Grade 7 ELA Module 2A, Unit 1, Lesson 14

Student in classroom.

This lesson continues the series of lessons that prepare students to write for their End of Unit 1 Assessment. Today, students build on the work from Lessons 10–12 where they gathered evidence to answer whether or not Lyddie should sign the petition.
• This lesson is a decision point for the students. By the end of the lesson, they will write the claim in their essay and the reasons they will use. To help students decide which claim to argue, they will weigh the reasons and text code the Forming Evidence-
Based Claims graphic organizers that they used in Lessons 10–12. These were collected in Lesson 12. Be prepared to return them with feedback and to use the data they provided to inform your instructional decisions over the next several lessons about where students may need additional support.
• In order to teach students how to choose the most compelling and well-supported reasons for their essay, this lesson includes the Take a Stand protocol that they first did in Module 1, Unit 2, Lesson 4. For this lesson, the protocol will be changed in small ways. Instead of using it to agree or disagree, students will move depending on whether they think Statement A or Statement B is stronger (see Work Time Part A). This is a chance for students to physically move around while learning this crucial step in the argument writing process.

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Common Core Learning Standards

CCLS State Standard
RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as...
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...

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