You are here

ELA G8:M2B:U3

Performance Task: Character Confessional Narrative

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 Assessment: Justification for Character and Scene Selection

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)
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.8.3)
  • I can create poetry, stories, and other literary forms. (W.8.11b)
  • I can explain why I chose my character and scenes from A Midsummer Night’s Dream.
  • I can explain how my narrative develops the thematic concept of control.
  • I can begin to write a first draft of my character confession.
  • Mid-Unit 3 Assessment: Justification for Character and Scene Selection
  • None

Lesson 2Character Confessions: Peer Critique of Narratives

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)
  • 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 add transitional words and phrases to connect ideas in a writing piece.
  • I can use the rubric to provide feedback to my peers.
  • Character confessional narrative draft with revisions and transitions
  • Stars and Steps

Lesson 3End of Unit Assessment: Commentary on Confessional

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 my narrative is a response to A Midsummer Night’s Dream.
  • I can explain how my narrative connects to the play and how it diverges from it and why.
  • I can use a peer critique rubric to provide kind, specific, and helpful feedback to my peers.
  • End of Unit 3 Assessment: Commentary on Confessional
  • None

Lesson 4Final Performance Task: Character Confessional Narrative

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 read my narrative for an audience.
  • Character confessional narrative
  • Character Confessional Rubric Self-Assessment
  • None

Get updates about our new K-5 curriculum as new materials and tools debut.

Sign Up