DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: PERFORMANCE TASK: INTRODUCE INDEPENDENT INDEPENDENT LEARNING Speaking and Listening Speaking and Listening LEARNING ASSESSMENT Focus Focus Conduct a Debate Conduct a Debate SE pp 524-525 SE p 525 SE pp 526-527 SE pp 528-530 SE pp 531-533 PERFORMANCE TASK PERFORMANCE TASK Essential Question MAKING MEANING PERFORMANCE-BASED Are inventions realized ASSESSMENT PREP Conduct a Debate: Present and Evaluate through inspiration or First Read Students conduct a debate Students present as a group perspiration? Students Notice, Annotate, Review Evidence for an taking a position on this and use checklist items to Connect, Respond as they Argument question: Are inventions evaluate. Independent Learning read the selection the first Students evaluate the realized through inspiration or Strategies time. strength of evidence perspiration? STANDARDS First-Read Guide Create a Schedule SL.8.5 Evidence Log Practice what you have Plan with Your Group Guide Students add notes and learned Students gather details and Close-Read Guide evidence that will be used to Take Notes media, organize their ideas, inform the and set debate rules. Read the Text Assessment. Independent Learning Students will review the Strategies Rehearse with Your Group Read Model and complete the Writing to Sources: Students practice the close read sections in the Argument Table of Contents Preview presentation, fine-tune the selection. Students will write an Preview the selections in the content, and improve debate argument to answer the unit and discuss how they technique. Analyze the Text following: Which invention relate to the EQ and unit Students will respond to described in this unit has had topic. STANDARDS questions the text, citing the biggest impact on Contents SL.8.1.a; SL.8.1.b; SL.8.1.c; textual evidence. humanity? SL.8.1.d; SL.8.3; SL.8.5 Quick Write Argument Rubric Students write about a Students use the rubric to paragraph that grabbed their guide their revisions. interest. STANDARDS Share Your Independent W.8.1.a; W.8.1.b; W.8.1.c; Learning W.8.1.d; W.8.1.e Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism. Evidence Log
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Focus Conduct a Debate SE pp 524-525 PERFORMANCE TASK: Speaking and Listening Focus Conduct a Debate SE p 525 INTRODUCE INDEPENDENT LEARNING SE pp 526-527 INDEPENDENT LEARNING SE pp 528-530 ASSESSMENT SE pp 531-533 PERFORMANCE TASK Conduct a Debate: Students conduct a debate taking a position on this question: Are inventions realized through inspiration or perspiration? Plan with Your Group Students gather details and media, organize their ideas, and set debate rules. Rehearse with Your Group Students practice the presentation, fine-tune the content, and improve debate technique. STANDARDS SL.8.1.a; SL.8.1.b; SL.8.1.c; SL.8.1.d; SL.8.3; SL.8.5 PERFORMANCE TASK Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.8.5 Essential Question Are inventions realized through inspiration or perspiration? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents MAKING MEANING First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide Guide Close-Read Guide Read the Text Students will review the Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions the text, citing textual evidence. Quick Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism. Evidence Log PERFORMANCE-BASED ASSESSMENT PREP Review Evidence for an Argument Students evaluate the strength of evidence Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Argument Students will write an argument to answer the following: Which invention described in this unit has had the biggest impact on humanity? Argument Rubric Students use the rubric to guide their revisions. STANDARDS W.8.1.a; W.8.1.b; W.8.1.c; W.8.1.d; W.8.1.e
CA_myPerspectives_Unit_Planning_Guide_Grade_8_final.docx