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Grade 7- Unit 2 Reading - Critical Reading of Informational Texts
Unit #: MPSCT-027313 Duration: 10.0 Week(s) Date(s): -
Team: Denise Earles (Author), Rebecca Frost, Kristen Fusco, Lynne Nadeau, James Nichols, Celina Martin
Grades:
7
Subjects:
English Language Arts
Unit Focus
You'll start this unit by building engagement in informational texts through inquiry based instruction. You'll compare and contrast
the craft moves, style, content and structure that authors use to engage readers to care about a cause or issue while emphasizing the
importance of determining the credibility of a source.
Bend 1: Critical Reading Across Texts to Develop and Compare Ideas and Information (2.5 weeks)
Bend 2: Informational Reading Clubs - Investigating Text Sets with an Argument Stance (1.5 weeks)
Prior Learnings / Connections
Reading Skills: Questioning and Synthesizing
21st Century Skills: Collective Intelligence, Analyzing
© Eduplanet21 2016 Page 1 of 20 Report produced on Thursday, July 21, 2016 at 07:43:53 AM
ST
AG
E 1
: D
ES
IRE
D R
ES
UL
TS
– K
EY
UN
DE
RS
TA
ND
ING
S
ES
TA
BL
ISH
ED
GO
AL
ST
RA
NS
FE
R
Com
mon
Core
Sta
nd
ard
sE
ngli
sh L
anguage
Art
s :
7
919342 R
eadin
g:
Info
rmati
onal
Tex
t
• C
CS
S.E
LA
-LIT
ER
AC
Y.R
I.7.1
Cit
e se
ver
al p
iece
s of
textu
al e
vid
ence
to s
upport
anal
ysi
s of
what
the
text
says
expli
citl
y a
s w
ell
as i
nfe
rence
s dra
wn f
rom
the
text.
• C
CS
S.E
LA
-LIT
ER
AC
Y.R
I.7.2
Det
erm
ine
two o
r m
ore
centr
al i
dea
s in
a t
ext
and
anal
yze
thei
r dev
elopm
ent
over
the
cours
e of
the
text;
pro
vid
e an
obje
ctiv
e su
mm
ary
of
the
text.
• C
CS
S.E
LA
-LIT
ER
AC
Y.R
I.7.4
Det
erm
ine
the
mea
nin
g
of
word
s an
d p
hra
ses
as t
hey
are
use
d i
n a
tex
t, i
ncl
udin
g
figura
tive,
connota
tive,
and t
echnic
al m
eanin
gs;
an
alyze
the
impac
t of
a sp
ecif
ic w
ord
choic
e on m
eanin
g a
nd
tone.
• C
CS
S.E
LA
-LIT
ER
AC
Y.R
I.7.5
An
alyze
the
stru
cture
an a
uth
or
use
s to
org
aniz
e a
text,
incl
udin
g h
ow
the
maj
or
sect
ions
contr
ibute
to t
he
whole
and t
o t
he
dev
elopm
ent
of
the
idea
s.
• C
CS
S.E
LA
-LIT
ER
AC
Y.R
I.7.6
Det
erm
ine
an a
uth
or'
s
poin
t of
vie
w o
r purp
ose
in a
tex
t an
d a
nal
yze
how
the
auth
or
dis
tinguis
hes
his
or
her
posi
tion f
rom
that
of
oth
ers.
• C
CS
S.E
LA
-LIT
ER
AC
Y.R
I.7.8
Tra
ce a
nd
eval
uat
e th
e
argum
ent
and
spec
ific
cla
ims
in a
tex
t, a
sses
sing w
het
her
the
reas
onin
g i
s so
und a
nd
the
evid
ence
is
rele
van
t an
d
suff
icie
nt
to s
upport
the
clai
ms.
• C
CS
S.E
LA
-LIT
ER
AC
Y.R
I.7.9
An
alyze
how
tw
o o
r
more
auth
ors
wri
ting a
bout
the
sam
e to
pic
shap
e th
eir
pre
senta
tions
of
key
info
rmat
ion b
y e
mphas
izin
g
dif
fere
nt
evid
ence
or
advan
cing d
iffe
rent
inte
rpre
tati
ons
of
fact
s.
919364 S
pea
king &
Lis
tenin
g
• C
CS
S.E
LA
-LIT
ER
AC
Y.S
L.7
.2 A
nal
yze
the
mai
n
idea
s an
d s
upport
ing d
etai
ls p
rese
nte
d i
n d
iver
se m
edia
and f
orm
ats
(e.g
., v
isual
ly, quan
tita
tivel
y, ora
lly)
and
expla
in h
ow
the
idea
s cl
arif
y a
topic
, te
xt,
or
issu
e under
study.
• C
CS
S.E
LA
-LIT
ER
AC
Y.S
L.7
.3 D
elin
eate
a s
pea
ker
's
T1
Com
pre
hen
d a
nd e
ng
age
wit
h a
var
iety
of
texts
in o
rder
to b
ecom
e in
dep
end
ent
crit
ical
thin
ker
s. (
Anal
yzi
ng)
T2
Eval
uat
e th
e au
thor'
s m
essa
ge
and p
urp
ose
cit
ing t
ext
evid
ence
to s
upport
con
clusi
ons.
(A
nal
yzi
ng)
T3
Anal
yze
how
tw
o o
r m
ore
auth
ors
wri
ting a
bout
the
sam
e to
pic
shap
e th
eir
pre
senta
tions
of
key
info
rmat
ion.(
anal
yzi
ng, co
llec
tive
inte
llig
ence
)
ME
AN
ING
UN
DE
RS
TA
ND
ING
SE
SS
EN
TIA
L Q
UE
ST
ION
S
U1
Rea
der
s ch
oose
and
rea
d a
wid
e var
iety
of
texts
and
gen
res
wit
h a
var
iety
of
purp
ose
s to
gro
w a
nd
chan
ge
thei
r th
inkin
g.
U2
Info
rmat
ional
tex
t in
cludes
the
auth
or'
s per
spec
tive
about
an i
ssue.
U3
Rea
der
s use
tex
t st
ruct
ure
s an
d f
eatu
res
to u
nder
stan
d, ques
tion, an
d
inte
rpre
t te
xt.
U4
Auth
ors
mat
ch t
hei
r st
ruct
ure
s, f
eatu
res,
tone
and i
nfo
rmat
ion t
o
mat
ch t
hei
r in
tend
ed a
udie
nce
, purp
ose
and
mes
sage.
U5
Cri
tica
l re
ader
s re
flec
t on a
nd
ques
tion t
he
auth
or
and
tex
t, a
nd
consi
der
dif
fere
nt
per
spec
tives
to e
xam
ine
auth
or'
s m
essa
ge.
U6
Rea
der
s su
pport
and
ela
bora
te o
n t
hei
r in
terp
reta
tion w
ith
des
crip
tion a
nd d
etai
l (b
oth
tex
tual
evid
ence
and s
chem
a).
U7
Rea
der
s noti
ce h
ow
and w
hy
wri
ters
mak
e th
em w
onder
and c
are
about
a to
pic
Q1
How
and
why d
o I
choose
what
I r
ead
?
Q2
What
is
this
auth
or
tryin
g t
o m
ake
me
thin
k a
nd h
ow
is
that
dif
fere
nt
from
oth
er v
iew
s? D
o I
buy i
t? W
hat
sta
tem
ents
or
ques
tions
mak
e m
e w
ant
to k
now
more
?
Q3
What
's t
he
bes
t w
ay t
o t
ackle
this
tex
t an
d c
aptu
re e
vid
ence
and m
y q
ues
tions
and t
hin
kin
g?
Q4
Is t
his
auth
or
cred
ible
? H
ow
do I
know
?
Q5
Is t
his
auth
or
mak
ing m
e ca
re?
Em
pat
hiz
e? D
isag
ree?
AC
QU
ISIT
ION
OF
KN
OW
LE
DG
E A
ND
SK
ILL
KN
OW
LE
DG
ES
KIL
LS
K1
Nonfi
ctio
n t
ext
feat
ure
s
K2
Arg
um
ents
are
bas
ed o
n l
ogic
and e
vid
ence
.
K3
S1
usi
ng c
onte
xt
and t
ext
feat
ure
s to
det
erm
ine
the
mea
nin
g o
f
new
voca
bula
ry;
S2
usi
ng a
rea
der
's n
ote
book
to g
ather
im
port
ant
idea
s an
d
© E
du
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net
21
20
16
Pag
e 2
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Rep
ort
pro
du
ced
on
Th
urs
day
, Ju
ly 2
1,
20
16
at
07
:43
:53
AM
argum
ent
and
spec
ific
cla
ims,
eval
uat
ing t
he
soundnes
s
of
the
reas
onin
g a
nd
the
rele
van
ce a
nd s
uff
icie
ncy
of
the
evid
ence
.
CC
SS.E
LA
-LIT
ER
AC
Y.S
L.7
.1 E
ngage e
ffecti
vely
in a
range o
f coll
aborati
ve d
iscussio
ns (
one-on-o
ne, in
groups, and t
eacher-le
d)
wit
h d
iverse p
artn
ers o
n g
rade
7 t
opic
s,
texts
, and i
ssues,
buil
din
g o
n o
thers' id
eas a
nd
expressin
g t
heir
ow
n c
learly
.
• C
CS
S.E
LA
-LIT
ER
AC
Y.S
L.7
.1.A
Com
e to
dis
cuss
ions
pre
par
ed,
hav
ing r
ead o
r re
sear
ched
mat
eria
l
under
stu
dy;
expli
citl
y d
raw
on t
hat
pre
par
atio
n b
y
refe
rrin
g t
o e
vid
ence
on t
he
topic
, te
xt,
or
issu
e to
pro
be
and
ref
lect
on i
dea
s under
dis
cuss
ion.
919371 L
anguage
• C
CS
S.E
LA
-LIT
ER
AC
Y.L
.7.6
Acq
uir
e an
d u
se
accu
rate
ly g
rade-
appro
pri
ate
gen
eral
aca
dem
ic a
nd
dom
ain-s
pec
ific
word
s an
d p
hra
ses;
gat
her
voca
bula
ry
know
ledge
when
consi
der
ing a
word
or
phra
se i
mport
ant
to c
om
pre
hen
sion
or
expre
ssio
n.
CC
SS.E
LA
-LIT
ER
AC
Y.L
.7.5
Dem
onstr
ate
understa
ndin
g
of
figurati
ve l
anguage, w
ord r
ela
tionship
s, and n
uances
in w
ord m
eanin
gs.
• C
CS
S.E
LA
-LIT
ER
AC
Y.L
.7.5
.C D
isti
nguis
h a
mong
the
connota
tions
(ass
oci
atio
ns)
of
word
s w
ith s
imil
ar
den
ota
tions
(def
init
ions)
(e.
g., r
efin
ed,
resp
ectf
ul,
poli
te,
dip
lom
atic
, co
ndes
cendin
g).
Per
suas
ion
is
des
igned
to e
lici
t em
pat
hy
for
a posi
tion.
K4
Nonfi
ctio
n t
ext
stru
cture
s: c
om
par
e/co
ntr
ast,
surv
ey, ques
tion a
nd
answ
er,
chro
nolo
gic
al, ca
use
and e
ffec
t, p
ersp
ecti
ve
K5
Conte
nt
Voca
bula
ry:
Arg
um
ent,
opin
ion, E
vid
ence
, C
aucu
s, C
laim
,
Counte
rpoin
t, E
mpat
hy, B
ias,
exposi
tion, per
suas
ion, des
crip
tion,
cred
ibil
ity, ci
tati
ons,
bib
liogra
phy,
crit
ical
sta
nce
, sy
nth
esiz
e,
auth
or'
s note
, ce
ntr
al i
dea
, det
ails
ques
tions
about
read
tex
ts.
S3
usi
ng a
ccounta
ble
tal
k i
n p
eer
conver
sati
ons.
S4
iden
tify
ing
and e
val
uat
ing b
iase
d l
anguag
e
S5
sum
mar
izin
g m
ain i
dea
s an
d d
etai
ls
S6
usi
ng n
onfi
ctio
n t
ext
feat
ure
s to
nav
igat
e a
text
S7
gen
erat
ing q
ues
tions
bef
ore
, duri
ng a
nd
aft
er r
eadin
g a
nonfi
ctio
n t
ext.
S8
coll
ecti
ng i
nfo
rmat
ion f
rom
mult
iple
sourc
es t
o g
ener
ate
and
answ
er q
ues
tions.
S9
dis
tinguis
hin
g b
etw
een
arg
um
ent
and
per
suas
ion.
S10
loca
ting a
nd u
sing r
esourc
es t
o a
nsw
er q
ues
tions.
S11
takin
g n
ote
s th
at s
ynth
esiz
e in
form
atio
n f
rom
mult
iple
sourc
es.
S12
synth
esiz
ing
and s
truct
uri
ng n
ote
takin
g
S13
citi
ng t
ext
evid
ence
when
dis
cuss
ing a
nd
deb
atin
g i
dea
s
© E
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20
16
Pag
e 3
of
20
Rep
ort
pro
du
ced
on
Th
urs
day
, Ju
ly 2
1,
20
16
at
07
:43
:53
AM
ST
AG
E 2
: A
SS
ES
SM
EN
T E
VID
EN
CE
PE
RF
OR
MA
NC
E T
AS
K(S
)
Cod
ing
Cod
eE
valu
ati
ve
Cri
teri
aD
escr
ipti
on
PT
1A
sses
smen
t E
vid
ence
:T
ransf
er T
ask:
You'v
e re
ad m
ult
iple
books
about
an i
ssue.
Use
your
note
s to
expla
in h
ow
the
auth
or'
s per
spec
tives
dif
fer
and
how
they
are
the
sam
e.
Are
the
auth
ors
cre
dib
le?
How
do y
ou k
now
?
PT
2A
sses
smen
t E
vid
ence
:
Rea
din
g C
onfe
ren
ce N
ote
s
PT
3A
sses
smen
t E
vid
ence
:P
arti
cipat
ion i
n w
hole
and
sm
all
gro
up
dis
cuss
ions
( U
se c
oll
ecti
ve
inte
llig
ence
rubri
c )
PT
4A
sses
smen
t E
vid
ence
:
Ass
ure
d E
xper
ience
: U
sing y
our
log, ch
eckli
sts
and r
eadin
g r
esponse
journ
al,
refl
ect
on y
our
gro
wth
and g
oal
s as
a
read
er. W
hat
are
your
goal
s fo
r th
e nex
t fe
w w
eeks?
For
the
rest
of
the
school
yea
r?
PT
5A
sses
smen
t E
vid
ence
:
PB
A:
You p
arti
cipat
ed i
n a
n a
rgum
ent
pro
toco
l (o
n a
sel
f-se
lect
ed t
opic
; ch
oic
e of
thre
e to
pic
s).
Now
you'll
use
your
thin
kin
g t
o w
rite
a l
ette
r to
som
eone
that
you w
ant
to c
onvin
ce o
f your
posi
tion.
OT
HE
R E
VID
EN
CE
Cod
ing
Cod
eE
valu
ati
ve
Cri
teri
aD
escr
ipti
on
© E
du
pla
net
21
20
16
Pag
e 4
of
20
Rep
ort
pro
du
ced
on
Th
urs
day
, Ju
ly 2
1,
20
16
at
07
:43
:53
AM
ST
AG
E 3
: L
EA
RN
ING
PL
AN
PR
E-A
SS
ES
SM
EN
TS
Cod
ing
Cod
eD
escr
ipti
on
of
Lea
rnin
g A
ctiv
ity
Exte
nsi
on
/ M
od
ific
ati
on
T/U
/Q/K
/S
Q1
LE1
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
Tea
chin
g P
oin
t:
Info
rmat
ional
Rea
der
s in
ves
tigat
e a
topic
fro
m m
any a
ngle
s, r
eadin
g m
any s
ourc
es t
o g
ather
info
rmat
ion a
bout
mult
iple
per
spec
tives
on a
topic
.
Min
i-le
sson:
Today
I w
ant
you t
o t
hin
k a
bout
the
bes
t w
ay f
or
us
to s
et u
p o
ur
clas
s li
bra
ry a
nd
sort
our
info
rmat
ional
books
so w
e ca
n
thin
k a
bout
com
par
ing a
nd
contr
asti
ng t
he
info
rmat
ion t
hat
var
ious
auth
ors
shar
e w
ith r
ead
ers
about
the
topic
.
Hom
ework
:
(In R
ead
er's
Note
books)
Wh
at t
opic
s ar
e you i
nte
rest
ed i
n r
eadin
g a
bout?
What
are
som
e ad
dit
ional
topic
s th
at m
ight
be
rela
ted
to y
our
area
of
inte
rest
?
Res
ou
rces
•R
ES
12 -
My R
eadin
g L
ife
Log -
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/docu
men
t/d/1
wA
urg
W8qvB
u_35rB
yJe
z7N
VqX
Qe1
X3S
GA
pV
i73767
NY
/edit
(li
nk)
•R
ES
16 -
Rea
din
g I
nte
rest
Inven
tory
- -
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/docu
men
t/d/1
cBD
cssI
H-
g8T
qD
MJu
zKvjr
q71R
AP
oouhw
txc9
CIQ
KT
o/e
dit
(li
nk)
•R
ES
29 -
CC
SS
App
endix
B -
Go t
o P
age
95 f
or
info
rmat
ional
tex
t ex
ample
s -
-
htt
p:/
/ww
w.c
ore
stan
dar
ds.
org
/ass
ets/
Appen
dix
_B
(lin
k)
•R
ES
34 -
Anch
or
Char
t: C
om
mon h
igh-i
nte
rest
books
wit
h l
inks
to n
on-f
icti
ons
-
T/U
/Q/K
/SQ
1
Q2
Q3
LE2
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
Buil
din
g T
ext
Set
s: I
nquir
y L
esso
n
Tea
chin
g P
oin
t:
Nonfi
ctio
n r
eader
s ch
oose
nonfi
ctio
n t
exts
they
love
by i
den
tify
ing
topic
s th
at t
hey
fin
d i
nte
rest
ing. H
ow
can
we
push
ours
elves
to g
o b
eyond
topic
to s
ort
nonfi
ctio
n?
Min
i-le
sson:
Today
I w
ant
to t
each
you t
hat
nonfi
ctio
n r
ead
ers
oft
en t
hin
k a
bout
what
they
rea
lly l
ike
about
cert
ain b
ooks,
so t
hey
can
find o
ther
books
like
those
, an
d t
hen
do m
ore
rea
din
g, an
d b
ecom
e m
ore
and
more
pow
erfu
l as
rea
der
s. O
ne
way
rea
der
s
beg
in t
his
work
is
to s
ort
books
and
art
icle
s in
to t
he
kin
ds
of
nonfi
ctio
n t
hey
love
and
by t
opic
s th
ey c
are
about.
They
do
this
so t
hat
they
can
conti
nue
to l
earn
more
about
the
topic
s th
at a
re o
f re
ally
hig
h-i
nte
rest
to t
hem
.
What
do t
he
auth
ors
do t
o e
ngag
e you?
to t
each
you?
© E
du
pla
net
21
20
16
Pag
e 5
of
20
Rep
ort
pro
du
ced
on
Th
urs
day
, Ju
ly 2
1,
20
16
at
07
:43
:53
AM
What
tex
t fe
ature
s hel
p r
eader
s nav
igat
e an
info
rmat
ional
tex
t?
Coac
hin
g-
Try
to o
utg
row
your
thin
kin
g-d
oes
nonfi
ctio
n o
nly
go t
oget
her
if
it i
s on t
he
sam
e to
pic
? T
ry t
o a
rran
ge
them
acco
rdin
g t
o a
uth
or
or
seri
es.
T/U/Q/K/S
Q5
LE3
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
OP
TIO
NA
L:
Les
sons
on I
nves
tigat
ing L
iter
ary T
echniq
ues
in N
onfi
ctio
n (
to b
e use
d a
s nee
ded
)
Poss
ible
Tea
chin
g P
oin
ts:
•D
efin
itio
ns
teac
h u
s ex
per
t voca
bula
ry
•V
ivid
ill
ust
rati
ons
get
us
inte
rest
ed/e
xpla
in t
hin
gs
•D
iag
ram
s le
t us
see
insi
de
thin
gs
or
see
par
ts
•A
nec
dote
s in
troduce
im
port
ant
peo
ple
, te
ll a
bout
exci
ting e
ven
ts
•D
escr
ipti
on l
ives
in n
onfi
ctio
n
T/U/Q/K/S
Q3
LE4
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
OP
TIO
NA
L:
Usi
ng T
ext
Str
uct
ure
s to
Guid
e N
ote
Tak
ing
Tea
chin
g P
oin
t: N
onfi
ctio
n w
rite
rs s
ynth
esiz
e in
form
atio
n f
rom
thei
r nonfi
ctio
n t
exts
by t
akin
g n
ote
s. T
oday
I w
ould
lik
e
to s
how
you h
ow
non-F
icti
on w
rite
rs g
ive
us
clues
as
to h
ow
we
should
tak
e note
s. B
ased
on t
he
stru
cture
the
auth
or
use
d, sh
ould
I t
ake
my n
ote
s usi
ng a
Ven
n D
iag
ram
? T
-char
t? S
ket
ch?
Boxes
and b
ull
ets?
Bas
ed o
n t
ext
stru
cture
s, n
onfi
ctio
n r
eader
s ta
ke
note
s in
a v
arie
ty o
f w
ays:
•B
oxes
and
bull
ets
•C
ause
and E
ffec
t (W
hat
hap
pen
ed,
why i
t hap
pen
ed)
•C
om
par
e an
d C
ontr
ast
(Ven
n d
iagra
m)
•S
ket
ch a
nd
Lab
el
•W
riti
ng L
ong f
rom
a P
ost
It
•T
imel
ine
Web
Resources
•R
ES
13 -
Note
Tak
ing
Anch
or
Char
ts/T
oolk
it p
ages
- -
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb91Z
0tf
RD
ZtU
3hrN
lk/e
dit
(li
nk)
•R
ES
23 -
Exam
ple
#2 (
Kat
e R
ober
ts)
- -
© E
du
pla
net
21
20
16
Pag
e 6
of
20
Rep
ort
pro
du
ced
on
Th
urs
day
, Ju
ly 2
1,
20
16
at
07
:43
:53
AM
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb91Y
Utn
c2pU
b3Z
BW
DA
/edit
(li
nk)
•R
ES
25 -
Nonfi
ctio
n R
ead
ers
read
wit
h P
ow
er -
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb91eT
Vrd
TR
oU
zBP
OD
g/e
dit
(li
nk)
•R
ES
31 -
Exam
ple
s of
Stu
den
t w
ork
- -
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb91bW
0xR
Vd6Z
EF
hbzQ
/edit
(li
nk)
•R
ES
35 -
Exam
ple
#2 -
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb91W
E9o
a1Z
EY
zZoR
Dg/e
dit
(li
nk)
•R
ES
40 -
Exam
ple
#3 -
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb91Z
nA
zTlh
UM
3B
PZ
XM
/edit
(li
nk)
•R
ES
42 -
Exam
ple
#4 -
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb91O
Dh
VT
llB
cmR
MM
U0/e
dit
(li
nk)
T/U/Q/K/S
Q1
Q3
LE5
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
Advan
cing
What
we
Alr
eady K
now
About
Nonfi
ctio
n
Tea
chin
g P
oin
t:
Nonfi
ctio
n r
eader
s w
ork
to l
ift
the
level
of
thei
r re
adin
g l
ife
and t
he
thin
kin
g t
hey
do a
s th
ey r
ead
by r
efle
ctin
g o
n w
hat
they
hav
e re
ad a
nd w
her
e th
ey a
re i
n t
hei
r goal
s.
Min
i-le
sson:
Spen
d t
ime
hel
pin
g y
our
studen
ts r
efle
ct o
n a
ll t
hey
hav
e al
read
y l
earn
ed a
bout
read
ing
info
rmat
ional
tex
ts, in
cludin
g
det
erm
inin
g m
ain i
dea
s an
d k
ey d
etai
ls, su
mm
ariz
ing, an
d d
escr
ibin
g t
he
stru
cture
s of
texts
. If
nee
ded
, you w
ill
pro
bab
ly
wan
t to
rem
ind y
our
read
ers
that
as
they
set
out
to f
irst
rea
d s
om
e of
the
books
in t
hei
r gro
win
g t
ext
sets
, th
ey k
now
how
to o
rien
t th
emse
lves
to t
he
dif
fere
nt
sect
ions
and s
ubse
ctio
ns,
how
to s
ynth
esiz
e th
e m
ain i
dea
s an
d k
ey d
etai
ls, how
to
teac
h s
om
eon
e w
hat
they
've
lear
ned
.
Mea
nw
hil
e, t
hey
rea
d a
lot,
hopin
g t
o r
ead
more
purp
ose
full
y b
ecau
se o
f new
thin
kin
g w
ork
, but
know
ing t
hey
can
car
ry
along w
ith t
he
stra
tegie
s th
ey a
lrea
dy k
now
as
wel
l.
Act
ive
Engag
emen
t:
Lis
t al
l of
the
thin
gs
you k
now
about
nonfi
ctio
n t
hat
you d
id n
ot
know
bef
ore
.
Turn
and
Tal
k w
ith a
par
tner
- c
om
par
e an
d c
ontr
ast
your
resu
lts.
Rea
der
Res
ponse
Journ
al f
or
the
wee
k:
Sum
mar
ize
an a
rtic
le o
r se
ctio
n o
f a
nonfi
ctio
n b
ook t
hat
you a
re r
eadin
g. W
hat
are
the
centr
al i
dea
s an
d s
upport
ing
det
ails
?
•st
uden
ts s
hould
use
var
ious
note
tak
ing s
trat
egie
s
T/U/Q/K/S
Q2
Q5
LE6
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
Ever
y T
ext
Has
a P
osi
tion
© E
du
pla
net
21
20
16
Pag
e 7
of
20
Rep
ort
pro
du
ced
on
Th
urs
day
, Ju
ly 2
1,
20
16
at
07
:43
:53
AM
Stu
den
ts s
hould
be
anal
yzi
ng t
he
auth
or'
s purp
ose
and
per
spec
tive,
as
nonfi
ctio
n w
riti
ng i
s not
the
truth
, but
rath
er
som
eon
e's
per
spec
tive
on t
he
truth
. S
tuden
ts s
hould
be
thin
kin
g a
bout
texts
as
wri
tten
by a
n a
uth
or
that
has
a p
oin
t of
vie
w, get
ting v
ery
spec
ific
wit
h i
den
tify
ing t
he
poin
t of
vie
w-
not
just
the
one
that
is
bro
ad a
nd o
bvio
us.
They
should
be
askin
g:W
hat
does
the
auth
or
want
me
to f
eel,
thin
k, o
r bel
ieve
about
a t
opic
?
Tea
chin
g P
oin
t: T
oday
I w
ant
to t
each
you t
hat
rea
der
s noti
ce h
ow
a t
ext
is t
ryin
g t
o 'p
osi
tion t
hem
'--
that
is,
'what
is
this
text
tryin
g t
o g
et m
e to
thin
k/f
eel/
bel
iev
e? A
nd
do I
agre
e w
ith t
hat
?'
Poss
ible
Pro
mpts
:
•I
hea
r _____ t
he
most
in t
his
tex
t bec
ause
...
•I
hea
r _______ t
he
least
in t
his
tex
t bec
ause
.........
•In
lis
tenin
g t
o t
he
voic
es,
I hea
r la
nguage
............ t
hat
support
s th
e posi
tion t
hat.
......
•I
am
most
ly r
eadin
g t
his
tex
t as
an i
nsi
der
and i
t hel
ps
me
under
stand........T
his
hel
ps
me
under
stand t
he
text
wit
h d
eeper
com
ple
xity
bec
ause
......
•I
am
most
ly r
eadin
g t
his
tex
t as
an o
uts
ider
and i
t hel
ps
me
under
stand......T
his
hel
ps
me
under
stand t
he
text
wit
h d
eeper
com
ple
xity
bec
ause
........
•T
he
reaso
n I
fee
l li
ke a
n i
nsi
der
/outs
ider
when
rea
din
g t
his
tex
t is
bec
ause
of.
..
Lif
ting t
he
Lev
el o
f th
inkin
g:
•H
ow
does
the
info
rmat
ion p
rese
nte
d c
onnec
t w
ith a
nd
or
contr
adic
t in
form
atio
n l
earn
ed i
n o
ther
sourc
es?
Resources
•R
ES
4 -
Str
uct
ure
s W
e K
now
Anch
or
Char
t -
- htt
p:/
/ww
w.p
inte
rest
.com
/pin
/335307134727553701/
(lin
k)
•R
ES
14 -
Use
Stu
den
t G
ener
ated
Char
t fr
om
the
pre
vio
us
Inquir
y L
esso
n -
•R
ES
30 -
Cri
tica
l R
eadin
g T
oolk
it P
age
- -
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb91N
W5zV
Wp2S
jVjb
mM
/edit
(li
nk)
•R
ES
33 -
Pro
mpts
as
a T
hin
kin
g S
tem
s A
nch
or
Char
t -
•R
ES
37 -
Men
tor
Tex
t: R
uby B
ridges
, T
hro
ugh
My E
yes
-
•R
ES
39 -
htt
p:/
/vim
eopro
.com
/tcr
wp/o
pin
ion-a
rgum
ent-
wri
ting/v
ideo
/56066196 -
-
htt
p:/
/vim
eopro
.com
/tcr
wp/o
pin
ion-a
rgum
ent-
wri
ting/v
ideo
/56066196 (
link)
•R
ES
41 -
htt
p:/
/hom
e.ole
mis
s.ed
u/~
egjb
p/c
om
p/a
d-c
laim
s.htm
l -
- htt
p:/
/hom
e.ole
mis
s.ed
u/~
egjb
p/c
om
p/a
d-
clai
ms.
htm
l (l
ink)
T/U/Q/K/S
Q2
LE7
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
© E
du
pla
net
21
20
16
Pag
e 8
of
20
Rep
ort
pro
du
ced
on
Th
urs
day
, Ju
ly 2
1,
20
16
at
07
:43
:53
AM
Q5
Det
erm
inin
g P
OV
Thro
ugh
Pow
erfu
l L
angu
age
and I
mag
es
Tea
chin
g P
oin
t: R
eader
s noti
ce t
he
word
s th
e au
thor
use
s, a
s w
ell
as t
he
imag
es e
mbed
ded
, to
hel
p d
eter
min
e how
the
auth
or
mig
ht
feel
about
the
topic
and t
hen
use
that
fee
ling t
o d
eter
min
e a
poss
ible
poin
t of
vie
w. "W
hy i
s th
e au
thor
usi
ng t
hose
word
s, p
hra
ses,
and i
mag
es?
What
is
her
or
his
pla
n?"
Poss
ible
Pro
mpts
:
•W
hen
the
auth
or
use
s w
ord
s li
ke _
__, ___, and _
__, th
is t
ells
me
he/
she
mig
ht
feel
___ a
bout
the
subje
ct.
•W
hen
the
auth
or
says
___ i
t m
ake
s m
e th
ink
he/
she
may
bel
ieve
...
•T
he
visu
al
images
in t
he
art
icle
(photo
gra
phs,
ill
ust
rati
ons,
dia
gra
ms)
are
incl
uded
to m
ayb
e m
ake
the
read
er
thin
k or
feel
___. T
her
efore
, th
e poin
t of
view
mig
ht
be.
..
Resources
•R
ES
10 -
Sam
ple
Min
i-L
esso
n V
ideo
on P
OV
- -
htt
p:/
/vim
eo.c
om
/alb
um
/2192389/v
ideo
/55951301 (
link)
•R
ES
19 -
Men
tor
Tex
t: R
uby B
ridges
, T
hro
ugh
My E
yes
-
T/U/Q/K/S
Q2
Q3
Q4
Q5
LE8
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
Fin
din
g P
atte
rns
to U
nco
ver
Auth
or'
s P
ersp
ecti
ve
Tea
chin
g P
oin
t: T
oday
I w
ant
to t
each
you t
hat
rea
der
s ar
e al
way
s as
kin
g, "W
hat
is
the
auth
or'
s poin
t of
vie
w?"
In o
rder
to u
nco
ver
an
auth
or'
s per
spec
tive,
we
nee
d t
o:
1.
Coll
ect
som
e ev
iden
ce (
stru
cture
, w
ord
choic
e).
2.
Look f
or
pat
tern
s in
the
evid
ence
.
3.
AS
K:
What
PO
V d
oes
this
auth
or
hav
e?
4.
Dis
cuss
the
assu
mpti
ons
of
the
text.
5.
Who
wro
te i
t? W
hat
's h
is o
r her
role
? W
hat
does
the
auth
or,
or
sponso
r st
and
to g
ain
fro
m t
his
posi
tion?
6.
Alw
ays
link t
he
work
bac
k t
o o
ur
ow
n l
ives
(W
hat
is
my p
ersp
ecti
ve?
Wh
at d
o I
wan
t to
tea
ch o
ther
s ab
out
this
?).
Resources
•R
ES
2 -
QA
R Q
ues
tionin
g S
trat
egy -
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb91W
FQ
yR
U5T
aFJT
b0U
/edit
(li
nk)
•R
ES
18 -
Unco
ver
ing A
uth
or'
s P
ersp
ecti
ve
Ste
ps
as a
n A
nch
or
Char
t -
•R
ES
28 -
Men
tor
Tex
t: R
uby B
ridges
, T
hro
ugh
My E
yes
-
LE9
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
Do I
Buy T
his
?
© E
du
pla
net
21
20
16
Pag
e 9
of
20
Rep
ort
pro
du
ced
on
Th
urs
day
, Ju
ly 2
1,
20
16
at
07
:43
:53
AM
Tea
chin
g P
oin
t:R
eader
s det
erm
ine
if p
arti
cula
r so
urc
es o
r au
thors
are
cre
dib
le b
y a
skin
g t
he
foll
ow
ing q
ues
tions:
•W
ho
wro
te t
he
info
rmat
ion?
What
dat
e w
as i
t w
ritt
en?
Can
the
info
rmat
ion b
e ver
ifie
d?
•D
oes
this
info
rmat
ion s
eem
unbel
ievab
le?
•D
oes
it
mak
e se
nse
to y
ou o
r oth
ers?
Does
what
you r
ead
confl
ict
wit
h s
om
ethin
g y
ou a
lrea
dy
know
to b
e tr
ue?
•D
oes
the
wri
ting s
eem
lik
e so
met
hin
g i
s gro
ssly
ex
agger
ated
?
•Is
ther
e a
way
to c
hec
k t
his
info
rmat
ion o
ut
so y
ou k
now
whet
her
it
is t
rue
or
not?
Show
Sam
ple
A a
nd S
ample
B
T/U/Q/K/S
Q2
Q4
Q5
LE10
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
What
's M
issi
ng?
Tea
chin
g P
oin
t: R
eader
s det
erm
ine
what
info
rmat
ion i
s m
issi
ng f
rom
a t
ext.
Then
rea
der
s ca
n w
onder
why t
he
info
rmat
ion m
ay h
ave
bee
n l
eft
out.
That
rea
son f
or
om
issi
on c
an h
elp d
eter
min
e th
e au
thor'
s poin
t of
vie
w.
Poss
ible
Pro
mpt:
•T
he
auth
or
does
n't i
ncl
ude.
.. T
his
make
s m
e w
onder
if.
..
Are
ther
e th
ings
in t
he
sourc
e th
at
giv
e yo
u p
ause
or
ma
ke y
ou u
nea
sy?
T/U/Q/K/S
Q2
Q3
LE11
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
Org
aniz
ing
New
Lea
rnin
g t
o B
egin
to T
each
Gre
at n
onfi
ctio
n w
rite
rs d
o t
hei
r ver
y b
est,
work
thei
r har
des
t to
be
exce
llen
t te
acher
s.
Tea
chin
g P
oin
t:
Nonfi
ctio
n r
eader
s te
ach
oth
ers
by s
har
ing
by e
xpla
inin
g i
nfo
rmat
ion u
sing e
ffec
tive
tech
niq
ues
. T
hey
work
to b
e
engag
ing, cl
ear,
and a
lway
s w
ith s
ight
of
lear
ner
s in
min
d.
Min
i-le
sson:
Today
I w
ould
lik
e to
tea
ch y
ou h
ow
it's
not
just
nonfi
ctio
n a
uth
ors
who e
xpla
in i
nfo
rmat
ion u
sing e
ffec
tive
tech
niq
ues
.
Tal
k p
artn
ers
use
thes
e sa
me
tech
niq
ues
when
they
tea
ch e
ach o
ther
about
what
they
've
lear
ned
.
Stu
den
ts c
om
e pre
par
ed t
o t
alk w
ith t
hei
r par
tner
by:
•O
rgan
ize
what
they
say
on t
hei
r fi
nger
s, l
ike
hea
din
g a
nd
subhea
din
gs
•Jo
t a
dia
gra
m t
o e
xpla
in s
om
ethin
g t
rick
y
•R
etel
l an
ex
citi
ng s
tory
or
anec
dote
.
And t
hey
mig
ht
not
only
use
thes
e te
chniq
ues
wh
en t
hey
tal
k, th
ey m
ight
use
them
when
they
wri
te, to
o.
Resources
© E
du
pla
net
21
20
16
Pag
e 1
0 o
f 2
0R
epo
rt p
rod
uce
d o
n T
hu
rsd
ay,
July
21
, 2
01
6 a
t 0
7:4
3:5
3 A
M
•R
ES
5 -
Acc
ounta
ble
Tal
k A
nch
or
Char
t -
•R
ES
20 -
Way
s to
Shar
e In
form
atio
n -
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb91O
XR
fV2R
ram
d5U
zA/e
dit
(li
nk)
•R
ES
27 -
Way
s to
Tea
ch -
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb91eG
94W
Ul5
aEJo
MD
Q/e
dit
(li
nk)
T/U/Q/K/S
Q1
Q4
LE12
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
Tra
nsf
er T
ask
You'v
e re
ad m
ult
iple
tex
ts (
books
and o
r ar
ticl
es, fi
lms)
about
an i
ssue.
Use
your
note
s to
expla
in h
ow
the
auth
or'
s
per
spec
tives
dif
fer
and
how
they
are
the
sam
e.
Are
the
auth
ors
cre
dib
le?
How
do y
ou k
now
?
Tea
chin
g P
oin
t:
Nonfi
ctio
n r
eader
s ca
n r
efle
ct o
n t
hei
r re
adin
g w
ork
by q
ues
tionin
g a
uth
or
per
spec
tive
and
cre
dib
ilit
y.
Resources
•R
ES
6 -
Tra
nsf
er T
ask -
- h
ttps:
//docs
.com
/a/m
adis
onps.
org
/docu
men
t/d/1
tEtM
D2zq
1s-
Sa3
tHek
Vd
QM
VnIv
vY
JrE
PlK
NnJ8
1Q
0jE
/edit
(li
nk)
T/U/Q/K/S
Q2
LE13
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
Book t
o H
ead, H
ead t
o N
ote
s
Tea
chin
g P
oin
t:
Nonfi
ctio
n r
eader
s don't
just
wri
te d
ow
n a
n a
uth
or'
s id
eas,
they
tal
k a
bout
them
wit
h p
artn
ers
to s
ynth
esiz
e it
and m
ake
it
thei
r ow
n.
Min
i-le
sson:
Tak
ing n
ote
s an
d s
ynth
esiz
ing i
nfo
rmat
ion i
s not
just
putt
ing t
he
auth
or'
s w
riti
ng i
nto
your
ow
n w
ord
s. T
her
e ar
e m
any
way
s you c
an p
ut
the
info
rmat
ion i
n y
our
hea
d, an
d t
hen
tak
e your
thoughts
(an
d w
hat
you a
lrea
dy
know
), a
nd
put
that
info
rmat
ion o
n p
aper
.
Rea
der
s ca
n s
top a
nd
jot.
Rea
der
s ca
n p
ause
and t
hin
k/s
ay.
Par
tner
s ca
n:
Rea
d a
sec
tion
Tel
l ea
ch o
ther
what
they
thin
k i
s im
port
ant
Jot
dow
n t
hei
r id
eas
Clo
se t
hei
r note
books
and t
alk m
ore
about
what
the
sect
ion i
s m
akin
g t
hem
thin
k.
Look a
t pic
ture
s an
d d
escr
ibe
it.
Rea
der
s ca
n c
lose
thei
r note
books
and s
har
e th
eir
know
ledg
e.
Rea
der
Res
ponse
Journ
al f
or
the
wee
k:
Choose
a p
age
of
your
note
s w
ith y
our
ques
tions
and t
hin
kin
g a
bout
the
evid
ence
you c
oll
ecte
d.
What
info
rmat
ion h
ave
© E
du
pla
net
21
20
16
Pag
e 1
1 o
f 2
0R
epo
rt p
rod
uce
d o
n T
hu
rsd
ay,
July
21
, 2
01
6 a
t 0
7:4
3:5
3 A
M
you g
ather
ed?
What
is
this
info
rmat
ion c
ausi
ng y
ou t
o t
hin
k a
bout?
What
are
you q
ues
tionin
g?
Stu
den
t w
ork
opti
ons
could
incl
ude:
•st
op a
nd j
ot
on y
our
note
s
•re
adin
g w
ith y
our
min
d o
f fi
re i
n y
our
note
s
cause
and e
ffec
t boxes
(th
is i
s th
e in
form
atio
n, th
is i
s th
e new
thin
kin
g I
hav
e, t
hes
e ar
e th
e ques
tions
I hav
e)
Resources
•R
ES
3 -
See
Ree
ner
giz
e R
esea
rch
Rea
din
g a
nd W
riti
ng b
y L
ehm
an C
hap
ter
4 p
. 72-7
4 -
•R
ES
17 -
Nonfi
ctio
n R
ead
ers
Pau
se N
onfi
ctio
n R
eader
s S
top a
nd
Jot
- -
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb91dX
JZQ
0Z
sUnQ
wO
TA
/edit
(li
nk)
T/U/Q/K/S
Q2
Q4
LE14
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
Audie
nce
Infl
uen
ces
Wri
ting
Tea
chin
g P
oin
t:
Nonfi
ctio
n r
eader
s ca
n i
den
tify
the
auth
or'
s in
tended
audie
nce
by a
skin
g, "W
ho i
s th
is t
ext
wri
tten
for?
"
Min
i-le
sson (
DE
MO
):
Today
I w
ould
lik
e to
tea
ch y
ou t
hat
rea
der
s th
ink c
aref
ull
y a
bout
the
inte
nded
audie
nce
of
the
pie
ce o
f w
riti
ng.
We
can a
sk,
"Who i
s th
is t
ext
wri
tten
for?
Who
wil
l m
ost
lik
ely r
ead
this
tex
t? W
ho
is
the
audie
nce
?"
Poss
ible
Pro
mpts
:
•T
his
tex
t is
most
lik
ely
wri
tten
for.
.. I
can
tel
l bec
ause
...
•T
his
auth
or
make
s m
e fe
el _
_________ h
ere
bec
ause
...t
hat
make
s m
e th
ink
the
audie
nce
and p
urp
ose
is___________________.
T/U/Q/K/S
Q2
Q4
LE15
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
Auth
ors
Gat
her
Info
rmat
ion F
rom
Oth
er A
uth
ors
Tea
chin
g P
oin
t:
Nonfi
ctio
n r
eader
s pay
att
enti
on t
o w
ho a
n a
uth
or
cite
s as
an "
exper
t" o
r "s
ourc
e of
know
ledg
e" o
n t
he
topic
.
Min
i-le
sson:
Nonfi
ctio
n w
rite
rs o
ften
cit
e oth
er a
uth
ors
, w
hom
they
fee
l ar
e ex
per
ts o
r so
urc
es o
f know
ledg
e. B
y p
ayin
g a
tten
tion t
o
thes
e oth
er s
ourc
es,
we
can f
igure
out
the
foll
ow
ing:
•au
thor'
s cr
edib
ilit
y
•au
thor'
s per
spec
tive
© E
du
pla
net
21
20
16
Pag
e 1
2 o
f 2
0R
epo
rt p
rod
uce
d o
n T
hu
rsd
ay,
July
21
, 2
01
6 a
t 0
7:4
3:5
3 A
M
•le
ad
the n
onfi
cti
on r
eader
to f
urt
her
researc
h a
nd
info
rmati
on
•w
hy
is t
his
oth
er
sourc
e i
mport
ant?
•B
ased
on t
he p
att
ern
s y
ou a
re s
eein
g, are
these a
uth
ors
cre
dib
le?
T/U/Q/K/S
Q1
Q2
Q4
LE16
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
Readin
g A
cro
ss T
exts
to C
om
pare
Pers
pecti
ves
Teachin
g P
oin
t:
Nonfi
cti
on r
eaders
oft
en q
uesti
on w
hat
what
they r
eadin
g b
y l
ookin
g a
t oth
er
texts
. T
hey
seek o
ut
addit
ional
books/
art
icle
s/d
igit
al
texts
that
push t
heir
learn
ing f
urt
her.
They
read
acro
ss m
ult
iple
texts
wit
h a
cri
tical
eye, lo
okin
g f
or
both
dis
agre
em
ent
and c
onsensus o
n a
topic
.
Possib
le P
rom
pts
:
•T
his
tex
t is
sayi
ng
........b
ut
as
I re
ad t
his
tex
t, I
'm h
eari
ng.......
•A
fter
rea
din
g t
hes
e te
xts,
I a
m m
ost
inte
rest
ed i
n h
eari
ng _
____________'s
sid
e of
the
issu
e bec
ause
...
To r
esearc
h b
efo
re e
sta
bli
shin
g y
our
posi
tion i
n a
n a
rgum
ent
Set
up y
our
note
-takin
g s
yste
m
Fin
d s
ourc
es o
n b
oth
sid
es o
f th
e i
ssue
Red t
he t
itle
and
lead o
f a s
ourc
e, decid
e w
hic
h s
ide t
he a
uth
or
seem
s t
o s
upport
and f
ile y
our
evid
ence e
ither
in t
he f
or
or
again
st
the i
ssue s
ide,
(or
oth
er)
Read c
losely
, be a
lert
to e
vid
en
ce o
r id
eas t
hat
info
rm t
he a
rgum
ent,
pausin
g o
ften t
o r
ecord
esp
ecia
lly i
mport
ant
evid
ence.
Info
rmal
Assessm
ent:
Sti
cky n
ote
: w
hat
are
posi
tion A
s a
nd
Bs f
or
this
text
set?
Reader
Response J
ourn
al
for
the w
eek
:
Refl
ect
on h
ow
your
thin
kin
g c
hanged
about
a t
opic
aft
er
readin
g s
ev
era
l so
urc
es o
n t
he t
opic
.
Resources
•R
ES
7 -
Pro
vid
e s
tudents
wit
h c
hoic
e a
bout
the t
ext
sets
you'll
use i
n y
our
cla
ssro
om
. -
•R
ES
15 -
You m
ay c
hoose t
o u
se 3
-6 s
ets
wit
h y
our
students
. -
•R
ES
24 -
For
stu
dents
wit
h a
part
icula
r in
tere
st,
you m
ay p
ush t
hem
to i
denti
fy t
heir
ow
n s
et,
but
do t
his
at
-
T/U/Q/K/S
Q2
Q3
Q4
Q5
LE17
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
Teachin
g p
oin
t:
Readin
g p
art
ners
annota
te a
nd t
alk
about
info
rmati
on a
s t
hey r
ead m
any s
ourc
es a
bout
the s
am
e t
opic
.
Readers
look f
or:
Each
auth
or'
s m
ain
idea
© E
du
pla
net2
1 2
01
6P
ag
e 1
3 o
f 2
0R
ep
ort
pro
du
ced
on
Th
urs
day
, Ju
ly 2
1,
20
16
at
07
:43
:53
AM
Eac
h a
uth
or'
s per
spec
tive
or
bia
s
Info
rmat
ion t
hat
one
auth
or
incl
udes
whil
e oth
ers
leav
e out
Confl
icti
ng i
nfo
rmat
ion
This
auth
or
incl
ud
es _
___________ w
hil
e th
e oth
er i
ncl
udes
_________________. T
his
make
me
thin
k/ques
tion/w
onder
?
On t
he
one
hand, ______ , o
n t
he
oth
er h
and _
____, th
is m
ake
s m
e th
ink
______.
Coll
ect
evid
ence
that
all
ow
s you t
o t
hin
k t
hro
ugh v
ario
us
sides
of
an a
rgum
ent.
Cry
stal
lize
a c
laim
wit
h r
easo
ns,
mak
ing s
ure
your
reas
ons
are
bas
ed o
n e
vid
ence
.
Reh
ears
e by e
xpla
inin
g y
our
posi
tion, your
clai
m, an
d l
isti
ng y
our
reas
ons
poin
t by p
oin
t.
(Opti
onal
Rea
der
Res
ponse
Journ
al f
or
the
wee
k):
Ref
lect
on h
ow
an a
uth
or
addre
ssed
your
ques
tions
whil
e you r
ead.
How
did
you f
ind t
he
answ
ers
to y
our
ques
tions
right
ther
e in
the
book?
Resources
•R
ES
8 -
Mai
n I
dea
Clu
es -
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb91Q
W1zV
Eo2
eWdJb
1k/e
dit
(li
nk)
•R
ES
22 -
Str
ateg
ies
for
Det
erm
inin
g I
mport
ance
- -
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb91cm
Vsc
2xqR
WE
zVT
Q/e
dit
(li
nk)
•R
ES
26 -
Topic
Plu
s M
ain
Idea
- -
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb91Z
FN
NN
y01b1R
mT
TQ
/edit
(li
nk)
•R
ES
32 -
Auth
or'
s P
OV
Kat
e R
ober
ts -
- h
ttps:
//kat
eandm
aggie
.fil
es.w
ord
pre
ss.c
om
/2013/1
1/n
f-re
adin
g-a
nd
-
pov.j
pg (
link)
•R
ES
36 -
Bia
sed C
om
ic -
- h
ttp:/
/1.b
p.b
logsp
ot.
com
/-
580xav
56tx
w/U
PA
n8D
8O
ttI/
AA
AA
AA
AA
Am
A/m
wujI
BU
qyD
E/s
1600/B
ias+
Com
ic.p
ng (
link)
•R
ES
38 -
See
Ses
sion 2
, G
akd
your
argum
ent
into
a s
crim
mag
e le
sson, pag
e 15 T
he
Art
of
Arg
um
ent
(Pat
hw
ays)
-
•R
ES
43 -
Coll
ecti
ve
Inte
llig
ence
Rubri
c -
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/docu
men
t/d/1
4A
20zW
vA
RG
3H
tnhgW
-
ej9F
oQ
7N
pB
C6y5S
CqkY
b2B
xB
8/e
dit
(li
nk)
LE18
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
Opti
onal
or
Sm
all
Gro
up
Les
son:
When
tak
ing s
ides
in a
n a
rgum
ent,
it
is i
mport
ant
to s
tart
by w
eighin
g t
he
reas
ons
and e
vid
ence
off
ered
up b
y b
oth
sid
es,
rem
ainin
g o
pen
, su
spen
din
g j
udgm
ent
so a
s to
dev
elop a
consi
der
ed o
pin
ion. A
s ev
en t
hat
opin
ion, th
at p
osi
tion i
s a
pre
lim
inar
y o
ne.
Pro
s
Cons
© E
du
pla
net
21
20
16
Pag
e 1
4 o
f 2
0R
epo
rt p
rod
uce
d o
n T
hu
rsd
ay,
July
21
, 2
01
6 a
t 0
7:4
3:5
3 A
M
Oth
er
Resources
•R
ES
9 -
Opti
onal
or
Sm
all
Gro
up L
esso
n:
When
tak
ing s
ides
in a
n a
rgum
ent,
it
is i
mport
ant
to s
tart
by w
eighi
-
T/U/Q/K/S
Q4
Q5
LE19
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
Tea
chin
g P
oin
t:
Nonfi
ctio
n r
eader
s ev
aluat
e au
thor'
s cr
edib
ilit
y a
nd
bac
kgro
und
when
they
noti
ce c
onfl
icti
ng i
nfo
rmat
ion.
Min
i-le
sson:
When
lookin
g a
t tw
o c
on
flic
ting p
ersp
ecti
ves
, nonfi
ctio
n r
ead
ers
nee
d t
o e
val
uat
e both
auth
or'
s cr
edib
ilit
y, P
OV
, an
d
bac
kgro
und
in o
rder
to a
rgum
ent.
Resources
•R
ES
1 -
Beg
in m
akin
g c
har
t on p
age
19 i
n T
he
Art
of
Arg
um
ent.
-
T/U/Q/K/S
Q3
LE20
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
Tea
chin
g P
oin
t:
Rea
der
s gat
her
evid
ence
to s
upport
thei
r posi
tion/s
tance
/cla
im.
Rev
iew
Arg
um
ent
Tal
k R
ule
s.
Push
stu
den
ts t
o m
eet
the
chal
lenge
of
support
ing m
ult
iple
arg
um
ents
/per
spec
tives
.
Moves
that
alw
ays
pay
off
in a
rgum
ents
:
Mak
e a
clea
r, s
trong c
laim
.
I ta
ke t
he
posi
tion t
hat_
__________bec
ause
(re
aso
n 1
),
bec
ause
(re
aso
n 2
) and b
ecause
(re
aso
n 3
)
Giv
e re
asons
to s
upport
your
clai
m, bac
ked
up b
y m
ult
iple
bit
s of
evid
ence
.
One
reaso
n I
thin
k th
is i
s...(r
easo
n 1
)
For
exam
ple
, ev
iden
ce a
Als
o, ev
iden
ce b
In a
ddit
ion, ev
iden
ce c
Anoth
er r
easo
n I
thin
k th
is i
s...(r
easo
n 2
)
For
exam
ple
, ev
iden
ce a
Als
o, ev
iden
ce b
In a
ddit
ion, ev
iden
ce c
Res
pond t
o s
om
e of
your
opponen
ts p
oin
ts t
o s
tren
gth
en y
our
ow
n.
Rea
der
s co
nsi
der
auth
enti
c au
die
nce
s w
hen
they
buil
d t
hei
r poin
ts a
nd c
ounte
rpoin
ts. M
atch
ing
str
ong
est
evid
ence
to
dif
fere
nt
audie
nce
s hel
ps
read
ers
pre
sent
an a
rgum
ent.
Resources
•R
ES
11 -
Pag
e 19, T
he
Art
of
Arg
um
ent
-
© E
du
pla
net
21
20
16
Pag
e 1
5 o
f 2
0R
epo
rt p
rod
uce
d o
n T
hu
rsd
ay,
July
21
, 2
01
6 a
t 0
7:4
3:5
3 A
M
•R
ES
21 -
see p
age 9
7 i
n T
he A
rt o
f A
rgum
ent
-
T/U/Q/K/S
Q2
Q3
Q5
LE21
Activity:
Key
Lea
rnin
g E
ven
ts a
nd R
esou
rces
, in
rel
ati
on
to S
tage
2 A
sses
smen
ts
Arg
um
ent
pro
tocol
then
debate
.
© E
du
pla
net2
1 2
01
6P
ag
e 1
6 o
f 2
0R
ep
ort
pro
du
ced
on
Th
ursd
ay
, Ju
ly 2
1,
20
16
at
07
:43
:53
AM
AD
DIT
ION
AL
IN
FO
RM
AT
ION
RE
SO
UR
CE
S
No.
Des
crip
tion
Fil
es /
Lin
ks
RE
S1
Beg
in m
akin
g c
har
t o
n p
age
19
in
The
Art
of
Arg
um
ent.
-
RE
S2
QA
R Q
ues
tio
nin
g S
trat
egy
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb9
1W
FQ
yR
U5T
aFJT
b0U
/edit
(li
nk)
RE
S3
See
Ree
ner
giz
e R
esea
rch
Rea
din
g a
nd
Wri
tin
g b
y L
ehm
an C
hap
ter
4 p
. 7
2-7
4 -
RE
S4
Str
uct
ure
s W
e K
no
w A
nch
or
Ch
art
- htt
p:/
/ww
w.p
inte
rest
.com
/pin
/335307134727553701/
(lin
k)
RE
S5
Acc
ou
nta
ble
Tal
k A
nch
or
Char
t -
RE
S6
Tra
nsf
er T
ask
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/docu
men
t/d/1
tEtM
D2
zq1s-
Sa3
tHek
VdQ
MV
nIv
vY
JrE
PlK
NnJ8
1Q
0jE
/edit
(li
nk)
RE
S7
Pro
vid
e st
ud
ents
wit
h c
ho
ice
abo
ut
the
tex
t se
ts y
ou
'll u
se i
n y
ou
r cl
assr
oo
m.
-
RE
S8
Mai
n I
dea
Clu
es -
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb9
1Q
W1zV
Eo2eW
dJb
1k/e
dit
(li
nk)
RE
S9
Op
tio
nal
or
Sm
all
Gro
up
Les
son
: W
hen
tak
ing
sid
es i
n a
n a
rgu
men
t, i
t is
im
po
rtan
t to
sta
rt b
y w
eig
hi
-
RE
S1
0S
amp
le M
ini-
Les
son
Vid
eo o
n P
OV
-
htt
p:/
/vim
eo.c
om
/alb
um
/2192389/v
ideo
/55951301 (
link)
RE
S1
1P
age
19
, T
he
Art
of
Arg
um
ent
-
RE
S1
2M
y R
ead
ing
Lif
e L
og
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/docu
men
t/d/1
wA
urg
W8qvB
u_35rB
yJe
z7N
VqX
Qe1
X3S
GA
pV
i73767N
Y/e
dit
(lin
k)
RE
S1
3N
ote
Tak
ing
Anch
or
Ch
arts
/To
olk
it p
ages
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb9
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0tf
RD
ZtU
3hrN
lk/e
dit
(li
nk)
RE
S1
4U
se S
tuden
t G
ener
ated
Ch
art
fro
m t
he
pre
vio
us
Inq
uir
y L
esso
n -
RE
S1
5Y
ou
may
ch
oo
se t
o u
se 3
-6 s
ets
wit
h y
ou
r st
ud
ents
. -
RE
S1
6R
ead
ing
In
tere
st I
nv
ento
ry -
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/docu
men
t/d/1
cBD
cssI
H-g
8T
qD
MJu
zKvjr
q71R
AP
oouhw
txc9
CIQ
KT
o/e
dit
(li
nk)
RE
S1
7N
onfi
ctio
n R
eader
s P
ause
No
nfi
ctio
n R
eader
s S
top
an
d J
ot
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb9
1dX
JZQ
0Z
sUnQ
wO
TA
/edit
(li
nk)
RE
S1
8U
nco
ver
ing
Au
tho
r's
Per
spec
tiv
e S
tep
s as
an
Anch
or
Ch
art
-
© E
du
pla
net
21
20
16
Pag
e 1
7 o
f 2
0R
epo
rt p
rod
uce
d o
n T
hu
rsd
ay,
July
21
, 2
01
6 a
t 0
7:4
3:5
3 A
M
RE
S1
9M
ento
r T
ext:
Ru
by
Bri
dges
, T
hro
ug
h M
y E
yes
-
RE
S2
0W
ays
to S
har
e In
form
atio
n -
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb9
1O
XR
fV2R
ram
d5U
zA/e
dit
(li
nk)
RE
S2
1se
e pag
e 9
7 i
n T
he
Art
of
Arg
um
ent
-
RE
S2
2S
trat
egie
s fo
r D
eter
min
ing
Im
po
rtan
ce -
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb9
1cm
Vsc
2xqR
WE
zVT
Q/e
dit
(li
nk)
RE
S2
3E
xam
ple
#2
(K
ate
Ro
ber
ts)
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb9
1Y
Utn
c2pU
b3Z
BW
DA
/edit
(li
nk)
RE
S2
4F
or
stu
den
ts w
ith
a p
arti
cula
r in
tere
st,
yo
u m
ay p
ush
th
em t
o i
den
tify
th
eir
ow
n s
et,
bu
t d
o t
his
at
-
RE
S2
5N
onfi
ctio
n R
eader
s re
ad w
ith
Pow
er -
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
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1eT
Vrd
TR
oU
zBP
OD
g/e
dit
(li
nk)
RE
S2
6T
op
ic P
lus
Mai
n I
dea
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb9
1Z
FN
NN
y01b1R
mT
TQ
/edit
(li
nk)
RE
S2
7W
ays
to T
each
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb9
1eG
94W
Ul5
aEJo
MD
Q/e
dit
(li
nk)
RE
S2
8M
ento
r T
ext:
Ru
by
Bri
dges
, T
hro
ug
h M
y E
yes
-
RE
S2
9C
CS
S A
pp
end
ix B
- G
o t
o P
age
95
fo
r in
form
atio
nal
tex
t ex
amp
les
- htt
p:/
/ww
w.c
ore
stan
dar
ds.
org
/ass
ets/
App
endix
_B
(lin
k)
RE
S3
0C
riti
cal
Rea
din
g T
oo
lkit
Pag
e -
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb9
1N
W5zV
Wp2S
jVjb
mM
/edit
(li
nk)
RE
S3
1E
xam
ple
s o
f S
tuden
t w
ork
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb9
1bW
0xR
Vd6Z
EF
hbzQ
/edit
(li
nk)
RE
S3
2A
uth
or'
s P
OV
Kat
e R
ob
erts
-
htt
ps:
//kat
eandm
aggie
.fil
es.w
ord
pre
ss.c
om
/2013/1
1/n
f-re
adin
g-
and-p
ov.j
pg (
link)
RE
S3
3P
rom
pts
as
a T
hin
kin
g S
tem
s A
nch
or
Ch
art
-
RE
S3
4A
nch
or
Ch
art:
Co
mm
on
hig
h-i
nte
rest
bo
ok
s w
ith
lin
ks
to n
on
-fic
tio
ns
-
RE
S3
5E
xam
ple
#2
-
htt
ps:
//docs
.com
/a/m
adis
onps.
org
/fil
e/d/0
BxeT
jNY
fSb9
1W
E9oa1
ZE
YzZ
oR
Dg/e
dit
(li
nk)
RE
S3
6B
iase
d C
om
ic -
htt
p:/
/1.b
p.b
logsp
ot.
com
/-
© E
du
pla
net
21
20
16
Pag
e 1
8 o
f 2
0R
epo
rt p
rod
uce
d o
n T
hu
rsd
ay,
July
21
, 2
01
6 a
t 0
7:4
3:5
3 A
M
580xav
56tx
w/U
PA
n8D
8O
ttI/
AA
AA
AA
AA
Am
A/m
wujI
BU
qy
DE
/s1600/B
ias+
Com
ic.p
ng (
link)
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Ass
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My
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du
pla
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21
20
16
Pag
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July
21
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© E
du
pla
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1 2
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6P
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0 o
f 2
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ep
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du
ced
on
Th
ursd
ay
, Ju
ly 2
1,
20
16
at
07
:43
:53
AM
