Rigorous Curriculum Design Authentic Performance Tasks · o The Tell-Tale Heart o The Landlady o...

1 of 13 8.ELA.APT.Unit 2

Ⓒ Leadership and Learning. All rights reserved. Last Revised: June 2014

Greenfield/Rosedale/Fruitvale/Norris

Rigorous Curriculum Design

Authentic Performance Tasks

Subject English and Language Arts

Grade/Course 8th Grade

Unit of Study Unit 2 – Structure of Literature

Duration of Unit 6 Weeks

Engaging Scenario

Directions: Incorporate the five elements of effective scenarios: current situation; student challenge; student role; intended audience; product or performance.

Full Description You are a prosecuting attorney who has just received a new case. To win your case you must build a strong argument. To do this you must first organize all the details of the story. Second, you will gather all your evidence. Third, you will then develop your argument using your best evidence. Finally, you will present your case and question the defendant. Situation: You are trying to convict the antagonist. Challenge: You must build a convincing case. Role of student: Prosecuting attorney Audience: Jury of peers (classmates) Product/Performance: Present final argument & questions for defendant (format options: poster, PowerPoint, speech, video, mock trial)

Priority Standards

Reading Literature 8.RL.1 Cite the textual evidence that most strongly supports an analysis of what the texts says explicitly as well as inferences drawn from the text. 8.RL.2 Determine theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, plot; provide an objective summary of the text. 8.RL.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 words choices on meaning and tone, including analogies or allusion to other texts. Language 8.L.2 Demonstrate command of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. 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. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a

word (e.g., precede, recede, secede). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Writing W.8.1 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 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. Speaking and Listening 8.SL.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.

Supporting Standards

8.RL.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. 8.RL.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. 8.L.2.c Spell correctly. 8.L.4d. 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). 8.L.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. 8.W.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. 8.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 8.SL.1: Engage effectively in a range of collaborative discussions (one-on-one and in groups) 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. Work with peers to set rules for collegial discussions, clear goals and deadlines, and individual roles as needed. c. Pose questions that connect the ideas of several speakers and elicit elaboration, 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 and understanding

in light of the evidence presented. 8.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.




“Unwrapped” Concepts (students need to know)

“Unwrapped” Skills (students need to be able to do)

DOK Levels

Cite 8.RL.1 Analyze 8.RL.1

Infer 8.RL.1 Determine 8.RL.2 Analyze 8.RL.2 Provide 8.RL.2 Determine 8.RL.4

Analyze 8.RL.4

Demonstrate 8.L.2 Determine 8.L.4 (Clarify) Use 8.L.4 Consult 8.L.4

Find 8.L.4 Write 8.W.1 Introduce 8.W.1 Acknowledge & Distinguish 8.W.1 Organize 8.W.1

Support 8.W.1

Textual Evidence 8.RL.1 What the text says explicitly 8.RL.1

From the text 8.RL.1 Theme/central idea (theme) 8.RL.2

Development of text 8.RL.2 - relationship to the characters - setting - plot

Objective summary 8.RL.2 Meaning of words/phrases - figurative - connotative Word choices 8.RL.4 -meaning/tone -analogies/allusions 8.RL.4 Standard English 8.L.2

Capitalization

Punctuation

Spelling Meaning of unknown and multiple-meaning words or phrases 8.L.4

Context Greek or Latin affixes & roots 8.L.4 Reference Materials 8.L.4 Pronunciation/Part of Speech 8.L.4 Arguments 8.W.1 Claims 8.W.1 Claims 8.W.1 (Alternate & Opposing) Reasons 8.W.1

Claims 8.W.1 (Logic & relevant evidence)

3 3 2 2 3 2 2 3 2 2 2 1 1 2 1 2 2

2




Use 8.W.1 Clarify 8.W.1 Establish & Maintain 8.W.1 Provide 8.W.1

Present 8.SL.4 Emphasize 8.SL.4

Use 8.SL.4

Words/phrases/clauses 8.W.1 (for cohesion) Relationships among 8.W.1 - Claims - Counter claims - Reasons - Evidence Formal Style 8.W.1

Concluding statement/section 8.W.1 Claims and findings 8.SL.4 Salient points in a focused, coherent manner with:

Relevant evidence

Sound valid reasoning

Well-chosen details 8.SL.4 Appropriate eye contact Adequate volume Clear pronunciation 8.SL.4

1 2 2 2 1 3 1

Unit Vocabulary Terms “Unwrapped” Priority Standards Concepts Supporting Standards Concepts and

Other Unit-Specific Terms

inference figurative language connotative meaning/tone analogies/allusions cite objective textual evidence counter claim exposition theme climax resolution setting conflict rising action falling action relevant irrelevant

prosecutor defense attorney attorney judge defendant suspect victim crime crime scene scene evidence court trial case case file jury detective witness justice




Performance Task Synopses Task 1: - Graphic organizer (character, plot, setting, and theme)

Task 2: - Discussion groups, gather evidence from the text and examine both sides to build a case (Graphic organizer case file optional) Task 3: - Script of questions and answers between prosecutor and the defendant *Suggestion: Collaborative partners / switch roles Task 4: - Present final case with best evidence which includes a written summary and closing argument. May include a visual aid (i.e. poster, PowerPoint, etc.).

Performance Task # 1 In Detail

S: Which standard(s) (priority/supporting) will the task address? 8.RL.2 Q: What essential Question(s) and corresponding Big Idea(s) will this task target? What is theme? How can you trace the development of theme? A good reader can determine the central idea(s) of the text from using evidence and supporting details (e.g., relationship to the characters, setting, and plot). 8.RL.2 U: Which “unwrapped” specific concepts and skills will this task target? DETERMINE theme or central idea & ANALYZE its development over the course of the text. A: How will the students apply the concepts and skills? What will they do and/or produce? Create a graphic organizer (plot, setting, and theme) showing characters, main events, and resolution to determine the theme of a story. R: What resources, instruction, and information will students need in order to complete the task?

Materials to complete the task

Story(Must have a crime/suspect within the plot for debate purposes)

Graphic organizer (character, plot, setting, and theme)

List of universal themes

Anchor paper(s) *Collect from your first round of teaching

Suggested texts (All performance tasks should pertain to the same story) o The Tell-Tale Heart o The Landlady o Adventure of the Speckled Band o Thank You, M’am o Across Five Aprils

E: What evidence of learning will I look for to show that I know all of my students have conceptually learned the concepts and skills – the standard(s)?

1. Students meet proficiency or higher on Task 1 rubric (plot map) 2. Students respond to Essential Question (s) with Big Idea(s) in written or oral format 3. Other evidence




D: How can I differentiate the application and/or evidence to meet the varying needs of my students?

Partially completed graphic organizer (plot and theme)

Universal themes provided

Collaborative: group students with each doing a different plot map, but working together

Advanced groups may participate in a full mock trial/debate Task 1 Full Description: You are a prosecuting attorney who has been handed a new case. You will need to research your case carefully in order to win. For task one, you will read a story and complete a graphic organizer for character, plot, setting, and theme. Using information from the story, complete the graphic organizer (plot, character, and theme) provided. Include:

Title of the story

Setting

Main characters

Exposition/Introduction

Conflict/problem

Rising action

Climax

Falling action

Resolution

Theme




Performance Task # 1 Scoring Guide Advanced

All “Proficient” criteria plus: Higher level of creativity More elaboration on elements given

Proficient Accurately includes

o Title of the story o Setting o Main characters o Exposition/Introduction o Conflict/problem o Rising action o Climax o Falling action o Resolution o Theme

Progressing Accurately includes most elements:

o Title of the story o Setting o Main characters o Exposition/Introduction o Conflict/problem o Resolution o Theme

Beginning

Meets fewer than 5 of the “Proficient” criteria Task to be repeated after re-teaching

No Response

Comments:

Interdisciplinary Connections and Related Priority Standards

Specific to Task #1

21st Century Learning Skills Specific to Task #1

Check all those that apply for each task:

Teamwork and Collaboration

❑ Initiative and Leadership

❑ Curiosity and Imagination

Innovation and Creativity Critical thinking and Problem Solving Flexibility and Adaptability

❑ Effective Oral and Written Communication

❑ Accessing and Analyzing Information

❑ Other





S: Which standard(s) (priority/supporting)will the task address? 8.RL.1, 8.W.1(b), 8.SL.4 8.SL.1 a-d Q: What essential Question(s) and corresponding Big Idea(s) will this task target? How can you guarantee that your claim is as strong as it can be and that your analysis is correct?8.RL.1 A good writer/reader analyzes the text/vocabulary closely and cites the best evidence from the text to prove their inference. 8.RL.1 U: Which “unwrapped” specific concepts and skills will this task target? CITE textual evidence, ANALYZE and INFER what the text says, DISTINGUISH opposing claims, EMPHASIZE salient points. A: How will the students apply the concepts and skills? What will they do and/or produce? Students will look for evidence from the text to support both sides of an argument. They will then share this evidence within a discussion group. Evidence discussed and analyzed in groups will be shared with the class. All evidence will be recorded on the “Gathering Evidence for Conviction” form. R: What resources, instruction, and information will students need in order to complete the task?

“Gathering Evidence for Conviction” form The same story used in TASK 1 Teach students to work in a discussion group. Suggest four groups (two for each side) in a class of approximately 35 Case file (see attached)

E: What evidence of learning will I look for to show that I know all of my students have conceptually learned the concepts and skills – the standard(s)?

The “Gathering Evidence for Conviction” form Give feedback on the forms to prepare students for TASK 2 and TASK 3 Group observation


Don’t randomly select group members. Pair strong students with developing students. Distribute leaders evenly among groups.

Provide sample papers on a different debate as a model Partially completed “Gathering Evidence for Conviction” forms Students may also take all evidence, including plot map and present in a case file (attached).

Task 2 Full Description: You are a prosecuting attorney preparing for a case by gathering evidence to convict, including addressing the defense arguments, if relevant. You will work to gather information. Then all prosecutors will meet in groups to share and analyze evidence You will then select what you feel are the three best pieces of evidence for the prosecution and predict the three strongest pieces of evidence defense will present..




Step 1: Prepare for the meeting by using information from the story to gather and cite evidence from the text to support either the prosecution or defense. Record this information on the “Gathering Evidence for Conviction” form. Step 2: Participate in a discussion group and share your evidence. Listen and record the evidence others have found. As a group you will analyze and critique the evidence. Step 3: Review, analyze, and select what you feel are the three BEST pieces of evidence for each side and write them on the “Gathering Evidence for Conviction” form.

Performance Task # 2 Scoring Guide

Advanced All “proficient” criteria PLUS: Five or more pieces of evidence for each side of the argument

Proficient Participation in group discussion Minimum of four pieces of evidence for each side of the argument

(If possible for the selected story) Page numbers listed for ALL evidence/citations Three best pieces of evidence for each side of the argument listed (If possible for the selected story)

Progressing Limited participation in group discussion Minimum of three pieces of evidence for each side of the argument

(If possible for the selected story) Page numbers listed for ALL evidence Two of the three best pieces of evidence for each side of the argument listed

Beginning Does not participate with group discussion Two or fewer pieces of evidence for each side of the argument listed

(If possible for the selected story) Page numbers listed for some or none of the evidence One or none of the three best pieces of evidence for each side of the argument listed

No Response

Comments:


Specific to Task #2


Check all those that apply for each task: Teamwork and Collaboration Initiative and Leadership


❑ Innovation and Creativity

Critical thinking and Problem Solving

❑ Flexibility and Adaptability

Effective Oral and Written Communication Accessing and Analyzing Information

❑ Other





S: Which standard(s) (priority/supporting)will the task address? 8.RL.1, 8.RL.4, 8.SL.4, 8.SL.1 a-d, 8.L.2.c Q: What essential Question(s) and corresponding Big Idea(s) will this task target? How does understanding an author’s words and phrases help you as a reader? Why is it important to analyze an author’s word choice? 8.RL.4 Determining the meaning of the author’s words and phrases will help me understand the text. It is important to analyze how the author’s word choice conveys the meaning and tone in a text. 8.RL.4 U: Which “unwrapped” specific concepts and skills will this task target? INFER from the text, ANALYZE word choice A: How will the students apply the concepts and skills? What will they do and/or produce? An interview between a prosecutor and defendant who is a character in the story. R: What resources, instruction, and information will students need in order to complete the task? The story used in TASKs 1 and 2 The products of TASKs 1 and 2 *Other materials will depend on the format chosen by the student or assigned by the teacher E: What evidence of learning will I look for to show that I know all of my students have conceptually learned the concepts and skills – the standard(s)? The interview product

Responses of the defendant must be appropriate and expected based on the characterization, plot, setting, and theme.

The tone, dialect, and word choice of the defendant must be appropriate and expected based on characterization, plot, setting, and theme.


Partner or group work

Alter product requirements based on student need or skill set

Advanced answer other student’s questions as the defendant without seeing questions prior

Task 3 Full Description: *Collaborative work is STRONGLY recommended You are a prosecuting attorney who has interviewed the defendant. Provide a script of the questions and answers. Using information from the text and the “Gathering Evidence for Conviction” form, write an interview between the prosecutor and defendant. The interview format will contain a minimum of five questions from the prosecutor and detailed responses from the defendant. The prosecutor’s questions must be in standard English and maintain a formal style. The defendant’s responses may be written in appropriate dialect. All responses must be supported by the story’s character development, plot, setting, and theme. YES and NO answers are not allowed without elaboration. BE CREATIVE, but stay in character.




Performance Task # 3 Scoring Guide

Advanced

All “Proficient” criteria plus: More than five questions and responses

Proficient

Minimum of five open-ended questions (supported by text) Minimum of five responses (supported by text) Questions and responses are written in standard English (minimal errors acceptable)

Progressing

Minimum of three to four open-ended questions (some may not be supported by text) Minimum of three to four responses (some may not be supported by text) Questions and responses are written in standard English (may have multiple errors)

Beginning

Two or fewer open-ended questions (may not be supported by test) Two or fewer responses (may not be supported by text) Questions and responses are written in standard English (significant errors interfere with readability)

No Response

Comments:


Specific to Task #3


Check all those that apply for each task: Teamwork and Collaboration

❑Initiative and Leadership

Curiosity and Imagination Innovation and Creativity Critical thinking and Problem Solving



❑ Other





S: Which standard(s) (priority/supporting) will the task address? 8.W.1(a-e), 8.RL.1, 8.RL.2, 8.L.2(a), 8.SL.4 8.SL.1 a-d, 8.L.2.c Q: What essential Question(s) and corresponding Big Idea(s) will this task target? How do you write an objective summary of the text? 8.RL.2 A good reader can write an objective summary using relevant evidence and supporting details. 8.RL.2 (Title, author (if known), setting, main characters, exposition/introduction, conflict/problem, rising action, climax, falling action, resolution, theme) How can persuasive writing be used to influence and challenge the opinions of others? 8.W.1 I can prove my argument with clear reasons, relevant evidence, credible sources, and by recognizing differing views using correct standard English. 8.W.1 U: Which “unwrapped” specific concepts and skills will this task target? PROVIDE an objective summary, WRITE arguments. A: How will the students apply the concepts and skills? What will they do and/or produce? Students will write an objective summary and a closing argument. R: What resources, instruction, and information will students need in order to complete the task?

Graphic Organizer (Plot) “Gathering Evidence for Conviction” form The same story used in TASK 1

E: What evidence of learning will I look for to show that I know all of my students have conceptually learned the concepts and skills – the standard(s)? Written summary Written argument D: How can I differentiate the application and/or evidence to meet the varying needs of my students?

Partner or group work

Alter product requirements based on student need or skill set

Students may produce a visual aid (i.e. poster, PowerPoint, etc.) Task 4 Full Description: You are a prosecuting attorney preparing for your closing argument. Provide a summary of the case and your closing argument. (examples of closing arguments are available online) Using information from the text and your graphic organizers, write a closing argument to convince the jury of the defendant’s guilt. Include a summary of the case that you will present to the jury to refresh their memory of the important events. In addition, make sure you address at least one possible defense argument.




Performance Task # 4 Scoring Guide Advanced

All “proficient” criteria PLUS: Minimal errors in correct standard English usage Orally presents closing argument to the class (may use visual aid)

Proficient

Summary of crime must include the following:

Main characters

Main events (in chronological order) Closing argument must include the following:

Introduction of claim

Cites 3 examples of textual evidence to support claim

Acknowledges the counterclaim (arguments from the defense) Progressing

Summary may include some events that are irrelevant or are not in chronological order Closing argument includes:


Cites 2 examples of textual evidence to support claim

May not acknowledge the counterclaim Beginning

Summary does not include relevant events Closing argument includes:


Cites 1 example of textual evidence to support claim

Does not acknowledge the counterclaim No Response

Comments:


Specific to Task #4


NA at this time Check all those that apply for each task:

❑ Teamwork and Collaboration

❑ Initiative and Leadership


❑ Innovation and Creativity

Critical thinking and Problem Solving



❑ Other

Rigorous Curriculum Design Authentic Performance Tasks · o The Tell-Tale Heart o The Landlady o...

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