<p>Unit Title Focusing Lens(es)</p><p>Inquiry Questions (Engaging- Debatable):</p><p>Unit Strands Concepts</p><p>Generalizations My students will Understand that…</p><p>Research stimulates inquiry and discovery and provides writers with new information and perspectives. (RWC10- GR.7-S.3-GLE.2-E</p><p>Connections between texts provide researchers with balanced and organized viewpoints. (RWC10-GR.7-S.2- GLE.2-EO.c.iv) and (R</p><p>Responsible researchers evaluate sources for credibility and cite information accurately and ethically to acknowledge the work of oth</p><p>Researchers analyze word choice and differentiate word meanings of technical and domain-specific vocabulary to enhance informat</p><p>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.)</p>