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ELA G7:M2B:U3

Culminating Project: Analyzing Gender Roles in Advertising

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 1Gender and Pygmalion

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 select high-quality texts to read independently. (RL.7.11a and b)

 

  • I can reread and refer to new evidence to enhance my understanding of gender roles in Pygmalion.
  •  Text-Dependent Questions: Gender in Pygmalion
  • Chalk Talk

Lesson 2Setting A Purpose for Research: Introduction to Media Literacy

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can engage in discussions with diverse partners about seventh grade topics and texts. (SL.7.1)
  • I can analyze the main ideas and supporting details presented in different media and formats. (SL.7.2) 
  • I can explain what the media are and how advertisements are used.
  • I can articulate my beliefs about media and advertising on people’s identities and gender roles.
  • I can participate in a discussion that helps me form my opinion about what impact advertisements have on society.
  •  Researcher’s notebook
  • Say Something

Lesson 3Determining Central Ideas: Media Literacy

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme or the central ideas of an informational text. (RI.7.2)
  • I can determine an author’s point of view or purpose in an informational text. (RI.7.6)
  • I can analyze the main ideas and supporting details presented in different media and formats. (SL.7.2)
  • I can determine central ideas in the concept of media literacy.
  • I can determine an author’s point of view or purpose in informational text.
  • Ad Analysis homework (from Lesson 2) Researcher’s notebook
  • None

Lesson 4Introducing the Research Project: 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 analyze the main ideas and supporting details presented in different media and formats. (SL.7.2)
  • I can identify the parts of the research process.
  • I can determine the difference between an effective and ineffective research question.
  • Ad Analysis homework (from Lesson 3)
  • Researcher’s notebook
  • None

Lesson 5Research: 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 supporting questions to guide my research.
  • I can quote or paraphrase others’ work while avoiding plagiarism.
  • Ad Analysis homework (from Lesson 4)
  • Researcher’s notebook
  • Exit ticket, Lesson 5
  • None

Lesson 6Deepening Your Research: The Effect of Advertising on Gender Roles

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.
  • Researcher’s notebook
  • None

Lesson 7Mid-Unit 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 select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9b)
  • 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: Independent Reading
  • None

Lesson 8Individual 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 select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9b)
  • I can read to find out specific information.
  • I can quote or paraphrase others’ work while avoiding plagiarism.
  • Researcher’s notebook

 

  • None

Lesson 9End of Unit Assessment: 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
  • None

Lesson 10Planning the Performance Task

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 select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9b)
  • I can use what I learned in my research to decide how I will analyze my ad and construct my counter ad.
  • I can select information from my research to include in my ad analysis.
  • Researcher’s notebook
  • Ad Analysis planning guide
  • None

Lesson 11Performance Task: Write Ad Analysis

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, audience, and style. (W.7.4)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9b)
  • I can write an analysis in which my layout, style, and language make my meaning clear to my classmates.
  •  Ad Analysis
  • None

Lesson 12Performance Task: Create a Counter Ad

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, audience, and style. (W.7.4)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9b)
  • I can create a counter ad in which my layout, style, and language make my meaning clear to my classmates.
  •  Ad Analysis planning guide
  • None

Lesson 13Performance Task: Celebration

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 pieces. (RI.7.11)

 

  • I can consider how what I learn in school can affect my life outside of school.
  • I can write a book review that helps my classmates decide whether or not to read a book.
  •  Independent book reviews
  • Gallery Walk

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