GRADE 8 Module 3B Unit 3 - CA BOCES€¦ · Gerunds A gerund is a verbal that ends in -ing and acts...

New York State Common Core

English Language Arts Curriculum

GRADE 8 Module 3B Unit 3

Student Workbook

GRADE 8: MODULE 3B: UNIT 3: LESSON 1

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum • G8:M3B:U3:L1 • June 2014 • 9

Verbals

Name:

Date:

Verbals: A verbal is a word formed from a verb but functioning as a different part of speech.

Gerunds

A gerund is a verbal that ends in -ing and acts as a noun. Purpose: used to make a verb a noun

Examples: Nobody appreciates his singing. Swimming is a great sport.

Participles

A participle is a verbal that most often ends in -ing or -ed and acts as an adjective (describes a noun). Purpose: to tell more about the noun that follows

Examples: My knees shaking, I walked into the principal’s office.

The cracked windows need to be fixed.

Infinitives

An infinitive is a verbal consisting of the word “to” plus a verb. It acts as a noun, adjective, or adverb. Purpose: to indicate the purpose or intention of an action.

Examples: Now is the best time to start. My sister agreed to give me a ride.

TIP: Don’t confuse verbals with verbs. Verbals look like verbs but don’t act like verbs.

1



Verbals Directions: In each sentence from A Mighty Long Way below, underline the verbal(s) and identify the type of verbal on the line to the right of each sentence.

1. “Near the end of the party, a Santa presented each of us with gifts and encouraging letters mailed from around the country by the organization’s members, who thanked us for our bravery and courage” (113).

________________________

2. “With every step, the hooting and hollering got louder” (70). ________________________

3. “But Gloria had always felt grateful for those few moments in class when Becky helped her to feel accepted, as though she had at least one ally among her white classmates” (121).

________________________

2



Exit Ticket: Verbals Just like in the practice earlier in the lesson, underline the verbal(s) and identify the type of verbal on the line to the right of each sentence.

1. “From the second-floor landing, I quickly looked up and saw the guilty party, one of the black-leather boys with his light-colored hair combed toward his smirking face” (118).

________________________

2. “Just before Labor Day, my great-uncle Emerald Holloway stopped by the house with a surprise gift for me: cash to buy a brand-new dress for my first day at Central” (63).

________________________

3. “The opening of the 1959-1960 session—my senior year—was set to begin August 12, three weeks earlier than the traditional school opening after Labor Day” (160).

________________________

4. What might one purpose of verbals?

3



Word Connotation Score Sheet

Name:

Date:

Directions: Score the following word pairs by writing a number (1–5) next to each word. 1 = negative, 2 = somewhat negative, 3 = neutral, 4 = somewhat positive, and 5 = positive The words marked with an asterisk on the Word Connotation score sheet are words Carlotta Walls Lanier chose to use in this passage. The words without an asterisk are words with similar meanings, but different connotations.

Word Connotation Score (1–5) Word Connotation Score (1–5)

rumble* mob*

sound group

clutched* contorted*

held shaped

sticky* surreal*

damp dreamy

4



Performance Task Prompt

SL.8.4: I can present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound reasoning, and well-chosen details; use appropriate eye contacts, adequate volume, and clear pronunciation. L.8.1: I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Films about real-life events highlight key events. If you were to take Carlotta’s memoir and use it to make a film about the experiences of The Little Rock Nine as they went to Central High School, which three photographed moments from Little Rock Girl 1957 would you lift up as key events to drive the plot and theme of your film? Which of the civil rights songs would you want to feature in the soundtrack? Choose three photographs from Little Rock 1959, and a civil rights song. Prepare a presentation in which you:

• Describe what is happening in each of your three photograph choices, using evidence from A Mighty Long Way to support your description.

• Argue why each photograph deserves to be of focus in a film version, again using evidence from the text to support your argument.

• Describe the civil rights song you have chosen using lyrics from the song. • Argue how it is so relevant to the experiences of The Little Rock Nine using evidence from A

Mighty Long Way to support your claims. Your presentation should be no more than 4 minutes long.

5



Photograph and Song Choice Note-Catcher

Name:

Date:

Photo Page

No./Song Choice

Description (Use evidence from A Mighty Long

Way)

Why this one? (Use evidence from A Mighty Long Way)

1.

2.

3.

Song:

6



Mid-Unit 3 Assessment: Analysis of Language Techniques

Name:

Date:

1. In the chart below, identify the function of each type of verbal.

Verbal Function in sentence

infinitive

gerund

participle

Directions: Identify the type of verbal underlined in the sentences below. 2. _______________________ As she approached the school, all Carlotta could hear was the

segregationists’ jeering and yelling.

3. _______________________ “Sirens and police cars wailed, crisscrossing downtown” (168).

4. _______________________ Even though the bullying and harassment Carlotta experienced could have dragged her down, she persevered.

5. _______________________ “It was good to see Mrs. Bates during the festivities” (249).

6. _______________________ “When the crowd got more unruly, Smith ordered firemen to open their hoses, unleashing a torrent of water streaming onto the crowd at half blast” (161).

7




Directions: Complete the sentences below with the correct subjunctive or conditional mood. Explain your choice.

7. If Carlotta _____________ to snap and retaliate against the redheaded girl who stepped on her heels, she could be suspended or even expelled.

Explain: ___________________________________________________________________ 8. When the Nine arrived at Central High School on the first day, they thought they ____________

be protected by the soldiers at the doors.

Explain: ___________________________________________________________________

9. If Governor Faubus had not defied president Eisenhower, the National Guard ______________ not have been called to Little Rock.

Explain: ___________________________________________________________________

8




Directions: In the sentence pairs below, determine which conveys meaning in the clearest way. Explain why you chose the active or passive voice. 10. a. Some white students wrote kind messages in Carlotta’s yearbook.

b. Kind messages were written by some white students in Carlotta’s yearbook.

Explain: _____________________________________________________________________

11. a. Emotions flooded Carlotta when she visited Central High School again with President Clinton.

b. Carlotta was flooded with emotions when she visited Central High School again with President Clinton.

Explain: _____________________________________________________________________ 12. a. Carlotta was overcome with fear when her house was bombed.

b. Fear overcame Carlotta when her house was bombed.

Explain: _____________________________________________________________________

9



Civil Rights Song Note-Catcher

Name:

Date:

Song Title Description

(What is the song about?) Connections to Text

(Use evidence from A Mighty Long Way)

1.

2.

3.

4.

10



End of Unit 3 Assessment Prompt

I can write arguments to support claims with clear reasons and relevant evidence. (W.8.1) I can write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (W.8.2) For the Performance Task you are going to present three photographed moments that you would lift up as key events in a movie based on A Mighty Long Way, and a song for the soundtrack. To develop your thinking and prepare for a presentation, in this assessment you are going to organize your thinking in writing. In your writing for the End of Unit 3 assessment, you will do the following:

• Describe what is happening in each of the three photographs you selected, evidence from A Mighty Long Way to support your description.

• Argue why each photograph merits focus in a film version, using evidence from A Mighty Long Way to support your argument.

• Describe the civil rights song you have selected to feature in your film, using lyrics from the song in your description.

• Argue how this song is particularly relevant to the experiences of The Little Rock Nine, using evidence from A Mighty Long Way to support your claims.

• Write a conclusion in which you summarize how both the particular events you selected and your song of choice will help people who watch the film to better understand the experiences of The Little Rock Nine at Central High School.

11



Homework: Writing Plan

Name:

Date:

Paragraph 1: Paragraph 2: Paragraph 3: Paragraph 4: Paragraph 5: Paragraph 6:

12



Mid-Unit 3 Assessment:

Analysis of Language Techniques Directions: In the sentence pairs below, determine which conveys meaning in the clearest way. Explain why you chose the active or passive voice. 2. a. Some white students wrote kind messages in Carlotta’s yearbook.

b. Kind messages were written by some white students in Carlotta’s yearbook.

Explain: _____________________________________________________________________

3. a. Emotions flooded Carlotta when she visited Central High School again with President Clinton.

b. Carlotta was flooded with emotions when she visited Central High School again with President Clinton.

Explain: _____________________________________________________________________ 4. a. Carlotta was overcome with fear when her house was bombed.

b. Fear overcame Carlotta when her house was bombed.

Explain: _____________________________________________________________________

13



End of Unit 3 Assessment Rubric Scores 2 - 0

Name:

Date:

0

– de

scri

ptio

n an

d ar

gum

ent

dem

onst

rate

a la

ck

of c

ompr

ehen

sion

of

the

topi

c or

task

– pr

ovid

es n

o ev

iden

ce

or p

rovi

des e

vide

nce

that

is c

ompl

etel

y ir

rele

vant

– do

es n

ot e

xpla

in h

ow

evid

ence

supp

orts

th

e cl

aim

and

re

ason

s

– ex

hibi

ts n

o ev

iden

ce

of o

rgan

izat

ion

– us

es la

ngua

ge th

at is

pr

edom

inan

tly

inco

here

nt o

r cop

ied

dire

ctly

from

the

text

(s)

– do

es n

ot p

rovi

de a

co

nclu

ding

st

atem

ent o

r sec

tion

– m

inim

al, m

akin

g as

sess

men

t of

conv

entio

ns

unre

liabl

e

1

– in

trod

uces

the

phot

ogra

phs a

nd so

ng

with

des

crip

tions

, and

an

argu

men

t fo

r cho

osin

g th

em in

a m

anne

r tha

t do

es n

ot lo

gica

lly fo

llow

from

the

task

an

d pu

rpos

e

– cl

aim

and

reas

ons d

emon

stra

te li

ttle

un

ders

tand

ing

of th

e to

pic

– de

mon

stra

tes a

n at

tem

pt to

use

ev

iden

ce, b

ut o

nly

deve

lops

idea

s w

ith m

inim

al, o

ccas

iona

l evi

denc

e th

at is

gen

eral

ly in

valid

or

irre

leva

nt

– at

tem

pts t

o ex

plai

n ho

w e

vide

nce

supp

orts

the

clai

m a

nd re

ason

s

– ex

hibi

ts li

ttle

att

empt

at

orga

niza

tion,

or a

ttem

pts t

o or

gani

ze a

re ir

rele

vant

to th

e ta

sk

– la

cks a

form

al st

yle,

usi

ng la

ngua

ge

that

is im

prec

ise

or in

appr

opri

ate

for t

he te

xt(s

) and

task

– pr

ovid

es a

con

clud

ing

stat

emen

t or

sect

ion

that

is il

logi

cal o

r unr

elat

ed

to th

e cl

aim

and

reas

ons p

rese

nted

– de

mon

stra

tes a

lack

of c

omm

and

of

conv

entio

ns, w

ith fr

eque

nt e

rror

s th

at h

inde

r com

preh

ensi

on

2

– in

trod

uces

the

phot

ogra

phs a

nd

song

with

a d

escr

iptio

n, a

nd

outli

nes a

n ar

gum

ent f

or

choo

sing

them

in a

man

ner t

hat

follo

ws g

ener

ally

from

the

task

an

d pu

rpos

e

– de

scri

ptio

ns, a

rgum

ents

and

re

ason

s dem

onst

rate

a li

tera

l co

mpr

ehen

sion

of t

he to

pic

– pa

rtia

lly d

evel

ops t

he a

rgum

ent

(cla

im a

nd re

ason

s) w

ith th

e us

e of

som

e te

xtua

l evi

denc

e, so

me

of

whi

ch m

ay b

e ir

rele

vant

– so

met

imes

logi

cally

exp

lain

s how

ev

iden

ce su

ppor

ts th

e cl

aim

and

re

ason

s

– ex

hibi

ts so

me

atte

mpt

at

orga

niza

tion,

with

inco

nsis

tent

us

e of

tran

sitio

ns

– es

tabl

ishe

s but

fails

to m

aint

ain

a fo

rmal

styl

e, w

ith in

cons

iste

nt

use

of la

ngua

ge a

nd d

omai

n-sp

ecifi

c vo

cabu

lary

– pr

ovid

es a

con

clud

ing

stat

emen

t or

sect

ion

that

follo

ws g

ener

ally

th

e cl

aim

and

reas

ons p

rese

nted

– de

mon

stra

tes e

mer

ging

co

mm

and

of c

onve

ntio

ns w

ith

som

e er

rors

that

may

hin

der

com

preh

ensi

on

14



End of Unit 3 Assessment Rubric Scores 4 - 3

3

– cl

earl

y in

trod

uces

eac

h ph

otog

raph

and

song

cho

ice

with

a

desc

ript

ion,

and

out

lines

an

argu

men

t for

cho

osin

g ea

ch

one

in a

man

ner t

hat f

ollo

ws f

rom

the

task

and

pur

pose

– de

scri

ptio

ns, a

rgum

ents

, and

reas

ons d

emon

stra

te g

rade

-ap

prop

riat

e an

alys

is o

f the

topi

c

– de

velo

ps th

e ar

gum

ent (

clai

m a

nd re

ason

s) w

ith re

leva

nt

fact

s, d

efin

ition

s, d

etai

ls, q

uota

tions

, or o

ther

in

form

atio

n an

d ex

ampl

es fr

om th

e te

xt(s

)

– lo

gica

lly e

xpla

ins h

ow e

vide

nce

supp

orts

the

clai

m a

nd

reas

ons

– ex

hibi

ts c

lear

org

aniz

atio

n, w

ith th

e us

e of

app

ropr

iate

tr

ansi

tions

to c

reat

e a

unifi

ed w

hole

– es

tabl

ishe

s and

mai

ntai

ns a

form

al st

yle

usin

g pr

ecis

e la

ngua

ge a

nd d

omai

n-sp

ecifi

c vo

cabu

lary

– pr

ovid

es a

con

clud

ing

stat

emen

t or s

ectio

n th

at fo

llow

s fr

om th

e cl

aim

and

reas

ons p

rese

nted

– de

mon

stra

tes g

rade

-app

ropr

iate

com

man

d of

co

nven

tions

, with

occ

asio

nal e

rror

s tha

t do

not h

inde

r co

mpr

ehen

sion

4

– cl

earl

y in

trod

uces

eac

h ph

otog

raph

and

song

cho

ice

with

a

desc

ript

ion,

and

out

lines

an

argu

men

t for

cho

osin

g ea

ch o

ne in

a m

anne

r tha

t is c

ompe

lling

and

follo

ws

logi

cally

from

the

task

and

pur

pose

– de

scri

ptio

ns, a

rgum

ents

, and

reas

ons d

emon

stra

te

insi

ghtfu

l ana

lysi

s of t

he to

pic

– de

velo

ps th

e ar

gum

ent w

ith re

leva

nt, w

ell-c

hose

n fa

cts;

de

finiti

ons;

con

cret

e de

tails

; quo

tatio

ns; o

r oth

er

info

rmat

ion

and

exam

ples

from

the

text

(s)

– sk

illfu

lly a

nd lo

gica

lly e

xpla

ins h

ow e

vide

nce

supp

orts

th

e cl

aim

and

reas

ons

– ex

hibi

ts c

lear

org

aniz

atio

n, w

ith th

e sk

illfu

l use

of

appr

opri

ate

and

vari

ed tr

ansi

tions

to c

reat

e a

unifi

ed

who

le a

nd e

nhan

ce m

eani

ng

– es

tabl

ishe

s and

mai

ntai

ns a

form

al st

yle,

usi

ng g

rade

-ap

prop

riat

e, st

ylis

tical

ly so

phis

ticat

ed la

ngua

ge a

nd

dom

ain-

spec

ific

voca

bula

ry w

ith a

not

able

sens

e of

voi

ce

– pr

ovid

es a

con

clud

ing

stat

emen

t or s

ectio

n th

at is

co

mpe

lling

and

follo

ws c

lear

ly fr

om th

e cl

aim

and

re

ason

s pre

sent

ed

– de

mon

stra

tes g

rade

-app

ropr

iate

com

man

d of

co

nven

tions

, with

few

err

ors

15



End of Unit 3 Assessment Rubric

Criteria and CCLS

CC

LS

W.1

, W.2

W.1

, W.2

W.1

, W.2

W.1

, W.2

Crit

eria

DE

SCR

IPTI

ON

S A

ND

AR

GU

ME

NTS

: th

e ex

tent

to w

hich

the

essa

y co

nvey

s com

plex

idea

s and

info

rmat

ion

clea

rly

and

accu

rate

ly in

ord

er to

logi

cally

supp

ort t

he a

utho

r’s

argu

men

t

CO

MM

AN

D O

F E

VID

EN

CE

: th

e ex

tent

to w

hich

the

essa

y pr

esen

ts e

vide

nce

from

the

prov

ided

te

xts t

o su

ppor

t the

aut

hor’s

arg

umen

t

CO

HE

RE

NC

E, O

RG

AN

IZA

TIO

N, A

ND

STY

LE:

the

exte

nt to

whi

ch th

e es

say

logi

cally

org

aniz

es c

ompl

ex id

eas,

co

ncep

ts, a

nd in

form

atio

n us

ing

form

al st

yle

and

prec

ise

lang

uage

CO

NTR

OL

OF

CO

NV

EN

TIO

NS:

th

e ex

tent

to w

hich

the

essa

y de

mon

stra

tes c

omm

and

of th

e co

nven

tions

of s

tand

ard

Engl

ish

gram

mar

, usa

ge, c

apita

lizat

ion,

pu

nctu

atio

n, a

nd sp

ellin

g

16



Performance Task Rubric

Name:

Date:

Assessment Criteria ✓ Notes

Present argument in a focused, coherent manner

Incorporate relevant facts, reasons, descriptions, details, and examples to support argument

Use appropriate eye contact

Use adequate volume

Use clear pronunciation

17

GRADE 8: MODULE 3B: UNIT 3: LESSON 8 Final Performance Task:

Presentation of Photograph and Song Selections


Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

• I can present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound reasoning, and well-chosen details; use appropriate eye contacts, adequate volume, and clear pronunciation. (SL.8.4)

• I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L.8.1)

Supporting Learning Targets Ongoing Assessment

• I can describe the photographs and civil rights song I have chosen using evidence from A Mighty Long Way.

• I can present an argument for why the three photographs I have chosen are key events to drive the plot of a film about the experiences of The Little Rock Nine, citing evidence from A Mighty Long Way.

• I can present an argument for why the song I have chosen is the best for a film soundtrack, citing evidence from A Mighty Long Way.

• I can present my ideas to an audience clearly.

• Self-assessment of Performance Task

18

Equal Opportunity Notice CA BOCES hereby advises students, parents, employees and the general public that it offers employment,

programs and educational opportunities, including vocational education opportunities, without regard to gender,

race, color, national origin, handicap or any other legally protected status. Inquiries regarding this non-

discrimination policy and grievance procedures may be directed to :

Human Resources Director, Cattaraugus-Allegany BOCES, 1825 Windfall Road, Olean, NY 14760; 716-376-8237.

Learning Resources

CoSer 501

Educational Media

GRADE 8 Module 3B Unit 3 - CA BOCES€¦ · Gerunds A gerund is a verbal that ends in -ing and acts...

Documents

Transcript of GRADE 8 Module 3B Unit 3 - CA BOCES€¦ · Gerunds A gerund is a verbal that ends in -ing and acts...