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ELA 2019 G7:M2:U2

Write to Inform: Are Social Epidemics Real?

Each unit is made up of a sequence of between 10-18 lessons. The Unit-at-a-Glance charts, available on the grade-level landing pages, break down each unit's lessons, showing CCS standards, agenda breakdown, daily learning targets, and ongoing assessments. The charts also indicate which lessons include mid- and end of unit assessments and the performance task.

View the unit overview

Lesson 1Close Read: Determine Central Ideas: “Kindness Contagion"
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.7.6 (5 minutes)

2. Work Time

A. Close Read: Determine Central Ideas: “Kindness Contagion” – RI.7.2 (35 minutes)

3. Closing and Assessment

A. Write a Summary: “Kindness Contagion” – RI.7.2 (5 minutes)

4. Homework

A. Complete Summary: Students finish their summaries of “Kindness Contagion,” tracing the development of central ideas across the article.

B. Determine Meaning of Unfamiliar Vocabulary: Students use context and, if necessary, a dictionary to determine the meaning of unfamiliar vocabulary in “Kindness Contagion.” Then they record the words and their definitions in the correct section of their vocabulary log.
  • I can determine two or more central ideas of a text. (RI.7.2)
  • I can trace the development of central ideas over the course of a text. (RI.7.2)
  • I can write an objective summary of a text. (RI.7.2)
  • Opening A: Entrance Ticket: Unit 2, Lesson 1 (L.7.6)
  • Work Time A: Close Read: "Kindness Contagion" note-catcher (RI.7.2)

Lesson 2Analyze Argument: “Kindness Contagion”
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.7.8 (5 minutes)

2. Work Time

A. Read Aloud “Kindness Contagion” (10 minutes)

B. Analyze Argument: “Kindness Contagion” – RI.7.8 (20 minutes)

3. Closing and Assessment

A. Discuss Argument: “Kindness Contagion” – SL.7.1 (10 minutes)

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can identify the main claim, points, evidence, and reasoning in a text. (RI.7.8)
  • I can ask my classmates to explain their thinking. (SL.7.1c)
  • I can explain my own thinking. (SL.7.1c)
  • Opening A: Entrance Ticket: Unit 2, Lesson 2 (RI.7.8)
  • Work Time A: Argument: "Kindness Contagion" note-catcher (RI.7.1, RI.7.8)

Lesson 3Evaluate Argument: “Kindness Contagion"
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.7.2 (5 minutes)

2. Work Time

A. Whole Class: Evaluate Argument: “Kindness Contagion” – RI.7.8 (15 minutes)

B. Pairs: Evaluate Argument: “Kindness Contagion” – RI.7.8 (15 minutes)

3. Closing and Assessment

A. Discuss to Evaluate Argument: “Kindness Contagion” – SL.7.1 (10 minutes)

4. Homework

A. Make Connections: Students fill out the “Argument” section in the “Kindness Contagion” note-catcher about how the author is making connections between medical and social epidemics in this article.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can evaluate whether evidence is relevant and sufficient to support the argument. (RI.7.8)
  • I can evaluate whether reasoning is sound. (RI.7.8)
  • I can evaluate the strength of an argument. (RI.7.8)
  • I can acknowledge new information expressed by others and, when warranted, modify my own views. (SL.7.1d)
  • Opening A: Entrance Ticket: Unit 2, Lesson 3 (RI.7.2)
  • Work Time A: Argument: "Kindness Contagion" note-catcher (RI.7.8)

Lesson 4Close Read: Determine Central Ideas: “Conflicting Ideas”
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Close Read: Determine Central Ideas: “Conflicting Ideas” – RI.7.2 (35 minutes)

3. Closing and Assessment

A. Write Summary: “Conflicting Ideas” – RI.7.2 (5 minutes)

4. Homework

A. Complete Summary: Students finish their summaries of “Conflicting Ideas,” tracing the development of central ideas across the article.

B. Determine Meaning of Unfamiliar Vocabulary: Students use context and, if necessary, a dictionary to determine the meaning of unfamiliar vocabulary in “Conflicting Ideas.” Then they record the words and their definitions in the correct section of their vocabulary log.
  • I can determine two or more central ideas of a text. (RI.7.2)
  • I can trace the development of central ideas over the course of a text. (RI.7.2)
  • I can write an objective summary of a text. (RI.7.2)
  • Opening A: Entrance Ticket: Unit 2, Lesson 4 (SL.7.1d)
  • Work Time A: Central Ideas in "Conflicting Ideas" note-catcher (RI.7.1, RI.7.2)

Lesson 5Analyze Argument: “Conflicting Ideas”
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.7.4 (5 minutes)

2. Work Time

A. Read Aloud “Conflicting Ideas” (10 minutes)

B. Identify Main Claim, Points, Evidence, and Reasoning: “Conflicting Ideas” – RI.7.8 (15 minutes)

3. Closing and Assessment

A. Evaluate Argument: “Conflicting Ideas” – SL.7.1d (15 minutes)

4. Homework

A. Make Connections: Students fill out the section on their Argument: “Conflicting Ideas” note-catchers about how the author is making connections between medical and social epidemics in this article.

B. Review Note-Catchers: Students reread the two argument note-catchers from Lessons 2, 3, and 5 to prepare for the mid-unit assessment.

C. Set Goals: Students record their character and academic goals on Homework: Set Goals for the text-based discussion in the mid-unit assessment of the following lessons.
  • I can identify the main claim, points, evidence, and reasoning in a text. (RI.7.8)
  • I can acknowledge new information expressed by others and, when warranted, modify my own views. (SL.7.1d)
  • Opening A: Entrance Ticket: Unit 2, Lesson 5 (L.7.4)
  • Work Time B: Analyze Argument: "Conflicting Ideas" note-catcher (RI.7.1, RI.7.8)

Lesson 6Mid-Unit 2 Assessment: Text-Based Discussion: Analyze Argument: “Are Social Epidemics Real?” (Lessons 6-7)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

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

2. Work Time

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

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

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

3. Closing and Assessment

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

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.

B. Read “Crime-Solving Strategies”: Students complete Homework: Read “Crime-Solving Strategies” in preparation for the practice peer essay they will begin writing in Lesson 8.
  • I can trace an argument and evaluate its strength. (RI.7.8)
  • I can follow discussion norms to have an effective text-based discussion. (SL.7.1)
  • Opening A: Entrance Ticket, Unit 2, Lessons 6-7 (SL.7.1d)
  • Work Time A: Mid-Unit 2 Assessment, Part I: Read and Analyze Argument: "Are Social Epidemics Real?" note-catcher (RI.7.1, RI.7.8, RI.7.10, L.7.6)
  • Work Time B: Language Dive: "Are Social Epidemics Real?" Paragraph 3 Note-Catcher (RL.7.8, L.7.1a)

Lesson 8Write an Informative Essay: Analyze a Model
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.7.2 (5 minutes)

2. Work Time

A. Analyze a Model – W.7.2 (20 minutes)

3. Closing and Assessment

A. Pair Practice: Plan an Informative Essay – W.7.5 (20 minutes)

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can explore a model and determine criteria of an informative essay. (W.7.2)
  • I can use the Painted Essay® structure to analyze a model. (W.7.2, W.7.4)
  • I can plan an informative essay, focusing on task, purpose, and audience. (W.7.4, W.7.5)
  • Opening A: Entrance Ticket, Unit 2, Lesson 8 (W.7.2)
  • Work Time A: Annotated, color-coded model informative essay (W.7.2, W.7.4)
  • Closing and Assessment A: Informative Writing Plan graphic organizer (W.7.2, W.7.4, W.7.5)

Lesson 9Write an Informative Essay: Draft an Introduction
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.7.2a (5 minutes)

2. Work Time

A. The Painted Essay®: Sort and Color-Code the Parts of an Introduction – W.7.2a (15 minutes)

B. Language Dive: Model Essay, Focus Statement – W.7.2a, L.7.1a (10 minutes)

3. Closing and Assessment

A . Pair Writing: Draft an Introduction – W.7.2a (15 minutes)

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can write an introduction for my essay giving context on crime detection and epidemiology, clearly stating the focus of the piece. (W.7.2a)
  • Opening A: Entrance Ticket, Unit 2, Lesson 9 (W.7.2a)
  • Work Time A: Annotated, color-coded model informative essay introduction (W.7.2a)
  • Work Time B: Language Dive: Model Essay, Focus Statement note-catcher (W.7.2a, L.7.1a)
  • Closing and Assessment A: Introductory Paragraph of Pair Informative Essay (W.7.2a)

Lesson 10Write an Informative Essay: Draft Proof Paragraph 1
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.7.1 (5 minutes)

2. Work Time

A. The Painted Essay®: Sort and Color-Code Evidence from the Proof Paragraphs – W.7.2b (10 minutes)

B. Pairs: Draft Proof Paragraph 1 – W.7.2b (20 minutes)

3. Closing and Assessment

A. Share Best Evidence – RI.7.1 (10 minutes)

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can write Proof Paragraph 1 of my pair informative essay using evidence from the text to support my ideas. (W.7.2b)
  • Opening A: Entrance Ticket, Unit 2, Lesson 10 (RI.7.1)
  • Work Time A: Annotated, color-coded model informative essay Proof Paragraphs (W.7.2a)
  • Work Time B: Proof Paragraph 1 of Pair Informative Essay (W.7.2b)

Lesson 11Write an Informative Essay: Draft Proof Paragraph 2
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.7.2b (5 minutes)

2. Work Time

A. Analyze a Model: Strong Concluding Sentences – W.7.2b (15 minutes)

3. Closing and Assessment

A. Pairs: Draft Proof Paragraph 2 – W.7.2b (25 minutes)

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can write Proof Paragraph 2 of my pair informative essay with a strong concluding sentence. (W.7.2b)
  • Opening A: Entrance Ticket, Unit 2, Lesson 11 (W.7.2b)
  • Closing and Assessment A: Draft Proof Paragraph 2 of Pair Informative Essay (W.7.2b)

Lesson 12Write an Informative Essay: Draft Conclusion
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.7.2f (5 minutes)

2. Work Time

A. The Painted Essay®: Sort and Color-Code the Parts of the Conclusion – W.7.2f (10 minutes) 

B. Language Dive: Model Informative Essay, Paragraph 4 – W.7.2f, L.7.1a (10 minutes)

3. Closing and Assessment

A. Pairs: Draft Conclusion – W.7.2f (20 minutes)

4. Homework

A. Review Note-Catchers and Articles: To prepare for the end of unit assessment in the following lesson, students reread their note-catchers and articles from Unit 2, Lessons 1–7, and take notes.
  • I can write the conclusion of my informative essay, restating the focus of the piece and adding a reflection. (W.7.2f)
  • Opening A: Entrance Ticket, Unit 2, Lesson 12 (W.7.2f)
  • Work Time A: Conclusion Paragraph Strips (W.7.2f)
  • Work Time B: Language Dive: Model Informative Essay, Paragraph 4 note-catcher (W.7.2f, L.7.1a)
  • Closing and Assessment A: Draft Conclusion of Pair Informative Essay (W.7.2f)

Lesson 13End of Unit 2 Assessment, Part I: Write an Informative Essay: Social and Medical Epidemics (Lessons 13–14)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A Engage the Learner (5 minutes)

2. Work Time

A. Plan Essay – W.7.5 (15 minutes)

B. End of Unit 2 Assessment, Part I: Write an Informative Essay: Social and Medical Epidemics (45 minutes)

3. Closing and Assessment

A. Track Progress – W.7.2 (10 minutes)

B. Independent Research Reading Share – RI.7.10 (15 minutes)

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can plan an informative essay. (W.7.5)
  • I can write an informative essay about how social scientists use epidemics to explain human behavior. (W.7.2)
  • Opening A: Entrance Ticket, Unit 2, Lessons 13-14
  • Work Time B: End of Unit 2 Assessment: Write an Informative Essay (RI.7.1, RI.7.2, W.7.2, W.7.4, W.7.5, W.7.6, W.7.10, L.7.1, L.7.2, L.7.6)

Lesson 15End of Unit 2 Assessment, Part II: Tuning Protocol and Revision
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.7.5 (5 minutes)

2. Work Time

A. Analyze a Model – W.7.2b (10 minutes)

B. Tuning Protocol – W.7.5 (15 minutes)

3. Closing and Assessment

A. Revise and Edit End of Unit 2 Assessment, Part I – W.7.5 (15 minutes)

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can offer kind, helpful, and specific feedback to my peers, focusing on the evidence and elaboration in their essays. (W.7.2b, W.7.4)
  • I can revise my essay, focusing on evidence and elaboration. (W.7.5)
  • Opening A: Entrance Ticket, Unit 2, Lesson 15 (W.7.5)
  • Closing and Assessment A: Revisions and Edits to End of Unit 2 Assessment, Part I (W.7.5)

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