This is an example of a curriculum document I am still working on.

I use standards- target- assessment planners

in order to determine what kids need to know, identify student friendly learning targets, and determine the
appropriate assessments for them. At my school currently, backwards planning is not done often. However, I am leading
the pact with this planner! Although it is still a work in progress, I included this piece as an example of my forward
thinking at my school. As the year progresses, I will work more towards identifying authentic assessments for this unit
as well as all my other units. My goal this year is to try to create assessments with a global audience to create student
enthusiasm for learning.
STANDARDS-TARGET-ASSESSMENT PLANNER (STA)

Standards
CCSS.ELA-LITERACY.RL.7.2
Determine a theme or central idea
of a text and analyze its
development over the course of the
text; provide an objective summary
of the text.
CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual
evidence to support analysis of
what the text says explicitly as well
as inferences drawn from the text.

Learning Targets
N: Good readers identify themes across a text by
analyzing the obstacles, challenges and relationships
characters face.
M: Good readers can predict multiple themes across
a text by analyzing the obstacles, challenges and
relationships characters face.
M: Good readers evaluate the validity of their themes
by proving, with text evidence, that the theme is
present throughout the entire novel.
(The conflict at the beginning of the novel,
identifying how characters learn the lesson, and what
they learned from it)
E: Good readers compare and contrast themes across

Assessments

1.Tracing theme chart

-conflicts obstacles, challenges,
relationships

2. Possible themes
Evidence

3. Realistic fiction themes does it

work? why or why not?
Science fantasy themes ---> does this apply
to r.f? Why or why not?

genres by identifying similarities and differences

between realistic fiction and science fiction/fantasy
novels.

CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements of
a story or drama interact (e.g., how
setting shapes the characters or
plot).

Good readers identify the effects of setting on

conflicts and characters by visualizing the setting,
identifying its characteristics, determining tone and
mood, and analyzing how it impacts the story.

CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual
evidence to support analysis of
what the text says explicitly as well
as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.7.4
Determine the meaning of words
and phrases as they are used in a
text, including figurative and
connotative meanings; analyze the
impact of rhymes and other
repetitions of sounds (e.g.,
alliteration) on a specific verse or
stanza of a poem or section of a
story or drama.

Good readers can define and identify figurative

language such as simile, metaphor, personification,
hyperbole, alliteration, imagery, symbolism and
allegory in texts.
Good readers show their understanding of figurative
language by collecting and displaying examples from
their novel.

Chart
Discussion

CCSS.ELA-LITERACY.SL.7.1.C
Pose questions that elicit
elaboration and respond to others'
questions and comments with
relevant observations and ideas that
bring the discussion back on topic
as needed.
CCSS.ELA-LITERACY.SL.7.1.D
Acknowledge new information
expressed by others and, when
warranted, modify their own views.

Good conversationalists prepare for deep meaningful

conversations by creating discussion questions that
specifically move discussion forward.

Good book club conversationalists change or add to

their understanding of text by acknowledging others
ideas, building on them, and reflecting on the new
learning.