Teacher: B.

Brown
Subject (s): ELA 7 (Resource)
Date(s): November 14-18, 2016
Essential Question: Should we make a home in space?
NVACS/ Standard(s):
W 7.1 - Write arguments to support claims with clear reasons and relevant evidence.
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.
SL 7.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
SL 7.5 - Include multimedia components and visual displays in presentations to clarify claims and findings and
emphasize salient points.
Language Objective (student-friendly): I will use the writing process to write an editorial that answers the question
do the benefits of exploring Mars outweigh the risks?
Standard 1-New Learning is Connected to Prior Learning and Experience
Warm-Up QuestionM-Review your circle map on the characteristics of writing an editorial essay. Justify why there is no room for the
writer to use, "I think, I feel, I believe..." Be Prepared to share your answer with a partner and the class.
T-Describe the difference between a claim and counterclaim. What is your claim and counterclaim for your editorial
essay?
W-Describe the difference between revising and editing in a T-Chart. Be prepared to share with the class.
Th-Revise and then edit the following sentence, "i go to the mall yesterday to by new nikes t-shirts then lunch?"
Indicator 2 - class will review the writing process and discuss how the writing process will be used to write the
editorial for the Performance Task.
Monday-Review in mini lessons the ideas of claim/thesis, evidence, citing the source, and counterclaim. The class

will practice by writing a mini claim, evidence, citing the evidence and counterclaim on the best Thanksgiving dish.
Review what an editorial is in a circle map that students will be able to use for future reference.
Indicator 3 The editorial is the culmination of the Class Learning part of the unit. Students have read examples of
persuasive writing and analyzed claim and evidence. These activities are the students putting into practice the idea
of presenting and proving a claim.
Standard 2-Learning Tasks have High Cognitive Demand for Diverse Learners
On page 164 students will review the elements of an argument and highlight what an effective argument contains
for future reference.
Skim through Leaving Main Street to review a well-crafted argument text. Have students identify the claim,
evidence of the claim and counterclaim.
Students will create an editorial that is at least three paragraphs in length that makes and supports a claim either
supporting or refuting the concept of Mars exploration. They will use evidence from the stories and articles read in
the unit to support their opinion.

Page 165-To develop a claim students will review the texts read in class ("Leaving Main Street"
and "Danger! This Mission to Mars Could Bore You to Death." Students will create a two column list in
which they write the benefits in one column and the risk in the other. Students will complete this activity in
a T-P-S to get ideas from other students.

Students will then decide which position they will defend in their editorial: Do the benefits of exploring
Mars outweigh the risks?

Monday- Students will review the notes and develop a thesis statement. Remind students that a thesis
statement is one strong sentence that states the claim. Their evidence should be listed in the claim (2 pieces
of evidence). Students will need to take out their evidence from last week.

Monday- Students will identify the counterclaim and write it down below the claim (1 piece of evidence

will be used to support counterclaim). Students will then explain on their notes why those views are flawed.

Students will complete the sentence starters on page 165 to get a better idea of what their counterclaim is.

Monday- Have students write down two pieces of evidence to support their claim. This must be done by
citing the source in which the evidence was taken from. Remind students that a reference to the evidence
must be made in the thesis. See above (NEPF Standard 1) for the mini lesson on how to cite the source.

Monday- Students will write down one piece of evidence to support their counterclaim. Again, sources must
be cited. See above on how to cite the source. (NEPF Standard 1).

Tuesday-Wednesday- Students will begin drafting their argument.

Introduction: Topic Sentence, hook, thesis (claim) and concluding sentence.

Body: Topic sentence, reasons and evidence to support claim, and concluding sentence.

Body: Topic sentence, reasons and evidence to support counterclaim, and concluding sentence.

Conclusion: Topic sentence, restate the thesis, a sentence describing why your claim is correct and
concluding sentence.

Create a comic strip showing the process of revising and editing for additional practice.

Indicator 3 students complete various writing tasks throughout the year, including this editorial. As they increase
in complexity and length, students writing skills will improve as well.
Standard 3- Students Engage in Meaning-Making through Discourse and Other Strategies

High Level QuestionsWhat have you learned by writing your editorial? Explain.
What could you do differently the next time you need to write an argument to make the writing experience easier
and make your argument stronger?
Justify why you chose your claim.
Why is it imperative that you connect your ideas in your writing?
Thursday-FridayUse revision and editing strategies to evaluate your own editorial as well as that of a classmate. This is a two step
process and prior to students working with a partner to revise, independent revision must take place first. As
students revise with a partner, they will answer the questions with their partner on page 169 to ensure they are
providing and giving supportive feedback on revising and editing their editorial.
Friday-Students will present their claim to the class and present the counterclaim. They will use the evidence to
support their claim and counterclaim. This will be done on Friday in the last 15 minutes of class.
Indicator 2 Students will present their claim on if they feel the benefits of exploring Mars outweigh the risks.
They are expected to speak loudly and clearly and maintain eye contact with the audience.
Standard 4-Students Engage in Metacognitive Activity to Increase Understanding of and Responsibility for Their
Own Learning
DOK 1: Recall: review claim, counterclaim, evidence, revising, and editing; summarize the articles for the editorial
DOK 2: Concept/Skill: Create claim and counterclaim; organize evidence for both sides
DOK 3: Strategic Thinking: Create an editorial using evidence to prove a claim
DOK 4: Extended Thinking: Evaluate editorials through revision and editing independently and with a partner;
create a final editorial draft.
Friday- Create a final copy of an editorial that presents and proves a claim and addresses a counterclaim.
Closure: Explain how the lesson related to the objective. Be sure to use specific examples to support your answer.
Homework: Students will read chapters 19-21 in "James and the Giant Peach" and complete three double entry
journals.

Create a written summary of the novel

Homework: Read chapters 12-16 in "James and the Giant Peach" novel and complete a journal entry for each
chapter.
Indicator 2 students will revise and edit their papers based on given criteria. They must judge for themselves if
their editorial meets standards and make changes based on that self-assessment.
Friday-Reflect about what you learned by writing your editorial. What could you do differently the next time you
write an argument to make the writing experience easier and to make your argument stronger? This activity can be
found on page 169 in My Perspectives. This activity will be placed on a piece of paper and stapled to the final draft
of the editorial essay.
Standard 5- Assessment is Integrated into Instruction
Performance Task based on the texts read so far in unit 2, as well as outside reading and prior knowledge , write
an editorial in which you respond to the following question: do the benefits of exploring Mars outweigh the risks
Friday- Novel Quiz- Reflect on what you have read in the novel so far. Create a list of adjectives to describe the
novel in a circle map. Present the connection between "James and the Giant Peach" and humans exploring space in
a written description.
Supplementary Materials: My Perspectives book, notebooks, novels, paper, and pencils.
Potential Modifications to Lesson: Modifications may be made on an individual basis according to IEPs, 504 plans, or
because of unexpected situations that arise.