Teacher(s): Aimee Platt
Grade/Subject: Seventh Grade Language Arts
Unit Dates:
10/5—11/13
Unit : 2— Writing to Argue (Collection 4)
Florida
Standard(s):
Benchmarks,
descriptions,
DOK levels,
standards
unpacked
(know/do)
highlighted
LAFS.7.RI.3.8 (DOK 2) 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.
LAFS.7.RI.3.9 (DOK 2) Analyze how two or more authors writing about the
same topic shape their presentations of key information by emphasizing
different evidence or advancing different interpretations of facts.
Know:
--Define relevant evidence.
--Define sufficient evidence.
--Define sound reasoning.
-- Identify the argument and claims in a text.
Know:
--Identify key information by different authors emphasizing different
evidence.
--Identify key information by different authors advancing different
interpretations of facts.
Think:
--Trace the argument and specific claims.
--Assess the relevance of evidence for specific claims.
--Assess the sufficiency of evidence for specific claims.
--Assess the soundness of the reasoning.
--Evaluate the argument and specific claims.
Think:
--Analyze how texts by different authors shape their ideas by emphasizing
different evidence.
--Analyze how texts by different authors shape their ideas by advancing
different interpretations of facts.
RI.2.5 (DOK 2) Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text relate to each
other and the whole
Know:
--Determine how major sections of text contribute to or develop the main
idea.
--Determine text structure author uses to organize text.
Think:
--Analyze how sentences contribute to, or develop the main idea.
--Analyze how paragraphs contribute to, or develop the main idea.
--Analyze how a chapter/section contributes to, or develops the main idea.
LAFS.7.SL.1.3 (DOK 3) Delineate a speaker’s argument and specific claims,
evaluating the soundness of the reasoning and the relevance and
sufficiency of the evidence.
Know:
--Define and identify sound reasoning, arguments, reasons, relevant and
sufficient evidence, and claims.
Think:
--Delineate a speaker’s argument and specific claims.
--Evaluate the soundness of the speaker’s reasoning.
--Evaluate the relevance and sufficiency of the speaker’s evidence.
7.L.1.2 (DOK 2) Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
W.1.1 (DOK 4) Write arguments to support claims in an analysis of
substantive topics or texts using valid reasoning and relevant and
sufficient evidence.
Know:
--Identify alternate and opposing claims.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating,
enjoyable movie but not He wore an old[,] green shirt).
b. Spell correctly.
Know:
Unit Learning
Goals:
Unit Essential
Questions:
Unit
Assessments:
Progress
Monitoring
Higher Order
Question(s)
--Identify accurate, credible sources. Determine how to introduce claims
and acknowledge alternate or opposing claims.
--Apply correct capitalization and punctuation.
--Apply correct spelling.
Think:
--Organize reasons and evidence logically.
--Determine logical and relevant support for claims.
--Evaluate sources for credibility and accuracy.
--Evaluate relevance of the evidence.
--Understand the topic or text.
Do:
--Recall and apply spelling rules.
Do:
--Produce an argument which introduces claims and acknowledges
opposing or alternate claims.
--Produce an argument to support claims, which is logically organized.
--Produce an argument to support claims, which supports claims with
logical reasoning and relevant evidence.
--Produce an argument to support claims, which cites credible and
accurate sources.
Students will be able to:
--Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the
evidence.
--Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
--Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
--Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
--How does the author’s claims used in the text affect the outcome of an argument?
--How does the text structure help me understand the text?
--Why does the structure of the text matter?
--How does the text structure of a poem or drama impact meaning of the text?
--How does the organization of the text contribute to the overall development of the ideas?
--How can I use relevant reasons to write an argument to support a claim?
--How can I use credible information to support my claims in an argument?
Formative Assessments
 Sugary Drinks Race Paragraphs
 Kennedy Breakdown and Race Paragraph
 Ocean Breakdown and Race Paragraph
Summative Assessment
 Write an argumentative essay (Directions on page 102 in Performance Assessment Workbook)
See WICR Strategies and Accommodations
LAFS.7.RI.3.8
How does the author ensure sound reasoning throughout the text?
--The student must analyze a text to identify how the author ensures that the reasoning is sound.
Trace the author’s argument throughout the text by selecting two sentences from two different paragraphs that express a central idea.
--The student must trace the text’s central argument by locating two sentences from different paragraphs that express the central ideas.
What is the central claim of the paragraph? How does the author develop this claim throughout the paragraph?
--The student must determine a paragraph’s central claim and analyze its development within the paragraph.
Select how the author develops an argument throughout the text. Select a sentence where the author uses relevant and sufficient evidence to support the
argument.
--The student must determine the author’s central argument and analyze how it develops throughout the text. The student must then support the analysis by
evaluating and selecting relevant textual evidence.
How does the author support the claim that (insert claim)?
--The student must determine meaning from the provided claim and analyze its development in the text by evaluating the evidence used to support it.
LAFS.7RI.2.5 (DOK2)
--How do the following sections/paragraph __ develop the author’s main idea?
--How does the author structure the text to support and develop his/her main ideas?
--What particular sentences/paragraphs/chapters contribute to and develop the main ideas?
--Is the structure of the sentences/paragraph/section effective? Use examples to support your analysis.
Unit Key
Vocabulary
Argument
Claim
Counterclaim
Reason
Evidence (relevant and sufficient)
Compare
Unit : 2— Writing to Argue From Close Reading (Collection 4)
Learning Goals: Delineate and evaluate the argument and specific claims in a text,
Essential Questions: How does the author’s claims used in the text affect the
including the validity of the reasoning as well as the relevance and sufficiency of the
outcome of an argument?
evidence.
Week 8
Monday,
Rigor Level
Tuesday,
Rigor Level
Wednesday, Rigor Level
Thursday,
Rigor Level
Friday,
Rigor Level
10/12
DOK 2
10/13
DOK 3
10/14
DOK 3
10/15
DOK 4
10/16
DOK 4
Daily
Objective
Students will read articles,
and be able to explain their
reasoning for choosing a
side, citing textual evidence
for support.
Students will be able to write
a claim and 1st reason
paragraph, citing textual
evidence for support.
Students will write a
counterargument paragraph,
citing textual evidence for
support.
Students will read articles,
and be able to explain their
reasoning for choosing a
side, citing textual evidence
for support.
Students will work with their
group, to write the claim and
1 thesis statement/reason
body paragraph, citing
textual evidence for support.
BELL
RINGER
Students will rate themselves
on the scale and explain why
they chose that.
Read and discuss the Sugary
Drinks article
I DO:
Caught Ya
Caught Ya
Caught Ya
Caught Ya
Continue to discuss the
Sugary Drinks article.
Model how to write a
counterargument paragraph
for Sugary Drinks Article.
Discuss the expectations for
working with your group to
annotate and analyze the
pro/con Ebola article.
Review the expectations for
writing the claim and reason
body paragraph with your
group for the Ebola article.
Model how to create a claim
and 1st reason body
paragraph.
WE DO:
Discuss the article and
reasons for the claim and
counterargument
Discuss the textual evidence
we will use to support our
paragraph.
Discuss the textual evidence
and elements of a
counterargument paragraph.
Discuss group expectations.
Review group expectations
YOU DO:
Annotate the text during
reading and give input as to
which side you choose.
Write what I type on the
board, contributing to the
paragraph, as you are called
on.
Write what I type on the
overhead, contributing to the
paragraph, as you are called
on.
Work with your group to
read and analyze the pro/con
Ebola article, contributing
your thoughts to the group.
Homework
Read an AR Book
Read an AR Book
Read an AR Book
Read an AR Book
Work with your group to
help create the thesis
statement and 1st reason
paragraph, for the Ebola
article.
Read an AR Book
EXIT
TICKET:
Do you think we should ban
the labels on sugary drinks?
What are the elements of a
body paragraph for an
argumentative essay when
writing a reason paragraph?
What are the elements of a
counterargument paragraph
for an argumentative essay?
Should we send troops to
Africa to fight Ebola?
What are you still struggling
with when writing a reason
body paragraph for
argumentative essays?
7.RL.3.8 Scale
4
3
2
1
0
I am able to explain and support my analysis of an argument and specific claims in a multi-paragraph essay, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims.
I am able to 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.
I am able to trace the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not supported.
I am able to trace the argument and identify specific claims in a text.
I am not able to trace the argument or identify specific claims in a text.
Writing
Writing activities that help
students understand the
content
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within
a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important
information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have
learned and what they still need
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WICR Strategies used during each unit.
Inquiry
Collaboration
Questioning strategies
Working together with a
that help students
partner or in a group of
understand the content
students to understand, to
problem solve, or to
complete a task/project
Higher level questioning
Think Pair Share
in classes
• Costa’s Level 1: Students
Sharing ideas with a
find the answers right there
partner or in a group
in the text.
Carousel/Gallery Walk
• Costa’s Level 2: Students
must figure out the answer
Problem solving in groups
from information in the
text.
Projects in groups
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
Reading
Any strategies in reading
that help students
understand
Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
Read directions for the student
 Allow student time to step out to de Extended time on assignments =1 day
 Read Aloud to Students
escalate
Check for understanding
 Preferential seating
 Visual manipulatives

Testing
in
small
groups
Allow to leave class for assistance
 Written direction given
 Cooperative Learning,
 Use of a planner/binder for organization
Extra time for exams
 Break directions into chunks
 Vocabulary, Description,
Introduction,
 English Language Dictionary
Daily agenda
.