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ELA G8:M2A:U3

Performance Task: Readers Theater: Taking a Stand in Maycomb

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Mid-Unit 3 Assessment: Readers Theater Scene Selection Justification and Peer Critique

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
  • With support from peers and adults, I can use the writing process to ensure that purpose and audience have been addressed. (W.8.5)
  • I can use evidence from informational texts to support analysis, reflection and research. (W.8.9a)
  • I can create poetry, stories, and other literary forms. (W.8.11b)
  • I can explain why I chose my scene from To Kill a Mockingbird.
  • I can explain how my script develops the main idea of the key quote.
  • I can use the rubric to provide feedback to my peers.
  • Mid-Unit 3 Assessment: Readers Theater Scene Selection: Justification 
  • Peer Critique

Lesson 2Our Group Readers Theater: Managing the Sequence of Events in Our Script

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.8.3)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.8.4)
  • I can add transitional words and phrases to connect scenes in a script.
  • Readers Theater script, draft with revisions and transitions
  • None

Lesson 3Readers Theater: Writing a Conclusion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.8.3)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.8.4)
  • I can work with my group to write a conclusion to our script that summarizes the key events and draws the audience attention back to the key quote.
  • Readers Theater script revisions
  • Conclusion for group script
  • Performance practice feedback
  • Venn Diagram: Similarities and Differences between the Readers Theater Script and To Kill a Mockingbird
  • None

Lesson 4End of Unit 3 Assessment: Readers Theater Commentary

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme or the central ideas of literary text. (RL.8.2)
  • I can analyze the development of a theme or central idea throughout the text (including its relationship to the characters, setting, and plot). (RL.8.2)
  • I can objectively summarize literary text. (RL.8.2)
  • I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
  • I can create a presentation, artwork, or text in response to a literary work with a commentary that identifies connections and explains divergences from the original. (W.8.11)
  • I can create poetry, stories, and other literary forms. (W.8.11b)
  • I can explain how our script is a response to To Kill a Mockingbird.
  • I can explain how our script connects to the novel and how it diverges from it and why.
  • I can use a rubric to provide kind, specific, and helpful feedback to my peers.
  • End of Unit 3 Assessment: Readers Theater Commentary
  • Peer Critique
  • Think-Pair-Share

Lesson 5Performance Task: Readers Theater Performance

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme or the central ideas of literary text. (RL.8.2)
  • I can analyze the development of a theme or central idea throughout the text (including its relationship to the characters, setting, and plot). (RL.8.2)
  • I can objectively summarize literary text. (RL.8.2)
  • I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.8.4)
  • I can create poetry, stories, and other literary forms. (W.8.11b)
  • I can speak clearly and with expression for a performance.
  • I can perform my Readers Theater script for an audience.
  • I can ask questions that ask the audience to connect all of the individual scripts to understand the whole thing.
  • I can respond to questions about Readers Theater performances, providing evidence from my observations.
  • Group Narrative Script
  • Readers Theater performance
  • Self-assessment 
  • None

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