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1

Middle School
Exemplar
Integrative ELA
Unit

Contents

2
Unwrapping the Unit Priority Standards.....................................................................3
Graphic Organizer Displaying Unwrapped Concepts and Skills..................................5
Big Ideas and Essential Questions..............................................................................5
End of Unit Assessment.............................................................................................. 5
Unit Pre-Assessment................................................................................................... 6
Vocabulary terms........................................................................................................ 6
Interdisciplinary Connections..................................................................................... 7
21st Century Learning Skills........................................................................................ 7
Planning Engaging Learning Experiences...................................................................8
Gathering Resource Materials..................................................................................... 9
High-impact instructional strategies.........................................................................10
Detailing the Unit Planning Organizer......................................................................10
Creating Informal Progress-Monitoring Checks.........................................................14
Writing the weekly plan/Designing the Daily Lessons...............................................14

Unwrapping the Unit Priority Standards


The rigorous unit this 7th grade ELA class will be completing is entitled Natures Fury.
Within this unit, the following Priority Standards from the North Carolina Common Core State
Standards will be addressed.

RL/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.


RL/RI 7.2- Determine a theme or central idea of a text and analyze its development over

the course of the text; provide an objective summary of the text.


RI 7.6- Determine an author's point of view or purpose in a text and analyze how the

author distinguishes his or her position from that of others.


RL.7.9- Compare and contrast a fictional portrayal of a time, place, or character and a
historical account of the same period as a means of understanding how authors of fiction
use or alter history.

The North Carolina Department of Public Instruction has unwrapped these standards to aid in
the comprehension of teachers in hope that with this understanding student achievement will
increase. The following table displays the unwrapped standards.
7.1

Seventh grade students develop the ability to gather more than one piece of evidence
to support their thinking about the texts they read. Students need to be able to find
pieces of relevant evidence that not only support their thinking, but are linked
together to a common idea or conclusion. In order to do this work, students need
practice in locating, evaluating, and categorizing evidence and linking this evidence to
conclusions or claims they have made about the text. At this level, seventh grade
students continue to make inferences and draw conclusions based upon the

relationship between the support (key details) they find in the text and the
background information they bring to the reading. Seventh grade students take
notice of the authors use of coherent language to build relationships between ideas
7.2

and evidence in a text.


They can use a partner, small group and whole class discussion as well as note-taking and
graphic organizers to clarify their thinking about the development of the authors theme

7.6

over time within a text.


Seventh grade students observe the viewpoints of characters and how these viewpoints
resemble or differ from one another. Students keep track of what characters say, do, and
think. To do this work, students may compare and contrast the characters points-of-view
in a Venn Diagram. In doing so, students may be able to trace how the author succeeded in

7.9

creating and conveying the similar and/or dissimilar characters to the reader.
Seventh grade students notice the similarities and differences between historical fiction and
a factual text. Students may read a factual account of a historical event and then read about
the same event as historical fiction. With the support of a Venn Diagram, they may
compare and contrast the two (including time period, location, and historical figure).
Students are looking for clues that explain how authors of historical fiction omit,
embellish, or alter the information found in factual text to create a story.

Graphic Organizer Displaying Unwrapped Concepts and


Skills

Identify theme
or central idea
Discuss
Summary

Determine
author's point of
view or purpose
Evaluate how
author
establishes
P.O.V.

Compare
fictional text
about a period
in history with
an actual
account of that
period.

Bloom's
Taxonomy:
Comprehension
Analysis
Evaluation

Bloom's
Taxonomy :
Analysis
Synthesis

7.1 7.2 7.6 7.9

Cite Evidence
Draw inferences

Bloom's
Taxonomy:
Knowledge
Analysis

Bloom's
Taxonomy:
Knowledge
Comprehension
Analysis

Big Ideas and Essential Questions


There is one Essential Question for this unit of study. How can we deal with natural
disasters? The students will explore this question with six short readings (three fiction and three
non-fiction). The big idea behind this unit includes understanding the powerful force of nature
and how it affects societies in different ways as we can only prepare for it and never prevent
disasters from occurring.

End of Unit Assessment


At the end of the unit, the students will be given a PowerSchool assessment containing
passages and questions correlating with standards 7.1, 7.2, 7.6, and 7.9.

In addition to this, the students will take an assessment after the first three readings as
well as after the second three readings. These assessments will gauge student comprehension of
the texts as well as connections made between and among the texts.

Unit Pre-Assessment
Before the students commence this unit of study, they will complete two activities. One
will be a PowerSchool pre-assessment on the three priority standards for this unit (7.1, 7.2, 7.6)
that contain passages and correlating questions. This assessment is what Ainsworth would refer
to as mirrored due to the fact that it will mirror the post assessment at the end of the unit. In
doing this, the teachers can have a true comparison of what students learned from the beginning
to the end of the unit. Second, the students will complete a concept map showing their current
level of understanding in regards to natural disasters and their impact on society.

Vocabulary terms
The following vocabulary will be introduced and utilized within the six short readings.
Catastroph
e
Observe
Instrument
Quiver
Rage

Destruction

Evacuation

Data
Energy
Technology Category
Splatter
Tremendou
Terrace

s
Wreckage

Analyze

Intercept
Image
Falter
Zenith

Collapse

Consequenc

Monitor

Occur
Injured
Generation

e
Rare
Eerie
Unconscious

Technique
Overwhelm
Fathom

Interdisciplinary Connections
In regards to interdisciplinary connections, this unit is centered on science concepts the
students study in 7th grade concerning extreme weather. Through the reading selections, the
students learn about the formation of natural disasters such as tsunamis, earthquakes, hurricanes,
blizzards, mudslides, and tornadoes. Specifically North Carolina Essential Standard 7.E.1.3 asks
the students to, Explain the relationship between the movement of air masses, high and low
pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and
tornadoes) and other weather conditions that may result.
The students not only delve into the formation of the extreme weather, but also the
impact it has on society and the surrounding ecosystem. Within the discussions and assessment
of how natures fury is impacting society, we are also covering Social Studies Essential Standard
7.G.1.3 which asks the students to, Explain how natural disasters (e.g. flooding, earthquakes,
monsoons and tsunamis), preservation efforts and human modification of the environment affect
modern societies and regions.

21st Century Learning Skills


Many of the activities involved in this unit require 21st century learning skills. The
students are asked to collaborate to investigate a case study at the end of this unit. The case study
requires the students to review information on Hurricane Rita and determine if, how, and when
the people should evacuate. Once determined, the students are asked to determine how they are
going to relay that information to the public and create a multimedia presentation with their
findings and recommendation.
Other 21st century skills include thinking critically about the situations within the
readings in order to answer higher-order questions and communicate those thoughts to me in
their journals. In addition, the students are asked to communicate with each other through a tool

called a tricider. The triciders are embedded within a weebly online (that contains the whole unit
with the learning targets and activities) and ask students to think about a prompt and answer with
their own thoughts while feeding off of others comments and opinions.
Another 21st century skill that is utilized within this unit is the reading and
comprehending of infographics. After the students glean the information from the infographic,
they will then be expected to create their own utilizing creative thinking and current data and
trends.

Planning Engaging Learning Experiences


This entire unit can be found online at www.workshop3naturesfury.weebly.com
where the teachers and I have created a space to include all of the learning targets, activities, and
assignments where the students can easily access them. Most days the students will have their
Chrome books in front of them and will be following along with the weebly for optimal student
engagement.
Other than the weebly itself being engaging, there are several engaging learning activities
that will take place on a daily basis.

Before each reading, there is a short video clip of a natural disaster to engage the students in
the reading selection for the day. Following the video clip the students will collaborate with
each other on any prior knowledge or experience they have pertaining to that specific natural

disaster.
The students will then alternate between reading in groups, reading with the teacher, and
reading independently. Most of the reading selections can be found online at expert space.
The weebly has those texts linked for easy access for the students. Once the students are
there, the website gives the option to level the text according to the students Lexile level.

During the reading, the students are given an engaging task to help them interact with the text

(chart story elements, take notes, draw diagrams)


After the reading selection, the students are given a journal prompt containing a higher-order

thinking question in which they will be expected to respond.


At the end of the unit, the students will participate in a project where they collaborate
together to review a case study and reveal their findings/decision within a multimedia
presentation.

Gathering Resource Materials


Reading Materials

Expert 21 Textbook Reading Selections (or online at expert21.com/student)


o Super Disasters of the 21st Century-Science article
o Get Inside the Tornado- Interview
o Earths Greatest Hits- Infographic
o Storm in the Night- Novel excerpt
o The Big Wave- Novel excerpt
o Cartoonists Capture Natures Fury- Editorial Cartoon

Correlating Video Clips (embedded within the weebly that the students will have access to)

Unitedstreaming.com
Youtube.com

Weebly (details the entire unit with activities, learning targets, and standards)

www.workshop3naturesfury.weebly.com

High-impact instructional strategies

Use of technology
o Students have Chrome books with access to unit on weebly

10

o Web 2.0 tools such as triciders, videolicious, wordles, and presentation


Use of collaboration
Hands-on and engaging activities
Rigorous and relevant readings
Higher-order questions

Detailing the Unit Planning Organizer


7th Grade ELA
Natures Fury Unit
Pacing- 4-6 weeks
Essential Question- How can we deal with natural disasters?
Priority Standards

RL/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.


RL/RI 7.2- Determine a theme or central idea of a text and analyze its development over

the course of the text; provide an objective summary of the text.


RI 7.6- Determine an author's point of view or purpose in a text and analyze how the

author distinguishes his or her position from that of others.


RL.7.9- Compare and contrast a fictional portrayal of a time, place, or character and a
historical account of the same period as a means of understanding how authors of fiction
use or alter history.

Supporting Standards

SL.7.2- Analyze the main ideas and supporting details presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic,

text, or issue under study.


W.7.1-Write arguments to support claims with clear reasons and relevant evidence.

11

SL.7.4-Present claims and findings, emphasizing salient points in a focused, coherent


manner with pertinent descriptions, facts, details, and examples; use appropriate eye
contact, adequate volume, and clear pronunciation
Concepts

Skills

Blooms Level

(Need to know)
Formation of tsunami, earthquakes,

(Able to do)
Comprehend text, draw inferences

(1-6)
1, 2, 3

and hurricanes
Know different disasters- determine

Analyze and Evaluate different

1, 2, 4, 6

worst ones and why


Impact of disasters
How people are being proactive

disasters
Analyze disasters, make connections
Comprehend text, draw inferences,

1, 2, 5
1, 2, 6

Read and create infographics


Hurricanes and tsunamis impact

evaluate the risks


Interpret data, make connections
Read text, relate to actual event in

1, 2, 3, 5
1, 2, 3

on society and the land


How to use info learned to evaluate

history
Collect and analyze data, make

1, 2, 3, 4, 5, 6

a case study

connections, synthesize information,


evaluate data to make
recommendation

Unit Assessments

Pre-Assessmento PowerSchool Assessment on standards 7.1, 7.2, 7.6, 7.9


Progress Monitoring Checkso Journals will be collected once a week and checked to glean students
comprehension of the readings and ability to make connections.
o Two quizzes will be given (one after the first three readings and one after the
second three readings).

12

o Students daily activities will be evaluated for depth of understanding (triciders,

charts, ticket out the door)


Post- Assessmento PowerSchool Assessment on standards 7.1, 7.2, 7.6, 7.9

Instructional Planning

Suggested Resourceso Expert 21 Textbook Reading Selections (or online at expert21.com/student)


o Chrome Books for students
o Internet to access weebly and expert space
Suggested Instructional Practiceso Have essential question and learning targets (standards) posted for students to
know the focus for the day
o Create a collaborative environment with cooperative learning groups
o Interact with the texts through discussions and connections while reading
o Have engaging and relevant activities while reading to give purpose and keep
o
o
o
o
o
o
o

focus
Use technology to engage students (videos before reading selections)
Access prior knowledge of students
Nonfiction writing prompts for students to react to reading
Use graphic organizers to chunk information
Adjust level of rigor in questions
Connect new concepts to prior learning (review previous material frequently)
Have students re-read as needed

o
o Enrichment/Extension Activities

If time allows, the following is a list of novels that pertain to this unit. It would be
advantageous for the students to participate in literature circles where they can be
assigned to a book appropriate to their reading level and participate in reading and

literature tasks within their groups.


Literature Novels (pertaining to natural disasters)
o Night of the Howling Dogs- By Graham Salisbury
o Life as we Knew it- Susan Beth Pfeffer
o The dead & the gone- Susan Beth Pfeffer
o Trapped- Michael Northrop
o The Killing Sea By Richard Lewis

o Creating Informal Progress-Monitoring Checks


o

The students will be evaluated on their comprehension of the readings as


well as ELA skills through their journals that will be turned in weekly. In addition
to this, the teacher will be able to monitor their progress with the daily activities
involved with the reading. They will either be responding online with a tool such
as a tricider, or completing a ticket out the door. These activities will allow the
teacher to informally monitor the progress of the students.

o Writing the weekly plan/Designing the Daily


Lessons
o

This unit-of-study has been designed to last five to seven weeks


(depending upon student progress with comprehension and teachers decision to

complete literature circle novels as an extension activity). Again, the entire unit
can be found online at wwwweebly.com.
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