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1 | Common Core State Standard | Assessment | Rubric | Foundational Skills Unit (5 lessons) | Of Mice and Men (10 lessons) | The Absolutely True Diary of a Part-Time Indian (20 lessons) | Bomb (15 lessons) | The Other Wes Moore (20 lessons) | ||||||||||||||||||
2 | CCSS.ELA-LITERACY.RL.8.1 Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. | Below Standard (1) | * Text references, citations not included * Does not accurately cite textual evidence * Inferences may be restatements of text * Does not add analysis | Day 2: (ES) Students annotate story for relationships. Day 3: (ES) Students annotate for conflict. | Day 1: (ES) Make an inference based on text and images. Day 2: (ES) Inference based on reading about setting | Day 1: (ES) Make an inference about the author Day 2: (ES) Choose the best evidence to support an inference | Day 7: (ES) Choose evidence to support a statement Day 8: (ES) Choose evidence to support a statement Day 13: (ES) Make inferences about lines of text | Day 3: (GP) Make annotations in your text using ARS connect Day 5: (ES) Select one text connection and write on whiteboard | ||||||||||||||||||
3 | Approaching Standard (2) | * Cites textual evidence, but evidence may not be the most relevant * Analysis is present, but may be a restatement of the text * Inferences are surface-level | ||||||||||||||||||||||||
4 | At Standard (3) | * Cites the most relevant textual evidence * Makes accurate inference based on their cited evidence * Uses text citations in a compelling way to further their analysis | ||||||||||||||||||||||||
5 | CCSS.ELA-LITERACY.RL.8.2 Key Ideas and Details: 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. | Below Standard (1) | * Multiple central ideas/themes not stated * Central themes are not accurate * Does not connect themes to other elements * Does not analyze development of themes * Summary is inaccurate | Day 4: (ES) How setting influences characters Day 7: (ES) Use point of view to derive a theme Day 8: (ES) Identify and analyze a theme | Day 7: (ES) Identify theme and provide evidence Day 11: (ES) Determine how a relationship evolves Day 12: (ES) Identify theme and provide evidence Day 14: (ES) Use several elements to identify a theme Day 18: (ES) Identify and explain the development of one theme in the novel Day 19: (GP) Paragraph about identity development | Day 1: (ES) Determine how text features connect to central idea Day 4: (ES) Determine a central idea Day 5: (ES) Identify details to support a central idea Day 6: (ES) Identify details to support an idea Day 11: (ES) Analyze how events have changed history Day 14: (ES) Track development of central idea | Day 1: (ES) Tell a partner one fact you learned about the author Day 7: (ES) Write a response on which character you feel closest to Day 15: (ES) On whiteboard, identify big idea, theme and evidence | |||||||||||||||||||
6 | Approaching Standard (2) | * One or more central ideas/themes are inaccurate * Some analysis of theme development * Connects theme to other elements, but may be inaccurate * Summary is accurate, but incomplete | ||||||||||||||||||||||||
7 | At Standard (3) | * Multiple central ideas/themes stated * Coherent analysis of theme development * Clearly connects themes to other literary elements * Clear, objective summary of text, including all relevant information | ||||||||||||||||||||||||
8 | CCSS.ELA-LITERACY.RL.8.3 Key Ideas and Details: 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. | Below Standard (1) | * Interpretation of story elements reflects little to no understanding of how elements interact * Does not make coherent connections between aspects of text | Day 4: (GP) Paragraph analyzing relationship | Day 3: (ES) Analyze George and Lennie's dialogue and relationship Day 10: (GP) Analyze cause and effect | Day 3: (ES) Determine how text reveals character Day 4: (ES) Determine how text reveals character Day 6: (ES) Analyze character motivation Day 8: (ES) Determine impact of specific lines on characters and plot Day 9: (GP) Paragraph about Junior Day 13: (ES) Determine impact of specific lines of plot on characters and plot | Day 2: (ES) Analyze how an incident propeled a decision Day 3: (ES) Make a distinction between American and Russian plans Day 9: (ES) Differentiate ideas in the text Day 12: (ES) Review lines of text to determine reactions | Day 4: (GP) Write an inference with supporting evidence Day 10: (ES) Identify one conflict that does not have a resolution Day 12: (ES) Deconstruct for a partner how the crew is like a family Day 17: (ES) Deconstruct the quote and pair share with a partner Day 18: (ES) Whipshare responses from guided practice | ||||||||||||||||||
9 | Approaching Standard (2) | * Interpretation of story elements reflects some understanding of how elements interact | ||||||||||||||||||||||||
10 | At Standard (3) | * Interpretation of story elements reflects clear understanding of how elements interact and analysis of connections between elements | ||||||||||||||||||||||||
11 | CCSS.ELA-LITERACY.RL.8.4 Craft and Structure: 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. | Below Standard (1) | *Does not make a prediction about what will happen, or makes a prediction about a different chapter *Does not complete annotations/pair share | Day 2:(ES) Make a prediction about what will happen in this chapter Day 11: (ES) Pair share one conflict from the novel Day 14: (GP) Make at least five annotations | ||||||||||||||||||||||
12 | Approaching Standard (2) | *Makes a prediction about what will happen *Completes pair share, but provides no evidence *Writes some annotations, but they are weak or incomplete | ||||||||||||||||||||||||
13 | At Standard (3) | *Makes a prediction about what will happen grounded in evidence or specific text *Pair shares an accurate conflict with evidence *Writes at least five annotations in the proper form and structure | ||||||||||||||||||||||||
14 | CCSS.ELA-LITERACY.RL.8.5 Craft and Structure: 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. | Below Standard (1) | * Writes only one sentence * Does not address living in two worlds at one time | Day 6: (ES) Write a few sentences on living in two worlds at one time | ||||||||||||||||||||||
15 | Approaching Standard (2) | *Writes multiple sentences *Addresses living in two worlds at one time *Does not provide strong evidence or details | ||||||||||||||||||||||||
16 | At Standard (3) | *Writes multiple sentences *Addresses living in two worlds at one time *Provides strong evidence or details | ||||||||||||||||||||||||
17 | CCSS.ELA-LITERACY.RL.8.6 Craft and Structure: 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. | Below Standard (1) | * Does not properly identify point of view * Does not explain conflicting points of view * Does not explain effect of point of view | Day 5: (ES) Identify one character's point of view Day 6: (ES) Analyze three conflicting points of view | Day 16: (ES) Analyze a character's point of view Day 17: (ES) Identify conflicting points of view and how they impact the reader | Day 16: (ES) Identify sensory details in a drawing | ||||||||||||||||||||
18 | Approaching Standard (2) | * Identifies point of view * May not thoroughly explain conflicting points of view * Does not adequately explain effect of point of view | ||||||||||||||||||||||||
19 | At Standard (3) | * Accurately identifies point of view * Thoroughly explains conflicting points of view *Can coherently analyze the effect of point of view | ||||||||||||||||||||||||
20 | CCSS.ELA-LITERACY.SL.8.1 Comprehension and Collaboration: 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. | Below Standard (1) | * Students do not prepare for discussion * Students do not build on others' ideas * Students rarely use reflections and analysis of text (including text evidence) to express their ideas * Students rarely observe norms and regulations of class discussion | Day 5: (IC) Prepare for and participate in class discussion | Day 9: (IC) Prepare for and particpate in class discussion | Day 5: (IC) Prepare for and particpate in class discussion Day 10: (IC) Prepare for and particpate in class discussion Day 15: (IC) Prepare for and particpate in class discussion Day 20: (IC) Prepare for and particpate in class discussion | Day 10: (IC) Prepare for and particpate in class discussion Day 15: (IC) Prepare for and particpate in class discussion | Day 8: (IC) Prepare for and participate in class discussion Day 9: (IC) Prepare for and participate in class discussion Day 13: (IC) Prepare for and participate in class discussion Day 19: (IC) Prepare for and participate in class discussion Day 20: (IC) Prepare for and participate in class discussion | ||||||||||||||||||
21 | Approaching Standard (2) | * Students prepare for discussion by completing some pre-discussion questions * Students sometimes build on others' ideas by referencing them * Students sometimes use reflections and analysis of text (including text evidence) to express their ideas * Students sometimes observe norms and regulations of class discussion | ||||||||||||||||||||||||
22 | At Standard (3) | * Students prepare for discussion by completing pre-discussion questions and preparing questions of their own * Students organically build on others' ideas by referencing them specifically * Students use reflections and analysis of text (including text evidence) to express their ideas * Students observe norms and regulations of class discussion | ||||||||||||||||||||||||
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