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ELA G7:M4B:U2

Research Study: Industrial and Agricultural Water Management

Lesson 1Contrasting Evidence: “Water Is Life” and The Big Thirst

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can contrast how multiple authors emphasize evidence or interpret facts differently when presenting information on the same topic. (RI.7.9)
  • I can contrast how Barbara Kingsolver and Charles Fishman use different evidence to prove similar claims. 
  • Tracing the Argument note-catcher (Kingsolver) (from Unit 1, Lesson 10)
  • Tracing the Argument note-catcher (Fishman) (from Unit 1, Lesson 8)
  • Venn diagram and Venn diagram reflection questions
  • None

Lesson 2Analyzing Interaction: Categories of Water Management 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 evaluate the credibility and accuracy of each source. (W.7.8)
  • I can use close reading strategies to determine the multiple uses of water in society.
  • I can apply the meanings of “personal,” “agricultural,” and “industrial” to examples of water use in my text.
  • I can evaluate the credibility and accuracy of The Big Thirst.
  • Reader’s Notes for pages 20, 21, and 24 of The Big Thirst (from homework)
  • Excerpts from The Big Thirst Pages 20, 21, and 24 Text-Dependent Questions
  • Thinking Log
  • None

Lesson 3Finding Relevant Information and Asking Research Questions: The Big Thirst

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 generate strong supporting research questions.
  • I can gather relevant evidence from The Big Thirst.
  • Reader’s Notes for pages 123–125 of The Big Thirst (from homework)
  • Researcher’s notebook 
  • None

Lesson 4Paraphrasing and Evaluating Sources: Pages 112–116 of The Big Thirst

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can gather relevant information from a variety of sources. (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 consult a dictionary to determine or clarify the meaning of a word.
  • I can correctly paraphrase information I gather from The Big Thirst.
  • I can evaluate the credibility and accuracy of a source.
  • Pages 112–116 of The Big Thirst Text-Dependent Questions
  • Exit Ticket: Practicing Paraphrasing 
  • None

Lesson 5Contrasting Authors’ Use of Evidence: Bottled Water

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can contrast how multiple authors emphasize evidence or interpret facts differently when presenting information on the same topic. (RI.7.9)
  • I can gather relevant information from a variety of sources. (W.7.8)
  • I can quote or paraphrase others’ work while avoiding plagiarism. (W.7.8)
  • I can contrast how two authors interpret facts about bottled water differently. 
  • I can gather relevant information from The Big Thirst
  • Thinking Log
  • Pages 183–186 of The Big Thirst Text-Dependent Questions Researcher’s notebook
  • None

Lesson 6Using Effective Search Terms: Researching Water Management

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can gather relevant information from a variety of sources. (W.7.8)
  • I can quote or paraphrase others’ work while avoiding plagiarism. (W.7.8)
  • I can use search terms effectively. (W.7.8)
  • I can use search terms effectively to gather relevant information about water management. 
  • I can gather relevant information from The Big Thirst
  • Thinking Log
  • Pages 186–187 of The Big Thirst Text-Dependent Questions Researcher’s Notebook
  • Exit ticket: Search Terms
  • None

Lesson 7Gathering Information about Water Management: Assessing and Reading Internet Sources, Day 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can gather relevant information from a variety of sources. (W.7.8)
  • I can use search terms effectively. (W.7.8)
  • I can use search terms effectively to gather relevant information about water management.
  • I can evaluate a source’s accuracy and credibility. 
  • Researcher’s notebook
  • None

Lesson 8Gathering Information about Water Management: Assessing and Reading Internet Sources, Day 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 use search terms effectively to gather information about water management.
  • I can evaluate a source’s accuracy and credibility. 
  • Researcher’s notebook
  • Assessing Sources document
  • Exit Ticket: Next Steps 
  • None

Lesson 9Gathering Information about Water Management: Assessing and Reading Internet Sources, Day 3

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can contrast how multiple authors emphasize evidence or interpret facts differently when presenting information on the same topic. (RI.7.9)
  • I can gather relevant information from a variety of sources. (W.7.8)
  • I can use search terms effectively. (W.7.8)
  • I can contrast how two authors emphasize different evidence on the topic of water management in agriculture.
  • I can use search terms effectively to gather relevant information about water management.
  • I can evaluate a source’s accuracy and credibility. 
  • Researcher’s notebook
  • None

Lesson 10Mid-Unit 2 Assessment: Research Task: Comparing and Contrasting Texts

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • I can contrast how two authors emphasize different evidence on the topic of desalination.
  • I can gather relevant information from sources.
  • I can correctly paraphrase information I gather from “Get the Salt Out.”
  • I can generate strong supporting research questions.
  • I can use search terms effectively to gather relevant information about water management.
  • I can evaluate a source’s accuracy and credibility.
  • I can consult a dictionary to determine or clarify the meaning of a word.
  • I can use a dictionary to verify the preliminary determination of the meaning of a word or phrase. 
  • Mid-Unit 2 Assessment
  • None

Lesson 11Forming a Research-Based Claim: Cascading Consequences Charts

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 select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can create a Cascading Consequences chart based on industrial management of water, using my researcher’s notebook. 
  • Researcher’s notebook
  • Cascading Consequences chart for industrial management of water
  • None

Lesson 12Forming a Research-Based Claim: Stakeholder Chart on Better Industrial Water Management

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 select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can create a Stakeholder chart based on industrial management of water, using my industrial management of water Cascading Consequences chart and researcher’s notebook.
  • Cascading Consequences chart: agricultural management of water (from homework)
  • Cascading Consequences chart: industrial management of water
  • Stakeholder chart: industrial management of water
  • Researcher’s notebooks
  • None

Lesson 13Forming a Research-Based Claim: Stakeholder Chart on Better Agricultural Water Management

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 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 to address problems and advocate persuasively. (RI.7.9a, SL.7.2a)      
  • I can create a Stakeholder chart based on agricultural management of water, using my Cascading Consequences chart for agricultural management of water and researcher’s notebook.
  • I can use my knowledge of industrial and agricultural management of water to advocate persuasively for one side or another.
  • I can practice the skills and expectations of a Fishbowl discussion.
  • Stakeholder chart for industrial management of water (from homework)
  • Stakeholder chart for agricultural management of water
  • Industrial/Agricultural Fishbowl graphic organizer
  • World Cafe

Lesson 14End of Unit 2 Assessment, Part 1A: Fishbowl on Better Use of Water in Agriculture

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 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 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.7.9a)
  • I can self-select a text based on personal preferences and read it independently. (RI.7.11a)
  • I can prepare for a class discussion and participate in it effectively by collecting and explaining appropriate evidence to support my claims.
  • I can engage with my peers to discuss the controversy over water management and persuade them to agree with my point of view using logic, evidence, and appropriate speaking techniques to advocate for my position.
  • I can self-select a text based on personal preferences and read it independently. 
  • Ticket to Enter
  • End of Unit 2 Assessment, Part 1A: Fishbowl 
  • Fishbowl

Lesson 15End of Unit 2 Assessment, Part 1B: Fishbowl on Better Use of Water in Industry

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can present claims and findings with descriptions, facts, details, and examples. (SL.7.4)
  • I can use effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation). (SL.7.4)
  • 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 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.7.9a)
  • I can prepare for a class discussion and participate it in effectively by collecting and explaining appropriate evidence to support my claims.
  • I can engage with my peers to discuss the controversy over water management and persuade them to agree with my point of view using logic, evidence, and appropriate speaking techniques to advocate for my position.
  • End of Unit 2 Assessment, Part 1 B: Fishbowl
  • Thinking Log
  • Fishbowl

Lesson 16Using Multimedia in Presentations: Presenting Claims

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can include multimedia components and visual displays in a presentation to clarify claims and to add emphasis. (SL.7.5)
  • I can present claims and findings with descriptions, facts, details, and examples. (SL.7.4)
  • I can use effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation). (SL.7.4)
  • I can create a visual display to clarify the claim in my presentation.
  • I can speak clearly, with appropriate eye contact and adequate volume. 
  • Visual display
  • None

Lesson 17End of Unit 2 Assessment, Part 2: Presenting a Claim

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can present claims and findings with descriptions, facts, details, and examples. (SL.7.4)
  • I can use effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation). (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)
  • 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.7.9a)
  • I can present my claim about water management using facts, reasons, details, and examples.
  • I can use effective speaking techniques in my presentation.
  • I can include a multimedia visual display in my presentation to clarify my claim and add emphasis.
  • I can use formal English in my presentation.
  • I can use my experience and knowledge of language and logic to advocate persuasively. 
  • Visual display
  • End of Unit 2 Assessment, Part 2
  • Exit ticket
  • None

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