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Class Date

Approx. Time

Anticipatory Set

Day 11
60 minutes
Students will feel prepared to complete assessment
Students will understand the significance of the assessment
Students will find value in the assessment.
Standard: 1. Oral Expression and Listening
a. Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts, and
issues, building on others ideas and expressing their own clearly. (CCSS:
i. Come to discussions prepared, having read or researched material under
study; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion. (CCSS:
ii. Follow rules for collegial discussions and decision-making, track
progress toward specific goals and deadlines, and define individual roles as
needed. (CCSS: SL.8.1b)
Standard: 3. Writing and Composition.
v. Establish and maintain a controlling idea appropriate to audience and
vi. Integrate the use of organizing techniques that break up sequential
presentation of chronology in a story (use of foreshadowing; starting in the
middle of the action, then filling in background information using
vii. Write using poetic techniques (alliteration, onomatopoeia); figurative
language (simile, metaphor, personification, hyperbole); and graphic
elements (capital letters, line length, word position) for intended effect viii.
Express voice and tone and influence readers perceptions by varying
vocabulary, sentence structure, and descriptive details ix. Use mentor
text/authors to help craft appropriate technique x. Provide a conclusion that
follows from and reflects on the narrated experiences or events. (CCSS:
For this anticipatory set, have a discussion over the reading that students are
doing. Ask if they like how the story is progressing. Also, focus on what
they believe the purpose of the text has been so far. Ask students to imagine
living during that time. On a piece of paper, have them write what they wish
they would have known that they learned in this unit, if they were living
there. Give students about 3 minutes to think about this.
(3 minutes)
As a class, have student volunteers share out what they wish that they knew
or what they would like to have known if they were living at that time.
Write these on the board.
(3 minutes)

At this point, introduce the summative assessment as a survival guide for

future 8th grade students. Hand out the assignment sheet, and go over it
together as a class.
Note to self, this might take time, because I anticipate plenty of
(10 minutes)



Students will then be given time to brainstorm ideas and begin working on
their final project. This should be a relatively quiet time for students to
(40 minutes)

As closure, remind students that they have a vocabulary test tomorrow. Also
remind students that they will have another workday this Friday. They
should come to class with one of the three options chosen. They should also
begin to outline where they want their project to go.
(4 minutes)
Whiteboard, assignment sheet, rubric

Name:________________________________ Due: September 21, 2016

Assignment overview:
For this assignment, you will be creative a narrative style survival guide to future 8th graders
on their first day. For this assignment, you will be using first person writing to adhere to the
narrative mode. You must also use: dialogue, figurative language, correct and interesting
diction, characterization (this can be developed using other literary devices), and must
feature some aspects of the plot diagram (frequently, this can be done by incorporating a short
story into their narrative. *this does not have to be very elaborate!).
Students may either compose a:
1.) Childrens book (minimum of ten pages)
2.) Three-page paper
3.) Survival podcast with two-page dialogue
These are the following criteria for each method:
1.) Childrens book:
Although this will need to be written in a style that is typical to a childrens book, your audience
is still 8th graders. For that reason, keep your content relevant.
Pages should be numbers.
Pages should have at least 10 sentences
Pictures should go along with text
Pages should be bound
All areas of the rubric and required aspects listed about should be included.
Tips, tricks, and helpful hints to be successful in the 8th grade should be on each page.
2.) Three-page paper:
This should be written as a first person narrative. You may draw on your own experiences
directly, or you may reference a friend. It is important that you adhere to standard American
English practices. Please format your paper like you would for traditional English paper.
Remember to incorporate aspects of the plot diagram. I suggest that you either tell a story within
your paper (think of the Papa elf reading the story of Buddy) or make your entire paper a
narrative (it is important that you give advice clearly in this method).
3.) Survival podcast:
This project type does not require you to record a podcast. Instead, you will create a hypothetic
podcast that would be beneficial for future 8th graders to listen to. This will be entirely dialogue
centered. It is important that you remember to incorporate plot development aspects within your
podcast. This could look like a broadcaster telling a story. This should adhere to the confines of a
normal podcast (no idle chit chat or bantering). I would suggest familiarizing yourself with
podcasts before you start this.
As you write, be mindful of your audience. You should take into consideration that you were
once in their shoes.

s of survival

In order to obtain all 4 points for this category, the student must use language that
can be understood by the intended audience. They must also offer real, effective
advice. Students will use language that is appropriate. Errors are minimal and do
not hinder the meaning of the text.
Adherence to In order to obtain al 4 points for this category, students must produce a product
that adheres to all the guidelines, limitations, and expectations of the given
Students properly use: dialogue, figurative language, and characterization
Students properly use: interesting and appropriate diction
Students properly use: at least 5 elements from the plot diagram
Student attaches draft and workshop notes to the final copy. In order to receive
all points, all components must be present, and attempt at improvement/revision
must be apparent.
Student adheres to the functions of Standard American English within their
project. If errors are made, they are rare and do not distract from the meaning.