Renaissance Middle School PLC — Grade 7 ELA

Unit 3: Turning Points • Instructional Readiness Packet Blocks 1–2 Only

Scope: This site is designed for Grade 7 ELA Blocks 1–2. Blocks 3–4 follow Grade 8 curriculum and are not included here.

Overview

Instructional Spine

Built for assessment prep without tracking or stigma.
One text per day Predictable daily flow Two desk groups per paired reading Short, repeatable scripts
Data-Informed MTSS Defensible Assessment-Style Thinking
Daily Routine
  • Cornell Notes (Do Now)
  • Teacher Read/Think Aloud
  • Partner Reading (roles + purpose question)
  • Desk Conferences (two micro-groups)
  • Independent Response
  • Exit Ticket
Week Text Sequence
  • Monday: A Retrieved Reformation
  • Tuesday: Little Things Are Big
  • Wednesday: Profile: Malala Yousafzai
  • Thursday: Language & Review
  • Friday: Unit 3 Major Assessment

Weekly Lesson Plan (55 Minutes) — Timed & Scripted

Monday — A Retrieved ReformationTurning Point + Background Impact
Non-Negotiable: Turning point + impact MOST/BEST reasoning
Non-Negotiable Learning
Students identify when the turning point occurs and explain why it changes Jimmy’s decision, using evidence.
Timed Moves (55 minutes)
Time Teacher Moves Student Tasks
0–5 Set the target thinking.
“Today we’re tracking the exact moment a decision changes — not just an interesting event.”
 Cornell Do Now:
  • Define turning point
  • Answer: “What usually changes at a turning point?”
5–12 Read/Think Aloud: distinguish background vs turning point.
“I’m noticing background here — Jimmy’s past. This matters, but nothing has changed yet. I’m storing this information, not calling it a turning point.”
 Track text, annotate one background detail that may influence later decisions.
12–25 Launch partner roles + purpose question; circulate and flag desk pairs. Partner Reading (roles):
  • Reader: reads aloud
  • Analyst: answers purpose question in Cornell cues
Purpose Question: What does Jimmy believe before this section, and what might challenge that belief?
25–41 Run two desk micro-groups (2 pairs each). Use the same script for speed. Desk conferences (if pulled) OR continue partner reading + Cornell cues.
41–50 Monitor writing for “because + evidence explained.” Constructed response:
  • Explain how background information leads to Jimmy’s turning point
  • Include evidence
50–55 Quick exit + reset the definition. Exit ticket:
  • Identify the turning point and explain why it matters in one sentence
Board Anchor (recommended)
Turning Point = the moment a character’s decision or direction changes ✗ Background information ✗ Interesting events ✓ A change in choice, belief, or risk
Most Likely Thinking Traps
  • Confusing background information with the turning point
  • Naming the event but not explaining impact
  • Quoting without connecting the quote to the claim
Tuesday — Little Things Are BigInference + Author’s Structure
Non-Negotiable: infer meaning Evidence + implication
Non-Negotiable Learning
Students explain what the “little thing” reveals, not just what happens.
Timed Moves (55 minutes)
Time Teacher Moves Student Tasks
0–5 Contrast summary vs meaning. Do Now: “What’s the difference between what happens and what it means?”
5–10 Read/model under-the-surface tension.
“Nothing dramatic happens here — but I feel tension. That tells me the author is working underneath the surface.”
 Underline one phrase that signals judgment/tension.
10–25 Circulate; listen for summary vs inference. Partner Reading + Cornell cues.
Purpose Question: What detail feels small, but important — and why?
25–41 Two desk micro-groups (2 pairs each). Desk conferences (if pulled) OR continue analysis.
41–50 Require “claim + quote + meaning.” Independent response: explain how a small detail reveals a larger idea.
50–55 Exit ticket emphasizes inference. Exit: “What does the ‘little thing’ reveal about the narrator’s thinking?”
Most Likely Thinking Traps
  • Summary instead of inference
  • Ignoring word choice that signals judgment
  • Evidence selected, but no explanation of implication
Wednesday — Profile: Malala YousafzaiIdeas + Impact
Non-Negotiable: significance Detail → idea clarified
Non-Negotiable Learning
Students explain why details matter (how details clarify the topic), not just list facts.
Timed Moves (55 minutes)
Time Teacher Moves Student Tasks
0–5 Prime for significance. Do Now: “Why might an author include a risky or dangerous detail?”
5–12 Read/model: detail raises stakes.
“This detail isn’t just informative — it raises the stakes. That tells me it clarifies why this matters.”
 Mark one detail that signals risk/consequence/impact.
12–25 Circulate; listen for “fact dumping.” Partner Reading + Cornell cues.
Purpose Question: Which detail best shows risk, consequence, or impact?
25–41 Two desk micro-groups. Desk conferences (if pulled) OR continue analysis.
41–50 Require “detail → idea clarified.” Independent response: explain how one detail helps the reader understand why Malala’s actions matter.
50–55 Exit: “best detail” reasoning. Exit: “Which detail best explains the importance of Malala’s actions?”
Most Likely Thinking Traps
  • Listing facts without explaining significance
  • Choosing a detail that is true but not “best”
  • Explaining without grounding in a specific detail
Thursday & FridayLanguage Review + Major Assessment
Thursday — Language & Review
  • 10 min: Mini-lesson (context clues + conjunction meaning)
  • 25 min: Partner practice (short sets)
  • 10–12 min: Desk conferences (as needed)
  • 5–8 min: Exit + quick reflection
Friday — Unit 3 Major Assessment
  • 3 min: Warm-up reminder: read stem first, return to paragraph, justify MOST/BEST
  • Assessment: Administer test
  • 2 min: Silent reflection: “One question I felt confident about and why.”

Desk Conferences (Paired Reading)

Two Micro-Groups Per Session

More reps without creating a “low table.”
Group 1: 2 pairs (6–8 min) Group 2: 2 pairs (6–8 min) Total desk seats: 4–6
Composition Rule
Each desk group = 1 Target Pair + 1 Camouflage Pair
Target = Profile A or C · Camouflage = Profile B, on-level, or random
Minute Plan (Typical 20–25 min paired reading window)
  • 0–5: Whole class launches partner read with purpose question
  • 5–13: Desk Group 1 (2 pairs)
  • 13–21: Desk Group 2 (2 pairs)
  • 21–25: Whole-class check / reset
What You Say Publicly
“Teacher conferences today are mixed: some are random, some are targeted. Everyone will rotate through conferencing across the week.”

Desk Scripts (Fast, Repeatable)

Monday — A Retrieved Reformation

Turning Point Impact
Desk Script
1) Point to the turning point paragraph. 2) What does Jimmy believe BEFORE this moment? 3) What changes AFTER this moment? 4) Which sentence proves the change? 5) Required sentence: “Jimmy’s turning point occurs when ___ because the text states ‘___.’”
If they get stuck
  • “What changed — choice, belief, risk, or relationship?”
  • “Show me the one sentence that proves change.”

Tuesday — Little Things Are Big

Inference Word Choice
Desk Script
1) What is the literal action? 2) What does it suggest underneath? 3) Which word or phrase shows judgment? 4) Required sentence: “The author suggests ___ even though it is never stated directly, because ‘___.’”
If they summarize
  • “That’s what happened. Now tell me what it REVEALS.”
  • “Which word makes you feel something? Use that as proof.”

Wednesday — Profile: Malala Yousafzai

Detail → Idea Clarified Significance
Desk Script
1) Which detail shows risk or consequence? 2) Why did the author include it? 3) What idea does it clarify? 4) Required sentence: “This detail clarifies ___ because ___.”

90-Second Supports (By Profile)

Profile A — Instructionally Vulnerable

Meaning support Sentence/paragraph level
90-second move
1) Teacher reads 2–3 sentences (student tracks). 2) Student rereads the same sentences. 3) Ask: “What just happened? One sentence.” 4) Anchor: “This paragraph matters because ___.”

Profile B — Compensating Reader

Precision support Claim + best evidence
90-second move
1) Student reads the question aloud. 2) Student underlines ONE best sentence as evidence. 3) Prompt: “One claim, one quote—say it like a test answer.”

Profile C — Performance Gap

Execution support Oral → written
90-second move
1) Student reads silently. 2) Ask: “If I cold-called you, what would you say?” 3) Student writes exactly what they said (no additions).

Quick reminder for you

Same script = faster Mixed groups = no stigma
Rule of thumb: If they can’t answer Step 2 of the desk script, stay there. If they can, send them back.

Clipboard Rotation Tracker (Copy / Print)

Print 1 per block per week (Blocks 1–2 only). Marking should take seconds.
Tracker Template
Grade 7 ELA — Paired Reading Desk Conference Tracker Teacher: ____________ Week of: ____________ Block: ____________ Text(s): □ ARR □ LTAB □ Malala Role: T = Target (Profile A or C) C = Camouflage (Profile B / on-level / random) Focus: TP = Turning Point INF = Inference EV = Evidence STR = Structure Outcome: ✔ = Independent △ = With prompt → = Follow-up MONDAY G1 Pair: __________________ Role: T/C Focus: TP/INF/EV/STR Outcome: ✔/△/→ G1 Pair: __________________ Role: T/C Focus: TP/INF/EV/STR Outcome: ✔/△/→ G2 Pair: __________________ Role: T/C Focus: TP/INF/EV/STR Outcome: ✔/△/→ G2 Pair: __________________ Role: T/C Focus: TP/INF/EV/STR Outcome: ✔/△/→ TUESDAY G1 Pair: __________________ Role: T/C Focus: TP/INF/EV/STR Outcome: ✔/△/→ G1 Pair: __________________ Role: T/C Focus: TP/INF/EV/STR Outcome: ✔/△/→ G2 Pair: __________________ Role: T/C Focus: TP/INF/EV/STR Outcome: ✔/△/→ G2 Pair: __________________ Role: T/C Focus: TP/INF/EV/STR Outcome: ✔/△/→ WEDNESDAY G1 Pair: __________________ Role: T/C Focus: TP/INF/EV/STR Outcome: ✔/△/→ G1 Pair: __________________ Role: T/C Focus: TP/INF/EV/STR Outcome: ✔/△/→ G2 Pair: __________________ Role: T/C Focus: TP/INF/EV/STR Outcome: ✔/△/→ G2 Pair: __________________ Role: T/C Focus: TP/INF/EV/STR Outcome: ✔/△/→ THURSDAY G1 Pair: __________________ Role: T/C Focus: TP/INF/EV/STR Outcome: ✔/△/→ G1 Pair: __________________ Role: T/C Focus: TP/INF/EV/STR Outcome: ✔/△/→ G2 Pair: __________________ Role: T/C Focus: TP/INF/EV/STR Outcome: ✔/△/→ G2 Pair: __________________ Role: T/C Focus: TP/INF/EV/STR Outcome: ✔/△/→ End-of-week check: □ Profile A students seen 2+ times □ Profile C students seen at least once □ No one always Target
Renaissance Middle School PLC · Grade 7 ELA Blocks 1–2 · Unit 3: Turning Points · Adapt as needed
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