ELA 2019 G7:M2:U2

Write to Inform: Are Social Epidemics Real?

Like what you see?

Order printed materials, teacher guides and more.

Help us improve!

Tell us how the curriculum is working in your classroom and send us corrections or suggestions for improving it.

In Unit 2, students transfer the knowledge about how scientists think about and investigate medical epidemics to the study of social epidemics. Students are introduced to the topic of social epidemics through various articles that describe the basic terms and theories behind social and emotional contagion. They practice summarizing the central ideas of the articles as well as delineating and evaluating their claims. In small groups, students engage in discussions in preparation for the mid-unit assessment, a text-based discussion in which students evaluate whether the authors of an article have provided sufficient evidence and reasoning for their claims connecting social and disease epidemics.

In the second half of the unit, students learn and practice the skills necessary for completing their end of unit assessment, an informative essay that answers the question: How do social scientists use ideas from the study of epidemics to understand and explain human behavior? Students engage in the full writing process, from planning to drafting to peer critique to revision. By the end of the unit, students will be able to think critically about the latest research about how emotions, ideas, and behaviors spread. This will prepare them for further investigation of the topic in Unit 3, as they engage in their own research and develop a podcast script related to a social or disease epidemic.

In this unit, students continue to read nonfiction texts at their level as they choose independent research reading texts. Students should complete 20 minutes of independent research reading for homework when they are not reading a chapter from the anchor text. Students should also continue independent research reading over weekends.

Please note: For the 6-8 Language Arts Curriculum, there are Teaching Notes for each unit that contain helpful information for supporting English language learners. These overview notes complement the more specific English language learner supports and differentiated materials within each lesson. You will find the Teaching Notes in the Unit download below.

CCS Standards

Reading—Informational Text

RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
RI.7.10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.7.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.7.2b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.7.2c: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
W.7.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.7.2e: Establish and maintain a formal style.
W.7.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7.)
W.7.6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
W.7.9b: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening

SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.7.1a: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.7.1b: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.7.1c: Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
SL.7.1d: Acknowledge new information expressed by others and, when warranted, modify their own views.

Language

L.7.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

The Four Ts

Topic: Epidemics: Write to Inform: Are Social Epidemics Real?
Task:

Read a new article and engage in a text-based discussion about the strength of the article's argument.
Write an informative essay about how social scientists use ideas from the study of epidemics to explain human behavior.

Targets: RI.7.1, RI.7.2, RI.7.8, RI.7.10, W.7.2, W.7.4, W.7.5, W.7.6, W.7.9b, W.7.10, SL.7.1, L.7.1, L.7.2, L.7.6
Texts: "Kindness Contagion" by Jamil Zaki, Patient Zero by Marilee Peters, "Conflicting Ideas" by T.C., "Are Social Epidemics Real?" by EL Education

Assessment

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

Download this Unit's Assessments

Habits of Character/Social-Emotional Learning Focus

Central to the EL Education curriculum is a focus on "habits of character" and social-emotional learning. Students work to become effective learners, developing mindsets and skills for success in college, career, and life (e.g., initiative, responsibility, perseverance, collaboration); work to become ethical people, treating others well and standing up for what is right (e.g., empathy, integrity, respect, compassion); and work to contribute to a better world, putting their learning to use to improve communities (e.g., citizenship, service).

In this unit, as students read various informational and argument articles, they witness evidence of the following habits of character--collaboration, initiative, responsibility, perseverance, citizenship, and service--and discuss what these look and sound like in the texts. Also, students focus on respect, empathy, and compassion as they respond to one another's ideas and skills in written work and in discussions. Students also practice collaboration and taking initiative during discussions. They practice integrity and perseverance as they work independently on assessments. And they take responsibility for their own learning as they track progress on their assessments.

Unit-at-a-Glance

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-at-a-glance chart

Texts and Resources to Buy

Texts and resources that need to be procured. Please download the Required Trade Books and Resources Procurement List for procurement guidance.

Text or Resource	Quantity	ISBNs
Patient Zero by Marilee Peters	One per student	ISBN: 9781773215150

Preparation and Materials

Prepare the Discussion Norms anchor chart with the Level 3 Conversation Cues (Unit 2, Lesson 2 download).

Prepare vocabulary logs and independent reading journals.

Ensure that families are aware of the sensitive content of the social epidemic articles, and prepare students who may be affected by this content in advance.

The following material is introduced in this unit and referenced throughout both the module and the school year:

Argument note-catcher

CCS Standards

Reading—Informational Text

Writing

Speaking and Listening

Language

The Four Ts

Assessment

Habits of Character/Social-Emotional Learning Focus

Unit-at-a-Glance

Texts and Resources to Buy

Preparation and Materials

Lessons

ELA 2019 G7:M2:U2:L1

ELA 2019 G7:M2:U2:L2

ELA 2019 G7:M2:U2:L3

ELA 2019 G7:M2:U2:L4

ELA 2019 G7:M2:U2:L5

ELA 2019 G7:M2:U2:L6

ELA 2019 G7:M2:U2:L8

ELA 2019 G7:M2:U2:L9

ELA 2019 G7:M2:U2:L10

ELA 2019 G7:M2:U2:L11

ELA 2019 G7:M2:U2:L12

ELA 2019 G7:M2:U2:L13

ELA 2019 G7:M2:U2:L15

Get updates about our new K-5 curriculum as new materials and tools debut.

Help us improve our curriculum.