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

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ELA 2019 G7:M2:U3

Spread the Message: How to Respond to Epidemics

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.

Lesson 1Create a Podcast: Analyze a Model Podcast

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Review the Performance Task (5 minutes)

B. Analyze a Model Podcast – SL.7.2 (25 minutes)

3. Closing and Assessment

A. Brainstorm Topic and Research Questions – W.7.7 (10 minutes)

4. Homework

A. Listen to a Podcast: Students listen to a podcast and complete Homework: Listen to a Podcast to collect ideas for what makes it strong. Then they write a goal for their own podcast.

  • I can explore a podcast model and generate ideas for my own podcast. (SL.7.2)
  • Opening A: Entrance Ticket: Unit 3, Lesson 1 (L.7.6)
  • Closing and Assessment A: Exit Ticket with podcast topic and research questions (SL.7.1)

Lesson 2Create a Podcast: Introduce Research

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.7.7 (5 minutes)

2. Work Time

A. Analyze a Model Podcast Script – W.7.4 (15 minutes)

B. Generate and Refine Research Questions – W.7.7 (10 minutes)

C. Create a Research Note-Catcher – W.7.7 (10 minutes)

3. Closing and Assessment

A. Partner Share – W.7.7 (5 minutes)

4. Homework

A. Record and Refine Research Questions: Students record additional research questions and refine the questions as necessary.

B. Analyze Interactions of Individuals, Events, and Ideas: In preparation for the mid-unit assessment, students reread the first section of the model podcast script and complete Homework: Analyze Interactions: Model Podcast Script, Part I to answer selected and constructed response questions about how the individuals, events, and ideas interact in the script. 

  • I can determine the purpose and content of an effective podcast script about an epidemic. (W.7.4)
  • I can research to answer questions about epidemics. (RI.7.1, W.7.7)
  • Opening A: Entrance Ticket: Unit 3, Lesson 2 (W.7.7)
  • Work Time B: Research on the Epidemic Research note-catcher (RI.7.1, W.7.4, W.7.7)

Lesson 3Create a Podcast: Begin Research

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Mini-Lessons: Introduce Research – W.7.7 (10 minutes)

B. Research – W.7.8 (25 minutes)

3. Closing and Assessment

A. Triad Share – SL.7.1 (5 minutes)

4. Homework

A. Analyze Interactions of Individuals, Events, and Ideas: In preparation for the mid-unit assessment, students reread the second section of the model podcast script and complete Homework: Analyze Interactions: Model Podcast Script, Part II to answer selected and constructed response questions about how the individuals, events, and ideas interact in the script.

B. Synthesize Research and Refine Questions: Students complete Homework: Synthesize Research and Refine Questions to reflect on the individuals, events, and ideas emerging about their epidemic. Then they refine their research questions as necessary.

  • I can research to answer questions about epidemics. (RI.7.1, W.7.7, W.7.8)
  • Opening A: Entrance Ticket: Unit 3, Lesson 3 (L.7.4)
  • Work Time B: Research on the Epidemic Research note-catcher (RI.7.1, W.7.7, W.7.8)

Lesson 4Create a Podcast: Continue Research

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.7.3 (5 minutes)

2. Work Time

A. Research – W.7.7, W.7.8 (30 minutes)

3. Closing and Assessment

A. Research Synthesis – RI.7.3 (10 minutes)

4. Homework

A. Synthesize Epidemic Research and Refine Questions: Students use Homework: Synthesize Research and Refine Questions from Lesson 3 homework to continue to reflect on the individuals, events, and ideas emerging about their epidemic. Then they refine their research questions as necessary.

B. Analyze Interactions of Individuals, Events, and Ideas: In preparation for the mid-unit assessment, students review their responses to their previous homeworks analyzing the model podcast script and complete Homework: Analyze Interactions: Model Podcast Script, Part III to answer constructed response questions about how the individuals, events, and ideas interact in the script.

  • I can research to answer questions about epidemics. (RI.7.1, W.7.7, W.7.8)
  • I can analyze how individuals, ideas, and events influenced one another during an epidemic. (RI.7.3)
  • Opening A: Entrance Ticket, Lesson 4 (RI.7.3)
  • Work Time A: Epidemic Research note-catcher (RI.7.1, W.7.7, W.7.8)

Lesson 5Mid-Unit 3 Assessment: Research to Answer a Question (Lessons 5–6)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Mid-Unit 3 Assessment: Research to Answer a Question, Part I (30 minutes)

B. Language Dive: “Disease Detective” – RI.7.3, L.7.1a (10 minutes)

C. Mid-Unit 3 Assessment: Research to Answer a Question, Part II (30 minutes)

3. Closing and Assessment

A. Track Progress: Research – W.7.7, W.7.8 (15 minutes)

4. Homework

A. Compare “Disease Detective” and Patient Zero: Students reread pages 47–48 in Patient Zero and the “Disease Detective” article from the Mid-Unit 3 Assessment. Then they complete Homework: Compare “Disease Detective” and Patient Zero to compare epidemiologist Richard Besser’s methods to those of John Snow.

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 research to answer questions about epidemics. (W.7.7, W.7.8)
  • I can analyze how individuals, ideas, and events influence one another. (RI.7.3)
  • Opening A: Entrance Ticket: Unit 3, Lessons 5-6
  • Work Time A: Mid-Unit 3 Assessment: Research to Answer a Question, Part I (RI.7.3, RI.7.4, L.7.4a)
  • Work Time B: Language Dive: "Disease Detective," Paragraph 10 note-catcher (RI.7.3, L.7.1a)
  • Work Time C: Mid-Unit 3 Assessment: Research to Answer a Question, Part II note-catcher (student-generated) (RI.7.1, W.7.7, W.7.8, L.7.6)

Lesson 7Create a Podcast: Draft a Narrative Lead

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.7.3 (5 minutes)

2. Work Time

A. Analyze a Model Narrative Lead in a Podcast Script – W.7.3 (15 minutes)

B. Draft a Narrative Lead for a Podcast Script – W.7.3 (15 minutes)

3. Closing and Assessment

A. Triad Share – SL.7.6 (10 minutes)

4. Homework

A. Finish Drafting Narrative Lead: Students finish drafting their narrative lead, making sure to include a hook, characters, and problem, as well as narrative techniques such as dialogue, pacing, and description.

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 determine criteria for an effective narrative lead in a podcast. (W.7.3)
  • I can write the narrative lead of a podcast script using effective techniques and relevant descriptive details. (W.7.3)
  • Opening A: Entrance Ticket: Unit 3, Lesson 7 (W.7.3)
  • Work Time B: Narrative lead draft (W.7.3)

Lesson 8Create a Podcast: Draft a Podcast Script

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Combine Narrative Leads – W.7.5 (15 minutes)

3. Closing and Assessment

A. Draft a Podcast Script – W.7.2 (25 minutes)

4. Homework

A. Revise Podcast Scripts: Students revise and edit their section of the podcast script for clarity and style in preparation for the next lesson, in which triad members combine their sections and present their full scripts to another triad in a Tuning protocol.

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 work with my peers to strengthen the narrative lead of my podcast script. (W.7.5)
  • I can choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. (L.7.3a)
  • I can write one section of a podcast script to convey ideas and information from my research. (W.7.2)
  • Opening A: Entrance Ticket: Unit 3, Lesson 8 (L.7.4)
  • Work Time A: Podcast script draft (W.7.2, W.7.5, L.7.3a)

Lesson 9Create a Podcast: Revise the Script

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Combine and Revise Podcast Script – SL.7.4 (15 minutes)

B. Tuning Protocol: Content – SL.7.4 (20 minutes)

3. Closing and Assessment

A. Plan Revisions – W.7.5 (5 minutes)

4. Homework

A. Research and Revise: Students conduct any additional research necessary for completing their section of their podcast script. Then they revise and edit their section of the podcast script for clarity and style in preparation for the next lesson, in which they present their full scripts to another triad in a second Tuning protocol focused on presentation skills.

B. Practice Presentation: Students practice presenting their part of the script, reading it aloud slowly, clearly, and with enunciation and emphasis.

  • I can present my findings in a focused and coherent manner, emphasizing salient points. (SL.7.4)
  • I can use relevant descriptions, facts, details, and examples to help the listener understand my epidemic. (SL.7.4)
  • I can offer kind, specific, and helpful feedback to my peers. (W.7.5)
  • I can choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. (L.7.3a)
  • Opening A: Entrance Ticket: Unit 3, Lesson 9 (SL.7.4)
  • Work Time A: Podcast script (SL.7.4, L.7.3a)
  • Work Time B: Tuning protocol feedback (W.7.5, SL.7.4)

Lesson 10Create a Podcast: Practice the Presentation

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Practice Podcast Presentation – SL.7.4 (15 minutes)

B. Tuning Protocol: Presentation Skills – SL.7.4 (20 minutes)

3. Closing and Assessment

A. Debrief Tuning Protocol – SL.7.4 (5 minutes)

4. Homework

A. Revise the Podcast Script: Students use the suggestions developed during the Tuning protocol and Closing and Assessment A to improve their podcast presentation.

B. Practice Presentation: Students practice presenting their part of the script, reading it aloud slowly, clearly, and with enunciation and emphasis.

  • I can use adequate volume and clear pronunciation. (SL.7.4)
  • I can adapt my speech for a podcast, using formal English when appropriate. (SL.7.6)
  • I can choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. (L.7.3a)
  • Opening A: Entrance Ticket: Unit 3, Lesson 10 (W.7.5)
  • Work Time A: Revisions on each student's copy of their podcast script (W.7.5, L.7.3a)
  • Work Time B: Presentation checklist (SL.7.4, SL.7.6)

Lesson 11End of Unit 3 Assessment: Present Podcast Script

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. End of Unit 3 Assessment: Present Podcast Script (25 minutes)

3. Closing and Assessment

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

4. Homework

A. Podcast Plan, Exemplar, and Image: Students complete Homework: Podcast Plan, Exemplar, and Image to reflect on their recording today, and note how they will improve their recording in the following lesson. Also, students listen to an exemplar podcast and note the strengths of the podcast. Finally, students create an image for their podcast. Students may draw or find an online image to manipulate.

  • I can present my findings in a focused and coherent manner, emphasizing salient points. (SL.7.4)
  • I can use adequate volume and clear pronunciation. (SL.7.4)
  • I can adapt my speech for a podcast, using formal English when appropriate. (SL.7.6)
  • Opening A: Entrance Ticket: Unit 3, Lesson 11
  • Work Time A: End of Unit 3 Assessment: Podcast Script presentations (SL.7.4, SL.7.6, L.7.3, L.7.6)

Lesson 12Performance Task: Create a Podcast (Lessons 12-13)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Find Sound Effects – SL.7.5 (25 minutes)

B. Sound Edit – SL.7.5 (40 minutes)

3. Closing and Assessment

A. Self-Assess on Presentation Checklist – SL.7.5 (5 minutes)

B. Chalk Talk – SL.7.5 (15 minutes)

4. Homework

A. Publish the Podcast: If students don’t publish their podcast in class and technology allows, they can do so for homework based on school policy and teacher guidance and recommendations for family, friends, and/or social media.

  • I can use multimedia components like music and sound effects to clarify and emphasize points. (SL.7.5)
  • Opening A: Entrance Ticket: Unit 3, Lessons 12-13 (SL.7.5)
  • Closing and Assessment A: Presentation checklist (SL.7.5)

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