ubd pacing grade 8 quarter 1 2015-16 revised july15 2015 draft · 2015-10-20 ·...

English Language Arts Unit 1: No Limitations Grade 8

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Long Beach Unified School District 2015-2016

Stage 1 Unit Goals -‐ 9 Weeks (What is worthy and requiring of understanding?) Unit Description: In this quarter, students will build upon their study of character by examining those who persevered in a variety of challenging circumstances. Students will read an array of fiction and non-‐fiction in which characters experience internal and external conflicts. Students will discover the qualities the characters (real and imagined) possess that help them overcome challenges. Through the close reading of these texts, students will learn multiple strategies for acquiring and using academic vocabulary and will build routines for collaborative discussion through small group “accountable” talk and whole class Socratic seminars. Students will regularly use text-‐based evidence to build on their knowledge of perseverance and to reflect on the impact of these events and its lasting effect on others through short writings, discussion, research, and possibly a multi-‐media presentation. CCSS Anchor Standards Key Ideas and Details 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5 Analyze the structure of text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6 Assess how point of view or purpose shapes the content and style of a text. Text Types and Purposes 2 Write informative/explanatory text s to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Production and Distribution of Writing 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Language 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Transfer Goals: SBAC Claims Students will be able to increasingly able to independently use their learning to…

1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text. (Claim 1) 2. Students can produce effective writing for a range of purposes and audiences. (Claim 2) 3. Students can employ effective speaking and listening skills for a range of purposes and audiences. (Claim 3) 4. Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. (Claim 4)

Making Meaning UNDERSTANDINGS Students will understand that… 1. Real and imagined stories teach us life lessons about the human experience. 2. There are incredible people overcoming incredible obstacles. 3. Using informational text about a historical time, place or people enriches our

understanding of a fictional portrayal of the same time period. 4. Individual survival in challenging environments requires both physical and

emotional resources. 5. Everyone is entitled to an opinion about what a text says, but the text supports

some interpretations more than others. 6. Perseverance is a universal theme that extends all cultures and time periods. 7. Writers intentionally craft literature to add meaning. 8. Good writers develop and refine their ideas for thinking, learning, and

communicating. 9. A writer selects a form based on audience and purpose. 10. Research is the key to understanding and discovering the unknown. 11. Proper use of conventions brings greater clarity and sophistication to writing. 12. Conventions of language help readers understand what is being communicated.

ESSENTIAL QUESTIONS Students will keep considering… 1. How does reading from different texts about the same topic build our

understanding? 2. How do individuals survive in challenging environments? 3. How do culture, time, and place influence the development of identity? 4. What is perseverance? 5. How do characters reveal their qualities? 6. How does a writer effectively craft a text? 7. How do I effectively convey my opinion or assertion about text? 8. How does the writing process shape the writer’s product? 9. How does a researcher evaluate and utilize credible sources? 10. Why does successful writing require revision? 11. How do rules of language affect communication? 12.

Acquisition KNOWLEDGE Students will know… 1. Qualities of character 2. Dialogue and events move a story forward 3. External and Internal conflict 4. Genres and elements of Fiction and Non-‐Fiction 5. Word choice impacts meaning and tone (analogies, allusions,

figurative and connotative meanings.) 6. Themes in literature 7. Text structures 8. Parts of an essay 9. Writer’s style-‐audience, purpose, and literary techniques

SKILLS Students will be skilled at (Do)… 1. Identifying connections between themes and characterization 2. Analyzing how dialogue and events reveal aspects of character or provoke a

decision 3. Determining the meaning of words and phrases used in text 4. Citing textual evidence to support analysis of text 5. Identifying character traits relevant to perseverance 6. Connecting themes in texts 7. Determining the author’s purpose and central idea of a text


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Grade Level Standards -‐ Stage 1

Standards build from one unit to the next. Once a standard has been addressed in a unit, it may appear in subsequent units on any assessment.

Reading Writing Speaking & Listening Language Literature

• RL.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.

• 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.8.4 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.

• 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.8.6 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.

Informational • 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.

• 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.8.4 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 texts.

• 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.

Text Type • 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. PROCESS PIECE – Teacher models the process and the strategies. This writing goes through the revision and editing process).

• W8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-‐structure event sequences. (Short writings to build content knowledge of people who demonstrated perseverance by overcoming obstacles).

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Production and Distribution of Writing • W.8.4 Produce clear and coherent writing in which

the development, organization, and style are appropriate to task, purpose, and audience.

Research to Build & Present Knowledge • 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.

Comprehension & Collaboration • 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. 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.

b. Follow rules for collegial discussions and decision-‐making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others and, when warranted, qualify or justify their own views in light of the evidence presented.

Conventions • L.8.1

a. Explain the function of verbals (gerunds, participles, infinites) in general and their function in particular sentences.

• L.8.2 a. Use punctuation (comma,

ellipsis, dash) to indicate a pause or break.

• 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).

Vocabulary Acquisition & Use • 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.8.5 a. Interpret figures of speech

(e.g., verbal irony, puns) in context.

• L.8.6 Acquire and use accurately grade-‐appropriate general academic and domain-‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CCSS Standards Link: http://www.lbschools.net/M ain_Offices/Curriculum/Areas/English_Language_Arts/content_standards.cfm


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Evidence of Learning -‐ Stage 2 (What is evidence of understanding?)

Evaluative Criteria Assessment Evidence Student performance will be evaluated in terms of…

• Organizes and maintains focus to support purpose • Uses elaboration strategies to aid comprehension • Uses appropriate transitions and precise language • Draws evidence from literary and informational text • Utilizes relevant information from multiple sources

PERFORMANCE TASK: The purpose of the performance task is for students to apply knowledge and skills to a new situation to show evidence of understanding. It should:

• Demand thoughtful application of knowledge and skills, not just recall. • Establish authentic context for performance. • Be open-‐ended; they do not have a BEST answer or RIGHT way to complete the task. • Yields a tangible product and performance as evidence of understanding.

Possible Option: Assign students to watch a sporting event at home or finish a task that is difficult…or choose a video that all students may watch together that shows the perseverance of the people participating. The link shown is a survivor of the Holocaust. (http://echoesandreflections.org/) Have students brainstorm what qualities/actions they specifically observed or felt (if it is themselves). Tell them to use quality language in their descriptions so the audience can see or feel the passion/perseverance of the participant. Do a share around…have students call out their phrases, words, sentences. Other students may add those details to their own brainstorming. Then have each student create his or her own Found Poem entitled, “What is Perseverance?” Directions are included in the link.

www.readwritethink.org/files/resources/.../found-poem-instructions.pdf

TEACHER DESIGNS A WRITING TASK TO SHOW UNDERSTANDING OF UNIT GOALS (Stage 1)

ALIGNMENT CHECK: TG1-‐4; U1-‐9; Q1-‐10; K1-‐9; S1-‐7

See CCSS-‐Aligned WftB & B Rubric

• Organizes and maintains focus to support purpose • Uses elaboration strategies to aid comprehension • Uses appropriate transitions and precise language

Informative/Explanatory Process Paper Students will demonstrate their understanding through…

“Life is not easy for any of us. But what of that? We must have perseverance and above all confidence in ourselves. We must believe that we are gifted for something, and that this thing, at whatever cost, must be attained.” Marie Curie

Your task is to examine perseverance. You are a speechwriter employed to write the speech for the winner of the Achievement Award for Perseverance. The committee has reviewed the nominees (the real and imagined people who demonstrated perseverance by overcoming obstacles, embarking on adventured-‐filled journeys, or even enduring the time period in which they lived through class readings, viewings, and discussions) and chosen the winner. Write the speech for the winner who demonstrated incredible perseverance. Be sure to explain how this winner exemplifies


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perseverance by highlighting his/her qualities or actions and sharing why he/she deserves such recognition. Unit 1 process paper, which assesses whether students met the expectations of the informative/explanatory text type of the CCSS while demonstrating understanding of the unit focus.

ALIGNMENT CHECK: TG1-‐4; U1, 2, 4-‐6; Q1, 3, 4-‐6; K1-‐3,5-‐7, 9; S2-‐5,7 See CCSS-‐Aligned WftB & B Rubric

• Organizes and maintains focus to support purpose • Uses elaboration strategies to aid comprehension • Uses appropriate transitions and precise language

On-‐Demand Reading and Writing Assessment The On-‐Demand Reading and Writing Assessment assesses whether students can read “new” text(s) and apply the same level of understanding and mastery of the CCSS.

ALIGNMENT CHECK: TG1-‐3; U2; Q1-‐2; K5-‐6; S3-‐4, 6-‐7

• Draws evidence from literary and informational text • Utilizes relevant information from multiple sources • Organizes and maintains focus to support purpose • Uses elaboration strategies to aid comprehension • Uses appropriate transitions and precise language

Research Task (Optional) Individually, research someone in history who persevered. What role did perseverance play in their achievements? Have students compare the achievements of their selected person in history and discuss how those achievements played a role in their selection. NOTE: Teacher should model the use of text evidence and citations.

ALIGNMENT CHECK: TG1-‐4; U1-‐3, 7; Q1-‐4, 8; K1-‐9; S1-‐7

Evaluative Criteria Other Evidence – may also be used formatively See CCSS-‐Aligned WftB & B Rubric

• Organizes and maintains focus to support purpose • Uses elaboration strategies to aid comprehension • Uses appropriate transitions and precise language • Uses textual evidence to support assertions

AAP Culminating Writing Tasks Teachers will model the process, teaching a strategy (intro, Flee Map, conclusion, text evidence, etc.) OR students will write independently if they are ready.

• Uses elaboration strategies to aid comprehension • Uses precise language • Uses textual evidence to support assertions

Short Constructed Responses Students will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.

• Comes to discussions prepared referring to evidence on the topic and building on others’ ideas

• Poses and responds to specific questions with elaboration and detail

Collaborative Discussions Students are demonstrating accurate knowledge and speaking effectively about the topic. The teacher is actively participating in the discussions, observing, redirecting, and collecting evidence of students’ understanding of what is being discussed.


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Learning Plan -‐ Stage 3 (What learning experiences and teaching promote understanding, interest, and excellence?)

Approximate Number of Days Text Sequence WftB&B Strategies Language

4-‐5 Days “Stop the Sun” (Short Story) p. 48 (RL8.1, RL8.2, RL8.3, RL8.4)

WftB & Beyond – Quality Reasons o Strategy #1 pgs. 152-‐157, 224-‐225

WFTB & Beyond Manual o Activity #3 pg. 51, WFTF Manual

Students will determine or clarify the meaning of unknown and multiple-‐meaning words and phrases using context as a clue to the meaning. Spelling and Vocabulary Book pg. 1-‐9 (L.8.4)

4-‐5 Days “Born Worker” (Short Story) pg. 84 – AAP Lesson

Reteach the Flee Map using “Born Worker.” Support students in coming up with the global reasons based on the prompt. You can skip the introduction and conclusion and have students find evidence for the Flee Map.

Verbals Gerunds and Gerund Phrases pg. 139 or pg. 170 (Grammar, Usage & Mechanics Book or Language Network)

8-‐10 Days “The Diary of Anne Frank” (Drama) p. 447

(RL.8.1, RL.8.3, RL.8.4, RL.8.5, RL.8.6)

WftB & Beyond -‐ Varied Transition Words and Phrases

o Strategy #2 pgs. 158-‐164 o 226-‐228 WFTB & Beyond Manual

Figures of Speech Idioms pg. 57 (Spelling and Vocabulary Book) Similes and Metaphors pg. 59 (Spelling and Vocabulary Book)

3-‐5 Days

Begin Informative/Explanatory Process Paper

(W.8.2, W.8.4, W.8.

“Life is not easy for any of us. But what of that? We must have perseverance and above all confidence in ourselves. We must believe that we are gifted for something, and that this thing, at whatever cost, must be attained.” Marie Curie

Your task is to examine perseverance. You are a speech writer employed to write the speech for the winner of the Achievement Award for Perseverance. The committee has reviewed the nominees (the real and imagined people who demonstrated perseverance by overcoming obstacles, embarking on adventured-‐filled journeys, or even enduring the time period in which they lived through class

WftB & Beyond -‐ Clarification Statements o Strategy #3 (Use Clarification)

Statements (pgs.165-‐168, 229-‐231.)

o 0 ExplainTab WFTF


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readings, viewings, and discussions) and chosen the winner. Write the speech for the winner who demonstrated incredible perseverance. Be sure to explain how this winner exemplifies perseverance by highlighting his/her qualities or actions and sharing why he/she deserves such recognition.

3 Days

“from The Last Seven Months” (Interview) p. 515] (RI.8.1, RI.8.2, RI.8.3, RI.8.4, RI.8.5,

RI.8.6)

WftB & Beyond -‐ Well Thought-‐Out Openings Activity #5, (pgs. 174-‐177, 236-‐240)

Have students build the details for Global Reasons in the Flee Map using the process paper)

Participles and Participial Phrase pg. 142 or pg. 172 (Grammar, Usage & Mechanics Book or Language Network)

3 Days “O Captain! My Captain!” (Poem) pg. 779

(RL.8.1, RL.8.2, RL.8.3, RL.8.4, RL.8.6)

WftB & Beyond -‐ Personal Examples Strategy #4 pgs. 169-‐173, 232-‐235

Students will determine or clarify the meaning of unknown and multiple-‐meaning words and phrases using context as a clue to the meaning. Spelling and Vocabulary Book pg. 1-‐9 (L.8.4)

2 days

On–Line Articles about

Perseverance/Overcoming Obstacles (RI.7.1, RI7.4, RI.7.5, RI7.9)

Review, reteach, extend a strategy that was difficult for students.

3 Days “Pecos Bill” (Oral Tradition) pg. 959 (RL.8.1, RL.8.2, RL.8.3, RL.8.4, RL.8.5)

WftB & Beyond -‐ Well Thought-‐Out Closings Activity #6, (pgs. 178-‐183, 241-‐244

Infinitives and Infinitive Phrases pg. 145 or pg. 175 (Grammar, Usage & Mechanics Book or Language Network) Continue mini lessons on Figures of Speech Irony pg. 69, 80, 781, 811, 814, R131 (LOL Book)


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2-‐3 Days “from Still Me” (Autobiography) pg. 374 (RI.8.1, RI.8.2, RI.8.3, RI.8.4, RI.8.5, RI.8.6)

Revise Process Paper/Publish Process Paper

People and Cultures pg. 178 or pg. 230 (Grammar, Usage & Mechanics Book or Language Network) Commas in Sentences pg. 193 or pg. 253 (Grammar, Usage & Mechanics Book or Language Network)

Anchor Novel Task Option

This is a read for content knowledge (people who

demonstrated perseverance by overcoming obstacles, embarking on adventured-‐filled journeys, or even

enduring the time period in which they lived), and not for in-‐depth standards and novel

study.

8 Days

OPTION You can replace these texts, “Pecos Bill,” “from Still Me,” and “ from The Last Seven Months”

with one of these options:

• Diary of Anne Frank, Anne Frank • Deathwatch, Robb White • Light in the Forest, Conrad Richter • Children of the River, Linda Crew • Farewell to Manzanar, Jeanne

Houston This can be homework assignments, one-‐day a week literature study, literature circles, Socratic seminars, etc.

Teachers who make revisions to Stage 3 should consider the following:

• What learning experiences and instruction will promote the desired understanding, knowledge, and skill?

• How will you best provide the deepening of insight and interest?

• How will you prepare students for the end of unit performances? What alignment exists?

All learning activities should be derived from the goals of Stage 1 and the assessments of Stage 2 to ensure the alignment of the unit plan.

Commas: Dates, Addresses, and Letters pg. 196 or pg. 256 (Grammar, Usage & Mechanics Book or Language Network)

4 Days Close Reading and Writing Task – “Travels with Charley” Teacher Modeled Lesson

4 Days Close Reading and Writing Assessment (Interim) – Independent student assessment which assesses whether students can read “new” text(s) and apply the same level of understanding and mastery of the CCSS.

2 Days Performance Task -‐ Optional *Bolded Tasks are non-negotiable.


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“Stop the Sun” (Short Story) pg.48

4-‐5 Days

Standards: RL8.1, RL8.2, RL8.3, RL8.4 Vocabulary: his father’s eyes went away (49), persist (50), dry, syndrome, hitting walls, pushed a crack (51), burned into Terry’s mind, founder (52), inert (53), chant (54)

Theme Connections This lesson is an opportunity for students to read a fictional piece that provides insight into the process of pushing emotional and psychological limits. Based on the text, students will learn about the nature of limitations and come to understand that sometimes the most difficult limits to overcome are those within us. Students will regularly use text-‐based evidence to build on their knowledge of these themes, and through short writings and discussion they will be able to explain how the two main characters in the text work to overcome their limitations. Reader and Task Considerations Students are likely to need support in understanding the context of the Vietnam War and the effects on Vietnam veterans. Students would benefit from a brief explanation of posttraumatic stress disorder in relation to war veterans. (Vietnam syndrome). During the week students will:

• collaboratively discuss text dependent questions • write daily about the text • complete activities that build understanding of the selection

In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which are RL.8.2 & RL.8.3 (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 & 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).

Learning Targets Focus of Instruction: Reading and Responding to Text • I can cite text-‐based

evidence to support an analysis of literary text. (RL.8.1)

• I can analyze how specific dialogue or incidents in plot reveal aspects of a character. (RL.8.3)

First Read • Review what it means to persevere in the face of limitations. Using a Circle Map, talk about the different types of limitations faced by

teenagers. Discuss. Now, tell them that the theme of a literary work is the meaning, moral, or message about life or human nature that the writer wishes to communicate to readers. A theme is often not stated but implied. To determine a theme and analyze its development over the course of the text, the reader must gather clues including key statements and phrases, repeated ideas, and lessons learned by the main character. • Next, tell students that such words as polite, courageous, and cowardly can be used to describe the traits of

a character. Identifying a character’s traits helps a reader understand why a character responds or changes as the plot moves toward a resolution. In addition, characterization can be used to determine the theme of the story.

• Have students read the text independently. In a Bubble Map, have students jot down the personality traits of Terry. Provide one piece of text evidence to support each trait.


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• I can cite text-‐based evidence to support an analysis of literary text. (RL.8.1)

• I can determine a theme or the central ideas of literary text. (RL.8.2)


• I can determine the meaning of words and phrases in literary text. (RL.8.4)

Reread to Gather Evidence/Information and Respond to Text • Draw a Tree Map on the board. The branches of the Tree Map should be

titled Characterization, Flashback, Plot, and Setting. • Next, tell students that they will be looking for flashbacks, plot elements,

and setting while reading the text (You may want to teach mini lessons on flashback, plot, and setting based on the needs of your class.). These attributes will help determine the theme of the text.

• Read the text aloud to students and engage students in a class discussion with the following questions.

o What do the first two paragraphs of the story reveal about Terry? Provide text evidence to support your answer. (Add this to the characterization branch of the Tree Map.)

o On page 50, Terry decides to act after his father’s episode on page 49. What action does Terry take? (Add this to the Plot branch of the Tree Map). What do we learn about Terry based on these actions? Use text evidence to support your answer. (Add this to the Characterization branch of the Tree Map.)

o “Terry sat in a chair next to his father, looking at the floor, wanting only for the earth to open and let him drop in a deep hole.” What does this mean?

What does this reaction reveal about Terry? Cite text evidence to support your answer. (Add this to the Characterization branch of the Tree Map.)

o The author uses a flashback on page 54. How does the flashback add meaning to the piece? Provide text evidence to support your answer. (Add this to the Flashback branch of the Tree Map.)

o Once students have completed the story, have them determine what the theme of the story is based on the evidence from their Tree Map. Discuss. Use the discussion to explore the theme of the story. Have students make changes based on the discussion and connect to the unit theme. (Sample theme-‐understanding brings tolerance)

Mini Lessons o Theme: The following link provides an example of how you could teach theme.

https://www.teachingchannel.org/videos/teaching-‐themes www.learnzillion.com (enter the quick code LZ4091).

o Flashback Learning Targets Focus of Instruction: Reading and Responding to Text

• I can organize my ideas in

my writing by creating quality reasons/topic sentences for my paragraphs. (W.8.2.a)

• I can produce clear and coherent writing that is appropriate to task, purpose and audience. (W.8.4)

Writing Instruction: WftB & Beyond: Teach Quality Reasons

o Strategy #1 pgs. 152-‐157, 224-‐225 WFTB & Beyond Manual o Activity #3 pg. 51, WFTF Manual

Writing Task: How does the author develop the theme throughout the story (i.e. plot, setting, characterization, and/or flashback)? Make sure that students use text evidence and quality reasons to support their assertions.


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• I can use correct grammar when writing. (L.8.1)

Language Grammar Task: Gerunds Have students reread their paragraph and circle any gerunds or gerund phrases used.


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“Born Worker” (Short Story) pg. 84 -‐ AAP Lesson 4-‐5 Days

AAP LESSON GUIDE Review (5 minutes) Purpose: A review can serve as the “set” for the lesson. It is an opportunity to “hook” new information to what students previously know. Procedure: Orally rehearse from a previous map, summarize what has been read so far (Think-‐Pair-‐Share), vocabulary review, etc. Direct Instruction (5 – 10 minutes) Purpose: Provide anything that needs to be explicitly taught in order for the students to have success with this lesson. This may be: vocabulary, a strategy, a skill, a text structure, a text feature, literary element, etc... Procedure: Teach it like a mini-‐lesson Read Text Silently/Monitor (2-‐ 15 minutes) Purpose: Each day all students should have some time to “grapple” with text that has not been read previously. This is to build stamina and practice strategies that support fluency and comprehension. Procedure: Set an appropriate amount of time (NOT number of pages) that most students can sustain reading silently. The amount of time should build over the year.

• Remind students what an “on-‐task” silent reader looks like: • Head down and focused • Pages not turning so quickly • Read in your mind

Read Text Aloud (5 minutes) Purpose: Students need to hear the rhythm and flow of language. Following along while hearing the text read aloud improves fluency. Procedure: The teacher reads aloud the “chunk” or whole text under consideration for the day. Read slowly and deliberately. Read the text without stopping! Vocabulary may be addressed while reading aloud when words appear in the text by using apposition. Student Accountability: Finger down to track the print, eyes down or jotting or recording notes on paper or a thinking map. Possible Extensions: Students have 3 minutes to either summarize in their journals or talk a their tables (heads together). Text Dependent Questions for Oral Discussion, and Vocabulary, (20 minutes) Purpose: An academic discussion to prove, verify, and give opinions based on textual evidence. Keep the focus on the TEXT and not on personal experiences. Review vocabulary words that are addressed with a question and can be determined from context. This is NOT about answer getting. Procedure: Ask the question → Provide wait time → Listen for several responses (using complete sentences) → Reread to support responses → Verify To engage ALL students during questioning consider:

• Grouping: individually, with a partner, with a team • Wait time


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• Sentence frames to support complete sentence responses

Teacher follow-‐up questions Student Response Frames “What in the text makes you say that?” “According to the text...” “What evidence do you have?” “On page ___, the author states...” “Can anyone find the sentence that tells us that and reread it aloud for us?”

“I would like to add…” “I agree and also think…”

“Do all of you agree that the evidence matches the response?”

“I agree and I also think...” “I disagree because...”

Thinking Map(s) (5-‐10 minutes) You may or may not decide to use a map for the chunk of text for that day. Assigning a Map can provide the students with an opportunity to go back and revisit the chunk of text 1 more time. Choosing a Map:

• You may want to choose a map to capture the essential information from the “chunk” read that day. • You may want to choose a map to answer one of the questions. • You may want to choose a map and add to it throughout the week.

Creating the Map • Students can create the map whole group, small group, in pairs, or individually. • Students add textual evidence to the map along with page numbers. • Students practice taking information off the map in complete sentences. • Add textual evidence to the map and page numbers. • Orally practice taking information off the map in complete sentences.

Quick Daily Writing Opportunities (5-‐10 minutes) • Use the Thinking Map generated with information from the text. • Pose a question that can be answered with information from the map. • Orally rehearse answers to the question by taking information off the map. • Ask students to write. • Students can also practice writing answers to the text dependent questions that were orally discussed.

Culminating Writing Task-‐Last Day All Thinking Maps from the week can stay up!

1. Read the task with the students and analyze what it’s asking. 2. Create or review maps that would support the type of “thinking” needed to respond to the task. 3. Have students orally rehearse what they will write. 4. Teachers will model the process, teach a portion (intro, Flee Map, conclusion, text evidence, etc.) OR Students will work write independently if they are ready. (See

Flee Map attached next page.)


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“The Diary of Anne Frank” (Drama) pg. 447

8-‐10 Days Standards: RL.8.1, RL.8.3, RL.8.4, RL.8.5, RL.8.6 Vocabulary: belfry, tramp, cultured, Westertoren, Carillon (451), capitulation(452), conspicuous (453), Ration Books (454), Black Market, Star of David (457), possessions (458), boardinghouse, peculiar, mythology (459), inherited, pantomime, loathe (461), dignified (462), waltzing, deliberately, occupations (463), intolerable, insufferable, confession (464), swarming. accusingly (465), coeducational, sprawling quarrel, indignantly, aggravating (466), mimicking, restraining, remarkable, indicates (468), courteous, self-‐willed, rebellious, stifling, settee, bickering, Cognac (470), meticulous, finicky, bewildered, gratitude (471), subdued, resume, asthma, fortify (473)

Theme Connections Students will build upon their study of character by examining those who persevered in a variety of challenging circumstances. Students will read the play based on the autobiography Anne Frank: The Diary of a Young Girl in which characters experience internal and external conflicts. Students will discover the qualities the characters possess that help them overcome challenges. Reader and Task Considerations Each day, as students read this play, use the text, pictures with captions, the internet, the timeline (Page 446), and the short article, “Who Was Anne Frank” on pages 444-‐445, to enrich the students’ reading and knowledge of this time period and to help them experience what Anne Frank and the others in the attic experienced. The Teacher Wraps and Side Wraps will assist you with historical events and information as well. Note: Students need to experience the oral reading of this play…to be a character. Do not use the CD for all of the reading. Common Core calls for the genre of Drama, so it is imperative that they experience the text structure of a play with stage directions, a narrator, the additional language of a play (ie., cast, the use of flashbacks, scenes, stage, etc.). In addition, it is an excellent way to get to the listening and speaking standards. During the week students will:


In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is RL.8.5 (Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others).

Learning Targets Focus of Instruction: Reading and Responding to Text • I can analyze how specific

dialogue or incidents in plot reveal aspects of a character. (RL.8.3)

During Reading Have students brainstorm a list of characters they have read about in text (both fiction and non-‐fiction) who have shown perseverance. Discuss what characteristics these characters share in common. Highlight the fact that most likely there was a challenging circumstance that tested their perseverance. Share that Anne Frank is someone who faced a very challenging situation.

• Since this is a play, independent, silent reading will not be used. Assign parts, and read the text orally. This will take several days. During this first reading, students can jot down any questions they have and track on the various characters.

• Instead of a complete second read, each day, the teacher could pull out chunks of text for a closer read combined with questions and an instructional activities or mini-‐lessons.

• I can compare and contrast the structure of multiple texts. (RL.8.5)

• I can cite text-‐based evidence to support an analysis of literary text. (RL.8.1)

• I can analyze how specific dialogue or incidents propel the action and reveal aspects of a

Gather Evidence/Information and Respond to Text (REREAD ACT I ONLY) o Look back at page 451. Why does the playwright begin with describing the scene of the attic? Does this beginning compare or

contrast with the structure of a short story in its style? o What does the flashback on page 451 reveal about the Franks? Why did the writer choose to use this so early in the play? o Locate at least two internal conflicts between characters in Act 1. Provide a brief summary of the conflict and predict what could

occur or develop because of this conflict. Use text evidence to support your ideas. o Internal and External conflicts…during the reading, students will identify the various conflicts within the play. Discuss how they


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character. (RL.8.3) • I can analyze how difference in

points of view between characters and audience create effects in writing. (RL.8.6)


connect to each other. Have students use a Tree Map to identify the Internal and the External conflicts. In groups or pairs, students will discuss and rank the conflicts as to their importance in the story. Students can debate these conflicts using text evidence to support their stance.

o Anne’s words, emotions and observations are what we know from her point of view because it’s an autobiography. It is her descriptions of characters and events that shape our impressions of the people and what it was like to live during this time. What if someone else from the attic had told this story? Or what if there was an outside narrator? How would this story be different? With a group, explore the possibilities of another character telling this story. Then take a section of text (the scene between Peter and Anne referencing Mrs. Quack or the scene between Anne and Mrs. Van Daan are possibilities), and rewrite the script from the other character’s point of view. In the script, highlight the differences between Anne’s POV and the other characters. Be prepared to share out your presentation for the class.

o How does the narration in italics provide support for you as a reader? Discuss with a partner how it helps you. What other supports are provided in the play? Scan the pages and find the various ways in which the writers use a different structure than a short story narrative paragraph style. Do you believe having these supports provides additional meaning for you as the reader? List with evidence and discuss.

o On page 487, Mr. Frank asks, “Have we lost all faith? All courage? A moment ago we thought that they’d come for us. We were sure it was the end. But it wasn’t the end. We’re alive, safe.” What has just happened? What does his question say about perseverance?

Mini-‐lessons (as needed) o Internal and external conflict o Point of view: The following link provides an example of how you could teach theme.

o http://learnzillion.com/lessons/4088-‐analyze-‐differing-‐points-‐of-‐view-‐ o Text structure and academic vocabulary of a play

Learning Targets Focus of Instruction: Reading and Responding to Text • I can use appropriate transitions

to clarify the relationships among ideas. (W.8.2.c)

• I can produce clear and coherent writing that is appropriate to task, purpose and audience. (W.8.4)

Writing Instruction: • WftB & Beyond: Teach Varied Transition Words and Phrases

o Strategy #2 pgs. 158-‐164, 226-‐228 WFTB & Beyond Manual

Writing Task: Take a section of Act I and have students write it as a narrative. Using a Double Bubble Map, identify the similarities and differences in structure and meaning. Discuss/write a paragraph about which one is better for the reader and why. Be sure to use text evidence to support your answer and integrate varied transition words and phrases to create cohesion and to clarify the relationships among ideas and concepts. OR Make a copy of two pages of the play covering up all stage directions, narrator help, etc. Have students read orally using characters and dialogue. When done, have students do a quick write of what it was like. Did the absence of directions change the meaning? Was their confusion? Did you understand the characters as well? Then read again, with all of the text support. Write another paragraph adding what it was like this time using directions. Write your paragraph using text structure vocabulary to support your ideas.


Language Grammar Task: Phrases Have students identify figures of speech used in the play. Have a discussion about the impact of specific word choices on meaning and tone.


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Begin Explanatory Process Paper – Perseverance

2-‐3 Days

Standards: W.8.2, W.8.4, W.8.5 Vocabulary: Perseverance Speech Overcoming Obstacles embarking

Theme Connections This lesson is an opportunity for students to read a prompt to unpack what it is asking the writer to do. Writer and Task Considerations Students will need support unpacking a prompt. Students will need modeling of the process of taking a prompt all the way to a final piece. During the week students will:

• collaboratively discuss text dependent questions • write daily about the prompt • complete activities that build understanding of the prompt

In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is W.8.2 (Write informative/explanatory texts to examine a topic and convey ideas, concepts, and or information through the selection, organization, and analysis of relevant content).

Learning Targets Focus of Instruction: Reading and Responding to Prompt • With guidance and

support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.8.5)

Prompt “Life is not easy for any of us. But what of that? We must have perseverance and above all confidence in ourselves. We must believe that we are gifted for something, and that this thing, at whatever cost, must be attained.” Marie Curie

Your task is to examine perseverance. You are a speech writer employed to write the speech for the winner of the Achievement Award for Perseverance. The committee has reviewed the nominees (the real and imagined people who demonstrated perseverance by overcoming obstacles, embarking on adventured-‐filled journeys, or even enduring the time period in which they lived through class readings, viewings, and discussions) and chosen the winner. Write the speech for the winner who demonstrated incredible perseverance. Be sure to explain how this winner exemplifies perseverance by highlighting his/her qualities or actions and sharing why he/she deserves such recognition.

.

• I can organize my information using various strategies. (W.8.,2a)

Reread to Gather Evidence/Information and Respond in Writing • Analyze the Prompt

o The teacher helps the students understand the prompt by focusing on key words: perseverance, speech, overcoming obstacles (page 135 WftBB Expository)


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• I can develop the topic

with relevant facts, definitions, concrete details, and quotations. (W.8.2b)

• Brainstorm ideas for Writing (page 135) o Create a CIRCLE MAP with “perseverance” in the center of the map. o Brainstorm with the students all of the qualities of perseverance. o Students should then add their own ideas about the qualities of perseverance, using

their teacher’s map as a model.

o With a partner, students should ORALLY share their ideas and then add those ideas to their own map.

(Modified from the WFTBB Expository Manual)

• The teacher asks students to choose 3 qualities that they believe are the strongest based on what they have read and discussed and who most represents those qualities. This may be a class common set of qualities or students may choose their own if they are ready. o The teacher asks for volunteers to share their winner and chosen qualities … and support their choices with evidence. (Modified from the WFTBB Expository Manual)


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• I can introduce the topic of my text. (W.8.2a)

Day 2 Write an Opening Paragraph

• The teacher adds a box over the three boxes she has already drawn on the FLOW MAP. • She then models writing an opening paragraph that will show the thesis statement/opinion and contains the global reasons. (This

modeling will not teach the strategy of Well Thought -‐ Out Openings yet.)


Thesis Statement

Preview of Global Reasons


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• I can introduce the topic

of my text. (W.8.2a)

NOW…teach students at least two types of leads (Well Thought-‐Out Openings) Activity #5, (pgs. 174-‐177, 236-‐240) WFTBB manual Samples:

General Statement… Perseverance is the courage to finish what you start despite the difficulty. Quote a Respected Source…. “Patience and perseverance have a magical effect before which difficulties disappear and obstacles vanish.” John Quincy Adams


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• I can develop the topic

with relevant facts, definitions, concrete details, and quotations. (W.8.2b)

The following activities/lessons can continue after the opening paragraph/introduction OR you can wait a few weeks so students can continue building content knowledge about heroic qualities through their reading. Each lesson (for the process) is referenced here AND within each lesson. Extend with Details to Clarify The teacher draws lines under each box of her FLOW MAP. She then adds words/phrases (text evidence from readings and discussions) that will be used to form sentences to support the particular Global Reason/Heroic Quality.

• She explains that the elaboration sentences help to clarify for the reader what the writer is thinking about when sharing the quality. o One way to clarify is to write a sentence of explanation; in other words, a restatement of the quality in other words. “By this I

mean, the quality that allows someone to continue doing something or trying to do something even though it is difficult or opposed by other people.” (PERSISTENCE)

o Another way to clarify is to provide general examples. “He’s the kind of individual who always has a fixed purpose or intention.” (DETERMINATION)

o Another way is to use the text evidence from the readings and discussions. “In Born Worker, Jose does not leave the old man alone in spite of Arnie’s behavior.” (STAYING POWER)

The students then draw lines under each of the boxes and add words and phrases of clarification and evidence. Students should collaborate on ideas and teacher should monitor for accuracy.



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• I can use transitions to

clarify relationships among my ideas. (W.8.2c)

DATE to BE DETERMINED when students are ready

Oral Rehearsal The teacher models for the students how to orally rehearse their compositions from their FLEE Maps. She explains that this helps her later create sentences with words and phrases, and to determine if there is some other detail or descriptive language that she would like to include in her writing.

o Students pair up and orally rehearse…They should go back to their desk and immediately fill in extra details that surfaced from their conversations.

Transitions Model adding the transition phrases on top of the boxes to help the reader move from one quality to the next. These phrases can serve as PLACEHOLDERS until students can use their own. It would be helpful to have a list posted in the room or in their writing portfolio.

from the WFTBB Expository Manual)


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• I can construct a concluding statement or section of an informative /explanatory text. (W.8.2e)

Write a Closing Paragraph The teacher reminds the student that a closing paragraph (conclusion) differs from the introduction. It does not repeat the introduction. It should remind the reader of the thesis and the global reasons, but not restate them.

from the WFTBB Expository Manual)


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• I can strengthen my

writing by revising and rewriting, or trying a new approach. (W.8.5)

• Then teach Well Thought-‐Out Closings -‐ Emotional triggers

or Echo the Introduction.

Strategy #6 pgs. 178-‐183, 241-‐244 WFTB & Beyond Manual *Have students revise conclusion with well thought-‐out closing added.

Share orally. .

• Revise/Edit • Publish

Mini-‐lessons

o Thesis Statement o Global Reasons/Big Ideas o Unpacking a prompt o Revision o Peer Editing

Learning Targets Process Papers should be published and placed in Writing Portfolio

• I can produce clear and coherent writing that is appropriate to task, purpose, and audience, (W.8.4)

• Encourage feedback by publishing, posting, sending home for parent feedback, developing a class read-‐around or school loop version.

• I can demonstrate command of the conventions of standard English when writing. (L.8.2a)

Language Grammar Task: Comma Usage Students should continue to work on comma usage this week. Have them reread their writing task and check their comma usage.


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“from The Last Seven Months” (Interview) pg. 515

1-‐2 Days

Standards: RI.8.1, RI.8.2, RI.8.3, RI.8.4, RI.8.5, RI.8.6 Vocabulary: reckoned (515), Zionists (517), expatriates

Theme Connections This lesson is an opportunity for students to read an interview that was converted into a narrative. Students will learn additional information about the characteristics of those who have shown optimism and perseverance through extremely unfortunate circumstances. It also gives students a different point of view into the life of Anne Frank. Reader and Task Considerations Read after The Diary of Anne Frank. During the week students will:


In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is RI.8.6 (Determine an author’s point of view or purpose in a text).

Learning Targets Focus of Instruction: Reading and Responding to Text • I can determine an author’s point of

view or purpose in informational text. (RI.8.6)

First Read Use the Literary Analysis INTERVIEW lesson in the Sidewraps on page 516 in the Teacher’s Edition. This is an excellent way to explain how the author rewrote the interview as a narrative.

• Have the students read the text independently and jot down their thoughts. Many dates are used in this text. Record on a timeline or Flow Map to keep track of the events shared in this text.

• I can cite text-‐based evidence that

provides the strongest support for an analysis of text. (RI.8.1)

• I can determine the meaning of words and phrases in text. (RI.8.4)

• I can analyze the structure of a specific paragraph in a text (including the role of particular sentences in developing and refining a key concept). (RI.8.5)

• I can analyze the connections and distinctions between individuals, ideas or events in a text. (RI.8.3)

• I can determine a central idea of an informational text. (RI.8.2)

Reread to Gather Evidence/Information and Respond to Text • Reread certain scenes from the text aloud with students and engage them in a class discussion with the following questions.

o Even though this was written to give you additional information about Anne Frank, what did you learn about Hannah? o On page 517, she shares how difficult it was for Jewish inhabitants. Find some examples to share. o On page 518, the author states that going to Bergen-‐Belsen was “a somewhat better camp.” What is better about it

than Auschwitz? Use text evidence to support your response. o Describe the daily life in the camps. Use page 519 to support your response. o Describe how Hannah and Anne meet again at the camp (page 520) and what that was like for Hannah. Why was

Hannah unable to see Anne even though they were standing so close to each other? Why is that important to include? o What additional information do you learn about Anne in this text? Support your answer with text evidence. How does

this contrast from the play? o Does this text reveal more about perseverance or about Anne Frank? Support with position with text evidence.


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Mini Lessons o Author’s purpose: The following link provides an example of how you could teach author’s purpose.

http://learnzillion.com/lessons/1948-‐determine-‐authors-‐purpose-‐using-‐text-‐evidence o Components of a speech

Learning Targets Focus of Instruction: Reading and Responding to Text • I can develop the topic with definitions

and concrete details. (W.8.2b)

• I can write texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.8.2)

Writing Instruction: • WftB & Beyond: Teach Clarification Statements

o Strategy #3 pgs. 165-‐168, 229-‐231 WFTB & Beyond Manual Writing Task: Pretend that Hannah Elisabeth Pick-‐Goslar comes to your school to speak as a survivor of the Holocaust. Her topic is “Perseverance.” What would she say about Anne? About herself? Write the speech about Perseverance as Hannah. Be sure to use clarification statements to aid in comprehension.

• I can use correct grammar when writing.

(L.8.1)

Language Grammar Task: Participles and Participial Phrase Have students reread their speech circling any participial phrases in it. Next, have them add participial phrases to vary the sentences in their speech.


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“O Captain! My Captain!” (Poem) pg. 779

3 Days Standards: RL.8.1, RL.8.2, RL.8.3, RL.8.4, RL.8.6 Vocabulary: weather’d, sought, victor, tread, will, object, mournful, rack, exulting. Library of Congress Article: plunged, embodied, coda, instability, virtues, overshadowed, secure, cordial, evocation.

Theme Connections This lesson is an opportunity for students to read a narrative poem that provides insight into courage. The poem describes a victorious homecoming of a ship. The Captain responsible for the safe return of his ship and crew has died before reaching port, and the narrator is grief-‐stricken at the loss. Students will regularly use text-‐based evidence to build on their knowledge of courage and will be able to explain how the minor characters in the text exemplify courage through short writings, discussion, research, Socratic seminar, and/or a multi-‐media presentation. Reader and Task Considerations If no student talks about the rhythm (though it may come up during discussion of the mood of the poem), the teacher should read the poem aloud again and ask the students to attend to the strong rhythms and determine what mood it creates. If you have time to do the research, extending the anthology selections with a paired informational text is a great way to include more informational reading in your curriculum. During the week students will:


In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is RL.8.2 (Determine a theme or central idea of a text and analyze its development over the course of the text).

Learning Targets Focus of Instruction: Reading and Responding to Text • I can analyze how different

structures impact meaning and style of a text. (RL.8.5)

First Read Before reading the poem, remind students of the different forms of poetry. Use the mini lesson at the bottom of page 188 to give students a brief reminder of the forms.

• I can analyze how different structures impact meaning and style of a text. (RL.8.5)

• I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RL.8.4)

• I can cite text-‐based evidence that provides the strongest support for an analysis of text. (RL.8.1)

• I can analyze how specific dialogue or incidents propel the action and reveal aspects of a character. (RL.8.3)

• I can determine a central

Reread to Gather Evidence/Information and Respond to Text • Read the text aloud to students and engage students in a class discussion with the following questions.

o How many lines are in the poem? Record your answer. How many sentences are in the poem? o Read the first sentence (stanza one). What does exulting mean? Who is exulting, and where are they? o Who is the narrator of this poem? What is (his) mood in the first stanza? What evidence from the text supports your analysis and

thinking? o In the second stanza, one phrase is repeated 5 times. What is it? Why do you think Whitman chose to repeat this phrase? What effect

does it create? o Does “the swaying mass” ever learn what the narrator has known since the first stanza? How do you know? o If you had to describe this poem’s mood(s) with two adjectives, what would they be? Explain. If you had to go down to just a one word

description of the overall mood, what one word would you pick? Why? o Rewrite the last four lines in your own words. Compare your paraphrase to others and discuss them.

Have students read the first three paragraphs of the short article about the when and why of Walt Whitman writing this poem (teachers may choose instead to read the essay aloud). Students will need this information and a copy of the essay for the writing assignment.


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idea of an informational text. (RL.8.2)

• I can analyze how difference in points of view between characters and audience create effects in writing. (RL.8.6)

o What was ironic about the timing of when President Lincoln was assassinated? o Why does the article say Whitman wrote “O Captain! My Captain!”? o What evidence does the article provide that would allow the author to call America a “shattered nation” in the third paragraph?

Library of Congress Essay: Giving Context to “O Captain! My Captain!” – Walt Whitman and Abraham Lincoln’s Assassination

When President Abraham Lincoln was assassinated on April 14, 1865, a war-‐weary nation was plunged into shock. The last great battles of the Civil War were still a recent memory, and the murder of the president seemed to be a bloody, pointless coda to four years of conflict and instability. There was a great outpouring of grief across the country, and poems and songs were written mourning the nation’s loss. One American who grieved for the fallen president was the poet Walt Whitman. Whitman had lived in Washington for most of the war and was a great admirer of Lincoln, whom he felt embodied the American virtues of plain-‐spokenness, courage, and "horse-‐sense." He often saw the president riding around town on horseback, and the two men sometimes exchanged cordial bows. Lincoln’s death inspired Whitman to write one of his most memorable works—a simple, three-‐stanza poem of sorrow that bore little resemblance to his other, more experimental writings. "O Captain! My Captain!" was published in New York’s Saturday Press in November of 1865, and was met with immediate acclaim. The poem’s evocation of triumph overshadowed by despair spoke to readers throughout the shattered nation, and it was widely reprinted and published in anthologies. "O Captain! My Captain!" became the most popular poem Whitman would ever write, and helped secure for him a position as one of the greatest American poets of the 19th century. Mini Lessons

o Elegy poem o Sound devices o Figurative language

Learning Targets Focus of Instruction: Reading and Responding to Text

• I can develop the topic with quotations or other information and examples. (W.8.2b)

• I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.8.2)

Writing Instruction: • WftB & Beyond: Teach Personal Examples

o Strategy #4 pgs. 169-‐173, 232-‐235 WFTB & Beyond Manual Writing Task: After reading “O Captain! My Captain!” and the first three paragraphs of the Library of Congress Essay, write a short essay that explains how the historical events in the article influenced “O Captain! My Captain!” Explain how the real life example of “Triumph overshadowed by despair” as the Library of Congress essay put it (paragraph 3) are represented in the poem. Be sure to use text evidence and develop the writing with examples from the Library of Congress essay.

• I can use correct grammar when writing. (L.8.1)

Language Grammar Task: Infinitives and Infinitive Phrases Have students reread their response to text and circle any infinitives or infinitive phrases.


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“Overcoming Obstacles” On-‐line Articles

2-‐3 Days Standards: : (RI.8.1, RI8.4, RI.8.5, RI8.9) Vocabulary: (As needed)

Theme Connections This lesson is an opportunity for students to read a variety of internet articles that provide insight into “overcoming obstacles.” Based on what they have read, students will learn about how websites can be good sources of factual information. In order to find information on a website, you need to understand how the information is organized on the site and the features you can use to get to the information. Reader and Task Considerations During the week students will:


In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is 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 interpretation.)

Learning Targets Focus of Instruction: Reading and Responding to Text • I can determine the

meaning of words and phrases. ( RI.8.4)

• I can analyze texts for disagreement on facts or interpretation. (RI.8.9)

First Read

• These on-‐line articles are short. Students could read in the computer lab or on IPads…OR articles could be printed. • When reading a website, you need to understand how the information is organized on the site and the features you can use to

get to the information.

1. https://news.usc.edu/57611/overcoming-‐obstacles-‐msw-‐student-‐adjusts-‐to-‐life-‐after-‐paralysis/ Overcoming obstacles, MSW student adjusts to life after paralysis

2. http://www.huffingtonpost.com/2013/09/25/successful-‐people-‐obstacles_n_3964459.html 16 Wildly Successful People Who Overcame Huge Obstacles To Get There

3. http://www.success.com/article/overcoming-‐obstacles Overcoming Obstacles 4. See following page. (Attached)

• I can refer to text to answer questions, and I can support my response with evidence. (RI.8.1)

Reread to Gather Evidence/Information and Respond to Text

• Establish a reading protocol: Jigsaw, group read, individual note-‐taking, etc…based on your students’ needs.

• Develop some guiding questions. You could use some of the essential questions from Stage 1 to guide students’ academic conversations.


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1. What is perseverance? 2. How do characters reveal their qualities? 3. How does reading from different texts about the same topic build our understanding? 4. How do individuals survive in challenging environments? 5. Why do characters/people change or evolve?

Learning Targets Focus of Instruction: Writing • I can produce a clear and

coherent paragraph in which the development and organization are appropriate to the task. (W.8.4)

Writing Instruction: Review, reteach, extend a strategy that was difficult for students.

Writing Task: You have read part of the play, Diary of Anne Frank – Act One, an interview from “The Last Seven Months,” and other excerpts that highlight famous people who showed perseverance. All of them demonstrated perseverance in different ways…through courage, relentlessness, and determination.

Imagine that you have been chosen to create an 8th grade web page, and the topic is “Perseverance.” Create a page in which you define perseverance by citing examples from all three texts. You should have at least 3-‐5 people spotlighted from the texts included on your page. Be creative…you may add definitions, quotes, headlines, etc…but you must have text to support your ideas.

• I can demonstrate command of the conventions of standard English when writing. (L.82a)

Language Grammar Task: Capitalization Edit your paragraphs for correct capitalization.


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Read the following excerpts about famous people who persevered. Perseverance is commitment, hard work, patience and endurance. It is being able to bear difficulties calmly and without complaints. It is also the act of trying again and again.

J.K Rowling: The author of Harry Potter, spoke to the graduating class of Harvard in June 2008. She didn’t talk about success. She talked about failures, and her own failures. “You might never fail on the scale I did,” Rowling told that privileged audience. “But it is impossible to live without failing at something, unless you live so cautiously that you might as well not have lived at all—in which case, you fail by default.

She should know. The author didn’t magically become richer than the Queen of England overnight. Penniless, recently divorced, and raising a child on her own, she wrote the first Harry Potter book on an old manual typewriter. Twelve publishers rejected the manuscript! A year later she was given the green light by Barry Cunningham from Bloomsbury, who agreed to publish the book but insisted she get a day job because there was no money in children’s books. What if she stopped at the first rejection…or the fifth…or the tenth?

The measure of success can be shown by how many times someone keeps going despite hearing only no.

Colonel Sanders: The founder of KFC. He started his dream at 65 years old! He got a social security check for only $105 and was mad. Instead of complaining he did something about it. He thought restaurant owners would love his fried chicken recipe, use it, sales would increase, and he’d get a percentage of it. He drove around the country knocking on doors, sleeping in his car, wearing his white suit. Do you know how many times people said no until he got one yes… 1009 times!

Walt Disney: The man who gave us Disney World and Mickey Mouse. His first animation company went bankrupt. He was fired by a news editor because he lacked imagination. Legend has it he was turned down 302 times before he got financing for creating Disney World.

Vincent Van Gogh: He only sold one painting in his lifetime! Despite that, he kept painting and finished over 800 pieces. Now everyone wants to buy them and his most expensive painting is valued at $142.7 million.

Theodor Seuss Giesel: Dr. Seuss gave us Cat in the Hat and Green Eggs and Ham, books every child reads. At first many didn’t think he would succeed. Twenty-‐ seven different publishers rejected Dr. Seuss’s first book To Think That I Saw It on Mulberry Street.

Stephen King: His first book Carrie was rejected 30 times and he threw it in the trash. His wife retrieved it out of the trash and encouraged him to resubmit it. The rest is history. He has sold more than 350 million copies of his books. (He’s also made many adults fear clowns too.)

Stephenie Meyer: The author of the crazy Twilight series said the inspiration from the book came from a dream. She finished it in three months but never intended to publish it until a friend suggested she should.


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She wrote 15 letters to literary agencies. Five didn’t reply. Nine rejected. One gave her a chance. Then eight publishers auctioned for the right to publish Twilight. She got a three book deal worth $750,000. In 2010, Forbes reported she earned $40 million.

The Beatles: They were rejected by many record labels. In a famous rejection, the label said, “guitar groups are on the way out” and “the Beatles have no future in show business.” After that the Beatles signed with EMI, brought Beatlemania to the United States, and became the greatest band in history.

Michael Jordan: He’s famous for being cut from his high school basketball team. He turned out to be the greatest basketball player but never let failure deter him. “I have missed more than 9,000 shots in my career. I have lost almost 300 games. On 26 occasions I have been entrusted to take the game winning shot, and I missed. I have failed over and over and over again in my life. And that is why I succeed.”

Thomas Edison: The teachers of hearing-‐impaired young Thomas Edison labeled him "stupid" and "unteachable." As a child, he accidentally burned down the family barn. As a young man, he was fired from his first job working for the railroad company when his inattentiveness to his work resulted in a train derailment. Even after he began his career as an inventor, his work did not earn him recognition. A British Parliament committee in 1878 described Edison's inventions as "unworthy of the attention of practical or scientific men." Asked in his later years about the many detours and roadblocks on his road to success, the famous inventor said "I never failed once. It [success] happens to be a 2,000-‐step process." Read more : http://www.ehow.com/info_8053170_inspirational-‐stories-‐perseverance.html


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“Pecos Bill” (Oral Tradition) pg. 959

3 Days

Standards: RL.8.1, RL.8.2, RL.8.3, RL.8.4, RL.8.5 Vocabulary: desolate (960), varmint, kinfolk, cross-‐adj, haunches, tough as a pine knot, ten-‐doller hat on a five-‐cent head, parched (963), drought, cyclone, widow (964), reverted, lariat, widow maker

Theme Connections This lesson is an opportunity for students to read a tall tale that provides exaggerated and humorous slants on perseverance. Students will learn the history and culture of the oral tradition of tall tales and show how it shines light on the fictional American hero with superhuman achievements. Reader and Task Considerations Students are likely to need support in understanding the tall tales and myths in various cultures... how they often “explain” how some things came to exist. You may have to provide brief explanations and/or share common examples as questions come up during the second read. You will find support for your explanation on page 955 in the section called “Pecos Bill.” During the week students will:


In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is 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).

Learning Targets Focus of Instruction: Reading and Responding to Text First Read

• Discuss some mythical or legendary figures with whom they are familiar. Which ones might be considered heroes? What made them a hero? Share ideas.

• Review/discuss regional dialects or accents. For example, certain words are pronounced and spelled in unconventional ways (such as fella or feller for “fellow”) particularly in informal writings and dialogue.

• Remind students how a character’s words and actions reveal the character’s traits. Identifying a character’s traits helps a reader understand why a character responds or changes as the plot moves toward a resolution. As they read, have them think about the qualities and traits of the main character in the tall tale and how he uses them to “create” the landscape of the American Southwest.

• Review figurative language: simile, metaphor, hyperbole, and personification. • Have students read the text independently and jot down their thoughts: Students could use post-‐its to track on the exaggeration or hyperbole used throughout the tale,or just have students take notes as they read on a Circle Map or Tree Map noting the page number.

• I can analyze how different structures impact meaning and style of a text. (RL.8.5)

• I can determine the meaning of words and phrases in text (figurative, connotative, and technical


o What is the role or purpose of the first paragraph of the tale on page 959? o Review the places where you noted the exaggeration/hyperbole. Share your list with a partner. Next to each example, explain its

contribution. Was it for humor, to explain a character, etc.? Discuss as a class. o Reread paragraph 3 on page 960. The writer paints a picture with her word choice. With a partner, create a list of words and word


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meanings). (RL.8.4) • I can cite text-‐based

evidence that provides the strongest support for an analysis of text. (RL.8.1)


• I can determine a central idea of an informational text. (RL.8.2)

phrases from the paragraph that help the reader experience this scene. Discuss and explain each word or word phrase’s contributions to the writing.

o How does Bill come to realize that he is human and not a “varmint”? Support your answer with evidence from the text. o How does the use of dialect contribute to the meaning of the Tall Tale? Find examples of the use of dialect on page 961. Have

students read the passages orally. Share the various words and word phrases. o What makes Pecos Bill want to join the Hell’s Gate gang? Why is he immediately made the leader? Use text evidence to support

your answer. o Beginning on page 963, how does Pecos Bill solve the worst drought in Texas’s history? What do these words reveal about his

character? Use evidence from the text to support your response. o On page 963, read the final paragraph starting with, “The mighty cyclone bucked, arched, and screamed like a wild bronco.” What

type of figurative language is being used? Explain its effect. o At the end of the story, Pecos Bill and his wife, Slue-‐foot Sue, ended up living on the moon. What caused that to happen? How does

this conclusion illustrate evidence of a Tall Tale? Support your response with evidence from the text. o According to this tale, what events or character traits prove to make Pecos Bill one of the greatest cowboys who ever lived? Use

text evidence to support your response. Mini Lessons

o How characterization is revealed: descriptions and dialogue o Figurative language o Elements of Tall tales/Folk Tale

Learning Targets Focus of Instruction: Reading and Responding to Text • I can provide a concluding

statement or section that follows from the information or explanation presented. (W.8.2f)

• I can produce a clear and coherent paragraph in which the development and organization are appropriate to the task. (W.8.4)

Writing Instruction: WftB & Beyond: Well Thought-‐Out Closings

o Strategy #6 pgs. 178-‐183, 241-‐244 WFTB & Beyond Manual

Writing Task: Students may take this tale and write it just as a summary. They could read them aloud to analyze how the use of figurative language enhances this tale. Or … Students could write their own Tall Tale set in current times using “teen dialect.” They could use a hero figure with superhuman talents t o save the day. Share orally in groups.

• I can capitalize words correctly when writing. (L.8.2

Language Grammar Task: Capitalization Have student reread their paragraph(s) for capitalization errors.


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“from Still Me” (Autobiography) pg. 374

2-‐3 Days

Standards: RI.8.1, RI.8.2, RI.8.3, RI.8.4, RI.8.5, RI.8.6 Vocabulary: access (376), coalition, honoree, dawned, overwhelming, logistics (377), reception (378), discreetly, ovation (379), endurance, bounced off of each other

Theme Connections This lesson is an opportunity for students to read a nonfiction piece that provides additional insight into perseverance. Based on what they have read, students will learn about the characteristics of those who have persevered over extremely difficult circumstances. Students will regularly use text-‐based evidence to build on their knowledge of perseverance and will be able to explain how the people in the text exemplify the courage and fortitude to persevere even in the most challenging of circumstances through short writings, discussion, research and possibly a multi-‐media presentation. Reader and Task Considerations Students are likely to need support in understanding of who Christopher Reeve was. You may need to provide a brief explanation of his career, particularly the Superman movies, and that he was still alive when the book was published. During the week students will:


In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is 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).

Learning Targets Focus of Instruction: Reading and Responding to Text • I can cite text-‐based

evidence that provides the strongest support for an analysis of text. (RI.8.1)

• I can analyze the connections and distinctions between individuals, ideas or events in a text. (RI.8.3)

First Read • Review the meaning of the word perseverance. Talk about the different

types of obstacles people with disabilities face. Discuss. • Have students read the text independently and jot down their thoughts:

o Complete a Flow Map of the major events that occur. Record the concerns and difficulties that Reeves has to overcome beneath each event. Compare with a partner.

• I can cite text-‐based evidence that provides the strongest support for an analysis of text. (RI.8.1)

• I can determine an author’s point of view or purpose in informational text. (RI.8.6)

• I can analyze the connections and


o What feelings does Reeve express in the second paragraph on page 376? o How does Reeve feel during the drive to the hotel? Support your answer with text evidence. Why is this important? o At the bottom of page 377 and top of 378, Reeves describes the journey to the hotel room. Reread it. Discuss its importance in

understanding Reeves’ mental and physical condition and how it impacts his life on a daily basis. o Now look at his entrance on stage. Reread the two paragraphs starting at the bottom of 378 and at the top of 379. Pull out

words, phrases and sentences that illustrate Reeves’ struggle. What is the purpose of the parenthetical expressions? Discuss.


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distinctions between individuals, ideas or events in a text. (RI.8.3)

• I can determine the meaning of words and phrases in text. (RI.8.4)

• I can analyze the structure of a specific paragraph in a text (including the role of particular sentences in developing and refining a key concept). (RI.8.5)

• I can provide an objective summary of the text. (RI.8.2)

o On page 379, Reeve shares an anecdote from his days in school. How does the event he describes relate to his situation? Use text evidence to support your answer.

o On page 379 Reeve states, “For the next twenty minutes he (Robin Williams) and I bounced off each other.” How does this sentence introduce the interaction on stage between Williams and himself?

o Based on our discussion and your notes, in groups of four, write a 20 word or less sentence summary of this text. Be sure to include the main idea/central idea in this summary. Share out.

Mini Lessons o Citing text o 1st person point of view o Author’s purpose o Parentheses o Determining central idea

Learning Targets Focus of Instruction: Reading and Responding to Text • I can develop and

strengthen writing by revising, editing, and rewriting my paper. (W.8.5)

• I can produce a clear and coherent paragraph in which the development and organization are appropriate to the task. (W.8.4)

Writing Instruction: • WftB & Beyond: Revise & Publish Paper • Writing Task: Choose a sentence or phrase in the text that is important to you and explain its significance in the text by using textual

evidence to support your ideas. Include a conclusion that provides a sense of closure.

• I can use punctuation to indicate a pause or break. (L.8.2a)

Language Grammar Task: Comma Usage & Capitalization Make sure that the comma usage and capitalization is correct.


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“Travels With Charley”– Close Reading and Writing Task

5 Days Standards: RL.8.1, RL.8.2, RL.8.3, RL.8.4, RL.8.6

Reader and Task Considerations You will have the ability to utilize the Anchor Papers and the Power Point to assist you. These tools are available on MyPD. Use this Close Reading passage to slow down the learning and fill in instructional gaps for students. During the instructional time, students will:

• Read independently and take notes on the text • Refer to the text to answer questions • Cite text evidence accurately • Collaboratively discuss text dependent questions • Add notes to their own to increase meaning of the text • Write a Process Paper utilizing their notes and a Flee Map • Revise following mini-‐lessons, anchor paper instruction, and peer revision

Learning Targets Focus of Instruction: Reading and Responding to Text • I can determine the meaning

of words and phrases. (RL.8.4)

• I can read the text to look for specific evidence. (RL.8.1)

• I can identify the central idea of the text. (RL.8.2)

First Read • Have students read the text independently and jot down their thoughts on the chart. • Teach note-‐taking by text tabbing, highlighting or underlining important ideas. Model your process.

• I can refer to text to answer questions, and I can support my response with evidence. (RL.8.1)

• I can analyze how specific dialogue or incidents propel the action and reveal aspects of a character. (RL.8.3)

• I can analyze how differences in the points of view affect the reader. (RL.8.6)

Reread to Gather Evidence/Information and Respond to Text • Students will read to answer questions about the text citing evidence. • Students will collaborate with others on their responses adding new ideas to their own. • Mini-‐lessons might include: collaborative conversation structures, citing evidence, central ideas, word choice, etc.

Learning Targets Focus of Instruction: Reading and Responding to Text • I can introduce a topic.

(W.8.2.a) • I can produce clear and

coherent writing in which the development, organization and style are appropriate to the task. (W.8.4)

Writing Instruction: Teacher modeled lesson as needed. Teacher may take to a FLEE Map, a full writing, or a portion of an essay (intro, body paragraph, conclusion). Student responses to text-‐dependent questions are significant to the understanding of the reading and responding…Please focus on this as well. Students will be working independently on their Reading/Writing assessment following this lesson. Writing Task: Prompt is embedded in the Close Reading Task.

ubd pacing grade 8 quarter 1 2015-16 revised july15 2015 draft · 2015-10-20 ·...

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