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DEKALB COUNTY SCHOOL DISTRICT
RIGOROUS CURRICULUM DESIGN
UNIT PLANNING ORGANIZER
Subject(s) English Language Arts
Grade and Course
9th Grade Literature and Composition
Unit of Study
Unit 1: Introduction to Informational Analysis
Pacing
Timeframe: Block: 3 Weeks Traditional: 6 Weeks
“Unwrapped” Priority Gerogia Standards of Excellence
Skills and Concepts
ELAGSE9-10RI1: CITE strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE9-10RI2: 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.
ELAGSE9-10W7: CONDUCT short as well as more sustained research projects to ANSWER a question (included a self-generated question).
ELAGSE9-10W8: GATHER relevant information from multiple authoritative print and digital sources, USING advanced searches effectively; ASSESS the usefulness of each source in answering research question; INTEGRATE information into the text selectively to MAINTAIN in the flow of ideas, AVOIDING plagiarism and FOLLOWING a standard format for citation.
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“Unwrapped” Priority Standards
“Unwrapped” Concepts
(Students Need to Know)
“Unwrapped” Skills
(Students Need to Be Able to Do)
Bloom’s Taxonomy Levels
DOK (For Overall Standard)
ELAGSE9-10RI1
● Textual
Evidence
● Inferences
● Cite ● 1 (Remember)
● 5 (Evaluate)
● 2 (Skill/
Concept)
ELAGSE9-10RI2
● Central Idea
● Development
● Objective
Summary
● Determine
● Analyze
● Provide
● 3 (Apply)
● 4 (Analyze)
● 3 (Strategic
Thinking)
ELAGSE9-10W7
● Short
Research
Project
● Questions
● Conduct
● Answer
● 3 (Apply)
● 5 (Evaluate)
● 4 (Extended
Thinking)
ELAGSE9-10W8
● Relevant
Information
● Advanced
Searches
● Usefulness
Information
● Flow of Ideas
● Plagiarism
● Standard
Format for
Citation
● Gather
● Use
● Assess
● Integrate
● Maintain
● Avoid
● Follow
● 1(Understand)
● 3 (Apply)
● 5 (Evaluate)
● 4 (Extended
Thinking)
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Supporting Standards
ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the
order in which the points are made, how they are introduced and developed, and the connections that are
drawn between them.
ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices
on meaning and tone (e.g. how the language of a court opinion differs from that of a newspaper)
ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author
uses rhetoric to advance that point of view or purpose.
ELAGSE9-10SL4: Present information, findings and supporting evidence clearly, concisely and logically
such that listeners can follow the line of reasoning and the organization, development, substance, and
style are appropriate to purpose, audience and task.
ELA Overarching Standards
ELAGSE9-10RI0: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 complexity band proficiently, with scaffolding as needed to the high end of the range.
ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grade 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELAGSE9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences (begins in grade 3).
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Essential Questions Corresponding Big Ideas
1. How does sharing interpersonal issues
through multiple resources impact the
connectedness of human nature?
2. In what ways does writing allow for an
expansion and expression of worldly
thoughts?
3. How can a resource from an authoritative
source be considered irrelevant, inaccurate,
and subjective?
1. Sharing interpersonal issues through multiple outlets allows others to gain a perspective unlike their own. 2. Writing allows for expansion and expression of worldly thoughts through extended self-expression, sentence fluency, and a flow of useful ideas. 3. To be considered relevant, accurate, and objective, an authoritative source should be widely recognized by multiple experts in the field.
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Unit Assessments Pre-Assessment Post-Assessment
Student Version:
Gr9_ELA_9thGradeLiteratureandComposition_Unit1_Preassesment_Student
Teacher Version: Gr9_9thGradeLiteratureandComposition_Unit1_Preassessment_Teacher
Student Version:
DeKalb Benchmark Assessment
Teacher Version: DeKalb Benchmark Assessment
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Performance Assessment
Engaging Scenario
Congress has chosen one student from each state to give a presentation before the General Assembly. You have been chosen to represent the State of Georgia. As a teen ambassador, you must inform the Assembly of an issue that you have chosen to bring awareness to. In order to thoroughly complete your presentation, you will need to research a topic that concerns you, making sure to support your personal feelings with authoritative sources. Once your research is complete, you will write your speech to the General Assembly. Your speech will then be used to guide the development of the actual presentation. Consider the following questions: What are you passionate about? What makes you feel sad or angry when you hear about it happening? What issue has global importance for teens?
Performance Task Synopses
Task 1:
ELAGSE9-10W7
Conduct research on the issue using the curated databases offered by the school media center. Choose
multiple sources from the research to compose a one-page bibliography.
Task 2:
ELAGSE9-10RI1, ELAGSE9-10RI2 Determine the central ideas and carefully analyze the sources of information that you gathered for Task 1. Use the guidelines provided to create an annotated bibliography for two of the sources. Task 3:
ELAGSE9-10RI1, ELAGSE9-10RI2, ELAGSE9-10W8
Use previous research from Tasks 1 and 2 to write an informative essay about the issue that you have
chosen. The essay must be 2-3 pages long, and must include in-text citations.
Task 4:
ELAGSE9-10RI1, ELAGSE9-10W8
Create a multimedia presentation (a speech, prezi, blog, podcast) to present to Congress. Use the
information generated for Tasks 1-3 to ensure that you state the issue, include research and evidence on
the issue, summarize points of agreement and disagreement, and incorporate a question and answer
segment into your presentation.
Task 5:
ELAGSE9-10W8
Using the culmination of information and products from Tasks 1-4, give a multimedia presentation (a
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speech, prezi, blog, podcast) to Congress to advocate for action to be taken on the issue. Be prepared to
justify your views and respond thoughtfully to diverse perspectives.
Performance Task 1 In Detail
Task 1 Student Directions: ELAGSE9-10W7
Before you speak to Congress, you must research sources that have pertinent information about the topic important to today’s teens.
• You must use authoritative databases. The authoritative databases in the Media Center are reliable
and have been curated for accuracy.
• Save the links to the sources.
• After you conduct your research, create a bibliography of five sources that you have chosen using
the designated standard citation format.
Teacher Notes:
• Begin the unit using high-interest newspaper articles that are engaging and interesting to your students.
• Have students analyze the issues presented in the articles and share their ideas for changing or improving the situation presented in the articles.
• Present students with a list of possible research topics that are important to teens on a local and/or global level and allow them to choose one OR assign topics to the students.
Help them conduct research using the databases offered through the Media Center (i.e. Galileo, Explora, World Book Encyclopedia).
**Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to texts that are at the higher end of their Lexile range.
Performance Task 1 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
All Proficient criteria plus: More than 5 sources are listed in the bibliography. All sources are from an
● 5 sources are
listed in the bibliography.
● Most sources are from an authoritative database.
Meets 3 of the “Proficient” criteria.
Meets fewer than 2 of the “Proficient” criteria.
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authoritative database. All sources are correctly formatted according to the designated standard citation format. All sources are relevant to the topic.
● Most sources are correctly formatted according to the designated standard citation format.
● Most sources are relevant to the topic.
Performance Task 2 In Detail
Task 2 Student Directions: ELAGSE9-10RI1, ELAGSE9-10RI2
Determine the central ideas and carefully analyze the sources of information that you gathered for Task
1. Use the guidelines provided to create an annotated bibliography for three of the sources (teacher
preference, if applicable). Each source in the annotated bibliography must include the following
information in the order that it is listed below:
o Source/Bibliography – Create citations using standard format for the sources you have chosen. o Summary – Write a summary of each source (including, but not limited to: central ideas, supporting
evidence, and important quotations from the text. o Assessment – Assess the credibility of the source, and write an explanation for how you know that
it is credible. o Reflection – Include a written reflection by considering these questions: How has this source
influenced your view of the topic? How will you use this source in your presentation? Teacher Notes:
• Choose a source to model the process of creating an annotated bibliography for the students.
• Use multiple reading strategies such as chunking the text, cooperative reading, or choral reading to show varying approaches for deciphering (understanding/comprehending) texts.
• Teach/remind students how to identify central ideas and how to choose important direct quotations to support the central ideas.
• Students can use online citation generators (see Instructional Resources and Materials) to create the citations. Use the Annotated Bibliography Graphic Organizer (Courtesy of Hamilton Elementary School, Baltimore, MD) to assist students with this process of creating an annotated bibliography.
**Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.
Performance Task 2 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
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All Proficient criteria plus:
o A statement expressing the
importance of the issue to
teens, along with textual
evidence from one of the
sources in the form of a
direct quotation or
paraphrase that can be used
to support the statement, is
included at the end of the
annotated bibliography.
● A minimum of “number
determined by teacher”
sources are included.
● Each component is evident
in each annotation and
explains why the source is
credible.
● All bibliographies are
formatted correctly.
● Each reflection addresses
the questions students
were asked to consider.
Meets 4 of the
“Proficient”
criteria.
Meets fewer than 3 of the “Proficient” criteria.
Performance Task 3 In Detail
Task 3 Student Directions: ELAGSE9-10RI1, ELAGSE9-10RI2, ELAGSE9-10W8
• Using the annotated bibliography from Task 2, write an informative essay about the chosen topic.
• Cite specific sources (literary/informational) that support the chosen topic. Be sure to include:
• Attention-grabbing statement
• Personal explanation and relation to topic
• Varying perspective uncovered through research
• And, a thoughtful conclusion
The final essay should include in-text citations adhere to standard format, and be 2-3 double-spaced,
typed pages in length (250 words per page).
Teacher Notes:
• Students should use the research previously conducted for the Annotated Bibliography and embed
it into the explanations for their issue’s importance to today’s teens.
• Possible opportunity to teach and/or review writing techniques such as coherence, unity, avoiding
plagiarism, and using standard format (i.e. MLA, APA, etc.).
• Students should cite specific sources that they have previously researched within the presentation.
**Students should have the opportunity throughout the unit to engage in independent reading within their
Lexile range. Also, students should be exposed to texts that are at the higher end of their Lexile range.
Performance Task 3 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
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All Proficient criteria plus: o Include three ways
the issues can be
improved or resolved.
● Contains an engaging
attention-grabbing
statement.
● Cites four important facts
and varying perspectives
related to the issue.
● Includes an all-
encompassing conclusion.
● Includes correctly
formatted citations.
● Written using standard
citation format.
● Minimum 250 words per
page, double-spaced.
Meets 5 of the “Proficient” criteria.
Meets fewer than 4 of the “Proficient” criteria.
Performance Task 4 In Detail
Task 4 Student Directions: ELAGSE9-10RI1, ELAGSE9-10W8 Using appropriate presentation format and guidelines, create a presentation that uses research to provide a thorough and thought-provoking perspective on the chosen topic.
● Cite specific sources ● Restate the claim ● Defend the claim ● Present a prediction ● Create and present a possible solution
Teacher Notes:
• Determine which programs and tools are restricted for student use.
• Provide a list of presentation tools. You could also teach a mini lesson about using presentation programs and tools.
• Advise students to use the information that they have collected during Tasks 1 and 2 as key ideas for their presentations.
• Students will need to be taught about responsible research, appropriate citation technique, and acceptable presentation formatting.
• Citation instructions should include focus on following models of standard format; students should not be required to memorize formatting techniques.
• Possible technology integration with the development of the presentation (see instructional resources below).
**Students should have the opportunity throughout the unit to engage in independent reading within their
Lexile range. Also, students should be exposed to texts that are at the higher end of their Lexile range.
Performance Task 4 Scoring Guide
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4 Advanced 3 Proficient 2 Basic 1 Below Basic
All Proficient criteria plus: o Add a component that
demonstrates critical
thinking and creativity
to enhance your
presentation.
● Use an appropriate, or
assigned, presentation program or tool.
● Include a description of the issue and an explanation for why you are advocating for it.
● Include research and evidence on the issue.
● Include a summary of points of agreement and disagreement.
● Incorporate a question and answer segment.
Meets 4 of the “Proficient” criteria.
Meets fewer than 3 of the “Proficient” criteria OR Did not attempt the multimedia presentation.
Performance Task 5 In Detail
Task 5: Multimedia Presentation (ELAGSE9-10W8)
Student Directions: Using the information and products from Tasks 1-4, deliver a multimedia
presentation to the General Assembly. Be prepared to justify your views and respond thoughtfully to
diverse perspectives. Bring to class all the materials needed for your presentation.
Teacher Notes:
• Ensure the presentation environment is conducive to students being comfortable to stand and deliver.
• Remind students to have presentation saved both online (Sway, sharepoint, etc.) and on a jump drive, hard drive, etc. in cause of internet difficulties.
Performance Task 5 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
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All Proficient criteria plus: o Student uses
traditional (discussion, show of hands, etc.) or digital (QR codes, online poll, etc.) methods to engage audience.
o Possess and prepare
all necessary
materials and items.
o Introduce yourself and state your purpose.
o Explain the issue. o Refer to research and
evidence on the issue. o Summarize points of
agreement and disagreement.
o Describe ways to improve/resolve the issue.
o Justify your views. o Respond thoughtfully
to the audience's questions.
o Present with an appropriate level of volume, adequate pacing, good eye contact, and receptive posture.
Meets 7 of the “3” criteria.
Meets fewer than 5 of the “3” criteria OR Did not present
Instructional Strategies
Instructional Strategies
Research-Based Effective Teaching Strategies
21st Century Learning Skills
□ Learning Objectives (posted and referenced)
□ Identifying Similarities and Differences
□ Summarizing and Note Taking
□ Reinforcing Effort, Providing Recognition
□ Homework and Practice
□ Nonlinguistic Representations
□ Cooperative Learning
□ Purposeful small group instruction
□ Teamwork and Collaboration
□ Initiative and Leadership
□ Curiosity and Imagination
□ Innovation and Creativity
□ Critical thinking and Problem Solving
□ Flexibility and Adaptability
□ Effective Oral and Written Communication
□ Accessing and Analyzing Information
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□ Increased think time
□ Setting Objectives, Providing Feedback
□ Check for Understanding
□ Generating and Testing Hypotheses
□ Cues, Questions, and Advance Organizers
□ Interdisciplinary Non-Fiction Writing
□ Other
Intervention Strategies Intervention Strategies
(Tiers 1, 2, 3) Additional Supports in
Classroom
Specially Designed Instruction for Special Education
Students
Strategies for English Language Learners
□ Re-voicing
□ Explaining
□ Prompting for participation
□ Challenging or countering
□ Asking “Why?” “How?”
□ Reread
□ Conferencing
□ Additional time
□ Small group collaboration
□ Modify quantity of work
□ Take student’s dictation
□ Scaffold information
□ Visuals/Realia
□ Front-loading
□ Echoing/Choral response
□ Color-coding
□ Multiple exposures in different media
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□ Practice new academic vocab.
□ Assistive technology
□ Pre-teach & re-teach in a different way
□ Repetition
□ Use of manipulatives
□ Collaborative work
□ Direct/explicit instruction
□ “Chunking”
□ Accommodating different learning styles
□ Create differentiated text sets
□ Providing additional guided
practice
□ Differentiated content process or product
□ Consistent reward system
□ Refer to students’ IEP or 504 plan
□ Assistive technology
□ Pair-share
□ Modeling
□ Language scaffolds: eg, sentence frames
□ Deconstruct complex sentences and texts
□ L1 support
□ increased opportunities for student-student talk
□ Strategic vocabulary instruction
□ Additional think time
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Strategies for Gifted Learners
Tier 1: Low Preparation Tier 2: Medium Preparation
Flexible-Learning Groups by Readiness, Interest,
Learning Profiles
Gifted Education Cluster Classes
Choice of Books Gifted Education Collaboration Classes
Homework Options Tiered Activities and Products
Use of Reading Buddies Use of Literature Clubs
Various Journal Prompts Multiple Testing Options
Student/Teacher Goal Setting Multiple Texts
Varied Pacing with Anchor Options Alternative Assessments
Work Alone or Together Subject Advancement within class
Flexible Seating Curriculum Compacting
Varied Scaffolding Tiered Centers
Varied Computer Programs Spelling by Readiness
Design-A-DAY Varying Organizers
Varied Supplemental Materials Community Mentorships
Computer Mentors Stations
Think-Pair-Share by Readiness, Interest, Learning
Profiles
Group Investigations
Open-ended Activities Students are Assessed in Multiple Ways
Explorations by Interest Student choice in selecting learning activities.
Options for Competition Simulations
Tier 3: High Tier 4: Advanced/Autonomous
Advanced Content English/language arts, mathematics, science and/or social studies courses
Above grade level accelerated English/language arts, mathematics, science and/or social studies courses
Resource Classes Advanced Placement Classes
Independent/Directed Study International Baccalaureate Classes
Socratic Seminars Internship/Mentorships
Whole Grade Acceleration
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Instructional Resources and Materials Suggested Resources Suggested Technology Resources
Use https://newsela.com/ Use http://www.nytimes.com/section/learning Use http://www.kellygallagher.org/article-of-the-week/ Use the Annotated Bibliography Graphic Organizer (Courtesy of Hamilton Elementary School, Baltimore, MD) to assist students with the process of creating annotations. To teach students research skills, use Research 101 in World Book Encyclopedia’s Academic World Book. Microsoft PowerPoint Prezi List of Multimedia Presentation Tools
Authoritative Databases and Sources for Articles: GALILEO Destiny Library Manager World Book Encyclopedia Explora Helpful Websites for Standard Citation Formats: Purdue Online Writing Lab Citation Machine BibMe https://www.commonlit.org/
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Unit Vocabulary Unit Vocabulary Terms Interdisciplinary Connections
Academic / Tier 2 Unit-Specific / Domain / Tier 3
Annotated Bibliography Bibliography Cite In-text Citation Expository Objective Inference Subjective Compile Synthesis Qualitative Evaluate Inquiry Quantitative Credibility Digital Header/Footer Relevance Bias Plagiarism Multimedia Citation Summarize Extraneous Paraphrase Integrate Claim
Informational Autobiography Nonfiction Claim Peer review Memoir Periodical Literary nonfiction Evidence Biography Fact Evidence Journal Opinion Informational Abstract Manuscript Style Primary source Secondary source
Review/teach research skills in collaboration with Teacher Librarian.
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Weekly Planner
Course: 9th Grade Literature & Composition Unit 1: Introduction to Informational Analysis
Pacing Priority (in bold) and Supporting Standards
Engaging Learning Experiences
Core Instruction (in bold) and additional resources
Formative Assessments
Week 1
ELAGSE9-10RI1 ELAGSE9-10RI2 ELAGSE9-10W7 ELAGSE9-10W8 ELAGSE9-10RI3 ELAGSE9-10RI4 ELAGSE9-10RI6 ELAGSE9-1SL4
▪ Independent Reading ▪ Exposure and
Interaction with Grade Level Text or Higher
Task 1: ● Students will
demonstrate their knowledge and ability to use the library or media center by researching their topic.
● Students analyze the issues presented in the articles and share their ideas for changing or improving the situation presented in the articles.
● Students will conduct research using the curated databases offered by the school media center.
● Teachers will begin the unit using articles that would be of interest to students.
● Teachers are to introduce how students are to use the media center, as well as how to research a topic.
● Key vocabulary terms will be
introduced.
● Use the authoritative
databases offered by the
media center at your school.
● Assist students with
conducting research using the
databases offered through the
media center.
Pre-Assessment Discussion of the Essential Questions (throughout unit) Suggested informal progress monitoring checks:
● Vocabulary Quiz
● Daily warm-up activity
● Exit Slips
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Week 2 ELAGSE9-10RI1 ELAGSE9-10RI2
▪ Independent Reading ▪ Exposure and
Interaction with Grade Level Text or Higher
Task 2: ● Students are to read,
take notes and create two summaries of research, which references the issue they are passionate about and why it is globally important to teens.
● Create a bibliography
● Save the links to the
sources.
● Write annotated
bibliography for these
sources in 12 point font
using the appropriate
citation.
● Use a Citation Generator to
create your bibliography
Suggested informal progress monitoring checks:
● Daily warm-up activity
● Exit Slips
Week 3
ELAGSE9-10RI1 ELAGSE9-10RI2 ELAGSE9-10W7 ELAGSE9-10RI3 ELAGSE9-10RI4
▪ Independent Reading ▪ Exposure and
Interaction with Grade Level Text or Higher
Task 3: Students will compose a written presentation containing information about why they consider the issue important, the facts that constitute the issue being problematic, and ways in which the issue can be improved or changed.
● Written presentation,
2-3 pages (double-spaced, 12 pt. font)
● Cite Sources
Suggested informal progress monitoring checks:
● Daily warm-up activity
● Exit Slips
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Week 4
ELAGSE9-10SL9.4 ELAGSE9-10RI9.1 ELAGSE9-10SL4 ELAGSE9-10RI6
▪ Independent Reading ▪ Exposure and
Interaction with Grade Level Text or Higher
Task 4: Students will use a
multimedia presentation format (i.e. PowerPoint, Prezi, etc.) to expound on the chosen issue.
.
● Utilize Research and
evidence gathered from
Tasks 1-2.
● Summarized points of
agreement and
disagreement from Task 3.
Suggested informal progress monitoring checks:
● Daily warm-up activity
● Exit Slips
Week 5 All priority standards
▪ Independent Reading ▪ Exposure and
Interaction with Grade Level Text or Higher
Task 5: Using the information and products from Tasks 1-4, deliver a multimedia presentation to the General Assembly to secure their commitment to accept your chosen issue as part of their agenda.
Justify your views and respond thoughtfully to diverse perspectives
Post Assessment Suggested informal progress monitoring checks:
● Daily warm-up activity
● Exit Slips
● Final project with
scoring rubric