Exemplar Unit Plan
You have found an exemplar unit plan. Before viewing the plan, there are a couple clarifications to note. First,
all unit plans are different. There was not a consistent template used across all plans in the bank. Second, all
of the unit plans in the Exemplar Unit Plan Bank are of high quality. While they are different, they each
accomplish the goal of planning a unit which weaves together many standards and objectives in a coherent
way. The Sanford Inspire Program has collected several different unit plans to demonstrate the variety possible
within effective unit planning.
Exemplar Unit Plan Uses
Brief Description
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bank to serve as idea generators for
yourself and your unique setting.
Uses
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
Idea Generation
Take and use the unit plan in your
specific setting. Confirm with
administrators and instructional support
staff that the plan fulfills the needs your
classroom has.

Pick and choose components of the
unit plan which serve you well and
use them as you see fit.
Adopt the format of the plan while
replacing all of the components with
more appropriate material for your
specific setting.
Implement unit plan in your
classroom as it is planned in the
document. Use accompanying
materials prescribed and objectives
listed.
Implementation
1
8th grade, Unit 3: What is tragedy?
Unit Plan Component
Big Goal
Standards
Comments
The unit plan incorporates quantitative goals and qualitative goals. The teacher has taken great
pains to really think of the actions and knowledge they want their students to have by the
conclusion of the unit. The teacher has also outlined the relevance of this unit for the students’
current and future learning.
This unit has seamlessly integrated literary and informational texts, speaking and listening and
appropriate writing standards. Though they did not explicitly identify remedial or enrichment
standards, they did identify remedial and enrichment skills which are more appropriate as to
how the Common Core standards have been designed.
Big Ideas
These topics have also been touched on in the Unit Goal section. The teacher identifies of the
large, overarching skills and “big ideas” the students will have at the end of the unit.
Unpacked standards
The unit plan has laid out the daily objectives necessary to master the listed standards. They
have been placed in a calendar format to demonstrate scaffolding of skills and knowledge in the
unit.
As mentioned before, the daily objectives build in complexity throughout the unit. Daily
activities described also build in support of those objectives.
Scaffolded learning
Resources
The teacher has established a balanced variety of informational and literary texts that will be
utilized in this unit. They have even deconstructed the two main texts to ensure that they
understand what the texts are about and what skills and understandings the students will need in
order to pull out of them all that they want to.
Appropriate Length of
Time
The unit encompasses a large amount of standards but they have been logically grouped and
unpacked. The unit lasts for 21 days with one Flex day included.
Aligned Assessment
The unit has a variety of rubrics attached. Each rubric clearly demarcates what standard is
being measured, descriptors, and a manner of scoring. The rubrics given measure all standards
listed for reading, writing, and listening and speaking.
8th grade, Unit 3: What is tragedy?
Unit Length: 21 full days + 1 Flex day
Text(s):
Oedipus Rex
Antigone
Reading Common Core Standards
CCSS.ELA-Literacy.8.RL.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.
CCSS.ELA-Literacy.8. RL.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.8. RL.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.
CCSS.ELA-Literacy.8. RL.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.
CCSS.ELA-Literacy.8. RI.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.
CCSS.ELA-Literacy.8. RI.2 Determine a central idea of a text and analyze its development
over the course of the text, including its relationship to supporting ideas; provide an objective
summary of the text.
Writing Common Core Standards
CCSS.ELA-Literacy.8.W.1Write arguments to support claims with clear reasons and relevant
evidence.
CCSS.ELA-Literacy. 8.W.1a. Introduce claim(s), acknowledge and distinguish the claim(s)
from alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-Literacy. 8.W.1b Support claim(s) with logical reasoning and relevant evidence,
using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy. 8.W.1c. Use words, phrases, and clauses to create cohesion and clarify
the relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy. 8.W.1d. Establish and maintain a formal style.
Speaking and Listening Common Core
Standards
CCSS.ELA-Literacy. 8.SL.1Engage effectively in a range of collaborative discussions (oneon-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.
CCSS.ELA-Literacy. 8.SL.1 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.
CCSS.ELA-Literacy. 8.SL.1c. Pose questions that connect the ideas of several speakers and
respond to others’ questions and comments with relevant evidence, observations, and ideas.
Remedial and Enrichment Skills
Remedial- Textual evidence that supports an analysis of the text’s meaning both explicit and
inferred
- Determine two or more central ideas in a text and analyze their development over the
course of a text
- Analyze how a particular elements of a story or drama interact (how setting shapes the
characters or plot)
- Analyze how a poem’s form or structure contributes to its meaning
- Analyze how an author develops and contrasts the points of views of different
characters or narrators in a text
- Pose questions that elicit elaboration and respond to others’ questions and comments as
needed.
Enrichment- Citations are strong and thorough and supports explicit and inferred meaning from text
- Identify the central idea of a text, how it develops over the course of a text
- Analyze how complex characters develop over the course of a text, interact with other
characters, and advance the plot or develop a theme.
- Analyze the author’s choices in structure, order of events can create certain effects like
mystery, tension, and surprise
- Analyze a particular cultural experience reflected in a piece of literature from outside
the US
- Use preparation, citations and text to stimulate a thoughtful, well-reasoned exchange
of ideas
- Propel conversations by actively incorporating others into the discussion
- Clarify, verify or challenge ideas and conclusions
RESOURCES
What materials will my students need in order to meet the goal? What materials will I as the teacher need to gather/create to ensure goal master?
Oedipus Rex (Sophocles)
Antigone (Sophocles)
Companion to Sophocles (Kirk Ormand)
Ancient Greece: from Prehistoric to Hellenistic times (Thomas Martin)
Ancient Greece: A political, Social, and Cultural History (Sarah Pomeroy)
(the following topics will be pulled from the above 3 texts)
-Greek Tragedies
-Greek Theatre
-Government/ Polis
-Sophocles (short synopsis)
-Role of Gods/ Mythology
-male role/responsibility
-female role/responsibility
-familial relationships/ties
-Role of Royalty
-Beliefs and customs to major life events
- Greece’s change in beliefs
Article on Hero’s Journey
Article of Tragic Hero
Sophocles Biography
“Not my best side” poem
UNIT GOAL
What will my students know and be able to do after this unit that they couldn’t do before?
Why does this matter?
·
All students should score 80% or higher on all comprehension quizzes.
All students should score 80% or higher on the Duality Essay and the Theme Essay rubrics.
This will be the students’ first look at classic Greek drama and is crucial in their understanding of many literary, social, psychological, etc. allusions that play
out in the world of academia. They will be able to lay out the difference between a tragedy and comedy, a classical and modern tragic hero, and the hero’s
journey and hero myth that many stories and movies follow.
They will better be able to make connections across genres, and have practice working with complicated texts that require using context clues and closereading skills. This entire unit is centered on students pulling meaning from text, identifying facts, quotes, and evidence to support their claims and
arguments. This skill is heavily practiced in their writing as well as in all of the class discussions (partner, small group and whole group).
They will also be able to have conversations about the roles of fate and free will amongst other various themes and symbols. Students will be pushed to think
about why people are punished and what the implications of “guilty” and “innocent” truly are.
The students will also be able to delve further into the idea of “What is tragedy?”. They will be able to make connections to their personal lives and the world
around them but also peel back the many layers of tragedy that are involved with these 2 texts.
They will also have a chance to ponder the endurance and repetition of various themes in literature and in the timeless human condition.
Deconstructing Your Text
What main text will you be using?
What is the author trying to convey? What is the main message or theme?
We will read:
Oedipus Rex – The author is attempting through tragedy to create a sense of catharsis in the readers and viewers; Sophocles forces the reader to ask questions about
intentions, fate, free-will, punishment, innocence and guilt.
Antigone- Through Antigone’s story readers must navigate where moral choices come from and where loyalty should ultimately lie: with the family, the gods, or the state
(all very relevant to today’s society). It still deals with whether or not people should pay the price for the crimes of their families.
How does the author create meaning? (List specific literary elements, or POs the author uses to create meaning
and how these are used to create meaning)
Oedipus Rex
• Uses the structure of the Hero’s journey to lay out Oedipus’s quest
• Uses dramatic irony to create suspense and catharsis for the audience
• Uses symbols such as blindness to represent understanding
• Follows Aristotle’s elements of a tragic hero in his description of Oedipus and his story
Antigone
• Uses the role of women to create a surprising and bold character through which meaning can be conveyed
• Uses irony and dramatic irony to create suspense
• Characterized Antigone in opposition to Ismelde
• Relies on an understanding of the story of Oedipus and Oedipus and Cronus
• Characterized Creon with the classic hamartia
• Creates conflict between the loyalties to family, state and gods.
What must a reader do to get meaning?
(consider which comprehension strategies are
necessary)
• The student will have to decipher the
many different images and language of
Ancient times.
• Students will also need to know and
understand Ancient Greek societal
norms and general history in order to
fully comprehend some of the deeper
meanings and developments in the plot.
• Analyze how Oedipus fits or does not fit
the classic hero’s journey
• Analyze how Oedipus fits or does not fit
Aristotle’s elements of a tragic hero
• Identify and explain symbols like
blindness and the irony behind that
• Define and identify instances of dramatic
irony
• Use evidence to support their claims and
arguments.
Day 1
SWBAT: Discuss some
of the topics and themes
present in texts to build
anticipation/interest.
Anticipation Guide
-Explore and talk about
the major topics, themes
and symbols
(first self-reflection,
partner and then group
discussion).
Oedipus Rex: Class
Read and SSR
HW:
Read and annotate article
(Close reading with end
summary)
Day 2
SWBAT: Describe the
context in which the
play was written by
gathering more
information about
Greek tragedy and
traditions in theatre.
Notes by:
Jigsaw
Greek Tragedy
Greek Theatre
Government/
Polis
Sophocles
Fate/Role of
Gods/
Mythology
Oedipus Rex: Class
Read and SSR
(Use Informational Text
Rubric)
HW:
Close Read article on
Historical changes in
beliefs (provide end
summary)
(Use Informational
Text Rubric)
Day 3
SWBAT: Explain fate
and freewill.
SWBAT: Compare
and contrast the
article about historical
changes in beliefs with
the character’s actions
and beliefs in Oedipus
Rex.
Journal Reflection:
How do some of the
characters in the text
feel about fate/destiny?
Do they all share that
same sentiment? What
textual evidence
supports your
conclusions (inferred or
explicit)?
In what ways, does the
structure of Sophocles’
play promote or demote
the ideas of freewill and
fate?
What character or part
of the text most aligns
to your own beliefs
about fate/destiny?
Please cite your
evidence.
Is your future, your fate
Day 4
Day 5
SWBAT: Describe the ideas
of hubris and blindness in
relationship to the characters
in Oedipus Rex.
SWBAT: Describe the
typical Hero’s journey
using evidence from the
text.
Journal Reflection:
How does Sophocles create his
characters with hubris in
Oedipus Rex? Who in
particular? What relationship
do the ideas of hubris and
blindness have within the play
and the characters’
development? From our article
readings, why do you think
these symbols/themes play such
a prominent role in Sophocles’
work? Did Sophocles capture
their sentiments and
connections accurately? Do
these symbols and themes
persist in present day society
similarly to Ancient Greece?
SWBAT Analyze Oedipus
Rex as an example or nonexample of the hero’s
journey.
**Students must use textual
evidence when responding in
writing or in speech.
Class discussion:
Students share out their
responses to all of the above
answers with supportive
citations. In disagreeing or
agreeing with peers, students
should also claim their textual
support.
Close Read and
Summarize:
Hero’s Journey article
(Use Informational Text
Rubric)
Create List of examples
connect to textual evidence
of article.
Analyze Oedipus Rex
comparing/contrasting to
Hero’s Journey- gathering
textual evidence.
(The day’s work is done
periodically individually, in
partners, in groups, and
whole class).
HW: Close Read “Tragic
Hero” for homework write
summary
or destiny already
written? Is it possible
to do anything to
change it?
Class discussion:
Students share out their
responses to all of the
above answers with
supportive citations. In
disagreeing or agreeing
with peers, students
should also claim their
textual support.
(Use Listening and Speaking
Rubric)
Homework:
Theme/Symbols sheet 1: Hubris
and Sight
(Use Listening and
Speaking Rubric)
Day 6
Day 7
Homework:
Theme/Symbols sheet
1: Fate/Freewill
Day 8
SWBAT: Debate
whether or not Oedipus
Rex is an example of the
hero’s journey, nonexample of the hero’s
journey, and/or a tragic
hero using textual
evidence from articles
and text.
SWBAT: Create an
argument and
structure appropriate
textual evidence from
a variety of sources to
substantiate that
claim.
SWBAT: Create an
argument and
structure appropriate
textual evidence from
a variety of sources to
substantiate that
claim.
Journal Reflection:
Has Sophocles crafted a
tale that is an example of
the hero’s journey, nonexample of the hero’s
Students will
Journal/Pre-write
individually on this
prompt:
Is duality (the idea of
SWBAT: Evaluate
and improve the
organization and
supporting facts of an
argument.
Whole class:
Day 9
Day 10
SWBAT: Create an argument
and structure appropriate
textual evidence from a
variety of sources to
substantiate that claim.
SWBAT: Create an
argument and structure
appropriate textual
evidence from a variety of
sources to substantiate
that claim.
Drafting:
Individually for entire class
time. Students will have access
to all of their notes and texts
previously used.
Students will continue the
prompt they began the
SWBAT: Utilize
appropriate transitions to
link major sections, create
cohesion and clarify the
relationships.
Whole Class:
Using a moderate example
journey, and/or a tragic
hero? What various
points of evidence can you
provide to support your
claim?
Small Group
Discussions:
Students will initially
debate these topics and
ideas (using their
evidence) within small
groups. Small groups will
also be asked to submit 2
questions, quotes, or
statements that they feel
has polarized their group
and/or will elicit strong
debate from the class.
Class Discussion:
The discussion will now
flow over to the whole
class. The main focus of
the discussion is still the
objective for the day but
students may explore
these elements through the
lens
(Use Listening and
Speaking Rubric)
one person or thing
actually being two
things) a prevalent
theme in Oedipus Rex?
Be sure to support your
argument with a variety
of textual evidence.
Consider these aspects
when writing:
-plot development
-character development
-the structure of the
play
-Greek historical
context
-Hero’s Journey
-Tragic Hero
(Literary Analysis
Rubric)
Pre-writing- Evidence
Gathering and
Argument Creation:
Individually for entire
class time. Students
will have access to all
of their notes and texts
previously used.
Teacher will model
with a moderate
example of an
argument with
mediocre to unclear
facts/quotes.
Partners:
Students will in pairs
work through
organizing an argument
and its facts/quotes.
previous day.
(Literary Analysis Rubric)
HW: Analyze Oedipus’ Family
Tree and create some
predictions about how the story
continued in Oedipus at
Colonus and Antigone
of transitioning, the teacher
will Think Aloud and model
good transitioning for
students.
Models of transition
relationships will be shared.
Pairs:
Using examples from
previous literary essays,
teacher will have students
revise examples and
improve the student work.
Pre-writing Revising:
Students will now have
the opportunity to go
back and revise of their
writing plan or develop
some more of their
evidence/quotes.
(Literary Analysis
Rubric)
Revise
Individually for rest of class
time. Students will have
access to all of their notes
and texts previously used.
Students will continue the
prompt they began the
previous day.
(Literary Analysis Rubric)
Day 9
Day 10
Day 10
Day 11
SWBAT: Create an
argument and structure
appropriate textual
evidence from a variety
of sources to
substantiate that claim.
SWBAT: Create an
argument and
structure appropriate
textual evidence from
a variety of sources to
substantiate that
claim.
SWBAT: Describe
Greek societal norms,
specifically in
relationship to:
gender, ever day life,
and major life events.
SWBAT: List a variety of
themes and symbols that are
prevalent in Antigone.
SWBAT: Utilize formal
style and objective tone
in their writing.
Whole Class:
Using an example of
student writing that falters
or fails to maintain
appropriate tone and style
for a Think Aloud and
analysis.
Students will finish
the prompt they
worked on the
previous day.
Vocab (20)
Habitual
Harbinger
Mentor
Threshold
Reluctant
Abduct
Mundane
Students will continue
the prompt they worked
on the previous day.
Editing/Finalizing:
SWBAT: Analyze the
development of the major
characters in the trilogy
through their interactions
SWBAT: Describe possible
with other characters and
motivations Sophocles had for the development of the
writing Antigone and
plot.
Oedipus Rex.
Journal Reflection:
SSR and Dialectical Journal
Small Group Share out of
targeted pieces from Dialectical
Journals.
Finalizing:
Notes by:
Students will Finalize
Scavenger hunt
their Literary Analysis. -male
Graphic Organizer with
role/responsibility
tones/style associated with (Literary Analysis
-female
different types of writings Rubric)
role/responsibility
and settings.
-familial
relationships/ties
Pairs:
HW: Analyze Oedipus’ -Role of Royalty
Using examples from
Family Tree and create -Beliefs and customs to
previous literary essays,
some predictions about major life events
teacher will have students how the story
revise examples and
continued in Oedipus at Antigone: Class Read
improve the student work. Colonus and Antigone
and SSR
Students will fill out a
Dialectical Journal
during SSR and share
out targeted results in a
small group.
Day 12
Class Close Read Sophocles
Biography.
Class Discussion: What
motivations did Sophocles have
for writing the trilogy? Why
did he write the texts in the
manner in which he did
(structure, character, themes,
symbols, etc.)? Cite evidence
from any texts to support your
claims.
List:
Utilizing the class discussion,
past discussions on theme, etc.
Students will now list out the
strongest most prevalent themes
Which character has
undergone the greatest
change in the series? What
major developments or
interactions caused that
evolution? What major
theme is best embodied by
that character?
Do you find this character to
be and their development to
be believable in current
times? In Ancient Greece?
Do you find all/most of
Sophocles’ characters and
their development to be
realistic in current times? In
Ancient Greece? In what
ways are or aren’t they?
Be sure to gather and
provide textual evidence.
Small Group discussions
utilizing their journal
reflections and textual
evidence.
Individually for rest of
class time students will be
able to edit/revise for
tone, style, grammar, etc.
Once they are done they
are able to Finalize.
HW: Read and
Dialectical Journal
evidence
(Literary Analysis Rubric)
they see in Antigone. They will Reorganize students so that
also begin to gather textual
they are in groups with
evidence for each theme.
differing characters as much
as possible.
HW:
Continue to compile Theme list HW:
and textual Continue to compile Write short essay about the
Theme list and textual evidence author’s craft, highlighting
**Focus on elements of
the structure of the texts and
point of view.
character development
HW:
Day 13
Day 14
Day 15
Day 16
(Author’s Craft Rubric)
Day 17
SWBAT: Analyze how
bias and POV can
change the information,
and therefore the
meaning, of a text.
SWBAT: Determine a
theme or central idea
of a text and analyze
in detail its
emergence,
development, and
refinement over the
course of the text.
SWBAT: Determine a
theme or central idea
of a text and analyze
in detail its mergence,
development, and
refinement over the
course of the text.
SWBAT: Determine a theme
or central idea of a text and
analyze in detail its mergence,
development, and refinement
over the course of the text.
SWBAT: Plan a short,
visual presentation that
incorporates the major
elements of their Literary
Analysis argument.
Literary Analysis
Finalizing:
Students will continue the
prompt from yesterday.
Small Group Read “Not
my Best Side” with
Dialectical Journal as
group.
Literary Analysis:
Determine a theme or
central idea in
Debrief poem whole class. Antigone and analyze
in detail its emergence,
development, and
Journal Reflection:
How do bias and point of refinement over the
view interplay within the
course of the text. Be
trilogy? Why has
sure to consider these
Sophocles chosen those
aspects when writing:
two particular points of
-plot development
view in which to tell this
-character development
story? Why has Sophocles -text structure
chosen to change the point -Greek historical
of view in the two texts?
context
What impact has that had -Author’s motivations.
Revising and Editing:
Students will continue
the prompt from
yesterday.
(Literary Analysis
Rubric)
Literary Analysis
(Literary Analysis Rubric)
Whole Class:
Teacher will introduce the
assignment and the timeline
for completion.
Individuals:
Students begin crafting out a
visual plan of how they
want to present their
arguments.
Whole Class:
Split between computer lab
and Classroom for working.
HW: Students must finalize
on character and plot
development? The overall
entertainment value of the
texts? The moral or
themes that are central in
the texts?
Small Group: Discuss
how bias and POV
interplay with the trilogy.
(Listening and Speaking
Rubric)
HW:
Continue to compile
Theme list and textual
evidence **Focus on
elements of text structure
All claims and
arguments must be
supported with textual
evidence.
their presentation plans and
begin practicing their
presentations.
Pre-writing/Drafting:
Students will be able to
choose from their list
of themes and
evidences and supports
or they could start
anew with a different
theme. Students can
also develop their
writing plan and gather
better, more evidence
as necessary.
(Literary Analysis
Rubric)
Day 18
Day 19
Day 20
Day 21
SWBAT: Create a short,
visual presentation that
incorporates the major
elements of their
Literary Analysis
argument.
SWBAT: Create a
short, visual
presentation that
incorporates the
major elements of
their Literary
Analysis argument.
SWBAT: Present a
central theme in
Antigone utilizing
persuasive evidence
and images.
SWBAT: Present a central
theme in Antigone utilizing
persuasive evidence and
images.
Whole Class:
Will share video demo of
a strong presentation from
earlier years and the
rebuttal portion.
Partners
Students will share their
Whole Class:
Students are split
between computer lab
and Classroom and
finishing their
presentations today.
Whole Class:
Small Groups:
The teacher will break
students up into small
groups for their
presentations (a camera
will be recording at
each small group).
Groups will then decide
on their strongest
The selected students from the
previous day will present their
work in front of their peers and
engage in a rebuttal session.
Students will ultimately vote
for the most compelling
argument.
Flex day
plan with 2 other students
and provide critical
feedback on gaps,
improvements needed,
and strengths.
Whole Class:
Split between computer
lab and Classroom for
working.
HW: Students continue to
work on the presentation,
practicing their
presentations, and
preparing for the rebuttal.
presentation to present
HW: Students continue whole group.
to work on the
Students will have an
presentation, practicing opportunity in this
their presentations, and practice round to refine
their rebuttals.
preparing for the
rebuttal.
(Listening and
Speaking Rubric)
(Listening and Speaking
Rubric)
Aligned Assessment:
Listening and Speaking Rubric
CCSS.ELA-Literacy. 8.SL.1 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.
_____1 pt. Student prepared with notes and evidence
_____2 pts. Student uses text to look up evidence
provided by other students with their comments
_____3 pts. Student consistently utilizes notes and
evidence when speaking
CCSS.ELA-Literacy. 8.SL.1c.
Pose questions that connect the ideas of several
speakers and respond to others’ questions and
comments with relevant evidence, observations, and
ideas.
_____3 pts. Student has posed appropriate and on
topic questions to the group
_____4 pts. Student consistently responds to peers’
questions/comments with supported textual evidence
An appropriate listening and speaking behavior is
employed.
____ 1 pt. Student quietly listens while peers are
speaking
____1 pt. Student makes appropriate eye contact with
others when listening and speaking
____1 pt. Student uses appropriate volume and tone
when speaking
Total pts.
/16 pts.
Literary Analysis
CCSS.ELA-Literacy.8.RL.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.
CCSS.ELA-Literacy.8. RL.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.
CCSS.ELA-Literacy.8. RL.3
_____5 pt. Textual evidence cited strongly supports
the author’s claim
_____5 pts. Textual evidence is appropriately set up
and clearly described
_____3 pts. Author appropriately cites all textual
evidence
_____5 pts. Author has accurately identified a theme
or central idea to the text
_____6 pts. Author has thoroughly described how that
theme emerged, developed, and refined throughout the
plot’s development
_____4 pts. The author has accurately and objectively
described the plot when and where it is appropriate
Analyze how particular lines of dialogue or incidents in ____6 pts. The author clearly describes how complex
a story or drama propel the action, reveal aspects of a
character(s) have developed a particular theme or
character, or provoke a decision.
central idea.
____5 pts. The author has captured appropriate
character textual evidence (dialogue, main events,
descriptions, etc.) to support their argument
CCSS.ELA-Literacy.8. RI.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.
CCSS.ELA-Literacy.8.W.1a
Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
CCSS.ELA-Literacy. 8.W.1b
Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
_____5 pt. Textual evidence cited strongly supports
the author’s claim
_____5 pts. Textual evidence is appropriately set up
and clearly described
_____3 pts. Author appropriately cites all textual
evidence
____5 pts. Author has organized the claim, evidence,
and reasons logically.
____3 pts. Author recognizes and uses to their benefit
opposing or alternate claims
____5 pts. Author uses credible sources
____4 pts. Author use of texts and sources
demonstrates a thorough understanding of the topic
and texts used
CCSS.ELA-Literacy. 8.W.1c.
CCSS.ELA-Literacy. 8.W.1d.
Use words, phrases, and clauses to create cohesion and ___5 pts. Author uses appropriate transitional words
clarify the relationships among claim(s), counterclaims, and phrases to illustrate relationships among
reasons, and evidence.
arguments, reasons and evidence
___5 pts. Author uses appropriate transitional words
and phrases that assist in the overall flow, readability,
and organization of the text
Establish and maintain a formal style.
____3 pts. The author has crafted text in an
appropriate style for the task
____5 pts. The author has maintained a formal tone
throughout the text.
Student has addressed all the necessary areas in their
___4 pts. Author clearly addresses the text structure
composition.
and its connection to the theme
___4 pts. Author clearly addresses the historical
context and its connection to the theme
___4 pts. Author clearly addresses the author’s
motivations and its connection to the theme
Total pts.
/99 pts.
Informational Text Summary and Evidence Gathering
CCSS.ELA-Literacy.8. RI.2
Determine a central idea of a text and analyze its
development over the course of the text, including its
relationship to supporting ideas; provide an objective
summary of the text.
_____4 pts. Author has clearly identified the central
idea of the text
_____6 pts. Author has described the central idea and
how it relates to various supporting details
_____6 pts. Author has objectively summarized the
text
All textual evidence gathered and noted embodies
strong and accurate representations of the text.
_____3 pts. The author has gathered strong, accurately
representative evidence
_____3 pts. The textual evidence has been
appropriately cited
Total pts.
/22 pts.
Author’s Craft
CCSS.ELA-Literacy.8. RL.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.
_____4 pts. Author has accurately identified
similarities and differences in the structures of two or
more texts
_____6 pts. Author has clearly described how the
structure of the text has impacted the meaning and
style of the text.
CCSS.ELA-Literacy.8. RL.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.
_____6 pts. The author has identified how the
different points of view (characters and audience) has
affected the plot development
_____3 pts. The author accurately labels these literary
elements and effects as dramatic irony, suspenseful,
humorous, etc.
Total pts.
/19 pts.