Unit Plan 1 (Grade 7 ELA): Launching Our Reading–Writing Community

Focus: Routines, stamina, close reading norms, writer’s workshop expectations

Grade Level: 7

Subject Area: English Language Arts (Reading Literature; Writing; Speaking & Listening; Language—Conventions)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

Welcome to Grade 7 ELA! This launch week builds a strong reading–writing community. Students will establish independent reading routines and stamina, learn shared close reading norms (annotation, text-dependent questions, evidence talk), and set writer’s workshop expectations (notebook setup, feedback protocols, revision habits). We’ll also tune up core grammar/usage habits that support clear participation and polished notebook writing.

II. Objectives and Standards

Learning Objectives — Students will be able to…

1. Choose appropriately challenging texts and sustain independent reading stamina using routines that support comprehension (RL.7.10).
2. Participate in collaborative discussions using norms, roles, and evidence-based contributions while building on others’ ideas (SL.7.1).
3. Produce clear, coherent notebook writing (quick-writes, reflections, responses) matched to task/purpose/audience (W.7.4).
4. Demonstrate command of standard English grammar and usage in speaking and writing (sentence completeness, subject–verb/pronoun agreement, precise pronouns) (L.7.1).

Standards Alignment — CCSS Grade 7

• Reading Literature 7.10 (RL.7.10): Read and comprehend literature in the grades 6–8 text complexity band proficiently with scaffolding as needed.
• Writing 7.4 (W.7.4): Produce clear and coherent writing appropriate to task, purpose, and audience.
• Speaking & Listening 7.1 (SL.7.1): Engage effectively in a range of collaborative discussions with diverse partners.
• Language 7.1 (L.7.1): Demonstrate command of the conventions of standard English grammar and usage.

Success Criteria — student language

• I can select a just-right book and track my reading stamina.
• I can annotate a text and use evidence to support my ideas in discussion.
• I can write clear, organized notebook entries for different purposes.
• I can speak and write using correct, clear sentences and appropriate grammar.

III. Materials and Resources

Mentor Texts — teacher acquires/curates

• One short literary text (short story excerpt or narrative chapter) for shared annotation.
• One brief poem for a second close read (sound, imagery, connotation).
• A short informational blurb (author bio or context) to model cross-genre evidence talk.

Tools & Displays

• Anchor charts: “Workshop Norms,” “Close Reading Moves (highlight • margin notes • question • connect • clarify),” “Accountable Talk Stems,” “Reading Stamina Steps,” “Writer’s Notebook Setup,” “Grammar Quick Checks (complete sentences • agreement • precise pronouns).”
• Organizers: Reading Interest Survey, Book Selection Guide, Stamina Tracker, Annotation Bookmark, Discussion Roles & Signals, Goal Sheet (reading/writing), Exit Ticket slips.

Preparation — before Session 1

1. Prepare classroom library book “speed-dating” carts by genre/level.
2. Print surveys, trackers, and annotation bookmarks.
3. Mark mentor texts with 4–5 model annotations (questions, claims, craft notes).

IV. Lesson Procedure

Each session follows: Mini-Lesson → Guided Practice → Independent Work/Conferences → Share → Exit Ticket

Session 1: Community Norms & Reading Stamina Launch (RL.7.10; SL.7.1)

• Mini-Lesson (10–12 min): Introduce Workshop Norms and Accountable Talk. Explain “just-right” books (interest • purpose • a bit of stretch).
• Guided (10 min): Book speed-dating—preview several texts; model quick blurb, page-1 test, and goal setting.
• Independent (20 min): Students select a book, begin independent reading (goal: 15–20 minutes), and start a Stamina Tracker.
• Share (5 min): Circle share—title + reason + first impression.
• Exit Ticket: Write a reading goal for the week and a strategy to meet it.

Session 2: Close Reading Norms & Evidence Talk (SL.7.1; RL.7.10)

• Mini-Lesson (10–12 min): Teach annotation code (?): question; (!): important; →: inference; ★: craft move. Model a paragraph from the mentor story.
• Guided (10 min): As a class, annotate a second paragraph, then rehearse evidence talk using stems (“According to line __,” “The image suggests…”).
• Independent (15–20 min): Students annotate a fresh stanza from the poem and draft two TDQs (text-dependent questions).
• Share (5–7 min): Turn-and-talk using one question and one cited line.
• Exit Ticket: One-sentence claim + a quoted phrase that supports it.

Session 3: Writer’s Notebook & Clear, Coherent Entries (W.7.4; L.7.1)

• Mini-Lesson (10–12 min): Set up Writer’s Notebook (sections: Quick-Writes • Craft Practice • Reading Responses • Vocabulary). Teach a quick-write frame (topic sentence • detail • reflection) and a Grammar Quick Check (complete sentence vs. fragment/run-on).
• Guided (10 min): Co-write a brief reading response to the poem (2–3 sentences) and revise for clarity (W.7.4) and correctness (L.7.1).
• Independent (15–20 min): Quick-write: “My Reading–Writing Timeline” (pivotal moments as a reader/writer). Students revise one sentence for clarity and one for grammar.
• Share (5–7 min): Gallery stroll—leave one praise and one suggestion on sticky notes.
• Exit Ticket: Identify the revision that most improved clarity and why.

Session 4: Discussion Protocols & Mini-Conference Routines (SL.7.1; W.7.4; L.7.1)

• Mini-Lesson (8–10 min): Introduce discussion roles (facilitator, evidence keeper, clarifier, connector) and fishbowl protocol. Review pronoun agreement and precise reference in spoken responses (L.7.1).
• Guided (10–12 min): Fishbowl on mentor story theme—outer circle tracks stems/evidence quality.
• Independent (15–20 min): 1:1 reading conferences (30–60 sec each) to set page targets and talk strategy; others write a short reader’s response (purposeful topic sentence, evidence, reflection).
• Share (5 min): Class names three moves that made discussion effective.
• Exit Ticket: Self-rate SL.7.1 (1–5) and set one talk goal.

Session 5: Baseline Check & Goal-Setting (Assessment) (RL.7.10; W.7.4; SL.7.1; L.7.1)

• Reading (8–10 min): Short unseen literary passage; annotate and answer two TDQs (one inference, one craft).
• Writing (12–15 min): On-demand Reader–Writer Letter to the teacher (clear intro, two specific examples, one goal); run a quick Grammar Check.
• Speaking (8–10 min): Triad discussion on the passage using accountable stems; rotate roles.
• Goals (5–7 min): Complete Goal Sheet (reading stamina target, one writing craft goal, one discussion goal) and sign home reading plan.
• Exit Ticket: One sentence: “This year, I’ll grow as a reader/writer by ___ because ___.”

V. Differentiation and Accommodations

Advanced Learners

• Select a paired text (poem + story) and write a mini-comparison noting one craft link.
• Create a personal stamina ladder (in-class minutes → home minutes) and track percent growth.
• Add a sentence-combining challenge to elevate style in the Reader–Writer Letter.

Targeted Support

• Provide a leveled text set for selection; offer audiobooks/whisper phones.
• Use simplified annotation codes and pre-labeled margins for the mentor text.
• Sentence frames for talk/writing (“The text suggests ___ because ___,” “A pattern I notice is ___”).

Multilingual Learners

• Bilingual interest survey; allow annotations in home language with an English summary line.
• Mini-glossary with icons: stamina, annotate, inference, evidence, discussion norms.
• Model and rehearse talk stems with choral response.

IEP/504 & Accessibility

• Provide enlarged print; audiotexts; chunk tasks with timers.
• Option to submit audio quick-writes; confer verbally for goals.
• Clear checklists with icons for notebook setup and discussion roles.

VI. Assessment and Evaluation

Formative Assessment — Daily

• Session 1: Stamina Tracker and reading goal (RL.7.10).
• Session 2: Annotated poem + evidence talk check (SL.7.1).
• Session 3: Notebook quick-write revised for clarity and grammar (W.7.4; L.7.1).
• Session 4: Fishbowl notes + conferring notes (SL.7.1; RL.7.10).

Summative Assessment — End of Week; 0–2 per criterion, total 10

1. Reading Readiness (RL.7.10)
   • 2: Appropriately challenging text selected; stamina target met or planned; annotations show comprehension.
   • 1: Text fit mostly appropriate; partial stamina plan/annotations.
   • 0: Off-level text or minimal evidence of stamina/understanding.
2. Discussion Skills (SL.7.1)
   • 2: Uses norms, cites evidence, builds on peers’ ideas.
   • 1: Participates; limited evidence or uptake of ideas.
   • 0: Minimal participation/evidence.
3. Notebook Writing Clarity (W.7.4)
   • 2: Entry is focused, organized, and audience-appropriate.
   • 1: Generally clear; minor organization issues.
   • 0: Unclear or off-purpose.
4. Grammar & Usage (L.7.1)
   • 2: Consistent sentence completeness; accurate agreement; precise pronouns.
   • 1: Minor errors; meaning intact.
   • 0: Frequent errors impede meaning.
5. Goal Setting & Habits
   • 2: Specific, measurable goals with strategies; on-time notebook setup.
   • 1: General goals; partial setup.
   • 0: Missing goals/setup.

Feedback Protocol

• Two strengths (e.g., “Your annotations move from noticing to inferring”) and one next step (e.g., “Name the line number when citing”).
• Micro-goals: add one new annotation type, adopt one talk stem, and set a page-per-day target.

VII. Reflection and Extension

Reflection Prompts

• “Which annotation helped you most—and why?”
• “What talk move made the discussion clearer?”
• “Which routine will keep your stamina strong at home?”

Extensions

• Reader’s Contract: Draft a one-paragraph agreement (times/places/backup plan).
• Shelf Talker: Write a 2–3 sentence micro-blurb to recommend your current book.
• Family Connection: Share your Reader–Writer Letter at home; add one family reading goal.

Standards Trace — When Each Standard Is Taught/Assessed

• RL.7.10 taught Sessions 1–2 & 4; assessed Summative Criterion 1 (Reading Readiness).
• W.7.4 taught Session 3; assessed Summative Criterion 3 (Notebook Writing Clarity).
• SL.7.1 taught Sessions 1–2 & 4; assessed Summative Criterion 2 (Discussion Skills).
• L.7.1 taught Sessions 3–4; assessed Summative Criterion 4 (Grammar & Usage).