Embedded Files
Lessons
Lessons
1 Close Read: Determine Central Ideas: “Kindness Contagion"
2 Analyze Argument: “Kindness Contagion”
3 Evaluate Argument: “Kindness Contagion"
4 Close Read: Determine Central Ideas: “Conflicting Ideas”
5 Analyze Argument: “Conflicting Ideas
8 Write an Informative Essay: Analyze a Model
9 Write an Informative Essay: Draft an Introduction
10 Write an Informative Essay: Draft Proof Paragraph 1
11 Write an Informative Essay: Draft Proof Paragraph 2
12 Write an Informative Essay: Draft Conclusion
15 End of Unit 2 Assessment, Part II: Tuning Protocol and Revision
Designated ELD Lessons for G7M2 Unit 2
Designated ELD Lessons for G7M2 Unit 2
These are DRAFT materials developed by OUSD teachers for OUSD teachers, not yet a complete core ELD program.
Consider beginning the school year with the Secondary Designated -ELD Unit Zero, an optional three-week unit that provides an introduction to Designated ELD.
Grade 7 Module 2 Designated ELD Scope and Sequence by be viewed here for context and big picture.
Please consider filling out the Designated ELD for EL Ed Lesson Feedback Form to help us improve the Designated ELD lessons, units and modules.
Unit Description
Unit Description
In Unit 2, students transfer the knowledge about how scientists think about and investigate medical epidemics to the study of social epidemics. Students are introduced to the topic of social epidemics through various articles that describe the basic terms and theories behind social and emotional contagion. They practice summarizing the central ideas of the articles as well as delineating and evaluating their claims. In small groups, students engage in discussions in preparation for the mid-unit assessment, a text-based discussion in which students evaluate whether the authors of an article have provided sufficient evidence and reasoning for their claims connecting social and disease epidemics.
In the second half of the unit, students learn and practice the skills necessary for completing their end of unit assessment, an informative essay that answers the question: How do social scientists use ideas from the study of epidemics to understand and explain human behavior? Students engage in the full writing process, from planning to drafting to peer critique to revision. By the end of the unit, students will be able to think critically about the latest research about how emotions, ideas, and behaviors spread. This will prepare them for further investigation of the topic in Unit 3, as they engage in their own research and develop a podcast script related to a social or disease epidemic.
In this unit, students continue to read nonfiction texts at their level as they choose independent research reading texts. Students should complete 20 minutes of independent research reading for homework when they are not reading a chapter from the anchor text. Students should also continue independent research reading over weekends.
Habits of Character/Social-Emotional Learning Focus
Habits of Character/Social-Emotional Learning Focus
Central to the EL Education curriculum is a focus on "habits of character" and social-emotional learning. Students work to become effective learners, developing mindsets and skills for success in college, career, and life (e.g., initiative, responsibility, perseverance, collaboration); work to become ethical people, treating others well and standing up for what is right (e.g., empathy, integrity, respect, compassion); and work to contribute to a better world, putting their learning to use to improve communities (e.g., citizenship, service).
In this unit, as students read various informational and argument articles, they witness evidence of the following habits of character--collaboration, initiative, responsibility, perseverance, citizenship, and service--and discuss what these look and sound like in the texts. Also, students focus on respect, empathy, and compassion as they respond to one another's ideas and skills in written work and in discussions. Students also practice collaboration and taking initiative during discussions. They practice integrity and perseverance as they work independently on assessments. And they take responsibility for their own learning as they track progress on their assessments.
Texts
Texts
Patient Zero
by Marilee Peters
one per student
Preparation and Materials
Preparation and Materials
Prepare the Discussion Norms anchor chart with the Level 3 Conversation Cues (Unit 2, Lesson 2 download).
Prepare vocabulary logs and independent reading journals.
Ensure that families are aware of the sensitive content of the social epidemic articles, and prepare students who may be affected by this content in advance.
The following material is introduced in this unit and referenced throughout both the module and the school year:
Argument note-catcher
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