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.

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.