A. Engage the Learner - SL.7.1d (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 2, Lessons 6-7. Students may choose whether to share their ideas with a partner.

• Repeated routine: follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students that they have seen these targets before. Tell students that today they will practice these learning targets in an assessment.

B. Return End of Unit 1 Assessments with Feedback (5 minutes)

• Return students' End of Unit 1 Assessments with feedback, and allow students time to review feedback and write their name on the board if they require support.

A. Mid-Unit 2 Assessment, Part I: Read and Analyze Argument: "Are Social Epidemics Real?" (35 minutes)

• Review the appropriate learning target relevant to the work to be completed in this section of the lesson:

"I can trace an argument and evaluate its strength."

• Distribute Mid-Unit 2 Assessment, Part I: Read and Analyze Argument: "Are Social Epidemics Real?"

• Tell students that for this assessment, they will independently read a new article about social epidemics and identify and evaluate the claims, evidence, and reasoning as they complete a note-catcher. Then they will engage in a text-based discussion analyzing and evaluating the argument in the article.

MEETING STUDENTS' NEEDS

After students read the article, ensure they understand it by allowing time for them to share annotations and the gists of each paragraph with a partner.

• Read aloud the directions for each part of the assessment as students follow along. Answer clarifying questions.

• Before students begin the assessment, ask them to Think-Pair-Share:

"What value does the task of a reading assessment have for you beyond this class? Why?" (Responses will vary, but may include: this task has a lot of value for me because I will have to read and analyze text throughout high school and college.)

"What will help you succeed on this assessment?" (Responses will vary, but may include: reading carefully and completing all parts of the note-catcher will help me participate well in the discussion.)

• Direct students' attention to the following materials:

  • Academic word wall and domain-specific word wall

  • Close Readers Do These Things anchor chart

  • Print or online dictionaries

• Remind students to refer to these materials as they read the assessment text and complete the "Are Social Epidemics Real?" argument note-catcher on the assessment.

• Remind students that because this is an assessment, they should complete it independently in silence. Focus students on the Work to Become Effective Learners anchor chart, and review perseverance, taking initiative, and taking responsibility. Remind students that because they will be reading and answering questions independently for the assessment, they will need to practice these habits.

• Invite students to begin the assessment.

MEETING STUDENTS' NEEDS

After students read the article, ensure they understand it by allowing time for them to share annotations and the gists of each paragraph with a partner.

• Circulate to monitor and document their test-taking skills.

• Repeated routine: invite students to reflect on their progress toward the relevant learning targets.

B. Language Dive: "Are Social Epidemics Real?" Paragraph 3 - RI.7.8, L.7.1a (10 minutes)

• Repeated routine: follow the same routine as with the previous lessons to facilitate a Language Dive with this sentence from the assessment article:

  • "These examples suggest that it only takes a few people to spread a behavior or idea, just like a disease."

MEETING STUDENTS' NEEDS

During the Language Dive of Work Time B, students analyze the use of the word that to combine two clauses. Invite ELLs to remind the class what clauses are (group of words with a subject and verb). Challenge students to provide more example sentences with the word that combining two clauses. Teaching others helps students confirm their knowledge of language structures.

• Use the accompanying materials to facilitate the Language Dive:

  • Language Dive Guide: "Are Social Epidemics Real?" Paragraph 3 (for teacher reference)

  • Language Dive: "Are Social Epidemics Real?" Paragraph 3 note-catcher

  • Language Dive: "Are Social Epidemics Real?" Paragraph 3 sentence chunk strips

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.

MEETING STUDENTS' NEEDS

During the Language Dive of Work Time B, some students may need additional support as they complete the sentence frame in the Practice section (I believe that it only takes a few people to _______.). Provide a bank of options from which students can select answers to complete the frame. These may include: start a fad, have a good time, have a discussion.

C. Mid-Unit 2 Assessment, Part II: Text-Based Discussion: Analyze Argument: "Are Social Epidemics Real?" (25 minutes)

• Review the appropriate learning target relevant to the work to be completed in this section of the lesson:

"I can follow discussion norms to have an effective text-based discussion."

• Direct students to form the predetermined groups and organize themselves into either the fishbowl or small group discussion format. Remind students to show respect, empathy, and compassion as they follow the classroom rules for collegial discussion. They will also take initiative as they participate in a discussion. Refer to the Work to Become Ethical People and Work to Become Effective Learners anchor charts as necessary to review respect, empathy, compassion, and taking initiative.

MEETING STUDENTS' NEEDS

Before the mid-unit assessment in Work Time C, challenge students to underline key vocabulary in the assessment directions and prompt as you read them aloud together as a class. Also, invite students who need lighter support to restate or clarify information for students who need heavier support. These supports ensure that students understand each task included in the assessment.

• Remind students to use the following materials during their discussion:

  • Argument note-catcher from Mid-Unit 2 Assessment, Part I

  • "Are Social Epidemics Real?" article from Mid-Unit 2 Assessment, Part I

  • Discussion Norms anchor chart

  • Quote Accurately from the Text handout

• Invite students to begin the discussion, responding to the prompt, "How do the authors of the article 'Are Social Epidemics Real?' argue that social epidemics compare to disease epidemics? Is their evidence sufficient and relevant, and is their reasoning sound? Is their overall argument strong? Why or why not?"

MEETING STUDENTS' NEEDS

In Work Time C, read the directions for the assessment aloud slowly, twice, and also post them. This ensures that ELLs who may not be able to easily follow the language of the directions have multiple opportunities to access them.

Display a "map" of the assessment to reference while explaining directions to the mid-unit assessment. This will reduce ambiguity and give students a clearer picture of what they can expect so that they can better allocate their time and attentional resources. Provide students with colored pencils or highlighters so that they can mark up the "map" as needed. Example:

Part I:

1. Read the article.

2. Complete the note-catcher to analyze the argument of the article.

3. Write a paragraph to evaluate the argument.

4. Record some questions you have that you want to ask during the discussion.

Part II:

5. Participate in the discussion, following discussion norms and using Conversation Cues.

• Repeated routine: invite students to reflect on their progress toward the relevant learning targets.

A. Track Progress - SL.7.1 (10 minutes)

• Give students specific positive feedback on their completion of the Mid-Unit 2 Assessment. (Example: "I heard a lot of you asking clarifying questions or questions to find out more.")

• Distribute Track Progress: Collaborative Discussion, Track Progress folders, and several sticky notes to each student. Tell students that successful learners keep track of and reflect on their own learning and that they will complete a form like this after most of their assessments this year. Remind them that they did this after the End of Unit 1 Assessment.

• Tell students to use the sticky notes to find evidence of the following criteria:

  • SL.7.1c

  • SL.7.1d

• Guide students through completing the form. Encourage students to orally paraphrase the meaning of the Track Progress criteria, self-assess, and discuss the evidence with a partner before they begin writing.

• Invite students to place the form in their Track Progress folder, and collect students' folders.

• Repeated routine: invite students to reflect on their progress toward the habits of character focus in this lesson, discussing what went well and what could be improved next time.