Unit Planning Organizer
Grade: 8
Unit: 2
Created By:
Randy Guerra - Pleasant Valley CSD
Kerri Morris - Muscatine CSD
Rachelle Kober - Maquoketa CSD
Hannah Anderson - Central CSD
Ann Craig - Mississippi Bend AEA
1
Updated: July 7, 2015
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Note: Teachers are strongly encouraged to look at the UPO for the context of assessments
Table of Contents
Step 1: Unit Standards …………………………………………………….……………………………………………………………………… p. 3
Iowa Core Standards- Priority Standards ……………………………………………….………………………………………. p. 3
Iowa Core Standards- Support Standards ……………………………………………………………………………..……….. p. 3
Reading Standards Unwrapped and Depth of Knowledge ……………………………………………………………... p. 3
Writing Standards Unwrapped and Depth of Knowledge ………………………………………………………………. p. 4
Speaking/Listening Standards Unwrapped and Depth of Knowledge …………………………………………….. p. 4
Language Standards Unwrapped and Depth of Knowledge …………………………………………………………… p. 4
Unit Essential Questions and Big Ideas ………………………..………………………………………………………………... p. 4
Step 2: Standards-Based Unit Assessments ……………………………………………………………………………………………. p. 5
Assessment and Performance Task Alignment of Unit Standards ………………………………………………….. p. 5
Standards-Based Common Formative Post-Assessment (CFA)
Teacher Directions, Student Directions and Answers ..……………………………………………………. p. 5
Standards-Based Common Formative Pre-Assessment (CFA)
Teacher Directions, Student Directions and Answers ……………………………………………………… p. 7
Step 3: Standards-Based Performance Tasks …………………………………………………………………………………………. p. 8
Performance Task Synopses ……………………………………………………………………………………………………….... p. 8
Performance Task 1- In Detail ………………………………………………………………………………………………………. p. 8
Performance Task 2- In Detail ………………………………………………………………………………………………………. p. 10
Performance Task 3- In Detail …………………………….………………………………………………………………………… p. 11
Performance Task 4- In Detail ……………………………………………………………………………………………………… p. 12
Student Materials …………………………………………………………………………………………………………………………………. p. 14
Notes:
 Supporting standards may be embedded in performance tasks. If they are not embedded, they must
be assessed through teacher-designed classroom measure.
 Supporting standards will not be embedded in common formative pre/post assessments.
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Unit Planning Organizer
Subject(s)
Grade/Course
Title of StandardsBased Unit
Estimated
Duration of Unit
Unit Placement in
Scope & Sequence
ELA
8
Author’s Craft, Structure and Point of View (Current and historical Perspectives)
3 Weeks
1
2
3
4
5
6
Step 1: Unit Standards
Iowa Core Standards- Priority Standards (to be instructed and assessed)
RL.8.2
RL.8.6
RI.8.2
RI.8.5
W.8.1
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.
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.
Determine a central idea of a text and analyze its development over the course of the text, including its
relationship to supporting ideas; provide an objective summary of the text.
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in
developing and refining a key concept.
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
Iowa Core Standards- Support Standards (to be instructed and assessed)
Note: Not all supporting standards will be measured through Standards-Based CFA or Performance Task listed
below.
RL.8.4, RL.8.5, RI.8.4, RI.8.6, W.8.4, W.8.9, SL.8.1, SL.8.6-IA.8.5 & 8.6
Reading Standards
Priority
Standard
RL.8.2
“Unwrapped” Skills
(students need to be able to do)
(verbs and verb phrases)
 Determine
 Analyze



RL.8.6


Provide
Analyze



RI.8.2

Determine

“Unwrapped” Concepts
(students need to know)
(noun/noun phrases)
Theme or central idea
How themes/central ideas can develop over the
course of a text
How themes/central ideas can have relationship
to characters, setting, and plot
An objective summary of the text
How the audience can have different points of
view than the characters
Effects created when the audience has a
different point of view than the characters
A central idea of a text
Depth of
Knowledge
2
4
2
3
2
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Updated: July 7, 2015
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
RI.8.5

Analyze



Provide
Analyze in detail




How themes/central ideas can have relationship
to supporting ideas
An objective summary of the text.
Paragraph structure
The role of sentences in developing key
concepts
The role of sentences in refining key concepts
4
2
4
Writing Standards
Priority
Standard
W.8.1
“Unwrapped” Skills
(students need to be able to do)
(verbs and verb phrases)
 Introduce claim(s)
 Acknowledge/Distinguish

“Unwrapped” Concepts
(students need to know)
(noun/noun phrases)



Claims
The claim(s) from alternate or opposing claims
The reasons and evidence logically.
Depth of
Knowledge
2
3
2
Organize
Unit Essential Question and Big Ideas
Essential Questions
Why are themes and central ideas important?
What connections should a reader look for to
understand a text?
Why is it important to understand the
structure of a text?
Why is it important to write effectively?
Big Ideas
Successful readers analyze the text to identify the central idea or
theme to better understand the text as a whole. (RI.8.2) (RL.8.2)
Successful readers understand the connections that exist between
ideas, events, points of view, and people in a text to comprehend
the text. (RL.8.6)
Successful readers understand how an author structures a text in
order to comprehend different kinds of text and understand the
author’s purpose for writing. (RI.8.5)
Successful writers are able to express their ideas clearly in order to
understand others and to be understood. (W.8.1)
Step 2: Standards-Based Unit Assessments
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Assessment and Performance Task Alignment of Unit Standards
Assessment/Performance Task
Assessed Standards
None Given – Use data from Post CFA in Unit One
RL.8.2, RI.8.2, RL.8.6
Pre CFA
Performance Task #1
Performance Task #2
Performance Task #3
Performance Task #4
Post CFA
RI.8.5
W.8.1
W.8.1
RL.8.2, RI.8.2, RI.8.5, RL.8.6
Standards-Based Common Formative Post-Assessment (CFA)
Standards: RL.8.2, RI.8.2, RI.8.5, W.8.1
Teacher Directions: Provide the link to the following article to students and make available the CFA questions. The
link to the article is:
http://www.npr.org/2013/12/13/250734629/for-many-urban-schools-gun-violence-remains-a-daily-reality
Student Directions and Possible Answers:
Read the article, “For Many Urban Schools, Gun Violence Remains A Daily Reality”, from the website associated
with National Public Radio, npr.org. The link to the article is:
http://www.npr.org/2013/12/13/250734629/for-many-urban-schools-gun-violence-remains-a-daily-reality
Then answer the following questions:
Q1. (RI.8.2) What is the central idea of this text?
a. Despite new safety measures, such as increasing the number of security guards, Castlemont High is still a
dangerous place for its students.
b. Gun violence continues to trouble American schools, even after years of deadly shootings.
c. Castlemont High is seeing a reduction of gun violence due to better safety measures.
d. Gun violence in a school accurately reflects the amount of violence within a community.
Q2. (RI.8.2) In the space below, prove your choice for question #1. Give specific detail to explain how the central
idea develops over the text?
Q3 (RI.8.2) Based on the details of the text, what is one solution to gun violence in American schools?
a. In-school programs can help students cope and even prevent regular shootings.
b. Increase the number of security guards at recess.
c. Community members should be trained on how to locate possible shooters.
d. Training to deconstruct crime scenes educate students and prevent future violence.
Q4. (RI.8.5) Which sentence from the text best illustrates the community surrounding Castlemont High?
a. Stephanie Pepitone, the organizer of the playgroup, says that she's dedicated to the neighborhood and
wants to stay.
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b. A year later, the issue still looms large in many communities, including those where shootings are a daily
occurrence.
c. In the Castlemont neighborhood, homicide is the leading cause of death for young people.
d. "It's up to adults and professionals to help [kids] understand and process it and respond to it
appropriately, so it can be a tool for learning and growth,"
Q5. (RI.8.5) Justify your reasoning for question #4. Cite the textual evidence that most strongly justifies your
reasoning.
Read “Hope, Despair and Memory” and answer the following questions:
Wiesel, Elie. “Hope, Despair and Memory.” Nobel Lectures in Peace 1981–1990. Singapore: World Scientific,
1997. (1986)
Q6. (RL.8.2) What is the theme of the text?
a. Anger always impacts everyone.
b. Trust is difficult to earn.
c. Silence and neutrality assists in hardships.
d. Honor comes to all who remains silent.
Q7. (RL.8.2) Which of the following statements from the text show the relationship between the theme and the
characters, setting, and/or plot? Circle all that apply.
a. I remember his bewilderment, I remember his anguish.
b. I remember he asked his father: “Can this be true? This is the twentieth century, not the Middle Ages.
Who would allow such crimes to be committed? How could the world remain silent?”
c. Silence encourages the tormentor, never the tormented.
d. A young Jewish boy discovered the Kingdom of Night. I remember his bewilderment, I remember his
anguish.
Q8. (RL.8.6) Q9. (RL.8.6) The author describes the point of view of a boy in two differing exchanges.
The differing points of view create suspense by:
a.
b.
c.
d.
propelling the action in the story while seeking answers to the chaos.
explaining that death is upon them.
creating a conflict between the author and his father.
revealing the purpose and fate of their journey.
Scoring Guide (RL.8.2, RI.8.2) (Q1, Q2, Q3, Q6, Q7)
Exemplary
Proficient
Close to
Proficient
Far from
Proficient
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
All proficient criteria
plus:
o Describes how
the details or
characters,
setting and plot
refine the theme
or central idea.
o
o
o
o
o
Determines the theme or central idea of the
text.
Analyzes the theme or central ideas
development over the course of the text.
Includes the relationship to the characters,
setting, and plot (RL.8.2).
Includes the relationship to supporting details
(RI.8.2).
Provides an objective summary of the text.
Scoring Guide (RI.8.5) (Q4)
Exemplary
All proficient criteria
plus:
o N/A
o
Analyzes in detail the structure of a specific
paragraph in a text.
o Analyzes the role of particular sentences in
developing a key concept.
o Analyzes the role of particular sentences in
refining a key concept.
Scoring Guide (RL.8.6) (Q8, Q9)
Exemplary
All proficient criteria
plus:
o N/A
Proficient
Proficient
o
Analyzes the difference in the points of view of
the characters and the audience or reader.
o Analyzes how the differences create effects
such as suspense or humor.
o
o
Close to
Proficient
o Meets 2 of
the
proficient
criteria.
Comments:
Far from
Proficient
o Meets less
than 2 of the
proficient
criteria.
Close to
Proficient
Meets 1 of the
proficient
criteria.
Comments:
Far from
Proficient
Meets less than 1
of the proficient
criteria.
Meets 4 of
the
proficient
criteria.
Comments:
Meets less
than 4 of the
proficient
criteria.
Standards-Based Common Formative Pre-Assessment (CFA)
(See data from Common Formative Post-Assessment for Unit One)
Step 3: Standards-Based Performance Tasks
Performance Task Synopses
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
The following set of performance tasks build toward the following engaging and authentic performance
assessment: You are a graphic designer and you have been approached by the History Channel to create
promotional merchandise for an upcoming historical documentary for _____________________ (some current or
historical event, idea or person). Your challenge is to learn as much information as you can about
_______________________ (said event, person or idea) in order to create an accurate depiction of the subject. You
will have to pitch this design to the executives at the History Channel.
Note: Teachers can open this engaging scenario up so that it allows students to promote merchandise for a
different documentary in other field of study (i.e., ALS for ESPN, The History of Italian Dining for The Food Channel,
and famous people in Iowa for IPTV). For the purposes of this UPO, all tasks are written with the above scenario in
mind, but could be edited for a variety of topics.
Task 1: RL.8.2, RI.8.2, R.L.8.6 With a partner, students will read about and analyze various current or historical
events, people, or ideas from both a short fiction and a non-fiction text while analyzing the development of the
theme and central idea as well as its relationship to characters, setting, and/or plot. Students will begin collecting
critical facts and details about the subject to later incorporate into their merchandise.
Task 2: R.I.8.5 Analyze what the authors did to craft and structure the texts relevant to this event, person or idea.
What did the author feel must stand out about this event, person, or idea? How can this information help
determine the appropriate and meaningful details to represent it?
Task 3: W.8.1 Develop and argue for the best design for the promotional merchandise.
Task 4: (SL.8.1, SL.8.6) As a team, students will create the pitch (argument) for their best design.
Performance Task # 1- In Detail
Priority Standards: RL.8.2, RI.8.2, R.L.8.6
Supporting Standards: n/a
Big Idea(s): Successful readers analyze the text to identify the central idea or theme to better understand the text
as a whole. What connections should a reader look for to understand a text?
Essential Questions: Why are themes and central ideas important? Successful readers understand the connections
that exist between ideas, events, points of view, and people in a text to comprehend the text.
DOK: 2 & 3
Synopsis: With a partner, students will read about and analyze various current or historical events, people, or ideas
from both fiction and non-fiction texts while analyzing the development of the theme and central idea as well as its
relationship to characters, setting, and/or plot. Students will begin collecting critical facts and details about the
subject to later incorporate into their merchandise.
Teacher Directions:
 Before students dive further into central ideas and themes. Complete a close reading to guide learning.
 Locate, or have students locate, literature and/or informational texts based upon various current or historical
events, people, or ideas for students to analyze during Performance Task #1. (Suggested texts include: Articles:
Visit the Library of Congress site for primary source historical newspaper articles:
http://chroniclingamerica.loc.gov/ , Novels: “Anne Frank: The Diary of a Young Girl,” “My Brother Sam is Dead,”
or any other novel written in a historical context or about a current event. You can use an excerpt from a novel if
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you wish.)
 Prep students with the following situation: In the next couple of weeks you will be working with a partner as a
marketing team. You will analyze texts in order to see how characters, individuals, events, plot, settings and
ideas connect with one another and the role point of view plays in these texts in order to create promotional
merchandise for an upcoming documentary for the History Channel. You will be “pitching” your promotional
item to executives at the History Channel. (HGTV, Food Network, Iowa Public TV, etc.) (Website suggestions:,
http://www.history.com/shows, http://www.hgtv.com/on-tv/index.html#dm-shows-az,
http://www.foodnetwork.com/shows/a-z.html, http://www.iptv.org/series.cfm)
 The graphic organizer in the Student Document and Supplemental Materials section is optional for use in the
performance task. Please use it or create your own as needed.
Student Directions:
In this performance task your group’s goal is to analyze a literature and informational text to determine themes
and Central Ideas- how are they conveyed in texts? How do they connect with characters, ideas, events, setting,
plot, etc. You will act as a marketing team, gathering information, in order to create your promotional
merchandise in later performance tasks.
Step 1: Research. Use 5-6 articles and stories regarding your topic for presentation to look for central ideas and
themes presented within them. Analyze how the authors of those pieces make connections.
Step 2: Analyze the texts. Use the graphic organizer provided to gather your research.
Step 3: Discuss the text. As a group, digest the information you have gathered. Did you find any connections? How
will this drive your final merchandise product? Discuss specific questions related to the text or your final product as
designated by the teacher.
Scoring Guide (RL.8.2, RI.8.2)
Exemplary
All proficient criteria
plus:
o Describes how
the details or
characters,
setting and plot
refine the theme
or central idea.
o
o
o
o
o
Scoring Guide (RL.8.6)
Exemplary
Proficient
Determines the theme or central idea of the
text.
Analyzes the theme or central ideas
development over the course of the text.
Includes the relationship to the characters,
setting, and plot (RL.8.2).
Includes the relationship to supporting details
(RI.8.2).
Provides an objective summary of the text.
Proficient
Close to
Proficient
o Meets 4 of
the
proficient
criteria.
Comments:
Close to
Proficient
Far from
Proficient
o Meets less
than 4 of the
proficient
criteria.
Far from
Proficient
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Updated: July 7, 2015
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
All proficient criteria
plus:
o N/A
o
Analyzes the difference in the points of view of
the characters and the audience or reader.
o Analyzes how the differences create effects
such as suspense or humor.
o
Meets 1 of
the
proficient
criteria.
Comments:
o
Meets less
than 1 of the
proficient
criteria.
Performance Task # 2- In Detail
Priority Standards: RI.8.5
Supporting Standards (if applicable): N/A
Big Idea/s: Why is it important to understand the structure of a text?
Essential Question/s: Successful readers understand how an author structures a text in order to comprehend
different kinds of text and understand the author’s purpose for writing.
DOK: 2 & 3
Synopsis: Analyze what the authors did to craft and structure the texts relevant to this event, person or idea. What
did the author feel must stand out about this event, person, or idea? How can this information help determine the
appropriate and meaningful details to represent in your propaganda?
Teacher Directions:
 Prior to students engaging in this task, spend time working with students on standards RI.8.5. For example: use
any novel or novel excerpt as a guide to teach and explain the concepts within Common Core Standard RL.8.5 for
fiction pieces.
 Give students opportunity to revisit the previous text used in Performance Task #1 or use the historical or
current event novel or novel excerpt. (Suggested texts include: “Anne Frank: The Diary of a Young Girl,” “My Brother Sam is Dead,” or any
other novel written in a historical context or about a current event.)
 With two or more of the texts of choice, have students get into pairs to read and compare and contrast the
structure of the texts. Have students complete the text structure graphic organizer, noting the sentence cues
within the text and identifying how they develop or refine key concepts. (Appendix A holds a graphic organizer for text
structure regarding Performance Task #2)
Student Directions:
In this performance task your group’s goal is to analyze what the authors did to craft and structure the texts
relevant to this event, person or idea. This will help you discover the purpose for why the author is writing and also
help you develop an idea of how to use this for your sales pitch.
Step 1: Read and analyze together. As a group, read the assigned texts on your topic and complete the graphic
organizers.
Step 2: Reflect on your own. Each group member must contribute their ideas to the graphic organizer, using a
colored pen or pencil and designating their color in the KEY on the organizer. (see attached “Text Structure” graphic
organizer for Performance Task #2 in appendix)
Step 3: Make a decision. Reflect upon the structure of the text. How did the structure of the text develop and
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refine the key concepts? How does this impact your own sales pitch?
Scoring Guide (RI.8.5)
Exemplary
All proficient criteria
plus:
o N/A
Proficient
o
Analyzes in detail the structure of a specific
paragraph in a text.
o Analyzes the role of particular sentences in
developing a key concept.
o Analyzes the role of particular sentences in
refining a key concept.
Close to
Proficient
o Meets 2 of
the
proficient
criteria.
Comments:
Far from
Proficient
o Meets less
than 2 of the
proficient
criteria.
Performance Task # 3- In Detail
Priority Standards: W.8.1
Supporting Standards (if applicable): N/A
Big Idea/s: Why is it important to write effectively?
Essential Question/s: Successful writers are able to express their ideas clearly in order to understand others and to
be understood. (W.8.1)
DOK: 4
Synopsis: Develop and argue for the best design surrounding the promotional merchandise.
Teacher Directions:
 Develop and provide students with a rubric to guide their project.
 Distribute the “Marketing Promo” graphic organizer (located within Appendix A for Performance Task #3)
 Provide students with time to develop, edit, and finalize their project and presentation, using their graphic
organizer and rubric as a guide.
 While performance tasks 1-2 were completed within a group setting, performance task 3 should be
completed individually.
Student Directions:
Using your topic of choice and the information you gained through your group conversations in performance tasks
1 and 2, promote your topic in a sales pitch to a network via a final promotional product. You will pitch your
promotional item to the rest of your group. Your group will then choose the pitch and promotion to refine further
in order to present to the rest of the class.
Step 1: Develop a sales pitch. Use the “Marketing Promo” graphic organizer to help organize your pitch.
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Step 2: Decide upon what promotional merchandise you will use to “pitch” your topic.
Step 3: Develop a formal argument in writing that you will present to the network to “pitch” your topic. Your goal is
to argue for your sales pitch. Why is it the best to present to the rest of the class?
Step 4: As a group, choose one pitch and promotional item to further refine and present to the class.
Scoring Guide W.8.1
Exemplary
All proficient criteria
plus:
o Claims used are
precise.
Proficient
o
o
o
o
o
o
o
o
o
Introduces claims.
Acknowledges and distinguishes claims from
alternate or opposing claims.
Organizes reasons and evidence logically.
Supports claims with logical reasoning and
relevant evidence.
Uses accurate, credible sources.
Demonstrates an understanding of the topic.
Uses words, phrases and clauses to:
o Create cohesion.
o Clarify the relationship among claims,
counterclaims, reasons, and evidence.
Establishes and maintains formal style.
Provides a concluding statement or section that
follows from and supports the argument
presented.
Close to
Proficient
o Meets 8-9
of the
proficient
criteria.
Comments:
Far from
Proficient
o Meets less
than 8 of the
proficient
criteria.
Performance Task # 4- In Detail
Priority Standards: N/A
Supporting Standards (if applicable): SL.8.6
Big Idea/s: N/A
Essential Question/s: N/A
DOK: 4
Synopsis: As a team, students will present the refined pitch (argument) for their best design.
Teacher Directions:
 Review the rubric you created with students so that they know and understand the given expectations.
 Give students time to practice their presentations!
 Groups will present and “pitch” their merchandise items and designs.
 While presenting, have student audience members respond and give feedback to each group.
 Note: The scoring guide for this task is optional as this represents a supporting standard for this unit.
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Student Directions:
 Present your promotional item to your classmates. After receiving feedback from your peers, you will have the
opportunity to further refine your presentation to send to The History Channel.
 Make sure all group members have a role in pitching your promotional item!
 When not presenting, fill out the “student feedback” form to inform others about how they could do better for
next time.
Scoring Guide SL.8.6
Exemplary
All proficient criteria
plus:
o N/A
Proficient
o
o
o
Adapts speech to a variety of contexts.
Adapts speech to a variety of tasks.
Demonstrates a command of formal English
when indicated or appropriate.
o Uses verbs in active and passive voice to
achieve a particular effect (L.8.1.b,
L.8.2.a)
o Uses verbs in the indicative, imperative,
interrogative, conditional, and
subjunctive mood (L.8.1.c)
Close to
Proficient
o Meets 4 of
the
proficient
criteria.
Comments:
Far from
Proficient
o Meets less
than 4 of the
proficient
criteria.
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Supporting
Documents and
Student Materials
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Name __________________________________________________________
Date____________________
Unit 2 Common Formative Post Assessment
Read the article, “For Many Urban Schools, Gun Violence Remains A Daily Reality”, from the website
associated with National Public Radio, npr.org. The link to the article is:
http://www.npr.org/2013/12/13/250734629/for-many-urban-schools-gun-violence-remains-a-daily-reality
Then answer the following questions:
Q1. (RI.8.2) What is the central idea of this text?
a. Despite new safety measures, such as increasing the number of security guards, Castlemont High is still
a dangerous place for its students.
b. Gun violence continues to trouble American schools, even after years of deadly shootings.
c. Castlemont High is seeing a reduction of gun violence due to better safety measures.
d. Gun violence in a school accurately reflects the amount of violence within a community.
Q2. (RI.8.2) In the space below, prove your choice for question #1. Give specific detail to explain how the
central idea develops over the text?
Q3 (RI.8.2) Based on the details of the text, what is one solution to gun violence in American schools?
a. In-school programs can help students cope and even prevent regular shootings.
b. Increase the number of security guards at recess.
c. Community members should be trained on how to locate possible shooters.
d. Training to deconstruct crime scenes educate students and prevent future violence.
Q4. (RI.8.5) Which sentence from the text best illustrates the community surrounding Castlemont High?
a. Stephanie Pepitone, the organizer of the playgroup, says that she's dedicated to the neighborhood and
wants to stay.
b. A year later, the issue still looms large in many communities, including those where shootings are a daily
occurrence.
c. In the Castlemont neighborhood, homicide is the leading cause of death for young people.
d. "It's up to adults and professionals to help [kids] understand and process it and respond to it
appropriately, so it can be a tool for learning and growth."
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Q5. (RI.8.5) Justify your reasoning for question #4. Cite the textual evidence that most strongly justifies your
reasoning.
Read “Hope, Despair and Memory” and answer the following questions:
Wiesel, Elie. “Hope, Despair and Memory.” Nobel Lectures in Peace 1981–1990. Singapore: World Scientific,
1997. (1986)
Q6. (RL.8.2) What is the theme of the text?
a. Anger always impacts everyone.
b. Trust is difficult to earn.
c. Silence and neutrality assists in hardships.
d. Honor comes to all who remains silent.
Q7. (RL.8.2) Which of the following statements from the text show the relationship between the theme and
the characters, setting, and/or plot? Circle all that apply.
a. I remember his bewilderment, I remember his anguish.
b. I remember he asked his father: “Can this be true? This is the twentieth century, not the Middle Ages.
Who would allow such crimes to be committed? How could the world remain silent?”
c. Silence encourages the tormentor, never the tormented.
d. A young Jewish boy discovered the Kingdom of Night. I remember his bewilderment, I remember his
anguish.
Q8. (RL.8.6) Q9. (RL.8.6) The author describes the point of view of a boy in two differing exchanges.
The differing points of view create suspense by:
a.
b.
c.
d.
propelling the action in the story while seeking answers to the chaos.
explaining that death is upon them.
creating a conflict between the author and his father.
revealing the purpose and fate of their journey.
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Scoring Guide (RL.8.2, RI.8.2) (Q1, Q2, Q3, Q6, Q7)
Exemplary
Proficient
All proficient criteria
plus:
o Describes how
the details or
characters,
setting and plot
refine the theme
or central idea.
o
o
o
o
o
Scoring Guide (RI.8.5) (Q4)
Exemplary
All proficient criteria
plus:
o N/A
o
Determines the theme or central idea of the
text.
Analyzes the theme or central ideas
development over the course of the text.
Includes the relationship to the characters,
setting, and plot (RL.8.2).
Includes the relationship to supporting details
(RI.8.2).
Provides an objective summary of the text.
Proficient
Analyzes in detail the structure of a specific
paragraph in a text.
o Analyzes the role of particular sentences in
developing a key concept.
o Analyzes the role of particular sentences in
refining a key concept.
Close to
Proficient
o Meets 4 of
the
proficient
criteria.
Comments:
Far from
Proficient
o Meets less
than 4 of the
proficient
criteria.
Close to
Proficient
o Meets 2 of
the
proficient
criteria.
Comments:
Far from
Proficient
o Meets less
than 2 of the
proficient
criteria.
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Name ______________________________________________________________
Date _____________
Unit 2 Performance Task 1
Marketing Team Graphic Organizer
Student Directions:
In this performance task your group’s goal is to analyze a literature and informational text to determine themes and Central Ideas- how are they
conveyed in texts? How do they connect with characters, ideas, events, setting, plot, etc. You will act as a marketing team, gathering
information, in order to create your promotional merchandise in later performance tasks.
Step 1: Research. Use 5-6 articles and stories regarding your topic for presentation to look for central ideas and themes presented within them.
Analyze how the authors of those pieces make connections.
Step 2: Analyze the texts. Use the graphic organizer provided to gather your research.
Text
Theme or
Central Idea
Does the theme/central idea
make connections with…
(circle all that apply)?
Analyze and provide evidence for the
connections.
For stories only
How is your POV as the reader
different than the character(s) in
this text? What effect is created?
Characters (literature)
Setting (literature)
Plot (literature)
Ideas (informational)
Events (informational)
Individuals (informational)
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Text
Theme or
Central Idea
Does the theme/central idea
make connections with…
(circle all that apply)?
Analyze and provide evidence for the
connections.
For stories only
How is your POV as the reader
different than the character(s) in
this text? What effect is created?
Characters (literature)
Setting (literature)
Plot (literature)
Ideas (informational)
Events (informational)
Individuals (informational)
Characters (literature)
Setting (literature)
Plot (literature)
Ideas (informational)
Events (informational)
Individuals (informational)
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Text
Theme or
Central Idea
Does the theme/central idea
make connections with…
(circle all that apply)?
Analyze and provide evidence for the
connections.
For stories only
How is your POV as the reader
different than the character(s) in
this text? What effect is created?
Characters (literature)
Setting (literature)
Plot (literature)
Ideas (informational)
Events (informational)
Individuals (informational)
Characters (literature)
Setting (literature)
Plot (literature)
Ideas (informational)
Events (informational)
Individuals (informational)
Step 3: Discuss the text. As a group, digest the information you have gathered. Did you find any connections? How will this drive your final
merchandise product? Discuss specific questions related to the text or your final product as designated by the teacher.
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Scoring Guide (RL.8.2, RI.8.2)
Exemplary
All proficient criteria
plus:
o Describes how
the details or
characters,
setting and plot
refine the theme
or central idea.
o
o
o
o
o
Scoring Guide (RL.8.6)
Exemplary
All proficient criteria
plus:
o N/A
Proficient
Determines the theme or central idea of the
text.
Analyzes the theme or central ideas
development over the course of the text.
Includes the relationship to the characters,
setting, and plot (RL.8.2).
Includes the relationship to supporting details
(RI.8.2).
Provides an objective summary of the text.
Proficient
o
Analyzes the difference in the points of view of
the characters and the audience or reader.
o Analyzes how the differences create effects
such as suspense or humor.
Close to
Proficient
o Meets 4 of
the
proficient
criteria.
Comments:
Far from
Proficient
o Meets less
than 4 of the
proficient
criteria.
Close to
Proficient
o Meets 1 of
the
proficient
criteria.
Comments:
Far from
Proficient
o Meets less
than 1 of the
proficient
criteria.
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Updated: July 7, 2015
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Name ____________________________________________________
Date__________________________
Unit 2- Performance Task 2
In this performance task your group’s goal is to analyze what the authors did to craft and structure the texts
relevant to this event, person or idea. This will help you discover the purpose for why the author is writing and
also help you develop an idea of how to use this for your sales pitch.
Step 1: Read and analyze together. As a group, read the assigned texts on your topic and complete the
following graphic organizer.
Step 2: Reflect on your own. Each group member must contribute their ideas to the graphic organizer, using a
colored pen or pencil and designating their color in the KEY on the organizer.
Group Color Key
Color
Name ______________________
_________________________
Name ______________________
_________________________
Name ______________________
_________________________
Name ______________________
_________________________
Name ______________________
_________________________
Step 3: Make a decision. Reflect upon the structure of the text. How did the structure of the text develop
and refine the key concepts? How does this impact your own sales pitch? Generate ideas for your pitch.
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Text 1:
The following sentence develops or refines
____________________________________ in
the text:
The following sentence develops or refines
____________________________________ in
the text:
This sentence develops/refines (circle one)
________________________ by:
Possible ideas for how to use this information
in our propaganda:
This sentence develops/refines (circle one)
________________________ by:
Possible ideas for how to use this information
in our propaganda:
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Text 2:
The following sentence develops or refines
____________________________________ in
the text:
The following sentence develops or refines
____________________________________ in
the text:
This sentence develops/refines (circle one)
________________________ by:
Possible ideas for how to use this information
in our propaganda:
This sentence develops/refines (circle one)
________________________ by:
Possible ideas for how to use this information
in our propaganda:
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Text 3:
The following sentence develops or refines
____________________________________ in
the text:
The following sentence develops or refines
____________________________________ in
the text:
This sentence develops/refines (circle one)
________________________ by:
Possible ideas for how to use this information
in our propaganda:
This sentence develops/refines (circle one)
________________________ by:
Possible ideas for how to use this information
in our propaganda:
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Name ___________________________________________________
Date_______________________
Performance Task #3: Marketing Promo Graphic Organizer
Using your topic of choice and the information you gained through your group conversations in performance
tasks 1 and 2, promote your topic in a sales pitch to a network via a final promotional product. You will pitch
your promotional item to the rest of your group. Your group will then choose the pitch and promotion to
refine further in order to present to the rest of the class.
Step 1: Develop a sales pitch. Use the “Marketing Promo” graphic organizer to help organize your pitch.
Step 2: Decide upon what promotional merchandise you will use to “pitch” your topic.
Step 3: Develop a formal argument in writing that you will present to the network to “pitch” your topic. Your
goal is to argue for your sales pitch. Why is it the best to present to the rest of the class?
Step 4: As a group, choose one pitch and promotional item to further refine and present to the class.
Scoring Guide W.8.1
Exemplary
All
proficient
criteria plus:
o Claims
used are
precise.
o
o
o
o
o
o
o
o
o
Proficient
Introduces claims.
Acknowledges and distinguishes claims from alternate or
opposing claims.
Organizes reasons and evidence logically.
Supports claims with logical reasoning and relevant
evidence.
Uses accurate, credible sources.
Demonstrates an understanding of the topic.
Uses words, phrases and clauses to:
o Create cohesion.
o Clarify the relationship among claims,
counterclaims, reasons, and evidence.
Establishes and maintains formal style.
Provides a concluding statement or section that follows
from and supports the argument presented.
Close to
Proficient
o Meets 8-9
of the
proficient
criteria.
Comments:
Far from
Proficient
o Meets less
than 8 of the
proficient
criteria.
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
“Marketing Promo” graphic organizer- Use this organizer to jot notes for your pitch.
What are you going to pitch?
What is your
claim with regard
to this pitch?
What can you see
as a counter claim
to this pitch?
How will you
address this
counter claim?
What evidence
do you have to
support your
claims?
*Make sure it is
relevant and
logical.
How will you
create cohesion
among your
claims and
counterclaims?
How will you
conclude your
pitch?
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Name ___________________________________________________
Date _________________________
Unit 2 Performance Task 4


Present your promotional item to your classmates. After receiving feedback from your peers, you will
have the opportunity to further refine your presentation to send to The History Channel.
Make sure all group members have a role in pitching your promotional item!
 When not presenting, fill out the “student feedback” form to inform others about how they could do
better for next time.
Scoring Guide SL.8.6
Exemplary
All proficient criteria
plus:
o N/A
Proficient
o
o
o
Adapts speech to a variety of contexts.
Adapts speech to a variety of tasks.
Demonstrates a command of formal English
when indicated or appropriate.
o Uses verbs in active and passive voice to
achieve a particular effect (L.8.1.b,
L.8.2.a)
o Uses verbs in the indicative, imperative,
interrogative, conditional, and
subjunctive mood (L.8.1.c)
Close to
Proficient
o Meets 4 of
the
proficient
criteria.
Comments:
Far from
Proficient
o Meets less
than 4 of the
proficient
criteria.
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