DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: PERFORMANCE TASK: INTRODUCE INDEPENDENT INDEPENDENT LEARNING PERFORMANCE-BASED Speaking and Listening Speaking and Listening LEARNING ASSESSMENT Focus Focus Present an Argument Present an Argument SE pp 430-431 SE p 431 SE pp 432-433 SE pp 434-436 SE pp 437-439 PERFORMANCE TASK PERFORMANCE TASK Essential Question MAKING MEANING PERFORMANCE-BASED What effects do people have ASSESSMENT PREP Present an Argument Present and Evaluate on the environment? Read As a group, students present Students present as a group Students Notice, Annotate, Review Evidence for an a presentation answering this and use checklist items to Independent Learning Connect, Respond as they Argument question: Do people always evaluate. read the selection the first Students evaluate the Strategies have a negative impact on the time. strength of their evidence Create a Schedule environment? STANDARDS First-Read Guide Practice what you have SL.7.1; SL.7.2; SL.7.5; SL.7.6 Evidence Log learned Plan with Your Group Close-Read Guide Students add notes and Take Students analyze the text, Guide evidence that will be used to gather evidence and inform the Independent Learning examples, and organize their Close Read the Text Assessment. Strategies presentation. Students will review the Close Read Model and complete the Writing to Sources: Table of Contents Preview Rehearse with Your close read sections in the Argument Preview the selections in the Students practice the selection. Students will write an unit and discuss how they presentation, fine-tune the argument to answer the relate to the EQ and unit content, and improve their Analyze the Text following: Are the needs of topic. use of media. Students will respond to people ever more important Contents questions about the text, than the needs of animals STANDARDS citing textual evidence. and the planet? SL.7.1.a-b; SL.7.2 Quick Write Argument Rubric Students write about a Students use the rubric to paragraph that grabbed their their revisions. interest. STANDARDS W.7.1.a-b; W.7.4; W.7.10 Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism. Evidence Log
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Focus Present an Argument SE pp 430-431 PERFORMANCE TASK: Speaking and Listening Focus Present an Argument SE p 431 INTRODUCE INDEPENDENT LEARNING SE pp 432-433 INDEPENDENT LEARNING SE pp 434-436 PERFORMANCE-BASED ASSESSMENT SE pp 437-439 PERFORMANCE TASK Present an Argument As a group, students present a presentation answering this question: Do people always have a negative impact on the environment? Plan with Your Group Students analyze the text, gather evidence and examples, and organize their presentation. Rehearse with Your Students practice the presentation, fine-tune the content, and improve their use of media. STANDARDS SL.7.1.a-b; SL.7.2 PERFORMANCE TASK Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.7.1; SL.7.2; SL.7.5; SL.7.6 Essential Question What effects do people have on the environment? Independent Learning Strategies Create a Schedule Practice what you have learned Take Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents MAKING MEANING Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide Close-Read Guide Guide Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Quick Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism. Evidence Log PERFORMANCE-BASED ASSESSMENT PREP Review Evidence for an Argument Students evaluate the strength of their evidence Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Argument Students will write an argument to answer the following: Are the needs of people ever more important than the needs of animals and the planet? Argument Rubric Students use the rubric to their revisions. STANDARDS W.7.1.a-b; W.7.4; W.7.10
myPerspectives_Unit_Planning_Guide_Grade_7_final.docx