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ELA G7:M2A:U3

Culminating Project: Researching Working Conditions in the Modern Garment Industry

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 1Setting Purpose for Research: What Are Fair Working Conditions?

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 explain some of the differences between working conditions in developing and developed countries.
  • I can participate in discussions that help me form my opinions about what constitutes fair working conditions.
  • I can articulate my beliefs about fair working conditions, considering my position as a future worker.
  • Setting a purpose for research in Researcher’s Notebook
  • Admit and Exit Tickets
  • Think-Pair-Share

Lesson 2Researching: Asking the Right Questions

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can generate additional questions for further research. (W.7.7)
  • I can identify and understand the parts of the research process.
  • I can determine the difference between an effective and ineffective research question.
  • Researcher’s Notebook
  • Admit and Exit Tickets

Lesson 3Research: Paraphrasing Relevant Information

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can generate additional questions for further research. (W.7.7)
  • I can quote or paraphrase others’ work while avoiding plagiarism. (W.7.8)
  • I can generate effective questions to guide my research.
  • I can quote or paraphrase others’ work while avoiding plagiarism.
  • Researcher’s Notebook
  • Exit ticket
  • Admit and Exit Tickets

Lesson 4Deepening Your Research

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can generate additional questions for further research. (W.7.7)
  • I can quote or paraphrase others’ work while avoiding plagiarism. (W.7.8)
  • I can quote or paraphrase others’ work while avoiding plagiarism.
  • Entry task
  • Researcher’s Notebook
  • Admit and Exit Tickets
  • Give One-Get One-Move On

Lesson 5Mid-Unit 3 Assessment and Independent Reading Check-in

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can generate additional questions for further research. (W.7.7)
  • I can quote or paraphrase others’ work while avoiding plagiarism. (W.7.8)
  • I can make connections between narratives and other texts, ideas, events, and situations. (RL.7.11)
  • I can read a source, identify and paraphrase information that helps answer my focus research question, and generate effective supporting research questions.
  • I can self-select a text based on personal preferences and read it independently.
  • Mid-Unit 3 Assessment
  • Exit ticket
  • Admit and Exit Tickets

Lesson 6Individual Research

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can generate additional questions for further research. (W.7.7)
  • I can quote or paraphrase others’ work while avoiding plagiarism. (W.7.8)
  • I can read a source, identify and paraphrase information that helps answer a supporting research question ,and generate effective supporting research questions.
  • Researcher’s Notebook
  • Admit and Exit Tickets

Lesson 7End of Unit 3 Assessment: Writing a Research Synthesis

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct short research projects to answer a question. (W.7.7)
  • I can use several sources in my research. (W.7.7)
  • I can quote or paraphrase others’ work while avoiding plagiarism. (W.7.8)
  • I can synthesize the information I learned from several sources into cohesive paragraphs.
  • End of Unit 3 Assessment
  • Admit and Exit Tickets

Lesson 8Performance Task: Planning the Final Brochure

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.7.2)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4)
  • I can use technology to produce and publish a piece of writing with links to cited sources. (W.7.6)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • I can use what I learned in my research to decide how I will respond as a consumer to the issue of working conditions in the garment industry.
  • I can select information from my research to include in my brochure.
  • Researcher’s Notebook
  • Brochure Planning Guide
  • None

Lesson 9Performance Task: Publishing the Final Brochure

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.7.2)
  • I can use technology to produce and publish a piece of writing with links to cited sources. (W.7.6)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4)
  • I can design a brochure in which the layout, style, and language make my meaning clear and engage a teenage audience.
  • Final version of performance task
  • Admit and Exit Tickets

Lesson 10Module Reflection and Writing Book Reviews

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces. (RL.7.11)
  • I can consider how what I learn in school affects my choices outside of school.
  • I can write a book review that helps my classmates decide whether to read a book.
  • Working Conditions Reflection
  • Book review
  • None

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