Unit-at-a-Glance Detail | EL Education Curriculum

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ELA 2012 G7:M4A:U3

Culminating Project: Recommended Screen Time Position Paper and Visual

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Analyzing a Model Position Paper: “Facebook: Not for Kids”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Entry Task: Writing Improvement Tracker, Module 4A Reflections (7 minutes)

B. Reviewing Learning Targets (3 minutes)

2.  Work Time

A. Examining a Model Position Paper: First Read and Partner Discussion (20 minutes)

B. Analyze the Model Paper Using the Argument Rubric 
(11 minutes)

3.  Closing and Assessment

A. Exit Ticket: What Will Be the Most Difficult Aspect of Writing This Paper? (2 minutes)

B. Review Homework (2 minutes)

4.  Homework

A.  Look through your research and identify three reasons you will address in your position paper.

B.  Reread the model and underline where the author explained the brain science specifically.

  • Getting the gist of the model position paper “Facebook: Not for Kids”
  • Position Paper Planner for model position paper “Facebook: Not for Kids”

Lesson 2Scaffolding for Essay: Planning Body Paragraphs for Position Paper

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Entry Task: Relationship between Reading, Research, and Writing (5 minutes)

B.  Reviewing Learning Targets and Introducing Steps to Writing a Position Paper Anchor Chart (7 minutes)

2.  Work Time

A.  Plan Body Paragraphs (20 minutes)

B.  Independent Reading Check-in (10 minutes)

3.  Closing and Assessment

A.  Exit Ticket: What Domain-Specific Words Will You Include in Your Position Paper? (3 minutes)

4.  Homework

A.  Finish planning body paragraphs. Use your researcher’s notebook to assist you.

    B.  Read your independent reading book.

    • Underlined Model position paper (from homework)
    • Position Paper Planner

    Lesson 3Scaffolding for Position Paper: Clarifying Body Paragraphs, Introduction, and Conclusion

    Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

    1.  Opening

    A.  Entry Task: Read through the Plan (5 minutes)

    B.  Reviewing Learning Targets (2 minutes)

    2.  Work Time

    A.  Explain the Body Paragraphs (15 minutes)

    B.  Plan the Introduction and Conclusion (20 minutes)

    3.  Closing and Assessment

    A.  Exit Ticket: Where Are We in Steps to Writing a Position Paper? (3 minutes)

    4.  Homework

    A.  Finish the Position Paper Planner.

    B.  Read your independent reading boo

    • Position Paper Planner

    Lesson 4Scaffolding for Position Paper: Peer Feedback and Citing Sources

    Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

    1.  Opening

    A.  Entry Task: Paper Planner and Learning Target Review (5 minutes)

    2.  Work Time

    A.  Peer Feedback Pairs (30 minutes)

    B.  Mini Lesson: MLA Format (8 minutes)

    3.  Closing and Assessment

    A.  Was Your Prediction Correct? (1 minute)

    B.  Collect Position Paper Planners (1 minute)

    4.  Homework

    A.  Complete the MLA Citation Reference Sheet: In-Text Citations practice questions.

    B.  Draft a Works Cited page for your position paper.

    C.  Reread the model essay “Facebook: Not for Kids.” Highlight where the author explains the background on brain science.

     

    • Position Paper Planner
    • Peer Feedback Form
    • Peer Feedback

    Lesson 5Mid-Unit Assessment: Drafting the Position Paper

    Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

    1.  Opening

    A.  Entry Task (3 minutes)

    B.  Model Read-aloud (3 minutes)

    2. Work Time

    A.  Mid-Unit 3 Assessment: First Draft of  Position Paper (35 minutes)

    3. Closing and Assessment

    A.  Collect First Draft Position Papers(4 minutes)

    4. Homework

    A.  Complete the draft of your Independent Reading Cheat Sheet Planner.

     

    • Mid-Unit 3 Assessment: Position Paper draft

    Lesson 6Independent Reading: Final Product

    Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

    1.  Opening

    A.  Entry Task: Unpacking Learning Targets (5 minutes)

    2.  Work Time

    A.  Peer Feedback on Independent Reading Cheat Sheet Drafts (5 minutes)

    B.  Final Copy of the Independent Reading Cheat Sheet 
    (20 minutes)

    C.  Gallery Walk (10 minutes)

    3.  Closing and Assessment

    A.  Reviewing Learning Targets (5 minutes)

    4.  Homework

    A.  Reread the model position paper “Facebook: Not for Kids.” Circle each time the author uses a cautionary tone or star each “if/then” construction you find.

    • Independent Reading Cheat Sheet Planner (from homework)

    Lesson 7End of Unit Assessment, Part 1: Revising Claims and Evidence Based on Feedback

    Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

    1.  Opening

    A.  Entry Task: Process Teacher Feedback (4 minutes)

    B.  Reviewing the Learning Target (1 minute)

    2.  Work Time

    A.  End of Unit 3 Assessment, Part 1: Revise Position Paper (28 minutes)

    B.  Introduction to Performance Task (10 minutes)

    3.  Closing and Assessment

    A.  Adding the Claim to the Performance Task (2 minutes)

    4.  Homework

    A.  Finish revising your position paper based on the first two rows of the rubric.

    • End of Unit 3 Assessment, Part 1: Position Paper (continued for homework and in Lesson 8)

    Lesson 8End of Unit Assessment, Part 1, Continued: Revising Vocabulary and Conventions Based on Feedback

    Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

    1.  Opening

    A.  Entry Task: Review Revisions with Partner (5 minutes)

    B.  Reviewing the Learning Target (1 minute)

    2.  Work Time

    A.  Process Feedback for Vocabulary and Conventions (14 minutes)

    B.  Revise Position Paper (15 minutes)

    3.  Closing and Assessment

    A.  Add Evidence to the Visual Representation of the Position Paper (10 minutes)

    4.  Homework

    A.  Finish revising your position paper and bring a clean copy to turn in next class.

    • End of Unit 3 Assessment, Part 1: Position Paper (begun in Lesson 7), along with first draft (from Lesson 5)

    Lesson 9Finishing the End of Unit Assessment: Final Draft of Position Paper and Reflection on the Writing Process

    Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

    1.  Opening

    A.  Entry Task: Prepare for the Assessment (2 minutes)

    B.  Reviewing the Learning Target (1 minute)

    2.  Work Time

    A.  End of Unit 3 Assessment, Part 2: Reflection on the  Writing Process (25 minutes)

    B.  Add Images to the Performance Task Template 
    (15 minutes)

    3.  Closing and Assessment

    A.  Share with a Partner (2 minutes)

    4.  Homework

    A.  Finish adding images to your Performance Task Template.

    • End of Unit 3 Assessment, Part 1: Position Paper (completed)
    • End of Unit 3 Assessment, Part 2: Reflection on the Writing Process

    Lesson 10Final Performance Task: Sharing Visual Representations of Position Papers

    Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

    1.  Opening

    A.  Entry Task: Writing Improvement Tracker 
    (15 minutes)

    B.  Reviewing Learning Targets (2 minutes)

    2.  Work Time

    A.  Gallery Walk of Performance Task: Visual Representations of Position Papers (10 minutes)

    B.  One-Word Go-’round (8 minutes)

    3.  Closing and Assessment

    A.  Books to Think about (10 minutes)

    4.  Homework

    A.  None

    • Performance task: Visual Representation of Position Paper

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