Unit Planning Organizer
Grade: 9
Unit: 1
Created By:
Elise Cook, L & M High School
Amanda Key, L & M High School
Emily Manuel, Clinton High School
Kathleen Learn, MBAEA
1
Updated: June 30, 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. 3
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. 4
Unit Essential Questions and Big Ideas ………………………..………………………………………………………..………... p. 5
Step 2: Standards-Based Unit Assessments ……………………………………………………………………………………..………. p. 5
Assessment and Performance Task Alignment of Unit Standards …………………………………………..……….. p. 5
Standards-Based Common Formative Post-Assessment (CFA)
Teacher Directions, Student Directions and Answers ..……………………………………………..………. p. 6
Standards-Based Common Formative Pre-Assessment (CFA)
Teacher Directions, Student Directions and Answers ………………………………………………………… p. 7
Step 3: Standards-Based Performance Tasks ………………………………………………………………………………..…….……. p. 9
Performance Task Synopses …………………………………………………………………………………………………..….….... p. 9
Performance Task 1- In Detail ……………………………………………………………………………………………..…….……. p. 9
Performance Task 2- In Detail ……………………………………………………………………………………………..….………. p. 11
Performance Task 3- In Detail …………………………….………………………………………………………………..….……… p. 13
Student and Supplemental Documents………………………………………………………………………………………….…………. p. 15
Standards-Based Common Formative Post-Assessment (CFA)…………………………………………………………. p. 16
Standards-Based Common Formative Pre-Assessment (CFA)…………………………………………………………… p. 17
Performance Task 1…………………………………………………………………………………………………………………………. p. 18
Performance Task 2…………………………………………………………………………………………………………………………. p. 19
Performance Task 3…………………………………………………………………………………………………………………………. p. 21
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: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Unit Planning Organizer
Subject(s)
Grade/Course
Title of StandardsBased Unit
Estimated
Duration of Unit
Unit Placement in
Scope & Sequence
ELA
9
Central Idea/Theme
4 weeks + 1 week
1
2
3
4
5
6
Step 1: Unit Standards
Iowa Core Standards – Priority Standards (to be instructed and assessed)
RL.9-10.2
RI.9-10.2
W.9-10.4
W.9-10.7
SL.9-10.1
Determine a theme or central idea of a text and analyze in detail its development over the course of
the text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
Determine a central idea of a text and analyze its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
Conduct short as well as more sustained research projects to answer a question (including selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas
and expressing their own clearly and persuasively.
a. Come to discussions prepared having read and researched material under study; explicitly draw on
that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines,
and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to
broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify,
or challenge ideas and conclusions.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding and make new connections in
light of the evidence and reasoning presented.
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.
RL.9-10.1, RI.9-10.1, RI.9-10.5, W.9-10.4, W. 9-10.9, SL.9-10.6, L.9-10.1, L.9-10.5, L.9-10.5
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Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Reading Standards
Priority
Standard
RL & RI.9-10.2
RL & RI.9-10.2
RL & RI.9-10.2
RL & RI.9-10.2
“Unwrapped” Skills
(students need to be able to do)
(verbs and verb phrases)
 Determine
 Analyze
 Analyze
 Analyze
RL & RI.9-10.2  Provide





“Unwrapped” Concepts
(students need to know)
(noun/noun phrases)
Theme or central idea
Development over the course of the text
How it emerges
How it is shaped and refined by specific
details
Objective summary of the text
Depth of
Knowledge
2, 3
2, 3
2, 3
2, 3
2, 3
Writing Standards
Priority
Standard
W.9-10.4
“Unwrapped” Skills
(students need to be able to do)
(verbs and verb phrases)
 Produce

W.9-10.7
 Conduct

W.9-10.7
 Answer

W.9-10.7
W.9-10.7
W.9-10.7
W.9-10.7








Solve
Narrow or broaden
Synthesize
Demonstrate
“Unwrapped” Concepts
(students need to know)
(noun/noun phrases)
Clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and
audience
Short as well as more sustained research
projects
A question (including self-generated
question)
A problem
The inquiry when appropriate
Multiple sources
Understanding of the subject
Depth of
Knowledge
3, 4
2, 3, 4
2, 3, 4
2, 3, 4
2, 3, 4
2, 3, 4
2, 3, 4
Speaking/Listening Standards
Priority
Standard
SL.9-10.1
“Unwrapped” Skills
(students need to be able to do)
(verbs and verb phrases)
 Initiate and participate

SL.9-10.1
SL.9-10.1
SL.9-10.1
SL.9-10.1
SL.9-10.1
SL.9-10.1












Build
Express
Come
Read and research
Draw
Refer
“Unwrapped” Concepts
(students need to know)
(noun/noun phrases)
In a range of collaborative discussion with
diverse partners
On others’ ideas
Their own (ideas) clearly and persuasively
To discussions prepared
Material under study
On preparation
To evidence from texts
Depth of
Knowledge
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
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Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
SL.9-10.1
 Stimulate
1, 2, 3
 Incorporate
 Clarify
 Verify
 A thoughtful, well-reasoned exchange of
ideas
 With peers
 Rules for collegial discussions and
decision making, clear goals, and
deadlines, and individual roles
 Conversations
 Questions that relate the discussion to
broaden themes or larger ideas
 Others into the discussion
 Ideas and conclusions
 Ideas and conclusions
SL.9-10.1
SL.9-10.1
 Work
 Set
SL.9-10.1
SL.9-10.1
 Propel
 Pose and respond
SL.9-10.1
SL.9-10.1
SL.9-10.1
SL.9-10.1
SL.9-10.1
SL.9-10.1
SL.9-10.1
SL.9-10.1
SL.9-10.1
 Challenge
 Respond
 Ideas and conclusions
 To diverse perspectives








1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Summarize
Qualify
Justify
Make
Points of agreement and disagreement
Own views and understandings
Own views and understandings
New connections in light of evidence and
reasoning presented
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Unit Essential Question and Big Ideas
Essential Questions
What am I supposed to get out of a story or text? How
do I do it?
Why do I have to work in a group?
Big Ideas
Writers weave a message, called a theme or central idea,
in their writing. They provide clues that the reader must
use to find this message.
We all have different ideas and thoughts and sharing
them in a discussion or on a common task gives us more
insight into the message of the writing.
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
Post CFA
Assessed Standards
RI.9-10.2 (W.9-10.4)
SL.9-10.1
W.9-10.7, RL.9-10.2, RI.9-10.2
RL.9-10.2, W.9-10.4
RI.9-10.2
5
Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Standards-Based Common Formative Post-Assessment (CFA)
Standards: RI.9-10.2 (W.9-10.4)
Teacher Directions: Students will write a short, paragraph-length response that objectively summarizes a text that
has been determined by the teacher. The suggestion is to use a full-length text rather than an excerpt in order to
address the development of a theme or central idea, which is an important part of priority standard RI.9-10.2 and is
not addressed on the pre-assessment. Some suggestions include: “Glory and Hope” by Nelson Mandela, “First
Inaugural Address” by Franklin Delano Roosevelt, “A Walk in the Woods” by Bill Bryson, “Revisiting Sacred Ground”
by N. Scott Momaday.
Student Directions: Read the text assigned. Write a well-written objective summary of the text and address the
development of the central idea of the text, include specific text evidence/details.
Possible Answers: Will vary according to text selected.
Scoring Guide (RI.9-10.2)
Exemplary
All proficient criteria
plus:
o Includes two or
more central ideas
Proficient
o States text-based central idea.
o Analyzes development of central idea over the
course of the text
Close to
Far from
Proficient
Proficient
o Meets 1 of
o Meets less than
the proficient
1 of the
criteria.
proficient
criteria.
Comments:
Scoring Guide (W.9-10.4)
Proficient
o
o
Produces clear and coherent writing
Includes development, organization appropriate to task
Close to
Proficient
o Meets 1 of
the
proficient
criteria.
Comments:
Far from
Proficient
o Meets less
than 1 of the
proficient
criteria.
6
Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Standards-Based Common Formative Pre-Assessment (CFA)
Standards: RI.9-10.2
Teacher Directions: Prepare copies of the assessment. Communicate to students that this is a pre-assessment to
help you gather information about their current knowledge and their learning needs. It is required work, but it will
not be graded in the traditional sense. Each paper will receive a score to indicate each student’s current knowledge
and learning needs. This information will be used to help plan our next few weeks’ work more efficiently and
effectively. Distribute the assessment and score it when students are finished. You may decide how to share the
results: return all papers to students or put together a compilation of areas of proficiency and areas of need.
Student Directions and Possible Answers:
Read the passage “I Know Why the Caged Bird Sings.” Answer the questions that follow the passage.
Angelou, Maya. I Know Why the Caged Bird Sings. New York: Random House, 1970. (1969)
From Chapter 14
She said she was going to give me some books and that I not only must read them, I must read them aloud. She
suggested that I try to make a sentence sound in as many different ways as possible.
“I’ll accept no excuse if you return a book to me that has been badly handled.” My imagination boggled at the
punishment I would deserve if in fact I did abuse a book of Mrs. Flowers. Death would be too kind and brief.
The odors in the house surprised me. Somehow I had never connected Mrs. Flowers with food or eating or any
other common experience of common people. There must have been an outhouse, too, but my mind never
recorded it.
The sweet scent of vanilla had met us as she opened the door.
“I made tea cookies this morning. You see, I had planned to invite you for cookies and lemonade so we could
have this little chat. The lemonade is in the icebox.”
It followed that Mrs. Flowers would have ice on an ordinary day, when most families in our town bought ice late
on Saturdays only a few times during the summer to be used in the wooden ice-cream freezers.
She took the bags from me and disappeared through the kitchen door. I looked around the room that I had
never in my wildest fantasies imagined I would see. Browned photographs leered or threatened from the walls and
the white, freshly done curtains pushed against themselves and against the wind. I wanted to gobble up the room
entire and take it to Bailey, who would help me analyze and enjoy it.
From the excerpt, “I Know Why the Caged Bird Sings,” answer the following:
Q1. Write a paragraph which states the central idea of the text, citing at least one piece of textual evidence that
contributes to that central idea. Explain how this textual evidence defines or refines the central idea. (RI.9-10.2)
(W.9-10.4)
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Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Q2. In a well-written paragraph, provide an objective summary of the text. Be sure your summary states the
central idea of the text and specific details. (RI.9-10.2, W.9-10.4)
Scoring Guide (RI.9-10.2) (Q1)
Exemplary
All proficient criteria
plus:
o Includes two or
more central ideas
Proficient
o States text-based central idea.
o Analyzes development of central idea over the
course of the text, including how it is shaped and
refined
Close to
Far from
Proficient
Proficient
o Meets 1 of
o Meets less than
the proficient
1 of the
criteria.
proficient
criteria.
Comments:
Scoring Guide (W.9-10.4) (Q1)
Proficient
o Produces clear and coherent writing
o Includes development, organization appropriate to task
Scoring Guide (RI.9-10.2) (Q2)
Exemplary
All proficient criteria
plus:
o Includes two or
more central ideas
Proficient
o States text-based central idea.
o Analyzes development of central idea over the
course of the text, including how it emerges and
is shaped and refined
Close to
Far from
Proficient
Proficient
o Meets 1 of
o Meets less than
the proficient
1 of the
criteria.
proficient
criteria.
Comments:
Close to
Far from
Proficient
Proficient
o Meets 1 of
o Meets less than
the proficient
1 of the
criteria.
proficient
criteria.
Comments:
8
Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Scoring Guide (W.9-10.4) (Q2)
Proficient
o Produces clear and coherent writing
o Includes development, organization appropriate to task
Close to
Far from
Proficient
Proficient
o Meets 1 of
o Meets less than
the proficient
1 of the
criteria.
proficient
criteria.
Comments:
Step 3: Standards-Based Performance Tasks
Performance Task Synopses
Task 1: SL.9-10.1 (RL.9-10.2, W.9-10.4)
Students engage in a collaborative discussion about the theme of a text.
Task 2: W.9-10.7, RL.9-10.2, RI.9-10.2
Students conduct a short research project to answer a question about a theme in literature of a central idea in nonfiction text.
Task 3: RL.9-10.2, W.9-10.4
Students write an essay that traces the development of a theme in a short story.
Performance Task # 1- In Detail
Priority Standards: SL.9-10.1
Supporting Standards: RL.9-10.2
Big Ideas: We all have different ideas and thoughts and sharing them in a discussion or on a common task gives us
more insight into the message of the writing.
Essential Questions: Why do I have to work in a group?
DOK: 1, 2, 3
Synopsis: Students engage in a collaborative discussion about the theme of a text.
Teacher Directions: After reading and annotating the teacher-selected fiction text, students will be part of a group
discussion (SL.9-10.1) First, students will determine the theme and examine how it developed over the course of
the text. Then they will engage in a collaborative discussion as stated above that stimulates a thoughtful, wellreasoned exchange of ideas. Students will use the accompanying Scoring Guide to direct their thinking and actions
during the collaborative discussion.
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Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Student Directions: A student you are interested in, but haven’t gotten to know well, is really into reading.
He/she is involved in a regular book discussion group, and you decide to join it to get noticed. You find out that you
have to/get to read a story and talk about it. Since you want to impress this student, you give it your best shot This
is the invitation to the book club discussion:
Join us in a discussion of _____
Friday, October 12 at 3 p.m.
Public Library Commons Area
Bring a coffee, water, or soda, and a friend for a lively discussion
Typically, we talk a little about the plot but more about the characters and the theme of the story.
We welcome divergent thinkers, enthusiastic responders, probing questions, and different perspectives.
____ is the student facilitator this time, so he/she is preparing some questions to get us started, but
sometimes we get off track… It’s OK.
Feel free to write on your copy of the story… sometimes we have a contest for the most annotations! 
Our goal: Have fun and share a lively discussion about a story, share ideas, laugh, make the story come
alive! It’s about the story!
A quote to consider: No two persons ever read the same book. Hmm….. food for thought.
Questions to get us off the ground (you will amaze us all if you pick out details from the story):
1.
2.
3.
4.
5.
Why did we pick this story to read for today? What’s in it for us?
How do the characters treat each other and themselves?
How did the author lay a trail for us to follow in this story?
What makes this a story worth reading or even re-reading?
Pick a new question if you don’t like these!
Scoring Guide (SL.9-10.1) (PT1)
Proficient
o
o
o
o
o
o
o
o
Comes to discussion prepared
Refers to evidence from the text
Propels conversation by posing and responding to questions
Actively incorporates others into the discussion,
Clarifies, verifies, or challenges ideas and conclusions
Responds thoughtfully to diverse perspectives
Summarizes points of agreement and disagreement
Qualifies or justifies own views and understanding to make new
connections
Close to
Proficient
o Meets 6 or 7
of the
proficient
criteria.
Comments:
Far from
Proficient
o Meets fewer
than 6 of the
proficient
criteria.
10
Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Scoring Guide (RI.9-10.2) (PT2)
Exemplary
All proficient criteria
plus:
o Includes two or
more central ideas
Proficient
o States text-based central idea.
o Analyzes development of central idea over the
course of the text, including how it emerges and
is shaped and refined
Close to
Far from
Proficient
Proficient
o Meets 1 of
o Meets less than
the proficient
1 of the
criteria.
proficient
criteria.
Comments:
Performance Task # 2- In Detail
Priority Standards: W.9-10.7, RL.9-10.2, RL.9-10.2
Supporting Standards: Not applicable
Big Ideas: What am I supposed to get out of a story? How do I do it?
Essential Questions: Writers weave a message, called a theme or central idea, in their writing. They provide clues
that the reader must use to find this message.
DOK: 2, 3
Synopsis: Students produce a product that traces the development of a theme in a short story.
Teacher Directions: Students will conduct a short research project to answer a question about theme in literature
or central idea in nonfiction. Direct them to consider the texts you’ve read in 7th or 8th grade and recall their
themes/central ideas. For example, a theme in The Devil’s Arithmetic might be that the events of the past shape the
present and the future OR denial of the past does not change history. Refer them to their notebooks to jog their
memories. Possible questions: How does good battle evil? What is the nature of relationships (family, friends,
couples, etc.), What impact does conflict have on relationships? Is true love possible? What is good about society?
Students will benefit from assigned research time, so it is recommended that you build that into the time allocated
for this task. They may need reminders about the research process prior to beginning this task.
Teacher will determine the final product (or let students choose): essay, PowerPoint, screencast, Pow Toon, etc.
Note: students will write an essay in Performance Task #3.
Student Directions: Questions are a part of life: what movies are playing? How do you thread eyebrows? Where
are the good fishing/hunting spots in our area? What questions have you asked or been asked today? In class or
not?
When you have a question about something, what do you do? Do you look it up in a book or magazine? Do you do
Internet research? Do you ask someone? Questions are a part of life.
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Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
What gets you interested and what keeps you interested in reading? When reading a piece of literature or
nonfiction that you like, there is something that stands out and sticks in your memory long after reading it. It might
be the exotic setting or the characters you can’t forget or the theme that hits you where you live. Maybe it’s a
symbol that has additional meaning to you. Authors are clever creatures who craft their work to engage readers
and connect with them.
Consider yourself an investigative reporter: You have been assigned to write a deep background piece on what
makes literature stick. What makes it meaningful to readers? The editor tells you that it is the “theme” of the
work. She tells you to research theme and write an interesting piece for the paper. She reminds you not to work
off the top of your head; this is NOT that kind of assignment.
So, you will tackle this assignment by conducting short research to answer a question about theme in literature or
central idea in nonfiction. Ponder the texts you read in middle school and recall their themes/central ideas. For
example, a theme in The Devil’s Arithmetic may be that the events of the past shape the present and the future OR
denial of the past does not change history.
Consider these sample research questions (You are not limited to these questions.): How does setting contribute to
theme of the work you have selected? How do characters contribute to theme? What is the role of symbols in
relation to theme? How do examples or details contribute to theme? How does good battle evil? What is the
nature of relationships (family, friends, couples, etc.), What impact does conflict have on relationships? Is true love
possible? What is good about society?
NOTE: Theme is prominent in EACH of these and must be prominent in your research as well.
The final product should be in a format that presents your findings clearly and effectively; this format will be
designated by your teacher.
Examine the scoring guides for this task before and during your work.
Scoring Guide (W.9-10.7) (PT2)
Exemplary
All proficient criteria
plus one of these:
o Examines two or
more pieces of an
author’s work
Proficient
o Begins research with a question
o Narrows or broadens the inquiry when
appropriate
o Synthesizes multiple sources on the subject
o Demonstrates understanding of the subject
under investigation
Close to
Proficient
o Meets 3 of
the 4
proficient
criteria.
Comments:
Far from
Proficient
o Meets fewer
than 3 of the
proficient
criteria.
12
Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Scoring Guide (RL.9-10.2 or RI.9-10.2) (PT2)
Proficient
o Determines central idea or theme of a text
o Analyzes its development over the course of the text, including how it
emerges and is shaped and refined by specific details
Close to
Far from
Proficient
Proficient
o Meets 1 of
o Meets less than
the proficient
1 of the
criteria.
proficient
criteria.
Comments:
Performance Task # 3- In Detail
Priority Standards: W.9-10.4, RL.9-10.2
Supporting Standards: Not applicable
Big Ideas: What am I supposed to get out of a story? How do I do it?
Essential Question/s: Writers weave a message, called a theme or central idea, in their writing. They provide clues
that the reader must use to find this message.
DOK: 2, 3
Synopsis: Students write an essay that traces the development of a theme in a short story.
Teacher Directions: Develop a list of short stories and are developed so that the theme emerges and changes or
develops over time. Suggestions include: “The Story of an Hour” by Kate Chopin, “The Open Window” by Saki,
“The Necklace” by Guy deMaupassant, “The Tell-Tale Heart” by Edgar Allan Poe, “The Pedestrian” by Ray Bradbury
and “The Last Leaf” by O.Henry.
Alternately, an informational text of similar length, interest and rigor could be used. This involves RI.9-10.2.
Students will write an essay where they trace the development of the theme (or central idea), analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by specific details as
well as providing an objective summary of the text.
Student Directions: A popular book/movie series involving Harry Potter or Divergent’s Tris Prior clearly show the
theme of good vs. evil, where good and evil come in all shapes and sizes. This theme evolves throughout the series.
At the beginning of the Harry Potter series, Harry is an innocent baby whom evil Voldemort wants to be rid of. This
theme of good vs. evil continues throughout the series as the “good” involves Harry, Hagrid, Hermione, Ron, the
Dursleys, and others. The evil includes Voldemort, Malfoy, the goblins, and others. These sides clash throughout
the series as the theme develops and good conquers evil. Readers are mesmerized as the plot unfolds and the
battle of good vs. evil waxes and wanes (OK, ask your teacher what that means). Does Harry Potter author J.K.
Rowling tell us: OK, this is where the good vs. evil starts? Nope. Does she tell us: Hey, look here, good vs. evil is
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Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
back again? Nope. But we know; we can figure it out. She includes specific details, conversations, actions that let
us know that the theme of good vs. evil is present. We act as detectives when we read in order to make sense of
the text.
OK. Put on your detective hat once again and get your detective brain ready. After reading a story from a teachergenerated list, you will write an essay that determines a theme of the story and then traces the development of
that theme throughout the story, especially pointing to details in the text that show the theme emerging, changing,
and/or being refined.
Finally, write an objective summary of the story as a separate document from the essay.
Scoring Guide ( RL.9-10.2) (PT3)
Proficient
o Determines or theme of a story
o Analyzes its development over the course of the text, including how it
emerges and is shaped and refined by specific details
Close to
Far from
Proficient
Proficient
o Meets 1 of
o Meets less than
the proficient
1 of the
criteria.
proficient
criteria.
Comments:
Scoring Guide (W.9-10.4) (PT3)
Proficient
o Produces clear and coherent writing
o Includes development, organization, and style appropriate to task,
purpose and audience.
Close to
Far from
Proficient
Proficient
o Meets 1 of
o Meets less than
the proficient
1 of the
criteria.
proficient
criteria.
Comments:
14
Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Student and Supplemental
Documents
15
Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Standards-Based Common Formative Post-Assessment (CFA)
Student Directions and Possible Answers: Read the text assigned. Write a well-written objective summary of the
text and address the development of the central idea of the text, include specific text evidence/details.
Scoring Guide (RI.9-10.2)
Exemplary
All proficient criteria
plus:
o Includes two or
more central ideas
Proficient
o States text-based central idea.
o Analyzes development of central idea over the
course of the text, including how it emerges and
is shaped and refined
Close to
Far from
Proficient
Proficient
o Meets 1 of
o Meets less than
the proficient
1 of the
criteria.
proficient
criteria.
Comments:
Scoring Guide (W.9-10.4)
Proficient
o Produces clear and coherent writing
o Includes development, organization appropriate to task
Close to
Far from
Proficient
Proficient
o Meets 1 of
o Meets less than
the proficient
1 of the
criteria.
proficient
criteria.
Comments:
16
Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Standards-Based Common Formative Pre-Assessment (CFA)
Read the passage “I Know Why the Caged Bird Sings.” Answer the questions that follow the passage.
Angelou, Maya. I Know Why the Caged Bird Sings. New York: Random House, 1970. (1969)
From Chapter 14
She said she was going to give me some books and that I not only must read them, I must read them aloud. She
suggested that I try to make a sentence sound in as many different ways as possible.
“I’ll accept no excuse if you return a book to me that has been badly handled.” My imagination boggled at the
punishment I would deserve if in fact I did abuse a book of Mrs. Flowers. Death would be too kind and brief.
The odors in the house surprised me. Somehow I had never connected Mrs. Flowers with food or eating or any
other common experience of common people. There must have been an outhouse, too, but my mind never
recorded it.
The sweet scent of vanilla had met us as she opened the door.
“I made tea cookies this morning. You see, I had planned to invite you for cookies and lemonade so we could
have this little chat. The lemonade is in the icebox.”
It followed that Mrs. Flowers would have ice on an ordinary day, when most families in our town bought ice late
on Saturdays only a few times during the summer to be used in the wooden ice-cream freezers.
She took the bags from me and disappeared through the kitchen door. I looked around the room that I had
never in my wildest fantasies imagined I would see. Browned photographs leered or threatened from the walls and
the white, freshly done curtains pushed against themselves and against the wind. I wanted to gobble up the room
entire and take it to Bailey, who would help me analyze and enjoy it.
From the excerpt, “I Know Why the Caged Bird Sings,” answer the following:
Short Constructed Response
Q1. Write a paragraph which states the central idea of the text, citing at least one piece of textual evidence that
contributes to that central idea. Explain how this textual evidence defines or refines the central idea. (RI.9-10.2)
(W.9-10.4)
17
Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Scoring Guide (RI.9-10.2) (Q1)
Exemplary
All proficient criteria
plus:
o Includes two or
more central ideas
Proficient
o States text-based central idea.
o Analyzes development of central idea over the
course of the text, including how it emerges and
is shaped and refined
Close to
Far from
Proficient
Proficient
o Meets 1 of
o Meets less than
the proficient
1 of the
criteria.
proficient
criteria.
Comments:
Scoring Guide ( W.9-10.4) (Q1)
Proficient
o Produces clear and coherent writing
o Includes development, organization appropriate to task
Close to
Far from
Proficient
Proficient
o Meets 1 of
o Meets less than
the proficient
1 of the
criteria.
proficient
criteria.
Comments:
Performance Task # 1
Directions:
A student you are interested in but haven’t gotten to know well is really into reading. He/she is involved in a
regular book discussion group, and you decide to join it to get noticed. You find out that you have to/get to read a
story and talk about it. Since you want to impress this student, you give it your best shot This is the invitation to
the book club discussion:
Join us in a discussion of _____
Friday, October 12 at 3 p.m.
Public Library Commons Area
Bring a coffee, water, or soda, and a friend for a lively discussion
Typically, we talk a little about the plot but more about the characters and the theme of the story.
We welcome divergent thinkers, enthusiastic responders, probing questions, and different perspectives.
____ is the student facilitator this time, so he/she is preparing some questions to get us started, but
sometimes we get off track… It’s OK.
Feel free to write on your copy of the story… sometimes we have a contest for the most annotations! 
Our goal: Have fun and share a lively discussion about a story, share ideas, laugh, make the story come
alive! It’s about the story!
A quote to consider: No two persons ever read the same book. Hmm….. food for thought.
18
Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Questions to get us off the ground (you will amaze us all if you pick out details from the story):
1.
2.
3.
4.
5.
Why did we pick this story to read for today? What’s in it for us?
How do the characters treat each other and themselves?
How did the author lay a trail for us to follow in this story?
What makes this a story worth reading or even re-reading?
Pick a new question if you don’t like these!
Scoring Guide (SL.9-10.1) (PT1)
Proficient
o
o
o
o
o
o
o
o
Comes to discussion prepared
Refers to evidence from the text
Propels conversation by posing and responding to questions
Actively incorporates others into the discussion,
Clarifies, verifies, or challenges ideas and conclusions
Responds thoughtfully to diverse perspectives
Summarizes points of agreement and disagreement
Qualifies or justifies own views and understanding to make new
connections
Close to
Proficient
o Meets 6 or 7
of the
proficient
criteria.
Comments:
Far from
Proficient
o Meets fewer
than 6 of the
proficient
criteria.
Scoring Guide (RI.9-10.2) (PT1)
Exemplary
All proficient criteria
plus:
o Includes two or
more central ideas
Proficient
o States text-based central idea.
o Analyzes development of central idea over the
course of the text, including how it emerges and
is shaped and refined
Close to
Far from
Proficient
Proficient
o Meets 1 of
o Meets less than
the proficient
1 of the
criteria.
proficient
criteria.
Comments:
Performance Task # 2
Directions: Questions are a part of life: what movies are playing? How do you thread eyebrows? Where are the
good fishing/hunting spots in our area? What questions have you asked or been asked today? In class or not?
When you have a question about something, what do you do? Do you look it up in a book or magazine? Do you do
Internet research? Do you ask someone? Questions are a part of life.
What gets you interested and what keeps you interested in reading? When we read a piece of literature or
nonfiction that we like, there is something that stands out and sticks in your memory long after reading it. It might
be the exotic setting or the characters you can’t forget or the theme that hits you where you live. Maybe it’s a
symbol that has additional meaning to you. Authors are clever creatures who craft their work to engage readers
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Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
and connect with them.
Consider yourself an investigative reporter: You have been assigned to write a deep background piece on what
makes literature stick? What makes it meaningful to readers? The editor tells you that it is the “theme” of the
work. She tells you to research theme and write an interesting piece for the paper. She reminds you not to work
off the top of your head; this is NOT that kind of assignment.
So, you will tackle this assignment by conducting a short research project to answer a question about theme in
literature or central idea in nonfiction. Ponder the texts you read in middle school and recall their themes/central
ideas. For example, a theme in The Devil’s Arithmetic might be that the events of the past shape the present and
the future OR denial of the past does not change history.
Consider these sample research questions (You are not limited to these questions.): How does setting contribute to
theme of the work you have selected? How do characters contribute to theme? What is the role of symbols in
relation to theme? How do examples or details contribute to theme? How does good battle evil? What is the
nature of relationships (family, friends, couples, etc.), What impact does conflict have on relationships? Is true love
possible? What is good about society?
NOTE: Theme is prominent in EACH of these and must be prominent in your research as well.
The final product should be in a format that presents your findings clearly and effectively; this format will be
designated by your teacher.
Examine the scoring guides for this task before and during your work.
Scoring Guide (W.9-10.7) (PT2)
Exemplary
All proficient criteria
plus one of these:
o Examines two or
more pieces of an
author’s work
Proficient
o Begins research with a question
o Narrows or broadens the inquiry when
appropriate
o Synthesizes multiple sources on the subject
o Demonstrates understanding of the subject
under investigation
Scoring Guide (RL.9-10.2 or RI.9-10.2) (PT2)
Proficient
o Determines central idea or theme of a text
o Analyzes its development over the course of the text, including how it
emerges and is shaped and refined by specific details
Close to
Far from
Proficient
Proficient
o Meets 3 of
o Meets fewer
the proficient
than 3 of the
criteria.
proficient
criteria.
Comments:
Close to
Far from
Proficient
Proficient
o Meets 1 of
o Meets less than
the proficient
1 of the
criteria.
proficient
criteria.
Comments:
20
Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Performance Task # 3
Directions:
A popular book/movie series involving Harry Potter or Divergent’s Tris Prior clearly show the theme of good vs. evil,
where good and evil come in all shapes and sizes. This theme evolves throughout the series. At the beginning of
the Harry Potter series, Harry is an innocent baby whom evil Voldemort wants to be rid of. This theme of good vs.
evil continues throughout the series as the “good” involves Harry, Hagrid, Hermione, Ron, the Dursleys, and others.
The evil includes Voldemort, Malfoy, the goblins, and others. These sides clash throughout the series as the theme
develops and good conquers evil. Readers are mesmerized as the plot unfolds and the battle of good vs. evil waxes
and wanes (OK, ask your teacher what that means). Does Harry Potter author J.K. Rowling tell us: OK, this is where
the good vs. evil starts? Nope. Does she tell us: Hey, look here, good vs. evil is back again? Nope. But we know;
we can figure it out. She includes specific details, conversations, actions that let us know that the theme of good
vs. evil is present. We act as detectives when we read in order to make sense of the text.
OK. Put on your detective hat once again and get your detective brain ready. After reading a story from a teachergenerated list, you will write an essay that determines a theme of the story and then traces the development of
that theme throughout the story, especially pointing to details in the text that show the theme emerging, changing,
and/or being refined.
Finally, write an objective summary of the story as a separate document from the essay.
Scoring Guide (RL.9-10.2) (PT3)
Proficient
o Determines or theme of a story
o Analyzes its development over the course of the text, including how it
emerges and is shaped and refined by specific details
Close to
Far from
Proficient
Proficient
o Meets 1 of
o Meets less than
the proficient
1 of the
criteria.
proficient
criteria.
Comments:
Scoring Guide (W.9-10.4) (PT3)
Proficient
o Produces clear and coherent writing
o Includes development, organization, and style appropriate to task,
purpose and audience.
Close to
Far from
Proficient
Proficient
o Meets 1 of
o Meets less than
the proficient
1 of the
criteria.
proficient
criteria.
Comments:
21
Updated: June 30, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.