7th grade english essay

Writing Prompts for 7th Grade

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By seventh grade, students should be refining the core writing skills of brainstorming , researching, outlining, drafting, and revising. In order to hone these skills, seventh-grade students need regular practice writing a variety of essay styles, including narrative, persuasive, expository , and creative essays. The following essay prompts offer age-appropriate starting points to help seventh graders flex their writing muscles.

Narrative Essay Writing Prompts

Narrative essays share a personal experience to tell a story, usually to make a point rather than merely to entertain. These narrative essay prompts encourage students to describe and reflect on a story that's meaningful to them.

• Embarrassing Pasts - As people get older, they are sometimes embarrassed by things they used to like, such as toys, television shows, or nicknames. Describe something that you used to enjoy that you now find embarrassing. Why is it embarrassing now?
• Bonds of Hardship - Sometimes difficulties draw families closer. Describe something that your family endured together that strengthened your relationships.
• There’s No Place Like Home - What makes your hometown special? Explain this special quality.
• New Kid in Town - Being new to a town or school can be challenging because you don’t know anyone, or exciting because no one knows you and your past. Describe a time when you were the new kid.
• Finders Keepers -  Write about a time when you lost (or found) something of value. How did that experience affect your opinion of the saying, “Finders keepers; losers weepers?"
• Follow the Leader -  Describe a time when you were in a leadership role. How did it make you feel? What did you learn from the experience?
• April Fools -  Write about the best prank you’ve ever played on someone (or had played on you). What made it so clever or funny?
• Bon Appetit - Special meals can be powerful memory-makers. Write about a specific meal that stands out in your memory. What made it so unforgettable?
• Bon Voyage - Family trips and vacations also create lasting memories. Write an essay detailing your favorite family vacation memory.
• Batter Up -  Write about a valuable lesson that you learned while playing your favorite sport.
• Best Friends Forever -  Describe your friendship with your BFF and what makes it so important to you.
• The Real Me -  What is one thing you wish your parents, teachers, or coaches really understood or knew about you?
• TV -  Explain what makes your favorite television show so enjoyable or relatable to you.

Persuasive Essay Writing Prompts

Persuasive essays use facts and reasoning to convince the reader to embrace the writer’s opinion or take a course of action. These essay prompts empower seventh graders to write persuasively about an issue they genuinely care about. 

• Outdated Laws - What is one law or family or school rule that you think needs to be changed? Convince lawmakers, your parents, or school leaders to make the change.
• Bad Ads - Advertising can have a powerful impact on consumers. What is a product that you’ve seen advertised that you don’t think should be? Explain why the media should quit showing these ads.
• Puppy Love - You want a pet, but your parents don’t think you need one. What would you say to change their minds?
• Lights, Camera - What is your favorite book of all time? Write an essay convincing a producer to make a movie about it.
• Snooze Button - Studies have shown that tweens and teens need more sleep. Write a proposal for a later school start time.
• Body Shop - Magazines can negatively impact their readers’ body image by using edited images of models. Convince a teen magazine publisher that they should not use heavily-edited model images in their publication.
• It Can’t Be Over - The network is canceling your favorite television show. Write a paper convincing the station that they’re making a mistake.
• Curfews -  Some malls have policies forbidding kids under 18 to be at the mall without adult supervision during certain times. Do you think this is fair or unfair? Defend your position.
• Team Spirit - Should homeschooled students be allowed to play sports on public or private school teams? Why or why not?
• Smartphones - All of your friends have the latest smartphone, but you only have a “dumb phone.” Should your parents upgrade your phone, or are smartphones for middle school kids a bad idea?
• Bullies - Some dogs, such as pit bulls or Dobermans, are labeled “bully breeds.” Is this label deserved or undeserved?
• Money Can’t Buy You Love - People say that money can’t buy happiness, but some studies have shown that people with higher incomes may be happier . Do you think this is true? Why or why not?
• Ratings -  There are age restrictions on movies and video games, ratings on television shows, and warning labels on music. Computers and smartphones offer parental controls. Do adults have too much control over what kids watch and listen to or do these restrictions serve a valuable purpose?

Expository Essay Writing Prompts

Expository essays describe a process or provide factual information. These prompts can serve as jumping-off points for the explanatory process. 

• School’s in Session - Would you rather attend public school, private school, or be homeschooled. Explain the benefits of your choice.
• Admiration -  Who do you admire from your life or history? Write an essay describing how their character or contributions to their community have earned your respect.
• Global Community -  If you could live anywhere in the world, where would you live? Write about your dream hometown and why you want to live there.
• Peer Problems - Peer pressure and bullying can make life as a middle school student difficult. Describe a time you were pressured or bullied and how it affected you.
• Order Up -  A friend wants to learn how to make your favorite food. Detail the process, step-by-step, so your friend can recreate the dish.
• Addictions - Many people are impacted by drug or alcohol addictions. Share facts about how the use of these substances negatively affects families or communities. 
• Serve Others - Community service is a valuable experience. Describe a time you volunteered. What did you do and how did it make you feel?
• City or Country Mouse - Do you live in a big city or a small town? Explain why you do or don’t like living there.
• Aspirations - What do you want to be when you’re an adult? Explain why you’d choose that career  or what you’ll do to prepare for it.
• Point in Time - Sometimes people bury time capsules so future generations can learn about the past. What would you include to give an accurate snapshot of life in the current time?
• Hobbyist -  You’re friend wants to take up your favorite hobby. Explain it to him.
• SOS - A natural disaster has destroyed homes and businesses in a nearby city. Describe what you can do to help.
• Wonder Twin Power - Some superheroes can fly or become invisible. If you could have any superpower, what would it be and why?

Creative Essay Writing Prompts

Creative essays are fictional stories. They use plot, character, and dialog to engage and entertain the reader. These prompts will get the creative juices flowing. 

• Fan Fic -  Write a story about your favorite characters from a book, film, or television show.
• Cats vs. Dogs - You have two pets of different species. Write a story from their point of view about a day at home alone.
• Time Travel - You find a time machine in your backyard. What happens when you step inside?
• Dream State - Think about a time when you woke in the middle of a vivid dream. What would have happened if the dream hadn’t been interrupted?
• New Door -  You’ve just discovered a door that you’ve never seen before. What happens when you walk through it?
• Secret Keeper - You find out your best friend has kept a secret from you. What is the secret and why didn’t your friend tell you?
• Fridge Fun - Write a story from the perspective of an item in your refrigerator.
• Desert Island - You’ve just discovered an uncharted island. What happens next?
• Fly on the Wall - You see two people talking excitedly, but you can’t hear what they’re saying. Write a story about what they might be saying.
• Special Delivery - You receive a battered package in the mail. Write a story about its journey from the sender to you.
• A Mile in My Shoes - You find a pair of shoes in the thrift store and put them on. Suddenly you find yourself transported into someone else’s life. Describe what happens.
• Mission to Mars - Imagine that you’re a pioneer to start a colony on Mars. Write about a typical day on your new planet.
• Snow Days - You find yourself snowed in for a week with your family. There is no electricity or phone service. What do you do for fun?
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How to write a perfect essay

Need to write an essay? Does the assignment feel as big as climbing Mount Everest? Fear not. You’re up to the challenge! The following step-by step tips from the Nat Geo Kids Almanac will help you with this monumental task. 

Sometimes the subject matter of your essay is assigned to you, sometimes it’s not. Either way, you have to decide what you want to say. Start by brainstorming some ideas, writing down any thoughts you have about the subject. Then read over everything you’ve come up with and consider which idea you think is the strongest. Ask yourself what you want to write about the most. Keep in mind the goal of your essay. Can you achieve the goal of the assignment with this topic? If so, you’re good to go.

WRITE A TOPIC SENTENCE

This is the main idea of your essay, a statement of your thoughts on the subject. Again, consider the goal of your essay. Think of the topic sentence as an introduction that tells your reader what the rest of your essay will be about.

OUTLINE YOUR IDEAS

Once you have a good topic sentence, you then need to support that main idea with more detailed information, facts, thoughts, and examples. These supporting points answer one question about your topic sentence—“Why?” This is where research and perhaps more brainstorming come in. Then organize these points in the way you think makes the most sense, probably in order of importance. Now you have an outline for your essay.

ON YOUR MARK, GET SET, WRITE!

Follow your outline, using each of your supporting points as the topic sentence of its own paragraph. Use descriptive words to get your ideas across to the reader. Go into detail, using specific information to tell your story or make your point. Stay on track, making sure that everything you include is somehow related to the main idea of your essay. Use transitions to make your writing flow.

Finish your essay with a conclusion that summarizes your entire essay and 5 restates your main idea.

PROOFREAD AND REVISE

Check for errors in spelling, capitalization, punctuation, and grammar. Look for ways to make your writing clear, understandable, and interesting. Use descriptive verbs, adjectives, or adverbs when possible. It also helps to have someone else read your work to point out things you might have missed. Then make the necessary corrections and changes in a second draft. Repeat this revision process once more to make your final draft as good as you can.

Download the pdf .

Homework help

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The Guide to 7th Grade: Reading and Writing

Review reading and writing curricula for 7th grade, including what to expect and resources to support learning..

Seventh graders are able to focus more on growing the skills they began to develop in the 6th grade without the added stress to adjusting to the new middle school environment. By 7th grade, it is expected that students have acclimated to life as a middle school student and are therefore expected to work more independently and organize their time and schedules with less (but still some) guidance.

In general, in 7th grade, students build on the skills they learned in 6th grade by writing and reading more complex and longer texts and essays. This work will prepare them for 8th grade where they will cement and further their skills, ultimately setting them up for success in high school.

Read on for what to expect this year, and shop all seventh grade resources at The Scholastic Store . 

7th Grade Reading

In 7th grade, students deepen their ability to analyze the texts they read and provide evidence from the text to do so. Specifically, 7th graders learn to examine texts more closely and use details from the text in order to develop ideas, analyze, and make inferences.

In addition, they analyze the relationships between elements within one text and across multiple texts while supporting this analysis by citing evidence from the text.

In order to build reading skills, your 7th grader:

• Analyzes texts using the text as evidence to support the analysis.
• Makes inferences about texts and uses evidence from the text to support the inferences.  
• Understands the message or ideas in a text and uses evidence to support these claims.
• Understands, tracks the progress of, and summarizes the main idea of a text, using evidence from the text.
• Analyzes and explains the relationship between different elements such as character and setting.
• Analyzes the impact of specific language and word choice used in a text.
• Understands how the different structures used in a text, such as poetry or drama, affect the text.
• Compares and contrasts the different perspectives and points of views in a text.
• Determines the author’s point of view in a text using evidence from the text.
• Compares different versions such as a stage version, film, or audio version of a text, paying specific attention to the way in which elements such as lighting, scenery, or audio sounds affect the message of the text.
• Compares a historical account of an event, person, or place with a historical fiction text about the same period.
• Read a variety of texts, including stories, poetry, drama, non-fiction, or informative texts.
• Compares multiple texts written by different authors about the same topic and determines how their different perspectives are presented through their presentation of facts and the inferences they make. 

7th Grade Writing

Similar to the work they do in reading, 7th graders deepen their writing skills by using analysis, paying close attention to detail and providing reasons, proofs, and examples for the ideas they express. 7th graders write a variety of genres, including informative pieces, opinion pieces, and narratives and they complete both short-term and long-term writing assignments.

There is also particular attention paid to research and teaching students to do their own independent research and research projects as described below, specifically through the use of digital resources.

In order to build writing skills, your 7th grader:

• Introductions
• Acknowledgements of opposing claims
• Logical and orderly presentations of reasons and evidence
• The use of  appropriate transitions, words, and phrases to connect claims
• A concluding sentence or paragraph which supports the argument made
• A formal tone and style
• Use supporting claims and evidence that are based on credible texts and resources
• Include an introduction that has an explanation of what follows
• Develop topics through the use of facts, detailed quotations, and examples and subject specific terms and definitions
• Include transitions that connect concepts and paragraphs
• Include a conclusion that supports the presented idea(s)
• Maintain a formal “essay type” style
• Integrate other forms of media and formats, such as graphs, charts, headings, and audio or video when appropriate
• A narrator, characters, and a point of view
• Descriptive detail and sensory language to describe characters, settings, and experiences
• Dialogue details and descriptions of characters, setting, and experiences
• A clear structure with a logical order and flow, as shown through the use of transition words
• A conclusion that is connected to and builds on the narrative
• Plans, revises, and edits writing, specifically with guidance from teachers and peers, focusing specifically on trying new approaches and making sure the writing has a purpose and appeals to its audience
• Uses technology and the Internet to produce and publish writing
• Works with others and cites sources
• Works on multiple, short research projects that answer a specific question and cite multiple sources, while gathering additional questions for later research
• Uses both print and digital resources to conduct research, focusing on using appropriate search terms and reliable sources
• Uses quotes and a standard format for citation
• Uses research to analyze and make inferences

Shop the best resources for seventh grade below! You can find all books and activities at  The Scholastic Store . 

Explore other grade guides: 

• Kindergarten
• First Grade
• Second Grade
• Third Grade
• Fourth Grade  
• Fifth Grade
• Sixth Grade
• Eighth Grade

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Free Printable Essay Writing Worksheets for 7th Grade

Essay Writing just got better for Grade 7 Reading & Writing teachers! Discover our collection of free printable worksheets to enhance students' skills and spark their creativity. Dive into Quizizz's resources now!

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Explore printable Essay Writing worksheets for 7th Grade

Essay Writing worksheets for Grade 7 are an essential resource for teachers looking to develop and enhance their students' reading and writing skills. These worksheets focus on various aspects of writing, including nonfiction writing, and are designed to help students in Grade 7 improve their overall language proficiency. By incorporating these worksheets into their lesson plans, teachers can provide a structured and engaging approach to teaching essay writing. The worksheets cover a range of topics, from brainstorming and outlining to drafting and revising, ensuring that students gain a comprehensive understanding of the writing process. Furthermore, these Grade 7 worksheets are designed to be adaptable to different learning styles and can be easily integrated into various classroom settings.

In addition to Essay Writing worksheets for Grade 7, teachers can also utilize Quizizz, an online platform that offers a variety of educational resources, including interactive quizzes and games. Quizizz allows teachers to create custom quizzes that align with their lesson plans, providing a fun and engaging way for students to practice their reading and writing skills. This platform also offers a range of other resources, such as flashcards and study guides, that can be used alongside the Grade 7 worksheets to further enhance students' learning experience. By incorporating Quizizz into their teaching strategies, educators can create a dynamic and interactive learning environment that not only supports the development of essential reading and writing skills but also encourages students to take an active role in their education.

Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans

7th Grade Writing

For seventh graders, this Common Core area helps students gain mastery of writing skills by working collaboratively and producing written texts, understanding syntax and vocabulary, and organizing their ideas. Among the complete standards for this grade, seventh graders will be asked to: use precise language for written work, including formal style, use appropriate technology to publish writing and to collaborate on written projects, demonstrate keyboarding skill, go through the process of writing, editing and revision for their written work, conduct short research projects to answer a question, quote or paraphrase the data and conclusions of supporting texts while avoiding plagiarism and using proper citation, use evidence from literary or informational texts to support analysis, reflection, and research.

Abraham Lincoln Bio Poem

Your students will write a bio poem about Abraham Lincoln.

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Bio Poem: My Mother

A fun Mother’s Day bio poem activity for your students!

Bio Poem: Pilgrim

A biography poem, also called a bio poem, is a short poem which describes a person or thing. This printable Thanksgiving Activity guides students through creating a bio poem about Pilgrims.

Bio Poem: Someone You Know

Students will write a bio poem about someone they know using the format set in this worksheet.

Christmas Tree Bio Poem

A biography poem, also called a bio poem, is a short poem which describes a person or thing. Sometimes writing a bio pem can be tricky! This printable Christmas Activity guides students through creating a bio poem about a Christmas tree.

Correct the Transition Words Mistakes – Worksheet

Have your students revise sentences and correct transition word mistakes with this educational writing activity.

Diamante Poem: Antonyms

Students write an antonym diamante poem in the space provided.

Diamante Poem: Synonyms

A diamante poem takes its name from the shape it makes: a diamond. Diamante poems were introduced in 1969 by Iris Tiedt. Students write a synonym diamante poem in the space provided.

Edgar Allan Poe; Journalist Trickster

Students read about one of Edgar Allan Poe’s hoaxes when he was a journalist. Each student then write’s their own hoax!

Edgar Allan Poe: Secrets in Poetry

Students read from Edgar Allan Poe’s “An Enigma” and decipher the name of the woman’s whose name is hidden within the text.

Father’s Day Bio Poem: My Father

Enhance your students’ writing skills with this fun Father’s Day Biography Poem activity.

Fourth of July Bio Poem: America

Encourage your students to learn about America with this Fourth of July Biography Poem activity.

George Washington Bio Poem

Your students will write a bio poem about George Washington.

George Washington’s List of Rules

When George Washington was a young boy, he made a list of rules for himself. Students choose one of the rules and write what it means.

Halloween Bio Poem Activity: Ghost

Create a bio poem about your own personal ghost with our fun Halloween printable activity!

Main Idea Organizer

Teach your students how to organize their writing with this helpful Main Idea Organizer. Students will be asked to complete the worksheet by writing their own main idea, three details, and a summary. This will help your students better understand how to organize their ideas for writing in the future, especially when writing an essay!

Newspaper Reporter: An Interview With President Lincoln

Your student is now an official reporter and their task is to interview President Abraham Lincoln! Students write three questions they would ask him and what his replies would be.

Transition Words: Complete the Sentence

Enhance your students’ writing skills with this “Complete the Sentence” transition words activity.

Using Transition Words

In this worksheet, your students will learn how to properly use transition words in a sentence.

7th Grade English Language Arts Worksheets and Study Guides

The big ideas in Seventh Grade ELA include developing advanced skills in reading and writing, continuing to write and deliver informational and persuasive presentations; and enhancing grammar and usage skills.

English Language Arts Worksheets and Study Guides Seventh Grade

Language - conventions of standard english, figurative language, modifiers-adjectives, parts of speech, punctuation, language - vocabulary acquisition, subject and verb agreement, reading informational text, expository text, reading graphics, reading process, study skills, reading literature, author's purpose, narrative text, speaking & listening, listening and viewing, writing: ela literacy, capitalization, dictionary skills, kinds of sentences, letter writing, process writing, structural analysis, newpath learning resources are fully aligned to us education standards. select a standard below to view aligned activities for your selected subject and grade:.

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Writing An Argumentative Essay: Planning The Essay

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• Grade 7 ELA Module 2A, Unit 1, Lesson 16

Bilingual Language Progressions

These resources, developed by the New York State Education Department, provide standard-level scaffolding suggestions for English Language Learners (ELLs) to help them meet grade-level demands. Each resource contains scaffolds at multiple levels of language acquisition and describes the linguistic demands of the standards to help ELA teachers as well as ESL/bilingual teachers scaffold content for their English learning students.

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ELA  /  7th Grade  /  Unit 1: Defining America: Poems, Essays, and Short Stories

Defining America: Poems, Essays, and Short Stories

Students explore the diversity of the American experience through a variety of voices, texts, and genres.

• Text and Materials

Unit Summary

In this 7th grade unit, “Defining America,” students begin their yearlong exploration of the question: What does it mean to be American? Students develop their own answers to this yearlong question by studying the diversity of immigrant experiences. In many ways, immigrants are uniquely equipped to answer this question quite simply because they know what it means to come from a place that is not America, and to have been for some portion of their lives a person who is not American.

Through a series of articles, poems, short stories, audio interviews, and essays, students will explore what it really means to be a nation of immigrants. The unit is structured both chronologically and thematically. Students will closely read “The New Colossus,” Emma Lazarus’s enduring poem now inscribed at the base of the Statue of Liberty, and dive deeply into an essay written by an immigrant from the early 20th century. Over the course of the unit's 25 lessons, students will read about the diverse experiences of immigrants who have arrived in this country over the past fifty years, including those from Europe, Asia, Central America, and Africa. Additionally, students will read about the experiences of first-generation Americans, and the unique challenges they face as native-born Americans with immigrant parents. The unit concludes with the most pressing contemporary issue related to immigration—that of undocumented people. In these final lessons, students will read texts featuring the voices of undocumented people, describing their desire to be accepted—legally and culturally—as Americans.

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Texts and Materials

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Core Materials

Article:  “What Does It Mean to Be American?” by Damien Cave and Todd Heisler (The New York Times)

Article:  “Trends in Migration to the U.S.” by Philip Martin (PBS)   —  1300-1400L

Article:  “American Dreamers” by Kok-Leong Seow (The New York Times)

Article:  “What is DACA and Who Are the DREAMers?” by Anti-Defamation League (ADL.org)

Essay:  “America and I” by Anzia Yezierska (CommonLit.org)   —  800-900L

Essay:  “An Iraqi Immigrant’s Unexpected Role” by Cynthia Agustin (The New York Times)   —  800-900L

Essay:  “Hello, My Name Is ______” by Jason Kim (CommonLit.org)   —  1000-1100L

Poem:  “The New Colossus” by Emma Lazarus (CommonLit.org)   —  1100-1200L

Poem:  “Peaches” by Adrienne Su (CommonLit.org)

Poem:  “Where You From?” by Gina Valdez

Short Story:  “Who’s Irish?” by Gish Jen (In Who's Irish?: Stories, Vintage, 2000)

Excerpt:  Call Me American by Abdi Nor Iftin   —  1200-1300L

Audio Interview:  Sheena Jacob and Juliet Jegasothy by produced by Michael Garofalo (StoryCorps)

Audio Interview:  Philomena Luciani and Alison Purcell by produced by Sarah Kramer (StoryCorps)

Audio Interview:  Blanca Alvarez and Connie Alvarez by produced by Katie Simon (StoryCorps)

Audio Interview:  Philip and Andy by produced by Lyna Anwar with Andrés Caballero (StoryCorps)

Video:  “DACA, explained” by Vox (YouTube)

Rubric:  Narrative Writing Rubric (G7, U1, L21-24)

Supporting Materials

• Resource: Recommended Texts for Independent Reading

This assessment accompanies Unit 1 and should be given on the suggested assessment day or after completing the unit.

Download Content Assessment

Download Content Assessment Answer Key

Intellectual Prep

Suggestions for how to prepare to teach this unit

Before you teach this unit, unpack the texts, themes, and core standards through our guided intellectual preparation process. Each Unit Launch includes a series of short videos, targeted readings, and opportunities for action planning to ensure you're prepared to support every student.

Essential Questions

The central thematic questions addressed in the unit or across units

• What does it mean to be American?
• How does a person’s environment shape their identity?

Enduring Understandings

• Many immigrants have idealized expectations of what life in America will be like, but their lived experiences rarely match their expectations.
• Immigrants—and their children—can feel caught between two cultural identities; this conflict can be exacerbated by others’ perceptions.
• Identifying as American is not always linked to a person’s legal status in this country. There are millions of undocumented people in the United States who wish to become legal citizens/residents, but face significant obstacles to this.

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

assimilate asset contentious disillusioned disdain idealized perplexing polarize quota undaunted

connotation enjambment figurative language literary device metaphor personification point of view/perspective simile structure symbol theme

To see all the vocabulary for Unit 1, view our 7th Grade Vocabulary Glossary .

Content Knowledge and Connections

Fishtank ELA units related to the content in this unit.

Previous Fishtank ELA Connections

• 2nd Grade ELA - Stories of Immigration
• 5th Grade ELA - Sí Se Puede: The Migrant Workers' Movement
• 5th Grade ELA - Friendship Across Boundaries: Return to Sender
• 6th Grade ELA - Fleeing Conflict: Refugee & The Unwanted

Future Fishtank ELA Connections

• All units from our  7th Grade English course

Supporting All Students

In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting all Students teacher tool.

Notes for Teachers

Notes to help teachers prepare for this specific unit

• Immigration is one of the most controversial issues facing our country today. Students will undoubtedly have opinions about this topic—whether those opinions have been shaped by personal experiences, conversations with family members and peers, and/or exposure to media coverage of the issue. For some students, this may be a very personal and potentially emotional topic.
• As always, it is essential to make your classroom a safe space for all of your students to express their ideas, listen to others, and share their experiences (if they feel comfortable doing so). This topic has the potential to make some students feel alienated or vulnerable to assumptions from peers. Be mindful of the students sitting in front of you (and also of the fact that you cannot assume which of your students may have a personal connection to this issue).
• It is very important to note that this unit barely scratches the surface of the history of immigration in this country. Nor does it address the complexities of being an Indigenous person or a descendent of enslaved Africans, both groups who were not immigrants to this country. Although we do not address the experiences of these groups (as the focus of the unit is specifically on immigrants), students should be aware that not all Americans descend from immigrants, and that this narrative erases the experience of many people who call this country home.

Identify recurring themes/words/concepts and definitions of what it means to be American.

L.7.6 RI.7.2

Briefly summarize historical trends in migration, and explain the meaning of words and phrases related to immigration to the United States.

L.7.4 L.7.4.a L.7.4.c L.7.4.d RI.7.2 RI.7.4

Determine the impact of specific words, phrases, and literary devices on meaning in the poem, “New Colossus.”

L.7.5 RL.7.2 RL.7.4

Identify examples of figurative language used in “America and I,” and explain the impact of these on meaning.

L.7.5 L.7.5.a RI.7.4 RL.7.4

Explain how setting and specific experiences shape Yezierska's perspective and beliefs about America.

RI.7.3 RI.7.6

Unpack a prompt, study a mentor text, and gather evidence in preparation for writing a paragraph response.

RI.7.3 W.7.1 W.7.5

Outline and draft a paragraph response, including a strong claim statement, quoted textual evidence, and a concluding statement.

RI.7.3 W.7.1 W.7.1.a W.7.1.b W.7.1.e W.7.5

Draft and revise a paragraph response, focusing on writing strong analysis.

L.7.1 L.7.1.a RI.7.3 W.7.1 W.7.1.c

• Sheena Jacob and Juliet Jegasothy
• Philomena Luciani and Alison Purcell
• Blanca Alvarez and Connie Alvarez
• Philip and Andy

Compare and contrast stories presented in different forms of media, and explain how these stories illustrate aspects of the immigrant experience in America.

RI.7.2 RI.7.7

Explain the meaning and impact of specific words and phrases in the essay, “An Iraqi Immigrant’s Unexpected Role,” and reflect on what the essay reveals about the immigrant experience.

RI.7.3 RI.7.4

Explain how setting and specific experiences shape the writer's sense of his identity in the essay, "Hello, My Name Is _______." 

RI.7.3 W.7.1.c

Explain how poet Adrienne Su uses word choice to develop the speaker's perspective on being the child of immigrants.

RL.7.3 RL.7.4 W.7.1.c

Explain how the author develops the speaker’s point of view in the short story, “Who’s Irish,” and contrasts it with other characters in the text.

Explain how the structural choices in the poem, “Where You From?” help to develop meaning.

RL.7.4 RL.7.5

• “American Dreamers”
• “What is DACA and Who Are the DREAMers?”
• “DACA, explained”

Gather and synthesize information on DACA and DREAMers from diverse sources in preparation for creating an informational poster.

W.7.7 W.7.8

Work collaboratively to create a poster that educates others on the topic of DACA and the DREAM Act, and effectively present their poster to the class.

SL.7.5 W.7.7 W.7.8

Explain how beliefs and environment shape the behavior of individuals in "Call Me American."

• Call Me American

Plan and draft a paragraph response to a prompt, drawing strong evidence from a source text.

W.7.1 W.7.1.a W.7.1.b W.7.5

Draft and revise paragraph responses.

L.7.1 L.7.1.b W.7.1 W.7.1.c

Socratic Seminar

Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.

SL.7.1 SL.7.1.a SL.7.1.b SL.7.4

Unpack the expectations of a Writing Task, study a Mentor Text, and begin to plan a personal narrative.

W.7.3 W.7.5

Draft a body paragraph that includes descriptive, sensory details about a specific food.

W.7.3 W.7.3.b W.7.3.d

Draft an engaging introductory paragraph and experiment with narrative pacing while writing body paragraphs.

W.7.3 W.7.3.a W.7.3.b

Write strong conclusions, differentiate between sentence types, and engage in peer feedback.

L.7.1 L.7.1.b W.7.3 W.7.3.e W.7.5

Assessment  – 2 days

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Common Core Standards

Core standards.

The content standards covered in this unit

Language Standards

L.7.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.7.1.a — Explain the function of phrases and clauses in general and their function in specific sentences.

L.7.1.b — Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

L.7.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

L.7.4.a — 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.

L.7.4.c — Consult general and specialized 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.

L.7.4.d — 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).

L.7.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.7.5.a — Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

L.7.6 — 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.

Reading Standards for Informational Text

RI.7.1 — Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2 — Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.3 — Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

RI.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

RI.7.6 — Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RI.7.7 — Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

Reading Standards for Literature

RL.7.2 — Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RL.7.3 — Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RL.7.5 — Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.7.6 — Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Speaking and Listening Standards

SL.7.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

SL.7.1.a — Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SL.7.1.b — Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

SL.7.4 — Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.7.5 — Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Writing Standards

W.7.1 — Write arguments to support claims with clear reasons and relevant evidence.

W.7.1.a — Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

W.7.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

W.7.1.c — Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

W.7.1.d — Establish and maintain a formal style.

W.7.1.e — Provide a concluding statement or section that follows from and supports the argument presented.

W.7.3 — Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.7.3.a — Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.7.3.b — Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.7.3.c — Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

W.7.3.d — Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

W.7.3.e — Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.7.5 — 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, focusing on how well purpose and audience have been addressed.

W.7.7 — Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W.7.8 — Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Supporting Standards

Standards that are practiced daily but are not priority standards of the unit

L.7.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.7.2.b — Spell correctly.

L.7.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.7.3.a — Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

L.7.4.b — Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

L.7.5.b — Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

L.7.5.c — Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

RI.7.10 — 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.

RL.7.1 — Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.10 — 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.

SL.7.2 — Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

SL.7.3 — Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

SL.7.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

W.7.2 — Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content

W.7.2.a — Introduce a topic clearly, previewing what is to follow; 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.

W.7.2.b — Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

W.7.2.c — Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

W.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.7.6 — Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

W.7.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.7.9.a — Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").

W.7.9.b — Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").

W.7.10 — 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.

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Praxis Core Writing

Course: praxis core writing   >   unit 1, argumentative essay | quick guide.

• Source-based essay | Quick guide
• Revision in context | Quick guide
• Within-sentence punctuation | Quick guide
• Subordination and coordination | Quick guide
• Independent and dependent Clauses | Video lesson
• Parallel structure | Quick guide
• Modifier placement | Quick guide
• Shifts in verb tense | Quick guide
• Pronoun clarity | Quick guide
• Pronoun agreement | Quick guide
• Subject-verb agreement | Quick guide
• Noun agreement | Quick guide
• Frequently confused words | Quick guide
• Conventional expressions | Quick guide
• Logical comparison | Quick guide
• Concision | Quick guide
• Adjective/adverb confusion | Quick guide
• Negation | Quick guide
• Capitalization | Quick guide
• Apostrophe use | Quick guide
• Research skills | Quick guide

Argumentative essay (30 minutes)

• states or clearly implies the writer’s position or thesis
• organizes and develops ideas logically, making insightful connections between them
• clearly explains key ideas, supporting them with well-chosen reasons, examples, or details
• displays effective sentence variety
• clearly displays facility in the use of language
• is generally free from errors in grammar, usage, and mechanics
• organizes and develops ideas clearly, making connections between them
• explains key ideas, supporting them with relevant reasons, examples, or details
• displays some sentence variety
• displays facility in the use of language
• states or implies the writer’s position or thesis
• shows control in the organization and development of ideas
• explains some key ideas, supporting them with adequate reasons, examples, or details
• displays adequate use of language
• shows control of grammar, usage, and mechanics, but may display errors
• limited in stating or implying a position or thesis
• limited control in the organization and development of ideas
• inadequate reasons, examples, or details to explain key ideas
• an accumulation of errors in the use of language
• an accumulation of errors in grammar, usage, and mechanics
• no clear position or thesis
• weak organization or very little development
• few or no relevant reasons, examples, or details
• frequent serious errors in the use of language
• frequent serious errors in grammar, usage, and mechanics
• contains serious and persistent writing errors or
• is incoherent or
• is undeveloped or
• is off-topic

How should I build a thesis?

• (Choice A)   Kids should find role models that are worthier than celebrities because celebrities may be famous for reasons that aren't admirable. A Kids should find role models that are worthier than celebrities because celebrities may be famous for reasons that aren't admirable.
• (Choice B)   Because they profit from the admiration of youths, celebrities have a moral responsibility for the reactions their behaviors provoke in fans. B Because they profit from the admiration of youths, celebrities have a moral responsibility for the reactions their behaviors provoke in fans.
• (Choice C)   Celebrities may have more imitators than most people, but they hold no more responsibility over the example they set than the average person. C Celebrities may have more imitators than most people, but they hold no more responsibility over the example they set than the average person.
• (Choice D)   Notoriety is not always a choice, and some celebrities may not want to be role models. D Notoriety is not always a choice, and some celebrities may not want to be role models.
• (Choice E)   Parents have a moral responsibility to serve as immediate role models for their children. E Parents have a moral responsibility to serve as immediate role models for their children.

How should I support my thesis?

• (Choice A)   As basketball star Charles Barkley stated in a famous advertising campaign for Nike, he was paid to dominate on the basketball court, not to raise your kids. A As basketball star Charles Barkley stated in a famous advertising campaign for Nike, he was paid to dominate on the basketball court, not to raise your kids.
• (Choice B)   Many celebrities do consider themselves responsible for setting a good example and create non-profit organizations through which they can benefit youths. B Many celebrities do consider themselves responsible for setting a good example and create non-profit organizations through which they can benefit youths.
• (Choice C)   Many celebrities, like Kylie Jenner with her billion-dollar cosmetics company, profit directly from being imitated by fans who purchase sponsored products. C Many celebrities, like Kylie Jenner with her billion-dollar cosmetics company, profit directly from being imitated by fans who purchase sponsored products.
• (Choice D)   My ten-year-old nephew may love Drake's music, but his behaviors are more similar to those of the adults he interacts with on a daily basis, like his parents and teachers. D My ten-year-old nephew may love Drake's music, but his behaviors are more similar to those of the adults he interacts with on a daily basis, like his parents and teachers.
• (Choice E)   It's very common for young people to wear fashions similar to those of their favorite celebrities. E It's very common for young people to wear fashions similar to those of their favorite celebrities.

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Common Core State Standards Initiative

English Language Arts Standards » Writing » Grade 7

Standards in this strand:, text types and purposes:, production and distribution of writing:, research to build and present knowledge:, range of writing:.

• Key Design Consideration
• Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language
• How to Read the Standards
• College and Career Readiness Anchor Standards for Reading
• College and Career Readiness Anchor Standards for Writing
• College and Career Readiness Anchor Standards for Speaking and Listening
• College and Career Readiness Anchor Standards for Language
• Introduction for K-5
• Kindergarten
• Introduction for 6-12
• Grade 11-12
• Introduction
• Language Progressive Skills
• Measuring Text Complexity: Three Factors
• Range of Text Types for K-5
• Texts Illustrating the Complexity, Quality, & Range of Student Reading K-5
• Staying on Topic Within a Grade & Across Grades
• Range of Text Types for 6-12
• Texts Illustrating the Complexity, Quality, & Range of Student Reading 6-12
• English Language Arts Appendix A
• English Language Arts Appendix B
• English Language Arts Appendix C

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Category: Essays English Grade 7

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