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ELA G7:M4B:U3

Performance Task: Water Management Position Paper

Lesson 1Analyzing a Model Position Paper: “Changing Our Water Ways”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can identify the argument and specific claims in a text. (RI7.8)
  • I can evaluate the argument and specific claims in a text for sound reasoning and relevant, sufficient evidence. (RI7.8)
  • I can accurately use seventh-grade academic vocabulary to express my ideas. (L7.6)
  • I can determine the central ideas in a model position paper, “Changing Our Water Ways.”
  • I can identify the argument and specific claims in the model position paper, “Changing Our Water Ways.”
  • I can identify the academic vocabulary in the model position paper, “Changing Our Water Ways.”
  • Getting the gist of the model position paper, “Changing Our Water Ways”
  • Sustainable Water Management Position Paper Planner for model position paper, “Changing Our Water Ways” 
  • 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.7.4)
  • 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)
  • 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. 
  • Sustainable Water Management 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.7.4)
  • 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 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. 
  • Sustainable Water Management 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.
  • Sustainable Water Management Position Paper Planner
  • Sustainable Water Management Peer Feedback Form
  • Peer Critique

Lesson 5Mid-Unit 3 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 sustainability and water management.
  • 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 create a “cheat sheet” to assist other students in determining whether 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
  • 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.7.4)
  • 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)
  • 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 3 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.7.4)
  • 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 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 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.7.4)
  • 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 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
  • Gallery Walk

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