Teacher: Mr. Zeruth
WEEK BEGINNING: September 5 - 9
Course: English Language Arts
Unit: Value of Individuality
th
8 Grade
& Effective Communication (ongoing)
Introduction to Anthem
Lesson Title:
ESSENTIAL QUESTION(s):
Standards Addressed:
Unit Essential Questions
 What is the primary difference between
individualism and collectivism?
 How important is individualism to the
development of a society?
 What are the positive and negative aspects
of collectivism?
 What are the positive and negative aspects
of individualism?
 How does the absence of proper grammar
and mechanics detract from my audience’s
enjoyment and understanding of my piece?
 How do authors vary their sentences to
create better flow and unity within a piece
of writing?
 How does a sophisticated vocabulary, or
lack-there-of, contribute to the overall
quality of writing?
Lesson Essential Questions
 Who is Ayn Rand and why was she
writing Anthem?
 What do collectivism, individuality,
conformity, and equality mean?
 How do these concepts show up in
literature?
 How are they important to society?
 How do literary elements add to a stories
effectiveness?
Day:
Monday
Date: 9/5/16
Day:
Labor Day
No School
CC.1.3.8.A
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.
CC.1.3.8.B
Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly, as well as inferences, conclusions, and/or generalizations
CC.1.3.8.C
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.
CC.1.3.8.I
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade-level reading and content, choosing flexibly from a range of
strategies and tools.
CC.1.3.8.K
Read and comprehend literary fiction on grade level, reading independently and
proficiently.
CC.1.4.8.S
Draw evidence from literary or informational texts to support analysis, reflection, and
research, applying grade-level reading standards for literature and literary nonfiction.
CC.1.4.8.R
Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.
CC.1.5.8.A
Engage effectively in a range of collaborative discussions, on grade-level topics, texts,
and issues, building on others’ ideas and expressing their own clearly.
Instructional Strategies:
Assess/Assign:
Activating Strategy:

Class Activities:

Summarizing Strategy:

Day:
Tuesday
Date:
9/6/16
Day:
6
Instructional Strategies:
Assess/Assign:
Activating Strategy:
Read Active/Passive
Voice and complete the
pre-assessment for next
Tuesday.


DGP/SOW Tuesday
Names assigned to students as they take their seats
Class Activities:



Use class simulation of different types of government.
Have students complete task of Rock, Paper, Scissors competition.
Students then answer questions at top of worksheet.


Discuss how the experiment reflects different forms of government
while students complete chart.
Students complete #8 in pairs.
Summarizing Strategy:

Day:
Wednesday
Date:
Day:
9/7/16
1
Discuss Ayn Rand’s motivation for coming to the U.S.
Instructional Strategies:
Assess/Assign:
Activating Strategy:

DGP Wednesday
Class Activities:



Period 5 – Distribute MP1 Independent novel project
Unit background information
-PPT notes and activities
Summarizing Strategy:

Day:
Thursday
Date:
9/8/16
3- things you learned, 2- things you think about the author, 1- question
Instructional Strategies:
Assess/Assign:
Activating Strategy:
Finish reading
Harrison Bergeron and
complete the TDA
chart for tomorrow’s
class.

DGP Thursday
Class Activities:


Day:
2




Preview academic vocabulary for the unit:
- characterization, setting, plot, conflict, tone, mood,
symbolism, irony, and theme
Distribute Harrison Bergeron and provide brief background information
Begin reading it as a class
-Students will use their notes to complete TDA chart as they
read
-Teacher will model first few TDA responses
-Students will take over and begin completing the TDA chart as they
read.
Summarizing Strategy:

Day:
Friday
Date:
Day:
9/9/16
3
So far, how does Harrison Bergeron portray equality, individualism,
conformity, and collectivism?
Instructional Strategies:
Assess/Assign:
Activating Strategy:
Study for Harrison
Bergeron Quiz for
Monday

Class Activities:



Review bell ringer
Discuss and review TDA responses from Harrison Bergeron
Show students the culminating writing prompt and distribute the
evidence chart they will use to take notes throughout the unit. Complete
this as a class while drawing on evidence from Harrison Bergeron

Summarizing Strategy:

Create one question that may be on the Harrison Bergeron quiz.