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ELA G7:M4B:U1

Management and Sustainability of Water

Lesson 1Introducing Module 4B: “Water Is Life”

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 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 central ideas in the reading “Water Is Life.”
  • Notices and Wonders note-catcher
  • Thinking Log
  • Gallery Walk

Lesson 2Close Reading: Paragraphs 1–5 of “Water Is Life”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 impact of word choice on meaning and tone in an informational text. (RI.7.4)
  • I can analyze the development of central ideas in “Water Is Life.”
  • I can determine the meaning of figurative language in “Water Is Life.”
  • I can analyze the impact of word choice on meaning in “Water Is Life.”
  • Reader’s Notes “Water Is Life” Paragraphs 1–5 (from homework)
  • Answers to Paragraphs 1–5 text-dependent questions
  • Back-to-back and Face-to-Face

Lesson 3Analyzing Text Structure: “Water Is Life” Paragraphs 6–9

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 determine the meaning of figurative and technical language in “Water Is Life.”
  • I can analyze how a major section of “Water Is Life” contributes to the development of ideas. 
  • Paragraphs 6–9 text-dependent questions
  • Thinking Log
  • None

Lesson 4Analyzing Main Ideas and Details: “Why Care about Water?”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 explain how ideas presented in different media and formats clarify a topic, text, or issue. (SL.7.2)
  • I can analyze how a major section of “Water Is Life” contributes to the development of ideas.
  • I can analyze the main ideas and supporting details in the video “Why Care about Water?”
  • I can articulate how a text and a video clarify my thinking on the issues of water sustainability and water management. 
  • Reader’s Notes “Water Is Life” Paragraphs 10–14 (from homework)
  • Reader’s Notes “Water Is Life” Paragraphs 6–9 (from Lesson 2 homework)
  • Answers to Paragraphs 10–12 text-dependent questions
  • Main Ideas and Details note-catcher
  • None

Lesson 5Mid-Unit Assessment: Listening for Main Ideas and Supporting Details

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 main ideas and supporting details in video clips featuring Charles Fishman.
  • I can articulate how my thinking has been clarified on the issue of water sustainability. 
  • Analyzing Main Idea and Details note-catcher
  • Mid-Unit 1 Assessment
  • None

Lesson 6Analyzing the Central Claim in The Big Thirst

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the interactions between individuals, events, and ideas in a text. (RI.7.3)
  • I can identify the argument and specific claims in a text. (RI.7.8)
  • I can analyze the interaction between people and water in The Big Thirst.
  • I can identify a central claim in pages 1–5 of The Big Thirst.
  • The Big Thirst Pages 1–5 Text-Dependent Questions
  • Thinking Log
  • None

Lesson 7Evaluating an Argument in The Big Thirst

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 evaluate an argument’s use of evidence and reasoning in “And Not a Drop to Drink? The Freshwater Crisis.”
  • I can identify a main claim on page 9 of The Big Thirst.
  • Tracing an Argument note-catcher
  • None

Lesson 8Tracing and Evaluating Arguments: “The Future of Water” and The Big Thirst

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 identify and then evaluate an argument and specific claims in a text for sound reasoning and relevant, sufficient evidence. (RI.7.8) 
  • I can evaluate the argument in “The Future of Water” and in pages 12–15 of The Big Thirst
  • Reader’s Notes The Big Thirst Page 9 (from homework)
  • Tracing an Argument note-catcher
  • Text-dependent questions
  • Thinking Log
  • None

Lesson 9Clarifying Thinking on Water Management: Revisiting the Gallery Walk

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain how ideas clarify a topic, text, or issue. (SL.7.2)
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can explain how the video “The Future of Water” and excerpts from The Big Thirst clarified my thinking on the issue of water sustainability.
  • I can cite several pieces of text-based evidence to find places on a map.
  • I can analyze photos, videos, and quotes to find a main idea.
  • Thinking Log
  • World maps (from homework)
  • Notices and Wonders note-catcher
  • Quiz-Quiz-Trade
  • Gallery Walk

Lesson 10End of Unit Assessment: Tracing and Evaluating Arguments

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 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 identify the argument and specific claims in the text “Water in Agriculture: Improving Resource Management.”
  • I can evaluate the argument and specific claims in the text “Water in Agriculture: Improving Resource Management.”
  • I can outline the argument and specific claims in the video “Corporations Need to Pay More Attention to Water: Charles Fishman.”
  • I can evaluate the argument and specific claims in the video “Corporations Need to Pay More Attention to Water: Charles Fishman.”
  • End of Unit 1 Assessment
  • None

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