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

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ELA G7:M4B:U1

Management and Sustainability of Water

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 1Introducing Module 4B: “Water Is Life”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

     A.  Entry Task: How Do We Use Water? (8 minutes)

     B.  Reviewing Learning Targets (2 minutes)

2. Work Time

     A.  Gallery Work (10 minutes)

     B.  Initial Reading of “Water Is Life” (15 minutes)

3. Closing and Assessment

     A. Introduction to Reader’s Notes for Paragraphs 1-5 of “Water Is Life” (5 minutes)

     B.  Introducing Thinking Log (5 minutes)

4. Homework

     A.  Reread Paragraphs 1-5 and complete the Reader’s Notes for Paragraphs 1-5

  • Notices and Wonders note-catcher
  • Thinking Log
  • Gallery Walk

Lesson 2Close Reading: Paragraphs 1–5 of “Water Is Life”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Defining “Sustainable”: Frayer Model (15 minutes)

2.  Work Time

    A.  Introducing Domain-Specific Vocabulary Anchor Chart (5 minutes)

     B.  Text-Dependent Questions on Paragraphs 1-5 of “Water Is Life” (20 minutes)

3.  Closing and Assessment

     A.  Thinking Log: How Has Your Thinking about Water Management Been Clarified by Reading Paragraphs 1-5? (3 minutes)

     B.  Reviewing Learning Targets (2 minutes)

4.  Homework

     A.  Read Paragraphs 6-9 and complete the Reader’s Notes for Paragraphs 6-9 of “Water Is Life”

  • Reader’s Notes “Water Is Life” Paragraphs 1–5 (from homework)
  • Answers to Paragraphs 1–5 text-dependent questions
  • Back-to-back and Face-to-Face

Lesson 3Analyzing Text Structure: “Water Is Life” Paragraphs 6–9

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Entry Task (5 minutes)

2.  Work Time

     A.  Text-Dependent Questions on Paragraphs 6-9 of “Water Is Life” (15 minutes)

     B.  Analyze Text Structure (15 minutes)

3.  Closing and Assessment

     A.  Thinking Log (5 minutes)

4.  Homework

     A.  Reread Paragraphs 10-14 of “Water Is Life” and complete the Reader’s Notes for Paragraphs 10-14.

  • Paragraphs 6–9 text-dependent questions
  • Thinking Log

Lesson 4Analyzing Main Ideas and Details: “Why Care about Water?”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Entry Task (5 minutes)

2.  Work Time

     A.  Text-Dependent Questions on Paragraphs 10-12 of “Water Is Life”. (20 minutes)

     B.  Analyzing Main Ideas and Supporting Details in “Why Care about Water?”(15 minutes)

3. Closing and Assessment

     A.  Thinking Log (5 minutes)

4.  Homework

     A.  Reread Paragraphs 13 and 14 and complete Paragraphs 13-14 Text-Dependent Questions.

  • Reader’s Notes “Water Is Life” Paragraphs 10–14 (from homework)
  • Reader’s Notes “Water Is Life” Paragraphs 6–9 (from Lesson 2 homework)
  • Answers to Paragraphs 10–12 text-dependent questions
  • Main Ideas and Details note-catcher

Lesson 5Mid-Unit Assessment: Listening for Main Ideas and Supporting Details

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Entry Task: Introducing Vocabulary (3 minutes)

2.  Work Time

     A.  Main Idea and Details in “Why College Students Should Start Paying Attention to Water” (15 minutes)

     B.  Mid-Unit 1 Assessment (22 minutes)

3.  Closing and Assessment

     A.  Turn in Mid-Unit Assessment and Preview Homework  (3 minutes)

4.  Homework

     A.  Respond to the “Water Is Life” writing prompt.

  • Analyzing Main Idea and Details note-catcher
  • Mid-Unit 1 Assessment

Lesson 6Analyzing the Central Claim in The Big Thirst

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Entry Task: What Do the Words “Claim” and “Evidence” Mean? (2 minutes)

2.  Work Time

     A.  Introducing The Big Thirst (3 minutes)

     B.  Text-Dependent Questions on Page 1-5 of The Big Thirst (30 minutes)

3.  Closing and Assessment

     A.  Thinking Log (6 minutes)

4.  Homework

     A.  Read “And Not a Drop to Drink? The Freshwater Crisis” and write the gist on the bottom of the last page.

  • The Big Thirst Pages 1–5 Text-Dependent Questions
  • Thinking Log

Lesson 7Evaluating an Argument in The Big Thirst

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Reviewing Learning Targets (1 minutes)

     B.  Evaluating a Flawed Argument: Argument A (5 minutes)

2.  Work Time

     A.  Evaluating an Argument: Argument B; Relevent and Sufficient Evidence and Sound Reasoning (20 minutes)

     B.  Tracing an Argument Note-catcher for “And Not a Drop to Drink”(15 minutes)

3.  Closing and Assessment

     A.  Finding a Claim on Page 9 of The Big Thirst (4 minutes)

4.  Homework

     A.  Reread the excerpt on page 9 of The Big Thirst and complete the Reader’s Notes.

  • Tracing an Argument note-catcher

Lesson 8Tracing and Evaluating Arguments: “The Future of Water” and The Big Thirst

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Entry Task Vocabulary Review  (2 minutes)

2.  Work Time

     A.  Tracing an Argument in “The Future of Water” (13 minutes)

     B.  Read-Aloud, Pages 12-15 with Text-Dependent Questions and

     C.  Tracing an Argument (23 minutes)

3.  Closing and Assessment

     A. Distributing and Explaining Homework (2 minutes)

4.  Homework

     A.  Fill out your Thinking Log for Lesson 8. How did today’s video and reading help clarify your thinking about the issue of water sustainability?

     B.  Using the maps provided, scan through your readings in The Big Thirst so far and mark each place that is mentioned.

  • Reader’s Notes The Big Thirst Page 9 (from homework)
  • Tracing an Argument note-catcher
  • Text-dependent questions
  • Thinking Log

Lesson 9Clarifying Thinking on Water Management: Revisiting the Gallery Walk

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Entry Task: Defining Vocabulary Words from Unit 1 (2 minutes)
Sharing Unit 1 Vocabulary (6 minutes)

     B.  Reviewing Learning Targets (2 minutes)

2.  Work Time

     A.  Reviewing thinking Log and World Map Homework (15 minutes)

     B.  Reviewing Gallery Walk (15 minutes)

3.  Closing and Assessment

     A.  Thinking Log (5 minutes)

4.  Homework

     A.  Read the article “Water Crisis Looms for a Thirsty Planet” and complete the Tracing an Argument note-catcher

  • Thinking Log
  • World maps (from homework)
  • Notices and Wonders note-catcher
  • Quiz-Quiz-Trade
  • Gallery Walk

Lesson 10End of Unit Assessment: 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 (3 minutes)

     C.  Introducing End of Unit 1 Assessment (2 minutes)

2.  Work Time

     A.  End of Unit 1 Assessment (30 minutes)

3.  Closing and Assessment

     A.  Thinking Log (5 minutes)

4.  Homework

      A.  Reread “Water Is Life” and complete the Tracing an Argument note-catcher.

  • End of Unit 1 Assessment

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