CURRICULUM PLANNING CHART

Generative Topic (Blythe et al, 1998): Communicating Ideas | Subject: 8th Grade English Language Arts | Name: Sarah Cullinan Beverly
CONCEPT

STANDARD

ASSESSMENT

FACTS

SKILLS

PROBLEMS TO
POSE

"The student will

understand"

Common Core State

Standards

How will you have

evidence that
they know it?

"The students will

know"

"The students will be

able to"

"Guiding questions"
or "unit questions"

(The big idea, the

"enduring
understanding"
[Wiggins, 1998]; a
broad way of making
sense of the world, or
a life lesson)

Reading Standards
CCSS.ELALITERACY.RI.8.2
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.

Students will
understand how a
strong writer
deliberately crafts
an argument

how to define the

following terms:
claim, context,
cite, evidence,
counterclaim and
rebuttal

identify the authors

primary claims and
counterclaims within
a non-fiction text

What are the

different types of
non-fiction writing?

Students will
understand that
strong writers
make effective
claims by using
the elements of
argument to
inform and
persuade their
audience.
Central problem /
issue / or essential
question (intended to
"get at" the concept;
the motivator)

How can I
create the
strongest
possible
argument?

CCSS.ELALITERACY.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.

Students will
understand how
they can craft a
convincing
argument using
the same
rhetorical
strategies reporters
use when writing
non-fiction and
argument articles.
Students will
understand how
strong writers
corroborate
authors different
points of view
Students will
understand citing
evidence
leads to more
convincing
arguments
Students will listen
carefully and build
off of each others
ideas.

the key features

of a non-fiction
text
how to source a
text by asking
themselves as they
read: Who wrote
this? What is the
authors
perspective?
When was it
written? Where
was it written? Why
was it written?
how to define
and identify key
terms (relevant,
trustworthy,
reliable and
credible) when
looking for sources

analyze a
nonfiction text in
order to identify the
authors claim and
supporting evidence
source a text by
asking themselves to
what extent is the
document reliable
and trustworthy
cite evidence in
order to strengthen
their argument
create a TED Talk
to raise awareness
about the injustice
and activism work
within their social
justice interest

What is the
purpose of
informational
writing?
What is the
purpose of
argumentative
writing?
What can we
learn from
nonfiction writing
about social
injustices?
What makes a
strong claim?

ACTIVITIES

Read and
annotate nonfiction articles
relevant to each
students individual
social justice focus
Student-driven
research for reliable
non-fiction articles
Analyze the
elements of a
strong
claim/argument in
their writing and
others
Use effective
transitions in writing
Cite claims and
evidence
in TED Talk
presentation
strategically

CURRICULUM PLANNING CHART

Generative Topic: Social Injustices & Activism | Subject: 8th Grade English Language Arts | Name: Sarah Cullinan Beverly
CONCEPT

STANDARD

ASSESSMENT

FACTS

SKILLS

PROBLEMS TO
POSE

"The student will

understand"

Common Core State

Standards

How will you have

evidence that
they know it?

"The students will

know"

"The students will be

able to"

"Guiding questions"
or "unit questions"

(The big idea, the

"enduring
understanding"
[Wiggins, 1998]; a
broad way of making
sense of the world, or
a life lesson)

Writing Standards
CCSS.ELA-LITERACY.W.8.2.A
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.

Students will
describe how
injustices affect
their
neighborhood,
city, nation and
world

CCSS.ELA-LITERACY.W.8.2.B
Develop the topic with
relevant, well-chosen facts,
definitions, concrete details,
quotations, or other
information and examples.

Students will
demonstrate
empathy
towards those
affected by
social injustices

CCSS.ELALITERACY.W.8.2.C
Use appropriate and varied
transitions to create
cohesion and clarify the
relationships among ideas
and concepts.

Students will
explain how
activists are
working for
justice on a
micro and
macro scale

Students will
understand
there are
people and
organizations
committed to
work for justice
across a variety
of social justice
issues and
students can
join many of
these efforts the
enact change.
Central problem /
issue / or essential
question (intended to
"get at" the concept;
the motivator)

What social
injustices
(neighborhood,
city, country,
and around the
world) am I
passionate
about?

CCSS.ELALITERACY.W.8.2.D
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.

Students will
take the
perspective of
another person

the range of
rights within the
United Nations
Universal
Declaration of
Human Rights
how to
articulate the
social justice
topic they are
interested about
facts unique to
their social
justice topic
who are the
activists and
organizations
currently working
to fight against
their social
injustice topic

articulate levels
of social injustice
on a local,
national and
global level

How am I and
the people I
know affected
by social
injustices?

select a social
justice topic they
are interested in
researching in
more depth

How is my
neighborhood/
city/nation/world
affected by
social injustices?

Create a TED Talk

presentation
about a social
justice topic they
are passionate
about in order to
raise awareness
and share the
current activism
work that is being
done in their area
of interest

Who is raising
awareness
about my social
justice topic and
what can I learn
from them?
Who is doing
activist work to
fight for justice
within my area
of interest?
How can I join
the activist work
within my area
of interest?

ACTIVITIES

Create class
definition of
injustice
Evaluate their
identity through
the Filter of
Oppression
Analyze Identity
Maps of others
and themselves
Create Maps of
Injustice on a
micro and macro
level
Brainstorm
Injustices with a
Post-It Note
Challenge and
Circle of
Challenge
Participate
during class
discussions
focused on
injustices in our
world

CURRICULUM PLANNING CHART

Generative Topic: Inquiry | Subject: 8th Grade English Language Arts | Name: Sarah Cullinan Beverly
CONCEPT

STANDARD

ASSESSMENT

FACTS

SKILLS

PROBLEMS TO
POSE

"The student will

understand"

Common Core State

Standards

How will you have

evidence that
they know it?

"The students will

know"

"The students will be

able to"

"Guiding questions"
or "unit questions"

how to conduct a
student-driven
inquiry project
centered around
a social justice
topic of their
choice.

select a social
justice topic they are
interested in
researching in more
depth

How do I raise
awareness about
my social justice
topic and share my
research in an
engaging and
informative way?

(The big idea, the

"enduring
understanding"
[Wiggins, 1998]; a
broad way of making
sense of the world, or
a life lesson)

Students will
understand they
have the
agency and
responsibility to
research and
raise awareness
about social
injustices they
are passionate
about.
Central problem /
issue / or essential
question (intended to
"get at" the concept;
the motivator)

What does
engaging
student
research and
inquiry look and
sound like?

Speaking & Listening

Standards
CCSS.ELALITERACY.SL.8.4
Present claims and
findings, emphasizing
salient points in a
focused, coherent
manner with relevant
evidence, sound valid
reasoning, and wellchosen details; use
appropriate eye
contact, adequate
volume, and clear
pronunciation.
CCSS.ELALITERACY.SL.8.5
Integrate multimedia
and visual displays into
presentations to clarify
information, strengthen
claims and evidence,
and add interest.
Language Standards
CCSS.ELALITERACY.L.8.1
Demonstrate command
of the conventions of
standard English
grammar and usage
when writing or speaking.

Students will
realize ideas
evolve within an
inquiry process.
Students will
understand how
multiple articles
reveal different
perspectives on
the same topic
Students will
distinguish reliable
sources within a
body of research.
Students will turn
social justice
interests into a
guiding inquiry
question
Students will
understand how to
examine and
synthesize multiple
arguments in order
to make a
captivating TED
Talk Student
Presentation
Students will
understand the
rhetorical
strategies reporters
use when writing
non-fiction and
argument articles.

how to define
and identify key
terms (relevant,
trustworthy,
reliable and
credible) when
looking for sources
inquiry means
they are
simultaneously
given freedom to
work at their own
pace and are
responsible for
completing all
their work.

conduct research
by finding relevant,
trustworthy, and
reliable non-fiction
articles online
present their TED
Talk Genius Hour
research
presentations with
clear claims and
evidence
present with strong
presentation skills:
eye contact, clear
speaking, using a
visual display

How do I prove to
others that my
social justice topic is
important and
worthy of further
study and action?
How do I research
so that I find
reliable, trustworthy
and relevant
information about
my social justice
topic?

ACTIVITIES

Co-creating
Genius Hour Rubric
Researching
reliable non-fiction
articles online
Reviewing a
sample TED Talk
presentation
Co-Creating
Student
Presentation Norms
& Expectations
TED Talk
Presentation Rubric
Genius Hour Final
Reflections
Reflect on inquiry
process through
journal reflections