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Author: ben.amey

  • Grade 6 Social Studies Unit 2

     First Humans Through Neolithic Revolution in the Eastern Hemisphere

    Unit description: In this unit, students will study the first humans through the Neolithic Revolution in the Eastern Hemisphere. The unit builds on the geographic themes of Unit 1 and students will gather evidence about a group of people and how they lived at a particular time making judgments about the Neolithic Revolution’s technological advances in agriculture and domestication of animals. In this unit students will develop skills to gather, interpret and use evidence and use chronological and geographic reasoning.

    Standards

    • Standards: 2, 3; Themes: MOV, TCC, GEO, ECO, TECH

    Essential Questions and Big Ideas

    • BI: The Neolithic Revolution was a turning point in human history.
    • How did the geography of an area and the available resources of these areas affect where human populations settled?
      • Human populations that settled along rivers, in rainforests, along coastlines, in deserts, and in mountains made use of the resources and the environment around them in developing distinct ways of life.
    • How do artifacts and archaeological features help us understand how early peoples?
      • Early peoples in the Eastern Hemisphere are often studied by analyzing artifacts and archaeological features.
      • Archaeologists engage in digs and study artifacts and features in a particular location to gather evidence about a group of people and how they lived at a particular time.
    • What major advances made the Neolithic Revolution so remarkable?
      • The Neolithic Revolution was marked by technological advances in agriculture and domestication of animals that allowed people to form semi-sedentary and sedentary settlements.
    • How do historians identify turning points in history?
      • Historians use archaeological and other types of evidence to investigate patterns in history and identify turning points. A turning point can be an event, era, and/or development in history that has brought about significant social, cultural, ecological, political, or economic change.

    Prerequisite Skills

    This unit is a study of the First Humans Through the Neolithic Revolution. This unit represents unifying themes of social studies – Human Impact in Environment, Impact of Environment on Humans, Scarcity, Conflict. Students develop the skills to explore early human migration patterns and settlements through the use of multiple maps and the examination of various forms of archaeological evidence; compare the use of tools and animals, types of dwellings, art, and social organizations of early peoples, and distinguish between the Paleolithic Age and Neolithic Age; determine if the Neolithic Revolution is a turning point in world history, using various forms of evidence.

    Download the complete Grade 6 Social Studies – First Humans Through Neolithic Revolution in the Eastern Hemisphere framework to customize for your own planning.

  • Grade 1 Math Unit 2

    Intro to Place Value through Addition and Subtraction within 20

    Unit description: This unit serves as a bridge from problem solving within 10 to work within 100 as students begin to solve addition and subtraction problems involving teen numbers. In unit 1, students were encouraged to move beyond the beginning strategy of counting all to the more efficient counting on. Now, they go beyond that level to decomposition and composition strategies, informally called make ten or take from ten. Students will work on the concept of addition and subtraction within 20 and focus on building fluency within 10. Mastery of facts is not expected at this point in the year. They will develop an understanding of ten as a unit to analyze teens as ten and some ones and use modalities to build individual numbers with tens/ones while counting. Students will compare two two-digit numbers using symbols (<,>,=).

    Essential Outcomes of the Unit

    Numbers in Base Ten

    Understand place value
    • 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
    • 1.NBT.2a Understand 10 can be thought of as a bundle of ten ones, called a “ten”.
    • 1.NBT.2b Understand the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
    • 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

    Other Standards Addressed in this Unit

    Operations in Algebraic Thinking

    Represent and solve problems involving addition and subtraction.
    • 1.OA.1 Use addition and subtraction within 20 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and/or comparing, with unknowns in all positions.
      • Note: Problems should be represented using objects, drawings, and equations with a symbol for the unknown number. Problems should be solved using objects or drawings, and equations.
    • 1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.
    Understand and apply properties of operations and the relationship between addition and subtraction.
    • 1.OA.3 Apply properties of operations as strategies to add and subtract.
      • (Note: Students need not use formal terms for these properties. When students use the making ten strategy (NY-1.OA.6), they are applying the Associative property of addition.
    • 1.OA.4 Understand subtraction as an unknown-addend problem within 20.

    All work with properties (NY-1.OA.3) and place value (e.g., NY-1.NBT.2 & 4) should be seen as an investigation and use of the structure of the number system and of arithmetic.

    Add and subtract within 20.
    • 1.OA.5 Relate counting to addition and subtraction.
    • 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. e.g., Which of the following equations are true and which are false?
      6 = 6   7 = 8 – 1   5 + 2 = 2 + 5   4 + 1 = 5 + 2
    • 1.OA.8 Determine the unknown whole number in an addition or subtraction equation with the unknown in all positions. e.g., Determine the unknown number that makes the equation true in each of the equations
      8 + ? = 11   – 3 = 5   6 + 6 = □

    Essential Questions and Big Ideas

    1. Why is it important to know multiple strategies in solving addition/subtraction problems?

      • Strategies can be used to decompose complex problems to make an easier problem.
      • Strategies help to solve addition and subtraction problems within 20 quicker.

    2. How are problem solving strategies connected to number relationships?

      • Problem solving structures reinforce part/part/whole and number combinations within 20.
      • Each type of word problem situation (adding to, taking from, putting together, taking apart, comparing) reflects number relationships.

    3. What is significant about the teen numbers (related to 10)?

      • Explain the value of each digit in a two digit number.
      • Represent a 2 digit numeral using “tens” and “ones.”
      • Build and decompose numbers into tens and ones.
      • Identify a bundle of 10 ones as a “ten”.

    4. How is counting connected to quantity in a number?

      • Use comparison words greater than, less than, and equal to communicate understanding of the relationship between the numbers.

    5. How does using objects and drawings help me represent problems in multiple ways?

      • Use models to represent 2 sets of numbers.
      • When given a set of objects (ranging from 0-120), represent the quantity with a written numeral.
      • Represent a problem situation involving 2-digit numbers using any combination of words, numbers, physical objects, or symbols.

    Download the complete Grade 1 Math Unit 2 framework to customize for your own planning.

  • Grade 5 Math Unit 2

    Four Operations with Decimals

    Students will deepen their understanding of decimals as they work with decimals to the thousandths place. Students will extend their strategies for computing with whole numbers to add, subtract, multiply, and divide decimals.

    Note: Lessons will vary in length, depending on the amount of time you have with students, the resources that you choose to accompany the unit, the level of rigor within each learning target, and any other factors that may contribute to the pacing of your learning progressions. It is recommended that you adjust the pace and length of each learning progression(s) accordingly in response to these factors.

    These learning progressions were developed using Next Generation Learning Standards and were crosswalked with the Common Core Standards.

    Download the complete Grade 5 Math Unit 2 framework to customize for your own planning.

    Essential Outcomes

    Numbers in Base Ten

    • NY-5.NBT.7 – Using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between operations:
      • add and subtract decimals to hundredths;
      • multiply and divide decimals to hundredths.
      • Relate the strategy to a written method and explain the reasoning used.
    • NY-5.NBT.3 Read, write, and compare decimals to thousandths.
    • NY-5.NBT.3b Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
    • NY-5.NBT.4 – Use place value understanding to round decimals to any place.

    Other Standards Addressed in this Unit

    Numbers in Base Ten
    • NY-5.NBT.1 – Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
    • NY-5.NBT.2 – Use whole-number exponents to denote powers of 10. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10.

    Essential Questions and Big Ideas

    • How do numbers with decimals relate to the base ten number system?
      • Decimals maintain the relationships between digits that are based on powers of ten.
      • A digit in one place is ten times the value of the same digit in the place to the right.
      • A digit in one place is 1/10 the value of the same digit in the place to the left.
      • The patterns in place values continue in the decimal places (tenths, hundredths, thousandths).
      • Numbers with decimals can be written in expanded form and word form.
    • How do I add and subtract with decimals?
      • Addition and subtraction is based on the base ten number system.
      • Like place values are added together.
      • If there is not a digit in a certain place value, a zero can be used as a placeholder.
    • How do I multiply with decimals?
      • Numbers with decimals can be multiplied in a similar way to whole numbers.
      • When multiplying tenths by tenths, hundredths are created.
      • Multiplying decimal places create smaller decimal places.
    • How do I divide with decimals?
      • Numbers with decimals can be divided in a similar way to whole numbers.
      • When dividing by an amount with a decimal, multiply by a power of ten to create a whole number. Multiply the dividend by the same power of ten to keep the relationship between amounts the same.
      • When dividing a decimal by a whole number, maintain the location of the decimal place.
    • How do I solve multi-step problems?
      • When solving multi-step problems, identify the unknowns.
      • After identifying the unknowns, identify the actions and relationships within the problem.
      • Write number sentences to represent the actions and relationships within a problem.

    Download the complete Grade 5 Math Unit 2 framework to customize for your own planning.

  • Kindergarten Science Unit 2

    Part 1: Forces (pushes & pulls) | Part II: Matter & Interactions

    Suggested Timeframe: Winter (Jan-March)

    Unit description: Students explore how pushes and pulls can cause objects to move, speed up, slow down, or change direction. Students learn the properties of solids and liquids, and how temperature can change this.

    Standards

    Essential Questions and Big Ideas

    Part I: Forces (pushes & pulls)

    • What makes an object move?
      • A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction makes an object in motion speed up or slow down more quickly. (secondary to K-PS2-1)
      • Pushes and pulls can have different strengths and directions. (KPS2-1),(K-PS2-2)
      • Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. (K-PS2-1),(K-PS2-2)
    • How can we change the motion of an object?
      • When objects touch or collide, they push on one another and can change motion. (K-PS2-1)
      • A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. (secondary to KPS2-2)

    Part II: Matter & Interactions

    • What makes something a solid or a liquid?
      • Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (K-PS1-1)

    Prerequisite Skills/Science & Engineering Practices

    • Use observations to describe patterns, use evidence to support an argument, use models to show a relationship, communicate ideas for solutions to a problem

    Download the complete Kindergarten Science Unit 2 framework to customize for your own planning.

  • Grade 2 Science Unit 2

    Structure & Properties of Matter

    Suggested Timeframe: Winter (Jan-March)

    Unit description: Students explore how to describe and classify different types of materials based on observable properties. They learn how heating and cooling can cause changes to solids and liquids, and that sometimes these changes are reversible, and sometimes they are not.

    Download the complete Grade 2 Science Unit 2 framework to customize for your own planning.

    Essential Questions and Big Ideas

    How do we describe matter?

      • Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1)
      • Different properties are suited to different purposes. (2-PS1-2),(2-PS1-3)
      • A great variety of objects can be built up from a small set of pieces. (2-PS1-3)

    What are ways we can change matter?

      • Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not. (2-PS1-4)

    Prerequisite Skills/Science & Engineering Practices

    Plan and conduct an investigation to describe and classify, analyze data to make determinations, make observations to construct evidence-based accounts, construct an argument supported by evidence.

    Download the complete Grade 2 Science Unit 2 framework to customize for your own planning.

  • Grade 2 Social Studies Unit 2

    Unit description: Students will examine the idea that the United States is founded on the principles of democracy, and these principles are reflected in all types of communities. They will develop foundational understanding that the United States is founded on the democratic principles of equality, fairness, and respect for authority and rules. Students will also develop an understanding of the process of voting and what opportunities adults in the community have for participation; examine symbols of American democracy and how they serve to unite community members; and study how communities have rules and laws that affect how they function and citizens contribute to a community’s government through leadership and service.

    Download the complete Grade 2 Social Studies – Civic Ideals and Practices framework to customize for your own planning.

    Standards

    • Standard 1- U.S. & N.Y. History
    • Standard 5- Civics, Citizenship and Gov’t

    Essential Questions and Big Ideas

    • BI: Civic Ideals and Practices
    • What is the government and why is it important?
    • How do the government, rules, and laws keep me safe?
    • Why is the process of holding elections and voting such an essential action in schools, communities, New York State, and the nation?
    • How do democratic principles work in my community and classroom?
    • What symbolizes our country?

    Prerequisite Skills

    Grade 2 “My Community and Other Communities” is organized into five units of study—Individual Development and Cultural Identity; Civic Ideals and Practices; Geography, Humans, and the Environment; Time, Continuity, and Change; and Economic Systems. These units represent five of the unifying themes of social studies, and may be presented in any order.

    Download the complete Grade 2 Social Studies – Civic Ideals and Practices framework to customize for your own planning.

  • Grade 5 ELA Unit 2

    Theme, Central Idea and Point of View

    Unit description: Students will apply their knowledge of key details to identify theme, central idea, and point of view across literary and informational texts. Students will then analyze and discuss how an author uses key details to develop their theme or central idea.

    Download the complete Grade 5 ELA Unit 2 framework to customize for your own planning.

    Essential Outcomes

    Reading

    • 5R2 Determine a theme or central idea and explain how it is supported by key details; summarize a text.
    • 5R4 Determine the meaning of words, phrases, figurative language, academic, and content-specific words and analyze their effect on meaning, tone, or mood.
    • 5R6 In literary texts, explain how a narrator’s or speaker’s point of view influences how events are described. (RL) In informational texts, analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI)

    Reading Foundations – Fluency

    • 5RF4 Read grade-level text with sufficient accuracy and fluency to support comprehension.

    Language

    • 5L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
    • 5L2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
    • 5L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

    Writing

    • 5W5: Draw evidence from literary or informational texts to respond and support analysis, reflection, and research by applying the Grade 5 Reading Standards.
    • 5W7: Recall relevant information from experiences or gather relevant information from multiple sources; summarize or paraphrase; avoid plagiarism and provide a list of sources.

    Speaking and Listening

    • 5SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.

    All Standards Addressed in this Unit

    • 5R1, 5R3, 5R4, 5R6, 5R7, 5R9
    • 5RF3, 5RF4
    • 5L1 , 5L2, 5L3, 5L4, 5L5, 5L6
    • 5W2, 5W5, 5W6, 5W7
    • 5SL1 -5SL6

    Essential Questions and Big Ideas

    • Does the theme of a story always impact the reader?
      • Authors of literary texts include details that help readers determine the theme or central idea.
      • The theme of a story is designed to teach the reader a lesson, typically about life.
    • What is the purpose of knowing the viewpoint of a story?
      • Readers recognize that there are some similarities and differences between first and third person point of view to help with comprehension.
      • The POV impacts the depth of understanding of a text/passage.
      • The POV also impacts readers’ understanding of characters feelings and actions and also their overall opinion of characters and events in the text.
    • Is it important to determine the meaning of an unknown word?
      • Readers actively seek the meaning of unknown words/phrases to clarify understanding of text.
      • Understanding and using figurative language may help readers form mental images and draw readers into their work to further understanding.

    Prerequisite Skills

    • 4R2 Determine a theme or central idea of text and explain how it is supported by key details; summarize a text.
    • 4R6 In literary texts, compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. (RL) In informational texts, compare and contrast a primary and secondary source on the same event or topic.
    • 4W5 Draw evidence from literary or informational texts to respond and support analysis, reflection, and research by applying the grade 4 Reading Standards

    Download the complete Grade 5 ELA Unit 2 framework to customize for your own planning.

  • Grade 4 ELA Unit 2

    Using Text Details to Determine Theme, Central Idea and Point of View

    Unit description: Students will learn to determine theme by locating text details, evaluating viewpoints, and recognizing how the use of figurative language impacts a story. Students will create a fictional piece where they focus on developing a theme using sensory details and multiple viewpoints.

    Download the complete Grade 4 ELA Unit 2 framework to customize for your own planning.

    Essential Outcomes

    Reading

    • 4R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.
    • 4R2 Determine a theme or central idea of text and explain how it is supported by key details; summarize a text.
    • 4R4 Determine the meaning of words, phrases, figurative language, academic, and content-specific words.
    • 4R6 In literary texts, compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. (RL) In informational texts, compare and contrast a primary and secondary source on the same event or topic.

    Reading Foundations – Phonics and Words Recognition and Fluency

    • 4RF3 Know and apply grade-level phonics and word analysis skills in decoding words.
    • 4RF4 Read grade-level text with sufficient accuracy and fluency to support comprehension.

    Language

    • 4L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
    • 4L2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
    • 4L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    Writing

    • 4W4 Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.
    • 4W5 Draw evidence from literary or informational texts to respond and support analysis, reflection, and research by applying the grade 4 Reading Standards.

    Speaking and Listening

    • 3SL1: Participate and engage effectively in a range of collaborative discussions with diverse peers and adults, expressing ideas clearly, and building on those of others

    All Standards Addressed in this Unit

    • 4R1, 4R2, 4R3, 4R4, 4R5, 4R6,
    • 4RF3, 4RF4
    • 4L1, 4L2, 4L3, 4L4, 4L5, 4L6
    • 4W4, 4W5
    • 4SL1, 4SL5, 4SL6

    Essential Questions and Big Ideas

    • Can story details help me to determine a theme of a story?
      • Authors of literary texts include details that help readers determine the theme or central idea.
    • Why is it important to know what viewpoint a story or text is being told from?
      • Readers recognize that there are some similarities and differences between first and third person point of view to help with comprehension.
      • The POV impacts the depth of understanding of a book.
    • How can a reader determine the meaning of an unknown word?
      • Readers actively seek the meaning of unknown words/phrases to clarify understanding of text.
    • Why do authors use figurative language in their writing?
      • Using figurative language helps readers form mental images and draw readers into their work.

    Prerequisite Skills

    • 3R2 Determine a theme or central idea and explain how it is supported by key details; summarize portions of a text
    • 3R6 Discuss how the reader’s point of view or perspective may differ from that of the author, narrator or characters in a text.
    • 3L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
    • 3L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
    • 3W3 Write narratives to develop real or imagined experiences or events using effective techniques,descriptive details, and clear event sequences

    Download the complete Grade 4 ELA Unit 2 framework to customize for your own planning.

  • Grade 7 Social Studies Unit 7

    Reform Movements

    Unit description: Social, political, and economic inequalities sparked various reform movements and resistance efforts. Influenced by the Second Great Awakening, New York State played a key role in major reform efforts. In this unit, students will define and explore the Second Great Awakening and the strong presence of reform movements during this time, with an emphasis on the abolitionist movement which worked to raise awareness of and generate resistance to the institution of slavery. Students will also investigate the presence of women in these movements as they fought for more rights.

    Download the complete Grade 7 Social Studies Unit 7 framework to customize for your own planning.

    Standards

    Standards: 1, 5; Themes: SOC, CIV, GOV

    Essential Questions and Big Ideas

    • Big idea of the unit: Social, political, and economic inequalities sparked various reform movements and resistance efforts.
    • What is the Second Great Awakening and how did it inspire people during this time period?
      • The Second Great Awakening, which had a strong showing in New York State, inspired reform movements.
    • What are some of the major reform movements sparked during this time period and the circumstances that lead to them?
      • The abolitionist movement worked to raise awareness of and generate resistance to the institution of slavery.
      • Women joined the movements for abolition and temperance and organized to advocate for women’s property rights, fair wages, education, and political equality.
      • The Anti-Rent movement in New York State was an attempt by tenant farmers to protest the land ownership system.
    • What were some of the ways the abolitionist movement worked to make change?
      • Enslaved Africans organized and resisted their conditions.
      • William Lloyd Garrison, Frederick Douglass, and Harriet Tubman worked to abolish slavery.
      • Uncle Tom’s Cabin on the public perception of slavery.
    • What was New York’s role in the abolitionist movement?
      • Harriett Tubman worked to set up stations of the Underground Railroad in New York State.
      • The seizure of the ship, La Amistad, carrying enslaved Africans, off the coast of Long Island and the resulting Supreme Court decision in United States v. The Amistad (1841)
    • How did women advocate for more rights and political equality?
      • Women joined the movements for abolition and temperance and organized to advocate for women’s property rights, fair wages, education, and political equality.

  • Grade 7 ELA Unit 2

    Narrative Texts

    Unit description: In this unit, students will read a variety of texts to make logical inferences, as well as identify and track the development of a theme across multiple works of fiction. Students will also utilize close reading skills to determine how certain sections of a text contribute to the development of the plot, theme, and other elements and techniques. Students will respond using various methods (verbally, in writing, etc.) to express their learning of the units’ texts, as well as draft their own narratives utilizing the tools learned within the unit.

    Download the complete Grade 7 ELA Unit 2 framework to customize for your own planning.

    Essential Outcomes

    Reading

    • 7R2: Determine a theme or central idea of a text and analyze its development over the course of the text; summarize a text.
    • 7R3: In literary texts, analyze how elements of plot are related, affect one another, and contribute to meaning. In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed
    • 7R6: In literary texts, analyze how an author develops and contrasts the point of view and the perspectives of different characters or narrators. In informational texts, analyze how the author distinguishes his or her position from that of others.

    Language

    • 7L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

    Writing

    • 7W1: Write arguments to support claims with clear reasons and relevant evidence
    • 7W3: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details and clear sequencing.

    Speaking and Listening

    • 7SL2: Analyze the central ideas and supporting details presented in diverse formats (e.g., including visual, quantitative, and oral) and explain how the ideas clarify and/or contribute to a topic, text, or issue under study.

    All Standards Addressed in this Unit

    • R1, R2, R3, R4, R6
    • L5,
    • W1, W3,
    • SL2

    Essential Questions and Big Ideas

    • How are stories told effectively?
      • Authors utilize many different techniques to captivate their readers
      • The narrative form is one way of telling stories
      • Authors choose to utilize different techniques to reach a certain effect- it’s up to readers to determine if this is effective or not
    • How do themes impact the outcome of a text?
      • Authors use themes to highlight a central message/ moral for a reader
      • There are many different ways themes can develop, and it’s our job as readers to track them
      • Themes impact the resolution of a text
    • How do I create my own narrative?
      • Good writers appropriate techniques and styles to craft their own writing
      • Playing with techniques allows good writers to craft their own style
      • Utilizing literary techniques and developing a clear theme through a sequence of events can produce a quality narrative

    Prerequisite Skills

    • Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • Cite explicit and implicit evidence in a text
    • Determine a theme or central idea and explain how it is supported by key details; summarize a text.
    • Draw evidence from literary or informational texts to respond and support analysis, reflection, and research
    • Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.

    Download the complete Grade 7 ELA Unit 2 framework to customize for your own planning.