Language Arts
Unit 2 Overview - Reading
Grade 8
Paramount Unified School District
Educational Services
Reading
Standards
RL/RI.8.1 Cite text evidence that most
strongly supports analysis and
inferences.
RL/RI.8.2 Determine a theme or central
idea and analyze its development over
the course of the text; provide an
objective summary.
RL.8.3 Analyze how dialogue and
incidents in a story propel action, reveal
character, or provoke a decision.
RI.8.3 Analyze how a text makes
connections among and distinctions
between individuals, ideas, or events
RL/RI.8.4 Determine the meaning of
words and phrases as they are used in a
text; analyze impact on meaning and
tone.
RL.8.5 Compare and contrast the
structure of two or more texts and how
it contributes to meaning and style.
RI.8.5 Analyze in detail the structure of a
specific paragraph in a text.
RL.8.6 Analyze how differences in points
of view create effects such as suspense
or humor.
RI.8.6 Determine an author’s point of
view or purpose and analyze how the
author responds to conflicting
viewpoints.
RL/RI.8.7 Evaluate the choices made by
a director when watching a filmed
production of a story, or the advantages
and disadvantages of using different
mediums to present a topic.
2016-17
Theme: Tolerance
Transfer Goals
1. Read, comprehend, and evaluate a range of increasingly complex texts and media written for various audiences and purposes.
2. Communicate ideas effectively in writing and speaking to suit a particular audience and purpose.
3. Listen actively to engage in a range of conversations and to analyze and synthesize ideas, positions, and accuracy in order to learn, reflect and respond.
4. Generate open-ended questions and conduct research to find answers through critical analysis of text, media, interviews, and/or observations.
Understandings
Essential Questions
Students will understand that…
Students will keep considering…
• Any conclusions you draw or inferences you make must be
supported by evidence from the text.
• The setting, characters, and plot of a story all work together to
develop the theme or central idea.
• Analyzing the development of key individuals, events, and ideas
in a text will help you understand the central idea.
• Authors make deliberate word choices that impact the meaning
and tone of the text.
• By looking at and analyzing the structure of individual sentences
or sections of a text, you can gain a greater understanding of the
text as a whole.
• Authors embed details in the text to develop a point of view.
• An author’s purpose will impact the content and style of a text.
• Each medium has unique qualities that affect the audience’s
experience.
• When encountering prejudice, individuals can make a difference
through acts of moral courage.
• What parts of the text lead me to make this conclusion or
inference?
• How do the setting and plot in the story help me understand
the characters and themes?
• How do the individuals, ideas, or events connect to each other
and to the larger central idea of the text?
• Why did the author choose to use this particular word or
phrase? How does it affect the meaning and tone of the text?
• Why did the author structure the text this way?
• How do we come to understand the point of view of the
narrator, speaker, characters, and/or author?
• What is the author’s purpose, and how does it affect the way
they write and the information they include?
• How do the specific aspects of the medium affect my
experience?
• Why should others speak up against acts of intolerance in
society?
Knowledge
Skills
Students will need to know…
Students will need to develop skill at…
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Academic vocabulary
Differences in media
Main idea
Theme/central idea
Stage directions
Characterization
Author’s purpose
Internal conflict
Understanding academic vocabulary while reading
Analyzing differences in media and their effect on audience
Identifying main ideas, themes, and central ideas
Summarizing text
Interpreting stage directions
Using text evidence to justify characterization
Figuring out the author’s purpose
Identifying and describing a character’s internal conflict
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Language Arts
Unit 2 Overview – Writing, Speaking & Listening, Language
Grade 8
Paramount Unified School District
Educational Services
Writing
Standards
W.8.2 Write informative/explanatory
texts to examine a topic.
W.8.4 Produce clear and coherent
writing.
W.8.5 Develop and strengthen writing
as needed using the writing process.
W.8.6 Use technology to produce and
publish writing.
W.8.7 Conduct short research projects
to answer a question.
W.8.8 Gather relevant information
from multiple print and digital sources.
Speaking and Listening
SL.8.1 Engage in collaborative
discussions.
SL.8.2 Interpret information presented
in diverse media and formats.
SL.8.4 Present claims and findings.
SL.8.5 Include multimedia components
in presentations.
SL.8.6 Adapt speech to a variety of
contexts and demonstrate a command
of formal English.
Language
L.8.1 Grammar and usage
L.8.2 Capitalization, punctuation, and
spelling
L.8.3 Use conventions when writing or
speaking
L.8.4 Word meaning
L.8.5 Figurative language, word
relationships, and nuances
L.8.6 Acquire and use academic
vocabulary
2016-17
Theme: Tolerance
Transfer Goals
1. Read, comprehend, and evaluate a range of increasingly complex texts and media written for various audiences and purposes.
2. Communicate ideas effectively in writing and speaking to suit a particular audience and purpose.
3. Listen actively to engage in a range of conversations and to analyze and synthesize ideas, positions, and accuracy in order to learn, reflect and respond.
4. Generate open-ended questions and conduct research to find answers through critical analysis of text, media, interviews, and/or observations.
Understandings
Essential Questions
Students will understand that…
Students will keep considering…
• Effective writers analyze, select, organize, and explain information
effectively.
• The development, organization, and style of writing you choose to
use are dependent on the task, purpose, and audience.
• Quality writing requires effective planning, revising, editing, and
rewriting.
• Technology allows you to produce professional-looking publications
as well as share your ideas easily and efficiently with a wide
audience.
• Effective research projects are guided by a focused question and
demonstrate understanding of the topic.
• Quality expository writing uses paraphrased information from
credible sources that have been properly cited.
• Participating effectively in collaborative discussions will help you gain
a deeper understanding of different points of view on a topic.
• Analyzing information from diverse media can help explain or clarify
information on a topic.
• An effective presenter incorporates a logical sequence, appropriate
eye contact, adequate volume, and clear pronunciation to present
claims and findings clearly.
• Multimedia components and visual displays help clarify the
information in a presentation.
• The formality of the English you use depends on the context and task.
• How do I organize my writing so that readers can have a clear
understanding of my topic?
• What is the purpose of my writing and who is my audience? What,
then, is the appropriate way to structure my writing?
• How can I use the writing process to develop my writing?
• How can I make my writing better?
• How can I use technology to collaborate with others as I produce and
publish my writing?
• What is the best way to conduct research?
• How can I tell if a source is credible?
• How do I avoid plagiarism?
• How do I prepare for a class discussion?
• What questions can I ask to find out more about another point of view?
• How can I add my views to the discussion clearly and respectfully?
• How do the ideas in this video/audio/data add to my understanding of
the topic?
• How should I organize my presentation?
• How do I deliver my presentation clearly and keep the audience
engaged?
• How can I use multimedia and visual displays to improve my
presentation?
• How formal should my English be for this task?
Students will need to know…
Students will need to develop skill at…
Knowledge
• Academic vocabulary
• Prefixes and suffixes
• Precise, mature language
• Varied sentence structures
• Appropriate and varied transitions
• Formatting headings
• Puns
• Personification
Skills
• Using academic vocabulary when speaking and writing
• Using precise, mature language and varied sentence structures in
writing
• Using transitions to create cohesion and clarify relationships
• Formatting headings to aid in understanding
• Identifying and understanding puns and personification
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Educational Services
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Unit 2 Text Sequence
Theme: Tolerance
October 7 – January 18 (50 days)
LESSON
# OF DAYS
1
3
2
9
Informative/Explanatory Writing Lesson
3
10
The Diary of Anne Frank, Act I (drama)
4
9
The Diary of Anne Frank, Act II (drama)
5
10
Unit 2 Investigation: Museum of Tolerance Heroes
2
On-Demand Writing Assessment: December 15-16
5
I Never Saw Another Butterfly (book of poems and artwork)
2
SBAC Interim Assessment: January 17-18
6
2016-17
TEXT(S)/ACTIVITY
“The Holocaust: An Introductory History” (informational article)
The Path to Nazi Genocide (documentary video)
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LESSON 1: 3 DAYS
October 7, 12-13
RESOURCES:
“The Holocaust: An Introductory
History” (District website)
The Path to Nazi Genocide
https://www.youtube.com/watch?v
=sRcNq4OYTyE
STANDARDS:
RI.8.1, 2, 3, 4, 5, 6, 10
SL.8.1
L.8.4, 4b, 5, 6
ACADEMIC VOCABULARY:
persecution, p. 1
annihilate, p. 1
incited, p. 1
propaganda, p. 1
pretense, p. 2
formidable, p. 2
desperation, p. 3
emigration, p. 3
ghetto, p. 3
dehumanizing, p. 5
languished, p. 5
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INSTRUCTIONAL SEQUENCE
LESSON UNDERSTANDINGS:
 Any conclusions you draw or inferences you make must be supported by evidence from the text.
 Analyzing the development of key individuals, events, and ideas in a text will help you
understand the central idea.
 Each medium has unique qualities that affect the audience’s experience.
 When encountering prejudice, individuals can make a difference through acts of moral courage.
ESSENTIAL QUESTIONS:
 What parts of the text lead me to make this conclusion or inference?
 How do the individuals, ideas, or events connect to each other and to the larger central idea of
the text?
 How do the specific aspects of the medium affect my experience?
 Why should others speak up against acts of intolerance in society?
READ THE TEXT:
 Students read the entire selection independently. (RI.8.10)
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud
to each other, OR students listen to the audio version while following along. For a particularly
complex text, the teacher may choose to modify the order of the first two reads.
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
assess understanding of all students.
UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
words, and important points related to the Lesson Understandings and Essential Questions.
 Text-dependent Questions
1. Reread paragraph 3. How did Germany’s defeat in World War I and the Versailles Treaty
affect the German Empire? Cite evidence to support your answer. (RI.8.1, RI.8.3)
2. Reread paragraphs 4-10. How did the Nazis, led by Adolf Hitler, come to power in Germany?
What methods did they use to gain control of the government and the people? (RI.8.3)
3. Reread the paragraphs 11-12. How did Hitler portray Jews and Germans differently? Now
read paragraph 13. What was his purpose in creating these images? (RI.8.5)
4. At the end of paragraph 15, it says, “The Jews were trapped.” How did this happen? What
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



did it mean for the Jews? (RI.8.5)
5. What was Hitler’s “Final Solution”? How did the Nazis attempt to carry it out? Use evidence
from the text (paragraphs 19-26) to support your answer. (RI.8.1, RI.8.3)
6. Reread the section on Jewish Resistance. How did the Jews try to fight back? In what way
were these acts “very important spiritually”? (RI.8.3, RI.8.4)
7. In paragraph 2, the selection states “The Jews who died were not casualties of the
fighting…they were victims of Germany’s deliberate and systematic attempt to annihilate the
entire Jewish population.” Using this statement, explain how the Jews were victims and not
casualties of war. (RI.8.6)
Integration of Knowledge and Ideas
 Watch the documentary, The Path to Nazi Genocide.
 Discuss the advantages and disadvantages of watching the video vs. reading the article.
What did the video add to your understanding of the Holocaust?
Vocabulary Study
 Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.8.4, L.8.5, L.8.6)
Language Skills
 Prefixes and suffixes – as part of the Vocabulary Study, teachers should emphasize word
parts and how they aid in comprehension of new vocabulary. (L.8.4b)
 Students should brainstorm and define other words with similar prefixes or suffixes.
Thinking Map Opportunities
 Use a Multi-Flow Map to show the effects of the Versailles Treaty and Germany’s defeat
in World War I.
 Use a Flow Map to sequence the key events in the Holocaust.
 Use two Circle Maps to define Jews and Germans from Hitler’s point of view.
 Use a Multi-Flow Map to show the causes of the Jews being trapped in Europe.
 Use a Tree Map to record the various methods the Nazis used to carry out Hitler’s “Final
Solution.”
EXPRESS UNDERSTANDING:
 Thinking Map: With a partner/small group, students will create a Flow/Tree (Flee) Map
containing pictures illustrating the main idea of each section of the text (Background,
Propaganda, The Jews Are Isolated from Society, etc.). Underneath the boxes, students should
either list details or write a short summary paragraph about that section. In the frame, students
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should write 1-2 sentences about why it is important to understand this information. (RI.8.2,
SL.8.1)
LESSON 2: 9 DAYS
October 14-26
WRITING TASK: The Anne Frank House organization is looking to include student essays on their
website. You have been asked to contribute an informational essay about Anne Frank and the impact
she has made on the world.
RESOURCES:
Anne Frank articles (District
Website)
Write from the Beginning… and
Beyond: Expository/Informative, pp.
400-415
Write from the Beginning… and
Beyond: Setting the Stage
Writing Workshop, pp. 686-691
Writing and Grammar Handbook,
pp. 151-160
STANDARDS:
W.8.2a-f, 4, 5, 6, 8, 10
L.8.1, 1d, 2, 6
ACADEMIC VOCABULARY:
headings
works cited
Using more than one source, develop a thesis/controlling idea to explain about Anne Frank and her
lasting impact. Once you have a thesis/controlling idea, select the most relevant information from more
than one source to support your thesis/controlling idea. Then, write a multi-paragraph informational
essay explaining your thesis/controlling idea. Clearly organize your essay and elaborate on your ideas.
Develop your ideas clearly and use your own words, except when quoting directly from the sources. Be
sure to reference your source’s title when quoting or paraphrasing details and include a Works Cited
page at the end to cite your sources. Organize your essay using headings and include relevant images to
enhance the information you provide. (W.8.2, W.8.4, W.8.5, W.8.6, W.8.8, W.8.10)
**Note to Teachers: Several articles about Anne Frank have been provided for you on the district
website. The source, or a link to the source, is provided at the end of each article for students to
complete their Works Cited page. You may select from these articles, find articles on your own, or have
students do their own research. Students should have at least 2 sources for their essay.
WRITING FOCUS:
 Organize by broader categories
 Write a job application or business letter
 Include well-chosen, relevant information
 Use a formal style
 WFBB Expository Strategy #9: Use Precise, Mature Language and Varied Sentence Structures
LESSON UNDERSTANDINGS:
 The development, organization, and style of writing you choose to use are dependent on the
task, purpose, and audience.
 Effective writers analyze, select, organize and explain information effectively.
 Quality writing requires effective planning, revising, editing, and rewriting.
 Technology allows you to produce professional-looking publications as well as share your ideas
easily and efficiently with a wide audience.
2016-17
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 Quality expository writing uses paraphrased information from credible sources that have been
properly cited.
ESSENTIAL QUESTIONS:
 What is the purpose of my writing and who is my audience? What, then, is the appropriate way
to structure my writing?
 How do I organize my writing so that readers can have a clear understanding of my topic?
 How can I use the writing process to develop my writing?
 How can I make my writing better?
 How can I use technology to collaborate with others as I produce and publish my writing?
 How do I avoid plagiarism?
PREWRITING:
 Students should read all of the articles about Anne Frank.
 Students should use a Tree Map to take notes and categorize the information about Anne Frank
under different headings. (W.8.2a-b, W.8.5)
 Students should use the Basic Structure to organize the paragraphs of their essay. Teachers
should guide students using Focused Modeled Writing (i.e., I do, you do) and Oral Rehearsal.
(W.8.2a-c, e, W.8.5)
DRAFTING:
 Teach Strategy #9: Use Precise, Mature Language and Varied Sentence Structures, Write from the
Beginning: Expository, pp. 254-261. (W.8.2d, L.8.1, L.8.6)
 If appropriate/possible, have students draft their essays at the computer. (W.8.6)
 Students should color code their paragraphs to match their Basic Structure. (W.8.2a-b, W.8.5)
 Students should enhance their formatting with headings. (W.8.2a)
REVISING:
 Focus on using appropriate and varied transitions to create cohesion. (W.8.2c)
 Use precise language and domain-specific vocabulary. (W.8.2d, L.8.6)
 Correct inappropriate shifts in verb voice (active and passive voice). (L.8.1d)
 Establish and maintain a formal style. (W.8.2e)
 Have students get a peer to revise their essay. (W.8.5)
 SBAC provides the following questions on the test to help students revise. Consider having
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students use them for their own self-revision as a practice for what they should do on the actual
Performance Task.
Your informational essay will be scored using the following:
1. Organization/purpose: How well did you state your thesis/controlling idea and maintain
your thesis/controlling idea with a logical progression of ideas from beginning to end?
How well did you narrow your thesis/controlling idea so you can develop and elaborate
the conclusion? How well did you consistently use a variety of transitions? How effective
were your introduction and your conclusion?
2. Evidence/elaboration: How well did you integrate relevant and specific information from
the sources? How well did you elaborate on your ideas? How well did you clearly state
ideas using precise language that is appropriate for your audience and purpose?
3. Conventions: How well did you follow the rules of grammar usage, punctuation,
capitalization, and spelling?
EDITING:
 Edit for correct use of formatting to enhance the information (headings, bold, font size). (W.8.2a)
 Edit for correct use of conventions (grammar, punctuation, spelling, capitalization). (L.8.1, 2)
FINAL DRAFT:
 Students will type their final drafts. (W.8.6)
LESSON 3: 10 DAYS
October 27 – November 9
RESOURCES:
The Diary of Anne Frank, Act I, pp.
700-745
STANDARDS:
RL.8.1, 3, 4, 5, 6, 10
W.8.2, 4, 5, 10
L.8.4, 5, 5a, 6
ACADEMIC VOCABULARY:
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LESSON UNDERSTANDINGS:
 Any conclusions you draw or inferences you make must be supported by evidence from the text.
 The setting, characters, and plot of a story all work together to develop the theme or central
idea.
 Writers make deliberate word choices that impact the meaning and tone of the text.
 An author’s purpose will impact the content and style of a text.
 When encountering prejudice, individuals can make a difference through acts of moral courage.
ESSENTIAL QUESTIONS:
 What parts of the text lead me to make this conclusion or inference?
 How do the setting and plot in the story help me understand the characters and themes?
 Why did the author choose to use this particular word or phrase? How does it affect the meaning
and tone of the text?
 What is the author’s purpose and how does it affect the way they write and the information they
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Scene 1
sparsely, p. 701
abruptly, p. 701
Scene 2
conspicuous, p. 704
reserved, p. 705
unabashed, p. 708
sobered, p. 711
Scene 3
dignified, p. 713
insufferable, p. 715
indignantly, p. 719
meticulous, p. 725
Scene 4
reproachfully, p. 734
fatalist, p. 735
Scene 5
cross, p. 737
ostentatiously, p. 740
appalled, p. 744
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include?
 Why should others speak up against acts of intolerance in society?
READ THE TEXT:
 Students should read a designated section of the text (e.g., one scene at a time) independently at
home to allow sufficient class time for a close read. (RL.8.10)
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud
to each other, OR students listen to the audio version while following along. For a particularly
complex text, the teacher may choose to modify the order of the first two reads.
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
assess understanding of all students.
UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
words, and important points related to the Lesson Understandings and Essential Questions.
 Text-dependent Questions
Scene 1
1. Reread the first three paragraphs of stage directions on p. 701. How do the sound effects and
stage props help you understand the setting? Cite evidence to support your answer. (RL.8.1,
RL.8.5)
2. Mr. Frank has been through a difficult time. What evidence in the stage directions supports
this statement? (RL.8.1)
3. Why does Mr. Frank want to burn all of the papers that Miep saved? How does this relate to
his desire to leave Amsterdam? (RL.8.3)
4. On p. 703, Anne says, “But somehow we children still managed to have fun.” What can you
infer about Anne from this statement? (RL.8.3)
Scene 2
1. Analyze the description of the Van Daans in the stage directions on p. 704. How do their
actions reveal aspects of their character? (RL.8.3)
2. Why does Anne come up the stairs separately from the rest of the family on p. 705? What is
the playwright’s purpose in having her enter by herself? (RL.8.5, RL.8.6)
3. In the stage directions on p. 706, Mr. and Mrs. Frank are wearing fewer layers of clothing
than the others. What does this reveal about their character? (RL.8.3)
4. On p. 709, Peter removes his star and burns it in the stove. When Anne can’t bring herself to
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do the same thing, he says, “Maybe it’s different for a girl.” Do you think this is the reason she
can’t burn the star? Why else might they react differently? (RL.8.3)
5. When Mr. Frank tells Anne she can never go beyond the door to the office on p. 711, the
stage directions say that Anne is “Sobered.” What does this mean? How does it affect the
tone of the scene? (RL.8.4)
6. What does Mr. Frank mean when he says, “There are no walls, there are no bolts, no locks
that anyone can put on your mind” on p. 711? (RL.8.3)
Scene 3
1. Reread the dialogue between Anne and Mrs. Frank beginning at the bottom of p. 713. Which
character makes the better argument? (RL.8.6)
2. On p. 715, Mrs. Frank deliberately changes the conversation. Why does she do this? What
does it reveal about her character? (RL.8.3)
3. On p. 715, Anne comes out dressed in Peter’s clothes, but then calls Peter insufferable when
he teases her. What does this reveal about Anne? (RL.8.3)
4. Contrast Mr. Frank’s interactions with his daughters concerning their schoolwork on p. 717
with Mr. Van Daan’s interactions with Peter on p. 718. What does this reveal about the men’s
differences in terms of parenting? (RL.8.6)
5. How do Anne and her mother get along in Scene 3? Cite evidence to support your answer.
(RL.8.1, RL.8.6)
6. Reread Anne’s conversation with Dussel on pp. 728-729. What can you infer about Mr.
Dussel’s character from the dialogue and stage directions? Cite evidence to support your
answer. (RL.8.1, RL.8.3)
Scene 4
1. What functions do the diary entries read by ANNE’S VOICE serve in the play? (RL.8.5, RL.8.6)
2. What can the reader infer Mr. Van Daan is doing in the stage directions for this scene? What
does this reveal about Mr. Van Daan’s character? (RL.8.3)
3. How do the different characters react to Anne screaming in her nightmare? What does this
tell you about them? (RL.8.3, RL.8.6)
4. Reread p. 734. What is Anne’s internal conflict? What does this add to our understanding of
Anne’s character? (RL.8.3)
Scene 5
1. Reread p. 736. How and why is this Hanukkah different from previous ones that the
characters have celebrated? Cite evidence to support your answer. (RL.8.1)
2. On page 737-739, why do the gifts Anne gives mean so much to the people receiving them?
What does this show about Anne? (RL.8.3, RL.8.6)
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3. On p. 744, when Dussel explains his concern about the thief revealing their existence, the
stage directions say “There is a second of appalled silence.” Why are the others “appalled”?
How does Dussel’s statement affect the tone of the scene? (RL.8.4)
 Vocabulary Study
 Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.8.4, L.8.5, L.8.6)
 Language Skills
 Conduct a mini-lesson on puns. There are no resources in the textbook for puns, but here
is a website to assist you: http://literarydevices.net/pun/. (L.8.5a)
 Refer students to the poem Anne wrote for Margot in Scene 5. This is a good example of
using puns for humor. Have students read and/or write jokes that use puns.
 Thinking Map Opportunities
 Use a Circle Map to define the setting.
 Use Bubble Maps to describe individual characters, providing text evidence in the frame
for each adjective.
 Use a Double Bubble Map to compare two characters.
 Use a Flow Map to sequence short summaries of each scene.
 Use a Tree Map to categorize the different types of puns.
EXPRESS UNDERSTANDING:
 Character Analysis: After reading Act I of The Diary of Anne Frank, write a paragraph that
explains how the authors of the play reveal a particular character of your choice to the
reader/audience. Be sure to justify your thoughts with evidence from the text. (RL.8.1, RL.8.3,
RL.8.6, W.8.2, W.8.4, W.8.5, W.8.10)
LESSON 4: 9 DAYS
November 10-30
RESOURCES:
The Diary of Anne Frank, Act II, pp.
749-778
STANDARDS:
RL.8.1, 2, 3, 4, 6, 7, 10
2016-17
LESSON UNDERSTANDINGS:
 The setting, characters, and plot of a story all work together to develop the theme or central
idea.
 Writers make deliberate word choices that impact the meaning and tone of the text.
 Authors embed details in the text to develop a point of view.
 When encountering prejudice, individuals can make a difference through acts of moral courage.
ESSENTIAL QUESTIONS:
 How do the events and the dialogue in the story help me understand the characters and themes?
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RI.8.7
SL.8.1
L.8.4, 4b, 5, 6
ACADEMIC VOCABULARY:
Scene 1
disgruntled, p. 749
inarticulate, p. 753
foreboding, p. 754
apprehension, p. 754
forbiddingly, p. 757
Scene 2
intuition, p. 760
Scene 3
stealthily, p. 766
obligation, p. 768
pandemonium, p. 770
remorse, p. 772
Scene 4
ineffectually, p. 774
Scene 5
bitterness, p. 777
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 Why did the author choose to use this particular word or phrase? How does it affect the meaning
and tone of the text?
 How do we come to understand the point of view of the narrator, speaker, characters, and/or
author?
 Why should others speak up against acts of intolerance in society?
READ THE TEXT:
 Students read the entire selection independently. (RL.8.10)
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud
to each other, OR students listen to the audio version while following along. For a particularly
complex text, the teacher may choose to modify the order of the first two reads.
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
assess understanding of all students.
UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
words, and important points related to the Lesson Understandings and Essential Questions.
 Text-dependent Questions
Scene 1
1. On p. 753, when Dussel suggests that someone has eaten Peter’s cat, the stage directions say
that Peter is “inarticulate.” What does this mean? What other evidence is there on this same
page that Peter is sometimes “inarticulate”? (RL.8.4)
2. What arguments do Mr. Van Daan and Mr. Dussel make in favor of selling the fur coat on p.
753-754? What are Mrs. Van Daan’s and Peter’s arguments against selling it? Who has the
better argument? How does your view of the argument change when Mr. Van Daan asks for
cigarettes? (RL.8.3, RL.8.6)
3. On p. 754, the stage directions use the words “foreboding” and “apprehension.” How are
these words related and how do they affect the mood of the scene? (RL.8.4)
4. Compare and contrast Mr. Frank and Mr. Dussel’s responses to the possibility of one of the
workers blackmailing them. What do the differences in their reactions reveal about their
personalities? (RL.8.6)
5. How does Anne and Peter’s relationship evolve in this scene? (RL.8.3)
Scene 2
1. On p. 760, Margot tells Anne, “Oh, stop fishing.” What is Anne “fishing” for? What does this
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Language Arts
8 Grade – Unit 2
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reveal about Anne’s insecurities? (RL.8.3, RL.8.4)
2. The reader can infer throughout the play that Mrs. Frank dislikes and tries to avoid conflict.
What evidence is there on p. 760-761 to support this inference? (RL.8.1)
3. What effect does Anne and Peter’s relationship have on the other members of the family in
this scene? Cite evidence to support your answer. (RL.8.1, RL.8.6)
4. On page 764, Peter says that Anne is quieter than she used to be. In what other ways has
Anne changed? Cite text evidence to support your answer. (RL.8.1)
5. On the top of p. 766, the stage directions say that Mrs. Van Daan’s “suspicions are
confirmed.” What were her suspicions, and how were they confirmed? (RL.8.3)
Scene 3
1. Why is Mrs. Frank’s outrage at Mr. Van Daan so shocking to her husband and daughters?
What caused her to lose her self-control? (RL.8.3)
2. On p. 769, Mr. Dussel begins dividing up the potatoes. What does this contribute to the
scene? How does it affect the mood? (RL.8.3)
3. How does the mood in the room change when Miep brings news of the invasion? Cite
evidence from the text that illustrates this change. (RL.8.1, RL.8.3)
4. On p. 772, Anne writes in her diary, “…will I ever be able to write well? I want to so much. I
want to go on living even after my death.” Dramatic irony is created when the reader knows
something that the character doesn’t. How is this statement by Anne an example of dramatic
irony? (RL.8.6)
Scene 4
1. How did the author create such tension in the mood at the beginning of Scene 4? Which
characters add to the tension, and which characters try to decrease the tension? Cite
evidence to support your answer. (RL.8.1, RL.8.6)
2. What inferences can you make about Anne and Peter based on the different ways they cope
with their difficult situation on p. 774-776? Cite evidence to support your answer. (RL.8.1,
RL.8.6)
3. At the top of p. 776, Anne says, “I still believe, in spite of everything, that people are really
good at heart.” How does this statement relate to the central idea of the play? (RL.8.2)
4. What does Mr. Frank mean when he says, “For the past two years we have lived in fear. Now
we can live in hope.”? (RL.8.3)
Scene 5
1. In the opening stage directions, it says, “We see a great change in MR. FRANK. He is calm
now. His bitterness is gone.” What caused his bitterness, and why is it gone now? Cite
evidence from Scene 1 and Scene 5 to support your answer. (RL.8.1, RL.8.3, RL.8.4)
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



2. At the end of the play, what does Mr. Frank mean when he says, “She puts me to shame.”?
(RL.8.3)
Vocabulary Study
 Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.8.4, L.8.5, L.8.6)
Language Skills
 Prefixes and suffixes – as part of the Vocabulary Study, teachers should emphasize word
parts and how they aid in comprehension of new vocabulary. (L.8.4b)
 Students should brainstorm and define other words with similar prefixes or suffixes.
Integration of Knowledge and Ideas
 Optional: Watch a selected scene from the movie version of The Diary of Anne Frank.
Analyze the extent to which the film stays faithful to or departs from the script,
evaluating the choices made by the director or actors. (RL.8.7)
Thinking Map Opportunities
 Use a Double Bubble Map to compare Anne in Act I to Anne in Act II.
 Use a Bridge Map to show the relationship between pieces of dialogue and their effect on
the mood (Relating Factor: _________ made the mood ____________).
 Use a Circle Map to define the central idea of the play. Write the Anne Frank quote (“In
spite of everything…”) in the center circle and define it using evidence and inferences
drawn from the text.
 Add on to the Flow Map from Act I to summarize each scene.
 Use a Brace Map to break up vocabulary words into their prefixes, roots, and suffixes,
defining the individual parts in the frame.
EXPRESS UNDERSTANDING:
 “No Hate Zone” Campaign: What Anne Frank experienced was an extreme version of the kinds
of intolerance, bullying, and prejudice that people still experience every day. Students will create
a document to promote goodwill and tolerance. The document will convey a message about
tolerance which is positive and direct. Students may choose from a variety of forms of media
including, but not limited to, a poster, pamphlet, multi-media campaign, or commercial.
Students may work individually or in a group. (RL.8.2, RI.8.7, SL.8.1)
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Language Arts
8 Grade – Unit 2
Paramount Unified School District
Educational Services
LESSON 5: 10 DAYS
December 1-14
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Unit 2 Investigation: Museum of Tolerance Heroes
SEE UNIT 2 INVESTIGATION GUIDE*
STANDARDS:
RI.8.1, 7
W.8.2, 4, 5, 6, 7, 8, 9b, 10
SL.8.1, 2, 4, 5, 6
L.8.1, 2, 3, 6
*Document available on District website
ASSESSMENT: 2 DAYS
December 15-16
ON-DEMAND WRITING ASSESSMENT
LESSON 6: 5 DAYS
January 9-13
LESSON UNDERSTANDINGS:
 Writers make deliberate word choices that impact the meaning and tone of the text.
 Each medium has unique qualities that affect the audience’s experience.
 We can deepen our understanding of a theme or topic by analyzing multiple, related texts.
 An effective presenter incorporates a logical sequence, appropriate eye contact, adequate
volume, and clear pronunciation to present claims and findings clearly.
 When encountering prejudice, individuals can make a difference through acts of moral courage.
RESOURCES:
I Never Saw Another Butterfly
STANDARDS:
RL.8.1, 2, 3, 4, 5, 6, 10
RI.8.2, 3, 7
SL.8.1, 4
L.8.4, 5, 6
ACADEMIC VOCABULARY:
flourished, back cover
condemned, back cover
guise, p. viii
conceived, p. viii
stave, p. xiv
benign, p. xiv
wields, p. 55
writhe, p. 55
obscure, p. 81
2016-17
ESSENTIAL QUESTIONS:
 Why did the author choose to use this particular word or phrase? How does it affect the meaning
and tone of the text?
 How do the specific aspects of the medium affect my experience?
 How does reading multiple texts help me understand a theme or topic?
 How do I deliver my presentation clearly and keep the audience engaged?
 Why should others speak up against acts of intolerance in society?
READ THE TEXT:
 Students read each designated selection independently. (RL.8.10)
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud
to each other, OR students listen to the audio version while following along. For a particularly
complex text, the teacher may choose to modify the order of the first two reads.
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
assess understanding of all students.
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UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
words, and important points related to the Lesson Understandings and Essential Questions.
 Text-dependent Questions
Back Cover
1. Summarize the purpose of this book. (RI.8.2)
A Note from the United States Holocaust Memorial Museum, p. viii, paragraphs 3-4
2. The art teacher at the camp, Mrs. Dicker-Brandeis, used whatever available art supplies she
could find, including office forms and scrap paper. Scan the artwork pictured in the book to
find evidence of these types of materials. How does the use of these materials affect the way
we look at and understand the artwork? (RI.8.7)
Foreword, bottom of p. xiii – bottom of p. xiv
3. How was Terezin different from the other concentration camps? What was the Nazi’s
purpose in building it? (RI.8.3)
“At Terezin”, p. 3
4. Why is it so difficult for new children to adjust to life at Terezin? (RL.8.6)
5. How does the author use sensory details to communicate the message of his poem? (RL.8.2,
RL.8.4)
“The Butterfly”, p. 39
6. In the first stanza, what two things does the speaker compare? What is the effect of this
comparison? (RL.8.4)
7. How does the personification in the poem affect the meaning and tone? (RL.8.4)
8. What is the overall mood of the poem? (RL.8.2)
“Fear”, p. 55
9. How does the personification in the first stanza set the tone for the poem? (RL.8.4)
10. Compare and contrast the third and fourth stanzas. How does the change in tone relate to
the central idea of the poem? (RL.8.5, RL.8.6)
“Birdsong”, pp. 80-81
11. In the first stanza, how does the author use an analogy to communicate his message? (RL.8.3,
RL.8.4)
12. What is the central idea of the second stanza? How does the sensory language affect the
reader’s understanding of this message? (RL.8.2, RL.8.4)
13. Who is the speaker talking to in the third stanza? What does he want his audience to do and
why? Cite evidence to support your answer. (RL.8.1, RL.8.6)
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Overall
14. How is this book of poems and artwork similar to Anne’s diary? How is it different? (RL.8.7)
 Vocabulary Study
 Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.8.4, L.8.5, L.8.6)
 Language Skills
 Conduct a mini-lesson on personification, p. 889. Refer to the examples of personification
in the poems listed above. (L.8.5)
 Have students try to find examples of personification in other poems in the book.
 Thinking Map Opportunities
 Use a Tree Map to record examples of different categories of sensory language (sight,
sound, taste, smell, touch).
 Use a Double Bubble Map to compare and contrast two poems.
EXPRESS UNDERSTANDING:
 Poem Analysis: With a partner/small group, students will choose a poem from the book that was
not read in class. They will analyze their chosen poem, determining the central idea and looking
at how imagery, figurative language, and sound devices (repetition, alliteration, rhyme) affect the
meaning of the poem. Students will then present their interpretations to a larger group (but not
the whole class). (RL.8.2, RL.8.4, SL.8.1, SL.8.4)
ASSESSMENT: 2 DAYS
January 17-18
2016-17
SBAC INTERIM ASSESSMENT: READING INFORMATIONAL TEXT
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