Skills:
-Developing a topic that is supported by research
- Author’s purpose
- Ranking Evidence
- Citing Information
- Supporting Claims with research
- In-text Citations
- Using counter-claims to persuade
- Synthesis of sources and own ideas to support claim
-Data analysis
-Integrating technology to present various ideas and opinions
-Using school-provided technology to create a podcast
-Analyzing various podcasts
-Using databases effectively
-Citing sources correctly
-Creating a website
Standards Assessed:
R.7.1. (Priority Standard) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text based on research topic
R.7.2.(Priority Standard) 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 for organization of research
R.7.3. Analyze the interactions between individuals, events, and ideas in a text in regards to research topic
R.7.4.(Priority Standard) 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.
R.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 of the research topic
R.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.
R.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.
R.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.(Priority Standard) 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
W.7.4. (Priority Standard) 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.7.6. Use appropriate technology to produce and publish writing and link to and cite sources
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, reflection, and research.
L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.7.4. (Priority Standard) Determine or clarify the meaning of unknown and multiple-meaning words and phrases
L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
SL.7.4. (Priority Standard) Present using appropriate eye contact, adequate volume, and clear pronunciation.
ISTE Standards:
Empower Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.
Digital Citizen: Students recognize the rights, responsibilities, and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical
Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
Innovative Designer: Students can select and use digital tools to plan and manage a design process that considers design limitations and alternatives.
Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools styles, formats, and digital media appropriate to their goals.
Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.