Social Issues Grade 7 (Pg. 111 in your handbooks) What is a Social Issue?

Literature is a mirror of
society. Social issue, also called social problem, a state of affairs that negatively affects the personal
or social lives of individuals or the well-being of communities or larger groups within a society and
about which there is usually public disagreement as to its nature, causes, or solution. Examples:
Poverty, unemployment, discrimination (based on gender, race, or religion, caste), illiteracy,
migration, refugee crisis. Social Issues: ● Definition: Social issues are challenges or problems that
affect many people in a society and are often the result of complex factors. These issues usually
require collective effort to solve and might be ongoing. ● Examples: ○ Bullying: A social issue where
one person hurts or picks on others, often repeatedly, affecting the whole school community. ○
Inequality: When people are treated unfairly based on their race, gender, or how much money they
have. Problems: ● Definition: Problems are difficulties or challenges that can be personal or specific
to a situation or character. They might affect individuals or smaller groups and can often be solved
more quickly or easily. ● Examples: ○ A fight with a friend: A personal problem that might be
resolved by talking it out and apologizing. ○ A broken bicycle: A practical problem that can be fixed
by repairing it. Social Issues vs Problems ML 1: I can identify the social issue(s) in a literary text. Let’s
identify and discuss social issues depicted in ‘That Night’. Social issue in the story: Title Social issues
Theme Author’s Message/Lesson That Night • Intolerance and violence due to differences •
Discrimination stemming out from deep hatred for a particular community. ● Intolerance ● Strength
of Family ● Intolerance towards people who are different leads to disharmony. ● Familial bonds can
provide comfort in times of extreme distress. Have a Go! Story: I Need To Pee What is the social
issue in the story? How does it impact the characters? Task 2 Think about the social issue that you
have written about in the story ‘I Need To Pee’. Look at the Circles of Action diagram. In your
notebook, write how you can participate as a member of the community to resolve this issue.
Application Task Poem: Chimney Sweeper by William Blake What is the social issue in the poem?
How does it impact the boy? Link

Theme and Author’s Message Grade 7 ML 1: Identifying Theme(s) and Author’s Message LT: I can
identify universal themes and related author’s messages in literary texts. Refer to pages 97 and 98 of
your Literacy Handbook ● A theme is a big, universal idea or concept explored in a book. ● The
author’s message is a specific aspect of the theme and what the author wants the reader to learn
from reading the book. Refer to page number 97 & 98 of your handbooks. Identifying Theme &
Author’s Message Read Aloud: That Night ● What do you think the author wants you to learn in this
story? ● Now keeping in mind the messages, what do you think the theme could be? Book
Theme/Big Idea Author’s Message/Lesson That Night 1.Intolerance 2. Strength of family 1.
Intolerance towards people who are different leads to disharmony. 2. Familial bonds can provide
comfort in times of extreme distress. Recall the story ‘The Lottery Ticket’ ● What do you think is the
theme of the story? ● What is the author’s message? What makes you say that? Have a Go! Turn &
Talk Application Task Recall the text, ‘The Gift of the Magi’: 1. What do you think is the theme of the
text? 2. What is the author’s message? What makes you say that? Application Task Recall the text,
‘The Gift of the Magi’: 1. What do you think is the theme of the text? 2. What is the author’s
message? What makes you say that? A story can have multiple themes Harry Potter and the Goblet
of Fire Themes Author’s Message (connected to the theme) The Importance of Unity Message: Unity
and cooperation are vital in overcoming challenges. The Triwizard Tournament brings together
different wizarding schools, showing that working together is essential, especially in times of
adversity. The Dark Side of Fame Message: Fame can be dangerous and isolating. Harry’s unwanted
fame and the challenges he faces because of it reveal that being famous isn’t always as glamorous as
it seems. Courage Message: Courage means doing what’s right, even when it’s difficult. Harry’s
participation in the tournament and his confrontation with Voldemort show that true bravery
involves facing one’s fears and taking on responsibility. The Corruption of Power Message: Power
can corrupt those who seek it for selfish reasons. Characters like Voldemort and Barty Crouch Jr.
illustrate how the pursuit of power can lead to moral decay and destruction. Sometimes the theme
can be the same but the author’s message will always be distinct as it is a specific point that the
author is making in the story about that theme. Text 2: Harry Potter and the Philosopher’s Stone
Author's Message: Persistence in the face of adversity is crucial to overcoming challenges and
achieving your goals. When he arrives at Hogwarts, he faces new challenges, from learning magic to
dealing with Malfoy and the complexities of the wizarding world. However, Harry's persistence
shines most in his quest to protect the Philosopher's Stone from Voldemort. He refuses to give up,
even when the odds are against him. Text 1: The Tortoise and the Hare Author's Message: Slow and
steady wins the race. The story emphasizes the value of consistent effort and persistence over
arrogance and overconfidence. The tortoise’s victory shows that perseverance, even in the face of
daunting challenges, can lead to success. Common Theme: Persistence The theme connects the
stories, but the author's message makes each one special. ML 2: Making Connections LT: I can think
about what the author’s message is and make connections to self, to texts, or to the world. ML 2:
Readers think about what the author’s message is and make connection to text, to self, or to the
world. (Pg 99 of the Handbook) That Night: You noticed that the author’s messages are ● Intolerance
towards people who are different leads to disharmony. ● Familial bonds can provide comfort in
times of extreme distress. ❖ How could these messages be applied to real life? ❖ Think about your
own life, another text, and the world.Family and community support can inspire talented young
people to develop their art As a crew, divide an A3 sheet into three columns labeled: "Text to Text,"
"Text to Self," and "Text to World." Ensure that your connections are thoughtful and well-expressed
within 2 lines. Each crew member should write a connection for each column. Once completed, we'll
do a gallery walk to read and discuss everyone's responses. Let’s make connections Let’s add to our
table: That night Book Theme/Big Ideas Author’s Message/Lesson What does the message mean to
you, to society, or to the world? That Night ● Intolerance ● Strength of Family Intolerance towards
people who are different leads to disharmony. Familial bonds can provide comfort in times of
extreme distress. ● That Night" reminds me of the novel "The Kite Runner" by Khaled Hosseini. Both
stories deal with the impact of communal tension and prejudice on families. In "The Kite Runner,"
the conflict between different ethnic groups leads to fear and suffering. ● The story made me think
about a time when my family had to come together during a tough situation. Just like in the story,
where the family supports each other during the night of fear, my family also showed strength when
we faced a difficult time. It reminded me of how important family is when things are tough. ● I could
connect this story to the 2002 Gujarat riots, where families faced violence and fear due to communal
tensions, showing how prejudice can tear communities apart. Application Task Recall the text, ‘The
Lottery Ticket’, can you make connections? (Text to text, Text to self, Text to world) Rubric R.7
Interprets Story by naming life lessons /themes Starting Out Identifies an obvious lesson or theme
from only one part of the text Progressing Articulates one of the book’s universal themes and the
author’s message/lesson. Meeting Articulates one of the book’s universal themes and the author’s
message/lesson and is able to make strong text to self, text to text, and text to world connections.
Exceeding Articulates multiple universal themes and the author’s message/lesson and is able to
make strong text to self, text to text, and text to world connections.
WRITERS’ WORKSHOP GRADE 7 The 5 Step Process Literacy Handbook Page-123 MAINTAINING AN
IDEAS SECTION In your English notebook, create a section, preferably the last few pages, where you
will record ideas for writing. WRITING PARTNERS What will you do for your writing partner: ● Read
each other’s writing ● Brainstorm together, talk about your writing ● Give new perspectives ● Give
and receive feedback ● Inspire each other ● Accountability: help each other stick to schedule WHAT
GOES IN THE IDEAS SECTION OF THE NOTEBOOK? Anything: ● That you find interesting ● Had an
impact on you ● Inspires you ❏ You can write ❏ Paste pictures ❏ Draw ❏ Tape objects Examples:
★ Went to the park and saw an unusual leaf/ stone ★ Found a seashell on the beach ★ Saw a car
crash ★ Met an old friend after many years ★ Took an interesting picture STEP 1: PRE-WRITING DAY
1 IDEATE & IMAGINE Topic: The Mysterious Door ● Illustrate and write only 3 sentences on this
topic. ● This is timed. You have 7 minutes for this activity. Keep in mind: ● Describe the discovery of
the door and the setting around it, creating suspense and curiosity. ● The adventures and challenges
faced beyond the door, leading to a transformative resolution Rules: ● Must not stop ● Must not
cross out ● Must not go back and read what you have written ● Don’t worry about what you are
writing - just write whatever pops in your head Share what you have written with your writing
partners. Just listen, do not comment or give feedback. DAY 2 WORD SPRINT MAXIMIZE RESULTS IN
MINIMAL TIME! ● Write for 7 minutes, without stopping. I will set the timer. ● Write as much as you
possibly can within 7 minutes. It must be over 200 words! ● Do not pause to edit or correct. ● Once
you are ready, turn your processing card to “I’m ready”. ● Do not stop writing until the 7 minutes are
over. Topics: Write about your biggest fear. Write about something funny that happened to you.
What are you absolutely passionate about? ● Share with your writing partner. ● Give feedback to
your writing partner in 1-2 sentenc DAY 3 USING IDEAS FROM READING ● Refer to the last few Read
Alouds done in class. Or a book you read recently. ● Select one. Write its title. ● List down
individually, in your notebook, 4 - 6 writing ideas from that story. ● Now, select any one idea from
the list and write about it, without stopping, for 10 minutes. ● You must keep writing until the time
runs out. ● Share with your writing partner. ● Give feedback to your writing partner in 1-2
sentences. DAY 4 FREEWRITING - ANY GENRE (10 MINUTES) Example: A Memorable Moment The
day I got my driver's license. Cloudy. Raining. Crummy taste in my mouth. Nervous stomach. Sweaty
hands. exam room. Crowded. People pushing. Smoking. Waiting in line for eternity. Dirty floor,
carved up desk tops. Waiting and waiting. Still in line. Candy wrappers on floor. People next to me
looked poor. Dirty T-shirts Everyone seems older than me. My written test graded. Passed. Thanks I
said. He ignored me, just looked straight ahead. Next, he mumbled. Wait. Wait in line for vision
test. People loud, rude, nervous in line. Getting angry at waiting. Been here three hours said a
scruffy looking kid. Tough. Faceless eye examiner. Passed. Go to the next line. Thank you. No
response. Thanks a lot. Still no response. Important moment for me. DAY 5 LET’S EXERCISE OUR
WRITING MUSCLE ! Quick Thinking - 3 minutes thinking - 7 minutes writing Choose a topic from the
list: 1. Pick a common household item (e.g., a rubber band, a spoon) and brainstorm unusual and
creative uses for it. 2. Predict three inventions that might exist in the world 50 years from now and
explain how they would improve people's lives. 3. If you could go on a vacation anywhere in the
universe (even to fictional places), where would you choose and why? 4. Write a conversation
between animals: Imagine a conversation between two animals, such as a squirrel and a dolphin.
What would they talk about and how would they understand each other? 5. Create a Menu for
Aliens: Design a menu for extraterrestrial visitors to Earth, including imaginative dishes and drinks
based on what you think aliens might like. 6. List five unusual ingredients you would use to make a
magical potion. ● Share with your writing partner ● Exchange one compliment NARRATIVE WRITING
Learning Target: I can write a narrative to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event sequences. WHAT IS
NARRATIVE WRITING? Purpose: ● To entertain. ● To tell a story or part of a story. ● You describe an
experience, event, or sequence of events. Narrative Elements: (Literacy Handbook Page 115) ➢ Plot
➢ Conflict ➢ Characterisation ➢ Setting ➢ Theme & Author’s Message/Lesson ➢ Point of view &
perspective ➢ Sequence of events ➢ Transitions ➢ Author’s craft (simile, metaphor, symbols,
repetition, humour, sarcasm, irony, idioms) BRAINSTORM: MAKE A LIST OR MIND MAP OF
MEANINGFUL TOPICS ● Write down a few topics that you care about enough to develop into a story.
● The seed of your narrative doesn’t necessarily have to be a major life event. Even simple, often
overlooked experiences, such as cooking a meal for a loved one or a chance encounter, can be
packed with meaning. ● If you can’t think of a specific event to write about, try to find a small
moment, memory, or image that stands out to you. ● Refer to your ideas section, pre writing tasks,
read alouds, books that you have read. WRITING PARTNER CONFERENCE: NARRATIVE IDEAS ● Share
your ideas and how you plan to develop them (Beginning, Middle and End) ● Help each other select
one idea and develop it STEP 2: DRAFTING INITIAL PLANNING Before we start looking at story
elements, try to have an idea of the 'bigger picture' and what you'd like to achieve in writing your
narrative. Start by making some notes on the following: At times, you'll receive a story writing
prompt, while other times you'll need to generate your own idea, experience, or concept. Choose
prompt or idea Your narrative should have a clear purpose, whether it is to entertain, explore a
theme, convey a message, or elicit a specific audience response. Consider events shaping your
narrative, target audience, genre style like teenage coming of age, Western adventure, or sci-fi
mystery. 1. 2. Establish purpose Consider context, audience and genre 3. THEMES & IDEAS A theme
is the central idea of a text. Sometimes it can be stated as a moral or a message. Themes explore
human experiences and focus on important things in our world. Most stories have multiple themes
and we usually state them as ideas. THINKING ABOUT Choosing a theme: ● Consider your purpose
and desired reader response when writing a story. ● Aim to evoke specific emotions, thoughts, or
questions in readers and have them take something away. ● Explore human experience themes and
develop specific ideas for a focused story. Common themes include: ● Compassion ● Courage ●
Death and dying ● Honesty ● Loyalty ● Perseverance ● Importance of family ● Benefits of hard work
● Power of love ● Friendship ● Revenge ● Redemption Of course, the list goes on and on. CONFLICT
Most of the time, a story will be shaped around a central conflict. This is a problem or obstacle that
your protagonist wishes to overcome. It can be internal or external. It is usually through the central
conflict that your main themes or ideas will be explored. Consider what type of conflict you will need
to build your story around to achieve your purpose. CONSIDER YOUR POINT OF VIEW Choosing the
point of view and perspective of your story is a key part of your preparation. The distance you
establish between the reader and the characters in the story, as well as the lens or perspective
through which they view the events, will affect the way they respond. PICK YOUR Consider whose
perspective to narrate for your story – establish a personal connection or create distance to avoid
bias. Choose a character with an engaging voice, decide on reader proximity to characters, and
determine the level of information disclosure for an impactful storytelling experience. It tells the
story from one character's perspective (usually the protagonist), privileging their viewpoint over
others. The narrator might be omniscient (all seeing and all knowing) or limited (focusing on the
thoughts and feelings of one or two characters). Of course, some writers do other interesting things
with point of view such as switching between different points of view or perspectives within the
same story or writing in second person point of view whereby they speak directly to the reader as if
they're a character in the story. First Person Third Person Other Options Emma stepped onto the
rickety old bridge, fog swirling around her feet. Her heart pounded as she clutched the lantern, its
weak light barely piercing the gloom. She had heard the stories of the spectral figure haunting these
woods. Nearing the bridge's center, she felt a chill and held her breath. A shadow emerged in the
mist, indistinct but human. Emma's pulse quickened, a mix of fear and curiosity urging her to stay.
This was the moment she had been waiting for. Which point of view is used in this narrative? The
point of view in the narrative is third-person limited. The story is told from Emma's perspective,
giving insight into her thoughts and feelings, but it does not delve into the thoughts or feelings of
any other characters. The narrator focuses on Emma's experiences and reactions, providing a close
perspective that allows the reader to connect with her emotions and sensations. I stepped onto the
rickety old bridge, fog swirling around my feet. My heart pounded as I clutched the lantern, its weak
light barely piercing the gloom. I had heard the stories of the spectral figure haunting these woods.
Nearing the bridge's center, I felt a chill and held my breath. A shadow emerged in the mist,
indistinct but human. My pulse quickened, a mix of fear and curiosity urging me to stay. This was the
moment I had been waiting for. The passage is written in the first person point of view (POV), where
the narrator recounts their own experiences directly to the reader using pronouns like "I" and "my."
This POV immerses the reader in the narrator's personal journey, sharing their actions, thoughts, and
emotions. CHARACTERS CREATE YOUR Characterization is how writers create and present
characters, influencing our reactions. Characters can be protagonists, antagonists, supporting, or
minor characters with varying roles and levels of development. Appearance How they look Consider
facial features, hair, clothing, posture, body type, objects etc. Actions What they do Consider
behaviour, mannerisms, movement, demeanour. Dialogue How they speak Consider voice, accent,
formality, vocabulary etc. Others How they interact Consider relationships, how they treat or view
others, how others treat or view them Background Goals & Motivations This might include age,
gender, occupation, family, role in the text The one thing that your character wants that drives the
narrative ELEMENTS OF CHARACTERISATION The protagonist doesn't need to be perfect or likable;
they should reflect the flaws of everyday individuals. It's okay to show both strengths and
weaknesses since most people are complex. Draw on people you know for inspiration to make your
characters feel more genuine and authentic. You could even select traits from multiple people and
combine them. Consider building a timeline of life events that lead up to the narrative but don't
share their entire past at once. Reveal pieces of information as they seem relevant to make the story
more engaging for the reader. Remember to focus on using lots of indirect characterisation
throughout your story by providing lots of descriptive detail to reveal your character's traits and
personality. TIPS FOR CREATING CHARACTERS Develop a backstory Show, don't tell Make them
relatable Make them plausible SETTING Setting refers to the time, place, social conditions and
atmosphere created in the narrative. It relies heavily on descriptive language, precise word choice
and connotation (the ideas and feelings associated with particular words). SORT OUT YOUR Settings
are described to create sensory imagery for readers to immerse themselves in the story. Weather
can influence the mood, with rain for sadness and sunshine for joy. Settings can range from towns to
rooms. The time period may be left ambiguous for universal relevance. ELEMENTS OF SETTING Time
The time of day or year in which the story is set. Consider the associations we have with particular
times of day, seasons, months and historical eras. Place The room, building, town, state or country in
which the story is set. Consider the associations of particular places e.g. indoor, outdoor, rural, urban
etc. Mood or Atmosphere Mood and atmosphere are created through particular word choices,
descriptive language and structural features. Social Conditions Think about the social hierarchy,
power relationships, rules, customs, norms and expectations of the chosen setting. Rain poured
steadily, drumming on the tin roof. Cobblestone streets outside were slick and shiny, reflecting the
dim glow of street lamps. Inside, a small room smelled of damp wood and old books. A single candle
flickered on the table, its light casting dancing shadows on the walls. The town outside was silent,
muted by the downpour. It felt like time had stopped, the world waiting in hushed anticipation PLOT
STRUCTURE All narratives have a plot. This is usually a chronological series of events that begins with
an inciting incident that sets the conflict into motion and ends with some kind of resolution. The
narrative structure is the way in which you order these events so that you keep your readers
engaged in the story. PLAN YOUR Again, you'll need to consider your overall purpose and intended
effect before you plan. ● Will you follow the more conventional narrative of exposition, rising action,
climax, resolution? ● Will you include elements of the hero's journey? ● Or will you play around with
the chronology of events, offering a disrupted narrative or employing a cyclical structure?
NARRATIVE ENDING Select one of these and write an ending for your story. You can write more than
one possible ending and discuss with your Writing Partner. Writing Partner Conference: • Share your
possible ending. • Help your writing partner select ONE ending. • Criteria for selection: ❑ Does this
ending bring the story to logical and satisfying conclusion? ❑ Is this ending predictable? BRING IT
ALL TOGETHER! Looking at an exemplar Annotated Sample Personal Narrative Literacy Handbook:
Pages 126-127 NARRATIVE WRITING CHECKLIST ● For Peer Feedback on Draft 1 ● For Reflection ●
For Teacher Feedback on Draft 2 DRAFT 1 IN-CLASS Instructions: ● Bring it all together! Write the
first draft of your complete story in your notebook. ● Use the checklist, anchor charts and your notes
for reference. ● You can consult your Writing Partner or your teacher if you get stuck. ● Word limit:
300-350 words ● Get feedback from your Writing Partner on the checklist. ● Fill the reflection
section on the checklist. ● If you feel you have nothing to change/improve/edit – Please discuss with
your teacher. Narrative Writing Checklist

Symbolism ML Statement: I can identify how authors use symbols to convey a deeper meaning in a
variety of texts. Literary Device Literacy Handbook Page-81 Mini Lesson 2 Symbolism Symbolism in
literature is when a writer uses objects, colors, characters, or other elements to represent deeper
meanings or ideas beyond their literal sense. These symbols can help convey themes, emotions, or
concepts in a more subtle and creative manner. Refer to Handbook Pages 81-82 Symbols in ‘Let it
Go!’ Let’s try to identify the symbols in the song ‘Let it Go’ Link to Video Symbols in Let it Go Have a
Go! The salty air whipped around Leo's face as he squinted towards the horizon. The weathered
fishing boat rocked gently beneath him, the creaky wooden sign above the dock keeping it
company.The sign showed a tall lighthouse shining its light through a dark storm. Underneath, faded
words read: "Shines bright, shows the way." Leo remembered Grandpa saying those exact words
every time they set sail. He sighed. Grandpa used to say that, too. Every morning before setting sail,
his hand would rest on Leo's shoulder, in a comforting voice. "Remember, son, even in the thickest
fog, the light will always guide you home." Now, Grandpa was gone, and the fog seemed thicker
than ever. Business had been slow, barely enough to keep the boat afloat. Maybe it was time to give
up on this life, find something "safer" on land. As he pondered this, something caught his eye. A tiny,
polished seashell nestled amongst his fishing gear. It was the one Grandpa used to keep in his
pocket. He picked it up, the smooth surface cool against his palm. A memory flickered – Grandpa,
face weathered like the seashell, a mischievous twinkle in his eyes, telling stories of epic storms and
calm harbors found. A gust of wind splashed him with saltwater. Leo lifted his head, a spark of
determination in his eyes. The fog still blanketed the horizon, but a faint light flickered through the
gray. Maybe it was just the sun, or maybe... What is the symbol in this text? What does it represent?
Application Task: The Remember Balloons: Video Link Watch the video and answer the following
questions: 1. What is the symbol in the story? What makes you say that? 2. What is the significance
of the different colors and sizes of the balloons in the story? 3. Consider the scene where balloons
are released into the sky. What does this symbolize, and how does it contribute to the overall
message of the story? 4. Explain how the symbol evolves towards the end of the story.