Unit Plan 15 (Grade 7 ELA): Performance Reading & Speaking
Grade 7 ELA unit: students perform poems and short scenes using prosody, gesture, and multimedia to enhance meaning. They analyze how audio, video, and stage techniques transform written texts, building expressive speaking, media literacy, and presentation skills through practice and reflection.
Focus: Prosody; performing poems/dramatic scenes; multimedia supports
Grade Level: 7
Subject Area: English Language Arts (Speaking & Listening; Literature—Media/Performance)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
Great performances make written words live. This week, students learn to perform poems and short dramatic scenes with effective prosody (pace, phrasing, emphasis, intonation), purposeful physical choices (stance, gesture, eye contact), and multimedia supports (images, captions, sound) that clarify meaning. They will also compare text to performed versions, analyzing how audio/visual choices shape interpretation.
II. Objectives and Standards
Learning Objectives — Students will be able to…
- Plan and deliver an organized performance/presentation using appropriate volume, pacing, eye contact, and clear pronunciation (SL.7.4).
- Integrate digital media (images, simple graphics, brief audio) to enhance clarity, add evidence, and engage the audience (SL.7.5).
- Compare and analyze how meanings and tones shift when a text is presented in audio/video/stage versus on the page; cite specific performance techniques (RL.7.7).
Standards Alignment — CCSS Grade 7
- Speaking & Listening 7.4 (SL.7.4): Present claims/findings with clear organization, relevant details, appropriate eye contact, adequate volume, and clear pronunciation.
- Speaking & Listening 7.5 (SL.7.5): Include digital media and visual displays strategically to clarify claims and add interest.
- Reading Literature 7.7 (RL.7.7): Compare/contrast a text to its audio, video, or stage presentation; analyze the effects of techniques unique to each medium.
Success Criteria — student language
- I can mark a text for phrasing, pauses, and emphasis, then read it so listeners understand the meaning and tone.
- I can use visuals/audio that truly clarify a line, image, or mood (not just decorate).
- I can explain how a performance choice (pace, gesture, music, lighting) changes the audience’s understanding compared with the written text.