Students will practice using a protocol to create a summary of an expository text.

Students will work with partners, as well as independently, to create and evaluate summaries of expository text.

Students will read a text, identify its organizational pattern, highlight signal words, create a visual representation/graphic organizer, and present to the class.

Students will identify different types of sentence structures within a mentor text and demonstrate the understanding of varying sentence types by creating correctly structured and punctuated compound and complex sentences from simple sentences given by the teacher.

Students will read expository text, categorize findings, and reformulate the text into an obituary.

Using a digital forum, seventh-grade students will collaboratively generate authentic inferences about character motivation. Students will utilize textual evidence and draw from personal schema in order to make logical connections across multiple genres. 

Students will use a graphic organizer to draft the introduction paragraph of their expository essays.

Students will be able to determine the meaning of words using Greek, Latin, or other linguistic roots and affixes.

In learning stations, students use textual evidence and personal schema to generate inferences, make generalizations, and draw conclusions to support understanding about expository text.

Students used organizational patterns (compare and contrast, argumentative, cause and effect, problem and solution, chronological) to create anchor charts. Students then worked in groups to analyze text and plan a composition, using the anchor charts to complete the tasks. Ultimately, students created a plan from a self-generated topic to demonstrate an understanding of the use of organizational patterns. 

Students will show understanding of expository text and be able to collaborate with peers to provide evidence of their understanding.