Quad Text Set C with Wri1ng Scaffolding

Standards Objec1ves Summa1ve Wri1ng Prompt Forma1ve Wri1ng Prompts

CCR.ELA- 1. Students will be able to Dystopian pieces of wri;ng usually • Accessible/Hook Text Prompt: What
LITERACY.W.9-10.4.2 iden;fy key aspects of share key ideas that they all have in is the central theme in “Burning a
Write informa;ve/ dystopian literature. common. In an informa;ve essay, Book”? What message is the poet
explanatory texts to explain common shared themes from trying to send to the reader?
examine and convey 2. Students will be able to the dystopian pieces you read and how • Informa;onal Text: What are the
complex ideas, write an informa;ve essay. it is displayed in the text. quali;es of dystopian literature that
concepts, and is explained in the text?
informa;on clearly and • Visual Text: In this text you saw
accurately through the visual representa;on of what a
effec;ve selec;on, dystopian society can look like. If you
organiza;on, and were to create your own dystopian
analysis of content. society what would yours look like?
• Target Text: What does D-503 think
of freedom and why?

Quad Text Set C Texts and Jus1fica1ons

1. Target Text 1.a) Jus1fica1on
Yevgeny Zamya;n, Excerpts from WE, Commonlit,
h]ps://www.commonlit.org/en/texts/excerpts-from-we
2. Visual Text
This excerpt is a dystopian text that requires a deeper level of
understanding in order to grasp what the writer is expressing.
Key themes in this text are censorship, power, and control which
students can build background knowledge on these key themes
through other texts in this quad text set. It would be difficult for
students to read this text on their own before reading other
texts that will support this target text (Lupo et al., 2017). This
text is a more challenging text and in order for students to
comprehend this target text, then students will need to build
background knowledge and build mo;va;on to complete this
text (Lupo et al., 2017). This text also brings on the ques;on
what the future will begin which will allow for deeper
discussions with students, especially since this is a dystopian
text. By tying other dystopian texts to the target text means that
students will gain a be]er understanding of what dystopian texts
entails and common themes within these texts.
2.a) Jus1fica1on
1984 George Orwell Movie Trailer, YouTube, h]ps://youtu.be/
Z4rBDUJTnNU
This visual text is another example to show students what a
dystopian society may look like. Students will be able to build
introductory background knowledge on the topic of dystopians.
This will also help mo;vate students with reading the quad text
set because they can start no;cing similar themes in these
dystopian texts. This visual text will help students have a
posi;ve ajtude which will help with their achievement (Lupo et
al., 2017). This text engages students visually and they will be
able to conceptualize certain characteris;cs of dystopian
socie;es. This will also help with their interpreta;on of these
texts because it does build background knowledge and
introduces what this type of society could look like. This text will
be able to enhance students curiosity and will be more engaged
with these texts because of it (Lupo et al., 2017). The reason
why students will be curious aker this text is because it gives an
introduc;on to a dystopian society without fully explaining
every aspects. However, aker reading other texts in this set
students should be able to make connec;ons with this text to
the other texts they are reading.

3. Accessible/ “Hook” Text 3.a) Jus1fica1on

William Stafford, “Burning a Book”, Commonlit,
h]ps://www.commonlit.org/en/texts/burning-a-book-1
4. Informa1onal Text
This accessible/hook text engages students through the theme of
censorship. This text is also at an accessible level and not as much
background knowledge will be needed for students to comprehend
this text. Instead, this text will help build background knowledge
with the key themes that align with the target text. This accessible/
hook text will mo;vate students, like the visual text, because it will
keep the interest of students. A way this text will keep the interest
of students will be analyzing this poem and including engaging
ac;vi;es. This text is relevant in this Quad Text Set because of the
theme of censorship and will complement with other texts in this
set (Lupo et al., 2017). The volume of this text is not as heavy
compared to the target text or informa;onal text, so it will be able
to “hook” students into reading this text (Lupo et al., 2017). This
text should also not overwhelm students and it will help first
learning how to analyze dystopian texts, and the important key
themes they should look out for.
4.a) Jus1fica1on
Shelby Ostergaard, “SOMEONE MIGHT BE WATCHING — AN
INTRODUCTION TO DYSTOPIAN FICTION”, Commonlit,
h]ps://www.commonlit.org/en/texts/someone-might-be-
watching-an-introduc;on-to-dystopian-fic;on
This text is a great informa;onal text because it provides a
sufficient amount of background informa;on for students, so they
will be able to comprehend these texts on a greater level. Students
will be able to explain what it means for a piece of literature to be
considered a dystopian piece. It also explains informa;on about
common themes and concepts in dystopian wri]en works which
will align with the target text, accessible/hook text, and visual text.
This text also explains what concepts this genre sees and shows in
society which will help students discuss these texts. This
informa;onal text is not as demanding as the target text, but it is at
a higher level of the accessible text (Lupo et al., 2017). The
informa;on the students learn in this text will be applied to the
other texts in this text set and has connec;ons with the target text
(Lupo et al., 2017).

5. Overall Cohesion of Quad Text Set

In this Quad Text Set, each text as a common genre of dystopian socie;es. The informa;onal text allows for students to build background
knowledge on what dystopian literature entails, and common themes and concepts that are typically in these texts. The visual text shows
a clip of what a dystopian society looks like which helps students visualize what a dystopian society poten;ally look like. The accessible/
hook text emphasizes a common theme, censorship, and students will be able to comprehend this text at an easier level because it is not
as difficult as the target text. Lastly, the target text is a higher level difficult text and is challenging if students did not have these other
three texts to support it. It also evaluates a dystopian society on a deeper level and students will need more background knowledge in
order to understand it. All of these texts build upon each other and has an overall cohesion because each text will help students to
comprehend what a dystopian society looks like and common themes in dystopian literature. This also all shows that this Quad text set
fits thema;cally and developmentally with how these texts are set up (Lupo et al., 2017). Students will be able to make connec;ons
between each text and con;nue to build background knowledge, and the visual, accessible/hook, and informa;onal text all revolve
around the target text (Lupo et al., 2017).
 Wri1ng Scaffolding

Direc1ons: Indicate the order your students will work through the texts by typing in which one will be first, second, and third in the
blue rows. The target text will always go fourth, and that one is entered for you.

Wri1ng Scaffold for Text 1: Accessible/Hook Text

Students will complete a double double map graphic organizer while answering the prompt, “What is the central theme in “Burning a
Book”? What message is the poet trying to send to the reader?” Students will write done what they think the central theme of the poem
in the center of the graphic organizer along with what the message the author is sending. Students will then write suppor;ng evidence
of their ideas in the circles above the theme and message. Then in the center of the double bubble map students will write what the
theme and the message have in common and two suppor;ng ideas.

Wri1ng Scaffolds for Text 2: Informa1onal Text

Students will perform a quick write and will answer the prompt “What are the quali;es of dystopian literature that is explained in the
text?” And students will need to support their ideas with informa;on found in the ar;cles. Aker the quick write students will find a
partner and they will exchange their papers. Students will then color code each of their papers. They will highlight the main ideas in
yellow, suppor;ng ideas in green, and ideas that need elabora;on in blue. Students will be given a slip of paper to show what each color
means as well. Once comple;ng the ac;vity, students will talk with their partners about their color coding and explain why they color
code each part.

Wri1ng Scaffolds for Text 3: Visual Text

Students will complete a graphic organizer while answering the prompt, “In this text you saw visual representa;on of what a dystopian
society can look like. If you were to create your own dystopian society what would yours look like?” This graphic organizer has three
sec;ons which includes introduc;on, suppor;ng ideas, and a conclusion. In these sec;ons students will describe their own dystopian
society. This will help the teacher to see if they are understanding key elements of dystopian socie;es because students should be
including elements they have been seeing in the reading. Once students finish their graphic organizer, students will be placed into small
groups and will discuss their dystopian socie;es and explain why they chose certain elements from dystopian socie;es.

Wri1ng Scaffolds for Text 4: Target Text

Students will write a journal entry as if they are D-503 and explain what he thinks of freedom and why. The prompt the students will
respond to is “What does D-503 think of freedom and why?” Once students are done wri;ng for their journal entry they will write on a
separate piece of paper the journal entry, but most of the sentences will be scrambled. Students will then be partnered up and will
complete sentence puzzles of their journal entries. Students will then show their answers to their partner and make any correc;ons that
need to be made.

Explicit Instruc1on, Models, & Scaffolding Materials to Support Students with the Wri1ng Process
Direc;ons: This will all happen a$er students have worked through your text set. For each stage of the wri;ng process, with your
summa;ve wri;ng prompt in mind, explain what scaffolds you will provide to students. Explain what direc;ons you will give to
students at each stage to help them use the scaffolds at each stage. Make references back to the forma;ve wri;ng prompts
students addressed during the text set - those should have built toward the summa;ve wri;ng prompt and should be helpful to
students at the pre-wri;ng and draking stages. Include any materials students will need for each stage, such as graphic organizers,
models, etc. If they don’t fit here, you can a]ach them below. List any supplies students will need as well, such as highlighters, the
connec;ves chart, etc.
 Planning/ Students will be given a graphic organizer for their planning. Students will follow suit of the outline of the graphic
Pre-wri;ng organizer on a separate page. For the outline, students will need to include a thesis statement, three main ideas,
suppor;ng ideas, and a conclusion in the graphic organizer. Students will also use their previous work from the
forma;ve assessments scaffolding to pull ideas from to help answer the summa;ve wri;ng prompt. For
homework, students will have to write a drak from their outline which will be used in the draking stage.
Draking Students will bring their draks that they wrote for homework to class. For this stage there will be peer wri;ng
conferences and teacher wri;ng conferences. Everyone will have a partner and will exchange draks. Aker reading
through the drak each student will answer the ques;ons: What key aspects did the writer iden;fy for dystopian
literature? What are the suppor;ng ideas that support the claim? What did the writer do well in their drak? What
can the writer improve on for their drak? While this is happening, the teacher will have wri;ng conferences with
each student and talk about their drak. This is a ;me for the teacher to answer any ques;ons the student may
have about the prompt and the assignment. When students have completed their ac;vity with their partner and
the wri;ng conference then students will start working on their second drak. The second drak will also be their
homework assignment.
Responding/ Students will bring their second drak to class. Students will then find a partner to complete a reverse outline
Revising ac;vity. The reverse outline template will be shown to the class and students will need to either follow that
template or follow it in a similar way that goes along with their partner’s paper. Students will outline the drak
that their partner already wrote. Students need to iden;fy the thesis statement, their claims, suppor;ng ideas,
and conclusion/ closing statement. Materials students will need is their second draks, the template, and a
separate piece of people. Once comple;ng the reverse outline students will give the reverse outline to their
partner. For homework, students will make any changes on their draks that they need to make aker reviewing
what their partner wrote for their reverse outline.
Edi;ng Students will bring back their draks and will be partner up to complete an effec;ve connec;ves ac;vity. Students
will be given the effec;ve connec;ves chart and the teacher will go over the connec;ve chart. Aker the teacher
goes over the connec;ve charts then students will meet with their partners. Students will highlight effec;ve
connec;ves that are used correctly yellow, highlight effec;ve connec;ves that are used incorrectly green, and
circle the space where an effec;ve connec;ve can be used in blue. Once students complete the ac;vity, students
will make correc;ons and changes as needed. For homework, students will write their final drak as homework.
 Publishing Gallery walk and then on the bulle;n board. Students will bring their final draks to class. In the beginning of class
students will par;cipate in a gallery walk. In this gallery walk, students will go around the room and read some of
the essays their peers wrote. Aker the gallery walk, students will turn in their final drak to the teacher and then
the teacher will post these final draks onto a bulle;n board. With this process, students will be able to read each
other’s work and will get a sense of their work being published.

Rubric for Summa1ve Wri1ng Prompt

Important: This is just a suggested template. You are welcome to use others! It just can’t be a generic rubric. It must be aligned
with exactly what you are helping students work toward in your discipline, with your prompt, and your wri;ng goals for them.
Deciding what counts as areas of strength, poten;al, and improvement takes a lot of prac;ce reviewing students’ work. Give this
your best shot, but it’s OK to not be en;rely confident in your descriptors un;l you’ve seen student work.

In this column, list the ELEMENTS of Area of Strength:
the final dra\ that you will be In this column, write what a
evalua1ng. strong response would look
like for each element. response would look like
Claims Three key aspects about
• Thesis Statement dystopian socie;es are
stated clearly and are
explained. There is a clear
and fully developed thesis.
Area of Poten1al: Area of Improvement: In this
In this column, write column, write what an
what a developing unacceptable/ incomplete
response would look like for
for each element. each element.
There are one or two key There are no key aspects about
aspects about dystopian dystopian socie;es. Or the key
socie;es that are stated aspects are not clearly stated
clearly and explained. and are not explained. There is
Thesis is a li]le unclear no thesis statement.
and slightly developed.
Organiza;on There is clear organiza;on
that shows the thesis
statement, suppor;ng ideas,
and conclusion. The paper is
forma]ed correc;ng and
there are many strong
transi;ons.
Mechanics Few or no mistakes of
• Grammar grammar, usage, and
mechanics. Few or no
cita;on errors.
Style Carefully craked sentences
• Word choice to create a sustained tone
• Sentence structure and authorita;ve voice. Few
• Voice or no mistakes in word
choice. A variety of sentence
structures that are used
correctly.
Development/Evidence The essay has fully
developed ideas and
supported with sufficient
evidence. The evidence is
fully elaborated and
enhances development.
There is some There is no clear organiza;on in
organiza;on in the paper. the paper. It is difficult to follow
There is some format or and there is no format. There
some formajng is are no or poor transi;ons.
incorrect. There are few
transi;ons.
Some errors in grammar, Many errors in grammar, usage,
usage, and mechanics. and mechanics. Many cita;on
Some cita;on errors. errors. Essay is incoherent.
There is minimal The response is incomplete or
varia;on in phrases and brief. Word choice is incorrect or
sentence structure. Some confusing. The language used is
mistakes in word choice confusing.
and is simple. The
language and voice is
uneven and does not
flow.
Adequate development Ideas are not developed and
of ideas and supported there is no suppor;ng evidence.
with minimal evidence.
There is some
elabora;on with
evidence.
Accessible/Hook Graphic Organizer
Visual Text Graphic Organizer
Planning Graphic Organizer
Reverse Outline Template