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September/October (6 weeks)
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Unit 1 - Maintaining an Independent Reading Life Using The Outsiders
(build on prior grades)
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| (2) |
8R4 |
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, tone, and mood, including words with multiple meanings. (RI&RL) |
| (2) |
8R5 |
In literary texts, and informational texts, compare and contrast the structures of two or more texts in order to analyze how the differing structure of each text contributes to overall meaning, style, theme or central idea. (RI&RL) |
| (2) |
8R9 |
Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL) |
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How do readers develop routines and habits?
How do readers build reading stamina?
How can I keep track of important parts of my book?
Why should I share my reading life with friends?
Essential Questions (Specific to The Outsiders)
How do perceptions lead to stereotyping and pressure to conform?
How can people learn not to judge or stereotype others?
What is loyalty? rivalry?
Why is it important to recognize that all people have common life experiences (Positive and/or negative)?
What is the best way to overcome differences or solve problems?
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Active Reading Strategies
Stamina Goal Setting
Annotation Techniques
Sharing Titles
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Active Reading Strategies
- visualize
- clarify
- question
- predict
- connect
- evaluate
Stamina Goal Setting
Annotation Techniques
- annotation
- annotation symbols
Sharing of Similar Titles
- book clubs
- author studies
- "speed-dating"
Academic Vocabulary:
- acceptance
- class
- conform
- ethnicity
- motivation
- genuine
- courtesy
- specific
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Develop a personal reading routine
Determine the surroundings that make for a most successful reading experience
Set and track goals to increase reading time
Increase goals to increase stamina
Develop and apply personal annotation techniques
Utilize Post-It Notes to track important events, characters, and plot elements
Describe and discuss current reading choice
Compile a list of new titles, authors, and/or genres to read in the future
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Six Active Reading Strategies packet
Active Reading Strategies handout - post it notes
Text - The Outsiders
Chapter by chapter Study Guides
Vocabulary "Slang" in context
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Active Reading Strategies handout
Unit Assessment - Book Test Multiple Choice and Short Response
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October
(2 Weeks)
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Unit 2 - Literary Essay
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| (2) |
8L1 |
See Grade Band 6-8 (Ongoing Skills) |
| (2) |
8L2 |
See Grade Band 6-8 (Ongoing Skills) |
| (1) |
8L3 |
Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| (2) |
8L4 |
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. |
| (1) |
8L5 |
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| (1) |
8L6 |
Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
| (2) |
8R1 |
Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL) |
| (2) |
8R2 |
Determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text. (RI&RL) |
| (2) |
8R3 |
- In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision. (RL)
- In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed. (RI)
|
| (2) |
8R4 |
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, tone, and mood, including words with multiple meanings. (RI&RL) |
| (2) |
8R5 |
In literary texts, and informational texts, compare and contrast the structures of two or more texts in order to analyze how the differing structure of each text contributes to overall meaning, style, theme or central idea. (RI&RL) |
| (2) |
8SL1 |
Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others. |
| (1) |
8SL2 |
Analyze the purpose of information presented in diverse formats (e.g., including visual, quantitative, and oral) and evaluate the motives (e.g., social, commercial, political) behind its presentation. |
| (1) |
8SL3 |
Delineate a speaker’s argument and specific claims, evaluating for sound reasoning, and the relevance and sufficiency of the evidence; identify when irrelevant evidence is introduced. |
| (1) |
8SL4 |
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear enunciation. |
| (1) |
8SL6 |
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. |
| (2) |
8W1 |
Write arguments to support claims with clear reasons and relevant evidence. |
| (2) |
8W1a |
Introduce a precise claim, acknowledge and distinguish the claim(s) from a counterclaim, and organize the reasons and evidence logically. |
| (2) |
8W1b |
Support claim(s) with logical reasoning and relevant evidence, using credible sources while demonstrating an understanding of the topic or text. |
| (2) |
8W1c |
Use precise language and content-specific vocabulary to argue a claim. |
| (2) |
8W1e |
Provide a concluding statement or section that explains the significance of the argument presented. |
| (1) |
8W2c |
Use precise language and content-specific vocabulary to explain a topic. |
| (1) |
8W3b |
Use narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and/or characters. |
| (1) |
8W3d |
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. |
| (2) |
8W4 |
Create a poem, story, play, art work, or other response to a text, author, theme or personal experience; explain divergences from the original text when appropriate. |
| (3) |
8W5 |
Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 8 Reading standards to both literary and informational text, where applicable. |
| (2) |
8W6 |
Conduct research to answer questions, including self-generated questions, drawing on multiple sources, refocusing the inquiry when appropriate. Generate additional related questions that allow for multiple avenues of exploration. |
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How can writers identify themes in texts?
- How can writers identify what the text is trying to teach about life?
How can writers focus on the author's craft to identify how his/her choices have a specific purpose?
How can writers compare and contrast ideas from more than one text?
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Identifing Themes in Texts
Reading Closely to Develop Themes
Studying Author's Craft
Clarifying Relationships Between Evidence and Ideas
Formulating Counterarguments in Literary Essays
Identifying Patterns in an Author's Work
Identifying Symbolism
Introducing Ideas Through Context and Relevance
Adopting Tone
Writing Across Texts
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Theme
Author's Craft
Symbolism
Tone
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Identify:
- theme
- author's craft choices
Review the writing process:
- prewriting
- drafting
- revising
- proofreding
- publishing
Small group conferences
- teacher/student
- student/student
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The Outsiders by S.E. Hinton
Transitional Phrases handout
Outline/Planning grid for essay
Theme Anchor Chart
Editing checklist
"The Literary Essay: Analyzing Craft and Theme" - Lucy Calkins, Series Editor
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Anecdotal Conference Notes
Self and Peer - Checklists
NY State ELA Grade 8 Extended Response Rubric
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November- December
(7 Weeks)
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Unit 3 - Literary Non-Fiction Book Club
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| (1) |
L.8.4 |
Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. |
| (1) |
L.8.5 |
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| (1) |
RI.8.1 |
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |
| (1) |
RI.8.10 |
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. |
| (1) |
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. |
| (2) |
RI.8.3 |
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). |
| (2) |
RI.8.4 |
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. |
| (1) |
RI.8.5 |
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. |
| (2) |
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. |
| (1) |
RI.8.7 |
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. |
| (1) |
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. |
| (1) |
RL.8.1 |
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |
| (1) |
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. |
| (1) |
RL.8.3 |
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. |
| (1) |
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. |
| (1) |
SL.8.1 |
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. |
| (1) |
SL.8.2 |
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. |
| (1) |
SL.8.3 |
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. |
| (1) |
SL.8.4 |
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. |
| (1) |
SL.8.5 |
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. |
| (1) |
SL.8.6 |
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. |
| (1) |
W.8.1 |
Write arguments to support claims with clear reasons and relevant evidence. |
| (1) |
W.8.2 |
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. |
| (1) |
W.8.4 |
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) |
| (1) |
W.8.7 |
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. |
| (1) |
W.8.8 |
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. |
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How do readers successfully embrace complex texts? How do we identify central ideas, themes, and issues in more complex texts?
How do readers make connections to nonfiction literature? Can parts of texts that appear to be unrelated be connected together?
How can the skills used to analyze literary nonfiction be used elsewhere? What is an effective way to approach digital and hybrid media selections?
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Embracing Complexity
Making Connections
Transferring Literary Nonfiction Skills to Other Media Types
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Themes
Central ideas
Social issues
Categories, subtopics, points
Descriptive passages
Cause and effect
History, geography, economics, civics
Digital texts
Documentaries
Perspective
Bias
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Find multiple central ideas within key sections of text
Develop note-taking systems to track complicated thinking
Identify perspectives, positions, and reasoning within an informational text
Reflect on personal reading growth
Closely analyze descriptive passages to learn about embedded ideas, themes, and issues
Recognize complex causes and effects
Create systems to notice and track related parts
Identify when understanding is lacking, and look inside and outside the text for clarification
Connect other material of other disciplines to the reading
Become familiar with other formats of literary fiction
Use literary nonfiction skills to approach other new literary formats
Utilize prior knowlesge to study documentary format
Identify bias in literary nonfiction
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Hidden Figures: Young Readers' Edition: The Untold True Story of Four African-American Women Who Helped Launch Our Nation into Space by Margot Lee Shetterly
Hidden Figures video clip
https://www.youtube.com/watch?v=LDS2npXnD_E
Teacher's College Literary Nonfiction book club sets (On and below benchmark).
CommonLit 360: Courageous Choices
- "The Terror"
- "The Friday Everything Changed"
- "Sonnet"
- "Transcript Of Full Joseph McNeil Interview"
- "The Treasure of Lemon Brown"
- "I Look at the World"
Anchor charts
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Formal Assessment TBD
Informal small group and individual conferences (anecdotal notes)
Reader's and Writer's notebooks
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|
January
(4 Weeks)
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Unit 4 - Position Papers
|
| (2) |
8L1 |
See Grade Band 6-8 (Ongoing Skills) |
| (2) |
8L2 |
See Grade Band 6-8 (Ongoing Skills) |
| (2) |
8W1 |
Write arguments to support claims with clear reasons and relevant evidence. |
| (2) |
8W1a |
Introduce a precise claim, acknowledge and distinguish the claim(s) from a counterclaim, and organize the reasons and evidence logically. |
| (2) |
8W1b |
Support claim(s) with logical reasoning and relevant evidence, using credible sources while demonstrating an understanding of the topic or text. |
| (2) |
8W1c |
Use precise language and content-specific vocabulary to argue a claim. |
| (1) |
8W1d |
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. |
| (2) |
8W1e |
Provide a concluding statement or section that explains the significance of the argument presented. |
| (1) |
8W1f |
Maintain a style and tone appropriate to the writing task. |
| (3) |
8W5 |
Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 8 Reading standards to both literary and informational text, where applicable. |
| (2) |
8W6 |
Conduct research to answer questions, including self-generated questions, drawing on multiple sources, refocusing the inquiry when appropriate. Generate additional related questions that allow for multiple avenues of exploration. |
| (1) |
8W7 |
Gather relevant information from multiple sources; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others; avoid plagiarism and follow a standard format for citation. |
|
How do writers compose arguments on complicated issues with compelling evidence?
How do writers use author's craft to strengthen an argument?
|
Process for Developing an Argument
Elements of Argument Writing
Organization Structure of an Argument
Author's Craft
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Process for Developing an Argument
- complex issue
- position
- debate
Elements of Argument Writing
- claim
- reason
- evidence
- credible sources
- counterclaim
- transition words and phrases
- conclusion
Organization Structure of an Argument
Author's Craft
- pacing
- diction
- tone
- vivid language
|
Develop an Argument
- debate positions on an issue
Write an Argument
- determine claim on an issue
- present counterclaim
- identify and organize evidence-based reasons to develop argument
- explain valid source-based reasons to support claim
- include evidence and examples to strengthen argument
- use vivid language and author's craft techniques to strengthen a written argument
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Lucy Calkins Unit of Study for Writing - Position Papers: Research and Argument
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Anecdotal Conference Notes
Self and Peer - Checklists
Argument Paper (position paper)
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|
February/March
(6 Weeks)
|
Unit 5 - Dystopian Book Club
|
| (2) |
8R2 |
Determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text. (RI&RL) |
| (2) |
8R3 |
- In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision. (RL)
- In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed. (RI)
|
| (1) |
8R7 |
Evaluate the advantages and disadvantages of using different media-- text, audio, video, stage, or digital-- to present a particular subject or idea and analyze the extent to which a production remains faithful to or departs from the written text. (RI&RL) |
| (2) |
8R9 |
Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL) |
| (2) |
8SL1 |
Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others. |
|
How does Dystopian literature mirror classic literary traditions?
How does Dystopian literature break the boundaries of classical literary traditions?
How do Dystopian novels relate and connect to the society in which we live?
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Reading Dystopia in the shadow if Literary Traditions.
Bridging the world and Dystopian novels
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genre
Dystopia/Dystopian
Archetype
symbolism
hero
sidekick
anti-hero
villian
mentor
allusions
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Examine characters' responses to power in a Dystopian world
Identify and classify Dystopian archetypes
Understand the complexity of archetypical characters
Examine characters' responses to systemic problems
Explore emerging symbolism in Dystopian texts
Determine what Dystopian fiction reveals about our world
Consider connections between Dystopian worlds and our own society
Discover how symbols move between Dystopian worlds and our own
|
At the Mouth if the River of Bees ~Stories~ by Kij Johnson (Short story "Ponies")
"Harrison Bergeron" by Kurt Vonnegut
Teacher's College Dystopian book club sets (On and below benchmark).
Anchor charts
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Formal Assessment TBD
Informal small group and individual conferences (anecdotal notes)
Reader's and Writer's notebooks
|
|
March
(2 Weeks)
|
Unit 6 - Test Prep
|
| (2) |
8L4 |
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. |
| (1) |
8L4a |
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. |
| (1) |
8L5a |
Interpret figures of speech including irony and puns in context. |
| (2) |
8R1 |
Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL) |
| (1) |
8W2 |
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. |
| (2) |
8W4 |
Create a poem, story, play, art work, or other response to a text, author, theme or personal experience; explain divergences from the original text when appropriate. |
| (3) |
8W5 |
Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 8 Reading standards to both literary and informational text, where applicable. |
|
How can readers annotate to better understand texts?
How can I answer questions about a text in writing using evidence from a text?
|
Test Reading and Writing Practices
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Test Reading and Writing
- stamina
- perseverance
- annotating text
- answer
- text evidence
- details
- support
|
Annotate texts while reading
Read a question and determine what it's asking
Write an answer to a question (an inference-based answer)
Use details from a text to support your answer
Explain the difference between short answer questions and extended response questions (what is asked, the length/depth of the answer required)
|
Lucy Calkins: Test Prep (available online on The Reading and Writing Project website, select Member Dashboard, select Treasure Chest)
Engageny.org released test questions and scoring materials
|
Pre-Assessment (On Demand)
Post-Assessment (On Demand)
|
|
April-June
(7 Weeks)
|
Unit 7 - Poetry
|
| (1) |
R.CCR.2 |
Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas. |
| (1) |
R.CCR.3 |
Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| (1) |
R.CCR.4 |
Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone. |
| (2) |
RI.8.3 |
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). |
| (2) |
RI.8.4 |
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. |
| (2) |
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. |
| (1) |
RL.8.11 |
Interpret, analyze, and evaluate narratives, poetry, and drama, artistically and ethically by making connections to: other texts, ideas, cultural perspectives, eras, personal events, and situations. |
| (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. |
|
How are literary devices and language used to create meaning in poetry?
What are the essential features of a poem?
What is home?
How do critical incidents reveal character?
What common themes unify the refugee experience?
How can we tell powerful stories about people’s experiences?
|
Reading, Writing, and Analyzing Poetry
|
Poetic Devices:
- alliteration
- simile
- metaphor
- repetition
- assonance
- personification
- hyperbole
- rhyme
|
Annotate texts while reading.
Determine the difference(s) between Prose and Verse
I can cite text-based evidence that provides the strongest support for my analysis of literary text.
I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision.
I can determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings)
I can analyze the impact of word choice on meaning and tone (analogies or allusions).
I can compare and contrast the structure of multiple texts.
I can analyze how different structures impact meaning and style of a text.
I can cite text-based evidence that provides the strongest support for an analysis of informational text.
I can determine a theme or the central ideas of an informational text.
I can analyze the development of a theme or central idea throughout the text (including its relationship to supporting ideas).
I can objectively summarize informational text.
I can analyze the connections and distinctions between individuals, ideas or events in a text.
I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings).
I can analyze the impact of word choice on meaning and tone (analogies or allusions).
|
Inside Out and Back Again by Thanhha Lai
¨Wilderness¨ Carl Sandburg
¨Diary of a Teenage Refugee¨ Amira
¨Going to School as a Refugee¨ Caroline Garrison
¨Master Jacob¨ Howard Pyle
¨The Terror¨ Jarot Diaz
¨The Rose that Grew from Concrete¨ Tupac Shakur
|
Poetry Benchmark
Poetry Anthology
Poetic Devices Assessment
|
