How do our choices affect the consequences that people face?
Days 1-2 - SEED 1
Days 3-5 – PLAN 1
Days 6 - SEED 2
Days 7 - SEED 3
Days 8-9 - SEED 4
Days 10 - SEED 5
Days 11 - SEED 6
Days 12-17 – PLAN 2
Days 18-23 – PLAN 3
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CCSS Standards for this Unit
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Each student will write a journal entry about the importance or dreams or their beliefs about dreams. Students will read, analyze, and discuss the poem “Dreams” by Langston Hughes, Martin Luther King’s “I Have a Dream” speech, excerpts from Chasing Lincoln’s Killer — Introduction — From 1861 through 1865 and pages 138-139, and the article “Booth’s Reason for Assassination” by Christopher Hamner.
Students will write an informative essay about John Wilkes Booth. In successive days, students will draft, revise, edit, and publish their essays.
TEACHER PLANNING, PREPARATION, AND MATERIALS
Text Models and Resources:
Day 6/Lesson Closure
CCSS STANDARDS ALIGNMENT:
Reading: Informational Text
RI 7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI 7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
RI 7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
RI 7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the end of the high of the range.
Speaking and Listening
SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.7.1a: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
W.7.1.a Introduce claim(s), acknowledge alternate claims, and organize the reasons and evidence logically.
W.7.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.7.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.