River Dell Regional School District Research 4 Today ... · themes of the mentor texts that students are reading in the English 7 and 8 classes. The mentor texts are noted in the

River Dell Regional School District

Research 4 Today Curriculum Grades 7 & 8

2017

Mr. Patrick Fletcher Superintendent

River Dell Regional Schools Ms. Lorraine Brooks Mr. Richard Freedman Principal Principal River Dell High School River Dell Middle School

Mr. William Feldman

Assistant Superintendent of Curriculum and Instruction

Curriculum Committee

Ms. Lauren Colletti Ms. Jennifer Jarusiewicz

Ms. Mary Kay Risi Ms. Kathy Voorhis Ms. Heather Walker

River Dell Regional School District Research 4 Today Grades 7 & 8 Curriculum Approved July 24, 2017 2

Table of Contents

Introduction Page 3 By the End of Seventh Grade

Unit One: Understanding Disabilities and Accepting Differences Page 4

Unit Two: How Communities Organize Page 8

Unit Three: The Importance of Reputation Page 12

Unit Four: Living in a World of Change Page 16

By The End of Eighth Grade:

Unit One: Coming of Age in the Digital Age Page 20

Unit Two: Choosing Sides Page 24

Unit Three: When the Going Gets Tough Page 28

Unit Four: Citizens of the World: Why Should I Care? Page 32

RESOURCES Page 36


Introduction Research 4 Today is a literacy based course that complements the English 7 and

English 8 courses. The course is divided into 4 units and each unit aligns with the major themes of the mentor texts that students are reading in the English 7 and 8 classes. The mentor texts are noted in the Resource section of the curriculum at the end of each unit. Throughout each unit, students will be engaged in activities that will enhance their ability to read for meaning, understand literary devices the author uses to convey meaning, synthesize multiple sources of information to develop deeper understandings, produce writing that reflects organized thought, and use correct spelling, grammar, and mechanics. The reading is based on informational text, which is the type of reading NJSLS and PARCC are requiring from students. Instructional delivery will follow the I.D.E. (Innovative Design in Education) model. This methodology is characterized by a non-synchronistic student centered learning approach that allows students to complete different learning tasks in an order that they choose. The methodology also includes an infusion of technology to support learning by having students independently go to certain links or word documents for information needed to complete a task. The tasks are problem based so whatever is learned is then applied in a meaningful way. The problem based tasks that students will be engaged in is reflected in the Assessment section of the curriculum. Finally, in keeping with the title of the course, students will be involved in doing research that is driven by the Essential Questions of each unit. The research skills that they learn and practice in each unit will contribute to their success in research requirements in their other middle and high school courses. .


BY THE END OF SEVENTH GRADE UNIT ONE: UNDERSTANDING DISABILITIES AND ACCEPTING

DIFFERENCES

STATE STANDARDS NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

NJSLSA.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text.

NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

NJSLSA.R8. 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.

NJSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.


NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation.

NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

NJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

NJSLSA.L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

NJSLSA.L3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

NJSLSA. L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

NJSLSA.L5. Demonstrate understanding of word relationships and nuances in word meanings.

NJSLSA.L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the


college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

8.1 Use digital tools to access, manage, evaluate, and synthesize information in order to solve problems and communicate knowledge

9.1.8.A.2 Implement problem- solving strategies to solve a problem in school or the community

9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects

9.1.8.D.3 Use effective communication skills face to face and online interactions with peers and adults from home and from diverse cultures

9.1.8.E.2 Analyze the role of digital media in sales and marketing and in delivering cultural, political, and other societal methods

9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing individual or group goals within or outside the classroom

BIG IDEAS/COMMON THREADS Different disabilities present different challenges to learners. ENDURING UNDERSTANDINGS People learn and function in different ways and we should not label them because of it.

ASSESSMENTS Demonstrate an understanding of different types of disabilities and how they

impact learning and functioning [Create 1) a buddy system for your school that would help students with disabilities be more successful; 2) a public service announcement urging listeners/viewers to understand the differently abled, or 3) a lesson that educates elementary school children about helping students with disabilities.]

Related Activities: I.D.E. Task List

Technology can include: PowerPoint, Prezi

ESSENTIAL QUESTIONS

What are some challenges that people with disabilities face?

What can we do to help them learn?

LESSON OBJECTIVES Students will be able to…

demonstrate an understanding of disabilities and support it with facts and details

present ideas for strategies to help people with disabilities

synthesize multiple texts to defend an argument

read text for meaning

utilize an Annotation Rubric to improve reading comprehension

seek information


process and use information

practice practical and responsible use of information

express in writing cohesive thinking

utilize a Writing Rubric to improve writing

read text with grade level complexity

demonstrate grade level grammar, usage, and mechanics skills

make decisions independently on how to approach a task

utilize technology to communicate a solution to a problem

use Noodletools notecards

gather relevant information by assessing the credibility and accuracy of each source

quote or paraphrase information avoiding plagiarism and following a standard format for citation

develop expertise through research about a problem and make a claim to support a solution

work as a contributing member of a team to achieve specific outcomes

show respect for divergent points of view by acknowledging them

recognize how digital media impacts a person’s perspective

show the self-discipline to do your best, reach a goal or perform an assigned task with good work quality

LEARNING ACTIVITIES Learning tasks can possibly include…

Access resources

Work collaboratively

Read articles related to the issue

Utilize technology to communicate a solution to the problem

RESOURCES Freak the Mighty Achieve 3000 articles Teen Health & Wellness – RD subscription database accessed through the Library Media Center schoolwires page titled Research Databases: http://www.riverdell.org/Page/4054 Morquiosity– reputable source of information on all aspects of the disease: http://www.morquiosity.com/ Annabelle’s Journey to a Cure for Morquio Syndrome (MPS IV) – website relating the struggles of little girl and her family: http://www.morquio.org/

http://www.riverdell.org/Page/4054

http://www.morquiosity.com/

http://www.morquio.org/


BY THE END OF SEVENTH GRADE UNIT TWO: HOW COMMUNITIES ORGANIZE


































NJSLSA.L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary


knowledge when encountering an unknown term important to comprehension or expression.







BIG IDEAS/COMMON THREADS Communities need a balance of rules, values and freedom.

ENDURING UNDERSTANDINGS People create communities centered around their values, culture, and customs.

ASSESSMENTS Demonstrate an understanding of how communities are formed. [Create 1)

bylaws for school club; 2) a website describing the values, culture, and customs of a community; or 3) an ad that urges others to join a community based on its values.]

Technology can include Nimbus, PowerPoint


ESSENTIAL QUESTIONS How do we balance rules and freedom to create a community?


read texts with grade level complexity

write utilizing figurative language and sophisticated vocabulary

demonstrate grade level grammar, usage, and mechanic skills

utilize persuasive writing techniques

recognize similarities and differences between communities

seek information




















apply technology to enhance meaning, communication and productivity


Access resources


Utilize technology to develop a product that addresses the problem

Write journal entries or short open ended responses

RESOURCES The Giver


BY THE END OF SEVENTH GRADE UNIT THREE: THE IMPORTANCE OF REPUTATION











































BIG IDEAS/COMMON THREADS Reputation is important and our actions have an impact on our reputations. Strategies need to be enacted to protect our reputations, especially in the digital age.

ENDURING UNDERSTANDINGS Our actions have consequences that influence the way others perceive us.

ASSESSMENTS Demonstrate an understanding of the importance of reputation, and the need to

protect it in the digital age. [Create a cyberbullying prevention program and present it to the Middle School Principal.]


ESSENTIAL QUESTIONS What do we do to protect our reputations?

How have people ruined or restored their reputations?



work collaboratively

examine the ways in which social media affects reputation

seek information



read texts with grade level complexity






















News articles about celebrities

Working collaboratively

Accessing digital resources

Brainstorming a plan of action to restore a reputation

RESOURCES The Notorious Benedict Arnold Achieve 3000 A 'How to Get Into College by Really, Really Trying' Novel. New York Times article of April 6, 2006 on the high-achieving Ridgewood teenager and Bergen Academies graduate who, as a freshman at Harvard, wrote and received a $500,000 advance for her full-length novel How Opal Mehta Got Kissed, Got Wild and Got a Life. http://www.nytimes.com/2006/04/06/books/06opal.html?_r=0 Aggrieved Publisher Rejects Young Novelist’s Apology. Follow-up New York Times article detailing the evolving plagiarism scandal. http://www.nytimes.com/2006/04/26/books/26book.html Today Show Interview with Katie Couric. Kaavya Viswanathan video interview days after plagiarism scandal broke – 9 minutes. http://www.today.com/video/today/12494858

http://www.today.com/video/today/12494858


BY THE END OF SEVENTH GRADE UNIT FOUR: LIVING IN A WORLD OF CHANGE











































BIG IDEAS/COMMON THREADS Even when confronted with scientific evidence, some people refuse to change their beliefs.

ENDURING UNDERSTANDINGS People may find it difficult to accept new ideas, new technology and new concepts.

ASSESSMENTS Demonstrate an understanding of the need to consider scientific evidence.

[Create a 1) poster; 2) PowerPoint or Prezi; or 3) public service announcement that supports the need to accept scientific findings about global warming.]


ESSENTIAL QUESTIONS How does science explain the past and help society prepare for the future?


compare a past issue based in scientific research to a contemporary one.

identify author’s craft in a text



utilize persuasion to defend a position

work collaboratively

seek information























Read text with grade level complexity


Research global warming/climate change

RESOURCES Inherit the Wind cbsnews.com [www.cbsnews.com/news/the-age-of-warming] pbs.org [www.pbs.org/.../episodes/arctic-bears/polar-bears-make-a-difficult-decision/782/]


BY THE END OF EIGHTH GRADE UNIT ONE: COMING OF AGE IN THE DIGITAL AGE











































BIG IDEAS/COMMON THREADS Teenagers today face unique challenges because of having to navigate modern technology.

ENDURING UNDERSTANDINGS The decisions made when using technology can have lasting effects on our own lives as well as the lives of others.

ASSESSMENTS Demonstrate an understanding of how technology impacts student’s lives as well

as the world around them. [Use research strategies to create a public service announcement as a running, prerecorded PowerPoint Presentation aimed at raising awareness about the issue, such as how technology impacts interpersonal relationships, schoolwork or the digital self.]

Related Activities: IDE Task List

ESSENTIAL QUESTIONS

What issues or challenges do today’s teenagers face due to technological advancements?


navigate the River Dell network.

examine the ways in which technology affects their school work, relationships with others and the kind of people they are becoming.

recognize decisions have consequences.

recognize technology impacts interpersonal relationships, school, and the digital self

read text for meaning.

utilize an Annotation Rubric to improve reading comprehension.


synthesize multiple texts to defend an argument.

express in writing cohesive thinking.

utilize a Writing Rubric to improve their writing.

read text with grade level complexity.

demonstrate grade level grammar, usage, and mechanics skills.

make decisions independently on how to approach a task.

utilize technology to communicate a solution to a problem.

use Noodletools notecards.

gather relevant information that assesses the credibility and accuracy of each source








LEARNING ACTIVITIES Learning tasks can possibly include:

Reading articles related to the issue

Viewing short news segment related to the issue

Accessing various digital resources

Working collaboratively

Using technology to develop a product that addresses the problem

Lesson: Reviewing use of Noodletools notecards

Lesson: Inference

RESOURCES That Was Then, This is Now District databases Related news articles


BY THE END OF EIGHTH GRADE UNIT TWO: CHOOSING SIDES











































BIG IDEAS/COMMON THREADS History is marked by events which resulted in the choosing of a side.

ENDURING UNDERSTANDINGS Sometimes our personal values can compel us to choose a side of an issue. Choosing a side can be difficult and requires us to understand how to evaluate different sides of an argument or understand different perspectives.

ASSESSMENTS Demonstrate an understanding of various sides of an issue [Choose a side of a

historical or modern issue (American Revolution, Suffrage Movement, Civil Rights movement, Immigration, providing military/economic support or sanction) and create a social media campaign trying to persuade others to your point of view.]

Related Activities: IDE Task List

Technology can include blogging (School Wires), Imitative Social Media formats (Nimbus), website construction

ESSENTIAL QUESTIONS What role does a person’s values play in determining the level of risk s/he will

take to defend an issue?


understand that many notable figures in history often took great personal risk to support their beliefs or effect change

evaluate the facts surrounding an issue as part of decision-making

demonstrate a continued understanding of navigating the River Dell Network

read a text and determine author point of view

annotate a text in order to improve reading comprehension

cite textual evidence


synthesize multiple texts in order to defend an argument.

delineate and evaluate the argument in a text

identify writing crafts used by the author in order to construct an argument or present point of view

introduce and support a claim

continue using Noodletools notecards










close reading of a persuasive essay or article with an eye toward Author Craft

Writer’s Craft—crafting an argument (how does the author craft an argument)

Lesson: Crafting an argument

Introduction to or review of Modes of Persuasion (Ethos, Pathos, Logos)

short open-ended responses or journal entries

viewing or listening to a speech

use One Note tag tool to identify point of view, supporting evidence, and counterarguments in non-fiction text

RESOURCES Chasing Lincoln’s Killer NY Times Upfront Magazine


BY THE END OF EIGHTH GRADE UNIT THREE: WHEN THE GOING GETS TOUGH











































BIG IDEAS/COMMON THREADS Difficult times require a person to draw on his or her strengths in order to survive.

ENDURING UNDERSTANDINGS

Historical figures that lived through difficult times drew on common traits to survive.

ASSESSMENTS Demonstrate an understanding of the struggle to overcome adversity [Create a

How-to book that helps adolescents respond to age-appropriate challenges; or create a documentary or biopic of a Civil War Era abolitionist such as Frederick Douglass, Solomon Northup, Harriet Tubman, or Sojourner Truth, highlighting their personal strengths.]

Technology can include: Prezi, Movie Maker, Digital video cameras


ESSENTIAL QUESTIONS What qualities does a person possess that help him or her overcome adversity?


demonstrate a continued understanding of navigating the river dell network

read a text and determine importance

cite textual evidence

identify elements of biography as a genre

identify writing crafts used by the author in order to construct an argument or present point of view

introduce and support a claim


utilize an Annotation Rubric to improve reading comprehension.









use Noodletools notecards.









LEARNING ACTIVITIES Learning tasks can possibly include:

examination of an historical document

close reading of a persuasive essay or article with an eye toward author’s craft

lesson: crafting an argument

writer’s craft – crafting an argument (how does the author craft an argument)

introduction to or review of modes of persuasion (ethos, pathos, logos)

viewing or listening to a speech

RESOURCES When I Crossed No-Bob NY Times Upfront Magazine Primary source documents: Archival articles reporting the death of Abraham Lincoln


BY THE END OF EIGHTH GRADE UNIT FOUR: CITIZENS OF THE WORLD: WHY SHOULD I CARE?











































BIG IDEAS/COMMON THREADS We are our brothers' and sisters’ keepers.

ENDURING UNDERSTANDINGS:

Not all people enjoy the standard of living that we do, and there are opportunities to assist others on both local and global levels

ASSESSMENTS

Demonstrate an understanding of social responsibility. [Create a news-segment a contemporary issue, such as 1) immigrant children crossing the southern U.S. border; 2) the kidnapping of Nigerian girls by Boko Haram or other international issues surrounding the effects of being female in much of the world; or 3) workers' rights, and urges peers to action.]

Related activities: IDE Task List

Possible technology: allow students to choose their preference based on previous modes of presentation

ESSENTIAL QUESTIONS

To what extent are we responsible for the well-being of others?


navigate the River Dell network.

examine the ways in which students can assist others.

have compassion for the struggle of others.


annotate text in order to improve reading comprehension.












gather relevant information that assesses the credibility and accuracy of each

source







apply technology to enhance meaning, communication and productivity utilize tools in One Note to differentiate text for struggling learners

LEARNING ACTIVITES Learning tasks can possibly include…

accessing various digital resources

working collaboratively

using technology to develop a product that addresses the problem

journal entries or short open-ended responses

RESOURCES Night Related news articles and video segments Jacob Riis photographs District databases


RESOURCES

Research 4 Today

Unit 1: Coming of Age in a Digital Age In the book That Was Then, This Is Now, Bryan is faced with a difficult decision. What Bryan

decides will change his brother’s life forever. Although this book was written forty years ago,

today’s teenagers also face difficult decisions: some similar to those outlined in the book, as

well as a whole host of new challenges brought on by the technical advancements of our age.

Each day, we make decisions about our use of technology that affect our schoolwork, our

relationships with others, and even the kind of people we are becoming.

Explore this issue through research, focusing on this essential question:

What issues or challenges do today’s teenagers face due to technological advancements?

Select one of the following issues or challenges to research:

1. Interpersonal Relationships – Friends and Family

2. School – Work, Disciple, and Distraction

3. Digital Self/Citizen – Who are You Online?

Using PowerPoint, create a Public Service Announcement based upon your research aimed at

raising awareness about the issue.

Project Rubric or Checklist:


Name: ___________________________ Research for Today Unit 1: Coming of Age in a Digital Age Date Due: _______

* Sample of an IDE-style task list that could be adjusted to accommodate any of the four research units. * Consider inserting a “Date Due” Column if you’d like to provide due dates for individual assignments. * Consider asking students to turn in this task list stapled to any other work they are required to submit; use it as a grading checklist as well.

Task Where to Find It

Task Sequence

Possible Points

Earned Points

I’m Done!

Read three articles in packet; annotate for meaning

Crate

*Do this first! - after the lesson

20

Complete a “Choosing my topic” worksheet

Crate

*Do this second!

10

Refer back to the three articles in the packet; highlight facts related to your chosen topic

Your binder Your choice 10

Using a school database, find one article on your topic

School Wires Link

Your choice 10

View a video clip – Select the short clip related to your topic and complete the note sheet.

School Wires Link

Your choice 10

Create 10 Noodletools notecards on your topic, using the four articles and the video clip.

School Wires Link

Your choice –after the lesson

25

Respond to the open-ended prompt

Crate Last 15

Lessons:

Annotating a Text Class Mon 9/15

Using Noodletools Notecards

Class Wed 9/17

Scoring and Comments: Total Points

Total Earned

100 /100


RESOURCES GRADES 7 & 8


Documents

River Dell Regional School District Research 4 Today ... · themes of the mentor texts that students are reading in the English 7 and 8 classes. The mentor texts are noted in the