Unit-at-a-Glance Detail | EL Education CurriculumTEST2

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ELA G7:M4A:U2

Research Study: The Effects of Screen Time on the Developing Brain

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 Interactions: Launching the Unit

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking Learning Targets/Introducing the Triad Talk (5 minutes)

2. Work Time

A. Close Read/Jigsaw: The AAP Recommendation for Screen Time (25 minutes)

B. Review AAP Recommendation Process/Introduce Prompt (5 minutes)

C. Mini Lesson: Credible Sources (5 minutes)

3. Closing and Assessment

A. Is the AAP Recommendation a Credible Source? (5 minutes)

4. Homework

A. Fill in neurologist’s notebook #6.

B. Continue independent reading (at least 20 minutes).

  • Reader’s Notes for AAP Recommendation
  • Answers to Text-Dependent Questions for the Excerpts from the AAP Recommendation
  • Thinking Log
  • Jigsaw
  • Triad Talks

Lesson 2Logic and Argument: Evaluating the Argument in “Beyond the Brain”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Target/Evaluating a Flawed Argument: Argument A (5 minutes)

2. Work Time

A. Evaluating an Argument: Argument B; Relevant and Sufficient Evidence and Sound Reasoning 
(10 minutes)

B. Text-dependent Questions for “Beyond the Brain” (20 minutes)

3. Closing and Assessment

A. Preview Homework: Tracing an Argument Note-catcher for “Beyond the Brain” (10 minutes)

4. Homework

A. Finish page 1 of the Tracing the Argument note-catcher for “Beyond the Brain.” 

B. Continue independent reading (at least 20 minutes).

  • Neurologist’s Notebook #6 (from homework)
  • Answers to Text-Dependent Questions: “Beyond the Brain”

Lesson 3Evaluating an Argument: “Is Google Making Us Stupid?”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Revisiting Homework (10 minutes)

2. Work Time

A. Tracing an Argument in “Is Google Making Us Stupid—YES” (15 minutes)
B. Tracing an Argument in “Is Google Making Us Stupid—NO” (15 minutes)

3. Closing and Assessment

A. Adding to the Brain Development Anchor Chart: “Is Google Making us Stupid?” (5 minutes)

4. Homework

A. Fill out your Thinking Log for Lesson 3. How did today’s reading help clarify your thinking about the issue of screen time?

B. Continue independent reading (at least 20 minutes).
 

  • Tracing an Argument note-catcher, Part 1 (from homework)
  • Thinking Log

Lesson 4Finding Relevant Information and Asking Research Questions: The Benefits of Video Games

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Thinking Log: Personal Reflection on Video Game Use (5 minutes)

2. Work Time

A. Introducing the Overarching Research Question: Reviewing the Researcher’s Roadmap and Notebook (10 minutes)

B. “The Many Benefits, for Kids, of Playing Video Games” (17 minutes)

C. Supporting Research Questions (8 minutes)

3. Closing and Assessment

A. Adding to the Brain Development Anchor Chart (5 minutes)

4. Homework

A. Complete Section 1 of the researcher’s notebook.

  • Thinking Log from Lesson 3 (from homework)
  • Researcher’s notebook, section 1 (completed for homework)
  • Give One-Get One-Move On

Lesson 5Paraphrasing and Evaluating Sources: “Gaming Can Make a Better World”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. “What Is a Consequence?” (7 minutes)

2. Work Time

A. Review: How to Paraphrase (5 minutes)

B. “Gaming Can Make a Better World” (24 minutes)

3. Closing and Assessment

A. Homework Read-aloud (5 minutes)

B. Exit Ticket: Practice Paraphrasing (4 minutes)

4. Homework

A. Read “Video Games Benefit Children, Study Finds” and add to researcher’s notebook, Section 3.

  • Researcher’s notebook, section 1 (from homework)
  • Researcher’s notebook, section 2
  • Exit ticket

Lesson 6Contrasting Evidence: “Games Can Make a Better World” and “Video games Benefit Children, Study Finds”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Entry Task: Defining Contrast (2 minutes)

2. Work Time

A. Introducing/Reviewing Venn Diagram and Common Claim (1 minute)

B. Contrasting Researcher’s Notebook Sections 2 and 3 Using Venn Diagram (8 minutes)

C. Analyzing Evidence on the Venn Diagram and Reflection Questions (27 minutes)

3. Closing and Assessment

A. Homework Read-aloud and Reviewing Learning Target (7 minutes)

4. Homework

A. Read “Why Facebook Could Actually Be Good for Your Mental Health” and fill in Section 4 of your researcher’s notebook.
 

  • Researcher’s notebook, section 3 (from homework)
  • Venn diagram and Venn diagram reflection questions

Lesson 7Evaluating Sources: The ONLINE EDUCA Debate 2009 (Part 2 of 10)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Entry Task: Dictionary Definitions (10 minutes)

B. Homework Review (9 minutes)

2. Work Time

A. Brain Development Anchor Chart (10 minutes)

B. The ONLINE EDUCA Debate 2009 (Part 2 of 10) (15 minutes)

3. Closing and Assessment

A. Reviewing Domain-Specific Vocabulary Chart (1 minute)

4. Homework

A. Read “Attached to Technology and Paying the Price.”

B. Continue independent reading (at least 20 minutes).

  •  Researcher’s notebook, section 4 (from homework)
  • Venn diagram (from Lesson 6)

Lesson 8Using Effective Search Terms: Researching Screen Time

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Triad Talk: Learning Targets (5 minutes)

2. Work Time

A. Read-aloud of “Attached to Technology and Paying the Price” with Text-Dependent Questions (15 minutes)

B. Contrasting Authors’ Use of Evidence (10 minutes)

3. Closing and Assessment

A. Using Search Terms Effectively (15 minutes)

4. Homework

A. Finish adding “Attached to Technology and Paying the Price” into the researcher’s notebook, Section 6.

B. Continue independent reading (at least 20 minutes).

  • Answers to Text-dependent Questions: “Attached to Technology and Paying the Price”
  • Venn diagram for Researcher’s notebook, sections 5 and 6
  • Exit ticket
  • Triad Talks

Lesson 9Gathering Information about Screen Time: Assessing and Reading Internet Sources, Day 1

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Independent Reading Check-in (10 minutes)

2. Work Time

A. Preparing for Internet Research (5 minutes)

B. Internet Research (28 minutes)

3. Closing and Assessment

A. Turn and Talk: Challenges of Online Research (2 minutes)

4. Homework

A. Continue independent reading (at least 20 minutes)

  • Researcher’s notebook, sections 7-9

Lesson 10Gathering Information about Screen Time: Assessing and Reading Internet Sources, Day 2

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Vocabulary Entry Task (5 minutes)

2. Work Time

A. Setting Purpose for Research (5 minutes)

B. Internet Research (30 minutes)

3. Closing and Assessment

A. Exit Ticket: Next Steps (5 minutes)

4. Homework

A. Continue reading your independent reading book.

  • Researcher’s notebook, sections 7-9
  • Assessing Sources document
  • Exit Ticket: Next Steps

Lesson 11Mid-Unit Assessment, Part I: Tracing and Evaluating Arguments

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Entry Task: Evaluating an Argument I Have/Who Has? (5 minutes)

B. Reviewing the Learning Targets/Introducing Mid-Unit 2 Assessment, Part 1  (5 minutes)

2. Work Time

A. Mid-Unit 2 Assessment, Part 1 (30 minutes)

3. Closing and Assessment

A. Thinking Log (5 minutes)

4. Homework

A. Read in your independent reading book for 2o minutes.

  • Mid-Unit 2 Assessment, Part 1

Lesson 12Mid-Unit Assessment, Part II: Research Task: Comparing and Contrasting Texts

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Entry Task (15 minutes)

2. Work Time

A. Mid-Unit 2 Assessment, Part 2 (28 minutes)

3. Closing and Assessment

A. Collect Assessments (2 minutes)

4. Homework

A. Continue independent reading (at least 20 minutes).

  • Mid-Unit 2 Assessment, Part 2

Lesson 13Forming a Research-Based Claim: Introducing Stakeholders and Consequences

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Revisiting Essay Prompt; Reviewing Learning Targets (10 minutes)

B. Revisiting AAP Recommendation and Introducing Stakeholders (8 minutes)

2. Work Time

A. Modeling Creating a Cascading Consequences Chart for Teens on Screens (10 minutes)

B. Creating a Cascading Consequences Chart for Teens on Screens (15 minutes)

3. Closing and Assessment

A. Preview Homework (2 minutes)

4. Homework

A. Complete the Cascading Consequences you began in class. Aim to have at least five cascading consequence chains

B. Continue independent reading (at least 20 minutes). 

  • Researcher’s notebook, all sections

 

Lesson 14Forming a Research-Based Claim: Comparing Cascading Consequences

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Triad Talk: Revisiting Homework and Coding Consequences (15 minutes)

B. Reviewing Learning Target; Introducing Comparing Risks and Benefits Chart (3 minutes)

2. Work Time

A. Modeling Comparing Risk and Benefits Chart (10 minutes)

B. Creating the Comparing Risk and Benefits Chart (10 minutes)

C. Adding to the Comparing Risks and Benefits Chart: Partner Work (5 minutes)

3. Closing and Assessment

A. Debrief (2 minutes)

4. Homework

A. Complete the Comparing Risks and Benefits for Teens on Screens chart.
Continue independent reading (at least 20 minutes). 

  • Cascading Consequences chart for teens on screens (from homework)
  • Comparing Risks and Benefits chart
  • Triad Talks

Lesson 15Forming a Research-Based Claim: Analyzing Risks and Benefits for Stakeholder

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Entry Task: Thinking Log (5 minutes)

B. Previewing the Cascading Consequences in Writing (5 minutes)

2. Work Time

A. Position Power-Talk: World Café (22 minutes)

B. Debrief (3 minutes)

3. Closing and Assessment

A. Starting the Fishbowl Graphic Organizer (10 minutes)

4. Homework

A. Finish the Fishbowl graphic organizer.

  • Students’ discussion during World Café
  • World Café

Lesson 16End of Unit 2 Assessment, Parts 1A and 1B: Fishbowl on Screen Time and Adolescents

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Fishbowl Statement (5 minutes)

B. Reviewing Learning Targets and Teacher Modeling (5 minutes)

2. Work Time

A. End of Unit 2 Assessment, Part 1A: Fishbowl (15 minutes)

B. Reflection and Transition (3 minutes)

C. End of Unit Assessment, Part 1B: Fishbowl (15 minutes)

3. Closing and Assessment

A. Reflection (2 minutes)

4. Homework

A. Continue independent reading (at least 20 minutes). There will be an independent reading check-in tomorrow.
 

  • Fishbowl graphic organizer (from homework)
  • Fishbowl Statement
  • End of Unit 2 Assessment, Parts 1A and 1B: Fishbowl
  • Fishbowl

Lesson 17Choosing a Position: Screen Time and Adolescents

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Entry Task: Independent Reading Check-in (15 minutes)

B. Reviewing Learning Targets (1 minute)

2. Work Time

A. Choose a Position (10 minutes)

B. Decision Statement Graphic Organizer (14 minutes)

3. Closing and Assessment

A. Thinking Log and Share Out (5 minutes)

4. Homework

A. Finish your Decision Statement graphic organizer in preparation for your presentation. Review your sources.

  • Thinking Log

Lesson 18Using Multimedia in Presentations: Preparing to Present Claims

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Entry Task (6 minutes)

2. Work Time

A. Creating Visual Displays (25 minutes)

B. Practicing for End of Unit 2 Assessment, Part 2 (12 minutes)

3. Closing and Assessment

A. Previewing Homework (2 minutes)

4. Homework

A. Complete your visual display and practice your presentation.

B. Continue independent reading (at least 20 minutes).

  • Visual display

Lesson 19End of Unit Assessment, Part 2: Presenting a Claim

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Entry Task (5 minutes)

2. Work Time

A. End of Unit 2 Assessment, Part 2: Presenting a Claim (35 minutes)

3. Closing and Assessment

A. Exit Ticket (5 minutes)

4. Homework

A. Catch up on any outstanding homework from Unit 2.

B. Continue independent reading (at least 20 minutes).

  • Visual display
  • End of Unit 2 Assessment, Part 2
  • Exit ticket

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