CS+English+T4

=Critical Content and Skills= English and Language Arts Grade 8
 * Content Area:**
 * ===Students will know...=== || ===Formative Assessment=== || ===Students will be able to...=== || ===**Product** Summative Assessment=== ||
 * Students will know plot, characters, setting, change, cause and effect. || Discussion: After the first major change in the novel students will be prompted during a whole class discussion to discuss how the characters impact the story as well as how the story has changed thus far. || Explain:Students will be able to show change in plot, characters and setting. || **Podcast:** Students will be asked to create a podcast in which they discuss the changes between two different scenes in the book with close attention to change in setting as well as evolution of characters and plot. ||
 * 2. Students will know characters, cause and effect, analyzing. || Work Sample: Students will be given a flow chart so they can plot their ideas for their blog before posting. || Interpret: Students will be able to interpret how small decisions made by characters create larger changes in the storyline. || **Blog:** During the course of reading the novel, students will blog about the decisions made by characters and how they feel those decisions make a difference in the outcome of the novel. The use of different graphic organizers to plot out those decisions will be required. Students will be asked to comment once per assignment on a fellow classmates blog about their ideas on change. ||
 * 3.Students will know alternate endings, cause and effect. || Work Sample: Students will be asked to sketch a first draft of their ideas as well as a short explanation for their decision. || Apply: Students will be able to use their knowledge of the effects of change to create alternate plot-lines for the story. || **Comic Life:** Students will create a comic life that shows how small changes in the plot could create alternate stories. ||
 * 4. Students will know change, decisions, cause and effect, textual evidence. || Prompts: Students will be asked to write on questions about the events in the novel. After writing individually, students will share as a class their ideas for the most important event in the novel. || Perspective: Students will be able to analyze what they view as the most important moments in the text and supply evidence based on change. || **IMovie**: Students will reenact what they view as the most important scene in the book giving evidence from the book to support their claim. ||
 * 5. Students will know cause and effect. || Observation: During the class, students will be working together in group with flash cards as a move-able time line. By listening to students' conversations, I will be able to see who needs more help with this assignment. || Empathy: Students will be able to consider how real people are changed by small decisions. || **Glogster:** Students will learn about the time-line of several important historical figures. The students will create a poster that demonstrates cause and effect of the most important change/decision in that person's life. ||
 * 6. Students will know cause and effect, change. || Work Sample: Students will be asked to complete a graphic organizer of their own time line. || Self Knowledge: Students will be able to reflect on how decisions can change their future. || **Fodey:** Students pick their passion--sports, music, theater, etc. Why? Create an autobiographical article that documents the moment, or scene in their life that created their passion today. ||

Formative
Q - Quizzes WS - Work Sample SA - Self Assessment P - Prompts O - Observation D - Dialogues

**Product - Summative**
CL- Comic Life IM - Imovie B - Blog PC - Podcast W - Wikispace G - Glogster