📚 ELA · Grade 7
One printable 40-minute plan for each of the 12 lessons. A substitute can run any lesson with the lesson's 3D video and Movie. No account needed.
Lesson 1: How setting shapes character and plot
Lesson link: books/g7-ela · lesson 1
Big idea: Setting creates problems that reveal and change characters.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Put a character in a new place, and they change. Read how the farm changes Luis.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- The storm and blackout create a problem.
- The setting pushes Luis from complaining to helping.
- He sees himself differently.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
How does the setting affect Luis?
- A. The blackout gives him a chance to help and feel capable
- B. It makes him angrier
Answer (for the teacher): The blackout gives him a chance to help and feel capable
Also in this lesson: 📘 Learn: Read
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Characters often change when…
- A. They face a problem
- B. Nothing happens
Answer (for the teacher): They face a problem
Leave on the board
- How setting shapes character and plot
- Big idea: Setting creates problems that reveal and change characters.
- Memory trick: “Where you are shapes who you become.”
- Goal: 100%
Watch for this mistake
- Describing setting without linking it to character.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 2: Theme development
Lesson link: books/g7-ela · lesson 2
Big idea: Track the theme from beginning to end.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“A theme grows across a story: early details, a turning point, an ending that confirms it.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Beginning: Luis complains about no Wi-Fi.
- Middle: he helps steadily.
- End: he discovers his own ability.
- Theme: we discover our strengths when we help others.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Best theme statement:
- A. Helping others can reveal strengths we didn't know we had.
- B. Farms have generators.
Answer (for the teacher): Helping others can reveal strengths we didn't know we had.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
A summary should be…
- A. Objective
- B. Full of opinions
Answer (for the teacher): Objective
Leave on the board
- Theme development
- Big idea: Track the theme from beginning to end.
- Memory trick: “Track it: start, turn, end.”
- Goal: 100%
Watch for this mistake
- Naming a topic instead of a theme.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 3: Point of view and text vs. film
Lesson link: books/g7-ela · lesson 3
Big idea: Compare what each version shows and why.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Authors control what we know. A film version can change that by showing faces, music and camera angles.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- The story is told in third person, close to Luis.
- A film uses music, lighting and close-ups.
- The same story can feel different in each medium.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
A film shows a close-up of Luis's hands with soft music. The effect:
- A. It emphasizes his realization
- B. It hides his feelings
Answer (for the teacher): It emphasizes his realization
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
First person uses…
- A. I
- B. He
Answer (for the teacher): I
Leave on the board
- Point of view and text vs. film
- Big idea: Compare what each version shows and why.
- Memory trick: “Same story, new lens.”
- Goal: 100%
Watch for this mistake
- Saying only “the book was better”.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 4: Central ideas and how they develop
Lesson link: books/g7-ela · lesson 4
Big idea: Find the ideas; track how each develops.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Articles often have two or more central ideas that work together.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Central idea one: service benefits.
- Central idea two: concerns.
- Together they frame a debate.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Which sentence states an opposing view?
- A. Opponents argue that required service is not truly volunteering.
- B. Supporters say service builds responsibility.
Answer (for the teacher): Opponents argue that required service is not truly volunteering.
Also in this lesson: 📘 Learn: Read
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Texts can have…
- A. More than one central idea
- B. Only one ever
Answer (for the teacher): More than one central idea
Leave on the board
- Central ideas and how they develop
- Big idea: Find the ideas; track how each develops.
- Memory trick: “What keeps coming back?”
- Goal: 100%
Watch for this mistake
- Choosing an interesting detail as the main idea.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 5: Trace and evaluate an argument
Lesson link: books/g7-ela · lesson 5
Big idea: Is the evidence relevant and enough?
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Strong claims need relevant, sufficient evidence. Weak ones lean on emotion or one example.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Trace the claim, its reasons, and the evidence.
- One survey is useful but limited.
- Ask: relevant? sufficient?
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Do the lesson's Try it step together on the board.
Also in this lesson: 🎮 Play: Pick “Relevant or irrelevant evidence”.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
An emotional appeal without facts is…
- A. Weaker support
- B. Strongest support
Answer (for the teacher): Weaker support
Leave on the board
- Trace and evaluate an argument
- Big idea: Is the evidence relevant and enough?
- Memory trick: “Relevant + sufficient = strong.”
- Goal: 100%
Watch for this mistake
- Accepting a claim because it sounds confident.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 6: Argument writing
Lesson link: books/g7-ela · lesson 6
Big idea: Claim, reasons, evidence, address the opposing view.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Take a clear position, support it, acknowledge the other side, and conclude.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- A precise claim.
- Two reasons with evidence.
- Acknowledge and answer the opposing claim.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Most precise claim:
- A. Schools should offer service credit as an option, not a requirement.
- B. Service is good.
Answer (for the teacher): Schools should offer service credit as an option, not a requirement.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Transitions like “however” show…
- A. Contrast
- B. Time
Answer (for the teacher): Contrast
Leave on the board
- Argument writing
- Big idea: Claim, reasons, evidence, address the opposing view.
- Memory trick: “Claim it, back it, face the other side.”
- Goal: 100%
Watch for this mistake
- A claim too broad to prove.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 7: Narrative writing
Lesson link: books/g7-ela · lesson 7
Big idea: Show with action, dialogue and detail.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Good narratives show, not tell: dialogue, sensory details and pacing.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Show instead of tell.
- Dialogue reveals personality.
- Slow down the most important moment with details.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Which sentence shows rather than tells?
- A. Maria's voice cracked as she reached for the microphone.
- B. Maria was scared.
Answer (for the teacher): Maria's voice cracked as she reached for the microphone.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Dialogue goes in…
- A. Quotation marks
- B. Parentheses
Answer (for the teacher): Quotation marks
Leave on the board
- Narrative writing
- Big idea: Show with action, dialogue and detail.
- Memory trick: “Show the shaking hands.”
- Goal: 100%
Watch for this mistake
- Summarizing the exciting part in one sentence.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 8: Short and extended responses
Lesson link: books/g7-ela · lesson 8
Big idea: RACE for short; plan for extended.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Short responses: RACE. Extended responses: a planned mini essay using the texts the prompt names.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Restate, Answer, Cite, Explain.
- Short responses are 2 credits; the extended response is 4.
- Plan, write, proofread.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Missing piece: “Luis changes because Grandpa praises him.”
- A. A quote and explanation
- B. A title
Answer (for the teacher): A quote and explanation
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Proofread for…
- A. Conventions
- B. Length only
Answer (for the teacher): Conventions
Leave on the board
- Short and extended responses
- Big idea: RACE for short; plan for extended.
- Memory trick: “No quote, no credit.”
- Goal: 100%
Watch for this mistake
- Retelling instead of answering.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 9: Phrases, clauses and sentence types
Lesson link: books/g7-ela · lesson 9
Big idea: Independent clause stands alone; dependent does not.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Mix simple, compound, complex and compound-complex sentences to make writing flow.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Simple sentence: one independent clause.
- Compound: two independent clauses joined.
- Complex: an independent clause plus a dependent clause.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Do the lesson's Try it step together on the board.
Also in this lesson: 🎮 Play: Pick “Sentence types”.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
A phrase lacks…
- A. A subject and verb together
- B. Words
Answer (for the teacher): A subject and verb together
Leave on the board
- Phrases, clauses and sentence types
- Big idea: Independent clause stands alone; dependent does not.
- Memory trick: “FANBOYS join two; because/when/although make complex.”
- Goal: 100%
Watch for this mistake
- Fragments like “Because I was late.”
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 10: Misplaced modifiers and coordinate adjectives
Lesson link: books/g7-ela · lesson 10
Big idea: Modifiers sit next to what they modify.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
““I saw a dog running to school.” Who was running? Put modifiers next to what they describe.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Misplaced: the backpack wasn't running.
- Fixed: I was running.
- Coordinate adjectives get a comma: a long, boring movie.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Which is correct?
- A. Walking home, I saw a rainbow.
- B. Walking home, a rainbow appeared.
Answer (for the teacher): Walking home, I saw a rainbow.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
“an old brick house” needs a comma?
- A. No
- B. Yes
Answer (for the teacher): No
Leave on the board
- Misplaced modifiers and coordinate adjectives
- Big idea: Modifiers sit next to what they modify.
- Memory trick: “Who's doing the -ing?”
- Goal: 100%
Watch for this mistake
- Dangling modifiers at the start of sentences.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 11: Roots, figurative language and connotation
Lesson link: books/g7-ela · lesson 11
Big idea: Root + context + feeling.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Roots unlock word meaning; figurative language and connotation carry tone.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Greek roots: photo, graph, auto.
- Metaphor: time moves like a river.
- Connotation: curious is positive, nosy is negative.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Do the lesson's Try it step together on the board.
Also in this lesson: 🎮 Play: Flip the cards, then play the match game.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
“Phon” means…
- A. Sound
- B. Light
Answer (for the teacher): Sound
Leave on the board
- Roots, figurative language and connotation
- Big idea: Root + context + feeling.
- Memory trick: “Break the word, read the feeling.”
- Goal: 100%
Watch for this mistake
- Ignoring tone words in multiple-choice answers.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 12: NYS Grade 7 ELA Test strategies
Lesson link: books/g7-ela · lesson 12
Big idea: If you can't point to it, don't pick it.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Read the questions, read the passage, prove every answer in the text.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Preview the questions first.
- Mark characters, central ideas and changes.
- Eliminate two answers, prove the best one.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Do the lesson's Try it step together on the board.
Also in this lesson: 🎮 Play: Take a 15-question practice test.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Unsure? Flag and…
- A. Return later
- B. Leave blank forever
Answer (for the teacher): Return later
Leave on the board
- NYS Grade 7 ELA Test strategies
- Big idea: If you can't point to it, don't pick it.
- Memory trick: “Point to the proof.”
- Goal: 100%
Watch for this mistake
- Answering from memory.
Students do not need accounts; progress stays on each device.