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TED Talks Unit Plan

Title of Lesson ​Unit 3 Global Goals/TED Talks
Subject ​ELA
Grade level ​7th
Teacher Name ​Gruber
Date ​tentative 4/17- 5/7/2019
Length of Period and Time ​3-4 weeks; 45 minutes periods (10 minutes for bell rings and
closure activities per day)

Overview ​Students will be examining their relationship with the world and what impact they can
have on world issues that they care about. The theme of the relationship between students and
their world allows students an entry point into texts that naturally employ charged opinion and
distinct purpose to persuade. They will develop critical reading, writing, listening, and speaking
skills through research, essay writing, argument, and public speaking leading to a TED Talk style
presentation to their peers.

Objective(s)
Students will be able to
● write a thesis statement that helps to organize and focus their writing.
● create valid and effective arguments using self-selected,sufficient, relevant evidence.
● effectively acknowledge a relevant counterargument and provide a rebuttal.
● use keywords to locate information.
● cite resources (print and electronic).
● evaluate text based on author’s claim/main idea and relevant evidence.
● identify and use effective and respectful discussion techniques such as asking questions,
connecting to comments, building on ideas and use actions such as preparation and
listening to create effective discussions.
● use multimedia to enhance their claim and message.

Essential Questions
1. What kind of impact can we have on global issues?
2. How can we effectively prove a point or convince someone of something?
3. How can reading non-fiction be different from reading fiction?
4. How do you effectively and respectfully communicate with others?
5. How does audience and purpose impact an author’s structure, style, and content?
6. How does a reader create meaning?  ​  

ELA Standard(s) That Are Being Addressed

Reading: Informational Text
1.2 Students read, understand, and respond to informational text—with an emphasis on
comprehension, vocabulary acquisition, and making connections among ideas and between
texts with a focus on textual evidence..
Key Ideas and Details-Main Idea
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CC.1.2.7.A Determine two or more

central ideas in a text and analyze
their development over the course
of the text; provide an objective
summary of the text.
Key Ideas and Details- Text Analysis
CC.1.2.7.B Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences,
conclusions, and/or generalizations drawn from the text.
Integration of Knowledge and Ideas- Evaluating Arguments
CC.1.2.7.H Evaluate an author’s argument, reasoning, and
specific claims for the soundness of the argument and the
relevance of the evidence.
Integration of Knowledge and Ideas- Analysis Across Texts
CC.1.2.7.I Analyze how two or more authors present and interpret
facts on the same topic.
Writing
Opinion/Argumentative
CC.1.4.7.G Write arguments to support claims.

Opinion/Argumentative- Focus
CC.1.4.7.H Introduce and state an opinion on a topic.

Opinion/Argumentative- Content
CC.1.4.7.I Acknowledge alternate or opposing claims and support
claim with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of
the topic.
Opinion/Argumentative- Organization
CC.1.4.7.J Organize the claim(s) with clear reasons and evidence
clearly; clarify relationships among claim(s) and reasons by using
words, phrases, and clauses to create cohesion; provide a
concluding statement or section that follows from and supports the
argument presented.
Opinion/Argumentative- Style
CC.1.4.7.K Write with an awareness of the stylistic aspects of
composition.
• Use precise language and domain-specific vocabulary to inform
about or explain the topic.
• Use sentences of varying lengths and complexities.
• Use precise language.
• Develop and maintain a consistent voice.
• Establish and maintain a formal style.
Opinion/Argumentative- Conventions of Language
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CC.1.4.7.L Demonstrate a grade appropriate command of the

conventions of standard English grammar, usage, capitalization,
punctuation and spelling.
Conducting Research
CC.1.4.7.V Conduct short research projects to answer a question,
drawing on several sources and generating additional related,
focused questions for further research and investigation.
Credibility, Reliability, and Validity of Sources
CC.1.4.7.W Gather relevant information from multiple print and
digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Speaking and Listening
1.5 Students present appropriately in formal speaking situations, listen critically, and
respond intelligently as individuals or in group discussions.
Comprehension and Collaboration - Collaborative Discussion
CC.1.5.7.A Engage effectively in a range of collaborative
discussions, on grade level topics, texts, and issues, building on
others’ ideas and expressing their own clearly.
Comprehension and Collaboration- Critical Listening
CC.1.5.7.B Delineate a speaker’s argument and specific claims,
evaluating the soundness of the reasoning and the relevance and
sufficiency of the evidence.
Comprehension and Collaboration- Evaluating Information
CC.1.5.7.C Analyze the main ideas and supporting details
presented in diverse media formats (e.g. visually, quantitatively,
orally) and explain how the ideas clarify a topic, text, or issue
under study.
Presentation of Knowledge and Ideas- Purpose, Audience, and Task
CC.1.5.7.D Present claims and findings, emphasizing salient
points in a focused, coherent manner with pertinent descriptions,
facts, details, and examples; use appropriate eye contact,
adequate volume, and clear pronunciation.
Presentation of Knowledge and Ideas- Context
CC.1.5.7.E Adapt speech to a variety of contexts and tasks.

Integration of Knowledge and Ideas- Multimedia

CC.1.5.7.F Include multimedia components and visual displays in
presentations to clarify claims and findings and emphasize salient
points.
Conventions of- Standard English
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CC.1.5.7.G Demonstrate command of the conventions of standard

English when speaking based on grade 7 level and content.

Prerequisites and Pre-assessment

Students have already been introduced to CER paragraph, how to write a claim/thesis, essay, and
how to find credible sources for their evidence.

Materials/Preparation
● HMS library databases
● Day in library with Mrs. Rudock on researching
● Notecards
● Flocabulary Intro/ Activism:
https://docs.google.com/presentation/d/1syfbjTr4r64oTTUZFZd_kvQLiqGZFPxuarzmax
e_rgw/edit#slide=id.g36f085be07_0_315
● Video:​https://www.ted.com/talks/hadi_eldebek_how_artists_contribute_to_the_econ
omy_and_how_we_can_support_them#t-401566
● Graphic organizer for video
https://docs.google.com/document/d/1jRmtAE4oogbuHyWKKjUre3l3Os-NHMOgJswQ
X7MJtzA/edit?usp=sharing
● Initial Problem/Issue Brainstorm
https://docs.google.com/document/d/10ogjIy6wcDI11pRsD6p-BivMbCxm3EEzCeuaNH
_6H7Y/edit?usp=sharing
● Counter claims
https://docs.google.com/document/d/1UTWhsP86jKgwa-JxH1x3-WS4Edwlt2uajVW2e4
7v8Ls/edit?usp=sharing
● Rubric for presentation
https://docs.google.com/document/d/1r-rRWZ0l_pzEqB2AjF2D2qikLCVNNfCFmLRAZ
SIvcR4/edit?usp=sharing
● Outline for presentation
https://docs.google.com/document/d/1_-dNTP58QxTvO9wuroir3T0UCOMQvFOzn3w7
KuYs4aQ/edit?usp=sharing
● Graphic organizer for presentation
https://docs.google.com/document/d/1_PuTL6MC-kHNaE28Dmnh9_bfAN9HX2kW1irY
vYcasAE/edit?usp=sharing

Key Lesson Questions

1. How do I figure out the argument of a writer?

2. How does a writer try to prove their point?
3. How am I persuaded? What techniques are used to persuade?
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4. How do I support my opinion?

5. How do thesis statements provide focus and organization for an argument?
6. How do I effectively acknowledge the counter argument and provide a rebuttal?
7. How do I decide what evidence to use to support my idea?
8. How do I effectively locate information and give the author credit?
9. How do I effectively and respectably share my ideas in a discussion?
10. How can I formally present my ideas in a speech?
11. How do images and other multimedia help to develop and strengthen my
message?

Procedures or Instructional Flow​ ​(Write this section as if you were helping another colleague
visualize your lesson sequence and appreciate its logic. Explain why you are using certain methods. In the
early years of teaching, more explanation is better)

Assessment​:
● pre-search document
● Graphic organizer for presentation
● In class presentation

Possible Adaptations for This Unit

● Offering additional conferences with me during Flex.
● Peer editing for presentation.
● Peer feedback for practicing presentation.
● Students with anxiety may present during lunch and not in front of classmates.

Reflection on Implemented Lesson

● TBD estimated completion of unit is May 7.
● Thus far, it is going well. Students are engaged in the research topics they have selected.
● Some students are struggling with narrowing and broadening their search terms. If I do
this unit again, I will implement more practice with this.
● Having more freedom with the presentation guidelines seems to be challenging for 7th
graders. Next time have more set structure for guidance.