POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM COURSE: English Language Arts GRADE(S): 8 UNIT 1: AMERICA AND ITS AUTHORS KEY CONCEPTS: America and Its Authors This four-week unit allows student reflections on the settings of stories and events—including poems, short stories and nonfiction. THEME: In this unit, students explore literary elements such as characters, theme, setting, plot, imagery, tone, point-of-view, author’s purpose, etc. Students examine how text structures contribute to story development. They identify and explain the characteristics of different genres. Students work on citing textual evidence that reveals setting and character traits. ESSENTIAL QUESTION: How are literary elements demonstrated in various genres of literature? NATIONAL STANDARDS: These Focus Standards have been selected for the unit from the Common Core State Standards. RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RI.8.6: 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. RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. W.8.1: Write arguments to support claims with clear reasons and relevant evidence. SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.1(c): Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. SL.8.1(d): Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. L.8.4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. L.8.4(a): Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.8.4(b): Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). L.8.4(c): Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. L.8.4(d): Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). English Language Arts Assessment Anchors & Eligible Content: Refer to PMSD PA CCSS Curriculum Framework Document UNIT OBJECTIVES: Compare and contrast story characters, plots, themes, and settings from work by American authors. ELA Grade 8 Unit 1 cs 4/2013 1 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM Distinguish between explicit and implicit ways of describing the effect of setting on characters, plots, and themes. Analyze the ways in which the structure of a work affects how the setting is conveyed. Prepare, organize, and present literary interpretation. Analyze text for evidence to support inferences and arguments. Write poetry and perform it for classmates. Utilize a variety of strategies to read unfamiliar words and build vocabulary. Analyze the structure of the writer. Define and identify topic sentences. Define related words and identify their parts of speech. TERMINOLOGY: Genre Explicit textual evidence Implicit textual evidence Setting Text structures Characterization Plot Suspense Mood Point-of-view Topic sentence ACTIVITIES: Argumentative Writing, Language Usage After reading ―The Tell-Tale Heart‖ by Edgar Allan Poe, students will construct an essay response to the following prompt: Is the narrator of the ―Tell-Tale Heart‖ sane or insane? Provide evidence from the text to support your answer. Students will utilize the writing process to produce their writing. A brainstorming chart will be provided to assist students. Students will be advised to include an engaging opening statement of their position. Students will be asked to highlight their topic sentence on their final draft. (W.8.1, W.8.7, W.8.5, W.8.6, L.8.1a,b, L.8.2a,b) Vocabulary Where do words come from? How does knowing their origin help us not only to spell the words, but also to understand their meaning? Add words found, learned, and used throughout this unit to your personal dictionary. This dictionary will be used all year to explore the semantics (meanings) of words and their origins. (L.8.4) Art, Speaking and Listening Select an image of setting to present to the class. Ask students to discuss the details of the illustration ASSESSMENTS: Academic history review of each student Summative Benchmark assessment Course final exam End of unit test Individual or group vocabulary projects and presentations Keystone Portfolio Rubric Passage checks Formative Collaborative learning Graphic organizers Journals/logs KWL Outline Surveys, polls and exit slips Diagnostic CDTs – ALL LEVELS STAR – AS ADMINISTERED AND INDIVIDUAL EVALUATION BY READING SPECIALIST ELA Grade 8 Unit 1 cs 4/2013 2 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM aloud and then have students brainstorm possible stories that might take place in the setting. Students will share their ideas in small groups. After listening and evaluating ideas in small groups, students will select one idea per group to be presented to the class. (SL.8.1, SL.8.2, SL.8.4, SL.8.5) Reading Literature, Speaking and Listening As you read novels and/or short stories from this unit, take notes in your journal or on a spreadsheet about the story characters, plot, theme, and setting. As you take notes about these categories, think about how the setting affects the story. Be sure to note page numbers with relevant information or mark your book with sticky notes so you can cite the text during class discussion. Who are the major character(s)? What is the problem faced by the character(s)? How do he/she/they resolve the problem? What is the theme of the novel (i.e., good vs. evil, overcoming challenges, etc.)? What is the effect of the setting(s) on the characters? Is the effect of the setting stated or implied? What unique words and phrases are used to describe the setting(s)? Prior to class discussion, the teacher may give students the opportunity to share their notes with a partner who read the same text. (RL.8.5, RL.8.1, RL.8.2, R.L8.4) Vocabulary As a class, create a Vocabulary Word Wall bulletin board where, throughout the year, you will add and sort words as you learn them in each unit of study. (L.8.4) Reading Poetry, Performance Read ―Taught Me Purple,‖ ―The City Is So Big‖ and ―Those Winter Sundays‖. Discuss the setting of each poem. How does the setting impact the poem? As a class, discuss the themes present in these three poems. Make connections between texts. What themes do they share in common. How do the authors approach the theme differently? Have students construct a poem that includes both elements discussed in this activity: theme and setting. Students will present their poems to the class. (RL.8.5, SL.8.6) IRI – (INDIVIDUAL READING INVENTORY) SORT – (SLOSSON ORAL READING TEST) STUDY ISLAND BENCHMARKS OER’S – RELEASED ITEMS (OPEN ENDED RESPONSES) REMEDIATION AND ENRICHMENT MAY BE DRIVEN BY IEP AND GIEP DOCUMENTS OR MAY BE PROVIDED ON AN AS NEEDED/REQUESTED BASIS REMEDIATION: Adapted assignments Apprentice text (Apprentice text is a short, one- to fourparagraph passage on the students’ independent level devoted to bridging the gap between the introduction of the standard- and grade-level application.) Explicit modeling followed by systematic guided practice of each skill Reinforcement Study Island Diagnostics to evaluate need Colored highlighters for focus Multi-modal approach Individual conferences Process Skill Builders – Pre and Post-reading process One-on-one instruction Qualifying students receive Wilson SAS Portal Teachertube.com (As needed, establish baseline via video clips) ENRICHMENT: In-depth discussion and extended activities Individualized enriched vertical assignments and projects Posting resources for further study Preview college professor’s online notes and study guides Extending skills to the next level of complexity INSTRUCTIONAL STRATEGIES & TOOLS: Anticipation guides Class discussion Cooperative Learning Guided Questioning Integrated technology and 21st century skills Modeling ELA Grade 8 Unit 1 cs 4/2013 3 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM Reading Literature and Informational Text, Writing Explore the web site http://knowingpoe.thinkport.org This online source allows students to learn about Poe independently. Students should read the article, “Poe the Writer,” and record pertinent information in their notes. It also allows them to read the story, “TheTell-Tale Heart,” while making and recording independent notes, observations and selfgenerated questions. This activity encourages students to be active readers. Reading Information Text, Informative Writing, Language Usage Students will write an informative response that analyzes conflict in Wright’s personal essay, ―The Street.‖ They should be instructed to include a minimum of three examples with citation from the text. The teacher will hold a guided revising session for students so they can make improvements to their own writing. Students will then be provided an opportunity to work with a partner to strengthen and edit their work. Students will be asked to identify their topic sentence on the final draft. (RL.8.1, RL.8.2, RL.8.4, RL.8.5, SL.8.1, SL.8.3, L.8.1a,b, L.8.2a,b) Language Mechanics As a class, continue adding to the Mechanics/ Grammar bulletin board started in Unit One. Remember—once skills are taught in a mini-lesson and listed on the bulletin board, you are expected to edit your work for these elements before publication. (L.8.1, L.8.2, L.8.3) Language Mechanics Your teacher will teach mini-lessons on the individual language standards. For example, your teacher will give you a set of paragraphs that do not contain commas. Working with a partner, you will insert commas when necessary. (L.8.2b) Speaking and Listening, Multimedia Presentation View United Streaming Video - Great Books: Tales of Edgar Allan Poe. After viewing the video from United Streaming, "Great Books: Edgar Allan Poe," consider how his life experiences are reflected in his writing. How did the tragic events in Poe's life influence his short stories? (RI.8.1, RI.8.2, RI.8.6, RI.8.7) Reading Literature, Speaking, Listening and Writing Making Predictions - Students will read the first part of the story, ―Charles, by Shirley Jackson (to the part where Laurie’s mom is headed to the PTA meeting). Students will be asked to write a prediction as to what will happen at the meeting. Volunteers can share what they wrote. Think Aloud Think/pair/share Thinking Maps K/W/L’s Read/Evaluate/Write Rituals Integrated Skill Practice Close Reading (A close reading is a careful and purposeful reading. Close reading is one of the six shifts in the CC that demands student focus on what the author has to say, the author’s purpose, the text structure and the meaning of the author’s chosen words.) Marginal note questions Skill/Drill for texts UTILIZATION OF SPECIALIZED STAFF AS NEEDED ESL Teachers Guidance Counselors Librarian/Media Specialist Reading Specialists Related Arts Teachers Special Education Teachers Optional Text Poetry ―Mending Wall‖ by Robert Frost Literature ―Raymond’s Run‖ by Toni Cade Bambara Informational Text Nonfiction Travels with Charley: In Search of America by John Steinbeck ―Darkness at Noon‖ by Harold Krents ―Forest Fire‖ by Anais Nin Supplemental Tens Novels Blackwater Brian’s Winter Buried Onions Dicey’s Song Go Ask Alice Hatchet Holes Homecoming Night John Scorpions Slam! Soldier X Soldier’s Heart Eve Bunting Gary Paulsen Gary Soto Cynthia Voigt Anonymous Gary Paulsen Louis Sachar Cynthia Voigt Gary Paulsen Walter Dean Meyers Walter Dean Meyers Don Wulffson Gary Paulsen ELA Grade 8 Unit 1 cs 4/2013 4 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM Language Usage, Speaking and Listening Edit a newspaper article or magazine article (or a classmate’s essay) by changing passive to active voice when possible. Discuss with your partner how these changes affect the tone and/or meaning of the text. (L.8.3) Reading Literature, Speaking and Listening A first-person narrative is an account of a writer's own experience. In a first-person narrative, the author gives his or her reactions to and reflections on the meaning of an event, often revealing a personal viewpoint. As a class, discuss the question: where in the essay, "Debbie," does James Herriot offer his personal viewpoint? Students should give specific examples from the essay to support their answer. Reading Literature, Speaking and Listening, Informative Writing Travels with Charley is considered a "travelogue.‖ How does the structure contribute to the meaning in a way that is different from the way poetic structures shape meaning in poetry? Talk about your ideas with a partner. Then, in your journal, describe how Steinbeck uses point of view and other literary devices to convey his thoughts and feelings about America. Cite specific examples and page numbers from the text. Your teacher may ask you to post your thoughts on the classroom blog in order to get feedback from your classmates. (RL.8.1, RL.8.2, RL.8.4, RL.8.5, RL.8.6, L.8.1a,b, L.8.2a,b). PRIMARY RESOURCES: (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars. Literature Poetry ―Taught Me Purple‖ by Evelyn Tooley Hunt ―The City Is So Big‖ by Richard Garcia ―Those Winter Sundays‖ by Robert Hayden Short Stories ―The Tell-Tale Heart‖ by Edgar Allen Poe (E) ―Charles‖ by Shirley Jackson (E) Informational Texts Nonfiction ―Debbie‖ by James Herriot (E) ―The Street‖ by Richard Wright(E) Speak Swallowing Stones They Cage the Animals At Night Anderson Joyce McDonald Jennings Michael Burch Anthologies: Family Matters – Perfection Learning Timeless Voice, Timeless Themes – Prentice Hall Literature Online Teacher recommended digital resources. Examples: www.youtube.com www.literature.org www.unitedstreaming.com www.ducksters.com www.Lit2go.com www.promethanplanet.com www.gutenberg.org www.barleyby.com www.teachertube.com www.kahnacademy.org TEACHER CREATED MATERIALS Charts Diagrams Discussion questions Double entry journals Excerpts Graphic organizers Historical fiction Interviews Open ended question Outlining Picture starters PowerPoint presentations Quotations Timelines Vocabulary journals Writing starters TEACHER PROFESSIONAL DEVELOPMENT MODULES Login to PMSD Share Drive, click open ELA Curriculum file, open PD file to select the module Strategies to Guide Differentiated Instruction * *Module library will be continually updated ELA Grade 8 Unit 1 cs 4/2013 5 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM Art, Music and Media Media Tell-Tale Heart Tell-Tale Heart video animated film version available at http://www.youtube.com ELA Grade 8 Unit 1 cs 4/2013 6 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM COURSE: English Language Arts GRADE(S): 8 UNIT 2: A FOCUS ON SPEECHES AND MEMOIRS KEY CONCEPTS: A Focus on Speeches and Memoirs This four-week unit of eighth grade will allow students to explore historical events through the analysis of speeches and memoirs. THEME: Students read historical speeches and then have an opportunity to listen to oral presentation via media sources. They will analyze how the reading and listening to a text can enhance a student’s learning experience. Students will also evaluate author’s techniques for grabbing reader attention through the analysis of memoirs and speeches. This unit ends with an informative/explanatory essay after research of a historical event or the construction of a persuasive essay/speech. ESSENTIAL QUESTION: How does learning through literature differ from learning through informational text? NATIONAL STANDARDS: These Focus Standards have been selected for the unit from the Common Core State Standards. RL.8.9: Analyze how a memoir reveals themes, patterns of events, or character traits. RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.6: 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 RI.8.7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. RI.8.9: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. W.8.1: Write arguments to support claims with clear reasons and relevant evidence W.8.7: 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. W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.8.8: 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. SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. English Language Arts Assessment Anchors & Eligible Content: Refer to PMSD PA CCSS Curriculum Framework Document ELA Grade 8 Unit 2 cs 4/2013 1 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM UNIT OBJECTIVES: Identify writer’s purpose and how it is conveyed by the speakers. Compare and contrast two speeches by political figures. Discuss how creating a sound argument is essential to engaging listeners in a speech. Analyze how reading a memoir helps to enhance an individual’s understanding of history. Conduct an in-depth research project on a historical event of choice. Utilize the writing process to improve writing skills. TERMINOLOGY: Tone Repetition Perspective Point of View Figurative Language The Writing Process: Brainstorming, Prewriting, Revising, Editing, Final Copy, Publishing ACTIVITIES: Reading Informational Text, Speaking and Listening Select two political speeches, such as those by Franklin D. Roosevelt and Martin Luther King Jr. Read them closely. How are they similar? How are they different? What perspectives do they bring to their speeches? How do these speakers inspire listeners? What is important for us to learn from these speeches, and why is it important to continue reading them from generation to generation? Share ideas with a partner and then write your own response in your journal or on the classroom blog. (RL.8.2, RL.8.4, RL.8.5, RL.8.6, SL.8.1) Reading Informational Text, Media, Speaking and Listening Students will create a T-chart or Venn diagram in where they compare two speeches, such as the “Pearl Harbor Speech” (also titled “Infamy”) by Franklin Delano Roosevelt and Martin Luther King Jr.’s “I Have a Dream” speech. The students will delineate each speaker’s arguments and specific claims, evaluate the soundness of the reasoning, and make a judgment about the relevance and sufficiency of the evidence. They will point out any particular words that they understand better because of how they were used in context. Then students will write a response to this question in your journal or on the classroom blog: "What is the difference between reading the speech and hearing it/seeing it performed live?" (SL.8.3, L.8.5a,b,c; RL.8.5, SL.8.1a,b,c,d) Reading Poetry, Performance, Speaking and Listening After reading " Caged Bird” by Maya Angelou, discuss the meaning of this poem as it relates to life ASSESSMENTS: Academic history review of each student Summative Benchmark assessment End of unit test Individual or group projects and presentations using PowerPoint and Microsoft Publisher PSSA Study Island Formative Collaborative learning Graphic organizers Journals/logs KWL Outline Surveys, polls and exit slips Study Island Ticket out Teacher observation Diagnostic CDTs – ALL LEVELS STAR – AS ADMINISTERED AND INDIVIDUAL EVALUATION BY READING SPECIALIST IRI – (INDIVIDUAL READING INVENTORY) SORT – (SLOSSON ORAL READING TEST) STUDY ISLAND BENCHMARKS OER’S – RELEASED ITEMS (OPEN ENDED RESPONSES) ELA Grade 8 Unit 2 cs 4/2013 2 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM in America. How does the structure of poetry contribute to its meaning in a different manner than prose? Does the caged bird remind you of any character types from other stories read? Decide how to share lines or stanzas with a classmate, and perform a dramatic reading of this poem for your classmates. Record your performance using a video camera so you can evaluate your performance. (RL.8.5, RL.8.9, SL.8.6, L.8.3) Reading Literature, Speaking and Listening As students read the memoir “I Know Why the Caged Bird Sings,” they will take notes in their journal or on a spreadsheet about the characters, plot, themes, patterns of events, and setting. As they take notes about these categories, continue to think about how the historical setting affects the story. Students should be sure to note page numbers with relevant information or mark text with sticky notes so they can cite the text during class discussion. Who are the major character(s)? Do they remind you of any character types from myths or other traditional stories? How? What is the problem faced by the character(s)? How does he/she/they resolve the problem? What is the theme of the novel? (i.e., good vs. evil, overcoming challenges, etc.) What is the effect of the historical setting(s) on the characters, plot, or theme? Are there any recognizable patterns of events? What are they, and what do they remind you of? Prior to class discussion, your teacher may give you the opportunity to share your notes with a partner who read the same text. (RL.8.5, RL.8.1, RL.8.2, RL.8.9) Speaking and Listening Angelou describes the effect Mrs. Flowers’s reading aloud as "a wonder in my ears." Prepare a reading of a portion of Angelou's memoir. With a group, students discuss delivery techniques that can enhance a listener's appreciation for what is being read. Techniques include volume, tone of voice, and enunciation. (SL.8.1, SL.8.2, SL.8.4, SL.8.5) Vocabulary Where do words come from? How does knowing their origin help us not only to spell the words, but also to understand their meaning? Add words found, learned, and used throughout this unit to your personal dictionary. This dictionary will be used all year to explore the semantics (meanings) of words and their origins. (L.8.4) REMEDIATION AND ENRICHMENT MAY BE DRIVEN BY IEP AND GIEP DOCUMENTS OR MAY BE PROVIDED ON AN AS NEEDED/REQUESTED BASIS REMEDIATION: Appropriate accommodations Apprentice text (Apprentice text is a short, one- to fourparagraph passage on the students’ independent level devoted to bridging the gap between the introduction of the standard- and grade-level application.) Colored highlighters for focus Explicit modeling followed by systematic guided practice of each skill Focus modality approach (i.e. VAKT – visual auditory kinesthetic and tactile) Individual conferences One-on-one instruction Qualifying students receive Wilson or Just Words Re-teaching challenging concepts to gain mastery SAS Portal as directed by CDTs Study Island Teachertube.com (As needed, establish baseline via video clips) Word analysis mini lessons ENRICHMENT: In-depth discussion and extended activities Individualized enriched vertical assignments and projects Preview college professor’s online notes and study guides Extending skills to the next level of complexity INSTRUCTIONAL STRATEGIES & TOOLS: Anticipation guides Access and Conquer-Graphic Strategy Baseline information for text Class discussion Close Reading (A close reading is a careful and purposeful reading. Close reading is one of the shifts in the CC that demands student focus on what the author has to say, the author’s purpose, the text structure and the meaning of the author’s chosen words.) ELA Grade 8 Unit 2 cs 4/2013 3 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM Research, Informative Writing, Language Usage, Language Mechanics Focusing on the connections among individuals, ideas, and events, choose an event from America’s past to research. In order to find multiple perspectives on the event, draw on several sources, including a variety of literary, informational, primary, secondary, and multimedia texts. Utilizing the writing process, write an informative/explanatory essay. As you draft your essay, work with classmates to strengthen its quality. Be sure to cite your sources accurately using the standard bibliographic format preferred by your teacher. (RL.8.6, RI.8.3, RI.8.6, RI.8.7, RI.8.8, W.8.2, W.8.7, W.8.5, W.8.6, L.8.3, SL.8.4, SL.8.5, L.8.1a,b,c; L.8.2, L.8.3) Research, Persuasive Writing, Language Usage, Language Mechanics After reading the example essay “Darkness at Noon” by Harold Krents, students will write a persuasive essay utilizing the writing process. Students will brainstorm a list of ideas for their persuasive essay. Once students have selected a topic they will begin brainstorming their main ideas. Teachers will remind students to consider their audiences’ needs and beliefs as they put together their ideas. Students will also be given an opportunity to research their topic to gather evidence to assist in their argument. As they draft their essay, students will work with classmates to strengthen its quality. Students will also be required to cite their sources accurately using the standard bibliographic format preferred by their teacher. [A guide to persuasive composition is available in Prentice Hall Literature: Timeless Voices, Timeless Themes page 412-415.] (RL.8.6, RI.8.3, RI.8.6, RI.8.7, RI.8.8, W.8.2, W.8.7, W.8.5, W.8.6, L.8.3, SL.8.4, SL.8.5, L.8.1a,b,c; L.8.2, L.8.3) PRIMARY RESOURCES: (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars. Literature Poetry “Caged Bird” (Maya Angelou) Memoir “I Know Why the Caged Bird Sings” (Maya Angelou) Informational Texts Speeches “I Have a Dream” by Martin Luther King Jr. “Pearl Harbor Speech” or “Infamy” by Cooperative Learning Differentiated instruction Guided questioning Integrated technology and 21st century skills K/W/L’s Marginal note questions Mnemonic devices Modeling Online resources Personal dictionaries Read/Evaluate/Write Read it, write it, link it Rituals as learning tools Think Aloud Think/pair/share Thinking Maps Writing Journals UTILIZATION OF SPECIALIZED STAFF AS NEEDED ESL Teachers Guidance Counselors Librarian/Media Specialist Reading Specialists Related Arts Teachers Special Education Teachers ADDITIONAL RESOURCES: 15 Historical Events that Fascinate Us (Frikoo.Com) Maya Angelou by Patricia Kirkpatrick Maya Angelou by Patricia Kite Black Americans of Achievement by Miles Shapiro Anthologies: Timeless Voice, Timeless Themes – Prentice Hall Literature Online Teacher recommended digital resources. Examples: www.youtube.com www.literature.org www.unitedstreaming.com www.ducksters.com www.Lit2go.com www.promethanplanet.com www.gutenberg.org www.barleyby.com www.teachertube.com www.kahnacademy.org ELA Grade 8 Unit 2 cs 4/2013 4 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM Franklin D. Roosevelt Biographies America’s Paul Revere (Esther Forbes and Lynd Ward) Nonfiction “Darkness at Noon” by Harold Krents Art, Music and Media Media Online biography Maya Angelou http://www.biography.com/people/mayaangelou-9185388 Martin Luther King Jr. 'I Have a Dream' speech video, complete text and audio http://www.wptv.com/dpp/news/national/ martin-luther-king-jr-i-have-a-dream-speechvideo-complete-text-and-audio FDR Asks Congress to Declare War on Japan http://www.history.com/topics/pearlharbor/speeches#fdr-asks-congress-todeclare-war-on-japan\ TEACHER CREATED MATERIALS Charts Diagrams Discussion questions Double entry journals Excerpts Graphic organizers Historical fiction Interviews Open ended question Outlining Picture starters PowerPoint presentations Quotations Timelines Vocabulary journals Writing starters TEACHER PROFESSIONAL DEVELOPMENT MODULES Login to PMSD Share Drive, click open ELA Curriculum file, open PD file to select the module Strategies to Guide Differentiated Instruction * *Module library will be continually updated ELA Grade 8 Unit 2 cs 4/2013 5 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM COURSE: English Language Arts GRADE(S): 8 UNIT 3: THE HOLOCAUST KEY CONCEPTS: The Holocaust This eight-week unit will reflect on the Holocaust and provide an opportunity to explore fiction and nonfiction work from a historical perspective. THEME: Students read works of historical fiction and nonfiction and discuss how authors' perspectives might produce accounts of historical events that differ from what actually happened. Students work collaboratively to reconcile different authors’ points of view and discuss why these differences occur. Students read The Diary of Anne Frank and selections from the anthology, Voices of the Holocaust. They study the actual events of that time period to consider the effect that literature can have on historical memory. Students will research the time period and share their findings through class discussions and presentations. Students will analyze how the use of flashback can create a sense of suspense in the reader/listener. They will pay special attention to diction and how connotation may be enhanced through tone and inflection. ESSENTIAL QUESTION: Why is it important to learn about the events of the past to ensure a better future for society? NATIONAL STANDARDS: These Focus Standards have been selected for the unit from the Common Core State Standards. RI.8.1: Cite the textual evidence that most strongly supports the analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. RL.8.9: 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. RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. RL.8.3: 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. RL.8.6: 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. W.8.1: Write arguments to support claims with clear reasons and relevant evidence. W.8.7: 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. L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.1(a): Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe ELA Grade 8 Unit 3 cs 4/2013 1 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM and reflect on ideas under discussion. SL.8.1(b): Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. SL.8.1(c): Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. SL.8.1(d): Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. English Language Arts Assessment Anchors & Eligible Content: Refer to PMSD PA CCSS Curriculum Framework Document UNIT OBJECTIVES: Compare and contrast characters, plots, themes, and settings from various genres related to the history of the Holocaust. Analyze how historical fiction and nonfiction connect to themes, patterns of events, or character types. Determine the author’s point of view in two texts about the same topic and discuss the effect it has on the work. Conduct research on a historical event of this time period and connect the information learned to the historical literature studied. Read and discuss a variety of dramatic fiction and nonfiction, including plays, short stories and poetry. Analyze how particular lines of dialogue propel the action and reveal aspects of a character. Compare and contrast characters, plots, themes, settings, and literary techniques used in a play. TERMINOLOGY: Drama Character types Historical fiction Patterns of events Point of view Dialogue/monologue ACTIVITIES: Art, Speaking and Listening View Ben Shahn’s work titled WARSAW 1952 (cover art on Voices of the Holocaust anthology). Can you identify what message and/or emotions the artist wants to convey? Do you believe that there is any social commentary present in this work? (SL.8.1, SL.8.2, SL.8.4, SL.8.5) Vocabulary Record the words we have found, learned, and used throughout this unit to your personal dictionary (e.g., from The Diary of Anne Frank, genocide, annihilation, anti-Semitism, propaganda, belfry, and ghetto). This dictionary will be used all year long to explore the semantics (meanings) of words and their origins. (L.8.4) ASSESSMENTS: Academic history review of each student Summative Benchmark assessment End of unit test Individual or group projects and presentations using PowerPoint and Microsoft Publisher PSSA Study Island Formative Collaborative learning Graphic organizers Journals/logs KWL ELA Grade 8 Unit 3 cs 4/2013 2 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM Vocabulary Where do words come from? How does knowing their origin help us not only to spell the words, but also to understand their meaning? Add words found, learned, and used throughout this unit to your personal dictionary. This dictionary will be used all year to explore the semantics (meanings) of words and their origins. (L.8.4) Reading Literature, Argumentative Writing Why has Anne Frank’s story stood the test of time? Why do we study her diary today? Talk through your ideas with a partner. Then write an argument in support of studying the Holocaust in eighth grade, including citations from selections read. You may choose to make connections between the plays and other novels, plays, poems, or films. (W.8.1, W.8.4, SL.8.1, RL.8.6, RL.8.9) Research, Informative Writing, Language Usage, Language Mechanics, Oral Presentation, Multimedia Presentation Focusing on the connections among individuals, ideas, and events, choose an event from the Holocaust to research. In order to find multiple perspectives on the event, draw on several sources, including a variety of literary, informational, primary, secondary, multimedia texts and suggested web sites. Write an informative/explanatory essay and, as you draft your essay, work with classmates to strengthen its quality. Be sure to cite your sources accurately, using the standard bibliographic format preferred by your teacher. Prior to publishing, integrate multimedia and/or visual displays into your report to clarify information and strengthen your claims with evidence. Edit your writing for form as well as for spelling and punctuation when paraphrasing and including direct quotations. Present your report to the class and upload it to a class web page for this unit. (RL.8.6, RI.8.3, RI.8.6, RI.8.7, RI.8.8, W.8.2, W.8.7, W.8.5, W.8.6, L.8.3, SL.8.4, SL.8.5, L.8.1a,b,c; L.8.2,) Reading Informational Text, Speaking and Listening, Performance Read “Anti-Semitism: A History of Hate,” “Faces of the Holocaust” and “Major Events of World War II and The Holocaust” from Voices of the Holocaust silently and then reread as a class. Then discuss how the history of anti-Semitism led to the events of The Holocaust. Note the words that are new to you and discuss what you think they mean. Confirm the meanings of the words by using a dictionary. Outline Surveys, polls and exit slips Study Island Ticket out Teacher observation Diagnostic CDTs – ALL LEVELS STAR – AS ADMINISTERED AND INDIVIDUAL EVALUATION BY READING SPECIALIST IRI – (INDIVIDUAL READING INVENTORY) SORT – (SLOSSON ORAL READING TEST) STUDY ISLAND BENCHMARKS OER’S – RELEASED ITEMS (OPEN ENDED RESPONSES) REMEDIATION AND ENRICHMENT MAY BE DRIVEN BY IEP AND GIEP DOCUMENTS OR MAY BE PROVIDED ON AN AS NEEDED/REQUESTED BASIS REMEDIATION: Appropriate accommodations Apprentice text (Apprentice text is a short, one- to fourparagraph passage on the students’ independent level devoted to bridging the gap between the introduction of the standard- and grade-level application.) Colored highlighters for focus Explicit modeling followed by systematic guided practice of each skill Focus modality approach (i.e. VAKT – visual auditory kinesthetic and tactile) Individual conferences One-on-one instruction Qualifying students receive Wilson or Just Words Re-teaching challenging concepts to gain mastery SAS Portal as directed by CDTs Study Island Teachertube.com (As needed, establish baseline via video clips) Word analysis mini lessons ENRICHMENT: In-depth discussion and extended activities Individualized enriched vertical assignments and projects Preview college professor’s online notes and study guides ELA Grade 8 Unit 3 cs 4/2013 3 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM (RI.8.1, RI.8.2, RI.8.4, RI.8.7, RI.8.9, L.8.1, L.8.3, SL.8.6) Informative Writing, Language Usage, Language Mechanics Write an informative/explanatory essay in response to the essential question: Why is it important to learn about the events of the past to ensure a better future for society? Make sure to include words and phrases you have learned as part of word study, including figurative and connotative language, and refer to literature and informational texts you have read. After your teacher reviews your first draft, work with a partner to strengthen your writing and edit it before writing a final draft. Be prepared to record your essay and upload it as a podcast or other multimedia format of your choice on the class web page for this unit. (W.8.4, W.8.9a,b, SL.8.1, SL.8.4, L.8.3, L.8.1, L.8.2, L.8.3) Reading Informational Text, Informative Writing, Language Usage, Language Mechanics Compare fictional and nonfictional works from a historical perspective. In your journal, describe how events are perceived differently depending on your point of view. Then, write a well-developed paper, citing at least three specific examples from the text as support. Utilize the writing process to produce an informational piece of writing. (RL.8.1, RL.8.2, RL.8.3, RL.8.6, L.8.1, L.8.2, L.8.3) Reading Poetry, Language Usage, Speaking and Listening Respond to poetry selections found in Voices of the Holocaust. What is the literal versus figurative meaning? Discuss how literature can give a different view of history than informational texts. Why are we so drawn to poetry? Write responses to these questions and share with a partner prior to class discussion. (RL.8.1, RL.8.2, RL.8.4, RL.8.5, SL.8.1, SL.8.3, L.8.3) Reading Literature, Speaking and Listening Compare and contrast the effect of historical settings on characters, plots, and themes in the various selections read. Can you make any generalizations about the effect historical setting has on these stories? After class discussion, create a Venn diagram in your journal (or in an online template) that outlines the similarities and differences among the settings, characters, plots, and/or themes. (SL.8.1, RL.8.9) Reading Literature, Speaking and Listening Read aloud the children’s book, Terrible Things, by Eve Bunting. Discuss how the Bunting allegory relates Extending skills to the next level of complexity INSTRUCTIONAL STRATEGIES & TOOLS: Anticipation guides Access and Conquer-Graphic Strategy Baseline information for text Class discussion Close Reading (A close reading is a careful and purposeful reading. Close reading is one of the shifts in the CC that demands student focus on what the author has to say, the author’s purpose, the text structure and the meaning of the author’s chosen words.) Cooperative Learning Differentiated instruction Guided questioning Integrated technology and 21st century skills K/W/L’s Marginal note questions Mnemonic devices Modeling Online resources Personal dictionaries Read/Evaluate/Write Read it, write it, link it Rituals as learning tools Think Aloud Think/pair/share Thinking Maps Writing Journals UTILIZATION OF SPECIALIZED STAFF AS NEEDED ESL Teachers Guidance Counselors Librarian/Media Specialist Reading Specialists Related Arts Teachers Special Education Teachers Anthologies: Prentice Hall Literature The Diary of Anne Frank by Frances Goodrich and Albert Hackett Voices of the Holocaust Online Teacher recommended digital resources. ELA Grade 8 Unit 3 cs 4/2013 4 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM to the Holocaust. In small groups, students will work cooperatively to brainstorm ideas for their own allegory. After finalizing an idea, students will outline their storyline for a children’s book. The groups will share their ideas with the class (SL.8.1, RL.8.9, W.8.3) Reading Literature, Speaking and Listening As you read historical fiction from this unit, take notes in your journal or on a spreadsheet about the characters, plot, themes, patterns of events, and setting. As you take notes about these categories, continue to think about how the historical setting affects the story. Be sure to note page numbers with relevant information or mark your text with sticky notes so you can cite the text during class discussion. Who are the major character(s)? Who are the tragic character(s)? What is the problem faced by the character(s)? How do he/she/they resolve the problem? What is the theme of the literatures (i.e., good vs. evil, overcoming challenges, etc.)? What is the effect of the historical setting(s) on the characters, plot, or theme? Are there any recognizable patterns of events? What are they, and what do they remind you of? Prior to class discussion, your teacher may give you the opportunity to share your notes with a partner who read the same text. (RL.8.5, RL.8.1, RL.8.2, RL.8.9) Art, Speaking and Listening The documentation of historical happenings through photographs helps us interpret and record important events. View the photographs in Voices of the Holocaust and on suggested web sites. To what extent does each image document the event literally or capture its essence? How do works such as these help us to appreciate the events they depict? (SL.8.1, SL.8.2, SL.8.4, SL.8.5) Examples: www.youtube.com www.literature.org www.unitedstreaming.com www.ducksters.com www.Lit2go.com www.promethanplanet.com www.gutenberg.org www.barleyby.com www.teachertube.com www.kahnacademy.org TEACHER CREATED MATERIALS Charts Diagrams Discussion questions Double entry journals Excerpts Graphic organizers Historical fiction Interviews Open ended question Outlining Picture starters PowerPoint presentations Quotations Timelines Vocabulary journals Writing starters TEACHER PROFESSIONAL DEVELOPMENT MODULES Login to PMSD Share Drive, click open ELA Curriculum file, open PD file to select the module Strategies to Guide Differentiated Instruction * *Module library will be continually updated Reading Informational Text, Speaking and Listening, Informative Writing Read aloud “Address Unknown” in Voices of the Holocaust (a series of letters between two characters written during the Holocaust). Discuss as a class: Inferences made from text provided in order to deduce the unfolding of events between the characters. The change of the political climate and the growing tension over the course of time. The effect of the use of letters as opposed to narratives related to the plot. The outcome of the letters. ELA Grade 8 Unit 3 cs 4/2013 5 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM For homework, write a one- to three-paragraph reaction to the letters and their outcome. Students will then share their responses. (RI.8.2, RI.8.4, RI.8.6, W.8.1, SL.8.1) PRIMARY RESOURCES: (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars. Literature Poetry Selections from Voices of the Holocaust, including: “An Anti-Semitic Demonstration” by Gail Newman “Crystal Night” by Lyn Lifshin “The Little Boy with His Hands Up” by Yala Korwin “Saving the Children” by Frieda Singer “The Survivor” by John C. Pine Stories Selections from Voices of the Holocaust, including: “Broken Glass, Broken Lives” by Arnold Geier “Address Unknown” by Kressmann Taylor “A Spring Morning” by Ida Fink “The Ball” by Hans Peter Richter Informational Texts Biographies Various selections available for classroom use from the PMSD library. Nonfiction Selections from Voices of the Holocaust, including: “Anti-Semitism: A History of Hate” “Serving My Fuhrer” by Eleanor Ayer “A White Rose, Long Live Freedom” by Jacob G. Hornberger “A Survivor Remembers” by Berek Latarus “Rescue in Denmark” by Harold Flender “The Warsaw Ghetto Uprising” by Reuben Ainsztein “The Test Case” by Simon Wiesenthal Children’s Book Terrible Things: An Allegory of the Holocaust by Eve Bunting Art, Music and Media Art Ben Shahn, WARSAW (1952) ELA Grade 8 Unit 3 cs 4/2013 6 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM COURSE: English Language Arts GRADE(S): 8 UNIT 4: AUTHORS AND ARTISTS KEY CONCEPTS: Authors and Artists This fourth four-week unit of eighth grade examines the similarities between literary authors and artists. THEME: In this unit, students step back and consider the motivations of authors and artists alike: What inspires artists? Are their inspirations similar or different? How is the process of creating a painting or sculpture similar to and different from the process of writing a story or poem? Students read books written about artists and study artwork found in museums across America. Students work with classmates to discern the unspoken meaning in literature and art. Students also discuss illustrations and other forms of commercial art, looking for differences and similarities in fine and commercial art, in terms of both its motivation and its presentation. They write an informative/explanatory essay about an artist of interest. The unit ends with an informative/explanatory essay in response to the essential question: How are artists and authors similar? ESSENTIAL QUESTION: How are artists and authors similar? NATIONAL STANDARDS: These Focus Standards have been selected for the unit from the Common Core State Standards. RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RI.8.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. SL.8.2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.8.5(b): Use the relationship between particular words to better understand each of the words. L.8.5(c): Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). English Language Arts Assessment Anchors & Eligible Content: Refer to PMSD PA CCSS Curriculum Framework Document UNIT OBJECTIVES: Determine an author’s point of view in a text, compare it with an artist’s perspective in a work of art, and discuss the effect that perspective has on the work. Compare and contrast authors’ and artists’ motivations for creativity. Conduct research on an artist of choice; define and refine a research question as research proceeds. Determine the meaning of words and phrases as they are used to describe authors and artists, including figurative and technical vocabulary. ELA Grade 8 Unit 4 cs 4/2013 1 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM TERMINOLOGY: Biography Humor Irony Mood Perspective Point of view Style Tone ACTIVITIES: Art, Speaking and Listening Introductory Activity: View artwork from the Harlem Renaissance from picture books and websites such as http://www.robinurton.com/history/Harlem.htm with the class. How do the artists convey the experience of modern black life in the urban North? Consider creating, as a class, an ABC book or digital presentation about the art and artists studied in this unit. (RI.8.1, RI.8.6, RI.8.7) Reading Literature, Opinion Writing, Informative Writing View the United Streaming Video ―The Harlem Renaissance‖ and consider the following. How did circumstances in America spark the Harlem Renaissance? What themes were common in poetry, art and music during the Harlem Renaissance? Why? Write responses to these questions in your journal or on the classroom blog, citing specific examples and page numbers from the text. (RL.8.1, RL.8.6, RL.8.9) Vocabulary Where do words come from? How does knowing their origin help us not only to spell the words, but also to understand their meaning? Add words found, learned, and used throughout this unit to your personal dictionary. This dictionary will be used all year to explore the semantics (meanings) of words and their origins. (L.8.4) Art, Speaking and Listening Look at a variety of art: fine art, illustrations, ads, pictorial histories, etc. Evaluate the motives (e.g., social, commercial, or political) behind each presentation. How does the motivation affect the message? Why? Write responses to these questions in your journal and share with a partner prior to class discussion. Your teacher may ask you upload images of the art onto a shared spreadsheet. Each class member will add either audio or text that articulates ASSESSMENTS: Summative Benchmark assessment Course final exam End of unit test Individual or group vocabulary projects and presentations Keystone Portfolio Rubric Passage checks Formative Collaborative learning Graphic organizers Journals/logs KWL Outline Surveys, polls and exit slips Diagnostic CDTs – ALL LEVELS STAR – AS ADMINISTERED AND EVALUATED BY READING SPECIALISTS REMEDIATION AND ENRICHMENT MAY BE DRIVEN BY IEP AND GIEP DOCUMENTS OR MAY BE PROVIDED ON AN AS NEEDED/REQUESTED BASIS REMEDIATION: Adapted Assignments Apprentice text (Apprentice text is a short, one- to fourparagraph passage on the students’ independent level devoted to bridging the gap between the introduction of the standard- and grade-level application.) Differentiation within texts/assignments Explicit modeling followed by systematic guided practice of each skill Study Island Remediation of skill areas ELA Grade 8 Unit 4 cs 4/2013 2 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM his/her thoughts regarding the artist’s motivation. (SL.8.2, SL.8.1) Informative Writing, Language Usage, Language Mechanics As you reflect on everything read, written, and discussed in this unit, write an informative/explanatory essay in response to the essential question: How are artists and authors similar? Make sure to include words and phrases learned as part of word study, including connotative language. After your teacher reviews your first draft, work with a partner to strengthen your writing and edit it for the grammar conventions studied so far this year. Be prepared to record your essay and upload it as a podcast or other multimedia format on the class web page for this unit. (W.8.4, W.8.9a,b, SL.8.1, L.8.1a,b,c; L.8.2, L.8.3, L.8.5b,c) Research, Reading Informational Text, Writing Poetry Read a variety of informational texts, in print and online, about authors and artists, and choose one that interests you. Write a bio-poem about this person that includes important facts you think your classmates should know. Include audio or visual displays in your presentation, such as a digital slides or a movie, as appropriate. Before turning in your poem, edit your writing for the grammar conventions studied so far this year. (RI.8.1, RI.8.8, RI.8.9, W.8.7, L.8.1a,b,c; L.8.2, L.8.3) Research, Reading Informational Text, Informative Writing, Oral Presentation, Multimedia Presentation Look at the websites listed earlier including www.invia.org/harlem/home/html in order to select an artist whose work you enjoy. Choose at least two different biographies about this artist to read. As you read the biographies, determine the figurative, connotative, and technical meanings of words and phrases as they are used to describe the artist and his/her work. Supplement this reading with additional research about the artist, his/her artistic style, preferred subjects, and where his/her art is exhibited. Possibly try to arrange a web interview with the artist. Work with classmates to strengthen your writing through planning, revising, and editing your essay. Edit your writing for the grammar conventions studied so far this year. Your teacher may give you the option of adding a multimedia component to your research report—either by creating a digital slide presentation to highlight key points, or by reading your essay set to music and images from your country of choice. Present both to the class. (RI.8.1, RI.8.2, RI.8.3, RI.8.4, RI.8.5, RI.8.8, Assessment of improvement Colored highlighters for focus Multi-modal approach Individual conferences One-on-one instruction Qualifying students receive Wilson ENRICHMENT: Furthering discussion and activities Individualized enriched vertical assignments Posting resources for further study INSTRUCTIONAL STRATEGIES & TOOLS: Anticipation guides Class discussion Cooperative Learning Guided Questioning Integrated technology and 21st century skills Modeling Think Aloud Think/pair/share Thinking Maps K/W/L’s Read/Evaluate/Write Rituals Integrated Skill Practice Close Reading A close reading is a careful and purposeful reading. Close reading is one of the six shifts in the CC that demands student focus on what the author has to say, the author’s purpose, the text structure and the meaning of the author’s chosen words. Marginal note questions Skill/Drill for texts UTILIZATION OF SPECIALIZED STAFF AS NEEDED ESL Teachers Guidance Counselors Librarian/Media Specialist Reading Specialists Related Arts Teachers Special Education Teachers ADDITIONAL RESOURCES: Harlem Renaissance Websites Websites related to African American history African American Odyssey http://memory.loc.gov/ammem/aaohtml/ exhibit/aointro.html This website, produced by the Library of Congress, presents an overview of African American history beginning with the Atlantic slave trade ELA Grade 8 Unit 4 cs 4/2013 3 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM W.8.5, W.8.6, W.8.7, W.8.2, L.8.1a,b,c; L.8.2, L.8.3) Reading Poetry, Reading Fluency, Performance After reading selections from poets.org and poetryfoundation.org by Langston Hughes or another Harlem Renaissance poet, select your favorite poem. How does the structure of the poem selected contribute to its meaning and style? How does the point of view of the author create effects such as suspense or humor? Share your insights with a partner and then recite your favorite poem for your classmates. Record your performance using a video camera so you can evaluate it. (RL.8.5, SL.8.6) Vocabulary, Language Usage [Continuing activity from the third unit.] Add words found, learned, and used throughout this unit to your personal dictionary. This unit focuses on distinguishing among the connotations of these words as they are used by artists. This dictionary will be used all year long to explore the semantics (meanings) of words and their origins. (L.8.4, L.8.5b,c) Language Mechanics As a class, continue adding to the Mechanics/ Grammar bulletin board started in Unit One. Remember—once skills are taught in a mini-lesson and listed on the bulletin board, you are expected to edit your work for these elements before publication. (L.8.1, L.8.2, L.8.3) Reading Literature, Opinion Writing, Informative Writing How does Langston Hughes’s short story, ―Thank You, M’am‖ help you understand the character’s motivations? Write responses to these questions in your journal, citing specific examples and page numbers from the text. (RL.8.1, RL.8.6, RL.8.9) Reading Informational Text, Speaking and Listening As you read biographies of authors and artists, take notes in your journal or on a spreadsheet about the creator’s motivation for creativity. As you take notes about these categories, think about the similarities and differences between authors and artists. Be sure to note page numbers with relevant information so you can go back and cite the text during class discussion. Who is the focus of the biography? When did the author or artist first know that he/she was a creative person? How did the time in which the author or artist lived, or his/her physical location (i.e., urban and continuing through the 20th century. Reconstruction: The Second Civil War (http://www.pbs.org/wgbh/amex/reconstr uction/ This website, produced as part of the PBS series The American Experience, discusses what happened to African Americans during the second half of the 19th century. Websites related to the Harlem Renaissance A Guide to Harlem Renaissance Materials http://www.loc.gov/rr/program/bib/harle m/harlem.html The Library of Congress offers this annotated collection of Library of Congress resources related to the Harlem Renaissance, included digital materials collections, lesson plans, learning page activities, and exhibits. The Harlem Renaissance Collection http://165.29.91.7/classes/humanities/amst ud/97-98/harren/HARREN.HTM This website provides a very brief historical overview of the time period and includes links to noted leaders, writers, and entertainers. Rhapsodies in Black: The Harlem Renaissance (http://www.iniva.org/harlem/home.html) This website describes the development of the Harlem Renaissance and noted examples of art, poetry, and literature. Harlem 1900–1940: An African-American Community (http://www.si.umich.edu/chico/Harlem/) This exhibition website, from the Schomburg Center for Research in Black Culture at the New York Public Library, includes a timeline of the Harlem Renaissance. Drop Me Off in Harlem: Exploring the Intersections (http://artsedge.kennedycenter.org/exploring/harlem/) This ARTSEDGE website explores the ways that different art forms and social movements interacted and flourished during the Harlem Renaissance. Jacob Lawrence websites From Jacob Lawrence: Exploring Stories (presented by the Whitney Museum of ELA Grade 8 Unit 4 cs 4/2013 4 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM or rural), affect his/her work? What unique words and phrases are used to describe the artist? Prior to class discussion, your teacher may give you the opportunity to share your notes with a partner who read the same text. (RI.8.1, RI.8.2, RI.8.3, RL.8.3, RL.8.1, RL.8.2, RL.8.4, RI.8.8) Reading Informational Text, Reading Literature, Informative Writing, Speaking and Listening Read and compare the use of humor in “Life is Fine” by Langston Hughes to the use of humor in ―We Real Cool‖ by Gwendolyn Brooks. How does the use of humor engage the reader? How do artists use humor in their art to engage the observer? Write a well-developed response to these questions, citing at least three specific examples from the texts. Share with a partner prior to class discussion. Edit your writing for the grammar conventions studied so far this year. (RI.8.1, RI.8.2, RI.8.3, RI.8.5, RL.8.2, RL.8.6, L.8.1a,b,c; L.8.2, L.8.3) Art, Speaking and Listening Examine and discuss the variety of perspectives used by the artists in the artworks (e.g., worm’s-eye view, sitting at the table, far away, or up close). Identify the perspective in each work. How does the perspective affect the viewer’s relationship to the work? How do these artists use perspective to draw viewers in? Write responses to these questions in your journal and share with a partner prior to class discussion. Discuss how this compares to authors’ use of point of view in the characters they create. (SL.8.1, W.8.1, W.8.2) Art, Speaking and Listening If the elements and principles of art and design are the building blocks for artists, what are the building blocks for writers? Write responses to these questions in your journal and share with a partner prior to class discussion. Be prepared to defend your position with examples. Your teacher may invite you and your classmates to discuss the question on the classroom blog. (SL.8.1, SL.8.4) Reading Literature, Informative Writing, Language Usage, Language Mechanics “Thank You, M’am” takes place in Harlem. How does the setting contribute to this story? Why? How are the characters’ motivations (Roger and Mrs. Jones) similar and different? Write a well-developed response to these questions, citing at least three specific examples from the text. Edit your writing for the grammar conventions studied so far this year. American Art): Meet Jacob Lawrence (http://www.whitney.org/jacoblawrence/ meet/index.html) Jacob Lawrence's Art (http://www.whitney.org/jacoblawrence/ art/index.html) Jacob Lawrence: Over the Line (http://www.phillipscollection.org/research /over_the_line/index.html) Over the Line: The Art and Life of Jacob Lawrence (presented by the Seattle Art Museum Special Exhibition Gallery) (http://www.seattleartmuseum.org/exhibit /exhibitDetail.asp?WHEN=&eventID=2923) Remembering Jacob Lawrence (http://www.pbs.org/newshour/bb/remem ber/jan-june00/lawrence_6-13.html) William H. Johnson websites The William H. Johnson Foundation for the Arts (http://www.whjohnsongrant.org/whjohns on.html) A Journey Through Art with W.H. Johnson (presented by the Smithsonian American Art Museum) (http://americanart.si.edu/education/john son/index.html) Rhapsodies in Black: William H. Johnson (http://www.iniva.org/harlem/william.html) Street Life, Harlem (by William H. Johnson, presented within the Encyclopedia Smithsonian: Harlem Renaissance entry) (http://americanart.si.edu/exhibitions/onlin e/highlights/artworks.cfm?id=AA&StartRow =31) Mom Alice (by William H. Johnson, presented by American Art from the Howard University Collection) (http://www.founders.howard.edu/hucolle ction/JohnsonWilliamH1.htm) Duke Ellington websites Duke Ellington: Celebrating 100 Years of the Man and His Music (http://dellington.org/) PBS Biographies: Duke Ellington (http://www.pbs.org/jazz/biography/artist_ id_ellington_duke.htm) Duke Ellington 1899–1974: America's Jazz Ambassador (http://library.thinkquest.org/10320/Ellingtn. htm) Photograph of Duke Ellington (from the ELA Grade 8 Unit 4 cs 4/2013 5 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM Share with a partner prior to class discussion. Enter your response on the classroom blog to encourage additional dialogue about this topic with your classmates. (RL.8.1, RL.8.2, RL.8.6, L.8.1a,b,c; L.8.2, L.8.3) Speaking and Listening Compare and contrast the lives of authors and artists using the information from your notes. Can you make any generalizations about how authors and artists are similar? What are they? After class discussion, create a Venn diagram in your journal or in an online template that outlines the similarities and differences among the lives of the artists. Post your thoughts on the classroom blog in order to continue the conversation with your classmates. (SL.8.1, RL.8.4) PRIMARY RESOURCES: (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars. Literary Text Poetry “Harlem Night Song” (Langston Hughes) Prentice Hall Literature, Timeless Voices, Timeless Themes pages 834-835 “Life is Fine” (Langston Hughes) ―We Real Cool‖ (Gwendolyn Brooks) Stories “Thank You M’am” (Langston Hughes) Prentice Hall Literature, Timeless Voices, Timeless Themes pages 172-176 Anthologies: Timeless Voices, Timeless Treasures Bronze Level Online Teacher recommended digital resources. Harlem Renaissance Resources: http://www.readwritethink.org/files/resources /lesson_images/lesson252/websites.html A Guide to Harlem Renaissance Materials http://www.loc.gov/rr/program/bib/harlem/ harlem.html Rhapsodies in Black: Artists of the Harlem Renaissance http://www.iniva.org/harlem/home.html The Harlem Renaissance http://historyoftheharlemrenaissance.weebly .com/artists.html Read Write Think http://www.readwritethink.org/classroom- Library of Congress) (http://lcweb.loc.gov/exhibits/odyssey/arc hive/08/0811001r.jpg) Bessie Smith websites PBS Biographies: Bessie Smith (http://www.pbs.org/jazz/biography/artist_ id_smith_bessie.htm) Bessie Smith 1894–1937: Jazz Singer (http://library.thinkquest.org/2667/Smith.ht m) Rock and Roll Hall of Fame and Museum: Bessie Smith (http://www.rockhall.com/hof/inductee.as p?id=190) Bessie Smith: Empress of the Blues (http://www.library.csi.cuny.edu/dept/hist ory/lavender/386/bsmith.html) Langston Hughes websites The Academy of American Poets: Langston Hughes (http://www.poets.org/poets/poets.cfm?4 5442B7C000C0E01) America's Story from America's Library: Langston Hughes (http://www.americaslibrary.gov/cgibin/page.cgi/aa/hughes) I Hear America Singing: Profile of Langston Hughes (http://www.pbs.org/wnet/ihas/poet/hugh es.html A Centennial Tribute to Langston Hughes (http://www.howard.edu/library/Referenc e/Guides/Hughes/) Countee Cullen websites Modern American Poetry: Countee Cullen (http://www.english.uiuc.edu/maps/poets/ a_f/cullen/cullen.htm) The Academy of American Poets: Countee Cullen (http://www.poets.org/poet.php/prmPID/5 5) Countee Cullen (http://www.afropoets.net/counteecullen. html) Rendezvous with Life: An Interview With Countee Cullen (http://newdeal.feri.org/magpie/docs/42 winp19.htm) TEACHER PROFESSIONAL DEVELOPMENT MODULES Login to PMSD Share Drive, click open ELA ELA Grade 8 Unit 4 cs 4/2013 6 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM resources/lesson-plans/harlem-renaissanceretrospective-connecting252.html?tab=3#tabs Online Teacher recommended digital resources. Curriculum file, open PD file to select the module Strategies to Guide Differentiated Instruction * *Module library will be continually updated Examples: www.Lit2go.com www.promethanplanet.com www.gutenberg.org www.bartleyby.com TEACHER CREATED MATERIALS – Suggestions: Double entry journals Graphic organizers Outlining Vocabulary journals Skill and Drill worksheets to introduce individual reading skills Charts Diagrams Excerpts Historical fiction Interviews Open-ended questions Writing starters Discussion questions Picture starters PowerPoint presentations Quotations Timelines ELA Grade 8 Unit 4 cs 4/2013 7 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM COURSE: English Language Arts GRADE(S): 8 UNIT 5: DRAMATICALLY SPEAKING KEY CONCEPTS: Dramatically Speaking This eight-week unit of eighth grade continues an examination of the arts, focusing on the dramatic performance of plays, speeches, and poems. THEME: In this unit, students read Romeo and Juliet by William Shakespeare and compare it to a film with a similar theme. They read and perform drama and poetry. While exploring the different genres, students analyze lines of dialogue, scenes, or words that are critical to the development of the story or message. They analyze how the use of foreshadowing can create a sense of suspense in the reader/listener. They pay special attention to diction and how connotation may be enhanced through tone and inflection. Students must also choose a genre that they prefer and defend that choice, strengthening their skills at writing arguments. Finally, this unit ends with an informative/explanatory essay in response to the essential question: How is reading a poem or a script for a play different from performing it? ESSENTIAL QUESTION: How is reading a poem or a script for a play different from performing it? NATIONAL STANDARDS: These Focus Standards have been selected for the unit from the Common Core State Standards. RL.8.3: 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. RL.8.6: 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. RL.8.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. W.8.1: Write an exposition to support claims with clear reasons and relevant evidence SL.8.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.8.5(a): Interpret figures of speech (e.g., verbal irony, puns) in context. L.8.5(b): Use the relationship between particular words to better understand each of the words. English Language Arts Assessment Anchors & Eligible Content: Refer to PMSD PA CCSS Curriculum Framework Document UNIT OBJECTIVES: Read and discuss a variety of dramatic fiction and nonfiction about plays, playwrights, and poets. Analyze how particular lines of dialogue propel the action and reveal aspects of a character. Compare and contrast characters, plots, themes, settings, and literary techniques used in plays and films. Analyze the extent to which a filmed or radio production of Romeo and Juliet stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. Conduct research on a playwright or public speaker of choice. Perform for classmates in a variety of styles (e.g., drama and poetry). Participate in group discussions and critically evaluate classmates’ arguments. ELA Grade 8 Unit 5 cs 4/2013 1 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM TERMINOLOGY: Dialogue Diction Drama Foreshadowing Monologue Screenplay Script Staging Dramatic irony Figurative language ACTIVITIES: Reading Literature, Argument Writing Why have Shakespeare’s plays, such as Romeo and Juliet, stood the test of time? Why do we study these plays today? Talk through your ideas with a partner. Then write an argument in support of studying Shakespeare in eighth grade, including citations from selections read. You may choose to make connections between the plays and other novels, plays, poems, or films. Post your thoughts on a class blog in order to continue the conversation with others outside of your classroom. (W.8.1, W.8.4, SL.8.1, RL.8.6, RL.8.9) Vocabulary Add words found, learned, and used throughout this unit to your personal dictionary (i.e., dialogue, monologue, staging, etc.). This unit will especially focus on vocabulary unique to plays. This dictionary will be used all year long to explore the semantics (meanings) of words and their origins. (L.8.4, L.8.5a,b,c) Vocabulary Where do words come from? How does knowing their origin help us not only to spell the words, but also to understand their meaning? Add words found, learned, and used throughout this unit to your personal dictionary. This dictionary will be used all year to explore the semantics (meanings) of words and their origins. (L.8.4) Research, Informative Writing Research background of the author, Shakespeare, the Elizabethan period, and the theater. Write a report on the information. (RI.8.1, RI.8.2, RI.8.3, RI.8.6, W.8.7, W.8.5, W.8.6, W.8.2, L.8.1, L.8.2, L.8.3, L.8.5a,b,c) ASSESSMENTS: Academic history review of each student Summative Benchmark assessment End of unit test Individual or group projects and presentations using PowerPoint and Microsoft Publisher PSSA Study Island Formative Collaborative learning Graphic organizers Journals/logs KWL Outline Surveys, polls and exit slips Study Island Ticket out Teacher observation Diagnostic CDTs – ALL LEVELS STAR – AS ADMINISTERED AND INDIVIDUAL EVALUATION BY READING SPECIALIST IRI – (INDIVIDUAL READING INVENTORY) SORT – (SLOSSON ORAL READING TEST) STUDY ISLAND BENCHMARKS OER’S – RELEASED ITEMS (OPEN ENDED RESPONSES) REMEDIATION AND ENRICHMENT MAY BE DRIVEN BY IEP AND GIEP DOCUMENTS OR MAY BE PROVIDED ON AN AS NEEDED/REQUESTED BASIS Informative Writing, Language Usage, Language Mechanics Reflecting on your experiences reading and ELA Grade 8 Unit 5 cs 4/2013 2 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM performing in this unit, write an informative/ explanatory essay in response to the following prompt: Identify the three main causes for the deaths of Romeo and Juliet. Write a well-developed paper that includes at least three examples from the play read. After your teacher reviews your first draft, work with a partner to edit and strengthen your writing. Edit your writing for shifts in verb mood and voice. Be prepared to record your essay and upload it as a podcast or other multimedia format of choice on the class web page in order to facilitate sharing with your classmates. (W.8.1, W.8.4, W.8.9a,b, SL.8.1, L.8.1, L.8.2, L.8.3, L.8.5) Writing Poetry Students write a Shakespearean sonnet after reading the one spoken by Romeo and Juliet in Act I scene v. Writing occurs after lessons on quatrains, couplets, iambic pentameter and rhyme scheme. (W.8.1, W.8.4, W.8.9a,b, SL.8.1, L.8.1, L.8.2, L.8.3, L.8.5) Language Mechanics As a class, continue adding to the Mechanics/ Grammar bulletin board started in Unit One. Remember—once skills are taught in a mini-lesson and listed on the bulletin board, you are expected to edit your work for these elements before publication. (L.8.1d) Reading Poetry, Reading Fluency, Performance Choose your favorite scene from Romeo and Juliet. Talk with a classmate about the meaning of the play excerpt chosen. Practice reading it, changing the words emphasized and inflection used. Memorize and/or recite the excerpt for your class. Record yourself using a video camera, not only so you can evaluate your performance, but also so you can see the different interpretations for yourself. Use these experiences to help you articulate how different recitations may change the way listeners interpret the excerpt. (RL.8.2, RL.8.3, SL.8.6) Reading Literature, Film, Speaking and Listening Read the script of Romeo and Juliet with your classmates. Discuss how the use of foreshadowing adds suspense to the tone of the play. Then listen to the radio drama version and/or view the film version and compare these to the written version. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. Write responses to these questions in your journal and share with a partner prior to class discussion. (RL.8.3, RL.8.5, RL.8.6, RL.8.7, SL.8.6) REMEDIATION: Appropriate accommodations Apprentice text (Apprentice text is a short, one- to fourparagraph passage on the students’ independent level devoted to bridging the gap between the introduction of the standard- and grade-level application.) Colored highlighters for focus Explicit modeling followed by systematic guided practice of each skill Focus modality approach (i.e. VAKT – visual auditory kinesthetic and tactile) Individual conferences One-on-one instruction Qualifying students receive Wilson or Just Words Re-teaching challenging concepts to gain mastery SAS Portal as directed by CDTs Study Island Teachertube.com (As needed, establish baseline via video clips) Word analysis mini lessons ENRICHMENT: In-depth discussion and extended activities Individualized enriched vertical assignments and projects Preview college professor’s online notes and study guides Extending skills to the next level of complexity INSTRUCTIONAL STRATEGIES & TOOLS: Anticipation guides Access and Conquer-Graphic Strategy Baseline information for text Class discussion Close Reading (A close reading is a careful and purposeful reading. Close reading is one of the shifts in the CC that demands student focus on what the author has to say, the author’s purpose, the text structure and the meaning of the author’s chosen words.) Cooperative Learning Differentiated instruction Guided questioning Integrated technology and 21st century ELA Grade 8 Unit 5 cs 4/2013 3 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM Speaking and Listening How is the delivery of spoken messages in plays and speeches similar and different? When would you choose to give a speech? When would you choose to embed a speech (monologue) in a drama? What are the similarities and differences between performing in a play and delivering a speech? Write responses to these questions in your journal or on the classroom blog, citing specific examples and page numbers from the texts read and speeches heard. (RL.8.1, RL.8.5, SL.8.1) Reading Literature, Speaking and Listening Compare and contrast the plots, settings, themes, characters, and literary techniques used. Can you begin to make any generalizations about how films and plays have different effects on viewers from the effects literature has on readers? What are they? Evaluate the claims made by your classmates and evaluate the soundness of reasoning they use in discussion. After class discussion, create a Venn diagram in your journal or by using an online template that outlines the similarities and differences among the techniques used. Post your thoughts on the classroom blog in order to continue the conversation with your classmates. (SL.8.1, RL.8.6, SL.8.3) Reading Literature, Speaking and Listening As you read the plays (and view the films) in this unit, take notes in your journal or on a spreadsheet about particular lines of dialogue or incidents that propel the action, reveal aspects of a character, or provoke a decision. Be sure to note page numbers with relevant information so you can cite the text during class discussion. What is the setting of the play? Who are the major and minor characters? What is the theme of the play? problems are faced by the What character(s)? How does he/she overcome this challenge? Which lines of dialogue or events were pivotal to the play? Why? Describe the use of literary techniques, such as flashback, in the play. How do these reveal the point of view of the character and create suspense? Prior to class discussion, your teacher may give you the opportunity to share your notes with a partner who read the same text. (RL.8.3, RL.8.6, RL.8.7, RL.8.1, RL.8.2) skills K/W/L’s Marginal note questions Mnemonic devices Modeling Online resources Personal dictionaries Read/Evaluate/Write Read it, write it, link it Rituals as learning tools Think Aloud Think/pair/share Thinking Maps Writing Journals UTILIZATION OF SPECIALIZED STAFF AS NEEDED ESL Teachers Guidance Counselors Librarian/Media Specialist Reading Specialists Related Arts Teachers Special Education Teachers Online Teacher recommended digital resources. Examples: www.youtube.com www.literature.org www.unitedstreaming.com www.ducksters.com www.Lit2go.com www.promethanplanet.com www.gutenberg.org www.barleyby.com www.teachertube.com www.kahnacademy.org TEACHER CREATED MATERIALS Charts Diagrams Discussion questions Double entry journals Excerpts Graphic organizers Historical fiction Interviews Open ended question Outlining Picture starters PowerPoint presentations Quotations Timelines ELA Grade 8 Unit 5 cs 4/2013 4 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM Reading Literature, Film, Speaking and Listening How is the plot and use of suspense similar and different between Romeo and Juliet and West Side Story? Write responses to these questions in your journal and share with a partner prior to class or classroom blog discussion. (RL.8.6, SL.8.1a,b,c,d) PRIMARY RESOURCES: (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars. Vocabulary journals Writing starters TEACHER PROFESSIONAL DEVELOPMENT MODULES Login to PMSD Share Drive, click open ELA Curriculum file, open PD file to select the module Strategies to Guide Differentiated Instruction * *Module library will be continually updated Literary Text Drama Romeo and Juliet by William Shakespeare Informational Texts Various informational texts about William Shakespeare, Elizabethan Era, The Globe Theater, Renaissance Art, Music and Media Film Franco Zeffirelli, dir., Romeo and Juliet (1968) Baz Luhrmann, dir., Romeo and Juliet (1996) Jerome Robbins and Robert Wise, dir., West Side Story (1961) ELA Grade 8 Unit 5 cs 4/2013 5 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM COURSE: English Language Arts GRADE(S): 8 UNIT 6: “THE ROAD NOT TAKEN” KEY CONCEPTS: “The Road not Taken” This eight-week unit of eighth grade encourages students to explore their strengths by reading about strong characters who venture against conventional wisdom in search of the greater good. THEME: The stage is set by Robert Frost’s poem, ―The Road Not Taken.‖ Although students read from classic and contemporary literature, writing and class discussions focus on how literature helps us define the tension between the needs of the individual and the greater good of society. The goal of this unit is for students not only to apply the reading, writing, speaking, and listening strategies and skills they have learned, but also to analyze how authors use allegory, symbolism, and satire to affect the reader. As a final reading, students will revisit ―The Road Not Taken‖ in order to see how this unit leads to a deeper understanding of the poem. This unit ends with an essay in response to the essential question. (The essay is followed with a choice for students: to write their own narratives or to create their own multimedia presentations that demonstrate what they have learned.) ESSENTIAL QUESTION: How is reading a poem or a script for a play different from performing it? NATIONAL STANDARDS: These Focus Standards have been selected for the unit from the Common Core State Standards. RL.8.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.8.3(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). English Language Arts Assessment Anchors & Eligible Content: Refer to PMSD PA CCSS Curriculum Framework Document UNIT OBJECTIVES: Read and discuss a variety of novels that reveal, explicitly or implicitly, ―the greater good.‖ Experiment with performing poetry in a variety of styles and discuss how these changes affect its interpretation. Compare and contrast characters, plots, themes, settings, and literary techniques used in the stories read. Analyze how particular lines of dialogue in literature propel the action and reveal aspects of a character. Analyze how writing styles and literary techniques, such as symbolism or satire, are used and how their use affects meaning and reader engagement. Write a variety of responses to literature and informational text. Analyze the extent to which a filmed version of a story stays faithful to or departs from the text, evaluating the choices made by the director or actors. Create a multimedia presentation on ―the greater good‖ where the message is either explicitly ELA Grade 8 Unit 6 cs 4/2013 1 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM stated or implied. TERMINOLOGY: Allegory Hero/heroine Satire Strength of character Symbolism Style Irony ACTIVITIES: Reading Literature, Speaking and Listening After reading The Giver by Lois Lowry: Discuss the role of setting in The Giver. Why does Lowry put emphasis on the controlled utopian society? Why does Lowry create an ambiguous conclusion to the novel? Why is this literary technique effective? Write responses to these questions in your journal or on the classroom blog and share with a partner prior to class discussion. (SL.8.1, RL.8.2, RL.8.4, RL.8.6, RL.8.10) Reading Poetry, Speaking and Listening Introductory Activity: Read "The Road Not Taken‖ by Robert Frost. Talk with a classmate about what you think the poem means, both literally and figuratively. Write your ideas down in your journal or on a spreadsheet. We will revisit this poem at the end of the unit to see if our thoughts and ideas have changed. (RL.8.2, RL.8.4, SL.8.5) Reading Literature, Argumentative Writing, Narrative Writing, Language Usage, Language Mechanics Reflecting on your experiences reading novels and viewing related films in this unit, as well as literature read all year, write an argument in response to the essential question: How can literature help us define the greater good? Include at least three examples from texts to support your position, explaining why they help define what is necessary for a better world. You may also choose to write a narrative that reveals your definition of the greater good or develop a multimedia presentation in which your definition is revealed and explained. In your narrative or presentation, include references to specific examples of what you learned from novels read and films viewed about characters, the effect of settings, and pivotal lines of dialogue. Incorporate a variety of words learned this year. Edit your writing for the grammar conventions studied this year. ASSESSMENTS: Academic history review of each student Summative Benchmark assessment End of unit test Individual or group projects and presentations using PowerPoint and Microsoft Publisher PSSA Study Island Formative Collaborative learning Graphic organizers Journals/logs KWL Outline Surveys, polls and exit slips Study Island Ticket out Teacher observation Diagnostic CDTs – ALL LEVELS STAR – AS ADMINISTERED AND INDIVIDUAL EVALUATION BY READING SPECIALIST IRI – (INDIVIDUAL READING INVENTORY) SORT – (SLOSSON ORAL READING TEST) STUDY ISLAND BENCHMARKS OER’S – RELEASED ITEMS (OPEN ENDED RESPONSES) REMEDIATION AND ENRICHMENT MAY BE DRIVEN BY IEP AND GIEP DOCUMENTS OR MAY BE PROVIDED ON AN AS NEEDED/REQUESTED BASIS REMEDIATION: Appropriate accommodations ELA Grade 8 Unit 6 cs 4/2013 2 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM Publish your essay, story, or multimedia presentation as your culminating project for eighth grade. (W.8.3, W.8.5, W.8.6, W.8.8, W.8.9a,b, W.8.10, SL.8.4, SL.8.5, L.8.5, L.8.6, L.8.1, L.8.2, L.8.3) Reading Literature, Narrative Writing, Language Usage, Language Mechanics Read the short story, ―Eleven,‖ by Sandra Cisneros. Identify examples from the story that are vivid. As a class, discuss memory and how it is an important idea in the novel, The Giver. Brainstorm ideas for specific memories that contain details that appeal to the senses. Then write a personal narrative about one specific memory, including descriptive language. (W.8.3, W.8.5, W.8.6, W.8.8, W.8.9a,b, W.8.10, SL.8.4, SL.8.5, L.8.5, L.8.6, L.8.1, L.8.2, L.8.3) Vocabulary Where do words come from? How does knowing their origin help us not only to spell the words, but also to understand their meaning? Add words found, learned, and used throughout this unit to your personal dictionary. This dictionary will be used all year to explore the semantics (meanings) of words and their origins. (L.8.4) Language Mechanics As a class, continue adding to the Mechanics/Grammar bulletin board started in Unit One. Remember—once skills are taught in a minilesson and listed on the bulletin board, you are expected to edit your work for these elements before publication. (L.8.1, L.8.2, L.8.3) Reading Literature, Speaking and Listening As you read the novels (and view the films) in this unit, take notes in your journal or on a spreadsheet about particular lines of dialogue or incidents that propel the action, reveal aspects of a character, or suggest the greater good. Be sure to note page numbers with relevant information so you can cite the text during class discussion. What is the setting of the novel? Who are the major and minor characters? What problems or challenges do the character(s) face? How does he/she overcome these challenges? Which lines of dialogue or events are pivotal to the novel? Why? What elements were changed between the novel and the film version? What traditional, mythical, or Biblical references are made in the novel? What elements of the greater good are revealed, implicitly or explicitly, in the novel? Apprentice text (Apprentice text is a short, one- to fourparagraph passage on the students’ independent level devoted to bridging the gap between the introduction of the standard- and grade-level application.) Colored highlighters for focus Explicit modeling followed by systematic guided practice of each skill Focus modality approach (i.e. VAKT – visual auditory kinesthetic and tactile) Individual conferences One-on-one instruction Qualifying students receive Wilson or Just Words Re-teaching challenging concepts to gain mastery SAS Portal as directed by CDTs Study Island Teachertube.com (As needed, establish baseline via video clips) Word analysis mini lessons ENRICHMENT: In-depth discussion and extended activities Individualized enriched vertical assignments and projects Preview college professor’s online notes and study guides Extending skills to the next level of complexity INSTRUCTIONAL STRATEGIES & TOOLS: Anticipation guides Access and Conquer-Graphic Strategy Baseline information for text Class discussion Close Reading (A close reading is a careful and purposeful reading. Close reading is one of the shifts in the CC that demands student focus on what the author has to say, the author’s purpose, the text structure and the meaning of the author’s chosen words.) Cooperative Learning Differentiated instruction Guided questioning Integrated technology and 21st century skills K/W/L’s ELA Grade 8 Unit 6 cs 4/2013 3 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM Prior to class discussion, your teacher may give you the opportunity to share your notes with a partner who read the same text. (RL.8.3, RL.8.7, RL.8.9, RL.8.1, RL.8.2, RL.8.10) Art, Speaking and Listening After reviewing the definition of imagery and its relevance to Lowry’s novel, The Giver, the teacher will present students with an illustration. Students will be asked to bring the illustration to life in writing by describing it, paying specific attention to figurative language and the five senses. Students will share their writing in small groups. After evaluating and critiquing their work in small groups, one selection from each group will be selected to be read aloud.(SL.8.1, SL.8.2, SL.8.4, SL.8.5) Reading Informational Text After reading "The Front of the Bus‖ by Rosa Parks from Decisions Decisions, respond to the following question in your journal: How did Rosa Parks follow "The Road Not Taken‖ in her defiance of segregation? What can we learn from her? Post your response on the classroom blog to encourage conversation among your classmates. (RI.8.1, RI.8.6, RI.8.8, W.8.4, RI.8.10, W.8.9b, L.8.1, L.8.2, L.8.3, L.8.5) Reading Literature Respond to the following questions in your journal or on a spreadsheet: Address multiple intelligences and investigate how Lowry creates a satirical utopia in order to criticize a desire for human perfection? How do the characters’ physical characteristics reflect their inner feelings? How does The Giver explore the idea of utopia? How is the idea of utopia related to ―the greater good‖? (RL.8.4, RL.8.6, RL.8.9, W.8.4, W.8.9a, L.8.5a,b,c) Reading Literature Compare the characters of Dr. Strauss and Dr. Nemur from ―Flowers from Algernon” by Daniel Keyes. How do their perspectives on life differ? Are there any similarities between the two characters? Write your responses to these questions in your journal. (RL.8.1, RL.8.3, RL.8.6, RL.8.10) Speaking and Listening, Reading Fluency, Performance Re-read the first poem read in this unit, "The Road Not Taken.‖ After this unit of study, describe how your understanding of this poem has changed. Marginal note questions Mnemonic devices Modeling Online resources Personal dictionaries Read/Evaluate/Write Read it, write it, link it Rituals as learning tools Think Aloud Think/pair/share Thinking Maps Writing Journals UTILIZATION OF SPECIALIZED STAFF AS NEEDED ESL Teachers Guidance Counselors Librarian/Media Specialist Reading Specialists Related Arts Teachers Special Education Teachers Anthologies: Decisions Decisions, Perfection Learning (2000) Prentice Hall Literature Timeless Voices, Timeless, Siliver Level (2002) Online Teacher recommended digital resources. Examples: www.youtube.com www.literature.org www.unitedstreaming.com www.ducksters.com www.Lit2go.com www.promethanplanet.com www.gutenberg.org www.barleyby.com www.teachertube.com www.kahnacademy.org TEACHER CREATED MATERIALS Charts Diagrams Discussion questions Double entry journals Excerpts Graphic organizers Historical fiction Interviews Open ended question ELA Grade 8 Unit 6 cs 4/2013 4 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM What new insights have you gained? After class discussion, practice reading the poem aloud, emphasizing different words. How does changing emphasis change the meaning? Highlight the words and phrases you want to emphasize. Memorize and recite it for your class. How is your interpretation similar to and different from others? (RL.8.2, RL.8.4, SL.8. Reading Literature, Informative Writing, Language Usage, Language Mechanics, Oral Presentation Compare the societal discrimination that the Charlie Gordon family experienced in ―Flowers for Algernon” by Daniel Keyes to the racial discrimination displayed in The “Front of the Bus” by Rosa Parks. How are the characters’ experiences similar yet different? Write a well-developed speech that includes an engaging opening statement describing your position and at least three examples cited from the texts. Edit your writing for the grammar conventions studied this year. Present your speech to the class and record it using a video camera so you can evaluate your performance. (RL.8.1, RL.8.2, RL.8.3, RL.8.10, W.8.1, W.8.4, L.8.5, L.8.1, L.8.2, L.8.3, L.8.5) Outlining Picture starters PowerPoint presentations Quotations Timelines Vocabulary journals Writing starters TEACHER PROFESSIONAL DEVELOPMENT MODULES Login to PMSD Share Drive, click open ELA Curriculum file, open PD file to select the module Strategies to Guide Differentiated Instruction * *Module library will be continually updated Reading Literature, Informative Writing, Speaking and Listening What important symbols are used in the works of literature in this unit? How is the use of symbolism integral to these poems, short stories or novels? Make connections between the different texts. Begin by outlining your ideas using a Venn diagram in your journal or using an online template. Write an informative/explanatory essay comparing and contrasting the similarities and differences in these novels, citing specific page numbers for explicit and implicit text references. Share your essay with a partner, and discuss as a class. Your teacher may ask you to upload your essay to the classroom blog in order to encourage an electronic conversation with your classmates. (W.8.2, W.8.4, SL.8.1, RL.8.4, RL.8.5, RL.8.9) Film, Reading Literature, Speaking and Listening Read one of the novels from this unit. Then view select scenes from the film version and compare them to the scenes as written. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text, evaluating the choices made by the director or actors. Write responses to these questions in your journal and share with a partner prior to class discussion. (RL.8.5, RL.8.7, SL.8.6) Reading Literature, Speaking and Listening ELA Grade 8 Unit 6 cs 4/2013 5 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM Compare and contrast settings, themes, and characters, and how these story elements help us to define the greater good. Evaluate the claims made by your classmates and evaluate the soundness of reasoning they use in discussion. Can you begin to make any generalizations about what is the greater good? Your teacher may encourage you to continue the class discussion on the classroom blog throughout the course of this unit. (SL.8.1, RL.8.9, SL.8.3) PRIMARY RESOURCES: (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars. Literary Text Poetry ―The Road Not Taken‖ (Robert Frost) (E) in Prentice Hall Literature Timeless Voices, Timeless Themes Silver Level page 44-45 ―All But Blind‖ by Walter de la Mare in Prentice Hall Literature Timeless Voices, Timeless Themes Silver Level page 46 ―The Choice‖ by Dorothy Park in Prentice Hall Literature Timeless Voices, Timeless Themes Silver Level page 48 ―Dusting‖ by Julia Alvarez in Decisions, Decisions. ―Traveling Through the Dark‖ by William Stafford in Decisions, Decisions ―The Order of Things‖ by Michel Foucault in Decisions, Decisions Stories ―Flowers for Algernon‖ by Daniel Keyes in Prentice Hall Literature Timeless Voices, Timeless Themes Silver Level page182 ―The Pedestrian‖ by Ray Bradbury ―Eleven‖ by Sandra Cisneros Informational Texts Nonfiction “The Front of the Bus” by Rosa Parks from Decisions, Decisions Art, Music and Media Art Artemisia Gentileschi, Self-Portrait as the Allegory of Painting (1638-1639) Diego Velázquez, Juan de Pareja (1650) ELA Grade 8 Unit 6 cs 4/2013 6 POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM Film Peter Weir, dir, The Truman Show (1998) Ralph Nelson, dir, Charly (1968) Jeff Blecker,, dir, Flowers for Algernon (2000) ELA Grade 8 Unit 6 cs 4/2013 7
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