G7 Unit 2 Module 4
How am I going to change?
Key Reading Standards
Use Key Ideas and Details to:
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS RI.7.1; CAS 7.2.2.a.i)
Use Craft and Structure to:
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. (CCSS RI.7.6; CAS 7.2.2.b.iii)
Use Integration of Knowledge and Ideas to:
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. (CCSS RI.7.8; CAS 7.2.2.c.ii)
Key Writing Standards
Write arguments to support claims with clear reasons and relevant evidence. (CCSS W.7.1; CAS 7.3.1.a)
Introduce claim(s), acknowledge alternate or opposing claims, and and organize the reasons and evidence logically. (CCSS W.7.1.a)
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating and understanding of the topic or text. (CCSS W.7.1.b)
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons and evidence. (CCSS W.7.1.c)
Establish and maintain a formal style. (CCSS W.7.1.d)
Provide a concluding statement or section that follows and supports from the argument presented. (CCSS W.7.1.e)
Unit Texts & Tasks
Routine Writing
Extended Texts
at least 1
I am Malala: How One Girl Stood Up for Education and Changed the World by Malala Yousafzai (Overdrive)
Last Airlift: A Vietnamese Orphan's Rescue from War by Marsha Forchuk Skypuch (Overdrive)
Made on Earth by Wolfgang Korn (Overdrive)
Peak by Roland Smith (DMS & Overdrive)
Savvy by Ingrid Law (DMS)
Schooled by Gordon Korman (DMS & Overdrive)
Where Am I Eating: An Adventure Through the Global Food Economy with Discussion Questions and a Guide to Going "Glocal" by Kelsey Timmerman (Overdrive)
Short Literary Texts
at least 2-3
“Excerpt from Peter Pan: ‘When Wendy Grew Up” by J.M. Barrie
“One Friday Morning” by Langston Hughes
“Pygmalion” by Ovid trans. Anthony S. Kline
“The Song of the Shirt” by Thomas Hood
“The Story of Prometheus and Pandora’s Box” by James Baldwin
“Tuesday of the Other June” by Norma Fox Mazer
“Volar” by Judith Ortiz Cofer
Short Informational Texts
at least 1-2
"NOAA's Big Miracle Worker" by NOAA (use with On Demand)
"Why Dolphins Make Us Nervous" by Robert Krulwich (use with On Demand)
“Genetically Modified Salmon: Food or ‘Frankenfish’?” by Monique Conrod (Use with Support a Position task)
“Cultivate Resilience: How to Get Back on the Horse” by Rebecca Zucker
“Cutting the Cord: How Wireless Charging will Keep Toxic Waste Out of Landfills” by Brian Clark Howard
“Do People Really Change?” by Jessica McBirney
“Food Deserts” by Jessica McBirney
“Showdown in Little Rock” by USHistory.org
“The Youngest of the Little Rock Nine Speaks Out About Holding Onto History” by Allison Keyes
Analytical Writing Tasks
at least 4-6
SUMMATIVE ASSESSMENT - Argument: An argument that compels the reader to make a change. (Doc) (Writable)
On Demand - Argument: A paired text argument about animal confinement. Designed to be a formative check of students' understanding prior to completing the summative assessment. (Doc) (Writable)
Answer the Question in One Paragraph: A repeated writing opportunity to reflect on the essential question of the module. (Doc) (Writable)
Letter to the School Board: A letter encouraging board members to make a change. (Doc) (Writable)
Support a Position: An argument determining a positing on genetically modified food. (Doc) (Writable)
Author's Point of View: A response analyzing the author's point of view and purpose in a text. (Doc) (Writable)
Charting Your Change: A visual depiction of the impact of changes over time. (Doc) (Writable)
Evaluating Arguments: Writing that evaluates author's claims in the text. (Doc) (Writable)
Letter to Past Self: A letter offering compelling advice. (Doc) (Writable)
Narrative Writing Tasks
at least 1-2
Fiction - Create the Hero We Need: An original piece detailing the origins of a hero society needs. (Doc) (Writable)
Fiction - To Recycle or Not to Recycle: A short story from the point of view of a recyclable item. (Doc) (Writable)
Fan Fiction - Short Scene to Change an Unappealing Behavior: A reimagining of a scene focusing on how a character changes behaviors or actions. (Doc) (Writable)
Planning
Each unit’s tasks will be a general week-by-week outline of the flow of learning tasks for students. Realizing the cultures and schedules at each site will vary and place unique demands on class time, these outlines are to be seen as generally flexible. Also in recognition of school and classroom cultures, expectations, and practices, unit plans will offer templates for tasks, but will not list daily lessons. This is to allow enough certainty of district alignment while allowing for features such as co-teaching, integrated ELA and social studies, and other unique programmatic designs.
Reflection & Feedback
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