Unit Planning Organizer Grade: 9 Unit: 1 Created By: Elise Cook, L & m high School Amanda Key, L & m high School Emily Manuel, Clinton High School Kathleen Learn, mbaea note



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Unit Planning Organizer

Grade: 9

Unit: 1

Created By:

Elise Cook, L & M High School

Amanda Key, L & M High School

Emily Manuel, Clinton High School

Kathleen Learn, MBAEA

Note: Teachers are strongly encouraged to look at the UPO for the context of assessments

Table of Contents

Step 1: Unit Standards …………………………………………………….………………………………………………………………..……… p. 3

Iowa Core Standards- Priority Standards ……………………………………………….………………………………..………. p. 3

Iowa Core Standards- Support Standards ……………………………………………………………………………….……….. p. 3

Reading Standards Unwrapped and Depth of Knowledge ……………………………………………………..………... p. 4

Writing Standards Unwrapped and Depth of Knowledge ……………………………………………………..…………. p. 4

Speaking/Listening Standards Unwrapped and Depth of Knowledge ……………………………………..……….. p. 4

Unit Essential Questions and Big Ideas ………………………..………………………………………………………..………... p. 5

Step 2: Standards-Based Unit Assessments ……………………………………………………………………………………..………. p. 5

Assessment and Performance Task Alignment of Unit Standards …………………………………………..……….. p. 5

Standards-Based Common Formative Post-Assessment (CFA)

Teacher Directions, Student Directions and Answers ..……………………………………………..………. p. 6

Standards-Based Common Formative Pre-Assessment (CFA)

Teacher Directions, Student Directions and Answers ………………………………………………………… p. 7

Step 3: Standards-Based Performance Tasks ………………………………………………………………………………..…….……. p. 9

Performance Task Synopses …………………………………………………………………………………………………..….….... p. 9

Performance Task 1- In Detail ……………………………………………………………………………………………..…….……. p. 9

Performance Task 2- In Detail ……………………………………………………………………………………………..….………. p. 11

Performance Task 3- In Detail …………………………….………………………………………………………………..….……… p. 13

Student and Supplemental Documents………………………………………………………………………………………….…………. p. 15

Standards-Based Common Formative Post-Assessment (CFA)…………………………………………………………. p. 16

Standards-Based Common Formative Pre-Assessment (CFA)…………………………………………………………… p. 17

Performance Task 1…………………………………………………………………………………………………………………………. p. 18

Performance Task 2…………………………………………………………………………………………………………………………. p. 19



Performance Task 3…………………………………………………………………………………………………………………………. p. 21

Notes:

  • Supporting standards may be embedded in performance tasks. If they are not embedded, they must be assessed through teacher-designed classroom measure.

  • Supporting standards will not be embedded in common formative pre/post assessments.

Unit Planning Organizer

Subject(s)

ELA

Grade/Course

9

Title of Standards-Based Unit

Central Idea/Theme

Estimated Duration of Unit

4 weeks + 1 week

Unit Placement in Scope & Sequence

1

2

3

4

5

6


Step 1: Unit Standards

Iowa Core Standards – Priority Standards (to be instructed and assessed)

RL.9-10.2


Determine a theme or central idea of a text and analyze in detail 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.

RI.9-10.2

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.

W.9-10.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.7

Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

  1. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

  2. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

  3. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.



Iowa Core Standards- Support Standards (to be instructed and assessed)

Note: Not all supporting standards will be measured through Standards-Based CFA or Performance Task listed below.

RL.9-10.1, RI.9-10.1, RI.9-10.5, W.9-10.4, W. 9-10.9, SL.9-10.6, L.9-10.1, L.9-10.5, L.9-10.5



Reading Standards

Priority Standard

Unwrapped” Skills

(students need to be able to do)

(verbs and verb phrases)

Unwrapped” Concepts

(students need to know)

(noun/noun phrases)

Depth of Knowledge


RL & RI.9-10.2

  • Determine

  • Theme or central idea

2, 3

RL & RI.9-10.2

  • Analyze

2, 3

RL & RI.9-10.2

  • Analyze

  • How it emerges

2, 3

RL & RI.9-10.2

  • Analyze

  • How it is shaped and refined by specific details

2, 3

RL & RI.9-10.2

  • Provide

  • Objective summary of the text

2, 3



Writing Standards

Priority Standard

Unwrapped” Skills

(students need to be able to do)

(verbs and verb phrases)

Unwrapped” Concepts

(students need to know)

(noun/noun phrases)

Depth of Knowledge


W.9-10.4

  • Produce

  • Clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

3, 4

W.9-10.7

  • Conduct

  • Short as well as more sustained research projects

2, 3, 4

W.9-10.7

  • Answer

  • A question (including self-generated question)

2, 3, 4

W.9-10.7

  • Solve

  • A problem

2, 3, 4

W.9-10.7

  • Narrow or broaden

  • The inquiry when appropriate

2, 3, 4

W.9-10.7

  • Synthesize

  • Multiple sources

2, 3, 4

W.9-10.7

  • Demonstrate

  • Understanding of the subject

2, 3, 4



Speaking/Listening Standards

Priority Standard

Unwrapped” Skills

(students need to be able to do)

(verbs and verb phrases)

Unwrapped” Concepts

(students need to know)

(noun/noun phrases)

Depth of Knowledge


SL.9-10.1

  • In a range of collaborative discussion with diverse partners

1, 2, 3

SL.9-10.1

  • Build

  • On others’ ideas

1, 2, 3

SL.9-10.1

  • Express

  • Their own (ideas) clearly and persuasively

1, 2, 3

SL.9-10.1

  • Come

  • To discussions prepared

1, 2, 3

SL.9-10.1

  • Read and research

  • Material under study

1, 2, 3

SL.9-10.1

  • Draw

  • On preparation

1, 2, 3

SL.9-10.1

  • Refer

  • To evidence from texts

1, 2, 3

SL.9-10.1

  • Stimulate

  • A thoughtful, well-reasoned exchange of ideas

1, 2, 3

SL.9-10.1

  • Work

  • With peers

1, 2, 3

SL.9-10.1

  • Set

  • Rules for collegial discussions and decision making, clear goals, and deadlines, and individual roles

1, 2, 3

SL.9-10.1

  • Propel

  • Conversations

1, 2, 3

SL.9-10.1

  • Pose and respond

  • Questions that relate the discussion to broaden themes or larger ideas

1, 2, 3

SL.9-10.1

  • Incorporate

  • Others into the discussion

1, 2, 3

SL.9-10.1

  • Clarify

  • Ideas and conclusions

1, 2, 3

SL.9-10.1

  • Verify

  • Ideas and conclusions

1, 2, 3

SL.9-10.1

  • Challenge

  • Ideas and conclusions

1, 2, 3

SL.9-10.1

  • Respond

  • To diverse perspectives

1, 2, 3

SL.9-10.1

  • Summarize

  • Points of agreement and disagreement

1, 2, 3

SL.9-10.1

  • Qualify

1, 2, 3

SL.9-10.1

  • Justify

  • Own views and understandings

1, 2, 3

SL.9-10.1

  • Make

  • New connections in light of evidence and reasoning presented

1, 2, 3



Unit Essential Question and Big Ideas

Essential Questions

Big Ideas

What am I supposed to get out of a story or text? How do I do it?

Writers weave a message, called a theme or central idea, in their writing. They provide clues that the reader must use to find this message.

Why do I have to work in a group?

We all have different ideas and thoughts and sharing them in a discussion or on a common task gives us more insight into the message of the writing.

Step 2: Standards-Based Unit Assessments

Assessment and Performance Task Alignment of Unit Standards

Assessment/Performance Task

Assessed Standards

Pre CFA

RI.9-10.2 (W.9-10.4)

Performance Task #1

SL.9-10.1

Performance Task #2

W.9-10.7, RL.9-10.2, RI.9-10.2

Performance Task #3

RL.9-10.2, W.9-10.4

Post CFA

RI.9-10.2

Standards-Based Common Formative Post-Assessment (CFA)

Standards: RI.9-10.2 (W.9-10.4)
Teacher Directions: Students will write a short, paragraph-length response that objectively summarizes a text that has been determined by the teacher. The suggestion is to use a full-length text rather than an excerpt in order to address the development of a theme or central idea, which is an important part of priority standard RI.9-10.2 and is not addressed on the pre-assessment. Some suggestions include: “Glory and Hope” by Nelson Mandela, “First Inaugural Address” by Franklin Delano Roosevelt, “A Walk in the Woods” by Bill Bryson, “Revisiting Sacred Ground” by N. Scott Momaday.
Student Directions: Read the text assigned. Write a well-written objective summary of the text and address the development of the central idea of the text, include specific text evidence/details.
Possible Answers: Will vary according to text selected.




Scoring Guide (RI.9-10.2)

Exemplary

Proficient

Close to Proficient

Far from Proficient

All proficient criteria plus:

  • Includes two or more central ideas

  • States text-based central idea.

  • Analyzes development of central idea over the course of the text

  • Meets 1 of the proficient criteria.

  • Meets less than 1 of the proficient criteria.

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