the attitudes or actions
of a specific audience.
Purpose and audience determine the
author’s choice in techniques, form, and
structure.
- How do authors develop a well-written persuasive
essay for specific audience?
Vocabulary of Instruction
Organizational structure
Draft
Materials
Reader’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
Grade-appropriate example of print media
(class set)
Grade-appropriate example of digital media
Chart paper (if applicable)
Last Updated 04/23/2013
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Collection of grade-appropriate persuasive
texts with different organizational patterns
Chart paper (if applicable)
page 30 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 4
READING
WRITING
Attachments and Resources
Teacher Resource: Grade 7 Unit 04A
Writing Appetizer (1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Prepare to display the various Anchor Charts
used in Daily Lessons 1-3 Reading.
2. Collect or create examples of persuasive texts
with various organizational strategies:
sequential, order of importance, cause/effect,
compare/contrast, and problem/solution.
3. Select one example of print media and one
example of digital media for students to use for
the Performance Indicator.
4. Select a couple of charts for students to use in
order to complete the Performance Indicator.
Background Information
This Instructional Routine assesses Performance
Indicator 02.
3. Refer to the Teacher Resource: Grade 7 Unit
04A Writing Appetizer. Prepare accordingly.
Organization of a paper - the development of ideas in a
coherent manner. In a well-organized paper, main points
should be supported, each idea should flow sequentially
and logically to the next idea, transitions should connect
ideas, and extraneous sentences should not be
included.
Organizational pattern - the pattern an author constructs
as he organizes his or her ideas and provides supporting
details
Teacher Notes
Last Updated 04/23/2013
page 31 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 4
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Suggested Duration: 45-50 min.
Content Objective: Students interpret explicit/implicit
Content Objective: Students draft their persuasive essays
messages in media and interpret visual/sound techniques using an appropriate organizational strategy.
used to influence the message.
Mini Lesson
1. Display and review all Anchor Charts from Daily 1.
Lessons 1-3 Reading.
2.
2. Explain that they will be looking at one print
form of media and one digital form of the media.
3. Tell students that they will be creating a chart
that identifies both the explicit and implicit
messages and the visual/sound techniques
used to influence the messages in the selected
media examples.
4. Provide students some examples of possible
charts to use.
Learning Applications
Writing Appetizer: 5-10 min.
Ask: How do authors of persuasive text
organize their argument? Display examples
of persuasive text using various organizational
strategies. Lead students in a discussion of the
strengths of each for organizing a persuasive
essay.
3. Think Aloud about how to organize the ideas
in the persuasive essay in the Teacher Writer’s
Notebook.
4. Demonstrate writing an introduction to the
persuasive essay in the Teacher Writer’s
Notebook. Model how to describe the
issue/topic of the essay and how to clearly state
the position being taken in the essay.
1. Display and/or distribute (if applicable) the
1. Students review their thesis and the arguments
example of print media and digital media.
in their Writer’s Notebooks. Students determine
Students read and/or view the media examples.
an appropriate organizational strategy for
presenting their arguments.
2. Students create a chart in their Reader’s
Notebooks that identifies both the explicit and
2. In their Writer’s Notebooks, students draft an
implicit messages and the visual/sound
introduction for their persuasive essay that
techniques used to influence the messages in
describes the issue/topic and that clearly states
Last Updated 04/23/2013
page 32 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
the selected media examples.
their position on the issue/topic.
Engage in Small Group Instruction as appropriate.
Closure
1. Ask: How does media influence you?
Discuss responses.
Last Updated 04/23/2013
1. Students share their organizational strategy
and their introductions with a partner.
page 33 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Understanding Persuasive Text and Media
Lesson Preparation
Daily Lesson #: 5
WORD STUDY
TEKS
7.2A
Key Understandings and Guiding
Questions
READING
Ongoing TEKS
7.2E
TEKS
7.Fig19C,D,E
7.10B
7.11B
Understanding new words and
concepts enhance
comprehension and oral and
written communication.
- Why do readers and writers need to
pay attention to words?
Ongoing TEKS
7.17C
Authors choose techniques,
form, and structure to influence
the attitudes or actions of a
specific audience.
-How do authors use techniques to
influence their audience?
Readers use strategies to
support interpretation of text.
- What strategies do readers use to
think critically about text?
WRITING
TEKS
Ongoing TEKS
7.14B
7.17Aii,iii,iv
7.18A,B,C
Authors choose techniques,
form, and structure to influence
the attitudes or actions of a
specific audience.
Purpose and audience
determine the author’s choice
in techniques, form, and
structure.
- How do authors develop a wellwritten persuasive essay for specific
audience?
Vocabulary of Instruction
Academic language
Academic word
Rhetorical fallacy
Ad hominem
Exaggeration
Stereotyping
Categorical claim
Last Updated 04/23/2013
Purpose
Audience
page 34 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
READING
WRITING
Materials
Vocabulary Notebook (1 per
student)
Dictionary (class set)
Chart paper (if applicable)
Reader’s Notebook (1 per
student)
5-6 grade-appropriate
persuasive texts including
media with examples of ad
hominem, exaggeration,
stereotyping, and categorical
claims ( 1 copy of each)
Chart paper (if applicable)
Teacher Resource: Grade 7
Unit 04A Word Study
Overview (1)
Teacher Resource: Grade 7
Unit 04A Reading Appetizer
(1)
Writer’s Notebook (1 per
student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Students will need access to all the 2. Gather a collection of persuasive
roots and affixes learned in Units
texts including media that include
01 and Units 02. Prepare
examples of ad hominem,
accordingly.
exaggeration, stereotyping, and
categorical claims. Choose one of
3. Using prefixes, suffixes, and root
the persuasive texts for modeling.
words from previous units, create
Set up stations around the
three new words: one instruction
classroom with the other selected
word (e.g., visualize), one English
media examples. If a computer or
Language Arts and Reading word
other device is needed, prepare
(e.g., revise), and one other
accordingly.
content area word (e.g.,
hydrogen). Consider using words
3. Create an Anchor Chart:
Last Updated 04/23/2013
page 35 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
READING
related to persuasive texts and
media.
4. Refer to the Teacher Resource:
Grade 7 Unit 04A Word Study
Overview. Prepare accordingly.
WRITING
Rhetorical Fallacies Used in
Persuasive Texts. Write a
definition rhetorical fallacy. Also,
record the following terms on the
chart along with definitions and
examples of each: ad hominem,
exaggeration, stereotyping,
categorical claims. Refer to
Background Information for
definitions.
4. Refer to the Teacher Resource:
Grade 7 Unit 04A Reading
Appetizer. Prepare accordingly.
Background Information
Rhetorical fallacy - an argument that is not
sound but may still be convincing
Ad hominem - a rhetorical fallacy in which
the intent is to attack the character or
circumstance of the proponent of the
position in order to distract from the
argument. This personal attack is
intended to devalue the claim without
regard for the evidence provided. For
example, consider the following
interchange:
Person A: It is important to
give vaccines to children.
Person B: Of course you
would say that. You are a
nurse.
Last Updated 04/23/2013
page 36 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
READING
WRITING
Person A: I provided
research and evidence to
support my opinion. Did you
read that?
Person B: That doesn’t
matter. You are a nurse and
just like everyone else in
the medical world you are
trying to make a buck.
Exaggeration - an overstatement or a
representation of more than is true (e.g.,
Everybody will get to go to the party, but
me.)
Stereotyping - a rhetorical fallacy in which
one classifies a person or group
according to a common aspect that is
oversimplified, rigidly applied, and often
uncomplimentary.
Categorical claim - a rhetorical fallacy in
which a claim is based on the often faulty
logic of relating two things solely because
they are in the same category (e.g.,
Chihuahuas are good inside dogs.
German Shepherds are dogs; therefore,
German Shepherds would be good inside
dogs too.)
Teacher Notes
Last Updated 04/23/2013
page 37 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 5
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students determine the
meaning of grade-level academic words
derived from Greek, Latin, or other linguistic
roots and affixes.
Suggested Duration: 40-45 min.
Content Objective: Students identify
rhetorical fallacies in persuasive texts.
Suggested Duration: 35-40 min.
Content Objective: Students write a
persuasive essay that establishes a clear
position, presents arguments and counter
arguments, and includes evidence that is
logically organized.
Mini Lesson
1. Ask: What is academic
language? Discuss responses
and clarify any misconceptions.
1. Reading Appetizer: 3-5 min.
1. Ask: In addition to a thesis
statement, what are the other
elements to remember when
writing a persuasive essay?
Discuss responses including the
concepts of purpose and
audience. Remind students that
the principal is their intended
audience.
2. Display the Anchor Chart:
Rhetorical Fallacies Used in
2. Point out the three columns on the
Persuasive Texts. Review the
Word Wall and explain the
definitions and examples listed on
meaning of “Instruction Words,”
the chart. Emphasize that
“English Language Arts and
readers/audiences need to be
Reading Words”, and “Other
critical when reading and/or
Content Words.”
viewing persuasive texts because
the authors are using these
2. Explain that in order to write a
3. Display the three selected
techniques to persuade.
successful draft they should
academic words using previously
incorporate their thesis along with
learned roots and affixes. Add the 3. Display the selected persuasive
specific information about their
examples to the appropriate new
text for modeling. Read and/or
topic and convincing
column on the Word Wall.
view the text. Think Aloud about
arguments/reasons for their
the rhetorical fallacies used by the
position.
author to persuade the
reader/audience. Identify the
3. Display the T-chart in the Teacher
fallacies as ad hominem,
Writer’s Notebook that supports
exaggeration, stereotyping, and/or
the development of the persuasive
categorical claim.
essay.
4. Continue to Think Aloud and
Last Updated 04/23/2013
page 38 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
draft 1-2 paragraphs of the
persuasive essay. Ask: How does
this paragraph support my
thesis statement? Discuss
responses.
Learning Applications
1. In Cooperative Groups,
students list at least five words
using previously learned prefixes,
suffixes, and roots.
1. Divide students into small groups
and assign them to a persuasive
text/media station.
2. Instruct students to read and/or
2. Once the list is complete, students
view the persuasive text/media
organize the brainstormed words
example in their station. Tell them
into the categories “Instruction
to discuss the use of rhetorical
Words,” “English Language Arts
fallacies in the persuasive texts
Words,” and “Other Content
and record them in their Reader’s
Words.”
Notebooks.
3. Students record the words that
apply to any of the three
categories in their Vocabulary
Notebook.
1. Students work independently to
develop a draft that has an
identified purpose and audience.
Students include arguments and
counter arguments that support
their position.
2. As students work, conduct
Teacher-Student Conferences
with individual students or small
groups.
3. Students rotate through the
stations and identify the rhetorical
fallacies used in persuasive texts.
Engage in Small Group Instruction as appropriate.
Closure
1. Each group of students read the
words they brainstormed, making
sure not to include a word already
shared.
1. Ask: What rhetorical fallacies
1. With a partner, students share
did you find in the persuasive
their drafts. Partners provide
texts/media? Discuss responses
feedback.
and record examples on the
Anchor Chart: Rhetorical Fallacies
Used in Persuasive Texts.
Last Updated 04/23/2013
page 39 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Understanding Persuasive Text and Media
Lesson Preparation
Daily Lesson #: 6
READING
TEKS
WRITING
Ongoing TEKS
7.Fig19C,D,E
7.10B
7.11B
7.17C
TEKS
Ongoing TEKS
7.14B
7.17Aii,iii,iv
7.18A,B,C
7.19Av
Key Understandings and Guiding Questions
Authors choose techniques, form, and
structure to influence the attitudes or
actions of a specific audience.
- How do authors use techniques to influence their
audience?
Readers use strategies to support
interpretation of text.
Authors choose techniques, form, and
structure to influence the attitudes or actions
of a specific audience.
Purpose and audience determine the
author’s choice in techniques, form, and
structure.
- How do authors develop a well-written persuasive
essay for specific audience?
- What strategies do readers use to think critically
about text?
Vocabulary of Instruction
Rhetorical fallacy
Testimonial
Logical appeal
Emotional appeal
Ethical appeal
Last Updated 04/23/2013
Persuasive
Organizational pattern
Counter argument
Preposition
Prepositional phrase
page 40 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 6
READING
WRITING
Materials
Reader’s Notebook (1 per student)
5-6 grade-appropriate persuasive texts
including media with examples of
testimonials, logical appeals, emotional
appeals, and ethical appeals (1 copy of
each)
Chart paper (if applicable)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Teacher Resource: Grade 7 Unit 04A
Writing Appetizer (1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Gather a collection of persuasive texts
including media that include examples of
testimonials, logical appeals, emotional
appeals, and ethical appeals. Choose one of
the persuasive texts for modeling. Set up
stations around the classroom with the other
selected media examples. If a computer or
other device is needed, prepare accordingly.
2. Prepare to display the Anchor Chart:
Prepositional Phrases from Unit 03, Lesson 02,
Daily Lesson 17 Writing. Add prepositions
and/or prepositional phrases that might be
used in a counter argument.
3. Prepare to demonstrate writing a paragraph for
the persuasive essay in the Teacher Writer’s
Notebook that incorporates the use of counter
3. Prepare to display the Anchor Chart: Rhetorical
arguments.
Fallacies Used in Persuasive Texts from Daily
4. Refer to the Teacher Resource: Grade 7 Unit
Lesson 5 Reading. Add the following terms on
04A Writing Appetizer. Prepare accordingly.
the chart along with definitions and examples of
each: testimonial, logical appeal, emotional
appeal, ethical appeal. Refer to Background
Information for definitions.
Last Updated 04/23/2013
page 41 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 6
Background Information
READING
WRITING
Testimonial - a statement in support of a particular truth,
fact, or claim
Appeal - the means of persuasion in an argument.
According to Aristotle, there are three fundamental
appeals to convince a person: reason (logos), ethics
(ethos), and emotion (pathos).
Logical fallacy - an incorrect or problematic argument
that is not based on sound reasoning (e.g., Because
everything is bigger in Texas, you can expect a bigger
salary in Texas.)
Emotional fallacy - unfairly appeal to the audience's
emotions
Ethical fallacy - unreasonably advance the writer's own
authority or character
Counter argument - when the author turns against his/her
argument to challenge it and then turns back to re-affirm it.
It is an objection to the objection, used to strengthen the
author’s position.
Teacher Notes
Last Updated 04/23/2013
page 42 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 6
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Content Objective: Students identify rhetorical fallacies in
persuasive texts.
Suggested Duration: 45-50 min.
Content Objective: Students write a persuasive essay that
establishes a clear position, presents arguments and
counter arguments, and includes evidence that is logically
organized.
Mini Lesson
1. Display the Anchor Chart: Rhetorical Fallacies
Used in Persuasive Texts. Review the
definitions and examples listed on the chart
from Daily Lesson 5 Reading and introduce the
new definitions and examples added to the list.
Emphasize that readers/audiences need to be
critical when reading and/or viewing persuasive
texts because the authors are using these
techniques to persuade.
1. Writing Appetizer: 5-10 min.
2. Display the Anchor Chart: Prepositional
Phrases. Review the definitions and provide
examples in isolation and in context including
the effect of prepositional phrases on subjectverb agreement.
3. Display the T­chart in the Teacher Writer’s
Notebook that supports the development of the
persuasive essay.
2. Display the selected persuasive text for
modeling. Read and/or view the text. Think
4. Continue to Think Aloud and draft another
Aloud about the rhetorical fallacies used by the
paragraph of the persuasive essay using
author to persuade the reader/audience.
prepositions and prepositional phrases.
Identify the fallacies as testimonial, logical
Specifically, model how to incorporate counter
appeal, emotional appeal, and/or ethical
arguments to support the thesis. Ask: How
appeal.
does this paragraph support my thesis
statement? Discuss responses.
Learning Applications
1. Divide students into small groups and assign
them to a persuasive text/media station.
2. Instruct students to read and/or view the
persuasive text/media example in their station.
Tell them to discuss the use of rhetorical
Last Updated 04/23/2013
1. Students work independently to develop a draft
that has an identified purpose and audience.
Students include arguments and counter
arguments that support their position.
2. As students work, conduct Teacher-Student
page 43 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
fallacies in the persuasive texts and record
them in their Reader’s Notebooks.
Conferences with individual students or small
groups.
3. Students rotate through the stations and
identify the rhetorical fallacies used in
persuasive texts.
Engage in Small Group Instruction as appropriate.
Closure
1. Ask: What rhetorical fallacies did you find
in the persuasive texts/media? Discuss
responses and record examples on the Anchor
Chart: Rhetorical Fallacies Used in Persuasive
Texts.
Last Updated 04/23/2013
1. With a partner, students share their drafts.
Partners provide feedback.
page 44 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Understanding Persuasive Text and Media
Lesson Preparation
Daily Lesson #: 7
WORD STUDY
TEKS
7.2D
Key Understandings and Guiding
Questions
READING
Ongoing TEKS
7.2E
TEKS
7.Fig19C,D,E
7.10B
7.11B
Understanding new words and
concepts enhance
comprehension and oral and
written communication.
- How do you determine the meaning
of a word you do not know?
Ongoing TEKS
7.17C
Authors choose techniques,
form, and structure to influence
the attitudes or actions of a
specific audience.
- How do authors use techniques to
influence their audience?
Readers use strategies to
support interpretation of text.
- What strategies do readers use to
think critically about text?
WRITING
TEKS
Ongoing TEKS
7.14B
7.17Ai-iv
7.18A,B,C
7.19Aiii
Authors choose techniques,
form, and structure to influence
the attitudes or actions of a
specific audience.
Purpose and audience
determine the author’s choice
in techniques, form, and
structure.
- How do authors develop a wellwritten persuasive essay for specific
audience?
Vocabulary of Instruction
Foreign word
Foreign phrase
Rhetorical fallacy
Conclusion
Vocabulary Notebook (1 per
student)
Reader’s Notebook (1 per
student)
Writer’s Notebook (1 per
student)
Materials
Last Updated 04/23/2013
page 45 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 7
WORD STUDY
READING
Note card (1 per 2-3 students)
Chart paper (if applicable)
5-6 grade-appropriate
persuasive texts including
media with examples of appeal
to authority, scare tactics, and
false need (1 copy of each)
Chart paper (if applicable)
Teacher Resource: Grade 7
Unit 04A Word Study
Overview (1)
Teacher Resource: Grade 7
Unit 04A Reading Appetizer
(1)
WRITING
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare to display the Anchor
2. Gather a collection of persuasive
Chart: Foreign Words and
texts including media that include
Phrases Used in English. Add
examples of appeals to authority,
three additional foreign words and
scare tactics, and false needs.
phrases used in English with an
Choose one of the persuasive
emphasis on Greek and Latin
texts for modeling. Set up stations
words. Possible words and
around the classroom with the
phrases could include: habeas
other selected media examples. If
corpus, e pluribus unum, bona
a computer or other device is
fide, nemesis, pro bono, ad hoc, et
needed, prepare accordingly.
cetera, in memoriam, mea culpa,
3. Prepare to display the Anchor
quid pro quo, vice versa, status
Chart: Rhetorical Fallacies Used
quo, persona non grata, cogito
in Persuasive Texts from Daily
ergo sum, ad nauseam, etc.
Lesson 5 Reading. Add the
Last Updated 04/23/2013
1. Prepare to display visuals as
appropriate.
2. Prepare Anchor Chart: Adverbial
and Adjectival Phrases and
Clauses from Unit 03 Lesson 10
Writing. Using a student or
teacher draft, find examples of a
phrase, a clause, an adverbial
phrase, an adjectival phrase, an
adverbial clause, and an
adjectival clause. Refer to
Background Information.
page 46 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 7
WORD STUDY
READING
3. Write the two of the selected
foreign words or phrases on a
note card for every 2-3 students.
Use the third foreign word or
phrase for modeling.
4. Refer to the Teacher Resource:
Grade 7 Unit 04A Word Study
Overview. Prepare accordingly.
Background Information
WRITING
following terms on the chart along
with definitions and examples of
each: appeal to authority, scare
tactics, and false need.
4. Refer to the Teacher Resource:
Grade 7 Unit 04A Reading
Appetizer. Prepare accordingly.
Appeal to authority - referring to a respected
source or authority and relying on their
position even though they are not a
qualified expert on the subject
Scare tactics - the use of facts, statistics,
and descriptions that create a sense of fear
in the audience
False need - creating an unnecessary
desire for things
Last Updated 04/23/2013
Adjectival phrase - a prepositional or
participle phrase that acts like an adjective
and modifies a noun or a pronoun. (e.g.,
the dog, showing off, is mine.)
Adjectival clause - a group of words with a
subject and a verb that acts as an adjective
by describing a noun or pronoun. Relative
pronouns (who, whom, whose, which, that)
usually introduce the adjectival clause but
they may also begin with relative adverbs
(when, where, why), such as: The young
man who is sitting near the door is my son.
Adverbial phrase - a prepositional phrase
that modifies a verb, adjective, or other
adverb (e.g., The tennis courts stay open
late into the evening.)
Adverbial clause - a dependent clause
beginning with a subordinate clause that
acts as an adverb by modifying a verb,
adjective, or other adverb (e.g., I will go
home when the party is over.)
page 47 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 7
WORD STUDY
READING
WRITING
Teacher Notes
Last Updated 04/23/2013
page 48 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 7
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students identify the
meaning of foreign words commonly used
English.
Mini Lesson
1. Display the Anchor Chart: Foreign 1. Reading Appetizer: 3-5 min.
1. Display the Anchor Chart:
Words and Phrases Used in
Adverbial and Adjectival Phrases
2. Display the Anchor Chart:
English. Read each of the three
and Clauses. Review the concept
Rhetorical Fallacies Used in
selected words or phrases aloud.
of phrases vs. clauses and the
Persuasive Texts. Review the
difference between adverbial and
2. Using the selected foreign word or
definitions and examples listed on
adjectival clauses and the
phrase for modeling, Think Aloud
the chart from Daily Lessons 5
difference between adverbial and
about background knowledge
and 6 and introduce the new
adjectival phrases. Discuss
including the use of roots and
definitions and examples added to
various examples found in text.
affixes if applicable.
the list. Emphasize that
readers/audiences need to be
2. Display the T-chart in the Teacher
3. Using a dictionary, determine the
critical when reading and/or
Writer’s Notebook that supports
accurate meaning of the word or
viewing persuasive texts because
the development of the persuasive
phrase.
the authors are using these
essay.
techniques to persuade.
4. On chart paper, model writing the
3. Continue to Think Aloud and
word or phrase in a sentence.
3. Display the selected persuasive
draft the conclusion of the
Sketch an illustration that captures
text for modeling. Read and/or
persuasive essay in the Teacher
the meaning of the word or
view the text. Think Aloud about
Writer’s Notebook. Model restating
phrase.
the rhetorical fallacies used by the
the thesis and ending with a
author to persuade the
memorable statement.
reader/audience. Identify the
Suggested Duration: 40-45 min.
Content Objective: Students identify
rhetorical fallacies in persuasive texts.
Last Updated 04/23/2013
Suggested Duration: 30-35 min.
Content Objective: Students write a
persuasive essay that establishes a clear
position, presents arguments and counter
arguments, and includes evidence that is
logically organized. Students understand
and use adverbial and adjectival phrases
and clauses.
page 49 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
fallacies as appeals to authority,
scare tactics, and/or false need.
Learning Applications
1. Distribute a note card with the
1. Divide students into small groups
other two phrases to groups of 2-3
and assign them to a persuasive
students.
text/media station.
2. Students discuss the words or
2. Instruct students to read and/or
phrases using their background
view the persuasive text/media
knowledge including roots/affixes if
example in their station. Tell them
applicable.
to discuss the use of rhetorical
fallacies in the persuasive texts
3. Students use a dictionary to
and record them in their Reader’s
determine the true meaning of the
Notebooks.
words or phrases. Students record
the definitions in their Vocabulary 3. Students rotate through the
Notebooks.
stations and identify the rhetorical
fallacies used in persuasive texts.
4. Students write the words or
phrases in sentences. Students
illustrate each word or phrases to
represent its meaning.
1. Students write the conclusion to
their persuasive essays. Students
restate their position and end with
a memorable statement.
2. As students work, conduct
Teacher-Student Conferences
with individual students or small
groups.
Engage in Small Group Instruction as appropriate.
Closure
1. Select students to share their
sentences and illustrations with
the class.
1. Ask: What rhetorical fallacies
1. With a partner, students share
did you find in the persuasive
their drafts. Partners provide
texts/media? Discuss responses
feedback.
and record examples on the
Anchor Chart: Rhetorical Fallacies
Used in Persuasive Texts.
Last Updated 04/23/2013
page 50 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Understanding Persuasive Text and Media
Lesson Preparation
Daily Lesson #: 8
READING
TEKS
7.Fig19C,D,E
7.11A,B
WRITING
Ongoing TEKS
7.1A
7.17C
TEKS
Ongoing TEKS
7.14C
7.17Av
7.19B,C
7.19Ai,ii,iv,vi-viii
Key Understandings and Guiding Questions
Authors choose techniques, form, and
structure to influence the attitudes or
actions of a specific audience.
- How do authors use techniques to influence their
audience?
Readers use strategies to support
interpretation of text.
Authors choose techniques, form, and
structure to influence the attitudes or actions
of a specific audience.
Purpose and audience determine the
author’s choice in techniques, form, and
structure.
- How do authors develop a well-written persuasive
essay for specific audience?
- What strategies do readers use to think critically
about text?
Vocabulary of Instruction
Complex sentence
Subordinate clause
Independent clause
Revise
Materials
Reader’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
Last Updated 04/23/2013
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
page 51 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 8
READING
2 grade-appropriate contemporary policy
speeches or excerpts from contemprorary
policy speeches (class set of each)
Chart paper (if applicable)
WRITING
Chart paper (if applicable)
Attachments and Resources
Teacher Resource: Grade 7 Unit 04A
Writing Appetizer (1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Prepare to display the Anchor Chart:
Rhetorical Fallacies Used in Persuasive Texts
from Daily Lesson 7 Reading.
2. Prepare Anchor Chart: Types of Sentences
from Unit 03, Lesson 02, Daily Lesson 8
Writing.
3. Create an Anchor Chart: Analyzing Speeches.
List the following types of arguments on the
chart: cause/effect, analogy, repetition,
examples, and statistics. Write the following
steps for analysis on the chart:
3. In the Teacher Writer’s Notebook, identify
places for revision in the modeled persuasive
essay including the use of a variety of complete
sentences.
Determine the argument and the structural
approach of the argument
Determine the evidence provided in support
of the argument
Explain how the structural approach and
evidence supports the argument
Background Information
Policy speech - a speech that influences guides and/or
determines decisions and/or actions (e.g., program,
system of rules, a sequence of actions, regulations,
Last Updated 04/23/2013
4. Refer to the Teacher Resource: Grade 7 Unit
04A Writing Appetizer. Prepare accordingly.
Complex sentence - a sentence with an independent
clause and at least one dependent clause (e.g., I cleaned
the room when the guests left)
page 52 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 8
READING
remedies, procedures, processes, plans. etc.)
WRITING
Independent clause - a group of words containing a
subject and a verb that can stand alone as a complete
sentence; also called a main clause
Subordinate clause - a clause containing a subject and a
verb that modifies a main or independent clause but
cannot stand alone; also called a dependent clause (e.g.,
until he goes in, I will wait until he goes)
Parallel structure - the use of the same grammatical
structure (i.e., noun phrases, verb phrases) within a
sentence or in a bulleted list. Example of parallel
structure: I like to swim, to dance, and to camp. Example of
non-parallel structure: I like to swim, to dance, and go
camping.
Teacher Notes
Last Updated 04/23/2013
page 53 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 8
READING
WRITING
Duration and Objective
Suggested Duration: 40-45 min.
Content Objective: Students analyze the central argument
in speeches and identify the different types of evidence
used to support the argument including any rhetorical
fallacies.
Suggested Duration: 45-50 min.
Content Objective: Students revise their persuasive essays
for purpose, point of view, evidence, and sentence
structure.
Mini Lesson
1. Ask: Why do people give speeches?
Discuss responses.
1. Writing Appetizer: 5-10 min.
2. Display the Anchor Chart: Analyzing Speeches.
Discuss the different types of arguments and
the steps in analysis.
3. Display an distribute one of the selected
speeches. Read the speech aloud. Think
Aloud and analyze the speech using the steps
in analysis on the Anchor Chart: Analyzing
Speeches.
4. Display the Anchor Chart: Rhetorical Fallacies
Used in Persuasive Texts. Discuss the types of
fallacies used to persuade the audience.
5. Write a response in the Teacher Reader’s
Notebook that analyzes the central argument in
the speech and identifies the type of evidence
used to support the argument. Also, record the
rhetorical fallacies used to persuade the
audience.
Last Updated 04/23/2013
2. Display Anchor Chart: Types of Sentences from
Unit 03, Lesson 02, Daily Lesson 8 Writing.
Using a student’s draft or another text discuss
how the author used a variety of complete
sentences including the use of modifiers,
antecedents, parallel structures, and/or
consistent tenses. Emphasize that it is
important to have a variety of sentences.
3. Using the persuasive essay draft in the
Teacher Writer’s Notebook, model how to
revise for a variety of complete sentences
Think Aloud about the use of antecedents,
parallel structure, and consistent tense.
4. Review point of view. Explain that in order to
create an effective persuasive essay; they
need to maintain a consistent and clear point of
view throughout the entire piece.
5. Remind students that the focus of revising is on
the content of their essay – what they have to
say and how well they say it.
page 54 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Learning Applications
1. Distribute the other seleted contemporary
speech.
2. With a partner, students read the speech and
analyze the speech using the steps in analysis
on the Anchor Chart: Analyzing Speeches.
3. Students write a response in their Reader’s
Notebook that analyzes the central argument in
the speech and identifies the type of evidence
used to support the argument. Also, students
record the rhetorical fallacies used to persuade
the audience.
1. Students work individually revising their
persuasive essays for complete sentences and
consistent point of view.
2. As students work, conduct Teacher-Student
Conferences with individual students or small
groups on specific trouble areas.
Engage in Small Group Instruction as appropriate.
Closure
1. Ask students to share their responses with the
class.
Last Updated 04/23/2013
1. Students meet with a partner and share 2-3
examples of revisions they made to their
essays.
page 55 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Understanding Persuasive Text and Media
Lesson Preparation
Daily Lesson #: 9
WORD STUDY
TEKS
7.2C
Key Understandings and Guiding
Questions
READING
Ongoing TEKS
7.2E
TEKS
7.Fig19C,D,E
7.11A,B
Understanding new words and
concepts enhance
comprehension and oral and
written communication.
- How can you determine
relationships between words?
WRITING
Ongoing TEKS
7.17C
Authors choose techniques,
form, and structure to influence
the attitudes or actions of a
specific audience.
- How do authors use techniques to
influence their audience?
Readers use strategies to
support interpretation of text.
- What strategies do readers use to
think critically about text?
TEKS
7.14D
7.20Bii
Ongoing TEKS
7.20A,Bi
7.21A
Authors choose techniques,
form, and structure to influence
the attitudes or actions of a
specific audience.
Purpose and audience
determine the author’s choice
in techniques, form, and
structure.
- How do authors develop a wellwritten persuasive essay for specific
audience?
Vocabulary of Instruction
Analogy
Editing
Semicolon
Colon
Hyphen
Materials
Vocabulary Notebook (1 per
student)
Reader’s Notebook (1 per
student)
Last Updated 04/23/2013
Writer’s Notebook (1 per
student)
page 56 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 9
WORD STUDY
READING
Dictionary (class set) or access
to an electronic dictionary
Thesaurus (class set) or
access to an electronic
dictionary
Chart paper (if applicable)
Teacher Reader’s Notebook
(1)
Collection of grade-appropriate
contemporary speeches of
excerpts for speeches for
student selection
Chart paper (if applicable)
Teacher Resource: Grade 7
Unit 04A Word Study
Overview (1)
Teacher Resource: Grade 7
Unit 04A Reading Appetizer
(1)
WRITING
Teacher Writer’s Notebook (1)
Colored pen or pencil (1 per
student)
Chart paper (if applicable)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare to display the Anchor
2. Gather a collection of grade2. Prepare to display the Anchor
Chart: Analogy. Record 5-6
appropriate contemporary
Chart: Semicolons, Colons, and
complete analogies that describe
speeches. See the Lesson
Hyphens from Unit 03, Lesson 02,
whole to part and part to whole
organizer for resources. Select
Daily Lesson 18 Writing.
relationships. Record 5-6
one of the speeches for modeling.
3. Prepare to use the editing
incomplete analogies that describe
3. Prepare to display the Anchor
checklist from Unit 03, Lesson 02,
whole to part and part to whole
Chart: Rhetorical Fallacies Used
Daily Lesson 18 Writing. This
relationships. Refer to Background
in Persuasive Texts from Daily
checklist should be an Anchor
Information for possible examples.
Lesson 7 Reading.
Chart: Editing Checklist or a
3. Refer to the Teacher Resource:
Teacher-created Handout: Editing
4. Prepare to display the Anchor
Grade 7 Unit 04A Word Study
Checklist. Be the sure rules
Chart: Analyzing Speeches from
Overview. Prepare accordingly.
related to grammar, spelling,
Daily Lesson 8 Reading.
capitalization and punctuation are
included.
5. Refer to the Teacher Resource:
Last Updated 04/23/2013
page 57 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 9
WORD STUDY
READING
Grade 7 Unit 04 Reading
Appetizer. Prepare accordingly.
Background Information
Analogy - a vocabulary exercise in which
an association between a concept and its
attribute is present (e.g., hot:cold as
north:____.)
In Grade 7, students are expected to
complete analogies that describe whole to
part and part to whole relationships.
Examples of whole to part relationships:
This Instructional Routine assesses
Performance Indicator 04.
sentence: word as dictionary:
entry
continent: country as country:
state
foot: toe as hand: finger
Examples of part to whole relationships:
wheel: car as wing: airplane
page: book as lead: pencil
hand: clock as screen:
television
This Instructional Routine assesses
Performance Indicator 05.
Last Updated 04/23/2013
WRITING
4. Prepare to use the persuasive
essay in the Teacher Writer’s
Notebook or locate a sample
persuasive essay that can be
edited during a Think Aloud to
model the editing process.
Possible uses of semicolons:
Between independent clauses
in a compound sentence
without coordinating
conjunction
Example: We bought a house
on the west side of town; they
bought theirs on the east side.
Before a conjunctive adverb
(e.g., however, otherwise,
therefore, also, consequently,
etc.) used to connect
independent clauses. A comma
goes after the conjunctive
adverb.
Example: It is late; otherwise, I
would go to the movies.
To separate a series of
phrases or clauses that have
punctuation, like commas, in
them
Example: The winning team
included three boys from the
page 58 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 9
WORD STUDY
READING
WRITING
same school: Joe Smith, the
catcher; Jose Martinez, the
short stop; and Dave Larsen,
the right fielder.
Conjunctive adverb - an adverb that
indicates the relationship between two
independent clauses
Possible uses of colons:
After an independent clause
that introduces a list that
follows
Example: On vacation, we
traveled through three states:
Texas, New Mexico, and
Arizona.
After the salutation in a
business letter
Example: To whom it may
concern:
Possible uses of hyphens
In a compound adjective (two
adjectives joined together to
describe the same noun)
Example: Gary Paulsen is a
well-known author.
In compound numbers
Example: The president must
be thirty-five years old.
Last Updated 04/23/2013
page 59 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 9
WORD STUDY
READING
WRITING
With prefix ex- (meaning
former), self-, and all- (e.g., exhusband, self-righteous, allinclusive); with the suffix -elect
(e.g., president-elect)
Example: The mayor-elect was
self-confident he would do a
good job for the city.
To divide words at the end of
line when space is limited
(make the breaks at syllable
junctures)
Example: The intelligent boy
was re-warded for his courage.
Teacher Notes
Last Updated 04/23/2013
page 60 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 9
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students complete
whole to part and part to whole analogies.
Suggested Duration: 30-35 min.
Content Objective: Students analyze the
central argument in speeches and identify
the different types of evidence used to
support the argument including any
rhetorical fallacies.
Suggested Duration: 30-35 min.
Content Objective: Students edit their
persuasive essays for grammar,
mechanics, and spelling.
Mini Lesson
1. Display the Anchor Chart:
Analogies. Review the concept of
an analogy. Display the complete
analogies.
1. Reading Appetizer: 3-5 min.
1. Display the Anchor Chart:
Semicolons, Colons, and
Hyphens. Review the concept of
each punctuation mark and
provide examples of how they are
used. Add them to the Editing
Checklist if applicable.
2. Display the Anchor Chart:
Analyzing Speeches. Review the
different types of arguments and
the steps in analysis.
2. Read aloud one of the examples
of a complete whole to part
3. Display the selected speech for
analogy. Ask: What is the
modeling. Read the speech aloud.
relationship between the
2. Ask: What is the purpose of
Think Aloud and analyze the
words in this analogy? Discuss
editing? Discuss responses.
speech using the steps in analysis
responses and go through the
on the Anchor Chart: Analyzing
3. Display the Editing Checklist
rest of the whole to part analogies.
Speeches.
(either an Anchor Chart or a
Last Updated 04/23/2013
page 61 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
3. Read aloud one of the examples
4. Display the Anchor Chart:
of a complete part to whole
Rhetorical Fallacies Used in
analogy. Ask: What is the
Persuasive Texts. Discuss the
relationship between the
types of fallacies used to
words in this analogy? Discuss
persuade the audience.
responses and go through the
rest of the part to whole analogies. 5. Write a response in the Teacher
Reader’s Notebook that analyzes
4. Display the incomplete analogies.
the central argument in the
Read aloud one of the incomplete
speech and identifies the type of
analogies and Think Aloud about
evidence used to support the
words that could complete the
argument. Also, record the
analogy.
rhetorical fallacies used to
5. Instruct students to complete the
persuade the audience.
rest of the incomplete analogies in
their Vocabulary Notebook.
Learning Applications
1. With a partner, students complete
the analogies in their Vocabulary
Notebook using a dictionary or
thesaurus as needed.
1. Students choose a speech from
the collection.
2. Students read the speech and
analyze the speech using the
steps in analysis on the Anchor
Chart: Analyzing Speeches.
3. Students write a response in their
Reader’s Notebook that analyzes
the central argument in the
speech and identifies the type of
evidence used to support the
argument. Also, students record
the rhetorical fallacies used to
persuade the audience.
Last Updated 04/23/2013
Handout). Review the rules for
grammar, spelling, capitalization,
punctuation, and other mechanics.
4. Using the persuasive essay in the
Teacher Writer’s Notebook or the
other sample persuasive essay,
Think Aloud about editing one
paragraph of the text. Make
correction using a colored pen or
pencil.
1. Students use the Editing Checklist
as a resource to edit their
expository essays for
capitalization, punctuation, and
other mechanics. Students use a
colored pen or pencil to show their
markups. Students specifically
look for the use of semicolons,
colon, and hyphens.
page 62 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Engage in Small Group Instruction as appropriate.
Closure
1. As a class, discuss the possible
1. Collect Reader’s Notebooks to
answers to complete the analogies
assess students’ entries.
on the Anchor Chart: Analogies.
1. Students exchange papers and
peer edit each other’s’ papers.
2. Ask: How can you determine
the relationship between
words? Discuss responses.
Last Updated 04/23/2013
page 63 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Understanding Persuasive Text and Media
Lesson Preparation
Daily Lesson #: 10
READING
TEKS
WRITING
Ongoing TEKS
7.Fig19D
7.11A,B
TEKS
Ongoing TEKS
7.14E
7.17Ai-v
7.18A,B,C
Key Understandings and Guiding Questions
Authors choose techniques, form, and
structure to influence the attitudes or
actions of a specific audience.
- How do authors use techniques to influence their
audience?
Authors choose techniques, form, and
structure to influence the attitudes or actions
of a specific audience.
Purpose and audience determine the
author’s choice in techniques, form, and
structure.
- How do authors develop a well-written persuasive
essay for specific audience?
Vocabulary of Instruction
Publishing
Materials
Reader’s Notebook (1 per student)
Poster board or large piece of construction
paper (1 per student)
Collection of grade-appropriate
contemporary speeches of excerpts for
speeches for student selection
Chart paper (if applicable)
Last Updated 04/23/2013
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Publishing paper (1 per student)
Chart paper (if applicable)
page 64 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 10
READING
WRITING
Attachments and Resources
Teacher Resource: Grade 7 Unit 04A
Writing Appetizer (1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Prepare to display the Anchor Chart: Rhetorical 2. Read students’ final drafts and leave a
Fallacies Used in Persuasive Texts from Daily
comment for revision.
Lesson 7 Reading.
3. Determine expectations for publishing final
3. Read students’ entries from Daily Lesson 9
drafts of persuasive essays.
Reading to determine which students may need
4. Make arrangements for access to computers
some additional support.
for typing final drafts, if applicable.
4. Prepare to display the Anchor Chart: Analyzing
5. Refer to the Teacher Resource: Grade 7 Unit
Speeches from Daily Lesson 8 Reading.
04A Writing Appetizer. Prepare accordingly.
Background Information
This Instructional Routine assesses the Performance
Indicator 01.
This Instructional Routine assesses the Performance
Indicator 03.
Teacher Notes
Last Updated 04/23/2013
page 65 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 10
Duration and Objective
Mini Lesson
READING
WRITING
Suggested Duration: 45-50 min.
Content Objective: Students analyze the central argument
Suggested Duration: 45-50 min.
Content Objective: Students revise and publish a
in speeches and identify the different types of evidence
used to support the argument including any rhetorical
fallacies.
persuasive essay.
1. Display the Anchor Chart: Analyzing Speeches.
Review the different types of arguments and
the steps in analysis.
1. Writing Appetizer: 5-10 min.
2. Reread the final draft of the persuasive essay
in the Teacher Writer’s Notebook and make any
last minute revisions.
2. Display the Anchor Chart: Rhetorical Fallacies
Used in Persuasive Texts. Discuss the types of
3. Tell students that there have been given some
fallacies authors use to persuade the audience.
feedback to consider for making final revisions.
3. Tell students that they will be creating a poster
4. Explain the expectations for publishing the
that displays the structure of the central
persuasive essays.
argument and the types of evidenced used in
the speech they selected in Daily Lesson 9
Reading. Tell students that they will also
include any rhetorical fallacies used in their
speech.
Learning Applications
1. Students review their responses from Daily
1. Students reread their persuasive essay drafts
Lesson 9 Reading in their Reader’s Notebooks.
and make any final revisions based on the
feedback from the teacher.
2. Students create a poster identifying and
displaying the structure of the central
2. Students publish their persuasive essay
argument, the different types of evidence and
following the expectations set forth by the
the rhetorical fallacies used in their speech.
teacher.
3. Monitor students and provide assistance as
necessary.
Last Updated 04/23/2013
page 66 of 71 Grade 7
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Engage in Small Group Instruction as appropriate.
Closure
1. Students display their posters and take part in
a Gallery Walk to see others’ posters.
1. Students share their persuasive essays in the
Author’s Chair or in a small group.
2. Ask: How do authors develop well-written
persuasive essays? Discuss responses
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 04/23/2013
page 67 of 71 Seventh Grade
English Language Arts and Reading
Unit: 04A
Word Study Overview
Grade 7 Unit 04A
Word Study Instructional Routines are designated as 5–15 minute activities, listed on every other
day. Word Study sessions are to be implemented throughout the course of the unit. Implementation
will vary by student needs and schedule.
At the completion of Unit 03, remove the roots, affixes, and words from the Word Wall and change the
categories as listed above or add the three categories to the Word Wall. Students will use their
knowledge of roots and affixes to study academic words.
Possible Word Wall Organization
Instruction Words
English Language Arts and
Reading Words
Other Content Area Words
Activities:
Day 1: Students use context to determine or clarify the meaning of unfamiliar or ambiguous words.
(TEKS 7.2B)
Day 3: Students use context clues and roots/affixes to determine the meaning of unfamiliar or
ambiguous words. (TEKS 7.2A, 7.2B)
Day 5: Students determine the meaning of grade-level academic words derived from Greek, Latin, or
other linguistic roots and affixes. (TEKS 7.2A)
Day 7: Students identify the meaning of foreign words commonly used English. (TEKS 7.2D )
Day 9: Students complete whole to part and part to whole analogies. (TEKS 7.2C)
Note: Don’t let your Word Wall become word wallpaper. Use the Word Wall on a daily basis by using
words from the Word Wall, watching for Word Wall words in texts, and using Word Wall words in
writing. Model for students how to use the Word Wall. Encourage students to use the Word Wall and
their Personal Word Walls
©2012, TESCCC
09/26/12
page 1 of 1
Seventh Grade
English Language Arts and Reading
Unit: 04A
Grade 7 Unit 04A
Writing Appetizer
Purpose:
Writing Appetizers serve to help students develop writing fluency and voice while
generating ideas for future writing.
Time:
5-10 minutes
Description: Provide time at the beginning of class to provide multiple opportunities for writing and
creative expression. Students use prewriting strategies to generate their own topics for
writing and free write their ideas in their Writer’s Notebooks. After the allotted time,
students share their work with a partner or with the class. This time for sharing is an
important part of growing student writers.
Preparation: Writing Appetizers are used throughout the unit so that students have the opportunity to
expand on these ideas and build on their understanding of writing. The “Writing
Appetizer” entries in the Writer’s Notebooks will then be used to practice strategies for
writing improvement and application of conventions skills.
Establish expectations for the Writing Appetizers and allow no more than 10 minutes to
ensure time for the other Instructional Routines.
©2012, TESCCC
09/26/12
page 1 of 1
Seventh Grade
English Language Arts and Reading
Unit: 04A
Grade 7 Unit 04A
Reading Appetizer
Purpose:
Expose students to persuasive writing to encourage Independent Reading of text
other than novels.
Time:
3–5 minutes
Description:
At the beginning of each class period, share an interesting text or excerpt with
students. This may connect to the genre and/or theme that students are studying in
class, or could be something that peaks the interest of the students in the class. The
piece can come from a range of sources including but not limited to newspapers,
magazines, Science or History textbooks, or historical documents.
Preparation:
Search for interesting reading materials on a daily basis. Specific examples may
include an article you find on the Internet, an article you read at the dentist’s office, a
great recipe someone shared with you, a newspaper article, a manual for an
electronic device, a brochure, etc. Find expository texts that will connect with your
students and inspire them to want to read more.
©2012, TESCCC
09/26/12
page 1 of 1
Seventh Grade
English Language Arts and Reading
Unit: 04A
7th Grade Exemplar Lessons
Unit 04A Alternative Plan
Instructional
Day
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Component
Reading
Reading
Reading
Reading
Reading
Reading
Reading
Reading
Writing
Writing
Writing
Writing
Writing
Writing
Exemplar
Lesson Day
1
2
3
4
5
Combine 6/7
8
Combine 9/10
1
Combine 2/3
Combine 4/5
Combine 6/7
8
Combine 9/10
*Implement the Word Study component as time permits or on extra
days of instruction. Refer to the Teacher’s Guide for more information
on the implementation of Word Study.
©2012, TESCCC
09/26/12
page 1 of 1