Unit Two: Walk Softly and Carry a Big Vocabulary: Arguing

Effectively

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards:

RL 8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. RL 8.7 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. 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. RI 8.8 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. 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. W 8.1 Write arguments to support claims with clear reasons and relevant evidence. 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.

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.

Transfer: Students will be able to independently use their learning to . . .

● differentiate between literary and informational text and the determining characteristics of each.

● identify the most important information in a piece of text as determined by genre and context.

● understand techniques and conventions used by authors to address a given audience.

● analyze how an author creates suspense, humor, irony, etc. through the point of view of characters, setting, word choice, and plot development.

Alexander County Schools 2012 - 2013

Meaning

Understandings: Students will understand that . . .

● The author’s point of view can be identified using a variety of

literary devices in fiction and nonfiction text. The point of

view of the characters and/or the audience can contribute

suspense, humor, or irony.

● Word choice, supporting details, and point of view must be carefully considered in light of who an argument should speak to, what it needs to achieve, and what possible counterarguments exist.

● The use of multiple sources to form support for an argument gives the learner a broader understanding, as well as a window into counterpoints or objections to an argument.

● Analysis and inference is only valid with substantial support from text.

Essential Question(s):

● What does the point of view of both the author and the characters have to do with the effect of the text?

● What is the most effective way of conveying a point to a particular audience?

● How can I cite evidence to best support my point of view?

Acquisition

Students will know:

● The effect that the point of view of both the author and the characters have on the text.

● The most effective way of conveying a point to a particular audience.

● How to pull information to best support a point of view.

Students will be skilled at:

● Evaluating choices made by the director and/or actors in a film portrayal (RL 8.7)

● Analyzing word choice and the author’s tone and purpose (RI 8.4)

● Understanding an author’s point of view and response to argument (RI 8.6)

● Understanding and evaluate claims and argument in a text, and their reasoning and support (RI 8.8)

● Comparing texts that disagree (RI 8.9)

● Writing arguments that support claims (W 8.1)

● Using multiple sources (W 8.7)

● Using the research process (W 8.9)

● Following rules for debate (SL 8.1)

● Evaluating bias and propaganda (SL 8.2)

Essential Vocabulary: Interpret, connotation, figurative language, analogies, allusion, tone, allegory, sub-story, analyze, irony, suspense, humor, point-of-view, purpose, style, evaluate, integrate, diverse, media, word choice, delineate, argument, recognize, relevance, validity, sufficiency, theme, compare, contrast, conflicting texts, dissect, debate, cite, write, construct, conduct, research, assess, support, inquire, credible/ reliable source, bias, paraphrase, engage, collaborate, persuasion, justify, synthesis, character types, historical fiction, patterns of events, point of view, preconceived notions

IT Standards: 8.SI.1 8.TT.1 8.RP.1

8.SE.1

IT Strategies: Research Paper: Computers, Internet, Search Engines

8.SI.1.1

Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).

8.TT.1.1

Use appropriate technology tools and other resources to access information (search engines, electronic databases, digital magazine articles)

8.RP.1.1

Implement a project-based activity collaboratively.

8.RP.1.2

Implement a project-based activity independently.

8.SE.1.1

Analyze ethical behavior (copyright, not plagiarizing, netiquette) when using resources.

8.SE.1.2

Analyze safety precautions when using online resources.

Unit Title: Walk Softly and Carry a Big Vocabulary Grade: 8 Subject: ELA STAGE 2

Understandings:

Essential Questions:

● What does the point of

view of both the

author and the

characters have to

do with the effect of

the text?

● What is the most

effective way of

conveying a point to

a particular

audience?

● How can I pull

information to best

support my point of

view?

Revised Blooms

Creating:

Can the student

create new product

or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student justify a stand

or decision?

appraise, argue, defend, judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information

in a new way?

choose, demonstrate,

dramatize, employ,

illustrate, interpret, operate, schedule,

sketch, solve,

use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report, select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments (Evidences)

● Comprehension quizzes

● Vocabulary tests and

assignments

● Grammar tests and assignments

● Written response and journaling

● Oral evaluation

● Dialogue

● Peer collaboration

● Literacy strategies

● Graphic organizers

● Writing prompts

● Questioning

● Socratic seminars

● Homework

● Simulations and reenactments

● Summarizing

Summative Assessment

Multiple-source Research Product: Using a minimum of 5 sources (text and electronic), develop a reasoned argument on a given topic, offering the strongest supporting details from multiple sources. Use MLA formatting and citations. Presentation format can be determined by teacher (ie research paper, debate, Socratic seminar, etc).

Essential Questions:

● Creative projects

● TCQC Paragraphs

● MLA Point Papers

● Presentations

Stage 3

Approximate number of days spent on unit: 8 Weeks

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self -Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

Fiction and Poetry: Fahrenheit 451 (excerpts) 1984 (excerpts) Thirteen Reasons Why Blue “Lesson of the Moth” Related song lyrics “King of Mazy May” “Jeremiah’s Song” The Pearl “Saying Yes” “The Lottery” To Kill A Mockingbird (excerpts) “The Road Not Taken”

Strategies:

Pre-reading:

Graphic organizers

Socratic seminars

Simulations

Research

During Reading:

Journaling

Written response

Oral evaluation

Peer collaboration

Homework

Quizzes

Presentations

Post-reading:

Formal assessment

Research projects

Film/ drama interpretations

Debate

Summarizing

Creative projects

Reenactments

Quizzes

Nonfiction

Current Events articles Constitution and Bill of Rights

Drama The Diary of Anne Frank

Multimedia Related multimedia and/or video resources Discovery Education videos Current Events Websites/ news media

Other Word Within the Word Vol. I The Magic Lens/ Daily Grammar Practice

Advanced Academic Writing

Alexander County Schools 2012-2013

Unit 3: Wordsmithing as Artistry

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 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, settings, and plot. Provide an objective summary of the text. 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. 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. 8.6 Analyze how differences in the points of view in the characters and the audience or reader (eg created through the use of dramatic irony) create such effects as suspense or humor. 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. 8.7 Evaluate the advantages and disadvantages of using different mediums (eg print or digital text, video, multimedia) to present a particular topic or idea. L 8.6 Acquire and use accurately grade-appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 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. SL 8.2 Analyze the purpose of information presented in diverse media and formats, and evaluate the motives behind its presentation. 8.4 Present claims and findings, using appropriate support and

Transfer: Students will be able to independently use their learning to…

draw specific connotations across genres, by citing specific textual evidence.

identify words, sentences, and excerpts that reveal tone and intended purpose.

identify and read for common characteristics of enduring, “classic” works of literature.

X

delivery style. 8.5 Integrate multimedia and visual displays into presentations to clarify, strengthen, and add interest. L 8.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

Meaning

Understandings: Students will understand that…

Authors intentionally use text structure that fits with the message they are conveying.

Understanding theme in a work of literature is the scaffolding to make lasting meaning of a text.

The way an idea is presented often makes the difference between enduring understanding of texts and momentary success.

Essential Question(s):

How can different text structures be used to convey the same idea?

What is the deeper meaning behind the literature we read, and why does this meaning often define a “classic”?

How does an author present an idea?

Acquisition

Students will know:

How to recognize and incorporate carefully selected words.

How to evaluate excellence in literature and experience as opposed to standard or even mediocre literature.

How to analyze a text by using their knowledge of texture structure and convention.

Students will be skilled at:

Identifying and understanding theme, analyzing tone and mood, comparing and contrasting text structures, understanding suspense, irony, and humor.

Understanding how main idea is supported throughout a work.

Evaluating pros and cons of print and non-print mediums in presentation of topic or idea.

Writing informational text to examine a topic and convey ideas with supporting information.

Analyzing the author’s purpose of print and non-print mediums.

Presenting oral reports.

Using research in presentation form.

Understanding figurative devices and meanings.

Essential Vocabulary:

Theme, central idea, analyze, relationships of characters, setting, plot, summary, dialogue, compare, contrast, style, point of view, author’s purpose, dramatic irony, suspense, humor, supporting details, objective summary, evaluate, integrate, diverse media, different mediums, informative/explanatory, examine, organize, relevant content, precise language, purpose of information, emphasizing points, relevant evidence, figurative language, word relationships, word meanings

IT Standards:

8.SI.1

8.TT.1

8.SE.1

IT Strategies: 8.SI.1.2 Evaluate content for relevance to the assigned task. 8.TT.1.1 Use appropriate technology tools and other resources to access information (search engines, electronic databases, digital magazine articles). 8.SE.1.1 Analyze ethical behavior (copyright, not plagiarizing, netiquette) when using resources.

Unit Title: Wordsmithing as Artistry Grade: 8 Subject: ELA

STAGE 2

Understandings:

Authors intentionally use text

structure that fits with the

message they are conveying.

Understanding theme in a

work of literature is the

scaffolding to make lasting

meaning of a text.

The way an idea is presented

often makes the difference

between enduring

understanding of texts and

momentary success.

Essential Questions:

How can different text

structures be used to convey

the same idea?

What is the deeper meaning

behind the literature we read,

and why does this meaning

often define a “classic”?

How does an author present

an idea?

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments

(Evidences)

· Comprehension quizzes · Vocabulary tests and

assignments · Grammar tests and

assignments · Written response and

journaling · Oral evaluation · Dialogue · Peer collaboration · Literacy strategies · Graphic organizers · Writing prompts · Questioning · Socratic seminars · Homework · Simulations and

reenactments · Summarizing · Creative projects · TCQC Paragraphs · MLA Point Papers

· Presentations

Summative Assessment

Read a Shakespearean

play or excerpts and watch

at least two adaptations,

one in a Shakespearean

setting and the other in a

different time period/

setting. Write an analysis,

comparing and contrasting

the effect of the setting on

the meaning of the text,

and take a critical stance

on which adaptation is

best.

Write a mini-collection of

poems on a theme, self-

editing, polishing, and

asking for peer feedback.

Choose the correct format

to convey the theme.

STAGE 3

Approximate number of days spent on unit: 8 weeks

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self -Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

Fiction and Poetry Excerpts from Shakespeare (Hamlet, MSND, Taming of the Shrew, public domain texts)

Edgar Allen Poe poetry The Outsiders Nothing Gold Can Stay The Hunger Games “Identity” Maya Angelou poems Emily Dickinson poetry ee cummings poetry Other poetry by selected writers “The Most Dangerous Game” Bayou

Literary Nonfiction Elizabethan/ Renaissance/ Shakespeare background I Know Why the Caged Bird Sings (excerpts) The Slave Narrative project at American Memory Other slave narratives/ primary source documents Content area articles on Ancient Rome/ gladiator battles Content area articles/ background on 13 colonies,

Strategies:

Pre-reading:

Graphic organizers

Socratic seminars

Simulations

Research

During Reading:

Journaling

Written response

Oral evaluation

Peer collaboration

Homework

Quizzes

Post-reading:

Debate

Summarizing

economic makeup of regions of countries, distribution of wealth, totalitarian governments, etc. Gang-related articles

Multimedia The Hunger Games DVD Shakespeare adaptations (video and streaming) The Outsiders DVD

Reenactments

Quizzes

Creative projects

Alexander County Schools 2012-2013

Unit Four: Armed and Ready for the Hero’s Journey

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 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. 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 8.4Determine 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 8.5Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. 8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. 8.7 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. 8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. RI 8.1Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 8.6Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. W8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and

Transfer: Students will be able to independently use their learning to…

Understand that words give us the power of thought and communication, if the use of every word is deliberate and intentional.

Recognize intentional word use and craft separates great works of literature from mundane ones, an extraordinary life and an ordinary life.

Analyze patterns in language and literature that reflect life, knowing these patterns give guideposts to deeper understanding.

Understand that literature and texts of the past provide readers with scaffolding to understand current texts.

audience have been addressed. 8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. SL8.1 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. 8.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. 8.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. L8.4 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. 8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Meaning

Understandings: Students will understand that…

Story patterns that began thousands of years ago have provided a framework for texts throughout every major literary epoch.

Authors, directors, artists, playwrights, and creators use reference to the words of others in language spoken by literate individuals throughout history.

The elements and events in a piece of text are carefully chosen by the author to portray the theme and message he/she is conveying.

Good analysis includes explicit as well as analyzed evidence supported by text.

Conventions such as setting, plot, and main idea help students subjectively analyze text.

Essential Question(s):

How have story patterns evolved throughout the history of literature?

How is our understanding of allusions in literature shaped by connections between history, culture, emotion, and art?

How do deliberate choices made by the author affect the theme and message?

How can analysis be best supported with evidence both explicit and implied?

Acquisition

Students will know: How to recognize and incorporate carefully selected words. How to evaluate excellence in literature and experience as opposed to standard or even mediocre literature. How to analyze a text by using their knowledge of text structure and convention. How to discuss and write responses to a variety of genres. Research techniques to understand and interpret accounts of the same events. How to write and perform poetry. How to defend knowledge of text through discussion.

Students will be skilled at: Identifying and understanding how theme connects fictional elements. Understanding character motivation. Identifying allusions and their meaning. Contrasting film and theater to written work. Analyzing how modern stories draw on classical patterns. Drawing evidence from literature and informational text to provide analysis. Posing questions and ideas to others.

Essential vocabulary: Theme, central idea, analyze, relationships of characters, setting, plot, objective summary, meaning of words, figurative and connotative meanings, specific word choices, evaluate diverse media, describing, arguments, relevant evidence, valid reasoning, sufficient evidence, draw evidence, support analysis, collaborate discussions, lyrics, prose

IT Standards: 8.SI.1.2 Evaluate content for relevance to the assigned task. 8.TT.1.1 Use appropriate technology tools and other resources to access information (search engines, electronic databases, digital magazine articles). 8.SE.1.1 Analyze ethical behavior (copyright, not plagiarizing, netiquette) when using resources.

IT Strategies:

Unit Title: Armed and Ready for the Hero’s Journey Grade: 8 Subject: ELA

STAGE 2

Understandings:

Story patterns that began

thousands of years ago have

provided a framework for texts

throughout every major literary

epoch.

Authors, directors, artists,

playwrights, and creators use

reference to the words of others

in language spoken by literate

individuals throughout history.

The elements and events in a

piece of text are carefully

chosen by the author to portray

the theme and message he/she is

conveying.

Good analysis includes explicit

as well as analyzed evidence

supported by text.

Conventions such as setting,

plot, and main idea help

students subjectively analyze

text.

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments

(Evidences)

· Comprehension quizzes · Vocabulary tests and

assignments · Grammar tests and

assignments · Written response and

journaling · Oral evaluation · Dialogue · Peer collaboration · Literacy strategies · Graphic organizers · Writing prompts · Questioning · Socratic seminars · Homework · Simulations and

reenactments · Summarizing · Creative projects · TCQC Paragraphs · MLA Point Paper

· Presentations

Summative Assessment

Map the hero’s journey

through a complete novel

or novella. View a film

that follows the hero’s

journey framework and

create a map of the hero’s

experience. Then, using

these two sources and

background informational

readings on the pattern and

Joseph Campbell, write an

MLA formatted paper

discussing each element of

the hero’s journey pattern,

what it represents, and how

it was portrayed in the two

example works.

STAGE 3

Approximate number of days spent on unit:

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self -Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

Fiction and Literature: The Odyssey (excerpted)

Readings from Greek, Roman, and/or Norse mythology

King Arthur and the Knights of the Round Table (excerpted)

The Giver

Orpheus and Eurydice

Pandora’s Box

Antigone

Hero Tales by James Baldwin

Literary Nonfiction: The Hero With a Thousand Faces

Exploring the Function of the Hero and Heroine in Children’s Literature (article)

A Story of Epic Proportions: What Makes a Poem an Epic? (article)

Poetry:

Multimedia: Many excellent resources, including lesson plans, articles, and video clips are available at

Strategies:

Pre-reading:

Graphic organizers

Socratic seminars

Simulations

Research

During Reading:

Journaling

Written response

Oral evaluation

Peer collaboration

Homework

Quizzes

Presentations

Post-reading:

Formal assessment

Research projects

http://www.webenglishteacher.com/hero.html and http://www.webenglishteacher.com/myth.html http://www.curriculumsupport.education.nsw.gov.au/secondary/english/assets/pdf/hero.pdf http://www.huffenglish.com/?p=2092 (presentation from NCTE 2011 conference on teaching the Hero’s Journey using Star Wars and the Matrix) The Lord of the Rings (I,II, or III) Labyrinth Willow Mulan Harry Potter (any) The Neverending Story The Wizard of Oz Star Wars (any) Star Trek Back to the Future (I, II, or III) Cocoon Dune ET The Matrix (I,II, or III) The Three Musketeers Robin Hood Excalibur The Sword in the Stone Gladiator King Arthur 300 Sherlock Holmes

Other:

Film/ drama interpretations

Debate

Summarizing

Reenactments

Quizzes

Creative projects