Resources based on the Universal Design for Learning principles are available at . ESSENTIAL QUESTIONS: What shapes the types of people we become? What do our stories say about us? What do our stories say about our generation? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER DOK Students will keep a writer’s notebook of ideas, stories, clippings, drawings, etc. W.10: 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 tasks, purposes, and audiences. W.3.A.8.a 1.1 W.8.10 3 Students will read and understand memoirs and other first person accounts. R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.1.H.8.a R.1.H.8.b R.1.H.8.c 1.5 RL.8.1 2
Students will be able to draw specific references from the text in order to justify their answers to literal and inferential questions. R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.1.H.8.a R.1.H.8.b R.1.H.8.c 1.5 RL.8.1 2 Students will be able to determine themes (life lessons one could learn) from the memoirs and support those themes with evidence. R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.1.H.8.b R.1.H.8.i 1.5 1.6 RL.8.2 2 Students can read a memoir and figure out the overall structure (e.g. chronological, topical) and internal structures (e.g. interior monologue, commentary, description) used by the author. R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. R.2.A.8.b 1.6 RL.8.5 2 Students can prewrite in order to generate ideas. W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach W.1.A.8.a 1.1 W.8.5 3
Students will create a memoir describing a significant person, place or event in their lives. W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.2.A.8.a W.2.A.8.b 1.8 W.8.4 3 Students will create a visual essay to compare the stories of their lives with the descriptions of their generation. W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.2.A.8.a W.2.A.8.b 1.8 W.8.4 3 Students will write an introduction that draws the reader in and establishes the thesis of the memoir. W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and event sequences. W.2.C.8.a W.2.C.8.b W.2.D.8.a W.2.D.8.b 1.8 W.8.3.a W.8.3.b W.8.3.e 3
Students will incorporate internal structures such as dialogue, interior monologue, and vivid description. W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and event sequences. W.2.C.8.a W.2.C.8.b W.2.D.8.a W.2.D.8.b 1.8 W.8.3.a W.8.3.b W.8.3.e 3 Students will write an ending the pulls the piece together and explains the significance of the person, place or event described in the memoir. W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and event sequences. W.2.C.8.a W.2.C.8.b W.2.D.8.a W.2.D.8.b 1.8 W.8.3.a W.8.3.b W.8.3.e 3
Students will code their own writing in order to find evidence to support or refute the claims sociologists make about their generation. W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W.3.A.8.a 1.6 W.8.8 3 Students will incorporate this evidence into their visual essay. W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W.3.A.8.a 1.6 W.8.8 3 Students (working in can use PowerPoint or a video production program (e.g. PhotoStory3, Movie Maker) to create a visual essay. W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others I.1.B.8.b 1.8 W.8.6 3 Student pairs will present their visual essays to class members using appropriate rate, eye contact and volume. SL.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. L.2.A.8.b 2.1 SL.8.3 SL.8.4 3