Ubd Design Ciacchella 2020 Stages 1

UBD-EVIDENCE BASED
READING AND WRITING

CURRICULUM UNIT
7h Grade ELA/ Five Week Curriculum Unit
Abstract
The Universally Backwards Designed curriculum model effectively guides educational
instructors to design, implement, and evaluate student progress through specifically
designed educational understandings and essential questions. This unit caters to ELA middle
school students, specifically seventh grade, and addressed the concepts of using text
dependent citations, MLA style, and utilizing informative Reading and writing for a variety of
real-world purposes. This unit encompasses four weeks of curriculum tasks that are hands-
on, relevant, and incorporating WHERETOs as well as the six Facets of learning. Complete
with two Performance Tasks, formative and summative assessments.
Meghan Ciacchella, MA, BS

ciacchella@oakland.edu
UBD-EVIDENCE BASED READING AND WRITING CURRICULUM UNIT
An Evidence-Based Reading and Writing Text Analysis Seventh Grade Unit
Designed By: Meghan Ciacchella, MA, BS (Ed.S candidate OU)
TOPIC: Informational Reading/Writing Three-Week Unit with an emphasis on inferencing, comprehension, main
idea, using textual evidence to support a claim, and citing sources properly.
SUBJECT/COURSE: ENGLISH/ E.L.A Grade: 7th Grade
ESTABLISHED GOALS: CONTENT STANDARDS AND BENCHMARKS

Reading Literature and Reading Informational Text
 RL.7.1 Students will cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
 RL.7.2 Determine a theme or central ideas of a text and analyze its development over the course
of the text; provide an objective summary of the text.
 RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and
poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
 RI.7.1 Students will cite several pieces of textual evidence to support analysis of what the text says
explicitly, as well as inferences drawn from the text.
 RI. 7.2 Determine two or more central ideas in a text and analyze their development over the
course of the text; provide an objective summary of the text.
 RI. 7.6 Determine an author's point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others.
 RI. 7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient to support the claims.
STAGE 1: Desired Results
Speaking and Listening

 SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
 SL. 7.1a Come to discussion 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.
 SL. 7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines,
and define individual roles as needed.
 SL. 7.1c Pose questions that elicit elaboration and respond to others’ questions and comments
with relevant observations and ideas that bring the discussion back on topic as needed.
 SL.7.1d Acknowledge new information expressed by others and when warranted, modify their
own views.
 SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats and
explain how the ideas clarify a topic, text, or issue under study.
 SL. 7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples, use appropriate eye contact, adequate
volume, and clear pronunciation.
 SL. 7.5 Include multimedia components and visual displays in a presentation to clarify claims and
findings and emphasize salient points
 SL. 7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
Writing
 W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
o W.7.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
and information, using strategies such as definition, classification, comparison/contrast,
1|Page
and cause/effect; include formatting, graphics, and multimedia when useful to aiding
comprehension.
o W.7.2b: Develop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.
o W.7.2c: Use appropriate transitions to create cohesion and clarify the relationships among
ideas and concepts.
o W.7.2d: Use precise language and domain-specific vocabulary to inform about or explain
the topic.
o W.7.2e: Establish and maintain a formal style.
o W.7.2f: Provide a concluding statement or section that follow from and supports the
information or explanation presented.
 W.7.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience
 W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as
needs by planning, revising, editing, rewriting, or trying a new approach, focusing on how well
purpose and audience have been addressed.
 W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite
sources as well as to interact and collaborate with others, including linking to and citing sources.
 W.7.7 Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.
 W.7.8 Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format for
citation.
 W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
o W.7.9a Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a
fictional portrayal of a time, place, or character and a historical account of the same
period as a means of understanding how authors of fiction use or alter history").
o W.7.9b Apply grade 7 Reading standards to literary nonfiction (e.g., "Trace and evaluate
the argument and specific claims in a text, assessing whether the reasoning is sound and
the evidence is relevant and sufficient to support the claims").
 W.7.10 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 discipline-specific tasks,
purposes, and audiences.
ENDURING UNDERSTANDINGS (EU) ESSENTIAL QUESTIONS (EQ)
Students will understand that: Students will answer:
 EU1: Communication comes in a variety of  EQ1: How ideas are effectively supported?
forms.  EQ2: How ideas are effectively
 EU2: Reading and writing facilitate communicated?
understanding of your world.
KNOWLEDGE SKILLS
Students will know: Students will be able to:
1. Reading and writing exist in a variety of genres.  Properly sort cited textual evidence from a
variety of multimedia sources.
2. Writing is used for a variety of purposes.
2|Page
 Determine the main idea of an
3. MLA citations and format are needed in formal informational text and use evidence to
writing. prove their theory.
4. Proper format for writing informational written  Read a variety of texts from multiple
responses. sources to determine meaning.
5. How to read multiple sources of texts from various  Read a variety of texts to critically analyze
genres at sixth-seventh grade texts. texts to formulate an objective summary
using citations and text evidence.
6. How to gather main idea from articles, narratives,
and other multimedia sources.  Cite textual evidence from a variety of
sources using MLA in order to support their
answer.
7. How to correctly identify the genre of text written
or read.  Use textual evidence from a variety of
informational readings to create a written
8. How to take notes on reading sources using 3/11 response.
notetaking style.
 Conduct a formal inquiry based research
9. Ways to communicate their ideas with peers project formulated and directed by their
through thoughtful discourse and dialogue. posed questions and claim.
10. How to provide feedback to peers through  Stake a claim and prove their theory with
reflective responses. appropriate evidence from a variety of
text genres and multimedia sources.
11. How to present their ideas in front of a peer
audience.  Use writing and speaking to share their
ideas with peers using discourse and
12. How to write a grade-level appropriate dialogue.
informative/explanatory written response to
reading passages of a various genres and  Use writing and reading to communicate
multimedia sources. their ideas through reflections.
 Use their informative/explanatory writing

skills at an application level usable on the
MSTEP and PSAT.
3|Page
PERFORMANCE TASKS: (2-3)
Summative:
1. MSTEP/District Initiative Performance Task

 Students will use MDE released items to work on a using multiple sources of texts to plan, evaluate,
and write a written explanatory essay to support their claim.
 Students will gather and cite various text evidence using MLA citations.
 Students will be evaluated using the MDE released Performance Task Rubric
2. Inquiry-Based Informational Research Written Report PART ONE: “READ ALL ABOUT IT!”
 Students will Choose one “Teen Topic” deemed of high interest for middle school students to
actively research information on the topic with the intent and purpose of using a variety of
multimedia sources and texts to provide text-evidence citations that support their idea and serve
to inform their audience.
 Students will research and provide at least three sources of evidence from three various
informational sources on their topic of choice.
 Students will plan, evaluate, and write a formal explanatory/informational written report of at
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
least 1-2 pages in MLA style.

 Students will be evaluated using the Performance Task Rubrics attached.
3. Inquiry-Based Informational Research Oral Presentation PART TWO: “Publish Me!”

 Students will present their informational research reports from Part One to a select small group of
“editors.”
 Students will pose as the reporters hoping to get their research report published in their middle
school’s local newspaper for the community.
 Students will present their ideas using speaking and dialogue with peers while evaluating each
other and providing direct feedback on each researched topic and evidence provided to their
peers.
Formative:
1. Daily written response writing warm-ups to determine text meaning
2. Daily check-Ins including short impactful reading passages with comprehension questions
3. Minute-to-Win-It game responses
4. MLA citation “Escape Room”
5. MLA citation practice activities
6. Peer revisions and reflections on their work
7. Informative/explanatory brainstorming activities
8. Group and partner work
9. Text-evidence jigsaw activities.
10. Vocabulary and various domain-specific quizzes.
OTHER EVIDENCE
 Check-list expectations  Exit Slips: short impactful quick check-in
 Reflections on their work and progress and class discussion.
 Written journal reflections  Thoughtful discourse and peer group
 Research notebook check-ins activities
 Notetaking and sharing with peers.  High-impact reading and written
 Vocabulary work. summaries
 Citations practice sheets
 Daily class review
4|Page
STUDENT SELF-ASSESSMENT and REFLECTIONS

Students will:
1. Actively reflect on their metacognition in partnered groups daily, monitoring their learning
progress and tracking their own individual performance.
2. Practice informative written responses and analyze partners’ written responses using CITW
strategies, thoughtful discourse, and supportive critical written feedback.
3. Using proofreading strategies revise, edit, and review the seventh grade informative/explanatory
written process using Thinking Maps, Rubrics, and Performance Scales.
4. Self-assess and progress monitor their results utilizing their deadline sheet and monitor progress.
5. Monitor and keep track of their learning growth goals determined by their previous NWEA scores.
6. Self-assess their learning targets by monitoring status of learning.
7. Evaluate their own progress with a self-reflection sheet to share their ideas of the written research
report.
8. Evaluate and assess their own progress with a self-reflection sheet to share their ideas and
evidence shared in the oral report to their peers.
5|Page
PERFORMANCE TASK BLUEPRINTS
What understandings and goals will be assessed through this task? What essential questions will be
uncovered in this performance task?
Students will understand that:
 EU1: Communication comes in a variety of forms.
ESSENTIAL UNDERSTANDINGS
 EU2: Reading and writing facilitate understanding of your
world.
Students will answer:
ESSENTIAL QUESTIONS:  EQ1: How ideas are effectively supported?
 EQ2: How ideas are effectively communicated?
Through what authentic performance task will students demonstrate understanding? Describe tasks in
detail so students clearly understand the expectations.
Performance Task 1: DISTRICT/MSTEP PREPATORY INFORMATIVE/EXPLANATORY TASK
Goal: (G)
 For this first assessment, students will be tasked with reading several pieces of informational texts
UBD Stage 2-Performance Tasks Overview
provided by the Michigan Department of Education in order to answer questions based on the
informative texts as well as to use evidence from the reading sources to plan, evaluate, and write
a response to the question in a properly formulated informative/explanatory article.
Role: (R)
 Seventh grade students will try to answer questions based on the proposed topic and respond
thoughtfully in a carefully written article response.
 Seventh grade students will be asked to cite evidence, read, and respond accordingly.
 Students will ask as informational writers for this performance task.
Audience: (A)
 The target audience for this performance task will be the Michigan Department of Education test
evaluators.
 They will be writing this for a group of informed adults that will be scoring their performance.
Situation: (S)
 For this performance task using provided released documents from the State of Michigan,
seventh grade students will have a two-part task to perform: (1) Reading several sample articles
written in various styles of genres to make inferences and provide written responses to
comprehension questions, and (2) to clearly communicate a response to the posed question
using text-evidence from the State released materials to plan and write an article in the proper
informative/explanatory format in a timed setting.
Product, Performance, and Purpose: (P)

 Seventh grade students will need to develop informed written answers to various text-dependent
questions so that they demonstrated their ability to provide critical evidence directly cited from
multiple sources in order to respond thoroughly and thoughtfully.
 Student responses should be in complete sentences to support their ideas.
 Students will need to complete this task in a timely manner over the course of two days’ time.
Standards and Criteria for Success (S)

 Seventh grade responses must follow the MDE Performance Task Rubrics in each category in
order to properly and successfully complete their written responses to the questions as well as
their formulated informative written article response for part two.
 Students’ work will be evaluated and critiqued by adult educators with knowledge and expertise
in ELA.
6|Page
 Students will need to demonstrate proficiency and command over the use of MLA citation styles
learned in the classroom, the use of properly selected text evidence to support and prove their
claim, the use of proper informative/explanatory written format, and the use of transitional
vocabulary terms.
SUGGESTED TIME LENGTH AND PROCEDURES:

 This assessment is scheduled to be utilized over a duration of 2 (with a limit of 3) consecutive class
periods (50-60) minutes each and should be administered twice to demonstrate and determine
growth: once at the beginning of the informative unit and the second time at the close of the
informative unit.
Day ONE: Students should receive handouts of materials needed including:

 copies of the materials
 explained the directions
 given time in class to read, process, and formulate their informative essay in class.
 copies of the Michigan Department of Education’s informative/explanatory written
response rubric used for scoring.
Day Two: Students should continue to work on their informative responses in-class periods to write their
response and look over/review their response.
Day Three: Students will utilize this time to self-assess themselves using the MDE’s informative/explanatory
rubric and prove their self-assessment with citations from their texts.
 Students can also go through this process and assess others’ responses using the rubric to
provide feedback.
 Students will also be given opportunities to view previous years’ student responses to
practice scoring and assessing responses.
MATERIALS NEEDED
1. MSTEP released items should be used for this performance task.
2. Copies of the Michigan Department of Education’s Informative/Explanatory Written Response
Unit.
3. Previous copies of students’ responses to this performance task.
DOMAIN-SPECIFIC VOCABULARY:
o Informative
o Citations
o MLA
o Transition words (see MAISA UNIT)
o Citation reference words including: according to the text, the author stated, the article referred
to, and others.
o text features of informational texts.
o genres of text and what they mean (fantasy, mystery, poetry, narrative, etc.)
Performance Task 2: Inquiry-Based Informational Research Written Report PART ONE: “READ ALL ABOUT IT!”
PART ONE: Students will act as freelance reporters attempting to sell their newspaper article or idea to a
newspaper editor. As the reporter, students will be selecting a topic of their own choosing that they
believe to be an issue middle school teens should be educated about or would be of high-interest to
middle school students. The seventh graders will then research this topic of choice by actively reading a
variety of informational text genres to gather textual evidence to support their researched claim/idea.
Students will then create an informational written response in the form of a newspaper article, summary,
or in several paragraphs using the informative/explanatory written format, sharing their ideas to the
editors.
Goal: (G)
7|Page
 For this first assessment, students will be tasked with a two-part assessment that requires students
to take on the role of a research freelance reporter who is attempting to get their story published
in their local middle school newspaper as well as other news editors.
 Students must choose a critical “teen topic” that is relevant and deemed of high interest to peers
their own age.
 Seventh grade students will use a variety of informative texts, multimedia outlets, and other
relevant texts to gather evidence relevant to their topic.
 The students will use their evidence to plan, prepare, and write an informative article response
following the proper MLA format, MLA citations, and use at least three different cited sources in
their published informational report.
 Students will be evaluated using the MDE Performance Task Rubric from Performance Task 1.
Role: (R)
 Seventh grade students will try to find relevant information to inform the public and peers of their
own age on their “teen topic” using a variety of informational sources and/or multimedia outlets.
 Seventh grade students will be asked to cite evidence, read, and respond accordingly.
 Students will need to research using their basic computer skills and library research skills to gather
evidence to support their claim/topic.
 Students will act as informational freelance reporters for this performance task.
Audience: (A)
 The target audience for this performance task will be their ELA teacher who will utilize the
Michigan Department of Education Performance Task Rubric to evaluate their writing.
 The seventh-grade students will be writing this for a group of informed adults that will be scoring
their performance.
 Seventh graders will be preparing their informative article to be shared and evaluated by their
peers in small groups using their Informative Performance Scale Rubric and the MDE Informative
Performance Rubric.
Situation: (S)
 For this performance task, students will be using a variety of texts, genres, multimedia sources, and
other texts to gather, research, and prepare a written response.
 Seventh grade students will use the materials available to them (books, articles, computers, online
sources, newspapers, etc.) to gather appropriate evidence to cite using their MLA citations.
 Students will perform their task over the course of four to five days to clearly communicate their
research and educate/inform their community members on this “teen topic” of high interest.

 Seventh grade students will need to develop an informed written article that demonstrates their
ability to provide critical evidence directly cited from multiple sources in order to respond
thoroughly and thoughtfully.
 Student responses should be in complete sentences to support their ideas.
 Students will need to complete this task in a timely manner over the course of four days’ time.

 Seventh grade responses must follow the MDE Performance Task Rubrics in each category in
order to properly and successfully complete their written responses to the questions as well as the
ELA teacher generated Informative Performance Standard Rubric.
in ELA.
Performance Task 2: Inquiry-Based Informational Research Oral Presentation PART TWO: “PUBLISH ME!”
PART TWO: The seventh graders will create an informative presentation acting as reporters to sell their
idea to editors. Their goal is to get their idea featured in the Middle School Central Gazette. In addition,
8|Page
the students will create a fundraising event or spirit day to help educate others about their topic, that
would further reach their community members and adults. The seventh graders will present their topics
with a Posterboard presenting their main idea with supported evidence. The students will then critique
and reflect on each other’s ideas as editors of a newspaper.
Goal: (G)
 For this first assessment, students will be tasked with a two-part assessment that requires students
to take on the role of a research freelance reporter who is attempting to get their story published
in their local middle school newspaper as well as other news editors.
 Students will prepare a 2-4-minute speech citing textual evidence based on their researched
article report to small groups of editors.
 The students will use their evidence to plan, prepare, and give a speech to a small group of peer
editors.
 Students acting as the freelance reporter will attempt to convince the editors that their “teen
topic” is the most volatile and will be the best to publish in their specific school newspaper.
 Students acting as the editors will evaluate and decide if they would like to purchase the “teen
topic” article for their specific readers.
 Students will be evaluated using the ENG7 Research Presentation Rubric by their ELA teachers
and their peer evaluated sheets.
Role: (R)
 Seventh grade students will try to provide valuable information to educate middle school
students on a topic they found would be relevant.
 Students acting as the reporters will attempt to convince the editors to purchase and publish their
article for their specific newspaper.
 Students acting as the editors will evaluate the evidence and information presented to see if they
would like to purchase the “reporter’s” written article.
 Seventh grade students will be asked to cite evidence, texts, and speak using the CCSS speaking
standards.
 Students will need to prepare a posterboard presentation or use another speaking aide to
present their research ideas to their small group of peers.
 Students will act as informational freelance reporters and editors for this PART TWO of the
performance task.
Audience: (A)
 The target audience for this performance task will be their ELA teacher who will utilize the
prepared standards rubric and criteria rubric to evaluate their overall oral presentation and
written presentation to finalize a scored assessment.
 The seventh-grade students will be writing this for a group of informed middle-school students that
will be evaluating and providing feedback for their oral presentation performance.
Situation: (S)
 For this performance task, students will be using a variety of texts, genres, multimedia sources, and
other texts to present their findings orally to a small group of middle school-aged students.
 Seventh grade students will use the materials available to them (books, articles, computers, online
sources, newspapers, etc.) to gather appropriate evidence to cite using their MLA citations.
 Students will perform their task over the course of one day providing 2-5 minute speaking
presentations to their peers.

 Seventh grade students will need to develop an informed speech that demonstrates their ability
to provide critical evidence directly cited from multiple sources in order to respond thoroughly
and thoughtfully to convince students of their own age to purchase the article to be published in
their middle school newspapers.
9|Page
 Student responses should be in complete speaking sentences that follows the CCSS standards
listed for speaking and listening.
 Students will need to complete this task in a timely manner with one day of in-class preparation
provided to prepare for their oral presentation.

 Seventh grade responses must follow the ENG7 Informative Presentation Rubric and Performance
Task Rubric for an overall score in each category.
in ELA.
 Students’ speeches will be evaluated and critiqued by peers in small groups using reflection
sheets.
STUDENT EXPECTATIONS:
Students will be expected to do the following:
 Choose a teen topic of choice they believe to be of ‘high interest’ to middle school students and
research ideas to educate and discuss with their peers in a thoughtful and creative approach.
 Create an oral presentation based upon their research and using at least three pieces of
evidence from various informational reading resources.
 Create, plan, revise, and finalize a 1-2-page research paper, using several paragraphs that
follows the format of an informational article or summary to their topic of research with an
attempt to educate their peers about the topic.
 Stake their claim based upon the text genre reading and formulate an informative response using
textual evidence to support their claim.
 Properly attempt to cite their source using the MLA format.
SUGGESTED TIME LENGTH AND PROCEDURES:

1. This performance task is meant to be utilized at the end of the Informative/Explanatory
Writing/Reading unit with seventh graders. Seventh grade teachers should use this Performance
task as a summative assessment towards the end of the informative/explanatory writing and
Reading unit.
2. Students will use a variety of sources (at least three) to formulate an informative written response
to this topic to be shared with their peers in a small group setting.
3. Students will provide feedback to their peers during the written and oral presentation process.
4. Students will write a featured informational article, news article, or summary to highlight what they
have learned about their ideas.
5. Students will evaluate ideas presented as editors of a newspaper and act as a free lance reporter
attempting to sell their featured informational article to the newspaper.
6. Students will present their ideas to their small groups as reporters and evaluate their peers as the
editors of the group.
7. This task will be performed into two parts and built with a duration 5-6 days: PART ONE Research
Written Report, will be DAYS 1-5, and PART TWO Informative/Explanatory Oral Presentation will be
DAY 6.
8. This activity requires access to computer and/or online technology as well as access to a variety
of informational texts (such as a media center or library).
9. Computer Lab and Media Center Time should be allocated.
10 | P a g e
10. Text structures are presumed to have been taught in sixth grade. However, if additional mini-
lessons may be needed to review. In case of this, please see the external links in the Materials
section below.
11. This performance assessment is scheduled to be utilized over the duration of a 12 (with a limit of
14) consecutive class periods (50-60) minutes each; essentially a two-week unit due to the nature
and context of the performance task.
MATERIALS NEEDED
1. Access to a variety of texts, articles, computers, other materials
2. MLA practice sheets (see external links part of the Materials section below if additional ones are
needed).
3. MLA bookmark activity (we purchased a license from TeachersPayTeachers.com, see above).
4. Index cards or notebooks
5. Informational research project overview
6. Brainstorming informational research questions
7. Research topic selected explanation
8. Informational research notes source 1
11. Thinking map brainstorm
12. Informative Performance Scoring Scale
13. Informative Written Rubric
14. Eng7-Research Presentation Rubric
15. Informative Peer Reflection Sheet
16. Informative Student Reflection Sheet
17. Informative Oral Presentation Overview
DOMAIN-SPECIFIC VOCABULARY:
o Informative/Explanatory
o C.E.R Claim Evidence Reason
o Constructed Response
o Citations
o MLA
o Transition words (see MAISA UNIT or district guide)
o Citation reference words including: according to the text, the author stated, the article referred
to, and others.
o text features of informational texts.
o genres of text and what they mean (fantasy, mystery, poetry, narrative, etc.)
STUDENT EXPECTATIONS:
Students will be expected to do the following:
 Create one research question to stake a claim.
 Utilize various informational texts and utilize multimedia outlets to research their posed research
question.
 Create a finalized MLA Works Citation submitted with their final research paper.
 Use their research to create a 1-2 page paper response typed in MLA format responding
thoughtfully to their claim.
 Use at least three various sources to conduct their research.
 Provide at least three pieces of textual evidence to support their claim.
 Properly attempt to cite their source using domain specific vocabulary words.
11 | P a g e
 Create several paragraphs constructed response using formal dialogue, the informative process,
and objective findings.
 Share their findings in an oral presentation discussing their researched claims and evidence
pieces they found to prove their theory.
What student products and/or performances will provide evidence of desired understandings?
Performance Task 1: District/MSTEP Preparatory Informative/Explanatory Performance Task
1. Students will submit two written reports and examples of their constructed responses.
2. Students will provide highlighted evidence of citations they used throughout the performance
task.
3. Students will submit their PART ONE: Assessment Items Reading Response Questions for review.
4. Students will submit their PART TWO: Explanatory Informational Written Article for review.
Performance Task 2 PART ONE Research Written Report: Informative/Explanatory Research Inquiry-Based
Research Task
1. Students will submit several pieces along the way throughout this performance task with the
ultimate MLA TYPED RESEARCH REPORT submitted.
2. Students will also formally submit their MLA works cited with their final submission of the research
report.
3. Students will create a 1-2 page research paper following MLA expectations with 3 cited pieces of
evidence.
4. The final report will also include their Research citations documents to prove their research.
Performance Task 2 PART TWO Informative/Explanatory Oral Presentation: Informative/Explanatory

Research Inquiry-Based Research Task
1. Students will provide an oral report to student peers explaining their research process and
conclusive findings.
By what criteria will student products and performances be evaluated? Provide standards or rubrics by
which the task will be judged.
Performance Task 1: District/MSTEP Preparatory Informative/Explanatory Performance Task

 Students will be graded and scored based upon the Michigan Department of Education’s written
rubric. (SEE IN SECTION).
Performance Task 2 PART ONE Research Written Report: Informative/Explanatory Research Inquiry-Based
Research Task
 Students will be graded and scored based upon two rubrics called Informative Performance
Scoring Scale and the MDE’s Informative Written Rubric. (SEE IN SECTION)
Performance Task 2 PART TWO Informative/Explanatory Oral Presentation: Informative/Explanatory

Research Inquiry-Based Research Task
 Students will be graded and scored based upon one rubric called Research Presentation Rubric.
(SEE IN SECTION)
12 | P a g e
Performance Task 1 and Performance Task Two Part ONE: MDE Rubric
RUBRIC
13 | P a g e
14 | P a g e
15 | P a g e
Performance Task Two Part ONE ENG 7 Informative/Explanatory Rubric

Name:______________________________________Hour:___________DUE DATE:___________TOTAL SCORE:_______/100
ENG 7- Informative Performance Scoring Scale

Total
Points
PAPER FORMAT Scored
Points
Possible
1. Title Clearly Visible and Displayed Underlined on Paper Heading 1 pt.
2 Name/Hour/Date in MLA style displayed on PAPER 1 pt.
Paper Typed in 12 pt. Times New Roman/Century Gothic w/ 1”
3. 3 pts.
margins
4. Length of Informative/Explanatory Paper is 2-4 pages in length. 5 pts.
RESEARCH EVIDENCE
5. Three Different Genres Used 15 pts.
6. Three Pieces of Textual Evidence Used and Cited Properly 15 pts.
7. MLA Works Cited in Proper Format at the End of Written Report 10 pts.
INFORMATIVE/EXPLANATORY FORMAT
8. Transition Words and/or Domain-Specific Vocabulary Present 5 pts.

9. Conventions Used Appropriately 5 pts.
10. Appropriate Spelling 5 pts.
11. Introduction with Thesis Present 5 pts.
12. Body Paragraphs with Topic Sentences Used 10 pts.
13. Conclusion with Restated Thesis Present 5 pts.
14. Informative Written Rubric Score 15pts.
TOTAL SCORE FOR INFORMATIVE/WRITTEN RESEARCH
100 pts.
REPORT
Teacher Comments:
16 | P a g e
Research Presentation Rubric: (Teacher)
Specific
Hour:___________DUE DATE:_______________SCORE:_______/30
ENG7- Oral Research Presentation Rubric:

4 3 2 1 0
Student’s presentation Student’s presentation Student’s presentation Student’s presentation Student’s presentation
demonstrated preparedness by: demonstrated demonstrated demonstrated demonstrated lack of
 having all materials ready by preparedness by: preparedness by: preparedness by: preparedness by:
due date.  having all materials  having all or most  having some or most  not having any
 using 3 or more various text ready by due date. materials ready by materials ready by materials turned in on
genres.  using 3 various text due date. due date. time.
 using 3 or more citations to genres.  using 2 various text  using 1 text genres.  did not have any cited
Preparation prove their topic.  using 3 citations to genres.  using 1 citation to evidence.
 clearly stating their
SL.7.1a researched question.
prove their topic.  using 2 citations to prove their topic.  may or may not have
 stating their prove their topic.  stating their stating their
 referring to evidence
researched question.  stating their researched question. researched question.
throughout entire
presentation.  referring to evidence researched question.  only referring to  not discussing their
throughout entire  referring to evidence evidence minimally evidence throughout
presentation. throughout most of the throughout the the presentation.
presentation. presentation.
Student’s evidence: Student’s evidence: Student’s evidence: Student’s evidence: Student’s evidence:
 was relevant to student’s  was relevant to  was visible but may or  was visible but was not  was not visible and not
topic. student’s topic. may not have been relevant to student’s relevant to student’s
 included 3 or more.  included 3. relevant to student’s topic. topic.
Evidence  consistently proved  proved speaker’s topic.  included 1.  was off topic and did
speaker’s claim. claim.  included 2.  may not have helped not help evaluate the
Evaluation  helped evaluate the  helped evaluate the  may have helped evaluate the researched question.
researched question. researched question. evaluate the researched question.  was not discussed
SL.7.3  was discussed and/or  was discussed and/or researched question.  was discussed and/or and/or presented or
presented during presented during  was discussed and/or presented minimally missing completely.
presentation consistently. presentation. presented during most during some of the
of the presentation. presentation.
Student’s presentation Student’s presentation Student’s presentation Student’s presentation Student’s presentation
demonstrated: demonstrated: demonstrated: demonstrated: demonstrated:
 visible organization in a  visible organization  an attempt at  little attempt at  no attempt at
thoughtful start to finish. from start to finish. organization from organization from organization from
Organization  visible display of
informational rules followed
 visible display of
informational rules 
start to finish.
some adherence to 
start to finish.
little adherence to 
start to finish.
no adherence to
SL. 7.1b consistently from written followed mostly from informational rules informational rules informational rules
report. written report. followed somewhat from written report. from written report.
 a visible research question.  a research question. from written report.  missing research  elements were
 a research question. question. missing or not
finished.
Student demonstrated: Student demonstrated: Student demonstrated: Student demonstrated: Student demonstrated:
 one clear main idea on  one clear main idea  a partially formed  an incomplete main  a lack of main idea.
topic of research question. on topic of research main idea mostly on idea that attempted  idea given was off
Main Idea  3 or more pieces of visible question. topic of research to stay on topic. topic.
proof to support main idea.  3 pieces of visible question.  1 piece of visible  zero pieces of
SL.7.2 proof to support  2 pieces of visible proof that attempts evidence supporting
main idea. proof to support main to support main idea. main idea of topic.
idea.  or not finished work.
Student included: Student included: Student included: Student included: Student included:
 3 or more multimedia  3 multimedia  2 multimedia  1 multimedia  no use of multimedia.
components. components. components. component.  no visual display.
Integrating  3 or more visual displays in
presentations.
 3 visual displays in
presentations.
 2 visual displays in
presentations.
 1 visual display in
presentations.
 no clarified claims.
 no textual evidence.
Media  clarified claims and findings
clearly stated.
 clarified claims and
findings stated.
 mostly clarified claims
and findings stated
 somewhat clarified
claims and findings
SL. 7.5  emphasized textual  emphasized textual mostly. stated partially
evidence clearly. evidence.  textual evidence used present.
mostly.  textual evidence
missing or not used.
Student’s speech Student’s speech Student’s speech Student’s speech Student’s speech
Presentation/ demonstrated:
 eye contact where
demonstrated:
 eye contact where
demonstrated:
 partial eye contact
demonstrated:
 little to no eye contact
demonstrated:
 no eye contact where
Speech/Eye appropriate for all the
presentation
appropriate for most
the presentation
where appropriate for
some of the
where appropriate for
some of the
appropriate.
 no command of
Contact  commands of formal English
for all the presentation.
 commands of formal
English for most the
presentation
 some command of
presentation
 little command of
formal English for some
of the presentation.
SL. 7.6/ SL.7.4 presentation. formal English for most formal English for some
the presentation. of the presentation.
Teacher Comments:
17 | P a g e
Performance Task 2 Part Two: Peer Reflection Evaluation
PART TWO- Informative PEER Reflection

Directions
During the presentations, use the following compliment tickets to submit and fill out for four of the presentations
that you view. Remember to keep it positive and work on two parts of their presentation you enjoyed along
with one thing you wished they could do if they had more time to share.
PRESENTATION COMPLIMENTARY REVIEW
Presenter:
Research Question:
Star
Star
Wish
Peer Reviewer’s Name:

Presenter:
Research Question:
Star
Star
Wish

Presenter:
Research Question:
Star
Star
Wish

Presenter:
Research Question:
Star
Star
Wish
18 | P a g e
Performance Task 2-Part Two Student Self-Reflection
Name:______________________________________Hour:________________DUE DATE:____________GRADE: _____/20
Part Two: Informative Student Self-Reflection

Directions
Congratulations! Your presentation is complete and finished. Take this time to reflect on your informational presentation/report progress.
This is your chance to reflect on your learning process, the learning goals, and self-assess your overall performance on this task. The score you
assess yourself will be a score entered in the PowerSchool. Be reflective and thorough in your responses.
Researched Question (Claim)
Cited Source 1 Evidence Used How was this helpful?
Answer to Claim (Reason)
Reflection on Informational Research Process

1. What did you find the most useful about this research project and why?
2. How will you use what you learned about researching in the future?
3. How did you determine which pieces of evidence and which texts to use for your citations?
4. What did you find most challenging about this process and how did you work through this struggle?
Reflection on Informational Oral Presentation

1. How did you decide on your presentation style and what did you learn along the way?
2. How did you incorporate your textual evidence in your presentation?
Self-Assessed Grade ____________ /20 points

Additional Comments for the Teacher:
19 | P a g e
Performance Task 1: District Required
Grade 7.2 Explanatory Performance Task: Persistence in the Face of Opposition

Task:
Your English class has been reading Glory Road screenplay by Christopher Cleveland. This drama is based on a
true story surrounding the events leading to the 1966 NCAA Men's Division I Basketball Championship. Don
Haskins, head coach of the Texas Western College Miners, decided to play an all-black starting lineup against
top-ranked University of Kentucky and won the game and the national championship. An all-black team had
never won. The black players had to face racism and discrimination to become the team that could defeat a
top-ranked team like the University of Kentucky. The theme of this unit is persistence in the face of
opposition. Your class has become interested in learning more about situations in which persistence has
helped people win against all odds. You have found four sources about this topic.
After you have reviewed these sources, you will answer some questions about them. Briefly scan the sources
and the three questions that follow. Then, go back and read the sources carefully so you will have the
information you will need to answer the questions and complete your research.
In Part 1, you will answer questions about the reading passages.
In Part 2, you will write an informational article using information you have read.
Directions for Beginning:

You will now review several sources. You can review any of the sources as often as you like.
Research Questions:
After reviewing the research sources, use the rest of the time in Part 1 to answer three questions about them.
Your answers to these questions will be scored. Also, your answers will help you think about the
information you have read, which should help you write your explanatory article.
Answer the questions on the opposite side of the paper where the questions are located or in the location
your teacher directs.
Source #1
20 | P a g e
You have found an article about how a number of famous people failed at their goals but persisted against
opposition until they succeeded.
Inspirational Stories Remind Us to Never Give Up

By Jack Canfield and Mark Hansen
Henry Ford failed and went broke five times before he finally succeeded.
Beethoven handled the violin awkwardly and preferred playing his own compositions instead of improving his
technique. His teacher called him hopeless as a composer.
Colonel Sanders had the construction of a new road put him out of business in 1967. He went to over 1,000
places trying to sell his chicken recipe before he found a buyer interested in his 11 herbs and spices. Seven
years later, at the age of 75, Colonel Sanders sold his fried chicken company for a finger-lickin' $15 million!
Walt Disney was fired by a newspaper editor for lack of ideas. Disney also went bankrupt several times before
he built Disneyland.
Albert Einstein did not speak until he was four years old and didn’t read until he was seven. His teacher
described him as “mentally slow, unsociable and adrift forever in his foolish dreams.” He was refused
admittance to Zurich Polytechnic School. The University of Bern turned down his Ph.D. dissertation as being
irrelevant and fanciful.
The movie Star Wars was rejected by every movie studio in Hollywood before 20th-Century Fox finally
produced it. It went on to be one of the largest grossing movies in film history.
When NFL running back Herschel Walker was in junior high school, he wanted to play football, but the coach
told him he was too small. He advised young Herschel to go out for track instead. Never one to give up, Walker
ignored the coach's advice and began an intensive training program to build himself up. Only a few years later,
Herschel Walker won the Heisman trophy.
Babe Ruth, considered by sports historians to be the greatest athlete of all time and famous for setting the
home run record, also holds the record for strikeouts.
In 1954, Jimmy Denny, manager of the Grand Ole Opry, fired Elvis Presley after one performance. He told
Presley, “You ain’t goin’ nowhere… son. You ought to go back to drivin’ a truck.” Elvis Presley went on to
become the most popular singer in America.
Dr. Seuss' first children's book, And to Think That I Saw it on Mulberry Street, was rejected by twenty-seven
publishers. The twenty-eighth publisher, Vanguard press, sold six million copies of the book.
Never give up believing in yourself!!!

Source #2
21 | P a g e
You found a short biography of a Native American woman who persisted through many challenges to become
the first woman to be elected principal chief of the Cherokee Nation.
WILMA MANKILLER Biography

Born: November 18, 1945, Tahlequah, Oklahoma—Native American community activist, tribal chief, and
tribal legislator
Wilma Mankiller was the first woman elected principal chief of the Cherokee Nation. She works to improve
the lives of Native Americans by helping them receive better education and health care. She urges them to
preserve and take pride in their traditions.
In 1969 her life was changed. San Francisco State student and Mohawk Richard Oakes (1942–1972), along with
other Native Americans of different tribes, occupied an abandoned prison on Alcatraz Island in the San
Francisco Bay to call attention to the mistreatment of Native Americans by the U.S. government. The invasion
was seen as a historic event by many Native American people, Mankiller included. “When Alcatraz occurred, I
became aware of what needed to be done to let the rest of the world know that Indians had rights, too.
Alcatraz articulated [expressed] my own feelings about being an Indian,” Mankiller stated in her
autobiography. She began a commitment to serve the Native American people to the best of her ability in the
area of law and legal defense.
In addition to wanting to help her people, Mankiller began to desire independence, and she began taking
courses at a community college and later at San Francisco State. This caused a conflict in her marriage. “Once I
began to become more independent, more active with school and in the community, it became increasingly
difficult to keep my marriage together. Before that, Hugo had viewed me as someone he had rescued from a
very bad life,” she noted in her autobiography. In 1974 she was divorced and became a single head of the
household.
In 1976 Mankiller returned to Oklahoma for good. She found a job as a community coordinator in the
Cherokee tribal headquarters and enrolled in graduate courses at the University of Arkansas in Fayetteville.
This required her to drive a long distance every day. She was returning home one morning in 1979 when a car
approached her on a blind curve and, out of nowhere, another car attempted to pass it. She swerved to miss
the approaching car but failed. The vehicles collided almost head-on. Mankiller was seriously injured, and
many thought she would not survive. The driver of the other automobile did not survive. It turned out to be
Sherry Morris, Mankiller’s best friend. Mankiller had to overcome both her physical injuries and the guilt she
experienced after the accident. Then in 1980 she came down with myasthenia gravis, a muscle disease. Again
22 | P a g e
her life was threatened, but her will to live and her determination to heal her body with the power of her
mind prevailed.
Mankiller overcame many tragedies to become a guiding power for the Cherokee people of Oklahoma and a
symbol of achievement for women everywhere. Throughout her life, Mankiller has managed to not complain
about how bad things were for herself, for her people, and for Native Americans in general. She instead has
worked to help make life better. Although she declined to seek another term as principal chief in 1995 for
health reasons, she remains in the public eye, writing and giving lectures across the country. She has stressed
that if all the Native Americans who were eligible to vote actually did so, officials elected with those votes
would be forced to address the problems of Native Americans. She also has called for an end to the increasing
problem of violence against women. Mankiller was inducted into the Women’s Hall of Fame in New York City
in 1994 and was given a Presidential Medal of Freedom by then-president Bill Clinton in 1998.
Source #3: You have found an informational article about Randy Pausch who persisted through serious health
issues to positively affect the lives of thousands of people.
The Lessons I'm Leaving Behind

By Randy Pausch published: 04/06/2008
Pausch wrote the following story about his experiences for PARADE magazine. It originally appeared in the April 6, 2008 issue.
www.parade.com/articles/additions/2008/addition_04-06-2008/1my_last_lecture
At many colleges, professors are asked to give a “last lecture.” In this talk, they ruminate on (talk about) what
matters most to them. As they speak, audiences mull the same question: What wisdom would you impart to
the world if you knew it was your last chance?
Last year, I agreed to give a last lecture at Carnegie Mellon University, where I’m a professor in the computer
science department. A few weeks later, I learned that I had only months to live—I was dying of pancreatic
cancer.
I knew I could cancel. I have three young children, I’m married to Jai, the woman of my dreams, and there
were so many things to be done. But by speaking, I knew I could put myself in a bottle that would one day
wash up on the beach for my children, Dylan, Logan and Chloe. Here’s what I want to share.
Always Have Fun

Before I spoke, Carnegie Mellon’s president, Jared Cohon, said to me, “Please tell them about having fun,
because that’s what I’ll remember you for.”
I came to an early realization. Each of us must make a decision, best captured in A.A. Milne’s Winnie-the-Pooh
characters. Am I a fun-loving Tigger or a sad-sack Eeyore? It’s clear where I stand.
23 | P a g e
For my last Halloween, Jai, our kids and I dressed up as the Incredibles. I put a photo of us on my website and
explained that chemo had not affected my superpowers. I got smiling e-mails in response.
I won’t let go of the Tigger in me. Someone asked what I want on my tombstone. I said: “Randy Pausch: He
Lived 30 Years After a Terminal Diagnosis.” I could pack a lot of fun into 30 years. If that’s not to be, I’ll pack
fun into the time I have.
Dream Big
I was 8 in the summer of 1969, when men first walked on the moon. I was at camp, and we campers were
brought to the main house to watch the moment on TV. But the astronauts were taking a while, and it was
late. The counselors sent us to our tents to sleep, and we missed the first walk.
I was peeved. I thought: “My species has gotten off our planet and is in a new world for the first time, and you
people think bedtime matters?”
When I got home, my dad gave me a photo that he’d taken of our TV set the second Neil Armstrong set foot
on the moon. We still have that photo.
Give yourself permission to dream. Fuel your kids’ dreams too. Once in a while, that might even mean letting
them stay up past their bedtimes.
Ask for What You Want

On a trip to Disney World, my dad and I were at the monorail with my son Dylan, then 4. Dylan wanted to sit in
the nose-cone with the driver, and my father thought it would be a kick too.
“Too bad they don’t let regular people sit there,” Dad said.
“Actually, I’ve learned there’s a trick to getting to sit up front,” I said. “Do you want to see it?”
I walked over to the attendant and said: “Excuse me. Could we please sit in the front car?”
“Certainly,” the attendant said. He led us to the nose-cone. It was one of the only times I ever saw my dad
flabbergasted. “I said there was a trick,” I told him. “I didn’t say it was a hard trick.”
Now I’ve gotten even better at “just asking.” As we all know, it can take days to get medical results. Waiting is
not how I want to spend my time, so I ask: “What’s the fastest I can get these results?”
24 | P a g e
“Oh,” they often respond, “we might be able to have them for you within an hour.”
Ask. More often than you’d suspect, the answer you’ll get is, “Sure.”
Dare To Take a Risk

In a virtual-reality course I taught, I encouraged students to attempt hard things and not worry about failing.
At the end of the semester, I presented a stuffed penguin—“The First Penguin Award”—to the team that took
the biggest gamble while not meeting its goals. The award came from the idea that when penguins jump in
water that might have predators, well, one of them has to be the first penguin. In essence, it was a prize for
“glorious failure.”
Experience is what you get when you don’t get what you wanted. And it can be the most valuable thing you
have to offer.
Look for the Best In Everybody
I got this advice from Jon Snoddy, my hero at Disney Imagineering. “If you wait long enough,” he said, “people
will surprise and impress you.” When you’re frustrated with people, when you’re angry, it may be because you
haven’t given them enough time. Jon warned that this took great patience, even years. “In the end,” he said,
“people will show you their good side. Just keep waiting. It will come out.”
Make Time for What Matters

When Jai and I went on our honeymoon, we wanted to be left alone. Since my boss demanded a way for
people to reach me, I recorded this greeting:
“Hi, this is Randy. I waited until I was 39 to get married, so my wife and I are going away for a month. I hope
you don’t have a problem with that, but my boss does. Apparently, I have to be reachable.” I then gave the
names of Jai’s parents and the city where they lived. “If you call directory assistance, you can get their phone
number. And then, if you can convince my in-laws that your emergency merits interrupting their only
daughter’s honeymoon, they have our number.” We didn’t get any calls.
Time is all you have. And you may find one day that you have less than you think.
Let Kids Be Themselves
25 | P a g e
Because I’ve been so vocal about my childhood dreams, people have asked me about the dreams I have for
my own kids. As a professor, I’ve seen how disruptive it can be for parents to have specific dreams for their
children. My job is to help my kids foster a joy for life and develop the tools to fulfill their own wishes. My
wishes for them are very exact and, given that I won’t be there, I want to be clear: Kids, don’t try to figure out
what I wanted you to become. I want you to become what you want to become. And I want you to feel as if I
am there with you, whatever path you choose.
Adapted from the book The Last Lecture, by Randy Pausch and Wall Street Journal reporter Jeffrey Zaslow. Copyright ©
2008 Randy Pausch. To be published by Hyperion. All rights reserved.
AFTER THE LECTURE

After I gave my lecture in September, I expected to go home and quietly spend time with my family. I never
imagined that my talk would be viewed online by millions worldwide. The response has overwhelmed and
moved me. Thousands of people have written to me about their life lessons. I’ve also been buoyed by former
students who’ve told me how my teaching made a difference to them. There’s no greater gift for a teacher.
I’ve used my unexpected fame to advocate for pancreatic cancer research. Last month, I testified before
Congress to seek funding for my disease, which is considered the deadliest of cancers.
I’ve had great fun too. In my lecture, I told of two childhood dreams: playing in the NFL and being Captain Kirk
on Star Trek. Strangers fulfilled those wishes. I was invited to scrimmage with the Pittsburgh Steelers and got
to say a line in a new Star Trek film. Both experiences were thrilling.
I’m lucky to be living longer than I expected, allowing me more time with my kids. I’ve tried to do
unforgettable things with them—such as swimming with dolphins—so they’ll have concrete memories of us
and of my love for them.
I am honored that my lecture will live on and that people have found it beneficial. Honestly, though, the talk
was for my kids, and it gives me comfort to know that they will one day watch it.
Source #4
You have found an article about Don Haskins, the main character in Glory Road.
26 | P a g e
1966 Flashback: Sports Illustrated
No Miner player had made an all-district team, much less an All-America.
GO-GO WITH BOBBY JOE

By Frank Deford
From Sports Illustrated, March 28, 1966
For weeks Don Haskins had splitting headaches--frightful, bursting pains that
seemed to cleave his brain. The closer Texas Western came to the national
basketball championship, the worse the headaches became. Perhaps his suffering
was attributable to the implausibility of it all, for near the end Haskins really
began to wonder if maybe he wasn't knocking destiny just a little bit out of joint.
He savored the situation of course. He loved it. But now and then he would stop
to muse on the "once in a lifetime" aspect, toying with the idea, mulling the
whole amazing thing over in his aching mind. Did this happen to Jack Fleck? Or
Roger Maris? What was Henry Moreno thinking when he held Dark Star up over
Native Dancer? Sports Illustrated Cover
For here, at the end, was Don Haskins--a young coach at a school that had never
before been challenged for a national title in any sport--standing brazenly in the
way of Kentucky and Adolph Rupp, a combination that spread-eagles both the
history and glory of college basketball. Not only that, but Kentucky '66 was really a team touched by fate, a
team overlooked by nearly everyone before the season, but everybody's favorite now.
Not that Texas Western had exactly been glorified. No Miner player had made an all-district team, much less an
All-America. But the team just kept on winning and finally met Kentucky in the finals of the NCAA
tournament. And instead of Adolph Rupp winning his fifth national title, Don Haskins won his first. "I'm just a
young punk," Haskins said. "It was a thrill playing against Mr. Rupp, let alone beating him."
The beating was sound as well as thrilling. Kentucky was a worn, haggard ball club when it faced Texas
Western Saturday at College Park, Md., but that was no alibi, for Texas Western had come through a hard
season too. Essentially, the final game pitted Kentucky's offense against Texas Western's defense, and it was
the defense that held up. After only three days east of the Mississippi, Haskins and his Miners returned to El
Paso with Texas' first national basketball title.

Part 1: ASSESSMENT ITEMS
1. Source #4 includes an illustration. What information from the illustration is most likely the most useful
for better understanding the content in Source #4. Explain how this information is most likely the most
useful for better understanding the content of Source #4. Use two details from the illustration to
support your explanation. Include the source title or number.
(short constructed response)
27 | P a g e
2. Sources #2, #3, and #4 explain how persistence has been important to the success of the person in that
source. Choose two of the sources and give two details from each source to support how persistence
was important to the success of the person in that source. Include the source title or number.
(short constructed response)
3. Check the boxes to show the claim(s) that each source supports. Some sources will have more than
one box selected.
Source #1: Source #2: Source #3: Source #4:
Inspirational Wilma Lessons: GO-GO
Stories Mankiller Randy WITH
Pausch BOBBY JOE
a. Peoples’ persistence caused them to

survive.
b. It was through her persistence that a

woman was elected principal chief of her
tribe.
c. Texas’ first national basketball title was

won through the persistence of the
coach and the team.
d. Thousands of people were inspired by a

speech by a professor who had only
months to live.

Part 2:
1. Student Directions
You will now review your notes and sources, and plan, draft, revise, and edit your writing. You may use your
notes and go back to the sources. Now read your assignment and the information about how your writing will
be scored, and then begin your work.
28 | P a g e
Your Assignment
Your English teacher wants each student to write an explanatory article explaining the importance of
persistence to people who want to succeed. Your article will be read by other students, teachers, and parents.
Using more than one source, develop a main idea about the importance of persistence to people who want to
succeed. Choose the most important information from more than one source to support your main idea. Then,
write an informational article about your main idea that is several paragraphs long. Clearly organize your
article and support your main idea with details from the sources. Use your own words except when quoting
directly from the sources. Be sure to give the source title or number when using details from the sources.
REMEMBER: A well-written explanatory article
 has a clear main idea

 is well-organized and stays on the topic
 has an introduction and conclusion
 uses transitions
 uses details from the sources to support your main idea
 puts the information from the sources in your own words, except when using direct quotations from
the sources
 gives the title or number of the source for the details or facts you included
 develops ideas clearly
 uses clear language
 follows rules of writing (spelling, punctuation, and grammar)
Now begin work on your explanatory article. Manage your time carefully so that you can
1. Plan your explanatory article.

2. Write your explanatory article.
3. Revise and edit the final draft of your explanatory article.
For Part 2, you are being asked to write an informational article that is several paragraphs long.
Remember to check your notes and your pre-writing/planning as you write, and then revise and edit your
informational article.
29 | P a g e
Informative
Performance Task 2-Read All About It Explained Written Response
Name:_______________________Hour:______________Due Date:_________
EXTRA! EXTRA! Read all about it!

Congratulations! You are working as a freelance informational reporter hoping to make your big break! Your objectives for
this assignment are as follows:
Performance Task: Teen Topic Informational Report
 Write an informational article that you will try to sell to various editors of your local newspaper editors (your peers).
 Select a “teen topic” of interest to students your age to research and report on.
 Use at least THREE different TEXTS to find textual evidence to cite that supports your topic.
 Write an informational article/summary/paper to educate middle school students.
 Include at least THREE CITATIONS of textual evidence on your topic.
 Present your topic to a small group of “editors” to see if they will purchase your story for to publish your informational
topic in their local gazettes!
Remember, this “teen topic” can be a cause, an issue you see at school that needs to be addressed, or simply a topic you
think students (middle schoolers) would want to read/learn more about. You decide! GOOD LUCK and HAPPY
REPORTING!
STEP ONE: RESEARCH and WRITTEN REPORT!

1. Brainstorm some BIG IDEAS you have on possible “teen topics” or a cause that you
Instructions
believe would be of high interest to seventh graders. Ex: Recycling, Depression,

Homework, etc.
2. Select ONE BIG IDEA that you would like to research and complete the justification
written response as to why you feel this topic deserves to be researched and reported.
3. Find two peers to review your finalized topic allowing them to sign your idea.
4. Find at least THREE different informational resources to find evidence to educate your
peers on this topic.
5. Create a written report, typed in MLA style, including at least cited sources.
6. Complete your reflection what you are finished and submit your final paper for peer
revision.
**Be sure to FOLLOW the rubric and complete your checklist prior to submitting!**
Done Not
Item Checklist Due Date Done
1. Big Ideas Brainstorm

2. Teen Topic Justification
3. Three Sources Research
4. Written Outline
5. Written Report
6. Oral Presentation
Scoring and Grading: Rubrics and Performance Expectations:
Grade A+ A A- B+ B B- C+ C C- D+ D D- NC
99- 92- 88- 82- 78- 72- 68- 62-
Percent 100% 89% 79% 69% 59%-0
93% 90% 83% 80% 73% 70% 63% 60%
 Informative Performance Scale (85 points), Informative Written Rubric (15 points),Presentation Rubric (30 points)
30 | P a g e
Performance Task 2-Brainstormed Research Questions

Name:______________________________________Hour:_______________________DUE DATE:________________________
BIG IDEAS BRAINSTORM SHEET

Directions:
1. Think about some questions you would like to have have that you would like to answer. This topic can be a question
related to Social Studies, Science, Math, Writing, Technology, Health, etc.
2. Brainstorm and propose three research topics you would like to research information on. Make sure they are school and
age appropriate.
3. Complete the proposed topics with your justification and reasons for wanting to utilize this research topic.
4. You will use this sheet to review with peers and finalize your ONE topic to research below.
5. Complete the document below to finalize your research topic to then propose an appropriate research question.
Will your research question allow you to utilize THREE different genres of texts to support your ideas?
How will your research question lead to a proposed answer? Will this topic allow you to find at least THREE supportive pieces of
Things To Consider
evidence to use to support your theory? Will you be able to explain your ideas in an informed written response?
How will you manage your time with this project? How will you set your own goals?
As you are working through your research, remember to jot down any other questions that may arise.
How will researching this topic be useful to you?
Remember, you will be presenting your research report to the class. How will you relay the information you gathered to your
classmates?
Brainstorming:
Topic Justification for Topic Selection Proposed Research Question

Big Idea 1
Big Idea 2
Big Idea 3
Peer Review- Two Needed
First Peer Reviewer’s Name Reviewer’s Topic Choice Reviewer’s Reasons Reviewer’s Compliment
Second Peer Reviewer’s Name Reviewer’s Topic Choice Reviewer’s Reasons Reviewer’s Compliment
31 | P a g e
Thinking Map-Circle Map
Big
Ideas
32 | P a g e
Performance Task 2 PART ONE: Teen Topic Justification
TEEN TOPIC JUSTIFICATION
Topic Selected:
Proposed Research Question:
Justification/Explanation:
Teacher Comments:
Teacher Approval: YES! Almost..Let’s Meet on ____________
33 | P a g e
Performance Task 2 Part ONE-Three Sources Research

Informational Research Notes Source 1

Research Question:
Source Research
Title
Genre
MLA Citation
Evidence Found
Page Number
Quoted
Citation
Notes
Evidence Found
Page Number
Quoted
Citation
Notes
Evidence Found
Page Number
Quoted
Citation
Notes
Additional Notes/Ideas/Comments:
34 | P a g e

Research Question:
Source Research
Title
Genre
MLA Citation
Evidence Found
Page Number
Quoted
Citation
Notes
Evidence Found
Page Number
Quoted
Citation
Notes
Evidence Found
Page Number
Quoted
Citation
Notes
35 | P a g e
Performance Task 2 Part ONE-Three Sources Research

Research Question:
Source Research
Title
Genre
MLA Citation
Evidence Found
Page Number
Quoted
Citation
Notes
Evidence Found
Page Number
Quoted
Citation
Notes
Evidence Found
Page Number
Quoted
Citation
Notes
36 | P a g e
Performance Task 2 PART ONE-Written Outline

Written Outline
Introduction
Global Statement
Details
Thesis Statement:
Body Paragraph 1
Topic Sentence:
Cited Evidence/Quote Used
Supporting Details
Body Paragraph 2
Topic Sentence:
Supporting Details
Body Paragraph 3
Topic Sentence:
Supporting Details
Body Paragraph 4
Topic Sentence:
Supporting Details
Body Paragraph 5
Topic Sentence:
Supporting Details
Conclusion
Restated Thesis:
Details:
Concluding Thoughts
37 | P a g e
Performance Task 2 Part TWO-Oral Presentation Explanation
PART TWO- Informative Oral Presentation Overview

Directions:
For this portion of the Informative research project, you will:
1. Prepare a speech to present your research to the class in a visual/oral presentation that is
approximately 3-5 minutes in length.
2. Incorporate the three different genres of text you used during your written research process.
3. Share your three pieces of cited textual evidence used in your written research report.
4. Display your research question created in a visual way.
5. Display the justification behind your chosen informational research question.
6. Create a display of your objective findings to your research question.
7. Offer complimentary comments to 5 other peers during the presentation time.
8. Present your researched topic to the class using following the RESEARCH PRESENTATION RUBRIC.
Suggestions
Presentation Ideas Displayed Findings Ideas
Poster Board Recorded Video Cut-out with Questions Props-light bulbs
Google Slides PowerPoint Slides Music that relates Poster Board
Brochures Picture Collage Google Slides Visual for Each Citations
Acted out Scene Picture board of findings Clipart
Important Due Dates:
Items Due Due Date
1. Presentation Outline
2. Oral Presentation Date
3. Informative Student Reflection Sheet
Scoring and Grading: Rubrics and Performance Expectations:

Students will be scored using the following rubrics:
 Research Presentation Rubric (30 points)
Grading will be as follows:

Grade A+ A A- B+ B B- C+ C C- D+ D D- NC
99- 92- 88- 82- 78- 72- 68- 62- 59%-
Percent 100% 89% 79% 69%
93% 90% 83% 80% 73% 70% 63% 60% 0
38 | P a g e
Performance Task 2 PART TWO-PEER REFLECTION
PART TWO- Informative PEER Reflection

Directions
During the presentations, use the following compliment tickets to submit and fill out for four of the presentations
that you view. Remember to keep it positive and work on two parts of their presentation you enjoyed along
with one thing you wished they could do if they had more time to share.
Presenter:
Research Question:
Star
Star
Wish

Presenter:
Research Question:
Star
Star
Wish

Presenter:
Research Question:
Star
Star
Wish

Presenter:
Research Question:
Star
Star
Wish
39 | P a g e
Performance Task 2-Informational Research Project
Name:______________________________________Hour:________________DUE DATE:____________GRADE: _____/20
Part Two: Informative Student Reflection

Directions
Congratulations! Your presentation is complete and finished. Take this time to reflect on your informational presentation/report progress.
This is your chance to reflect on your learning process, the learning goals, and self-assess your overall performance on this task. The score you
assess yourself will be a score entered in the PowerSchool. Be reflective and thorough in your responses.
Researched Question (Claim)
Answer to Claim (Reason)
Reflection on Informational Research Process

1. What did you find the most useful about this research project and why?
2. How will you use what you learned about researching in the future?
3. How did you determine which pieces of evidence and which texts to use for your citations?
4. What did you find most challenging about this process and how did you work through this struggle?
Reflection on Informational Oral Presentation

1. How did you decide on your presentation style and what did you learn along the way?
2. How did you incorporate your textual evidence in your presentation?
Self-Assessed Grade ____________ /20 points

Additional Comments for the Teacher:
40 | P a g e
Performance Task 2 PART ONE-Brainstormed Research
Questions
ENG7-Brainstorming Informational Research Questions

Directions:
1. Think about a “Teen Topic” that you feel would be interesting to middle school students. What topic is it on? How does
it relate to teens? Why would this be of importance to teenagers? This topic can be a question related to Social
Studies, Science, Math, Writing, Technology, Health, etc.
2. Brainstorm and propose three research topics you would like to research information on. Make sure they are school and
age appropriate.
3. Complete the proposed topics with your justification and reasons for wanting to utilize this research topic.
4. You will use this sheet to review with peers and finalize your ONE topic to research below.
5. Complete the document below to finalize your research topic to then propose an appropriate research question.
Will your research question allow you to utilize THREE different genres of texts to support your ideas?
How will your research question lead to a proposed answer? Will this topic allow you to find at least THREE supportive pieces of
Things To Consider
evidence to use to support your theory? Will you be able to explain your ideas in an informed written response?
How will you manage your time with this project? How will you set your own goals?
As you are working through your research, remember to jot down any other questions that may arise.
How will researching this topic be useful to you?
Remember, you will be presenting your research report to the class. How will you relay the information you gathered to your
classmates?
Brainstorming:
Topic Justification for Topic Selection Proposed Research Question

Big Idea 1
Big Idea 2
Big Idea 3
Peer Review- Two Needed
First Peer Reviewer’s Name Reviewer’s Topic Choice Reviewer’s Reasons Reviewer’s Compliment
Second Peer Reviewer’s Name Reviewer’s Topic Choice Reviewer’s Reasons Reviewer’s Compliment
41 | P a g e
Performance Task 2 PART TWO-Research Justification
Research Topic Selected Explanation
Topic Selected:
Proposed Research Question:
Justification/Explanation:
Teacher Comments:
Teacher Approval: YES! Almost..Let’s Meet on ____________
42 | P a g e
Performance Task 2-Three Sources Research
Iformational Research Notes Source 1

Research Question:
Source Research
Title
Genre
MLA Citation
Evidence Found
Page Number
Quoted
Citation
Notes
Evidence Found
Page Number
Quoted
Citation
Notes
Evidence Found
Page Number
Quoted
Citation
Notes
43 | P a g e

Research Question:
Source Research
Title
Genre
MLA Citation
Evidence Found
Page Number
Quoted
Citation
Notes
Evidence Found
Page Number
Quoted
Citation
Notes
Evidence Found
Page Number
Quoted
Citation
Notes
44 | P a g e
Performance Task 2-Thinking Map Brainstorm Research


Research Question:
Source Research
Title
Genre
MLA Citation
Evidence Found
Page Number
Quoted
Citation
Notes
Evidence Found
Page Number
Quoted
Citation
Notes
Evidence Found
Page Number
Quoted
Citation
Notes
45 | P a g e
Performance Task 2-Thinking Map Brainstorm Research

Thinking Map Brainstorm
Introduction
Global Statement
Details
Thesis Statement:
Body Paragraph 1
Topic Sentence:
Supporting Details
Body Paragraph 2
Topic Sentence:
Supporting Details
Body Paragraph 3
Topic Sentence:
Supporting Details
Body Paragraph 4
Topic Sentence:
Supporting Details
Body Paragraph 5
Topic Sentence:
Supporting Details
Conclusion
Restated Thesis:
Details:
Concluding Thoughts
MATERIALS AND ITEMS NEEDED
46 | P a g e
MATERIALS NEEDED
MLA Citations Reference Document for Students:
o https://www.cdaschools.org/cms/lib07/ID01906304/Centricity/Domain/654/Middle%20School%20MLA.pdf
o Youtube MLA Source: https://www.youtube.com/watch?v=eygi6ScdNNc
o http://www.lakewoodcityschools.org/UserFiles/file/Harding%20Library%20Documents/MLA%20Style%20Guide
%20for%20Middle%20Schools--
Guidelines%20for%20Making%20a%20Bibliography%20and%20Documenting%20Sources-DRAFT.pdf
o https://www.lakewoodcityschools.org/UserFiles/file/Harding%20Library%20Documents/MLA%20Bibliography%
20Handout.pdf
o https://und.edu/academics/writing-center/_files/docs/mla-format-and-documentation.pdf
Text Structures Practice:

o LCPS TEACHING TEXT STRUCTURES POSTERS-https://intranet.lc-
ps.org/depts/curriculum/Middle%20School%206-
8/Writing/Writing%20Tracker/Text%20Structures%20Slides.pdf
o
Performance Task Practice:
o https://intranet.lc-ps.org/depts/curriculum/Middle%20School%206-
8/Performance%20Tasks/MSTEP%20Sample%20Released%20ELA%20Performance%20Tasks/Grade_7_PT_N
apping_Explanatory_478940_7.pdf
o https://intranet.lc-ps.org/depts/curriculum/Middle%20School%206-
8/Performance%20Tasks/MSTEP%20Sample%20Released%20ELA%20Performance%20Tasks/GR_7_Sleep_Cl
assroom_Activity.final_479166_7.pdf
o Explanatory Written Rubric: https://intranet.lc-ps.org/depts/curriculum/Middle%20School%206-
8/Performance%20Tasks/MSTEP%20Sample%20Released%20ELA%20Performance%20Tasks/Performance%
20Task%20Rubrics/6_11Explanatory_PT_Rubric_478334_7.pdf
o Argumentative Written Rubric: https://intranet.lc-ps.org/depts/curriculum/Middle%20School%206-
8/Performance%20Tasks/MSTEP%20Sample%20Released%20ELA%20Performance%20Tasks/Performance%
20Task%20Rubrics/6_11Argumentative_PT_Rubric_478333_7.pdf
o https://intranet.lc-ps.org/depts/curriculum/Middle%20School%206-8/Writing/Rubrics/ELARubrics.pdf
47 | P a g e
Stage 3: Planned Learning Experiences and Instruction
Instructional Key Used
WHERETOS FACETS
W Where and Why 1 Explanation
H Hook and Holds 2 Interpretation
E Equip with Tools and Knowledge 3 Application
R Rethink and Reflect 4 Perspective
EV Evaluate Progress 5 Empathy
T Tailored 6 Self-Knowledge
O Organized for Optimize
Stage 3: Week One Instructional Plans
Lesson 1 Overview: District Performance Task Assessment Part 1 (Day 1 of a two-day lesson)
WHERETOs W, H, O
Facets 3, 4
Length 2 Days in Total: 60 minute sessions for each Part 1 and Part 2
Students will complete initial district Performance task 1 (over the duration of a two-day session) in order to
Objectives
serve as a baseline pre-assessment prior to engaging in informational text instruction in the classroom.
***This performance task can be repeated as a summative assessment towards the end of the entire unit of
instruction. We recommend using this as a COLD-OPEN without much explanation of the expectations of this
Things to Note
several week unit in order to truly gauge authentic performance. Save the explanation until the final day of the
performance task assessment.
10-15 Complete “Daily Language Review Day 1”
Daily Warm-Up Evan Moor™ Class work packet.
Minutes and “Daily Reading Comprehension Day 1”
Beginning of Lesson Begin by introducing the students to the next unit on informational reading and text. Review the MDE MSTEP
rubric that they will be scored on initially and remind them that this lesson is to serve as a baseline performance
in order to guide your instruction for their needs. You may introduce the overview of the goals for this unit or you
may simply begin the pre-assessment, depending on teacher’s prerogative.
Pass out student performance task 1 (see stage 2). Explain the basis of the instructions using the sheet provided.
Middle of Lesson
Allow students the entire hour to begin performance task 1 part 1 in class.
End of Lesson Be sure to collect all materials at end of lesson to complete and finish the second part the following day.
Assessment Pre-Assessment District Performance Task Part 1
Lesson 2 Overview: District Performance Task Assessment Part 2 (Day 2 of a two-day lesson)
WHERETOs W
Facets 3, 4, followed by a 1 at end of assessment
Length 2 Days in Total: 60 minute sessions for each Part 1 and Part 2
Students will complete initial district Performance task 2 (completing part 1 prior to if necessary) in order to
Objectives
serve as a baseline pre-assessment prior to engaging in informational text instruction in the classroom.
***This performance task can be repeated as a summative assessment towards the end of the entire unit of
instruction. We recommend using this as a COLD-OPEN without much explanation of the expectations of this
Things to Note
several week unit in order to truly gauge authentic performance. Save the explanation until the final day of the
performance task assessment.
10-15 Complete “Daily Language Review Day 2 and
Minutes “Daily Reading Comprehension Day 2”
Beginning of Lesson
Review and summarize part 1 task completed from yesterday or if necessary, allow additional time for students
to complete part 1 from yesterday in lieu of completing the “Daily Warm-Up.”
Allow students time to complete part 2 of the District Performance Task. Remind them that this will be scored
and to use their best knowledge of the informative writing process from the previous school year as possible.
Middle of Lesson
You may wish to present the MDE-MSTEP rubric once again to review with the students. Allow ample time for
students to complete part 2 of the performance task.
End of Lesson Be sure to collect all materials at end of lesson to complete and score.
Assessment Pre-Assessment District Performance Task Part 2
48 | P a g e
Lesson 3 Overview: Reading Comes in all Shapes, Sizes, and Purposes
WHERETOs W, H, E, R
Facets 1, 4, 6,
Length 1 class period: 50-60 minutes
 Students will complete a reading survey to familiarize themselves with the various genres of reading peers in
their classrooms use for a variety of purposes.
Objectives  Students will review the various reading genres (posters in the class and from previous units).
 Students will be able to identify specific genres of texts.
 Students will understand how various genres can be used for a variety of reasons in the real-world.
Please see the appendix of lessons for additional attachments needed for this lesson as well as additional lesson
Things to Note
information.
10-15 Complete “Daily Language Review Day 3 and
Minutes “Daily Reading Comprehension Day 3”
Beginning of Lesson
Pass out the reading survey inventory of your choice (you may use the one included in the appendix). Allow
students time to complete this survey to review and report out together as a group.
1. Play “Minute-to-Win-It” game by dividing the students into small teams of 2-3 or individually. You may use
CITW strategies. Students will complete three tasks.
 Task 1 will allow students to list as many types of genres together in one minute. Examples include:
narrative, non-fiction, mystery, poetry, etc.
 Task 2 will have students list as many purposes for Reading in their daily lives (ex. texting, tweeting,
instagramming, letters to grandparents, homework, etc.).
 Task 3 will ask students to list as many types of informational texts as they can in one minute
(cookbooks, how-to instruction manuals, encyclopedias, etc.).
Middle of Lesson 2. Gallery Walk: Use the student responses to share-out or report out on their chart papers in the class for each
section. This can then be shared with a walk-about or gallery view of responses. Allow students time to reflect
on what they viewed in the gallery walk-about.
3. IRI: Have students complete their own individual reading inventory for your collection. This will lead into the
class discussion on the purposes for informational reading. Review what you noticed in the poster reviews and
list out a collection of ways in which informative text is used in our daily lives. This is a prime time to review the
direction of where they are headed for this unit including reviewing the EQs and EUs.
Allow students time to write a written reflection on the purposes that texts serve in our daily lives that they
learned form their small group discussions. Allow them an opportunity to reflect and rethink their own
End of Lesson
knowledge on reading and write down questions they would like to address during this informative reading and
writing unit.
Assessment Formative: Exit Slips to flash a cover of a book and guess the genre.
Lesson 4 Overview: INFORMing You! Informational Text Structures and Features of How-To Informational Texts. (DAY ONE)
WHERETOs E, R, T, O
Facets 1, 2, 6
Length 2 Days or 2 class periods: 50-60 minutes
 Students will understand the difference in the informative writing process vs. narrative writing process.
 Students will be able to identify various text features found in informational texts including: description,
Objectives sequence, problem/solution, compare/contrast, and cause-effect.
 Students will begin the planning stages for writing an informative writing HOW-TO paper for their peers
to enjoy.
Please see the lesson in the appendix for additional attachments and external links required. This is a beginning
Things to Note
of a two-day lesson.
Beginning of Lesson
Begin by watching an informative Youtube™ video link on the various text structures of an informative text.
Allow students time to take notes on the structures using their 3-11 notetaking skills or other notetaking style.
Reviewing the text structures, allow students to meet in small groups to create a poster of an informative
brochure to share with their peers on ONE of the text structures. Ask them to incorporate a description of this
Middle of Lesson
text structure, a book/article/text that would be written in this style, the benefits of this text structure, and at
least two notes from their video notes to educate their peers on this style.
49 | P a g e
Students should then circulate around the room to each of the text structures as their groups (or you can bring
the brochure/poster created to various groups). Using the CITW strategy of a silent addition, students can add
to the previous group’s information on that specific text structure. This should be complete in a matter of a five
minute sessions.
Share-out together by looking at the process created.

Explain to the students that they will be working on the sequential text structure to create and write an
informative how-to writing piece written specifically for their peers. They should conclude the lesson by
brainstorming their own ideas of what they could use as their how-to informative piece and putting this into
End of Lesson
chronological order. Ideas could include: how to cook a piece of toast for breakfast, how to study for a test,
etc. Remind them that this how-to should be something they can easily write and incorporate the language of
how-to domain-specific vocabulary and explained easily.
Formative Exit-Slip or Group Exit Review displaying slides of text structures and allowing them to identify which
Assessment
text structure is displayed (this can be done using a google slide).
Lesson 5 Overview: INFORMing You! Informational Text Structures and Features of How-To Informational Texts. (DAY TWO)
WHERETOs R, Ev, T, O
Facets 1, 3, 4, 5
Length 2 Days or 2 class periods: 50-60 minutes
 Students will understand the difference in the informative writing process vs. narrative writing process.
 Students will be able to identify various text features found in informational texts including: description,
Objectives sequence, problem/solution, compare/contrast, and cause-effect.
 Students will begin the planning stages for writing an informative writing HOW-TO paper for their peers
to enjoy.
Please see the lesson in the appendix for additional attachments and external links required. This is the
Things to Note
conclusion to the two-day lesson on How-To informational text structures.
Beginning of Lesson Remind students that they will be writing a how-to informative text piece utilizing language of the sequential
text features. You may want to review the MAISA unit vocabulary and domain-specific words to be
incorporated within the text. Set the purpose for this how-to paper and that they will be presenting it to their
peers.
Allow students time to begin writing their how-to informative papers in class. They should be encouraged to put
Middle of Lesson
themselves in someone else’s shoes to reflect on their instructional strategies and rethink the process if needed.
Students will need to share with a partner and evaluate each other’s beginning stages of the written process.
How is it going? What else is needed? Will this be conducive for all students or will accommodations need to be
End of Lesson
made. This can be done in a reflective journaling process. Students will need to continue their how-to writings
over the weekend and complete their drafts for the next class’ presentation.
Assessment None at this time. Working day!
Stage 3: Week 2 Instructional Lesson Plans

Lesson 6 Overview: INFORMing You! Informational Text Structures Presentation
WHERETOs E, R, Ev, T, O
Facets 3, 4, 5, 6
Length 1 Day or 1 class period: 50-60 minutes
 Students will use their speaking skills to demonstrate the informational text structures of a how-to topic
to their peers.
 Students will present their how-to written reports using chronological sequential words to a small group
Objectives of peers.
 Students will adapt their speech to a variety of contexts and demonstrate command of the informative
text structure of a how-to.
 Students will reflect on their learning process and evaluate those processes of their peers.
Please see the lesson in the appendix for additional attachments and external links required. This should be
Things to Note
concluded within one day session but two class periods may be utilized.
10-15 Evan Moor™ Class work packet Complete “Daily Language Review Day 1”
Beginning of Lesson Daily Warm-Up
Minutes Week 2. and “Daily Reading Comprehension Day 1”
50 | P a g e
Begin by setting the precedent and explaining the purpose of today’s presentations is to evaluate our
informative text structure and the process used for our how-to process. They will be reviewing each other’s
work, providing feedback, support, and encouraging words for their peers in small groups.
You can do this in a variety of ways, but students need to be placed into small groups of peers. Using the CITW
talking mats, decide on a number to speak first regarding their how-to informative writing pieces. Each student
will evaluate their peer’s speaking and informative structure using their student-reflection sheets. They should
evaluate if their peers met the requirements, use empathy to determine other peers that might need extra
assistance in this process, and revise their own how-to informative process papers at the end of the speech.
Middle of Lesson
The teacher should be circulating around the room keeping a check on behaviors, reminding of expectations,
and listening for domain-specific vocabulary words utilized in their written processes and speeches. Students will
be expected to turn in their revised papers in one or two days time, using their own time to write their final
revisions.
Allow students time to reflect on their own process of informative writing and determine where they might need
additional revision, if there were groups that may not understand their process, how they could better equip
End of Lesson
their readers and tailor it to their needs, as well as finish editing a draft of their how-to informative text structure
paper to submit for the grading process.
Formative Exit-Slip or Group Exit Review will be to use their self-reflection sheet on the process used in addition
Assessment
to their peer-reflection forms utilized.
Lesson 7 Overview: MLA CITATION PROCESS for INFORMATIVE TEXTS

WHERETOs W, E
Facets 1, 2
 Students will use their speaking skills to demonstrate the informational text structures of a how-to topic
to their peers.
 Students will present their how-to written reports using chronological sequential words to a small group
Objectives of peers.
 Students will adapt their speech to a variety of contexts and demonstrate command of the informative
text structure of a how-to.
 Students will reflect on their learning process and evaluate those processes of their peers.
Please see the lesson in the appendix for additional attachments and external links required. This should be
Things to Note
concluded within one day session but two class periods may be utilized.
Daily Warm-Up
Provide a fictional scenario (the hook) of a Principal sharing one of the rules of LCPS district regarding dress
Beginning of Lesson code violation. In this situation, the students were dismissed and sent home without reference to the dresscode
written document being referred to and allow students time to reflect on how this scenario may directly affect
their lives without knowing the actual source of this rule in the rulebook document by the district. Why does
referencing matter? How can it affect our daily lives if a source is not provided with proper citation?
MLA VIDEO: After discussion on the scenario, introduce students to MLA and what it stands for. Use the video
provided in the extended lesson appendix section to have students view and take notes on their MLA citation
video while looking for evidence of why citing our source properly is important.
MLA PRACTICE: Students will work with a partner or individually and begin practice of citing sources using MLA
Middle of Lesson style from a variety of books or other texts at each station. Students can rotate through or you can do this as a
whole group style if necessary.
MLA BOOKMARK: Students can create a bookmark to keep in their folder in order to reference how to properly
cite their sources (textbooks, article, newspaper, etc.). You can use the one purchased from
TeachersPayTeachers.com or create your own together. This will serve as a reference for future documents.
Allow students time to reflect on the initial scenario and the importance of properly citing our sources. Why must
End of Lesson this be done? How does it affect us? How can we use MLA in the future? Students can be assigned an MLA
homework practice sheet if necessary to continue their practice with citations.
Formative Check-in: “BEAT THE TIMER!” For this quick game, the teacher can put up an MLA cited source and
students can check their bookmarks to see if the source was properly cited or not. This can be a quick thumbs
Assessment
up or down if necessary, with discussion available to discuss the MLA citation. Look for specific MLA versions
that may have stumped students along the way.
51 | P a g e
Lesson 8 Overview: “Cite My Source!” MLA Citations in Action/JIGSAW ACTIVITY
WHERETOs E, R, Ev, T, O
Facets 2, 3, 5, 6
 Students will use their knowledge of MLA citations and main idea to find textual evidence to support
their answer and cite their source properly.
Objectives  Students will engage in discourse and dialogue to determine the best supporting evidence to use to
support their main idea using various texts in preparation for PSAT test style.
 Students will read a variety of short passages from various genres and cite them using MLA style.
Please see the lesson in the appendix for additional attachments and external links required. This allows for your
Things to Note to coordinate with the students’ other core subject area teachers (social studies, math, science) and choose
an article, summary, or passage from their textbooks to use.
Daily Warm-Up
Beginning of Lesson You will need to have students work in small groups of 3-4 students. They will need several examples of articles,
textbook passages, or books with one at each center. There should be approximately 6-7 different text samples
that are just a few paragraphs long. A copy of the “Informational Reading Response Evidence” sheet can be
left at each station for the group to fill out, or it can be passed with the groups to review.
JIGSAW ACTIVITY: Students will use the short passages at each center to read through and determine the main
idea of the informational passage used. Using the sheet of paper, there will be tasks for each rotation to follow:
 Rotation 1: Group will properly cite the source of the document using their MLA bookmarks.
 Rotation 2: Group will find one citation to incorporate that proves the main idea of the passage.
 Rotation 3: Group will read the passage through to find additional evidence of the main idea and
Middle of Lesson support it with a proper citation.
 Rotation 4: Group will read through the passage at their center and complete the jigsaw activity to
add one additional citation for the main idea of the passage.
 Rotation 5: Group will rotate back to their original starting station (where they MLA cited the source)
and review the completed jigsaw sheet for their source. They will reflect together evaluate and review
it with each other making changes/revisions where possible.
Allow groups to present their document with the evidence provided from the activity. This can be done using
End of Lesson the ELMO projector or simply standing up to explain their document. Allow for other groups to weigh in and
share their evaluation or comment on the process. Each student should reflect on the process in their notebook.
Formative Check-in: Teacher can assign an additional reading passage and have each student individually
Assessment complete the MLA citation, main idea, and two other evidence citations to prove their main idea. These can be
collected as a homework assignment. SEE NEXT LESSON
Lesson 9 Overview: “Cite My Source!” MLA Citations in Action Informational Article-Formative Assessment
WHERETOs Ev, T, O
Facets 1, 3, 4, 6
Objectives  Students will engage in a formative assessment using their own reading skills to read a source, cite it,
and use MLA style formatting in the process.
Please see the lesson in the appendix for additional attachments and external links required. This can be
Things to Note
counted as an official formative assessment and a grade in the gradebook.
Daily Warm-Up
Beginning of Lesson Introduce the activity to the student by explaining why they will be undergoing a formative check-in regarding
the MLA process. Remind them that they may use their bookmarks as a reference guide to complete the
process and that they have the entire duration of the hour to finish and complete this assessment checki
This assessment can be done in small groups if you prefer or individually.
 Students should be provided the “Citing Sources (MLA)” document to complete.
Middle of Lesson  Students can work on reading short passages and finding one quote to cite as the main idea
reference.
 They will need to justify or explain their reasoning for selecting the cited evidence in the text.
52 | P a g e
Allow students time to reflect on this process of finding appropriate textual evidence to prove their point. How
End of Lesson did this process go for them individually? What did they find they need to work on or need assistance with?
How might they use this in their real-world context?
Assessment THIS IS THE FORMATIVE CHECK-IN.
Lesson 10 Overview: Supporting Main Idea of Informational Text Using Citations of Text Evidence SUMMATIVE ASSESSMENT
WHERETOs Ev, T, O
Facets 1, 3, 4, 6
 Students will read short passages of informational texts to determine one sentence summaries of the
main idea of the passage.
Objectives  Students will properly cite their text evidence using MLA citations.
 Students will write a quick informative summary using their text evidence to support it and compare it
with their partner.
Please see the lesson in the appendix for additional attachments and external links required. We purchased an
Things to Note informational text bundle with several documents of quick reading passages for seventh graders to use. We
selected the main idea version of passages for this lesson.
Daily Warm-Up
Beginning of Lesson Students will continue with the process of using informational text to help prepare them for the PSAT test and
NWEA assessment coming up in the very near future. Their purpose will be to work on comprehension,
summarizing of main idea, and using the informative text structure to determine the main idea and find textual
evidence to support their claim.
This assessment can be done in small groups if you prefer or individually.
 Provide students a copy of the 8-10 short reading passages on determining main idea in informational
text to read.
 Students should be allowed time to read through and answer the comprehension questions when
they are done.
 Students will also be using their English notebooks to practice finding and highlighting the ONE
Middle of Lesson sentence used as the main idea of the text.
 Students will cite this source using their MLA process in their notebook.
 Students should then create a 3 sentence summary of the main idea of the passage, incorporate the
1 sentence citation that proves it using domain-specific vocabulary words (including “according to
the text,” or “The author stated that..”), and summarize the passage using 1 word.
**It is recommended that the teacher and the class complete ONE passage together to demonstrate the
process and allow time for the students to complete the process on their own time afterwards.**
Allow students to meet with their partners and choose which number passage to report out on together.
End of Lesson Students should evaluate the 3-1-1 strategy they utilized, reflect on the process, and agree to the one sentence
text evidence citation that should be used to prove the main idea of the informative passage.
SUMMATIVE ASSESSMENT: Assign passages #9-10 for students to complete on their own and pull for an
Assessment
assessment. This can be assigned for homework if needed as well.

Lesson 11 Overview: Analyzing Informational Article Text Evidence
WHERETOs W, E, R, Ev
Facets 1, 2, 3, 4
 Students will use their knowledge of newspaper/magazine articles to gather evidence to support their
claim.
 Students will analyze the text features of an informative article to understand how this enhances and
Objectives
affects the reader’s understanding of the information presented.
 Students will analyze the text structure used in an informative article and how it compares/contrasts to
sequential informative writing styles.
Please see the lesson in the appendix for additional attachments and external links required. We used the
Things to Note resource purchased from TeachersPayTeachers to supplement this activity. “Analyzing the Features of a
Newspaper Article” by Stacey Lloyd. ***This serves as the basis for the next PERFORMANCE TASK 2.***
53 | P a g e
Daily Warm-Up
Beginning of Lesson Begin with a self-reflective warm-up in their English journal asking them to list how people use articles in
magazines, newspapers, online, etc. for better understanding. Ask them to list all the places they have seen
informational articles before and to list the features of what was used in this format of informative writing.
Have the students copy down the informational text structure using the inverted pyramid to cover the structure
of this topic: The lead, supporting information, additional facts, less important information.
Provide students with their partners near them to use the cut-up slips from the “Organize the Story” to try and
put the newspaper article in the proper order. Share out as a group to determine the correct order.
Middle of Lesson Read through the newspaper article together as a class on “Death Toll Set to Rise…” provided in the structure.
Allow students to highlight, underline, and find “the lead,” “the supporting information,” “the additional facts,”
and the “less important information.”
Students will then work on the “Identifying features of a Newspaper Article” handout on their own in
conjunction with the newspaper article. They will be analyzing the structure, the language, the content, and
their opinion on this newspaper article.
Students should reflect out with partners or as a class discussing the features of the newspaper article. What
End of Lesson were the distinguishable features noticeable for a newspaper article? How are they different than other
informative written text structures? How are the useful for various groups of people?
Formative: “Analyzing A News Article” sheet should be passed out along with another shorter newspaper article
Assessment
for students to summarize and complete for a quick check-in or graded homework assignment.
Lesson 12 Overview: Analyzing Informational Article Text Evidence

WHERETOs H, E, R, Ev, T, O
Facets 2, 3, 4, 5
 Students will use their knowledge of newspaper/magazine articles to gather evidence to support their
claim.
 Students will analyze the text features of an informative article to understand how this enhances and
Objectives
 Students will analyze the text structure used in an informative article and how it compares/contrasts to
sequential informative writing styles.
Things to Note resource purchased from TeachersPayTeachers to supplement this activity. “Analyzing the Features of a
Newspaper Article” by Stacey Lloyd. ***This serves as the basis for the next PERFORMANCE TASK 2.***
Daily Warm-Up
Beginning of Lesson
Begin with a self-reflective warm-up regarding their formative check-in from the previous lesson. Go through the
article together briefly to discuss the features, structure, and evidence provided.
Students will be working on their own to critically examine an additional newspaper article, looking for text
evidence to determine the main idea, evaluate the title, and write an informative written summary for the
newspaper article for their peer to use.
Students will be given ample time in class to read through the natural disaster article from yesterday’s lesson
and respond to written questions provided that examine the title, the language used, the audience, phrases,
Middle of Lesson and other questions provided by the purchased materials.
Students will then prepare an informative written summary citing textual evidence about the main idea of this
newspaper article and cite at least two pieces of evidence using MLA citation styles. To increase difficulty and
differentiate instruction, you can allow students to prepare a summary for fifth graders, for students who were
apart of this natural disaster, and for families who have never experienced this type of natural disaster. How
would changing their audience effect their written responses and citations used? Self-reflect on their responses.
As a class, review the questions #1-7 on the analyzing of the article to determine the responses and hold a
End of Lesson
discussion on the text structures, features, citations, and format of an informative newspaper article.
Formative: Using index cards, have students quickly produce the identifiable features of an informative
Assessment
newspaper article. Go through these to determine understanding.
54 | P a g e
Lesson 13 Overview: Analyzing Text Evidence from an Instructional Chapter in a Book
Facets 2, 3, 4, 5
 Students will use their knowledge of informational chapters in books to gather evidence to support
their claim.
 Students will analyze the text features of an informative chapter to understand how this enhances and
Objectives
 Students will analyze the text structure used in an informative chapter and how it compares/contrasts
to other informative text structures.
resource purchased from TeachersPayTeachers to supplement this activity. “Analyzing an Extract from an
Things to Note
Instructional Book Chapter” by Stacey Lloyd, but you can certainly use copies from other textbooks to help with
this information. ***This serves as the basis for the next PERFORMANCE TASK 2.***
Daily Warm-Up
Beginning of Lesson Using the Youtube™ video, allow students to respond to the question about the author’s argument. Examining
their argument presented. Analyze how their information was convincing and how this may have changed if
their audience had changed.
Using copies of the book chapter from this purchased lesson, allow the students to discuss the features,
language, vocabulary used, etc. noticing the features of this informational text structure.
Allow students time to work in small groups or with pairs to respond to the questions posed about this
Middle of Lesson
informational text structure and analyzing its tone and language used. THIS WILL TAKE A GOOD PORTION OF
THE TIME.
Share out from the groups to distinguish the various features of this informative text structure together.
Using the “Making Inferences” sheet, allow the students to complete the questions finding evidence to cite on
End of Lesson
the sheet from the informative book chapter. This should be completed for a homework assessment check-in.
Assessment NONE. Finish the Making Inference sheet for homework and collect to review from students the following day.
Lesson 14 Overview: Analyzing Text Evidence from a Magazine Article

Facets 2, 3, 4, 5
 Students will use their knowledge of informational magazine articles to gather evidence to support
their claim.
 Students will analyze the text features of an informative articles to understand how this enhances and
Objectives
 Students will analyze the text structure used in an informative magazine article and how it
compares/contrasts to other informative text structures.
resource purchased from TeachersPayTeachers to supplement this activity. “Analyzing an a Magazine Article”
Things to Note
by Stacey Lloyd, but you can certainly use copies from other magazine articles as your source. ***This serves as
the basis for the next PERFORMANCE TASK 2.***
Daily Warm-Up
Introduce the magazine article as a class and allow time to read through. Allow students to take notes in their
Beginning of Lesson English notebook providing evidence of the main idea of the topic.
When they are finished, allow a group discussion to go through and distinguish the various features of the
magazine article. How did it grab their attention? How was this structure different from a newspaper article or a
book chapter? Share out together.
Using the “Let’s Dig a Little Deeper” from this purchased unit, allow students time to look for evidence of the
article to support their main idea, examine the language and vocabulary utilized throughout, style, purpose,
Middle of Lesson
and intended audience.
55 | P a g e
This can be examined together as a group, individually, or broken down in small groups.
Students should then complete the sheet that examines the grammar & language, content, and making
connections part of the newspaper article. Allow students time to reflect on how this informative structure could
be conducive for various student groups. Have them reflect on how this text structure could be used in their
End of Lesson own daily lives.
Have students work on a main idea informative written summary response citing textual evidence to prove their
main idea.
Formative: quickly ask quick questions regarding features of a newspaper article vs. an informative book
Assessment
chapter, and/or a newspaper article. Are they able to distinguish the various informative text structures?
Lesson 15 Overview: Informational Text Escape Room Activity SUMMATIVE ASSESSMENT ACTIVITY
WHERETOs H, E, R, Ev. T, O
Facets 2, 3, 4, 5, 6
Objectives  Students will engage in a formative assessment using their own reading skills to read a source, cite it,
and use MLA style formatting in the process.
Please see the lesson in the appendix for additional attachments and external links required. For this lesson, we
purchased “Reading Escape Room, Nonfiction informational text ELA Escape Room” by Teach With All Your
Things to Note
Heart. **Please note that this lesson requires PREP work and copies made in envelopes for 6-7 small groups
needs to be completed prior to beginning this lesson.**
Daily Warm-Up
Beginning of Lesson Introduce the activity to share that they will be using their knowledge of informational text features and text
structures to see if they can escape today! You will need to break them into small groups and provide
envelopes for each task.
This assessment can be done in small groups and should be provided the individual task cards.
 Task #1: Students will have to examine and analyze how non-fiction/informational text structures are
organized and work together to properly identify each structure before escaping. This will review
Compare/Contrast, Chronological, Problem-solution, Cause-Effect.
 Task #2: Students will have to properly identify main idea and supporting details analyzing a magazine
Middle of Lesson
informational article in order to crack the CIPHER code.
 Task #3: Students will read a newspaper article and have to answer comprehension and questions on
the informational article.
 Task #4: Students will have to crack the code interpreting informational charts and graphs to
determine the main idea presented in this informational structure.
Allow students time for self-reflection on their ESCAPE room activity. Which structure did they find the most
challenging and why? What were the big ideas of this activity and how did they know? How did they
End of Lesson determine the main idea of each text passage? How will they relay their information they learned to peers?
Another great way is to allow them time to prepare an informative written response describing the details of
each task using evidence from their ESCAPE ROOM activity.
Assessment SUMMATIVE ASSESSMENT CHECK-IN.

Lessons 16-25 Informative Reading/Writing Using Text Evidence Performance Task 2 Parts One and Two
Overview:
WHERETOs W, H, E, R, Ev., T, O
Facets 1, 2, 3, 4, 5, 6
Length 12 Days or Class periods of 50-60 minutes each.
Objectives Please see the PERFORMANCE TASK SECTION IN STAGE 2 for detailed lessons.
This is the second PERFORMANCE TASK that is divided into two parts. Please see STAGE TWO for complete details
Things to Note
to follow.
Beginning of Lesson Daily Warm-Up 10-15 Evan Moor™ Class work packet “Daily Language Review” and “Daily Reading
56 | P a g e
Minutes Week 4. Comprehension” practice sheets per day.
Each lesson will begin with Classwork packet week 4 each day.
Middle of Lesson See performance task.
End of Lesson See performance task
Assessment SUMMATIVE ASSESSMENT!
PART ONE Research Written Report Performance Task
 Day ONE Part One: BEGIN THE RESEARCH PROJECT

Students should receive handouts of materials needed including:
 copies of the materials (you can choose to put their research materials into a packet or use for separate pages in a
folder so as to not lose them).
 explain the directions and review the grading rubrics used.
 review the timeline and allow student to write in the due dates so as to keep track in their agendas as well as in their
research document.
 library or media center access with computer time built in to research.
 2 days MEDIA CENTER time for research should be scheduled in advanced.
 2 days COMPUTER LAB time should be built in for typing the draft of their research report.
 copies of the Michigan Department of Education’s Informative/Explanatory Written Response Rubric, the Class Rubric,
and the Performance Grading Scale utilized to review.
 Samples of research projects from previous years to view and review.
Day ONE Part Two:

 Begin with a short clip on importance of Research reviewing the C.E.R. inquiry based research they are familiar with used
in Science.
 Discuss the importance of choosing an informational question that is of importance to them and one that will lead to
their goals of finding three pieces of evidence to prove their claim along with achieving a 2 page written response.
 Allow students brainstorming session with partners to come up with research topics and three questions.
 HW: Students should complete their Brainstorming Informational Research Question sheet by the next consecutive day
and finalize their research question with supported reasoning and justification. They should be ready to speak with ther
peers to review and defend their choice.
 Day Two: RESEARCH QUESTION PEER REVIEWED

 Daily Class Reading/Writing warm-up strategies (ex. Evan Moor Daily Language/Reading, Writing)
 This day is to review their Brainstorming Informational Research Question sheet with peers.
 Teacher may utilize CITW strategies to partner students (our favorite is the stand-up, hand-up, pair-up). If you need
additional ideas, please see the CITW strategies in the external links part of the Materials section below.
 HW: Students should then begin filling out their Research Topic Selected Explanation sheet due the next day.
 PLEASE NOTE: Teacher will need to approve this sheet and may provide feedback if the student is off topic or needs
assistance with topics to choose.
 Day Three: MLA CITATION PRACTICE LESSON and FORMATIVE ASSESSMENT

 This will be a lesson on MLA practice citations.
 You can view a YOUTUBE video, use one of the sheets in their Research Report section to properly cover the citations, as
well as you can use the book mark (license purchase needed from TeachersPayTeachers.com.
 Our team purchased foldables for students to utilize and place in their binders:
https://www.teacherspayteachers.com/Product/MLA-Citation-Works-Cited-Research-Writing-Resource-2676608
 If you need additional links for worksheet practice or if your book does not cover one, please see the external links part
of the Materials section below.
 FORMATIVE ASSESSMENT: You can assign a practice citation sheets if you’d like to check in their progress.
 Days Four/Five: RESEARCHING IN MEDIA CENTER

 Students will need their Informational Research Notes to utilize in the Media Center/Library to find three sources on their
topics and add their notes for research-based inquiry.
 Students may begin to work on their Thinking Map Brainstorm sheet that will be due by Day Six.
 You may need to assign additional research time for the three sources or you could allow them to check out two
resources to work on at home or in the classroom.
 HW: Complete the Informational Research Notes as well as begin working on their THINKING MAP BRAINSTORM sheet.
57 | P a g e
 Day Six: THINKING MAP BRAINSTORM In-Class Work Time

 This day is meant for them to begin working on their first draft outlining their citations and body paragraphs as well as
their topic sentences.
 You may offer peer review if students are already finished.
 FORMATIVE ASSESSMENT: You can easily have a student check-in to make sure they remember their lessons on the topic
sentences. Pull a quick article and have them write a topic sentence about to begin a paragraph restating the main
idea. These are great to share with partners and compare.
 Day Seven: PEER REVISION PROCESS

 Students can review their first drafts together in class with a few peers.
 Have students offer suggestions and comments using index cards or post-it notes to review their work.
 Two stars and a wish, works best for this strategy and students can move about the room to review the content.
 Day Seven/Eight: COMPUTER LAB TYPING FINAL DRAFT

 This will be scheduled computer lab time to type their final drafts.
 Students will use their MLA style formatting sheet to work on their formatting process.
 Have students view the Informative Performance Scoring Scale rubric as a reminder.
PART TWO Informative/Explanatory Oral Presentation Performance Task:
PART TWO: The seventh graders will create an informative presentation acting as reporters to sell their idea to editors. Their goal is to get
their idea featured in the Middle School Central Gazette. In addition, the students will create a fundraising event or spirit day to help
educate others about their topic, that would further reach their community members and adults. The seventh graders will present their
topics with a Posterboard presenting their main idea with supported evidence. The students will then critique and reflect on each other’s
ideas as editors of a newspaper.
 Days Nine/Ten: FORMAL DRAFT SUBMISSION/WORK ON ORAL PRESENTATION REPORT.

 Students will submit their final drafts for review by teacher.
 The next two class periods are built in time to work on their second performance task for their oral report and
presentation to the class.
 Students will need amble time and need to bring their materials to use for work on their presentation.
 Students will need a copy of INFORMATIVE ORAL PRESENTATION OVERVIEW to review and make sure they are following
the rubric.
 *ADDITIONAL COMPUTER LAB TIME MAY BE NEEDED FOR PRESENTATIONS*
 Days Eleven/Twelve: ORAL PRESENTATIONS OF INFORMATIVE/EXPLANATORY REPORTS

 Students will be presenting their reports to the class.
 Students will use this time to add thoughtful reflections for five students.
 You can use index cards, post-its, or make a copy of the Informative Peer Reflection sheet that has five student remarks
on it.
 After the student has presented, they will need to complete their Informative Student Reflection sheet to work on their
own student reflection due the next day of presentations.
58 | P a g e
Stage 3 APPENDIX: Evidence Based Informational Reading/Writing

Page Length
Lesson Topic CCSS Materials Needed
Number of Time
See STAGE 2 for
p.6- Lessons 1/2: District Informational Reading RL.7.1, RL. 7.2,
RI.7.1, RI. 7.8, RI. Week One:

Performance Task 1 Informative Writing

7.10, W.7.8, W. 2 Days materials beginning
30 Part One Pre-Assessment 7.9, W.7.10
on p. 6-30
Lesson 3: Reading Informal Reading Inventories RL.7.1, RL. 7.2, Week One  Daily Class Warm Up
p. 61 Comes in all Shapes, (IRI) Reading Inventory for

Students/Genre Review
RI.7.1, RI. 7.8, RI.
7.10, W.7.8, W.
1 Day
50-55 min.


IRI Scholastic Version
Task Cards/ELA notebook
Sizes, and Purposes! 7.9, W.7.10  Chart Paper/Markers (if small groups)
 Daily Class Warm Up
 Text Structure Posters (SEE LESOSN FOR FREE)
Informational Text Structures RL.7.1, RL. 7.2, Week One
Lesson 4-5: Informing  YouTube Text Features Videos.
p. 66 YOU!
and Features of Informative
Texts Formative Assessment
RI.7.1, RI. 7.8, RI.
7.10, W.7.8, W.
7.9, W.7.10
2 Days
50-55 min.
 “Writing to Inform” from Elements of Writing
text.
 “How To” Formative Assessment
 Transitional Words and Phrases Reference
RL.7.1, RL. 7.2,
Informational Text Structures RI.7.1, RI. 7.8, RI. Week Two  Daily Class Warm Up
Lesson 6: How-To
p. 70 Presentations.
Presenting “How-To” written
pieces.
7.10, W.7.8, W.
7.9, W.7.10
SL.7.1, SL.7.4,
1 Day
50-55 min.



ELA Journals
Complimentary Cards
How-To Formative Assessment Pieces
SL.7.6
RL.7.1, RL. 7.2,
MLA Overview  Daily Class Warm Up
RI.7.1, RI. 7.8, RI. Week Two
Lesson 7: MLA Citations  MLA Citations Practice Sheet
p. 73
Informational Process of Using 7.10, W.7.8, W.
Textual Evidence and Citing our 1 Day  YouTube Videos (see lesson for link)
Overview 7.9, W.7.10
SL.7.1, SL.7.4, 50-55 min.  Construction paper/chart paper and colored
Source Properly pencils/crayons
SL.7.6
RL.7.1, RL. 7.2,
 Daily Class Warm-Up
MLA in action practice RI.7.1, RI. 7.8, RI. Week Two
Lesson 8: Cite My  MLA Citations with Evidence Sheet
p. 76 Source Jigsaw
Finding Textual Evidence that
fits.
7.10, W.7.8, W.
7.9, W.7.10
SL.7.1, SL.7.4,
1 Day
50-55 min.
 Various books, articles, informational
resources (can coordinate with other
departments).
SL.7.6
RL.7.1, RL. 7.2,
Lesson 9: Cite My MLA Citations, Textual RI.7.1, RI. 7.8, RI. Week Two
p. 82
Evidence, and Main Idea in 7.10, W.7.8, W.
Source Independent Action using Informational 7.9, W.7.10
1 Day
50-55 min.
Practice Article SL.7.1, SL.7.4,
SL.7.6
RL.7.1, RL. 7.2,  Daily Class Warm Up
RI.7.1, RI. 7.8, RI. Week Two  MISD released PSAT Packet Materials
Lesson 10: Identifying
p. 83
Informational Main Idea in 7.10, W.7.8, W.  Scholastic Reading Materials
1 Day
Main Idea Various texts. Citing evidence 7.9, W.7.10  Coordinated Reading from other
SL.7.1, SL.7.4, 50-55 min. departments (S.S/Science)
SL.7.6  Main Idea Reading Response
RL.7.1, RL. 7.2,
Lesson 11/12: Analyzing Informational Reading Process RI.7.1, RI. 7.8, RI. Week Three
p.83 Informational Article Text
Evidence
Identifying Main Idea Citing
Evidence
7.10, W.7.8, W.
7.9, W.7.10
SL.7.1, SL.7.4,
2 Days
50-55 min.
 TPT purchased materials
SL.7.6
Lesson 13: Analyzing RL.7.1, RL. 7.2,
Informational Reading Process RI.7.1, RI. 7.8, RI. Week Three  Daily Class Warm Up
Informational Text
p.83 Evidence from an
Evidence
7.10, W.7.8, W.
7.9, W.7.10
SL.7.1, SL.7.4,
1 Day
50-55 min.
Instructional Chapter SL.7.6

RL.7.1, RL. 7.2,
Lesson 14: Analyzing Informational Reading Process RI.7.1, RI. 7.8, RI. Week Three
p. 83 Informational Evidence
from Magazine
Evidence
7.10, W.7.8, W.
7.9, W.7.10
SL.7.1, SL.7.4,
2 Days
50-55 min.
SL.7.6
RL.7.1, RL. 7.2,
Informational Process of Using RI.7.1, RI. 7.8, RI. Week Three  Daily Class Warm Up
Lesson 15: Informative
p. 83 Escape Room
Textual Evidence and Citing our
Source
7.10, W.7.8, W.
7.9, W.7.10
SL.7.1, SL.7.4,
1 Day
50-55 min.
 ELA Journals
 Complimentary Cards
How-To Formative Assessment Pieces
SL.7.6
RL.7.1, RL. 7.2,
Lessons 16-28: Informative Writing MDE and RI.7.1, RI. 7.8, RI. Week Three
p. 7-19 Performance Task 2 7.10, W.7.8, W.
MSTEP released items-District
7.9, W.7.10
2 Weeks See STAGE 2
p.31-48 Mandated 50-55 min.
Part 1/2 SL.7.1, SL.7.4,
SL.7.6
59 | P a g e
Lesson #3 Plan Section-Stage 3 Week ONE Lessons
LESSON 3 TITLE:
Reading Comes in all Shapes, Sizes, and Purposes!
TOPIC:
Informal Reading Inventories (IRI) Reading Inventory for Students/Genre Review
CCSS COVERED:
 RL.7.1, RL. 7.2, RI.7.1, RI. 7.8, RI. 7.10, W.7.8, W. 7.9, W.7.10
LEARNING TARGET/GOAL:
 Students will use a simple Reading Inventory to familiarize themselves with the various genres
peers use for a variety of purposes in seventh grade.
STAGE 3: PLAN LEARNING EXPERIENCES and INSTRUCTION
 Students will review the various Reading Genres (posters from previous sessions already
covered in class) as an introduction for focusing on Informational reading.
 Students will be able to identify a specific text as informative or other genres.
 Students will understand how various genres can be used for a variety of reasons.
DURATION:
 1 Day or class session (50-55 minutes)
MATERIALS NEEDED
 Daily Class Warm-Up (Used Evan Moor Class Units but can be anything with quick Reading
passages, Daily Language Review, and/or paragraph editing).
 Chart Paper (If playing with groups) markers
 Reading Inventory: Scholastic FREEBIE https://www.scholastic.com/teachers/blog-posts/alycia-
zimmerman/getting-know-my-students-readers/
INSTRUCTIONS
Beginning of Lesson:
 Daily Warm-UP: Students will begin their DAILY WARM-UP for the first 7-10 minutes to review and
continue with spiraling curriculum. We use Evan-Moor Packets to allows students high-impact
instruction in short amounts of time. This should be focused on reviewing of Language Editing,
Reading Comprehension, and even MLA practice warm-ups if you prefer.
Middle of Lesson:
 Minute-to-Win It Reading Purposes: For this activity, we intend to begin the lesson with classic and
simple version of Minute-to-Win-It. Students do not need anything except a scrap sheet of
paper or their ELA notebooks will suffice. The teacher can choose to have a reward (such as a
homework coupon, pencil, etc.) or simply just give them a compliment! You can view
additional videos that we recommend at the following sites:
o Task #1: Students will first list as many types of genres that they can think about in one
minute. (Ex. narrative, non-fiction, poetry, mystery, etc.)
o Task #2: Students will list as many purposes for Reading in their daily lives for one
minute. (Ex. Cooking, texting, tweets, Instagramming, letters to Grandma, essays,
studying, research reports, manuals for directions.)
o Task #3: Students will list as many types of Informational Texts they can in one minute.
(Cookbooks, Instruction manuals, Game Directions, Encyclopedias, etc.).
o Use student responses to share on a chart paper as a group and you can group them
by various tasks. (SEE TASK CARDS BELOW)
o You can have students rotate to each center using a CITW strategy of working without
60 | P a g e
talking to add additional items to each group’s chart paper.
o **A variation of this game can be played in small groups with chart paper to display.
o Share out the responses in your own way. You may wish to create a WORD CLOUD to
demonstrate the purposes of Reading in our daily lives and its essential elements.
https://www.abcya.com/games/word_clouds
o You can refer the students to your Reading Text Genres Posters to remind them of the
various genres and their titles. FREEBIE: https://www.teachjunkie.com/organization/27-
classroom-posters-free/
 IRI: After students reviewed the purposes and genres or writing, let’s see what their interests in
reading range from. There is a great article that links the purpose behind IRIs for students at:
https://www.readingrockets.org/article/critical-analysis-eight-informal-reading-inventories
o This should not take too long to cover and should be done towards the end of the
hour. When students are done, they can share with partners or with the class.
o The teacher may want to use this to generate another WORD CLOUD to demonstrate
how your students from each hour use Reading! These create wonderful and inviting
visuals for students to see from each class.
 Informational Reading: For the next part of the lesson, you will be setting the stage for the
informational unit that your class is embarking on. Describe the end goals for this unit and
discuss the purposes for using Informational Text in our daily lives.
o A great warm up is to allow them to read a short informational article (we suggest
Scholastic) and have them write a quick article summary 3-11 notetaking style.
o Encourage them to use their skills of citations from the previous months in school to find
one quote that resonated with them.
o Have the write a quick summary paragraph summarizing the main idea of this article
followed by a paragraph response of how they could use this article in their daily lives.
How did it help to inform their reading? How could they use this in their regular lives?
How was this reading assignment purposeful?
End of Lesson
 Formative Assessment: For a quick formative assessment at the end of the lesson, you can have
flash pictures of books or actual books they would know and have them guess the genre on
an index card. See how many they had correct!
 HOMEWORK BookMark Text Genres: A great way to continue to keep your students thinking
about the genres is to have them create their own visual poster representation of genres to
keep in their binder of ELA folder. You can also turn this into a POSTER PRESENTATION of text
genres to use in your classroom as a visual if you prefer.
Additional Notes to the Teacher: https://www.readingrockets.org/article/critical-analysis-eight- 61 | P a g e

informal-reading-inventories
Lesson 3 Task Cards
Minute-to-Win-It TASK #1
 At this station, list as many types of genres of texts
your can think about.
 If you still have time, add their definitions!
 At this station, list all the purposes for Reading.
Think: how many ways do you use reading in your daily
lives?
 At this station, list as many examples of Informational
texts as you can!
 Add how those particular texts are useful in our lives.
62 | P a g e
Lesson 3 IRI

https://www.scholastic.com/teachers/blog-posts/alycia-zimmerman/getting-know-my-students-readers/
63 | P a g e
64 | P a g e
Lesson #4 Plan Section-Stage 3 Week One Lessons
LESSON 4 TITLE:
INFORMing YOU!
TOPIC:
Informational Text Structures and Features of Informational Texts
CCSS COVERED:
 RI.7.1, RI.7.2, RI.7.3, RI. 7.5, RI.7.6, RI. 7.10, W.7.2d, W.7.5, W. 7.9, W.7.10
 Students will understand the difference in the informative writing process.
 Students will be able to identify the varying text features found in informational texts including
description, sequence, problem/solution, compare/contrast, cause-effect.
 Students will engage in an informative writing HOW-TO paper for their peers to enjoy.
 Students will use sequential domain-specific vocabulary words and chronological order.
DURATION:
 2 Days (consecutive) or class sessions (50-55 minutes)
MATERIALS NEEDED
 Access to Youtube Videos: https://www.youtube.com/watch?v=cytHen2SCeM
 Text Dependent Analysis: https://www.youtube.com/watch?v=VzMzHrroZGM
 Kinneavy, James L., Warriner, John E. (1993). Elements of Writing. Austin, TX: HBJ (p. 216-225).
 Reading Inventory: Scholastic FREEBIE https://www.scholastic.com/teachers/blog-posts/alycia-
zimmerman/getting-know-my-students-readers/
INSTRUCTIONS
65 | P a g e
Beginning of Lesson: (FOR BOTH DAYS ONE AND TWO)
Middle of Lesson: (DAY ONE ONLY)

 Informative Video on Text Structures: This activity should be added notes in their ELA section to
reference throughout the unit. They will cover elements of informational texts and their
features. You can view the video and allow students to take notes on the subject.
https://www.youtube.com/watch?v=cytHen2SCeM
o Review the various structures and have students brainstorms lists of ways they have
seen these text structures play out in their daily lives or in other subject areas.
o You can refer the students to the Informational Text Structures posters. If you do not
have access to these, see the FREEBIE’s at: https://minds-in-bloom.com/free-
informational-text-structures/
o You can create ANCHOR CHARTS in small groups to display the features of
informational Text Structures to view in the classroom.
 How-To Informative Writing: After students have taken notes and created anchor charts
together, they can work on reading in their textbooks about “Ways to Inform” p. 216-224 and
looking through the text structure for “how-to” writing pieces. You can encourage them to
take their Cornell Notes as well on their silent reading.
o The students will be creating their brainstormed ideas for creating a simple structured
HOW-TO writing piece.
o They can use the sheet to brainstorm their ideas in CHRONOLOGICAL Order and focus
on domain-specific vocabulary sequence words.
o They can use their THINKING MAPS™ structures that have been emphasized throughout
the school year or any other Writing Brainstorming Maps you may use in your school
o Students should brainstorm today and continue working on their writing a simple HOW-
TO writing Piece started today and finished the next sequential day.
o Introduce the HOW-TO Structure and goal for the third day.
End of Lesson (DAY TWO ONLY)

 Formative Assessment: Students will be completing their HOW-TO Informative Writing paper to
present to the class the third day.
o Students should complete the BRAINSTORM Circle Map on the How-To Formative
Assessment sheet thinking of ideas they could explain to their friends in class.
o This should be a step by step process in chronological order.
o You can allow students to work together on this assignment if necessary and/or
brainstorm ideas as a class or as small groups.
o If using the textbook, there are several examples of good “How-To” paper ideas on
pages 222-225.
 How-To Writing Process: Students will then take their ideas and begin the writing process in class.
This is meant to be an in-class written assignment as they will be presenting their ideas in class
tomorrow.
o Ideas Include: How to make a paper airplane, pack a lunch, write a how-to paper,
sharpening a pencil, etc.
o Remind students to utilize as many transitional words/phrases as possible, being sure to
use the sheet below or additional references as well.
o Highlight transition words when complete.
 HOMEWORK Preparing the How-To for their Peers: Students need to complete their How-To
66 | P a g e
papers for homework and should be prepared to share their ideas in a group. It is encouraged
but not required, that students actually make their items in small groups the following day.
Additional Notes to the Teacher:
67 | P a g e
Lesson 4 Transitional Words and Phrases

Adapted from Elements of Writing p. 74.
Transitional Words and Phrases

Compare and Contrast
also another similarly
although but too
and however yet
Cause and Effect

as a result for so that
because since therefore
Time and Sequence

after first, second, etc. then
before next, until
finally often when
Place/Descriptive
above down next
around here over
before in there
beside into under
Transitional Words and Phrases

Compare and Contrast
also another similarly
although but too
and however yet
Cause and Effect

as a result for so that
because since therefore
Time and Sequence

after first, second, etc. then
before next, until
finally often when
Place/Descriptive
above down next
around here over
before in there
beside into under
68 | P a g e
Lesson 4 How-To Formative Assessment
Name:_____________________________________________Hour:______Due Date:__________________________Score:________________/40points
Title: How To_______________________________________

Directions:
 Your goal is to create a 3-paragraph “HOW- TO” informative writing piece that you will demonstrate to your peers.
 Your objective is to utilize the informative text features and transitional words in chronological order.
 Be specific in your detail and make certain that you are able to follow your step-by-step informational writing piece.
 You ultimate goal is to be able to give your “HOW-TO” instructions to a neighbor to follow!
 Fill-out All areas below in as much detail as possible.
 Be creative, be specific, and have fun in this informative process.
How to __________________________________________________
10 points
Steps Materials Needed
Brief Image of Final Product
5 points. Introduction-(2-3 sentences that captivates your reader’s attention!)
10 points Body-(5-7 sentences giving steps in chronological order using transitional words)
5 points Conclusion-(1-2 sentences providing another reason and a final tip for the reader!)
69 | P a g e
Lesson 5 How-To Presentations
LESSON 5 TITLE:
How-To Informational Presentations
TOPIC:
Informational Text Structures and Features of Informational Texts
CCSS COVERED:
 RI.7.1, RI.7.2, RI.7.3, RI. 7.5, RI.7.6, RI. 7.10, W.7.2d, W.7.5, W. 7.9, W.7.10 SL.7.1, SL.7.4, SL.7.6
 Students will use their speaking skills to demonstrate the informational text structures of a “How-
To” topic.
 Students will present their “How-To” planned informational writing in chronological orders in
small groups of peers.
 Students will adapt their speech to a variety of contexts and tasks demonstrating their
command of language skills and use of transitional domain-specific vocabulary words.
DURATION:
 1 Day or class session (50-55 minutes)
MATERIALS NEEDED
 “How-To Formative Assessment” paper from Lesson 2, Day Two.
 Complimentary Cards for Peer Reflections and Review.
INSTRUCTIONS
Beginning of Lesson: Daily Warm-UP: Students will begin their DAILY WARM-UP for the first 7-10 minutes to
review and continue with spiraling curriculum. We use Evan-Moor Packets to allows students high-
impact instruction in short amounts of time. This should be focused on reviewing of Language Editing,
Middle of Lesson:
 How-To Small Group Presentations: For this speaking practice, students will need to be divided
into smaller groups of about five students each.
o Using KAGEN structure mats or other group speaking mats, designate who will start
speaking first and presenting their idea.
o Students will take turns listening to the student discuss their informational written How-To
in the small group.
o The presenter may actually create their item using their step-by-step instructions if they
would like to, but this is certainly optional.
o The teacher should be walking around formatively assessing each student’s speaking
skills and their How-To chronological order as well as use of transitional vocabulary
words.
End of Lesson
 Complimentary Cards: These cards are meant for student peer reflections and should be handed
out to the group members. They should be handed in
 Student Reflection: Individual students should reflect on their process in their ELA journal
response discussing elements that went well, area to improve, and reflecting on this
informative
Additional Notes to the written process in general.
Teacher:
70 | P a g e
Lesson 6-How To Complimentary Cards
How-To Complimentary Reflections

Directions
During the “How-To” presentations, use the following compliment tickets to submit and fill out for four of the
presentations that you viewed. Remember to keep it positive and work on two parts of their presentation you
enjoyed along with one thing you wished they could do if they had more time to share.
Presenter:
Topic:
Star
Star
Wish

Presenter:
Topic:
Star
Star
Wish

Presenter:
Topic:
Star
Star
Wish

Presenter:
Topic:
Star
Star
Wish
71 | P a g e
LESSON 7 TITLE:
MLA Citations Overview
TOPIC:
MLA Citations for Informative Texts
CCSS COVERED:
 RL.7.1, RL. 7.2, RI.7.1, RI. 7.8, RI. 7.10, W.7.8, W. 7.9, W.7.10 SL.7.1, SL.7.4, SL.7.6
 Students will understand the purpose for using MLA citations and how to avoid plagiarism.
 Students will learn how to properly cite a textual reference using MLA style citations.
 Students will take notes on how to properly cite various text genres and practice using MLA
citations together.
 Students will use MLA citations in action to assess their knowledge.
DURATION:
 1 Day or Class Period (50-55 minutes)
MATERIALS NEEDED
 Daily Class Warm-Up for Spiral Curriculum (Evan Moor Daily Language Review/ Reading
Comprehension Review, Paragraph Editing)
 Several examples of books and texts to share.
 Daily ELA notebook for notetaking.
 Construction paper/Colored Paper/Crayons/Colored Pencils
 Various Colored Post-its (OPTIONAL)
 MLA Practice Citation Sheets
 YOUTUBE Videos (See “Middle of Lesson” for suggestions).
 Media Center Teacher as a guest presenter or utilize District Literacy Coaches if available.
 Practice MLA Citation Sheets and Google Slide:

https://docs.google.com/presentation/d/1poqKIPVWnlozXISjTXTKlJo_3WaJ3oIVOm5D2pjfSk4/edit#slide=i
d.g4a8d3f2c36_2_9
 MLA Brochure Handout: https://www.teacherspayteachers.com/Product/MLA-Citation-Works-Cited-

Research-Writing-Resource-2676608
INSTRUCTIONS
72 | P a g e
Beginning of Lesson: DAYS ONE and TWO
 MLA Video and Notetaking: This activity requires access to the YOUTBUE site. There are several good
short videos on the basis of MLA citations covering topics on plagiarism and the importance of
each. You can view additional videos that we recommend at the following sites:
o “Citing Sources in MLA Format” by Teacher-Helper
https://www.youtube.com/watch?v=Wp0dmbTWK2Q
o “MLA In-Text Citations (Step-by-Step Guide) by HSLanguageArts
https://www.youtube.com/watch?v=HTaUHS1mnvw
o “MLA Style Citing” by Shmoop https://www.youtube.com/watch?v=HKXjaql9qhE
 MLA Practice Versions: After students have viewed the video taking notes, you can continue with
showing specific examples of MLA citations for each specific genre using the Google Slides or
simply with each book and taking practice notes in their ELA notebook. We purchased from
TeachersPayTeachers.com for additional MLA citation practice sheets, however, there are many
available to teachers for free. See sites listed below.
o Purchased License from “MLA Citation Works Cited Research Writing Resource” by “Just
Add Students:” https://www.teacherspayteachers.com/Product/MLA-Citation-Works-Cited-
Research-Writing-Resource-2676608
o Purchased License from “Guide to MLA Citations (8th Edition) by “Miss Mohler’s Corner”
https://www.teacherspayteachers.com/Product/Guide-to-MLA-Citations-8th-Edition-4708776
o Purchased License from “MLA Citation Posters-8th Edition” by “Susan Thornton Ball”
https://www.teacherspayteachers.com/Product/MLA-Citation-Posters-8th-Edition-3174196
o FREE Cite: http://www.citethisforme.com/us/citation-generator/mla
o FREE Cite: http://irsc.libguides.com/mla/workscitedpractice
 BookMark MLA for ELA Binder/Folder: Have students copy the format for specific genres onto
individual colored post-its, construction paper, or index cards. Glue these down on an 8.5 x 11
paper to add to their binder for a quick resource. OR simply purchase a license (See above) to
create a resource ready-made for in-class.
End of Lesson
 Formative Assessment: Quick check-in for this assignment is to play a game called “BEAT THE TIMER.”
For this game, students will simply write down their responses before the timer is completed. We
recommend setting the timer for a quick 10-15 seconds for each question.
o Set a classroom time (https://www.online-stopwatch.com/countdown-timer/) 10 sec.
o Have students number their sheet from 1-5
o On your Elmo as a whole class, display a text MLA citation. Have them cross check
reference it with their notes and classroom bookmark to see if it is correct.
o Keep track of their scores in their notebook and report the scores.
o *A variation of this game could be to use Kahoot-it to login and encourage electronics to
play as a class game using technology.
o **A second variation is to work in groups to discuss and compare answers.
 Homework MLA Practice Sheet: You can assign students a blank MLA citation sheet and have them
find one text to use at home or in the classroom to prepare a proper MLA citation to turn in. You
can also have a few samples of examples prepared and have them find the corrections and fix
the errors if necessary.
o You can give students a copy of the MLA Practice Sheet that was built and designed to
match the Performance Task Research project at the end of this unit.
Additional Notes to the Teacher:

73 | P a g e
MLA PRACTICE SHEET

MLA Practice Citations

Directions: Use your MLA Bookmark and Class Notes to help you for this assignment.
Find four different text genres to use as your source. These can be books, websites,
videos, etc. Use your bookmark and class notes to properly cite your source using
MLA!
Source #1
Title
Genre
MLA Citation
Source #2
Title
Genre
MLA Citation
Source #3
Title
Genre
MLA Citation
Source #4
Title
Genre
MLA Citation
74 | P a g e
Lesson 8 Plan Section-Stage 3 Week TWO Lessons
LESSON 8 TITLE: Cite My Source!

Cite My Source!
TOPIC:
MLA Citations in Action Jigsaw
CCSS COVERED:
 Students will use their knowledge of MLA citations and main idea to find textual evidence to
support their answer and cite their source properly.
 Students will engage in discourse and dialogue to determine the best supporting evidence
from various genres to prove the answer correct.
 Students will read a variety of genres and cite them according to MLA style citations.
DURATION:
 1 Day or class period (50-55 min.).
MATERIALS NEEDED
 Informational Reading Response Evidence (one copy at each station)

 Science textbook (grade level specific or article)
 Social Studies textbook (grade level specific or article)
 Health/Math/Computer Science article or textbook (grade level specific)
 Informative Article (Scholastic/Time for Kids/ Other)
 Colored paper works best for each station rotation
 Informational Reading Response Evidence (Informative Article Copied for individual students)
INSTRUCTIONS

 MLA JIGSAW ACTIVITY: This activity requires small centers for students to rotate through.
Depending on how many students you have, you can increase the “Informational Article”
sheet to two additional copies if needed to create 5-6 centers, as opposed to the 4. My
preference is 8 groups with 4 centers each allowing for 4-5 students in each center. Another
way to manage this is to have only certain groups rotating while the other group works
independently on the END OF THE LESSON activity.
o Students will be rotating around through centers and have approximately 7 minutes at
each center to work together in groups.
o Each center should have ONE copy of the sheets below.
o Students will take time to read through the article you have selected for them or the
passage you have selected from their grade-specific textbooks used in other
classrooms.
o This allows for you to coordinate with other core curriculum area teachers to borrow a
textbook. If you do not have textbooks, you can use all articles for this jigsaw.
75 | P a g e
o You will need to find a short passage from each text book and choose a question for
the students to answer.
o Each rotation will bring the following tasks:
 Rotation 1 Task 1: Work together to properly cite this source.
 Rotation 2 Task 2: Work together at this center to add the “MAIN IDEA” of this
passage they just read. They will need to find evidence and cite it with quotations
to add to the center’s sheet.
 Rotation 3 Task 3: Work together to find textual evidence to support an answer to
the question you have selected from this passage.
 Rotation 4 Task 4: Work together to find an additional piece of textual evidence to
support this answer posed on the top of the form.
End of Lesson OR DAY TWO IF NEEDED.

 REVIEW RESPONSES:
o Bring students together as a class and go over each response using the ELMO.
o These can also be created onto a plotter or chart paper as well.
o Have students reflect on the process together to review the process.
o Ask questions to elicit understandings such as debating why pieces of evidence were
selected for each response. How were these pieces of textural evidence the BEST
supporting evidence to use and why?
o Allows students time to write in their ELA notebook about the informational research
jigsaw activity and evidence selected.
Additional Notes to Instructor:

76 | P a g e
MLA CITATION EVIDENCE JIGSAW ACTIVITY

Informational Reading Response Evidence

Social Studies Question:
Source Used
Title
Genre
MLA Citation
Main Idea Evidence

Page Number
Quoted
Citation
Justification
#1 Supporting Evidence to Question

Page Number
Quoted
Citation
Justification
#2 Supporting Evidence Found

Page Number
Quoted
Citation
Justification
77 | P a g e

Science Question:
Source Used
Title
Genre
MLA Citation
Main Idea Evidence

Page Number
Quoted
Citation
Justification

Page Number
Quoted
Citation
Justification

Page Number
Quoted
Citation
Justification
78 | P a g e

Health Question:
Source Used
Title
Genre
MLA Citation
Main Idea Evidence

Page Number
Quoted
Citation
Justification

Page Number
Quoted
Citation
Justification

Page Number
Quoted
Citation
Justification
79 | P a g e

Article Question:
Source Used
Title
Genre
MLA Citation
Main Idea Evidence

Page Number
Quoted
Citation
Justification

Page Number
Quoted
Citation
Justification

Page Number
Quoted
Citation
Justification
80 | P a g e
Lesson 9 Plan Section-Stage 3 Week TWO Lessons
LESSON 9 TITLE: Cite My Source!

Cite My Source Independently
TOPIC:
MLA Citations in Action Informational Article-FORMATIVE ASSESSMENT
CCSS COVERED:
 Students will use their knowledge of MLA citations and main idea to find textual evidence to
support their answer and cite their source properly.
 Students will engage in their own act of reading a source, identifying the main idea, and
finding textual evidence to prove their ideas in action.
 Students will read a variety of genres and cite them according to MLA style citations.
DURATION:
 1 Day or class period (50-55 min.).
MATERIALS NEEDED
 Informational Reading Response Evidence (one copy per student or partner activity)
 Informational Reading articles appropriate for grade level.
INSTRUCTIONS
Middle of Lesson:
 MLA ACTIVITY FORMATIVE ASSESSMENT: This activity requires small centers for students to
rotate through. Depending on how many students you have, you can increase the
“Informational Article” sheet to two additional copies if needed to create 5-6 centers, as
opposed to the 4. My preference is 8 groups with 4 centers each allowing for 4-5 students in
each center. Another way to manage this is to have only certain groups rotating while the
other group works independently on the END OF THE LESSON activity.
o Students will be rotating around through centers and have approximately 7 minutes at
each center to work together in groups.
o Each center should have ONE copy of the sheets below.
o Students will take time to read through the article you have selected for them or the
passage you have selected from their grade-specific textbooks used in other
classrooms.
o This allows for you to coordinate with other core curriculum area teachers to borrow a
textbook. If you do not have textbooks, you can use all articles for this jigsaw.
o You will need to find a short passage from each text book and choose a question for
the students to answer.
o Each rotation will bring the following tasks:
 Rotation 1 Task 1: Work together to properly cite this source.
 Rotation 2 Task 2: Work together at this center to add the “MAIN IDEA” of this
81 | P a g e
passage they just read. They will need to find evidence and cite it with quotations
to add to the center’s sheet.
 Rotation 3 Task 3: Work together to find textual evidence to support an answer to
the question you have selected from this passage.
 Rotation 4 Task 4: Work together to find an additional piece of textual evidence to
support this answer posed on the top of the form.
End of Lesson OR DAY TWO IF NEEDED.

 REVIEW RESPONSES:
o Bring students together as a class and go over each response using the ELMO.
o These can also be created onto a plotter or chart paper as well.
o Have students reflect on the process together to review the process.
o Ask questions to elicit understandings such as debating why pieces of evidence were
selected for each response. How were these pieces of textural evidence the BEST
supporting evidence to use and why?
o Allows students time to write in their ELA notebook about the informational research
jigsaw activity and evidence selected.
Additional Notes to Instructor:
82 | P a g e

Ubd Design Ciacchella 2020 Stages 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ubd Design Ciacchella 2020 Stages 1

Uploaded by

Copyright:

Available Formats

UBD-EVIDENCE BASED

READING AND WRITING

Meghan Ciacchella, MA, BS

Designed By: Meghan Ciacchella, MA, BS (Ed.S candidate OU)

SUBJECT/COURSE: ENGLISH/ E.L.A Grade: 7th Grade

ESTABLISHED GOALS: CONTENT STANDARDS AND BENCHMARKS

Speaking and Listening

 Use their informative/explanatory writing

1. MSTEP/District Initiative Performance Task

least 1-2 pages in MLA style.

3. Inquiry-Based Informational Research Oral Presentation PART TWO: “Publish Me!”

STUDENT SELF-ASSESSMENT and REFLECTIONS

6. Self-assess their learning targets by monitoring status of learning.

PERFORMANCE TASK BLUEPRINTS

Product, Performance, and Purpose: (P)

Standards and Criteria for Success (S)

SUGGESTED TIME LENGTH AND PROCEDURES:

Day ONE: Students should receive handouts of materials needed including:

Product, Performance, and Purpose: (P)

Standards and Criteria for Success (S)

Product, Performance, and Purpose: (P)

Standards and Criteria for Success (S)

SUGGESTED TIME LENGTH AND PROCEDURES:

9. Computer Lab and Media Center Time should be allocated.

Performance Task 2 PART TWO Informative/Explanatory Oral Presentation: Informative/Explanatory

Performance Task 1: District/MSTEP Preparatory Informative/Explanatory Performance Task

Performance Task 2 PART TWO Informative/Explanatory Oral Presentation: Informative/Explanatory

UBD-EVIDENCE BASED READING AND WRITING CURRICULUM UNIT

ENG 7- Informative Performance Scoring Scale

8. Transition Words and/or Domain-Specific Vocabulary Present 5 pts.

ENG7- Oral Research Presentation Rubric:

UBD-EVIDENCE BASED READING AND WRITING CURRICULUM UNIT

PART TWO- Informative PEER Reflection

Peer Reviewer’s Name:

Peer Reviewer’s Name:

Peer Reviewer’s Name:

PRESENTATION COMPLIMENTARY REVIEW

Peer Reviewer’s Name:

Name:______________________________________Hour:________________DUE DATE:____________GRADE: _____/20

Part Two: Informative Student Self-Reflection

Researched Question (Claim)

Cited Source 1 Evidence Used How was this helpful?

Cited Source 2 Evidence Used How was this helpful?

Cited Source 3 Evidence Used How was this helpful?

Answer to Claim (Reason)

Reflection on Informational Research Process

Reflection on Informational Oral Presentation

2. How did you incorporate your textual evidence in your presentation?

Self-Assessed Grade ____________ /20 points

Grade 7.2 Explanatory Performance Task: Persistence in the Face of Opposition

In Part 1, you will answer questions about the reading passages.

Directions for Beginning:

Inspirational Stories Remind Us to Never Give Up

Never give up believing in yourself!!!

WILMA MANKILLER Biography

The Lessons I'm Leaving Behind

Always Have Fun

Ask for What You Want

Dare To Take a Risk

Make Time for What Matters

Let Kids Be Themselves

AFTER THE LECTURE

GO-GO WITH BOBBY JOE

Name:______________________________Hour:DUE DATE:GRADE: _/20