Unit Considerations
Previous Learning: Reading ELA Grade 7 Unit 1: Crafting Meaning Through Storytelling
In 6th grade, students
determined themes citing
particular details.
wrote summaries distinct
from personal opinions or
judgments.
described how plots
unfold over a series of
episodes
described how characters
respond or change in
relationship to events.
Future Learning: Reading
In 8th grade, students will
determine which evidence
most strongly supports
their analysis.
determine how the
development of theme
relates to specific
characters, settings, or
elements of plot.
analyze the significance
of particular lines of
dialogue and incidents in
narratives.
Previous Learning: Writing
In 6th grade, students
focused on incorporating
relevant details and
well-structured plots in
Current Learning: Reading narrative texts.
In 7th grade, students worked to engage their
provide several pieces of textual evidence to reader with their
support their analysis of texts. introductions.
write objective summaries. used transitions to signal
analyze how themes develop over the shifts between time
course of texts. frames and settings
analyze how elements of literary plots used precise words and
interact. descriptive details.
Text types required for this unit include story, personal
narrative and/or drama.
Current Learning: Writing Future Learning: Writing
In 7th grade, students In 8th grade, students will
write narrative texts using effective technique. incorporate reflections by
craft introductions which engage and orient characters into the body
the reader by establishing a context and point of their narratives.
of view. use transitions to show
incorporate relevant descriptive details which the relationships among
most capture the action of their narratives. experiences and events
compose conclusions which reflect on the as well as between time
narrated experiences or events. frames and settings.
.
Suggested authentic narrative genre: short fiction.
 English Language Arts Grade 7 Unit 1: Crafting Meaning Through Storytelling

What is this unit about?

This unit is about students as readers and writers of narrative. As engaged readers, students can follow an authors development of
theme in a text, note how elements of narrative interact (build upon each other, drive each other, change each other), and determine
strong textual evidence to support their work as readers.

As writers, students can imitate the craft of narrative authors; students will demonstrate organization and creative use of narrative
technique.

What do we suggest students read in this unit in order to demonstrate the skills of the standards?
The types of narrative texts that are suggested for this unit are fictional short stories or excerpts from novels. The genre is not
specifically assigned. Teachers and students can investigate realistic fiction, historical fiction, science fiction, fantasy, etc.

What do we suggest students write in this unit in order to demonstrate the skills of the standards?
Students should write a narrative using narrative texts as mentors for their own writing. They will study the craft moves specifically
mentioned in the narrative writing standards.

How do the reading and writing standards in this unit work together?
Students are reading as writers and writing as readers. The texts used for reading analysis can also serve as models for writing
production.
Why did we place this unit here in terms of the sequence for the year?
Students have been readers of narrative for years. As this unit is the first of the year, students are able to build upon their knowledge
of narrative elements and theme. For example, students may know that a narrative is composed of elements: character, setting,
conflict, and plot, but in this unit they are asking the question, How do the elements interact, change, and impact each other?
Students may know theme, but they are recognizing how theme is developed throughout a text in its entirety.

Also, choosing to also have students focus on the the standard RL.7.1 for text citation, students begin the years foundation of textual
support. In several units throughout the year, students will be expected to continue citing textual evidence. This is the reason it is a
focus standard in this first unit.

What should teachers be careful to consider about the standards in this unit?
Timing is tricky. The narrative writing process, because it is more creative, can be long. Students need to be writing and reading
simultaneously throughout the unit.

RL.7.1, citing textual evidence, is repeated throughout the year. This focus standard is used in future units, for both literary and
nonfiction texts. Students are always expected to support their thinking and analysis with textual evidence.

A key to this grade level skill is its connection to other standards--both reading and writing. Students are expected to read as writers
and write as readers, constantly shifting perspectives in order to question an authors craft (as a writer) and an authors choices (as a
reader) and then write as authentic authors.