pocono mountain school district curriculum 8 e… · pocono mountain school district curriculum ......

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

ELA Grade 8 Unit 1 cs 4/2013 1

COURSE: English Language Arts GRADE(S): 8

UNIT 1: AMERICA AND ITS AUTHORS

KEY CONCEPTS: America and Its Authors

This four-week unit allows student reflections on the settings of stories and events—including poems, short

stories and nonfiction.

THEME: In this unit, students explore literary elements such as characters, theme, setting, plot, imagery,

tone, point-of-view, author’s purpose, etc. Students examine how text structures contribute to story

development. They identify and explain the characteristics of different genres. Students work on citing

textual evidence that reveals setting and character traits.

ESSENTIAL QUESTION: How are literary elements demonstrated in various genres of literature?

NATIONAL STANDARDS:

These Focus Standards have been selected for the unit from the Common Core State Standards.

RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text

RL.8.2: Determine a theme or central idea of a text and analyze its development over the course

of the text, including its relationship to the characters, setting, and plot; provide an objective

summary of the text.

RI.8.6: Determine an author’s point of view or purpose in a text and analyze how the author

acknowledges and responds to conflicting evidence or viewpoints.

RI.8.2: Determine a central idea of a text and analyze its development over the course of the text,

including its relationship to supporting ideas; provide an objective summary of the text.

W.8.1: Write arguments to support claims with clear reasons and relevant evidence.

SL.8.1: 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.

SL.8.1(c): Pose questions that connect the ideas of several speakers and respond to others’

questions and comments with relevant evidence, observations, and ideas.

SL.8.1(d): Acknowledge new information expressed by others, and, when warranted, qualify or

justify their own views in light of the evidence presented.

L.8.4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based

on grade 8 reading and content, choosing flexibly from a range of strategies.

L.8.4(a): Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or

function in a sentence) as a clue to the meaning of a word or phrase.

L.8.4(b): Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning

of a word (e.g., precede, recede, secede).

L.8.4(c): Consult general and specialized reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its

precise meaning or its part of speech.

L.8.4(d): Verify the preliminary determination of the meaning of a word or phrase (e.g., by

checking the inferred meaning in context or in a dictionary).

English Language Arts Assessment Anchors & Eligible Content:

Refer to PMSD PA CCSS Curriculum Framework Document

UNIT OBJECTIVES:

Compare and contrast story characters, plots, themes, and settings from work by American

authors.



Distinguish between explicit and implicit ways of describing the effect of setting on characters,

plots, and themes.

Analyze the ways in which the structure of a work affects how the setting is conveyed.

Prepare, organize, and present literary interpretation.

Analyze text for evidence to support inferences and arguments.

Write poetry and perform it for classmates.

Utilize a variety of strategies to read unfamiliar words and build vocabulary.

Analyze the structure of the writer.

Define and identify topic sentences.

Define related words and identify their parts of speech.

TERMINOLOGY:

Genre

Explicit textual evidence

Implicit textual evidence

Setting

Text structures

Characterization

Plot

Suspense

Mood

Point-of-view

Topic sentence

ACTIVITIES:

Argumentative Writing, Language Usage

After reading ―The Tell-Tale Heart‖ by Edgar Allan

Poe, students will construct an essay response to the

following prompt: Is the narrator of the ―Tell-Tale

Heart‖ sane or insane? Provide evidence from the

text to support your answer.

Students will utilize the writing process to produce

their writing. A brainstorming chart will be provided

to assist students. Students will be advised to include

an engaging opening statement of their position.

Students will be asked to highlight their topic

sentence on their final draft. (W.8.1, W.8.7, W.8.5,

W.8.6, L.8.1a,b, L.8.2a,b)

Vocabulary

Where do words come from? How does knowing

their origin help us not only to spell the words, but

also to understand their meaning? Add words found,

learned, and used throughout this unit to your

personal dictionary. This dictionary will be used all

year to explore the semantics (meanings) of words

and their origins. (L.8.4)

Art, Speaking and Listening

Select an image of setting to present to the class.

Ask students to discuss the details of the illustration

ASSESSMENTS:

Academic history review of each student

Summative

Benchmark assessment

Course final exam

End of unit test

Individual or group vocabulary projects

and presentations

Keystone

Portfolio

Rubric

Passage checks

Formative

Collaborative learning

Graphic organizers

Journals/logs

KWL

Outline

Surveys, polls and exit slips

Diagnostic

CDTs – ALL LEVELS

STAR – AS ADMINISTERED AND INDIVIDUAL

EVALUATION BY READING SPECIALIST



aloud and then have students brainstorm possible

stories that might take place in the setting. Students

will share their ideas in small groups. After listening

and evaluating ideas in small groups, students will

select one idea per group to be presented to the

class. (SL.8.1, SL.8.2, SL.8.4, SL.8.5)

Reading Literature, Speaking and Listening

As you read novels and/or short stories from this unit,

take notes in your journal or on a spreadsheet about

the story characters, plot, theme, and setting. As you

take notes about these categories, think about how

the setting affects the story. Be sure to note page

numbers with relevant information or mark your book

with sticky notes so you can cite the text during class

discussion.

Who are the major character(s)?

What is the problem faced by the

character(s)? How do he/she/they resolve

the problem?

What is the theme of the novel (i.e., good vs.

evil, overcoming challenges, etc.)?

What is the effect of the setting(s) on the

characters?

Is the effect of the setting stated or implied?

What unique words and phrases are used to

describe the setting(s)?

Prior to class discussion, the teacher may give

students the opportunity to share their notes with a

partner who read the same text. (RL.8.5, RL.8.1,

RL.8.2, R.L8.4)

Vocabulary

As a class, create a Vocabulary Word Wall bulletin

board where, throughout the year, you will add and

sort words as you learn them in each unit of study.

(L.8.4)

Reading Poetry, Performance

Read ―Taught Me Purple,‖ ―The City Is So Big‖ and

―Those Winter Sundays‖.

Discuss the setting of each poem. How does

the setting impact the poem?

As a class, discuss the themes present in

these three poems. Make connections

between texts. What themes do they share

in common. How do the authors approach

the theme differently?

Have students construct a poem that

includes both elements discussed in this

activity: theme and setting. Students will

present their poems to the class. (RL.8.5,

SL.8.6)

IRI – (INDIVIDUAL READING INVENTORY)

SORT – (SLOSSON ORAL READING TEST)

STUDY ISLAND BENCHMARKS

OER’S – RELEASED ITEMS (OPEN ENDED

RESPONSES)

REMEDIATION AND ENRICHMENT MAY BE DRIVEN

BY IEP AND GIEP DOCUMENTS OR MAY BE

PROVIDED ON AN AS NEEDED/REQUESTED BASIS

REMEDIATION:

Adapted assignments

Apprentice text

(Apprentice text is a short, one- to four-

paragraph passage on the students’

independent level devoted to bridging

the gap between the introduction of the

standard- and grade-level application.)

Explicit modeling followed by systematic

guided practice of each skill

Reinforcement

Study Island

Diagnostics to evaluate need

Colored highlighters for focus

Multi-modal approach

Individual conferences

Process Skill Builders – Pre and Post-reading

process

One-on-one instruction

Qualifying students receive Wilson

SAS Portal

Teachertube.com

(As needed, establish baseline via video

clips)

ENRICHMENT:

In-depth discussion and extended

activities

Individualized enriched vertical

assignments and projects

Posting resources for further study

Preview college professor’s online notes

and study guides

Extending skills to the next level of

complexity

INSTRUCTIONAL STRATEGIES & TOOLS:

Anticipation guides

Class discussion

Cooperative Learning

Guided Questioning

Integrated technology and 21st century

skills

Modeling



Reading Literature and Informational Text, Writing

Explore the web site http://knowingpoe.thinkport.org

This online source allows students to learn about Poe

independently. Students should read the article,

“Poe the Writer,” and record pertinent information in

their notes. It also allows them to read the story,

“TheTell-Tale Heart,” while making and recording

independent notes, observations and self-

generated questions. This activity encourages

students to be active readers.

Reading Information Text, Informative Writing,

Language Usage

Students will write an informative response that

analyzes conflict in Wright’s personal essay, ―The

Street.‖ They should be instructed to include a

minimum of three examples with citation from the

text. The teacher will hold a guided revising session

for students so they can make improvements to their

own writing. Students will then be provided an

opportunity to work with a partner to strengthen and

edit their work. Students will be asked to identify

their topic sentence on the final draft. (RL.8.1, RL.8.2,

RL.8.4, RL.8.5, SL.8.1, SL.8.3, L.8.1a,b, L.8.2a,b)

Language Mechanics

As a class, continue adding to the Mechanics/

Grammar bulletin board started in Unit One.

Remember—once skills are taught in a mini-lesson

and listed on the bulletin board, you are expected

to edit your work for these elements before

publication. (L.8.1, L.8.2, L.8.3)

Language Mechanics

Your teacher will teach mini-lessons on the individual

language standards. For example, your teacher will

give you a set of paragraphs that do not contain

commas. Working with a partner, you will insert

commas when necessary. (L.8.2b)

Speaking and Listening, Multimedia Presentation

View United Streaming Video - Great Books: Tales of

Edgar Allan Poe. After viewing the video from

United Streaming, "Great Books: Edgar Allan

Poe," consider how his life experiences are reflected

in his writing. How did the tragic events in Poe's life

influence his short stories? (RI.8.1, RI.8.2, RI.8.6, RI.8.7)

Reading Literature, Speaking, Listening and Writing

Making Predictions - Students will read the first part

of the story, ―Charles, by Shirley Jackson (to the part

where Laurie’s mom is headed to the PTA meeting).

Students will be asked to write a prediction as to

what will happen at the meeting. Volunteers can

share what they wrote.

Think Aloud

Think/pair/share

Thinking Maps

K/W/L’s

Read/Evaluate/Write

Rituals

Integrated Skill Practice

Close Reading

(A close reading is a careful and

purposeful reading. Close reading is one

of the six shifts in the CC that demands

student focus on what the author has to

say, the author’s purpose, the text

structure and the meaning of the author’s

chosen words.)

Marginal note questions

Skill/Drill for texts

UTILIZATION OF SPECIALIZED STAFF AS NEEDED

ESL Teachers

Guidance Counselors

Librarian/Media Specialist

Reading Specialists

Related Arts Teachers

Special Education Teachers

Optional Text

Poetry

―Mending Wall‖ by Robert Frost

Literature

―Raymond’s Run‖ by Toni Cade Bambara

Informational Text

Nonfiction

Travels with Charley: In Search of America by

John Steinbeck

―Darkness at Noon‖ by Harold Krents

―Forest Fire‖ by Anais Nin

Supplemental Tens Novels

Blackwater Eve Bunting

Brian’s Winter Gary Paulsen

Buried Onions Gary Soto

Dicey’s Song Cynthia Voigt

Go Ask Alice Anonymous

Hatchet Gary Paulsen

Holes Louis Sachar

Homecoming Cynthia Voigt

Night John Gary Paulsen

Scorpions Walter Dean Meyers

Slam! Walter Dean Meyers

Soldier X Don Wulffson

Soldier’s Heart Gary Paulsen

http://knowingpoe.thinkport.org/



Language Usage, Speaking and Listening

Edit a newspaper article or magazine article (or a

classmate’s essay) by changing passive to active

voice when possible. Discuss with your partner how

these changes affect the tone and/or meaning of

the text. (L.8.3)


A first-person narrative is an account of a writer's

own experience. In a first-person narrative, the

author gives his or her reactions to and reflections on

the meaning of an event, often revealing a personal

viewpoint. As a class, discuss the question: where in

the essay, "Debbie," does James Herriot offer his

personal viewpoint? Students should give specific

examples from the essay to support their answer.

Reading Literature, Speaking and Listening,

Informative Writing

Travels with Charley is considered a "travelogue.‖

How does the structure contribute to the meaning in

a way that is different from the way poetic structures

shape meaning in poetry? Talk about your ideas

with a partner. Then, in your journal, describe how

Steinbeck uses point of view and other literary

devices to convey his thoughts and feelings about

America. Cite specific examples and page numbers

from the text. Your teacher may ask you to post your

thoughts on the classroom blog in order to get

feedback from your classmates. (RL.8.1, RL.8.2, RL.8.4,

RL.8.5, RL.8.6, L.8.1a,b, L.8.2a,b).

PRIMARY RESOURCES:

(E) indicates a CCSS exemplar text; (EA)

indicates a text from a writer with other works

identified as exemplars.

Literature

Poetry

―Taught Me Purple‖ by Evelyn Tooley Hunt

―The City Is So Big‖ by Richard Garcia

―Those Winter Sundays‖ by Robert Hayden

Short Stories

―The Tell-Tale Heart‖ by Edgar Allen Poe (E)

―Charles‖ by Shirley Jackson (E)

Informational Texts

Nonfiction

―Debbie‖ by James Herriot (E)

―The Street‖ by Richard Wright(E)

Speak Anderson

Swallowing Stones Joyce McDonald

They Cage the Animals Jennings Michael

At Night Burch

Anthologies:

Family Matters – Perfection Learning

Timeless Voice, Timeless Themes – Prentice

Hall Literature

Online

Teacher recommended digital resources.

Examples:

www.youtube.com

www.literature.org

www.unitedstreaming.com

www.ducksters.com

www.Lit2go.com

www.promethanplanet.com

www.gutenberg.org

www.barleyby.com

www.teachertube.com

www.kahnacademy.org

TEACHER CREATED MATERIALS

Charts

Diagrams

Discussion questions

Double entry journals

Excerpts

Graphic organizers

Historical fiction

Interviews

Open ended question

Outlining

Picture starters

PowerPoint presentations

Quotations

Timelines

Vocabulary journals

Writing starters

TEACHER PROFESSIONAL DEVELOPMENT MODULES

Login to PMSD Share Drive, click open ELA

Curriculum file, open PD file to select the

module Strategies to Guide Differentiated

Instruction *

*Module library will be continually updated

http://www.youtube.com/

http://www.literature.org/

http://www.unitedstreaming.com/

http://www.ducksters.com/

http://www.lit2go.com/

http://www.promethanplanet.com/

http://www.gutenberg.org/

http://www.barleyby.com/

http://www.teachertube.com/

http://www.kahnacademy.org/



Art, Music and Media

Media

Tell-Tale Heart

Tell-Tale Heart video animated film version

available at http://www.youtube.com





UNIT 2: A FOCUS ON SPEECHES AND MEMOIRS

KEY CONCEPTS: A Focus on Speeches and Memoirs

This four-week unit of eighth grade will allow students to explore historical events through the analysis of

speeches and memoirs.

THEME: Students read historical speeches and then have an opportunity to listen to oral presentation via

media sources. They will analyze how the reading and listening to a text can enhance a student’s

learning experience. Students will also evaluate author’s techniques for grabbing reader attention

through the analysis of memoirs and speeches. This unit ends with an informative/explanatory essay after

research of a historical event or the construction of a persuasive essay/speech.

ESSENTIAL QUESTION: How does learning through literature differ from learning through informational text?

NATIONAL STANDARDS:


RL.8.9: Analyze how a memoir reveals themes, patterns of events, or character traits.

RI.8.3: Analyze how a text makes connections among and distinctions between individuals,

ideas, or events (e.g., through comparisons, analogies, or categories).

RI.8.6: Determine an author’s point of view or purpose in a text and analyze how the author

acknowledges and responds to conflicting evidence or viewpoints

RI.8.7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or

digital text, video, multimedia) to present a particular topic or idea.

RI.8.9: Delineate and evaluate the argument and specific claims in a text, assessing whether

the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant

evidence is introduced.

W.8.1: Write arguments to support claims with clear reasons and relevant evidence

W.8.7: Conduct short research projects to answer a question (including a self-generated

question), drawing on several sources and generating additional related, focused questions

that allow for multiple avenues of exploration.

W.8.4: Produce clear and coherent writing in which the development, organization, and style

are appropriate to task, purpose, and audience. (Grade-specific expectations for writing

types are defined in standards 1–3 above.)

W.8.5: With some guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing

on how well purpose and audience have been addressed.

W.8.8: Gather relevant information from multiple print and digital sources, using search terms

effectively; assess the credibility and accuracy of each source; and quote or paraphrase the

data and conclusions of others while avoiding plagiarism and following a standard format for

citation.

SL.8.5: Integrate multimedia and visual displays into presentations to clarify information,

strengthen claims and evidence, and add interest.

L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or

listening.



http://www.corestandards.org/ELA-Literacy/W/8/8/



UNIT OBJECTIVES:

Identify writer’s purpose and how it is conveyed by the speakers.

Compare and contrast two speeches by political figures.

Discuss how creating a sound argument is essential to engaging listeners in a speech.

Analyze how reading a memoir helps to enhance an individual’s understanding of history. Conduct an in-depth research project on a historical event of choice.

Utilize the writing process to improve writing skills.

TERMINOLOGY:

Tone

Repetition

Perspective

Point of View

Figurative Language

The Writing Process: Brainstorming, Prewriting, Revising, Editing, Final Copy, Publishing

ACTIVITIES:

Reading Informational Text, Speaking and Listening

Select two political speeches, such as those by

Franklin D. Roosevelt and Martin Luther King Jr. Read

them closely. How are they similar? How are they

different? What perspectives do they bring to their

speeches? How do these speakers inspire listeners?

What is important for us to learn from these

speeches, and why is it important to continue

reading them from generation to generation? Share

ideas with a partner and then write your own

response in your journal or on the classroom blog.

(RL.8.2, RL.8.4, RL.8.5, RL.8.6, SL.8.1)

Reading Informational Text, Media, Speaking and

Listening

Students will create a T-chart or Venn diagram in

where they compare two speeches, such as the

“Pearl Harbor Speech” (also titled “Infamy”) by

Franklin Delano Roosevelt and Martin Luther King

Jr.’s “I Have a Dream” speech. The students will

delineate each speaker’s arguments and specific

claims, evaluate the soundness of the reasoning,

and make a judgment about the relevance and

sufficiency of the evidence. They will point out any

particular words that they understand better

because of how they were used in context. Then

students will write a response to this question in your

journal or on the classroom blog: "What is the

difference between reading the speech and

hearing it/seeing it performed live?" (SL.8.3,

L.8.5a,b,c; RL.8.5, SL.8.1a,b,c,d)

Reading Poetry, Performance, Speaking and

Listening

After reading " Caged Bird” by Maya Angelou,

discuss the meaning of this poem as it relates to life

ASSESSMENTS:


Summative


End of unit test

Individual or group projects and

presentations using PowerPoint and

Microsoft Publisher

PSSA

Study Island

Formative


Graphic organizers

Journals/logs

KWL

Outline


Study Island

Ticket out

Teacher observation

Diagnostic

CDTs – ALL LEVELS







RESPONSES)



in America. How does the structure of poetry

contribute to its meaning in a different manner than

prose? Does the caged bird remind you of any

character types from other stories read? Decide

how to share lines or stanzas with a classmate, and

perform a dramatic reading of this poem for your

classmates. Record your performance using a video

camera so you can evaluate your performance.

(RL.8.5, RL.8.9, SL.8.6, L.8.3)


As students read the memoir “I Know Why the

Caged Bird Sings,” they will take notes in their journal

or on a spreadsheet about the characters, plot,

themes, patterns of events, and setting. As they take

notes about these categories, continue to think

about how the historical setting affects the story.

Students should be sure to note page numbers with

relevant information or mark text with sticky notes so

they can cite the text during class discussion.


Do they remind you of any character types

from myths or other traditional stories? How?


character(s)? How does he/she/they resolve

the problem?

What is the theme of the novel? (i.e., good

vs. evil, overcoming challenges, etc.)

What is the effect of the historical setting(s)

on the characters, plot, or theme?

Are there any recognizable patterns of

events? What are they, and what do they

remind you of?

Prior to class discussion, your teacher may give you

the opportunity to share your notes with a partner

who read the same text. (RL.8.5, RL.8.1, RL.8.2, RL.8.9)

Speaking and Listening

Angelou describes the effect Mrs. Flowers’s reading

aloud as "a wonder in my ears." Prepare a reading

of a portion of Angelou's memoir. With a group,

students discuss delivery techniques that can

enhance a listener's appreciation for what is being

read. Techniques include volume, tone of voice,

and enunciation. (SL.8.1, SL.8.2, SL.8.4, SL.8.5)

Vocabulary











REMEDIATION:

Appropriate accommodations

Apprentice text









Focus modality approach (i.e. VAKT –

visual auditory kinesthetic and tactile)



Qualifying students receive Wilson or Just

Words

Re-teaching challenging concepts to gain

mastery

SAS Portal as directed by CDTs

Study Island

Teachertube.com


clips)

Word analysis mini lessons

ENRICHMENT:


activities




and study guides


complexity


Anticipation guides

Access and Conquer-Graphic Strategy

Baseline information for text

Class discussion

Close Reading



of the shifts in the CC that demands




chosen words.)



Research, Informative Writing, Language Usage,

Language Mechanics

Focusing on the connections among individuals,

ideas, and events, choose an event from America’s

past to research. In order to find multiple

perspectives on the event, draw on several sources,

including a variety of literary, informational, primary,

secondary, and multimedia texts. Utilizing the writing

process, write an informative/explanatory essay. As

you draft your essay, work with classmates to

strengthen its quality. Be sure to cite your sources

accurately using the standard bibliographic format

preferred by your teacher. (RL.8.6, RI.8.3, RI.8.6, RI.8.7,

RI.8.8, W.8.2, W.8.7, W.8.5, W.8.6, L.8.3, SL.8.4, SL.8.5,

L.8.1a,b,c; L.8.2, L.8.3)

Research, Persuasive Writing, Language Usage,

Language Mechanics

After reading the example essay “Darkness at Noon”

by Harold Krents, students will write a persuasive

essay utilizing the writing process. Students will

brainstorm a list of ideas for their persuasive essay.

Once students have selected a topic they will begin

brainstorming their main ideas. Teachers will remind

students to consider their audiences’ needs and

beliefs as they put together their ideas. Students

will also be given an opportunity to research their

topic to gather evidence to assist in their argument.

As they draft their essay, students will work with

classmates to strengthen its quality. Students will

also be required to cite their sources accurately

using the standard bibliographic format preferred by

their teacher. [A guide to persuasive composition is

available in Prentice Hall Literature: Timeless Voices,

Timeless Themes page 412-415.] (RL.8.6, RI.8.3, RI.8.6,

RI.8.7, RI.8.8, W.8.2, W.8.7, W.8.5, W.8.6, L.8.3, SL.8.4,

SL.8.5, L.8.1a,b,c; L.8.2, L.8.3)

PRIMARY RESOURCES:




Literature

Poetry

“Caged Bird” (Maya Angelou)

Memoir

“I Know Why the Caged Bird Sings” (Maya

Angelou)

Informational Texts

Speeches

“I Have a Dream” by Martin Luther King Jr.

“Pearl Harbor Speech” or “Infamy” by


Differentiated instruction

Guided questioning


skills

K/W/L’s


Mnemonic devices

Modeling

Online resources

Personal dictionaries

Read/Evaluate/Write

Read it, write it, link it

Rituals as learning tools

Think Aloud

Think/pair/share

Thinking Maps

Writing Journals


ESL Teachers

Guidance Counselors


Reading Specialists



ADDITIONAL RESOURCES:

15 Historical Events that Fascinate Us

(Frikoo.Com)

Maya Angelou by Patricia Kirkpatrick

Maya Angelou by Patricia Kite

Black Americans of Achievement by Miles

Shapiro

Anthologies:

Timeless Voice, Timeless Themes – Prentice

Hall Literature

Online


Examples:

www.youtube.com

www.literature.org


www.ducksters.com

www.Lit2go.com


www.gutenberg.org

www.barleyby.com

www.teachertube.com

www.kahnacademy.org













Franklin D. Roosevelt

Biographies

America’s Paul Revere (Esther Forbes and

Lynd Ward)

Nonfiction

“Darkness at Noon” by Harold Krents


Media

Online biography Maya Angelou

http://www.biography.com/people/maya-

angelou-9185388

Martin Luther King Jr. 'I Have a Dream'

speech video, complete text and audio

http://www.wptv.com/dpp/news/national/

martin-luther-king-jr-i-have-a-dream-speech-

video-complete-text-and-audio

FDR Asks Congress to Declare War on Japan

http://www.history.com/topics/pearl-

harbor/speeches#fdr-asks-congress-to-

declare-war-on-japan\


Charts

Diagrams



Excerpts

Graphic organizers

Historical fiction

Interviews

Open ended question

Outlining

Picture starters


Quotations

Timelines

Vocabulary journals

Writing starters





Instruction *


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UNIT 3: THE HOLOCAUST

KEY CONCEPTS: The Holocaust

This eight-week unit will reflect on the Holocaust and provide an opportunity to explore fiction and

nonfiction work from a historical perspective.

THEME: Students read works of historical fiction and nonfiction and discuss how authors' perspectives

might produce accounts of historical events that differ from what actually happened. Students work

collaboratively to reconcile different authors’ points of view and discuss why these differences occur.

Students read The Diary of Anne Frank and selections from the anthology, Voices of the Holocaust. They

study the actual events of that time period to consider the effect that literature can have on historical

memory. Students will research the time period and share their findings through class discussions and

presentations. Students will analyze how the use of flashback can create a sense of suspense in the

reader/listener. They will pay special attention to diction and how connotation may be enhanced

through tone and inflection.

ESSENTIAL QUESTION: Why is it important to learn about the events of the past to ensure a better future for

society?

NATIONAL STANDARDS:


RI.8.1: Cite the textual evidence that most strongly supports the analysis of what the text says

explicitly as well as inferences drawn from the text.

RL.8.5: Compare and contrast the structure of two or more texts and analyze how the differing

structure of each text contributes to its meaning and style.

RL.8.9: Analyze how a modern work of fiction draws on themes, patterns of events, or character

types from myths, traditional stories, or religious works such as the Bible, including describing how

the material is rendered new.

RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas,

or events (e.g., through comparisons, analogies, or categories).

RI.8.9: Analyze a case in which two or more texts provide conflicting information on the same

topic and identify where the texts disagree on matters of fact or interpretation.

RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action,

reveal aspects of a character, or provoke a decision.

RL.8.6: Analyze how differences in the points of view of the characters and the audience or reader

(e.g., created through the use of dramatic irony) create such effects as suspense or humor.

W.8.1: Write arguments to support claims with clear reasons and relevant evidence.

W.8.7: Conduct short research projects to answer a question (including a self-generated question),

drawing on several sources and generating additional related, focused questions that allow for

multiple avenues of exploration.


listening.

L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.

SL.8.1: 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.

SL.8.1(a): Come to discussions prepared, having read or researched material under study;

explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe



and reflect on ideas under discussion.

SL.8.1(b): Follow rules for collegial discussions and decision-making, track progress toward specific

goals and deadlines, and define individual roles as needed.

SL.8.1(c): Pose questions that connect the ideas of several speakers and respond to others’

questions and comments with relevant evidence, observations, and ideas.

SL.8.1(d): Acknowledge new information expressed by others, and, when warranted, qualify or

justify their own views in light of the evidence presented.

SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen

claims and evidence, and add interest.



UNIT OBJECTIVES:

Compare and contrast characters, plots, themes, and settings from various genres related to the

history of the Holocaust.

Analyze how historical fiction and nonfiction connect to themes, patterns of events, or character

types.

Determine the author’s point of view in two texts about the same topic and discuss the effect it

has on the work.

Conduct research on a historical event of this time period and connect the information learned to

the historical literature studied.

Read and discuss a variety of dramatic fiction and nonfiction, including plays, short stories and

poetry.

Analyze how particular lines of dialogue propel the action and reveal aspects of a character.

Compare and contrast characters, plots, themes, settings, and literary techniques used in a play.

TERMINOLOGY:

Drama

Character types

Historical fiction

Patterns of events

Point of view

Dialogue/monologue

ACTIVITIES:


View Ben Shahn’s work titled WARSAW 1952 (cover

art on Voices of the Holocaust anthology). Can you

identify what message and/or emotions the artist

wants to convey? Do you believe that there is any

social commentary present in this work? (SL.8.1,

SL.8.2, SL.8.4, SL.8.5)

Vocabulary

Record the words we have found, learned, and

used throughout this unit to your personal dictionary

(e.g., from The Diary of Anne Frank, genocide,

annihilation, anti-Semitism, propaganda, belfry, and

ghetto). This dictionary will be used all year long to

explore the semantics (meanings) of words and their

origins. (L.8.4)

ASSESSMENTS:


Summative


End of unit test



Microsoft Publisher

PSSA

Study Island

Formative


Graphic organizers

Journals/logs

KWL



Vocabulary








Reading Literature, Argumentative Writing

Why has Anne Frank’s story stood the test of time?

Why do we study her diary today? Talk through your

ideas with a partner. Then write an argument in

support of studying the Holocaust in eighth grade,

including citations from selections read. You may

choose to make connections between the plays

and other novels, plays, poems, or films. (W.8.1,

W.8.4, SL.8.1, RL.8.6, RL.8.9)

Research, Informative Writing, Language Usage,

Language Mechanics, Oral Presentation, Multimedia

Presentation

Focusing on the connections among individuals,

ideas, and events, choose an event from the

Holocaust to research. In order to find multiple

perspectives on the event, draw on several sources,

including a variety of literary, informational, primary,

secondary, multimedia texts and suggested web

sites. Write an informative/explanatory essay and, as

you draft your essay, work with classmates to

strengthen its quality. Be sure to cite your sources

accurately, using the standard bibliographic format

preferred by your teacher. Prior to publishing,

integrate multimedia and/or visual displays into your

report to clarify information and strengthen your

claims with evidence. Edit your writing for form as

well as for spelling and punctuation when

paraphrasing and including direct quotations.

Present your report to the class and upload it to a

class web page for this unit. (RL.8.6, RI.8.3, RI.8.6,

RI.8.7, RI.8.8, W.8.2, W.8.7, W.8.5, W.8.6, L.8.3, SL.8.4,

SL.8.5, L.8.1a,b,c; L.8.2,)

Reading Informational Text, Speaking and Listening,

Performance

Read “Anti-Semitism: A History of Hate,” “Faces of

the Holocaust” and “Major Events of World War II

and The Holocaust” from Voices of the Holocaust

silently and then reread as a class. Then discuss how

the history of anti-Semitism led to the events of The

Holocaust.

Note the words that are new to you and

discuss what you think they mean.

Confirm the meanings of the words by using

a dictionary.

Outline


Study Island

Ticket out

Teacher observation

Diagnostic

CDTs – ALL LEVELS







RESPONSES)




REMEDIATION:


Apprentice text














Words


mastery


Study Island

Teachertube.com


clips)


ENRICHMENT:


activities




and study guides



(RI.8.1, RI.8.2, RI.8.4, RI.8.7, RI.8.9, L.8.1, L.8.3, SL.8.6)

Informative Writing, Language Usage, Language

Mechanics

Write an informative/explanatory essay in response

to the essential question: Why is it important to learn

about the events of the past to ensure a better

future for society? Make sure to include words and

phrases you have learned as part of word study,

including figurative and connotative language, and

refer to literature and informational texts you have

read. After your teacher reviews your first draft, work

with a partner to strengthen your writing and edit it

before writing a final draft. Be prepared to record

your essay and upload it as a podcast or other

multimedia format of your choice on the class web

page for this unit. (W.8.4, W.8.9a,b, SL.8.1, SL.8.4, L.8.3,

L.8.1, L.8.2, L.8.3)

Reading Informational Text, Informative Writing,

Language Usage, Language Mechanics

Compare fictional and nonfictional works from a

historical perspective. In your journal, describe how

events are perceived differently depending on your

point of view. Then, write a well-developed paper,

citing at least three specific examples from the text

as support. Utilize the writing process to produce an

informational piece of writing. (RL.8.1, RL.8.2, RL.8.3,

RL.8.6, L.8.1, L.8.2, L.8.3)

Reading Poetry, Language Usage, Speaking and

Listening

Respond to poetry selections found in Voices of the

Holocaust. What is the literal versus figurative

meaning? Discuss how literature can give a different

view of history than informational texts. Why are we

so drawn to poetry? Write responses to these

questions and share with a partner prior to class

discussion. (RL.8.1, RL.8.2, RL.8.4, RL.8.5, SL.8.1, SL.8.3,

L.8.3)


Compare and contrast the effect of historical

settings on characters, plots, and themes in the

various selections read. Can you make any

generalizations about the effect historical setting has

on these stories? After class discussion, create a

Venn diagram in your journal (or in an online

template) that outlines the similarities and

differences among the settings, characters, plots,

and/or themes. (SL.8.1, RL.8.9)


Read aloud the children’s book, Terrible Things, by

Eve Bunting. Discuss how the Bunting allegory relates


complexity


Anticipation guides



Class discussion

Close Reading







chosen words.)



Guided questioning


skills

K/W/L’s


Mnemonic devices

Modeling

Online resources


Read/Evaluate/Write



Think Aloud

Think/pair/share

Thinking Maps

Writing Journals


ESL Teachers

Guidance Counselors


Reading Specialists



Anthologies:

Prentice Hall Literature The Diary of Anne Frank by Frances

Goodrich and Albert Hackett

Voices of the Holocaust

Online




to the Holocaust. In small groups, students will work

cooperatively to brainstorm ideas for their own

allegory. After finalizing an idea, students will outline

their storyline for a children’s book. The groups will

share their ideas with the class (SL.8.1, RL.8.9, W.8.3)


As you read historical fiction from this unit, take notes

in your journal or on a spreadsheet about the

characters, plot, themes, patterns of events, and

setting. As you take notes about these categories,

continue to think about how the historical setting

affects the story. Be sure to note page numbers with

relevant information or mark your text with sticky

notes so you can cite the text during class discussion.


Who are the tragic character(s)?


character(s)? How do he/she/they resolve

the problem?

What is the theme of the literatures (i.e.,

good vs. evil, overcoming challenges, etc.)?

What is the effect of the historical setting(s)

on the characters, plot, or theme?

Are there any recognizable patterns of

events? What are they, and what do they

remind you of?



who read the same text. (RL.8.5, RL.8.1, RL.8.2, RL.8.9)


The documentation of historical happenings through

photographs helps us interpret and record important

events. View the photographs in Voices of the

Holocaust and on suggested web sites. To what

extent does each image document the event

literally or capture its essence? How do works such

as these help us to appreciate the events they

depict? (SL.8.1, SL.8.2, SL.8.4, SL.8.5)

Reading Informational Text, Speaking and Listening,

Informative Writing

Read aloud “Address Unknown” in Voices of the

Holocaust (a series of letters between two

characters written during the Holocaust).

Discuss as a class:

Inferences made from text provided in order

to deduce the unfolding of events between

the characters.

The change of the political climate and the

growing tension over the course of time.

The effect of the use of letters as opposed to

narratives related to the plot.

The outcome of the letters.

Examples:

www.youtube.com

www.literature.org


www.ducksters.com

www.Lit2go.com


www.gutenberg.org

www.barleyby.com

www.teachertube.com

www.kahnacademy.org


Charts

Diagrams



Excerpts

Graphic organizers

Historical fiction

Interviews

Open ended question

Outlining

Picture starters


Quotations

Timelines

Vocabulary journals

Writing starters





Instruction *














For homework, write a one- to three-paragraph

reaction to the letters and their outcome. Students

will then share their responses. (RI.8.2, RI.8.4, RI.8.6,

W.8.1, SL.8.1)

PRIMARY RESOURCES:




Literature

Poetry

Selections from Voices of the Holocaust,

including:

“An Anti-Semitic Demonstration” by Gail

Newman

“Crystal Night” by Lyn Lifshin

“The Little Boy with His Hands Up” by Yala

Korwin

“Saving the Children” by Frieda Singer

“The Survivor” by John C. Pine

Stories


including:

“Broken Glass, Broken Lives” by Arnold Geier

“Address Unknown” by Kressmann Taylor

“A Spring Morning” by Ida Fink

“The Ball” by Hans Peter Richter

Informational Texts

Biographies

Various selections available for classroom use

from the PMSD library.

Nonfiction


including:

“Anti-Semitism: A History of Hate”

“Serving My Fuhrer” by Eleanor Ayer

“A White Rose, Long Live Freedom” by Jacob

G. Hornberger

“A Survivor Remembers” by Berek Latarus

“Rescue in Denmark” by Harold Flender

“The Warsaw Ghetto Uprising” by Reuben

Ainsztein

“The Test Case” by Simon Wiesenthal

Children’s Book

Terrible Things: An Allegory of the Holocaust

by Eve Bunting


Art

Ben Shahn, WARSAW (1952)




UNIT 4: AUTHORS AND ARTISTS

KEY CONCEPTS: Authors and Artists

This fourth four-week unit of eighth grade examines the similarities between literary authors and artists.

THEME: In this unit, students step back and consider the motivations of authors and artists alike: What

inspires artists? Are their inspirations similar or different? How is the process of creating a painting or

sculpture similar to and different from the process of writing a story or poem? Students read books written

about artists and study artwork found in museums across America. Students work with classmates to

discern the unspoken meaning in literature and art. Students also discuss illustrations and other forms of

commercial art, looking for differences and similarities in fine and commercial art, in terms of both its

motivation and its presentation. They write an informative/explanatory essay about an artist of interest.

The unit ends with an informative/explanatory essay in response to the essential question: How are artists

and authors similar?

ESSENTIAL QUESTION: How are artists and authors similar?

NATIONAL STANDARDS:


RL.8.2: Determine a theme or central idea of a text and analyze its development over the course

of the text, including its relationship to the characters, setting, and plot; provide an objective

summary of the text.

RI.8.5: Analyze in detail the structure of a specific paragraph in a text, including the role of

particular sentences in developing and refining a key concept.

RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the

reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant


W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content.

SL.8.2: Analyze the purpose of information presented in diverse media and formats (e.g., visually,

quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its

presentation.


meanings.

L.8.5(b): Use the relationship between particular words to better understand each of the words.

L.8.5(c): Distinguish among the connotations (associations) of words with similar denotations

(definitions) (e.g., bullheaded, willful, firm, persistent, resolute).



UNIT OBJECTIVES:

Determine an author’s point of view in a text, compare it with an artist’s perspective in a work of

art, and discuss the effect that perspective has on the work.

Compare and contrast authors’ and artists’ motivations for creativity.

Conduct research on an artist of choice; define and refine a research question as research

proceeds.

Determine the meaning of words and phrases as they are used to describe authors and artists,

including figurative and technical vocabulary.



TERMINOLOGY:

Biography

Humor

Irony

Mood

Perspective

Point of view

Style

Tone

ACTIVITIES:


Introductory Activity: View artwork from the Harlem

Renaissance from picture books and websites such

as http://www.robinurton.com/history/Harlem.htm

with the class. How do the artists convey the

experience of modern black life in the urban North?

Consider creating, as a class, an ABC book or digital

presentation about the art and artists studied in this

unit. (RI.8.1, RI.8.6, RI.8.7)

Reading Literature, Opinion Writing, Informative

Writing

View the United Streaming Video ―The Harlem

Renaissance‖ and consider the following. How did

circumstances in America spark the Harlem

Renaissance? What themes were common in

poetry, art and music during the Harlem

Renaissance? Why? Write responses to these

questions in your journal or on the classroom blog,

citing specific examples and page numbers from

the text. (RL.8.1, RL.8.6, RL.8.9)

Vocabulary









Look at a variety of art: fine art, illustrations, ads,

pictorial histories, etc. Evaluate the motives (e.g.,

social, commercial, or political) behind each

presentation. How does the motivation affect the

message? Why? Write responses to these questions

in your journal and share with a partner prior to class

discussion. Your teacher may ask you upload images

of the art onto a shared spreadsheet. Each class

member will add either audio or text that articulates

ASSESSMENTS:

Summative


Course final exam

End of unit test

Individual or group vocabulary projects and

presentations

Keystone

Portfolio

Rubric

Passage checks

Formative


Graphic organizers

Journals/logs

KWL

Outline


Diagnostic

CDTs – ALL LEVELS

STAR – AS ADMINISTERED AND EVALUATED BY

READING SPECIALISTS




REMEDIATION:

Adapted Assignments

Apprentice text



independent level devoted to bridging the

gap between the introduction of the


Differentiation within texts/assignments



Study Island

Remediation of skill areas

http://www.robinurton.com/history/Harlem.htm



his/her thoughts regarding the artist’s motivation.

(SL.8.2, SL.8.1)


Mechanics

As you reflect on everything read, written, and

discussed in this unit, write an

informative/explanatory essay in response to the

essential question: How are artists and authors

similar? Make sure to include words and phrases

learned as part of word study, including connotative

language. After your teacher reviews your first draft,

work with a partner to strengthen your writing and

edit it for the grammar conventions studied so far

this year. Be prepared to record your essay and

upload it as a podcast or other multimedia format

on the class web page for this unit. (W.8.4, W.8.9a,b,

SL.8.1, L.8.1a,b,c; L.8.2, L.8.3, L.8.5b,c)

Research, Reading Informational Text, Writing Poetry

Read a variety of informational texts, in print and

online, about authors and artists, and choose one

that interests you. Write a bio-poem about this

person that includes important facts you think your

classmates should know. Include audio or visual

displays in your presentation, such as a digital slides

or a movie, as appropriate. Before turning in your

poem, edit your writing for the grammar conventions

studied so far this year. (RI.8.1, RI.8.8, RI.8.9, W.8.7,

L.8.1a,b,c; L.8.2, L.8.3)

Research, Reading Informational Text, Informative

Writing, Oral Presentation, Multimedia Presentation

Look at the websites listed earlier including

www.invia.org/harlem/home/html in order to select

an artist whose work you enjoy. Choose at least two

different biographies about this artist to read. As you

read the biographies, determine the figurative,

connotative, and technical meanings of words and

phrases as they are used to describe the artist and

his/her work. Supplement this reading with

additional research about the artist, his/her artistic

style, preferred subjects, and where his/her art is

exhibited. Possibly try to arrange a web interview

with the artist. Work with classmates to strengthen

your writing through planning, revising, and editing

your essay. Edit your writing for the grammar

conventions studied so far this year. Your teacher

may give you the option of adding a multimedia

component to your research report—either by

creating a digital slide presentation to highlight key

points, or by reading your essay set to music and

images from your country of choice. Present both to

the class. (RI.8.1, RI.8.2, RI.8.3, RI.8.4, RI.8.5, RI.8.8,

Assessment of improvement


Multi-modal approach



Qualifying students receive Wilson

ENRICHMENT:

Furthering discussion and activities

Individualized enriched vertical assignments

Posting resources for further study


Anticipation guides

Class discussion


Guided Questioning

Integrated technology and 21st century skills

Modeling

Think Aloud

Think/pair/share

Thinking Maps

K/W/L’s

Read/Evaluate/Write

Rituals

Integrated Skill Practice

Close Reading

A close reading is a careful and purposeful

reading. Close reading is one of the six shifts

in the CC that demands student focus on

what the author has to say, the author’s

purpose, the text structure and the meaning

of the author’s chosen words.


Skill/Drill for texts


ESL Teachers

Guidance Counselors


Reading Specialists



ADDITIONAL RESOURCES:

Harlem Renaissance Websites

Websites related to African American history

African American Odyssey

http://memory.loc.gov/ammem/aaohtml/

exhibit/aointro.html This website, produced

by the Library of Congress, presents an

overview of African American history

beginning with the Atlantic slave trade

http://memory.loc.gov/ammem/aaohtml/exhibit/aointro.html

http://memory.loc.gov/ammem/aaohtml/exhibit/aointro.html



W.8.5, W.8.6, W.8.7, W.8.2, L.8.1a,b,c; L.8.2, L.8.3)

Reading Poetry, Reading Fluency, Performance

After reading selections from poets.org and

poetryfoundation.org by Langston Hughes or

another Harlem Renaissance poet, select your

favorite poem. How does the structure of the poem

selected contribute to its meaning and style? How

does the point of view of the author create effects

such as suspense or humor? Share your insights with

a partner and then recite your favorite poem for

your classmates. Record your performance using a

video camera so you can evaluate it. (RL.8.5, SL.8.6)

Vocabulary, Language Usage

[Continuing activity from the third unit.] Add words

found, learned, and used throughout this unit to your

personal dictionary. This unit focuses on

distinguishing among the connotations of these

words as they are used by artists. This dictionary will

be used all year long to explore the semantics

(meanings) of words and their origins. (L.8.4, L.8.5b,c)

Language Mechanics






publication. (L.8.1, L.8.2, L.8.3)

Reading Literature, Opinion Writing, Informative

Writing

How does Langston Hughes’s short story, ―Thank You,

M’am‖ help you understand the character’s

motivations? Write responses to these questions in

your journal, citing specific examples and page

numbers from the text. (RL.8.1, RL.8.6, RL.8.9)

Reading Informational Text, Speaking and Listening

As you read biographies of authors and artists, take

notes in your journal or on a spreadsheet about the

creator’s motivation for creativity. As you take notes

about these categories, think about the similarities

and differences between authors and artists. Be sure

to note page numbers with relevant information so

you can go back and cite the text during class

discussion.

Who is the focus of the biography?

When did the author or artist first know that

he/she was a creative person?

How did the time in which the author or artist

lived, or his/her physical location (i.e., urban

and continuing through the 20th century.

Reconstruction: The Second Civil War

(http://www.pbs.org/wgbh/amex/reconstr

uction/ This website, produced as part of

the PBS series The American Experience,

discusses what happened to African

Americans during the second half of the

19th century.

Websites related to the Harlem

Renaissance

A Guide to Harlem Renaissance Materials

http://www.loc.gov/rr/program/bib/harle

m/harlem.html

The Library of Congress offers this

annotated collection of Library of

Congress resources related to the Harlem

Renaissance, included digital materials

collections, lesson plans, learning page

activities, and exhibits.

The Harlem Renaissance Collection

http://165.29.91.7/classes/humanities/amst

ud/97-98/harren/HARREN.HTM

This website provides a very brief historical

overview of the time period and includes

links to noted leaders, writers, and

entertainers.

Rhapsodies in Black: The Harlem Renaissance

(http://www.iniva.org/harlem/home.html)

This website describes the development of

the Harlem Renaissance and noted

examples of art, poetry, and literature.

Harlem 1900–1940: An African-American

Community

(http://www.si.umich.edu/chico/Harlem/)

This exhibition website, from the

Schomburg Center for Research in Black

Culture at the New York Public Library,

includes a timeline of the Harlem

Renaissance.

Drop Me Off in Harlem: Exploring the Intersections

(http://artsedge.kennedy-

center.org/exploring/harlem/)

This ARTSEDGE website explores the ways

that different art forms and social

movements interacted and flourished

during the Harlem Renaissance.

Jacob Lawrence websites

From Jacob Lawrence: Exploring Stories

(presented by the Whitney Museum of

http://www.pbs.org/wgbh/amex/reconstruction/

http://www.pbs.org/wgbh/amex/reconstruction/

http://www.loc.gov/rr/program/bib/harlem/harlem.html


http://165.29.91.7/classes/humanities/amstud/97-98/harren/HARREN.HTM

http://165.29.91.7/classes/humanities/amstud/97-98/harren/HARREN.HTM

http://www.iniva.org/harlem/home.html

http://www.si.umich.edu/chico/Harlem/

http://artsedge.kennedy-center.org/exploring/harlem/

http://artsedge.kennedy-center.org/exploring/harlem/



or rural), affect his/her work?

What unique words and phrases are used to

describe the artist?



who read the same text. (RI.8.1, RI.8.2, RI.8.3, RL.8.3,

RL.8.1, RL.8.2, RL.8.4, RI.8.8)

Reading Informational Text, Reading Literature,

Informative Writing, Speaking and Listening

Read and compare the use of humor in “Life is Fine”

by Langston Hughes to the use of humor in ―We Real

Cool‖ by Gwendolyn Brooks. How does the use of

humor engage the reader? How do artists use

humor in their art to engage the observer? Write a

well-developed response to these questions, citing

at least three specific examples from the texts. Share

with a partner prior to class discussion. Edit your

writing for the grammar conventions studied so far

this year. (RI.8.1, RI.8.2, RI.8.3, RI.8.5, RL.8.2, RL.8.6,

L.8.1a,b,c; L.8.2, L.8.3)


Examine and discuss the variety of perspectives

used by the artists in the artworks (e.g., worm’s-eye

view, sitting at the table, far away, or up close).

Identify the perspective in each work. How does the

perspective affect the viewer’s relationship to the

work? How do these artists use perspective to draw

viewers in? Write responses to these questions in your

journal and share with a partner prior to class

discussion. Discuss how this compares to authors’ use

of point of view in the characters they create.

(SL.8.1, W.8.1, W.8.2)


If the elements and principles of art and design are

the building blocks for artists, what are the building

blocks for writers? Write responses to these questions


discussion. Be prepared to defend your position with

examples. Your teacher may invite you and your

classmates to discuss the question on the classroom

blog. (SL.8.1, SL.8.4)

Reading Literature, Informative Writing, Language

Usage, Language Mechanics

“Thank You, M’am” takes place in Harlem. How does

the setting contribute to this story? Why? How are

the characters’ motivations (Roger and Mrs. Jones)

similar and different? Write a well-developed

response to these questions, citing at least three

specific examples from the text. Edit your writing for

the grammar conventions studied so far this year.

American Art):

Meet Jacob Lawrence

(http://www.whitney.org/jacoblawrence/

meet/index.html)

Jacob Lawrence's Art

(http://www.whitney.org/jacoblawrence/

art/index.html)

Jacob Lawrence: Over the Line

(http://www.phillipscollection.org/research

/over_the_line/index.html)

Over the Line: The Art and Life of Jacob

Lawrence (presented by the Seattle Art

Museum Special Exhibition Gallery)

(http://www.seattleartmuseum.org/exhibit

/exhibitDetail.asp?WHEN=&eventID=2923)

Remembering Jacob Lawrence

(http://www.pbs.org/newshour/bb/remem

ber/jan-june00/lawrence_6-13.html)

William H. Johnson websites

The William H. Johnson Foundation for the

Arts

(http://www.whjohnsongrant.org/whjohns

on.html)

A Journey Through Art with W.H. Johnson

(presented by the Smithsonian American

Art Museum)

(http://americanart.si.edu/education/john

son/index.html)

Rhapsodies in Black: William H. Johnson

(http://www.iniva.org/harlem/william.html)

Street Life, Harlem (by William H. Johnson,

presented within the Encyclopedia

Smithsonian: Harlem Renaissance entry)

(http://americanart.si.edu/exhibitions/onlin

e/highlights/artworks.cfm?id=AA&StartRow

=31)

Mom Alice (by William H. Johnson,

presented by American Art from the

Howard University Collection)

(http://www.founders.howard.edu/hucolle

ction/JohnsonWilliamH1.htm)

Duke Ellington websites

Duke Ellington: Celebrating 100 Years of

the Man and His Music

(http://dellington.org/)

PBS Biographies: Duke Ellington

(http://www.pbs.org/jazz/biography/artist_

id_ellington_duke.htm)

Duke Ellington 1899–1974: America's Jazz

Ambassador

(http://library.thinkquest.org/10320/Ellingtn.

htm)

Photograph of Duke Ellington (from the

http://www.whitney.org/jacoblawrence/meet/index.html

http://www.whitney.org/jacoblawrence/meet/index.html

http://www.whitney.org/jacoblawrence/art/index.html

http://www.whitney.org/jacoblawrence/art/index.html

http://www.phillipscollection.org/research/over_the_line/index.html

http://www.phillipscollection.org/research/over_the_line/index.html

http://www.seattleartmuseum.org/exhibit/exhibitDetail.asp?WHEN=&eventID=2923

http://www.seattleartmuseum.org/exhibit/exhibitDetail.asp?WHEN=&eventID=2923

http://www.pbs.org/newshour/bb/remember/jan-june00/lawrence_6-13.html

http://www.pbs.org/newshour/bb/remember/jan-june00/lawrence_6-13.html

http://www.whjohnsongrant.org/whjohnson.html

http://www.whjohnsongrant.org/whjohnson.html

http://americanart.si.edu/education/johnson/index.html

http://americanart.si.edu/education/johnson/index.html

http://www.iniva.org/harlem/william.html

http://americanart.si.edu/exhibitions/online/highlights/artworks.cfm?id=AA&StartRow=31



http://www.founders.howard.edu/hucollection/JohnsonWilliamH1.htm

http://www.founders.howard.edu/hucollection/JohnsonWilliamH1.htm

http://dellington.org/

http://www.pbs.org/jazz/biography/artist_id_ellington_duke.htm

http://www.pbs.org/jazz/biography/artist_id_ellington_duke.htm

http://library.thinkquest.org/10320/Ellingtn.htm

http://library.thinkquest.org/10320/Ellingtn.htm



Share with a partner prior to class discussion. Enter

your response on the classroom blog to encourage

additional dialogue about this topic with your

classmates. (RL.8.1, RL.8.2, RL.8.6, L.8.1a,b,c; L.8.2,

L.8.3)


Compare and contrast the lives of authors and

artists using the information from your notes. Can you

make any generalizations about how authors and

artists are similar? What are they? After class

discussion, create a Venn diagram in your journal or

in an online template that outlines the similarities

and differences among the lives of the artists. Post

your thoughts on the classroom blog in order to

continue the conversation with your classmates.

(SL.8.1, RL.8.4)

PRIMARY RESOURCES:




Literary Text

Poetry

“Harlem Night Song” (Langston Hughes)

Prentice Hall Literature, Timeless Voices,

Timeless Themes pages 834-835

“Life is Fine” (Langston Hughes)

―We Real Cool‖ (Gwendolyn Brooks)

Stories

“Thank You M’am” (Langston Hughes)

Prentice Hall Literature, Timeless Voices,

Timeless Themes pages 172-176

Anthologies:

Timeless Voices, Timeless Treasures Bronze Level

Online


Harlem Renaissance Resources:

http://www.readwritethink.org/files/resources

/lesson_images/lesson252/websites.html

A Guide to Harlem Renaissance Materials

http://www.loc.gov/rr/program/bib/harlem/

harlem.html

Rhapsodies in Black: Artists of the Harlem

Renaissance


The Harlem Renaissance

http://historyoftheharlemrenaissance.weebly

.com/artists.html

Read Write Think

http://www.readwritethink.org/classroom-

Library of Congress)

(http://lcweb.loc.gov/exhibits/odyssey/arc

hive/08/0811001r.jpg)

Bessie Smith websites

PBS Biographies: Bessie Smith

(http://www.pbs.org/jazz/biography/artist_

id_smith_bessie.htm)

Bessie Smith 1894–1937: Jazz Singer

(http://library.thinkquest.org/2667/Smith.ht

m)

Rock and Roll Hall of Fame and Museum:

Bessie Smith

(http://www.rockhall.com/hof/inductee.as

p?id=190)

Bessie Smith: Empress of the Blues

(http://www.library.csi.cuny.edu/dept/hist

ory/lavender/386/bsmith.html)

Langston Hughes websites

The Academy of American Poets:

Langston Hughes

(http://www.poets.org/poets/poets.cfm?4

5442B7C000C0E01)

America's Story from America's Library:

Langston Hughes

(http://www.americaslibrary.gov/cgi-

bin/page.cgi/aa/hughes)

I Hear America Singing: Profile of Langston

Hughes

(http://www.pbs.org/wnet/ihas/poet/hugh

es.html

A Centennial Tribute to Langston Hughes

(http://www.howard.edu/library/Referenc

e/Guides/Hughes/)

Countee Cullen websites

Modern American Poetry: Countee Cullen

(http://www.english.uiuc.edu/maps/poets/

a_f/cullen/cullen.htm)

The Academy of American Poets: Countee

Cullen

(http://www.poets.org/poet.php/prmPID/5

5)

Countee Cullen

(http://www.afropoets.net/counteecullen.

html)

Rendezvous with Life: An Interview With

Countee Cullen

(http://newdeal.feri.org/magpie/docs/42

winp19.htm)



http://www.readwritethink.org/files/resources/lesson_images/lesson252/websites.html

http://www.readwritethink.org/files/resources/lesson_images/lesson252/websites.html




http://historyoftheharlemrenaissance.weebly.com/artists.html

http://historyoftheharlemrenaissance.weebly.com/artists.html

http://www.readwritethink.org/classroom-resources/lesson-plans/harlem-renaissance-retrospective-connecting-252.html?tab=3#tabs

http://lcweb.loc.gov/exhibits/odyssey/archive/08/0811001r.jpg

http://lcweb.loc.gov/exhibits/odyssey/archive/08/0811001r.jpg

http://www.pbs.org/jazz/biography/artist_id_smith_bessie.htm

http://www.pbs.org/jazz/biography/artist_id_smith_bessie.htm

http://library.thinkquest.org/2667/Smith.htm

http://library.thinkquest.org/2667/Smith.htm

http://www.rockhall.com/hof/inductee.asp?id=190

http://www.rockhall.com/hof/inductee.asp?id=190

http://www.library.csi.cuny.edu/dept/history/lavender/386/bsmith.html

http://www.library.csi.cuny.edu/dept/history/lavender/386/bsmith.html

http://www.poets.org/poets/poets.cfm?45442B7C000C0E01

http://www.poets.org/poets/poets.cfm?45442B7C000C0E01

http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/hughes

http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/hughes

http://www.pbs.org/wnet/ihas/poet/hughes.html

http://www.pbs.org/wnet/ihas/poet/hughes.html

http://www.howard.edu/library/Reference/Guides/Hughes/

http://www.howard.edu/library/Reference/Guides/Hughes/

http://www.english.uiuc.edu/maps/poets/a_f/cullen/cullen.htm

http://www.english.uiuc.edu/maps/poets/a_f/cullen/cullen.htm

http://www.poets.org/poet.php/prmPID/55

http://www.poets.org/poet.php/prmPID/55

http://www.afropoets.net/counteecullen.html

http://www.afropoets.net/counteecullen.html

http://newdeal.feri.org/magpie/docs/42winp19.htm

http://newdeal.feri.org/magpie/docs/42winp19.htm



resources/lesson-plans/harlem-renaissance-

retrospective-connecting-

252.html?tab=3#tabs

Online


Examples:

www.Lit2go.com


www.gutenberg.org

www.bartleyby.com

TEACHER CREATED MATERIALS – Suggestions:


Graphic organizers

Outlining

Vocabulary journals

Skill and Drill worksheets to introduce

individual reading skills

Charts

Diagrams

Excerpts

Historical fiction

Interviews

Open-ended questions

Writing starters


Picture starters


Quotations

Timelines



Instruction *








http://www.bartleyby.com/




UNIT 5: DRAMATICALLY SPEAKING

KEY CONCEPTS: Dramatically Speaking

This eight-week unit of eighth grade continues an examination of the arts, focusing on the dramatic

performance of plays, speeches, and poems.

THEME: In this unit, students read Romeo and Juliet by William Shakespeare and compare it to a film with

a similar theme. They read and perform drama and poetry. While exploring the different genres, students

analyze lines of dialogue, scenes, or words that are critical to the development of the story or message.

They analyze how the use of foreshadowing can create a sense of suspense in the reader/listener. They

pay special attention to diction and how connotation may be enhanced through tone and

inflection. Students must also choose a genre that they prefer and defend that choice, strengthening

their skills at writing arguments. Finally, this unit ends with an informative/explanatory essay in response to

the essential question: How is reading a poem or a script for a play different from performing it?

ESSENTIAL QUESTION: How is reading a poem or a script for a play different from performing it?

NATIONAL STANDARDS:


RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action,

reveal aspects of a character, or provoke a decision.

RL.8.6: Analyze how differences in the points of view of the characters and the audience or reader

(e.g., created through the use of dramatic irony) create such effects as suspense or humor.

RL.8.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to

or departs from the text or script, evaluating the choices made by the director or actors.

W.8.1: Write an exposition to support claims with clear reasons and relevant evidence

SL.8.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the

reasoning and relevance and sufficiency of the evidence and identifying when irrelevant



meanings.

L.8.5(a): Interpret figures of speech (e.g., verbal irony, puns) in context.

L.8.5(b): Use the relationship between particular words to better understand each of the words.



UNIT OBJECTIVES:

Read and discuss a variety of dramatic fiction and nonfiction about plays, playwrights, and poets.

Analyze how particular lines of dialogue propel the action and reveal aspects of a character.

Compare and contrast characters, plots, themes, settings, and literary techniques used in plays

and films.

Analyze the extent to which a filmed or radio production of Romeo and Juliet stays faithful to or

departs from the text or script, evaluating the choices made by the director or actors.

Conduct research on a playwright or public speaker of choice.

Perform for classmates in a variety of styles (e.g., drama and poetry).

Participate in group discussions and critically evaluate classmates’ arguments.



TERMINOLOGY:

Dialogue

Diction

Drama

Foreshadowing

Monologue

Screenplay

Script

Staging

Dramatic irony

Figurative language

ACTIVITIES:

Reading Literature, Argument Writing

Why have Shakespeare’s plays, such as Romeo and

Juliet, stood the test of time? Why do we study these

plays today? Talk through your ideas with a partner.

Then write an argument in support of studying

Shakespeare in eighth grade, including citations

from selections read. You may choose to make

connections between the plays and other novels,

plays, poems, or films. Post your thoughts on a class

blog in order to continue the conversation with

others outside of your classroom. (W.8.1, W.8.4, SL.8.1,

RL.8.6, RL.8.9)

Vocabulary

Add words found, learned, and used throughout this

unit to your personal dictionary (i.e., dialogue,

monologue, staging, etc.). This unit will especially

focus on vocabulary unique to plays. This dictionary

will be used all year long to explore the semantics

(meanings) of words and their origins. (L.8.4,

L.8.5a,b,c)

Vocabulary








Research, Informative Writing

Research background of the author, Shakespeare,

the Elizabethan period, and the theater. Write a

report on the information. (RI.8.1, RI.8.2, RI.8.3, RI.8.6,

W.8.7, W.8.5, W.8.6, W.8.2, L.8.1, L.8.2, L.8.3, L.8.5a,b,c)


Mechanics

Reflecting on your experiences reading and

ASSESSMENTS:


Summative


End of unit test



Microsoft Publisher

PSSA

Study Island

Formative


Graphic organizers

Journals/logs

KWL

Outline


Study Island

Ticket out

Teacher observation

Diagnostic

CDTs – ALL LEVELS







RESPONSES)






performing in this unit, write an informative/

explanatory essay in response to the following

prompt: Identify the three main causes for the

deaths of Romeo and Juliet. Write a well-developed

paper that includes at least three examples from the

play read. After your teacher reviews your first draft,

work with a partner to edit and strengthen your

writing. Edit your writing for shifts in verb mood and

voice. Be prepared to record your essay and upload

it as a podcast or other multimedia format of choice

on the class web page in order to facilitate sharing

with your classmates. (W.8.1, W.8.4, W.8.9a,b, SL.8.1,

L.8.1, L.8.2, L.8.3, L.8.5)

Writing Poetry

Students write a Shakespearean sonnet after

reading the one spoken by Romeo and Juliet in Act I

scene v. Writing occurs after lessons on quatrains,

couplets, iambic pentameter and rhyme scheme.

(W.8.1, W.8.4, W.8.9a,b, SL.8.1, L.8.1, L.8.2, L.8.3, L.8.5)

Language Mechanics






publication. (L.8.1d)

Reading Poetry, Reading Fluency, Performance

Choose your favorite scene from Romeo and Juliet.

Talk with a classmate about the meaning of the play

excerpt chosen. Practice reading it, changing the

words emphasized and inflection used. Memorize

and/or recite the excerpt for your class. Record

yourself using a video camera, not only so you can

evaluate your performance, but also so you can see

the different interpretations for yourself. Use these

experiences to help you articulate how different

recitations may change the way listeners interpret

the excerpt. (RL.8.2, RL.8.3, SL.8.6)

Reading Literature, Film, Speaking and Listening

Read the script of Romeo and Juliet with your

classmates. Discuss how the use of foreshadowing

adds suspense to the tone of the play. Then listen to

the radio drama version and/or view the film version

and compare these to the written version. Analyze

the extent to which a filmed or live production of a

story or drama stays faithful to or departs from the

text or script, evaluating the choices made by the

director or actors. Write responses to these questions


discussion. (RL.8.3, RL.8.5, RL.8.6, RL.8.7, SL.8.6)

REMEDIATION:


Apprentice text














Words


mastery


Study Island

Teachertube.com


clips)


ENRICHMENT:


activities




and study guides


complexity


Anticipation guides



Class discussion

Close Reading







chosen words.)



Guided questioning





How is the delivery of spoken messages in plays and

speeches similar and different? When would you

choose to give a speech? When would you choose

to embed a speech (monologue) in a drama? What

are the similarities and differences between

performing in a play and delivering a speech? Write

responses to these questions in your journal or on the

classroom blog, citing specific examples and page

numbers from the texts read and speeches heard.

(RL.8.1, RL.8.5, SL.8.1)


Compare and contrast the plots, settings, themes,

characters, and literary techniques used. Can you

begin to make any generalizations about how films

and plays have different effects on viewers from the

effects literature has on readers? What are they?

Evaluate the claims made by your classmates and

evaluate the soundness of reasoning they use in

discussion. After class discussion, create a Venn

diagram in your journal or by using an online

template that outlines the similarities and differences

among the techniques used. Post your thoughts on

the classroom blog in order to continue the

conversation with your classmates. (SL.8.1, RL.8.6,

SL.8.3)


As you read the plays (and view the films) in this unit,

take notes in your journal or on a spreadsheet about

particular lines of dialogue or incidents that propel

the action, reveal aspects of a character, or

provoke a decision. Be sure to note page numbers

with relevant information so you can cite the text

during class discussion.

What is the setting of the play?

Who are the major and minor characters?

What is the theme of the play?

What problems are faced by the

character(s)? How does he/she overcome

this challenge?

Which lines of dialogue or events were

pivotal to the play? Why?

Describe the use of literary techniques, such

as flashback, in the play. How do these

reveal the point of view of the character

and create suspense?



who read the same text. (RL.8.3, RL.8.6, RL.8.7, RL.8.1,

RL.8.2)

skills

K/W/L’s


Mnemonic devices

Modeling

Online resources


Read/Evaluate/Write



Think Aloud

Think/pair/share

Thinking Maps

Writing Journals


ESL Teachers

Guidance Counselors


Reading Specialists



Online


Examples:

www.youtube.com

www.literature.org


www.ducksters.com

www.Lit2go.com


www.gutenberg.org

www.barleyby.com

www.teachertube.com

www.kahnacademy.org


Charts

Diagrams



Excerpts

Graphic organizers

Historical fiction

Interviews

Open ended question

Outlining

Picture starters


Quotations

Timelines













Reading Literature, Film, Speaking and Listening

How is the plot and use of suspense similar and

different between Romeo and Juliet and West Side

Story? Write responses to these questions in your

journal and share with a partner prior to class or

classroom blog discussion. (RL.8.6, SL.8.1a,b,c,d)

PRIMARY RESOURCES:




Literary Text

Drama

Romeo and Juliet by William Shakespeare

Informational Texts

Various informational texts about William

Shakespeare, Elizabethan Era, The Globe Theater,

Renaissance


Film

Franco Zeffirelli, dir., Romeo and Juliet (1968)

Baz Luhrmann, dir., Romeo and Juliet (1996)

Jerome Robbins and Robert Wise, dir., West

Side Story (1961)

Vocabulary journals

Writing starters





Instruction *





UNIT 6: “THE ROAD NOT TAKEN”

KEY CONCEPTS: “The Road not Taken”

This eight-week unit of eighth grade encourages students to explore their strengths by reading about

strong characters who venture against conventional wisdom in search of the greater good.

THEME: The stage is set by Robert Frost’s poem, ―The Road Not Taken.‖ Although students read from classic

and contemporary literature, writing and class discussions focus on how literature helps us define the

tension between the needs of the individual and the greater good of society. The goal of this unit is for

students not only to apply the reading, writing, speaking, and listening strategies and skills they have

learned, but also to analyze how authors use allegory, symbolism, and satire to affect the reader. As a

final reading, students will revisit ―The Road Not Taken‖ in order to see how this unit leads to a deeper

understanding of the poem. This unit ends with an essay in response to the essential question. (The essay is

followed with a choice for students: to write their own narratives or to create their own multimedia

presentations that demonstrate what they have learned.)

ESSENTIAL QUESTION: How is reading a poem or a script for a play different from performing it?

NATIONAL STANDARDS:


RL.8.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to

or departs from the text or script, evaluating the choices made by the director or actors.

W.8.3: Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.

SL.8.4: 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.


listening.

L.8.3(a): Use verbs in the active and passive voice and in the conditional and subjunctive mood to

achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or

describing a state contrary to fact).



UNIT OBJECTIVES:

Read and discuss a variety of novels that reveal, explicitly or implicitly, ―the greater good.‖

Experiment with performing poetry in a variety of styles and discuss how these changes affect its

interpretation.

Compare and contrast characters, plots, themes, settings, and literary techniques used in the

stories read.

Analyze how particular lines of dialogue in literature propel the action and reveal aspects of a

character.

Analyze how writing styles and literary techniques, such as symbolism or satire, are used and how

their use affects meaning and reader engagement.

Write a variety of responses to literature and informational text.

Analyze the extent to which a filmed version of a story stays faithful to or departs from the text,

evaluating the choices made by the director or actors.

Create a multimedia presentation on ―the greater good‖ where the message is either explicitly



stated or implied.

TERMINOLOGY:

Allegory

Hero/heroine

Satire

Strength of character

Symbolism

Style

Irony

ACTIVITIES:


After reading The Giver by Lois Lowry:

Discuss the role of setting in The Giver. Why

does Lowry put emphasis on the controlled

utopian society?

Why does Lowry create an ambiguous

conclusion to the novel? Why is this literary

technique effective? Write responses to

these questions in your journal or on the

classroom blog and share with a partner

prior to class discussion. (SL.8.1, RL.8.2, RL.8.4,

RL.8.6, RL.8.10)

Reading Poetry, Speaking and Listening

Introductory Activity: Read "The Road Not Taken‖ by

Robert Frost. Talk with a classmate about what you

think the poem means, both literally and figuratively.

Write your ideas down in your journal or on a

spreadsheet. We will revisit this poem at the end of

the unit to see if our thoughts and ideas have

changed. (RL.8.2, RL.8.4, SL.8.5)

Reading Literature, Argumentative Writing, Narrative

Writing, Language Usage, Language Mechanics

Reflecting on your experiences reading novels and

viewing related films in this unit, as well as literature

read all year, write an argument in response to the

essential question: How can literature help us define

the greater good? Include at least three examples

from texts to support your position, explaining why

they help define what is necessary for a better

world. You may also choose to write a narrative that

reveals your definition of the greater good or

develop a multimedia presentation in which your

definition is revealed and explained. In your

narrative or presentation, include references to

specific examples of what you learned from novels

read and films viewed about characters, the effect

of settings, and pivotal lines of dialogue. Incorporate

a variety of words learned this year. Edit your writing

for the grammar conventions studied this year.

ASSESSMENTS:


Summative


End of unit test



Microsoft Publisher

PSSA

Study Island

Formative


Graphic organizers

Journals/logs

KWL

Outline


Study Island

Ticket out

Teacher observation

Diagnostic

CDTs – ALL LEVELS







RESPONSES)




REMEDIATION:




Publish your essay, story, or multimedia presentation

as your culminating project for eighth grade. (W.8.3,

W.8.5, W.8.6, W.8.8, W.8.9a,b, W.8.10, SL.8.4, SL.8.5,

L.8.5, L.8.6, L.8.1, L.8.2, L.8.3)

Reading Literature, Narrative Writing, Language

Usage, Language Mechanics

Read the short story, ―Eleven,‖ by Sandra Cisneros.

Identify examples from the story that are vivid. As a

class, discuss memory and how it is an important

idea in the novel, The Giver. Brainstorm ideas for

specific memories that contain details that appeal

to the senses. Then write a personal narrative about

one specific memory, including descriptive

language. (W.8.3, W.8.5, W.8.6, W.8.8, W.8.9a,b,

W.8.10, SL.8.4, SL.8.5, L.8.5, L.8.6, L.8.1, L.8.2, L.8.3)

Vocabulary








Language Mechanics

As a class, continue adding to the

Mechanics/Grammar bulletin board started in Unit

One. Remember—once skills are taught in a mini-

lesson and listed on the bulletin board, you are

expected to edit your work for these elements

before publication. (L.8.1, L.8.2, L.8.3)


As you read the novels (and view the films) in this

unit, take notes in your journal or on a spreadsheet

about particular lines of dialogue or incidents that

propel the action, reveal aspects of a character, or

suggest the greater good. Be sure to note page

numbers with relevant information so you can cite

the text during class discussion.

What is the setting of the novel?

Who are the major and minor characters?

What problems or challenges do the

character(s) face? How does he/she

overcome these challenges?

Which lines of dialogue or events are pivotal

to the novel? Why?

What elements were changed between the

novel and the film version?

What traditional, mythical, or Biblical

references are made in the novel?

What elements of the greater good are

revealed, implicitly or explicitly, in the novel?

Apprentice text














Words


mastery


Study Island

Teachertube.com


clips)


ENRICHMENT:


activities




and study guides


complexity


Anticipation guides



Class discussion

Close Reading







chosen words.)



Guided questioning


skills

K/W/L’s





who read the same text. (RL.8.3, RL.8.7, RL.8.9, RL.8.1,

RL.8.2, RL.8.10)


After reviewing the definition of imagery and its

relevance to Lowry’s novel, The Giver, the teacher

will present students with an illustration. Students will

be asked to bring the illustration to life in writing by

describing it, paying specific attention to figurative

language and the five senses. Students will share

their writing in small groups. After evaluating and

critiquing their work in small groups, one selection

from each group will be selected to be read

aloud.(SL.8.1, SL.8.2, SL.8.4, SL.8.5)

Reading Informational Text

After reading "The Front of the Bus‖ by Rosa Parks

from Decisions Decisions, respond to the following

question in your journal: How did Rosa Parks follow

"The Road Not Taken‖ in her defiance of

segregation? What can we learn from her? Post your

response on the classroom blog to encourage

conversation among your classmates. (RI.8.1, RI.8.6,

RI.8.8, W.8.4, RI.8.10, W.8.9b, L.8.1, L.8.2, L.8.3, L.8.5)

Reading Literature

Respond to the following questions in your journal or

on a spreadsheet:

Address multiple intelligences and

investigate how Lowry creates a satirical

utopia in order to criticize a desire for human

perfection?

How do the characters’ physical

characteristics reflect their inner feelings?

How does The Giver explore the idea of

utopia?

How is the idea of utopia related to ―the

greater good‖? (RL.8.4, RL.8.6, RL.8.9, W.8.4,

W.8.9a, L.8.5a,b,c)

Reading Literature

Compare the characters of Dr. Strauss and Dr.

Nemur from ―Flowers from Algernon” by Daniel

Keyes. How do their perspectives on life differ? Are

there any similarities between the two characters?

Write your responses to these questions in your

journal. (RL.8.1, RL.8.3, RL.8.6, RL.8.10)

Speaking and Listening, Reading Fluency,

Performance

Re-read the first poem read in this unit, "The Road

Not Taken.‖ After this unit of study, describe how

your understanding of this poem has changed.


Mnemonic devices

Modeling

Online resources


Read/Evaluate/Write



Think Aloud

Think/pair/share

Thinking Maps

Writing Journals


ESL Teachers

Guidance Counselors


Reading Specialists



Anthologies:

Decisions Decisions, Perfection Learning

(2000)

Prentice Hall Literature Timeless Voices,

Timeless, Siliver Level (2002)

Online


Examples:

www.youtube.com

www.literature.org


www.ducksters.com

www.Lit2go.com


www.gutenberg.org

www.barleyby.com

www.teachertube.com

www.kahnacademy.org


Charts

Diagrams



Excerpts

Graphic organizers

Historical fiction

Interviews

Open ended question













What new insights have you gained? After class

discussion, practice reading the poem aloud,

emphasizing different words. How does changing

emphasis change the meaning? Highlight the words

and phrases you want to emphasize. Memorize and

recite it for your class. How is your interpretation

similar to and different from others? (RL.8.2, RL.8.4,

SL.8.

Reading Literature, Informative Writing, Language

Usage, Language Mechanics, Oral Presentation

Compare the societal discrimination that the Charlie

Gordon family experienced in ―Flowers for Algernon”

by Daniel Keyes to the racial discrimination

displayed in The “Front of the Bus” by Rosa Parks.

How are the characters’ experiences similar yet

different? Write a well-developed speech that

includes an engaging opening statement describing

your position and at least three examples cited from

the texts. Edit your writing for the grammar

conventions studied this year. Present your speech

to the class and record it using a video camera so

you can evaluate your performance. (RL.8.1, RL.8.2,

RL.8.3, RL.8.10, W.8.1, W.8.4, L.8.5, L.8.1, L.8.2, L.8.3,

L.8.5)

Reading Literature, Informative Writing, Speaking

and Listening

What important symbols are used in the works of

literature in this unit? How is the use of symbolism

integral to these poems, short stories or novels?

Make connections between the different texts.

Begin by outlining your ideas using a Venn diagram

in your journal or using an online template. Write an

informative/explanatory essay comparing and

contrasting the similarities and differences in these

novels, citing specific page numbers for explicit and

implicit text references. Share your essay with a

partner, and discuss as a class. Your teacher may

ask you to upload your essay to the classroom blog

in order to encourage an electronic conversation

with your classmates. (W.8.2, W.8.4, SL.8.1, RL.8.4,

RL.8.5, RL.8.9)

Film, Reading Literature, Speaking and Listening

Read one of the novels from this unit. Then view

select scenes from the film version and compare

them to the scenes as written. Analyze the extent to

which a filmed or live production of a story or drama

stays faithful to or departs from the text, evaluating

the choices made by the director or actors. Write

responses to these questions in your journal and

share with a partner prior to class discussion. (RL.8.5,

RL.8.7, SL.8.6)


Outlining

Picture starters


Quotations

Timelines

Vocabulary journals

Writing starters





Instruction *




Compare and contrast settings, themes, and

characters, and how these story elements help us to

define the greater good. Evaluate the claims made

by your classmates and evaluate the soundness of

reasoning they use in discussion. Can you begin to

make any generalizations about what is the greater

good? Your teacher may encourage you to

continue the class discussion on the classroom blog

throughout the course of this unit. (SL.8.1, RL.8.9,

SL.8.3)

PRIMARY RESOURCES:




Literary Text

Poetry

―The Road Not Taken‖ (Robert Frost) (E) in


Timeless Themes Silver Level page 44-45

―All But Blind‖ by Walter de la Mare in


Timeless Themes Silver Level page 46

―The Choice‖ by Dorothy Park in Prentice Hall

Literature Timeless Voices, Timeless Themes

Silver Level page 48

―Dusting‖ by Julia Alvarez in Decisions,

Decisions.

―Traveling Through the Dark‖ by William

Stafford in Decisions, Decisions

―The Order of Things‖ by Michel Foucault in

Decisions, Decisions

Stories

―Flowers for Algernon‖ by Daniel Keyes in


Timeless Themes Silver Level page182

―The Pedestrian‖ by Ray Bradbury

―Eleven‖ by Sandra Cisneros

Informational Texts

Nonfiction

“The Front of the Bus” by Rosa Parks from

Decisions, Decisions


Art

Artemisia Gentileschi, Self-Portrait as the

Allegory of Painting (1638-1639)

Diego Velázquez, Juan de Pareja (1650)

http://www.royalcollection.org.uk/eGallery/object.asp?searchText=405551&object=405551&row=0&detail=magnify

http://www.royalcollection.org.uk/eGallery/object.asp?searchText=405551&object=405551&row=0&detail=magnify

http://www.metmuseum.org/toah/works-of-art/1971.86



Film

Peter Weir, dir, The Truman Show (1998)

Ralph Nelson, dir, Charly (1968)

Jeff Blecker,, dir, Flowers for Algernon (2000)

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