Wichita falls ISD
8th Grade ELAR
Unit 4A: Making Connections Across Literary
Texts
Lesson Planner
Time Frame: Weeks 18-20
Objectives
Skills: The student will be able to…
READING
Myths
 analyze, make inferences and draw conclusions about theme and genre in different cultural,
historical, and contemporary contexts and provide evidence from the text to support their
understanding. (3) Students are expected to:
o analyze literary works that share similar themes across cultures (A)
o compare/contrast the similarities/differences in mythologies from various cultures (B)
o explain how the values and beliefs of particular characters are affected by the historical
and cultural setting of the literary work (C)
Poetry and Literary Texts
 understand, make inferences and draw conclusions about the structure and elements of poetry
and provide evidence from text to support their understanding. Students are expected to
compare and contrast the relationship between the purpose and characteristics of different
poetic forms (4)
 understand, make inferences and draw conclusions about how an author's sensory language
creates imagery in literary text and provide evidence from text to support their understanding.
Students are expected to explain the effect of similes and extended metaphors in literary text (8)
Drama
 understand, make inferences and draw conclusions about the structure and elements of drama
and provide evidence from text to support their understanding. Students are expected to analyze
how different playwrights characterize their protagonists and antagonists through the dialogue
and staging of their plays (5)
Literary Fiction
 understand, make inferences and draw conclusions about the structure and elements of fiction
and provide evidence from text to support their understanding. (6) Students are expected to:
o analyze linear plot developments (e.g., conflict, rising action, falling action, resolution,
subplots) to determine whether and how conflicts are resolved (A)
o analyze how the central characters' qualities influence the theme of a fictional work and
resolution of the central conflict (B)
o analyze different forms of point of view, including limited versus omniscient, subjective
versus objective (C)
 Fig19D use complex inferencing with text evidence
WRITING
 write literary texts to express their ideas and feelings about real or imagined people, events, and
ideas (15)
Wichita Falls ISD (2013-2014)
TEKS
Readiness:
6A/B, Fig
19D
Supporting:
3A/B/C, 4, 5,
6C, 8
Lesson Information
Activities
Lesson 1: Theme and Myths (approx. 2 days)
Refer back to Unit 1A to avoid duplication of texts.
 Review elements of myths, fables, legends,
etc. as well as theme with students using notes
in Interactive Notebook (if available) or
PowerNotes online.
 Read “The Old Grandfather and His Little
Grandson” and “The Wise Old Woman” in the
textbook or Interactive Reader.
 Complete the Literary Analysis: Universal
Theme worksheet.
NOTE: The following lessons are one option. Please feel
free to substitute a longer work and accompanying
texts to cover the required genres.
Lesson 2: Poetry (approx. 3-4 days)
 Give the students background information on
the Holocaust.
 Review types and elements of poetry.
 Read “Hangman” and “The Cold Within.”
Discuss what types of poems these are.
Analyze the poems for point of view, similes,
metaphors, imagery, diction, etc. Compare the
theme of the two poems.
Lesson 3: Drama (approx. 5-6 days)
 Review elements of drama using notes in the
Interactive Reader or PowerNotes.
 Read the excerpt of The Diary of Anne Frank in
the textbook or interactive reader, stopping to
discuss and analyze the stage directions,
dialogue, plot and characters.
 The Literary Analysis: Theme worksheet can be
used during reading to monitor and track
understanding.
Lesson 4: Writing (approx. 4-5 days)
 Reflect on theme. Students can brainstorm a
list of themes from works they have read or
watched. Use these themes as a basis for the
writing assignment.
 Have students select a theme. You could give
the student a topic and have the student
create a possible theme, or you could assign
pairs of students the same theme.
 Then have students write using that theme as
the basis. Students can choose which
genre/structure would best fit that theme (i.e.
poem, personal narrative, imaginative story,
play, etc.).
 Students will need to follow the writing
process. A rubric can be used for assessment.
Wichita Falls ISD (2013-2014)
Vocabulary
Academic Vocabulary
Across Genres
Complex inference
Subtle inference
Personal connections
World connections
Text connections
Theme
Myth
Setting
Poetry
Lyrical poetry
Epic poetry
Narrative poetry
Humorous poetry
Free verse poetry
Sound devices
Literary language
Extended metaphor
Simile
Drama
Protagonist
Antagonist
Staging
Stage directions
Dialogue
Purpose
Linear plot
Subplot
Conflict (types)
Resolution (types)
Point of view
Subjective/Objective
Limited/Omniscient
Third person

See district document for
ongoing vocabulary study
Additional Information
Materials/Resources
my.hrw.com
http://www.hmh.org/ed_butterfly1.shtml (The
project itself is over, but the lessons are available.)
Parent Resources
 my.hrw.com
Wichita Falls ISD (2013-2014)
Notes from Council
This unit is based around the Holocaust. Teachers may substitute
another longer work (such as a novel) as long as they continue to
teach the required skills for this unit.