English Language Arts
Rigorous Curriculum Design
Unit Planning Organizer
Subject:
Unit
Number:
Unit Length
Unit Synopsis
English/Language Arts
Unit Name:
1
Grade:
8
Overcoming Obstacles
4 Weeks/20 Days + 5 buffer days
Mins / Day: 50 minutes
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.
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.
Priority Standards
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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English Language Arts
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).
Supporting Standards
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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English Language Arts
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)
Target ELD Standards
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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English Language Arts
Unwrapped Priority Standards
“Unwrapped” Skills
(Students need to be
able to do)
“Unwrapped” Concepts
(Students need to know)
RL 8.1/RI 8.1
Cite


Textual evidence
Analysis of what the text says explicitly as well
as inferences drawn from the text
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
Collaborative Discussions (one-on-one, group,
class)
Build on other’s idea, express own ideas clearly
SL 8.1
Engage




L 8.2
Demonstrate

Command of the conventions of standard
English grammar and usage
Page 4 of 31
Bloom’s
Taxonomy
(Level of
Cognitive
Rigor )
Depth of
Knowledge
(Target for Unit
Mastery)
Level 4:
Analyze
Level 3:
Strategic
Thinking/Reasoning
Level 6:
Create
Level 4:
Extended Thinking
Level 2:
Understand
Level 3:
Strategic
Thinking/Reasoning
Level 3:
Apply
Level 1:
Recall & Reproduce
English Language Arts
Learning Progressions of Skills and Concepts
Anchor Standard
Previous Grade
RL 8.1
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
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
Previous Grade
Current Grade
Next Grade
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.
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.
RI 8.1
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.
d. Establish and maintain a formal
style.
e. Provide a concluding statement or
section that follows from and
supports the argument presented.
Page 5 of 31
English Language Arts
e. Provide a concluding statement or
section that follows from and
supports the argument presented.
Anchor Standard
Previous Grade
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.
Current Grade
Next Grade
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 teacherled) 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 decisionmaking (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.
Page 6 of 31
English Language Arts
Anchor Standard
Previous Grade
L 8.2
Current Grade
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
Next Grade
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.
Essential Questions
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
Corresponding Big Ideas
(RL8.1 & RI8.1) Why is it important to support analysis and inferences
with textual evidence?
(RL8.1 & RI8.1) Textual evidence creates a more credible argument.
(W8.1) Why are supporting claims with clear reasons and relevant
evidence important when writing an argument?
(W8.1) Arguments are strengthened with clear reasons and relevant
evidence from credible sources.
(SL8.1) Why are collaborative discussions vital?
(SL 8.1) Collaborative discussions allow for the development and
expression of ideas and the opportunity to learn from others.
(L8.2) Why is it important to use correct capitalization, punctuation, and
spelling when writing?
(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
Page 7 of 31
English Language Arts
Unit Assessments
Pre-Assessment
Post-Assessment
Test Description: Administered Week Two; One Class
Test Description: Administered Week Five or Six; One Class
Period Recommended
Period Recommended
On EADMS.com
On EADMS.com
EADMS Test Id: 212948
EADMS Test Id: 212919
Scoring Guides and Answer Keys
Students with Disabilities
Assessment Differentiation
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/
Page 8 of 31
English Language Arts
Engaging Scenario Overview
(Situation, challenge, role, audience, product or performance)
Description:
Days: 3
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.
Mins/Day: 50
Engaging Learning Experiences
Synopsis of Authentic Performance Tasks
Authentic
Performance
Tasks
Task 1:
IVF Summary
Description
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.
Suggested
Length of Time
Days: 1
Min/Day: 50
Video Suggestions (see task resource folder):
Derek Redmond
The Hoyt Family
Bethany Hamilton
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”
Page 9 of 31
Days: 2
Mins/Day: 50
Task 3 :
Dialectical
Journal
English Language Arts
Students will read a fiction piece of the teacher’s choice that deals with overcoming Days: 5
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
Mins/Day: 50
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).
Days: 5
Mins/Day: 50
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-112111Lexi.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.
Days: 5
Mins/Day: 50
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.
Interdisciplina
ry Connections
Some individuals for research and presentations will be known for their scientific, mathematical or
historical impact on society.
Page 10 of 31
English Language Arts
Scoring Rubric
21st Century Skills
☑Creativity and Innovation
☑Initiative and Self-Direction
☑Critical Thinking and Problem Solving
☐Social and Cross-Cultural Skills
☑Communication and Collaboration
☑Productivity and Accountability
☐Flexibility and Adaptability
☑Leadership and Responsibility
☐Globally and Financially Literate
☐__________________________
☑Information and Media Literacy
☐__________________________
st
Connections between 21 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
Page 11 of 31
English Language Arts
Authentic Performance Task 1
Suggested Length
Days: 2
Task: IVF summary created from Cornell notes.
Mins/Day:50
Task Description
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.
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.
Standards Addressed
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
Page 12 of 31
English Language Arts
Essential
Question(s)
(RL8.1 & RI8.1) Why is it important to support analysis and inferences with textual evidence?
Big
(RL8.1 & RI8.1) Textual evidence creates a more credible argument.
Idea(s)
Bloom’s
DOK
Scoring Rubric
Level 4:
Analyze
Level 3:
Strategic Thinking/Reasoning
0,1,2 point rubric (see below)
Optional Teaching and Learning
Sequence
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.
(e.g., Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts)
Character Traits.pdf
IVF Summary
Examples.docx
Resources and Materials
Character Trait
Chart.docx
Page 13 of 31
IVF Summary Graphic
Organizer.pdf
English Language Arts
Strategies for Differentiation
All Students
SWD
Els
Cornell Notes
Reference IEP
IVF Summary
Accommodations
Character Trait Chart
See Website for suggestions on
accommodating based on
specific IEPs:
Emerging
In explanations and
responses, use frequently
used verb phrasing (e.g.,
shows that, based on)
http://www.alvordusdrcd.com/
Modifications
See Website for suggestions on
accommodating based on
specific IEPs:
http://www.alvordusdrcd.com/
Scoring Rubric

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)
See IVF Summary Rubric in Unit 1 Resource Folder
Page 14 of 31
Enrichment
Have students infer the
author’s opinion on the
topic through his or her
choice in sound and/or
included visuals.
English Language Arts
Authentic Performance Task 2
TASK: T-Chart and Constructed Response
Task Description
Suggested Length
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.
Days: 2
Mins/Day: 50
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.
Priority Standard(s)
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.
Standards Addressed
Supporting Standard(s)
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.
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
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
(RL8.1 & RI8.1) Why is it important to support analysis and inferences with textual evidence?
(RL8.1 & RI8.1) Textual evidence creates a more credible argument.
Idea(s)
Page 15 of 31
Optional Teaching and
Learning Sequence
English Language Arts
Scoring Rubric
Bloom’s
DOK
Level 4
Level 3
Analyze
Strategic thinking/reasoning
Sample Generic Rubric for a 2-point
CR Item (see P-drive)
Suggested Instructional Strategies and Tasks
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.
Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts
Inference Clues and
Meaning T.docx
Constructed
Response.docx
Friendly
Obstacles.docx
Resources and Materials
Knock%2c Knock
Constructed Response.pptx
Page 16 of 31
Cornell Notes
PPT.ppt
I Believe.docx
English Language Arts
Strategies for Differentiation
All Students
SWD
Els
Inference Clue T-Chart
Reference IEP
Constructed Response
Accommodations
Collaborative Discussion
See Website for suggestions on
accommodating based on
specific IEPs:
Enrichment
Emerging
http://www.alvordusdrcd.com/
Teacher-led class
discussion and model
completing all sentence
frames for T-Chart and fill
in the blanks for the
Constructed Response.
Expanding
Modifications
See Website for suggestions on
accommodating based on
specific IEPs:
http://www.alvordusdrcd.com/
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.
Page 17 of 31
Create artwork that displays
the theme of the poem.
English Language Arts
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
 Writes in complete sentences
 Uses/Spells most words correctly (allows students to experiment with new vocabulary
without having mastery of usage or spelling)
Progressing
 Meets the Proficient criteria at the level of 3 of 5
 Writes in complete sentences most of the time
 Uses/Spells most words correctly (allows students to experiment with new vocabulary
without having mastery of usage or spelling)
Beginning
 Meets the Proficient criteria at the level of 2 of 5
 Writes in complete sentences some of the time
 Uses/Spells some words correctly
Authentic Performance Task 3
TASK: Dialectical Journal
Quote and student response to quote. Quotes that reflect
theme, character traits, plot chart,
Task Description
Suggested Length
Days: 5
Mins/Day: 50
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.
Standards
Addressed
Priority Standard(s)
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.
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English Language Arts
Supporting Standard(s)
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
meaning is conveyed explicitly and implicitly through language
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)
Big
Idea(s)
What makes analysis or inferences credible?
Analysis and Inferences need to be supported with textual evidence.
Teaching and
Learning
Sequence
Bloom’s
Level 2:
Understand
DOK
Scoring Rubric
Level 3:
Beginning/Advanced Progression*
Strategic Thinking/Reasoning
Suggested Instructional Strategies and Tasks
Mini-lesson on textual support and theme
Mini-lesson on the elements of fiction
Mini-lesson on textual support
Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts
Resources and Materials
Fictional passage suggestions:” King of Mazy May”, “Born Worker”,
Born Worker
Constructed
Constructed Response.pptx
Response.docx
Strategies for
Reading.doc
Dialectical
Journal.docx
Sample Dialectical
Journal.doc
Page 19 of 31
Dialectical Journals
sample dialectical
GÇô Sentence Stems.docx
journal entries hatchet.pdf
English Language Arts
All Students
Dialectical Journals
Constructed Response
Strategies for Differentiation
SWD
Els
Reference IEP
Emerging
In explanations and
responses, use frequently
Accommodations
used verb phrasing (e.g.,
See Website for suggestions on shows that, based on)
accommodating based on
Expanding
specific IEPs:
In explanations and
http://www.alvordusdrcd.com/ responses, use a variety of
verb phrasing (e.g.,
suggests that, leads to)
Modifications
See Website for suggestions on
accommodating based on
specific IEPs:
http://www.alvordusdrcd.com/
Scoring Rubric*
Enrichment
Of the 10 quotes, include
two that show how minor
characters moved the plot
forward.
Bridging
In explanations and
responses, use a variety of
precise academic verbs and
verb phrasing (e.g.,
indicates that, influences)
Dialectical Journal Rubric
Advanced
 Meets the Proficient criteria at the level of 10 of 10
 Writes in complete sentences
 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
 Writes in complete sentences
 Uses/Spells most words correctly (allows students to experiment with new vocabulary
without having mastery of usage or spelling)
Progressing
 Meets the Proficient criteria at the level of 6 of 10
 Writes in complete sentences most of the time
 Uses/Spells most words correctly (allows students to experiment with new vocabulary
without having mastery of usage or spelling)
Beginning
 Meets the Proficient criteria at the level of 4 of 10
 Writes in complete sentences some of the time
 Uses/Spells some words correctly
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English Language Arts
Constructed Response Rubric
The response provides essential elements of an interpretation and/or analysis. It
Score addresses the points applicable to the concept or task. It provides relevant evidence that
Point 3 information, reasoning, and conclusions have a logical relationship. It is focused and
organized, showing relevance to the task.
The response provides a partial interpretation and/or analysis. It somewhat addresses the
Score points applicable to the concept or task. It provides some evidence that information,
Point 2 reasoning, and conclusions have a relationship. It is relevant to the task, but there are gaps
in focus and organization.
The response provides an unclear, inaccurate interpretation and/or analysis. It fails to
Score address or omits significant aspects of the concept or task. It provides unrelated or unclear
Point 1 evidence that information, reasoning, and conclusions have a relationship. There is little
evidence of focus or organization relevant to the task.
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
Score
only repeat information given in the test item. The response is inaccurate with no
Point 0
supportive information. The student may have written on a different topic or written "I don't
know."
Authentic Performance Task 4
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.
Task Description
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.
Page 21 of 31
Suggested Length
Days: 5
Mins/Day: 50
English Language Arts
Priority Standard(s)
Standards Addressed
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)
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”)
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
Essential
Question(s)
Big
(RL8.1 & RI8.1) Why is it important to support analysis and inferences with textual evidence?
(RL8.1 & RI8.1) Textual evidence creates a more credible argument.
Idea(s)
Bloom’s
DOK
Level 4
Level 3
Analyze
Strategic thinking/reasoning
Scoring Rubric
See Constructed Response Rubric
Teaching and Learning Sequece
Suggested Instructional Strategies and Tasks
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)
Page 22 of 31
Resources and Materials
English Language Arts
Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts
How to Annotate.pdf
Strategies for Differentiation
All Students
SWD
ELs
I do…
Reference IEP
You do…
Accommodations
We do…
See Website for suggestions on
accommodating based on
specific IEPs:
Sentence frames for
annotation.
Emerging
Teacher-led class discussion
and model completing all
sentence frames for
annotation.
Expanding
http://www.alvordusdrcd.com/
Modifications
See Website for suggestions on
accommodating based on
specific IEPs:
Teacher-led class discussion
and model completing one
sentence frame for
annotation while the
remainder is completed in
groups.
Bridging
http://www.alvordusdrcd.com/
Teacher-led class discussion
and guided questions for
annotation.
Page 23 of 31
Enrichment
Annotations should focus
on more in-depth analysis
of the text. (i.e. author’s
purpose, diction, style)
English Language Arts
Constructed Response Rubric
The response provides essential elements of an interpretation and/or analysis. It
Score addresses the points applicable to the concept or task. It provides relevant evidence that
Point 3 information, reasoning, and conclusions have a logical relationship. It is focused and
organized, showing relevance to the task.
Scoring Rubric
The response provides a partial interpretation and/or analysis. It somewhat addresses the
Score points applicable to the concept or task. It provides some evidence that information,
Point 2 reasoning, and conclusions have a relationship. It is relevant to the task, but there are gaps
in focus and organization.
The response provides an unclear, inaccurate interpretation and/or analysis. It fails to
Score address or omits significant aspects of the concept or task. It provides unrelated or unclear
Point 1 evidence that information, reasoning, and conclusions have a relationship. There is little
evidence of focus or organization relevant to the task.
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
Score
only repeat information given in the test item. The response is inaccurate with no
Point 0
supportive information. The student may have written on a different topic or written "I don't
know."
Page 24 of 31
English Language Arts
Authentic Performance Task 5
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.
Task Description
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.
Page 25 of 31
Suggested Length
Days: 5
Mins/Day: 50
English Language Arts
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.
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.
Standards Addressed
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.
Supporting Standard(s)
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”).
Page 26 of 31
English Language Arts
Target ELD Standard(s)
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
meaning is conveyed explicitly and implicitly through language
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
(RL8.1 & RI8.1) Why is it important to support analysis and inferences with textual evidence?
Essential
Question(s)
(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?
(RL8.1 & RI8.1) Textual evidence creates a more credible argument.
Big
(W8.1) Arguments are strengthened with clear reasons and relevant evidence.
Idea(s)
(L8.2) Punctuation, capitalization, and correct spelling give your writing credibility and clarity.
Bloom’s
DOK
Scoring Rubric
Level 6:
Create
Level 4:
Extended Thinking
Fout-point Argument Rubric
Page 27 of 31
English Language Arts
Suggested Instructional Strategies and Tasks
Teaching and Learning Sequence
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 noncredible 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
Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts
Resources and Materials
research sheet.docx
1st body
2nd Body
3rd Body
Conclusion.argument
paragraph.argument.doc
Paragraph.argument.doc
Paragraph.argument.doc
.doc
Fact and Opinion.doc Introduction.argume
Map for an
Peer Response for
Sentence
nt.doc
Argumentative Essay an
(2).doc
Argumentative Essay.doc
Starters.pdf
Thesis Statement
ppt.pptx
they say.i say.pdf
theysay.pdf
Argument Shaping
Sheet.doc
paragraph argument Famous People Who
Have Overcome Obstacles.docx
template.docx
Page 28 of 31
They Say I say.doc
English Language Arts
Strategies for Differentiation
All Students
SWD
ELs
Argument Essay
Accommodations
Shaping Sheets and Writing
Guides
See Website for suggestions on
accommodating based on
specific IEPs:
Emerging
In explanations and
responses, use frequently
used verb phrasing (e.g.,
shows that, based on)
http://www.alvordusdrcd.com/
Modifications
See Website for suggestions on
accommodating based on
specific IEPs:
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
http://www.alvordusdrcd.com/
precise academic verbs and
verb phrasing (e.g.,
indicates that, influences)
Scoring Rubric
Argument Essay
Rubric.pdf
Page 29 of 31
Enrichment
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).
English Language Arts
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.
All Students
Presentation
Notes.docx
For students to take
notes on during
presentations
Strategies for Differentiation
SWD
ELs
Emerging
Accommodations
Model a sample
See Website for suggestions on
presentation. Provide a
template and a speech
accommodating based on
outline.
specific IEPs:
http://www.alvordusdrcd.com/
Expanding
Model a sample
presentation.
Modifications
See Website for suggestions on
accommodating based on
specific IEPs:
Bridging
Specific teacher-selected
partnering.
http://www.alvordusdrcd.com/
Page 30 of 31
Enrichment
Create a video presentation
English Language Arts
Teacher
Perspective
Student
Perspective
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
Page 31 of 31