TCSS
RL
RI
W
SL
L
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Reading Literary
Reading Informational
Writing
Speaking and Listening
Language
Troup County School System
English/Language Arts Curriculum Map
8th Grade ELA
Thematic Unit # 4—Enduring Tragedy
Big Idea / Unit Goal

The goal for this unit is to analyze and explore the theme of Enduring Tragedy
across literary and informational texts, with an in-depth focus on GSE priority
standards.
Unit Essential Question(s):


How do tragedies shape us personally?
How do tragedies shape the world in which we live?
Priority Standards
Length of Unit

45 Days
Unit 4 Checklist



RL2, RL3, RL4, RL6, RL9
RI5, RI6
W1, W2, W7, W8
Support Standards



RL1
RI1, RI3
L1, L2, L3
Reading Focus: Literary
Writing Focus: Informative/Explanatory
Text Resources:
Extended Text: (Choose one of the following as your extended text.)
Primary Writing Tasks: (at least 3 of these should be in the unit focus)


The Diary of Anne Frank by Francis Goodrich and Albert Hackett (pg. 832)
Sounder by William Armstrong
Short Texts: (Mixture of Literary and Informational thematically connected texts.
Unless otherwise noted, these texts are from Holt, Elements of Literature, Second
Course.)

“The Tell-Tale Heart” by Edgar Allan Poe, pg.376

“The Cremation of Sam McGee” by Robert W. Service, pg. 715

“Out, Out—“ by Robert Frost, pg. 762

“A Tragedy Revealed: A Heroine’s Last Day” by Ernst Schnabel, pg. 929

from The Diary of a Young Girl by Anne Frank, pg. 917

from My Childhood Under Fire: A Sarajevo Diary by Nadja Halilbegovich, pg.
923

“Walking with Living Feet” by Dara Horn, pg. 948

“Oh, Captain! My Captain!” by Walt Whitman, pg. 746
Additional Materials:



In an essay, explain how a tragedy can have a positive impact. Discuss and
give examples of a tragedy providing benefits in addition to disappointments.
Cite textual evidence in your response.
After reading “Oh, Captain! My Captain,” students will do an expository writing
assignment on the poem.
The father in Sounder steals to feed his family. Mr. Kraler and Miep Gies in
The Diary of Anne Frank break laws when they harbor the Frank and Van
Daan families. Write an extended response to defend whether or not it is ever
acceptable to do something wrong (like break the law) to achieve a desirable
outcome. Support your response with evidence from the extended text and/or
other texts you have read in this unit.
Narrative Writing Tasks:



Eleanor Roosevelt once said, "You must do the thing you think you cannot do."
Write a narrative about a time when you did something you thought you could
not do. Be sure to include specific details so that a reader can follow your story.
Choose one of the narrative selections and write an alternate ending or a
continuation of the story.
“Out, Out—“ and “The Cremation of Sam McGee” are narrative poems as they
tell stories. Choose one of these narrative poems and rewrite it as a short
story. Use details from the poem and narrative techniques.
Research Connections:
TCSS

Give collaborative groups topics related to the Holocaust (concentration
camps, Gestapo, Jews, Nazi beliefs, people, etc.) Students narrow their topics
by generating research questions. Research the topic to create a learning
station. Then have groups visit each other’s stations to complete learning
tasks. Connected to the research activity, students will create an assessment
for students who visit their learning station (a set of questions, a task to
complete to show understanding of the learning station concept).
Routine Writing: (Notes, summaries, process journals, and short responses
across all genres)

Daily journal entries (bell ringer)

Write a poem from the perspective of a person who has experienced
discrimination.

How can you make the best of a bad situation? Think of a time when you had
to do something you didn’t want to do yet rose to the occasion and made the
best of it. What skills did you draw on to make your situation tolerable?
Lessons for Unit 4 (all lessons are hyperlinked below)
 ELA8.4.1: Focus on analyzing effects of point of view, analyzing dialogue and effects, and using punctuation to indicate a pause (RL6, RL3, L2a)
 ELA8.4.2: Focus on analyzing use of source material, determining meanings and effects of words and phrases, and using punctuation to indicate a pause (RL9, RL4, L2a)
 ELA8.4.3: Focus on determining meanings and effects of words and phrases, citing textual evidence, and writing informational/explanatory texts (RL4, RL1, W2)
 ELA8.4.4: Focus on writing arguments, demonstrating command of Standard English grammar and usage; demonstrating command of standard English conventions and





using knowledge of language in writing (W1, L1, L2, L3)
ELA8.4.5: Focus on writing informative/explanatory texts, demonstrating command of Standard English grammar and usage; demonstrating command of standard English
conventions and using knowledge of language in writing (W2, L1, L2, L3)
ELA8.4.6: Focus on conducting research and gathering information from sources (W7, W8)
ELA8.4.7: Focus on determining and analyzing theme, analyzing dialogue and effects, citing textual evidence, determining meanings and effects of words and phrases,
and analyzing effects of point of view (RL2, RL3, RL1, RL4, RL6)
ELA8.4.8: Focus on analyzing structure and citing textual evidence (RI5, RI1)
ELA8.4.9: Focus on determining and analyzing point of view, analyzing connections in a text, and writing informative/explanatory texts (RI6, RI3, W2)
Georgia Standards of
Excellence (GSE)
(High Priority marked as HP)
Essential Questions
ELAGSE8RL1: Cite the textual evidence
that most strongly supports an analysis of
what the text says explicitly as well as
inferences drawn from the text.
How do I select the best textual evidence
to support an analysis of the text?
ELAGSE8RL2: Determine a theme and/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.
How does a theme develop over the
course of a text in relation to characters,
setting, and plot?
How do I provide an objective summary of
a text?
Vocabulary
Cite
Textual evidence
Analysis
Explicit
Inference
Theme
Central idea
Analyze
Objective
Summary
Characters
Setting
Lesson resources
(in addition to text resources)
ELA8.4.3
ELA8.4.7
ELA8.4.7
TCSS
ELAGSE8RL3: 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.
ELAGSE8RL4: 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.
ELAGSE8RL6: Analyze how differences
in the points of view of the characters and
the audience or reader (e.g., created
through the use of dramatic irony) create
such effects as suspense or humor.
How does dialogue or a particular incident
reveal aspects of character or provoke a
decision?
ELAGSE8RL9: Analyze how a modern
work of fiction draws on themes, patterns
of events, or character types from myths,
traditional stories, or religious works such
as the Bible, including describing how the
material is rendered new.
ELAGSE8RI1: Cite the textual evidence
that most strongly supports an analysis of
what the text says explicitly as well as
inferences drawn from the text.
How does a modern work of fiction draw
on themes, patterns of events, or character
types from earlier pieces?
ELAGSE8RI3: Analyze how a text makes
connections among and distinctions
between individuals, ideas, or events (e.g.,
through comparisons, analogies, or
categories).
How are connections among and
distinctions between individuals, ideas, or
events made in a text?
ELAGSE8RI5: 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.
ELAGSE8RI6: Determine an author’s
point of view or purpose in a text and
analyze how the author acknowledges and
responds to conflicting evidence or
viewpoints.
ELAGSE8W1: Write arguments to
support claims with clear reasons and
relevant evidence.
a. Introduce claim(s), acknowledge
and distinguish the claim(s) from
How do I determine figurative and
connotative meanings of words in context
in relation to impact on meaning and tone?
Plot
Dialogue
Incidents
Character
ELA8.4.1
ELA8.4.7
Figurative language
Connotation
Denotation
Tone
Analogy
Allusion
ELA8.4.2
ELA8.4.3
ELA8.4.7
Analyze
Point of view
Audience
Dramatic irony
Suspense
Humor
Analyze
Themes
Character types
ELA8.4.1
ELA8.4.7
Cite
Textual evidence
Analysis
Explicit
Inference
Analyze
Connections
Comparison
Analogy
Category
ELA8.4.8
How does structure of paragraphs and
sentences effectively develop meaning
and style in texts?
Text structure
Analyze
Key concept
ELA8.4.8
How does an author use point of view or
purpose to present his ideas?
Analyze
Point of view
Audience
Conflicting evidence
Conflicting viewpoints
Argument
Claim
Counterclaim
Logic
Reason
ELA8.4.9
How do analogies and allusions deepen an
understanding of text?
How do differences in point of view of the
characters and audience create effects
such as suspense or humor?
How do I select the best textual evidence
to support an analysis of the text?
How does an author acknowledge and
respond to conflicting viewpoints?
How do I write effective arguments to
support my claims with clear reasons and
relevant evidence?
ELA8.4.2
ELA8.4.9
ELA8.4.4
TCSS
alternate or opposing claims, and
organize the reasons and evidence
logically.
b. Support claim(s) with logical
reasoning and relevant evidence,
using accurate, credible sources
and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to
create cohesion and clarify the
relationships among claim(s),
counterclaims, reasons, and
evidence.
d. Establish and maintain a formal
style.
e. Provide a concluding statement or
section that follows from and
supports the argument presented.
ELAGSE8W2: Write
informative/explanatory texts to examine a
topic and convey ideas, concepts, and
information through the selection,
organization, and analysis of relevant
content.
a. Introduce a topic clearly,
previewing what is to follow;
organize ideas, concepts, and
information into broader categories;
include formatting (e.g., headings),
graphics (e.g., charts, tables), and
multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant,
well-chosen facts, definitions,
concrete details, quotations, or
other information and examples.
c. Use appropriate and varied
transitions to create cohesion and
clarify the relationships among
ideas and concepts.
d. Use precise language and domainspecific vocabulary to inform about
or explain the topic.
e. Establish and maintain a formal
style.
f. Provide a concluding statement or
section that follows from and
supports the information or
explanation presented.
Relevant evidence
Formal style
Introduction
Support
Organization
Transitions
Concluding statement
How do I write effective
informative/explanatory texts to thoroughly
examine a topic and convey my ideas?
Informative
Explanatory
Organization
Analysis
Introduction
Organization
Details
Transitions
Precise language
Domain-specific vocabulary
Formal style
Concluding statement
ELA8.4.3
ELA8.4.5
ELA8.4.9
TCSS
ELAGSE8W3: Write narratives to develop
real or imagined experiences or events
using effective technique, relevant
descriptive details, and well-structured
event sequences.
a. Engage and orient the reader by
establishing a context and point of
view and introducing a narrator
and/or characters; organize an
event sequence that unfolds
naturally and logically.
b. Use narrative techniques, such as
dialogue, pacing, description, and
reflection, to develop experiences,
events, and/or characters.
c. Use a variety of transition words,
phrases, and clauses to convey
sequence, signal shifts from one
time frame or setting to another,
and show the relationships among
experiences and events.
d. Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the
action and convey experiences and
events.
e. Provide a conclusion that follows
from and reflects on the narrated
experiences or events.
ELAGSE8W7: Conduct short research
projects to answer a question (including a
self-generated question), drawing on
several sources and generating additional
related, focused questions that allow for
multiple avenues of exploration.
ELAGSE8W8: Gather relevant
information from multiple print and digital
sources, using search terms effectively;
assess the credibility and accuracy of each
source; and quote or paraphrase the data
and conclusions of others while avoiding
plagiarism and following a standard format
for citation.
ELAGSE8L1: Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.
a. Explain the function of verbals
(gerunds, participles, infinitives) in
general and their function in
particular sentences.
How do I use narrative techniques,
descriptive details, and well-structured
event sequences to write narratives?
Narrative
Narrative techniques
Descriptive details
Event sequence
Context
Narrator
Characters
Dialogue
Pacing
Description
Reflection
Transitions
Sensory language
Conclusion
How do I answer my questions through
research and generate additional research
questions?
Research
Research questions
ELA8.4.6
How do I gather information, assess
credibility of sources, and quote or
paraphrase information while avoiding
plagiarism and following a standard format
for citation?
Print sources
Digital sources
Credibility
Accuracy
Quote
Paraphrase
Plagiarism
Citation
Standard English
Grammar
Usage
Verbal
Gerunds
Participles
Infinitives
Active voice
ELA8.4.6
How do I demonstrate command of the
conventions of standard English grammar
and usage?
How do verbals function in sentences?
What is the difference between active and
passive voice and how do I best use each?
ELA8.4.4
ELA8.4.5
TCSS
b. Form and use verbs in the active and
passive voice.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional,
and subjunctive mood.
d. Recognize and correct inappropriate
shifts in verb voice and mood.*
ELAGSE8L2: Demonstrate command of
the conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Use punctuation (comma, ellipsis,
dash) to indicate a pause or break.
b. Use an ellipsis to indicate an
omission.
c. Spell correctly.
ELAGSE8L3: Use knowledge of language
and its conventions when writing,
speaking, reading, or listening.
a. 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).
How do I form and use verbs in different
moods: indicative, imperative,
interrogative, conditional, subjunctive?
How do I recognize and correct shifts in
verb voice and mood?
How do I use punctuation to indicate a
pause, break, or omission?
How do I spell grade appropriate words
correctly?
How do I use knowledge of language and
its conventions when writing?
How do I use verb moods to create
effects?
Passive voice
Indicative mood
Imperative mood
Interrogative mood
Conditional mood
Subjunctive mood
Shifts in verb voice
Shifts in verb mood
Standard English
Capitalization
Punctuation
Spelling
Comma
Ellipsis
Dash
Omission
Active voice
Passive voice
Conditional mood
Subjunctive mood
Effects
ELA8.4.1
ELA8.4.2
ELA8.4.4
ELA8.4.5
ELA8.4.4
ELA8.4.5
TCSS
Lessons for 8th ELA Unit 4
The following pages are the lessons for the unit that have been linked at the
beginning of the document. These lessons are based on identified GSE
high-priority standards and incorporate unit texts and resources.
TCSS
ELA8.4.1
Learning Target(s):
I can:
 determine the points of view represented in the text
 identify disparities in the information readers and characters
receive
 explain how a character's knowledge or lack of knowledge
influences his or her perspective on situations and events in a text
 contrast the different points of view between the audience and a
character
 contrast the different points of view among characters
 recognize irony in a text and explain how it renders the text
humorous or suspenseful
 recognize dramatic irony in a text and explain how it renders the
text humorous or suspenseful
 explain how the author used point of view to create humor and/or
suspense in the text
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE8RL6: Analyze how differences in the points of view of the
characters and the audience or reader (e.g., created through the use
of dramatic irony) create such effects as suspense or humor.
Support Standards:
 ELAGSE8RL3: 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.
 ELAGSE8L2: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when
writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a
pause or break.
Resources for Instruction
“The Tell-Tale Heart” by Edgar Allan Poe, p. 376
Elements of Language, p. 406 (Use of Dashes), Exercise 12
Narrative Checklist
Time Allocated
3 days (NOTE: This lesson may be condensed to just focus on the
beginning of the story if you need to have more time to focus on
poetry in the next lesson. You should address the essential concepts
of using dashes as punctuation and the connection between point of
view and irony).
How do differences in point of view of the characters and audience
create effects such as suspense or humor?
EQ
How do I use punctuation to indicate a pause, break, or omission?
Activator/Connection/Warm Up
Turn and talk to a classmate for 2 minutes on what you know about:
 Irony
 Use of dashes
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Survey students to determine what they already know about both irony
and the use of dashes. Depending on their level of knowledge on
each, provide direct instruction on both concepts. In reference to use
TCSS

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
of dashes, at least provide them with the rule about using dashes:
Use a dash to indicate an abrupt break in thoughts or speech. Have
them look at examples on page 406 to talk about why those examples
need dashes rather than just commas or parenthesis. You may want
to have them work together to add dashes to some or all of the
sentences on pages 406-407.
Analyze the first two paragraphs of “The Tell-Tale Heart” for use of
dashes. What do these dashes reflect about the mental state of the
narrator?
As you read and analyze the story, remind students that:
 authors manipulate the information readers and characters receive
in order to create humor and/or suspense
 authors use point(s) of view to control the flow of information
 authors sometimes draw the reader's attention to another point of
view to showcase the disparity of important information
 authors use rhetorical devices (e.g., dramatic irony) to create a
desired effect, including humor and suspense, in a text
 irony is a figure of speech in which the literal meaning is the
opposite of the intended meaning
 dramatic irony is a technique in which the reader/audience knows
something that a character does not
While reading students should look for evidence of irony and examine
the effects. Discuss as a class to ensure that students have
understood the concept.
Summarizer/Closure/Evaluation
of Lesson
Review elements of narrative writing and give students a copy of the
Narrative Checklist. After reading the story, students will write an
alternate ending or a continuation of the story. In their narrative, they
should include narrative techniques such as imagery/descriptive
language, dialogue, and pacing. Additionally, they should
demonstrate their ability to effectively use a dash to indicate a pause
or break.
Teacher will evaluate narrative writing. Teacher may also want to
include a formative assessment on the use of dashes and/or on the
use of irony for use in differentiated instruction at a later time.
TCSS
ELA8.4.2
Learning Target(s):
I can:
 identify themes in modern works of fiction
 identify patterns of events in modern works of fiction
 distinguish character types in modern works of fiction
 compare themes of modern works of fiction to myths, traditional
stories, or religious works such as the Bible
 compare patterns of events in modern works of fiction to those
aspects of myths, traditional stories, or religious works such as the
Bible
 compare character types in modern works of fiction to similar
character types in myths, traditional stories, or religious works
such as the Bible
 analyze how the material in the modern work of fiction is rendered
new from the traditional source (myths, traditional stories, or
religious works such as the Bible)
 evaluate the importance of the traditional source in rendering a
modern work of fiction
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE8RL9: Analyze how a modern work of fiction draws on
themes, patterns of events, or character types from myths, traditional
stories, or religious works such as the Bible, including describing how
the material is rendered new.
Support Standards:
 ELAGSE8RL4: 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.
 ELAGSE8L2: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when
writing.
b. Use punctuation (comma, ellipsis, dash) to indicate a
pause or break.
Resources for Instruction
“Out, Out—“ by Robert Frost, pg. 762
“Out, Out—“ PowerPoint
“The Cremation of Sam McGee” by Robert W. Service, pg. 715
“The Cremation of Sam McGee” Video 1 and Video 2
Narrative Checklist
What Do You Need to Know about Poetry? pgs. 670-673
Poetry Matching Cards
(NOTE: Depending on your students’ needs and on whether you have
addressed poetry earlier in the year, you may choose to expand this
lesson to incorporate reading and analysis of additional poems).
Time Allocated
EQ
4 days
How does a modern work of fiction draw on themes, patterns of
events, or character types from earlier pieces?
How do I determine figurative and connotative meanings of words in
context in relation to impact on meaning and tone?
How do analogies and allusions deepen an understanding of text?
TCSS
Activator/Connection/Warm Up
Have students read the lines from Macbeth on page 762 and discuss
what they think it means with a partner. Additionally, have students
review allusion and explain the connection.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Review as needed information on pages 670-673 about reading
poetry. The students will be familiar with many of these terms but may
need additional explanation on some. You can use the poetry
matching cards as an activator or as a formative assessment to check
for students’ knowledge of the terms.
Introduce the word allusion which is a reference in literature to another
literary work or a work in another field, such as history, mythology,
science, or the Bible. Explain that many times poets make allusions
which add a deeper meaning to the poem. While it would be possible
to understand this poem without having read the allusion to Macbeth,
understanding that the allusion helps us understand an even deeper
statement the author is making about the brevity of life.
Continue to have students examine the effects of the use of dashes in
the poem “Out, Out—.”
Before reading “The Cremation of Sam McGee,” review poetry terms
including ballad, narrative, refrain, stanza, hyperbole, and imagery.
Additionally, have students consider the meanings they typically
associate with the words spent and tax. Students might say that you
spent money to pay a tax you owed. Explain that in this poem, these
words take on different meanings, so it is important to pay attention to
context clues to help them understand the words in the poem. As
students read, you might have them keep a list of main ideas for each
stanza that they can use in making meaning of the poem. After
reading, have students use these main ideas and details to write a
summary of the poem.
“Out, Out—“ and “The Cremation of Sam McGee” are narrative poems
as they tell stories. Choose one of these narrative poems and rewrite
it as a short story. Use details from the poem and narrative
techniques including description, pacing, and dialogue. Provide
students with the Narrative Checklist.
Summarizer/Closure/Evaluation
of Lesson
Teacher will evaluate narrative writing.
TCSS
ELA8.4.3
Learning Target(s):
I can:
 determine how the author's use of words and phrases controls the
meaning/tone of the text
 explain how the author's use of figurative language further
illustrates/expands the tone and meaning of the text
 explain how the author's use of connotative meanings conveys the
author's stance/tone within a text
 explain how analogies expand an author's ideas and attitude about
the topic
 explain allusions within a text, and how allusions add background
knowledge and depth to a text
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE8RL4: 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.
Support Standards:
 ELAGSE8RL1: Cite the textual evidence that most strongly
supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
 ELAGSE8W2: Write informative/explanatory texts to examine
a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
Resources for Instruction
“Oh, Captain! My Captain!” by Walt Whitman, pg. 746
Library of Congress Essay on “O, Captain! My Captain!” Walt
Whitman on Abraham Lincoln
Text-Dependent Questions and Answer Key
Time Allocated
3-4 days
EQ
How do I determine figurative and connotative meanings of words in
context in relation to impact on meaning and tone?
Activator/Connection/Warm Up
Turn and talk with a partner about what you already know about
Abraham Lincoln.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
As students read and analyze this poem, provide opportunities to
instruct them in the following information that they will need to know.
Explain that this poem is an elegy (a poem of mourning) that is built
on an extended metaphor (a comparison that extends through several
lines or even an entire poem).
 identify figurative language in text
 an analogy is a comparison between things with similar features
 an allusion is a reference to a person, place, or thing in history, or
a reference to another literary text
 words have connotations (associations or secondary meanings) as
well as denotations (the dictionary definition of a word) (e.g.,
stingy, scrimping, economical, thrifty)
 tone is the author's attitude toward the topic
TCSS

every text has a tone, and that an author's choice of words and
phrases controls the tone of the text
Students first read the poem independently. The teacher then reads
the text aloud while students follow along or students take turns
reading aloud to each other. This is a short poem, so it is a great
chance to practice oral reading for fluency and even for performance.
Students and teacher re-read the text while stopping to respond to
and discuss the questions, continually returning to the text. A variety
of methods can be used to structure the reading and discussion (i.e.,
whole class discussion, think-pair-share, independent written
response, group work, etc.)
After the “O Captain! My Captain” poem is thoroughly analyzed, have
students read this short article from Library of Congress. Then have
students work alone or in groups to gather evidence from the article
that they’ll use in their writing. There are a few guiding questions
below the “O Captain” questions.
Review how to write informational texts with your students. You have
previously taught this concept in Unit 1, so you may need to provide a
brief or more in-depth review based on your students’ needs.
After reading “Oh, Captain! My Captain,” students will do the
following:
“O Captain! My Captain!” is about a real event and a real
person in American history. Explain who the poem was written
to honor and what event inspired Whitman to write it. Then
track how the poem captured the feelings of a whole nation.
More explanation: Now that you have studied and understood
“O Captain! My Captain!” you are going to analyze it by using
another piece of evidence. You are going to read about why
Walt Whitman wrote the poem, and who he wrote it for. After
reading the first three paragraphs of the article your teacher
gave you, write a short essay that explains what the historical
events were that were mirrored in “O Captain! My Captain!”
Explain how the real life example of “triumph overshadowed by
despair” as the Library of Congress article put it (paragraph 3)
are represented in the poem.
Extension Activity: Have students write their own poem about an
individual they think is worthy of honor. Students may perform these
poems in class if desired.
Summarizer/Closure/Evaluation
of Lesson
Teachers will evaluate the informative essay.
TCSS
ELA8.4.4 Review of Argumentative Writing/Georgia Milestones Review
Learning Target(s):
I can:

Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
determine the purpose of an argument to select the relevant
evidence needed to support a claim
 demonstrate the speaker of an argument
 develop tone in an argument
 demonstrate an occasion (time and place of an argument)
within an argument
Priority Standards:
ELAGSE8W1: Write arguments to support claims with clear reasons
and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s)
from alternate or opposing claims, and organize the reasons and
evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence,
using accurate, credible sources and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify
the relationships among claim(s), counterclaims, reasons, and
evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and
supports the argument presented.
Support Standards:
 ELAGSE8L1: Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of verbals (gerunds, participles,
infinitives) in general and their function in particular
sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice
and mood.*
 ELAGSE8L2: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when
writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a
pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
 ELAGSE8L3: Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
a. 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).
Argumentative Writing Prompt: Paying to Attend School
Argumentative Writing Prompt: Funding of Sports in Schools
Additional Articles on both sides of an issue for writing
Subjunctive Mood Review
TCSS
Checklist for Argumentative Writing
(NOTE: THE NEXT 13 DAYS WILL BE SPENT REVIEWING
STANDARDS FOR THE GA MILESTONES AND/OR TAKING THE
GA MILESTONES)
Time Allocated
3-4 days
EQ
How do I write effective arguments to support my claims with clear
reasons and relevant evidence?
Activator/Connection/Warm Up
Journal writing or think-pair-share: What are the necessary
components of a strong Argumentative essay?
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
Review previous lessons on Argumentative Writing and Language
(active/passive voice, mood of the verb, spelling, punctuation,
conventions). Provide students with opportunities to write an
argument or arguments using the prompts provided. Additionally,
provide them with opportunities for peer review and interaction in
editing, looking for use of active voice, checking for spelling and
punctuation, etc. as well as coherence, clarity strength of arguments,
use of both sources, etc. Give students checklists to look for specific
items.
TCSS
ELA8.4.5 Review of Informative/Explanatory Writing/Georgia Milestones
Review
Learning Target(s):
I can:




Priority Standards:
 Support Standards
 Pre-requisite Learning
demonstrate the proper analysis of a topic and the selection
and organization of ideas to convey information and
explanations about that topic
demonstrate the proper organization and analysis of a topic for
a classification essay
demonstrate the proper organization for a process analysis
essay
determine the purpose for their expository essay
Priority Standards:
ELAGSE8W2: Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize
ideas, concepts, and information into broader categories;
include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions,
concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and
clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform
about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and
supports the information or explanation presented
Support Standards:
 ELAGSE8L1: Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of verbals (gerunds, participles,
infinitives) in general and their function in particular
sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice
and mood.*
 ELAGSE8L2: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when
writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a
pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
 ELAGSE8L3: Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
a. 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)
TCSS
Resources for Instruction
“Are the Everglades Forever?” from ReadWorks
“Wetlands and Habitat Loss” from ReadWorks
Paired Questions on Everglades and Wetlands
Checklist for Informative/Explanatory Writing
“Back Roads” from ReadWorks
“A Winter’s Drive” from ReadWorks
Paired Questions for “Back Roads” and “A Winter’s Drive”
(NOTE: THE NEXT 13 DAYS WILL BE SPENT REVIEWING
STANDARDS FOR THE GA MILESTONES AND/OR TAKING THE
GA MILESTONES)
Time Allocated
3-4 days
EQ
How do I write effective informative/explanatory texts to thoroughly
examine a topic and convey my ideas?
Journal writing or think-pair-share: What are the necessary
components of a strong explanatory essay? What are the necessary
components of a strong informative essay?
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Review the components of an informative and explanatory essays
including introduction, thesis statement, organization, use of facts,
details, and examples, transitions, formal style, and conclusion.
Discuss with students the purposes for informative essays (a piece of
text that is designed to provide facts and data such as a
compare/contrast essay or problem/solution essay) and explanatory
essays (includes a person’s views on an experience, an activity, or
how to do something (without providing argument).
Assign students the articles “Are the Everglades Forever?” from
ReadWorks and “Wetlands and Habitat Loss” from ReadWorks.
Students will read and respond to the Paired Questions on Everglades
and Wetlands. You may have them work independently or with other
students. After students have read both articles and answered the
questions, have them write an Explanatory Essay using the final
question on the page.
Writing Prompt: How can understanding cause‐and‐effect
relationships help someone to understand the danger of a threat to an
ecosystem? Use evidence from both articles to support your answer.
Provide opportunities for students to work together to get feedback to
improve their writing.
If you feel your students need an additional writing prompt, you can
assign them to read “Back Roads” from ReadWorks and “A Winter’s
Drive” from ReadWorks and to answer the Paired Questions for “Back
Roads” and “A Winter’s Drive”. After students have read both stories
and answered the questions, have them write an Informative Essay
using one of the final questions on the page.
Writing Prompt:
 Compare and contrast the moods of these two stories that
center around road trips. Use evidence from both texts to
support your answer.
TCSS

How do both authors create the moods of these two stories?
Use evidence from BOTH texts to support your answer.
Continue to review additional Writing and Language Standards.
Summarizer/Closure/Evaluation
of Lesson
Teacher will evaluate student writing and determine which students
need additional support.
TCSS
ELA8.4.6
**This research lesson is to be used in conjunction with your extended text.
This portion of the unit is to begin after Milestones Testing is completed.
Learning Target(s):
I can:





demonstrate different purposes for research through their
writing
validate their sources during research for credibility and
accuracy
demonstrate academic honesty in their writing and research
produce products that demonstrate a well-researched topic
where information from multiple sources are integrated
produce written products that demonstrate command of
paraphrasing, quotations, citing, and formal style
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE8W7: Conduct short research projects to answer a question
(including a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for multiple
avenues of exploration.
ELAGSE8W8: Gather relevant information from multiple print and
digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a
standard format for citation.
Resources for Instruction
Media Center
Computer Lab
“Walking with Living Feet” by Dara Horn, pg. 948
Time Allocated
2-3 days (This may be integrated into the study of the play)
EQ
How do I answer my questions through research and generate
additional research questions?
How do I gather information, assess credibility of sources, and quote
or paraphrase information while avoiding plagiarism and following a
standard format for citation?
KWL on the Holocaust
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Allow students to discuss what they know and what they want to know
about the Holocaust. Have students read and discuss “Walking with
Living Feet.”

Guided Instruction/
Differentiated Instruction
(We Do)
Review research with the students. Remind them about credibility of
sources and review how to cite sources and avoid plagiarism.
Additionally talk about how to narrow the focus for research and how
to generate research questions.

Independent Practice
(You Do)
Assign collaborative groups topics related to the Holocaust
(concentration camps, Gestapo, Jews, Nazi beliefs, people, etc.)
Students narrow their topics by generating research questions.
Research the topic to create a learning station. Then have groups visit
each other’s stations to complete learning tasks. Connected to the
TCSS
Summarizer/Closure/Evaluation
of Lesson
research activity, students will create an assessment for students who
visit their learning station (a set of questions, a task to complete to
show understanding of the learning station concept).
Students should complete the KWL with at least 3 facts they have
learned about the Holocaust through their research and/or reading the
selection.
TCSS
ELA8.4.7: **Extended Text Begins**
Learning Target(s):
I can:
 infer the theme or central idea of a text, based on the text's setting,
plot, and characters
 analyze the development of a theme over the course of a text,
determining when it first appears and when it is reinforced by
events or characters in the text
 explain how the characters, setting, and/or plot support the
development of a theme
 determine the main idea(s) in a text and use them in an objective
summary
 recognize changes in the pace of the story or drama
 determine the catalyst for any changes in the pace of the story or
drama
 explain how the dialogue or incident propels the action
 analyze events or dialogue for new information about a character
 analyze text to determine why a decision was made
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE8RL2: Determine a theme and/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.
ELAGSE8RL3: 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.
Support Standards:
 ELAGSE8RL1: Cite the textual evidence that most strongly
supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
 ELAGSE8RL4: 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.
 ELAGSE8RL6: Analyze how differences in the points of view
of the characters and the audience or reader (e.g., created
through the use of dramatic irony) create such effects as
suspense or humor.
Resources for Instruction
Extended Text: (Choose one of the following as your extended text.)
 The Diary of Anne Frank by Francis Goodrich and Albert
Hackett (pg. 832)
 Sounder by William Armstrong
Time Allocated
3 weeks
EQ
How does a theme develop over the course of a text in relation to
characters, setting, and plot?
How do I provide an objective summary of a text?
How does dialogue or a particular incident reveal aspects of character
or provoke a decision?
TCSS
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
Lessons for the extended text need to be developed to
emphasize the selected priority standards.
Informational/Explanatory Writing:
The father in Sounder steals to feed his family. Mr. Kraler and Miep
Gies in The Diary of Anne Frank break laws when they harbor the
Frank and Van Daan families. Write an extended response to defend
whether or not it is ever acceptable to do something wrong (like break
the law) to achieve a desirable outcome. Support your response with
evidence from the extended text and/or other texts you have read in
this unit.
TCSS
ELA8.4.8
Learning Target(s):
I can:
 explain how a specific paragraph or sentence in a paragraph
contributes to the development and refinement of a concept
 explain how specific sentences are used to develop key
concepts within a paragraph
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE8RI5: 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.
Support Standards:
 ELAGSE8RI1: Cite the textual evidence that most strongly
supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
Resources for Instruction
“A Tragedy Revealed: A Heroine’s Last Day” by Ernst Schnabel, pg.
929
Time Allocated
2 days
EQ
How does structure of paragraphs and sentences effectively develop
meaning and style in texts?
Activator/Connection/Warm Up
With a partner or small group, discuss a recent tragedy that you have
seen on the news or read about. How did it affect you? How will
memories of it likely affect future generations? (NOTE: You may want
to designate an amount of time for each person to talk about this topic
to ensure that each partner/group member has an opportunity to
participate).
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
Review text structures (chronological, order of importance, logical
order). Additionally remind students:
 that an author may use specific details in a single paragraph
that are essential to the overall message of a text
 that a specific sentence may carry an idea crucial to the
development and refinement of a concept
 that some sentences and paragraphs are more critical to the
central idea or concept development than others
As students read “A Tragedy Revealed: A Heroine’s Last Day,” they
should identify details from the text that fit each of the patterns
(chronological, order of importance, logical order).
TCSS
ELA8.4.9
Learning Target(s):
I can:
 analyze the author’s relationship to the topic or central idea
when determining the point of view from which the author has
written
 determine the author’s purpose for writing a text
 recognize bias in an author’s presentation of information
 contrast the author’s point of view with others presented in the
text
 explain how authors use different positions or viewpoints to
advance their purpose
 analyze how the author acknowledges and/or responds to
conflicting evidence or viewpoints
 assess the author’s reliability as a source of information
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE8RI6: Determine an author’s point of view or purpose in a
text and analyze how the author acknowledges and responds to
conflicting evidence or viewpoints.
Support Standards:
 ELAGSE8RI3: Analyze how a text makes connections among
and distinctions between individuals, ideas, or events (e.g.,
through comparisons, analogies, or categories).
 ELAGSE8W2: Write informative/explanatory texts to examine
a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
Resources for Instruction
from The Diary of a Young Girl by Anne Frank, pg. 917
from My Childhood Under Fire: A Sarajevo Diary by Nadja
Halilbegovich, pg. 923
Time Allocated
4 days
EQ
How does an author use point of view or purpose to present his ideas?
Activator/Connection/Warm Up
Journal or think-pair-share: Is there any value in keeping a diary? If
so, what is the value?
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Discuss that in narratives, conflict is the character’s struggle to
achieve a Learning Target(s). Provide students with background to
both of the selections: Anne Frank was a Jewish girl who kept a diary
during the Holocaust as she and her family were forced into hiding and
Nadja Halilbegovich was a Yugoslavian in Sarajevo who lived through
a 3 year civil war in the 1990s.
Read the selections using appropriate strategies (independent,
partners, small groups, or whole class). While reading, students
should keep notes on the similarities and differences in the ways the
two girls react to the historical conflicts they live through. You may
have them create a chart to record their information. Remind students
to record specific details and page numbers.
TCSS
Character/Writer
Historical
Conflict
Character’s
opinions
Character’s
emotions
Anne Frank
Nadja
Halilbegovich
Both of these selections are from diaries written by girls from different
time periods who faced similar conflicts. Each girl responded to her
conflict in a unique way. Write an essay comparing and contrasting
Anne and Nadja. Consider the insights you have gained into each
character’s feelings and opinions and into the way she describes
herself and deals with conflict. For students who need scaffolding with
their organization, you could suggest organizing the essay in the
following way:
 Paragraph 1: in an introduction with thesis statement, briefly
explain the historical conditions faced by each character
 Paragraph 2: Explain Anne Frank’s feelings, opinions, and
reactions
 Paragraph 3: Explain Nadja Halilbegovich’s feelings, opinions,
and reactions
 Paragraph 4: Draw a conclusion about the similarities and
differences of each character’s response to the historical
conflict at hand.
Summarizer/Closure/Evaluation
of Lesson
TCSS
ELA8.4.
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
TCSS
ELA8.4.
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson