syracuse city school district 08 unit 03...page 1 revised: 9/28/2016 syracuse city school district...
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Page 1
Revised: 9/28/2016
SYRACUSE CITY SCHOOL DISTRICT Grade 08 Unit 03 Hybrid
Literary and Informational Text Life lessons
18 Instructional Days
Reading Standards: RL.8.2, RL.8.3, RL.8.4, RL.5
RI.8.2, RI.8.3, RI.8.4, RI.8.5, RI.8.6, RI.8.8, RI.8.9
Unit Description
This hybrid unit asks students to read deeply across a variety of both literary and informational texts with
an emphasis on poetry. Students interpret, analyze, and evaluate narratives, poetry, and drama, and
make connections to other texts (including informational texts). Students learn and apply methods of
literary analysis throughout the unit paying particular attention to authors’ use of literary devices and
figurative language. Students are asked to consider how an author crafts the structure of a text to
produce a particular effect. In addition, students need to determine the figurative and connotative
meanings of words and consider the significant influence of the author’s word choice as a whole on the
text’s tone or overall meaning.
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CCLS Coded Standard Concept Elaboration Assessment Questions
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.
-Definition of a summary-what makes a summary,
what are the elements of a summary
-Define and identify theme
-Identify the characters, setting and plot
-Development of the theme based on the plot
-Track the development of a theme over the course
of the text
-Have a mental bank of topics for themes
-Understand that the details in a text connect to the
theme
-Determine the author's message behind the theme
through characters, settings, plots, events and
patterns
-Complete summary that excludes personal
opinions or judgments
Assessed in Checks for Understanding 3.1,
3.2 and 3.3
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.
-Define and identify a central idea
-Identify supporting details
-Making connections from the central idea to the
supporting details
-Differentiate between expository non-fiction and
narrative non-fiction
-Determine how an idea is developed over the
course of a text
-Create an accurate and relevant summary
Question #1:
Closely reread the following lines from
“Nana Jean in New Orleans: Remnants of
Hurricane Katrina:”
“As I crossed the bridge into the
Ninth Ward, I drove slowly through
the streets. I felt very much alone
and isolated... Where are the sounds
of children playing?”
Identify a central idea in the article and
explain how these words or phrases
contribute to the central idea? Be sure to
explain how Nana Jean’s experiences relate
to the events and ideas presented in the
text. Use details from the passage to
support your answer. (RI.8.2, RI.8.3)
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
-Character motivation
-Identify how a course of events propel the plot
forward
Assessed in Checks for Understanding 3.1,
3.2 and 3.3
Page 3
CCLS Coded Standard Concept Elaboration Assessment Questions
provoke a decision. -Identify examples of dialogue and understand why
an author uses dialogue
-Dialogue reveals character development
-Bank of character traits
-Sequence/ tracking of plot and character
development (elements of plot)
-Comparing the character and action through the
text from beginning to end to reveal the character
motivation, plot, and conflict
-Connecting lines/ quotes to characters, events, etc.
-Understanding the structure of dialogue
-Identifying cause and effect relationships that result
in the action and plot development
RI.8.3 ANALYZE how a text makes connections
among and distinctions between
individuals, ideas, or events (e.g., through
comparisons, analogies, or categories).
-Identify connections within a text
-Identify comparisons or analogy within an
informational text
-Identify the relevant individuals, ideas, and events
within a text
-Make distinctions to show how individuals, events
and ideas influence each other
-Identifying cause and effect relationships within the
text
-Categorize connections within a text (e.g., the
hungry little urchins in “The Life of Frederick
Douglass” are examples of individuals that can be
connected to the idea of bread as knowledge.)
Assessed in assessment question #1
RL.8.4 DETERMINE the meaning of words and
phrases as they are used in a text,
including figurative and connotative
meanings; ANALYZE the impact of
specific word choices on meaning and
tone, including analogies or allusions to
other texts.
-Define and review figurative and connotative
meanings
-Have a bank of literary devices/ techniques of
figurative language (metaphors, simile, alliteration,
personification)
-Identify strong verbs and adjectives in a text and
know that is word choice
-Discern meaning from Context clues
Question #2 Closely reread the last line
from “Hurricane Katrina”:
“A fool and his money are
soon parted.”
What is the literal versus figurative meaning
of this line, and how does it contribute to the
overall meaning of the poem? Use two or
Page 4
CCLS Coded Standard Concept Elaboration Assessment Questions
-Identify multiple word meanings
-Identify the author's tone by making a connection
to the strong verbs and adjectives that the author
uses
-Understand that figurative language creates
emotion in a reader
-Define analogies and allusions
-Find examples of analogies and allusions within a
text and interpret the author's intent
more details from the passage to support
your answer. (RL.8.4, RI.8.4)
RI.8.4 DETERMINE the meaning of words and
phrases as they are used in a text,
including figurative, connotative, and
technical meanings; ANALYZE the impact
of specific word choices on meaning and
tone, including analogies or allusions to
other text.
-Differentiate between figurative and connotative
meanings of relevant words that affect meaning
and tone
-Identify strong verbs and adjectives in a text and
know that is word choice
-Utilize context clues to determine the meaning of
words
-Identifying the relevant terms in an informational
text
-Identify words with multiple meanings
-Identify how the meaning and tone are effected by
specific word choices
-Define analogies and allusions
-Find examples of analogies and allusions within a
text and interpret the author's intent
-Explain how the author’s word choice shows his/her
purpose and biases
Assessed in assessment question #2
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.
-Have a mental bank of genre – Use of transition
words
Identify and describe Text Structures: prose, poetry,
and drama
-Explain how text structure impacts the meaning of
text
-Have a bank of literary elements/ devices
-Recognize which device applies to a specific
Question #3:
Complete the graphic organizer below Article
“Nana Jean in
New Orleans:
Remnants of
Hurricane
Katrina”
Poem
“Hurricane
Katrina”
Identify the
text structure
Page 5
CCLS Coded Standard Concept Elaboration Assessment Questions
structure
-Identify text Style: What is it? How does the author
create his/her own style within a specific genre?
o sentence structure and length
o pace
o diction
o use of dialogue
o point of view
o character development
o tone
o word color, word sound (connotation/imagery)
o paragraph/stanza/act/chapter/structure
o sequencing
o narration
of each piece
and explain
how you know.
Choose one
aspect of style
that the author
uses
(point of view
or imagery),
and find one
example of
that style.
How does the structure and style of both
pieces affect the meaning? Use details from
the passages to support your answer.
(RL.8.5, RI.8.5)
RI.8.5 ANALYZE in detail the structure of a
specific paragraph in a text, including the
role of a particular sentence in
developing and refining a key concept.
-Identify topic sentences with relevant support.
-How an author develops a paragraph to emphasize
a concept or topic.
-Recognize concluding sentences that wrap up or
summarize the concept or topic.
-Identify how punctuation can emphasize the
concept or topic.
Assessed in assessment question #3
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.
-Determine author’s point of view
-Determine author’s purpose
-Identify evidence
-Identify viewpoints
-Analyze whether evidence is supporting or
conflicting
Question #4: Authors purposefully make
decisions about how to present and support
information to readers. How an author
presents information sometimes is influenced
by an author’s point of view. Authors
support their claims with reasoning and
evidence. Readers take into consideration
an author’s point of view, the claim(s) the
author makes, and how well the author
supports the claim(s), in order to gain
information about a topic.
Use both the article, “Nana Jean in New
Page 6
CCLS Coded Standard Concept Elaboration Assessment Questions
Orleans: Remnants of Hurricane Katrina”
and the poem, “Hurricane Katrina” to
answer the following questions.
What claims do the authors of each text
make? How does the point of view of the
author affect his or her response to the
evidence presented? Discuss the evidence
that each author uses to provide conflicting
information on the topic of Hurricane
Katrina. Make sure to use details from the
passages to support your answer. (RI.8.2,
RI.8.6, RI.8.8, RI.8.9)
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 evidence is
introduced.
-Identify specific claim(s) within a text
-Differentiate between sound or logical claims with
faulty or illogical claims
-Determine if there is enough evidence to support
the claim
-Identify irrelevant evidence
-Explain why evidence is sound or faulty
Assessed in assessment question #4
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.
-Compare and contrast multiple texts on the same
topic
-Identify point of view in multiple texts
-Distinguish how facts differ from text to text
-Identify examples of facts and interpretations of
facts
Assessed in assessment question #4
Language Standards: L.8.5.a, L.8.5.b
Spiraled Reading Standards: RL.8.1, RI.8.1, RL.8.10, RL.8.11
Embedded Writing Standards: W.8.2, W.8.9, W.8.10
Embedded Language Standards: L.8.2.a, L.8.2.c, L.8.6
Page 7
Assessment Links Rubrics and Scoring Guide Links
Quick Write/ Short Response NYS ELA 2 Point Response Rubric
NYS 4 Point Extended Response Rubric
Recommended Texts
Anchor Text:
Monster by Walter Dean Myers (Level Z, Lexile 670)
This unit asks readers to make connections among texts of multiple
genres. In order to address all of the teaching points it is necessary to pair
the novel, Monster, with some of the other texts provided below.
Picture Books:
“Just One Flick of a Finger” by Marybeth Lorbiecki & David Diaz
“Harlem” by Walter Dean Myers
Websites:
Meet the Author: Walter Dean Myers
Video Interview with Walter Dean Myers
Author Website
Discussion Questions
Informational Articles:
Why Children Are Killing Children by Joy Bennett Kinnon (Lexile 1170)
Reducing Youth Incareration by The Annie E. Casey Foundation (Lexile
1420)
excerpt from the Juvenile Offenders and Victims: A National Report
(Lexile 1260) and diagram
Juvenile and Gangs (Lexile 1390)
Paired Informational Articles for Standards RI.8.6, RI.8.8, RI.8.9/ Teaching
Points 3.13- 3.15:
Teenage Criminals Should Not Be Tried As Adults by Lisa Young (Lexile
1620)
Criminal Youth Should Be Imprisoned by James Backstrom (Lexile 1610)
Poetry:
The 6th Sense by Dominique Belanger
Regret by Brooke Hoffer
The Road Not Taken by Robert Frost
Page 8
Big Ideas Essential Questions
Readers can use nonfiction text to support their knowledge of fiction
text.
Readers know that authors use different structures to convey ideas.
Readers compare and contrast texts to discover meaning.
Readers analyze poetry by digging deep to uncover the author’s
message.
How do readers use multiple genres to grow ideas about life lessons?
Vocabulary Anchor Charts
Contribute
Develop
Evoke
Motivation
Pattern
Refine
Track
Teaching Resource:
Selecting Tier 2 Words: Beck Resource (specifically refer to the chart on
pg. 19)
Vocabulary Instruction: Cracking the Code (From The Thoughtful
Classroom Portfolio Series - Word Works: Cracking Vocabulary’s Code)
*Anchor Charts from Units One and Two may remain up, as appropriate.
Unit Framework
Chunk 1 Chunk 2 Chunk 3 Chunk 4 Chunk 5
Outcome:
Readers use story elements
to track the development of
a theme over the course of
a text.
Readers determine a
central idea and follow it
through a text while making
connections to supporting
ideas.
Outcome:
Readers analyze characters
across a text.
Readers analyze
connections among
individuals, ideas, or events.
Outcome:
Readers can analyze an
author’s choice of words or
phrases that shape the text.
Readers pay attention to
words and phrases and how
they are used within a text.
Outcome:
Readers compare and
contrast texts with differing
structures.
Readers pay attention to
the structure and how it
develops the central idea.
Outcome:
Readers will assess the
reasoning behind a
claim(s) and delineate
between irrelevant and
relevant evidence.
Teaching Points:
3.1-3.3
Teaching Points:
3.4-3.6
Teaching Points:
3.7-3.10
Teaching Points:
3.11-3.12
Teaching Points:
3.13-3.15
CCLS Standards: CCLS Standards: CCLS Standards: CCLS Standards: CCLS Standards:
Page 9
RL.8.2, RI.8.2 RL.8.3, RI.8.3 RL.8.4, RI.8.4 RL.8.5, RI.8.5 RI.8.6, RI.8.8, RI.8.9
Outcome Assessment #1
Quick Write
*Use “The 6th Sense” poem
with this outcome
assessment.
Outcome Assessment #2
Questions
Outcome Assessment #3
Questions
Outcome Assessment #4
Organizer & Questions
Outcome Assessment #5
Extended Response
*Use paired
informational text
designated above.
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds
Instructional
Resources & Tools
RL.8.2
RI.8.2
3.1 Readers can identify patterns and
connections by asking themselves, “Why
does this keep coming up? What might
the author be showing us with these
patterns?”
While the theme of a piece of literature is a
message about people, life, and the world
we live in, the central idea, on the other
hand, is the main topic or gist of the text.
Quick Write: Identify a pattern that
is evident in the text we read
today. What are you noticing
about this pattern? What might
the author be showing us with this
pattern? Use details from the text
to support your answer.
Scaffolding Questions:
“Why does this keep coming up?
What might the author be
showing us with these patterns?
What connections are being
made throughout the text?”
Code words that continue to
appear in the text (i.e., look for
the words that come up the
most; look for words that support
the main idea). Discuss what
these words might be hinting at.
Prezi Introduction to the book
Note catcher:
Patterns & Details
Using Monster:
Determine the
central idea
LearnZillion Lesson
Using Monster:
Determine the
theme of a story
LearnZillion Lesson
3.2 Readers can connect specific,
relevant details in a text to the theme or
central idea. They do this by looking for
lines in the text that support a theme or
central idea.
Think-Ink-Pair-Share (literary):
Which lines from the text show how
the character, setting, or plot
connects to the theme?
Think-Ink-Pair Share
(informational): Which lines from
the text are supporting ideas that
connect to the central idea?
Teacher may provide a few lines
of text and ask how these lines
are supporting ideas that
connect to the theme or central
idea.
Claim & Supporting Evidence
Organizer and Short Constructed
Response
Theme and
Central Idea
Commonalities
Chart
3.3 Readers can summarize key events
by asking themselves, “Which events are
important to the theme or central idea?”
Quick Write: Determine a theme*
and explain how the theme
connects characters, setting, and
Box and Bullet Chart
Central Idea Chart
Close Reading
Protocol
Page 10
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds
Instructional
Resources & Tools
plot.
*Teachers can substitute central
idea for theme if text is non-fiction.
Getting the Gist Protocol
RL.8.3
RI.8.3
3.4a Readers can track changes in a
character by looking closely at the
character’s actions and reactions. They
ask: “How did the character say that?
How did the character look? What idea
do I have about who the character is?”
*Teachers should choose these two
teaching points (3.4a and 3.4b) with a
specific text in mind. They should be
taught separately and are text
dependent.
Quick Write: In what ways does
the character change across this
text? Use specific examples from
the text to support your answer.
Character Analysis Graphic
Organizer
Monster Character List
Text Graffiti Quotes
Scaffolding Questions:
Think about how each character
is described? How does the
description help readers
understand the character’s
motivations?
Text Dependent Questions:
On page 203, Steve
makes the statement,
“We lie to ourselves here.
Maybe we are here
because we lie to
ourselves.” What could
Steve have lied to himself
that would lead to jail?
Explain how the
major events in
the story reveal
the character’s
motivations?
Character Trait
Organizer
Using Monster:
Tracking how a
character
changes
LearnZillion Lesson
Text Graffiti
Strategy: The
Teaching
Channel
3.4b Readers can track connections
among individuals, ideas, and events.
They ask: “How are the individuals, ideas
or events related? How do they
connect? What idea do I have about
what this text is saying?”
(Teacher questions: Are there ideas that
are running across the whole text? What
more information do you have? What
does it make you think? How does it
Quick Write: How are the
individuals, ideas or events
related? How do they connect?
What idea do I have about what
this text is saying? What evidence
do I have from the text to support
this?
Setting: Courtroom Layout
organizer
Using Monster:
Analyze the
impact of setting
on character
relationships
LearnZillion Lesson
Using Monster:
Analyze the
impact of setting
Page 11
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds
Instructional
Resources & Tools
relate to earlier parts of the text?) on characters
LearnZillion Lesson
3.5 Readers can analyze characters’
motivations by asking themselves, “Why
would a character say that, do that, or
think that?”
Quick Write: Reread the following
quote from the text: (Teacher to
insert quote, this is text
dependent).
What does this quote show the
reader about the character’s
motivation? How do you know?
Use details from the text to support
your answer.
Possible quotes to use:
“They take away your
shoelaces and your belt so
you can’t kill yourself no
matter how bad it is. I guess
making you live is part of
the punishment.”
“The movie is more real in
so many ways than the life I
am leading. No, that’s not
true. I just desperately wish
this was only a movie.”
Mini Lesson: Analyze the
character “Archy” in the poem,
“The Lessons of the Moth” by
Don Marquis (Glencoe pgs. 325-
326). Why does the speaker envy
the moth?
Reread lines 51-53. What do
those lines reveal about the
character?
Three Column Chart:
What the character says, does,
thinks.
Text Dependent Questions:
Steve imagines the
defense attorney is
looking at him and
wondering “who the real
Steve Harmon was.” Who
is the real Steve Harmon?
Is he a “monster,” as the
prosecutor calls him?
Why is it so important to
Steve to have a better
understanding of who he
is?
What was the point of
Dorothy Moore’s
testimony? Was it helpful
to the trial? Why or why
not? (Begins on page
206)
Page 12
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds
Instructional
Resources & Tools
RL.8.4
RI.8.4
3.6 Readers can explain how authors use
specific words to create a tone. They
reread to note words that evoke strong
reactions. They think to themselves, “How
does the author feel about this topic?” and
“What evidence do I have from the text to
support this?”
Quick Write:
What is the tone of the text? Which
words or phrases does the author
use to create that tone? Choose
one evocative line or passage in the
text. What does this line
suggest/imply?
Mini Lesson: tone: The attitude of
the author toward the subject,
ideas, theme, or characters.
Close Read: Teacher selects a
section of text to reread. Ask,
“How would you describe the
author’s tone at this point?”
Possible Quotes to use for this:
Ain't no use putting the
blanket over your head,
man. You can't cut this out;
this is reality. This is the real
deal." Chapter 1, p. 7
"I can hardly think about
the movie, I hate this place
so much. But if I didn't think
of the movie I would go
crazy. All they talk about in
here is hurting people."
Chapter 2, p. 45
"The dream took place in
the courtroom. I was trying
to ask questions and
nobody could hear me. I
was shouting and shouting
but everyone went about
their business as if I wasn't
there. I hope I didn't shout
out in my sleep. That would
look weak to everybody.
It's not good to be weak in
here." Chapter 3, pp. 63-64
T-Chart (Glencoe, pg. 546):
Tone Examples from Text
Glencoe Literary
Elements
Transparency:
#18 (Word Choice)
See Glencoe
Textbook pages 543
and 544 for
examples of text
dependent
questions about
tone.
Page 13
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds
Instructional
Resources & Tools
Find two examples of tone, and
use words or phrases directly from
the text to show how the author
has created tone.
3.7 Readers can identify and differentiate
between words with connotative and
denotative meanings that connect to
the tone.
Quick Write: Identify words with a
connotative meaning and identify
the feeling of each word. How do
these words connect to the tone
of this piece?
Connotative vs. Denotative Mini
Lesson Resource
Text Dependent Questions:
Pay careful attention to
the dialogue that O’Brien
uses. On page 16, the
word “whatever” says a
lot about O’Brien. What
does that word choice
say about her?
What can you conclude
about Ms. O’Brien when
she answers Steve, “It
probably depends on
what you mean by
‘win”?
Poetry Lessons
LearnZillion
Resource
3.8 Readers can identify when an author
uses figurative language by locating
examples of metaphors, similes, idioms,
alliteration, and personification.
Quick Write: Choose a piece of
text that we have already read.
Reread it, and identify an example
of figurative language that is used
within the text. Provide the quote
and describe the type of figurative
language used.
Idiom Practice from Monster
Mini-lesson: Color Marking
Figurative Language Sort
Activities:
Definitions
Meanings
Scaffolding Questions for
Metaphor:
To what does the speaker
compare________?
Poetry &
Figurative
Language:
Glencoe Course 3
pgs. 336-337
Figurative
Language Chart
Glencoe Literary
Elements
Transparency #2
(Alliterations), #49
(Personification),
Page 14
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds
Instructional
Resources & Tools
#59 (Simile and
Metaphor), #72
(Tone)
3.9 Readers can explain what effect
figurative language has by asking, “Why
does the author use this device?”
Quick Write: How does the
author’s use of figurative language
help you to imagine the poem?
List some specific lines from the
text that help you imagine this.
Glencoe, pgs.348-353, “Exile”
Julia Alvarez
Glencoe, pg. 391
“The Sound of Night” by Maxine
Kumin
Students create original
examples of metaphors, similes,
alliteration, and personification.
3.10 Readers can explain what affect
certain words and phrases have on the
central idea by asking, “Why does the
author use these words or phrases?”
(Teacher questions: Some words are
more important than others. Which words
feel important? What do they suggest?
Why does the author choose certain
words?)
Quick Write: Choose one
evocative word or phrase in the
text. What does this word or phrase
suggest/imply? How do you know?
Why did the author use it and how
does it affect the central idea?
Scaffolding Questions for Poetry:
What effect do you think those
rhyming words might have on a
reader?
Text Dependent Question:
What is Steve’s purpose
for including the random,
casual dialogue on p. 65-
67?
Reading Poetry in
the Middle
Grades by Paul B.
Janeczko
Using Monster:
Analyze a key
word or phrase to
interpret the story
LearnZillion Lesson
RL.8.5
RI.8.5
3.11 Readers can analyze how an author
has structured a text and think to
themselves, “Why would the author use
this structure or literary device? What is
he or she trying to show me?”
Quick Write:
Monster is a novel written in a
screenplay format with Steve’s
journal entries mixed in throughout.
Do you think this is an effective
structure for the book? Why or why
not?
Literary Device Sort: Definitions
and Examples
“Why Children Are Killing
Children” text structure organizer
Notes on structure of a
Screenplay
The author uses the structure of
________ to show the reader
_________. I know this
Rhyme and
Rhyme Scheme:
Glencoe Course
3, pg. 339
Rhythm and
Meter: Glencoe
Course 3, pg. 366
Glencoe Literary
Elements
Transparency #68
Page 15
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds
Instructional
Resources & Tools
because______. (Use evidence
from the text)
(Text Features)
Transparency #69
(Text Structure)
Text Structure
Cues: Nonfiction
Matters: Reading,
Writing, and
Research in
Grades 3-8 by
Stephanie Harvey
pg. 211
3.12 Readers can look for particular
structures within a paragraph that
develop or refine a key concept (central
idea). They ask themselves, “What role
do these sentences play in developing
the concept or idea? How does this
specific structure add to the meaning of
the central idea?”
(Teacher could share the following: In this
lesson, you will learn how to determine
the main idea of a section of a text by
looking for that ‘stand-out sentence’ that
summarizes what you are reading. Most
often, but not always, this is this first or last
sentence in a section or paragraph.)
Think-Ink-Pair-Share:
Reread the following paragraph
(TBD by teacher and text). Out of
the following structures (TBD by
teacher and text), choose ONE
structure and explain how this
structure added to the
understanding of the central idea.
If using Monster with this teaching
point, a suggested structure to
discuss could be Steve’s journal
entries.
Review topic sentences and
supporting sentences (see page
1 of resource)
Informational Text Post Reading
Questions
Text Dependent Question:
Why does Steve choose
to include the voice
overs on pages 220-222?
Paragraph
Structure
Resource
RI.8.6 3.13 Readers can explain how an author’s
point of view affects how he or she
presents evidence. They look for
information that shows the author’s
viewpoint and ask, “Does this evidence
support or conflict with that viewpoint?”
Quick Write: How does the author’s
point of view affect the evidence
presented? Does the author present
information in a way that shows bias
or opinion?
Previewing Text Activity:
Preview the text. Think about the
author’s perspective or angle.
What have you learned about the
text from previewing it? Answer the
following stem: “From what I know
so far, the author feels ____________
about this subject.”
This text can be
used for this
teaching point:
Text #1
Glencoe Literary
Elements
Transparency #8
(Author’s
Perspective)
Page 16
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds
Instructional
Resources & Tools
RI.8.8 3.14 Readers can identify specific claims
and assess whether the claim is sound by
asking themselves, “Does this make
sense? Is there enough evidence that
supports the claim?”
T-Chart: Review your notes. Does
the evidence offered support the
ideas in the text (the claim)? Does
the evidence make sense? Is there
enough evidence that supports
the claim? Record the information
on t-chart.
This text can be
used with this
teaching point:
Text #2
RI.8.9
3.15 Readers can compare and contrast
how two or more texts present conflicting
information on the same topic by
identifying the author’s viewpoint.
(Teachers to students: we use the skill of
identifying fact and opinion to help figure
out how the author interprets the facts to
support his or her viewpoint.)
Compare/ Contrast Organizer:
Point by Point method for organizing
ideas when comparing and
contrasting.
*This check for understanding is the
scaffold necessary for Outcome
Assessment #5. Please use this
organizer and the two texts in the
Instructional Resource column for
the Outcome Assessment #5.
Close Read Protocol or Teacher
Read Aloud
These two texts can
be used for this
teaching point:
Text #1
Text #2
Language Standard Day One Day Two Day Three Day Four Day Five Instructional
Resource
Week 1 L.8.5.a
Demonstrate understanding
of figurative language, word
relationships, and nuances in
word meanings.
a. Interpret figures of
speech (e.g.,
personification) in
context.
Explicit Skill
Instruction
8-10 minutes
Guided Practice/
Partner Activity
10-15 minutes
Independent
Practice/ Do-It-
Now
5 minutes
Homework
Practice
10-15 minutes
Review/ Small
Group
Instruction/
Reteach
10-15 minutes
Assessment
10 minutes
Understanding
Idioms Lesson
Sets:
LearnZillion
Figurative
Language in
Poems with
questions Link
Teaching Figures
of Speech
Learning
Strategies ppt
Page 17
Week 2 L.8.5.b
Demonstrate understanding
of figurative language, word
relationships, and nuances in
word meanings.
b. Use the relationship
between particular
words (e.g.,
cause/effect,
part/whole,
item/category) to
better understand
each of the words.
Explicit Skill
Instruction
8-10 minutes
Guided Practice/
Partner Activity
10-15 minutes
Independent
Practice/ Do-It-
Now
5 minutes
Homework
Practice
10-15 minutes
Review/ Small
Group
Instruction/
Reteach
10-15 minutes
Assessment
10 minutes
Semantics
Information
Teaching
Synonyms
Lesson
Exploring Word
Choice in Poetry
Lesson (can be
adapted to 8th
grade)
*This is a sample pacing calendar to give teachers a sense of how teaching points may be mapped over the course of a unit. Order and/or
duration of teaching points may vary depending on a specific text or based on teacher discretion. Once a specific text is selected, a teacher
should read the text and make decisions about which pieces of text will best serve the teaching points and in which order.
Blank Calendar for teachers to use when planning for their instruction:
Suggested Pacing Calendar
Blank
January Monday Tuesday Wednesday Thursday Friday
6 7 Writing Unit 2 Assessment 8 Writing Unit 2 Assessment
9 Begin Reading Unit 3 10
13 14 15 16 17
20 21 22 23 24
27 28 29 30 31
3 4 5 6 Reading Unit 3 Assessment 7 Reading Unit 3 Assessment