English Language Arts
Rigorous Curriculum Design
Unit Planning Organizer
Subject:
Unit
Number:
Unit Length
Unit Synopsis
English
Two
Grade:
Unit Name:
8
Horror
Five Weeks/25 days + Five Buffer Days
Mins/Day: 50 minutes
A journey into horror and elements that evoke fear and suspense. Students will read a variety of authors
and evaluate how they use literary devices, such as mood and tone, to conjure a sense of horror in the
audience. Students will then apply the knowledge to write their own horror narrative. The final product will
be a minute-long movie trailer or a storyboard synopsizing their narrative that they will use in a
presentation to the film board of Universal Studios. Our school can only have one representative; each
team must first pitch their trailer to their peers and teacher.
Page 1 of 29
English Language Arts
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.
RL8.4. 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. (See grade 8 Language standards 4–6 for additional expectations.) CA
Priority Standards
RI8.1 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.
W 8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences,
events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time
frame or setting to another, and show the relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action
and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
SL8.4 Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing
salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen
details; use appropriate eye contact, adequate volume, and clear pronunciation. CA
L8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
b. Use the relationship between particular words to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions)
(e.g., bullheaded, willful, firm, persistent, resolute).
Page 2 of 29
English Language Arts
RL 8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects
of a character, or provoke a decision.
Supporting Standards
RL8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs
from the text or script, evaluating the choices made by the director or actors.
RL 8.9 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.
RI8.8 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
RI8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify
where the texts disagree on matters of fact or interpretation.
L 8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases;
gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Collaborative
Collaborative 3 Offering and justifying opinions, negotiating with and persuading others in communicative
exchanges (W8.1) (SL8.4)
Target ELD Standards
Interpretative
Interpretive 6 Reading closely literary and informational texts and viewing multimedia to determine how
meaning is conveyed explicitly and implicitly through language (RL8.1) (RL8.4)
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 (RL8.4)
(L8.5)
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 (RL8.4) (L8.5)
Productive
Productive 9 Expressing information and ideas in formal oral presentations on academic topics (SL8.4)
Productive 10 Writing literary and informational texts to present, describe, and explain ideas and
information, using appropriate technology (W8.1) (L8.5)(W8.3)
Productive 11 Justifying own arguments and evaluating others’ arguments in writing (W8.1)
Productive 12 Selecting and applying varied and precise vocabulary and language structures to effectively
convey ideas (SL8.4) (L8.5)
Page 3 of 29
English Language Arts
Unwrapped Priority Standards
“Unwrapped” Skills
(Students need to be
able to do)
“Unwrapped” Concepts
(Students need to know)
RL8.1/RI8.1
Cite

RL8.4
Determine, Analyze

W8.1
Write
Support








W8.3
Write
Develop











SL8.4
Present
Emphasizing
L8.5
Demonstrate,
interpret, use,
distinguish

Textual evidence that supports analysis and
inferences
Figurative and connotative meaning of words;
impact of word choice, incl. analogies, allusions,
etc. on tone/meaning
Claims
Opposing claims
Reasons and evidence
Credible sources
Cohesion
Clear relationships (claim, counter claim,
reason, evidence)
Formal style
Concluding statement
Narratives
Real or imagined experiences
Techniques
Description
Sequence
Claims and findings
Salient points
Coherent manner
Relevant evidence
Sound valid reasoning
Well-chosen details
Eye-contact, volume, pronunciation
Figurative language, relationships and nuances in
word, figures of speech, connotations and
denotations
Page 4 of 29
Bloom’s
Taxonomy
(Level of
Cognitive
Rigor )
Depth of
Knowledge
(Target for Unit
Mastery)
Level 2:
Understand
Level 3:
Strategic
Thinking/Reasoning
Level 4:
Analyze
Level 3:
Strategic
Thinking/Reasoning
Level 6:
Create
Level 4:
Extended Thinking
Level 6:
Create
Level 4:
Strategic
Thinking/Reasoning
Level 3:
Apply
Level 3:
Strategic
Thinking/Reasoning
Level 2:
Understand
Level 3:
Skills and Concepts
English Language Arts
Learning Progressions of Skills and Concepts
Anchor Standard
Previous Grade
RL1 Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
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.
Anchor Standard
Previous Grade
Previous Grade
Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
RI1 Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn from
the text.
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.
Anchor Standard
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 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.
RL 4 Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning
or tone.
Current Grade
Next Grade
Determine the meaning of words and
phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of
rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or
stanza of a poem or section of a story
or drama. (See grade 7 Language
standards 4–6 for additional
expectations.) CA
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. (See Grade 8 Language Standards
4–6 for Additional Expectations.) CA
Page 5 of 29
Determine the meaning of words and
phrases as they are used in the text,
including figurative and connotative
meanings; analyze the cumulative
impact of specific word choices on
meaning and tone (e.g., how the
language evokes a sense of time and
place; how it sets a formal or informal
tone). (See grade 9–10 Language
standards 4–6 for additional
expectations.) CA
Anchor Standard
Previous Grade
English Language Arts
W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
Current Grade
Next Grade
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.
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.
Page 6 of 29
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.
e. Provide a concluding statement or
section that follows from and
supports the argument presented.
Anchor Standard
Previous Grade
English Language Arts
W3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
Current Grade
Next Grade
Write narratives to develop real or
imagined experiences or events using
effective technique, relevant
descriptive details, and well-structured
event sequences.
a. Engage and orient the reader by
establishing a context and point of
view and introducing a narrator
and/or characters; organize an
event sequence that unfolds
naturally and logically.
b. Use narrative techniques, such as
dialogue, pacing, and description,
to develop experiences, events,
and/or characters.
c. Use a variety of transition words,
phrases, and clauses to convey
sequence and signal shifts from
one time frame or setting to
another.
d. Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the
action and convey experiences and
events.
e. Provide a conclusion that follows
from and reflects on the narrated
experiences or events.
Write narratives to develop real or
imagined experiences or events using
effective technique, relevant
descriptive details, and well-structured
event sequences.
a. Engage and orient the reader by
establishing a context and point of
view and introducing a narrator
and/or characters; organize an
event sequence that unfolds
naturally and logically.
b. Use narrative techniques, such as
dialogue, pacing, description, and
reflection, to develop experiences,
events, and/or characters.
c. Use a variety of transition words,
phrases, and clauses to convey
sequence, signal shifts from one
time frame or setting to another,
and show the relationships among
experiences and events.
d. Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the
action and convey experiences and
events.
e. Provide a conclusion that follows
from and reflects on the narrated
experiences or events.
Page 7 of 29
Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen
details, and well-structured event
sequences.
a. Engage and orient the reader by
setting out a problem, situation, or
observation, establishing one or
multiple point(s) of view, and
introducing a narrator and/or
characters; create a smooth
progression of experiences or
events.
b. Use narrative techniques, such as
dialogue, pacing, description,
reflection, and multiple plot lines,
to develop experiences, events,
and/or characters.
c. Use a variety of techniques to
sequence events so that they build
on one another to create a
coherent whole.
d. Use precise words and phrases,
telling details, and sensory
language to convey a vivid picture
of the experiences, events, setting,
and/or characters.
e. Provide a conclusion that follows
from and reflects on what is
experienced, observed, or
resolved over the course of the
narrative.
Anchor Standard
Previous Grade
English Language Arts
SL4 Present information, findings, and supporting evidence such that listeners can follow the
line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience.
Current Grade
Next Grade
Present claims and findings (e.g.,
argument, narrative, summary
presentations), emphasizing salient
points in a focused, coherent manner
with pertinent descriptions, facts, details,
and examples; use appropriate eye
contact, adequate volume, and clear
pronunciation. CA
a. Plan and present an argument that:
supports a claim, acknowledges
counterarguments, organizes
evidence logically, uses words and
phrases to create cohesion, and
provides a concluding statement
that supports the argument
presented. CA
Present claims and findings (e.g.,
argument, narrative, response to
literature presentations), emphasizing
salient points in a focused, coherent
manner with relevant evidence, sound
valid reasoning, and well-chosen details;
use appropriate eye contact, adequate
volume, and clear pronunciation. CA
a. Plan and present a narrative that:
establishes a context and point of
view, presents a logical sequence,
uses narrative techniques (e.g.,
dialogue, pacing, description,
sensory language), uses a variety of
transitions, and provides a
conclusion that reflects the
experience. CA
Page 8 of 29
Present information, findings, and
supporting evidence clearly, concisely,
and logically (using appropriate eye
contact, adequate volume, and clear
pronunciation) such that listeners can
follow the line of reasoning and the
organization, development, substance,
and style are appropriate to purpose
(e.g., argument, narrative, informative,
response to literature presentations),
audience, and task. CA
a. Plan and deliver an
informative/explanatory
presentation that: presents evidence
in support of a thesis, conveys
information from primary and
secondary sources coherently, uses
domain specific vocabulary, and
provides a conclusion that
summarizes the main points. (9th or
10th grade) CA
Anchor Standard
Previous Grade
English Language Arts
L5 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
Current Grade
Next Grade
Demonstrate understanding of figurative
language, word relationships, and
nuances in word meanings.
a. Interpret figures of speech (e.g.,
literary, biblical, and
mythological allusions) in
context.
b. Use the relationship between
particular words (e.g.,
synonym/antonym, analogy) to
better understand each of the
words.
c. Distinguish among the
connotations (associations) of
words with similar denotations
(definitions) (e.g., refined,
respectful, polite)
Demonstrate understanding of figurative
language, word relationships, and
nuances in word meanings.
a. Interpret figures of speech (e.g.
verbal irony, puns) in context.
b. Use the relationship between
particular words to better
understand each of the words.
c. Distinguish among the
connotations (associations) of
words with similar denotations
(definitions) (e.g., bullheaded,
willful, firm, persistent, resolute).
Essential Questions
Demonstrate understanding of figurative
language, word relationships, and
nuances in word meanings.
a. Interpret figures of speech (e.g.,
euphemism, oxymoron) in
context and analyze their role in
the text.
b. Analyze nuances in the meaning
of words with similar
denotations
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 or
accurate understanding.
(RL8.4) Why is it important to analyze word choice?
(RL8.4) Word choice impacts meaning and tone of a text.
(W8.1) Why are supporting claims with clear reasons and relevant
evidence important when writing an argument?
(W8.1 & L8.1) Arguments are strengthened with clear reasons and
relevant evidence from credible sources.
(W8.3) What elements are needed in a piece of narrative writing?
(W8.3) Writing a narrative requires using technique, details, and wellstructured sequences.
(SL 8.4) What elements are necessary for an effective presentation?
(SL 8.4) Effective presentations include the elements of argument using
appropriate eye contact, adequate volume, and clear pronunciation.
(L8.5) How do individual words and phrases influence the meaning of
text?
(L8.5) Figurative language, word relationships and nuances impact
meaning.
Unit Vocabulary Words
Academic Cross-Curricular Vocabulary (Tier 2)
Content/Domain Specific Vocabulary (Tier 3)
Cite, determine, analyze, evaluate, emphasize, interpret,
distinguish, demonstrate, conclude, credible
Mood, tone, setting, plot, horror,
Resources for Vocabulary Development (Strategies, Routines and Activities)
See Vocabulary Resource Folder on P Drive
Page 9 of 29
English Language Arts
Unit Assessments
Pre-Assessment
Test Description: Administered Week 7
Post-Assessment
Test Description: Administered Week 11 or 12
On EADMS.com
On EADMS.com
EADMS Test Id: 211666
EADMS Test Id: 212056
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/
Engaging Scenario Overview
(Situation, challenge, role, audience, product or performance)
Narrative Movie Trailer
Days: Five
Universal Studios wants to turn one of the stories from our class into the next great American horror
film. They want a film that will evoke a sense of terror and suspense in the audience without the gore.
In order for you and your partner to convince the movie board to make a full-length film from your
story, you will need to create a movie trailer highlighting the important elements. . Our school can only
have one representative; each team must first pitch their trailer to their peers and teacher.
Mins/Day: 50
Engaging Learning Experiences
Synopsis of Authentic Performance Tasks
Authentic
Performance
Tasks
Task 1:
Cornell Notes &
Mood/Tone
Chart
Movie Clips Tone and
Mood.doc
Description
Students will take Cornell notes on the topics of mood, tone, and plot from a very
brief PowerPoint (attached). After taking notes, students will watch several movie
trailers that alter the mood of a movie by changing the music, arrangement of clips,
and other aspects. They will keep a mood and tone T-chart tracking the original
mood, the altered mood, and how it was changed.
Movie Trailer Suggestions:
*See Resource Folder in P-drive
Page 10 of 29
Suggested
Length of Time
Days: Three
Mins/Day: 50
Task 2:
Textual Evidence
Chart and
Extended
Constructed
Response
Textual Evidence
Chart.docx
English Language Arts
Students will read a news article and watch a news clip about a family who created Days: Two
a controversial Halloween display in their yard. (Warning: it looks a bit graphic). As
students are watching the videos and reading the article, they will fill in their
Mins/Day: 50
textual evidence chart. After completing the textual evidence chart, students will
complete an Extended Constructed Response (6 sentences) argument about
whether or not the homeowners went too far in their design.
News Article/Video Suggestions:
“Graphic Halloween Decorations Confuse Oklahomans” (video and article)
“Midlothian Family Defends ‘Extremely Offensive’ Halloween Display” (video and
article)
Extended
Constructed Response.docx
Task 3:
Annotation and
Constructed
Response
AVID Writing In the
Margins.pdf
Task 4:
Plot Elements
Journal
Plot Elements
Journal.docx
Students will read a poem (*and watch the accompanying video if supplied) and
complete annotations on mood and tone of the selection. After completing their
annotations, students will write a constructed response on mood, tone, or theme.
Days: Two
Mins/Day: 50
Poem Suggestions:
“The Pardon” – Richard Wilbur
“A Fly Buzzed When I Died” – Emily Dickenson*
“For a Lamb” – Richard Eberhart
Students will read either a fiction or narrative nonfiction selection with the class. As
they read, they will fill out a Plot Element Journal tracking important elements of
plot including, but not limited to, character, point of view, mood, tone, setting, and
conflict. Students will look for important textual evidence for each element and
record it using correct MLA formatting for in-text citations.
Fiction Suggestions:
“The Tell-tale Heart”
“The Monkey’s Paw”
“The Landlady” (attached in resources)
Nonfiction Narrative Suggestions:
“The Bogeyman”
“Curse of the House Glamis”
“The Mad Scientist”
“The Screaming Skull”
“The Walker in the Fog”
Page 11 of 29
Days: Eight
Mins/Day: 50
Task 5:
Write a
Narrative
Narrative Plot
Elements Journal.docx
Interdisciplinary
Connections
Scoring Rubric
English Language Arts
Students will take their understanding of the elements of horror and apply them
Days: Five
while writing their own narrative. They will use the Narrative Plot Journal to outline
their story and ensure they use all the elements of fiction we have studied in this
Mins/Day: 50
unit. Once they have completed their Narrative Plot Journal, they will expand the
events into their full narrative writing assignment.
Suggested Resource:
Narrative Plot Element Journal
Art
SBAC Narrative Rubric (See folder)
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:

Emphasize deep understanding rather than shallow knowledge

Require a balance of technology-enhanced, formative and summative assessments that measure student mastery
of 21st century skills

Enables innovative learning methods that integrate the use of supportive technologies, inquiry- and problem-based
approaches and higher order thinking skills
from P21 and Costa & Kallick, 2008, http://www.p21.org/about-us/p21-framework
Page 12 of 29
English Language Arts
Authentic Performance Task 1
Suggested Length
TASK: Cornell Notes & Mood/Tone Chart
Task Description
Days: Three
Mins/Day: 50
Students will take Cornell notes on the elements of horror
and mood/tone from a PowerPoint presentation.
Using their notes, students will practice identifying the
mood and tone of several movie trailers. Students will
record evidence on their Mood/Tone Chart.
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.
RL8.4. 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. (See Grade 8 Language Standards 4–6 for Additional Expectations.) CA
Standards Addressed
Supporting Standard(s)
RL 8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision.
L 8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension
or expression.
Target ELD Standard(s)
Interpretative
Interpretive 6 Reading closely literary and informational texts and viewing multimedia to determine
how meaning is conveyed explicitly and implicitly through language (RL8.1) (RL8.4)
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
(RL8.4)
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 (RL8.4)
(RL8.1) Why is it important to support analysis and inferences with textual evidence?
Essential
Question(s)
(RL8.4) Why is it important to analyze word choice?
(RL8.1) Textual evidence creates a more credible argument or accurate understanding.
Big
Idea(s)
(RL8.4) Word choice impacts meaning and tone of a text.
Page 13 of 29
Resources
and
Materials
Optional Teaching and Learning
Sequence
Bloom’s
Level 4:
Analyze
English Language Arts
DOK
Scoring Rubric
Level 3:
Complete: Full Credit
Strategic Thinking/Reasoning
Incomplete: No Credit
Suggested Instructional Strategies and Tasks
Review how to take Cornell notes
Mini lesson on elements of horror (ppt.)
Mini lesson on elements of plot and tone/mood (ppt.)
Review mood/tone word list (handout)
Watch videos and fill out mood/tone chart (handout)
Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts
*Supplemental videos available on the P drive in Task 1 Resource Folder
All Students
Cornell notes
Graphic Organizer
Mood/Tone word list
handout
Strategies for Differentiation
SWD
ELs
Reference IEP
Emerging
Accommodations and
In explanations and
Modifications
responses, use frequently
used verb phrasing (e.g.,
See Website for suggestions on shows that, based on)
accommodating based on
specific IEPs:
Expanding
http://www.alvordusdrcd.com/ 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)
Page 14 of 29
Enrichment
Choose a movie and find a
movie trailer. Describe
elements that can be used
to change the mood/tone.
English Language Arts
Cornell Notes Rubric
CATEGORY
Content and
Format
Exemplary (3)


Scoring Rubric

Reflects essential
information in righthand column and is
logically arranged
Includes sufficient
questions and main
ideas in left-hand
column
Includes a complete,
well- written
summary
Page 15 of 29
Proficient (2)



Reflects most of the 
essential information
in right-hand column
and is generally
logically arranged
Includes some

questions and main
ideas in left-hand
column
Includes a complete 
summary but
contains some
writing errors.
Unsatisfactory (1)
Contains unclear or
extraneous
information and is
not logically
arranged
Does not include
questions or main
ideas in left-hand
column
Lacks a complete
summary or contains
numerous spelling
and grammatical
errors.
English Language Arts
Authentic Performance Task 2
TASK: Extended Constructed Response
Task Description
Suggested
Length
Days: Two
Mins/Day: 50
Students will examine how real people have used specific elements
to create the mood of horror in their Halloween lawn decor. They
will then evaluate and write an extended constructed response
argument on whether the individual was successful in creating the
mood of horror or if the design went too far.
Priority Standard(s)
RI8.1 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
Supporting Standard(s)
RI8.8 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 8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension
or expression.
SL8.4 Present claims and findings (e.g., argument, narrative, response to literature presentations),
emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning,
and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CA
Target ELD Standard(s)
Collaborative
Collaborative 3 Offering and justifying opinions, negotiating with and persuading others in communicative
exchanges (W8.1)
Interpretive
Interpretive 6 Reading closely literary and informational texts and viewing multimedia to determine how
meaning is conveyed explicitly and implicitly through language (RI8.1)
Productive
Productive 9 Expressing information and ideas in formal oral presentations on academic topics (SL8.4)
Page 16 of 29
English Language Arts
Productive 10 Writing literary and informational texts to present, describe, and explain ideas and
information, using appropriate technology (W8.1) (L8.5)
Productive 11 Justifying own arguments and evaluating others’ arguments in writing (W8.1)
Essential
Question(s)
(W8.1) Why are supporting claims with clear reasons and relevant evidence important when writing an
argument?
(RI8.1) Why is it important to support analysis and inferences with textual evidence?
(W8.1) Arguments are strengthened with clear reasons and relevant evidence from credible sources.
Big
Idea(s)
(RI8.1) Textual evidence creates a more credible argument or accurate understanding.
Bloom’s
DOK
Scoring Rubric
Level 6:
Create
Level 4:
Extended Thinking
See Constructed Response Rubric
Suggested Instructional Strategies and Tasks
Optional Teaching and Learning Sequence
Optional quick class discussion on how one might create the mood of horror when decorating.
Students read article and watch a video. Students will find textual evidence that supports that the
homeowner went too far in their décor and textual evidence that they did not.
After reading the article and watching the video, student write the central idea presented from both in
their chart.
Repeat process for additional video/article.
Students will respond to the following prompt and create an argument using the Extended Constructed
Response Model.
 Extended Constructed Response Prompt: Identify an argument in the article and explain
whether you agree or disagree. Support your reasoning with evidence from the text.
Optional: students can color code their response to ensure they have met all three requirements.
Finish with a class discussion or Socratic seminar on whether the homeowners used the décor effectively to
create the mood they were intending.
Resources and
Materials
Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts

SEE RESOURCE FOLDERS on P Drive
Page 17 of 29
English Language Arts
Strategies for Differentiation
All Students
SWD
Evidence graphic organizer
Constructed response
handout
Reference IEP
Accommodations and
Modifications
ELs
Emerging
Model filling out the chart.
Provide sentence frames.
See Website for suggestions on Expanding
accommodating based on
Provide some sentence
specific IEPs:
frames.
http://www.alvordusdrcd.com/
Enrichment


Write an additional
Constructed Response
for the opposing side as
well.
Create a visual layout
of a horror scene
someone could use as
lawn décor for
Halloween.
Bridging
Pair-share, guided
questions on what evidence
can be used.
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 18 of 29
English Language Arts
Authentic Performance Task 3
TASK: Annotation and Constructed Response
Students will read two poems; one with the teacher, and one in
small groups. Students will annotate the poems. On the poem of
Task Description their choosing, students will write a constructed response
identifying its meaning, using evidence found in the poem, and
interpreting the figurative language and determining the mood
and tone found therein.
Suggested
Length
Days: Three
Mins/Day: 50
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.
RL8.4 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. (See grade 8 Language standards 4–6 for additional expectations.) CA
L8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
b. Use the relationship between particular words to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations
(definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Standards Addressed
Supporting Standard(s)
L8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases;
gather vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
RL 8.9 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.
Target ELD Standard(s)
Interpretative
Interpretive 6 Reading closely literary and informational texts and viewing multimedia to determine
how meaning is conveyed explicitly and implicitly through language (RL8.1) (RL8.4)
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
(RL8.4) (L8.5)
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 (RL8.4) (L8.5)
Page 19 of 29
English Language Arts
(RL8.1) Why is it important to support analysis and inferences with textual evidence?
Essential
Question(s)
(RL8.4) Why is it important to analyze word choice?
(L8.5) How do individual words and phrases influence the meaning of text?
(RL8.1) Textual evidence creates a more credible argument.
Big
Idea(s)
(RL8.4) Word choice impacts meaning and tone of a text.
(L8.5) Figurative language, word relationships and nuances impact meaning.
Bloom’s
DOK
Scoring Rubric
Level 2: Understand
Level 3: Strategic Thinking/Reasoning
See SBAC Informative/Explanatory Rubric on
P- drive
Resources
and
Materials
Optional Teaching and Learning
Sequence
Suggested Instructional Strategies and Tasks
Students work with teacher annotating one of the poems tracking mood and tone.
Students then work in small groups annotating a poem of their choice.
After students have annotated their poems, they will write a constructed response that interprets its
meaning.
Use the Figurative Language Matrix in Year-long Resource Folder to interpret figures of speech present in
poems.
Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts
Figurative Language Chart, AVID Writing in the Margins Guide
 See resource folder on P-drive
Strategies for Differentiation
All Students
Read poems
SWD
Accommodations and
Modifications
Annotate
Constructed
Responses
See Website for suggestions
on accommodating based on
specific IEPs:
http://www.alvordusdrcd.co
m/
ELs
Emerging
Students create a poster or
drawing that displays their
interpretation of the poem, or
one aspect of the poem.
Page 20 of 29
Enrichment
Students create comical posters
showing figures of speech in a literal
way.
English Language Arts
Expanding
Students create a drawing or
poster of the poem with
significant evidence directly
from the poem written on the
drawing.
Bridging
Students identify a figure of
speech present in the poem and
a possible explanation of its
meaning.
Use the “Informative-Explanatory Writing Rubric 6-11” SBAC Rubric in Year-long Resources Folder
Scoring Rubric
Page 21 of 29
English Language Arts
Authentic Performance Task 4
TASK: Plot Elements Journal
Students will read two horror stories and complete a Plot Elements
Journal for each story. Students will be identifying point of view,
setting, mood, protagonist, antagonist, conflict, etc. and citing the
textual evidence that supports their selections.
Task Description
Suggested
Length
Days: Eight
Mins/Day: 50
Students will view corresponding videos (included with the suggested
fictional selections on P drive in Task 4 folder).
After reading the story and corresponding video, students will
participate in a class discussion to analyze how the filmed production
stays faithful to or departs from the text of the story.
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.
RL8.4. 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.
Standards Addressed
Supporting Standard(s)
RL 8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision.
RL8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or
departs from the text or script, evaluating the choices made by the director or actors.
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 (RL8.1) (RL8.4)
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
(RL8.4) (L8.5)
Page 22 of 29
Essential
Question(s)
Big
Idea(s)
English Language Arts
(RL8.1) Why is it important to support analysis and inferences with textual evidence?
(RL8.4) Why is it important to analyze word choice?
(RL8.1) Textual evidence creates a more credible argument.
(RL8.4) Word choice impacts meaning and tone of a text.
Bloom’s
DOK
Scoring Rubric
Level 4: Analyze
Level 3: Thinking/Reasoning
See Three-point Rubric
Optional Teaching and
Learning Sequence
Suggested Instructional Strategies and Tasks
Mini lesson on plot elements (and worksheet)
Mini lesson on MLA citation of evidence
Fill in Plot Element Journal while reading stories (Handout in P drive and embedded below)
Watch film and engage in class discussion about accuracy and fidelity to the text
Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts
Plot Elements
Journal.docx
Resources and Materials
*Additional stories and films can be found on the P drive in Task 4 folder.
Page 23 of 29
English Language Arts
Strategies for Differentiation
All Students
Plot Journal Handout
SWD
ELs
Reference IEP
Accommodations and
Modifications
Emerging
Model filling out the chart.
Provide sentence frames.
See Website for suggestions on
accommodating based on specific
IEPs:
http://www.alvordusdrcd.com/
Expanding
Provide some sentence
frames but allow students
to fill in the majority
independently.
Enrichment
Add visuals to the plot
journal.
Watch Film
Bridging
Pair-share, guided
questions on what
evidence can be used.
Scoring Rubric
It addresses the points applicable to the concept or task. It provides relevant evidence that
Score
information, reasoning, and conclusions have a logical relationship. It is focused and
Point 3
organized, showing relevance to the task.
It somewhat addresses the points applicable to the concept or task. It provides some
Score
evidence that information, reasoning, and conclusions have a relationship. It is relevant to
Point 2
the task, but there are gaps in focus and organization.
It fails to address or omits significant aspects of the concept or task. It provides unrelated or
Score
unclear evidence that information, reasoning, and conclusions have a relationship. There is
Point 1
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 29
English Language Arts
Authentic Performance Task 5
TASK: Narrative Writing
Students will use the knowledge they have acquired about fiction
to write a narrative story that applies the elements of horror.
Task Description
Suggested
Length
Days: Five
Mins/Day: 50
Students will complete a narrative element journal (similar to the
one used in Task 4) outlining their horror narrative that will serve
as a prewriting guide for their story. This activity should take a day
or two for the students to complete.
When the narrative plot journal is complete, students will flesh out
their ideas into a full narrative utilizing narrative strategies listed in
the standard (i.e., engaging readers by establishing context and
point of view, sequence, dialogue, pacing, etc.).
Flex days can be used for peer review, revision, or extension
activities.
Standards Addressed
Priority Standard(s)
W8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences,
events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time
frame or setting to another, and show the relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action
and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
L8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
b. Use the relationship between particular words to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations
(definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Supporting Standard(s)
L 8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension
or expression.
Page 25 of 29
English Language Arts
Target ELD Standard(s)
Collaborative
Interpretive
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
(L8.5)
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 (L8.5)
Productive
Productive 10 Writing literary and informational texts to present, describe, and explain ideas and
information, using appropriate technology (L8.5)(W8.3)
Productive 12 Selecting and applying varied and precise vocabulary and language structures to
effectively convey ideas (L8.5)
Essential
Question(s)
Big
Idea(s)
(W8.3) What elements are needed in a piece of narrative writing?
(L8.5) How do individual words and phrases influence the meaning of text?
(W8.3) Writing a narrative requires using technique, details, and well-structured sequences.
(L8.5) Figurative language, word relationships and nuances impact meaning.
Bloom’s
DOK
Scoring Rubric
Level 6:
Create
Level 3:
Strategic Thinking/Reasoning
See SBAC Narrative Rubric
Optional Teaching and Learning
Sequence
Suggested Instructional Strategies and Tasks
Review of Narrative Plot Journal
Write Narrative
Mini lesson on typing and formatting (optional)
Peer Editing Activity (optional)
Pair-Share reading of narratives (optional)
Page 26 of 29
Resources and Materials
English Language Arts
(e.g., Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts)
Narrative Plot
Elements Journal.docx
Peer Response for
Narrative.doc
Strategies for Differentiation
All Students
SWD
Graphic Organizer:
Narrative Plot Journal
Writing a Narrative
Reference IEP
ELs
Enrichment
Create a visual storyboard.
Students will create a book
with visuals and a cover
page.
Emerging
Accommodations and
Modifications
See Website for suggestions on
accommodating based on
specific IEPs:
http://www.alvordusdrcd.com/
Expanding
Visual storyboard with a
descriptive sentence for
each event.
Bridging
Work with a proficient
partner to fill in the
narrative plot organizer.
Scoring Rubric
*Can also be found on the P drive under Task 5 or Year-long Resources folders
Page 27 of 29
English Language Arts
Engaging Scenario
Detailed Description (situation, challenge, role, audience, product or performance)
Narrative Movie Trailer or Storyboard
Universal Studios wants to turn one of the stories from our class into the next great American horror film. They want a film
that will evoke a sense of terror and suspense in the audience without the gore. In order for you and your partner to
convince the movie board to make a full-length film from your story, you will need to create a movie trailer highlighting the
important elements.
With a partner, choose whose story best captures the elements of horror. You will then create a storyboard pre-planning
the movie trailer and how you will evoke a sense of fear and suspense in the audience. Then you will create a one minute
movie trailer utilizing sound and visuals that will be shown to the class.
You may use Windows Movie Maker, iMovie, or another method of your choice. You and your partner have created
freedom in this assignment: you may create a stop-motion, Claymation, visual trailer including your own footage or footage
from the internet. However, all trailers must be rated G and appropriate for all audiences. The movie board of Universal
Studios does not look kindly on time wasted; therefore, you are responsible for creating a trailer that will play in class.
All movie trailers will be shown in class and evaluated for how successful each one evokes a sense of fear in the audience.
All Students
Handout on how to use
Movie Maker
Movie Trailer
Strategies for Differentiation
SWD
ELs
Reference IEP
Emerging
Accommodations and
Modifications
Additional examples of
horror movie trailers.
See Website for suggestions
on accommodating based on Expanding
specific IEPs:
http://www.alvordusdrcd.co Group of Three
m/
Bridging
Selective pairing
Page 28 of 29
Enrichment
Panel discussion where one
trailer is chosen to be
created into a full-length
film.
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 29 of 29