Unit Planning Organizer
Grade: 10
Unit: 1
Created By:
Jacquelyn Daters, Central Clinton
Katherine Searle, Davenport West
Kathleen Learn, MBAEA
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Updated: June 5, 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 …………………………………………………….……………………………………………………….………………
Iowa Core Standards - Priority Standards ……………………………………………….……………………………………….
Iowa Core Standards - Support Standards ……………………………………………………………………………..………..
Reading Standards Unwrapped and Depth of Knowledge ………………………………………………………….…...
Writing Standards Unwrapped and Depth of Knowledge …………………………………………………………….….
Speaking/Listening Standards Unwrapped and Depth of Knowledge ……………………………………….……..
Unit Essential Questions and Big Ideas ………………………..…………………………………………………………….…...
p. 3
p. 3
p. 4
p. 4
p. 4
p. 4
p. 5
Step 2: Standards-Based Unit Assessments ………………………………………………………………………………………..…….
Assessment and Performance Task Alignment of Unit Standards ……………………………………………..……..
Standards-Based Common Formative Post-Assessment (CFA)
Teacher Directions, Student Directions and Answers...………………………………………..…………….
Standards-Based Common Formative Pre-Assessment (CFA)
Teacher Directions, Student Directions and Answers ……………………………………………..…………
p. 6
p. 6
p. 6
p. 9
Step 3: Standards-Based Performance Tasks ……………………………………………………………………………….…..………. p. 12
Performance Task Synopses..………………………………………………………………………..…………….…….…………..... p. 12
Performance Task 1- In Detail ……………………………………………………………………………..………….………………. p. 13
Performance Task 2- In Detail …………………………………………………………………………………………………………. p. 18
Performance Task 3- In Detail …………………………….…………………………………………………………………………… p. 19
Performance Task 4- In Detail..………………………………………………………………………………………………………… p. 20
Student and Supplemental Documents….………………………………………………………………………………………………….
Standards-Based Common Formative Post-Assessment (CFA)………………………………………………………….
Standards-Based Common Formative Pre-Assessment (CFA)……………………………………………………………
Performance Task 1………………………………………………………………………………………………………………………….
Performance Task 2………………………………………………………………………………………………………………………….
Performance Task 3………………………………………………………………………………………………………………………….
Performance Task 4………………………………………………………………………………………………………………………….
p. 22
p. 23
p. 24
p. 26
p. 28
p. 29
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.
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Updated: June 5, 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
10
Complex Informational Text
4 weeks + one week
1
2
3
4
5
6
Step 1: Unit Standards
Iowa Core Standards- Priority Standards (to be instructed and assessed)
RI.9-10.2
W.9-10.4
W.9-10.5
SL.9-10.1
SL.9-10.5
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 development, organization, and style are appropriate to
task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
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 discussion; and clarify, verify, or
challenge ideas and conclusions.
d. 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 sound reasoning presented.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
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.9-10.1, RI.9-10.3, RI.9-10.5, SL.9-10.3, SL.9-10.6
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Reading Standards
Priority
Standard
RI.9-10.2
“Unwrapped” Skills
(students need to be able to do)
(verbs and verb phrases)
 Determine
 Analyze
 Provide
“Unwrapped” Concepts
(students need to know)
(noun/noun phrases)
 Central idea of a text
 Its development over the course of the text
 An objective summary of the text
Depth of
Knowledge
2, 3
Writing Standards
Priority
Standard
W.9-10.4
W.9-10.5
“Unwrapped” Skills
(students need to be able to do)
(verbs and verb phrases)
Produce
 Develop
 Strengthen
 Planning
 Revising
 Editing
 Rewriting
 Trying
 Focusing









“Unwrapped” Concepts
(students need to know)
(noun/noun phrases)
Clear and coherent writing
Writing as needed
Writing as needed
Writing as needed
Writing as needed
Writing as needed
Writing as needed
A new approach
On addressing what is most significant for a
specific purpose or audience
Depth of
Knowledge
3, 4
1, 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
 Participate
 Building
 Expressing




“Unwrapped” Concepts
(students need to know)
(noun/noun phrases)
In a range of collaborative discussions
In a range of collaborative discussions
On others’ ideas
Their own clearly and persuasively
Depth of
Knowledge
1, 2, 3
a.




Come
Having read and researched
Draw
Referring




To discussions prepared
Material under study
On that preparation
To evidence from texts and other research on the
topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas
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b.
 Work

With peers to set rules for collegial discussions
and decision-making, (e.g., informal consensus,
taking votes on key ideas, presentation of
alternate views), clear goals and deadlines, and
individual roles as needed
 Propel
 Pose and respond to


Conversations
Questions that relate the current discussion to
broader themes or larger ideas
Others into the discussion
Ideas and conclusions
c.
 Incorporate
 Clarify, verify, or challenge


d.
 Respond
 Summarize
 Qualify or justify
 Make
SL.9-10.5
 Make





Thoughtfully to diverse perspectives
Points of agreement and disagreement
Their own views and understanding
New connections in light of the evidence and
reasoning presented
Strategic use of digital media in presentations to
enhance understanding of findings, reasoning,
evidence, and to add interest
2, 3, 4
Unit Essential Question and Big Ideas
Essential Questions
Why do we have to figure out the central idea of a
text?
Why do you need to be a detective to find the central
idea?
What strategy can you use to work through the process
of figuring out the central idea of a text?
Why is talking with others about a topic, text, or issue
valuable to me?
How do you make what you write clear to readers?
How do I know what’s wrong with my writing, and how
do I make it better?
How can I get a message across to create high audience
interest?
Big Ideas
Understanding the central idea of a text helps you make
sense of the text.
Central ideas don’t hit you right in the face as you read.
Summarizing or getting the gist of a text helps to
determine the central idea.
Talking about a topic, text, or issue with others helps
everyone understand better.
Writing must be clear and coherent to do what it needs
to do.
You can always make a piece of writing better.
Videos capture your attention and share a message
powerfully.
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Updated: June 5, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
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
Post CFA
Assessed Standards
RI.9-10.2 (RI.9-10.1)
RI.9-10.2
RI.9-10.2
RI.9-10.2, SL.9-10.1
RI.9-10.2, SL.9-10.1, W.9-10.4, W.9-10.5
RI.9-10.2 (RI.9-10.1)
Standards-Based Common Formative Post-Assessment (CFA)
Standards: RI.9-10.2 (RI.9-10.1)
Teacher Directions: Prepare copies of the assessment. Distribute the assessment and score it when students are
finished. Upon analyzing student results, teacher will plan lessons to meet students’ needs for these standards.
Student Directions:
Read the passage “Abraham Lincoln: An Essay.” Note that a few words are marked with an asterisk; this means that
the definition is provided at the bottom of the page. Answer the questions that follow the passage.
Abraham Lincoln: An Essay by Carl Shurz
His [Abraham Lincoln’s] was indeed a marvelous growth. He first saw the light in a miserable hovel in Kentucky, on
a farm consisting of a few barren acres in a dreary neighborhood; his father a typical "poor Southern white,"
shiftless and without ambition for himself or his children, constantly looking for a new piece of land on which he
might make a living without much work; his mother, in her youth handsome and bright, grown prematurely coarse
in feature and soured in mind by daily toil* and care; the whole household squalid*, cheerless, and utterly void* of
elevating inspirations... Only when the family had "moved" into the malarious* backwoods of Indiana, the mother
had died, and a stepmother, a woman of thrift and energy, had taken charge of the children, the shaggy-headed,
ragged, barefooted, forlorn boy, then seven years old, "began to feel like a human being." Hard work was his early
lot. When a mere boy he had to help in supporting the family, either on his father's clearing, or hired out to other
farmers to plough, or dig ditches, or chop wood, or drive ox teams; occasionally also to "tend the baby," when the
farmer's wife was otherwise engaged. He could regard it as an advancement to a higher sphere of activity when he
obtained work in a "crossroads store," where he amused the customers by his talk over the counter; for he soon
distinguished himself among the backwoods folk as one who had something to say worth listening to. To win that
distinction, he had to draw mainly upon his wits; for, while his thirst for knowledge was great, his opportunities for
satisfying that thirst were woefully slender.
In the log schoolhouse, which he could visit but little, he was taught only reading, writing, and elementary
arithmetic. Among the people of the settlement, bush farmers and small tradesmen, he found none of uncommon*
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intelligence or education; but some of them had a few books, which he borrowed eagerly. Thus he read and reread,
Aesop's Fables, learning to tell stories with a point and to argue by parables; he read Robinson Crusoe, The Pilgrim's
Progress, a short history of the United States, and Weems's Life of Washington. To the town constable's he went to
read the Revised Statutes of Indiana. Every printed page that fell into his hands he would greedily devour, and his
family and friends watched him with wonder, as the uncouth* boy, after his daily work, crouched in a corner of the
log cabin or outside under a tree, absorbed in a book while munching his supper of corn bread. In this manner he
began to gather some knowledge, and sometimes he would astonish the girls with such startling remarks as that
the earth was moving around the sun, and not the sun around the earth, and they marvelled where "Abe" could
have got such queer notions. Soon he also felt the impulse to write; not only making extracts* from books he
wished to remember, but also composing little essays of his own. First he sketched these with charcoal on a
wooden shovel scraped white with a drawing-knife, or on basswood shingles. Then he transferred them to paper,
which was a scarce commodity in the Lincoln household….. Seeing boys put a burning coal on the back of a wood
turtle, he was moved to write on cruelty to animals. Seeing men intoxicated with whiskey, he wrote on
temperance….. Also political thoughts he put upon paper, and some of his pieces were even deemed good enough
for publication in the county weekly.
Toil: hard work
Squalid: dirty, messy
Void: absence
Malarious: diseased
uncommon: special, unusual
uncouth: awkward, clumsy
extracts: quotations copied down
Lexile: 1240
1. What is the central idea of this passage? Trace and analyze its development over the course of the text.
Include how it emerges and is shaped and refined by specific details. (RI.9-10.2, RI.9-10.1)
Scoring Guide #1 RI.9-10.2
Exemplary
All proficient criteria plus
ONE of the following:
o States two or more
central ideas of a text
o Explains how these two
central ideas interact
and build on one
another
Proficient
o Determines central idea
o Analyzes central idea’s development
over the course of the text
o Analysis includes how it emerges and
is shaped and refined by specific
details.
Close to Proficient Far from Proficient
o Meets 2 of the
o Meets fewer than
proficient
2 of the proficient
criteria.
criteria.
Comments:
Scoring Guide #1 RI.9-10.1
Proficient
o Cites strong and thorough textual evidence to support analysis of
what text says explicitly as well as inferences drawn from the text.
Close to Proficient
o Meets 0 of the proficient criteria.
Comments:
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2. Provide an objective summary of the text. (RI.9-10.2)
Scoring Guide #2 RI.9-10.2
Proficient
o Provides an objective summary of the text.
Close to Proficient
o Meets 0 of the proficient criteria.
Comments:
Answer Key for Post-Assessment
1. What is the central idea of this passage? Trace and analyze its development over the course of the text.
Include how it emerges and is shaped and refined by specific details. (RI.9-10.2, RI.9-10.1)
The central idea of this passage: Young Abraham Lincoln made the most of his disadvantaged youth. The first
paragraph describes Lincoln’s early years as very difficult. His father was lazy and kept moving the family to
find a better place. His mother died before he was seven and he was described as “shaggy-headed, ragged,
barefooted, forlorn boy” (paragraph 1, line 9). He had to work hard doing things like digging ditches, chopping
wood, driving ox teams from a very early age. These details shape and refine the central idea by providing
specifics of his disadvantaged youth. He felt he rose in life when he was working at the country store. The
central idea is further developed in paragraph two. His formal education was sparse as he didn’t attend
school much. However, he loved books and learned much from them. In the evenings after a hard days’ work,
he read whatever books the bush farmers and small tradesmen had. “In this manner he began to gather some
knowledge…” (paragraph 2, line10). Despite his disadvantaged youth and education, he liked to write, and he
wrote about what he saw in his own life. He wrote about boys burning coal on the back of a turtle and cruelty
to animals. He also wrote about intoxicated me and temperance, for example. His writing was good enough
for publication. Despite all of the hardships and disadvantages of Lincoln’s early years, he rose to meet those
challenges and learned to work hard, read, and write.
Scoring Guide #1 RI.9-10.2
Exemplary
All proficient criteria plus ONE
of the following:
o States two or more central
ideas of a text
o Explains how these two
central ideas interact and
build on one another
Proficient
o Determines central idea
o Analyzes central idea’s
development over the course of
the text
o Analysis includes how it emerges
and is shaped and refined by
specific details.
Close to Proficient
o Meets 2 of the
proficient
criteria.
Comments:
Far from Proficient
o Meets fewer than
2 of the proficient
criteria.
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Updated: June 5, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Scoring Guide #1 RI.9-10.1
Proficient
o Cites strong and thorough textual evidence to
support analysis of what text says explicitly as
well as inferences drawn from the text.
Close to Proficient
o Meets 0 of the proficient criteria.
Comments:
2. Provide an objective summary of this text. (RI.9-10.2)
A central idea of this text is that Abraham Lincoln’s childhood was hard and disadvantaged, yet he overcame
these obstacles to become an educated and well-regarded youth. As a young child, Lincoln’s family life was
challenging: a lazy father, a mother who died when he was quite young, and a home that was dirty,
depressing, and cheerless. He endured hard physical labor doing various chores. Eventually, he got a job at
the crossroads store where he distinguished himself as something who “… had something to say worth
listening to” (paragraph 2, line 16). Likewise, Lincoln grew from an uneducated boy to a self-educated young
man. He did this after a long day’s work by reading every book he could get his hands on. Shurz says Lincoln
astonished the girls with startling remarks (paragraph 2, line 11) from his reading. He also became a writer of
essays, “and some of his pieces were even deemed good enough for publication in the county weekly”
(paragraph 2, lines 24-25).Despite a hard and disadvantaged childhood, Abraham Lincoln proved himself an
educated and well-respected young man.
Scoring Guide #2 RI.9-10.2
Exemplary
All proficient criteria
plus ONE of the
following:
o NA
o
Proficient
Provides an objective summary of the text.
Close to
Proficient
o Meets 0__
of the
proficient
criteria.
Comments:
Far from
Proficient
o NA
Standards-Based Common Formative Pre-Assessment (CFA)
Standards: RI.9-10.2 (RI.9-10.1)
Teacher Directions: Prepare copies of the assessment. Communicate to student that this is a pre-assessment to
help you gather information about their current knowledge and skills 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 to each student’s
current knowledge, skills, and learning needs. This information will be used to help you plan the 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 “Frederick Douglass Speech on Women’s Suffrage.”
Note that a few words are marked with an asterisk; this means that the definition is provided at the bottom of the
page. Answer the questions that follow the passage.
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Frederick Douglass Speech on Women's Suffrage*
The following is an excerpt from a speech delivered to the International Council of
Women in Washington, D.C., April 1888.
All good causes are mutually helpful. The benefits accruing from this movement for the equal rights of woman
are not confined or limited to woman only. They will be shared by every effort to promote the progress and
welfare of mankind everywhere and in all ages. It was an example and a prophecy of what can be
accomplished against strongly opposing forces, against time -- hallowed abuses, against deeply entrenched
error, against worldwide usage, and against the settled judgment of mankind, by a few earnest women, clad
only in the panoply* of truth, and determined to live and die in what they considered a righteous cause.
I do not forget the thoughtful remark of our president in the opening address to this
International Council, reminding us of the incompleteness of our work. The remark was wise and timely.
Nevertheless, no man can compare the present with the past, the obstacles that then opposed us, and the
influences that now favor us, the meeting in the little Methodist chapel forty years ago, and the Council in this
vast theater today, without admitting that woman’s cause is already a brilliant success. But, however this may
be and whatever the future may have in store for us, one thing is certain—this new revolution in human
thought will never go backward. When a great truth once gets abroad in the world, no power on earth can
imprison it, or prescribe its limits, or suppress it. It is bound to go on till it becomes the thought of the world.
Such a truth is woman’s right to equal liberty with man. She was born with it. It was hers before she
comprehended it. It is inscribed upon all the powers and faculties of her soul, and no custom, law or usage can
ever destroy it. Now that it has got fairly fixed in the minds of the few, it is bound to become fixed in the
minds of the many, and be supported at last by a great cloud of witnesses, which no man can number and no
power can withstand.
The women who have thus far carried on this agitation have already embodied and illustrated Theodore
Parker’s three grades of human greatness. The first is greatness in executive and administrative ability;
second, greatness in the ability to organize; and, thirdly, in the ability to discover truth. Wherever these three
elements of power are combined in any movement, there is a reasonable ground to believe in its final success;
and these elements of power have been manifest in the women who have had the movement in hand from
the beginning. They are seen in the order which has characterized the proceedings of this Council. They are
seen in the depth and are seen in the fervid eloquence and downright earnestness with which women
advocate their cause. They are seen in the profound attention with which woman is heard on her own
behalf. They are seen in the steady growth and onward march of the movement, and they will be seen in the
final triumph of woman’s cause, not only in this country, but throughout the world.
*suffrage: the right to vote
*panoply: an impressive collection
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1. What is the central idea of this passage? Trace and analyze its development over the course of the
text. Include how it emerges and is shaped and refined by specific details. (RI.9-10.2, RI.9-10.1)
Scoring Guide #1 RI.9-10.2
Exemplary
All proficient criteria plus
ONE of the following:
o States two or more central
ideas of a text
o Explains how these two
central ideas interact and
build on one another
Proficient
o Determines central idea
o Analyzes central idea’s
development over the course of
the text
o Analysis includes how it emerges
and is shaped and refined by
specific details.
Scoring Guide #1 RI.9-10.1
Proficient
o Cites strong and thorough textual evidence to
support analysis of what text says explicitly as
well as inferences drawn from the text.
Close to Proficient Far from Proficient
o Meets 2 of the
o Meets fewer than
proficient
2 of the proficient
criteria.
criteria.
Comments:
Close to Proficient
o Meets 0 of the proficient criteria.
Comments:
Answer Key for Pre-Assessment
1. What is the central idea of this passage? Trace/analyze its development over the course of the text.
Includes how it emerges and is shaped and refined by specific details. (RI.9-10.2)
The women’s movement will influence human rights everywhere. (line 1) The passage is all about women’s
movement and the first paragraph says “All good causes are mutually helpful.” “…not confined or limited to
woman only.” This is where the central idea emerges. (paragraph 1,lLine 2) “They will be shared by every
effort to promote the progress and welfare of mankind everywhere and in all ages.” (paragraph 1, lines 2-3)
These lines show that Douglass believes that the women’s movement will influence all people for all time.
Douglass provides many details of the persistence of the women’s movement: ‘…the meeting in the little
Methodist chapel forty years ago…” (line 4, paragraph 2), references to the International Council (line 4,
paragraph 2 and line 7, paragraph 3). His inclusion of Parker’s three grades of human greatness (line 2,
paragraph 3) is another detail which shapes the central idea and generalizes it to extend beyond women.
Scoring Guide #1 RI.9-10.2
Exemplary
Proficient
All proficient criteria plus
o Determines central idea
ONE of the following:
o Analyzes central idea’s development
o States two or more
over the course of the text
central ideas of a text
o Analysis includes how it emerges and
o Explains how these two
is shaped and refined by specific
central ideas interact and
details.
build on one another
Close to Proficient Far from Proficient
o Meets 2 of the
o Meets fewer than
proficient
2 of the proficient
criteria.
criteria.
Comments:
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Scoring Guide #1 RI.9-10.1
Proficient
o Cites strong and thorough textual evidence to
support analysis of what text says explicitly as
well as inferences drawn from the text.
2.
Close to Proficient
o Meets 0 of the proficient criteria.
Comments:
Provide an objective summary of this text. (RI.9-10.2)
The central idea of this text is that the women’s movement will influence human rights everywhere. Douglass
begins by a discussion of the benefits from this movement for the equal rights of women are not confined or
limited to women only. (paragraph 1, lines 1-2) He quotes the council president who reminds all of “the
incompleteness of our work” (paragraph 2, line 2) which indicates that this work is not yet finished. He
continues in paragraph 2 by introducing the idea of truth – the truth of equality when he says “When a great
truth once gets abroad in the world, no power on earth can imprison it…” (paragraph 2, lines 7-8) This means
that equality will spread everywhere and cannot be stopped. In his third paragraph, Douglass extols Parker’s
three grades of human greatness, which he describes in more detail. One can infer that these three grades of
human greatness will support the equality movement everywhere. Douglass sees the women’s movement as
a catalyst and an example for others to follow
Scoring Guide #2 RI.9-10.2
Proficient
o Provides an objective summary of the text.
Close to Proficient
o Meets 0 of the proficient criteria.
Comments:
Step 3: Standards-Based Performance Tasks
Performance Task Synopses
Task 1: (RI.9-10.2, SL.9-10.1) Students read informational texts and complete a graphic organizer.
Task 2: (RI.9-10.2) Students write an objective summary of two articles: “Impassive Bystander” required and the
other of their choice from the remaining two articles.
Task 3: (RI.9-10.2, SL.9-10.1) Students participate in a community forum on the topic of indifference.
Task 4: (SL.9-10.1a, SL.9-10.5, W.9-10.4, W.9-10.5) Students will research, write, and produce a Public Service
Announcement (30-60 seconds).
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Performance Task # 1 - In Detail
Priority Standards: RI.9-10.2, W.9-10.4
Supporting Standards: Not applicable
Big Ideas:
 Understanding the central idea of a text helps you make sense of the text.
 Central ideas don’t hit you right in the face.
Essential Questions:
 Why do we have to figure out the central idea of a text?
 Why do we have to be a detective to find the central idea of a text?
DOK: 2, 3
Synopsis: Students read informational texts and complete graphic organizers.
Teacher Directions: Students will read up to three informational texts and complete a graphic organizer.
Prepare/make available these informational texts: “Remarks at Millennium Evening: The Perils of Indifference,” “Nigeria
abducted girls: Why hasn’t the rescue effort produced results?” “The Impassive Bystander” or texts of your choosing and the
accompanying graphic organizer.
Note: Teacher may substitute a different concept and texts to accommodate the needs of the classroom and students.
Differentiation suggestions: For some students:
 Fill in the Central Idea column OR the Text Evidence column
 Allow them to draw the central idea
 Find a video or another article that supports the topic to provide background knowledge.
Student Directions: Note this summary of one night’s evening news: a student violently strikes back after being
bullied for months, gangs run undeterred in neighborhoods selling drugs to kids, a homeless person lies dead on
the sidewalk for hours, and individuals turn their heads rather than get involved when an elderly person is being
mugged. And there’s more that just doesn’t fit into the 30 minutes of nightly news. Some call this indifference.
What does it mean to be a responsible human? What kind of society finds this kind of behavior acceptable? How
do you feel about this? What is the role of the average person? You will explore the concept of indifference and
come to some conclusions about its role in society.
Complete the graphic organizer as you read, compiling text evidence. You will use this information for additional
tasks in this unit.
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Indifference Graphic Organizer
RI.9-10.2 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.
Text
Central Idea(s)
Textual Evidence (including location in article).
Indicate where it emerges and how it is shaped and
refined by specific details.
Connection to “Indifference”
“Nigeria abducted girls:
Why hasn’t the rescue
effort produced results?”
“Remarks at Millennium
Evening: The Perils of
Indifference”
“The Impassive Bystander”
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Scoring Guide PT #1 RI.9-10.2
Exemplary
Proficient
All proficient criteria o Determines a central idea of a text
plus:
o Analyzes its development over the course of
o Determines two or
the text, including how it emerges and is
more central ideas
shaped and refined by specific details.
of a text
Close to Proficient
o Meets 1 of the
proficient
criteria.
Far from Proficient
o Meets less than
1 of the
proficient
criteria.
Comments:
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Indifference Graphic Organizer -- Sample Responses
RI.9-10.2 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.
Text
“Nigeria
abducted girls:
Why hasn’t the
rescue effort
produced
results?”
Central Idea(s)
 Many factors
contribute to the
lack of results in
locating the girls.





“Remarks at
Millennium
Evening: The
Perils of
Indifference”
 Indifference is
real.
 Indifference is
dehumanizing.
 Indifference is
easier than getting
involved.









Textual Evidence (including location in article) Indicate where it
emerges and how it is shaped and refined by specific details.
Been gone 3 weeks (header). The passing time will make it more
difficult to find the girls.
Government doesn’t have a firm grasp on the area (¶ 8) -another factor in difficulty locating the girls (no centralized
efforts)
Gov’t lied about rescue at first (¶ 10) (another detail focusing on
government inability)
Security forces can’t protect civilians (¶ 10) More details about
lack of ability.
Not sure about negotiations (¶ 17) Even at the end of the article,
there are douts.
“So much violence, so much indifference.” (¶ 7) is an early
indication of the central idea
It’s easier to look away from victims (¶ 12)
Easier to avoid rude interruptions… (¶ 12)
Specific details/examples of indifference are identified in 14 with
references to Auschwitz¶
“Indifference is more dangerous than anger or hatred.” (¶ 15)
Continues the central idea
“Indifference elicits no response” (¶ 15)
…Exile from human memory” (¶16)
The Pentagon knew, State Dept. knew, President knew (¶ 21)
More specific details of indifference as the article continues
The St. Louis was turned away knowing what would happen (¶23)
More specific details of indifference as the article continues.
Connection to “Indifference”
 Gov’t can’t won’t do much
 People fear Boko Haram and
won’t get involved
 Gov’t is not truthful and can’t
be believed or trusted
 Makes victims’ lives
meaningless
 It is hard to fight
 Dehumanizing
 It is real
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
“The Impassive
Bystander”
 Too often people
don’t get involved.
 There’s a
sociological term
for this.
 Article begins with the example of the woman in psych ward
ignored by many, so the central idea of indifference is inferred in
the first 4 paragraphs
 Indifference is mentioned in paragraph 5
 Another detail/example of indifference: Man crossing street
ignored More specific details of indifference as the article
continues in paragraph 7
 “we are herd animals, conformists” (¶ 14)
 Kitty Genovese case (¶14) -- more specifics to support the central
idea
 Bystander phenomenon (¶ 19) “I won’t either”
 Not my responsibility.
 Herd mentality
 Wait for others
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Performance Task # 2- In Detail
Priority Standards: RI.9-10.2, W.9-10.4
Supporting Standards: Not applicable
Big Idea: Summarizing or getting the gist of a text helps to determine the central idea.
Essential Question: What strategy can I use to work through the process of figuring out the central idea of a text?
DOK: 2, 3
Synopsis: Students write an objective summary of two articles: “Impassive Bystander” required and the other of
their choice from the remaining two articles.
Teacher Directions: Students write an objective summary of two articles: “Impassive Bystander” required and the
other of their choice from the remaining two articles. They should use their graphic organizer to help them.
Student Directions: Summarizing is an important skill that will help you all your life. At work, your supervisor will
not have time for the two-hour version of why you are late to work. When you are applying for a job, your
prospective employer does not want to hear all about your exploits as a babysitter or newspaper carrier or fast
food worker. He/she wants the highlight and will ask questions if more information is needed. Getting to the heart
of the matter quickly is important in many situations.
Here’s a chance to practice your summarizing skills: write an objective summary of two articles: “Impassive
Bystander” required and the other of your choice from the remaining two articles. Use your graphic organizer to
help you. Keep the characteristics of a good summary in mind as you write.
Scoring Guide PT# 2 – RI.9-10.2
Proficient
o Provides an objective summary of each text.
Comments:
Scoring Guide PT# 2 – W.9-10.4
Proficient
Close to Proficient
o Produces clear and coherent writing
o Meets 1 of the
o Development, organization, and style are appropriate to task,
proficient criteria
purpose, and audience
Comments:
Far from Proficient
o Meets none of the
proficient criteria
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Performance Task # 3- In Detail
Priority Standard: SL.9-10.2
Supporting Standards: NA
Big Idea: Talking about a topic, text, or issue with others helps everyone better understand.
Essential Question: Why is talking with others about a topic, text, or issue with others valuable to me?
Synopsis: Students participate in a community forum on the topic of indifference.
Teacher Directions: Students will prepare for and participate in a community forum on the topic of indifference.
Students should work in groups of 6-8 (This is as suggestion.) for each “forum.” This community forum is not a
Q/A session. It is a place for educated voices to be heard. It is not a place where each person takes a turn talking.
It is a discussion where individuals speak/listen/reply thoughtfully.
The moderator will begin with a short prepared statement on the topic and a review of the rules. Example: This
purpose of this forum is to bring out into the open the topic of indifference in our community (or school). It is to
be a thoughtful, well-reasoned discussion of the topic. Forum participants will:
 express their own ideas clearly,
 refer to evidence from text and other research to stimulate a thoughtful, well-reasoned exchange of ideas
 propel conversations by posing and responding to questions that relate current discussion to broader
themes or larger ideas
 actively incorporate others into the discussion
 clarify, verify, or challenge ideas and conclusions
 respond thoughtfully to diverse perspectives,
 summarize points of agreement and disagreement
 qualify or justify own views and understanding
 make new connections in light of the evidence and reasoning presented
Roles: moderator/facilitator (not the teacher), informed community members (pro and con), at least one member
of the press, if desired. This person can also ask questions and follow up on discussions. Audience: rest of class.
NOTE: if this is a whole class forum, consider videotaping and playing for class review and debriefing.
Differentiation Options:
 Provide questions or prompts in advance to some/all students.
 Provide extra support to some students as they prepare their responses.
Student Directions: The superintendent or mayor wants to hold community forums during National Don’t Turn
Your Back Week. Students will participate in a forum using their graphic organizers and summaries to support the
discussion on indifference. Prior to the discussion, students will have prepared questions or prompts to propel the
discussion; these can be given to the forum moderator. Participants will respond thoughtfully to diverse
perspectives as they share their ideas and respond to others. During the discussion, students will engage in the
roles previously identified.
Possible Discussion Prompts (if needed)
 Indifference is a relatively new phenomenon.
 There are different expectations between students and adults regarding indifference.
 Indifference is/is not a significant issue.
 Certain people are more likely to be indifferent than others.
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Scoring Guide PT #3 SL.9-10.2
Proficient
o Builds on others’ ideas
o Expresses their own ideas clearly and persuasively
o Comes to discussions prepared, having read and researched
o
o
o
o
o
o
o
o
material under study,
Refers to evidence from text and other research, topic, or issue
to stimulate a thoughtful well- reasoned exchange of ideas
Propels conversations by posing and responding the questions
that relate to the current discussion to broader themes or
larger ideas
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.
Makes new connections in light of evidence and reasoning
presented.
Close to Proficient
o Meets 7- 10 of the
proficient criteria.
Far from Proficient
o Meets less than 7
of the proficient
criteria.
Comments:
Suggestion: Consider numbering the proficient
criteria. Using a seating chart, place the
corresponding number/s by the student/s
when you observe this criteria.
Performance Task # 4- In Detail
Priority Standards: W.9-10.4, W.9-10.4, SL.9-10.1a, SL.9-10.5
Supporting Standards: NA
Big Ideas:
 Writing must be clear and coherent to do what it needs to do.
 Videos capture your attention and share a message powerfully.
Essential Questions:
 How do you make what you write clear to readers/viewers?
 How can I get a message across to create high audience interest?
Synopsis: Students will research, write, and produce a Public Service Announcement (30-60 seconds).
Teacher Directions: Students will use the work from other performance tasks as the basis for this task. They will
research, write, and produce a Public Service Announcement aimed at teenagers. Length: 30-60 seconds. They
should begin with by drafting a script that they take through reviewing and revising process. They will work in
production teams of 5 or 6 (researchers/writers, broadcaster, director, props manager).
Students may need support using recording equipment and during the production phase of the project.
Audience: Community if TV station will air it; school website.
Differentiation options: Match student to role/s needed, determine group and individual grades.
Student Directions: After showcasing an anti-bullying campaign, a local TV station has decided to expand the focus
to target bystander indifference and apathy in teenagers. Your production team of 5 or 6 must prepare a 30 – 60
second public service announcement (video) to raise teenagers’ consciousness about the issue of bystander
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indifference and promote change in their community. Keep the writing process in mind and begin with a draft of a
script. As a production team, review and revise the script as needed to create the best PSA possible. Use your
understanding of the issue that was refined by the community forum to produce your public service
announcement, which may be posted on the school website. Production team roles: researchers/writers,
broadcaster, director, props manager. Consider your purpose, audience, task, and time limit. Budget: $0.
Scoring Guide PT #4 –W.9-10.4
Proficient
o Produces clear and coherent writing
o Aligns development, organization, and style to task, purpose,
and audience
Close to Proficient
o Meets 1 of the
proficient criteria.
Far from Proficient
o Meets less than 1 of
the proficient
criteria.
Comments:
Scoring Guide PT #4 –W.9-10.5
Proficient
o Strengthens writing by planning, revising, editing, or rewriting
o Focuses on the central idea with purpose and audience in mind
Close to Proficient
o Meets 1 of the
proficient criteria.
Far from Proficient
o Meets less than 1 of
the proficient
criteria.
Comments:
Scoring Guide PT #4 –SL.9-10.5
Proficient
o
Comments:
Makes strategic use of digital media in presentations to enhance
understanding of findings, reasoning, and evidence to add interest.
Scoring Guide PT #4 –SL.9-10.1a
Proficient
o
Comments:
Comes to discussion prepared, having read and researched material
under study
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Student and Supplemental
Materials
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Standards-Based Common Formative Post-Assessment (CFA)
Student Directions: Read the passage “Abraham Lincoln: An Essay.” Note that a few words are marked with an asterisk; this
means that the definition is provided at the bottom of the page. Answer the questions that follow the passage.
Abraham Lincoln: An Essay by Carl Shurz
His [Abraham Lincoln’s] was indeed a marvelous growth. He first saw the light in a miserable hovel in Kentucky, on a farm
consisting of a few barren acres in a dreary neighborhood; his father a typical "poor Southern white," shiftless and without
ambition for himself or his children, constantly looking for a new piece of land on which he might make a living without much
work; his mother, in her youth handsome and bright, grown prematurely coarse in feature and soured in mind by daily toil*
and care; the whole household squalid*, cheerless, and utterly void* of elevating inspirations... Only when the family had
"moved" into the malarious* backwoods of Indiana, the mother had died, and a stepmother, a woman of thrift and energy,
had taken charge of the children, the shaggy-headed, ragged, barefooted, forlorn boy, then seven years old, "began to feel
like a human being." Hard work was his early lot. When a mere boy he had to help in supporting the family, either on his
father's clearing, or hired out to other farmers to plough, or dig ditches, or chop wood, or drive ox teams; occasionally also to
"tend the baby," when the farmer's wife was otherwise engaged. He could regard it as an advancement to a higher sphere of
activity when he obtained work in a "crossroads store," where he amused the customers by his talk over the counter; for he
soon distinguished himself among the backwoods folk as one who had something to say worth listening to. To win that
distinction, he had to draw mainly upon his wits; for, while his thirst for knowledge was great, his opportunities for satisfying
that thirst were woefully slender.
In the log schoolhouse, which he could visit but little, he was taught only reading, writing, and elementary arithmetic. Among
the people of the settlement, bush farmers and small tradesmen, he found none of uncommon* intelligence or education; but
some of them had a few books, which he borrowed eagerly. Thus he read and reread, Aesop's Fables, learning to tell stories
with a point and to argue by parables; he read Robinson Crusoe, The Pilgrim's Progress, a short history of the United States,
and Weems's Life of Washington. To the town constable's he went to read the Revised Statutes of Indiana. Every printed page
that fell into his hands he would greedily devour, and his family and friends watched him with wonder, as the uncouth* boy,
after his daily work, crouched in a corner of the log cabin or outside under a tree, absorbed in a book while munching his
supper of corn bread. In this manner he began to gather some knowledge, and sometimes he would astonish the girls with
such startling remarks as that the earth was moving around the sun, and not the sun around the earth, and they marvelled
where "Abe" could have got such queer notions. Soon he also felt the impulse to write; not only making extracts* from books
he wished to remember, but also composing little essays of his own. First he sketched these with charcoal on a wooden shovel
scraped white with a drawing-knife, or on basswood shingles. Then he transferred them to paper, which was a scarce
commodity in the Lincoln household….. Seeing boys put a burning coal on the back of a wood turtle, he was moved to write
on cruelty to animals. Seeing men intoxicated with whiskey, he wrote on temperance….. Also political thoughts he put upon
paper, and some of his pieces were even deemed good enough for publication in the county weekly.
Toil: hard work
Squalid: dirty, messy
Void: absence
Malarious: diseased
uncommon: special, unusual
uncouth: awkward, clumsy
extracts: quotations copied down
Lexile: 1240
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1. What is the central idea of this passage? Trace and analyze its development over the course of the text.
Include how it emerges and is shaped and refined by specific details. (RI.9-10.2, RI.9-10.1)
Scoring Guide #1 RI.9-10.2
Exemplary
Proficient
All proficient criteria o Determines central idea
plus ONE of the
o Analyzes central idea’s development over
following:
the course of the text
o States two or
o Analysis includes how it emerges and is
more central ideas
shaped and refined by specific details.
of a text
Scoring Guide #1 RI.9-10.1
Proficient
o Cites strong and thorough textual evidence to
support analysis of what text says explicitly as well
as inferences drawn from the text.
Close to Proficient
o Meets 2 of the
proficient
criteria.
Comments:
Far from Proficient
o Meets less than 2
of the proficient
criteria.
Close to Proficient
o Meets 0 of the proficient criteria.
Comments:
2. Provide an objective summary of the text. (RI.9-10.2)
Scoring Guide #2 RI.9-10.2
Proficient
o Provides an objective summary of the text.
Close to Proficient
o Meets 0 of the proficient criteria.
Standards-Based Common Formative Pre-Assessment (CFA)
Student Directions: Read the passage “Frederick Douglass Speech on Women’s Suffrage.” Note that a few words
are marked with an asterisk; this means that the definition is provided at the bottom of the page. Answer the
questions that follow the passage.
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Frederick Douglass Speech on Women's Suffrage*
The following is an excerpt from a speech delivered to the International Council of
Women in Washington, D.C., April 1888.
All good causes are mutually helpful. The benefits accruing from this movement for the equal rights of woman
are not confined or limited to woman only. They will be shared by every effort to promote the progress and
welfare of mankind everywhere and in all ages. It was an example and a prophecy of what can be
accomplished against strongly opposing forces, against time -- hallowed abuses, against deeply entrenched
error, against worldwide usage, and against the settled judgment of mankind, by a few earnest women, clad
only in the panoply* of truth, and determined to live and die in what they considered a righteous cause.
I do not forget the thoughtful remark of our president in the opening address to this
International Council, reminding us of the incompleteness of our work. The remark was wise and timely.
Nevertheless, no man can compare the present with the past, the obstacles that then opposed us, and the
influences that now favor us, the meeting in the little Methodist chapel forty years ago, and the Council in this
vast theater today, without admitting that woman’s cause is already a brilliant success. But, however this may
be and whatever the future may have in store for us, one thing is certain—this new revolution in human
thought will never go backward. When a great truth once gets abroad in the world, no power on earth can
imprison it, or prescribe its limits, or suppress it. It is bound to go on till it becomes the thought of the world.
Such a truth is woman’s right to equal liberty with man. She was born with it. It was hers before she
comprehended it. It is inscribed upon all the powers and faculties of her soul, and no custom, law or usage can
ever destroy it. Now that it has got fairly fixed in the minds of the few, it is bound to become fixed in the
minds of the many, and be supported at last by a great cloud of witnesses, which no man can number and no
power can withstand.
The women who have thus far carried on this agitation have already embodied and illustrated Theodore
Parker’s three grades of human greatness. The first is greatness in executive and administrative ability;
second, greatness in the ability to organize; and, thirdly, in the ability to discover truth. Wherever these three
elements of power are combined in any movement, there is a reasonable ground to believe in its final success;
and these elements of power have been manifest in the women who have had the movement in hand from
the beginning. They are seen in the order which has characterized the proceedings of this Council. They are
seen in the depth and are seen in the fervid eloquence and downright earnestness with which women
advocate their cause. They are seen in the profound attention with which woman is heard in her own
behalf. They are seen in the steady growth and onward march of the movement, and they will be seen in the
final triumph of woman’s cause, not only in this country, but throughout the world.
*suffrage: the right to vote
* panoply: an impressive collection
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
1. What is the central idea of this passage? Trace and analyze its development over the course of the text.
Include how it emerges and is shaped and refined by specific details. (RI.9-10.2, RI.9-10.1)
Scoring Guide #1 RI.9-10.2
Exemplary
All proficient criteria plus
ONE of the following:
o States two or more central
ideas of a text
o Explains how these two
central ideas interact and
build on one another
Proficient
o Determines central idea
o Analyzes central idea’s
development over the course of
the text
o Analysis includes how it emerges
and is shaped and refined by
specific details.
Close to Proficient
o Meets 2 of the
proficient
criteria.
Comments:
Far from Proficient
o Meets less than 2
of the proficient
criteria.
Scoring Guide #1 RI.9-10.1
Proficient
Close to Proficient
o Cites strong and thorough textual evidence to support o Meets 0 of the proficient criteria.
analysis of what text says explicitly as well as
inferences drawn from the text.
Comments:
2. Provide an objective summary of this text. (RI.9-10.2)
Scoring Guide #2 RI.9-10.2
Proficient
o Provides an objective summary of the text.
Close to Proficient
o Meets 0 of the proficient criteria.
Comments:
Performance Task # 1
Synopsis: Students read informational text and complete a graphic organizer.
Student Directions: Note this summary of one night’s evening news: a student violently strikes back after being
bullied for months, gangs run undeterred in neighborhoods selling drugs to kids, a homeless person lies dead on
the sidewalk for hours, and individuals turn their heads rather than get involved when an elderly person is being
mugged. And there’s more that the just doesn’t fit into the 30 minutes of nightly news. Some call this indifference.
What does it mean to be a responsible human? What kind of society finds this kind of behavior acceptable? How do you
feel about this? What is the role of the average person? You will explore the concept of indifference and come to some
conclusions about its role in society.
Complete the graphic organizer as you read, compiling text evidence. You will use this information for additional tasks in this
unit.
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Indifference Graphic Organizer
RI.9-10.2 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 detail.
Text
Central Idea(s)
Textual Evidence (including location in article)
Indicate where it emerges and how it is shaped
and refined by specific details.
Connection to “Indifference”
“Nigeria abducted girls:
Why hasn’t the rescue
effort produced results?”
“Remarks at Millennium
Evening: The Perils of
Indifference”
“The Impassive
Bystander”
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Scoring Guide PT #1 RI.9-10.2
Exemplary
Proficient
All proficient criteria plus:
o Determines a central idea of a text
o Determines two or more o Analyzes its development over the
central ideas of a text
course of the text, including how it
emerges and is shaped and refined
by specific details.
Close to Proficient Far from Proficient
o Meets 1 of the
o Meets less than 1
proficient
of the proficient
criteria.
criteria.
Comments:
Performance Task # 2
Synopsis: Students write an objective summary of two articles: “Impassive Bystander” required and the other of
their choice from the remaining two articles.
Student Directions: Summarizing is an important skill that will help you all your life. At work, your supervisor may
not have time for the two-hour version of why you are late to work. When you are applying for a job, your
prospective employer does not want to hear all about your exploits as a babysitter or newspaper carrier or fast
food worker. He/she wants the highlight and will ask questions if more information is needed. Getting at the heart
of the matter quickly is important in many situations.
Here’s a chance to practice your summarizing skills: write an objective summary of two articles: “Impassive
Bystander” required and the other of your choice from the remaining two articles. Use your graphic organizer to
help you. Keep the characteristics of a good summary in mind as you write.
Scoring Guide PT# 2 – RI.9-10.2
Proficient
o Provides an objective summary of each
text.
Comments:
Scoring Guide PT# 2 – W.9-10.4
Proficient
o Produces clear and coherent writing
o Development, organization, and style are appropriate to task,
purpose, and audience
Close to Proficient
o Meets 1 of the
proficient criteria
Far from Proficient
o Meets none of the
proficient criteria
Comments:
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Performance Task # 3
Student Directions: The superintendent or mayor wants to hold community forums during National Don’t Turn
Your Back Week. Students will participate in a forum using their graphic organizers and summaries to support the
discussion on indifference. Prior to the discussion, students will have prepared questions or prompts to propel the
discussion, which can be given to the forum moderator. Participants will respond thoughtfully to diverse
perspectives as they share their ideas and respond to others. During the discussion, students will engage in the
roles previously identified.
Possible Discussion Prompts (if needed)
 Indifference is a relatively new phenomenon.
 There are different expectations between students and adults regarding indifference.
 Indifference is not a significant issue.
 Indifference is a significant issue.
 Certain people are more likely to be indifferent than others.
Scoring Guide PT #3 SL.9-10.2
Proficient
o Builds on others’ ideas
o Expresses their own ideas clearly and persuasively
o Comes to discussions prepared, having read and researched
o
o
o
o
o
o
o
o
material under study,
Refers to evidence from text and other research, topic, or issue
to stimulate a thoughtful well- reasoned exchange of ideas
Propels conversations by posing and responding the questions
that relate to the current discussion to broader themes or larger
ideas
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.
Makes new connections in light of evidence and reasoning
presented.
Close to Proficient
o Meets 7- 10 of the
proficient criteria.
Far from Proficient
o Meets less than 7
of the proficient
criteria.
Comments:
29
Updated: June 5, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Performance Task # 4
Student Directions: After showcasing anti-bullying campaigns, a local TV station has decided to expand the focus to
target bystander indifference and apathy in teenagers. Your production team of 5 or 6 must prepare a 30 – 60
second public service announcement (video) to raise teenagers’ consciousness about the issue of bystander
indifference and promote change in their community. Keep the writing process in mind and begin with a draft of a
script. As a production team, review and revise the script as needed to create the best PSA possible. Use your
understanding of the issue that was refined by the community forum to produce your public service
announcement, which may be posted on the school website. Production team roles: researchers/writers,
broadcaster, director, props manager. Consider your purpose, audience, task, and time limit. Budget: $0.
Scoring Guide PT #4 –W.9-10.4
Proficient
o Produces clear and coherent writing
o Aligns development, organization, and style to task, purpose, and
audience
Close to Proficient
o Meets 1 of the
proficient criteria.
Far from Proficient
o Meets less than 1
of the proficient
criteria.
Comments:
Scoring Guide PT #4 –W.9-10.5
Proficient
o Strengthens writing by planning, revising, editing, or rewriting
o Focuses on the central idea with purpose and audience in mind
Close to Proficient
o Meets 1 of the
proficient criteria.
Far from Proficient
o Meets less than 1
of the proficient
criteria.
Comments:
Scoring Guide PT #4 –SL.9-10.5
Proficient
o
Makes strategic use of digital media in presentations to enhance
understanding of findings, reasoning, and evidence to add
interest.
Scoring Guide PT #4 –SL.9-10.1a
Proficient
o
Comments:
Comments:
Comes to discussion prepared, having read and researched
material under study
30
Updated: June 5, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.