UbD Level 3 - 8th Grade

UbD Level 3_ 8th grade
Title of Unit Social Justice and Grade Level 8th grade

Progress
Curriculum Area ELA Time Frame 6 weeks
Developed By Krystal Hargrave
Suggested texts “ A Long Way Gone” by Ishmael Beah ;“I am Nujood, age 10 and Divorced” by
Nujood Ali, “Sold” by Patricia McCormick; “ The Breadwinner” by Deborah Ellis
Identify Desired Results (Stage 1)

Content Standards
CCSS.ELA-LITERACY.RL.8.1 
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text. 
Determine a theme or central idea of a text and analyze its development over the course of
the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text. 
Analyze how particular lines of dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision. 
Craft and Structure:

Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts. 
Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style. 
Analyze how differences in the points of view of the characters and the audience or reader
(e.g., created through the use of dramatic irony) create such effects as suspense or humor 
CCSS.ELA-LITERACY.W.8.1 
Write arguments to support claims with clear reasons and relevant evidence 
CCSS.ELA-LITERACY.W.8.1.A 
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically. 
CCSS.ELA-LITERACY.W.8.1.B 
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text. 
CCSS.ELA-LITERACY.W.8.1.C 
Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence. 
Understandings Essential Questions
Overarching Understanding Overarching Topical
  In what ways do How does living under
heroes and heroines authoritarian leadership
have an impact on affect the citizens of
Social justice is the distribution of wealth, opportunities, society? that place?
and privileges within a society.
Culture is the act of developing the intellectual and How does our culture How do the characters
moral faculties inspire us? from these texts break
A heroine is: social conventions?
a : a mythological or legendary woman often of
How is tolerance and How do you break
divine descent having great strength or ability acceptance different? social conventions?
b : a woman admired and emulated for her
achievements and qualities <American heroines How do Social How do these
conventions help or hurt characters act as heroes
such as Eleanor Roosevelt and Rosa Parks>
us? or heroines?
<remembered as the heroine of the flood>
How does culture
2a : the principal female character in a literary or In what ways can we influence the characters
dramatic work <the heroine of Shakespeare's change social in these texts?
institution?
Romeo and Juliet>
Human rights are rights

(as freedom from unlawful
imprisonment, torture, and execution) regarded as
belonging fundamentally to all persons
Tolerance is a: sympathy or indulgence for beliefs

or practices differing from or conflicting with one's
own
b : the act of allowing something
Acceptance is to receive (something offered)
willingly or to give admittance or approval
Social conventions are A convention is a set of agreed,

stipulated, or generally accepted standards, norms,social
norms, or criteria, often taking the form of a custom (set
by society) - generally agreed upon
Empathy is the action of understanding, being aware

of, being sensitive to, and vicariously experiencing
the feelings, thoughts, and experience of another of
either the past or present without having the
feelings, thoughts, and experience fully
communicated in an objectively explicit manner
Related Misconceptions
 
Only citizens from other countries are negatively impacted by

tyranny and terrorism
Culture always influences personal beliefs
Tolerance is the same as acceptance
Social conventions must be abided by and are indestructible
Knowledge Skills
Students will know… Students will be able to…
  Analyze characters and their importance to a plot
Infer why certain events take place in a text and

Culture is based on community and human intellectual in the “real-world”
achievement
Evaluate the importance of certain events in
Unjust leadership and institutions have negative impacts on relation to the plot
all members in and out of a community
Compare and contrast concepts in dual text
Social conventions can be challenged
Create potential solutions to conflicts posed in a
text
Make predictions about upcoming events in the

text
Make inferences about literary devices
Use context to give and draw meaning from

unfamiliar words and key terms
Assessment Evidence (Stage 2)

Performance Task Description
Students use narrative and research skills to create a realistic story in the perspective
of a character in another country going through similar situation as character from
the text as well as including real-world scenarios based on research.
● Goal
● Role Students will use narrative techniques while informing peers on specific world issues
● Audience through research.
● Situation
● Product/ Empathizing with citizens around the globe and learning about worldly political
Performance issues
● Standards
Other Evidence

Learning Plan (Stage 3)

● Where are your students headed? Students are intended to empathize and learn about world
Where have they been? How will issues and the obstacles people face around the globe. It is
you make sure the students know anticipated that students only know what they hear through local
where they are going? and nationwide news opposed to international news. Students
● How will you hook students at the will be able to create a situation and solution to that real-life
beginning of the unit? problem through narrative.  
● What events will help students
experience and explore the big idea Students are exposed to short documentary about women who
and questions in the unit? How will recount their experience under terrorist control.
you equip them with needed skills
and knowledge? The students are able to experience and explore what social
● How will you cause students to justice means and what it’s like when conditions and laws are
reflect and rethink? How will you unjust for marginalized groups of people.
guide them in rehearsing, revising,
and refining their work? Students have much opportunity to revise writing and revisit
● How will you help students to same themes and skills through various texts.
exhibit and self-evaluate their
growing skills, knowledge, and Students can self-evaluate through keeping records of
understanding throughout the unit? assignments and assessments as well as revisit themes and skills
● How will you tailor and otherwise in a wide range of texts throughout of unit.
personalize the learning plan to
optimize the engagement and Students will have the option of which books they would like to
effectiveness of ALL students, read, students will have opportunity to express themselves and
without compromising the goals of explore their creativity through narrative writing.
the unit?
● How will you organize and sequence All skills will be scaffolded where overarching skills and
the learning activities to optimize concepts can build upon one another.  
the engagement and achievement of
ALL students?  
 
 
 

UbD_ Emigration & Immigration
Title of Unit Grade 8th Grade

Emigration & Immigration Level
Curriculum Area ELA Time 6 weeks
Frame
Developed By Hargrave
Suggested Texts Persepolis: The Story of a Childhood by Marjane Satrapi; “Newcomers to
America” by Franklin Watt
Content Standards
CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.8.1.A
Come to discussions prepared, having read or researched material under study;

explicitly draw on that preparation by referring to evidence on the topic, text, or issue
to probe and reflect on ideas under discussion.
CCSS.ELA-LITERACY.SL.8.1.B
Follow rules for collegial discussions and decision-making, track progress toward
specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-LITERACY.SL.8.1.C
Pose questions that connect the ideas of several speakers and respond to others'
questions and comments with relevant evidence, observations, and ideas.
CCSS.ELA-LITERACY.SL.8.1.D
Acknowledge new information expressed by others, and, when warranted, qualify or

justify their own views in light of the evidence presented.
CCSS.ELA-LITERACY.W.8.3
Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.8.3.A
Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
CCSS.ELA-LITERACY.W.8.3.B
Use narrative techniques, such as dialogue, pacing, description, and reflection, to

develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.8.3.C
Use a variety of transition words, phrases, and clauses to convey sequence, signal
shifts from one time frame or setting to another, and show the relationships among
experiences and events.
CCSS.ELA-LITERACY.W.8.3.D
People emigrate for many different reasons. These How does the How do people
reasons can be classified as economic, social, politicalimmigrant experience handle opposition to
or environmental: economic migration - moving to find differ from people a dictator?
work or follow a particular career path. social migration
whose origin is from
- moving somewhere for a better quality of life or to bea specific country?
closer to family or friends. Why do people
emigrate?
Migration is when one moves from one place to another How does the
immigrant experience
impact one’s self- How do immigrants’
Immigration the action of coming to live permanently in perception? experiences differ?
a foreign country How are they
How do people similar?
become acclimated to
Immigrants experience a wide variety of problems when a new environment?
they arrive to a new environment How do we find
How do people beauty in what’s
balance customs and different?
traditions from
original birthplace to How does language
place of migration? connect one another?
Immigrants spread crime
Immigrants always come to America “illegally”
It is just as easy to come to America as it was when

some of our ancestors arrives
Immigrants refuse to learn the language of their new

country
The goal for immigrants is to become “Americanized”
Knowledge Skills
analyze characters through dialogue,
description, actions, and thoughts
That immigrants are looking for opportunity and

freedom interpret and make inferences about quotes
from the texts
Immigrants experience a wide range of issues including
being apart from family from their country of origin make inferences about literary devices
and feel pressured to assimilate
Many times immigrants identify with more than one make connections between their experiences
culture and character experiences
Assimilation is the process of taking in and fully draw comparisons between dual text in terms
understanding information or ideas of theme
research information about immigration

throughout history and in modern-day
society
evaluate sources that are reliable and credible

Students will create a diary or journal entry from a character’s perspective
tracking their immigrant experience
Students are analyzing the obstacles that immigrants face in new

surroundings
Students are informing one another about various cultures
Students will present information and journal entries orally and visually
CCSS.ELA-LITERACY.RI.8.1
Cite the textual evidence that most strongly supports an analysis of
what the text says explicitly as well as inferences drawn from the
text.
Determine a central idea of a text and analyze its development over

the course of the text, including its relationship to supporting ideas;
provide an objective summary of the text.
● Goal Analyze how a text makes connections among and distinctions

● Role between individuals, ideas, or events (e.g., through comparisons,
● Audience analogies, or categories).
● Situation
● Product/
Performance
Write informative/explanatory texts to examine a topic and convey
● Standards ideas, concepts, and information through the selection, organization,
and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow;

organize ideas, concepts, and information into broader
categories; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding
comprehension.
Develop the topic with relevant, well-chosen facts, definitions,

concrete details, quotations, or other information and examples.
Use appropriate and varied transitions to create cohesion and

clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to

Other Evidence
http://teacher.scholastic.com/activities/immigration/
http://www.tolerance.org/lesson/immigration-myths

● Where are your students Students understand their experience or have insight
headed? Where have they been? on family or friends experience as immigrants. Reading
How will you make sure the texts from this unit will provide a wide range of insight
students know where they are from various characters and places. 
going?
● How will you hook students at  
the beginning of the unit? Students will explore current events in today’s America
● What events will help students where immigrants are vulnerable to deportation. We will
experience and explore the big go over news articles and news in video format for
idea and questions in the unit? students to be re-introduced and reminded to immigrants
How will you equip them with status in today’s America.
needed skills and knowledge?
● How will you cause students to Students will have opportunities to reflect and rethink
reflect and rethink? How will through writing tasks and students will continuously be
you guide them in rehearsing, provided with feedback and opportunities to master
revising, and refining their critical skills.
work?
● How will you help students to Students will self-evaluate through using rubrics and
exhibit and self-evaluate their maintaining record of assessment and assignments
growing skills, knowledge, and throughout this unit.
understanding throughout the  
unit?
● How will you tailor and Students will have an opportunity to express
otherwise personalize the themselves, use multimedia for assignment and other
learning plan to optimize the important performance tasks which will ensure student
engagement and effectiveness of learning through engagement and personal talents and
ALL students, without skills.  
compromising the goals of the
unit?
● How will you organize and Students will be introduced to historical context of the
sequence the learning activities themes throughout this unit and then help students make
to optimize the engagement and connections and research modern social issues in relation
achievement of ALL students? to immigration. All assignments and skills are scaffolded
and intended to be built upon throughout the unit.  
 

UbD_ Family, Friends, and other Relationships

Title of Unit Family, Friends, and Other Grade Level 8th grade
Relationships
Developed By Krystal Hargrave
Suggested Text “Will Grayson, Will Grayson” by John Green; “The Kite Runner” Khaled Hosseini

Content Standards
 
CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information
into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or
other information and examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas
and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.8.2.E
Establish and maintain a formal style.
CCSS.ELA-LITERACY.W.8.2.F
Provide a concluding statement or section that follows from and supports the information or
explanation presented.
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing
their own clearly.
The Great Depression is (1929-39) was the deepest and How do families help How did the Great
longest-lasting economic downturn in the history of the each other through hard Depression impact
Western industrialized world. In the United States,the times or difficult Americans’ lives?
Great Depression began soon after the stock market situations?
How did the Great
crash of October 1929, which sent Wall Street into a
Depression impact
panic and wiped out millions of investors. immigrant lives?
What makes a certain
People come become homeless for many reasons relationship “unlikely”
or “odd?”
Raising a family as a single parent has many challenges but is
very possible Why is it important to How do single parents
experience unlikely play the roles of both
friendships? parents?
What can we learn from Why is it important to

Related Misconceptions people who are analyze a character?
different than us? How does it help us
People become friends with one another based on understand the plot
commonalities How do people fight better?
homelessness and
poverty? How do friendships
Family has more of an impact than family does on a person’s change someone’s life?
life
How do friends
Being different than someone separates us from them become family? What
is the difference
The great depression only affected American-born citizens between the two?
Knowledge Skills
What the Great Depression is and how it occurred analyze different relationships through
description, dialogue, actions, and thoughts of
The Depression hit hardest those nations that were most other characters
deeply indebted to the United States, i.e., Germany and
Great Britain. In Germany, unemployment rose sharply Analyze a plot by explain historical context and
beginning in late 1929, and by early 1932 it had reached 6 current event
million workers, or 25 percent of the work force.
compare themes through dual text
Friends and family can help one learn about themselves and
cope with hard times infer how an event is society impacts the citizens
that live there
A refugee is a person who has been forced to leave their

country in order to escape war, persecution, or natural evaluate the importance of events that take place
disaster. in a text

Students will perform expository writing about the impact of friendship.
Students will create a situation where friendships are practical and life-changing.
Students will examine the impact of a situation WITHOUT having a friendship to

help one through a tough time.
Student will then compare this circumstance to the situations from the texts.
Students will use a PARCC writing rubric

 
Write informative/explanatory texts to examine a topic and convey
ideas, concepts, and information through the selection, organization,
and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow;

organize ideas, concepts, and information into broader
categories; include formatting (e.g., headings), graphics (e.g.,
● Goal
charts, tables), and multimedia when useful to aiding
● Role comprehension.
● Audience
● Situation CCSS.ELA-LITERACY.W.8.2.B
● Product/
Performance Develop the topic with relevant, well-chosen facts, definitions,
● Standards concrete details, quotations, or other information and examples.
Use appropriate and varied transitions to create cohesion and

clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to

inform about or explain the topic.
Establish and maintain a formal style.

CCSS.ELA-LITERACY.W.8.2.F
Provide a concluding statement or section that follows from

and supports the information or explanation presented.

Other Evidence


● Where are your students headed? Students have experience at least one friendship before and
Where have they been? How will have either an experience or desire for support from family and
you make sure the students know friends. Students will use text to draw connection to the real-
where they are going? world.
● How will you hook students at the
beginning of the unit? Students will be hooked at the beginning of the unit by
● What events will help students examining “unlikely” friendships through anecdotes and
experience and explore the big idea pictures/videos of unlikely “animal friendships”
and questions in the unit? How will
you equip them with needed skills Students can relate these themes to their own lives or
and knowledge? relationships they have witness in real life or in media
● How will you cause students to
reflect and rethink? How will you students will reflect and rethink through re-reading, writing, and
guide them in rehearsing, revising, multimedia project. Student will receive constant feedback and
and refining their work? use rubrics for writing and project-based learning
● How will you help students to
exhibit and self-evaluate their Students will keep record of their work to reflect on their
growing skills, knowledge, and knowledge and skills overtime as well as have opportunity to
understanding throughout the unit? have teacher-student conferences
● How will you tailor and otherwise
personalize the learning plan to Students will be engaged through differentiation- students have
optimize the engagement and options to learn through multimedia, kinesthetic/ hands-on
effectiveness of ALL students, practice/ acting out mediation through friendship/family/peer
without compromising the goals of issues, through making connections between reading and
the unit? listening to music, journal writing ,etc.
● How will you organize and sequence
the learning activities to optimize All concepts and skills are intended to be scaffolded and built
the engagement and achievement of upon through the entire unit.
ALL students?
 

UbD_ Identity and Independence

Title of Unit Identity and Grade Level 8th grade
Independence
Suggested texts “Perks of being a Wallflower” by Stephen Chbosky; “Inventing Elliot” by

Graham Gardner

Content Standards
explicitly as well as inferences drawn from the text.
summary of the text.
reveal aspects of a character, or provoke a decision.
tone, including analogies or allusions to other texts.
Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
Integrate multimedia and visual displays into presentations to clarify information,

strengthen claims and evidence, and add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific
expectations.)
Conduct short research projects to answer a question (including a self-generated question),

drawing on several sources and generating additional related, focused questions that allow
for multiple avenues of exploration.
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.
Why do people feel the need to conform? How does the
Conformity can be a positive and negative, development of
depending on the situation. Is it impossible to be united with others characters affect
and express your own opinion at the the story?
People, and particularly teenagers, often face the same time?
difficult choice of whether to conform.
How do we form opinions? How does an
Sometimes it is easier to conform, but it often author use
takes courage to be true to yourself. figurative
language to
Nonconformity makes the world both an Why are myths and legends still important enhance
interesting and dangerous place. to our culture? Can people change? writing?
How is true friendship portrayed in literat

ure? How do the
major conflicts
How can we prevent bullying? and solutions
impact the
Related Misconceptions How do the people around us help us have characters?
a better understanding of ourselves?
Conforming is the only way to be popular
How does the
How does bullying impact our self- author reference
There is no way to prevent bullying
esteem? the legend of
King Arthur to
Bullies are confident people
develop plot and
character?
Being different and independent is a bad thing
 
Knowledge Skills
  justify the benefits of nonconformity

Conformity is compliance with standards, rules, or
laws and research the cause and effects of conformity and
behavior in accordance with socially accepted nonconformity
conventions or standards.
Bullies usually have low self-esteem

construct a plan to inform middle schoolers about bullying
self-esteem is confidence in one's own worth or and what to do when experiencing or witnessing bullying
abilities; self-respect.
make inferences about literary devices
assess the importance and impact of events from the text

Design a plan to inform peers about bullying and making connections to the
theme of conformity and nonconformity. Students will compose a plan of how to
handle bullying regardless of whether they are the victim or a bystander.
Students will need to perform research in order to include context to their plan and
present this plan and strategies to their class.
or
Students can make connections from theme of this unit to a songs about bullying and
conformity/nonconformity
Students will make an album (at least 3 songs) about these topics. Annotate and
explain specific lines from each song and present to class.
Present claims and findings, emphasizing salient points in a

focused, coherent manner with relevant evidence, sound valid
reasoning, and well-chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation.
● Goal CCSS.ELA-LITERACY.SL.8.5
● Role
● Audience Integrate multimedia and visual displays into presentations to
● Situation
● Product/ clarify information, strengthen claims and evidence, and add
Performance interest.
● Standards
Adapt speech to a variety of contexts and tasks, demonstrating

command of formal English when indicated or appropriate. (See
grade 8 Language standards 1 and 3 here for specific expectations.)
Conduct short research projects to answer a question (including a

self-generated question), drawing on several sources and generating
additional related, focused questions that allow for multiple avenues
of exploration.
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.
Other Evidence


● Where are your students Students have witnessed or been at the center of bullying but
headed? Where have have most likely not been able to analyze through literature and
they been? How will you research. Students will learn enough about the topic so that they will
make sure the students create a strategic plan on how to combat, prevent, and make awareness
know where they are towards bullying. Students will also be able to make relevant
going?
connections from bullying to nonconformity.
● How will you hook
students at the
beginning of the unit? students will be introduced to this unit through video clips about
● What events will help bullying and a song that relates to the topics of this unit.
students experience and
explore the big idea and Students will be able to relate to the big idea of this unit through life
questions in the unit? experiences of their friends, family, or their own.
How will you equip them Students can reflect and rethink throughout the unit through class
with needed skills and discussions
knowledge?
● How will you cause Students will self-evaluate through maintaining records of
students to reflect and assignments and assessments throughout the unit.
rethink? How will you
guide them in
The unit will be tailored to personalize learning through providing
rehearsing, revising, and
refining their work? options for students, tapping into artistic talents, and promoting self-
● How will you help expression throughout.
students to exhibit and
self-evaluate their
growing skills, The unit will be organized so each concept and skill can be scaffolded
knowledge, and to be built upon one another.
understanding
throughout the unit?
● How will you tailor and
otherwise personalize
the learning plan to
optimize the
engagement and
effectiveness of ALL
students, without
compromising the goals
of the unit?
● How will you organize
and sequence the
learning activities to
optimize the
engagement and
achievement of ALL
students?
UbD_ Mystery & Suspense
Title of Unit Mystery & Suspense Grade Level 8th grade

Suggested Text “ The Cellar” by Natasha Preston;“Holes” Louis Sachar;“ “Something Upstairs” by
Avi
Content Standards

introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
Use narrative techniques, such as dialogue, pacing, description, and reflection, to

develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence, signal
shifts from one time frame or setting to another, and show the relationships among
experiences and events.
Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
Provide a conclusion that follows from and reflects on the narrated experiences or
events
Analyze the extent to which a filmed or live production of a story or drama stays faithful to
or departs from the text or script, evaluating the choices made by the director or actors
structure of each text contributes to its meaning and style.
How does suspense Why is imagery an
create curiosity? important narrative
Suspense is a state or feeling of excited or anxious How does suspense help technique?
uncertainty about what may happen us make predictions?
How can social
Authors include suspense to create curiosity and mystery How does suspense commentary be
induce emotion in a persuasive?
Social Commentary is is the act of using rhetorical means to reader?
provide commentary on issues in a society. This is often
done with the idea of implementing or promoting change by How does suspense How does imagery
informing the general populace about a given problem and differ from the genre of appeal to our senses?
appealing to people's sense of justice. mystery?
Imagery is visually descriptive or figurative language,

especially in a literary work and appeals to the five senses
Mystery and suspense stories always induce fear.
Knowledge Skills
That mystery and suspense stories induce curiosity Predict about what will happen next as a pre and
during-reading strategy
Making predictions is when one says or estimates that (a
specified thing) will happen in the future or will be a Analyze how authors create suspense
consequence of something.
Evaluate the importance of figurative language in
a narrative
make inferences about literary devices
Evaluate the importance of imagery in a suspense

story
create imagery and suspense through narrative

techniques
Compare examples and impacts of suspense in

various texts

Create a narrative with suspense
Compare incorporated examples of suspense to examples from text in this unit
How do we face suspense in the real-world and in our lives?
Students can share stories and findings/experiences with peers  
Students will have project template and/or presentation format with rubric attached
Write narratives to develop real or imagined experiences or events
using effective technique, relevant descriptive details, and well-
structured event sequences.
Engage and orient the reader by establishing a context and

point of view and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and logically.
● Goal
● Role Use narrative techniques, such as dialogue, pacing, description,
● Audience and reflection, to develop experiences, events, and/or
● Situation
● Product/
characters.
Performance CCSS.ELA-LITERACY.W.8.3.C
● Standards
Use a variety of transition words, phrases, and clauses to
convey sequence, signal shifts from one time frame or setting
to another, and show the relationships among experiences and
events.
Use precise words and phrases, relevant descriptive details, and

sensory language to capture the action and convey experiences
and events.
Provide a conclusion that follows from and reflects on the

narrated experiences or events
Other Evidence


● Where are your students headed? Students have experienced suspense in movies, tv, books, etc but
Where have they been? How will maybe did not know how to identify it or explain what other
you make sure the students know elements create suspense. Students will examine what are the
where they are going? components of suspense and what other emotions suspense
● How will you hook students at the creates.
beginning of the unit?
● What events will help students Students will watch suspenseful movie clip to grasp their
experience and explore the big idea attention and to help them make predictions which is a critical
and questions in the unit? How will pre and during- reading strategy.
you equip them with needed skills
and knowledge? Students will be given pre-reading, during-reading, and after-
● How will you cause students to reading strategies to practice continually to reinforce good
reflect and rethink? How will you reading habits. This will induce constant reflection and
guide them in rehearsing, revising, rethinking.
and refining their work?
● How will you help students to Students will keep record of their assignments and assessment
exhibit and self-evaluate their and be accountable to track growth. They will find that critical
growing skills, knowledge, and skills become easier and second-nature.
understanding throughout the unit?
● How will you tailor and otherwise Students will have opportunity to express themselves and learn
personalize the learning plan to in various ways whether it is visually, kinesthetically, musically,
optimize the engagement and etc. Students will prompted to make relevant and important
effectiveness of ALL students, connection to their everyday lives and own experiences.
without compromising the goals of
the unit?
● How will you organize and All concepts and skills will build upon one another and
sequence the learning activities to students will be start the unit from being exposed to suspense to
optimize the engagement and them eventually creating suspense and comparing its
achievement of ALL students? effectiveness to other examples.  
 
 
 
 

UbD_ Rhetoric and Persuasion

Title of Unit Rhetoric and Persuasion Grade 8th grade
Level
Frame
Developed By Ms. Hargrave
Suggested Text “The Devil's Arithmetic” by Jane Yolen; The Book Thief
Novel by Markus Zusak; “Night” Elie Wiesel
Content Standards
 
summary of the text.
reveal aspects of a character, or provoke a decision.

structure of each text contributes to its meaning and style.
(e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
Analyze how a text makes connections among and distinctions between individuals, ideas,
or events (e.g., through comparisons, analogies, or categories).

There are specific appeals and strategies that are used to How is propaganda How do
persuade used for both good and totalitarians take
bad reasons?
control of their
Dictators and other leaders use propaganda for a specific
result How can appealing to society?
someone’s emotions be
A scapegoat is a person who is blamed for the persuading?
wrongdoings, mistakes, or faults of others, especially How are scapegoats
for reasons of expediency. used by a totalitarian
How can appealing to
someone’s logic be state?
Propaganda is information, especially of a biased or
misleading nature, used to promote or publicize a particular persuading?
political cause or point of view.
How is everyone
How can using credible responsible to help the
sources be persuading?
oppressed?
How can we decipher

Related Misconceptions what is credible and
what is not? How are persuasive
 
strategies used to
“brainwash” people?
The Holocaust is a myth
The Nazis were only responsible for killing Jewish Europeans
people can not be persuaded by something if they have

opposing positions
Knowledge Skills
  compare and contrast the perspectives of
different characters in similar situations
The Holocaust, also referred to as the Shoah, was a genocide

in which some six million European Jews were killed by refute bias exposed in propaganda by creating
Adolf Hitler's Nazi Germany, and the World War II claims
collaborators with the Nazis
support claims by warranting arguments with
The Holocaust killed many groups of people including
evidence and reasoning
Jews, Gypsies, Poles and other Slavs, and people with
physical or mental disabilities. Others were Nazi victims
because of what they did. These victims of the Nazi
regime included Jehovah's Witnesses, homosexuals, the differentiate the effect of different persuasive
dissenting clergy, Communists, Socialists, asocials, and appeals
other political enemies.
It is just and fair to help those who are oppressed create strategies used to persuade
Strong relationships are important to have during analyze historical context by making relevant
difficult times to help us cope connection to text and modern societal and
political issues
research historical events and share information

through meaningful projects

Student research historical events that oppressed or persecuted marginalized
groups of people.
Students will present the issue and inform others of the events, cause,
impact, and relation to modern day problem
Students are comparing past event to current event through research.
Students will explain the long-term or potential impacts of these events
Determine a central idea of a text and analyze its development over the course of the
text, including its relationship to supporting ideas; provide an objective summary of
the text.
Analyze how a text makes connections among and distinctions between individuals,
ideas, or events (e.g., through comparisons, analogies, or categories).

● Goal Determine the meaning of words and phrases as they are used in a text, including
● Role figurative, connotative, and technical meanings; analyze the impact of specific word
● Audience choices on meaning and tone, including analogies or allusions to other texts.
● Situation
● Product/ CCSS.ELA-LITERACY.RI.8.5
Performance
● Standards Analyze in detail the structure of a specific paragraph in a text, including the role of
particular sentences in developing and refining a key concept.
Determine an author's point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
Integration of Knowledge and Ideas:

Evaluate the advantages and disadvantages of using different mediums (e.g., print or
digital text, video, multimedia) to present a particular topic or idea.
Delineate and evaluate the argument and specific claims in a text, assessing whether
the reasoning is sound and the evidence is relevant and sufficient; recognize when
irrelevant evidence is introduced.
Analyze a case in which two or more texts provide conflicting information on the
same topic and identify where the texts disagree on matters of fact or interpretation.
Other Evidence


● Where are your students Students have been exposed to the Holocaust and other
headed? Where have they historical events. Now students are able to explore those
been? How will you make experiences deeply through narrative. Students will use text to
sure the students know where master critical skills.
they are going?
● How will you hook students at
Students will be hooked by viewing provocative anti-semitic
the beginning of the unit?
propaganda used during Nazi WWII to display the lack of social
● What events will help
students experience and justice and the negative persuasion used by dictators and other
explore the big idea and corrupt leaders.
questions in the unit? How
will you equip them with
needed skills and knowledge? Students will reflect and rethink throughout the unit by having
● How will you cause students opportunities to revise their work using checklists and rubrics.
to reflect and rethink? How Students will frequently use writing workshops to self reflect as
will you guide them in well as peer edit.
rehearsing, revising, and
refining their work? Students will self-evaluate through maintaining records and
attending teacher-student conferences so they can build on skills
throughout this unit.
growing skills, knowledge,
and understanding throughout
the unit?
● How will you tailor and This uit will be tailored to optimise engagement because the
otherwise personalize the themes are relatable and students are given options in terms of
learning plan to optimize the performing critical skills. The assignments and assessment can
engagement and effectiveness be performed through various mediums and methods to suit the
of ALL students, without individual.
compromising the goals of the
unit? The learning activities are organized in a way that the skills and
● How will you organize and concepts are built upon one another which will lead to the
sequence the learning
success of all students.
activities to optimize the
engagement and achievement
of ALL students?
UbD_The Short Story: Narrative Techniques

Title of Unit The Short Story: Narrative Grade 8th
Techniques Level

Frame
Suggested texts “ Araby” by James Joyce;“Raymond’s Run” by Toni Cade Bambara; “ A

Sound of Thunder” Ray Bradbury

Content Standards
 
Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot;
provide an objective summary of the text.
Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.

Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices
on meaning and tone, including analogies or allusions to other texts.
Compare and contrast the structure of two or more texts and analyze how the
differing structure of each text contributes to its meaning and style

introducing a narrator and/or characters; organize an event sequence that
unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, description, and reflection,

to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence,

signal shifts from one time frame or setting to another, and show the
Irony is the expression of one's meaning by using How does the theme How is irony used in
language that normally signifies the opposite, typically of family (from last “Araby?”
for humorous or emphatic effect.  unit) leak into these
stories? How do childhood
dreams inspire
Narrative techniques include literary devices and dialogue to adulthood?
help readers envision the story How are a person’s
family affected by How is “exaggerated
Families of mentally disabled people are affected on a daily mental disability? self-love” expressed
basis in “Araby?”
Mental Disability is a mental condition that limits a
How does one’s
person's movements, senses, or activities.
culture or national How does family help
origin impact the one another?
Society changes over time which creates a gay between
expectations put on
beliefs form people of different generations
them?
Why is figurative
language necessary
in narratives?
Related Misconceptions How do narrative

techniques make up
a story? How would
It is impossible to relate to younger or older people it be incomplete
than ourselves without them?
People with disabilities are the only ones impacted by

their deficits Why do different
generations have
A story is just a retelling of a specific event opposing beliefs?
Knowledge Skills
  analyze characters through dialogue, actions,
thoughts, and description
Narrative techniques provide deeper meaning for the

reader and help the reader use imagination to visualize
situations make inferences about literary devices
People with disabilities are among the most

marginalized groups in the world. create examples of imagery by “showing” not “
telling”
Empathy is the ability to understand and share the
feelings of another.
compare characters and plot of dual text


Create a narrative using at least 10 ( 5 more than level 2) examples of each narrative
technique about a character who is misunderstood, similarly to the characters in the
texts from this unit.
Students are required to “show” not “tell.”
All students are required to evaluate each other's work through using checklists and a
narrative rubric (from PARCC)
Students must resolve the conflict about the misunderstood character
Write narratives to develop real or imagined experiences or events

using effective technique, relevant descriptive details, and well-
structured event sequences.
Engage and orient the reader by establishing a context and

point of view and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and logically.
● Goal
● Role Use narrative techniques, such as dialogue, pacing, description,
● Audience and reflection, to develop experiences, events, and/or
● Situation characters.
● Product/
Performance CCSS.ELA-LITERACY.W.8.3.C
● Standards
Use a variety of transition words, phrases, and clauses to
convey sequence, signal shifts from one time frame or setting
to another, and show the relationships among experiences and
events.
Use precise words and phrases, relevant descriptive details, and

sensory language to capture the action and convey experiences
and events.
Provide a conclusion that follows from and reflects on the

narrated experiences or events.
Production and Distribution of Writing:

Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined
in standards 1-3 above.)
Other Evidence


● Where are your students Students have been exposed to narratives and have
headed? Where have they written personal narratives in first-person but rarely in third-
been? How will you make person. Students will read various narratives and examine
sure the students know where situations about people who are misunderstood for a multitude
they are going? of reasons.
● How will you hook students at
the beginning of the unit?
Students will watch a clip of “I am Sam” about a disabled adult
● What events will help
students experience and to introduce “Raymond’s run.” Students will also write a journal
explore the big idea and about a time they felt out of place or misunderstood so they can
questions in the unit? How make relevant connections to the theme of this unit.
will you equip them with
needed skills and knowledge?
● How will you cause students Students will reflect and rethink throughout the unit by having
to reflect and rethink? How opportunities to revise their work using checklists and rubrics.
will you guide them in Students will frequently use writing workshops to self reflect as
rehearsing, revising, and well as peer edit.
refining their work?
Students will self-evaluate through maintaining records and
attending teacher-student conferences so they can build on skills
growing skills, knowledge,
and understanding throughout throughout this unit.
the unit?
● How will you tailor and
otherwise personalize the This uit will be tailored to optimise engagement because the
learning plan to optimize the themes are relatable and students are given options in terms of
engagement and effectiveness performing critical skills. The assignments and assessment can
of ALL students, without be performed through various mediums and methods to suit the
compromising the goals of the individual.
unit?
● How will you organize and The learning activities are organized in a way that the skills and
sequence the learning
concepts are built upon one another which will lead to the
activities to optimize the
success of all students.
engagement and achievement
of ALL students?

UbD Level 3 - 8th Grade

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UbD Level 3_ 8th grade

Title of Unit Social Justice and Grade Level 8th grade

Identify Desired Results (Stage 1)

Craft and Structure:

Human rights are rights

Tolerance is a: sympathy or indulgence for beliefs

Social conventions are A convention is a set of agreed,

Empathy is the action of understanding, being aware

Only citizens from other countries are negatively impacted by

Culture always influences personal beliefs

Tolerance is the same as acceptance

Social conventions must be abided by and are indestructible

Analyze characters and their importance to a plot

Infer why certain events take place in a text and

Make predictions about upcoming events in the

Make inferences about literary devices

Use context to give and draw meaning from

Assessment Evidence (Stage 2)

Learning Plan (Stage 3)

Title of Unit Grade 8th Grade

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

Come to discussions prepared, having read or researched material under study;

Acknowledge new information expressed by others, and, when warranted, qualify or

Write narratives to develop real or imagined experiences or events using effective

Use narrative techniques, such as dialogue, pacing, description, and reflection, to

Immigrants always come to America “illegally”

It is just as easy to come to America as it was when

Immigrants refuse to learn the language of their new

The goal for immigrants is to become “Americanized”

That immigrants are looking for opportunity and

research information about immigration

evaluate sources that are reliable and credible

Students are analyzing the obstacles that immigrants face in new

Students are informing one another about various cultures

Determine a central idea of a text and analyze its development over

● Goal Analyze how a text makes connections among and distinctions

Introduce a topic clearly, previewing what is to follow;

Develop the topic with relevant, well-chosen facts, definitions,

Use appropriate and varied transitions to create cohesion and

Use precise language and domain-specific vocabulary to

Learning Plan (Stage 3)

UbD_ Family, Friends, and other Relationships

Identify Desired Results (Stage 1)

Establish and maintain a formal style.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

What can we learn from Why is it important to

A refugee is a person who has been forced to leave their

Assessment Evidence (Stage 2)

Students will examine the impact of a situation WITHOUT having a friendship to

Students will use a PARCC writing rubric

Introduce a topic clearly, previewing what is to follow;

Use appropriate and varied transitions to create cohesion and

Use precise language and domain-specific vocabulary to

Establish and maintain a formal style.

Provide a concluding statement or section that follows from

Learning Plan (Stage 3)

UbD_ Identity and Independence

Curriculum Area ELA Time Frame 8 weeks

Suggested texts “Perks of being a Wallflower” by Stephen Chbosky; “Inventing Elliot” by

Identify Desired Results (Stage 1)

Integrate multimedia and visual displays into presentations to clarify information,

Conduct short research projects to answer a question (including a self-generated question),

How is true friendship portrayed in literat

  Analyze characters and their importance to a plot

  justify the benefits of nonconformity