West Haven Public Schools Unit Planning Organizer Subject: English Language Arts
Grade: 8 Unit: 2: Analyzing Craft and Structure Pacing: 19 days Essential Question(s): 1. What purpose does making connections between individuals, ideas or events serve when reading or writing? 2. What techniques does a writer use to help the reader create a visual image in his or her mind? 3. What is the purpose of using transition words and phrases in writing? Big Idea(s): 1. Comparisons, analogies and categories help us to see similarities and differences in, among, and within texts. 2. Precise words, sensory details and figurative language help to create a visual image in the reader's mind. 3. Transition words and phrases are used to signal shifts from one time frame or setting to anther, and show the relationships among experiences and events. Common Core State Standards (includes West Haven’s “Priority” Common Core Standards in BOLD and “Supporting” Standards) Priority and Supporting CCSS RL.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. RI.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). 116 W.3c: Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to anther, and show the relationships among experiences and events. W.3d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. L.3a: Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). L.5a: Interpret figures of speech (e.g., verbal irony, puns) in context. (318) Supporting Standards RL.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. RI.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. RI.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. W.3c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2c: Spell correctly. L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.4: Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on ​grade 6 reading and content, choosing flexibly from a range of strategies. L.4a: 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. L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5b: Use the relationship between particular words to better understand each of the words. “Unwrapped” Concepts and Skills, and Bloom Levels (BL) Concepts (Need to Know) RL.4 Words/phrases in context •Figurative meaning •Connotative meaning Specific word choice •Meaning & tone •Analogies or allusions to other text RI.3 Text connections •Individuals, ideas, events •Comparisons, analogies, or categories W.3c Transition words Phrases Clauses Constructed Meaning •Sequence •Shifts from one time frame or setting to another •Relationships among experience and events W.3d Skills (Able to Do) RL.4 Determine (meaning of words/phrases) Analyze (impact of specific word choices) RI.3 Analyze (how a text makes connections through comparisons, analogies, or categories) W.3c Use (transition words, phrases, and clauses to convey meaning) W.3d BL 5 4 4 3 3 Text •Precise words •Phrases •Clauses Text structure •Sequence •Signal shifts from one time frame or setting to another •Relationships among experiences and events L.5a Figures of speech •Verbal irony •Puns L.3a •Verbs • active •passive •mood •conditional •subjunctive •effects •emphasizing the actor or the action •expressing uncertainty •describing a state contrary to fact Use (words, phrases, and clauses to capture the action and convey experiences and events) L.5a Interpret (figures of speech in context) L.3a Use (verbs to achieve a particular effect) 2 3 Assessments Common Assessments attached* Language Arts: Required Reading: ● “The Monkey’s Paw” (Elements of Literature page 85) ● “The Third Wish” (Elements of Literature page 101) ● “The Tell­Tale Heart” (Elements of Literature page 536) Optional Resources: ● Elements of Literature​ (T), page 85, “Selection Starter, Motivate: Ask students what they would do if someone offered them a magic object that could grant three wishes. Would they take the object and make a wish, or would they refuse it? Jot down responses and then share them with the rest of the class before reading “The Monkey’s Paw.” ● “After You Read, 1­4 and Reading Check,” ​Elements of Literature​, page 100, “The Monkey’s Paw. ● “Before You Read, ​Elements of Literature​, page 101, “The Third Wish.” ● “After You Read,” 1­6 and Reading Check,” ​Elements of Literature​, “The Third Wish.” ● Elements of Literature​ (T), page 530, “Literary Devices: Learners Having Difficulty.” ● “Practice The Strategy,” ​Elements of Literature​, page 535. ● Elements of Literature​, “Edgar Allan Poe: His Life Revealed in His Work,” pages 530­535, “The Tell­Tale Heart,” pages 536­544, “The Monkey’s Paw,” pages 84­100, and “The Third Wish,” pages 101­108“The Tell­Tale Heart,” pages 536­544 ● “The Tell­Tale Heart,” ​Elements of Literature​ (T), page 538, “Have students work in a group to rewrite a paragraph of “The Tell­Tale Heart” in the third person. Then, have them share their group’s paragraph with another group and discuss it. Does the narrator’s insanity come across as effectively in the third­person point of view? ● “ Genre: The Horror Story,” ​Elements of Literature​, page 92. ● “Story Motiff: The Number Three,” ​Elements of Literature​, page 94, “Have students find other examples of beliefs or traditions from various cultures that involve the number three (internet research). ● “Developing Fluency,” ​The Elements of Literature​,” page 97 (small group) ● Elements of Literature​, “In Trouble” and “Fast, Strong and Friendly Too,” pages 251 – 263. ● “In Trouble,” ​Elements of Literature​ (T), page 256, “Sports: Iditarod, Individual and Family Activity.” ● “In Trouble,” ​Elements of Literature​, page 259, “ After You Read: Response and Analysis: 1­7 and Writing a descriptive Essay: Write a brief descriptive essay about a place you know very well. Help your readers visualize the place by including details that help them see the setting, smell it, hear it, and perhaps taste it and touch it. Open your description with a topic statement that tells your readers what place you are going to describe and how you feel about it. Be sure to check your Quickwrite notes before you writing. ” ● “Informational Text,” ​Elements of Literature​, page 261, “Informational Text: As you read “Fast, Strong, and Friendly Too,” watch for ways in which the writer provides you with information about each breed. Where is comparison used? Where is contrast used?” Take notes or use sticky notes as you read. ● “Practice,” ​Elements of Literature​, page 532: In small groups, prepare a ‘Literary Devices wall display for the classroom…” ● “Swans,” ​Elements of Literature​, page 103,“Activity: Use online resources to answer questions about swans. ● Required Writing of a Compare and Contrast Essay comparing “The Monkey’s Paw” and “The Third Wish.” ● Include poems to introduce figurative language (Collection 6 of Elements of Literature p. 616­700) ● Required Independent Reading: Teacher should give students 15­20 minutes to independently read per class. Students will choose their own books, based on genre suggested by teacher. Suggested Weekly Planner **EVERY DAY CLASS STARTS WITH PROOFREADING PRACTICE/DOL ** SEE BELOW FOR LINKS** **EVERY DAY CLASS ENDS WITH SSR (15­20 MINUTES)** Week One ● Unit 2 Pre­CA ● Review Essential Questions and Word Wall ● Introduce figurative language, connotation and denotation: power point and note taking (ELA supplemental folder) ● “Selection Starter,” page 85, ​Elements of Literature​ (T) ● Read poems and identify figurative language ● Figurative language activities Week Two ● Go over notes on Tone and Mood (Marry Poppins Lesson) http://www1.lpssonline.com/uploads/2dToneMoodLesson.pdf ● Read pages 533 – 536: Edgar Allan Poe and “Fallacious Reasoning.” ● “Vocabulary Development,” “Make the Connection” and “Literary Focus: Narrator,” page 536 ● Read “The Tell­Tale Heart,” pages 537 – 543. ● Complete “Writing,” page 544 and/or “Response and Analysis,” page 544 ● Analyze and discuss tone and mood in “The Tell­Tale Heart” ● View YouTube video: “The Tell­Tale Heart.” Week Three ● Pre­Reading Activities/Vocab for “The Monkey’s Paw” ● Read “The Monkey’s Paw,” pages 84 – 100 ● Complete dipsticks for “The Monkey’s Paw.” ● View YouTube video: “The Monkey’s Paw” ● Quiz on “The Monkey’s Paw” (Comprehension/Vocab/Figurative Language) Week Four ● Pre­Reading Activities/Vocab for “The Third Wish” ● Page 100, ​Elements of Literature ● Read “The Third Wish,” pages 101 – 107 o Complete dipsticks for “The Third Wish.” Complete chart on page 100. o Review figurative language notes and pages 530 – 532 ● Socratic Circle to discuss elements in “The Third Wish” and “The Monkey’s Paw” ● Quiz on “The Third Wish” (Comprehension/Vocab/Figurative Language) o Extension activities: page 92, ​Elements of Literature​ (T): “Genre: The Horror Story,” page 94, ​Elements of Literature​ (T): “Story Motif: The Number Three,” and page 97, ​Elements of Literature (T), “Developing Fluency.” o Additional Poe Selections (The Raven) ● Go over notes on Compare and Contrast Week Five ● Brainstorming/Planning Sheet ● Write rough draft of Compare and Contrast essay on “The Monkey’s Paw” and “The Third Wish) ● Peer Review ● Revise Week Six ● Final draft due ● Review ● Unit 2 Post­CA ● Re­teaching and re­testing ● Unit 2 Compare and Contrast Performance Task Additional Resources: ● The Inter­Active Raven ­ Figures of Speech worksheet: http://eolit.hrw.com/hlla/litelem/figspeech.pdf?WebLogicSession=T4W
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86389490268350/­1062731312/6/6001/6001/7002/7002/6001/­1 ● Simpsons version: http://www.schooltube.com/video/e850bdb733e729c582a9/The­Raven­b
y­Edgar­Allan­Poe Write how figurative language is represented literally in the clip. ● Puns: https://www.visualthesaurus.com/cm/lessons/642/Shakesperean_Puns.p
df ● Active and Passive Verbs: ​Writer’s Craft​ Grammar and Practice p. 51 ● ReadWriteThink Lesson: http://www.readwritethink.org/classroom­resources/lesson­plans/choosi
ng­best­verb­active­280.html?tab=4#tabs (use chart to ID verbs in article or passage) ● ACL ACTIVITY ­ Writing a Short Story: (In conjunction w/ Reading Tell Tale Heart in Reading p. 536 in Holt)Holt p. 748 and Horror Story Assignment (incorporate figurative language i.e. irony/puns, transitions and precise language) Rubric (may need to be adjusted) p. 48­49 of ​Holt Assessment W,L & S ● Compare/Contrast: 3rd Wish and Monkey's Paw p. 516 (unit) p. 109 (story specific) Compare/Contrast Essay Rubric (may need to be adjusted) pg. 39 of ​Holt Assessment W,L & S​ (can be adjusted if DEV class hasn’t read these … use cities they have lived in or schools they attended, or pair them up and compare/contrast their neighborhoods or elementary schools. *** Technology should be incorporated into the unit through the use of websites, power points and videos. In addition, students should engage in activities that involve casual and formal research throughout the year. Suggested sites: ● Thinkfinity.org ● CBASwrite.com ● Readwritethink.org ● http://www.uen.org/core/core.do?courseNum=4280​ (Lesson plans for all CCSS) ● www.elc.byu.edu/classes/buck/w_garden/students/students_narrative.ht
ml#gabriela ● Figurative Language and Text Structure Power Points available on accompanying flash drives for Interactive White Board and ENO Board use. Suggested Research­based Effective Instructional Strategies: ● Summarizing and Note Taking ● Homework and Practice ● Nonlinguistic Representations ● Cooperative Learning / Small Group Work ● Setting Objectives and Providing Feedback ● Advance Organizers ● Use of Technology ● Oral Presentations ● Research Task Vocabulary/
Word Wall Enrichment/Extension Interdisciplinary Connections English and Reading Figurative Meaning Connotative Meaning English Writer ‘s Craft​, pgs. 115­127 PROOFREADING ­ IMPORTANT English Writer’s Craft​, pg. 116 (Science Connection) Reading Comparisons Analogies Categories Constructed Meaning Sequence Precise words Verbal Irony Active Voice Passive Voice http://www.sbusd.org/cms/lib/C
A01000811/Centricity/Domain/42
/DailyParagraph.pdf http://mrsmac.weebly.com/uplo
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g_and_editing.pdf Reading Elements​ (T), pg.144, “Acceleration” Elements​ (T), pg. 150, “Developing Fluency” Elements​ (T), pg 153, “Discovering Oral History” Elements​ (T), pg. 155, “Advanced Learners” Elements​ (T), pg. 158, “Modeling” Elements ​(T​)​, pg. 258, “Enrichment Activity” Elements​ (T), pg. 530, “Acceleration” Elements​ (T), pg. 538, “Acceleration” Elements​ (T), pg. 543, “Enrichment” Elements​ (T), pg. 85, “Advanced Learners” Elements​ (T), pg. 107, “Advanced Learners” Elements​ (T), pg.148 “Quakers” Elements​ (T), pg. 151 “The North Star” Elements​ (T), pg. 254, “Sled Dogs” Elements​ (T), pg. 88, “India” Elements​ (T), pg. 103, Swans”