Unit Title (theme or topic): What does it mean to be a survivor? 8th grade Quarter 1
Developed by: Mary Mekus, Charla Vandeberg, Helen, Wierenga, Barbara Martin, Jennifer Ippolito
Learning Goal (standards):
LAFS.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn
from the text.
LAFS.8.RI.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn
from the text.
LAFS.8.RL.1.2 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.
LAFS.8.RI.1.2 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.
LAFS.8.W.1.2 (a-f) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
Unit Assessment/Performance Task and Product (beginning with the end in mind): The students will present a survival guide based in cited
information, inferences, and analysis gleaned from the “survivors” of the articles and stories read. The survival guide can be presented in any multimedia means.
DQ3
DQ2
DQ4
What will I do to help students practice and
What will I do to help students effectively
What will I do to help students generate
deepen their understanding of new knowledge?
interact with new knowledge?
and test hypotheses about new
knowledge?
Duration
5 days
Design Questions
(Learning Targets/Lesson
Essential Questions to Drive the
Desired Effects)
DQ2- Helping students interact
with new knowledge
Materials/
Assignments
RLRI.8.1
The Elevator by William Slater
Students will be able to define and
use academic vocabulary when
engaged in reading, writing,
listening, and speaking.
Students will be able to read a text
closely and answer comprehension
What does it mean to be a survivor?
1. Citing Textual Evidence PPT
http://www.warrencountyschools.org/userfiles/26
07/Textual%20Evidence%20Powerpoint.pdf
2.Elevators (draw a box on the floor and have
Instructional Strategies
Identify Critical Content:
 Modeling
 Sentence Starters
 Vocabulary
 Reading Closely
Preview New Content:
 Anticipation guide
 Hook question
Process New Content:
 Partner Accountable talk
questions with answers supported
by evidence.
students stand in the box and discuss the
cramped feeling, etc.) Students discuss how this
activity plays into your fears, and brainstorm
ways of coping with fears.
3. Students cold read The Elevator
independently, in small groups, or as a whole
class.
4. Expert read teacher modes citing textual
evidence while answering the question, “What
does it mean to be a survivor?” Teacher
annotates while students follow along mimic.
(can be done with sticky notes in textbook, class
sets in sheet protectors, etc.)
 Citing textual evidence
 Explicit and implicit evidence
 Strong vs. weak evidence
 *Elevator PPT
5. Teacher designs questions to help students
utilize the skill of citing evidence during an
expert read such as:
 How do you know that the character is
afraid? Cite evidence from the text to
support your answer.
Students will record their evidence in their
reading response log, journal, or note cards.
Sticky notes, annotating text, G.O. It Says… I
say…, Sentence frames/ stems/ starters for citing
text.
7. Students sort pieces if evidence (implicit or
explicit; strong or weak)
8. TOD: How citing evidence from text help you
justify your thinking?
“Malala Yousafzai and the fight for young girls' right
to education” By Nicolas Rochon
http://www.theinternational.org/articles/447-
 Questioning
 Classifying/ Sorting
Record/Represent Content:
 Independent reading of text
 Annotating in the margins
 Graphic Organizer
Reflect on Learning:
 Quick write
 Journal
 Learning scales
malala-yousafzai-and-the-fight-for-young
7. Students cold read text independently
annotating the text to answer the question, “What
does it mean to be a survivor?”
8. Teacher designs questions to help students
utilize the skill of citing evidence during an
expert read. Students will record their evidence
in their reading response log, journal, or note
cards. Sticky notes, annotating text, G.O. It
Says… I say…, Sentence frames/ stems/ starters
for citing text.
9. Students sort pieces if evidence (implicit or
explicit; strong or weak)
DQ3- Helping students practice
and deepen learning
The Diary of Anne Frank excerpts from the play
in Lit book
RL.RI.8.1- Students can use text
that they have read closely in order
to construct more complex
learning, deepening their
knowledge of content in order to
make connections and draw
conclusions.
Philip Ganz Holocaust Survivor
http://www.youtube.com/watch?v=xuYOmJPxT
p8
Elie Wiesel Oprah Interview
http://www.youtube.com/watch?v=mUEEYa0pv
gU&feature=emshare_video_in_list_user&list=PL3FD84F4F1F1
F3EEC
Review Content:
Journal entry, graphic organizer, 3-2-1 (3 things
that you know about citing textual evidence, 2
things you struggle with, 1 question).
Practice:
Short Response: Why is Anne’s relationship with
Peter an important subplot in the play?
Summarize how having a peer to talk to helped
Anne cope with conflict both inside and outside
the annex. Use evidence from the play to support
your answer.
*Teacher create text-dependent questions for
Ganz and Wiesel
Examine (similarities and differences/errors in
reasoning):
Students evaluate their evidence as implicit or
explicit and defend their reasoning.
Students evaluate their evidence as strong or
weak and defend their reasoning.
G.O. Cornell notes/ T-chart
Revise Thinking:
Students work with a shoulder partner to
compare their written responses and G.Os to
justify or revise their thinking and understanding
of implicit/ explicit and strong/ weak evidence.
DQ4- Helping students generate
and test hypotheses
Assessments (formative and summative):
 Formal and Informal Observation
 Quick Write
 Journal
 Learning Scales
 Short Response Summary
 Performance Task
Hypothesis:
 Students will hypothesize what it takes to
be a survivor.
Research:
 Students will cite information, make
inferences, and analyze information
gleaned from the “survivors” of the
articles and stories read.
Record/Represent:
 Students will create a survival guide to
demonstrate what it takes to be a
survivor.
Present Inquiry:
 Students will present information in the
multi-media format of their choice.
Revise Thinking:
 Students will work in pairs to provide
one another feedback in order to revise
their presentation.
Reflecting on Learning:
 Learning Scales
 Project Rubric
How will we respond when some learners do not learn and some learners have learned?
RETEACH
EXTEND
Strategies:
 Teacher led small group
 Gradual Release
 Chunking Text
 Annotating Text
 Summarizing
Graphic Organizers:
 T-chart
 Cornell Notes
 Sentence frames/starters
Questions:
 It can be reasonably inferred from the
beginning of this passage that . . .?
 As depicted in lines XX, ______
(action) most strongly suggests that?
 From the information given, which
word describes _______ personality or
(POV)?
 What inferences can be drawn from
these quotes or lines X-X and lines XX?
 Which of the following quotes is an
example of how the theme recurs (is
developed) in the text?
 Choose the statement that best captures
the theme or central idea?
 After reading lines X-X, how does the
character, (author or narrator) change
or develop his or her opinion?
 Which is more valid, solid, or
important information to cite?

Students can choose to work independently or in pairs to research others in the past or
present who have to work to survivor. Students can use their survivor guide to
determine what aspects the person’s life makes them a survivor. What impact has this
person had or currently is making on the world?
ESOL, ESE, and other Accommodations:





T-chart graphic organizers (explicit v. implicit, etc.)
Modeling of reading strategies (i.e. annotation, text highlighting, etc.)
Chunking text
Heritage language dictionary
Vocabulary reinforcement