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ELA G7:M2A:U1

What Are Working Conditions, and How Do They Affect Workers?

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Introducing Module 2A: Working Conditions—Then and Now

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the main ideas and supporting details presented in different media and formats. (SL.7.2)
  • I can build on others’ ideas during discussions. (SL.7.1)
  • I can analyze photos, videos, and quotes to find a central theme.
  • I can synthesize the ideas of my classmates with my own.
  • Introduction to Module 2: Group Synthesis
  • Admit and Exit Tickets
  • Gallery Walk

Lesson 2Launching Lyddie

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can analyze how plot, character, and setting interact in Lyddie.
  • I can use context clues—both in the sentence and on the page—to determine the meaning of unknown words.
  • Lyddie Reader’s Notes, Chapter 1
  • Admit and Exit Tickets

Lesson 3Modeling Entry Task, Reading Notes, and Reading Strategies for Lyddie

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • I can analyze how plot, character, and setting interact in Lyddie.
  • I can use context clues—both in the sentence and on the page—to determine the meaning of unknown words.
  • By engaging in a discussion with my partner, I can analyze one section of Lyddie to deepen my understanding of the plot, characters, and setting.
  • Checking for Understanding entry task
  • Admit and Exit Ticket
  • Discussion Appointment

Lesson 4Close Reading to Learn about Lyddie’s Character

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings). (L.7.4)
  • I can express my own ideas clearly during discussions. (SL.7.1)
  • I can analyze how plot, character, and setting interact in Lyddie.
  • I can use context clues— both in the sentence and on the page—to determine the meaning of unknown words.
  • By engaging in a discussion with my partner, I can analyze one section of Lyddie to deepen my understanding of the plot, characters, and setting.
  • Reader’s Notes
  • Chapter 6 of Lyddie Text Dependent Questions
  • Admit and Exit Tickets
  • Discussion Appointment

Lesson 5Analyzing Character: Who Is Lyddie?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • I can explain how ideas presented in different media and formats clarify a topic, text or issue. (SL.7.2)
  • By engaging in a discussion with my classmates, I can analyze the characterization of the central character and deepen my understanding of the plot, characters, and setting in Lyddie.
  • I can find textual evidence to illustrate the character traits of Lyddie.
  • I can clarify and extend my understanding of the setting of Lyddie by watching a video about the mill towns.
  • Entry task
  • Reader’s Notes Chapters 1–7
  • Acrostic poem with textual evidence
  • Admit and Exit Tickets
  • Discussion Appointment
  • Give One-Get One-Move On

Lesson 6Introducing Working Conditions in the Mills

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL7.1)
  • I can use context clues—both in the sentence and on the page—to determine the meaning of unknown words.
  • By engaging in a discussion with my partner, I can analyze one section of Lyddie to deepen my understanding of the plot, characters, and setting.
  • I can cite specific textual evidence to explain what working conditions were like in the mills and how they affected Lyddie.
  • Checking for Understanding entry task
  • Working Conditions anchor chart—student version
  • Admit and Exit Tickets
  • Discussion Appointment

Lesson 7Analyzing Word Choice: Understanding Working Conditions in the Mills

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL7.1)
  • I can use context clues—both in the sentence and on the page—to determine the meaning of unknown words.
  • By engaging in a discussion with my partner, I can analyze one section of Lyddie to deepen my understanding of the plot, characters, and setting.
  • I can cite specific textual evidence to explain what working conditions were like in the mills and how they affected Lyddie.
  • I can analyze how the author’s word choices create vivid descriptions of Lyddie’s living and working conditions.
  • Checking for Understanding entry task
  • Chapter 10 of Lyddie Text-Dependent Questions
  • Working Conditions anchor chart—student version
  • Admit and Exit Tickets
  • Discussion Appointment

Lesson 8Analyzing Textual Evidence: Working Conditions in the Mills

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can cite specific textual evidence to explain what working conditions were like in the mills and how they affected Lyddie.
  • Checking for Understanding entry task
  • Working Conditions in Lyddie: Textual Evidence note-catcher
  • Admit and Exit Tickets
  • Discussion Appointment

Lesson 9Mid-Unit Assessment about Working Conditions in the Mills

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can cite specific textual evidence to explain what working conditions were like in the mills and how they affected Lyddie.
  • Mid-Unit 1 Assessment
  • Admit and Exit Tickets
  • Discussion Appointment

Lesson 10Framing Lyddie’s Decision and Practicing Evidence-Based Claims

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • I can cite specific textual evidence to describe the decision Lyddie has to make about whether to sign the petition.
  • By engaging in a discussion with my partner, I can analyze one section of Lyddie in order to deepen my understanding of Lyddie’s decision.
  • Checking for Understanding entry task
  • Forming Evidence-Based Claims graphic organizers (two: one focusing on reasons to sign the petition and the other focusing on reasons not to sign the petition)
  • Admit and Exit Tickets
  • Discussion Appointment

Lesson 11Forming Evidence-Based Claims: Should Lyddie Sign the Petition?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • I can cite specific textual evidence to support reasons why Lyddie should or should not sign the petition.
  • By engaging in a discussion with my partner, I can analyze several excerpts from Lyddie in order to deepen my understanding of Lyddie’s decision.
  • Checking for Understanding entry task
  • Forming Evidence-Based Claims graphic organizers
  • Admit and Exit Tickets
  • Back-to-back and Face-to-Face
  • Discussion Appointment

Lesson 12Generating Reasons: Should Lyddie Sign the Petition?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • I can synthesize textual evidence into reasons about why Lyddie should or should not sign the petition.
  • By engaging in a discussion with my partner, I can analyze one section of Lyddie in order to deepen my understanding of Lyddie’s decision.
  • Checking for Understanding, Chapter 17 entry task
  • Admit and Exit Tickets
  • Discussion Appointment
  • Turn and Talk

Lesson 13Writing an Argumentative Essay: Introducing the Writing Prompt and Model Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4)
  • I can explain what it means to write a coherent argument essay with appropriate structure and relevant evidence.
  • I can analyze the argument in a model essay.
  • Venn diagram
  • Exit ticket
  • Admit and Exit Tickets
  • Discussion Appointment

Lesson 14Writing an Argumentative Essay: Crafting a Claim

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4)
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can choose relevant and compelling reasons, supported by strong evidence from Lyddie, to support the claim I am making in my argument essay.
  • Checking for Understanding entry task
  • Exit ticket
  • Admit and Exit Tickets
  • Take a Stand

Lesson 15Writing an Argumentative Essay: Analyzing the Model Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4)
  • I can identify the argument and specific claims in a text. (RI.7.8)
  • I can evaluate the argument and specific claims in a text for sound reasoning and relevant, sufficient evidence. (RI.7.8)
  • I can explain what it means to write a coherent argument essay with appropriate structure and relevant evidence.
  • I can analyze the claim, use of evidence, and structure in a model essay. 
  • Analyzing Evidence in Model Essay handout
  • Analyzing Structure of the Model Essay handout
  • Exit ticket
  • Admit and Exit Tickets
  • Discussion Appointment

Lesson 16Writing an Argumentative Essay: Planning the Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4)
  • I can analyze a model essay about Lyddie using a rubric.
  • I can select reasons and support them with evidence to support my claim about Lyddie.
  • I can organize my reasons and evidence so they support my claim.
  • I can explain how my details support my claim.
  • Exit ticket
  • Admit and Exit Tickets

Lesson 17Writing an Argumentative Essay: Peer Critique

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4)
  • With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.7.5)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can critique my partner’s use of evidence using criteria from the Lyddie argument rubric.
  • I can revise my work by incorporating helpful feedback from my partner.
  • I can write an organized argument essay about Lyddie.
  • Essay plan
  • Entry Task
  • Admit and Exit Tickets
  • Peer Critique

Lesson 18End of Unit 1 Assessment, Part 1: Drafting the Argumentative Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can write an organized argument essay about Lyddie.
  • In my essay, I can support my claim with details and quotes from the novel.
  • In my essay, I can explain how my details support my claim.
  • Essay draft
  • Admit and Exit Tickets

Lesson 19World Café to Analyze the Characters in Lyddie

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
  • I can effectively engage in discussions with my classmates about the characters, setting, and plot in Lyddie.
  • I can analyze Lyddie’s character traits by citing specific evidence and recognizing patterns from the beginning, middle, and end of the novel.
  • Reader’s Notes, Chapters 18-23
  • World Café charts
  • Admit and Exit Tickets
  • World Cafe

Lesson 20End of Unit 1 Assessment, Part 2: Revise Essay Drafts

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.7.5)
  • I can use correct grammar and usage when writing or speaking. (L.7.1)
  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.7.2)
  • I can use feedback from others to revise and improve my essay.
  • I can use correct grammar and punctuation in my essay.
  • I can use new vocabulary appropriately in my essay.
  • Revised essay
  • None

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