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1 SBCUSD Secondary ELA Education RCD Unit Planning Organizer

Subject ELAGrade 8th GradeTopic for Unit of Study Science FictionLength of Unit (Include days and minutes per day)

6 weeks, 45 minutes

Overview of Unit

In this unit, students will:● Determine theme and cite evidence to support it● Analyze elements of a story● Compare text structures● Compare and contrast text and film● Write a narrative inspired by modern science● Create a multimedia presentation

Priority Common Core State Standards*Priority Standards are the standards to which supporting standards are connected (Include at least one writing standard)

RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led with diverse partners on grade eight topics, texts, and issues, building on others’ ideas and expressing their own clearly.)

● Include a, b, c and d

Supporting Standards*Supporting Standards are intricately woven through each of the performance tasks of the unit

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the

2impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL. 8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.● Include a, b, and c

“Unwrapped” Concepts(Students need to know)

“Unwrapped” Skills(Students need to be able to do)

Bloom’s Taxonomy Levels of Cognitive

Rigor

Webb’s Depth of Knowledge(Target for

Unit Mastery)RL.8.1

● textual evidence (to support explicit analysis)

● textual evidence to support inferences

● cite Level 5: Evaluate Level 2: Skills and Concepts

RL.8.2● theme● central idea

● development of theme over course of texto relationships to characters,

setting, plot● development of central idea over course

of texto relationships to characters,

setting, plot

● objective summary of text

● determine

● analyze

● summarize (provide)

Level 4 : Analyze Level 3: Strategic Thinking

RL.8.3 Analyze how particular lines of dialogue

3or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

● particular lines of dialogueo propel the action, reveal aspects

of a character, or provoke a decision.

● incidents in a storyo propel the action, reveal aspects


● drama in a storyo propel the action, reveal aspects


● Analyze Level 4: Analyze Level 3: Strategic Thinking


● narrative● real or imagined experiences● effective technique● relevant descriptive details● well-structured event sequences

● Write● Develop● Use

Level 6: Create Level 4: Extended Thinking



● In a range of collaborative discussions ● Engage Level 3: Apply Level 2: Skill/Concept

Essential Questions Corresponding Big Ideas

4Why is it important to understand and reflect on themes in text?

How does dialogue and character action help us understand a character’s attitude, motivation, or reactions?

How can an effective narrative be written?

Why is it important to identify and use compelling evidence from the text to support my analysis?

Why is it important to articulate my claims and findings clearly in a focused and coherent manner?

Universal themes develop and change over time, revealing insights into humanity.

Authors use different techniques to reveal aspects of the characters and to move the story forward.

Authors use real and/or imagined experiences to create narratives using event sequences and relevant, descriptive details

Citing textual evidence leads to a deeper understanding of the literary text.

Effective presentations combine strong delivery techniques with relevant and coherent evidence, sound reasoning and well chosen details

Unit Vocabulary WordsAcademic Cross-Curricular Words Content/Domain Specific Vocabulary

analyze, central idea, cite, claims, coherent, concrete details, delineate, determine, draw, evaluate, evidence, generate, infer, irrelevant, integrate, justify, objective, relevant, salient, source, statement, summarize, summary, character, effective, sequence, focused, valid,

allusions, analogies, connotative, dialogue, drama, etymology, figurative, narrative, plot, point of view, propel, setting, theme, tone, conventions, style, compare, contrast, dramatic irony, suspense, humor

Resources for Vocabulary Development

Unit Formative Assessments of Priority Standards (Embed Documents)Pre-Assessment Post-Assessment

5

Rubrics and Answer Keys

Culminating Learning Task and Authentic Performance TasksDescribe the Culminating Learning Task for this Unit of Study:Students can take on the role of a film director and transform an original science fiction story into a multimedia format.

Suggested Length of Time

4-5 days45-55 min periods

Synopsis of Authentic Performance TasksAuthentic Performance

TasksDescription Instructional Targets and

StandardsSuggested Length of Time

(Include days and minutes per day)

Task 1:Literary Analysis

Read a short science fiction story, identify the theme, cite evidence that supports the theme, and analyze how differences in points of view of characters affects elements of the story. Analyze the author’s style, tone, and word choice to determine how it adds to the suspense of the story.Product 1: Text Analysis Graphic Organizer

RL.8.1● Cite the textual evidence

RL.8.2● Determine a theme or

central ideaRL.8.3

● Analyze how incidents in a story propel the action, reveal aspects of a character, or provoke a decision


Task 2:Comparing and Contrasting Structure

Read two different forms of text (poem, short story, etc.) with a shared theme. Students will compare and contrast the

RL.8.1● Cite the textual evidence 4-5 days

45-55 min periods

6structure of each piece to determine which structure is more effective in conveying the theme. Students will write a brief piece citing evidence to support their analysis.Product 1: Compare and contrast Graphic OrganizerProduct 2: Objective summary

RL.8.2● Determine a theme or

central idea

Task 3:Film Comparison

Students can either read a text and complete a plot diagram. Students can watch a video that corresponds with the text and take notes on a new organizer to compare and contrast using evidence. Analyze the differences and how the changes impacted the story in discussion.Product 1: Plot diagramProduct 2: Media notes/summary

RL.8.1● Cite the textual

evidence

RL.8.2● Determine a theme

or central idea

SL.8.1● Engage effectively in

a range of collaborative discussions


Task 4:Narrative Writing

Read about a scientific advancement and create a T-chart to show its pros and cons. Create their own theme and compose a narrative that is inspired by the article that they read. Students can peer edit and revise their writing.Product 1: T-ChartProduct 2: Peer editingProduct 3: Narrative writing piece

W.8.3● Write narratives

using effective technique, descriptive details, and well-structured event sequences.


Task 5:Multimedia Display

Students can work alone, with a partner, or in small groups to create a multimedia display of their chosen narrative. This could include a PowerPoint, storyboard, Powtoon, film, etc.Product 1: Multimedia display

W.8.3● Write narratives

using effective technique, descriptive details, and well-structured event sequences.


Suggested Text Book ResourcesStudent Resources Interactive Lessons Collections and Assessments

English Workshops● Chapter 4 - Expressing Yourself

● Writing Narratives● Writing Process

Collections● N/A

7● Chapter 5 - Creative Writing

GrammarNotes● Lesson 4● Lesson 14● Lesson 15● Lesson 16

● Producing and Publishing● Textual Evidence Assessments

● CAASSP Practice #1● CAASSP Performance Task Practice

#1

PERFORMANCE TASK 1

Authentic Performance Task 1

Literary Analysis Length:2-3 days

45-55 min periods

Standards Addressed in Authentic Performance Task 1

Priority Standards:



RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Supporting Standards:

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

ELD Standards:

Digital Literacy and Technology Skills: None

Detailed Description of Authentic PerformanceTask 1

Performance Task:Introduction to science fiction. Students can close read a short science fiction story, identify the theme, cite evidence that supports the theme, and analyze how differences in points of view of characters affects elements of the story. Students can analyze the author’s style, tone, and word choice to determine how it adds to the suspense of the story.

● Review vocabulary (powerpoint/Frayers/ Cornell Notes, etc)

Bloom’s Taxonomy

Levels

Webb’s DOK

Level 4:Analyze

Level 3: Strategic

8● Mini lesson - author’s style/point of view

Suggested Teaching and Learning Sequence:● Complete a KWL chart to assess what students know about science fiction.● Close read a short science fiction story.

o Using a graphic organizer, identify the theme, cite evidence to support their analysis, analyze characters’ points of view, and analyze author’s style and word choice to determine how it adds to the suspense of the story.

ThinkingRubric for Authentic Performance Task 1

Response to Instruction and Intervention

Instructional StrategiesDifferentiated Strategies for Intervention

Se - special educationIT- intensive support

EL- English language support

Differentiation Strategies for Enrichment Resources and Materials

Close Reading:Close, analytic reading of a text can lead students to a deeper understanding of the text.Fisher and Frey Resources

Graphic Organizers:Graphic Organizers help students to organize new information.

SpringBoardSOAPStone in the resources folder.

Teacher Modeling:Demonstrate the task that students are expected to complete on independently. Modeling can be done with the whole class or in small groups. (Se, IT, EL)

Story Selection:A wide variety of stories are included in the resource section. Select a shorter story that fits the needs of your students. (Se, EL)

Pre-reading with vocabulary development. Front-load vocabulary to students, read the story as a class and then have the students read the selection on their own (Se, IT, EL)

Partner ReadHave the students read the text with their partner, either alternating paragraphs or each do a read through. Have the partner not reading answer questions from a generated list to check for understanding of text. (Se, EL)

Enrichment:Students can explore the science fiction genre through enrichment activities.

Extension:Students can learn more about the correlation between science fiction and scientific advancement by watching clips from “The Prophets of Science Fiction”

Video Clips are available at Discovery Education

Story Choice:Small groups can select different science fiction titles to complete the task and then share out.

SpringBoard

9Text analysis mini lessons on excerpts from A Wrinkle in Time. The Giver, or Fahrenheit 451 provided in the resource folder.

Interdisciplinary Connections, ELD Standards, Digital Literacy and Technology SkillsInterdisciplinary Connections ELD Standards Digital Literacy and Technology Skills

PERFORMANCE TASK 2


Comparing and Contrasting Structure Length:4-5 days

45-55 min periods


Priority Standards:




RL. 8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

ELD Standards:

Digital Literacy and Technology Skills: NoneDetailed Description of Authentic PerformanceTask 2

Performance Task:Read two different forms of text (poem, short story, etc.) with a shared theme. Using a graphic organizer, compare and contrast the structure of each piece to determine which structure is more effective in conveying the theme. In a short writing assignment, cite evidence to support their analysis explaining which structure conveyed the theme the best.

Suggested Teaching and Learning Sequence:

Bloom’s Taxonomy

Levels

Webb’s DOK

Level 4:Analyze

Level 3: Strategic Thinking

10● Close read two different forms of text (poem, short story, song, etc.).● Using a graphic organizer, compare and contrast the structure of each piece of text

and determine which structure is more effective at conveying the theme.● Students can support their analysis in a short writing piece.

Rubric for Authentic Performance Task 2


Instructional Strategies Differentiated Strategies for InterventionSe - special educationIT- intensive support



Close Reading:Close, analytic reading of a text can lead students to a deeper understanding of the text.Fisher and Frey Resources

Graphic Organizers:Graphic Organizers help students to organize new information.Using Graphic Organizers to Improve Teaching and Learning

Scaffolded Reading:Preview the text, discuss key vocabulary, and read the text in smaller sections.6 Scaffolding Strategies (Se, IT, EL)

Text Complexity:Use text with a lower lexile level. Newsela is a website that allows you to change the lexile level of articles to address the needs of struggling readers. Search for science related articles on their website that can be used for this task. (Se, EL)Newsela


Sentence Frames:Provide students with sentence frames to scaffold their writing and organization. (Se, EL)

Poetry:Students can create their own poem conveying the same theme.

Research:Students can research additional short stories, poems, songs, etc. that convey the same theme and analyze the various text structures.

SpringBoardWriting strategies workshop and/or ELL support strategies found in the resources folder.


11Next Generation Science Standards

MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

PERFORMANCE TASK 3


Film Comparison Length:4-5 days

45-55 min periods


Priority Standards:






RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

ELD Standards:

Digital Literacy and Technology Skills: NoneDetailed Description of Authentic PerformanceTask 3

Performance Task:Either read a new text or use a previously read text and complete a plot diagram. Then watch the video that corresponds with the film and take notes on a new plot diagram. Compare and contrast the short story and film and analyze why certain changes were made (could be in paragraph form). In a discussion, Socratic Seminar, or Philosophical Chairs,etc. analyze the differences and how the changes impacted the story.

Suggested Teaching and Learning Sequence:● Read or review a science fiction text and complete a plot diagram.

Bloom’s Taxonomy

Levels

Webb’s DOK

Level 4:Analyze

Level 3: Strategic Thinking


12● Watch the video that corresponds with the short story and take notes on a new plot

diagram.

● Write a paragraph that compares and contrasts the short story to the film and explain why certain changes were made.

● In a discussion, Socratic Seminar, or Philosophical Chairs etc., students will analyze the differences and and how the changes impacted the story and evaluate if the changes are valid.


Instructional StrategiesDifferentiated Strategies for Intervention




Socratic Seminar:A Socratic Seminar is a text-based discussion, in which students respond to open-ended questions. They listen to others, think critically, and formulate their responses.Socratic Seminar

Con versation Stems :Fortify a conversation

Class Discussion:

Philosophical Chairs:Students can participate in a discussion of the topic using the Philosophical Chairs format.Student Handout for Philosophical Chairs

SpringBoardDouble entry journal in the resources folder.

Partnering:Students can work with a peer to discuss the changes that were made. (Se, IT, EL)


Pre-reading with vocabulary development. Front-load vocabulary to students, read the story as a class and then have the students read the selection on their own (Se, IT, EL)

Sentence Stems:Provide students with sentence stems to help guide their discussion. (Se, EL)Discussion Stems

Writing Extension:Students will write a brief explanation of how they would have turned the story into the film.

Writing Extension:Students can take on the role of a critic and evaluate the overall quality of the film.

SpringBoardELA learning strategies organizer for more discussion methods.

Interdisciplinary Connections, ELD Standards, Digital Literacy and Technology Skills

13Interdisciplinary Connections ELD Standards Digital Literacy and Technology Skills

Next Generation Science StandardsMS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

PERFORMANCE TASK 4


Narrative Writing Length:6-8 days

45-55 min periods


Priority Standards:

W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.Supporting Standards:

L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

ELD Standards:

Digital Literacy and Technology Skills: 8.1.6-8.5


Performance Task:Read about a scientific advancement and create a T-chart to show its pros and cons. Create their own theme and compose a narrative that is inspired by the article that they read. Peer edit and revise their writing.

● Review lesson - narrative structureSuggested Teaching and Learning Sequence:

● Read an article regarding a scientific advancement.o Suggestions: See articles in resource folder or HMH resources

● Students can pre-write the pros and cons of the scientific advancement in questiono Suggestions: T-Chart, Pro-cons chart. etc.

▪ Brainstorm how the scientific advancement could affect future events in a positive or negative way.

● Select a theme and create a plot chart on a story that is inspired by this scientific advancement.

● Write narrative in relation to scientific advancement.● Peer-edit and revise their narratives.

Bloom’s Taxonomy

Levels

Webb’s DOK

Level 6:Create

Level 4:Extended Thinking



14Instructional StrategiesDifferentiate Strategies for Intervention

Se- special edcuationIT- intensive support


Differentiated Strategies for Enrichment Resources and Materials

Writing Templates:Provide students with a structure to organize and plan their writing.

Graphic Organizers

Brainstorming

Peer-edit

SpringBoard“Web organizer” in the resources folder.

RAFT:Teacher will provide RAFT techniques to assist students with writing their story. (Se, EL)


Writing Frames:Provide students with writing frames to scaffold their writing and organization. (Se, EL)

Video Clip:Students can watch a video clip to further their background knowledge about the scientific advancement. (Se, IT, EL)

Writing Extension: Students can create a screenplay based on their story.Students can write a poem that shares the same theme as their story.

Research:Students can further research the scientific advancement.

Technology:Students can co-author another narrative using a tool such a Google Docs.

SpringBoard“Narrative writing workshop” in the resources folder.



PERFORMANCE TASK 5


Multimedia Display Length:3-4 days

45-55 min periods

Standards Priority Standards:

15

Addressed in Authentic Performance Task 5



SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

ELD Standards:

Digital Literacy and Technology Skills:8.1.6-8.5, 8.1.6-8.18, 8.1.6-8.25, 8.2.6-8.1-4, 8.3.6-8.1, 8.3.6-8.7


Performance Task:Work alone, with a partner, or in small groups to create a multimedia display of their chosen narrative. This could include a PowerPoint, storyboard, Powtoon, film, etc.Suggested Teaching and Learning Sequence:

● Select which narrative they want to present.● Review elements that can be included in a multimedia piece. Teacher may need to

demonstrate how to incorporate various elements of multimedia into their product.● Create a multimedia piece to illustrate their narrative (PowerPoint, storyboard,

Powtoon, film, etc.)● Students can practice presenting to their peers in small groups.

Bloom’s Taxonomy

Levels

Webb’s DOK

Level 6:Create

Level 4:Extended Thinking



Instructional StrategiesDifferentiate Strategies for Intervention


EL - English language support

Differentiated Strategies for Enrichment Resources and Materials

PowerPoint (Unit 2 task 5)

Multimedia skills and use of technology

Partnering:Assign students to work with a peer or small group rather than a larger group. (Se, EL)

Teacher Modeling:Demonstrate the product that students are expected to complete. Modeling can be done with the whole class or in small

Technology:Students can choose to present their story using a variety of formats.

Google slidesPowtoon

storyboardthis

16groups. (Se, IT, EL)

Pre-built templates:Many websites offer templates students can use. (Se, EL)

Peer Review:Students can share their work with peers to obtain feedback. (Se)



Description of Engaging Scenario

Multimedia Presentation

The Task:

Take on the role of a film director and transform an original science fiction story into a multimedia format. This canl be presented to a jury of their peers who will take on the role of a film critic and evaluate the director’s piece.

● Teacher can chose to use the presentation rubric to evaluate the students’ presentations.

17● Students may also use the same rubric to evaluate their peers.

Rubric for Engaging Scenario

.

Length 3-4 days45-55 min periods(includes time for

presentations)

Standards for Career Ready Practice

CULMINATING LEARNING TASK

Overall Reflections on the Instructional Unit (Feedback to Curriculum Team)Suggestions for Improvement Student Response