Suggested Time Frame: 6 Weeks, Semester 2
Central Text
Selections
Grade 7 - Intensive Reading - Collection 5 - The Stuff of Consumer Culture
Close Reader
Selections
Anchor Text:
Close Reader:
Reading Focus
Essay: “Teenagers and New
Technology” by Andres PadillaStructure
Tone
Lopez p. 232c
Pattern of Organization Inference
Cause and Effect
Voice
Graphic Aids
Form
Horizontal/Vertical Axis Irony
Cite Evidence
Free Verse
Draw Conclusions
Science Fiction
Style
Theme
Close Reader:
Essay: “Labels and Illusions” by Word Choice
Informational Text: from
Life at Home in the TwentyFirst Century by Jeanne E.
Arnold 1640L p.221
LG: Identify cause-andeffect patterns of
organization in an
informational text and
draw conclusions from the
text and graphs.
Cite Evidence
Essay
Analysis
Short Story
Graphic
Organizers
Descriptive Character and Setting
Kylene Beers Discussion Terms
HMH Writing Resources
Listening & Speaking
Focus
Language Focus
(grammar, vocabulary, syntax)
Discussion
Multimedia Presentation
Close Reader:
Short Story: “He-y Come on
Ou-t!” by Shinichi Hoshi p.
258c
LG: Analyze a poem’s form and
identify theme and irony.
Short Story: “Earth (A Gift
Shop)” by Charles Yu p.249
LG: Identify elements of
science fiction and analyze
a story to determine its
theme.
Jim Burke Vocabulary List
1.
2.
3.
4.
5.

Cite Evidence: Understanding Statistics
Determine Central Ideas and Details: Interactive
Whiteboard Lesson: Main/Central Ideas and Details
Analyze Stories: Setting: Interactive Whiteboard
Lesson: Setting
Performance
Task A: Create a
Multimedia
Presentation
p.259
Task A:
Multimedia
Presentation
Rubric p.262
HMH: Multimedia
Creating
Multimedia
Vocabulary.com: Academic & Critical Vocabulary:
attitude (attitudes, attitudinal, attitudinize)
consume (consumed, consumer, consumer good, consuming, consumption)
goal (goals)
purchase (purchasable, purchaser, purchasing, purchasing power)
technology (technologic, technological, technologist)
Extensions - Secondary Gifted Resources


Summative
Assessments:
Teengagement
Golden Novel:
Tangerine
(Novel will be
addressed in
QBA2 exam)
-Resources
Poem: “Dump” by X.J.
Kennedy p. 241
Poem: “How Things Work”
by Gary Soto p. 241
Interactive
Whiteboard
Lessons
Achieve 3000
Redundancy
Synonyms
Antonyms
Noun Clauses
Spelling
Formative and
Summative
Assessments
Online Selection
Tests
Writing Focus
Lourdes Barranco p. 240c
Informational Text: “Always
Wanting More” by Thomas
Hine 1240L p. 233
LG: Identify features of an
author’s style and make
inferences using textual
details and their own
knowledge.
Additional
Suggested
Resources
EQ1: Where is our consumer culture leading us?
EQ2: Why do we always want more?
Print Version
Critical
Vocabulary
Collection 5 Test
Academic
Vocabulary
Tic-Tac-Toe Board
Interventions ESE Accommodations - ELL Strategies




Cite Evidence: Level Up Tutorial: Reading Graphic Aids
Determine Meaning: Level Up Tutorial: Author’s Style
Determine Theme: Level Up Tutorial: Theme
Compare Forms in Poetry: Level Up Tutorial: Elements
of Poetry

Analyze Stories: Science Fiction
Language Arts Florida Standards addressed in this unit are highlighted below:
Reading: Literature
LAFS.7.RL.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.7.RL.1.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments.
LAFS.7.RL.2.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves
toward a resolution.
LAFS.7.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a
specific word choice on meaning and tone
LAFS.7.RL.2.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the
theme, setting, or plot.
LAFS.7.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text.
LAFS.7.RL.3.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text,
including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
(RL.7.8 not applicable to literature)
LAFS.7.RL.3.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches
to similar themes and topics.
LAFS.7.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Reading: Information
LAFS.7.RI.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.7.RI.1.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions
or judgments.
LAFS.7.RI.1.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
LAFS.7.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
LAFS.7.RI.2.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the
ideas.
LAFS.7.RI.2.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
LAFS.7.RI.3.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
LAFS.7.RI.3.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that
are not.
LAFS.7.RI.3.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
LAFS.7.RI.4.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
Writing
LAFS.7.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.
LAFS.7.W.1.1a Introduce claim(s) and organize the reasons and evidence clearly.
LAFS.7.W.1.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
LAFS.7.W.1.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
LAFS.7.W.1.1d Establish and maintain a formal style.
LAFS.7.W.1.1e Provide a concluding statement or section that follows from the argument presented.
LAFS.7.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
LAFS.7.W.1.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
LAFS.7.W.1.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
LAFS.7.W.1.2c Use appropriate transitions to clarify the relationships among ideas and concepts.
LAFS.7.W.1.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
LAFS.7.W.1.2e Establish and maintain a formal style.
LAFS.7.W.1.2f Provide a concluding statement or section that follows from the information or explanation presented.
LAFS.7.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured
event sequences.
LAFS.7.W.1.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
LAFS.7.W.1.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
LAFS.7.W.1.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
LAFS.7.W.1.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
LAFS.7.W.1.3e Provide a conclusion that follows from the narrated experiences or events.
LAFS.7.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)
LAFS.7.W.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 here.)
LAFS.7.W.2.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum of three pages in a single sitting.
LAFS.7.W.3.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
LAFS.7.W.3.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
LAFS.7.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.7.W.3.9a Apply grade 7 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical
novels and fantasy stories] in terms of their approaches to similar themes and topics”).
LAFS.7.W.3.9b Apply grade 7 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims
that are supported by reasons and evidence from claims that are not”).
LAFS.7.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
LAFS.7.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts,
and issues, building on others’ ideas and expressing their own clearly.
LAFS.7.SL.1.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under discussion.
LAFS.7.SL.1.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
LAFS.7.SL.1.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under
discussion.
LAFS.7.SL.1.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
LAFS.7.SL.1.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or
issue under study.
LAFS.7.SL.1.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
LAFS.7.SL.2.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation.
LAFS.7.SL.2.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
LAFS.7.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language
standards 1 and 3 here for specific expectations.)
Language
LAFS.7.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.7.L.1.1a Ensure that pronouns are in the proper case (subjective, objective, possessive).
LAFS.7.L.1.1b Use intensive pronouns (e.g., myself, ourselves).
LAFS.7.L.1.1c Recognize and correct inappropriate shifts in pronoun number and person.*
LAFS.7.L.1.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
LAFS.7.L.1.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in
conventional language.*
LAFS.7.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LAFS.7.L.1.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
LAFS.7.L.1.2b Spell correctly.
LAFS.7.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
LAFS.7.L.2.3a Vary sentence patterns for meaning, reader/listener interest, and style.*
LAFS.7.L.2.3b Maintain consistency in style and tone.*
LAFS.7.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly
from a range of strategies.
LAFS.7.L.3.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word
or phrase.
LAFS.7.L.3.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
LAFS.7.L.3.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning or its part of speech.
LAFS.7.L.3.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
LAFS.7.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.7.L.3.5a Interpret figures of speech (e.g., personification) in context.
LAFS.7.L.3.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
LAFS.7.L.3.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful,
thrifty).
LAFS.7.L.3.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Teacher Version
Collection 5- The Stuff of Consumer Culture
Connection: Our purchasing goals are
always evolving, defining who we are and
what we value.
In Text 1, the evolution of television has
led to consumers continually upgrading
their technology and money spent on
these purchases.
Text 5 illustrates the power of nostalgia in
consumerism. People visit Earth to buy
nature paintings and “Summer in a Bottle”
fragrances.
Text 5: “Earth (A Gift
Shop)” The author uses
science fiction as a forum for
the advertising of planet Earth
as a vacation destination for
humans who left Earth to
colonize other planets.
Connection: Our consumer culture is creating
environmental problems for the planet.
In Text 4, the author describes our propensity to cast off
rather than reuse.
In Text 5, human civilization on Earth has collapsed,
existing only for the purpose of shopping.
Text 1: “Life at Home in
the Twenty-First Century”
Researchers study how the
popularity of TV has changed
over time. Numerical data is
collected to illustrate TV’s
influence on everyday life.
Connecting Theme
In considering our
consumer culture, we
have to wonder why
we always want more.
Essential Question:
Where is our
consumer culture
leading us?
Text 4: “Dump”
This poem focuses on the
dump as place where
people discard old, used,
and unwanted items that
once had material worth.
Connection:
Our culture is leading us
to a life defined by our
connection to “things.”
In Text 3, people are
connected by what they
buy rather than the stories
told or the adventures
experienced together.
In Text 4, objects that
“give us pain to keep” are
brought to the dump as
“discarded hopes.”
Connection:
Material items are changing the way we
view ourselves and interact with our
families.
In Text 1, the authors debate whether
watching TV is a social experience or a
solitary one. The television has replaced
oral history and face-to-face interaction
in our social lives.
In Text 2, the author presents the idea
that acquiring objects can make people
fulfilled. It describes a cycle of “false
hope and inevitable disappointment” that
make people want more.
Text 2: “Always Wanting
More”
An analysis of whether
spending money on material
things truly brings wealth,
power, and happiness to
individuals and the planet.
Connection:
We are creating wealth locally and globally
with our spending habits.
Text 2 considers how spending can increase
prosperity for the planet’s workers.
Text 3 describes how one person’s spending
enables another to spend.
Text 3: “How Things
Work” is a free verse
poem describing life as a
series of events and
situations connected to
spending.
Student Version
Thematic Connections