Itchestoscratch

ItchestoScratchUnitPlan
Subject: English Language Arts

Topic: Essays
Grade: Eighth Grade
Summary: This is a three-week unit about how to write meaningful
essays that the students care about. Students will choose topics or
Itches to Scratch regarding problems they see in the world or
concerns they have about current events, etc. The students will
engage in group work according to their topics. Each individual
student will write an essay, and each group will create an oral
presentation with a technology component, a visual component,
and an interactive component. This unit is based off of lessons from
the book Lessons That Change Writers by Nancie Atwell.
EssentialQuestion:
I Timothy 4:12 says, Dont let anyone look down on you because
you are young, but set an example for the believers in speech, in
conduct, in love, in faith and in purity. Just because you are young
doesnt mean you cant make a difference. Where can you make a
difference in this world and how? What is an issue that bothers you
and why? What do you want everyone else to know about it? What
can we do about it and how?
Time: Fifteen 40-minute class periods
Standards: CCSS English Language Arts Grade Eight
Language: 8.L.1, 8.L.2, 8.L.3: Students are accountable for
these and are graded on this in their essays
8.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking
8.L.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing
8.L.3 Use knowledge of language and its conventions
when writing, speaking, reading, or listening
Speaking and Listening: 8.SL.1: Student are accountable for
this since they will be collaborating in groups
8.SL.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
Speaking and Listening: 8.SL.4, 8.SL.5: Students are
accountable for these since they are giving presentations on
their topic that integrate multimedia and visual displays
8.SL.4 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
8.SL.5 Integrate multimedia and visual displays into
presentations to clarify information, strengthen claims
and evidence, and add interest
Writing: 8.W.1, 8.W.2: Student are accountable for these
since they are giving information and persuading their
readers to their point of view in their essays
8.W.1 Write arguments to support claims with clear
reasons and relevant evidence
8.W.2 Write informative/explanatory texts to examine
a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of
relevant content
California ELD Standards Grade 8 and the Corresponding CCSS
Part I
1. Exchanging information and ideas with others
through oral collaborative discussions on range of
social and academic topics. 8.SL.1, 8.L.3
2. Interacting with others in written English in various
communicative forms (print, communicative
technology, and multimedia). 8.L.3
3. Offering and justifying opinions, negotiating with
and persuading others in communicative exchanges.
8.W.1, 8.SL.1, 8.SL.4, 8.L.3
9. Expressing information and ideas in formal oral
presentations on academic topics. 8.SL.4-5, 8.L.1, 3
10. Writing literary and informational texts to present,
describe, and explain ideas and information, using
appropriate technology. 8.W.1-2, 8.L.1-3
11. Justifying own arguments and evaluating others
arguments in writing. 8.W.1, 8.L.1-3
Part II
1. Understanding text structure. 8.W.1-2
2. Understanding cohesion. 8.W.1-2, 8.L.1, 3
3. Using verbs and verb phrases. 8.L.1, 3
4. Using nouns and noun phrases. 8.L.1, 3
5. Modifying to add details. 8.L.1, 3
6. Connecting ideas. 8.W.1, 2, 8.L.1, 3
7. Condensing ideas. 8.W.1, 2, 8.L.1, 3
Objectives: The students will be able to
Knowledge
Define and describe their topic with problems and
solutions
Comprehension
Give examples of and summarize their topic
Predict what will happen if the problem persists and/or
if a solution is implemented
Application
Illustrate their topic via a project
Analysis
Compare and contrast views of their topic with
problems and solutions
Synthesis
Collect and categorize information about their topic
Create a presentation about their topic
Write an essay about their topic
Evaluation
Argue for and defend their topic and solution
Justify why their topic is important enough to learn
about and tell others about
LearningStyles/MultipleIntelligencesAddressed:
Verbal/Linguistic
Essay
Group work
Oral presentation
Logical/Mathematical
Organization options
Surveys
Rubrics
Independent study checklists
Flow Charts
Diagrams
Charts
Graphs
Maps
Bodily/Kinesthetic
Oral presentation
Video option
Hands-on visual projects
Visual/Spatial
Visual project
Collage
Mural
Brochure
Poster
3-D Art
Mobile
Model
PowerPoint, Prezi, video options
Musical/Rhythmic
Video option
Oral presentation
Naturalist
Organization options
Problem solving
Big picture issues
Interpersonal
Group work
Oral presentation
Google Drive/Classrooms
Interactive component
Debate
Game
Class Discussion
Intrapersonal
Problem solving
Essay
Technology
PowerPoint
Prezi
Video
Interview
Movie
News Report
Game Show
Reality TV
Music Video
Accommodations:
Special Needs Students
May be given an outline for the essay
May be required to write less for the essay
May be required to find fewer sources of information
May be required to include fewer sources of information in
the essay
May be required to do less on the presentation or projects
May be graded more easily on mechanics
May be allowed to receive help from a peer tutor
EL Students
May be given an outline for the essay
May be required to write less for the essay
May be required to find fewer sources of information
May be required to include fewer sources of information in
the essay
May be required to do less on the presentation or projects
May be graded more easily on mechanics
May be allowed to take notes in native language
May be allowed to receive help from a peer tutor
GATE Students
May be required to write more for the essay
May be required to find more sources of information
May be required to include more sources of information in
the essay
May be required to do more on the presentation or projects
May be required to be the leader of the group
May be required to help peer tutor other students in their
group
May be required to use literary devices in the essay
There are extension A+ options on the essay rubric and the
group participation rubric
TeacherInquiryProject:
Question
How does the use of group work rubrics, peer evaluation
rubrics, groups based on student-chosen topics, technology,
and clear group work expectations impact students'
collaboration skills, perception of group work, and
achievement in written work, as measured by differences in
a pre/post assessment on group work and individual work,
peer evaluations, teacher observations, and essay grades?
Desired Outcome
Teaching this lesson will demonstrate if group work can be
more effective
More choices, clearer expectations, accountability, and the
use of technology will help students get more meaning and
more academic benefit out of group work
Better group work leads to better grades on essays and
greater overall satisfaction in class
Measurable Goals
As measured by a higher score on the self-satisfaction
survey and group work survey, at least 60% of students will
express greater satisfaction in group work after learning
about and following group-work rules more consistently and
because they are working together on a topic that they
chose.
As measured by a higher score on the self-satisfaction
survey and group work survey, at least 60% of students will
express greater satisfaction in writing and presentation
assignments because they were able to pick their topic and
some of the presentations formats and because of the
progress checklist they will be completing throughout the
lesson series.
As measured by an average of previous essay grades, at
least 60% of students will earn at least a 10% higher grade
on their essays (compared to their previous essay grades)
because they have higher satisfaction in writing about a topic
of their choice.
As measured by a higher score on the teacher observation
before and during the unit, at least 60% of the students will
demonstrate a better attitude, show more group involvement,
and put forth more effort because they know and can
implement group-work rules correctly and have higher
satisfaction because they got to choose their topic and some
of the activities.
Entry-Level Assessments
Daily grammar worksheets will be assessed for 8.L1-3. The
grammar worksheets indicate how well students understand
the conventions of standard English grammar and usage; of
standard English capitalization, punctuation, and spelling;
and of language and its conventions.
A pre-assessment on students views of group work, the
process and procedure of group work, and the effectiveness
of group work will be assessed for 8.SL.1. The assessment
will include questions relating to the different components of
8.SL.1a-d. This is part of the main focus of the inquiry
project.
Students previous oral presentations using technology will
be assessed for 8.SL.4-5. A self-assessment on the
students previous experiences with oral presentations using
technology will also be used to evaluate their mastery of the
skill.
Students previous writing samples will be assessed for
8.W.1-2.
There will be a self-assessment for students to fill out about
their satisfaction with their own work, how they like writing
assignments and projects in general, and how they think
they can improve their satisfaction and/or overall grade.
Formative Assessments
Student self-evaluations will be given before and after the
lesson series. These self-evaluations will be about group
work and students own work and satisfaction about that
work.
Peer-evaluations will be given before, during, and after the
lesson series. We have worked in groups before, so
students will evaluate their group members from previous
groups. They will do check-up evaluations on their group
members for the lesson series. They will do final evaluations
on their group members at the end of the lesson series.
During check-up evaluations, if some students are not doing
their share of the work or if some students do not get along
well, the teacher can intervene by helping with conflict
resolution, by rearranging groups, by giving suggestions for
compromise, etc.
Student essays will be graded according to a rubric. This will
help the teacher evaluate what to do for the next essay.
Students will fill in self-evaluations about the progress of the
essay and project for the lesson series. The teacher will see
how the progress is coming and see where students need
more support or if due dates need to be adjusted.
Teacher observations will be recorded. This will take place
during all of the lesson series. The teacher can see if topics
are appropriate and if the students are on track to finish well
and on time.
Teacher questions will be asked during all lessons of the
series.
Homework assignments will be given to help students stay
on track to finish the essay and project.
Students will share findings about general topics with the
whole class and about specific topics with their group
members.
Rubrics will be used to grade the essay and oral
presentation.
Summative Assessments
Students will write an essay about their topic that is both
informational and persuasive in nature. It will use proper
English mechanics and follow proper essay organization.
This essay will be graded using a rubric that the students
were given in advance.
In groups, students will give an oral presentation that
includes a technology portion, a visual portion, and an
interactive portion. This presentation will be graded using a
rubric that the students were given in advance.
The students will fill in self-evaluations about group work and
students own work and satisfaction about that work.
Peer-evaluations will be given.
Teacher observations will be taken into account.
InstructionalFormat:
Day 1: Lesson 49 Effective Essays: Teasing Out Criteria
Objectives
Students will be able to
Evaluate group work
Evaluate individual work
Evaluate peer work
Identify features of effective essays
List features of effective essays
Analyze their study habits and work towards meeting
goals
Materials...
Teacher
Computer
Document Camera
Projector
Class Set: Group Work Survey
Class Set: Self-Satisfaction Survey
Class Set: Peer Evaluation Rubric
Class Set: Independent Study Checklist
Class Set: Packet of Essays
Students
Black and white journal
Writing utensils
Anticipatory Set...
Students will fill out the group work and
self-satisfaction surveys and the peer evaluation
rubric
Students will be given the independent study
checklist, and the teacher will explain it
From Lesson 49: Inform the students that we are
going to look at a new way to write essays
Instructional Input...
From Lesson 49:The teacher will go over the packet
of sample essays and inform the students that they
will be listing features of effective essays in their black
and white journals
Modeling
The teacher will show how to fill in the independent
study checklist
The teacher will read an essay and list some features
of effective essays
Guided Practice...
The teacher will go over one essay with the students
and help them list some features of an effective essay
The teacher will help the students fill in the
independent study checklist
Independent Practice...
The students will begin reading the rest of the essays
and writing features of effective essays
The students will fill in the independent study checklist
Closure
The teacher will ask the students for more features of
effective essays
The teacher will ask the students for their goals for
the unit according to the independent study checklist
Homework...
Due Day 3: A list of features of an effective essay
Due Day 15: Essay, oral presentation with technology
component, visual component, and interactive
component
Due Day 15: Independent study checklist
Day 2: Lesson 7 Itches to Scratch in Essays
Objectives
The students will be able to
Evaluate problems in the world and in their
own life that they could write about
List problems in the world and in their own life
that they could write about
Categorize problems in the world and in their
own life that they could write about
Analyze their study habits and work towards
meeting goals
Materials
Teacher
Computer
Document camera
Projector
Sample List of a Students Essay Ideas to
show on the projector
Class Set: What Itch Needs Scratching?
Tape
Quote from Lesson 7
Students
Writing utensils
Independent study checklist
Anticipatory Set...
From Lesson 7: Problems make good subjects.
The teacher will talk about some the problems
addressed in the essays that are in the packet
Instructional Input
The teacher will provide the students with the list
What Itch Needs Scratching?, and the students will
tape it into their black and white journals and begin
answering the questions
The teacher will go over the questions
Modeling
The teacher will answer some of the questions on the
What Itch Needs Scratching? paper
The teacher will show a Sample List of a Students
Essay Ideas
Guided Practice...
The teacher will ask the questions and elicit student
responses from the What Itch Needs Scratching?
paper
The students will work on answering the questions on
the What Itch Needs Scratching? paper
Closure...
The teacher will ask for more answers to the
questions from the What Itch Needs Scratching?
paper
Homework...
Due Day 3: A list of features of an effective essay
Due Day 3: A list of at least six itches that intrigue you
numbered in order of your favorite (#1) to least
favorite (#6 or more)
Due Day 7: Independent study checklist check up
component
Day 3: Lessons 49 and 7 Follow Up
Objectives
Share features of effective essays
Share problems in the world and in their own
life that they could write about
Create statements or questions from each
problems in the world and in their own life that
they could write about
meeting goals
Materials
Teacher
Computer
Document camera
Projector
Students
Writing utensils
Homework
Anticipatory Set
Lesson 7: The students will share in their groups
itches they would like to scratch in an essay
Lesson 49: The students will make a master list of
features of effective essays
Lesson 7: In all-class discussion, the teacher will ask
for volunteers for topics and give advice as necessary
Lesson 49: The teacher will compile a list from the
answers that the students give (the teacher will print
out the list and pass it out tomorrow for the students
to tape into their black and white journals)
Modeling
Lesson 7: The teacher will show how to take their
topics and turn them into a statement or question
Lesson 49: The teacher will give examples of features
of effective essays
Guided Practice
Lesson 7: The teacher will help student form their
topics into statements or questions
Independent Practice
Lesson 7: The students will work to turn their topics
into statements or questions
Closure
The teacher will ask for examples of statements or
questions about topics
The teacher will explain how she will group students
according to topics to work to complete individual
essays and group presentations/projects
Homework...
Due TODAY: A list of features of an effective essay
Due TODAY: A list of at least six itches that intrigue
you numbered in order of your favorite (#1) to least
favorite (#6 or more) (this is how the teacher decides
which groups to assign students tocommon
interests are grouped together)
Due Day 4: Turn your favorite 6 topics into statements
or questions
component
Day 4: Explanation of Essay and Group Presentation and Projects
Objectives
Choose group activities for the project and
presentations
List group rules
List information about group work, the project,
the presentation, the essay, Google
Classrooms, Google Docs/Sheets/Slides
Work together in groups to create projects and
a presentation
Write an essay
meeting goals
Materials
Teacher
Computer
Document Camera
Projector
Class Set: Compiled list of Features of
Effective Essays
Class Set: Itches to Scratch Tic Tac Toe
activity chooser
Class Set: Itches to Scratch Criteria Cards
Class Set: Essay rubric
Students
Writing utensils
Homework
Anticipatory Set
The teacher will go over the group rules, the group
work survey, and the peer evaluation rubric so that
group expectations are clear
The teacher will tell the students what their groups are
and have the students sit in their groups
The students will share with each other their specific
statement or question that will be the focus of their
topic
Instructional Input
The teacher will explain the essay and rubric
The essay will explain that there will be a group oral
presentation with a technology component, visual
component, and interactive component
The teacher will explain the tic tac toe and criteria
cards
The teacher will explain how to use Google
Drive/Classrooms to collaborate
The teacher will pass out the compiled list of
Features of Effective Essays for the students to tape
into their black and white journals
Modeling
The teacher will give examples of presentations and
projects for different topics
The teacher will show how to use Google
Drive/Classrooms
Guided Practice
The teacher will elicit possible presentations and
projects that groups can do for their topic
The students will work in their groups to choose their
presentation and projects
The students will begin dividing up jobs for the
presentation and projects
Closure
The teacher will ask for more examples of
presentations and projects from the students
Homework...
Due TODAY: Turn your favorite 6 topics into
statements or questions
Due Day 5: Group choices for tic tac toe
Due Day 5: Join Google Classrooms and share a
Google Doc/Slides and include the teacher
component
Day 5: Lesson 50 How do I Scratch the Itch?, Lesson 51 Write
with Information
Objectives
Analyze which types of sources they will need
to research for their topic
Write down questions they have about their
topic
Anticipate and write down questions a reader
might have regarding their topic
a presentation
Write an essay
meeting goals
Materials
Teacher
Computer
Document Camera
Projector
Class Set: Essays: How Do I Scratch the
Itch?
Tape
Students
Writing utensils
Homework
Anticipatory Set...
From Lesson 50: The teacher will introduce the idea
that essays are meant to be written to scratch an
itch
The teacher will go over the page Essays: How Do I
Scratch the Itch? and the students will tape it in their
black and white journals
The teacher will go over the page Write with
Information and the students will tape it in their black
and white journals
Modeling
The teacher will give examples of answers to How
Do I Scratch the Itch?
The teacher gives examples of possible sources of
information
Guided Practice...
The teacher will ask the students to give examples of
answers to How Do I Scratch the Itch?
The teacher will ask the students to give examples of
possible sources of information for their topic
The students will answer the questions on How Do I
Scratch the Itch?
The students will continue to list possible sources of
information for their topic
Closure
The teacher will ask for questions from How Do I
Scratch the Itch?
Homework...
Due TODAY: Group choices for tic tac toe
Due TODAY: Join Google Classrooms and share a
Google Doc/Slides and include the teacher
Due Day 6: Brainstorm answers to Define the
Problem: What would I like to know? What do readers
need to know?
Due Day 6: Make a tick mark next to each kind of
information that you think will feed your essay topic
component
Days 6-8: Research
Objectives
Conduct research about their topic
Collect information about their topic
Evaluate the credibility of sources
Create source cards for sources
a presentation
Write an essay
meeting goals
Materials...
Teacher
Access to the computer lab
Students
Writing utensils
Homework
Anticipatory Set
The teacher will go over some of the questions and
the possible sources of information for the students
topics
The teacher will explain what they will do in the
computer lab
Modeling
The teacher will show students how to begin looking
up information about their topics
Guided Practice
The teacher will show how to look up research for
their topic
The teacher will conference with each group about
their topics, their research possibilities, etc.
The students will do research for their topic
Closure
The teacher will ask for websites that the students
found helpful for their topic
Homework...
Due Day TODAY: Brainstorm answers to Define the
Problem: What would I like to know? What do readers
need to know?
Due Day TODAY: Make a tick mark next to each kind
of information that you think will feed your essay topic
Due Day 9: Bring in at least ten pieces of different
kinds of research
component
Day 9: Lesson 52 Order the Information
Objectives
List different ways to organize the information
they gathered during research on their topic
Analyze different ways to organize their
information and choose the best way to
organize their information
a presentation
Write an essay
meeting goals
Materials
Teacher
Class Set: Five Ways to Organize Your
Information and Plan Your Essays
Tape
Large sheets of white construction paper
Sheets of various colored construction paper
Colored markers
Scissors
Glue sticks
Students
Writing utensils
Research
Homework
Anticipatory Set...
The teacher will ask the students for an interesting
piece of information that they learned about their topic
The teacher will ask about how students plan to
organize their essay
The teacher will go over the paper Five Ways to
Organize Your Information and Plan Your Essay, and
students will tape it in their black and white journals
Modeling
The teacher will give examples of how to organize an
essay
Guided Practice....
The teacher will elicit ways that the students are
thinking about to organize their essay
The students will try different ways to organize their
essay
Closure
The teacher will ask about what ways worked or did
not work
Homework...
Due TODAY: Bring in at least ten pieces of different
kinds of research
Due Day 10: Choose how you will organize your
essay
Due Day 10: Choose how you will organize your
presentation and bring in an outline of the info and
who is doing what
component
Day 10: Lesson 53 Leads for an Essay
Objectives
List different ways to write a lead
Write possible leads
Analyze which lead is the best and use that on
for their essay
a presentation
Write an essay
meeting goals
Materials
Teacher
Computer
Document camera
Projector
Class Set: Experiment with Essay Leads
Class Set: Examples of Essay Leads
Class Set: Check Your Essay Lead
Students
Writing utensils
Research
Homework
Anticipatory Set...
The teacher will ask students for ways to begin an
essay
The teacher will provide and go over the paper
Experiment with Essay Leads, and the students will
tape it in their black and white journal
Modeling
The teacher will give examples of possible leads
Guided Practice...
The teacher will elicit possible leads from the students
for their topics
The students will begin to try different leads for their
essay
Closure
The teacher will ask what possible leads the students
will use for their essay
Homework...
Due TODAY: Choose how you will organize your
essay
Due TODAY: Choose how you will organize your
presentation and bring in an outline of the info and
who is doing what
Due Day 11: Write at least two leads for your essay
component
Day 11: Group Work
Objectives
a presentation
Write an essay
meeting goals
Materials
Teacher
Computer
Document Camera
Projector
Students
Writing utensils
Research
Homework
Anticipatory Set
The teacher will ask for any questions regarding the
assignments
Instructional Input
The teacher will go over any questions that students
have and explain anything that is unclear
Modeling
The teacher will give examples as necessary
Guided Practice
The teacher will help students with their specific
topics as necessary
The students will work on their essays, presentations,
and projects
Clousre
assignments
Homework...
Due TODAY: Write at least two leads for your essay
component
Day 12: Lesson 54 Experiment with Essay Conclusions
Objectives
List different ways to write a conclusion
Write possible conclusions
Analyze which conclusion is the best and use
that on for their essay
a presentation
Write an essay
meeting goals
Materials
Teacher
Computer
Document camera
Projector
Class Set: Experiment with Essay
Conclusions
Class Set: Examples of Essay Conclusions
Class Set: Some Transitional Words and
Phrases for Essays
Class Set: Essay Checklist based on criteria
from Lesson 49
Students
Writing utensils
Research
Homework
Anticipatory Set...
The teacher will ask the students for ways to end an
essay
The teacher will provide and explain the paper
Experiment with Essay Conclusions, and the
students will tape it in their black and white journal
The teacher will provide and explain Examples of
Essay Conclusions
Modeling
The teacher will give examples of essay conclusions
Guided Practice
The teacher will elicit possible essay conclusions for
students regarding their topics
The students will begin to try different conclusions for
their essay
Closure
The teacher will ask the students about possible
conclusions for their essays
Homework
Due Day 13: Write two conclusions for your essay
component, visual component, and interactive component
Day 13-14: Group Work
Objectives...
a presentation
Write an essay
meeting goals
Materials
Teacher
Computer
Document Camera
Projector
Students
Writing utensils
Research
Homework
Anticipatory Set
assignments
Instructional Input
The teacher will go over any questions that students
have and explain anything that is unclear
Modeling
The teacher will give examples as necessary
Guided Practice
The teacher will help students with their specific
topics as necessary
The students will work on their essays, presentations,
and projects
Clousre
assignments
Homework...
Due TODAY: Write two conclusions for your essay
component
Day 15: Presentations and Projects
Objectives
Present their projects and presentations
Turn in their essay
Evaluate group work
Evaluate individual work
Evaluate peer work
meeting goals
Materials
Teacher
Computer
Document camera
Projector
Access to the students technology
components of the presentations
Class Set: Group Work Survey
Class Set: Self-Satisfaction Survey
Class Set: Peer Evaluation Rubric
Extras of the essay rubrics for students that
lost theirs
Extras of the presentation tic tac toes for
groups that lost theirs
Students
Writing utensils
Homework
Anticipatory Set
The teacher will ask the students what their favorite
part of the assignment was
Instructional Input
The teacher will explain the procedure for presenting
Modeling
The teacher will give an example of how to present
Guided Practice
The teacher will answer any specific questions
The students will present
Closure
The teacher will ask for feedback from the audience
after each presentation
The teacher will ask for interesting things the
audience learned during the presentations and during
the unit
The students will fill in the group work and
self-satisfaction survey and the peer evaluation rubric
Homework
component

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ItchestoScratchUnitPlan

Subject: English Language Arts

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