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 CCSS LEARNING (Anchor CROSSWALK TO STANDARDS LEARNING OBJECTIVES Standards/Clusters) GLEs/CLEs PS CCSS OTHER DOK Students will keep a writer’s W.10: Write routinely over W.3.A.8.a W.8.10 3 1.1 extended time frames (time for notebook of ideas, stories, research, reflection, and revision) clippings, drawings, etc. and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Students will read and R.1: Read closely to determine what R.1.H.8.a 1.5 RL.8.1 2 the text says explicitly and to make R.1.H.8.b understand memoirs and logical inferences from it; cite R.1.H.8.c other first person accounts. specific textual evidence when writing or speaking to support conclusions drawn from the text.
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
ela-8-from_memoir_to_metacognition-unit_template.docx