7th Grade - Gateway 2

MyPerspectives Grade 7 materials are grouped around topics/themes to grow students' knowledge over the course of the school year. The sequence of texts around these topics/themes and the provided lesson scaffolds ensure that students are able to read and comprehend complex texts independently and proficiently. Texts within units are connected and arranged by topics around an essential question.

As illustrated below, unit titles are themes that connect the reading selections:

• Unit 1: Generations
• Unit 2: A Starry Home
• Unit 3: Turning Points
• Unit 4: People and the Planet
• Unit 5: Facing Adversity

An example of the way the publisher organizes the unit by theme with appropriate texts and differentiated learning modality is illustrated below with Unit 4:

Theme/topic: People and the Planet

• Launch text – “Rethinking the Wild”
• Anchor Text: Essay – from Silent Spring
• Anchor text: Speech – “Nobel Speech”
• Media: Video – “Al Gore’s Nobel Prize Acceptance Speech”
• Small Group
• Poetry – “Turtle Watchers,” ““Nature” is what we see-,” and “The Sparrow”
• Media: Photo Gallery – Eagle Tracking at Follensby Pond
• Short Story – “He-y, Come On Ou-t!”

My Perspectives Grade 7 materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. This provides students with opportunities to share their learning through written and oral projects.

Below are direct examples from unit assignments to illustrate how materials contain sets of coherently sequences questions and tasks:

From Unit 3, "Turning Points"

“Urban Farming is Growing a Greener Future” (media: art and photography):

Students analyze photographs, noting details, making inferences, and drawing conclusions. They also complete a graphic organizer where they analyze what the photograph shows and how it relates to the text that accompanies each image.

Concept vocabulary are introduced at the beginning of the selection and revisited again at the end where students are asked to use the vocabulary in their answers to sequenced questions: What turning point is described in the background information for this selection? Identify at least one thing that all of the images have in common. What benefits of urban farming do the photos illustrate?

From Unit 4, "People and the Planet"

• Media - Photo Gallery: “Eagle Tracking at Follensby Pond” by Nature Conservancy
• Notes text boxes are given after all six photos.
• Comprehension Check Questions:
• Where did conservationists collect eaglets for eventful release in New York State?
• According to the article, what bas been the result of this repopulation project?
• Notebook: Confirm your understanding of the selection by writing a brief explanation of the reason the eagles were brought from Alaska.
• Close Review - With your group…
• Analyze the Media (p 418) - Present and Discuss, Review and Synthesize, Essential Question
• Media Vocabulary: documentary photography, vantage point, monochrome
• Research: Assignment, Research Project, Present

My Perspectives Grade 7 materials contain a coherently sequenced set of text-dependent question and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. The questions for each text are written to give students preparation for the culminating tasks while building answers to the Essential Questions. Students are provided opportunities in each unit to integrate knowledge and ideas through text-dependent questions and writing assignments across both individual and multiple texts.

In Unit 4, students are asked to evaluate an argument in a persuasive speech, “Nobel Speech”, by Al Gore, completing a chart identifying types of persuasion used in the speech, then responding to questions and writing a summary to summarize the effectiveness of the arguments.

Following this, students then compare the video of Al Gore’s acceptance speech with the previous text, writing an argument answering the questions: How did the video and speech affect you? How does the delivery of the speech impact Al Gore’s words? What are the strengths and weaknesses of each medium? State your opinion about which medium you think is most effective.

In Unit 5, students engage with “Surviving the Dust Bowl” and Grapes of Wrath (non-fiction video paired with literary text task) and then compare and contrast images from the video with personal images from the text, recording their ideas in a chart and writing an essay based on information gathered in the chart. This represents the integration of knowledge and ideas across multiple texts.

My Perspectives Grade 7 meet the expectations of indicator 2d. The series is organized into five units which each conclude with Performance-Based Assessment to not only provide information for the teacher to understand students' learning, but also for students to grow their own abilities in synthesizing knowledge and multiple standards.

After reading the anchor texts during whole group instruction, which all have a connection to the unit’s Essential Question and the culminating task, the unit begins writing to sources with one of the 3 types of CCSS writing (Performance Task: Writing Focus). Throughout each unit there are questions and tasks that support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills. Embedded in each unit are both writing and speaking/listening performance tasks preparing students for success on the end-of-unit performance-based assessment.

Examples of these include (but are not limited to) the following:

Unit 2: A Starry Home

The culminating writing task is an argument answering the question, “Should we spend valuable resources on space exploration?” and a brief oral presentation on the topic. Students begin the unit by answering this question in a quick write after reading the launch text, viewing the unit introductory video, and participating in class discussion. While analyzing the anchor text Dark They Were and Golden Eyed, students respond to the question, “What have you learned about living in space by reading this story?” p 142. The culminating activity for the anchor texts requires students to write an editorial responding to the prompt, “Do the benefits of exploring Mars outweigh the risks?” p 164. Throughout the unit, students keep an evidence log to record textual evidence in preparation of the unit culminating activity.

Unit 3: Turning Points

Performance-Based Assessment (culminating task for the unit): This task is organized in two parts: (1) write an informative essay written to sources about causes of significant changes in someone’s life and (2) present a multimedia oral presentation based on the final draft of the informative essay in part 1. Students have read selections related to this topic prior to this culminating task.

In Part 1, students demonstrate their ability to develop a clear thesis supported by specific textual evidence such as examples and quotations. In Part 2, students review their informative essay and identify the most salient ideas (taken from the introductory, body, and concluding paragraphs) to present in the multimedia oral presentation.

Unit 4: People and the Planet

A comparison of media with text can be found in unit 4. The task is much more difficult with students needing to make a comparison between Al Gore’s Nobel Prize Acceptance Speech. They must give both similarities and differences in the two versions. This is a more difficult task due to subject specific vocabulary, figurative language, and many quotes from scientists and world leaders. Lastly, in unit 5 students are asked to write and comparison and contrast essay in which they discover the differences between two versions of an episode in Helen Keller’s life (pp 516-517).

The instructional materials for Grade 7 include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Students are provided frequent opportunities to interact with and build key academic vocabulary words in and across texts throughout all five units. In each unit, students have a section labeled “Making Meaning” for several of the texts, including readings and videos. In that section, students are given subsections called “Concept Vocabulary,” “Word Study” and “Analyze Craft and Structure.” Additionally, students are given a section called “Word Network” that allows them to choose “interesting words” from a particular text and add it to their ongoing list of words over the course of the year.

Some samples of the vocabulary process in the program include the following:

Unit 2

ascertain: The term is first introduced on page 119 through an argument chart and then reviewed more closely on page 164 through a writing focused, performance task for argument. On page 220, students work with the term once again through a performance-based writing assessment.

Unit 4

Concept Vocabulary p 340 - Three words ancestors, wisdom, heed, are listed for students. Then the SE asks, “Why These Words? The concept vocabulary words from the text are related. With your group, determine what the words have in common. Write your ideas and add another word that fits the category.

Under Practice, students are asked to “Confirm your understanding of these words holding a group discussion of the connection between people and the environment.”

Under Word Study, students are given the definition of etymology, along with an explanation of how the word “ancestor” is built by combining a Latin prefix and a Latin verb.

After reading Silent Spring (SE p 368) students are given the concept vocabulary again and asked about the author’s choice to use these words with questions such as: “How does the concept vocabulary sharpen the reader’s understanding of what happens to the town and its people?” and “What other words in the selection are related to the town’s changing landscape?”

Unit 5

In preparation for and after reading an excerpt from The Grapes of Wrath, pp. 456-462, students complete the following activities:

• Prior to reading the selection, pg. 456, students are provided 6 concept vocabulary words to rank in order from most familiar to least familiar. After their first read of the text, they are to return to the vocabulary and make changes to their original ranking as needed.
• As students read, concept vocabulary is highlighted in blue and defined in the margin.
• Following the reading of the text on pg. 464, students complete the Concept Vocabulary section. Students respond to the following questions:

1. How does the concept vocabulary sharpen the reader’s understanding of the characters in the story?
2. What other words in the selection are related to the difficult conditions these characters face?
3. Use each concept word in a sentence that demonstrates your understanding of the word’s meaning.

• Students are introduced to the suffixes -ness and -less in the Word Study section. They complete the following:

1. Write your own sentence that correctly uses the word bitterness.
2. Write your own sentence that correctly uses the word ruthless.
3. Using a dictionary or thesaurus, find two other words that have the suffix -ness and two other words that have the suffix -less. Record a definition for each words and write a sentence that correctly uses it.

The instructional materials for Grade 7 support students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of school year. The five units are divided into Unit Introduction, Whole-Class Learning, Small-Group Learning, Independent Learning, Performance-Based Assessment, and Unit Reflection. Following the backward design model, the writing activities within the units lead to Performance Tasks that prepare students for the Performance-Based Assessment. Throughout the unit, students keep an Evidence Log to record information they gather and connections they make.

Examples that demonstrate MyPerspectives' approach to teaching writing include (but are not limited to) the following:

Unit 1: After reading the poem, “Mother to Son,” students are asked to write a narrative poem in which the speaker shares a lesson learned through personal experience with another person. The texts provides assignments for group work where each member writes a brief description of a lesson learned through personal experience. This is shared as a part of the planning process, so students can select one description to base the assigned poem. A list of questions are given to help the group brainstorm further about their intended topic. Additional steps are given to assist students with combining their work, revisions, presentation, and discussion.

Unit 3: Following the Launch Text, an Informative Essay model, “At the Crossroads,” students write a summary of the text and in a quick write address the prompt, “What can cause a significant change in someone’s life?” Teachers draw students’ attention to the structure of the text, making note the author does not state a position, simply tells the story and makes clear cause-and-effect relationships among the events in the story.

During whole-class learning, students read the short story, A Christmas Carol: Scrooge and Marley Acts I and II, and write a brief explanatory essay in which they explain how the stage directions in the play enhance their understanding and enjoyment of the selection. Teachers review with students what stage directions are their role in a play. There is also a document, Writing to Sources: Explanatory Essay, in the online Interactive Teacher’s Edition or Unit Resources.

Unit 5: Students are asked to view a video, Surviving the Dust Bowl, read an excerpt from The Grapes of Wrath, and read a short story, The Circuit. After analyzing each and writing about them with graphic organizers or their Evidence Log, students are asked to use this information along with their class discussion to write an essay in which they compare and contrast the fictional portrayal of people in the text excerpt to the historical account in the video.

The instructional materials for Grade 7 include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and sources. Each of the units has students engaged in research projects, sequenced throughout the unit and across the year, to developing their knowledge on a given topic centered around the essential question for the unit, and requiring they analyze different aspects of the topic using multiple texts and source materials.

Some examples of how Grade 7 students will work on research skills over the year include:

Unit 2: After reading the news article, “Future of Space Exploration Could See Humans on Mars, Alien Planets, students are asked to choose at least one unfamiliar scientific detail in the excerpt, such as Proxima Centauri or possible methods to wrap space-time and research that detail. Then, students are asked to respond to the question, “In what way does the information you learned from your research shed light on the excerpt and on the 100-Year Spaceship project? Finally, students share their findings with their group.

Unit 4: After students have finished reading the essay, Silent Spring, and writing an argument essay in which they state a position on whether they feel the author’s description inspires readers to take action or discourages action because the problem is too big, they conduct research and deliver an informational multimedia presentation on one of the following topics:

• The importance of Silent Spring and the impact it had on revolutionizing the way in which humans view their environment
• The struggle to ban DDT and the ban’s eventual victory
• The parallels between the current threats to bee populations worldwide and the impacts DDT had on wildlife when Carson wrote Silent Spring

Students are instructed to research the topic and use credible internet and library resources to gather information and relevant visual aids. A presentation evaluation guide is provided in the SE for peers to rate each other.

Unit 5: Research to clarify/research to explore: Research an unfamiliar detail in the excerpt. For instance, you might want to learn more about Helen Keller’s teacher, Anne Sullivan. In what way does the information you learned shed light on the excerpt? Share your findings with your small group.

Research a detail in the excerpt. For instance, you might want to learn more about Helen Keller’s amazing life. In what way does the information you learned shed light on the excerpt? Share your findings with your small group.

The instructional materials for Grade 7 provide a design for how students will regularly engage in a volume of independent reading. Each unit follows the same format of whole group, small group, and then independent reading. Students connect the Essential Question to the Independent Reading selections and continue adding to their Evidence Log.

This series has an “Independent Learning” section within each unit. The section is color-coded purple so that it is easily recognized by teachers and students. During the scheduled days for Independent Learning, students choose one online selection to read independently centered around the unit essential question. When introducing the Independent Learning, teachers encourage students to think about what they have already learned about the unit topic. They review independent learning strategies by watching the video on Independent Learning Strategies.

Graphic organizers are used to record the student’s response to the selected reading for this section. Students are held accountable by completing two graphic organizers - First-Read Guide and Close-Read Guide and a series of questions under Share Your Independent Learning.

Trade books are integrated throughout the school year, per unit of study. For example, in Unit 2 students choose among Parasite Peg by William Sleator, Crater by Homer Hickam, and James and the Giant Peach by Roald Dahl. In Unit 4, the independent reading choices include Hatchet by Gary Paulsen, My Side of the Mountain by Jan Craighead George, and Hoot by Carl Hiaasen.

Students are periodically provided choice to engage them in independent reading. In Unit 2, students can choose from a poetry selection “Science Fiction Cradlesong”, an article “UFO Sightings and News”, an essay “Packing for Mars”, and an article “Trip to Mars Could Damage Astronauts’ Brains."

Students are given a list of online selections to choose one to read independently as well. In Unit 3, the genres include a reflective essay, news article, biography, and short story. In the SE a section on Independent Learning Strategies is given to assist students as they learn to “rely on yourself to learn and work on your own.” Students are asked to review the strategies and put them into practice as they focus on Independent Learning.

Tools for students to practice building reading skills on their own are included. For the “First-Read Guide” graphic organizer, students are asked to “Use this page to record your first-read ideas.” The boxes on the organizer are divided into the follow sections:

NOTICE new information or ideas you learn about the unit topic.
ANNOTATE by marking vocabulary and key passages you want to revisit.
CONNECT ideas within the selection to other knowledge and the selections you have read.
RESPOND by writing a brief summary of the selection.

The next graphic organizer “Close-Read Guide” asks students to “record your close-read ideas” about the selection of their choice.