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Garfield Middle School Aligned to the Common Core Curriculum Standards for Language Arts

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST

CENTURY GLOBAL SKILLS

Garfield Public Schools

Language Arts Department

Curriculum Committee:

Caryn Christiano

Anna D’Agostino

Anna Kalogeras

Lisa Fiduccia

Marie Marx

Regina Stellato

Amber Simpson-Sidler

Joanne LoIacono

Kristen Haftek

Kathy DelMauro

Allison Bugge

Final Revision Date: June 27, 2012

Garfield Board of Education Dr. Kenneth Conte- President

Mr. Tony Lio - Vice President

Mr. Anthony Barckett

Mr. Salvatore Benanti

Mr. Richard Giacomarro

Mr. Nikolce Milevski

Mr. Charles Nucifora

Mr. Edward Puzio

Mr. Jeffrey Stewart

Administration Mr. Nicholas Perrapato, Superintendent

Mr. Tom Egan, Business Administrator / Board Secretary

Curriculum Supervisor

Mrs. Alexandra Bellenger

Assistant Curriculum Supervisor Language Arts

Mrs. Diane Nunno

Board Adoption Date – August 27, 2012 Resolution # - 08-129-12




YAG Grade 8 ELA Literature

Unit 1: Reader’s Workshop: Theme and Symbol

Timeframe: September

Description: What's the best story you've ever read? Chances are you enjoyed the story not just for its

characters or plot but for its theme, or message about life and human nature. All great stories have a theme,

whether it's about the value of friendship, the bonds of a family's love, or the triumph of good over evil. A

story's characters grow and change because of what they learn through their experiences. As the characters

learn these life lessons, you as a reader grow, too.

Unit 2: Myth- Pandora’s Box/Percy Jackson


Description: Respected translator Louis Untermeyer adapts this ever-popular Greek myth, which explores the

concept of curiosity: Is it a gift? A curse? Or simply human nature? The story examines the qualities of gods as

well as the behavior of humans, helping students to understand how the Greeks attempted to explain the world

around them through mythology. Students explore the key idea of curiosity by analyzing Pandora’s thoughts

and actions.

Unit 3: Reader’s Workshop: Plot and Conflict


Description: Students will be able to establish prior knowledge about plot, conflict, and setting. Students will identify stages of plot (exposition,

rising action, climax, falling action, resolution), and analyze plot development in familiar stories (i.e. How do characters influence the development of the plot?). Students will be able to identify internal and external conflict, as well as analyze and evaluate setting. Students will be able to make connections, build vocabulary for reading/ writing, and improve fluency.

Unit 4: Narrative Short Story: Raymond’s Run

Timeframe: October

Description: This short story by award-winning author Toni Cade Bambara presents sympathetic and relevant

characters who deal with conflicts to which students can relate. The engaging plot provides opportunities to

examine the concepts of ambition and motivation. The narrator of this story experiences a shift in her

motivation. As students read the story, they are challenged to think about what fuels their ambitions. Emphasis

is placed on analyzing stages of plot, making inferences, and developing vocabulary skills.

Unit 5: Reader’s Workshop: Setting and Mood

Timeframe: October




Description: Close your eyes and picture a place you’ve always wanted to visit. Maybe you’re diving down to

a sunken ship, swimming slowly through the murky waters. Maybe you’re in the locker room of your favoring

team on the night they won the world championship. Wherever you are, your imagination is what takes you

there. Good writers know how to spark your imagination and transport you to faraway places or times.

Unit 6: Narrative Short Story: Monkey’s Paw

Timeframe: October

Description: “The Monkey’s Paw” is a classic example of a masterful horror story in which the fear comes

from the suspenseful buildup and the thought of what could happen. Emphasis is placed on identifying and

analyzing mood, making and adjusting predictions, and vocabulary development. Author's motivation is

understood through the reading of a short passage, as well as internet resources. This story offers students an

opportunity to explore the key idea of being superstitious. As students read the story and analyze its mood,

they will have a chance to consider the role of superstition in our lives.

Unit 7: Edgar Allen Poe-Mystery/Horror/ Mystery

Timeframe: October

Description: This classic tale of horror introduces students to one of the best-known works of Edgar Allan Poe

and provides an excellent example of the “unreliable narrator.” It lets students examine the way an author

creates suspense. This story offers students an opportunity to explore the key idea of suspicion. The narrator is

extremely mistrustful, and his suspicions prompt him to plot the murder of an old man. As students read the

story and evaluate the narrator, they can reflect on the signs that arouse suspicion. Emphasis is placed on

exploring the idea of suspicion, identifying and analyzing suspense, evaluating the narrator, and vocabulary

development. Students will understand biographical information about the author through multiple resources.

Unit 8: Narrative Short Story: The Hitchhiker

Timeframe: November

Description: This radio play is a classic that belongs in every student’s repertoire. Its suspenseful plot keeps

readers on the edge of their seats as they try to figure out what will happen next. This play offers students an

opportunity to explore the key idea of proof. As Ronald Adams continues to see the mysterious presence of the

hitchhiker, he becomes increasingly desperate to prove that the man exists. As students read the play, they are

drawn into the character’s dilemma and challenged to find proof one way or the other too. Emphasis is placed

on foreshadowing, developing strategies for reading a radio play, and vocabulary development. Students will

be exposed to background information about Route 66 in order to enhance comprehension.

Unit 9: Novel Study

Timeframe: November

Description: During a 6-8 week period, students will be engrossed in a novel. To be continued…




Unit 10: Reader’s Workshop: Character and Point of View

Timeframe: December

Description: A great character might start out as a few words jotted on a page or as a lump of clay squeezed

between an artist's fingers. How can these humble beginnings result in a person as your best friend? A skilled

creator knows how to add layers of details that make someone who doesn't even exist in real life seem like

someone you've known forever.

Unit 11: Narrative Short Story- The Treasure of Lemon Brown

Timeframe: December

Description: The characters in Walter Dean Myers’s stories often live in urban environments where they must

deal with social and economic hardships. “The Treasure of Lemon Brown” reaches out to readers with an

uplifting message about family relationships in the face of other difficulties. In “The Treasure of Lemon

Brown,” Greg learns that his father is a role model he should cherish. As students read the story, they can

reflect on the importance of a caring relationship in a person’s life. Emphasis is placed on identifying and

analyzing point of view, making inferences, and vocabulary development. Students will be exposed to various

musical selections from the time the story takes place. Author's motivation is understood through the reading of

a short passage, as well as internet resources.

Unit 12: Reader’s Workshop: Informational Text

Timeframe: January

Description: You don’t go a single day without needing to gather facts. With message boards, magazines,

books, and directories all offering you information, where do you turn when you need an answer you can count

on? It depends on what kind of facts you’re looking for, and what you need to know.

Unit 13: Informational Text- The Spider Man Behind Spiderman

Timeframe: January

Description: In “The Spider Man Behind Spider-Man,” Bijal Trivedi presents the story of Steven Kutcher, who

trains insects and arachnids to “perform” for the camera. Kutcher studies the behavior of insects and then adapts that behavior for

movies, television, commercials, and music videos. His goal is to educate the public about the fascinating world of insects. Emphasis will be placed on

elements of nonfiction. Students will use text features to locate and comprehend information. This selection motivates students to think

about what their perfect career might be.

Unit 14: Informational Article- Over the Top




Timeframe: February

Description: Students will be able to identify the form and characteristics of autobiography. Students will also be able to summarize text, build

vocabulary for reading/ writing, and read for fluency.

Unit 15: Novel Study

Timeframe: February


Unit 16: Reader’s Workshop: Argument and Persuasion

Timeframe: March

Description: Persuasive writing is an important skill that can seem intimidating to elementary students. This

lesson encourages students to use skills and knowledge they may not realize they already have. A classroom

game introduces students to the basic concepts of lobbying for something that is important to them (or that they

want) and making persuasive arguments. Students then choose their own persuasive piece to analyze and learn

some of the definitions associated with persuasive writing. Once students become aware of the techniques used

in oral arguments, they then apply them to independent persuasive writing activities and analyze the work of

others to see if it contains effective persuasive techniques.

Unit 17: Argument and Persuasion- Position on Dodge ball

Timeframe: March

Description: Students are exposed to two very different perspectives on what has become a controversial issue:

whether dodge ball should be played in schools. In its position statement, the National Association for Sport and

Physical Education presents an objective viewpoint, while veteran sportswriter Rick Reilly offers a totally

subjective piece he wrote for Sports Illustrated. By comparing the two arguments, students will gain experience

in detecting how persuasive techniques and tone can win—or lose—readers’ support. Students explore the key

idea of games. As they read the articles, they will have the opportunity to consider their own ideas of what

makes a game worthwhile or fair.

Unit 18: Argument and Persuasion: The Sanctuary of School

Timeframe: April

Description: Well-written persuasive texts that appeal to eighth-grade readers can be hard to find. Lynda

Barry’s essay “The Sanctuary of School” combines persuasive techniques with a subject that all eighth graders




can find accessible—school and the relationships formed there. Throughout this selection, students explore the

key idea of relationships. As students read and discuss “The Sanctuary of School,” they have the opportunity to

compare the relationships Barry has with her family to those she has with the adults in her school.

Unit 19: Reader's Workshop: Poetry

Timeframe: April

Description: Have you ever tried to write a poem? If so, you probably had to think about what a poem is. Is it

lines that rhyme? Pictures painted with words? Toe-tapping rhythms? A poem can be all of these things-or

none of them. In this unit, students will read and analyze poetry as well as sharing their experiences when

writing a poem.

Unit 20: Poetry: Simile: Willow and Ginkgo/Intro To Poetry

Timeframe: April

Description: Eve Merriam was a renowned children’s poet; Billy Collins is among the most popular poets of

his time. The poetry of both writers is accessible to students, while at the same time providing them with a rich

reading experience. The poems here show a creative use of figurative language and imagery.

These selections invite students to explore how poets use words to create vivid imagery. In “Simile: Willow

and Ginkgo,” Eve Merriam employs a series of similes and arresting visual imagery to contrast the two trees. In

“Introduction to Poetry,” the speaker uses simple language to create unusual images that encourage readers to

experience poetry, rather than simply analyzing it.

Unit 21: Narrative Poetry: Paul Revere’s Ride

Timeframe: April

Description: “Paul Revere’s Ride” is an excellent example of narrative poetry, with clearly delineated

characters, setting, and plot. Students should find this famous poem about a legendary figure from American

history both compelling and entertaining. This poem offers students an opportunity to explore the key idea of

legends. Paul Revere’s midnight ride to warn the colonists of the impending British attack is legendary—it is

part of the larger than life “story” of the American experience. As students read the poem, they can reflect on

other legendary figures and narratives in American history.

Unit 22: Novel Study

Timeframe: May-June





*Novels to be determined by teachers with the guidance of the Assistant Curriculum Supervisor for Language

Arts.

Unit Overview

Content Area: English Language Arts Literature

Unit Title: Reader’s Workshop: Theme and Symbol

Target Course/Grade Level: 8

Duration: One Week

Description What's the best story you've ever read? Chances are you enjoyed the story not just for its characters or plot but

for its theme, or message about life and human nature. All great stories have a theme, whether it's about the

value of friendship, the bonds of a family's love, or the triumph of good over evil. A story's characters grow

and change because of what they learn through their experiences. As the character learns these life lessons, you

as a reader grow, too.

Concepts & Understandings

Concepts

Symbol

Theme

Recurring Theme

Universal Theme

Understandings

Identify and interpret symbols

Determine and analyze theme

Determine, analyze, and compare universal themes

Learning Targets

CPI Codes

RL1

RL2

21st Century Themes and Skills

Communication and Collaboration

Critical Thinking and Problem Solving

Creativity and Innovation

Guiding Questions

Is the theme of a story always interpreted in the same way?

How does a reader identify the theme in a piece of writing?

How does comparing and contrasting themes from various pieces of literature increase understanding?

Unit Results Students will ...

Identify and interpret symbols

Determine and analyze theme

Determine, analyze, and compare universal themes

Use story elements to identify theme




Use a story map to analyze plot development

Suggested Activities

The following activities can be incorporated into the daily lessons:

You may not have given it much thought, but your favorite movies have probably offered you valuable

messages. Recall a movie that you love, and then answer these questions to help you identify its theme.

What lessons, if any, do the characters learn?

If there is a battle or struggle, who wins and who loses? Why?

What did you learn from this movie that you can apply to your own life?

CREATE AN ILLUSTRATION: EXPLORE SYMBOLISM

Explain to students that many ideas have symbols that represent them, such as a heart for love or a dove

for peace. Work with students to brainstorm a list of symbols.

Ask students to draw a symbol that they think best illustrates the idea of priceless.

Before they start sketching, encourage students to close their eyes and concentrate

on what they “see” in their minds when they hear the word priceless, and to use this

image as a starting point for the sketch. Once they complete their sketches, ask them

to present their work to the class and explain why they chose those symbols. Discuss

any common features found in the drawings.

ROLE PLAY: ANALYZE CHARACTER

Point out to students that the selection is told from the narrator’s point of view, so

readers do not know what the other characters are thinking or feeling. Also remind

them that the selection contains no dialogue. Invite students to work in groups of

three or four to write a script for the selection. Challenge groups to come up with

appropriate dialogue for each of the characters, as well as for a new, third-person point of view narrator.

Encourage groups to practice and then present their dramatizations to the class. Discuss the similarities

and differences among the various groups’ performances.

CREATE A COMIC STRIP: ANALYZE PLOT

Review with students the main parts of a story, including characters, setting, plot, and conflict. Talk

about whether students think “Gil’s Furniture Bought & Sold” includes all of these elements. Lead

students to see that even though the selection is very short, it does have the main elements found in

longer stories and novels.

Point out to students that comic strips can also have similar plot elements.

If possible, bring in some comic strips for students to skim through while using

examples to illustrate how the plots are developed. Then have students work in pairs

or independently to turn “Gil’s Furniture Bought & Sold” into a comic strip. Students

should take two or three minutes to first jot down the sequence of events and the

details that they want to include in their comic strips. Remind them that since the

original selection contains no dialogue, they will have to invent some for their comics.

After students complete their work, invite them to share and compare with others.

Did everyone include the same basic sequence and details? Discuss.

EXPLORE VIEWPOINTS: POEM, LYRICS, OR LETTER

Write the following saying on the board: “One man’s trash is another man’s treasure.”

Briefly discuss the saying. Then have students interpret this quote based on what

they have learned about “priceless” things from the selection. Questions might

include:

• Do you agree with this saying? Why or why not?




• How does this saying relate to the plot of “Gil’s Furniture Bought & Sold”?

• What would each character in the selection think about this saying?

• Has reflecting on this saying, as well as reading the selection and discussing its

key idea, changed your feelings about what makes something priceless? Explain.

Have students choose one or more of these questions to explore in a creative way,

such as writing a poem, song lyrics, or a letter to Sandra Cisneros. Invite students to

share their work with the class.





Unit Title: Myth-Pandora’s Box


Duration: Two weeks

Description:

Respected translator Louis Untermeyer adapts this ever-popular Greek myth, which explores the concept of

curiosity: Is it a gift? A curse? Or simply human nature? The story examines the qualities of gods as well as the

behavior of humans, helping students to understand how the Greeks attempted to explain the world around them

through mythology. Students explore the key idea of curiosity by analyzing Pandora’s thoughts and actions.


Concepts

Theme

Symbols

Plot

Real world connections

Conflict

Genre

Language

Understandings

Message

Identify and interpret

Exposition, rising action, climax, falling

action, resolution

Current events

Internal and external

Anecdote, Greek myth

Flashback

Learning Targets

CPI Codes

RL1

RL2

RL9





Guiding Questions

Why do we want what we don’t have?

When you want what you don’t have, what problems might that cause?

What, if any, benefits might result?


explore the key idea of curiosity

identify and analyze theme

read a Greek myth

develop strategies for reading myths

build vocabulary for reading and writing






Percy Jackson The Lightning Thief-Write an essay connecting the book to yourself, other books, or

world issues

CREATE A MURAL: ANALYZE CAUSE AND EFFEC

Ask students to imagine the sequence of events that begins with Prometheus’ theft of fire and ends with Hope

flying out into the world.

After dividing the class into three or four groups, instruct students to design a multiple-panel mural depicting

the chain of events. As students map out their chains of events, remind them that one event can have multiple

effects. Suggest that they use this idea to help them organize their murals.

INQUIRY AND RESEARCH

PANDORA’S BOX

Divide the class into small groups and assign each group one of these characters in

the story: Prometheus, Pandora, Zeus, Hephaestus, Hera, and Epimetheus. Have each

group research their character to find out when and where the characters’ names have

been used in the world of literature, art, science, business, or entertainment. They

should also look for information on what the significance or role of each figure

was in ancient Greek society.

Have each group create a poster to present its findings to the class and share

information about the references they are describing. Instruct them to explain why

the references are appropriate. They might also want to note instances where the

reference is not appropriate—showing that someone has misunderstood the myth.

WRITING

FORM AN OPINION: PERSUASIVE ESSAY

Tell students to decide whether, all in all, they think curiosity is a gift or a curse.

Before they decide, suggest that they think about what happened to Pandora as a

result of her curiosity, as well as what has happened to themselves, people they

know, and people in history. Do they feel that the possible benefits of being curious

outweigh the potential negative consequences?

Have students express their opinions in a persuasive essay. Instruct them to

support their opinions by providing at least three examples from literature, their own

lives, and/or the lives of others. Essays should follow the format of a persuasive

essay: introduction; opinion statement; supportive paragraphs; conclusion.

SUMMARIZE PLOT: HEADLINE NEWS STORY

Ask students to think about how Prometheus, Zeus, and Hera might have reacted to

Pandora’s opening of the box. Then suggest that they write a headline news story

describing what happened to Pandora. Articles should identify the “5 Ws and H” of

journalism—who, what, when, where, why, and how—and include the reactions of

the characters who were involved, as well as the way the general public might have

reacted. Suggest that students begin their news stories with a clear summary of





Unit Title: Reader's Workshop: Plot and Conflict


Duration: One week

Description

Will the hero save the world and win the girl? Can the young soldier survive the war? How will the family

stay alive on the deserted island? Good stories are all around you-in novels and short stories, on television, and

in movies. How do they capture your imagination and keep you riveted?


Concepts

Plot

conflict

Understandings

Identify and analyze stages of plot (exposition,

rising action, climax, falling action, resolution)

Identify and analyze types of

conflict(internal/external)

Identify and analyze conflicts and resolutions

Learning Targets

CPI Codes

RL1

RL3





Guiding Questions

What is conflict?

Is the problem emotional, physical or ethical?

What are the two sides of conflict concretely (character vs. character, character vs., self, character vs.

nature)?

What conflicts are the most important to the theme?

What are the stages of plot and what is revealed in each stage?

How does each stage converge or run parallel?

How do good readers use setting, characters, and conflict to understand the

plot of a story?


Identify and analyze types of conflict: internal and external

Identify and analyze the five stages of plot

Understand plot and conflict




Suggested Activities The following activities can be incorporated into the daily lessons:

Oral presentation based on 30-60 minute television show of the different types of conflict. Cite

examples of movies, television shows, and books that represent both external and internal conflict.

Graphic Organizer-Stages of Plot





Unit Title: Narrative Short Story-Raymond’s Run


Duration: Two weeks

Description This short story by award-winning author Toni Cade Bambara presents sympathetic and relevant characters

who deal with conflicts to which students can relate. The engaging plot provides opportunities to examine the

concepts of ambition and motivation. The narrator of this story experiences a shift in her motivation. As

students read the story, they are challenged to think about what fuels their ambitions. Emphasis is placed on

analyzing stages of plot, making inferences, and developing vocabulary skills.


Concepts

Plot

Conflict

Making inferences

Genre


Language

Understandings

Exposition, rising action, climax, falling

action, resolution

Internal, external

Use from the story and your own knowledge to

guess about things the author doesn't say

directly

Learning Targets

CPI Codes

RL1

RL3

W2

L1

L3

L6





Guiding Questions

What's worth the effort?

What motivates you to achieve a goal?

How do you make an inference?

When do we make inferences?

How does making inferences help us as a reader?

What are the 5 stages of plot?


Make inferences and analyze stages of plot.

Be evaluated on their knowledge of making inferences, stages of plot and selection vocabulary

Explore the key idea of motivation, analyze stages of plot, and make and support inferences






Preview selection-vocabulary, author background, set the purpose

Drawing inferences using the title, pictures, and first paragraph and record in inference chart

How to use and create an inference equation chart

Students will create a visual vocabulary for the words of the story.

Identify and record plot elements and inferences as we read.

Use internet to obtain images to create a visual vocabulary

PERFORMANCE TASK---ACCEPTANCE SPEECH

ACCEPTANCE SPEECH: INTERPRET CHARACTER

Discuss what Squeaky might have said if she were asked to give an acceptance speech after winning the

race.

Have students jot down ideas on note cards and compose a speech from Squeaky’s

perspective. They should keep in mind Squeaky’s character as presented throughout

the story. After students have written their speeches, have them practice in small

groups and give each other feedback on voice volume, pace, expression, and

articulation.

Ask students to present their speeches to the class. Have listening students fill

out a checklist evaluation on each one.

ORIGINAL ILLUSTRATIONS: VISUALIZE CHARACTER AND PLOT

Discuss with students how descriptive some of the passages in the story are. For

example, lines 193–209 paint a vivid picture of Squeaky’s thoughts and feelings as

she begins to run.

Ask students to skim the story and choose the passage that they can visualize most

clearly. Ask them to illustrate what they see, incorporating the details from the text.

Have students display their illustrations. Ask class members to match each picture

with the associated passage from the text and discuss how closely the drawings fit

their own mental images.

READERS THEATER: INTERPRET STORY ELEMENTS

Assign students to small groups and have them prepare a Readers Theater presentation of the story.

Suggest that they develop dialogue based on the parts of the story in which Squeaky encounters other

characters. Encourage them to adapt and abridge other segments as well in order to create a tightly

woven dramatic reading. As the students rehearse, suggest ways for them to incorporate gestures as well

as voice and facial expression. Groups may wish to practice together in order to give feedback to each

other. Have groups present their Readers Theaters. Ask students to discuss how hearing the story helps

them to understand character and plot more clearly.

T-SHIRT DESIGN: EXPLORE KEY CONCEPT

Suppose Squeaky has been asked to design a T-shirt for participants in the May Day

races to wear. Have students make inferences about what messages she might want

to send about running and competition. Then ask pairs of students to create one or two designs,

complete with graphics and text. Encourage them to use colors and symbols to convey a mood and their

ideas. Give each pair an opportunity to explain and display their T-shirts. Ask the class to vote on the

one that they think most closely expresses Squeaky’s perspective.

INQUIRY AND RESEARCH TRAINING MANUAL

Discuss with students how many different ways there are for runners to train.

Assign students to small groups to research different training techniques

and evaluate the merit of the ones they discover. Then ask them to put together




their own training manual, complete with daily and weekly schedules, explanations

of equipment, and diagrams showing how to perform various exercises. Students can introduce their

workout routines in a short presentation to the class.


Unit Title: Setting and Mood


Duration: TwoWeeks

Description

Close your eyes and picture a place you’ve always wanted to visit. Maybe you’re diving down to a sunken

ship, swimming slowly through the murky waters. Maybe you’re in the locker room of your favoring team on

the night they won the world championship. Wherever you are, your imagination is what takes you there.

Good writers know how to spark your imagination and transport you to faraway places or times.


Concepts

Setting

Mood

Imagery

Inferences

Understandings

Identify and analyze setting and its effect on

plot and characters

Identify and analyze mood

Understand how mood can be conveyed

through setting, imagery, and characters’

reactions

Learning Targets

CPI Codes

RL1

RL4





Guiding Questions

Where can imagination take you?

What makes a story a page turner?

How does setting affect mood?


Identify and analyze setting in fiction and nonfiction

Establish prior knowledge about setting and mood

Discuss how a writer can spark a reader’s imagination

Identify and analyze setting and its effect on plot


Understand how mood can be conveyed through setting, imagery and characters’ reactions





Have students brainstorm a list of stories with which they are familiar. Ask them to list the stories in a

chart, identifying key details about the setting of each story in a second column. Then have students

discuss the role of the setting in each story. They should ask themselves: Is the setting just a backdrop

for the events of the story, or does it play a larger role? Does the setting affect characters reactions

Content Area: English Language Arts Literature Unit Title: Narrative Short Story- Monkey’s Paw Target Course/Grade Level: 8 Duration: Twoweeks Description “The Monkey’s Paw” is a classic example of a masterful horror story in which the fear comes from the suspenseful

buildup and the thought of what could happen. Emphasis is placed on identifying and analyzing mood, making and

adjusting predictions, and vocabulary development. Author's motivation is understood through the reading of a short

passage, as well as internet resources. This story offers students an opportunity to explore the key idea of being

superstitious. As students read the story and analyze its mood, they will have a chance to consider the role of

superstition in our lives.


Concepts

Superstition

Mood

Language

Prediction

Real World Connection

Theme

Inferences

Understandings

Explore the key idea of superstitious


Make and analyze predictions

Understand Atmosphere

Current Events

Identify and analyze theme

Learning Targets

CPI Codes

RL4

RL6

L1

L4b





Guiding Questions

Are you superstitious?

What kind of superstitions do you or people you know believe in?

What might lead someone to become superstitious?





explore the key idea of superstitious

identify and analyze mood

make and analyze predictions

read a short story

build vocabulary for reading and writing


Prediction Chart (while reading)

Tagxedo- Create a word collage of vocabulary that creates the mood in the story





Unit Title: Mystery/Horror/Suspense- Edgar Allan Poe


Duration: One week

Description This classic tale of horror introduces students to one of the best-known works of Edgar Allan Poe and provides

an excellent example of the “unreliable narrator.” It lets students examine the way an author creates suspense.

This story offers students an opportunity to explore the key idea of suspicion. The narrator is extremely

mistrustful, and his suspicions prompt him to plot the murder of an old man. As students read the story and

evaluate the narrator, they can reflect on the signs that arouse suspicion. Emphasis is placed on exploring the

idea of suspicion, identifying and analyzing suspense, evaluating the narrator, and vocabulary development.

Students will understand biographical information about the author through multiple resources.


Concepts

Literary Analysis

Conflict

Making Inferences

Reading

Real World Connections

Understandings

Suspense

Internal, External

Use from the story and your own knowledge to


directly

Evaluating the narrator

Suspicion

Vocabulary/Multiple Meaning Words

Learning Targets

CPI Codes

RL4

RL6

L4c





Guiding Questions

What makes you suspicious?

Have you ever suspected someone was not telling you the truth?

How is suspense created?


Preview selection by setting a purpose. Formulate a question about the: 1. Title 2. First paragraph 3.

Visual (picture)

Explore the key idea of suspicion.

Identify and analyze suspense while reading a short story

Identify and evaluate the narrator

Evaluate their knowledge of selection vocabulary, elements of suspense, and narrator's reliability.




Use the movie adaptation of "The Tell-Tale Heart" to compare and contrast it to the short story


Tea Party: Teacher passes out index cards from specific lines from the story and has students share their

cards with one another in order to make a prediction about the summary of the story.

Discuss the elements of suspense and evaluate the narrator by using a Narrator Reliability Chart.

A student dictionary- Use context clue to find definitions to multiple-meaning words as the story is

being read.

Create a compare and contrast chart or a Venn diagram to find the similarities and differences between

the written text and the movie.

ILLUSTRATE TEXT: EXAMINE CHARACTER TRAITS

Poe provides no physical description of the narrator. A close reading reveals that this unnamed character is not

identified as male or female. Ask students to create a portrait of the narrator. Students may choose any medium,

including paint, charcoal, watercolors, or collage. Remind them that the appearance of this character is open to

interpretation and that the illustrations in the selection are only one version of the events. Provide time for

students to present and explain their portraits to the class.





Unit Title: Narrative Short Story-The Hitchhiker


Duration: Two weeks

Description This radio play is a classic that belongs in every student’s repertoire. Its suspenseful plot keeps readers on the

edge of their seats as they try to figure out what will happen next. This play offers students an opportunity to

explore the key idea of proof. As Ronald Adams continues to see the mysterious presence of the hitchhiker, he

becomes increasingly desperate to prove that the man exists. As students read the play, they are drawn into the

character’s dilemma and challenged to find proof one way or the other too. Emphasis is placed on

foreshadowing, developing strategies for reading a radio play, and vocabulary development. Students will be

exposed to background information about Route 66 in order to enhance comprehension.


Concepts

Plot

Conflict

Central ideas

Making inferences


Foreshadowing

Understandings

exposition, rising action, climax, falling action,

resolution

internal, external

communicate that universal messages are not

specific to a particular time, place, or situation

use from the story and your own knowledge to


directly

current events

hints that suggest future events

Learning Targets

CPI Codes

RL 3

RL 5

W1

L1





Guiding Questions

Is seeing believing?

Does everything have a logical explanation, or do some things happen that cannot be explained?

Have you seen something that you can’t explain?


explore the key idea of proof

identify and analyze foreshadowing

develop strategies for reading a radio play

use writing to analyze literature

Analyze how particular lines of dialogue or incidents in a story propel the action, reveal aspects of a




character, or provoke a decision

Compare and contrast the structure of two or more texts

Use foreshadowing to predict future events


MAP ROUTE: EXPLORE SETTING

Point out that several specific locations, such as Hollywood and the Brooklyn Bridge, are mentioned in the

play. Divide the class into small groups. Have students use the information about the places Adams passes

through and the roads he takes to create a road map of the route that someone might travel to get from New

York City to Hollywood. Students can use an atlas to estimate the number of miles he would cover and how

long the journey might take him, including time built in for stops.

Compare routes and talk about what a modern-day traveler could expect to find on these roads in contrast to

Adams’s experience. What kinds of different environments would a traveler on those routes pass through? In

what ways might those environments add to the atmosphere of the play? MUSIC SELECTION: CONVEY MOOD

Remind students that the music is an important element of this radio play. As a class, list all the lines in which a

reference to music appears. Divide the lines up and then have small groups of students work together to

choose musical selections that they think would fit the plot and mood of the play at each point. Tell students

that they need only a few bars in most cases and they might want to use the same piece more than once.

Have students perform the relevant parts of the play, incorporating their chosen music. Hold a class vote on the

effectiveness of each group’s choices. Discuss how hearing the music adds to the feeling conveyed by the

dialogue. POSTER: INTERPRET CHARACTER AND PLOT

Have students imagine that The Hitchhiker is going to be presented on the school radio station and they are in

charge of publicity. Working in groups or alone, students should create a poster advertising the upcoming show.

Remind students that their posters need to excite interest in the program and represent what it is about without

giving away the plot. Encourage students to incorporate text and graphics into their posters and to use colors

that effectively convey the mood that they want the potential audience to feel. Ask students to display their

posters and compare the elements of each

INQUIRY AND RESEARCH: GAS PRICES

At one point in the play, Adams pays one dollar and forty-nine cents to fill up his car after traveling most of the

day. Obviously in the 21st century, gas expenses would take a much greater part of his budget. Assign groups

of students one of these time periods: 1940s, 1950s, 1960s, 1970s,1980s, 1990s, and 2000 through the present

year. Ask groups to track the gas prices for their era. Students should collect their data in a table. They might

find their information on the Internet or ask a librarian for assistance with print resources. Have groups present

their tables to the class. Then have the class collaborate on a line graph that shows the changes in gas prices

from the 1940s to today. As a class, draw conclusions from the data, such as when gas prices were most stable

and during which time period the cost rose the most.





Unit Title: Novel Study


Duration: 6-8 weeks

Description :

During a 6-8 week period, students will be engrossed in a novel. To be continued…


Concepts

Plot

Theme

Character

Setting

Mood

Conflict

Symbolism

Understandings

Identify and analyze stages of plot

Identify and analyze character traits and

motives

Identify and analyze methods of

characterization

Identify and analyze setting and how setting

affects plot

Identify, analyze and evaluate imagery

Identify and analyze types of conflict


Identify and interpret symbol


Learning Targets

CPI Codes

RL1

RL4


Global Awareness

Financial Literacy


Social and Cross-Cultural Skills

Leadership and Responsibility


Guiding Questions

How and why do good readers ask questions about the text while reading?

How is the main idea used to help readers summarize?

How and why do good readers draw conclusions/make inferences?

How and why do good readers make predictions?

How do good readers identify main idea of a paragraph/selection?


plot of a story?

How do good readers identify and use the elements of fiction?





Read and analyze the text

Analyze plot parallels and foreshadowing

Recognize themes as they emerge in specific passages

Discuss plot development and mood

Review important elements of a short story besides its theme (ie. plot, conflict, setting, point of view,

Write a short story while using basic elements of a short story and incorporate a theme seen in the novel

Read stories aloud and give each other commentary about what was done well and give suggestions

about what could have been done better

Analyze characters by looking at what the character says, does, and how other characters view that

character

Connect a song with the same theme as the novel to the novel

Write an essay describing similarities


Compose a CD to follow along with the mood of each chapter

Create a movie poster for the book including: Title, based on the book by__, director, producer, starring

actors, rating

Reader’s Journal

Vocabulary Log

Novel Charts: can be used to identify major points in a novel

Character Map

Socio gram: takes the first character map one step further and shows the relationship between characters





Unit Title: Reader's Workshop: Character and Point of View

Target Course/Grade Level: 8 Communication Arts

Duration: One week

Description

A great character might start out as a few words jotted on a page or as a lump of clay squeezed between an

artist's fingers. How can these humble beginnings result in a person as your best friend? A skilled creator

knows how to add layers of details that make someone who doesn't even exist in real life seem like someone

you've known forever.


Concepts

Point of View

Characterization

Central Idea

Conclusions

Language

Real World Connections

Character traits

Motivation

Understandings

First, Third Omniscient, Third Limited

Physical Appearance, Speech, Thoughts,

Actions, Motivation

Theme

Use from the story and personal experiences to

guess things the author doesn't say directly

Vocabulary

Current Events

Learning Targets

CPI Codes

RL1

RL3

RL6





Guiding Questions

How do writers create characters that trigger different reactions?

How does who tells the story affect your feelings?


Analyze differences in points of view and the effects they create

Analyze how the dialogue or incidents in a story reveal aspects of a character

Determine the central idea of a text and its relationship to supporting ideas

Infer characters’ motivations

Identify and analyze character motivation

Identify and analyze methods of characterization




Suggested Activities The following activities can be incorporated into the daily lessons: Can you bring a character to life? Follow these steps to give it a try:

1. Look through magazines and find a picture of someone or something that looks like he, she, or it could be an

interesting character.

2. Invent a life for that character. Think about things like where the character lives, what the character cares

about most, and how he, she, or it responds to triumphs and challenges.

3. Introduce your character to your group. Which of the details you provide most help your classmates feel like

they know the person or creature you've invented.





Unit Title: Narrative-The Treasure of Lemon Brown


Duration: Two weeks

Description The characters in Walter Dean Myers’s stories often live in urban environments where they must deal with

social and economic hardships. “The Treasure of Lemon Brown” reaches out to readers with an uplifting

message about family relationships in the face of other difficulties. In “The Treasure of Lemon Brown,” Greg

learns that his father is a role model he should cherish. As students read the story, they can reflect on the

importance of a caring relationship in a person’s life. Emphasis is placed on identifying and analyzing point of

view, making inferences, and vocabulary development. Students will be exposed to various musical selections

from the time the story takes place. Author's motivation is understood through the reading of a short passage, as

well as internet resources.


Concepts

Point of View

Inferences

Language

Understandings

First Person, Third Person Omniscient, Third

Person Limited

Use the knowledge from the story and personal

experiences to make guesses about things that

the author doesn't say directly

Point of View, Traits, Inferences,

Characterization, Motives

Learning Targets

CPI Codes

RL1

RL3

RL6

L1

L5a

L6





Guiding Questions

What do you cherish?

To you, what is something that is “a chance of a lifetime?”

How do different people cherish different things?





Explore the key idea of what people cherish

Identify and analyze third-person limited point of view

Make inferences Suggested Activities


Before Reading- Make a list of things that are most valuable to them. After reading-decide if those items

still have the same value COMPOSE A BLUES SONG: ANALYZE CONFLICT

Remind students that blues songs tell about the problems and miseries of a person’s life. As a class, listen to

and analyze two or three typical blues songs. Write out a verse or refrain from one of the songs on the board

and discuss the lyrics’ basic structure. Note that the songs are written in the first person, using I. Challenge

students to write a blues song that expresses Greg’s feelings at the beginning of the story. Tell them to put

themselves in his place and sing about how the “hard times” he is experiencing affect his outlook on life. Invite

interested students to perform their songs for a small group or the whole class. CHART: EVALUATE STORY

Have students work in pairs to design a chart for evaluating “The Treasure of Lemon Brown.” Tell them that

the chart should ask readers to rate different elements or aspects of the story. For example, they might evaluate

story for its believability, originality, and emotional power. The chart should also require readers to give

supporting evidence for each rating. Students may add brief notes to explain each element as needed.

Instruct pairs to exchange charts with one another and complete the evaluation.

Once the evaluations are finished, students may discuss why they chose the elements they did.

Visit the Apollo Theater





Unit Title: Reader’s Workshop: Informational Text


Duration: One week

Description

You don’t go a single day without needing to gather facts. With message boards, magazines, books, and

directories all offering you information, where do you turn when you need an answer you can count on? It

depends on what kind of facts you’re looking for, and what you need to know.


Concepts

Main idea

Supporting details

Summarize

Text features

Graphic aids

Understandings

Identify main idea and supporting details

Summarize main ideas in an article

Use text features to comprehend and locate

information

Interpret and evaluate graphic aids

Learning Targets

CPI Codes

RI2

RI3

RI5





Life and Career Skills

Guiding Questions

Where do you get your facts from?

How and why do good readers of informational texts adjust reading rate and reread?

How and why do good readers of informational texts analyze central ideas?

How and why do good readers of informational texts draw conclusions, make inferences, and predict

events using cause and effect?


Identify text features

Identify main ideas and supporting details

Take notes on a newspaper or magazine article Suggested Activities


Create a poster of text features

Analyze an article using text features





Unit Title: Informational Article- The Spider Man Behind Spiderman


Duration: One week

Description In “The Spider Man Behind Spider-Man,” Bijal Trivedi presents the story of Steven Kutcher, who trains

insects and arachnids to “perform” for the camera. Kutcher studies the behavior of insects and then adapts that

behavior for movies, television, commercials, and music videos. His goal is to educate the public about the

fascinating world of insects. Emphasis will be placed on elements of nonfiction. Students will use text features

to locate and comprehend information. This selection motivates students to think about what their perfect

career might be.


Concepts

Main idea

Supporting details

Summarize

Text features

Graphic aids

Understandings




information


Learning Targets

CPI Codes

RI2

RI5

L1a

L4a






Guiding Questions

What is your dream job?


How is main idea used to help readers summarize?

How and why do good readers of informational texts adjust reading rate and reread?


How and why do good readers of informational texts draw conclusions, make inferences, and predict

events using cause and effect?


Explore the key idea of a career

Use text features to locate and comprehend information




Read a feature article

Summarize main ideas in an article Suggested Activities


PERFORMANCE TASK------Career brochure





Unit Title: Informational Article –Over the Top


Duration: One week

Description

A fascinating portrait of Carsten Peter, a “daredevil photographer,” this article gives students practice in

analyzing graphic aids and text features. This article describes two of his adventures in pursuit of spectacular

photographs: first, dropping into the rumbling crater of a volcano in the South Pacific; and second, exploring

chambers formed by erupting volcanoes under Iceland's glaciers. Some people actively seek out danger. They

may thrive on the excitement, or, as in the case of this article’s subject, have a purpose beyond the thrill of the

experience itself. Throughout the selection, students will have an opportunity to reflect on risks. Emphasis is

placed on elements of nonfiction. Students will interpret and evaluate graphic aids, and use the skills of

skimming, scanning and rereading.


Concepts

Main idea

Supporting details

Summarize

Text features

Graphic aid

Understandings




information


Learning Targets

CPI Codes

RI1

RI7

SL2

L4c






Guiding Questions

Why do people seek danger?

How and why do good readers of informational texts adjust reading rate and

reread?


How and why do good readers of informational texts draw conclusions,

make inferences, and predict events using cause and effect?


explore the key idea of danger

interpret and evaluate graphic aids

read a magazine article

adjust reading rate to purpose (skim, scan, reread)





CREATE EXHIBIT: EXPLORE GENRE OF PHOTOGRAPHY

Review the photographs in the article. Tell students that Carsten Peter has also taken spectacular photographs of

tornadoes. Ask students to find examples of Carsten Peter’s photographs online or in books and magazines and

then create an exhibit of his photos. Remind them to include background information, such as the location and

subject details in their exhibit. REPORT: ANALYZE ELEMENTS OF NONFICTION

Have small groups look through several issues of National Geographic in the school or public library, searching

for stories that pique their interest. Are they most interested in stories about places, individuals or groups,

science, or other topics? Then have group members look for other work by the author and present a brief

overview of the author’s work to the group.

Complete a y-chart: Compare and contrast Carsten Peter and Steven Kutcher and their careers.

Graphic Aid chart-list graphic aids and what it explains







Duration: 6-8 weeks

Description :



Concepts

Plot

Theme

Character

Setting

Mood

Conflict

Symbolism

Understandings



motives


characterization


affects plot






Learning Targets

CPI Codes

RL1

RL4


Global Awareness

Financial Literacy





Guiding Questions







plot of a story?















character






actors, rating

Reader’s Journal

Vocabulary Log


Character Map






Unit Title: Reader’s Workshop: Argument and Persuasion


Duration: One week

Description

Persuasive writing is an important skill that can seem intimidating to elementary students. This lesson

encourages students to use skills and knowledge they may not realize they already have. A classroom game

introduces students to the basic concepts of lobbying for something that is important to them (or that they want)

and making persuasive arguments. Students then choose their own persuasive piece to analyze and learn some

of the definitions associated with persuasive writing. Once students become aware of the techniques used in

oral arguments, they then apply them to independent persuasive writing activities and analyze the work of

others to see if it contains effective persuasive techniques.


Concepts

Elements of an argument

Persuasive techniques

Author’s purpose

Fact/opinion

Claim

Understandings

Compare arguments in persuasive texts

Identify and analyze persuasive techniques

Analyze reasoning for soundness

Determine an author’s purpose

Evaluate the argument in a text

Evaluate evidence for relevance

Identify the author’s claim

Learning Targets

CPI Codes

RI1

RI6

RI8





Guiding Questions

How do I recognize author's bias?

How do I recognize and use propaganda techniques?

How can persuasive techniques be utilized to generate essays of controversial

topics containing opinions and supporting facts and examples?

Unit Results

Students will ...

Identify and analyze elements of an argument





Compare arguments in persuasive texts




State your position activity

Persuasion Map

Persuasive Graphic Organizer (Two Column Chart)





Unit Title: Argument and Persuasion-Position on Dodge ball


Duration: One week

Description Students are exposed to two very different perspectives on what has become a controversial issue: whether

dodge ball should be played in schools. In its position statement, the National Association for Sport and

Physical Education presents an objective viewpoint, while veteran sportswriter Rick Reilly offers a totally

subjective piece he wrote for Sports Illustrated. By comparing the two arguments, students will gain experience

in detecting how persuasive techniques and tone can win—or lose—readers’ support. Students explore the key

idea of games. As they read the articles, they will have the opportunity to consider their own ideas of what

makes a game worthwhile or fair.


Concepts

Persuasive techniques

Author’s purpose

Argument

Fact/opinion

Claim

Tone

Understandings


Analyze reasoning for soundness



Evaluate evidence for relevance

Identify the author’s claim

Identify and analyze tone

Learning Targets

CPI Codes

RI3

RI4

RI8

RI9

L2b

L4b





Guiding Questions

Are all games worth playing?

How do I recognize author's bias?

How do I recognize and use propaganda techniques?

How do authors communicate the tone of an article?

How can we recognize tone in an article?




Unit Results

Students will ...

Explore the key idea of games


Identify and analyze tone

Read a position statement and an opinion piece

Set a purpose for reading


CONDUCT SURVEY: EXAMINE ARGUMENTS-Suggest that students conduct a survey of other students’

opinions of dodge ball.

RULE BOOK: EXPLORE KEY CONCEPT

Have students work in groups to brainstorm ways dodge ball might be revised

MURAL: ILLUSTRATE THEME

Have students sketch an image that captures the essence of dodge ball for them, either

as described in the selections or from personal experience.

POSTER: SUMMARIZE MAIN IDEAS

Suggest that students write an analysis of sports writing as a career.





Unit Title: Argument and Persuasion-The Sanctuary of School


Duration: One week

Description

Well-written persuasive texts that appeal to eighth-grade readers can be hard to find. Lynda Barry’s essay “The

Sanctuary of School” combines persuasive techniques with a subject that all eighth graders can find

accessible—school and the relationships formed there. Throughout this selection, students explore the key idea

of relationships. As students read and discuss “The Sanctuary of School,” they have the opportunity to

compare the relationships Barry has with her family to those she has with the adults in her school.


Concepts

Cause and effect

Relationships

Imagery

Inferences

Author’s purpose

Conclusion

Understandings

Explore the key idea of relationships

Identify and analyze author's purpose

Read an essay

Identify and analyze cause-and-effect

relationships

Build vocabulary for reading and writing

Learning Targets

CPI Codes

RI3

RI4

RI6

L5b





Guiding Questions

Why do we need schools?

What makes a good relationship?

Why are relationships important?

How do the old “3 R’s” compare to the new “3R’s” (rigor, relevance and relationships)?

Where do you feel safe?


Explore the key idea of relationships

Identify and analyze author's purpose




Read an essay

Identify and analyze cause-and-effect relationships

Build vocabulary for reading and writing


CARTOONS: EXPLORE KEY CONCEPT

Lynda Barry’s cartoon on page 997 illustrates her relationship with her school. Hold a

brainstorming session with the class to come up with other important relationships in

students’ lives, such as their relationships with a special sport or place. Have students

choose one relationship to use as the basis for their own cartoon.

Next, have students reflect on their feelings about this relationship and the

message they want to send to their viewers about it. Then ask students to create a

cartoon, using Barry’s style as a model. Display cartoons around the classroom.

ANNOTATED BIBLIOGRAPHY: EXPLORE TOPIC

Ask students to name books for children and young adults in which school is a major

focus, such as Roald Dahl’s Matilda.

VENN DIAGRAM: SUMMARIZE MAIN IDEAS

Have students review lists of a school’s three most important tasks from page 994.

BILL GATES AND THE NEW THREE “RS” OF SCHOOLS

Have students work in pairs or small groups to find out more about Bill Gates’

plan. Encourage students to present their findings in innovative ways, such as creating a brochure or poster

promoting the school project or role-playing a mock interview with Bill and Melinda Gates about their vision for

their specific project.

EVALUATE AUTHOR’S PURPOSE PERSUASIVE ESSAY

Discuss with students how Lynda Barry’s main purpose for writing “The Sanctuary

of School” is to persuade her readers that schools should step in and nurture those

students who do not get the necessary nurturing from their own homes.





Unit Title: Reader’s Workshop: Poetry


Duration: One week

Description

Have you ever tried to write a poem? If so, you probably had to think about what a poem is. Is it lines that

rhyme? Pictures painted with words? Toe-tapping rhythms? A poem can be all of these things-or none of

them. In this unit, students will read and analyze poetry as well as sharing their experiences when writing a

poem.


Concepts

Traditional poetic form

Free verse

Narrative poetry

Couplet

Speaker

Stanza

Sound device

Rhythm

Rhyme

Repetition

Alliteration

Assonance

Figurative language

Theme

Understandings

Compare traditional poetic form with free

verse

Identify characteristics of traditional forms

(sonnet, ode)

Analyze and evaluate free verse

Analyze and evaluate lyric poetry

Identify characteristics of narrative poetry

Identify and analyze couplets

Identify and analyze speaker

Identify and analyze stanzas in poetry

Identify and compare length and meaning of

stanzas

Identify and analyze sound devices, including

rhythm, rhyme, repetition, alliteration, and

assonance

Identify and analyze sound devices

Identify and compare rhyme schemes

Identify and analyze rhythm and meter and its

effect

Analyze repetition in poetry

Identify and analyze figurative language

(simile, metaphor)

Identify and compare recurring theme

Analyze and compare word choice in poetry

Set a purpose for reading

Make inferences

Identify and analyze figurative language in

order to gain understanding




Learning Targets

CPI Codes

RL4

RL5





Guiding Questions

How do good readers and writers identify, understand, and use

characteristics and elements of various types of poetry?

How do we recognize and understand different types of poetry?

How do we identify and understand characteristics of poetry?

How do we identify, understand, and use figurative language to enrich poetry? Unit Results

Students will ...

Identify and compare rhyme schemes

Make inferences

Identify and analyze figurative language in order to gain understanding

Compare traditional poetic form with free verse

Identify and analyze stanzas in poetry

Identify and compare length and meaning of stanzas

Identify and analyze speaker

Identify and analyze sound devices, including rhythm, rhyme, repetition, alliteration, and assonance

Suggested Activities The following activities can be incorporated into the daily lessons: Poetry is everywhere-in our favorite songs, the nursery rhymes we read as children, and even is some television

commercials. With a partner, make a list of poems that you have read or heard. Then answer the following

questions:

1. Did you find poetry in any unexpected places?

2. What do these poems have in common?

3. How do the words create mental pictures?

4. Do these poems rhyme, or have rhythm?

Once you've answered these questions, see if you can define a poem.





Unit Title: Poetry-Simile: Willow and Ginkgo/Intro. To Poetry


Duration: One week

Description

Eve Merriam was a renowned children’s poet; Billy Collins is among the most popular poets of his time. The

poetry of both writers is accessible to students, while at the same time providing them with a rich reading

experience. The poems here show a creative use of figurative language and imagery.

These selections invite students to explore how poets use words to create vivid imagery. In “Simile: Willow

and Ginkgo,” Eve Merriam employs a series of similes and arresting visual imagery to contrast the two trees. In

“Introduction to Poetry,” the speaker uses simple language to create unusual images that encourage readers to

experience poetry, rather than simply analyzing it.


Concepts

Stanza

Metaphor

Simile

Understandings

Explore the key idea of using words to create

images

Identify similes an metaphors

Identify and compare length and meaning of

stanzas

Learning Targets

CPI Codes

RL4

RL5





Guiding Questions

How can words create pictures?

How do good readers and writers identify, understand, and use

characteristics and elements of various types of poetry?

How do we recognize and understand different types of poetry?

How do we identify and understand characteristics of poetry?

How do we identify, understand, and use figurative language to enrich poetry?


Explore the key idea of using words to create images

Identify similes an metaphors

Identify and compare length and meaning of stanzas

Read poetry

Visualize






SKETCH NATURE SCENES: VISUALIZE

“Simile: Willow and Ginkgo” records the poet’s response to something in nature.

Ask students to recall a scene or object from nature that has affected them deeply.

GROUP DISCUSSION: ANALYZE SOUND DEVICES

Explain to students that poets use sound devices such as rhyme, rhythm, meter, and

alliteration to bring their poems to life. Have students work in small groups to analyze

each poem’s use of sound devices. Assign each group one kind of sound device to

examine in both poems. Encourage them to discuss how these devices add to the

richness, meaning, or tone of the poems.

POETRY READING: INTERPRET POEM

Demonstrate how to read a poem aloud, noting the importance of reading at a

comfortable rate, using appropriate volume, and paying close attention to punctuation

and line breaks. Then have students choose either the Merriam or Collins poem and

practice reading the poems aloud to themselves. Once students feel comfortable, have

them take turns reading their poem to the class, using the tone, rate, and volume

of their voice to help convey meaning.

DIALOGUE: EXPLORE PERSONIFICATION

Have students think about the way Eve Merriam personifies the willow and the

ginkgo. If each tree could talk, how might it respond to Merriam’s poem?

Ask students to work in pairs to script a dialogue between the two trees. Tell

students to keep in mind how each tree might express itself based on the details given

in the poem. Students might want to consider what kind of voice the tree would have,

and what kinds of words (formal, informal, poetic, and so forth) it would choose.

Have pairs present their dialogues to the class.

NATURE POETRY STUDY: EXPLORE GENRE

Ask students to locate another poem about nature. Have them familiarize themselves

with their poem, reflect on its meaning and language, and then rehearse an oral

reading. They may want to practice with a partner in order to work on expression

and fluency. Have students take turns reading their poems to the class. Have them

explain the setting and significance of their poem. Remind them to consider any

figurative language and its effects.





Unit Title: Narrative poem-Paul Revere


Duration: One week

Description

“Paul Revere’s Ride” is an excellent example of narrative poetry, with clearly delineated characters, setting,

and plot. Students should find this famous poem about a legendary figure from American history both

compelling and entertaining. This poem offers students an opportunity to explore the key idea of legends. Paul

Revere’s midnight ride to warn the colonists of the impending British attack is legendary—it is part of the

larger than life “story” of the American experience. As students read the poem, they can reflect

on other legendary figures and narratives in American history.


Concepts

Stanza

Narrative poetry

Paraphrase

Legend

Understandings

Explore the key idea of legends

Identify and analyze different characteristics of

narrative poetry

Read a narrative poem

Learning Targets

CPI Codes

RL4

RL5

RL10





Guiding Questions

When does truth become legend?

What is a legend?

Why do we create legends?


Explore the key idea of legends

Identify and analyze different characteristics of narrative poetry

Read a narrative poem

Paraphrase





In a small group, come up with a list of people you consider legendary. Think about sports heroes,

performers, and historical figures. What do these people have in common? Why do you think they

became legends?

DRAW CARTOONS: IDENTIFY SEQUENCE OF EVENTS

Review the sequence of events of the poem. Then have students draw a series of

cartoons showing what happened on the night of April 18, 1775. Encourage them to

include details of setting and dialogue from the poem.

Invite students to display their cartoons and check to see if they have portrayed the

correct sequence of events. Discuss any variations in their representation of events.

INQUIRY AND RESEARCH PAUL REVERE’S REAL RIDE

Explain that Henry Wadsworth Longfellow took some liberties with the factual details

of Paul Revere’s ride. Several different accounts of the events of the early morning of

April 18, 1775, exist, many of which contradict Longfellow’s version.

Ask students to research the events of the night of April 18, 1775. Encourage them

to look for primary as well as secondary sources to answer the following questions:

What role did William Dawes and Dr. Prescott play in the midnight ride? What role

did Paul Revere play? Then have students present a report to the class in which they

discuss the ways in which the poem reflects or differs from the actual events.







Duration: 6-8 weeks

Description :



Concepts

Plot

Theme

Character

Setting

Mood

Conflict

Symbolism

Understandings



motives


characterization


affects plot






Learning Targets

CPI Codes

RL1

RL4


Global Awareness

Financial Literacy





Guiding Questions







plot of a story?















character






actors, rating

Reader’s Journal

Vocabulary Log


Character Map


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