Grade 7 ELAR
Unit 6
Title
Persuasive
Big Ideas/Enduring Understandings
Reading
● Readers can understand the difference between fact and
opinion.
● Readers can tell the difference between relevant and
irrelevant information.
● Readers can determine an author’s purpose for writing.
● Readers can analyze the words that author’s use to persuade
their audience.
Writing
● I can write a thesis statement that calls readers to action.
● I can evaluate and edit my writing to ensure evidence and
logic are used instead of opinion.
● In what way can writers communicate their ideas on a specific
issue?
CISD 2015-2016
Suggested Time Frame
4th/5th Six weeks
3 Weeks
Guiding Questions
Reading
● Why are purpose and audience important when analyzing
persuasive text?
● How do you influence others using factual support?
● How does the author’s use of point of view impact readers’
perceptions of and reactions to characters in a text?
● How does an author establish claims and determine purpose and
audience when writing an argumentative essay?
● How do elaboration and support work together to validate
opinions and claims?
● How does the use of text features supplement written
information?
● How does text structure impact the relationship between ideas in
a text?
Writing
● What is persuasive writing and how do we identify persuasive
writing?
● How do writers use language to persuade?
● How do we build a strong argument and justify our stance?
● How do we organize our thoughts to be more persuasive?
● What are elements of a good persuasive piece?
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
ELAR TEKS Vertical Alignment Document
Sample Assessment Question
Reading
In paragraph 1, the word ____ means something that is –
What does the word ___ mean in paragraph 1?
Read the dictionary entry below.
Which definition best fits the meaning of _____ as it is used in paragraph 7?
Paragraph __ is mainly about—
The main difference between the group) and most other (groups) of the (time period) was that the (group) –
Which sentence expresses the main idea of the selection? Which of these is the best summary of the selection?
Look at the diagram of information from the article.
Which of the following belongs in the empty box?
Which sentence expresses an opinion? The author organizes the selection by -Why does (character) mention --- ?
Both (characters) agree that—
What ideas is suggested by the information in each section of the table?
Which statement is an example of stereotyping?
The images included with the article help the reader understand-Which emotion is the photograph most likely intended to evoke in the reader?
Writing​
:
Released STAAR prompt: Write an essay explaining whether it is better to work by yourself or with a group.
Write an essay explaining the importance of never giving up.
Released STAAR questions
___ needs to establish a more effective controlling idea in her paper.
Which rewrite of sentence 8 can BEST accomplish this goal?
What is the BEST revision to make in sentence 13?
Miles is concerned there is a sentence in the third paragraph which does not add anything to this paper.
Which sentence should Miles delete from this paragraph?
Which sentence can be deleted without changing the meaning of you writing? What is the best way to combine sentences to improve clarity?
What transition can you add to improve the flow of your writing?
CISD 2015-2016
Reading
Writing
Reading TEKS
Writing TEKS
Conventions TEKS
Listening & Speaking TEKS
7.1 7.2​
AB​
CD​
E 7.10.​
A​
, ​
B 7.11.​
A, B 7.13 ​
A,​
B,​
C​
,D 7.17​
A i­v 7.19.A​
.i­iii 7.17B, C 7.19​
.B​
.​
C
7.26.C 7.18 ​
A​
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,C 7.​
20 7.​
21
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth
and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested
resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district
curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.
Ongoing TEKS
Ongoing skills practiced throughout the year: Reading across all genres, media literacy, reading comprehension skills (Figure 19), independent reading, fluency, handwriting,
capitalization, punctuation, research skills, listening, speaking, revising, and editing, vocabulary. Writing and research skills are linked. Include historical and cultural research for
background of literature selections
Knowledge and Skills with
Student Expectations
Reading
(​
ONGOING)
(Fig. 19) 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,
CISD 2015-2016
District Specificity/ Examples
Vocabulary
*(A) What is the purpose for
reading this selection?
*Was your purpose for reading this
article accomplished in the actual
reading of the article?
Inference
Textual evidence
Prediction
Draw conclusions
Summarize
Paraphrase
Synthesize
Plagiarism
Logical order
Connections
Literary text
Informational
text Play
Film
(B)​
Literal​
: conforming or limited to
the simplest, non figurative, or
most obvious meaning of a word or
words; avoiding exaggeration,
metaphor, or embellishment.
Interpretive​
: relating to or marked
by interpretation; explanatory.
Instructional
Strategies
-Graphic
organizers
-Kilgo’s levels of
questions
-Literature
circles
-Plot diagram
Suggested Resources
Resources listed and categorized to indicate
suggested uses. Any additional resources
must be aligned with the TEKS.
-Holt​
Readings
-Various Novels
-SIlent Reading Time
-Practice Reading Strategies
-Read Alouds
critical readers. The student is
expected to:
(A) establish purposes for
reading selected texts based
upon own or others’ desired
outcome to enhance
comprehension;
(B) ask literal, interpretive,
evaluative, and universal
questions of text;
(C) reflect on understanding to
monitor comprehension (e.g.,
summarizing and synthesizing;
making textual, personal, and
world connections; creating
sensory images);
(D) make complex inferences
about text and use textual
evidence to support
understanding;
(​
Readiness​
-Fiction, expository/
Supporting
Literary nonfiction, poetry,
drama, persuasive)
(E) summarize, paraphrase, and
synthesize texts in ways that
maintain meaning and logical
order within a text and across
texts; and ; ​
(Readiness​
-Fiction,
expository/​
Supporting-​
Literary
nonfiction, poetry, drama,
persuasive)
CISD 2015-2016
Evaluative: to examine and judge
carefully.
Universal​
: knowledgeable about or
constituting all or many subjects;
comprehensively broad.
*(C) What information did I not
understand in this informative
article? *Am I adding information to
increase my understanding and
therefore not reading text
dependently?
*What part of this story should I
reread to gain a deeper
understanding?
*What images are created in my
mind when I read paragraph __?
*Am I drawing conclusions from the
information in this article based on
my personal
(D) The image below paragraph __
is included in the selection most
likely to --- Which of these
conclusions about (character) is
supported by paragraph __? Read
this sentence from paragraph ___.
The author uses this sentence to
explain how What can the reader infer about
__?
The imagery in stanzas __ and __
suggests that—
(E) What is this article mostly
about? *What are the four most
(F) make connections between
and across texts, including
other media (e.g., film, play),
and provide textual evidence.
(​
Readiness)
important facts in this information?
(summary)
*Which of the following is the best
summary of this article?
A summary of this information is__.
*Which of the following summaries
is an accurate paraphrase of the
story?
*Does the following summary of
this story maintain logical order?
How does the author of (selection)
differ from (character) in
(selection)?
Read line __ of the poem.
Which excerpt from (selection) best
matches the feeling expressed by
the speaker in line __ of the poem?
How does (selection) differ from
(selection)?
How are the fathers in the
selections presented differently?
(1) Reading/Fluency. Students
read grade-level text with
fluency and comprehension.
Students are expected to adjust
fluency when reading aloud
grade-level text based on the
reading purpose and the nature
of the text.
Do students comprehend
information from text read aloud?
-TALA testing
-IRI testing
-Daily read alouds
(2) Reading/Vocabulary
Development. Students
understand new vocabulary
How do you use context clues to
determine the meaning of unknown
words?
CISD 2015-2016
Oral reading
accuracy
-Choral reading
-Group reading
-Partner
reading
Various LIterature
Read Alouds
Silent Reading
http://middleschoolteachertoliteracy
coach.blogspot.com/2013/08/5-strat
egies-to-improve-reading-fluency.ht
ml
Increased fluency increases reading
comprehension skills
Academic
Affix
Base word
-Word walls
Place word
http://www.educationworld.com/a_l
esson/lesson/lesson328.shtml
and use it when reading and
writing. Students are expected
to:
(A) determine the meaning
of grade-level academic English
words derived from Latin,
Greek, or other linguistic roots
and affixes;
(B) use context (within a
sentence and in larger sections
of text) to determine or clarify
the ​
meaning of unfamiliar or
Released STAAR questions
In paragraph 1, the word ____
​
means something that is –
What does the word ___ mean in
paragraph 1?
Read the dictionary entry below.
Which definition best fits the
meaning of _____ as it is used in
paragraph 7?
Prefix
Root
Suffix
Ambiguous
Clarify
Dictionary
Glossary
Thesaurus
Syllabication
Pronunciation
parts up as you
teach them.
-Look for roots
and affixes
within reading
text -Write
using
vocabulary
words -Learning
stations
Independent
reading
increases
vocabulary
acquisition
Dictionary/Thesaurus practice
Opinion
Judgment
Factual claim
Commonplace
assertion
Opinion
-Pre-teach
vocabulary
Preview the
text Model
through
questioning,
predicting, and
-​
Holt​
-Unit 2- pgs. 216- 223
-​
Holt​
-Unit 8-pg. 928
ambiguous words;
​
(C)
complete analogies that
describe part to whole or
whole to part;
(D) 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​
); and
(E) use a dictionary, a
glossary, or a thesaurus
(printed or electronic) to
determine the meanings,
syllabication,
(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
CISD 2015-2016
How are informational and
expository texts different?
-Expository text structures
http://www.readingrockets.org/articl
e/reading-and-scaffolding-expository
-texts
their understanding. Students
are expected to:
(A) evaluate a summary of
the original text for accuracy of
the main ideas, supporting
details, and overall meaning;
(B) distinguish factual claims
from commonplace assertions
and opinions;
(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:
(A) 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;
(B) identify such rhetorical
fallacies as ad hominem,
exaggeration, stereotyping, or
categorical claims in persuasive
texts.
CISD 2015-2016
Which of the following lines from
the article is an opinion?
Which of the following lines from
the article is a fact?
An opinion expressed in this
information is _____?
An assertion not based on facts in
this information is __?
What is an idea found in both
selections?
What is an idea found in these two
different newspaper articles and a
story on this topic?
Can students analyze persuasive
texts to support position?
-Rhetorical devices
-Analyze speeches
Persuasion
Central argument
Contemporary
Policy speech
Evidence Cause
and effect
Analogy
Authority
Rhetorical fallacy
Ad hominem
Exaggeration
Stereotyping
Categorical claim
summarizing
-Think Alouds
Develop Critical
Analysis
-Use Graphic
and Semantic
Organizers
-Mark the Text
Main Idea
Summary
-Monitor
comprehension
through text
Compare/contr
ast speeches
-Group
collaboration
-​
Holt​
-Unit 8- pgs. 952-987
-Editorials
-Speeches:
http://www.learnoutloud.com/FreeAudio-Video/History/Speeches#1
http://www.historyplace.com/speec
hes/previous.htm
(13) Reading/Media Literacy.
Students use comprehension
skills to analyze how words,
images, 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:
(A) interpret both explicit and
implicit messages in various
forms of media;
(B) interpret how visual and
sound techniques (e.g., special
effects, camera angles, lighting,
music) influence the message;
(C) evaluate various ways
media influences and informs
audiences; (D) assess the
correct level of formality and
tone for successful
participation in various digital
media.
How do media convey meaning?
-View various media types with
similar messages
-Embed media lessons throughout
genre study
The images included with the article
help the reader understand-Which emotion is the photograph
most likely intended to evoke in the
reader?
Media message
Media form
Explicit
Implicit
Influence
Inform
Media literacy
Special effects
Camera angle
Digital media
Compare media
with reading
passage
Essay Controlling
idea Extraneous
Transition
-Group
collaboration
-Holt​
-Unit 6- pg.
765 -Exemplars
used as models
-Write to
“explain”
Holt​
Literature
Media lessons
http://www.edu.gov.on.ca/eng/stud
entsuccess/thinkliteracy/files/ThinkLi
tMedia.pdf
Writing
***Review conventions
--Practice through revising and
editing
--DICTIONARY PRACTICE
(7.17) Writing/Expository and
Procedural Texts. Students
write expository and
procedural or work-related
texts to communicate ideas
and information to specific
audiences for specific
CISD 2015-2016
Can students convey information
effectively writing procedural texts?
Extend the idea of a paragraph from
first six weeks into a full essay.
-Writing responses to text
-Text evidence to support ideas
-Holt​
-Unit 6- pg. 756
-Holt​
-Unit 4- pgs.532- 541
http://www.writefortexas.org/
https://owl.english.purdue.edu/owl/
section/1/5/
purposes. Students are
expected to:
(A) write a multiparagraph
essay to convey information
about a topic that: (​
Readiness​
)
Below are (​
Supporting​
) (i)
presents effective
introductions and concluding
paragraphs; (ii) contains a
clearly stated purpose or
controlling idea; (iii) is logically
organized with appropriate
facts and details and includes
no extraneous information or
inconsistencies; (iv) accurately
synthesizes ideas from several
sources; and (v) uses a variety
of sentence structures,
rhetorical devices, and
transitions to link paragraphs;
(B) write a letter that reflects
an opinion, registers a
complaint, or requests
information in a business or
friendly context;
(C) write responses to literary
or expository texts that
demonstrate the writing skills
for multi-paragraph essays and
provide sustained evidence
from the text using quotations
when appropriate
(7.18) Writing/Persuasive
Texts. Students write
persuasive texts to influence
the attitudes or actions of a
CISD 2015-2016
-Use multiple sources for
information -Writing process
-Practice conventions
-Checklists and mini lessons
throughout the process
Continue Activities from
The Writing Academy (Finishing
Block 6 and moving into Block 7)
http://eolit.hrw.com/hlla/newmainl
inks/writ.jsp
Who is the audience?
How would you organize your
thinking before you write?
Will your writing include a thesis
statement?
How will you support your thesis
with evidence, facts, opinions,
and/or commentary?
How will you conclude your
writing?
What can you add to make your
writing clearer to the reader?
Why do opinions in writing need to
have supporting facts and
information?
Expository text
Evidence
Thesis Position
Argument
Counter-argume
nt
-Group
collaboration
-Holt-​
Unit 6- pg.
765 -Exemplars
used as models
-Interactive
notebook
-Holt-Unit 6- pg. 756
-Holt-Unit 4- pgs.532- 541
-Class created
pieces
-Exemplars
used as models
-​
Holt​
-Unit 8- pgs 988-997
https://owl.english.purdue.edu/owl/
section/1/5/
http://empoweringwriters.com/
specific audience on specific
issues. Students are expected
to write a persuasive essay to
the appropriate audience that:
*(A) establishes a clear thesis
or position; ​
(Supporting)
*(B) considers and responds to
the views of others and
anticipates and answers reader
concerns and
counter-arguments;
(C) includes evidence that is
logically organized to support
the author’s viewpoint and that
differentiates between fact and
opinion. (​
Supporting)
(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:
(A) identify, use, and
understand the function of the
following parts of speech in the
context of reading, writing, and
speaking ​
(Readiness)
Below are (​
Supporting​
) (i) verbs
(perfect and progressive
tenses) and participles
CISD 2015-2016
Evidence
Viewpoint
Fact Opinion
How do you incorporate the
standard rules of grammar into
written and spoken formats?
Introduce, then practice through
writing
Conventions should be used
correctly in writing Revising and
editing
Released STAAR questions
What change, if any, should be
made in sentence __?
What is the correct way to write
sentence __?
Parts of speech
Perfect tense
Progressive tense
Participle
Appositive
phrase Clause
Pronouns
Antecedents
Relative pronoun
Transitions
Adjectival phrase
Adverbial phrase
https://owl.english.purdue.edu/owl/
section/1/5/
-Have students
locate in text
and then create
similar
sentences
Holt- ​
Grammar Handbook
http://www.chompchomp.com/
https://owl.english.purdue.edu/owl/
section/1/5/
(ii)appositive phrases; (iii)
adverbial and adjectival
phrases
(B) write complex sentences
and differentiate between
main versus subordinate
clauses; (​
Supporting​
)
(C) 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)
(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:
*(A) use conventions of
capitalization; ​
(Readiness​
)
(7.21) Oral and Written
Conventions/Spelling. Students
spell correctly.
Students are expected to spell
correctly, including using
various resources to determine
and check correct spellings.
(​
Readiness​
)
CISD 2015-2016
How do you incorporate the
standard rules of grammar into
written and spoken formats?
Assess contextually
Capitalization
Revising and editing Released
STAAR questions
-Interactive
notebook
-Show model
examples and
have students
replicate
-Practice daily
Holt​
-Grammar Handbook
Dictionary
practice
-Commonly misspelled words
http://www.chompchomp.com/
https://owl.english.purdue.edu/owl/
section/1/5/
How should sentence __ be
changed?
Why is it important to know how to
spell words correctly?
Revising and editing
Released STAAR question What
change, if any, should be made in
sentence __?
Resource
http://www.oxforddictionaries.com/
words/common-misspellings
https://owl.english.purdue.edu/owl/
section/1/5/
CISD 2015-2016