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ELA G7:M4A:U3

Culminating Project: Recommended Screen Time Position Paper and Visual

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 1Analyzing a Model Position Paper: “Facebook: Not for Kids”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 accurately use seventh-grade academic vocabulary to express my ideas. (L.7.6)
  • I can determine the central ideas in the model position paper “Facebook: Not for Kids.”
  • I can identify the argument and specific claims in the model position paper “Facebook: Not for Kids.”
  • I can identify the academic vocabulary in the model position paper “Facebook: Not for Kids.”
  • Getting the gist of the model position paper “Facebook: Not for Kids”
  • Position Paper Planner for model position paper “Facebook: Not for Kids”
  • None

Lesson 2Scaffolding for Essay: Planning Body Paragraphs for Position Paper

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.7.4a)
  • 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)
  • I can improve my writing through prewriting and planning my position paper.
  • I can write arguments to support claims with clear reasons and relevant evidence in my position paper.
  • I can choose new vocabulary that will go into my position paper.
  • I can write a clear, concise position paper appropriate for the task, purpose, and audience.
  • Underlined Model position paper (from homework)
  • Position Paper Planner
  • None

Lesson 3Scaffolding for Position Paper: Clarifying Body Paragraphs, Introduction, and Conclusion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4a)
  • 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 improve my writing through prewriting and planning my position paper.
  • I can write a clear, concise position paper appropriate for the task, purpose, and audience.
  • Position Paper Planner
  • None

Lesson 4Scaffolding for Position Paper: Peer Feedback and Citing Sources

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 a standard format for citation. (W.7.8)
  • I can work with peers to get feedback on my claim, supporting evidence, and specific questions I have about the frame of my writing.
  • I can use MLA format to cite sources within my writing and on a Works Cited page.
  • Position Paper Planner
  • Peer Feedback Form
  • Peer Feedback

Lesson 5Mid-Unit Assessment: Drafting the Position Paper

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 position paper about the effects of screen time on the teen brain.
  • In my essay, I can support my claim with reasons, details, and quotes from research.
  • In my essay, I can explain how my evidence/reasoning supports my claim.
  • Mid-Unit 3 Assessment: Position Paper draft
  • None

Lesson 6Independent Reading: Final Product

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use established criteria to make informed judgments about the quality of texts, and interpret texts artistically. (RL.7.11b)
  • I can read grade-level informational texts proficiently and independently. (RI.7.10)
  • I can select evidence from literary or informational texts to support analysis, reflection and research. (W.7.9)
  • I can create a “cheat sheet” to assist other students in determining whether or not the book I have read independently would be a good match for them.
  • I can represent a key moment in my independently selected text through visual means.
  • Independent Reading Cheat Sheet Planner (from homework)
  • None

Lesson 7End of Unit Assessment, Part 1: Revising Claims and Evidence Based on Feedback

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 revise my writing based on feedback to improve my use of claims, reasons, and evidence.
  • End of Unit 3 Assessment, Part 1: Position Paper (continued for homework and in Lesson 8)
  • None

Lesson 8End of Unit Assessment, Part 1, Continued: Revising Vocabulary and Conventions Based on Feedback

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4a)
  • 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)

 

  • I can revise my writing based on feedback to improve my use of vocabulary and writing conventions.

 

  • End of Unit 3 Assessment, Part 1: Position Paper (begun in Lesson 7), along with first draft (from Lesson 5)
  • None

Lesson 9Finishing the End of Unit Assessment: Final Draft of Position Paper and Reflection on the Writing Process

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4a)
  • 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 reflect on how my use of the writing process contributed to the quality of my writing.
  • End of Unit 3 Assessment, Part 1: Position Paper (completed)
  • End of Unit 3 Assessment, Part 2: Reflection on the Writing Process
  • None

Lesson 10Final Performance Task: Sharing Visual Representations of Position Papers

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4a)
  • 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 reflect on my growth as a writer over the course of the year.
  • I can share my visual representation of my position paper with my class.
  • Performance task: Visual Representation of Position Paper
  • None

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