Unit Title Focusing Lens(es)

Inquiry Questions (Engaging- Debatable):

Unit Strands Concepts

Generalizations My students will Understand that…

Research stimulates inquiry and discovery and provides writers with new information and perspectives. (RWC10- GR.7-S.3-GLE.2-E

Connections between texts provide researchers with balanced and organized viewpoints. (RWC10-GR.7-S.2- GLE.2-EO.c.iv) and (R

Responsible researchers evaluate sources for credibility and cite information accurately and ethically to acknowledge the work of oth

Researchers analyze word choice and differentiate word meanings of technical and domain-specific vocabulary to enhance informat

Critical Content: My students will Know… • The difference between paraphrasing and plagiarizing (RWC10-GR.7-S.1-GLE.1- RA.1) • The difference between a main idea and supporting details (RWC10-GR.7-S.1- GLE.2-EO.b) • The features (including text and visual representations) and formatting options present in informational text (RWC10-GR.7-S.2-GLE.2-EO.b.ii, iii) • The ways that researchers use and organize multiple sources (RWC10-GR.7-S.2- GLE.2-EO.c) and (RWC10-GR.7-S.4-GLE.2-EO.a) and (RWC10-GR.7-S.4-GLE.1-IQ.1-3; RA. 3-6) and (RWC10-GR.7-S.4-GLE.2-IQ.4, N.2) • Methods that researchers use to identify a topic and develop an idea to explore (RWC10-GR.7-S.3-GLE.2-RA.2) and (RWC10-GR.7-S.4-GLE.1-EO.a.i) • The uses of general and specialized referenced materials in the research and writing process(RWC10-GR.7-S.2-GLE.3-EO.a; RA.1; N.1-2) • The writing process, including conducting research (RWC10-GR.7-S.4-GLE.1.EO.a, b, c.) the text (RWC10-GR.7-S.2-GLE.2-EO.b.ii, iii) • Organize and synthesize information from multiple sources (RWC10-GR.7-S.2- GLE.2-EO.c.iv) and (RWC10-GR.7-S.4-GLE.2-EO.a) • Use graphic organizers to group or sort information from multiple sources • Use strategies that help determine the relevance of information • Determine the reliability and credibility of information • Synthesize information to determine the information’s relevance and applicability • Synthesize information to derive new information, ideas, or conclusions • Synthesize information from multiple sources to support one’s research project • Use a variety of strategies to determine word meaning and usage (RWC10-GR.7- S.2-GLE.3-EO.a; RA.1-3, N.1-2) • Use structural clues to construct meaning of words and passages • Use other context clues to construct meaning of words and passages o Identify and use antonym and synonym context clues o Identify and use explanation context clues • Use a word’s position or function in a sentence as a clue to the meaning of a word or phrase • Use the tone of a passage to determine an approximate meaning of a word • Learn common Greek and Latin roots • Learn common Greek and Latin prefixes and suffixes • Determine the meaning of unfamiliar words using knowledge of common Greek and Latin roots, prefixes, and suffixes • Conduct research project to answer a question, drawing on several relevant sources. (RWC10-GR.7-S.4-GLE.1.EO.a-ALL, b.-ALL, c.) • Generate questions in order to conduct a short research project o Identify a specific topic for research o Develop a central idea or focus • Use several sources to explore the topic and generate further questions for further research • Gather relevant information from multiple print and digital sources Unit Planning for 7th Grade Reading, Writing, and Communicating o Use an Internet search engine to find relevant information • Attribute the work of others appropriately o Use and punctuate quotations properly o Paraphrase ideas and conclusions of others o Understand and learn how to avoid plagiarism • Follow a standard format for citing sources • Compose an informative text based on research (RWC10-GR.7-S.3-GLE.2-EO.b – ALL, S.4-GLE.2-EO.b-c) • Write an informative or explanatory essay o Compose an informative or explanatory SCR or 100 word text • Use the District informative writing rubric to assess and improve one’s writing • Write reports based on research • Present research findings in writing • Present research findings orally • Use a presentation rubric • Revise and edit an informative text (RWC10-GR.7-S.3-GLE.3-EO.a-ALL, b.ii, c., d., e.i, ii, v, vi, vii, viii, f.) • Learn and use common editing symbols • Use conventions of standard English capitalization • Use rules for comma usage o Items in a series, two or more adjectives, direct address, parenthetical expressions, compound sentences, appositives and appositive phrases, introductory clauses or phrases • Correctly punctuate text with commas • Identify independent clauses and combine them in compound sentences • Use compound or complex sentences to signal differing relationships among ideas • Use commas, parenthesis, or dashes to set off nonrestrictive/ parenthetical elements • Use colons and hyphens correctly • Use semicolons correctly • Write and punctuate compound and complex sentences correctly • Write with consistent verb tense across paragraphs • Use adjectives and adverbs to strengthen writing • Vary sentences using prepositional phrases • Ensure subjects and verbs agree in the presence of intervening phrases • Use pronoun-antecedent agreement, including indefinite pronouns • Use the Internet to conduct research to support one’s writing • Use technology, including the Internet, to enhance writing with images, graphs, links, etc. • Use technology to collaborate with others and to share ideas and one’s writing • Cite Internet sources correctly • Correctly cite and reference resources (direct and indirect) Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the hypocrisy of slavery through the use of satire.” A student in can demonstrate the ability to apply and comprehend critical language through the following statement(s): By effectively investigating research pertaining to global warming and exploring the research question (How has our climate changed between the 20th and 21st century?), I learned that different groups hold varied beliefs regarding the causes of climate change. Academic Vocabulary: Plagiarism, Paraphrase, Credibility, Differentiate, Analyze, Summarize, Synthesize, Evaluate, Clarify, Interpret, Citing/citation/works cited, Determining and establishing credibility, Primary/secondary sources, Claims, Evidence Technical Vocabulary: Text/topic dependent based on research question (Ex: global warming, climate change, etc.)