INSIDE THE ENGLISH CLASSROOM:

Joshua Jones, ELA teacher, JHS 292 Margaret S. Douglas, Brooklyn

The standards for seventh-grade ELA emphasize critical analysis. We foster the media literacy skills students need to filter, trace and evaluate the flood of new ideas they receive every day, along with the ability to express their own views effectively. Balancing fiction and non-fiction texts in the curriculum builds a deeper understanding of common themes that recur throughout history.

Recently, we have explored the topic of “fake news” by delving into relevant articles, speeches, interviews, video clips, and editorials. We evaluated the motivations and biases in the texts and created a spectrum of information sources students use to critically assess the mass media.

In one lesson, students analyzed the effect of instant connectivity on society. They examined how information is gathered and spreads in today’s media, and compared that to American news coverage in the past. For example, they investigated yellow journalism in the New York Sun’s “Great Moon Hoax” articles of 1835, which claimed to uncover an alien civilization on the moon, and the New York World’s sensationalist crime stories of the 1890s. They analyzed how such stories drove sales and boosted readership. Their research gave them historical context that they applied to recent trends in the media.

In a subsequent lesson we evaluated works of historical fiction and non-fiction, such as John Smith’s “General History of Virginia,” the Disney film adaptation of the story of Pocahontas, and scholarly articles presenting alternate research on these historical

events. Varied sources let students analyze how authors influence readers by emphasizing different evidence or advancing preferred interpretations of facts.

To build on their critical literacy, students analyze and practice persuasive writing. In a recent unit, each student identified a controversial topic to examine further. School start times, civil rights, funding for NASA, and who is the greatest modern athlete were among the chosen subjects. After thorough research and writing workshops, students produced an array of projects including advertising campaigns, position papers, dramatic scripts, poetry, speeches, op-eds, and letter-writing campaigns.

The seventh grade Common Core standards help students critically process the world we live in while giving them the means to participate as thoughtful, active, creative voices of their generation.

Sample questions:

On the 2017 exam, students will read 11 articles and fiction excerpts, then answer multiple-choice and essay questions.

1) Excerpt from “Into the Unknown” traces the life of explorer James Cook within the history of 18th-century ocean exploration. How does the author organize ideas in the article?

A. By explaining how James Cook encouraged Great Britain to seek out new lands.

B. By showing how the lack of reliable maps caused dangers in early ocean expeditions.

C. By relating events sequentially to elaborate on James Cook’s accomplishments.

D. By describing ship instruments to show the development of sea navigation.

2) In the excerpt from “The Car,” a dissatisfied young man’s attention is captured by an unfinished mechanical project. Read lines 10 and 11. “He could sit and watch the tube and munch on some junk, or he could go to bed because it was getting late, or...” These lines suggest that Terry: A. Prefers to relax in the evening. B. Disapproves of snacking in front of the television.

C. Wants to do something different from his usual activities.

D. Wastes time deciding whether to watch television or sleep.

3) The essay “Your Head’s Battery” includes a photo of a tiny electronic circuit that scientists used to experiment with a guinea pig’s inner ear. How does the photograph aid the reader’s understanding of the article? Use two details from the article to support your response.

ANSWERS: 1. C; 2. C; 3. Two points possible.