7th ELA

Pacing Guide

7-8 Pacing Guide SY 22-23

Implementation Guide

Hogan ELA Implementation Guide Grades 7-12

Unit 1: Reading Closely for Textual Details

(16 Hours)

Overview

This unit develops students’ abilities to read closely for textual details and compare authors’ perspectives through an examination of a series of texts about exploration of the South Pole.

The unit activities are organized into five parts, each associated with short texts. The parts build on each other and can each span a range of instructional time depending on scheduling and student ability.

Part 1 introduces students to the idea of reading closely for details through an examination of a range of text types. Part 2 introduces students to a particular process for close reading that involves questioning the text—at first generally and then in text-specific ways—to help them focus on important textual ideas and characteristics. Part 3 develops student proficiency by analyzing textual details for making comparisons across texts. Parts 4 and 5 develop students’ abilities to express their analysis, first through writing text-based explanations in Part 4 and then, in Part 5, through facilitating and participating in text-centered discussions.

Standards

RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RI.7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Materials - ALL CLICKABLE LINKS

UNIT PLAN

Complete Unit Plan

All Unit 1 Materials Here

Part 1: Understanding Close Reading

Overview

Introduce the central purpose of the unit – to develop the skills and habits of a close reader: 1) Initially approaching and surveying a text 2) Using questions to examine the text’s topic, information, and structure 3) Questioning further to investigate the text 4) Analyzing key details and language to deepen understanding 5) Explaining what one has come to understand as a reader

This Topic is estimated to take 3-4 days.

Standards

RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

Materials

Texts #1-4

Guiding Questions Handout

Reading Closely Checklist

Lessons

Lesson 1: Introduction to the Unit

Lesson 2: Looking closely for details

Lesson 3: Reading Closely for Details

Lesson 4: Attending to details in Multi-Media

Lesson 5: Independent Reading/ Research

Part 2: Questioning Texts

Overview

Students learn to use questions to guide their approach to, reading, and deeper analysis of texts. Students read and analyze informational texts.

The teacher models how to use the Questioning Texts Tool to guide a process for close reading, and then pairs practice on a text they have read. *
Students listen to a new text and use the Questioning Texts Tool to guide their reading.
The teacher guides the class through an analysis of the text using the Analyzing Details Tool.
Students develop their own text-specific questions with which to analyze the text.
Students write 1-3 sentences explaining their analysis of the text and list supporting textual details.

This Topic is estimated to take 3 days.

Standards

RI.L.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Materials

Texts #1-5

Questioning Texts Tool

Analyzing Details Tool

Reading Closely Checklist

Guiding Questions Handout

Lessons

Lesson 1: How skillful Readers Approach Texts

Lesson 2 Approaching a New Text

Lesson 3: Analyzing Text with Text-Specific Questions

Lesson 4: Posing Text-Specific Questions

Lesson 5: Independently Writing

Part 3: Analyzing Details

Overview

Students learn to analyze textual detail as a key to discovering meaning. Students read, analyze, and compare texts.

Students listen to and then closely read and analyze a new text.
The teacher guides and supports students in a comparative discussion of the texts.
Students develop a comparative question in groups and individually write a paragraph answering their question.
Students independently read texts using a guiding question

This Topic is estimated to take 3 days.

Standards

RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RI.7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Materials

Texts #1-6

Questioning Texts Tool

Analyzing Details Tool

Reading Closely Checklist

Guiding Questions Handout

Lessons

Lesson 1: Analyzing Textual Detail

Lesson 2: Analyzing details across texts

Lesson 3: Explaining and comparing texts

Lesson 4: Independent Reading Activity

Part 4: Explaining Understanding

Overview

Students learn how to summarize and explain what they have learned from their reading, questioning, and analysis of texts. Students read and analyze three related texts.

The teacher introduces the culminating text-centered writing and comparative discussion.
Students listen to three related texts and discuss them as a class.
Students select (or are assigned) one of the texts to discuss with a small group and then analyze independently.
Students use their analysis to independently write a detail-based explanation of one of the texts.
This Topic is estimated to take 3 days.

Standards

RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Materials

Texts #1-9

Questioning Texts Tool

Analyzing Details Tool

Guiding Questions Handout

Lessons

Lesson 1: Intro to Culminating Activity

Lesson 2: Reading and Discussing Related Texts

Lesson 3: Questioning and Analyzing Texts Independently

Lesson 4: Independent Writing

Part 5: Discussing Ideas

Overview

Students learn the characteristics of an effective text-based discussion and demonstrate skills in leading and participating in one.

• The teacher leads students in a reflective conversation about productive, text centered discussions.

• Students discuss their analysis in groups and independently prepare for leading a text-centered discussion by crafting a comparative text-dependent question.

• Students lead and participate in text centered discussions with other students who have analyzed di5erent texts.

This Topic is estimated to take 3 days.

Standards

SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Materials

Texts #1-9

Questioning Texts Tool

Analyzing Details Tool

TCD Checklist

Lesson

Lesson 1: Understanding Text-centered discussions

Lesson 2: Identifying and organizing ideas

Lesson 3: Leading text-centered discussion

STEP Up Aligned Writing Lessons and Materials for ELA Unit

ELA Writing Supports

Unit 2: Making Evidence-Based Claims

(16 Hours)

Overview

This unit develops students’ abilities to make evidence-based claims through activities based on a close reading of Cesar Chavez’s 1984 California Commonwealth Club Address.

The unit activities are organized into five parts, each associated with sequential portions of text. The parts build on each other and can each span a range of instructional time depending on scheduling and student ability. The unit intentionally separates the development of critical reading skills from their full expression in writing. A sequence of tools isolates and supports the progressive development of the critical reading skills. Parts 1-2 focus on making evidence-based claims as readers. Part 3 focuses on preparing to express evidence-based claims by organizing evidence and thinking. Parts 4 and 5 focus on expressing evidence-based claims in writing.

Standards

RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

W.7.9b: Draw evidence from literary or informational texts to support analysis, reflection, and research

Materials ALL CLICKABLE LINKS

UNIT PLAN

ELA 7 Developing Core Proficiencies, Unit 2 Complete Unit Plan

Tools

All Unit 2 Materials Here

Part 1: Understanding Evidence-Based Claims

Overview

Students learn the importance and elements of making evidence-based claims through a close reading of part of the text.

The teacher presents the purpose of the unit and explains the skill of making EBCs.
Students independently read part of the text with a text-dependent question to guide them.
Students follow along as they listen to the text being read aloud and discuss a series of text-dependent questions.
The teacher models a critical reading and thinking process for forming EBCs about texts.

This Topic is estimated to take 2-3 days.

Standards

RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Materials

Forming EBC Handout

Forming EBC Tool

EBC Criteria Checklist I

Making EBC Tool

Lessons

Lesson 1: Introduction to the unit

Lesson 2: Independent Reading

Lesson 3: Read Aloud and Class Discussion

Lesson 4: Model Forming EBC's

Part 2: Making Evidence-Based Claims

Overview

Students develop the ability to make evidence-based claims through a close reading of the text.

Students independently read part of the text and look for evidence to support a claim made by the teacher.
Students follow along as they listen to the text being read aloud and discuss a series of text-dependent questions.
In pairs, students look for evidence to support claims made by the teacher.
The class discusses evidence in support of claims found by student pairs.
In pairs, students make an EBC of their own and present it to the class.

This Topic is estimated to take 2-3 days.

Standards

RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Materials

Making EBC Tool

Forming EBC Handout

Forming EBC Tool EBC

Criteria Checklist I

TCD Checklist

Lessons

Lesson 1: Independent reading and finding supporting evidence

Lesson 2: Read aloud and Class discussion

Lesson 3: Find Supporting Evidence in Pairs

Lesson 4: Class Discussion of EBC's

Lesson 5: Forming EBC's in Pairs

Part 3: Organizing Evidence-Based Claims

Overview

Students expand their ability into organizing evidence to develop and explain claims through a close reading of the text.

Students independently read part of the text and make an EBC.
Students follow along as they listen to part of the text being read aloud.
The teacher models organizing evidence to develop and explain claims using student EBCs.
In pairs, students develop a claim with multiple points and organize supporting evidence.
The class discusses the EBCs developed by student pairs.

This Topic is estimated to take 2-3 days.

Standards

RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Materials

Organizing EBC Tool

Forming EBC Tool

EBC Criteria Checklist I

Lessons

Lesson 1: Independent Reading and Forming EBC's

Lesson 2: Read Aloud

Lesson 3: Model Organizing EBC's

Lesson 4: Organizing EBC's in pairs

Lesson 5: Class Discussion of EBC's

Part 4: Writing Evidence-Based Claims

Overview

Students develop the ability to express evidence-based claims in writing through a close reading of the text.

Students independently review the text and develop an EBC.
The teacher introduces and models writing EBCs using a claim from Part 3.
In pairs, students write EBCs using one of their claims from Part 3.
The class discusses the written EBCs of volunteer student pairs.
The class discusses their new EBCs and students read aloud portions of the text.
Students independently write EBCs.

This Topic is estimated to take 2-3 days.

Standards

RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.7.9b: Draw evidence from literary or informational texts to support analysis, reflection, and research

Materials

Writing EBC Handout

Forming EBC Tool

Organizing EBC Tool

EBC Criteria Checklist II

TCD Checklist

Lessons

Lesson 1: Independent Reading and Making EBC's

Lesson 2: Model Writing EBC's

Lesson 3: Writing EBC's in Pairs

Lesson 4: Class Discussion of Written EBC's

Lesson 5: Read Aloud and Class Discussion

Lesson 6: Independent Writing of EBC's

Part 5: Developing Evidence-Based Writing

Overview

Students develop the ability to express global evidence-based claims in writing through a close reading of the text.

Students review the entire text and make a new EBC.
The teacher analyzes volunteer student evidence-based writing from Part 4 and discusses developing global EBCs.
Students discuss their new claims in pairs and then with the class.
Students independently write a final evidence-based writing piece.
The class discusses final evidence-based writing pieces of student volunteers.

This Topic is estimated to take 2-3 days.

Standards

RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.7.9b: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Materials

Forming EBC Tool

Organizing EBC Tool

Writing EBC Handout

EBC Criteria Checklist II

Evidence-Based Writing Rubric

Lessons

Lesson 1: Independent Reading and Making EBCs

Lesson 2: Class Discussion of Global EBC's

Lesson 3: Pairs Discuss their EBC's

Lesson 4: Independent Writing of Final Piece

Lesson 5: Class Discussion of Final Writing Pieces

STEP Up Aligned Writing Lessons and Materials for ELA Unit

ELA Writing Supports

Unit 3: Understanding Perspectives

(40 Hours) - Frederick Douglass

Overview

In this eight-week module, students explore the life of Frederick Douglass, the escaped slave and noted abolitionist who wrote Narrative of the Life of Frederick Douglass. The module focuses on the questions of what makes stories powerful and on understanding an author’s purpose. In addition, students analyze how writers use figurative language and word choice to convey meaning

In addition, students analyze how writers use figurative language and word choice to convey meaning. In Unit 1, a recommended read-aloud of The People Could Fly introduces the topic and the question that connects all three units in the module: What gives stories and poems their enduring power? Next, students build the background knowledge that will allow them to more fully understand the context of the Narrative: they learn about slavery, Douglass’s life, and the debate over slavery in the United States before the Civil War. The Narrative is a compelling, complex, and somewhat lengthy text; in this module, students read five excerpts from the text. In Unit 1, they read the first two of those excerpts, building their capacity for making sense of this complex text and learning the routines that will guide their work for the remainder of the module. Then students study poetry about slavery. They learn how to read and analyze a poem, and are introduced to the tools that poets and other writers use to make stories powerful: word choice and figurative language. Unit 2 centers on the analysis of excerpts from Narrative of the Life of Frederick Douglass. Students read three excerpts, analyze how each excerpt served Douglass’s purpose, and consider how he used language to convey meaning. They have consistent practice with short constructed responses that use evidence from the text.

Standards

RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RL.7.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.7.7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

• W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Guiding Questions

What gives stories and poems their enduring power?

How did Douglass’s purpose and audience shape how he told his story?

When you write a story, how do your purpose and audience shape how you tell that story? How can you use language, images, and theme to give the story you write enduring power?

Big Ideas

Stories and poems have enduring power because they tell about important or interesting events, people, and places; they have themes that help readers understand the world and often empower people; and they use powerful language and powerful images.

Douglass wrote the Narrative to convince his audience that slavery should be abolished. He responded to the reasons that some people gave to justify slavery, and showed why they were mistaken.

All "Frederick Douglass" Materials Here

Topic 1: The Life of Frederick Douglass

Overview

"What gives stories and poems their enduring power?" through The Life of Frederick Douglass. Students are introduced to the topic, guiding questions, and central text of the module: Narrative of the Life of Frederick Douglass (excerpts only). By the end of the unit, they will understand the historical context of this text as well as the tools and processes they will use as they read and analyze it.

Learning Targets and Standards

• I can determine a theme or the central ideas of a literary text. (RL.7.2)

I can determine the meaning of words and phrases in a literary text (figurative, connotative, and technical meanings). (RL.7.4)

I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)

I can build on others’ ideas during discussions. (SL.7.1)

I can determine an author’s point of view or purpose in informational text. (RI.7.6)

I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)

I can accurately use 7th grade academic vocabulary to express my ideas. (L.7.6)

I can recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.7.11)

I can determine the meaning of words and phrases in informational text (figurative, connotative, and technical meanings). (RI.7.4)

I can determine an author’s point of view or purpose in informational text. (RI.7.6)

I can analyze how the author distinguishes his/her position from others’. (RI.7.6)

Lessons

Topic 2: The Power of Language

Overview

Students closely read three extended excerpts from Narrative of the Life of Frederick Douglass.

This unit also includes work in which students compare a written story to how a storyteller might perform that same story and in understanding how sentences are constructed.

Learning Targets and Standards

• I can determine a theme or the central ideas of a literary text. (RL.7.2)

I can analyze the interaction of literary elements of a story or drama. (RL.7.3)

I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RL.7.4)

I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)

I can use correct grammar and usage when writing or speaking. (L.7.1)

I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)

I can analyze the impact of word choice on meaning and tone in an informational text. (RI.7.4)

I can determine an author’s point of view or purpose in informational text. (RI.7.6)

I can analyze how the author distinguishes his/her position from others’. (RI.7.6)

I can use correct grammar and usage when writing or speaking. (L.7.1)

Lessons

Topic 3: Writing a Picture Book

Overview

Students write a picture book based on an event from the life of Frederick Douglass through a series of structured lessons, which are designed to help them all produce high-quality work.

Learning Targets and Standards

I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.7.3)

I can use correct grammar and usage when writing or speaking. (L.7.1a and b)

• I can effectively engage in discussions with diverse partners about seventh grade topics, texts, and issues. (SL.7.1)

I can build on others’ ideas during discussions. (SL.7.1) With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.7.5)

Lessons

Unit 4: Researching to Deepen Understanding

(21 Hours)

Overview

This unit approaches research as an iterative inquiry process for deepening understanding of a topic in order to develop an evidence-based perspective. The unit framework, handouts, and tools are designed to work with any topic across all disciplines. A topic resource repository about water is also provided to help teachers model the process with a rich selection of sources, as well as model tools and inquiry questions.

Instruction in this unit is built around three components: a process for conducting research, a Research Portfolio developed by students throughout the process, and choosing a topic to research. The unit activities integrate these components in a learning progression that develops and supports proficiency in the entire research process.

The process for conducting research outlined in this unit is introduced and developed over a series of activities. As students work through these activities they create and compile the various parts of their Research Portfolios. While each part of the unit introduces skills associated with the various steps in the research process, it should be understood that the process itself is recursive and that these steps will be repeated and integrated as students conduct inquiry.

Standards

W..7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W.7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.7.9: Draw evidence from literary or informational texts to support analysis, refection, and research.

RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject.

RI.7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

RI.7.10: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Materials ALL CLICKABLE LINKS

UNIT PLAN

Complete Unit Plan

Checklists

Handouts

Tools

Unit Plans and Repositories

Researching Unit 4: All Materials Here

Topic 1: Initiating Inquiry

Overview

Students learn the purposes and processes of using inquiry and research to deepen understanding. Students initiate inquiry on a topic through collaboratively generating questions to direct and frame research. By the end of Part 1, students will have chosen an Area of Investigation and developed Inquiry Questions.

This Topic is estimated to take 3-4 days.

Standards

W.7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W.7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.7.9: Draw evidence from literary or informational texts to support analysis, refection, and research.

Materials

Texts #1-3

Student Research Plan

TCD Checklist

Exploring a Topic

Potential Sources

Area Evaluation Checklist

Posing Inquiry Questions

Research Criteria Matrix

Lessons

Lesson 1: Exploring A Topic (Part 1)

Lesson 2: Exploring a Topic (Part 2)

Lesson 3: Conducting Pre-Searchers

Lesson 4: Vetting Areas of Investigation

Lesson 5: Generating Inquiry Questions

Topic 2: Gathering Information

Overview

Students learn how to conduct searches, assess and annotate sources, and keep an organized record of their ndings. By the end of Part 2, students will have framed their inquiry and gathered their main body of research material.

This Topic is estimated to take 3-4 days.

Standards

W.7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W.7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.7.9: Draw evidence from literary or informational texts to support analysis, refection, and research.

Materials

Texts # 2-6

Potential Sources

Assessing Sources Handout

Taking Notes

Posing Inquiry Questions

Research Frame

Research Criteria Matrix

Lessons

Lesson 1: Planning for searches

Lesson 2: Assessing Sources

Lesson 3: Making and recording notes

Lesson 4: Building and Initial Research Frame

Lesson 5: Conducting searchers independently

Topic 3: Deepening Understanding

Overview

Students analyze key sources through close reading to deepen their understanding and draw personal conclusions about their Area of Investigation. By the end of Part 3, students will have a series of evidence-based claims addressing each Inquiry Path of their Research Frame.

This Topic is estimated to take 2-3 days.

Standards

W.7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W.7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.7.9: Draw evidence from literary or informational texts to support analysis, refection, and research.

RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject.

RI.7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

RI.7.10: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Materials

Texts # 7-10

Research Frame

Assessing Sources Handout

Forming EBC

Forming EBC Handout

EBC Criteria Checklist

Writing EBC Handout

Connecting Ideas Handout

Research Criteria Matrix

Lessons

Lesson 1: Selecting Key Sources

lesson 2: Reading Sources Closely

Lesson 3: Discussing Types of Claims

Lesson 4: Writing Evidence-based claims about sources

Topic 4: Finalizing Inquiry

Overview

Students analyze and evaluate their material with respect to their Research Frame and rene and extend their inquiry as necessary. By the end of Part 4, students will have an analyzed body of research addressing their Research Frame from which to develop and communicate an evidence-based perspective on their Area of Investigation.

This Topic is estimated to take 2-3 days.

Standards

W..7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W.7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.7.9: Draw evidence from literary or informational texts to support analysis, refection, and research.

RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject.

RI.7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. RI.7.10: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Materials

Research Frame

Forming EBC

Organizing EBC

Synthesizing EBC

Connecting Ideas Handout

Research Evaluation

Research Criteria Matrix

Lessons

Lesson 1: Addressing inquiry paths

Lesson 2: Organizing Evidence

Lesson 3: Evaluating Research

Lesson 4: Refining and Extending inquiry

Topic 5: Developing and Communicating an Evidence-Based Perspective

Overview

Students draw from their research and personal analysis to develop and communicate an evidence-based perspective. By the end of Part 5, students will have an organized body of research and have written an evidence-based perspective on their Area of Investigation to serve as a basis for a variety of purposes.

This Topic is estimated to take 3-4 days.

Standards

W..7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W.7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.7.9: Draw evidence from literary or informational texts to support analysis, refection, and research.

RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject.

RI.7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. RI.7.10: By the end of the year, read and comprehend literary nonfction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Materials

Research Frame

Organizing EBC

Synthesizing EBC

Evidence-Based Perspective

EBC Criteria Checklist

Connecting Ideas Handout

Research Criteria Matrix

Lessons

Lesson 1: Reviewing Research Portfolios

Lesson 2: Expressing an Evidence-Based Perspective

Lesson 3: Writing a Bibliography

Lesson 4: Communicating Evidence-Based Perspective

Unit 5: Building Evidence Based Arguments

(17 hours)

Overview

This unit develops students’ abilities to analyze arguments from a range of perspectives on the use of performance-enhancing drugs in sports. Students also learn to develop, write and revise their own evidence-based arguments.

The unit activities are organized into five parts, each associated with a sequence of texts and writing activities. The parts build on each other and can each span a range of instructional time depending on scheduling and student ability.

Standards

RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.7.9: Draw evidence from literary or informational texts to support analysis, refection, and research

SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly

Materials ALL CLICKABLE LINKS

UNIT PLAN

Complete Unit Plan

Building Evidence-Based Arguments: All Materials Here

Topic 1: Understanding the Nature of an Issue

Overview

Students apply their close reading skills to understand a societal issue as a context for various perspectives, positions, and arguments.

The teacher presents an overview of the unit and its societal issue.
Students read and analyze a background text to develop an initial understanding of the issue.
Students read and analyze a second background text to expand and deepen their understanding of the issue.
Students develop text-dependent questions and use them to deepen their analysis.
Students develop and write an evidence-based claim about the nature of the issue.

This Topic is estimated to take 3-4 days.

Standards

RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Materials

Text Sets 1 and 2

Guiding Questions Handout

Forming EBC Tool

TCD Checklist

EBA Terms

Lessons

Lesson 1: Introducing the unit (combine with Lesson 2)

Lesson 2: Exploring the Issue

Lesson 3: Deepening understanding of the issue

Lesson 4: Questioning to refine understanding

Lesson 5: Writing an evidence-based claim about the nature of the issue

Topic 2: Analyzing Arguments

Overview

Students delineate and analyze the position, premises, reasoning, evidence and perspective of arguments.

The teacher introduces the concept of an argumentative position.
The teacher leads an exploration of the elements of argumentation.
Student teams read and delineate arguments.
The teacher leads an exploration of the concept of perspective.
Students analyze and compare perspectives in argumentative texts.
As needed, students read and analyze additional arguments related to the unit’s issue.
Students write short essays analyzing an argument.

This Topic is estimated to take 5-6 days.

Standards

RI.7.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

RI.7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Materials

Text Sets 3-5

Forming EBC Tool

Delineating Arguments Tool

Model Arguments

TCD Checklist

EBA Terms

Lessons

Lesson 1: Understand Argumentative Position

Lesson 2: Identifying Elements of an Argument

Lesson 3: Delineating Argumentation

Lesson 4: Understanding Perspectives

Lesson 5: Comparing Perspectives

Lesson 6: Delineating Additional Arguments

Lesson 7: Writing to Analyze Arguments

Topic 3: Evaluating Arguments and Developing a Position

Overview

Students evaluate arguments, determine which arguments they and most compelling, and synthesize what they have learned so far to establish their own position

Students evaluate arguments using objective criteria and their own developing perspective of the issue.
Students clarify their own emerging perspective and establish a position on the issue.
If needed, students conduct further research to help develop and support their position.
Students identify and write about an argument that supports their position.
Students identify and write about argument that opposes their position.

This Topic is estimated to take 3-4 days.

Standards

RI.7.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

RI.7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

W.7.1: Write arguments to support claims with clear reasons and relevant evidence.

W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Materials

Text Sets 3-5

Forming EBC Tool

Delineating Arguments Tool

EBA Criteria Checklist

TCD Checklist

EBA Terms

Lessons

Lesson 1: Evaluating Arguments

Lesson 2: Developing a Position

Lesson 3: Deepening Understanding

Lesson 4: Using Others' arguments to support a position

Lesson 5: Responding to opposing arguments

Topic 4: Organizing an Evidence-Based Argument

Overview

Students establish and sequence evidence-based claims as premises for a coherent, logical argument around a position related to the unit’s issue.

Students review their notes and analysis to find evidence to develop and support their position.
The teacher discusses logical models for building an argument for students to consider.
Students review and write a sequence of claims to use as premises in their argument.
Students determine evidence to support their premises.
Students review and revise their plans for writing with their peers.

This Topic is estimated to take 3-4 days.

Standards

W.7.1: Write arguments to support claims with clear reasons and relevant evidence.

W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.7.9: Draw evidence from literary or informational texts to support analysis, refection, and research.

Materials

Forming EBC Tool

Organizing EBC Tool

Delineating Arguments Tool

TCD Checklist

EBA Terms

Lessons

Lesson 1: Identifying Supporting Evidence

Lesson 2: Determining a Logical Approach

Lesson 3: Developing and Sequencing claims as premises of the argument

Lesson 4: Organizing evidence to support claims

Lesson 5: Reviewing a plan for writing an argument

Topic 5: Developing and Strengthening Writing Through a Collaborative, Question-Based Process

Overview

Students use a collaborative process to develop and strengthen their writing in which they use clear criteria and their close reading skills in text-centered discussions about their emerging drafts. Students learn and practice a collaborative, question-based approach to developing and improving writing, using criteria from the unit and guiding questions to begin the drafting and revision process.

Students use the collaborative process to revise their writing with a focus on:

articulating their overall ideas with necessary information;

the unity of their initial drafts, coherence among their ideas and information, and logic of their organizational sequence;;
their selection, use, and integration of evidence
the effectiveness of the connections and transitions they have made, and their use of transitional phrases
the quality and variety of their sentences, the clarity of their vocabulary, and the impact of their word choices
writing conventions; ◊ producing a final quality product.

This Topic is estimated to take 5-6 days.

Standards

W.7.1: Write arguments to support claims with clear reasons and relevant evidence.

W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.7.9: Draw evidence from literary or informational texts to support analysis, refection, and research.

SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly

Materials

Evidence-Based Writing Rubric

Connecting Ideas Handout

Organizing EBC Tool

EBA Criteria Checklist

TCD Checklist

EBA Terms

Lessons

Lesson 1: Strengthening writing collaboratively: Principles and Processes

Lesson 2: Focus on Content: Information and Ideas

Lesson 3: Focus on Organization: Unity, Coherence, and Logical Sequence

Lesson 4: Focus on Support: Integrating and Citing Evidence

Lesson 5: Focus on Linkages: Connections and Transitions

Lesson 6: Focus on Language: Clarity and Impact

Lesson 7: Focus on Conventions: Punctuation, Grammar, and Spelling

Lesson 8: Focus on Publication: Final Editing and Formatting

Unit 6: Science and Society

(40 Hours) -The Teenage Brain

Overview

This eight-week module focuses on a “science and society” topic, engaging students in reading compelling informational text about adolescent brain development and the effects of entertainment screen time on the brain. In Unit 1, students first read various texts that will build their background knowledge about adolescent brain development in general. Their learning will center around three areas of the brain, namely the prefrontal cortex, the limbic system, and the developing neurons. Students determine main ideas and evidence in diverse media and clarify their learning about this complex content. Then they begin to focus on the issue of screen time and how it may affect teenagers. In Unit 2, they begin to read argument texts. They trace arguments and evaluate the soundness of reasoning and the sufficiency and relevancy of evidence in the texts and media that they engage with in this unit. They dive deeper into first the potential benefits and then the potential risks of screen time by participating in a robust research project. To organize their research sources and information, students use a researcher’s notebook. Then students conduct Internet-based research. Throughout Unit 2, students engage in many conversations to synthesize and clarify their learning.

To help students grapple with this issue, the second half of Unit 2 introduces students to a modified decision-making process called Stakeholder Consequences Decision-Making (see the end of this document for details). This process will help students understand the implications of various choices and will scaffold their ability to determine, based on evidence and their own values, what they themselves believe should happen

Standards

RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

RI 7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

• RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

W.7.1. Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.

Guiding Questions

How is the adolescent brain changing?

Should screen time be limited? Why or why not?

How can I make an informed decision about an issue and then effectively argue my position?

Big Ideas

The teenage brain is in a period of dynamic growth and change that is unique to this stage of life.

Researchers wonder how screen time affects the development of adolescents.

Effective arguments include sound, relevant, and sufficient evidence.

The Teenage Brain: All materials here

Topic 1: Biology of The Brain

Overview

Students are introduced the development of the adolescent brain. They first will learn the basic biology of the brain, and then practice analyzing the main idea and supporting details. They also will compare how the same ideas are presented in text and visual formats.

Learning Targets and Standards

I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)

• I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.7.4)

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 use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)

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)

Lessons

Topic 2: Analyzing and Researching Texts on the Brain

Overview

Students will continue to conduct close readings and then engage in independent research into the ways that the developing adolescent brain may be affected by screen time.

Learning Targets and Standards

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 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 conduct short research projects to answer a question. (W.7.7)

I can generate additional questions for further research. (W.7.7)

Lessons

Topic 3: A Position Paper on the Brain

Overview

Building on the research and decision-making that students did in Unit 2, Unit 3 is an extended writing process during which students draft, revise, edit, and publish a research-based position paper.

Learning Targets and Standards

• 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 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 select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)

Lessons

ELA Writing Supports