ELA 2012 G7:M4A:U2:L11

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

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Long Term Learning Targets

I can identify the argument and specific claims in a text. (RI.7.8)
I can evaluate the argument and specific claims in a text for sound reasoning and relevant, sufficient evidence. (RI.7.8)
I can outline a speaker's argument and specific claims. (SL.7.3)
I can evaluate the reasoning and evidence presented for soundness, relevance, and sufficiency. (SL.7.3)

Supporting Targets

I can identify the argument and specific claims in the text "Can You Unplug for 24 Hours?"
I can evaluate the argument and specific claims in the text "Can You Unplug for 24 Hours?"
I can outline the argument and specific claims in the video "Nicholas Carr's 'The Shallows: What the Internet is Doing to Our Brains."
I can evaluate the argument and specific claims in the video "Nicholas Carr's 'The Shallows: What the Internet is Doing to Our Brains."

Ongoing Assessment

Mid-Unit 2 Assessment, Part 1

Agenda

Agenda	Teaching Notes
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.	This lesson begins the Mid-Unit 2 Assessment. The assessment is given in two parts and spans Lessons 11 and 12. This lesson includes the Mid-Unit 2 Assessment, Part 1, which assesses SL.7.3 and RI.7.8. To help students reach mastery of these standards, they independently complete a Tracing an Argument note-catcher for both a text and a video. This task calls upon them to employ the skills that they have been practicing. Be sure to play the video multiple times. Viewing the video several times essentially allows students to "reread" the material, and they will more successfully reach SL.7.3. Collect the text "Can You Unplug for 24 Hours?" at the end of Work Time A. This text will be part of the Mid-Unit 2 Assessment, Part 2 in Lesson 12. Students return to their Thinking Logs, begun in Unit 1 and last used in Lesson 4 of this unit. In advance: - Locate students' Thinking Logs - Cue up the video "Nicholas Carr's 'The Shallows: What the Internet is Doing to Our Brains" http://www.youtube.com/watch?v=zGY_RjqlSRU Post: Learning targets.

Teaching Notes

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.

This lesson begins the Mid-Unit 2 Assessment. The assessment is given in two parts and spans Lessons 11 and 12.
This lesson includes the Mid-Unit 2 Assessment, Part 1, which assesses SL.7.3 and RI.7.8. To help students reach mastery of these standards, they independently complete a Tracing an Argument note-catcher for both a text and a video. This task calls upon them to employ the skills that they have been practicing.
Be sure to play the video multiple times. Viewing the video several times essentially allows students to "reread" the material, and they will more successfully reach SL.7.3.
Collect the text "Can You Unplug for 24 Hours?" at the end of Work Time A. This text will be part of the Mid-Unit 2 Assessment, Part 2 in Lesson 12.
Students return to their Thinking Logs, begun in Unit 1 and last used in Lesson 4 of this unit.
In advance:

- Locate students' Thinking Logs

- Cue up the video "Nicholas Carr's 'The Shallows: What the Internet is Doing to Our Brains" http://www.youtube.com/watch?v=zGY_RjqlSRU

Post: Learning targets.

Materials

Entry Task: Evaluating an Argument I Have/Who Has? cards (one set of six cards per triad)
Mid-Unit 2 Assessment, Part 1: Tracing and Evaluating Arguments in Text and Video (one per student)
"Can You Unplug for 24 Hours?" (assessment text; one per student)
Video: "Nicholas Carr's 'The Shallows: What the Internet is Doing to Our Brains" (see link in Teaching Notes, above)
Mid-Unit 2 Assessment, Part 1: Tracing and Evaluating Arguments in Text and Video (answers, for teacher reference)
Thinking Logs (from Unit 1, Lesson 2)

Opening

Opening	Meeting Students' Needs
A. Entry Task: Evaluating an Argument I Have/Who Has (5 minutes) Group students in triads and hand out two cards from the set of Entry Task: Evaluating an Argument I Have/Who has cards to each student. Make sure each group has a full set of six cards. Ask students to stand facing their group with their cards in hand. Tell them that the student whose card starts with "I have the first card" will read aloud that card first, and then whoever has the "answer" to the first card will read theirs next, continuing until the last card. Then ask students to return to their seats.	Taking time to ask for students' ideas about other tasks they can complete while their classmates are working can greatly enhance student buy-in for setting clear expectations for focused work time.
B. Reviewing the Learning Targets/Introducing Mid-Unit 2 Assessment, Part 1 (5 minutes) Share the learning targets: * "I can identify the argument and specific claims in the text 'Can You Unplug for 24 Hours?'" * "I can evaluate the argument and specific claims in the text 'Can You Unplug for 24 Hours?'" * "I can outline the argument and specific claims in the video 'Nicholas Carr's 'The Shallows: What the Internet is Doing to Our Brains.'" * "I can evaluate the argument and specific claims in the video 'Nicholas Carr's 'The Shallows: What the Internet is Doing to Our Brains.'" Ask students to turn to a partner and take turns sharing one strategy that they use to evaluate an argument. Cold call students to share their strategy. Tell students that today they get to demonstrate their progress on these learning targets in the mid-unit assessment. Write on the board, "If you finish early, you can ..." and prompt students to suggest appropriate silent activities that they can complete.	Checking in with learning targets helps students self-assess their learning. This research-based strategy supports struggling learners most. Allowing students to discuss with a partner before writing or sharing with the whole class is a low-stress strategy to help them process in a risk-free situation.

Meeting Students' Needs

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

Group students in triads and hand out two cards from the set of Entry Task: Evaluating an Argument I Have/Who has cards to each student. Make sure each group has a full set of six cards. Ask students to stand facing their group with their cards in hand. Tell them that the student whose card starts with "I have the first card" will read aloud that card first, and then whoever has the "answer" to the first card will read theirs next, continuing until the last card. Then ask students to return to their seats.

Taking time to ask for students' ideas about other tasks they can complete while their classmates are working can greatly enhance student buy-in for setting clear expectations for focused work time.

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

Share the learning targets:

* "I can identify the argument and specific claims in the text 'Can You Unplug for 24 Hours?'"

* "I can evaluate the argument and specific claims in the text 'Can You Unplug for 24 Hours?'"

* "I can outline the argument and specific claims in the video 'Nicholas Carr's 'The Shallows: What the Internet is Doing to Our Brains.'"

* "I can evaluate the argument and specific claims in the video 'Nicholas Carr's 'The Shallows: What the Internet is Doing to Our Brains.'"

Ask students to turn to a partner and take turns sharing one strategy that they use to evaluate an argument. Cold call students to share their strategy.
Tell students that today they get to demonstrate their progress on these learning targets in the mid-unit assessment.
Write on the board, "If you finish early, you can ..." and prompt students to suggest appropriate silent activities that they can complete.

Checking in with learning targets helps students self-assess their learning. This research-based strategy supports struggling learners most.
Allowing students to discuss with a partner before writing or sharing with the whole class is a low-stress strategy to help them process in a risk-free situation.

Work Time

Work Time
A. Mid-Unit 2 Assessment, Part 1 (30 minutes) Distribute the Mid-Unit 2 Assessment, Part 1: Tracing and Evaluating Arguments in Text and Video. To complete Part A, play the video: "Nicholas Carr's 'The Shallows: What the Internet is Doing to Our Brains" once, allow time for students to respond, and then play it two more times. After students have completed Part A, hand out the text "Can You Unplug for 24 Hours?" Ask students to read the article and then complete Part B. Instruct students to remain silent until all classmates are finished with their work, and prompt students to begin. If they finish their assessment, encourage students to stay seated and complete one of the tasks listed on the board. Collect the assessments.

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

Distribute the Mid-Unit 2 Assessment, Part 1: Tracing and Evaluating Arguments in Text and Video.
To complete Part A, play the video: "Nicholas Carr's 'The Shallows: What the Internet is Doing to Our Brains" once, allow time for students to respond, and then play it two more times.
After students have completed Part A, hand out the text "Can You Unplug for 24 Hours?" Ask students to read the article and then complete Part B.
Instruct students to remain silent until all classmates are finished with their work, and prompt students to begin.
If they finish their assessment, encourage students to stay seated and complete one of the tasks listed on the board.
Collect the assessments.

Closing & Assessments

Closing
A. Thinking Log (5 minutes) Direct students to add to their Thinking Logs for Lesson 11: * "How did today's reading and video help clarify your thinking about adolescents and screen time?" * "What else are you wondering about adolescent brain development?" If time permits, you may have students share out with a partner or whole class.

Homework

Homework
Read in your independent reading book for at least 20 minutes.

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