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ELA G7:M4A:U1

Development of the Adolescent Brain

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 4A; This is Your Brain-Plugged In

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can determine a theme or the central ideas of informational 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 analyze the main ideas and supporting details presented in different media and formats. (SL.7.2)
  • I can analyze photos, videos, and quotes to find a main idea.
  • I can determine important ideas in the article “Teens and Decision Making.”
  • I can analyze the basic structure of an informational text.
  • Notices and Wonders note-catcher

 

  • Gallery Walk

Lesson 2Identifying Main Ideas and Supporting Details: What’s Going on in the Teenage Brain?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.7.4)
  • I can determine the main idea and supporting ideas/details in “Teens and Decision Making”
  • I can determine the meaning of unknown technical words.
  • Neurologist notebook #1 (from homework)
  • Thinking Logs
  • None

Lesson 3Comparing Text to Multimedia: Understanding How the Brain Changes

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can compare a text-only version of “The Child’s Developing Mind” to the multimedia version of that text.
  • I can analyze the impact of the techniques unique to text and multimedia.
  • I can analyze the main idea and supporting details in “Teens and Decision Making.”
  • Neurologist’s notebook #2 (from homework)
  • Neurologist’s notebook #3
  • “The Child’s Developing Mind”: Comparing Text to Multimedia
  • None

Lesson 4Analyzing the Main Idea in Video: Understanding the Limbic System

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 explain how ideas presented in different media and formats clarify a topic, text, or issue. (SL.7.2)
  • I can analyze impact of the techniques unique to each medium. (RI.7.7)
  • I can adjust my writing practices for different timeframes, tasks, purposes, and audiences. (W.7.10)
  • I can analyze the main ideas and supporting idea/details in “Insight into the Teenage Brain.”
  • I can explain how the different aspects of a presentation contribute to my understanding.
  • I can explain how ideas presented in “Insight into the Teenage Brain” clarify my understanding of the brain.
  • I can summarize the main idea and supporting details in a well-explained paragraph.
  • Thinking Logs
  • None

Lesson 5Mid-Unit Assessment: Development of the Young Brain

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can compare and contrast different media versions of informational text. (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 analyze the main idea and supporting ideas/details in “Development of the Young Brain.”
  • I can compare the text and video of “Development of the Young Brain.”
  • I can explain how the ideas presented in the video clarify my understanding of the adolescent brain.
  • Homework: Summarizing Main Idea and Supporting Details  (from Lesson 4)
  • Mid-Unit 1 Assessment
  • Analyzing the Main Idea and Supporting Details: Partner Practice
  • None

Lesson 6Close Reading: Excerpt 2 of “The Digital Revolution and the Adolescent Brain Evolution”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can determine a theme or the central ideas of informational text. (RI.7.2)
  • I can read above-grade-level texts with scaffolding and support. (RI.7.10)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can determine the main idea of Excerpt 2 of “The Digital Revolution and the Adolescent Brain Evolution.”
  • I can use a variety of strategies to figure out the meaning of new vocabulary.
  • I can read above-grade-level texts with support.
  • Homework: Summarize Your Learning (from Lesson 5)
  • Excerpt 2 of “The Digital Revolution and the Adolescent Brain Evolution” text-dependent questions
  • None

Lesson 7Close Reading: Excerpt 3 of “The Digital Revolution and the Adolescent Brain Evolution”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can read above-grade-level texts with scaffolding and support. (RI.7.10)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.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 identify text-based evidence that does or does not support the main idea of an informational text.
  • I can read “The Digital Revolution and the Adolescent Brain Evolution” with support.
  • I can analyze photos, video, and quotes to find a main idea.
  • Excerpt 3 of “The Digital Revolution and the Adolescent Brain Evolution” text-dependent questions
  • Thinking Logs
  • None

Lesson 8Close Reading: Excerpt 5 of “The Digital Revolution and the Adolescent Brain Evolution”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can read above-grade-level texts with scaffolding and support. (RI.7.10)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can determine the main idea in Excerpt 5 of “The Digital Revolution and the Adolescent Brain Evolution.”
  • I can use a variety of strategies to figure out the meaning of new vocabulary.
  • I can read above-grade-level texts with support.
  • Homework: Excerpt 4 of “The Digital Revolution and the Adolescent Brain Evolution”
  • Excerpt 4 text-dependent questions
  • Thinking Logs
  • Quiz-Quiz-Trade

Lesson 9Analyzing Main Ideas and Supporting Details: “Growing Up Digital”

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 analyze the development of a theme or central idea throughout the text. (RI.7.2)  
  • I can cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI.7.1)
  • I can analyze “Growing Up Digital” to determine its central ideas and evidence, and how they relate to each other.
  • Text-Dependent Questions: “Growing Up Digital”
  • Reflection Grid
  • None

Lesson 10End of Unit Assessment: Analyzing an Informational Text

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can determine a theme or the central ideas in informational 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 acquire and use accurately grade-appropriate general academic and domain-specific words and phrases. (L.7.4)
  • I cite several pieces of text-based evidence to support an analysis of the text “You Trouble.”
  • I can analyze the organization of “You Trouble.”
  • I can acquire and use accurately grade-appropriate general academic and domain-specific words and phrases in “You Trouble.”
  • End of Unit 1 Assessment
  • None

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