1.2 The kinetic model of gases

English Language Arts

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Rigorous Curriculum Design

Unit Planning Organizer

Subject: English/Language Arts Grade: 8

Unit Number:

1 Unit Name: Overcoming Obstacles

Unit Length 4 Weeks/20 Days + 5 buffer days Mins / Day: 50 minutes

Unit Synopsis

An exploration of individuals in literature and real life who possess specific character traits and attributes that have empowered them to overcome the obstacles and adversities in their lives. Students will read a variety of genres in order to analyze the character and individuals and the traits they possess. Students will then apply their knowledge to do research on real-life individuals and assess what character traits have enabled them to overcome the obstacles they faced. The final product will be students arguing that the individual they researched should receive a specific award for their achievement in life.

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ELA CCSS

RL 8. 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI 8. 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

W8. 1. Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from and supports the argument presented. SL 8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

L8. 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission.

c. c. Spell correctly.


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s RL 8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. RL 8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. RI 8. 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). W 8. 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several

sources and generating additional related, focused questions that allow for multiple avenues of exploration. W 8. 8. 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. W 8. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

L 8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).


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Collaborative

Collaborative 3 Offering and justifying opinions, negotiating with and persuading others in communicative exchanges (W8.1)

Collaborative 4 Adapting language choices to various contexts (based on task, purpose, audience, and text type) (L8.1)

Interpretative

Interpretive 5 Listening actively to spoken English in a range of social and academic context (L8.1)

Interpretive 6 Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed

explicitly and implicitly through language (RI8.1) (RL8.1) (L8.1)

Productive

Productive 9 Expressing information and ideas in formal oral presentations on academic topics (SL8.4) (L8.1)

Productive 10 Writing literary and informational texts to present, describe, and explain ideas and information,

using appropriate technology (W8.1) (L8.1)

Productive 11 Justifying own arguments and evaluating others’ arguments in writing (W8.1) (L8.1)

Productive 12 Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas (SL8.4) (L8.1)


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Unwrapped Priority Standards

“Unwrapped” Skills (Students need to be

able to do)

“Unwrapped” Concepts (Students need to know)

Bloom’s Taxonomy (Level of Cognitive

Rigor )

Depth of Knowledge

(Target for Unit Mastery)

RL 8.1/RI 8.1 Cite

Textual evidence

Analysis of what the text says explicitly as well as inferences drawn from the text

Level 4: Analyze

Level 3:

Strategic Thinking/Reasoning

W 8.1 Write

Support

Claims

Opposing claims

Reasons and evidence

Credible sources

Cohesion

Clear relationships (claim, counter claim, reason, evidence)

Formal style

Concluding statement

Level 6: Create

Level 4:

Extended Thinking

SL 8.1 Engage

Collaborative Discussions (one-on-one, group, class)

Build on other’s idea, express own ideas clearly

Level 2:

Understand

Level 3:

Strategic Thinking/Reasoning

L 8.2 Demonstrate

Command of the conventions of standard English grammar and usage

Level 3: Apply

Level 1:

Recall & Reproduce


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Learning Progressions of Skills and Concepts

Anchor Standard RL 8.1

Previous Grade Current Grade Next Grade

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Anchor Standard RI 8.1


Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Anchor Standard W 8.1


Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge

and address alternate or opposing claims, and organize the reasons and evidence logically. CA

b. Support claim(s) or counterarguments with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CA

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.


e. Provide a concluding statement or section that follows from and supports the argument presented.

Write arguments to support claims with clear reasons and relevant evidence.






Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


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Anchor Standard SL 8.1


Engage effectively in a range of

collaborative discussions (one-on-one,

in groups, and teacher-led) with

diverse partners on grade 6 topics,

texts, and issues, building on others’

ideas and expressing their own clearly.

a. Come to discussions prepared,

having read or studied required

material; explicitly draw on that

preparation by referring to

evidence on the topic, text, or

issue to probe and reflect on ideas

under discussion.

b. Follow rules for collegial

discussions, set specific goals and

deadlines, and define individual

roles as needed.

c. Pose and respond to specific

questions with elaboration and

detail by making comments that

contribute to the topic, text, or

issue under discussion.

d. Review the key ideas expressed

and demonstrate understanding

of multiple perspectives through

reflection and paraphrasing.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared,

having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared,

having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.


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Anchor Standard L 8.2


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

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

b. b. Spell correctly

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma,

ellipsis, dash) to indicate a pause or break.

b. Use an ellipsis to indicate an omission.

c. Spell correctly.

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

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

b. Use a colon to introduce a list or quotation.

c. Spell correctly

Essential Questions Corresponding Big Ideas

(RL8.1 & RI8.1) Why is it important to support analysis and inferences with textual evidence? (W8.1) Why are supporting claims with clear reasons and relevant evidence important when writing an argument? (SL8.1) Why are collaborative discussions vital? (L8.2) Why is it important to use correct capitalization, punctuation, and spelling when writing?

(RL8.1 & RI8.1) Textual evidence creates a more credible argument. (W8.1) Arguments are strengthened with clear reasons and relevant evidence from credible sources. (SL 8.1) Collaborative discussions allow for the development and expression of ideas and the opportunity to learn from others. (L8.2) The use of correct capitalization, punctuation, and spelling when writing clarifies meaning and allows for precise expression of ideas.

Unit Vocabulary Words

Academic Cross-Curricular Vocabulary (Tier 2) Content/Domain Specific Vocabulary (Tier 3)

Emphasize, argument, relevant, analyze, evidence, credible,

inference, structure, attributes

Metaphor, simile, figurative, character traits, dialectical

journal, idiom, fiction, nonfiction

Resources for Vocabulary Development (Strategies, Routines and Activities)

See Vocabulary Folder Resource on P drive


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Unit Assessments

Pre-Assessment Post-Assessment

Test Description: Administered Week Two; One Class Period Recommended On EADMS.com EADMS Test Id: 212948

Test Description: Administered Week Five or Six; One Class Period Recommended On EADMS.com EADMS Test Id: 212919

Scoring Guides and Answer Keys

Assessment Differentiation

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Reference IEP Accommodations

See individual students’ IEPs or refer to http://www.alvordusdrcd.com/

Modifications

See individual students’ IEPs or refer to http://www.alvordusdrcd.com/

http://www.alvordusdrcd.com/



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Engaging Scenario Overview (Situation, challenge, role, audience, product or performance)

Description:

The Overcoming Obstacles Achievement Award Committee (OOAAC) has selected your class to choose

the next individual who will receive their award. You and your partner will be nominating one

individual. You will create a logical argument in a visual presentation (i.e., PowerPoint, Prezi, Keynote,

Wiki Page, Glogster, Poster board) that will be presented to the rest of the class on why your individual

should be chosen.

Days: 3

Mins/Day: 50

Engaging Learning Experiences Synopsis of Authentic Performance Tasks

Authentic Performance

Tasks Description

Suggested Length of Time

Task 1: IVF Summary

Students will watch an informational video of someone who has overcome an obstacle and achieved success. While watching the video, students will take Cornell Notes describing the person, obstacle, and ways it was overcome. Students will then use these notes to complete an IVF Summary. Video Suggestions (see task resource folder): Derek Redmond The Hoyt Family Bethany Hamilton

Days: 1 Min/Day: 50

Task 2: Inference T-Chart and Constructed Response

Students will read a poem as a class and complete an Inference T-Chart where they will pull lines of text from the poem that contain an inference clue and write it on the left side. On the right, students will explain the inference clues in their own words. They will then use this sheet to complete a constructed response (3 sentence paragraph) focusing on the theme/main idea of the poem. After completing this activity as a class, students will choose an additional poem and go through the process again in pairs. Poem suggestions: “Knock, Knock” by Daniel Beaty (use for teacher “I do”) “Mother to Son” “Speech to the Young” “Friendly Obstacles” “I Believe”

Days: 2 Mins/Day: 50


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Interdisciplinary Connections

Some individuals for research and presentations will be known for their scientific, mathematical or historical impact on society.

Task 3 : Dialectical Journal

Students will read a fiction piece of the teacher’s choice that deals with overcoming an obstacle. As students are reading, they will complete a Dialectical Journal that tracks important plot points and focuses on the obstacle and ways the character was able to overcome. Students will select appropriate sections of text to put on the left hand side of the journal and will then write a response to the text on the right hand side. Responses include clarifying, evaluating, visualizing, connecting, and questioning.

Fictional passage suggestions: “King of Mazy May”, “Born Worker” Mini-lesson on textual support and themes


Task 4 : Annotated Text and Constructed Response

Students will read and annotate a non-fiction article about someone who has overcome an obstacle. Annotations should include sections of the text that show the obstacle the person faced and the character traits or strategies that helped them to overcome it. Students will use their annotations to complete a constructed response (3 sentence paragraph). Non-Fiction passage suggestions: Scholastic Scope articles “Malala the Powerful” or “Lexi Youngberg: Invincible”, “Life Without Limbs,” A Child Called It (excerpt), Soul Surfer (excerpt) http://www.scholastic.com/scopemagazine/pdfs/SCOPE-090113-Nonfiction.pdf http://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SCOPE-112111-Lexi.pdf


Task 5:

Argumentative

Response

Students will write an argumentative essay for the prompt below. Students will

research a person (of their choosing or teacher assigned) who has overcome an

obstacle. After researching, students will use shaping sheets to prepare them for

their final draft.

Prompt: Many people face obstacles in life. Some people, however, possess traits

and attributes that enable them to overcome even the most challenging of

adversities. In an essay, argue that your individual’s character traits are the reason

why is and how the attributes or character traits he or she possesses is the driving

factor that empowers them to overcome the obstacles that he or she faced.

Two people in the same class will be doing research on the same person. In this

way, the partnership for the engaging scenario has already been decided. This also

enables students to bring their research to their partnership.

Students will create a well-written essay that uses at least three sources. Students will be required to create a graphic organizer for a pre-write, a rough draft, and then a final typed draft.


http://www.scholastic.com/scopemagazine/pdfs/SCOPE-090113-Nonfiction.pdf

http://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SCOPE-112111-Lexi.pdf

http://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SCOPE-112111-Lexi.pdf


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Scoring Rubric

21st Century Skills

☑Creativity and Innovation

☑Critical Thinking and Problem Solving

☑Communication and Collaboration

☐Flexibility and Adaptability

☐Globally and Financially Literate

☑Information and Media Literacy

☑Initiative and Self-Direction

☐Social and Cross-Cultural Skills

☑Productivity and Accountability

☑Leadership and Responsibility

☐__________________________

☐__________________________

Connections between 21st Century Skills, CCCSS, and Unit Overview: Creativity and Innovation: Engaging Scenario Critical Thinking: All Tasks Communication and Collaboration: Communication (all tasks), Collaboration (Engaging Scenario) Information and Media Literacy: Task 5 and Engaging Scenario Initiative and Self-Direction: Engaging Scenario Productivity and Accountability: All Tasks Leadership and Responsibility: All Tasks from P21 and Costa & Kallick, 2008, http://www.p21.org/about-us/p21-framework

http://www/


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Authentic Performance Task 1

Task Description

Task: IVF summary created from Cornell notes.

While watching the video on famous people who have

overcome an obstacle (see suggestions), students will take

Cornell notes. The Cornell notes will be factual

information from the video. A minimum number of bullet

points can be established by the teacher. After watching

the video and taking notes, teachers will demonstrate the

correct way to complete the Cornell notes, adding

questions or main ideas to the left side and a summary at

the bottom.

Once Cornell notes are complete, students will be guided

to write an IVF summary paragraph of the whole video.

If there is time, students can repeat the process

individually with a second video.

Students will begin their character trait chart.

Suggested Length Days: 2

Mins/Day:50

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Priority Standard(s)

RI 8. 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Supporting Standard(s)

W 8. 8. 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. L 8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade

8 reading and content, choosing flexibly from a range of strategies.

0. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Target ELD Standard(s)

Interpretive 6 Reading closely literary and informational texts and viewing multimedia to determine how

meaning is conveyed explicitly and implicitly through language


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Essential

Question(s)

(RL8.1 & RI8.1) Why is it important to support analysis and inferences with textual evidence?

Big

Idea(s)

(RL8.1 & RI8.1) Textual evidence creates a more credible argument.

Bloom’s DOK Scoring Rubric

Level 4: Analyze

Level 3: Strategic Thinking/Reasoning

0,1,2 point rubric (see below)

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Suggested Instructional Strategies and Tasks

Mini lesson on fact versus opinion.

Mini lesson on the Cornell note strategy and the set-up, instructing students to take factual notes on

the left side and what goes on the right side. Possible class discussion on important notes/information

versus irrelevant information.

Mini lesson on the IVF summary sentence for the summary paragraph.

Mini lesson on how to use the Cornell notes to as a guide to write the summary paragraph.

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(e.g., Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts)

Character Trait Chart.docx

Character Traits.pdf IVF Summary Examples.docx

IVF Summary Graphic Organizer.pdf


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Strategies for Differentiation

All Students SWD Els Enrichment

Cornell Notes

IVF Summary

Character Trait Chart

Reference IEP

Accommodations

See Website for suggestions on

accommodating based on

specific IEPs:


Modifications



specific IEPs:


Emerging In explanations and responses, use frequently used verb phrasing (e.g., shows that, based on)

Have students infer the

author’s opinion on the

topic through his or her

choice in sound and/or

included visuals. Expanding In explanations and

responses, use a variety of

verb phrasing (e.g.,

suggests that, leads to)

Bridging In explanations and


precise academic verbs and


indicates that, influences)

Scoring Rubric See IVF Summary Rubric in Unit 1 Resource Folder




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Task Description

TASK: T-Chart and Constructed Response

Whole Class: After reading “Knock, Knock” (or another

selection) as a class, students create a T-chart using five

quotes from the text and a corresponding inference for

each one. The quotes chosen must be relevant to the

interpretation and meaning of the overall poem.

Afterwards, students write a constructed response

interpreting the meaning of the poem based on what was

written in the T-chart.

Independent Practice: Students will choose a poem from

the remainder of the suggested texts and working in small

groups will create an inference T-Chart and complete a

constructed response.


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RL 8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as

well as inferences drawn from the text.


RL 8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL 8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.


Interpretive 6: Reading closely literary and informational texts and viewing multimedia to determine how


Interpretive 7: Evaluating how well writers and speakers use language to support ideas and arguments with

details or evidence depending on modality, text type, purpose, audience, topic, and content area.

Essential

Question(s)


Big

Idea(s)



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Level 4

Analyze

Level 3

Strategic thinking/reasoning

Sample Generic Rubric for a 2-point

CR Item (see P-drive)

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Mini lesson on interpreting figurative language; i.e., simile, idiom, metaphor.

Mini lesson on how to interpret free-verse poetry.

Lesson on how to write an IVF summary.

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Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts

Inference Clues and Meaning T.docx

Constructed Response.docx

Friendly Obstacles.docx

Cornell Notes PPT.ppt

I Believe.docx

Knock%2c Knock Constructed Response.pptx


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Inference Clue T-Chart

Constructed Response

Collaborative Discussion

Reference IEP

Accommodations



specific IEPs:


Modifications



specific IEPs:


Emerging

Teacher-led class

discussion and model

completing all sentence

frames for T-Chart and fill

in the blanks for the

Constructed Response.

Create artwork that displays

the theme of the poem.

Expanding

Teacher-led class

discussion and model

completing one sentence

frame for T-Chart and

constructed response while

the remainder is completed

in groups.

Bridging

Teacher-led class

discussion and guided

questions for T-Chart and

Constructed Response.




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Task Description

TASK: Dialectical Journal

Quote and student response to quote. Quotes that reflect theme, character traits, plot chart, After reading a fictional text given by the teacher, select 10 appropriate quotes that reflect the story’s theme, outstanding character traits, the progression of the plot, the introduction and resolution of the conflict, and/or the importance of setting in understanding the story as a whole. Create a document in which you arrange the quotes in order of importance to the story, explain what each of the quotes means, and respond in your own words about why they are important to understanding the story. Using the dialectical journals, students will create a constructed response to a text-dependent question.

Suggested Length Days: 5 Mins/Day: 50

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RL 8. 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Scoring Rubric

Advanced

Meets the Proficient criteria at the level of 5 of 5

Writes in complete sentences

Uses/Spells all words correctly

Proficient/Goal

At least 4 of 5 quote selections are appropriate

At least 4 of 5 explanations of quote meaning are reasonable

At least 4 of 5 responses to the importance of each quote are reasonable


Uses/Spells most words correctly (allows students to experiment with new vocabulary without having mastery of usage or spelling)

Progressing


Writes in complete sentences most of the time


Beginning


Writes in complete sentences some of the time Uses/Spells some words correctly


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L 8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Target ELD Standard(s) Interpretive 6 - Reading closely literary and informational texts and viewing multimedia to determine how


Interpretive 7 - Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on modality, text type, purpose, audience, topic, and content area

Interpretive 8 Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area

Essential Question(s)

What makes analysis or inferences credible?

Big Idea(s)

Analysis and Inferences need to be supported with textual evidence.


Level 2: Understand

Level 3: Strategic Thinking/Reasoning

Beginning/Advanced Progression*

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Mini-lesson on textual support and theme Mini-lesson on the elements of fiction Mini-lesson on textual support

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Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts Fictional passage suggestions:” King of Mazy May”, “Born Worker”,

Born Worker Constructed Response.pptx

Constructed Response.docx

Dialectical Journal.docx

Dialectical Journals GÇô Sentence Stems.docx

sample dialectical journal entries hatchet.pdf

Strategies for Reading.doc

Sample Dialectical Journal.doc


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Dialectical Journals Constructed Response

Reference IEP Accommodations



specific IEPs:


Modifications



specific IEPs:



Of the 10 quotes, include two that show how minor characters moved the plot forward.

Expanding In explanations and responses, use a variety of verb phrasing (e.g., suggests that, leads to)

Bridging In explanations and responses, use a variety of precise academic verbs and verb phrasing (e.g., indicates that, influences)

Scoring Rubric*

Dialectical Journal Rubric

Advanced



Uses/Spells all words correctly

Proficient/Goal

At least 8 of 10 quote selections are appropriate

At least 8 of 10 explanations of quote meaning are reasonable

At least 8 of 10 responses to the importance of each quote are reasonable



Progressing


Writes in complete sentences most of the time


Beginning


Writes in complete sentences some of the time

Uses/Spells some words correctly




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Constructed Response Rubric

Score

Point 3

The response provides essential elements of an interpretation and/or analysis. It

addresses the points applicable to the concept or task. It provides relevant evidence that

information, reasoning, and conclusions have a logical relationship. It is focused and

organized, showing relevance to the task.

Score

Point 2

The response provides a partial interpretation and/or analysis. It somewhat addresses the

points applicable to the concept or task. It provides some evidence that information,

reasoning, and conclusions have a relationship. It is relevant to the task, but there are gaps

in focus and organization.

Score

Point 1

The response provides an unclear, inaccurate interpretation and/or analysis. It fails to

address or omits significant aspects of the concept or task. It provides unrelated or unclear

evidence that information, reasoning, and conclusions have a relationship. There is little

evidence of focus or organization relevant to the task.

Score

Point 0

The response does not meet the criteria required to earn one point. The response indicates

inadequate understanding of the task and/or concept needed to answer the item. It may

only repeat information given in the test item. The response is inaccurate with no

supportive information. The student may have written on a different topic or written "I don't

know."


Task Description

TASK: Annotated Article and Constructed Response Using 1-2 non-fiction selections students will cold read the article on their own silently. As a class, students will reread the article making annotations as they go along. Annotations should focus on students responding to what they read with questions, opinions, making connections, and tracking a theme. Students will then use these annotations to write constructed responses to text dependent questions. Continue filling out Character Trait Organizer. *Depending on selection chosen, choose a video clip to accompany the article.


Mins/Day: 50


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RI 8. 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as

well as inferences drawn from the text.


RI 8. 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

W 8. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the

argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”)


Interpretive 6 - Reading closely literary and informational texts and viewing multimedia to determine how


Essential

Question(s)


Big

Idea(s)



Level 4

Analyze

Level 3

Strategic thinking/reasoning See Constructed Response Rubric

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Teaching Suggestions:

Mini-lesson on annotating (handout)

Mini-lesson on IVF summary writing (graphic organizer and example)

Review character traits (handout)

Lesson on writing constructed responses (handout and PowerPoint)


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How to Annotate.pdf


All Students SWD ELs Enrichment

I do…

You do…

We do…

Sentence frames for

annotation.

Reference IEP

Accommodations



specific IEPs:


Modifications



specific IEPs:


Emerging

Teacher-led class discussion

and model completing all

sentence frames for

annotation.

Annotations should focus

on more in-depth analysis

of the text. (i.e. author’s

purpose, diction, style)

Expanding


and model completing one

sentence frame for

annotation while the

remainder is completed in

groups.

Bridging


and guided questions for

annotation.




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Scoring Rubric

Constructed Response Rubric

Score

Point 3

The response provides essential elements of an interpretation and/or analysis. It

addresses the points applicable to the concept or task. It provides relevant evidence that

information, reasoning, and conclusions have a logical relationship. It is focused and

organized, showing relevance to the task.

Score

Point 2

The response provides a partial interpretation and/or analysis. It somewhat addresses the

points applicable to the concept or task. It provides some evidence that information,

reasoning, and conclusions have a relationship. It is relevant to the task, but there are gaps

in focus and organization.

Score

Point 1

The response provides an unclear, inaccurate interpretation and/or analysis. It fails to

address or omits significant aspects of the concept or task. It provides unrelated or unclear

evidence that information, reasoning, and conclusions have a relationship. There is little

evidence of focus or organization relevant to the task.

Score

Point 0

The response does not meet the criteria required to earn one point. The response indicates

inadequate understanding of the task and/or concept needed to answer the item. It may

only repeat information given in the test item. The response is inaccurate with no

supportive information. The student may have written on a different topic or written "I don't

know."


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Task Description

TASK: Argumentative response essay

Prompt: Many people face obstacles in life. Some people,

however, possess traits and attributes that enable them

to overcome even the most challenging of adversities. In

an essay, argue that your individual’s character traits are

the driving factor that empowers him or her to overcome

the obstacles that he or she faced.

Two people in the same class will be doing research on

the same person. In this way, the partnership for the

engaging scenario has already been decided. This also

enables students to bring their research to their

partnership.

Students will be assigned a specific individual that they

will then do research on. Students should refer to the

graphic organizer that they’ve been filling out throughout

the unit that shows various traits the character possessed

that helped them overcome the adversity they had faced.

This can be guide for students to search for examples of

character traits for their research.

Research can be filled in the research graphic organizer

for later use. It needs to include at least 3 resources with

proper author information for later citation.

Students should also pre-write by using an organizer to

help frame their thoughts

Students will use their organizer to create a rough draft.

After peer or teacher edit, the final draft should be typed.


Mins/Day: 50


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RI 8. 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

W8. 1. Write arguments to support claims with clear reasons and relevant evidence.





e. Provide a concluding statement or section that follows from and supports the argument presented. L8. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly.


RI 8. 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). W 8. 7. Conduct short research projects to answer a question (including a self-generated question),

drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W 8. 8. 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. W 8. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).


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Collaborative 3 Offering and justifying opinions, negotiating with and persuading others in communicative

exchanges

Collaborative 4 Adapting language choices to various contexts (based on task, purpose, audience, and text type)

Interpretive 5 Listening actively to spoken English in a range of social and academic context

Interpretive 6 Reading closely literary and informational texts and viewing multimedia to determine how


Productive 10 Writing literary and informational texts to present, describe, and explain ideas and information,

using appropriate technology

Productive 11 Justifying own arguments and evaluating others’ arguments in writing

Productive 12 Selecting and applying varied and precise vocabulary and language structures to effectively convey

ideas

Productive 9 Expressing information and ideas in formal oral presentations on academic topics

Essential

Question(s)

(RL8.1 & RI8.1) Why is it important to support analysis and inferences with textual evidence? (W8.1) Why is supporting claims with clear reasons and relevant evidence important when writing an argument? (L8.2) Why is it important to use correct capitalization, punctuation, and spelling when writing?

Big

Idea(s)

(RL8.1 & RI8.1) Textual evidence creates a more credible argument. (W8.1) Arguments are strengthened with clear reasons and relevant evidence. (L8.2) Punctuation, capitalization, and correct spelling give your writing credibility and clarity.


Level 6: Create

Level 4: Extended Thinking

Fout-point Argument Rubric


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The list of individuals who have overcome obstacles should be determined before task 4 begins. You

can see handout in the resource folder for a list pre-created.

Two students need to have to the same individual for their paper. This way the engaging scenario pairs

have been pre-determined and the background research concluded before the engaging scenario

begins.

Before allowing students to do research on their own, a discussion on credible websites versus non-

credible websites is recommended.

Students should fill in information on the graphic organizer during their research.

For pre-writing, a graphic organizer is suggested. A mini lesson on incorporating quotes is

recommended: possibly using They Say, I Say templates.

Rough draft using template – Mini lesson on using MLA citation recommended

Peer edit on rough drafts. A teacher resource is located in the resource folder to help effectively teach

students to peer edit. This resource recommends a step-by-step, teacher-led progression in the

beginning.

Final draft: typed draft recommended

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research sheet.docx 1st body paragraph.argument.doc

2nd Body Paragraph.argument.doc

3rd Body Paragraph.argument.doc

Conclusion.argument.doc

Fact and Opinion.doc Introduction.argument.doc

Map for an Argumentative Essay (2).doc

Peer Response for an Argumentative Essay.doc

Sentence Starters.pdf

Thesis Statement ppt.pptx

they say.i say.pdf theysay.pdf Argument Shaping Sheet.doc

They Say I say.doc

paragraph argument template.docx

Famous People Who Have Overcome Obstacles.docx


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Argument Essay

Shaping Sheets and Writing

Guides

Accommodations



specific IEPs:


Modifications



specific IEPs:



Teaching students to

embed quotes in some of

their writing so their words

and the direct quote flow

within the sentence.

Example: instead of:

According to John Doe from

WebsiteA, “____” (citation).

Use:

While some argue that you

should teach this, it’s

important “to remember to

teach other things”

(citation).

Expanding In explanations and



suggests that, leads to)

Bridging In explanations and


precise academic verbs and


indicates that, influences)

Scoring Rubric

Argument Essay Rubric.pdf




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Engaging Scenario

Detailed Description (situation, challenge, role, audience, product or performance)

The Overcoming Obstacles Achievement Award Committee (OOAAC) has selected your class to choose the next individual

who will receive their award. You and your partner will be nominating one individual. You will create a logical argument in a

visual presentation that will be presented to the rest of the class on why your individual should be chosen.

Your argument will include the following: when the individual lived, the attributes the individual possessed, how he or she

used his or her attributes and character traits to overcome the obstacles he or she faced, and why the individual should be

chosen.

Students will choose from a list of individuals who have overcome obstacles. Students will have done research on the

individual they are nominating by the time they meet with the other person in class who also has that same individual. They

will bring their research to their partnership, and in this way, they only need to decide: what is the most convincing

information that needs to be included, and what is the best mode of presenting it so their individual will win the award.

When presenting, students will first present to a group of four pairs. Students will use a score sheet to reflect and respond

to each of the presenting pairs. After all four pairs have presented, a nominee will be chosen and presented to the class. To

encourage students, the winner from each of the small groups will be awarded bonus points.

While the students of the winning nominees are presenting to the whole class, the remaining students will become part of the committee that will vote on one overall winner. The winner of the whole class will receive the award by OOAAC. This pair can receive a prize from the teacher if he/she desires.



Presentation Notes.docx

For students to take

notes on during presentations

Accommodations



specific IEPs:


Modifications



specific IEPs:


Emerging Model a sample presentation. Provide a template and a speech outline.

Create a video presentation

Expanding Model a sample presentation.

Bridging Specific teacher-selected partnering.




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Feedback to Curriculum Team Reflect on the teaching and learning process within this unit of study. What were some successes and challenges that

might be helpful when refining this unit of study?

Successes Challenges

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Documents

1.2 The kinetic model of gases