Grade 07 ELA - Standard: CC.1.5.7.C
Continuum of Activities
The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.
This continuum of activities offers:
- Instructional activities designed to be integrated into planned lessons
- Questions/activities that grow in complexity
- Opportunities for differentiation for each student’s level of performance
English Language Arts
- What is the main idea of the topic, text, or issue under study?
- What supporting details provided in support of the main idea of the topic, text, or issue under study?
- Classify a speaker’s claims as in a discussion presented in any media format.
- Analyze how any visual presented in a presentation helps or hinders the main idea of the topic, text, or issue under study.
- Analyze the effect of supporting details on the credibility of the speaker’s argument.
- Student will identify the main idea of a topic, text, or issue under study after experiencing it in diverse media formats. Media formats can include spoken, written, or visually represented. Students will recognize the main idea or purpose in a variety of media formats. For example, they can identify the speaker’s main idea in a speech; can identify the main idea in a written text; and can identify the main idea in visual texts such as commercials, movies, political cartoons and advertisements.
- Student will identify supporting details in support of the main idea of a topic, text, or issue under study. Student can explore a variety of media formats including speeches performed orally or visually, speeches written on paper, claims made in commercials or advertisements, meaning of political cartoons, and literal and connotative meaning of advertisements.
- Student will classify claims made in diverse media formats as statistics, facts, quantitatively, visually. Students will recognize that certain formats (statistics, facts, for example) can be more persuasive than opinions stated without facts.
- Student will carefully consider the visuals used in a text to determine if they help or hinder understanding. Graphics that include statistics, footage from events that support claims, quotes from important people. Students will analyze how effective those are in building claims and understanding.
- Student will analyze the speaker’s claims and evaluate if those are sufficient to build an argument. Student will also infer what claims could have been made that may have made the argument stronger. Student can write these analyses or the class can engage in a discussion about their analyses.