NOTE: WORK in PROGRESS!!! UNDER CONSTRUCTION!! Unit of Study 1
8th grade
Quarter 1
Reading Literature Content Objectives
Vocabulary
Textbook Alignment Additional Resources
contender, etc.: RL1: I can cite textual evidence that most strongly supports analysis of what the text says explicitly. I can cite the textual evidence that most strongly supports analysis inferences drawn from the text. contender, etc. RL2: I can determine a theme or central idea of a text. I can analyze the development of a theme or a central idea of a text including the relationship to the characters, setting, and plot. I can provide an objective summary of the text. Outsiders, etc. RL3: I can analyze how particulars lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision. Outsiders, etc. (slayers, heat, tuff)connotative, tone allusion Paul Newman RL4: I can determine the meaning of words and phrases in a text. I can determine figurative and connotative meanings. I can analyze the impact of specific word choice on meaning and tone. I can analyze the impact of specific words choice on dialogue or allusions to other texts. Nothing Gold Can Stay, Outsiders, possibly common theme poems RL5: I can compare and contrast the structure of two or more texts and analyze how the differing structures of each text contributes to its meaning and style. Clips from Outsiders RL7media can analyze the extent to which a filmed
Tier 2 Academic Vocabulary: RL1: textual evidence (Q14) Inference (Q14) Synthesize (Q3) RL2: theme (Q14) Relationship to: characters, setting, plot; Objective Summary (Q1) RL3: dialogue Foreshadow (Q14) Characterization (Q14) static vs. dynamic round vs. flat RL 4: connotation (Q1); analogy; allusion (Q1) / tone (Q2) RL5: compare/contrast (Q1) RL6: point of view/narrator omniscient / limited (Q2) irony (Q2) suspense/mood (Q2); humor RL7: media RL10: comprehend Tier 3 Content Vocabulary: general: stereotype annotation Outsiders: bleak defiant gallant contempt acquitted
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Short story introduction: Plot components (Elevator, etc.) Characterization (Outsiders) Elements of literature: conflict (elevator, etc.) theme (fan club, Outsiders, contender etc.) Making inferences using textual evidence (Elevator, Fan Club, Outsiders, Contender) Introduction: SMART notebook introduction to plot components, conflict (internal vs. external) if needed: never did: Green Armchair p. 1. Elevator p. 2631 (Modeled: plot components, conflict, ) 2. “Fan Club”(Interactive) Day 1: Anticipatory / Wordle: What Does “Popular” Mean? Day 2: Presented wordle , free wrote something that surprised them. Speak excerpt: ”Clans, Cliques, and Outsiders” (briefly introduced tone)
or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. ALL RL10: I can read and comprehend literature in the grade 8 text complexity band proficiently. Writing: inference/textual evidence, aow, short answer vs. formal response (elevator activity with Outsiders) W84: I can produce clear and coherent writing with development ,organization , and style appropriate to the task, purpose, and audience. Edmodo response to aow W86: I can use technology, including the internet to produce and publish writing. I can present relationships between the information and ideas efficiently. I can interact and collaborate with others when producing and publishing writing. Textual evidence W89: I can draw evidence from literary and informational texts to support analysis, reflection, and research. Short response and formal responses W810: I can write routinely for reflection for a range of tasks, purposes and audiences. Speech and Language: SL81 SL86 (book talks)
stifled
Day 3: Read Story partners (interactive) Day 4: Discussion
Extended Piece: 3. The Outsiders (34 weeks) theme (using elevator concept) 4. Poetry tie ins w/Outsiders: “Nothing Gold Can Stay by Robert Frost (Model compare and contrast with poem and additonal poem) 5. “One Tribe” by Black Eyed Peas (use as assessment comparing/contrasting with Outsiders)
Unit of Study 1
8th grade
Quarter 1
Reading Informational Text Objectives
Vocabulary
Textbook Alignment
Article of the week Academic Vocabulary: RI1: I can recognize the difference RI1: Textual evidence (1Q)
Additional Resources
If needed:
in explicitly stated information in a text. I can determine strongly supporting details for what is explicitly stated. I can determine strongly supporting details for inferences made. I can make inferences about what is said in the text. I can analyze and cite details to determine which ones most strongly support the idea (either explicitly or inferred) Use existing articles and dissect into portions (groups of students). Find multiple central idea, discuss, share, and piece together for summary. RI2: I can identify two or more central ideas of a text. I can analyze the development of two or more central ideas over the course of a text. I can define and recognize an objective summary. I can provide an objective summary of the text. Article of the Week: RI10: I can identify/understand key ideas and details craft and structure integration of knowledge and ideas I can comprehend independently key ideas and details craft and structure integration of knowledge and ideas
RI2: Central idea (1Q) RI2: Objective Summary (1Q) RI6: author’s purpose (later not 1Q Point of view (later not 1Q)
Literature Discussion Groups Dear Bully – memoir excerpts Articles of the Week: 1. “Winning Isn’t Everything” By Rick Reilly (modeled article – annotation) 2. “Is Facebook Making You Mean” 3. “”Tackling a New Sport” Response Letters Letter in Google Docs to partner Prompts: 1) Model: Model: Theme: Fear Elevator: Kid’s fear of elevators / fat woman and fear of the unknown. Rick Reilly Article: People’s fear of unknown, kids from “different side of town” Even though different, it is the fear of the unknown that unites these two articles. 2)Using both the article “In Groups We Shrink and “The Fan Club,” choose and answer one question in a letter to your partner. Cite evidence and explain your interpretation. (Format:PIMTT or ACE?) 3) Assessment:Use “One Tribe”
Lyrics and compare to Outsiders Theme: Individuality Extra If needed: Special Team” “HS dropouts” Krista Schoellhorn article: theme: overcoming stereotypes *Other relevant , timely articles
Unit of Study 2
8th grade
Quarter 2
Reading Literature Content Objectives
Vocabulary
Textbook Alignment
continue from Q1: RL1: I can cite textual evidence that most strongly supports analysis of what the text says explicitly. I can cite the textual evidence that most strongly supports analysis inferences drawn from the text. continue from Q1: RL2: I can determine a theme or central idea of a text. I can analyze the development of a theme or a central idea of a text including the relationship to the characters, setting, and plot. I can provide an objective summary of the text. continue from Q1: RL3: I can analyze how particulars lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision. Tone Introduce this quarter using “Speech to the Young, Speech to the Progress Toward” and “Mother to Son” RL4: I can determine the meaning of words and phrases in a text. I can determine figurative and connotative meanings. I can analyze the impact of specific word choice on meaning and tone. I can analyze the impact of specific words choice on dialogue or allusions to other texts. Article of the Week compare and contrast: RL5: I can compare and contrast the structure of two or more texts and analyze how the differing structures of each text contributes to its meaning and style. Irony: Introduce w/ Ransom of Red Chief, etc. RL6Irony/Suspense: I can analyze how
Tier 2 Academic Vocabulary: RL1: textual evidence (Q14) Inference (Q14) Synthesize (Q3) RL2: theme (Q14) Relationship to: characters, setting, plot Summary RL3: dialogue Foreshadow (Q14) Characterization (Q14) static vs. dynamic round vs. flat RL 4: connotation; analogy; allusion / tone (Q2) RL5: compare/contrast RL6: point of view/narrator omniscient / limited (Q2) irony (Q2) suspense/mood (Q2) humor RL7: media RL10: comprehend Tier 3 Content Vocabulary: sinister (Hitchhiker) assurance (Hitchhiker) vehement (Tell Tale) audacity (Tell Tale) petulant (The Lottery) paraphernalia (The Lottery) perfunctory (The Lottery) interminable (The Lottery) aspire (Lady or Tiger) anguish (Lady or Tiger)
Additional Resources Introduction: Mood “Toy Story” Trailer comparisons Little Women “Journey to Topaz” “House of Dies Drear” 1.. “Hitchhiker” 2. “The Landlady” Assessment: “Man With a Problem” Tone Introduction Model: Introduction to Poetry p. 586 Find SMART nb Tone file. 3. Model with: “Speech to the Young, Speech to the Progress Toward” p. 612 4. “Mother to Son” p. 616 OR “Western Wagons” p. 736 “The Other Pioneers” p. 738 5. “The Lady or the Tiger”
If needed / If time: Monty Hall Debate p. 695696 (compare and contrast structure with “The Lady or the Tiger”)
differences in the point of view of the characters and the audience or teacher create such effects as suspense or humor. media (“The Lottery”): RL7 I can analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. ALL RL10: I can read and comprehend literature in the grade 8 text complexity band proficiently. Writing: W84 W86 W89 W810 Speech and Language: SL81 SL86 (book talks)
undeleterious (Red Chief) lackadaisical (Red Chief)
Irony SMART nb 3 types 6. “Ransom of the Red Chief” 7. ““The Lottery” Socratic seminar Written text vs. media with ipad clips of “The Lottery” Assessment p. 750 p. 750 Assessment: Irony/Tone Making/supporting claims and collaborative with language for argumentative essay. 8. Model : “Lamb to the Slaughter” Assessment: “Tell Tale Heart” If needed: Assessment: “Monkey’s Paw” “Us and Them” p. 718 IF TIME: 912 extended piece: Lit Discussion Groups: A. “The Sniper” B. “Lather and Nothing Else” C. “Treasure of Lemon Brown” D. “The Bet” Articles of the Week: Compare and Contrast / Tone 1. “Position on Dodgeball and Physical Education” p. 986 2. “The Weak Shall Inherit the Gym” By Rick Reilly p. 988
Compare/Contrast and Tone 3. “Story of an Eyewitness” p.396 (7 pages) 4. “A Letter from New Orleans: Leaving Desire” p. 405 (7 pages) OR “Zoos: Myth and Reality” p. 970 “Zoos Connect us to the Natural World” p. 974 Author’s Purpose / Tone 5. “The Santucary of School” p. 986 6. *Other relevant , timely articles
Unit of Study 2
8th grade
Quarter 2
Reading Informational Text Objectives
Vocabulary
Textbook Alignment
RI1: I can recognize the difference in explicitly stated information and inference information in a text. I can determine strongly supporting details for what is explicitly stated. I can determine strongly supporting details for inferences made. I can make inferences about what is said in the text. I can analyze and cite details to determine which ones most strongly support the idea (either explicitly or inferred). RI2: I can identify two or more central ideas of a text. I can analyze the development of two or more central ideas over the course of a text. I can define and recognize an objective summary. I can provide an objective summary of the text. RI3: GAP TONE: Rick Reilly Article Dodgeball Article See note below: RI4: I can define and recognize figurative words, connotative words, tone, analogy, and allusion. I can determine meanings of words and phrases in a text. I can determine meanings of figurative and connotative words and phrases as used in a text. I can analyze the impact of word choice on meaning and tone. I can analyze the impact of word choice on meaning
Academic Vocabulary: RI1: Textual evidence RI2: Central idea RI2: Summary RI6: author’s purpose Point of view
Arsenic article – Stanford (Jackie)
Additional Resources
and tone. 3Q discuss with the Diary of AF alusions to other texts. I can analyze the impact of the use of analogies and allusions to other texts on meaning and tone. 3Q possibly analyzing structure of informational text in AF unit. RI5: I can analyze how a paragraph’s sentences are structured to develop a concept. Author’s Purpose, point of view RI6: I can describe the author’s point of view, purpose, and position in a text. I can identify evidence the author uses to support his or her viewpoints/position. I can identify conflicting evidence or viewpoints presented by the author in a given text. I can compare and contrast the author’s evidence and/or viewpoints. I can analyze the techniques the author uses to respond to conflicting evidence. 3Q AF unit: different print mediums, video RI7: I can evaluate the advantages and disadvantages of using different mediums to present a topic, or idea. continue from 2Q with aow. RI8: I can recognize whether the evidence is sound sufficient and relevant in a text. I can recognize irrelevant evidence in a text. continue from 2Q with aow. RI9: I can compare and contrast two or more texts with conflicting information and interpretations. Article of the Week:
RI10: I can identify/understand key ideas and details craft and structure integration of knowledge and ideas I can comprehend independently key ideas and details craft and structure integration of knowledge and ideas
Unit of Study 3
8th grade
Quarter 3
Reading Literature Content Objectives
Vocabulary
Textbook Alignment
RL1: I can cite textual evidence that most strongly supports analysis of what the text says explicitly. I can cite the textual evidence that most strongly supports analysis inferences drawn from the text. RL2: I can determine a theme or central idea of a text. I can analyze the development of a theme or a central idea of a text including the relationship to the characters, setting, and plot. I can provide an objective summary of the text. RL3: I can analyze how particulars lines of dialogue or incidents in a AF unit: informational texts RL5: I can compare and contrast the structure of two or more texts and analyze how the differing structures of each text contributes to its meaning and style. PUNS: TBITSP RL6Irony/Suspense: I can analyze how differences in the point of view of the characters and the audience or teacher create such effects as suspense
Tier 2 Academic Vocabulary: RL1: textual evidence (Q14) Inference (Q14) Synthesize (Q3) RL2: theme (Q14) Relationship to: characters, setting, plot Summary RL3: dialogue Foreshadow (Q14) Characterization (Q14) static vs. dynamic round vs. flat RL 4: connotation; analogy; allusion / tone (Q2) RL5: compare/contrast RL6: point of view/narrator omniscient / limited (Q2) irony (Q2) suspense/mood (Q2) humor RL7: media RL10: comprehend Tier 3 Vocabulary: Pun (Boy in Striped Pajamas) muster presumed insolent
Additional Resources
Introduction: Building Background SMART nb The Boy in the Striped Pajamas 1. extended piece: The Boy in the Striped Pajamas (34 weeks)
or humor. AF Media / TBITSP clips to use as visual RL7media: I can analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. RL 9: GAP RL10: I can read and comprehend literature in the grade 8 text complexity band proficiently. Writing: W84 W86 W89 W810 Speech and Language: SL81 SL86 (book talks)
frenzied escapade tolerant despair disdain vital inconsolable exasperate coincidences mercilessly
Unit of Study 3
8th grade
Quarter 3
Reading Informational Text Objectives
Vocabulary
Textbook Alignment
RI1 RI2 RI6
Tier 2: Academic Vocabulary: RI1: Textual evidence RI2: Central idea RI2: Summary
Additional Resources
2. Introduction: Holocaust article (READ magazineintroduction of AF and other characters)
RI6: author’s purpose Point of view
3. Anne Frank 2 diary excerpts 4. “Diary from Another World” (newspaper article about diary) 5. “From the Last Six Months of Anne Frank” (interview excerpt) (1 ½ weeks – Anne Frank unit) 6. The Diary of Anne Frank Play version supplement (Anne Frank Unit 1 ½ weeks) 7. media piece: Anne Frank: The Whole Story –movie after ISAT (compare/contrast) (4 ISAT days) Article of the Week: “Words for Humanity” (Holocaust Museum)READ magazine?? Article of the Week: “A Tattoo to Remember” Article of the Week: Sudanese Tribes Confront Modern War Washington Post ‘99
HighInterest Adolescent / Current Events Article of the Week: “The History of Stink”
Unit of Study 4
8th grade
Quarter 4
Reading Literature Content Objectives
Vocabulary
RL1: I can cite textual evidence that most strongly supports analysis of what the text says explicitly. I can cite the textual evidence that most strongly supports analysis inferences drawn from the text. RL2: I can determine a theme or central idea of a text. I can analyze the development of a theme or a central idea of a text including the relationship to the characters, setting, and plot. I can provide an objective summary of the text. RL3 (Cause and Effect/Greek Mythology Unit):: I can analyze how particulars lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision. RL4: I can determine the meaning of words and phrases in a text. I can determine figurative and connotative meanings. I can analyze the impact of specific word choice on meaning and tone. I can analyze the impact of specific words choice on dialogue or allusions to other
Tier 2 Academic Vocabulary: RL1: textual evidence (Q14) Inference (Q14) Synthesize (Q3) RL2: theme (Q14) Relationship to: characters, setting, plot Summary RL3: dialogue Foreshadow (Q14) Characterization (Q14) static vs. dynamic round vs. flat cause and effect (myth/how things come to be) RL 4: connotation; analogy; allusion / tone (Q2) RL5: compare/contrast RL6: point of view/narrator omniscient / limited (Q2) irony (Q2) suspense/mood (Q2) humor RL7: media RL10: comprehend Tier 3 Vocabulary: plague (Gr Myths) retribution (Gr Myths) absurd (Fl for Alg) impair (Fl for Alg)
Textbook Alignment
Additional Resources
Greek Mythology / Demigods (Cause (myth) / Effect (how things come to be) myths were created to explain the “unexplainable”): Introduction: Family Video/Gum ball scenario (basic c/e) Athena/Arachne (higher level c/e) 1) Words from the Myths excerpt 2) “Perseus” 3) “Daedalus” To do list: Add similar literature from NA, Eskimo, etc. “Theseus” along with “Cold Kills: Hypothermia”use as assessment 4) Troy excerpts by Paul Fleischer (Text to World Connections) assessment: use one article A of W: National Geographic Curses Foiled (1 pg short) A of W: Plagiarism (high interest) A of W: “Benefits of Reading” (high interest) 1 pg. article A of W: sleep deprivation (high interest article)
texts. opportunist (Fl for Alg) RL5: I can compare and contrast refute (Fl for Alg) the structure of two or more texts and analyze how the differing structures of each text contributes to its meaning and style. RL6Irony/Suspense: I can analyze how differences in the point of view of the characters and the audience or teacher create such effects as suspense or humor. RL7media (“The Lottery”): I can analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. RL10: I can read and comprehend literature in the grade 8 text complexity band proficiently. Writing: W84 W86 W89 W810 Speech and Language: SL81 SL86 (book talks)
5 Introduction/Model) (before Fl for Alg): Albert (Character Change) Theme: playing god relating to Bible Flowers for Algernon – short version excerpt (Character Change) pages: Assessment: “Grandfather…” A of W: The Ashley Treatment Differing viewpoints Extended Piece: Lit discussion groups Choice books: Summer Ball A Walk to Remember Code Orange Tears of a Tiger Hunger Games Catching Fire Tale of Desperaeux Loser Keeper requested ebooks: Drums, Girls, and Dangerous Pie
Unit of Study 4
8th grade
Quarter 4
Reading Informational Text Objectives
Vocabulary
Textbook Alignment
RI1 RI2 RI6
Tier 2 Academic Vocabulary: RI1: Textual evidence RI2: Central idea RI2: Summary RI6: author’s purpose Point of view
Article of the Week insert new for next year (Ashley treatment): RI6: I can describe the author’s point of view, purpose, and position in a text. I can identify evidence the author uses to support his or her viewpoints/position. I can identify conflicting evidence or viewpoints presented by the author in a given text. I can compare and contrast the author’s evidence and/or viewpoints to the conflicting evidence and/or viewpoints. I can analyze the techniques the author uses to respond to conflicting evidence
Additional Resources
