ELA Grade 8 Unit A

Topic: Have vs. Have Nots Time Frame: One marking period Performance Task: Argumentative Essay Description: The extended classical text, The Outsiders, by S.E. Hinton deals with the challenges and rivalries that teens from different socio-economic groups face in the 1960s in the Midwest. The supplemental text, Miracle’s Boys by Jacqueline Woodson, deals with the challenges three teens face growing up in present day New York City, compounded by the facts that they've lost their parents and it's up to eldest brother to support the boys, and middle brother has just returned home from a correctional facility. The fairness of our American justice system and disparities among socioeconomic groups are the basis for the informational readings in this unit.

READING WRITING VOCABULARY GRAMMAR AND MECHANICS

SPEAKING AND LISTENING

Comprehending informational text

Write argumentative essays

Connotation vs. denotation Delivering an oral presentation

Analyze explicit text and inferences

Write open ended responses Socratic Seminar

Identify strongest text evidence Write a compare and contrast essay

Compare and contrast media Identify theme Analyze and read poetry

Common Core Student Objectives Number Reading Standards for Literature RL8.1 I can find textual evidence to support my ideas about a text. RL8.2 I can determine the theme or central idea of a text.

I can analyze the development of the theme throughout the text. RL8.3 I can analyze particular lines of dialogue or incidents in a story. RL8.4 I can determine the meaning of words used in a text, including figurative and connotative meanings.

I can analyze the impact of specific word choices on meaning and tone. RL8.5 I can compare and contrast the structure of two or more texts. RL8.6 I can analyze the different points of view of characters in a text. RL8.7 I can analyze whether or not a filmed version of a story stays true to the text or script. RL8.9 I can determine how an author uses traditional stories, themes, events and characters in a modern work of fiction. RL8.10 I can read and comprehend literature. Number Reading Standards for Informational Texts

RI8.1 I can find textual evidence to support my analysis of the text and draw inferences. RI8.2 I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary

of a text. RI8.3 I can identify the connections that are made between individuals, ideas and/or events in various texts. RI8.4 I can determine the meanings of words and phrases as they are used in a text, including figurative language.

I can analyze the specific word choice of an author and analyze its impact on the tone of a piece. RI8.5 I can analyze the structure of paragraphs within a text, specifically the role of key sentences. RI8.6 I can determine an author’s point of view and the author’s purpose for writing a text. RI8.7 I can evaluate the advantages/disadvantages of using a particular medium to present a specific topic. RI8.8 I can evaluate specific claims in a text, assessing whether the evidence is relevant. RI8.9 I can identify when texts disagree and analyze the conflicting information.

Number Writing Standards W8.1 I can write arguments to support my claims with clear reasons and relevant evidence.

a. I can introduce a claim, acknowledge the opposing claim, and organize my reasons logically. b. I can support my claim with relevant evidence using credible sources. c. I can use words, phrases, and clauses to create cohesion. d. I can establish and maintain a formal style. e. I can provide a conclusion that supports my argument.

W8.3c I can use transitional words, phrases, & clauses to convey sequence & signal shifts. W8.3d I can use precise words & phrases; sensory details; language to convey experiences & events. W8.4 I can produce clear and coherent writing for a specific task, purpose, and/or audience. W8.5 I can develop and strengthen my writing with guidance from peers and adults. W8.6 I can use technology to produce and publish writing.

W8.7 I can conduct short research projects to answer a question, using several sources. W8.8 I can gather relevant information from multiple print and digital sources, assessing the credibility and accuracy of each

source. I can quote and paraphrase while avoiding plagiarism. I can follow a standard format to cite my sources.

W8.9 I can use evidence from literature to support analysis, reflection, & research in my writing. Number Speaking and Listening Standards SL8.1 I can participate in collaborative discussions, building on other’s ideas and expressing my own ideas clearly. SL8.2 I can analyze the purpose of information presented in diverse media and formats. SL8.4 I can present claims and findings by emphasizing salient points in a focused, coherent manner.

I can use appropriate eye contact, adequate volume, and clear pronunciation. SL8.5 I can integrate multimedia and visual displays into presentations. SL8.6 I can adapt my speech to a variety of contexts and tasks, demonstrating command of formal English.

Number Language Standards L8.4a I can use context clues to figure out word meaning L8.4b I can use common Greek/Latin roots to figure out word meaning L8.5.c L8.6

I can distinguish among the connotations of words with similar denotations. I can use vocabulary appropriate to 8th grade topics

Texts Required Texts: Supplemental Materials: The Outsiders by S.E. Hinton – Extended text “We Real Cool” by Gwendolyn Brooks – Short literary text “Nothing Gold Can Stay” by Robert Frost – Short literary text “For Many Latina Teens, Gang Life Adds to Stress” (NY Times) – Short informational text “From Gang Life to Grad School — ‘I Would've Never Seen Myself in This Position” by Christine Won (Journal Times) - Short informational text

Miracle’s Boys by Jacqueline Woodson – extended text “Stay Gold” by Stevie Wonder “I Hear America Singing” by Walt Whitman “I, Too, Sing America” by Langston Hughes

Standards Topics Activities Resources Assessments

RL.8.1 RL.8.2 RL.8.4 SL.8.2 SL.8.4

written poetry vs. spoken poetry

Students will read the poem “We Real Cool” by Gwendolyn Brooks. The last line of the poem will be missing. It will be up to the students to write a feasible final line of the poem. Example Questions: Did you want to continue the rhyme pattern? Did the line fit the theme of the poem? What is the theme of the poem? After the actual final line is revealed students will analyze its effect on the tone and mood of the poem. Students will then listen to a clip of Gwendolyn Brooks reading the poem dramatically to analyze for sound, noting when she stops and where her voice changes. Example questions: 1. How does Brooks’ rhythm and emphasis add to her reading of the poem? 2. How does her reading emphasize the alliteration and rhyme of the poem? 3. How does the layout of her poem match her reading of the poem? 4. Why do you think Gwendolyn pauses after the word “We”? Skill lesson: Analyze and read poetry

“We Real Cool” by Gwendolyn Brooks Audio recording: http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=8680 Skill material: http://www.scholastic.com/teachers/lesson-plan/strategies-read-and-analyze-poetry

RI.8.1 RI.8.2 RI.8.3 RI.8.6

Reading Informational Text Responding to a quote

Students will read an informational article about Occupy Wall Street and watch a video clip about justice and fairness.

Video clip – Occupy Wall Street http://www.youtube.com/watch?v=A__Q5Fg-31M Informational Article – Occupy Wall Street

Open Ended Response

Students will respond to the quote by Theodore Roosevelt, “This country will not be a good place for any of us to live in unless we make it a good place for all of us to live in.” What can you do to make this society a “good place for all of us”?

http://dealbook.nytimes.com/2012/09/17/occupy-wall-street-a-frenzy-that-fizzled/?pagewanted=print

RL.8.9 RL.8.10

Introduction to The Outsiders

Students will read The Outsiders as a class.

RL.8.3 RL.8.4 SL.8.6 W.8.3c, d W.8.4 L.8.5.c

Reader’s Theater Students will closely study the author’s word choice in The Outsiders and compare the language used with contemporary connotations. Students will then use these modern interpretations to prepare for a reader’s theater assignment in groups. Each group must select a crucial scene, rewrite the dialogue and perform the scene. Skill lesson: fluency

Skill materials:  http://www.k12reader.com/reading-fluency-and-instruction/

Modern Day Interpretation Performance

RL.8.1 W.8.1 W.8.4 W.8.5 W.8.9

Writing Arguments

Students will compose an argumentative essay focusing on the skill of incorporating a counterargument. Students may choose one of the following argumentative prompts. 1. Which group was more of a menace to society... the Greasers or the Socs? Take a position, explain using examples from the story, and refute possible counterarguments.

Argumentative essay

2. Were any of the Greasers heroes? Take a position and explain using examples of the character's thoughts and actions in the story. Refute any possible counter arguments. 3. The Outsiders was once on the banned book list. Do you think it is a valuable novel for middle school students to read? Refute any possible counterarguments. Skill lesson: Writing argument

Skill lesson material: Standardssolution.com, Lessons, Grade 8, Writing, Argument, Arguments and Appeals

RL.8.1 W.8.4

Open Ended Writing

Students will respond to the following open ended response question using evidence from the text:

1. The Socs and Greasers are two very different groups.

• Explain the differences between the two groups.

• What does it mean to

be an outsider?

• Who are the true outsiders in the novel?

Skill lesson: open ended writing

Skill lesson material: Standardssolution.com, lesson plans, NJASK Grades 6 - 8 Reading, Lesson 3: Introduce the Required Elements for Open-Ended Reading Items

Open Ended Response

RL8.1 RL8.2 RL8.6 RL8.7 RI.8.7 W.8.5

Drama and text comparison

Students will view the film version of The Outsiders and analyze the extent to which the film stays faithful to the original text. What changes does the director make and how do they impact the story? How

The Outsiders directed by Francis Ford Coppola Teacher Resources: http://www.readwritethink.org/classroom-resources/lesson-plans/cover-

• OER • Design new DVD cover

w/ related insert • Reflective response to

movie version

L.8.4 a,b L.8.6

do the characters differ from a movie and piece of literature? Some possible assignment options:

• OER • Design new DVD cover w/

related insert • Reflective response to movie

version

cover-comparing-books-1098.html http://www.readwritethink.org/files/resources/lesson_images/lesson1098/PreferenceChart.pdf http://www.readwritethink.org/files/resources/lesson_images/lesson1098/DVDCoverProject.pdf

RL.8.5 SL.8.5 SL.8.4 W.8.4 W.8.6

Cinematic Art Comparison

Students will watch the movie, The Outsiders and compare & contrast it to the novel. They will visit the language lab to publish their essays.

The Outsiders directed by Francis Ford Coppola http://www.readwritethink.org/files/resources/lesson_images/lesson1098/BookMovieComp.pdf

Compare/Contrast essay

RL.8.1 RL.8.3 RL.8.5 RL.8.6

Poetry Comparisons

Students will read the poems “I Hear America Singing” by Walt Whitman and “I, Too, Sing America” by Langston Hughes. Students will analyze how the time period in which each poem was written affects the authors’ view of America.

http://www.poets.org/viewmedia.php/prmMID/15752 http://www.poets.org/viewmedia.php/prmMID/15615

RL.8.1 RL.8.3 RI.8.1 RI.8.3

Key Ideas and Details

Students will read an informational piece about a case that violates the 7th Amendment and answer the questions that follow. Students will be asked to make a connection between this case and The Outsiders. Review the rights that are guaranteed by the US Constitution. Were any of the Greasers constitutional rights violated? Explain.

http://www.scholastic.com/content/collateral_resources/pdf/a/abota_stu_repro_5.pdf http://www.britannica.com/EBchecked/topic/134197/Constitution-of-the-United-States-of-America/219002/Civil-liberties-and-the-Bill-of-Rights

Open Ended Responses Text to World connections

RI.8.2 W.8.7

Research project/Socratic

New York Times Learning Network:

http://learning.blogs.nytimes.com/2012/01/17/your-moneys-worth-

W.8.8 SL.8.1.a SL.8.1.b SL.8.1.c SL.8.1.d SL.8.4 SL.8.5 SL.8.6

Seminar What does income inequality say about contemporary American society? What should be done to address income inequality? In this lesson, students examine Times info graphics about income and wealth distribution in the United States and discuss what this information says about society.

When this work is complete, they will work together to complete this sentence: “Today, America is…” and then select five pieces of data from the info graphics they just examined to support the claim they make in their sentence about contemporary American society.

Have each group share their graphics and explain them to the class. Then have the pairs post their claims around the room, and read aloud and examine all of the claims as a class.

After conducting the research, students will participate in a Socratic Seminar to answer the following: What have you learned today that might help you answer these questions? What struck you as you listened to your peers’ interpretations of the info graphics? What questions do you have leaving class today?

examining-facts-and-attitudes-about-income-inequality/

RI.8.4 RI.8.5

Informational Text

Compare and contrast the writer’s style in the two articles on gang life,

“For Many Latina Teens, Gang Life Adds to Stress”

Discussion OER

RI.8.6 W.8.4

paying particular attention to the author’s word choice and its impact on the tone of the article.

http://www.nytimes.com/2010/02/21/us/21cnclatina.html?pagewanted=all “From gang life to grad school -- 'I would've never seen myself in this position'” GTPS Share>Middle>Grades>8th>ELA>Unit A

RL.8.5 RL.8.10

Literary Text Analyze the structure, elements, style and purpose of” Stay Gold” by Stevie Wonder

Stevie Wonder’s lyrics Stay Gold http://www.azlyrics.com/lyrics/steviewonder/staygold.html http://www.youtube.com/watch?v=Y3QhA2WiyFI

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Poetry Comparison

Students will read the following poems focused on the theme of “being golden” and compare and contrast their structure, word choice and rhythm. Students will compare/contrast the 3 pieces “Stay Gold”,” Nothing Gold Can Stay”, and “All That is Gold Does Not Glitter.”

Robert Frost’s “Nothing Gold Can Stay” http://www.poets.org/viewmedia.php/prmMID/19977 J. R. R. Tolkien's "All That is Gold Does Not Glitter” http://web.cs.dal.ca/~johnston/poetry/all_that_is_gold.html

RL.8.1 RL.8.2 RL.8.5 RI.8.1 RI.8.3 RI.8.8 RI.8.9

Miracle’s Boys Students will read Miracle’s Boys independently. Compare and contrast the setting, characters and themes of Miracle’s Boys and The Outsiders. Students will read multiple book reviews on both The Outsiders and Miracle’s Boys. Based on the reviews, students will respond to the

http://www.readwritethink.org/classroom-resources/lesson-plans/critical-reading-stories-authors-213.html

Open-Ended Response

question “Which book was better? Why?” Students should cite evidence from the novels as well as various book reviews to support their claim.

L.8.5.c Vocabulary Study

Connotation vs. Denotation http://www.scholastic.com/teachers/lesson-plan/connotation-effective-word-choice

L.8.1 L.8.1, a L.8.1, b L.8.1, c L.8.1, d

Grammar & Mechanics

Skill Lesson: Identifying verb phrases Skill Lesson: Recognize that verbs express mood

Identifying verb phrases: Holt Elements of Language: Verbals & Verb Phrases – pgs. 421-422 The Participial Phrase – pgs. 422-425 The Gerund – pgs. 425-426 The Gerund Phrase – pgs. 426-428 The Infinitive – pgs. 428-429 The Infinitive Phrase – pgs. 429-430 Chapter Review, p. 431-432

Elements of Language Test: Parts of Speech

 

ELA Grade 8

Unit B Topic: Where I Belong

Time Frame: One marking period Performance Task: Literary Analysis Description: The “Where I Belong” unit centers around the idea of self-discovery in a world that constantly asks one to question his or her true character. Students will read and create poetry based on where they are from and where they belong. The novel, Elsewhere by Gabrielle Zevin, focuses on sixteen-year-old Liz as she adjusts to the world of Elsewhere following her death. It is not until she dies that she truly lives, finding out where she belongs. Students will have the opportunity to analyze the setting and its impact on the tone and mood of the novel. Students will examine the author’s craft in terms of symbolism and characterization. Students will research death rituals from various cultures and compare and contrast these views to that of America. Students will also read the short story, “The Curious Case of Benjamin Button” by F. Scott Fitzgerald. The focused writing piece for this unit will be a literary analysis essay, where students will self-select topics.

Skill Focus

Texts Required Texts Supplemental Texts

• Elsewhere by Gabrielle Zevin (extended text) • “Where I’m From” by George Ella Lyon (poetry)

• “The 5 Stages of Loss and Grief” by Julie Axelrod • The Curious Case of Benjamin Button (film clip)

Reading Writing Grammar and Mechanics

Vocabulary Speaking and Listening

Comprehending informational text

Write literary analyses Teacher generated vocabulary

Delivering an oral presentation

Identifying literary elements in fiction

Write open ended responses

Greek and Latin roots Fluency

Identify strongest text evidence Journal entries Literary Elements Compare and contrast film clips

Analyze author’s craft Poetry Compare and contrast media Short, descriptive

essay

Research and technology Interpret and compare media

• “How Palestinians Keep Warm” by Naomi Shihab Nye (poetry)

• “The Medicine Bag” by Virginia Driving Hawke Snow (short story in Elements of Literature)

• “The Curious Case of Benjamin Button” by F. Scott Fitzgerald (short story)

• What Dreams May Come (film clip) • The Lovely Bones (film clip) • Ghost (film clip) • “Cats in the Cradle” by Cat Stevens (song lyrics)

Common Core Standards

Number Reading Standards for Literature RL8.1 I can cite textual evidence that strongly support my inferences and analysis of the text. RL8.2 I can determine the theme of a text, analyze the theme’s development, and its relationship to characters, setting, and plot. RL8.3 I can analyze how dialogue or specific incidents reveal information about characters or move the plot forward. RL8.4 I can determine the figurative & connotative meaning of words & phrases based on how they are used in a text. I can analyze the

impact word choice on the meaning or tone of a text. RL8.5 I can compare and contrast the structure of two or more texts. I can analyze how the form or structure of a text contributes to its

meaning and style. RL8.7 I can analyze how a production of a text differs from the written text and evaluate the choices made by the directors/actors. RL8.9 I can analyze how a modern work of fiction uses themes, patterns, or character types from traditional stories, myths, and/or the

Bible. RL8.10 I can read and comprehend literature at the eighth grade level. Number Reading Standards for Informational Texts

RI8.1 I can cite textual evidence that strongly supports my inferences and analysis of the text. RI8.2 I can determine two or more central ideas and analyze their development over the course of the text, including how supporting

ideas are used. RI8.4 I can determine the figurative, connotative, or technical meaning of words or phrases in a grade 8 text.

Number Writing Standards W8.4 I can produce clear, coherent writing in which the development, organization, and style are appropriate for eighth grade tasks,

purposes, and audiences. W8.5 I can use guidance from my peers and adults to plan, revise, and edit my writing. W8.7 I can conduct short research projects that use several sources to answer a specific question. I can generate additional focused

questions, if needed, during my research. W8.8 I can gather information from multiple sources (print and digital) and assess credibility and accuracy of those sources. W8.9 I can use evidence from literature to support analysis, reflection, and research in my writing. W8.10 I can write for a range of time, tasks, purposes, and audiences.

Number Speaking and Listening Standards SL8.1 a: I can prepare for a class discussion and participate by referring to my findings during discussion.

b: I can follow agreed-upon rules for class discussions, track progress towards stated goals, and define individual roles if needed.

c: I can ask questions that connect ideas of several speakers and respond to others with relevant evidence or ideas. d: I can acknowledge new ideas expressed in discussion and modify my views if needed.

SL8.2 I can analyze the purpose of information expressed in diverse media and evaluate the motives behind the presentation. SL8.4 I can present important findings in a coherent manner using relevant evidence, valid reasoning, and appropriate details. I can use

appropriate eye contact, adequate volume, and clear pronunciation. SL8.5 I can include multimedia projects or visual displays when they will be helpful in clarifying and emphasizing information. SL8.6 I can adapt my speech to a variety of tasks and contexts. I can demonstrate a command of formal English when appropriate.

Number Language Standards L8.4 a: I can use context clues to figure out word meanings.

b: I can use common Greek and Latin affixes and roots to figure out word meanings. c: I can use reference materials to determine pronunciation, meaning, or part of speech of a word. d: I can verify what I think a word means by looking it up.

L8.5 a: I can interpret figures of speech in context. b: I can use the relationships between words to better understand each word’s meaning. c: I can distinguish among connotations and denotations of words.

L8.6 I can use vocabulary appropriate to eighth grade topics. I can use resources to gather word knowledge when needing a word important for comprehension and/or expression.

Standards Topics Activities Resources Assessments SL.8.1 RL.8.4 RL.8.5

Poetry comparison

Students will read the poem “After Apple Picking” by Robert Frost and “Because I Could not Stop for Death” by Emily Dickinson and analyze how the author’s use of extended metaphor describes life fulfillment. They will compare/contrast the depiction of death/afterlife. Students will then compose their own poem that uses an extended metaphor to describe their life, hopes, and/or dreams. Skill Lesson: Interpret and compare poetry, Extended Metaphor

http://www.poetryfoundation.org/poem/173523#poem http://www.poetryfoundation.org/poem/177119 http://www.ehow.com/how_7764533_write-extended-metaphor-poems.html

Annotation Turn and Talk Student’s published poetry: Language Lab

RL8.9 RL.8.10

Introduction to Elsewhere

Students will read Elsewhere by Gabrielle Zevin as a read aloud

Elsewhere by Gabrielle Zevin

RL.8.1 RL.8.3 W.8.4

Routine Writing

Students will answer teacher-generated journal prompts and questions based on their Reading of Elsewhere.

Elsewhere by Gabrielle Zevin

Journal and/or Literature Log

W8.10 Skill Lesson: Identify strongest text evidence

Teacher-generated prompts/questions

W8.10 Analyzing Word Choice Short, Descriptive Essay

Avocation v. Career Discuss the similarities and differences between avocation and career. Have students write a descriptive essay about their choice of avocation and whether it is possible to combine an avocation and a career.

Descriptive writing

RI.8.1 RI.8.2 RI.8.7 RI.8.9 W.8.7

Research Project

Technology: Research Presentation- Students will research their dream jobs using a quiz from career builder. Students will then create a multimedia presentation to present their findings. Skill lesson: How to deliver an oral presentation

http://msn.careerbuilder.com/jobseeker/careerbytes/quiz.aspx?qid=QZ0007 (Quiz on finding a dream job) http://jobsearch.about.com/cs/cooljobs/a/dreamjob.htm Skill lesson materials: http://www.wikihow.com/Deliver-Effective-Presentations

W8.4 W8.10

Job Application & Resume Writing

Students will learn how to complete a job application for his or her selected avocation in Elsewhere. Students will also complete a resume for select avocation.

Teacher Resources: Resume Writing for Middle School Students: http://www.fldoe.org/workforce/ced/pdf/writing-a-resume.pdf Job Applications & Interviews for Middle School: http://www.scholastic.com/teachers/lesson-plan/applications-and-interviews

Job Application Resume

RL8.9 RI8.1 W8.4 W.8.5 W8.9

Literary Analysis Group Essay: 5 Stages of Grief and Loss

Students will independently read and annotate “The 5 Stages of Grief and Loss” by Julie Axelrod. In groups, students will find textual evidence to support Liz working through each of the five stages as presented in the above article.

“The 5 Stages of Grief” by Julie Axelrod http://psychcentral.com/lib/the-5-stages-of-loss-and-grief

Collaborative Essay Writing

Groups will write a collaborative essay analyzing Liz’s grief process.

RL8.9 W8.4 W.8.5 W8.9

Literary Analysis Essay

Students will write a formal literary analysis essay on a self-selected topic. (Ideas to consider: symbolism in Elsewhere, character analysis of Elsewhere, allusions in Elsewhere, irony in Elsewhere, etc.) Students should read teacher-selected examples to identify elements of literary analysis prior to brainstorming ideas for own writing piece.

Teacher Resources: https://www.teachingchannel.org/videos/sift-method-analyze-literature http://snowyrangeacademy.org/uploads/docs/ms%20resources/Literary%20Analysis%20Guide.pdf

Literary Analysis Essay

SL8.1 Analyzing Song Lyrics

Students will read, annotate, analyze, and listen to “Cats in the Cradle” by Cat Stevens. Students will make inferences and draw comparisons to the short story, “The Curious Case of Benjamin Button”.

“Cats in the Cradle” by Cat Stevens Link for Lyrics: http://www.sing365.com/music/lyric.nsf/Cats-in-the-Cradle-lyrics-Cat-Stevens/108CCBC26BD96CF748256FAB0005F867

RL8.2 RL8.4 RL8.7

Short Story Students will read “The Curious Case of Benjamin Button” by F. Scott Fitzgerald as a collaborative read between teacher and students.

“The Curious Case of Benjamin Button” by F. Scott Fitzgerald (Found on Share Drive) Teacher Resource: http://www.penguinreaders.com/pdf/downloads/par/teachers-notes/TN-BenjaminButton.pdf

W8.7 W8.8 W8.9 SL8.1 SL8.4 SL8.5

Research Task: Death in Different Cultures

Students will research a variety of different funeral customs. (Groups or Individual) 1. Ask students to find and record ten pieces of information from a culture’s custom that they choose to research. 2. Have the students prepare a brief presentation to share what they have learned with the class. 3. Create a class chart to compare and contrast

Teacher Resources: http://www.selectedfuneralhomes.org/customs http://www.pbs.org/witheyesopen/after_teachers_612.html http://www.pbs.org/wnet/onourownterms/articles/cultural.html

Research Presentation (Group or Individual) Custom Comparison Chart

the various beliefs of the cultures that were researched. 4. Discuss how each of these customs informs our understandings of the beliefs, values, and attitudes of different cultures toward death. 5. Generate a list of funeral customs that exist in our society. 6. What does this list tell us about some of our beliefs, values, and attitudes toward death?

RL8.7 SL8.1

Analyzing Media: Film Clips

Students will analyze film clips from The Curious Case of Benjamin Button, Ghost, Whatever Dreams May Come, and The Lovely Bones. Students will make and draw comparisons between Elsewhere and the various film clips. Some areas of focus are setting, communication between dead and living, mood, and tone

The Curious Case of Benjamin Button (Teacher Selected): http://movieclips.com/search/?q=benjamin%20button#p=1 – “Be Whoever You Want to Be” clip The Lovely Bones (Teacher Selected): http://movieclips.com/tAicm-the-lovely-bones-movie-shes-gone/ – “She’s Gone” clip Ghost: Communication: http://www.youtube.com/watch?v=5fLlgS6aO9k What Dreams May Come: Trailer: http://movieclips.com/2Dcg-what-dreams-may-come-movie-trailer-1/ What Dreams May Come: Setting: http://www.youtube.com/watch?v=OdgGxgg91Tc

SL.8.1b SL.8.2.b SL.8.6 RL.8.3 RL.8.4

Reader’s Theater Research

Students will be given the following prompt: It is the year 2006 in Elsewhere. John F. Kennedy, Princess Diana, Tupac, and John Lennon are having a picnic. How old is each person in Elsewhere age? Based on their

Skill materials:  http://www.k12reader.com/reading-fluency-and-instruction/

Performance Research

Elsewhere age, explain what each person would be doing or discussing. Students will research the significant tasks of each person and calculate his or her Elsewhere age. In groups, students will create a dialog between the four people having a picnic lunch based on student research. Student groups will be required to present their dialog. Skill lesson: Fluency Skill lesson: Research simulation

RL.8.1 RL.8.3 W.8.4

Literary Analysis

Using textual evidence students will analyze how the setting of Elsewhere affects the tone and mood of the story. The open ended response must analyze the mood and tone of three places from the story. Students will create a six panel chart sketching the mood and tone for each location. Students will also find a quote for each location to use to support and illustrate the mood and tone of each setting.

Teacher Resource: (Copy/Paste Link) http://www.inetteacher.com/upload1/102670/docs/Tone-Mood%20Worksheet.pdf

Open Ended Response and picture representation

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“Where I’m From” Poems

Students will read and evaluate George Ella Lyon’s poem “Where I’m From” analyzing the use of repetition. Students will complete the generational questionnaire with a parent and/or grandparent. Students will then create their own personal “Where I’m From” poem. Students will write a “Where I’m From” for one of the character’s from Elsewhere. Skill lesson: Identifying author’s craft

“Where I’m From” by George Ella Lyon:    http://teacher.scholastic.com/writeit/PDF/lyon.pdf

“Where I’m From” poem

RL.8.1 Poetry Students will read the poem “How “How Palestinians Keep Warm” by

RL.8.2 RL.8.4 RL.8.5

Comparison Palestinians Keep Warm,” analyzing the author’s word choice and its effect on the theme “Where I Belong” Compare and contrast the structure of “How Palestinians Keep Warm” to “Where I’m From” by George Ella Lyon. How do the differing structures contribute to each poem’s meaning and style? Do you think the authors are proud of their roots?

Naomi Shihab Nye http://www.poets.org/viewmedia.php/prmMID/23315

RL.8.1 RL.8.2

Short literary text

Students will read The Medicine Bag and identify the elements of plot. Students will respond to an open ended question using textual evidence to support their answer. Example: Where does Martin believe he is “from”? Does he wish he could change his roots?

“The Medicine Bag” by Virginia Driving Hawke Snow (Elements of Literature)

Open ended response

L8.4 L8.5 L8.6 RL.8.4

Vocabulary Study

• Teacher generated vocabulary from Elsewhere

• Latin & Greek roots • Literary terms (irony, allusion,

symbolism, mood, tone, conflict, point of view, foreshadowing, personification, characterization, theme)

• Author’s craft (prologue & epilogue)

 

ELA Grade 8 Unit C

Theme: In Times of Tragedy Time Frame: One marking period Performance Task: Explanatory/Informational Writing Description: In this unit students will read a variety of literary and informational texts centered on world-wide tragedies, such as The Holocaust. The unit’s main text is We Are Witnesses: Five Diaries of Teenagers Who Died in the Holocaust. The five diarists in this book did not survive the war, but their words did. Each diary reveals one voice, one teenager coping with the impossible. Alongside the unit’s main novel, students will read the play version of “The Diary of Anne Frank”, comparing and contrasting the difference between drama and reality. Students will also research modern day genocide as well as internment camps. In this unit students will be writing for various purposes including open ended responses and explanatory/informational writing.

Skill Focus

Reading Writing Vocabulary Grammar and Mechanics

Speaking and Listening

• Compare and analyze multiple genres

• Write explanatory/informative essays

• Words from Foreign languages

• Determine the meaning of unknown and multiple-meaning words/phrases

• Deliver an oral presentation

• Analyze and synthesize primary sources

• Write open ended responses

• Participate in Socratic seminars

• Interpret media • Determine central idea • Identify strongest text

evidence

• Research and technology

Common Core Student Objectives

Number Reading Standards for Literature RL8.1

RL8.3 I can find textual evidence to support my ideas about a text. I can analyze how particular lines from a story/drama propel the action, reveal a character or provoke a decision.

RL8.7 I can analyze whether or not a filmed version of a story stays true to the text or script. RL8.9 I can determine how an author uses traditional stories, themes, events and characters in a modern work of fiction.

Number Reading Standards for Informational Texts RI8.1 I can find textual evidence to support my analysis of the text and draw inferences. RI8.2 I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary

of a text. RI8.3 I can identify the connections that are made between individuals, ideas and/or events in various texts. RI8.4 I can determine the meanings of words and phrases as they are used in a text, including figurative language.

I can analyze the specific word choice of an author and analyze its impact on the tone of a piece. RI8.5 I can analyze the structure of paragraphs within a text, specifically the role of key sentences. RI8.6 I can determine an author’s point of view and the author’s purpose for writing a text. RI8.7 I can evaluate the advantages and disadvantages of using different mediums to present a topic. RI8.9 I can identify when texts disagree and analyze the conflicting information. RI8.10 I can read and comprehend literary non-fiction independently.

Number Writing Standards W8.2 I can write informative and explanatory texts to examine a topic and convey ideas.

a. I can introduce a topic clearly, organize my ideas, and use text features such as headings, charts, tables, and/or multimedia.

b. I can develop my topic with well-chosen facts and details. c. I can use varied transitions. d. I can use domain-specific vocabulary e. I can establish and maintain a formal style f. I can provide a concluding statement that supports my writing.

W8.4 I can produce clear and coherent writing for a specific task, purpose, and/or audience. W8.7 I can conduct short research projects to answer a question, using several sources. W8.8 I can gather relevant information from multiple print and digital sources, assessing the credibility and accuracy of each

source. I can quote and paraphrase while avoiding plagiarism. I can follow a standard format to cite my sources.

W8.10 I can write over different time frames for a range of tasks, purposes, and audiences. Number Speaking and Listening Standards SL8.1 I can participate in collaborative discussions, building on other’s ideas and expressing my own ideas clearly.

SL8.4 I can present claims and findings by emphasizing salient points in a focused, coherent manner. I can use appropriate eye contact, adequate volume, and clear pronunciation.

SL8.5 I can integrate multimedia and visual displays into presentations. SL8.6 I can adapt my speech to a variety of contexts and tasks, demonstrating command of formal English.

Number Language Standards L8.4 I can determine the meaning of unknown words using context clues and reference materials.

a. I can use the context as a clue to the meaning of a word or phrase. b. I can use common, grade appropriate Greek/Latin affixes/roots as clues to meaning of words. c. I can use reference materials to find pronunciation of a word or determine its meaning and part of speech. d. I can verify the meaning of a word by using a dictionary.

L8.6 I can use domain-specific vocabulary. I can gather vocabulary knowledge when a word or phrase is important to my comprehension of the text.

Texts Required Texts Supplemental Materials

• We Are Witnesses: Five Diaries of Teenagers who Died in the Holocaust by Jacob Boas – extended text

• “The Diary of Anne Frank” (the play) by Frances Goodrich and Albert Hackett – short literary text

• The following titles allow for a Literature Circle study following the required texts:

o Milkweed by Jerry Spinelli o Night by Elie Weisel o The Book Thief by Markus Zusak o The Devil’s Arithmetic by Jane Yolen o The Boy Who Dared by Susan Bartoletti o The Wave by Todd Strasser

• “Camp Harmony” by Monica Sone (Elements of Literature) • “Excerpt from Life is Beautiful screenplay (Prentice Hall Literature

book)

Standards Topics Activities Resources Assessments W.8.7 W.8.8 SL.8.1 SL8.4

Introduction to the Unit – defining a hero

Heroes Around Us - Students will explore the distinction between a hero and an idol. Students will develop criteria for a hero and create a hero report, describing the person’s noble qualities and deeds. Students will read an informational article about the rise of superheroes and participate in a Socratic Seminar to answer the question “What is the difference between a hero and an idol?”

http://www.readwritethink.org/classroom-resources/lesson-plans/heroes-around-171.html http://www.nytimes.com/2007/09/09/nyregion/nyregionspecial2/09artsnj.html?_r=0

RI.8.3 W.8.10

Routine Writing Students will read the play, The Diary of Anne Frank. Students will keep their own diaries to record responses to particular lines of dialogue and how they propel the action of the play.

The Diary of Anne Frank (Holt) page 346

W.8.10 RI.8.1

Open Ended Response Writing

After reading the play, The Diary of Anne Frank, students will respond to the following open ended response:

1. Before The Diary of Anne Frank was performed, Otto Frank wrote in a letter to the actor who would portray him, “Please don’t play me as a ‘hero’… Nothing happened to me that did not happen to thousands upon thousands of other people.” What is a hero? Do you see anyone in the play as a hero? Why? Think about your definition of a hero. Cite evidence to support

Open Ended Response

your response. Skill Lesson: Open-ended response

Skill lesson materials: Standardssolution.com, lesson plans, NJASK Grades 6 - 8 Reading, Lesson 3: Introduce the Required Elements for Open-Ended Reading Items

RI.8.4 RI.8.5

Comparison of drama and diary

Students will read select passages from the actual diary of Anne Frank in the collection We Are Witnesses and compare and contrast the structure of each text to determine how the structure contributes to its meaning. Students will align dramatic character types in the play that don’t exist in the diary with a graphic organizer to support analysis of the adaptation, then extend the analysis to identifying dramatic elements in the play that were enhanced and changed to “render it new.” Skill lesson: Comparing genre

Elements of Literature, pp. 346-409 The Diary of Anne Frank (the play) We Are Witnesses (novel) Skill materials: http://www.readworks.org/sites/default/files/bundles/lessons-grade2-genre-lesson-1.pdf Graphic organizers: http://www.eduplace.com/graphicorganizer/

RL8.5 RI.8.10

Introduction and reading of the memoir We are Witnesses

Students will collaboratively read We Are Witnesses in a jigsaw format using the first four chapters of the novel. Then compare and contrast these diary formats with that of the Anne Frank chapter of the same novel.

We Are Witnesses by Jacob Boas

RL8.1 RL8.2 RL.8.5 RI.8.6 RL8.9

Holocaust Literature circles

Students will read an additional extended text dealing with the Holocaust. Students will work with their literature circle group to compare/contrast the structure of this text and We Are Witnesses. Students will analyze how the texts make connections among and distinctions between individuals, ideas, and events.

http://www.scholastic.com/teachers/classroom_solutions/2011/03/middle-school-literature-circles Choice of supplemental texts: (may vary based on building availability)

• Milkweed by Jerry Spinelli • Night by Elie Weisel • The Book Thief by Markus

Zusak • The Devil’s Arithmetic by

Jane Yolen • The Boy Who Dared by

Susan Bartoletti • The Wave by Todd Strasser

R.8.1 W.8.4

Reading an Interview Composing questions for a Holocaust survivor

Read Oprah Winfrey’s interview with Holocaust survivor Elie Wiesel. Create list of questions that Oprah did not ask. Work with a group to answer these questions based on background knowledge.

http://www.oprah.com/omagazine/Oprah-Interviews-Elie-Wiesel http://www.ushmm.org/m/pdfs/20100114-dor-survivor-questions.pdf

RI.8.6 RI.8.3 RI.8.2

Informational reading on The Holocaust

Students will read an excerpt from The Book Thief and compare and contrast it with an article “Auschwitz Shifts From Memorializing to Teaching”. The students will answer questions included at the end of the two articles in a group and discuss their findings.

http://learning.blogs.nytimes.com/2013/11/07/text-to-text-the-book-thief-and-auschwitz-shifts-from-memorializing-to-teaching/?_r=0

Text to Text

W.8.7 W.8.8 SL.8.4 SL.8.5

Research Project/ Informational Writing

Students will research a modern-day genocide and then create a visual display (poster, tri-fold, etc.) that provides background information, statistics, and a call to action.

http://onemillionbones.squarespace.com/genocide-resources/ http://onemillionbones.squarespace.com/genocide-resources/

Students will also write an informational essay about their finding. Skill lesson: Research and technology

Skill lesson material: http://www.readwritethink.org/classroom-resources/lesson-plans/wading-through-teaching-internet-983.html

RI.8.6 RI.8.9

WWII Political Cartoons

Students analyze WWII posters and analyze the methods used to inform or persuade their audience

Argument, Persuasion, or Propaganda? Analyzing World War II Posters http://www.readwritethink.org/classroom-resources/lesson-plans/argument-persuasion-propaganda-analyzing-829.html

RI.8.6 RI.8.9 W8.10

Internment Camps Students conduct research to better understand internment camps in the United States Students will read a memoir, “Camp Harmony”, about a teenager’s experiences in the Japanese internment camps Students watch a video about the relocation of Japanese peoples in the US in 1943 to internment camps Students read poetry written by children and adults that were relocated to Japanese internment camps. Students will answer the following questions: Why was there anti-Japanese

Life in Japanese Internment Camps Japanese 1943 http://www.archive.org/details/Japanese1943 “Camp Harmony” by Monica Sone (Elements of Literature) World War II Poetry Poetry Written in the Japanese Internment Camps in the United States and in the Ghettos and Concentration Camps in Europe http://www.sccs.swarthmore.edu/users/04/sorelle/poetry/wwii/poetry.html#poetry-adults-US

paranoia during WWII? Why do you think it took so long for the US government to admit that the camps were a mistake?

RI.8.3 W.8.2 W.8.4 W8.10

Informational Reading/ Explanatory Writing

Students will read an informational article about current efforts to prosecute Nazi war criminals. Students will write an explanatory essay in response to the following quote : “In spite of everything, I still believe that people are really good at heart”- Anne Frank Skill lesson: Writing an explanatory essay responding to the quote.

http://www.nytimes.com/2011/05/13/world/europe/13nazi.html Skill lesson materials: Standardssolution.com, lesson plans, Writing, Writing Informational

RL.8.7 RL.8.9

Life is Beautiful Screenplay/ excerpt Film

Students will complete a dramatic reading of an excerpt of the screenplay of Life is Beautiful. Students will evaluate the film and analyze the extent to which the film stays faithful to or departs from the text, evaluating the choices made by the director and actors. Students will analyze how this modern work of fiction draws on themes from the Holocaust and renders the material new.

Life is Beautiful Film and screenplay excerpt (Screenplay excerpt can be found in the brown Prentice Hall Literature Books)

Text to Media

RI.8.1 RI.8.2 RI.8.3 RI.8.7 RL.8.1 SL.8.1

Performance Task

Closing the Holocaust Unit – . Students will listen to Elie Weisel’s speech “The Perils of Indifference” and watch the final 10 minutes of

http://www.ushmm.org/educators/lesson-plans/holocaust-unit http://www.americanrhetoric.com/speeches/ewieselperilsofindifference.html

the film Schindler’s List. Students will then answer the following in a Socratic Seminar: What are the lessons that can be learned from this horrific event so that today’s youth learn from the past to make a better world? What are the consequences of inaction?

http://www.youtube.com/watch?v=vOoWpTxKJGA http://www.youtube.com/watch?v=rvqaSwoXYwQ

L.8.4 L.8.6

Vocabulary Study

Students will identify and define German and Yiddish terms used in their study of the Holocaust.

http://www.chgs.umn.edu/educational/edResource/holoTerms.html

l.8.4 Grammar Elements of Language Chapter 8 pp.288-290 Chapter 21 p.580-601

 

 

 

 

 

 

Unit D Topic: HOPES AND DREAMS

Time Frame: One Marking Period Performance Task: Memoir Writing Description: This unit focuses on the theme of ‘Hopes and Dreams’ and the lengths one will go to in order to achieve them. Students will begin by reading and analyzing Randy Pausch’s inspiring memoir, The Last Lecture. Professor Pausch’s memoir will serve as a model for students in the creation of their own personal memoirs. Students will also read the memoir of Walter Dean Myers, Bad Boy, and analyze how a writer uses real-life experiences in his writing, both autobiographical and fiction. Students will also analyze tone, inflection, style, and word choice in a variety of informational and narrative texts. Students will compare different media presentations of the same topic and conduct research their dream careers. As a culmination to the unit, students will write and perform their own last lectures and create a multi-media presentation.

Skill Focus Reading Writing Vocabulary Grammar and

Mechanics Speaking and Listening

• Comprehending informational text

• Writing memoir

• Determine word meaning

• Demonstrate command of the conventions of

• Delivering an oral presentation

• Analyze explicit text and inferences

• Writing a “Last Lecture”

• Peer evaluation of speeches

• Identify strongest text evidence • Writing open ended responses

• Analyze author’s craft

• Compare and contrast media • Research and technology • Interpret media • Analyze and synthesize primary

sources

Common Core Student Objectives Number Reading Standards for Literature

RL8.1 I can find textual evidence to support my ideas about a text. RL8.2 I can determine the theme or central idea of a text. RL8.4 I can determine the meaning of words and phrases as they are used in a text. RL8.5 I can compare and contrast the structure of two or more texts. RL8.10 I can read and comprehend literature independently.

Number Reading Standards for Informational Texts RI8.1 I can find textual evidence to support my analysis of the text and draw inferences. RI8.3 I can identify the connections that are made between individuals, ideas and/or events in various texts. RI8.6 I can determine an author’s point of view and the author’s purpose for writing a text. RI8.7 I can evaluate the advantages and disadvantages of using different mediums to present a topic.

Number Writing Standards W8.3 I can write narratives (real or imagined) using effective technique, relevant descriptive details, and well-structured event

sequences. a. I can engage and orient the reader by establishing a context and point of view b. I can use narratives techniques such as dialogue, pacing, description, and reflection c. I can use a variety of transitions to signal shifts in time d. I can sue precise words and phrases, relevant descriptive details, and sensory language e. I can provide a conclusion that reflects on the narrated experiences.

W8.4 I can produce clear and coherent writing for a specific task, purpose, and/or audience. W8.7 I can conduct short research projects to answer a question, using several sources. W8.10 I can write over different time frames for a range of tasks, purposes, and audiences.

Number Speaking and Listening Standards SL8.1 I can participate in collaborative discussions, building on other’s ideas and expressing my own ideas clearly. SL8.2 I can analyze the purpose of information presented in diverse media and evaluate the motives behind its presentation. SL8.4 I can present claims and findings by emphasizing salient points in a focused, coherent manner.

I can use appropriate eye contact, adequate volume, and clear pronunciation. SL8.5 I can integrate multimedia and visual displays into presentations.

Number Language Standards L8.2 I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.

a. I can use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. I can use an ellipsis to indicate and omission. c. I can spell correctly.

L8.5 I can demonstrate understanding of figurative language.

Text Required Texts: Supplemental Texts:

• The Last Lecture by Randy Pausch – Extended text • Smart Cookie by Sandra Cisneros – Short literary text • A Dream Deferred by Langston Hughes – Short literary text • Pakistan's Malala: Global symbol, but still just a kid by

Ashley Fantz – Short informational text

• “Hay for the Horses” by Gary Snyder • “To Think of Time” by Walt Whitman • “Fear of the Future” by John Koethe • “Blues” by Elizabeth Alexander • “Do Not Go Gentle Into That Good Night” by Dylan Thomas • “The Treasure of Lemon Brown” Walter Dean Myers • Bad Boy by Walter Dean Myers

Standards Topics Activities Resources Assessments W.8.10 Routine

Writing Quickwrites- Students quickly react to quotes from the text and write short connection pieces in their writer’s notebooks.

The Last Lecture- Randy Pausch

W.8.3 Memoir Writing

Students will learn about SOAPTone (Subject, Occasion, Audience, Purpose, and Tone) and discuss these for a memoir. Using SOAPTone students will write their own memoirs. Skill lesson: Writing Memoir

SOAPTone: http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/45200.html Skill materials: http://teacher.scholastic.com/writeit/memoir/teacher/

Memoir

W.8.3.d Six Word Memoirs

Students will read Ernest Hemingway’s famous six word memoir, analyzing the author’s word choice. Using Hemingway’s memoir as a model students will construct their own Six word memoirs and submit them to www.Smithteen.com

Ernest Hemingway: For Sale, Baby Shoes Never Worn http://news.rapgenius.com/Ernest-hemingway-six-word-story-lyrics#note-1223461 Post the memoir on a webpage: www.Smithteens.com

Six Word Memoirs

RI.8.1

Guided Reading

Guided Reading- Students will respond to questions about the text

The Last Lecture- Randy Pausch Open Ended Response: 1. What

using evidence from text to support their answer choices

details from Randy’s childhood do you think led to the successes he had later in life? Cite evidence to support your answer.

W.8.7 RI.8.1 RI.8.7 SL.8.4 SL.8.5

Cancer Research

Students will conduct research on any type of cancer and create a PowerPoint, Prezi, or Keynote in pairs presenting evidence from their research defining type of cancer, statistics, and treatments. Compare and contrast their research with the cancer diagnoses of Randy Pausch. Skill lesson: Research and technology

Skill lesson material: http://www.readwritethink.org/classroom-resources/lesson-plans/wading-through-teaching-internet-983.html

Why is Pancreatic Cancer So Deadly? http://www.scientificamerican.com/article.cfm?id=why-is-pancreatic-cancer-so-deadly-steve-jobs

SL.8.1.a SL.8.1.b SL.8.1.c SL.8.1.d

Socratic Circle

Socratic Seminar- students will prepare for a class discussion in which they will pose and respond thoughtfully to questions.

http://www1.nsd131.org/mainsite/schools/nhs2/Content/Rules%20for%20Honors%20Seminar.pdf

W.8.3.a W.8.3.b W.8.3.d W.8.3.e

Narrative Writing

Students will write and deliver their own last lectures after analyzing the effective speech techniques from Dr. Martin Luther King and Randy Pausch.

EXPANDED SCORING RUBRIC FOR ANALYTIC AND NARRATIVE WRITING: http://www.parcconline.org/sites/parcc/files/Grade%206-11%20ELA%20Expanded%20%20Rubric%20FOR%20ANALYTIC%20AND%20NARRATIVE%20WRITING_0.pdf

Last Lecture presentation and papers

W.8.10 Routine Writing

Bucket List- Students will create their own personal bucket lists of things they wish to achieve in their lifetime.

RL8.6 Key Ideas and Details

Find text evidence to support your answer to the following:

1. Analyze the different points of view of the mother and daughter.

2. What does the story say about success? Find evidence in the story to support your answer.

3. What is the difference between intelligent and educated? Which person would you hire to do a job? Which person would you entrust with money? Why?

4. “How are poverty and shame related in this chapter?”

5. What would Randy Pausch say to Esperanza if he could give her advice?

6. In the last line, why is the mother disgusted? Should she be? Why or why not?

Skill Lesson: Identify strongest evidence

Literature: Smart Cookie by Sandra Cisneros (from The House on Mango Street) Skill lesson: Standardssolution.com, lesson plans, reading literature, strongest evidence

Short Constructed Response

SL.8.2 RL.8.5

Poetry and art comparison

Students will read the poem, Harlem, by Walter Dean Myers and analyze how the author’s word choice affects the audience’s interpretation of the setting. Students will then view the painting Harlem Street by William H. Johnson. Students will write down descriptive words or phrases that come to mind when they look at the photo. Does this photo depict the setting that Walter Dean Myers describes? Why or why

http://faculty.lagcc.cuny.edu/eiannotti/harlem/harlem.htm http://americanart.si.edu/collections/search/artwork/?id=11738

not? How may an artist or an author interpret a setting differently? What does the art reveal about the artist? Skill lesson: Analyzing and synthesizing primary sources Skill Lesson: Interpret and compare Media

Skill lesson materials: http://www.archives.gov/education/lessons/worksheets/ Standardssolution.com, lesson plans, reading literature, Compare media

RI.8.3 Reading Informational Text

Students will read an informational piece about Walter Dean Myers to analyze how a writer used real life experiences as a springboard for their memoir writing.

Children’s Book Envoy Defines His Mission http://www.nytimes.com/2012/01/03/books/walter-dean-myers-ambassador-for-young-peoples-literature.html?pagewanted=all

RL.8.1 RL.8.5 RL.8.6

Short story and fiction comparison

Students will read “The Treasure of Lemon Brown” as a class and Bad Boy by Walter Dean Myers independently, analyzing the similarities and differences between truth and fiction. Example Questions: 1.What aspects from Walter Dean Myer’s life do you believe inspired The Treasure Lemon Brown? Skill Lesson: write open ended response

The Treasure of Lemon Brown by Walter Dean Myers (Holt) Pages 92-101 Bad Boy by Walter Dean Myers Skill lesson materials: Standardssolution.com, lesson plans, NJASK Grades 6 - 8 Reading, Lesson 3: Introduce the Required Elements for Open-Ended Reading Items

Open Ended Responses

L.8.5 RL.8.2 RL.8.4 RL.8.5 RL.8.10

Poetry Choose another poem to compare to Langston Hughes’ “A Dream Deferred.” Compare

- The structure of each poem and how that contributes to the message

- The diction (specific words) that most influence the message of the poem

“To Think of Time” by Walt Whitman http://www.poets.org/viewmedia.php/prmMID/21927 “Fear of the Future” by John Koethe http://www.poets.org/viewmedia.php/prmMID/21761 “Blues” by Elizabeth Alexander

The speaker’s message about disappointment, death, or failure Langston Hughes “A Dream Deferred” Skill lesson: Identifying author’s craft

http://www.poets.org/viewmedia.php/prmMID/16188 “Hay for the Horses” by Gary Snyder http://www.poets.org/viewmedia.php/prmMID/15436 “Do Not Go Gentle Into That Good Night” http://www.poets.org/viewmedia.php/prmMID/15377 Skill lesson materials: standardssolution.com/, lessonplans, Reading/Literature, form and meaning

SL.8.4 SL.8.2 L.8.5 RI.8.6 W.8.4

Speech Analysis

Open Ended

Response

Compare and contrast Dr. King’s and Prof. Pausch’s delivery. Revisit SOAPTone (Subject, Occasion, Audience, Purpose, and Tone). Discuss these for the different speeches. Identify the purpose of each speech, words the speaker chose that reflect the tone, identify the extended metaphors, and evaluate the motives behind each presentation. OPEN ENDED RESPONSE: How does the author’s choice of words impact the meaning and tone of the speech? Skill Lesson: Comparing Media Skill Lesson: Peer evaluation of speeches

Watch video excerpt of: I Have a Dream Speech- Martin Luther King http://www.youtube.com/watch?v=CjEdyxo_z5k Skill lesson materials: Standardssolution.com, lesson plans, reading literature, Compare media

SL.8.2 RI.8.7

Photo Analysis

Students will write down descriptive words or phrases that come to mind when they look at the photo. Why was this picture chosen as for this book? Skill lesson: Analyzing primary sources

Remember by Toni Morrison (Photo Book Skill lesson materials: http://www.archives.gov/education/lessons/worksheets/

RI.8.6 RI.8.7 SL.8.2

Reading Informational

Viewing Current Events

Topic: Hopes and Dreams of Malala Skill lesson: comprehending informational text

Speech to UN from July 12, 2013 http://webtv.un.org/watch/malala-yousafzai-un-youth-assembly/2542094251001/ Article from the United Nations, explaining the occasion of the speech http://webtv.un.org/watch/at-un-malala-yousafzai-rallies-youth-to-stand-up-for-universal-education/2542492853001/ Article about Malala shortly after she was shot: http://www.cnn.com/2012/10/15/world/malala-profile http://scope.scholastic.com/issues/09_01_13 3 Short answer questions: 1. Why is it so surprising that Malala is speaking to the UN about peace? 2. Malala makes reference to many famous prophets and leaders. Choose two and explain how they have influenced her. 3. What is Malala’s central argument about education? Skill lesson: http://www.standardssolution.com/content/NCC/Reading/Informational%20Text/MS_RI_ReadingforInformation.pdf

Text to World and Text to Media Connections

L.8.2 Grammar Elements of Language Chapter 23 & 24 (Punctuation) Pg. 628-680 Chapter 25 (Spelling) Pg. 686-698