Rigorous Curriculum Design Unit Planning Organizer Blank

Rigorous Curriculum Design—Unit Planning Organizer Blank

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DEKALB COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) English Language Arts

Grade and Course

9th Grade Literature and Composition

Unit of Study

Unit 1: Introduction to Informational Analysis

Pacing

Timeframe: Block: 3 Weeks Traditional: 6 Weeks

“Unwrapped” Priority Gerogia Standards of Excellence

Skills and Concepts

ELAGSE9-10RI1: CITE strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE9-10RI2: DETERMINE a central idea of a text and ANALYZE its development over the course of the text including how it emerges and is shaped and refined by specific details; PROVIDE an objective summary of the text.

ELAGSE9-10W7: CONDUCT short as well as more sustained research projects to ANSWER a question (included a self-generated question).

ELAGSE9-10W8: GATHER relevant information from multiple authoritative print and digital sources, USING advanced searches effectively; ASSESS the usefulness of each source in answering research question; INTEGRATE information into the text selectively to MAINTAIN in the flow of ideas, AVOIDING plagiarism and FOLLOWING a standard format for citation.



“Unwrapped” Priority Standards

“Unwrapped” Concepts

(Students Need to Know)

“Unwrapped” Skills

(Students Need to Be Able to Do)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

ELAGSE9-10RI1

● Textual

Evidence

● Inferences

● Cite ● 1 (Remember)

● 5 (Evaluate)

● 2 (Skill/

Concept)

ELAGSE9-10RI2

● Central Idea

● Development

● Objective

Summary

● Determine

● Analyze

● Provide

● 3 (Apply)

● 4 (Analyze)

● 3 (Strategic

Thinking)

ELAGSE9-10W7

● Short

Research

Project

● Questions

● Conduct

● Answer

● 3 (Apply)

● 5 (Evaluate)

● 4 (Extended

Thinking)

ELAGSE9-10W8

● Relevant

Information

● Advanced

Searches

● Usefulness

Information

● Flow of Ideas

● Plagiarism

● Standard

Format for

Citation

● Gather

● Use

● Assess

● Integrate

● Maintain

● Avoid

● Follow

● 1(Understand)

● 3 (Apply)

● 5 (Evaluate)

● 4 (Extended

Thinking)



Supporting Standards

ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the

order in which the points are made, how they are introduced and developed, and the connections that are

drawn between them.

ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including

figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices

on meaning and tone (e.g. how the language of a court opinion differs from that of a newspaper)

ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author

uses rhetoric to advance that point of view or purpose.

ELAGSE9-10SL4: Present information, findings and supporting evidence clearly, concisely and logically

such that listeners can follow the line of reasoning and the organization, development, substance, and

style are appropriate to purpose, audience and task.

ELA Overarching Standards

ELAGSE9-10RI0: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 complexity band proficiently, with scaffolding as needed to the high end of the range.

ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grade 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELAGSE9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences (begins in grade 3).



Essential Questions Corresponding Big Ideas

1. How does sharing interpersonal issues

through multiple resources impact the

connectedness of human nature?

2. In what ways does writing allow for an

expansion and expression of worldly

thoughts?

3. How can a resource from an authoritative

source be considered irrelevant, inaccurate,

and subjective?

1. Sharing interpersonal issues through multiple outlets allows others to gain a perspective unlike their own. 2. Writing allows for expansion and expression of worldly thoughts through extended self-expression, sentence fluency, and a flow of useful ideas. 3. To be considered relevant, accurate, and objective, an authoritative source should be widely recognized by multiple experts in the field.





Unit Assessments Pre-Assessment Post-Assessment

Student Version:

Gr9_ELA_9thGradeLiteratureandComposition_Unit1_Preassesment_Student

Teacher Version: Gr9_9thGradeLiteratureandComposition_Unit1_Preassessment_Teacher

Student Version:

DeKalb Benchmark Assessment

Teacher Version: DeKalb Benchmark Assessment



Performance Assessment

Engaging Scenario

Congress has chosen one student from each state to give a presentation before the General Assembly. You have been chosen to represent the State of Georgia. As a teen ambassador, you must inform the Assembly of an issue that you have chosen to bring awareness to. In order to thoroughly complete your presentation, you will need to research a topic that concerns you, making sure to support your personal feelings with authoritative sources. Once your research is complete, you will write your speech to the General Assembly. Your speech will then be used to guide the development of the actual presentation. Consider the following questions: What are you passionate about? What makes you feel sad or angry when you hear about it happening? What issue has global importance for teens?

Performance Task Synopses

Task 1:

ELAGSE9-10W7

Conduct research on the issue using the curated databases offered by the school media center. Choose

multiple sources from the research to compose a one-page bibliography.

Task 2:

ELAGSE9-10RI1, ELAGSE9-10RI2 Determine the central ideas and carefully analyze the sources of information that you gathered for Task 1. Use the guidelines provided to create an annotated bibliography for two of the sources. Task 3:

ELAGSE9-10RI1, ELAGSE9-10RI2, ELAGSE9-10W8

Use previous research from Tasks 1 and 2 to write an informative essay about the issue that you have

chosen. The essay must be 2-3 pages long, and must include in-text citations.

Task 4:

ELAGSE9-10RI1, ELAGSE9-10W8

Create a multimedia presentation (a speech, prezi, blog, podcast) to present to Congress. Use the

information generated for Tasks 1-3 to ensure that you state the issue, include research and evidence on

the issue, summarize points of agreement and disagreement, and incorporate a question and answer

segment into your presentation.

Task 5:

ELAGSE9-10W8

Using the culmination of information and products from Tasks 1-4, give a multimedia presentation (a



speech, prezi, blog, podcast) to Congress to advocate for action to be taken on the issue. Be prepared to

justify your views and respond thoughtfully to diverse perspectives.

Performance Task 1 In Detail

Task 1 Student Directions: ELAGSE9-10W7

Before you speak to Congress, you must research sources that have pertinent information about the topic important to today’s teens.

• You must use authoritative databases. The authoritative databases in the Media Center are reliable

and have been curated for accuracy.

• Save the links to the sources.

• After you conduct your research, create a bibliography of five sources that you have chosen using

the designated standard citation format.

Teacher Notes:

• Begin the unit using high-interest newspaper articles that are engaging and interesting to your students.

• Have students analyze the issues presented in the articles and share their ideas for changing or improving the situation presented in the articles.

• Present students with a list of possible research topics that are important to teens on a local and/or global level and allow them to choose one OR assign topics to the students.

Help them conduct research using the databases offered through the Media Center (i.e. Galileo, Explora, World Book Encyclopedia).

**Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to texts that are at the higher end of their Lexile range.

Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

All Proficient criteria plus: More than 5 sources are listed in the bibliography. All sources are from an

● 5 sources are

listed in the bibliography.

● Most sources are from an authoritative database.

Meets 3 of the “Proficient” criteria.

Meets fewer than 2 of the “Proficient” criteria.



authoritative database. All sources are correctly formatted according to the designated standard citation format. All sources are relevant to the topic.

● Most sources are correctly formatted according to the designated standard citation format.

● Most sources are relevant to the topic.


Task 2 Student Directions: ELAGSE9-10RI1, ELAGSE9-10RI2

Determine the central ideas and carefully analyze the sources of information that you gathered for Task

1. Use the guidelines provided to create an annotated bibliography for three of the sources (teacher

preference, if applicable). Each source in the annotated bibliography must include the following

information in the order that it is listed below:

o Source/Bibliography – Create citations using standard format for the sources you have chosen. o Summary – Write a summary of each source (including, but not limited to: central ideas, supporting

evidence, and important quotations from the text. o Assessment – Assess the credibility of the source, and write an explanation for how you know that

it is credible. o Reflection – Include a written reflection by considering these questions: How has this source

influenced your view of the topic? How will you use this source in your presentation? Teacher Notes:

• Choose a source to model the process of creating an annotated bibliography for the students.

• Use multiple reading strategies such as chunking the text, cooperative reading, or choral reading to show varying approaches for deciphering (understanding/comprehending) texts.

• Teach/remind students how to identify central ideas and how to choose important direct quotations to support the central ideas.

• Students can use online citation generators (see Instructional Resources and Materials) to create the citations. Use the Annotated Bibliography Graphic Organizer (Courtesy of Hamilton Elementary School, Baltimore, MD) to assist students with this process of creating an annotated bibliography.

**Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.



http://hamilton-esms.enschool.org/ourpages/auto/2015/9/12/34508594/AAAnnotated%20Bibliography--rubric--example--template--9th.doc


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10

All Proficient criteria plus:

o A statement expressing the

importance of the issue to

teens, along with textual

evidence from one of the

sources in the form of a

direct quotation or

paraphrase that can be used

to support the statement, is

included at the end of the

annotated bibliography.

● A minimum of “number

determined by teacher”

sources are included.

● Each component is evident

in each annotation and

explains why the source is

credible.

● All bibliographies are

formatted correctly.

● Each reflection addresses

the questions students

were asked to consider.

Meets 4 of the

“Proficient”

criteria.



Task 3 Student Directions: ELAGSE9-10RI1, ELAGSE9-10RI2, ELAGSE9-10W8

• Using the annotated bibliography from Task 2, write an informative essay about the chosen topic.

• Cite specific sources (literary/informational) that support the chosen topic. Be sure to include:

• Attention-grabbing statement

• Personal explanation and relation to topic

• Varying perspective uncovered through research

• And, a thoughtful conclusion

The final essay should include in-text citations adhere to standard format, and be 2-3 double-spaced,

typed pages in length (250 words per page).

Teacher Notes:

• Students should use the research previously conducted for the Annotated Bibliography and embed

it into the explanations for their issue’s importance to today’s teens.

• Possible opportunity to teach and/or review writing techniques such as coherence, unity, avoiding

plagiarism, and using standard format (i.e. MLA, APA, etc.).

• Students should cite specific sources that they have previously researched within the presentation.

**Students should have the opportunity throughout the unit to engage in independent reading within their

Lexile range. Also, students should be exposed to texts that are at the higher end of their Lexile range.





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All Proficient criteria plus: o Include three ways

the issues can be

improved or resolved.

● Contains an engaging

attention-grabbing

statement.

● Cites four important facts

and varying perspectives

related to the issue.

● Includes an all-

encompassing conclusion.

● Includes correctly

formatted citations.

● Written using standard

citation format.

● Minimum 250 words per

page, double-spaced.




Task 4 Student Directions: ELAGSE9-10RI1, ELAGSE9-10W8 Using appropriate presentation format and guidelines, create a presentation that uses research to provide a thorough and thought-provoking perspective on the chosen topic.

● Cite specific sources ● Restate the claim ● Defend the claim ● Present a prediction ● Create and present a possible solution

Teacher Notes:

• Determine which programs and tools are restricted for student use.

• Provide a list of presentation tools. You could also teach a mini lesson about using presentation programs and tools.

• Advise students to use the information that they have collected during Tasks 1 and 2 as key ideas for their presentations.

• Students will need to be taught about responsible research, appropriate citation technique, and acceptable presentation formatting.

• Citation instructions should include focus on following models of standard format; students should not be required to memorize formatting techniques.

• Possible technology integration with the development of the presentation (see instructional resources below).

**Students should have the opportunity throughout the unit to engage in independent reading within their

Lexile range. Also, students should be exposed to texts that are at the higher end of their Lexile range.




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All Proficient criteria plus: o Add a component that

demonstrates critical

thinking and creativity

to enhance your

presentation.

● Use an appropriate, or

assigned, presentation program or tool.

● Include a description of the issue and an explanation for why you are advocating for it.

● Include research and evidence on the issue.

● Include a summary of points of agreement and disagreement.

● Incorporate a question and answer segment.


Meets fewer than 3 of the “Proficient” criteria OR Did not attempt the multimedia presentation.


Task 5: Multimedia Presentation (ELAGSE9-10W8)

Student Directions: Using the information and products from Tasks 1-4, deliver a multimedia

presentation to the General Assembly. Be prepared to justify your views and respond thoughtfully to

diverse perspectives. Bring to class all the materials needed for your presentation.

Teacher Notes:

• Ensure the presentation environment is conducive to students being comfortable to stand and deliver.

• Remind students to have presentation saved both online (Sway, sharepoint, etc.) and on a jump drive, hard drive, etc. in cause of internet difficulties.





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All Proficient criteria plus: o Student uses

traditional (discussion, show of hands, etc.) or digital (QR codes, online poll, etc.) methods to engage audience.

o Possess and prepare

all necessary

materials and items.

o Introduce yourself and state your purpose.

o Explain the issue. o Refer to research and

evidence on the issue. o Summarize points of

agreement and disagreement.

o Describe ways to improve/resolve the issue.

o Justify your views. o Respond thoughtfully

to the audience's questions.

o Present with an appropriate level of volume, adequate pacing, good eye contact, and receptive posture.

Meets 7 of the “3” criteria.

Meets fewer than 5 of the “3” criteria OR Did not present

Instructional Strategies

Instructional Strategies

Research-Based Effective Teaching Strategies

21st Century Learning Skills

□ Learning Objectives (posted and referenced)

□ Identifying Similarities and Differences

□ Summarizing and Note Taking

□ Reinforcing Effort, Providing Recognition

□ Homework and Practice

□ Nonlinguistic Representations

□ Cooperative Learning

□ Purposeful small group instruction

□ Teamwork and Collaboration

□ Initiative and Leadership

□ Curiosity and Imagination

□ Innovation and Creativity

□ Critical thinking and Problem Solving

□ Flexibility and Adaptability

□ Effective Oral and Written Communication

□ Accessing and Analyzing Information



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□ Increased think time

□ Setting Objectives, Providing Feedback

□ Check for Understanding

□ Generating and Testing Hypotheses

□ Cues, Questions, and Advance Organizers

□ Interdisciplinary Non-Fiction Writing

□ Other

Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3) Additional Supports in

Classroom

Specially Designed Instruction for Special Education

Students

Strategies for English Language Learners

□ Re-voicing

□ Explaining

□ Prompting for participation

□ Challenging or countering

□ Asking “Why?” “How?”

□ Reread

□ Conferencing

□ Additional time

□ Small group collaboration

□ Modify quantity of work

□ Take student’s dictation

□ Scaffold information

□ Visuals/Realia

□ Front-loading

□ Echoing/Choral response

□ Color-coding

□ Multiple exposures in different media



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□ Practice new academic vocab.

□ Assistive technology

□ Pre-teach & re-teach in a different way

□ Repetition

□ Use of manipulatives

□ Collaborative work

□ Direct/explicit instruction

□ “Chunking”

□ Accommodating different learning styles

□ Create differentiated text sets

□ Providing additional guided

practice

□ Differentiated content process or product

□ Consistent reward system

□ Refer to students’ IEP or 504 plan

□ Assistive technology

□ Pair-share

□ Modeling

□ Language scaffolds: eg, sentence frames

□ Deconstruct complex sentences and texts

□ L1 support

□ increased opportunities for student-student talk

□ Strategic vocabulary instruction

□ Additional think time



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Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation

Flexible-Learning Groups by Readiness, Interest,

Learning Profiles

Gifted Education Cluster Classes

Choice of Books Gifted Education Collaboration Classes

Homework Options Tiered Activities and Products

Use of Reading Buddies Use of Literature Clubs

Various Journal Prompts Multiple Testing Options

Student/Teacher Goal Setting Multiple Texts

Varied Pacing with Anchor Options Alternative Assessments

Work Alone or Together Subject Advancement within class

Flexible Seating Curriculum Compacting

Varied Scaffolding Tiered Centers

Varied Computer Programs Spelling by Readiness

Design-A-DAY Varying Organizers

Varied Supplemental Materials Community Mentorships

Computer Mentors Stations

Think-Pair-Share by Readiness, Interest, Learning

Profiles

Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways

Explorations by Interest Student choice in selecting learning activities.

Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous

Advanced Content English/language arts, mathematics, science and/or social studies courses

Above grade level accelerated English/language arts, mathematics, science and/or social studies courses

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Whole Grade Acceleration



17

Instructional Resources and Materials Suggested Resources Suggested Technology Resources

Use https://newsela.com/ Use http://www.nytimes.com/section/learning Use http://www.kellygallagher.org/article-of-the-week/ Use the Annotated Bibliography Graphic Organizer (Courtesy of Hamilton Elementary School, Baltimore, MD) to assist students with the process of creating annotations. To teach students research skills, use Research 101 in World Book Encyclopedia’s Academic World Book. Microsoft PowerPoint Prezi List of Multimedia Presentation Tools

Authoritative Databases and Sources for Articles: GALILEO Destiny Library Manager World Book Encyclopedia Explora Helpful Websites for Standard Citation Formats: Purdue Online Writing Lab Citation Machine BibMe https://www.commonlit.org/

https://newsela.com/

http://www.nytimes.com/section/learning

http://www.kellygallagher.org/article-of-the-week/

http://www.kellygallagher.org/article-of-the-week/

http://hamilton-esms.enschool.org/ourpages/auto/2015/9/12/34508594/AAAnnotated%20Bibliography--rubric--example--template--9th.doc

http://www.worldbookonline.com/academic/research101?id=zrwriting_your_project

http://www.worldbookonline.com/academic/research101?id=zrwriting_your_project

https://prezi.com/

http://www.educatorstechnology.com/2012/05/list-of-20-free-tools-for-teachers-to.html

http://www.galileo.usg.edu/high-school/dekalb-k12/search/?Welcome

https://dekalbga.follettdestiny.com/common/welcome.jsp?context=saas59_1023760

http://www.worldbookonline.com/academic/home

http://web.a.ebscohost.com/web/src_ic/home?hid=4214&preview=false&usrNo=-24438140

https://owl.english.purdue.edu/owl/resource/747/1/

http://www.citationmachine.net/bibliographies/131593592?new=true

http://www.bibme.org/

https://www.commonlit.org/



18

Unit Vocabulary Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 Unit-Specific / Domain / Tier 3

Annotated Bibliography Bibliography Cite In-text Citation Expository Objective Inference Subjective Compile Synthesis Qualitative Evaluate Inquiry Quantitative Credibility Digital Header/Footer Relevance Bias Plagiarism Multimedia Citation Summarize Extraneous Paraphrase Integrate Claim

Informational Autobiography Nonfiction Claim Peer review Memoir Periodical Literary nonfiction Evidence Biography Fact Evidence Journal Opinion Informational Abstract Manuscript Style Primary source Secondary source

Review/teach research skills in collaboration with Teacher Librarian.



19

Weekly Planner

Course: 9th Grade Literature & Composition Unit 1: Introduction to Informational Analysis

Pacing Priority (in bold) and Supporting Standards

Engaging Learning Experiences

Core Instruction (in bold) and additional resources

Formative Assessments

Week 1

ELAGSE9-10RI1 ELAGSE9-10RI2 ELAGSE9-10W7 ELAGSE9-10W8 ELAGSE9-10RI3 ELAGSE9-10RI4 ELAGSE9-10RI6 ELAGSE9-1SL4

▪ Independent Reading ▪ Exposure and

Interaction with Grade Level Text or Higher

Task 1: ● Students will

demonstrate their knowledge and ability to use the library or media center by researching their topic.

● Students analyze the issues presented in the articles and share their ideas for changing or improving the situation presented in the articles.

● Students will conduct research using the curated databases offered by the school media center.

● Teachers will begin the unit using articles that would be of interest to students.

● Teachers are to introduce how students are to use the media center, as well as how to research a topic.

● Key vocabulary terms will be

introduced.

● Use the authoritative

databases offered by the

media center at your school.

● Assist students with

conducting research using the

databases offered through the

media center.

Pre-Assessment Discussion of the Essential Questions (throughout unit) Suggested informal progress monitoring checks:

● Vocabulary Quiz

● Daily warm-up activity

● Exit Slips



20

Week 2 ELAGSE9-10RI1 ELAGSE9-10RI2



Task 2: ● Students are to read,

take notes and create two summaries of research, which references the issue they are passionate about and why it is globally important to teens.

● Create a bibliography

● Save the links to the

sources.

● Write annotated

bibliography for these

sources in 12 point font

using the appropriate

citation.

● Use a Citation Generator to

create your bibliography

Suggested informal progress monitoring checks:


● Exit Slips

Week 3

ELAGSE9-10RI1 ELAGSE9-10RI2 ELAGSE9-10W7 ELAGSE9-10RI3 ELAGSE9-10RI4



Task 3: Students will compose a written presentation containing information about why they consider the issue important, the facts that constitute the issue being problematic, and ways in which the issue can be improved or changed.

● Written presentation,

2-3 pages (double-spaced, 12 pt. font)

● Cite Sources



● Exit Slips



21

Week 4

ELAGSE9-10SL9.4 ELAGSE9-10RI9.1 ELAGSE9-10SL4 ELAGSE9-10RI6



Task 4: Students will use a

multimedia presentation format (i.e. PowerPoint, Prezi, etc.) to expound on the chosen issue.

.

● Utilize Research and

evidence gathered from

Tasks 1-2.

● Summarized points of

agreement and

disagreement from Task 3.



● Exit Slips

Week 5 All priority standards



Task 5: Using the information and products from Tasks 1-4, deliver a multimedia presentation to the General Assembly to secure their commitment to accept your chosen issue as part of their agenda.

Justify your views and respond thoughtfully to diverse perspectives

Post Assessment Suggested informal progress monitoring checks:


● Exit Slips

● Final project with

scoring rubric

Documents

Rigorous Curriculum Design Unit Planning Organizer Blank