Unit Planning Organizer
Grade: 8
Unit: 3
Created By:
Randy Guerra- Pleasant Valley CSD
Rachelle Kober- Maquoketa CSD
Kerri Morris- Muscatine CSD
Hannah Anderson-Central CSD
Ann Craig- Mississippi Bend AEA
1
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Note: Teachers are strongly encouraged to look at the UPO for the context of assessments
Table of Contents
Step 1: Unit Standards …………………………………………………….……………………………………………………………………… p. 3
Iowa Core Standards- Priority Standards ……………………………………………….………………………………………. p. 3
Iowa Core Standards- Support Standards ……………………………………………………………………………..……….. p. 4
Reading Standards Unwrapped and Depth of Knowledge ……………………………………………………………... p. 4
Writing Standards Unwrapped and Depth of Knowledge ………………………………………………………………. p. 4
Speaking/Listening Standards Unwrapped and Depth of Knowledge …………………………………………….. p. 5
Unit Essential Questions and Big Ideas ………………………..………………………………………………………………... p. 6
Step 2: Standards-Based Unit Assessments ……………………………………………………………………………………………. p. 6
Assessment and Performance Task Alignment of Unit Standards ………………………………………………….. p. 6
Standards-Based Common Formative Pre-Assessment (CFA)
Teacher Directions, Student Directions and Answers ……………………………………………………… p. 6
Step 3: Standards-Based Performance Tasks …………………………………………………………………………………………. p. 7
Performance Task 1- In Detail ………………………………………………………………………………………………………. p. 9
Performance Task 2- In Detail ………………………………………………………………………………………………………. p. 11
Performance Task 3- In Detail …………………………….………………………………………………………………………… p. 13
Performance Task 4- In Detail ……………………………………………………………………………………………………… p. 14
Performance Task 5- In Detail ………………………………………………………………………………………………………. p. 15
Student Materials …………………………………………………………………………………………………………………………………. p. 18
Unit 3 Pre Common Formative Assessment ………………………………………………………………………………….. p. 19
Unit 3 Performance Task 1 ……………………………………………………………………………………………………………. p. 20
Unit 3 Performance Task 2 ……………………………………………………………………………………………………………. p. 24
Unit 3 Performance Task 3 ……………………………………………………………………………………………………………. p. 26
Unit 3 Performance Task 4 ……………………………………………………………………………………………………………. p. 28
Unit 3 Performance Task 5 ……………………………………………………………………………………………………………. p. 30
Notes:
 Supporting standards may be embedded in performance tasks. If they are not embedded, they must
be assessed through teacher-designed classroom measure.
 Supporting standards will not be embedded in common formative pre/post assessments.
2
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Unit Planning Organizer
Note: All supporting documents for Standards-Based CFAs and Performance Tasks are located at the end of
the Unit Planning Organizer.
Subject(s)
ELA
Grade/Course
8th Grade
Title of Standards-Based Unit
Finding and Using Evidence in Text and Writing (Presentations)
Estimated Duration of Unit
6 weeks plus 1 buffer week
Unit Placement in Scope & Sequence
1
2
3
4
5
Step 1: Unit Standards
Iowa Core Standards- Priority Standards (to be instructed and assessed)
RI.8.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g.,
through comparisons, analogies, or categories).
W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information
into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or
other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas
and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or
explanation presented.
W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess
the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and following a standard format for citation.
SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own
clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and
comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own
views in light of the evidence presented.
3
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
6
Iowa Core Standards- Support Standards (to be instructed and assessed)
Note: Not all supporting standards will be measured through Standards-Based CFA or Performance Task listed
below.
RI.8.1, W.8.5, W.8.6, W.8.7, W.8.4, W.8.9, SL.8.5
Reading Standards
Priority
Standard
RI.8.3
“Unwrapped” Skills
(students need to be able to do)
(verbs and verb phrases)
 Analyze



“Unwrapped” Concepts
(students need to know)
(noun/noun phrases)
How texts make connections among
individuals, ideas, or events
How texts make distinctions between
individuals, ideas and events
Comparisons, analogies, or categories
Depth of
Knowledge
4
Writing Standards
Priority
Standard
W.8.2.a
“Unwrapped” Skills
(students need to be able to do)
(verbs and verb phrases)
 Introduce and Preview

Organize

Include
“Unwrapped” Concepts
(students need to know)
(noun/noun phrases)

Topic



Ideas, concepts and information
Broader categories
Formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia
When formatting, graphics and multimedia
aid comprehension of a text
Topic
Relevant, well-chosen facts, definitions,
concrete details, quotations, other
information and examples
Appropriate and varied transitions
Cohesion
Relationships among ideas and concepts
Precise language and domain-specific
vocabulary
Topic
Formal style
Concluding statement or section that follows
from and supports the information or
explanation presented.
Relevant information

W.8.2.b

Develop


W.8.2.c
W.8.2.d




Use
Create
Clarify
Use




W.8.2.e
W.8.2.f



Inform about or explain
Establish and maintain
Provide



W.8.8

Gather

Depth of
Knowledge
3, 4
3,4
3,4
3,4
3,4
3,4
2, 3
4
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
W.8.8





Use
Assess
Quote or paraphrase
Avoid
Follow



Gather










Use
Assess
Quote or paraphrase
Avoid
Following





Print and digital sources
Search terms and how to use them
effectively
Credibility and accuracy of sources
Data and conclusions of others
Plagiarism
Standard format for citation
Relevant information from multiple print and
digital sources
Search terms effectively
The credibility and accuracy of each source
The data and conclusions of others
Plagiarism
A standard format for citation
2
Speaking/Listening Standards
Priority
Standard
SL.8.1.a





“Unwrapped” Skills
(students need to be able to do)
(verbs and verb phrases)
Come
Read/Research
Draw on
Refer to
Probe/Reflect
SL.8.1.b



Follow
Track
Define







SL.8.1.c



Pose
Connect
Respond
SL.8.1.d


Acknowledge
Qualify/Justify
“Unwrapped” Concepts
(students need to know)
(noun/noun phrases)
How to be prepared for discussions
Materials under study
Preparation
Evidence on topic, text, or issue
On ideas under discussion
 Rules for collegial discussions and
decision-making
Progress toward specific goals and
deadlines
Individual roles
 Questions
 Ideas of several speakers
 To others’ questions and comments
with relevant evidence, observations,
and ideas
 New information expressed by others
 Their own views in light of the evidence
presented
Depth of
Knowledge
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
5
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Unit Essential Question and Big Ideas
Essential Questions
What connections should a reader
look for to understand a text?
How can a writer clearly
communicate a topic?
Why do writers cite textual
evidence?
What makes an effective
communicator?
Big Ideas
Successful readers understand the connections that exist between ideas,
events, points of view, and people in a text to comprehend the text. (RI.8.3)
Successful writers use an organized format to develop a clear message for an
audience. (W.8.2)
Successful writers cite evidence from a text to examine a topic, conduct
research, and convey ideas. (RI.8.3) (W.8.2) (W.8.8)
Successful communicators effectively engage in discussions and builds on
others’ ideas to express themselves clearly. (SL.8.1)
Step 2: Standards-Based Unit Assessments
Assessment and Performance Task Alignment of Unit Standards
Assessment/Performance Task
Pre CFA
Performance Task #1
Performance Task #2
Performance Task #3
Performance Task #4
Performance Task #5
Post CFA
Assessed Standards
W.8.2, W.8.8
W.8.8, SL.8.1
W.8.2, W.8.8
RI.8.3
W.8.2a, W.8.8
W.8.2, W.8.6, SL.8.4
See cumulative performance tasks
Standards-Based Common Formative Pre Assessment (CFA)
Standards: W.8.2, W.8.8
Teacher Directions: Use the two following texts with the student directions given. Then, see student copy for
more explicit details.
Student Directions and Possible Answers:
Text #1
The following articles can be accessed on SIRS through the AEA website. Follow the links below to directly link to the sites
USA Today Article:
http://sks.sirs.com/cgi-bin/hst-article-display?id=S5250209-0-6334&artno=0000319817&type=ART
Targeted News Service Article:
http://sks.sirs.com/cgi-bin/hst-article-display?id=S5250209-0-6334&artno=0000349813&type=ART
To read the JAMA article in its entirety, visit: http://jama.jamanetwork.com/article.aspx?articleid=1660390
Read the articles given to you. Write an explanation as to why texting while driving may be dangerous. Use
information from the text to support your explanation.
6
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Scoring Guide W.8.2
Exemplar
All proficient
o
criteria plus:
o Extends the
o
development
of the topic
o
with
extended
definitions.
o Links major
o
sections of
the text.
o Articulates
implications
o
or significance
of the issue
researched.
o
o
o
o
o
Proficient
Introduces a topic clearly, previewing what
is to follow
Organizes ideas, concepts, and information
into broader categories;
Includes formatting (e.g., headings),
graphics (e.g., charts, tables), and
multimedia when useful to aiding
comprehension.
Develops the topic with relevant, wellchosen facts, definitions, concrete details,
quotations, or other information and
examples.
Uses appropriate and varied transitions to
create cohesion and clarify the relationships
among ideas and concepts.
Uses precise language and domain-specific
vocabulary to inform about or explain the
topic.
Establishes and maintains a formal style.
Provides a concluding statement or section
that follows from and supports the
information or explanation presented.
Develops and strengthens writing as needed
by planning, revising, editing, rewriting or
trying a new approach.
Adequately addresses the audience and
purpose.
Close to Proficient
Meets 8-9 of
the proficient
criteria.
o
Far from Proficient
Meets fewer
than 8 of the
proficient
criteria.
o
Comments:
Step 3: Standards-Based Performance Tasks
Performance Task Synopses
IMPORTANT: Note to Teacher: The following set of performance tasks work toward building on one another to
result in an end product. In order to create authenticity for the students this end product should be shared with an
audience for a particular reason. We have intentionally written the performance tasks as generally as we could so
they could fit with any topic. We recommend each teacher create an authentic scenario that can be fulfilled with
the resources available and applied to the following standards-based Unit 3 performance tasks. The following
authentic scenarios are EXAMPLES that could apply to this task. Teachers ARE NOT LIMITED TO these examples
however are welcome to use them as they are written or as examples to build one of their own.
7
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Example Authentic Scenarios
 The sixth graders in our district have been researching human survival and will prepare presentations about
__________________________. In order to help them, you will have the opportunity to teach them about
some of the things we have been learning through our own research on _______________________ .
(Suggested texts include The Titanic, readings by Gary Paulsen, Anne Frank, or any other survival stories.) You
will generate a research question on a topic relative to this time period. After doing research, you will write an
informational essay and then create a 5 minute lesson to teach the 6 th graders about your topic. On the day of
the presentation, students will move around the room to learn about the different items that were researched
(this authentic scenario could be adapted to fit any text/time period that 8th grade has in common with another
grade level).
 Our community has recently been debating whether or not to have a new women and children’s shelter built in
town. There has been much conversation on both the positive and negative implications if this were to occur.
We are going to spend some time learning about all aspects of this topic in order to create an informational
website. While we will not take a stand one way or another, we will work to create an informational site where
people can learn about all sides of this issue for adults, children, our economy, environment, etc. You will
generate a research question on this topic, write an informational essay answering your question and then
create a webpage with visuals to inform others on your topic. You will also include a 2-3 minute video clip in
which you explain some aspect of your topic (this scenario could apply to many community situations).
 The holidays are a great time to give back to others who are in need. One local business is looking for a charity
to sponsor this holiday season. Your task is to choose an organization that works to help others in need and
learn about it. Search on-line and you can find a multitude of organizations raising money to help others. It can
be an organization in our immediate area, outside of Iowa or across the world. You will generate a research
question relative to this organization and write an informational essay to be submitted to the employees of the
local company, as well as a 3-5 minute presentation to deliver as an overview of the research and essay you
composed. Your work could generate thousands of dollars worth of donations for the chosen charity.
 The University of Iowa Agricultural Research Facility is looking for new products to test and discover its impact
on the environment. You are one of fifty student-interns in charge of researching and reporting on two
different products. Your research needs to be submitted in essay format. This collection of essays will be
compiled into a department binder and distributed to professors and researchers within the entire agriculture
department at the university. You will also need to prepare a 3-5 minute presentation to deliver to your
cooperating professor. This presentation will serve as an overview of the research and essay you composed.
Task 1: (W.8.8, SL.8.1) Students will generate a research topic and question to answer. They will then collaborate
to find credible sources to use in order to gather information.
Task 2: (W.8.2, W.8.8) Students will use the sources found in task 2 to gather information in task 3. Then they will
collaborate to revise information found if necessary.
Task 3: (RI.8.3) Students will analyze text for how it makes connections among and distinctions between
individuals, events and ideas and then report their findings in a variety of groups or settings (For example: a
literature circle group). Then, they will use this learning to plan how to make connections/distinctions in their own
informational essays and final products.
Task 4: (W.8.2, W.8.8) Students will write, peer edit, revise and engage in a writing conference around the
organization of their information and introductory paragraphs.
Task 5: (W.8.2, SL.8.4) Students will finalize informational essays, create their multimedia presentations and
present to their intended audiences.
8
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Performance Task # 1- In Detail
Priority Standards: W.8.8, SL.8.1
Supporting Standards (if applicable):
Big Idea/s:
 Successful writers cite evidence from a text to examine a topic, conduct research and convey ideas.
 Successful communicators effectively engage in discussions and build upon others’ ideas to express
themselves clearly.
Essential Question/s:
 Why do writers cite textual evidence?
 What makes an effective communicator?
DOK: 3, 4
Synopsis: Students will generate a research topic and question to answer. They will then collaborate to find
credible sources to use in order to gather information.
Teacher Directions:
 Place students in groups to brainstorm lists of topics and questions for the research project. Then, after
students have selected their topics and questions, create new groups that are similar in topic and questions.
 Allow students access to technology to gather a list of sources.
 Consider supplying students with various databases the can utilize to access their sources.
Student Directions:
Over the course of this performance task you will work to gather resources that will aid you in producing your final
product for this unit. You will be expected to generate a question on your self-selected topic, utilize databases to
find sources that may help you answer your question and evaluate the credibility of those sources found. You will
then write a letter to explain your question, plan for research and use of the credible sources you found.
Part 1:
Based on the final product that will be created, brainstorm in your group a list of topics that you could research.
Then, with your group brainstorm a list of questions that could accompany each topic. The questions should
narrow the research for those topics.
Part 2:
Choose one of the topics and questions generate by your group to work toward in this set of performance tasks.
You will be expected to conduct research to answer this self-selected topic and question. Which topic and question
will you set for the focus of your work?
Part 3:
Utilize the suggested data bases to gather a list of sources that will aid you in answering your question. Use the
9
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Source Educational Evaluation Rubric (SEER) to evaluate the credibility of each source and list only those that will
not only help you answer your question, but are also credible. With each credible source, jot down why it is
credible and why it will help you answer your question.
Part 4:
Meet with your collaborative group to share resources and double-check the credibility of your sources. Revise
your list as needed. Use the table below if you want to add to your source list.
Part 5
Complete this performance task by writing a letter explaining the following:
 Your self-selected topic and the reason for it
 The question that helped you narrow your focus
 The sources that will aid you answer your question
 Why those sources will help
 What makes the sources credible
Scoring Guide SL.8.1 (Parts 1, 2, and 4)
Exemplar
All proficient criteria
plus:
o Initiates a
leadership role
within the group
discussion.
o
o
o
o
o
o
Proficient
Explicitly draws on preparation (written notes) by
referring to evidence on the topic.
Follow rules for collegial discussions.
Poses questions that connect the ideas of others.
Responds to questions and comments with relevant
evidence, observations and/or ideas.
Acknowledges new information expressed by others.
Qualifies or justifies own views in light of new evidence
when warranted.
Scoring Guide W.8.8 (Parts 3 and 5)
Exemplar
Proficient
All
o Gather relevant information from multiple print
proficient
sources
criteria plus: o Uses search terms effectively
o Assesses the credibility and accuracy of each source
Accurately
o Quotes or paraphrases data and conclusions of
assess the
others while avoiding plagiarism
usefulness
o Follows a standard format for citation
of each
source.
Note: Those items crossed out will not be assessed
during this performance task but are part of the
standard.
Close to
Proficient
Meets 4-5 of
the proficient
criteria.
Far from
Proficient
Meets fewer
than 4 of the
proficient
criteria.
Comments:
Close to Proficient Far from Proficient
Meets 2 of the
Meets fewer than 2
proficient criteria. of the proficient
criteria.
Comments:
10
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Performance Task #2 - In Detail
Priority Standards: W.8.2, W.8.8
Supporting Standards (if applicable): RI.8.1
Big Idea/s:
Successful writers use an organized format to develop a clear message for an audience (W.8.2).
Successful writers cite evidence from a text to examine a topic, conduct research and convey ideas (W.8.8.
Essential Question/s:
How can a writer clearly communicate a topic? (W.8.2)
Why do writers cite textual evidence? (W.8.8)
DOK: 2, 3
Synopsis: Students will use the sources found in task 2 to gather information in task 3. Then they will collaborate to
revise information found if necessary.
Teacher Directions:
 Give students options for HOW to go about collecting information from the sources found in performance task
#2. The following links and document have examples for consideration.
http://www.ipl.org/div/aplus/linksorganizing.htm http://www.youtube.com/watch?v=75NPdIcQwso
expository writing
graphic organizers.docx

After students have been given the opportunity to gather information to answer their research question, put
them in the small groups from performance task #2 so they can collaborate and give each other feedback with
regard to the information they found.
Student Directions:
In order to move forward with your final product your next task is to gather information from your credible
sources. Your goal is to answer your research question. In addition, in this task you will organize your
information logically to help you create your product during another performance task.
Part 1:
Gather information using one strategies presented. Be sure to do the following:





Paraphrase information gathered.
Quote information when you want to use other’s words.
Avoid plagiarism.
Cite the source to show where you found your information.
Use multiple sources.
11
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

Write down further questions that pertain to this topic based on the information you find.
Part 2:
Organize your information using one of the optional graphic organizers. Use the scoring guide to help determine
whether or not you have included all of the components needed.
Part 3:
Meet with your small group. Share graphic organizers and give each other feedback regarding items on the scoring
guide. Specifically,
 Give 2-4 concrete examples that show strengths in the organizer. (Example: You used several resources in
your research. Your research worked to answer the question _________________.)
 Give 2-4 suggestions or questions for revisions. (Example: All of your information are quotes. Can you
paraphrase any information? Where did you find your information?)
Note: Scoring guide is located on the back of this document.
Part 4:
 Use the feedback from your group members and revise what you have organized. Turn your revised
organizer and this document in to your teacher for final approval.
Scoring Guide W.8.2b, W.8.7, W.8.8
Exemplar
All proficient
criteria plus:
o Accurately
assess the
usefulness of
each source
Proficient
o
o
o
o
o
o
o
o
o
Uses relevant, well-chosen facts and definitions.
Selects concrete details.
Conducts a research project to answer a question
Draws on several resources
Generates additional, related questions
Gathers relevant information from multiple print sources
Uses search terms effectively
Assesses the credibility and accuracy of each source
Quotes or paraphrases data and conclusions of others
while avoiding plagiarism
o Follows a standard format for citation
Close to
Proficient
Meets 6-7
of the
proficient
criteria.
Comments:
Far from
Proficient
Meets fewer
than 6 of the
proficient
criteria.
Note: Those items crossed out will not be assessed during this
performance task but are part of the standard(s).
12
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Performance Task # 3- In Detail
Priority Standards: RI.8.3
Supporting Standards (if applicable): RI.8.1, W.8.9
Big Idea/s: Successful readers understand the connections that exist between ideas, events, points of view and
people in a text to comprehend it.
Essential Question/s: What connections should a reader look for to understand a text?
DOK: 2, 3
Synopsis: Students will analyze text for how it makes connections among and distinctions between individuals,
events and ideas and then report their findings in a variety of groups or settings (For example: a literature circle
group). Then, they will use this learning to plan how to make connections/distinctions in their own informational
essays and final products.
Teacher Directions:
 Place students in heterogeneous groups based on the research topic.
 Find an informational text relative to the research students have been doing OR ask them to select one text
from which they have gathered information for their informative writing.
 Make the graphic organizer available for students to use during reading.
 Make the sentence frame formative assessment available (optional).
Student Directions:
Over the course of this performance task you will analyze how a text makes connections among and distinctions
between individuals, ideas, and events. You will read through a text connection to your research topic in order to
see how it makes connections and distinctions. Through this analysis you will gain ideas for how to make these
connections and distinctions within your own research papers.
Part 1: On your Own
Read through the text this first time. Annotate your text for the following:
 Highlight the key individual, event or idea being discussed in the text.
 Circle places within the text where connections are being drawn (i.e., among the individuals and events).
 Underline places within the text where distinctions are made (i.e., between events and ideas).
Part 2: With your Group
Discuss you annotations and complete the graphic organizer.
Part 3: On your Own
Analyze how the text makes connections and distinctions. Use the sentence frame to explain your analysis.
Part 4: With a partner.
Go back to your research paper. Read it aloud to your partner and work together to find at least 4 places where
you can make connections and/or distinctions among ideas, individuals and events. Insert notes for the
connections and distinctions you will include in your revised paper.
13
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Scoring Guide (RI.8.3)
Exemplary
All proficient criteria
plus:
o Evaluates the
impact of the
individuals, event
or ideas within
the text.
Proficient
Analyzes how the text makes connections among:
o Individuals
o Events
o Ideas
Close to
Proficient
Meets 4-5
of the
proficient
criteria.
Comments:
Far from
Proficient
Meets less
than 4 of the
proficient
criteria.
Analyzes how the text makes distinctions between:
o Individuals
o Events
o Ideas
Performance Task #4 - In Detail
Priority Standards: W.8.2a, W.8.8
Supporting Standards (if applicable): W.8.5, W.8.7
Big Idea/s:
Successful writers use an organized format to develop a clear message for an audience (W.8.2).
Successful writers cite evidence from a text to examine a topic, conduct research and convey ideas (W.8.8.
Essential Question/s:
How can a writer clearly communicate a topic? (W.8.2)
Why do writers cite textual evidence? (W.8.8)
DOK: 2, 3
Synopsis: Students will write, peer edit, revise and engage in a writing conference around the organization of their
information and introductory paragraphs.
Teacher Directions:
 Students will write the introduction to their informational paper.
 Students will analyze introductions from the sources in collaborative groups using the scoring guide criteria.
 Collaborative groups will share concrete examples of strengths and areas for revision with one another.
 Students will share with teacher by turning in their draft or through personal writing conferences.
 Teacher will assess whether student’s introduction and graphic organizer from Task #3 signals whether
student is ready to begin draft of informational essay and final product.
Student Directions:
Today you will work to develop the introduction to your informational essay. Through writing, collaboration and a
writing conference with your teacher you will gain approval for moving forward with your essay and your final
product.
14
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Part 1:
Introduce your topic clearly, previewing what is to follow. Organize ideas, concepts and information into broader
categories. Focus on addressing the purpose and the audience.
Part 2:
In groups review one another’s introduction. Use the scoring guide on the back of this document to give each other
feedback. Provide for one another the following:
 2-4 concrete examples of strengths found within the introductions.
 2-4 concrete examples of suggestions or questions for revisions.
Part 3:
 Revise based on the feedback given to you. Turn in and/or meet with your teacher.
Scoring Guide W.8.2a, W.8.8
Exemplar
All proficient criteria
plus:
o Introduces the
topic using a hook
to gain the
readers’ attention.
Proficient
o
o
o
Introduces a topic clearly
Previews what is to follow
Organizes ideas, concepts and information into broader
categories
o Includes formatting (e.g., headings), graphics (e.g.,
charts, tables) and multimedia when useful to aiding
comprehension.
o Develops and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been
addressed.
Close to
Proficient
Meets 2 of
the
proficient
criteria.
Comments:
Far from
Proficient
Meets fewer
than 2 of the
proficient
criteria.
Note: Those items crossed out will not be assessed during
this performance task but are part of the standard(s).
Performance Task #5 - In Detail
Priority Standards: W.8.2, SL.8.4
Supporting Standards (if applicable): W.8.4, W.8.5, W.8.6, SL.8.5
Big Idea/s:
Successful writers use an organized format to develop a clear message for an audience (W.8.2).
Essential Question/s:
How can a writer clearly communicate a topic? (W.8.2)
DOK: 2, 3
15
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Synopsis: Students will finalize informational essays, create their multimedia presentations and present to their
intended audiences.
Teacher Directions:
 Allow time for students to write, collaborate with peers and revise their informational essays.
 Allow time for students to create final products for their intended audience.
 Create forum for published pieces and presentations of final products.
 See attachment for optional peer editing rubric.
Student Directions:
Develop your final products and prepare for your presentation to the intended audience.
Part 1:
Write your informational essay to examine a topic and convey ideas, concepts and information through the
selection, organization and analysis of relevant content (W.8.2). Use technology to produce and publish writing and
present the relationships between information and ideas efficiently (W.8.6).
Part 2:
Engage in peer editing in your small group. Then, revise your work as needed (W.8.5).
Part 3:
Create a presentation in which you integrate multimedia and visual displays into presentation to clarify information
and add interest (SL.8.5).
Part 4:
 Present findings to your intended audience, emphasizing salient points in a focused, coherent manner with
well-chosen details. Use appropriate eye contact, adequate volume and clear pronunciation (SL.8.4)
Scoring Guide W.8.2
Exemplar
All proficient
o
criteria plus:
o Extends the
o
development
of the topic
o
with
extended
definitions.
o Links major
o
sections of
the text.
o Articulates
implications
o
or significance
Proficient
Introduces a topic clearly, previewing what
is to follow
Organizes ideas, concepts, and information
into broader categories;
Includes formatting (e.g., headings),
graphics (e.g., charts, tables), and
multimedia when useful to aiding
comprehension.
Develops the topic with relevant, wellchosen facts, definitions, concrete details,
quotations, or other information and
examples.
Uses appropriate and varied transitions to
create cohesion and clarify the relationships
Close to Proficient
o Meets 8-9 of
the proficient
criteria.
Far from Proficient
o Meets fewer
than 8 of the
proficient
criteria.
Comments:
16
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
of the issue
researched.
o
o
o
o
o
among ideas and concepts.
Uses precise language and domain-specific
vocabulary to inform about or explain the
topic.
Establishes and maintains a formal style.
Provides a concluding statement or section
that follows from and supports the
information or explanation presented.
Develops and strengthens writing as needed
by planning, revising, editing, rewriting or
trying a new approach.
Adequately addresses the audience and
purpose.
Scoring Guide SL.8.4 (Presentation to Intended Audience)
Exemplar
Proficient
All proficient criteria
o Presents findings emphasizing salient
plus:
points in a focused and coherent
o Style of speaking is
manner.
appropriate to
o Uses well-chosen details.
audience and
o Uses appropriate eye contact.
purpose.
o Uses clear pronunciation.
Close to Proficient Far from Proficient
o Meets 3 of the o Meets fewer
proficient
than 3 of the
criteria.
proficient
criteria.
Comments:
17
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Student Materials and
Supporting Documents
18
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Name ___________________________________________________________ Date ___________________
Unit 3 Pre Common Formative Assessment
Read the articles given to you. Write an explanation as to why texting while driving may be dangerous. Use
information from the text to support your explanation.
Scoring Guide W.8.2
Exemplar
All proficient
o
criteria plus:
o Extends the
o
development
of the topic
o
with
extended
definitions.
o Links major
o
sections of
the text.
o Articulates
implications
o
or significance
of the issue
researched.
o
o
o
o
o
Proficient
Introduces a topic clearly, previewing what
is to follow
Organizes ideas, concepts, and information
into broader categories;
Includes formatting (e.g., headings),
graphics (e.g., charts, tables), and
multimedia when useful to aiding
comprehension.
Develops the topic with relevant, wellchosen facts, definitions, concrete details,
quotations, or other information and
examples.
Uses appropriate and varied transitions to
create cohesion and clarify the relationships
among ideas and concepts.
Uses precise language and domain-specific
vocabulary to inform about or explain the
topic.
Establishes and maintains a formal style.
Provides a concluding statement or section
that follows from and supports the
information or explanation presented.
Develops and strengthens writing as needed
by planning, revising, editing, rewriting or
trying a new approach.
Adequately addresses the audience and
purpose.
Close to Proficient
o Meets 8-9 of
the proficient
criteria.
Far from Proficient
o Meets fewer
than 8 of the
proficient
criteria.
Comments:
19
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Name __________________________________________________
Date____________________
Unit 3 Performance Task 1
Over the course of this performance task you will work to gather resources that will aid you in producing
your final product for this unit. You will be expected to generate a question on your self-selected topic,
utilize databases to find sources that may help you answer your question and evaluate the credibility of
those sources found. You will then write a letter to explain your question, plan for research and use of the
credible sources you found.
Part 1:
Based on the final product that will be created, brainstorm in your group a list of topics that you could
research. Then, with your group brainstorm a list of questions that could accompany each topic. The
questions should narrow the research for those topics.
Topic
Questions
20
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Part 2:
Choose one of the topics and questions generate by your group to work toward in this set of performance
tasks. You will be expected to conduct research to answer this self-selected topic and question. Which topic
and question will you set for the focus of your work?
_________________________________________________________________________________________
Part 3:
Utilize the suggested data bases to gather a list of sources that will aid you in answering your question. Use
the Source Educational Evaluation Rubric (SEER) to evaluate the credibility of each source and list only those
that will not only help you answer your question, but are also credible. With each credible source, jot down
why it is credible and why it will help you answer your question.
Source
Why is it credible?
Why will it help you answer your
question?
21
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Part 4:
Meet with your collaborative group to share resources and double-check the credibility of your sources.
Revise your list as needed. Use the table below if you want to add to your source list.
Source
Why is it credible?
Why will it help you answer your
question?
Part 5
Complete this performance task by writing a letter explaining the following:
 Your self-selected topic and the reason for it
 The question that helped you narrow your focus
 The sources that will aid you answer your question
 Why those sources will help
 What makes the sources credible
Scoring Guide SL.8.1 (Parts 1, 2, and 4)
Exemplar
Proficient
All proficient criteria
o Explicitly draws on preparation (written
plus:
notes) by referring to evidence on the
o Initiates a
topic.
leadership role
o Follow rules for collegial discussions.
within the group
o Poses questions that connect the ideas of
discussion.
others.
o Responds to questions and comments
with relevant evidence, observations
and/or ideas.
o Acknowledges new information expressed
by others.
o Qualifies or justifies own views in light of
new evidence when warranted.
Close to Proficient Far from Proficient
Meets 4-5 of
o Meets fewer
the proficient
than 4 of the
criteria.
proficient
criteria.
Comments:
o
22
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Scoring Guide W.8.8 (Parts 3 and 5)
Exemplar
Proficient
Close to Proficient Far from Proficient
All proficient criteria
o Gather relevant information from multiple o Meets 2-3 of
o Meets fewer
plus:
print sources
the proficient
than 2 of the
o Accurately assess
o Uses search terms effectively
criteria.
proficient
the usefulness of
o Assesses the credibility and accuracy of
criteria.
each source
each source
Comments:
o Quotes or paraphrases data and
conclusions of others while avoiding
plagiarism
o Follows a standard format for citation
Note: Those items crossed out will not be
assessed during this performance task but are
part of the standard.
23
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Name ____________________________________________________
Date_____________________
Unit 3 Performance Task 2
In order to move forward with your final product your next task is to gather information from your credible
sources. Your goal is to answer your research question. In addition, in this task you will organize your
information logically to help you create your product during another performance task.
Part 1:
Gather information using one strategies presented. Be sure to do the following:






Paraphrase information gathered.
Quote information when you want to use other’s words.
Avoid plagiarism.
Cite the source to show where you found your information.
Use multiple sources.
Write down further questions that pertain to this topic based on the information you find.
Part 2:
Organize your information using one of the optional graphic organizers. Use the scoring guide to help
determine whether or not you have included all of the components needed.
Part 3:
Meet with your small group. Share graphic organizers and give each other feedback regarding items on the
scoring guide. Specifically,
 Give 2-4 concrete examples that show strengths in the organizer. (Example: You used several resources
in your research. Your research worked to answer the question _________________.)
 Give 2-4 suggestions or questions for revisions. (Example: All of your information are quotes. Can you
paraphrase any information? Where did you find your information?)
Note: Scoring guide is located on the back of this document.
Part 4:
Use the feedback from your group members and revise what you have organized. Turn your revised organizer
and this document in to your teacher for final approval.
24
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
W.8.2.b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
W.8.8: Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and following a standard format for citation.
Scoring Guide W.8.2b, W.8.8
Exemplar
Proficient
All proficient criteria
o Uses relevant, well-chosen facts and
plus:
definitions.
o Accurately assess
o Selects concrete details.
the usefulness of
o Gathers relevant information from
each source
multiple print sources
o Uses search terms effectively
o Assesses the credibility and accuracy of
each source
o Quotes or paraphrases data and
conclusions of others while avoiding
plagiarism
o Follows a standard format for citation
Close to Proficient Far from Proficient
o Meets 3-4 of
o Meets fewer
the proficient
than 3 of the
criteria.
proficient
criteria.
Comments:
Note: Those items crossed out will not be
assessed during this performance task but are
part of the standard(s).
25
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Name ____________________________________________________
Date________________________
Unit 3 Performance Task 3
Over the course of this performance task you will analyze how a text makes connections among and
distinctions between individuals, ideas, and events. You will read through a text connection to your research
topic in order to see how it makes connections and distinctions. Through this analysis you will gain ideas for
how to make these connections and distinctions within your own research papers.
Part 1: On your Own
Read through the text this first time. Annotate your text for the following:
 Highlight the key individual, event or idea being discussed in the text.
 Circle places within the text where connections are being drawn (i.e., among the individuals and
events).
 Underline places within the text where distinctions are made (i.e., between events and ideas).
Part 2: With your Group
Discuss you annotations and complete the graphic organizer.
Part 3: On your Own
Analyze how the text makes connections and distinctions. Use the sentence frame to explain your analysis.
The text ____________________________________________________________ focuses on
(Text Title)
describing/arguing for or against _______________________________________________.
(circle one)
(key individual, event or idea)
The text makes connections between __________________________________________ and
__________________________________________ by _______________________________.
(technique used to make a connection)
An example of this is on page _________ when the text say ____________________________
____________________________________________________________________________.
The connection the author is trying to make is _______________________________________
_____________________________________________________________________________
____________________________________________________________________________.
26
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
While this text makes a connection, it also makes distinctions between ___________________
____________________________ and ____________________________________________.
On page _______________ the text says ___________________________________________
__________________________________________________________________________.
Here the author used ________________________________________________ in order to
(technique used to make a distinction)
make a distinction. The distinction being made is ___________________________________
___________________________________________________________________________.
Part 4: With a partner.
Go back to your research paper. Read it aloud to your partner and work together to find at least 4 places
where you can make connections and/or distinctions among ideas, individuals and events. Insert notes for the
connections and distinctions you will include in your revised paper. What techniques will you use?
Scoring Guide (RI.8.3)
Exemplary
All proficient criteria
plus:
o Evaluates the
impact of the
individuals, event
or ideas within
the text.
Proficient
Analyzes how the text makes connections among:
o Individuals
o Events
o Ideas
Close to
Proficient
o Meets 4-5
of the
proficient
criteria.
Comments:
Far from
Proficient
o Meets less
than 4 of the
proficient
criteria.
Analyzes how the text makes distinctions between:
o Individuals
o Events
o Ideas
27
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Name ____________________________________________________
Date_________________________
Unit 3 Performance Task 4
Today you will work to develop the introduction to your informational essay. Through writing,
collaboration and a writing conference with your teacher you will gain approval for moving forward with
your essay and your final product.
Part 1:
Introduce your topic clearly, previewing what is to follow. Organize ideas, concepts and information into
broader categories. Focus on addressing the purpose and the audience.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
28
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Part 2:
In groups review one another’s introduction. Use the scoring guide on the back of this document to give each
other feedback. Provide for one another the following:


2-4 concrete examples of strengths found within the introductions.
2-4 concrete examples of suggestions or questions for revisions.
Part 3:
Revise based on the feedback given to you. Turn in and/or meet with your teacher.
W.8.2.b: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts and information into
broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables) and multimedia
when useful to aiding comprehension.
Scoring Guide W.8.2b, W.8.8
Exemplar
Proficient
Close to Proficient Far from Proficient
All proficient criteria
o Introduces a topic clearly
o Meets 2 of the o Meets fewer
plus:
o Previews what is to follow
proficient
than 2 of the
o Introduces the
o Organizes ideas, concepts and information
criteria.
proficient
topic using a hook
into broader categories
criteria.
to gain the
o Includes formatting (e.g., headings),
Comments:
readers’ attention.
graphics (e.g., charts, tables) and
multimedia when useful to aiding
comprehension.
o Develops and strengthen writing as
needed by planning, revising, editing,
rewriting, or trying a new approach,
focusing on how well purpose and
audience have been addressed.
Note: Those items crossed out will not be
assessed during this performance task but are
part of the standard(s).
29
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Name ____________________________________________________
Date__________________________
Unit 3 Performance Task 5
Develop your final products and prepare for your presentation to the intended audience.
Part 1:
Write your informational essay to examine a topic and convey ideas, concepts and information through the
selection, organization and analysis of relevant content (W.8.2). Use technology to produce and publish
writing and present the relationships between information and ideas efficiently (W.8.6).
Part 2:
Engage in peer editing in your small group. Then, revise your work as needed (W.8.5).
Part 3:
Create a presentation in which you integrate multimedia and visual displays into presentation to clarify
information and add interest (SL.8.5).
Part 4:
Present findings to your intended audience, emphasizing salient points in a focused, coherent manner with
well-chosen details. Use appropriate eye contact, adequate volume and clear pronunciation (SL.8.4)
Scoring Guide W.8.2 (Informational Essay)
Exemplar
All proficient
criteria plus:
o Extends the
development
of the topic
with extended
definitions.
o Links major
sections of the
text.
o Articulates
implications or
significance of
the issue
researched.
o
o
o
o
o
o
o
o
o
o
Proficient
Introduces a topic clearly, previewing what is to follow
Organizes ideas, concepts, and information into broader
categories;
Includes formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding
comprehension.
Develops the topic with relevant, well-chosen facts,
definitions, concrete details, quotations, or other
information and examples.
Uses appropriate and varied transitions to create
cohesion and clarify the relationships among ideas and
concepts.
Uses precise language and domain-specific vocabulary
to inform about or explain the topic.
Establishes and maintains a formal style.
Provides a concluding statement or section that follows
from and supports the information or explanation
presented.
Develops and strengthens writing as needed by
planning, revising, editing, rewriting or trying a new
approach.
Adequately addresses the audience and purpose.
Close to
Proficient
Meets 8-9
of the
proficient
criteria.
Comments:
Far from
Proficient
Meets fewer
than 8 of the
proficient
criteria.
30
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Scoring Guide SL.8.4 (Presentation to Intended Audience)
Exemplar
Proficient
All proficient criteria
o Presents findings emphasizing salient
plus:
points in a focused and coherent manner.
o Style of speaking
o Uses well-chosen details.
is appropriate to
o Uses appropriate eye contact.
audience and
o Uses clear pronunciation.
purpose.
Close to Proficient Far from Proficient
o Meets 3 of the o Meets fewer
proficient
than 3 of the
criteria.
proficient
criteria.
Comments:
31
Updated: October 17, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.