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ELA G7:M4A

Screen Time and the Developing Brain

Each module is approximately 8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Weeks 1-2 Unit 1: Development of the Adolescent Brain

Instructional FocusLong-Term TargetsAssessments
  • Building background knowledge about adolescent brain development
  • Read various informational sources on the brain development of adolescents.
  • Introduce Domain-Specific Vocabulary anchor chart
  • Introduce the Brain Development anchor chart
  • Listening for main ideas and supporting details
  • Start Thinking Log and neurologist’s notebooks

 

  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can determine a theme or the central ideas of informational text. (RI.7.2)
  • I can analyze the development of central ideas in a text. (RI.7.2)
  • I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.7.4)
  • I can analyze the organization of an informational text (including how the major sections contribute to the whole and to the development of the ideas). (RI.7.5)
  • I can compare and contrast different media versions of informational text (written vs. audio vs. film vs. staged, etc.). (RI.7.7)
  • I can analyze impact of the techniques unique to each medium. (RI.7.7)
  • I can analyze the main ideas and supporting details presented in different media and formats. (SL.7.2)
  • I can explain how ideas presented in different media and formats clarify a topic, text, or issue. (SL.7.2)
  • I can accurately use seventh-grade academic and domain-specific vocabulary to express my ideas. (L.7.6)

  • Mid-Unit 1: “The Development of the Young Brain”: Listening for Main Ideas and Supporting Details (SL.7.2 and RI. 7.7)
  • Continue building background knowledge of adolescent development and how it is affected by screen time.
  • Launch independent reading.

 

  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can analyze the development of central ideas in a text. (RI.7.2)
  • I can analyze the organization of an informational text (including how the major sections contribute to the whole and to the development of the ideas). (RI.7.5)
  • I can explain how ideas clarify a topic, text, or issue. (SL.7.2)
  • I can self-select a text based on personal preferences and read it independently. (RI.7.11a)
  • End of Unit 1: Analyzing the Main Idea and Supporting Details in “You Trouble” (RI. 7.1, RI.7.2, RI. 7.5, RI. 7.6, L7.6)

Weeks 3-7 Unit 2: Research Study: The Effects of Screen Time on the Developing Brain

Instructional FocusLong-Term TargetsAssessments
  • Introduce Evaluating an Argument anchor chart
  • Trace the arguments of several informational texts
  • Listen for arguments in informational videos
  • Compare and contrast authors’ use of evidence in several different text pairings
  • Start research on the effects of entertainment screen time on the adolescent brain, including teaching the following skills:

–   Evaluating the credibility of sources

–   Generating supporting research questions

–   Quoting or paraphrasing others’ work

  • Introduce the researcher’s notebook and researcher’s roadmap
  • 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 how ideas clarify a topic, text, or issue. (SL.7.2)
  • I can outline a speaker’s argument and specific claims. (SL.7.3)
  • I can evaluate the reasoning and evidence presented for soundness, relevance, and sufficiency. (SL.7.3)
  • I can analyze the interactions between individuals, events, and ideas in a text. (RI.7.3)
  • I can contrast how multiple authors emphasize evidence or interpret facts differently when presenting information on the same topic. (RI.7.9)
  • I can evaluate the credibility and accuracy of each source. (W.7.8)
  • I can conduct short research projects to answer a question. (W.7.7)
  • I can generate additional questions for further research. (W.7.7)
  • I can gather relevant information from a variety of sources. (W.7.8)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)

  • Practice comparing authors’ use of evidence
  • Continue gathering information on the effects of screen time on the developing brain.
  • Use search terms effectively
  • Conduct Internet-based research
  • Use dictionaries to confirm or revise inferred meanings of words.
  • I can contrast how multiple authors emphasize evidence or interpret facts differently when presenting information on the same topic. (RI.7.9)
  • I can conduct short research projects to answer a question. (W.7.7)
  • I can generate additional questions for further research. (W.7.7)
  • I can gather relevant information from a variety of sources. (W.7.8)
  • I can use search terms effectively. (W.7.8)
  • I can evaluate the credibility and accuracy of each source. (W.7.8)
  • I can quote or paraphrase others’ work while avoiding plagiarism. (W.7.8)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • Mid-Unit 2, Part I: Tracing and Evaluating Arguments(RI.7.8, SL.7.3)
  • Mid-Unit 2, Part II: Research Task: Comparing and Contrasting Texts (RI.7.9, W.7.7, W.7.8, L.7.4c, L.7.4d)

 

  • Introduce the decision-making process including Cascading Consequences chart and Comparing Risks and Benefits chart
  • Weighing the evidence: Fishbowl discussion on whether or not the recommended time should change
  • Creating a visual display for a presentation
  • Formal presentations of claims about whether the AAP should raise the recommended daily entertainment screen time from two hours to four hours.
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can use my experience and knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively. (RI.7.9a and SL.7.2a)        
  • I can come to discussions prepared to refer to evidence on the topic, text, or issue that probes and reflects on ideas under discussion. (SL.7.1 and SL.7.1a)
  • I can present claims and findings with descriptions, facts, details, and examples, using effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation). (SL.7.4)
  • I can present claims and findings with descriptions, facts, details, and examples. (SL.7.4)
  • I can include multimedia components and visual displays in a presentation to clarify claims and to add emphasis. (SL.7.5)
  • I can adapt my speech for a variety of contexts and tasks, using formal English when indicated or appropriate. (SL.7.6)
  • End of Unit 2 Assessment: Making a Claim about Recommended Screen Time (Part I: SL.7.1, SL.7.1a, SL.7.1e; Part II: SL.7.3a, SL.7.4, SL.7.5, SL.7.6, and RI.7.9a)

Weeks 7-8 Unit 3: Culminating Project: Recommended Screen Time Position Paper and Visual

Instructional FocusLong-Term TargetsAssessments
  • Analyze model position paper for argument and structure
  • Plan position paper using Screen Time Recommendation Position Paper Planner
  • Introduce Steps to Writing a Position Paper anchor chart
  • Engage in peer feedback to strengthen argument in position papers.
  • Cite sources correctly
  • Draft the position paper
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • 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 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 use a standard format for citation. (W.7.8)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can accurately use seventh-grade academic vocabulary to express my ideas. (L.7.6)
  • I can use resources to build my vocabulary. (L.7.6)
  • Mid-Unit 3: First Draft of Position Paper(RI.7.1, W.7.1a,b,e, W.7.4, W.7.9)
  • Create final independent reading product
  • Revise position paper based on teacher feedback
  • Reflect on the steps to writing a position paper
  • Craft visual representation of position paper
  • Publish visual representations and share with class in a Gallery Walk
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can use established criteria to make informed judgments about the quality of texts, and interpret texts artistically. (RL.7.11b)
  • 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 accurately use seventh-grade academic vocabulary to express my ideas. (L.7.6)
  • I can use resources to build my vocabulary. (L.7.6)
  • Final independent reading product (RL.7.11b, RI.7.10, W.7.9)
  • End of Unit 3 Assessment:Final Draft of Position Paper and Reflection on the Writing Process (RI.7.1, W.7.1c,d, W.7.4, W.7.5, and L.7.6)

 

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