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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Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans

7th Grade Common Core Worksheets

The Common Core State Standards (CCSS) for English Language Arts (ELA) provide a framework of educational expectations for students in reading, writing, and other language skills. The goals of the CCSS ELA are broken out by grade and subject area, including Reading: Literature, Reading: Informational Text, Writing, Speaking and Listening, and Language, as well as expectations in additional subject areas such as science and technology, history, and further writing areas. Seventh and eighth graders are expected to master reading and analyzing fiction and non-fiction books, be able to execute complex writing and grammar skills, branch out into new technologies and collaborations in their oral presentations, and continue to deepen the complexity of their reading choices. See the subheadings for each ELA category for more information on the specific expectations for students.

7th Grade Language

7th grade reading: informational text, 7th grade reading: literature, 7th grade speaking and listening, 7th grade writing.

77 Writing Prompts for 7th Grade

No matter where your education takes you in the future, writing is arguably the most important skill you’ll ever use.

The prompts below contain a variety of writing styles so you can work on things you need to improve, but also choose the style you like best.

Have fun and express yourself!

Using This Guide

Our writing guides are written for you to use however you’d like.

If you’re not sure where to start, here are some ideas to help you pick a prompt:

• Challenge yourself to use one prompt every day for a week (or even a month!)
• Use a random number generator to pick a number between 1 and 77
• Count the number of letters in your full name. Use that number to pick your prompt.

The Writing Prompts

• What are you most looking forward to in 8th grade? Why?
• If you could meet any celebrity, who would it be? What would you talk about?
• Write a detailed review of the last book that you read.
• How is the way you act at school different from the way you act at home?
• Write about a time when you gave in to peer pressure.
• Write a poem, essay, or short story using the following words: diversity, acknowledge, necessity, aspire
• Explain the importance of extracurricular activities.
• Write a story about a locker that leads to a magical world.
• Write a poem about growing up.
• Write a persuasive essay encouraging your peers to recycle.
• Explain your favorite sport or hobby in detail.
• How do you define feminism? Why is feminism so important today?
• Write about a time when trying to help someone backfired on you.
• If you could live inside any video game, which game would it be? Why?
• Do you feel that society has become too reliant on technology? Explain.
• Write an essay about the importance of mental health.
• Tell the detailed story about how you met your best friend.
• Write a story about a 7th grader whose determination to be the best gets them into trouble.
• Pick an athlete and write 5-7 paragraphs about their accomplishments. Explain why you admire them.
• How has the internet changed the way we live?
• How can your school or community be more accessible to those with special needs?
• Write a short story about a classmate whose dog literally ate their homework.
• Would you rather live in a big city or small town? Why?
• Compare and contrast being a teenager in 1922 and today.
• Pick a prominent woman in history. Write about her accomplishments and what you admire about her.
• Write about your day from your teacher’s perspective.
• Write a letter to someone in your family that you admire.
• How are you and your best friend alike? How are you different?
• Write about a time when you felt anxious. What did you do to resolve your anxiety?
• How would you handle someone cutting in front of you in a very long line?
• Would you rather have the power of invisibility or the ability to read minds? Explain.
• Would you rather spend a week at the beach or a week in the mountains? Why?
• What is something that you used to enjoy that you now feel is embarrassing? Why do you think you feel that way?
• Have you ever held an important leadership role? What did you do? How did it make you feel?
• What is one lesson you’ve learned from someone unexpected?
• You wake up in the morning and find yourself on a deserted island. What do you do next?
• Do you prefer Marvel or DC? Explain.
• Explain the importance of protesting.
• Write a poem, story, or essay using the following words: potential, authentic, legacy, hilarious
• Write a story about your favorite book character, set in the world of your favorite movie.
• Think of a school rule that is outdated. Write a letter convincing your principal to make the change.
• How does advertising have a negative impact on society? Explain your answer.
• Pretend you are a superhero. What is your superpower? How do you help others?
• If you could do one thing to change the world, what would it be? How would you change it?
• What can schools do to make sure that graduates are ready to join society?
• Have you ever witnessed or been a victim of racism? How did it make you feel?
• Compare and contrast the pros and cons of virtual learning versus in-person classes.
• Write a detailed nonsensical reason why the sky is blue.
• Do you think that there are some beliefs worth dying for?
• What do you want to be when you are older? Explain in detail.
• What genre of music is the best? Why?
• Compare and contrast the pros and cons of teens using social media.
• Write your speech convincing your peers to vote for you for student body president.
• Describe a time when you set a goal and followed through.
• What makes your hometown special? Explain in detail.
• Is it better to be famous or respected? Why?
• Describe the last sporting event or concert you attended.
• What is it like to be a 7th grader? What are some things you like and dislike?
• Do you think the voting age should be lowered? Explain.
• Why was Barack Obama essential to the future of our country?
• Which of your senses do you think is most important? Why?
• Research Ruth Bader Ginsberg. Write an essay about her accomplishments.
• Describe in detail the weirdest thing you’ve ever seen.
• Do you have a special talent? Describe it.
• Which natural disaster do you fear most? Why?
• Describe a time when you felt vulnerable.
• Would you rather be able to fly or to breathe under water? Why?
• Does your school do enough to prevent bullying? How could they improve?
• How can we learn positive lessons from disappointments?
• What are some alternative products you could use to decrease your carbon footprint?
• How are you different as a 7th grader from when you were seven years old? Use examples.
• Which national park would you most like to visit? Why?
• Would you rather time travel to the future or the past? Why?
• What is the most important thing you learned in 7th grade?
• What is the best ice cream flavor? Why?
• What could your school and community do to be more inclusive of LGBTQIA+ individuals?
• Write about the funniest thing that’s ever happened to you.

Looking For More?

We’ve got a ton of great writing prompts and resources to help young writers become their very best.

If you don’t see something you’re interested in, let us know. We’d love to hear from you!

Engaging 7th Grade Writing Prompts For Creative Essays

In 7th grade, students develop their ability to write complex, coherent, and well-organized essays on a variety of topics. For you to successfully guide them through this process, you’ll undoubtedly need a variety of engaging and motivating 7th-grade writing prompts!

To help you get started, we’ve compiled a list of 67 great writing prompts for you to use in your classroom.

Narrative Essay Writing Prompts

Narrative essays usually tell a story, either personal or fictional. Below are some narrative essay writing prompts that you can use in your classroom:

1. Family conflicts may help strengthen relationships. Describe a shared experience that cemented your family ties.

2. What makes your hometown special? Describe this characteristic.

3. Describe a time when you were in a leadership position. What did you learn from the experience?

4. Tell us about the most hilarious or clever prank you’ve ever played on someone (or been the victim of). What made it amusing?

5. Explain how you like or relate to your favorite television series.

6. When people reach middle age, they may be ashamed of things they used to enjoy. Describe something you liked in the past that you’re now embarrassed by.

7. Tell us about your close relationship with your BFF and its importance to you.

8. Write about a time when you misplaced (or recovered) something of great importance. How did the event influence your view on “Finders keepers; weepers losers?”

9. What do you wish your parents, teachers, or coaches knew about you?

10. Being new to a community or school may be difficult since you don’t know anyone, or it might be thrilling because no one knows who you are and your old life. Describe a time when you were the new kid in school.

11. Trips and vacations offer you and your family a lifetime of memories. Describe your favorite family vacation experience in an essay.

12. Describe a life lesson you’ve learned while engaging in your favorite sport.

13. Special food may be capable of creating long-lasting memories. Describe a particular meal that has stayed with you for a long time.

Compare and Contrast Writing Prompts

In a compare and contrast essay, your students will need to identify the similarities and differences between two or more subjects. Below are some compare and contrast essay writing prompts:

14. They claim, “The pen is mightier than the sword.” In what ways is the pen mightier than the sword?

15. What’s the difference between coffee and tea? How are they similar?

16. What does the phrase “comparing apples to oranges” imply? Are there no similarities between these two fruits?

17. Pick your two favorite role models. What do they have in common, and how do they differ?

18. What’s the difference between a smartphone and a regular phone?

19. What’s the distinction between a cheetah and a tiger?

20. What are some differences and similarities between a drawing and a photograph?

21. What are the similarities and the differences between you and your best friend?

22. Consider the last two family vacations you’ve had. Compare and contrast them.

23. What family characteristics do you have in common with your siblings or relatives?

24. Choose two of your favorite characters from books. What characteristics do they have in common? What sets them apart from each other?

25. Think about the most recent dream you can remember. Compare and contrast it with a nightmare you recently had.

26. Think of your favorite sports team. How do they compare to their biggest rivals?

Expository Essay Writing Prompts

An expository essay requires you to investigate an idea, evaluate the evidence, expound on the main idea, and set forth your argument concisely. Here are prompts to assist your seventh-grade students in building these core writing skills of an expository essay:

27. Would you want to go to a public school, a private school, or be homeschooled? Write an essay about your chosen option.

28. Community service is an excellent experience. Tell us about a time you volunteered at a summer job. What did you do, and how did it make you feel?

29. If you could live in any city in the world, where would you choose? Write an essay describing your ideal hometown and why you want to call it home.

30. What superpower do you wish you had, and why?

31. Your friend expresses an interest in your favorite pastime. Explain it to him.

32. Time capsules are used to preserve history throughout the ages by burying them. What would you put in a time capsule to give a current impression of life?

33. A neighboring city has been hit by a natural catastrophe, which has resulted in the loss of homes and businesses. Describe how you can help.

34. Who do you respect in your life or from history? Describe how their personality or contributions to their community have earned your respect in an essay.

35. A friend wants to know how to prepare your favorite meal. Give your friend a step-by-step description so they can repeat the process.

36. Do you live in a major metropolis or a rural area? Why do you love it or hate it there?

37. It’s tough to be a middle school student when your peers and bullies pressure you. Describe a situation in which you were forced or bullied and how it impacted you.

38. When you’re an adult, what do you want to be? Explain why you’d choose that profession or what you’ll do to get ready for it.

39. Drug or alcohol addictions have a significant impact on many individuals. Discuss the harmful effects of these substances on families and communities.

Creative Essay Writing Prompts

Creative essays are meant to be expressive, imaginative, and original. These writing prompts will get your students’ creative juices flowing:

40. You own two pets from different species. Write a narrative from the perspective of your two pets about a day spent at home alone.

41. A time machine has been discovered in your backyard. What happens when you go inside?

42. Write a short story about your favorite characters from a book, film, or television show.

43. You get snowed in for a week with your family. There’s no electricity or phone service, so what do you do for fun?

44. Write a narrative from the viewpoint of an object found in your refrigerator.

45. You put on a pair of shoes you purchased at a thrift store. You’re whisked away into someone else’s life. Describe what happens next.

46. Consider a scenario in which you were awakened during the middle of a spectacular dream. What would’ve happened if the dream hadn’t been interrupted?

47. You’ve just discovered an unknown island. What’s next for you now that you’ve set foot on it?

48. You get a crumpled package in the mail. Describe the route by which it passed from the sender to you.

49. You discover that your closest friend has been hiding something from you. What is this secret, and why didn’t your pal tell you about it?

50. You’ve just found a door that you haven’t seen before. When you go through it, what happens?

51. Imagine that you’re a pioneer who has established a colony on Mars. Describe a typical day in your new home.

52. You’re listening intently to two people chatting animatedly, but you can’t hear what they’re saying. Make a guess about what they’re talking about.

Descriptive Writing Prompts

Descriptive prompts inspire your students to describe something using vivid language. These prompts can help your seventh-graders get started:

53. Describe the school spirit at your school.

54. How about a rainbow? Write about the last time you saw one.

55. Describe your bedroom in detail. Describe as many features as possible.

56. A school rule has just been abolished. How did the students react?

57. You have a new teacher this year. Describe their unique style.

58. A fire has broken out in your neighborhood. What do you see and smell as you watch the blaze (use your five senses)?

59. The family pet has just passed away. Write about the memories you have of this animal.

60. You’re at a carnival. What sights, sounds, and smells do you take in?

61. Write about a time when you were extremely embarrassed.

62. What does your favorite food taste like? Write a descriptive paragraph about its flavor, texture, and smell.

63. You’ve just returned from a trip to a foreign country. Describe the people, food, and customs that you encountered.

64. Describe a sunset using as many adjectives as possible.

65. You find a mysterious box on your doorstep. What’s inside?

66. You’re at a museum. Describe the paintings, sculptures, and other artwork that you see.

67. You’re chosen to be a contestant on a game show. What do you have to do to win?

Jump In :  Essay writing opens up opportunities for your 7th-grade students to write down their thoughts. Guide them as well to appreciate poem reading (and writing) by  providing them with my list of 20 Amazing 7th-Grade Poems Your Students Will Love !

Watch Your Students’ Writing Come Alive!

Now that you have a huge list of 7th-grade writing prompts at your disposal, you can use them in any way you see fit.

Assign one prompt as a free-write at the beginning of class and watch your students’ creativity unfold.

Or, have students choose their favorite prompt and write a longer piece that incorporates all of the elements of a good story.

No matter how you use these prompts, your students are sure to have a blast!

Last Updated on July 25, 2022 by Emily

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Emily is an active mother of two and a dedicated elementary school teacher. She believes the latest technology has made a huge impact on the quality of early learning and has worked hard to upgrade her classroom and her own children’s learning experience through technology.

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Writing An Argumentative Essay: Planning The Essay

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

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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.

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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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7th grade reading & vocabulary

Unit 1: trailblazing women, unit 2: mysteries of the past, unit 3: living tongues.

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