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Revised: 1/6/2014

SYRACUSE CITY SCHOOL DISTRICT Grade08 Unit 03 Hybrid

Literary and Informational Text Life lessons

18 Instructional Days

Reading Standards: RL.8.2, RL.8.3, RL.8.4, RL.5

RI.8.2, RI.8.3, RI.8.4, RI.8.5, RI.8.6, RI.8.8, RI.8.9

Unit Description

This hybrid unit asks students to read deeply across a variety of both literary and informational texts with

an emphasis on poetry. Students interpret, analyze, and evaluate narratives, poetry, and drama, and

make connections to other texts (including informational texts). Students learn and apply methods of

literary analysis throughout the unit paying particular attention to authors’ use of literary devices and

figurative language. Students are asked to consider how an author crafts the structure of a text to

produce a particular effect. In addition, students need to determine the figurative and connotative

meanings of words and consider the significant influence of the author’s word choice as a whole on the

text’s tone or overall meaning.

Implementation Dates: January 10, 2014 - February 5, 2014

Unit Assessment Dates: February 6th - 7th

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CCLS Coded Standard Concept Elaboration Assessment Questions

RL.8.2 DETERMINE a theme or central idea of a

text and ANALYZE its development over

the course of the text, including its

relationship to the characters, setting, and

plot; provide an objective SUMMARY of

the text.

-Definition of a summary-what makes a summary,

what are the elements of a summary

-Define and identify theme

-Identify the characters, setting and plot

-Development of the theme based on the plot

-Track the development of a theme over the course

of the text

-Have a mental bank of topics for themes

-Understand that the details in a text connect to the

theme

-Determine the author's message behind the theme

through characters, settings, plots, events and

patterns

-Complete summary that excludes personal

opinions or judgments

Assessed in Checks for Understanding 3.1,

3.2 and 3.3

RI.8.2 DETERMINE a central idea of a text and

ANALYZE its development over the course

of the text, including its relationship to

supporting ideas; provide an objective

SUMMARY of the text.

-Define and identify a central idea

-Identify supporting details

-Making connections from the central idea to the

supporting details

-Differentiate between expository non-fiction and

narrative non-fiction

-Determine how an idea is developed over the

course of a text

-Create an accurate and relevant summary

Question #1:

Closely reread the following lines from

“Nana Jean in New Orleans: Remnants of

Hurricane Katrina:”

“As I crossed the bridge into the

Ninth Ward, I drove slowly through

the streets. I felt very much alone

and isolated... Where are the sounds

of children playing?”

Identify a central idea in the article and

explain how these words or phrases

contribute to the central idea? Be sure to

explain how Nana Jean’s experiences relate

to the events and ideas presented in the

text. Use details from the passage to

support your answer. (RI.8.2, RI.8.3)

RL.8.3 ANALYZE how particular lines of dialogue

or incidents in a story or drama propel the

action, reveal aspects of a character, or

-Character motivation

-Identify how a course of events propel the plot

forward

Assessed in Checks for Understanding 3.1,

3.2 and 3.3

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CCLS Coded Standard Concept Elaboration Assessment Questions

provoke a decision. -Identify examples of dialogue and understand why

an author uses dialogue

-Dialogue reveals character development

-Bank of character traits

-Sequence/ tracking of plot and character

development (elements of plot)

-Comparing the character and action through the

text from beginning to end to reveal the character

motivation, plot, and conflict

-Connecting lines/ quotes to characters, events, etc.

-Understanding the structure of dialogue

-Identifying cause and effect relationships that result

in the action and plot development

RI.8.3 ANALYZE how a text makes connections

among and distinctions between

individuals, ideas, or events (e.g., through

comparisons, analogies, or categories).

-Identify connections within a text

-Identify comparisons or analogy within an

informational text

-Identify the relevant individuals, ideas, and events

within a text

-Make distinctions to show how individuals, events

and ideas influence each other

-Identifying cause and effect relationships within the

text

-Categorize connections within a text (e.g., the

hungry little urchins in “The Life of Frederick

Douglass” are examples of individuals that can be

connected to the idea of bread as knowledge.)

Assessed in assessment question #1

RL.8.4 DETERMINE the meaning of words and

phrases as they are used in a text,

including figurative and connotative

meanings; ANALYZE the impact of

specific word choices on meaning and

tone, including analogies or allusions to

other texts.

-Define and review figurative and connotative

meanings

-Have a bank of literary devices/ techniques of

figurative language (metaphors, simile, alliteration,

personification)

-Identify strong verbs and adjectives in a text and

know that is word choice

-Discern meaning from Context clues

Question #2 Closely reread the last line

from “Hurricane Katrina”:

“A fool and his money are

soon parted.”

What is the literal versus figurative meaning

of this line, and how does it contribute to the

overall meaning of the poem? Use two or

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CCLS Coded Standard Concept Elaboration Assessment Questions

-Identify multiple word meanings

-Identify the author's tone by making a connection

to the strong verbs and adjectives that the author

uses

-Understand that figurative language creates

emotion in a reader

-Define analogies and allusions

-Find examples of analogies and allusions within a

text and interpret the author's intent

more details from the passage to support

your answer. (RL.8.4, RI.8.4)

RI.8.4 DETERMINE the meaning of words and

phrases as they are used in a text,

including figurative, connotative, and

technical meanings; ANALYZE the impact

of specific word choices on meaning and

tone, including analogies or allusions to

other text.

-Differentiate between figurative and connotative

meanings of relevant words that affect meaning

and tone

-Identify strong verbs and adjectives in a text and

know that is word choice

-Utilize context clues to determine the meaning of

words

-Identifying the relevant terms in an informational

text

-Identify words with multiple meanings

-Identify how the meaning and tone are effected by

specific word choices

-Define analogies and allusions

-Find examples of analogies and allusions within a

text and interpret the author's intent

-Explain how the author’s word choice shows his/her

purpose and biases

Assessed in assessment question #2

RL.8.5 COMPARE and CONTRAST the structure of

two or more texts and ANALYZE how the

differing structure of each text contributes

to its meaning and style.

-Have a mental bank of genre – Use of transition

words

Identify and describe Text Structures: prose, poetry,

and drama

-Explain how text structure impacts the meaning of

text

-Have a bank of literary elements/ devices

-Recognize which device applies to a specific

Question #3:

Complete the graphic organizer below Article

“Nana Jean in

New Orleans:

Remnants of

Hurricane

Katrina”

Poem

“Hurricane

Katrina”

Identify the

text structure

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CCLS Coded Standard Concept Elaboration Assessment Questions

structure

-Identify text Style: What is it? How does the author

create his/her own style within a specific genre?

o sentence structure and length

o pace

o diction

o use of dialogue

o point of view

o character development

o tone

o word color, word sound (connotation/imagery)

o paragraph/stanza/act/chapter/structure

o sequencing

o narration

of each piece

and explain

how you know.

Choose one

aspect of style

that the author

uses

(point of view

or imagery),

and find one

example of

that style.

How does the structure and style of both

pieces affect the meaning? Use details from

the passages to support your answer.

(RL.8.5, RI.8.5)

RI.8.5 ANALYZE in detail the structure of a

specific paragraph in a text, including the

role of a particular sentence in

developing and refining a key concept.

-Identify topic sentences with relevant support.

-How an author develops a paragraph to emphasize

a concept or topic.

-Recognize concluding sentences that wrap up or

summarize the concept or topic.

-Identify how punctuation can emphasize the

concept or topic.

Assessed in assessment question #3

RI.8.6 DETERMINE an author’s point of view or

purpose in a text and ANALYZE how the

author acknowledges and responds to

conflicting evidence or viewpoints.

-Determine author’s point of view

-Determine author’s purpose

-Identify evidence

-Identify viewpoints

-Analyze whether evidence is supporting or

conflicting

Question #4: Authors purposefully make

decisions about how to present and support

information to readers. How an author

presents information sometimes is influenced

by an author’s point of view. Authors

support their claims with reasoning and

evidence. Readers take into consideration

an author’s point of view, the claim(s) the

author makes, and how well the author

supports the claim(s), in order to gain

information about a topic.

Use both the article, “Nana Jean in New

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CCLS Coded Standard Concept Elaboration Assessment Questions

Orleans: Remnants of Hurricane Katrina”

and the poem, “Hurricane Katrina” to

answer the following questions.

What claims do the authors of each text

make? How does the point of view of the

author affect his or her response to the

evidence presented? Discuss the evidence

that each author uses to provide conflicting

information on the topic of Hurricane

Katrina. Make sure to use details from the

passages to support your answer. (RI.8.2,

RI.8.6, RI.8.8, RI.8.9)

RI.8.8 DELINEATE and EVALUATE the argument

and specific claims in a text, ASSESSING

whether the reasoning is sound and the

evidence is relevant and sufficient;

RECOGNIZE when irrelevant evidence is

introduced.

-Identify specific claim(s) within a text

-Differentiate between sound or logical claims with

faulty or illogical claims

-Determine if there is enough evidence to support

the claim

-Identify irrelevant evidence

-Explain why evidence is sound or faulty

Assessed in assessment question #4

RI.8.9 ANALYZE a case in which two or more

texts provide conflicting information on

the same topic and IDENTIFY where the

texts disagree on matters of fact or

interpretation.

-Compare and contrast multiple texts on the same

topic

-Identify point of view in multiple texts

-Distinguish how facts differ from text to text

-Identify examples of facts and interpretations of

facts

Assessed in assessment question #4

Language Standards: L.8.5.a, L.8.5.b

Spiraled Reading Standards: RL.8.1, RI.8.1, RL.8.10, RL.8.11

Embedded Writing Standards: W.8.2, W.8.9, W.8.10

Embedded Language Standards: L.8.2.a, L.8.2.c, L.8.6

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Assessment Links Rubrics and Scoring Guide Links

Quick Write/ Short Response NYS ELA 2 Point Response Rubric

NYS 4 Point Extended Response Rubric

Recommended Texts

Anchor Text:

Monster by Walter Dean Myers (Level Z, Lexile 670)

This unit asks readers to make connections among texts of multiple

genres. In order to address all of the teaching points it is necessary to pair

the novel, Monster, with some of the other texts provided below.

Picture Books:

“Just One Flick of a Finger” by Marybeth Lorbiecki & David Diaz

“Harlem” by Walter Dean Myers

Websites:

Meet the Author: Walter Dean Myers

Video Interview with Walter Dean Myers

Author Website

Discussion Questions

Informational Articles:

Why Children Are Killing Children by Joy Bennett Kinnon (Lexile 1170)

Reducing Youth Incareration by The Annie E. Casey Foundation (Lexile

1420)

excerpt from the Juvenile Offenders and Victims: A National Report

(Lexile 1260) and diagram

Juvenile and Gangs (Lexile 1390)

Paired Informational Articles for Standards RI.8.6, RI.8.8, RI.8.9/ Teaching

Points 3.13- 3.15:

Teenage Criminals Should Not Be Tried As Adults by Lisa Young (Lexile

1620)

Criminal Youth Should Be Imprisoned by James Backstrom (Lexile 1610)

Poetry:

The 6th Sense by Dominique Belanger

Regret by Brooke Hoffer

The Road Not Taken by Robert Frost

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Big Ideas Essential Questions

Readers can use nonfiction text to support their knowledge of fiction

text.

Readers know that authors use different structures to convey ideas.

Readers compare and contrast texts to discover meaning.

Readers analyze poetry by digging deep to uncover the author’s

message.

How do readers use multiple genres to grow ideas about life lessons?

Vocabulary Anchor Charts

Contribute

Develop

Evoke

Motivation

Pattern

Refine

Track

Teaching Resource:

Selecting Tier 2 Words: Beck Resource (specifically refer to the chart on

pg. 19)

Vocabulary Instruction: Cracking the Code (From The Thoughtful

Classroom Portfolio Series - Word Works: Cracking Vocabulary’s Code)

*Anchor Charts from Units One and Two may remain up, as appropriate.

Unit Framework

Chunk 1 Chunk 2 Chunk 3 Chunk 4 Chunk 5

Outcome:

Readers use story elements

to track the development of

a theme over the course of

a text.

Readers determine a

central idea and follow it

through a text while making

connections to supporting

ideas.

Outcome:

Readers analyze characters

across a text.

Readers analyze

connections among

individuals, ideas, or events.

Outcome:

Readers can analyze an

author’s choice of words or

phrases that shape the text.

Readers pay attention to

words and phrases and how

they are used within a text.

Outcome:

Readers compare and

contrast texts with differing

structures.

Readers pay attention to

the structure and how it

develops the central idea.

Outcome:

Readers will assess the

reasoning behind a

claim(s) and delineate

between irrelevant and

relevant evidence.

Teaching Points:

3.1-3.3

Teaching Points:

3.4-3.6

Teaching Points:

3.7-3.10

Teaching Points:

3.11-3.12

Teaching Points:

3.13-3.15

CCLS Standards: CCLS Standards: CCLS Standards: CCLS Standards: CCLS Standards:

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RL.8.2, RI.8.2 RL.8.3, RI.8.3 RL.8.4, RI.8.4 RL.8.5, RI.8.5 RI.8.6, RI.8.8, RI.8.9

Outcome Assessment #1

Quick Write

*Use “The 6th Sense” poem

with this outcome

assessment.

Outcome Assessment #2

Questions

Outcome Assessment #3

Questions

Outcome Assessment #4

Organizer & Questions

Outcome Assessment #5

Extended Response

*Use paired

informational text

designated above.

Standard/

Outcome

Teaching Points

(Lesson Objectives)

Checks for Understanding

Supports and Scaffolds

Instructional

Resources & Tools

RL.8.2

RI.8.2

3.1 Readers can identify patterns and

connections by asking themselves, “Why

does this keep coming up? What might

the author be showing us with these

patterns?”

While the theme of a piece of literature is a

message about people, life, and the world

we live in, the central idea, on the other

hand, is the main topic or gist of the text.

Quick Write: Identify a pattern that

is evident in the text we read

today. What are you noticing

about this pattern? What might

the author be showing us with this

pattern? Use details from the text

to support your answer.

Scaffolding Questions:

“Why does this keep coming up?

What might the author be

showing us with these patterns?

What connections are being

made throughout the text?”

Code words that continue to

appear in the text (i.e., look for

the words that come up the

most; look for words that support

the main idea). Discuss what

these words might be hinting at.

Prezi Introduction to the book

Note catcher:

Patterns & Details

Using Monster:

Determine the

central idea

LearnZillion Lesson

Using Monster:

Determine the

theme of a story

LearnZillion Lesson

3.2 Readers can connect specific,

relevant details in a text to the theme or

central idea. They do this by looking for

lines in the text that support a theme or

central idea.

Think-Ink-Pair-Share (literary):

Which lines from the text show how

the character, setting, or plot

connects to the theme?

Think-Ink-Pair Share

(informational): Which lines from

the text are supporting ideas that

connect to the central idea?

Teacher may provide a few lines

of text and ask how these lines

are supporting ideas that

connect to the theme or central

idea.

Claim & Supporting Evidence

Organizer and Short Constructed

Response

Theme and

Central Idea

Commonalities

Chart

3.3 Readers can summarize key events

by asking themselves, “Which events are

important to the theme or central idea?”

Quick Write: Determine a theme*

and explain how the theme

connects characters, setting, and

Box and Bullet Chart

Central Idea Chart

Close Reading

Protocol

Page 10

Standard/

Outcome

Teaching Points

(Lesson Objectives)

Checks for Understanding

Supports and Scaffolds

Instructional

Resources & Tools

plot.

*Teachers can substitute central

idea for theme if text is non-fiction.

Getting the Gist Protocol

RL.8.3

RI.8.3

3.4a Readers can track changes in a

character by looking closely at the

character’s actions and reactions. They

ask: “How did the character say that?

How did the character look? What idea

do I have about who the character is?”

*Teachers should choose these two

teaching points (3.4a and 3.4b) with a

specific text in mind. They should be

taught separately and are text

dependent.

Quick Write: In what ways does

the character change across this

text? Use specific examples from

the text to support your answer.

Character Analysis Graphic

Organizer

Monster Character List

Text Graffiti Quotes

Scaffolding Questions:

Think about how each character

is described? How does the

description help readers

understand the character’s

motivations?

Text Dependent Questions:

On page 203, Steve

makes the statement,

“We lie to ourselves here.

Maybe we are here

because we lie to

ourselves.” What could

Steve have lied to himself

that would lead to jail?

Explain how the

major events in

the story reveal

the character’s

motivations?

Character Trait

Organizer

Using Monster:

Tracking how a

character

changes

LearnZillion Lesson

Text Graffiti

Strategy: The

Teaching

Channel

3.4b Readers can track connections

among individuals, ideas, and events.

They ask: “How are the individuals, ideas

or events related? How do they

connect? What idea do I have about

what this text is saying?”

(Teacher questions: Are there ideas that

are running across the whole text? What

more information do you have? What

does it make you think? How does it

Quick Write: How are the

individuals, ideas or events

related? How do they connect?

What idea do I have about what

this text is saying? What evidence

do I have from the text to support

this?

Setting: Courtroom Layout

organizer

Using Monster:

Analyze the

impact of setting

on character

relationships

LearnZillion Lesson

Using Monster:

Analyze the

impact of setting

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Standard/

Outcome

Teaching Points

(Lesson Objectives)

Checks for Understanding

Supports and Scaffolds

Instructional

Resources & Tools

relate to earlier parts of the text?) on characters

LearnZillion Lesson

3.5 Readers can analyze characters’

motivations by asking themselves, “Why

would a character say that, do that, or

think that?”

Quick Write: Reread the following

quote from the text: (Teacher to

insert quote, this is text

dependent).

What does this quote show the

reader about the character’s

motivation? How do you know?

Use details from the text to support

your answer.

Possible quotes to use:

“They take away your

shoelaces and your belt so

you can’t kill yourself no

matter how bad it is. I guess

making you live is part of

the punishment.”

“The movie is more real in

so many ways than the life I

am leading. No, that’s not

true. I just desperately wish

this was only a movie.”

Mini Lesson: Analyze the

character “Archy” in the poem,

“The Lessons of the Moth” by

Don Marquis (Glencoe pgs. 325-

326). Why does the speaker envy

the moth?

Reread lines 51-53. What do

those lines reveal about the

character?

Three Column Chart:

What the character says, does,

thinks.

Text Dependent Questions:

Steve imagines the

defense attorney is

looking at him and

wondering “who the real

Steve Harmon was.” Who

is the real Steve Harmon?

Is he a “monster,” as the

prosecutor calls him?

Why is it so important to

Steve to have a better

understanding of who he

is?

What was the point of

Dorothy Moore’s

testimony? Was it helpful

to the trial? Why or why

not? (Begins on page

206)

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Standard/

Outcome

Teaching Points

(Lesson Objectives)

Checks for Understanding

Supports and Scaffolds

Instructional

Resources & Tools

RL.8.4

RI.8.4

3.6 Readers can explain how authors use

specific words to create a tone. They

reread to note words that evoke strong

reactions. They think to themselves, “How

does the author feel about this topic?” and

“What evidence do I have from the text to

support this?”

Quick Write:

What is the tone of the text? Which

words or phrases does the author

use to create that tone? Choose

one evocative line or passage in the

text. What does this line

suggest/imply?

Mini Lesson: tone: The attitude of

the author toward the subject,

ideas, theme, or characters.

Close Read: Teacher selects a

section of text to reread. Ask,

“How would you describe the

author’s tone at this point?”

Possible Quotes to use for this:

Ain't no use putting the

blanket over your head,

man. You can't cut this out;

this is reality. This is the real

deal." Chapter 1, p. 7

"I can hardly think about

the movie, I hate this place

so much. But if I didn't think

of the movie I would go

crazy. All they talk about in

here is hurting people."

Chapter 2, p. 45

"The dream took place in

the courtroom. I was trying

to ask questions and

nobody could hear me. I

was shouting and shouting

but everyone went about

their business as if I wasn't

there. I hope I didn't shout

out in my sleep. That would

look weak to everybody.

It's not good to be weak in

here." Chapter 3, pp. 63-64

T-Chart (Glencoe, pg. 546):

Tone Examples from Text

Glencoe Literary

Elements

Transparency:

#18 (Word Choice)

See Glencoe

Textbook pages 543

and 544 for

examples of text

dependent

questions about

tone.

Page 13

Standard/

Outcome

Teaching Points

(Lesson Objectives)

Checks for Understanding

Supports and Scaffolds

Instructional

Resources & Tools

Find two examples of tone, and

use words or phrases directly from

the text to show how the author

has created tone.

3.7 Readers can identify and differentiate

between words with connotative and

denotative meanings that connect to

the tone.

Quick Write: Identify words with a

connotative meaning and identify

the feeling of each word. How do

these words connect to the tone

of this piece?

Connotative vs. Denotative Mini

Lesson Resource

Text Dependent Questions:

Pay careful attention to

the dialogue that O’Brien

uses. On page 16, the

word “whatever” says a

lot about O’Brien. What

does that word choice

say about her?

What can you conclude

about Ms. O’Brien when

she answers Steve, “It

probably depends on

what you mean by

‘win”?

Poetry Lessons

LearnZillion

Resource

3.8 Readers can identify when an author

uses figurative language by locating

examples of metaphors, similes, idioms,

alliteration, and personification.

Quick Write: Choose a piece of

text that we have already read.

Reread it, and identify an example

of figurative language that is used

within the text. Provide the quote

and describe the type of figurative

language used.

Idiom Practice from Monster

Mini-lesson: Color Marking

Figurative Language Sort

Activities:

Definitions

Meanings

Scaffolding Questions for

Metaphor:

To what does the speaker

compare________?

Poetry &

Figurative

Language:

Glencoe Course 3

pgs. 336-337

Figurative

Language Chart

Glencoe Literary

Elements

Transparency #2

(Alliterations), #49

(Personification),

Page 14

Standard/

Outcome

Teaching Points

(Lesson Objectives)

Checks for Understanding

Supports and Scaffolds

Instructional

Resources & Tools

#59 (Simile and

Metaphor), #72

(Tone)

3.9 Readers can explain what effect

figurative language has by asking, “Why

does the author use this device?”

Quick Write: How does the

author’s use of figurative language

help you to imagine the poem?

List some specific lines from the

text that help you imagine this.

Glencoe, pgs.348-353, “Exile”

Julia Alvarez

Glencoe, pg. 391

“The Sound of Night” by Maxine

Kumin

Students create original

examples of metaphors, similes,

alliteration, and personification.

3.10 Readers can explain what affect

certain words and phrases have on the

central idea by asking, “Why does the

author use these words or phrases?”

(Teacher questions: Some words are

more important than others. Which words

feel important? What do they suggest?

Why does the author choose certain

words?)

Quick Write: Choose one

evocative word or phrase in the

text. What does this word or phrase

suggest/imply? How do you know?

Why did the author use it and how

does it affect the central idea?

Scaffolding Questions for Poetry:

What effect do you think those

rhyming words might have on a

reader?

Text Dependent Question:

What is Steve’s purpose

for including the random,

casual dialogue on p. 65-

67?

Reading Poetry in

the Middle

Grades by Paul B.

Janeczko

Using Monster:

Analyze a key

word or phrase to

interpret the story

LearnZillion Lesson

RL.8.5

RI.8.5

3.11 Readers can analyze how an author

has structured a text and think to

themselves, “Why would the author use

this structure or literary device? What is

he or she trying to show me?”

Quick Write:

Monster is a novel written in a

screenplay format with Steve’s

journal entries mixed in throughout.

Do you think this is an effective

structure for the book? Why or why

not?

Literary Device Sort: Definitions

and Examples

“Why Children Are Killing

Children” text structure organizer

Notes on structure of a

Screenplay

The author uses the structure of

________ to show the reader

_________. I know this

Rhyme and

Rhyme Scheme:

Glencoe Course

3, pg. 339

Rhythm and

Meter: Glencoe

Course 3, pg. 366

Glencoe Literary

Elements

Transparency #68

Page 15

Standard/

Outcome

Teaching Points

(Lesson Objectives)

Checks for Understanding

Supports and Scaffolds

Instructional

Resources & Tools

because______. (Use evidence

from the text)

(Text Features)

Transparency #69

(Text Structure)

Text Structure

Cues: Nonfiction

Matters: Reading,

Writing, and

Research in

Grades 3-8 by

Stephanie Harvey

pg. 211

3.12 Readers can look for particular

structures within a paragraph that

develop or refine a key concept (central

idea). They ask themselves, “What role

do these sentences play in developing

the concept or idea? How does this

specific structure add to the meaning of

the central idea?”

(Teacher could share the following: In this

lesson, you will learn how to determine

the main idea of a section of a text by

looking for that ‘stand-out sentence’ that

summarizes what you are reading. Most

often, but not always, this is this first or last

sentence in a section or paragraph.)

Think-Ink-Pair-Share:

Reread the following paragraph

(TBD by teacher and text). Out of

the following structures (TBD by

teacher and text), choose ONE

structure and explain how this

structure added to the

understanding of the central idea.

If using Monster with this teaching

point, a suggested structure to

discuss could be Steve’s journal

entries.

Review topic sentences and

supporting sentences (see page

1 of resource)

Informational Text Post Reading

Questions

Text Dependent Question:

Why does Steve choose

to include the voice

overs on pages 220-222?

Paragraph

Structure

Resource

RI.8.6 3.13 Readers can explain how an author’s

point of view affects how he or she

presents evidence. They look for

information that shows the author’s

viewpoint and ask, “Does this evidence

support or conflict with that viewpoint?”

Quick Write: How does the author’s

point of view affect the evidence

presented? Does the author present

information in a way that shows bias

or opinion?

Previewing Text Activity:

Preview the text. Think about the

author’s perspective or angle.

What have you learned about the

text from previewing it? Answer the

following stem: “From what I know

so far, the author feels ____________

about this subject.”

This text can be

used for this

teaching point:

Text #1

Glencoe Literary

Elements

Transparency #8

(Author’s

Perspective)

Page 16

Standard/

Outcome

Teaching Points

(Lesson Objectives)

Checks for Understanding

Supports and Scaffolds

Instructional

Resources & Tools

RI.8.8 3.14 Readers can identify specific claims

and assess whether the claim is sound by

asking themselves, “Does this make

sense? Is there enough evidence that

supports the claim?”

T-Chart: Review your notes. Does

the evidence offered support the

ideas in the text (the claim)? Does

the evidence make sense? Is there

enough evidence that supports

the claim? Record the information

on t-chart.

This text can be

used with this

teaching point:

Text #2

RI.8.9

3.15 Readers can compare and contrast

how two or more texts present conflicting

information on the same topic by

identifying the author’s viewpoint.

(Teachers to students: we use the skill of

identifying fact and opinion to help figure

out how the author interprets the facts to

support his or her viewpoint.)

Compare/ Contrast Organizer:

Point by Point method for organizing

ideas when comparing and

contrasting.

*This check for understanding is the

scaffold necessary for Outcome

Assessment #5. Please use this

organizer and the two texts in the

Instructional Resource column for

the Outcome Assessment #5.

Close Read Protocol or Teacher

Read Aloud

These two texts can

be used for this

teaching point:

Text #1

Text #2

Language Standard Day One Day Two Day Three Day Four Day Five Instructional

Resource

Week 1 L.8.5.a

Demonstrate understanding

of figurative language, word

relationships, and nuances in

word meanings.

a. Interpret figures of

speech (e.g.,

personification) in

context.

Explicit Skill

Instruction

8-10 minutes

Guided Practice/

Partner Activity

10-15 minutes

Independent

Practice/ Do-It-

Now

5 minutes

Homework

Practice

10-15 minutes

Review/ Small

Group

Instruction/

Reteach

10-15 minutes

Assessment

10 minutes

Understanding

Idioms Lesson

Sets:

LearnZillion

Figurative

Language in

Poems with

questions Link

Teaching Figures

of Speech

Learning

Strategies ppt

Page 17

Week 2 L.8.5.b

Demonstrate understanding

of figurative language, word

relationships, and nuances in

word meanings.

b. Use the relationship

between particular

words (e.g.,

cause/effect,

part/whole,

item/category) to

better understand

each of the words.

Explicit Skill

Instruction

8-10 minutes

Guided Practice/

Partner Activity

10-15 minutes

Independent

Practice/ Do-It-

Now

5 minutes

Homework

Practice

10-15 minutes

Review/ Small

Group

Instruction/

Reteach

10-15 minutes

Assessment

10 minutes

Semantics

Information

Teaching

Synonyms

Lesson

Exploring Word

Choice in Poetry

Lesson (can be

adapted to 8th

grade)

*This is a sample pacing calendar to give teachers a sense of how teaching points may be mapped over the course of a unit. Order and/or

duration of teaching points may vary depending on a specific text or based on teacher discretion. Once a specific text is selected, a teacher

should read the text and make decisions about which pieces of text will best serve the teaching points and in which order.

Blank Calendar for teachers to use when planning for their instruction:

Suggested Pacing Calendar

Blank

January Monday Tuesday Wednesday Thursday Friday

6 7 Writing Unit 2 Assessment 8 Writing Unit 2 Assessment

9 Begin Reading Unit 3 10

13 14 15 16 17

20 21 22 23 24

27 28 29 30 31

3 4 5 6 Reading Unit 3 Assessment 7 Reading Unit 3 Assessment