RL
RI
W
SL
L
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Reading Literary
Reading Informational
Writing
Speaking and Listening
Language
TCSS
Troup County School System
English/Language Arts Curriculum Map
8th Grade ELA
Thematic Unit # 2—Seeking Justice/Taking a Stand
Big Idea / Unit Goal:

The goal for this unit is to analyze and explore the theme of Seeking
Justice/Taking a Stand across literary and informational texts with an in-depth
focus on GSE priority standards.
Length of Unit:

45 Days
Unit 2 Common Assessment Blueprint
Unit 2 Checklist
Unit Essential Question(s):


Why does taking a stand require courage?
How has the act of seeking justice or taking a stand influenced the history of
our nation? L1,
Priority Standards:




RL1, RL2, RL3, RL4, RL6
RI1, RI2, RI3, RI8, RI9
W1
L1, L2
Support Standards:

RL7

RI4, RI5, RI6, RI7

W3

SL3, SL4
Reading Focus: Informational
Writing Focus: Argumentative
Text Resources:
Extended Text (Choose one of the following as your extended text):
Primary Writing Tasks:


Monster by Walter Dean Myers
Nothing but the Truth by Avi


Short Texts (Mixture of Literary and Informational thematically connected texts.
Unless otherwise noted, these texts are from Holt, Elements of Literature, Second
Course.):

“I Have a Dream” (speech) Dr. Martin Luther King, Jr. (p. 529)

“Choice: A Tribute to Dr. Martin Luther King, Jr.” by Alice Walker

“Gettysburg Address” (speech) Abraham Lincoln (p. 524)

from Harriet Tubman: Conductor on the Underground Railroad (biography) Ann
Petry (p. 496)

“The Courage to Take Action: A Lesson from Rosa Parks” (informational text)
from ReadWorks

“Rosa Parks: 100th Birthday” (informational text) from ReadWorks

“The Battle of Shiloh” from Encarta (encyclopedia entry) (p. 547)

“Drumbeats and Bullets” (nonfiction) Jim Murphy (p. 549)

“The Drummer Boy of Shiloh” (short story) Ray Bradbury (p. 554)

“How I Came to Write ‘The Drummer Boy of Shiloh’ by Ray Bradbury (p. 562)

“Barbara Frietchie” (poem) John Greenleaf Whittier (p. 711)



After reading one of the selections on a historical event, write an essay in
which you argue why you should or should not stand up for your beliefs.
Support your position with evidence from the text. (W1)
After reading “Barbara Frietchie,” write an extended response argument about
whether her actions were courageous or foolish. Cite the poem to support your
argument. (W1)
Choose one of the speeches you have read in this unit. Write an essay to
explain who you think the speaker’s intended audience was. Defend your
answer with textual evidence. (W2)
Taking a stand often requires speaking out. Write an essay telling your opinion
about when it is socially acceptable to express your rights of freedom of
speech. Give examples and other evidence to support your argument. (W1)
To culminate the unit, students will choose the person from one of the
selections in this unit whom they consider to be the biggest hero. They will
write an argumentative paper defending their choice. (W1)
Narrative Writing Tasks:

After reading the Civil War passages, create a journal entry from the
perspective of a drummer boy who is about to go into battle. Use narrative
techniques and details from the passages in your response.
TCSS



“Paul Revere’s Ride” (poem) Henry Wadsworth Longfellow (p. 703)
“Camp Harmony” (autobiography) Monica Sone (p. 512)
“The Power of Nonviolence” (oral history) John Lewis (p. 586)
Routine Writing (Notes, summaries, process journals, and short responses
across all genres):

Daily journal prompts (bell ringers)

Retell the historical event of “Paul Revere’s Ride” as a newspaper article.
Paraphrase the poem to create your informative article.
Additional Materials:



Research Connections:
Allusion PowerPoint
Connotation/Denotation PowerPoint
Paired Questions for Rosa Parks selections
Lessons for Unit 2 (all lessons are hyperlinked below)












ELA8.2.a: Mood of the Verb: Focus on verb moods (L1c)
ELA8.2.b: Argumentative Writing: Focus on argumentative writing (W1)
ELA8.2.c: Connotation and Denotation: Focus on determining word meanings and impact (connotation and denotation) (RL4)
ELA8.2.d: The Ellipsis: Focus on using punctuation to indicate a pause or break or omission (ellipsis) (L2a & L2b)
ELA8.2.1: Focus on determining and analyzing central idea development and comparing and contrasting accounts of information (RI2, RI9)
ELA8.2.2: Focus on determining and analyzing development of theme and/or central idea, evaluating advantages and disadvantages of different mediums, and writing
narratives (RL2, RI7, W3)
ELA8.2.3: Focus on determining and analyzing central idea development, analyzing structure, analyzing author’s point of view or purpose, and determining word meanings
and impact (RI2, RI5, RI6, RI4)
ELA8.2.4: Focus on analyzing connections and distinctions, delineating and evaluating arguments, analyzing central idea development, delineating and evaluating a
speaker’s argument and claims, and presenting claims and findings (RI3, RI8, RI2, SL3, SL4)
ELA8.2.5: Focus on citing strong textual evidence, determining and analyzing central idea development, and comparing and contrasting text and film (RI1, RI2, RL7)
ELA8.2.6: Focus on determining word meanings and impact and citing strong textual evidence (RL4, RL1)
ELA8.2.7: Focus on comparing and contrasting accounts of information and citing strong textual evidence (RI9, RI1)
ELA8.2.8: Focus on citing textual evidence, determining and analyzing theme development, summarizing, analyzing dialogue and incidents, determining meaning and
impact of words and phrases, and analyzing effects of differences in point of view in the extended text (RL1, RL2, RL3, RL4, RL6)
Georgia Standards of
Excellence (GSE)
(High Priority marked as HP)
Essential Questions
ELAGSE8RL1: Cite the textual evidence
that most strongly supports an analysis of
what the text says explicitly as well as
inferences drawn from the text.
How do I select the best textual evidence
to support an analysis of the text?
ELAGSE8RL2: Determine a theme and/or
central idea of a text and analyze its
development over the course of the text,
including its relationship to the characters,
setting, and plot; provide an objective
summary of the text.
How does a theme develop over the
course of a text in relation to characters,
setting, and plot?
ELAGSE8RL3: Analyze how particular
lines of dialogue or incidents in a story or
drama propel the action, reveal aspects of
a character, or provoke a decision.
How does dialogue or a particular incident
reveal aspects of character or provoke a
decision?
How do I provide an objective summary of
a text?
Vocabulary
Cite
Textual evidence
Analysis
Explicit
Inference
Theme
Central idea
Analyze
Objective
Summary
Characters
Setting
Plot
Dialogue
Incidents
Character
Lesson resources
(in addition to text resources)
ELA8.2.6
ELA8.2.8
ELA8.2.2
ELA8.2.8
ELA8.2.8
TCSS
ELAGSE8RL4: Determine the meaning of
words and phrases as they are used in a
text, including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including analogies or allusions to other
texts.
ELAGSE8RL6: Analyze how differences
in the points of view of the characters and
the audience or reader (e.g., created
through the use of dramatic irony) create
such effects as suspense or humor.
How do I determine figurative and
connotative meanings of words in context
in relation to impact on meaning and tone?
ELAGSE8RL7: 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.
ELAGSE8RI1: Cite the textual evidence
that most strongly supports an analysis of
what the text says explicitly as well as
inferences drawn from the text.
How does a production of a text compare
and contrast to the text itself, and how to
the differences affect my overall
understanding and perceptions?
ELAGSE8RI2: 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.
How does a central develop over the
course of a text in relation to supporting
details?
ELAGSE8RI3: Analyze how a text makes
connections among and distinctions
between individuals, ideas, or events (e.g.,
through comparisons, analogies, or
categories).
ELAGSE8RI4: Determine the meaning of
words and phrases as they are used in a
text, including figurative, connotative, and
technical meanings; analyze the impact of
specific word choices on meaning and
tone, including analogies or allusions to
other texts.
ELAGSE8RI5: Analyze in detail the
structure of a specific paragraph in a text,
including the role of particular sentences in
developing and refining a key concept.
ELAGSE8RI6: Determine an author’s
point of view or purpose in a text and
analyze how the author acknowledges and
responds to conflicting evidence or
viewpoints.
How do analogies and allusions deepen an
understanding of text?
How do differences in point of view of the
characters and audience create effects
such as suspense or humor?
How do I select the best textual evidence
to support an analysis of the text?
How do I provide an objective summary of
a text?
How are connections among and
distinctions between individuals, ideas, or
events made in a text?
How do I determine figurative, connotative,
and technical meanings of words in
context in relation to impact on meaning
and tone?
How do analogies and allusions deepen an
understanding of text?
How does structure of paragraphs and
sentences effectively develop meaning
and style in texts?
How does an author use point of view or
purpose to present his ideas?
How does an author acknowledge and
respond to conflicting viewpoints?
Figurative language
Connotation
Denotation
Tone
Analogy
Allusion
ELA8.2.c: Connotation and Denotation
ELA8.2.6
ELA8.2.8
Analyze
Point of view
Audience
Dramatic irony
Suspense
Humor
Analyze
Evaluate
ELA8.2.8
Cite
Textual evidence
Analysis
Explicit
Inference
Central idea
Analyze
Objective
Summary
Supporting ideas
ELA8.2.5
ELA8.2.7
Analyze
Connections
Comparison
Analogy
Category
Figurative language
Technical meanings
Connotation
Denotation
Tone
Analogy
Allusion
Text structure
Analyze
Key concept
ELA8.2.4
Analyze
Point of view
Audience
Conflicting evidence
Conflicting viewpoints
ELA8.2.3
ELA8.2.5
ELA8.2.1
ELA8.2.3
ELA8.2.4
ELA8.2.5
ELA8.2.3
ELA8.2.3
TCSS
ELAGSE8RI7: Evaluate the advantages
and disadvantages of using different
mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or
idea.
ELAGSE8RI8: 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.
ELAGSE8RI9: 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.
ELAGSE8W1: Write arguments to
support claims with clear reasons and
relevant evidence.
a. Introduce claim(s), acknowledge
and distinguish the claim(s) from
alternate or opposing claims, and
organize the reasons and evidence
logically.
b. Support claim(s) with logical
reasoning and relevant evidence,
using accurate, credible sources
and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to
create cohesion and clarify the
relationships among claim(s),
counterclaims, reasons, and
evidence.
d. Establish and maintain a formal
style.
e. Provide a concluding statement or
section that follows from and
supports the argument presented.
ELAGSE8W3: Write narratives to develop
real or imagined experiences or events
using effective technique, relevant
descriptive details, and well-structured
event sequences.
a. Engage and orient the reader by
establishing a context and point of
view and introducing a narrator
and/or characters; organize an
event sequence that unfolds
naturally and logically.
b. Use narrative techniques, such as
What are advantages and disadvantages
in presenting information using different
mediums?
Analyze
Evaluate
ELA8.2.2
How does an author present his
argument?
Analyze
Themes
Character types
ELA8.2.4
Analyze
Compare/Contrast
ELA8.2.1
ELA8.2.7
How do I write effective arguments to
support my claims with clear reasons and
relevant evidence?
Argument
Claim
Counterclaim
Logic
Reason
Relevant evidence
Formal style
Introduction
Support
Organization
Transitions
Concluding statement
ELA8.2.b: Argumentative Writing
How do I use narrative techniques,
descriptive details, and well-structured
event sequences to write narratives?
Narrative
Narrative techniques
Descriptive details
Event sequence
Context
Narrator
Characters
Dialogue
Pacing
Description
Reflection
Transitions
ELA8.2.2
How can I evaluate whether evidence is
sound, relevant, and sufficient instead of
irrelevant or faulty?
How do multiple texts present conflicting
information?
TCSS
dialogue, pacing, description, and
reflection, to develop experiences,
events, and/or characters.
c. Use a variety of transition words,
phrases, and clauses to convey
sequence, signal shifts from one
time frame or setting to another,
and show the relationships among
experiences and events.
d. Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the
action and convey experiences and
events.
e. Provide a conclusion that follows
from and reflects on the narrated
experiences or events.
ELAGSE8L1: Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.
a. Explain the function of verbals
(gerunds, participles, infinitives) in
general and their function in
particular sentences.
b. Form and use verbs in the active and
passive voice.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional,
and subjunctive mood.
d. Recognize and correct inappropriate
shifts in verb voice and mood.*
Sensory language
Conclusion
How do I demonstrate command of the
conventions of standard English grammar
and usage?
How do verbals function in sentences?
What is the difference between active and
passive voice and how do I best use each?
How do I form and use verbs in different
moods: indicative, imperative,
interrogative, conditional, subjunctive?
How do I recognize and correct shifts in
verb voice and mood?
ELAGSE8L2: Demonstrate command of
the conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Use punctuation (comma, ellipsis,
dash) to indicate a pause or break.
b. Use an ellipsis to indicate an
omission.
c. Spell correctly.
ELAGSE8SL3: 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.
How do I use punctuation to indicate a
pause, break, or omission?
ELAGSE8SL4: Present claims and
findings, emphasizing salient points in a
How do I present claims in speaking using
appropriate techniques?
How do I spell grade appropriate words
correctly?
How do I analyze and evaluate a speaker’s
argument for soundness and sufficient
evidence?
Standard English
Grammar
Usage
Verbal
Gerunds
Participles
Infinitives
Active voice
Passive voice
Indicative mood
Imperative mood
Interrogative mood
Conditional mood
Subjunctive mood
Shifts in verb voice
Shifts in verb mood
Standard English
Capitalization
Punctuation
Spelling
Comma
Ellipsis
Dash
Omission
ELA8.2.a: Mood of the Verb
Delineate
Argument
Claims
Evaluate
Soundness of reasoning/logic
Sufficient evidence
Irrelevant evidence
Claims
Findings
ELA8.2.4
ELA8.2.d: The Ellipsis
ELA8.2.4
TCSS
focused, coherent manner with relevant
evidence, sound valid reasoning, and wellchosen details; use appropriate eye
contact, adequate volume, and clear
pronunciation.
Coherent
Reasoning/logic
Details
Eye contact
Volume
Pronunciation
TCSS
Lessons for 8th ELA Unit 2
The following pages are the lessons for the unit that have been linked at the
beginning of the document. These lessons are based on identified GSE
high-priority standards and incorporate unit texts and resources.
TCSS
ELA8.2.a: Language Lesson Mood of the Verb
NOTE: This lesson does not have to be the first lesson taught in the unit. It may be placed later but
should be taught by November 15 as it will be assessed on the Common Unit Assessment.
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
I can:
 use indicative mood as it relates to verbs.
 use imperative mood as it relates to verbs.
 use interrogative mood as it relates to verbs.
 use conditional mood as it relates to verbs.
 use subjunctive mood as it relates to verbs.
Priority Standard:
ELAGSE8L1: Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
c. Form and use verbs in the indicative, imperative, interrogative,
conditional, and subjunctive mood.
Mood of the Verb PowerPoint
Mood of the Verb PowerPoint Version 2
Mood of the Verb PowerPoint Notes Sheet with Key
Additional resources and handouts:
 Mood of the Verb
Time Allocated
1 day but revisit with different pieces of literature and writing
EQ
How do I use the verbs in the indicative, imperative, interrogative,
conditional, and subjunctive moods?
Activator/Connection/Warm Up
Think-pair-share: What does mood mean? How do verbs show mood?
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
Have students report out on their ideas of verb showing mood.
Teacher will go through the Mood of the Verb PowerPoint while
students take notes (or teacher may use Mood of the Verb PowerPoint
Version 2 while students take notes on the Mood of the Verb
PowerPoint Notes Sheet). Both versions of the PowerPoint have
practice items that students can practice with and then check/discuss
together. You may want to use one of these PowerPoints at the start
of the unit and then later return to the other for review.
Throughout the unit, the students can identify moods of the verb in
shorter reading selections and extended texts. They should also be
reminded to consider mood in the writing they do as the emphasis
should be that students recognize when to use the different moods for
effect. The teacher may want to use the additional Mood of the Verb
handout and activities either in this lesson or at a later time as needed
to reinforce the concept.
TOTD: Students will write a sentence using the 5 moods of a verb to
demonstrate that they know how to use them.
TCSS
ELA8.2.b Argumentative Writing
NOTE: Although this lesson does not have to be the second one taught, it should be taught early in
the unit so that students have multiple opportunities to practice Argumentative Writing.
Learning Target(s):
I can:




determine the purpose of an argument to select the relevant
evidence needed to support a claim
demonstrate the speaker of an argument
develop tone in an argument
demonstrate an occasion (time and place of an argument) within
an argument
Priority Standards:
 Support Standards
 Pre-requisite Learning
ELAGSE8W1: Write arguments to support claims with clear reasons
and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and
evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence,
using accurate, credible sources and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify
the relationships among claim(s), counterclaims, reasons, and
evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and
supports the argument presented.
Resources for Instruction
8th ELA Argument Writing PowerPoint
Developing Supporting Details Handout
Using Transitions Handout
Transitions List
6-8 Argumentative Writing Handout
Comparison of Opinion. Persuasion, and Argumentation
Argumentative Writing Checklist
Time Allocated
1-2 days
EQ
How do I write effective arguments to support my claims with clear
reasons and relevant evidence?
Activator/Connection/Warm Up
Journal: What does it mean to write an argumentative essay? Does an
argumentative essay differ from a persuasive essay? If so, how does it
differ?
TCSS
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
Have students share ideas generated during the activator. Provide
direct instruction to clarify the differences between Persuasive writing
and Argumentative Writing. You may want to use the Comparison of
Opinion. Persuasion, and Argumentation chart to clarify any questions
and misconceptions the students may have. Provide additional
instruction on how to write an argumentative essay. You may want to
use the 8th ELA Argument Writing PowerPoint to instruct students. This
PowerPoint includes times where you will want to have students stop to
discuss and/or complete activities.
Provide multiple opportunities in the unit for students to write
argumentative paragraphs and essays.
TOTD: What I think you taught me….
Write 5-7 sentences explaining what you learned today about writing
argumentative essays.
TCSS
ELA8.2.c: Connotation and Denotation
NOTE: Although this lesson does not have to be the second one taught, it should be taught early in
the unit so that students have multiple opportunities to work with connotation and denotation.
Learning Target(s):
I can:
 determine how the author's use of words and phrases controls the
meaning/tone of the text
 explain how the author's use of figurative language further
illustrates/expands the tone and meaning of the text
 explain how the author's use of connotative meanings conveys the
author's stance/tone within a text
 explain how analogies expand an author's ideas and attitude about
the topic
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE8RL4: Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
Resources for Instruction
Connotation Revision Passage
Connotation/Denotation PowerPoint
Time Allocated
1 day
EQ
How do I determine figurative and connotative meanings of words in
context in relation to impact on meaning and tone? How do analogies
and allusions deepen an understanding of text?
Activator/Connection/Warm Up
Write the following sentence on the board or overhead projector, "She
walked into the room."
Discuss the meaning of the sentence. What can we really tell about
what the student did? Point out to students that the sentence is rather
bland, because we cannot visualize anything about the action.
.
During this activator, three students demonstrate the sentence "She
walked into the room." Before you begin, prepare these students by
asking them to walk into the room in a particular manner:
 Ask one student to walk in quickly, as if she is late. She's not to
run, but she should seem rushed and hurried.
 Ask another student to walk in at a fairly normal speed, but as if
she is very happy and pleased. She might bounce in or float in
dreamily.
 Ask the last student to walk in very slowly, as if she really isn't
interested in the class and has plenty of time to get into her
seat.
Send the three students you've prepared into the hallway, and ask
them to enter one at a time, following your instructions. Other students
should observe and make some notes.
TCSS
Instructional Delivery



Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
Think aloud as you revise the sentence—write your new version under
the original as each student enters so that you have four sentences on
the board once all the students have entered:
How could we replace the verb, so that we get a better understanding
of the person entering the room? If I change the sentence to "She
rushed into the room," how do the verb's connotations help to see not
only what she looked like, but also what type of person she is? Or
maybe I should say that "She hurried into the room"? I'm not sure.
Maybe I'll write both.
Okay, here comes another student. "She walked into the room" doesn't
really capture what she's doing either. Hmm. What about "She bounced
into the room." Or instead of just the verb, maybe I should add an
adverb that tells the reader more: "She bounced happily into the room."
Okay. That's better.
Last student. Wow. She's walking very slowly. Looks like she doesn't
even want to be here. I wonder if I should revise the sentence to say,
"She meandered into the room." Or maybe add an adverb and leave
the verb alone: "She walked slowly into the room."
Once you've created three revised sentences, ask students to think
about the differences between the original sentence and the new
versions. Pay particular attention to the way connotation and word
choice changed the meaning.
Ask students to suggest other verbs for the sentence and discuss the
related connotations. Possible words include the following: strutted,
slithered, pranced, oozed, and marched. Ask students to consider how
the verb choice affects the mental image that we form of this person
and how effective word choice can affect writing. If time allows,
students might dramatize some of these word options as well.
When you are confident that students are prepared to consider the
word choice in their own writing, ask students to choose a paragraph in
their writer's journals or a paper that they are working on to revise,
paying particular attention to connotation. If students need more
examples before revising their own writing, work as a whole class or in
small groups to revise several paragraphs for more vivid detail. You can
either use the Connotation Revision handout, or ask a student to
volunteer a passage from his or her writing for the class to consider.
Ask students to rewrite the paragraph to create a vivid effect, so that
the reader can see what is happening and see the setting where the
action occurs.
Monitor student progress to ensure that writers are comfortable with the
task.
Once the mini-lesson is complete, ask students to explore the pieces
that they are writing for additional places where they can add more vivid
details. Students may work during their in-class writing time or complete
the revisions as homework.
TCSS
Connotation Revision Passage
It was a hot day. The sun was shining and the insects were humming.
He located the tracks and began to follow them.
The tracks went up a small hill. He walked up the hill, prepared to shoot
at any second. Something made a noise in the bushes and he stopped
to listen. He pointed, but did not shoot. A squirrel climbed up a tree,
stopped to look at him for a second, and then climbed out of sight.
He breathed heavily for a moment, and then looked back at the tracks,
which went into the underbrush up ahead. He walked toward the
bushes and then knelt down to see where the tracks went. He found
himself looking into the eyes of a big snake. The snake stuck out its
tongue, and then crawled away. He began to crawl through the bushes,
following the tracks.
The underbrush opened out into a large clearing with a big tree in the
middle. The tracks went across the clearing. He walked across and sat
under the tree. The sun was shining and the insects were buzzing. The
breeze blew and he felt it on his face.
He got up and followed the tracks back into the forest. He stepped over
logs, ducked under branches, and climbed over rocks. The tracks
stopped at a stream. He bent over and got a drink. Suddenly he felt a
shadow over him and looked up. The bear was standing over him. He
grabbed his camera, aimed, and shot several pictures.
Summarizer/Closure/Evaluation
of Lesson
Show the Connotation/Denotation PowerPoint to summarize the lesson.
At the end of the PowerPoint is a Jeopardy game to use as a
summarizing/assessment activity.
TCSS
ELA8.2.d: The Ellipsis
Learning Target(s):
I can:
 use punctuation to indicate a pause, break, or omission
Priority Standards:
 Support Standards
 Pre-requisite Learning
ELAGSE8L2: Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or
break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
Resources for Instruction
Ellipsis PowerPoint
Previously Read Passages
Ellipsis Practice Sheet
Time Allocated
1 day
EQ
How do I use punctuation to indicate a pause, break, or omission?
Activator/Connection/Warm Up
Draw the following punctuation on the board:
. ? ! […] and …
Ask students to think/pair/share about what these marks mean and
discuss where and how they have seen these used. Share your
discoveries with the class.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Use the Ellipsis PowerPoint to teach the use of the ellipsis for omission,
for pause, and for unfinished thoughts. Encourage students to take
notes from presentation so that they will have a reference tool for the
guided practice.

Guided Instruction/
Differentiated Instruction
(We Do)
Choose passages from previously read selections in class to model and
guide students in using the ellipsis.

Independent Practice
(You Do)
Students should complete Ellipsis Practice Sheet.
Summarizer/Closure/Evaluation
of Lesson
Have students complete a 3-2-1:
3 ways to use the ellipsis
2 questions I have about the ellipsis
1 example that I make myself
TCSS
ELA8.2.1
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
I can:
 know how a central idea is developed over a whole text.
 recognize the relationship between a central idea and
supporting ideas.
 summarize the central idea using the most supportive ideas.
 understand the difference between objective and subjective.
Priority Standard:
ELAGSE8RI2: 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.
Support Standard:
 ELAGSE8RI9: 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.
Resources for Instruction
“The Battle of Shiloh” on pg. 547
“Drumbeats and Bullets” on pg.549
Central Idea and Summary PowerPoint
Central Idea and Summary Worksheet
Time Allocated
3 days
EQ
How are central ideas developed differently in fiction and nonfiction?
What is the difference between objective pieces and subjective pieces?
Activator/Connection/Warm Up
Write these questions on the board:
 When was the Battle of Shiloh fought?
 Who won the battle?
 How many casualties were there?
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Students will most likely not be able to answer these questions
independently. Tell them to turn to page 547-548 and read. The first
person to find the answers should raise his hand to be allowed to write
the answers on the board next to the questions.
 Discuss the encyclopedia and data bank entries as on pages
547 and 548. Explain the difference in meaning between writing
that is objective (writing that presents facts without revealing the
writer’s feelings and opinions) and subjective (writing in which
the feelings and opinions of the writer are revealed). Talk about
when each would be most appropriate. Guide students in
understanding that these entries are objective rather than
subjective.
 Show the Central Idea and summary PowerPoint. Explain that a
summary general should be objective and it should answer the
basic questions (Who? What? When? Where? Why?). Use a
paragraph to model writing an objective summary. You may
want to use a paragraph from the Central Idea and Summary
handout. Explain that longer texts will need more than one
sentence summaries. Have students pair up and write objective
summaries on this handout.
 Show class an image of a drummer boy from the Civil War.
Have them brainstorm the roles a drummer boy might have
played in the Civil War. Tell them the next selection they will
TCSS
Summarizer/Closure/Evaluation
of Lesson
read, “Drums and Bullets,” is an essay describing this important
and dangerous job.
 Put students in reading pairs with the purpose of reading to
compare how this selection, “Drumbeats and Bullets” compares
to the genre they just read, “The Battle of Shiloh.” With their
partner, students will complete the graphic organizer as on pg.
550 in the teacher’s edition.
 Regroup as a class to share insights about the similarities and
differences in the two selections and to check for understanding
with a discussion of the passage. Also review the summaries to
see how the students have done.
 Time Permitting: Students may construct a constructed
response comparing and contrasting how the two genres
address the central idea.
Students should write an objective summary of “Drumbeats and
Bullets.”
TCSS
ELA8.2.2
Learning Target(s):
I can:
 infer the theme or central idea of a text, based on the text's setting,
plot, and characters
 analyze the development of a theme over the course of a text,
determining when it first appears and when it is reinforced by
events or characters in the text
 explain how the characters, setting, and/or plot support the
development of a theme
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards
ELAGSE8RL2: Determine a theme and/or central idea of a text and
analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective
summary of the text.
Support Standards:
 ELAGSE8RI7: Evaluate the advantages and disadvantages of
using different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea.
 ELAGSE8W3: Write narratives to develop real or imagined
experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
Resources for Instruction
“The Drummer Boy of Shiloh” on p. 554
Text-dependent questions for “The Drummer Boy of Shiloh”
“How I Came to Write ‘The Drummer Boy of Shiloh’” on p. 560
Selection test on the 3 passages from Holt Teacher Resources
Time Allocated
4 days
EQ
How does a theme develop over the course of a text in relation to
characters, setting, and plot?
Activator/Connection/Warm Up
Have students remind each other of what they learned from reading the
previous selections (“The Battle of Shiloh” and “Drumbeats and
Bullets”). You can either do this as a class or have the students talk
briefly with an elbow partner.
Before teaching “The Drummer Boy of Shiloh,” the teacher should read
the Big Ideas and Key Understandings and the Synopsis. This is a
description for teachers about the big ideas and key understanding that
students should take away after completing this task.
 Big Ideas and Key Understandings: Courage comes from
overcoming fear.
 Synopsis
This story is set in a Tennessee peach orchard on the night
before the Civil War battle of Shiloh. A young drummer boy
can't sleep because he's thinking about what will happen the
next morning. He briefly considers staying behind when the
fighting begins. Then a man walks by and stops to talk, and the
boy discovers that this man is his general. From their
discussion, the boy arrives at a new understanding about his
role in the battle to come: that the drummer boy plays a vital role
in leading the troops into battle.
 Explain to students that we are connecting to the previous
lesson by reading a short story that relates to the Civil War.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
TCSS





Summarizer/Closure/Evaluation
of Lesson
Have students read the entire selection independently.
Teacher reads the text aloud while students follow along or
students take turns reading aloud to each other. Depending on
the text length and student need, the teacher may choose to
read the full text or a passage aloud. For a particularly complex
text, the teacher may choose to reverse the order of steps 1 and
2.
Students and teacher re-read the text while stopping to respond
to and discuss the text-based questions, continually returning to
the text. A variety of methods can be used to structure the
reading, analysis, and discussion (i.e., whole class discussion,
think-pair-share, independent written response, group work,
etc.)
Discuss narrative writing and elements (pacing, description,
reflection, point of view). Have students respond to the
following narrative prompt: After reading the Civil War
passages, create a journal entry from the perspective of a
drummer boy who is about to go into battle. Use narrative
techniques and details from the passages in your response.
Lead students through a discussion about theme how it relates
to the concept of central idea we discussed in the previous
lesson. Explain that theme is the general idea or insight about
life that a work of literature reveals and that authors develop a
theme through details and/or literature elements such as
character, plot, and setting. Discuss how details from the text
based questions lead them to understand the theme in the
story.
Talk about the details from the other two accounts
(encyclopedia entry and essay) and analyze how the topic was
treated (types of details—fact or opinion; how details are
presented—list form, charts, order or importance, story form).
Have students compare and contrast the presentation of ideas.
Students should write a paragraph on the following topic: Based on the
historical facts, Bradbury’s story “The Drummer Boy of Shiloh” presents
or does not present a believable portrait of a Civil War drummer boy.
Support your argument with textual evidence. (NOTE: You could
extend this assignment into a multi-paragraph argument writing
assignment, but to do so, you will need to provide some instruction
about how to write an argument first: SEE LESSON ELA8.2.b).
TCSS
ELA8.2.3
Learning Target(s):
I can:
 analyze/trace the progression of a central idea using supporting
ideas across the whole text
 summarize the central idea using the most supportive ideas
 analyze the author’s relationship to the topic or central idea
when determining the point of view from which the author has
written
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards
ELAGSE8RI2: 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.
Support Standards:
 ELAGSE8RI5: Analyze in detail the structure of a specific
paragraph in a text, including the role of particular sentences in
developing and refining a key concept.
 ELAGSE8RI6: Determine an author’s point of view or purpose
in a text and analyze how the author acknowledges and
responds to conflicting evidence or viewpoints.
 ELAGSE8RI4: Determine the meaning of words and phrases
as they are used in a text, including figurative, connotative, and
technical meanings; analyze the impact of specific word choices
on meaning and tone, including analogies or allusions to other
texts
Resources for Instruction
“Camp Harmony” by Monica Some, p. 512
from “The Power of Nonviolence” by John Lewis, p. 586
Details and Central Idea Organizer
Central Idea Web
Venn Diagram
Time Allocated
4 days
EQ
How do you analyze informational texts? How do you recognize central
idea and structural patterns in informational texts? How do you
recognize the author’s purpose? How do you write an argumentative
essay?
Activator/Connection/Warm Up
UNITY…..what does it mean and what do you know about it? Write at
least 3 sentences about it.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Before reading “Camp Harmony,” ask students to imagine the following:
Imagine that you are now required by the government to live at school.
Write about what you would miss about your home and neighborhoods.
Explain to class why we need to analyze details in a text. One way to
evaluate unity in a piece of writing is to analyze the details. As you
read, look for details that reveal Monica Sone’s experiences and
observations. Students will read the selection “Camp Harmony.” While
reading students need to do one of the following options for
understanding details and central idea. You can allow them to work
with a partner small group to complete the graphic organizers.
TCSS

Guided Instruction/
Differentiated Instruction
(We Do)
OPTION #1: Record these details on Details and Central Ideas
Organizer and explain what those details reveal about her life.
Review the details you listed as you read, and identify the
central idea of the selection. Write the central idea in a new row at the
bottom of the chart. Did any details seem out of place or disrupt the
unity of the autobiography? Explain. Go over the information on the
charts with the class to address any misunderstandings.
OPTION #2: While reading, complete the Central Idea Web.
Nonfiction writers need to make sure that all of their details support
their central idea or topic. Details that clearly relate to the central idea
have unity. The details have unity because they all refer to one thing,
the central idea.
Use the outer circles/ovals/boxes below to record four important details
that support Monica Sone’s central idea in “Camp Harmony.” Include a
brief explanation of how each detail supports her central idea. State the
central idea inside the center area.
TCSS

Independent Practice
(You Do)
After students have read, discuss with them the details they selected to
determine the central idea. Help them understand that the central idea
is often related to the author’s purpose for writing as well as the point of
view. Explain that this selection is written from 1st person point of view
using the pronouns “I” and “we.” Discuss the advantages and
disadvantages of a first person point of view. Explain that:
 point of view can be analyzed by determining the author’s
relationship to the topic or event
 the objectivity of a text can be influenced by an author’s purpose
or personal bias
Help students understand the author’s relationship to the topic or
central idea. Because Sone was in the internment camp, she feels
compelled to describe it to others who were unaware of its existence.
Talk about her perspective as compared to the point of view others
might have had (e.g. guards). Also, help them assess the reliability of
the narrator.
Have students think about how the selection could be written from a 3rd
person point of view. What changes would need to be made? Pick a
section of at least 2 paragraphs to rewrite.
Link to flashcards to review “Camp Harmony” elements.
http://www.studystack.com/flashcard-1257977
At this point, students should have an understanding of point of view
and purpose as well as central idea. They will read the selection in the
textbook from The Power of Nonviolence (586-589) independently.
They should answer teacher directed questions from the side of the
text, identify the transition words, text structure and central idea (using
the same graphic organizer that was used in the previous selection)
and answer questions at the end of the piece.
Summarizer/Closure/Evaluation
of Lesson
Give students a Venn Diagram and have them compare and contrast
the two articles based on central idea, purpose, and point of view.
They should write 3 paragraphs comparing and contrasting the
selections.
TOTD: Explain how central idea, supporting details, author’s purpose,
and point of view are all connected.
TCSS
ELA8.2.4
Learning Target(s):
I can:
 identify connections between individuals, events, and ideas
 analyze how the author made connections and distinctions
between individuals, events, and ideas
 delineate an argument and identify specific claims
 assess if claims are supported by sound reasoning and
relevant/sufficient evidence
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE8RI3: Analyze how a text makes connections among and
distinctions between individuals, ideas, or events (e.g., through
comparisons, analogies, or categories).
ELAGSE8RI8: 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.
Support Standards:
 ELAGSE8RI2: 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.
 ELAGSE8SL3: 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.
 ELAGSE8SL4: 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.
Resources for Instruction
“I Have a Dream” (speech) Dr. Martin Luther King, Jr. (p. 529)
“Gettysburg Address” (speech) Abraham Lincoln (p. 524)
“Choice: A Tribute to Dr. Martin Luther King, Jr.” by Alice Walker
Audio CD of speeches in Holt resources
Details and Central Idea Organizer
Venn Diagram
Time Allocated
5 days
EQ
How does a text make connections and distinctions between
individuals, ideas, or events?
How do you know when a writer uses sound reasoning?
How can you determine when a writer’s evidence is relevant and
sufficient?
Brainstorm what you know about Lincoln and Martin Luther King, Jr.
Now turn to a partner and share what you know. Did you learn
anything new?
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I

Discuss with your class the following question to motivate them
and to get them thinking about some of the issues addressed in
TCSS
Do/Model



Guided Instruction/
Differentiated Instruction
(We Do)
the selections. What does the idea of freedom mean to you?
Tell the students that Lincoln and King use the idea of freedom
to inspire their listeners. With a partner, Think-Pair-Share: How
do you define freedom? Discuss with a partner.
As you read the following speeches, look for details that convey
important ideas and write them in a chart like the one below.
You can use the Details and Central Idea Organizer.
Details from the Text
What the details reveal
“we cannot dedicate—we cannot
consecrate—we cannot
hallow—this ground”
difficulty in adequately honoring
the many sacrificed lives

Tell students that as they read the speeches they should
answer (or at least think about) the questions that run below
each selection.

Read the two speeches independently.

Then listen to them on CD (or read out loud) to get a better
effect of delivery.

Analyzing details will help you gain a deeper understanding of a
speaker’s message. As you read the speeches, look for details
that convey important ideas, and write them in the Details and
Central Idea Organizer. If you need more space, use a separate
piece of paper.

Speeches like the “Gettysburg Address” often contain structural
patterns that emphasize the main message. One of these
patterns is repetition. Speakers repeat words, sounds, and
phrases to stress important points in their speeches.
Look back through the Gettysburg Address, and find examples
of Lincoln’s use of repetition. Record on paper.

Explain the purposes of the two speeches. Use examples from
the texts to support your answer.

Create a Venn diagram comparing and contrasting the two
speeches. Example:
TCSS
“I Have a Dream”

“The Gettysburg Address”

After reading or hearing Dr. King’s “I Have a Dream” speech,
read President Lincoln’s Gettysburg Address. Does Dr. King
mimic some of the language from President Lincoln’s famous
Gettysburg Address? Do you think this is coincidence? Why do
excellent speech writers often use this technique? Use this site
to help:
http://www.pabar.org/public/education/2011ConstLessonIdeas.p
df

Optional extension of lesson: Have students read and answer
text based questions on “Choice: A Tribute to Dr. Martin Luther
King, Jr.” NOTE: The questions are embedded in the selection.
Independent Practice (You
Do)
WRITING:
In the spirit of “I Have a Dream,” have the students compose and
deliver speeches that address a wrong or injustice they see in society.
Make sure to argue why this is an injustice and acknowledge both sides
of the issue. Suggested guidelines are:







Summarizer/Closure/ Evaluation
of Lesson
5-10 minutes in length
Clearly defined opening, body and conclusion
Clearly defined thesis (main point)
Use of supporting examples to support thesis
Use of figurative language
Use of oratorical devices such as refrain and hyperbole
Clearly expressed goal(s) (legal reform; public awareness; etc.)
Share speeches with the class for evaluation.
TCSS
ELA8.2.5
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
I can:
 draw inferences from literary text to make and support an analysis
 determine the textual evidence that best supports their conclusions
 explain the relationship between their conclusions and the evidence
for their conclusions
 differentiate between objective and subjective
Priority Standards:
ELAGSE8RI1: Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences drawn
from the text.
ELAGSE8RI2: 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.
Support Standards:
 ELAGSE8RL7: 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.
Resources for Instruction
from Harriet Tubman: Conductor on the Underground Railroad
(biography) by Ann Petry (p. 496)
Graphic organizer handout
Time Allocated
5 days
EQ
How do I select the best textual evidence to support an analysis of the
text?
Activator/Connection/Warm Up
Discuss with your class the following question to motivate them and to
get them thinking about some of the issues addressed in the selection.
What Do You Think? How much should a person sacrifice for freedom?
QuickTalk How important is a person’s individual freedom to a healthy
society? Discuss with a partner how individual freedom shapes
American society.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)

Introduce the vocabulary that goes along with the story. Have
students read and complete the Vocabulary Development
activity on SE p. 510 to learn more about Greek roots and
affixes.

The central idea is the writer’s most important point, opinion, or
message of a nonfiction text. To find the central idea, look for
key statements made by the writer and for details that point to
an important idea. As you read “Harriet Tubman,” write down
the details that seem important on a graphic organizer.

Read the selection or listen to it on CD.

Look for objective and subjective passages as you re-read the
story. Record these passages on back of your graphic
organizer.
TCSS
Use It in Your Writing Review your notes of objective and
subjective passages in the selection. Now, describe a historical
figure you admire, including factual details and your feelings
about that person.
Projects related to the reading:
REVIEW
Make a Time Line
In order to follow the sequence of events in the selection, draw a time
line. Start with a straight line. At the left, write “Tubman leaves with
eleven fugitives, December 1851.” Refer to the text to fill in the time line
with other events. Your time line may not be exact, but it should
emphasize the most important events in the biography and make the
sequence of events clear.
CONNECT
Summarize a Biography
Timed Writing Re-read the excerpt from the biography of Harriet
Tubman. Then, write a summary of the biography. In the first
paragraph, include the title of the work, the author’s name, and a
general observation about the work. In the second paragraph,
summarize the important events covered in the biography.
EXTEND
Map an Escape (Group Project)
The fugitives discussed in this biography had an advantage over many
others fleeing slavery: They were escaping from the northernmost slave
state, Maryland. Work with a group to find out which states allowed
slavery in 1851. Then, choose a location in one of those states and
draw a map showing a possible route to freedom. Research the
Underground Railroad to see if there were any stops along your route.
If you could speak with Harriet Tubman today, what would you say?
Use the organizer below to collect your ideas then write a short
paragraph.
Introductory statement: If I could speak with Harriet Tubman…
Two or three supporting sentences: First… Then…After…
Concluding statement: To sum up…
Watch one of these videos from United Streaming and have students
compare the video to the text version.
 Video 1
 Video 2
Summarizer/Closure/Evaluation
of Lesson
What is the difference between a leader and a hero? Was Tubman a
leader, a hero, or both? Explain.
Extension Activity: Students will write an extended written response
by choosing the person from one of the selections in this unit whom
TCSS
they consider to be the biggest hero. They will write an argumentative
paper defending their choice. (W1)
TCSS
ELA8.2.6
Learning Target(s):
I can:
 determine how the author's use of words and phrases controls the
meaning/tone of the text
 explain how the author's use of figurative language further
illustrates/expands the tone and meaning of the text
 explain how the author's use of connotative meanings conveys the
author's stance/tone within a text
 explain allusions within a text, and how allusions add background
knowledge and depth to a text
 written report demonstrates command of paraphrasing, quotations,
citing, and formal style
 textual evidence is a quote, paraphrase, or summary from a text
that supports a specific argument or claim that is being made
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE8RL4: Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
Supporting Standards:
 ELAGSE8RL1: Cite the textual evidence that most strongly
supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
Resources for Instruction
“Paul Revere’s Ride” by Henry Wadsworth Longfellow, pages 703-710
“Barbara Frietchie” by John Greenleaf Whittier, pages 711-713
“Barbara Frietchie” Graphic Organizer
Allusion PowerPoint
Venn Diagram
5 days
How does the author’s use of word and phrases effect the tone of the
text?
How does the author’s use of figurative language enhance the meaning
of the text?
How do allusions add background knowledge and depth to a text?
How do connotative meanings covey the author’s tone within a text?
Discuss with your class the following question to motivate them and to
get them thinking about some of the issues addressed in the selections.
What Do You Think? How do people express their beliefs and
emotions?
Time Allocated
EQ
Activator/Connection/Warm Up
TCSS
Instructional Delivery



Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
QuickTalk In a small group, discuss ways that people express
themselves. For example, how do they stand up to authority, make
requests, and demonstrate their skills?
***Tell students that as they read the poems they should answer (or at
least think about) the questions that run below the selections.
Specific to Paul Revere’s Ride:
The narrative poem “Paul Revere’s Ride” tells a story with main events
presented in sequence, or in order. Choose seven main events from
the poem and write them in the correct order on the time line below.
LITERARY FOCUS (20 minutes)
Rhythm Tell students that one of the important qualities of poetry is
rhythm. Explain that, just as in music, a slow rhythm can bring a
different feeling than a quick one. Say: In language, rhythm is the rise
and fall of the voice, produced by stressed and unstressed syllables.
When the sounds occur in a particular pattern, we call it meter.
To help students understand the very special meter of “Paul Revere’s
Ride,” have them gather in pairs. Have one partner read three lines of
the poem at random. Have the other partner mimic the sound of the
reading by tapping it out on the desk. Then, have partners switch roles
and read a different passage to see if the meter is consistent. After
completing this exercise, ask students what the meter of the poem
reminded them of. Suggest that the da da DUM, da da DUM sound it
makes sounds like a galloping horse. Ask why the author may have
wanted to achieve this affect. Ask: What mood does this rhythm
promote? What purpose does it serve? How does it help to tell the
story? Help students use academic vocabulary and concepts. Expect
students to use academic vocabulary, and prompt them if they do not.
READING FOCUS (45 minutes)
Paraphrasing Explain: When you paraphrase, you restate a line, a
sentence, or a stanza in your own words. A paraphrase restates all the
information in the original, unlike a summary, which retells only the
most important points.
Share the following example from the poem with the class.
Paul Revere’s Ride My Paraphrase
 Meanwhile, impatient to mount
and ride,/Booted and spurred,
with a heavy stride/On the
opposite shore walked Paul
Revere.
 Meanwhile, on the opposite
shore, Paul Revere was in his
riding boots and spurs, pacing
heavily as he waited to jump on
his horse and ride.
As you review the following with students, tell them that in a
paraphrase, you may change or rearrange the order of the words from
TCSS
the original text. You may also use different words to describe the same
actions. In this paraphrase, for instance, the word “mount” was replaced
by the simpler and more accessible “jump.” Have students continue
practicing the skill of paraphrasing by having them work in pairs to fill
out a chart like the one at the right.
Specific to Barbara Frietchie:
Character-Traits Cluster: A narrative poem tells a story. Like fiction, a
narrative poem has characters, setting, and other story elements. In
some narrative poems, such as “Barbara Frietchie,” the story centers
on a main character. To understand such poems, you need to look
closely at this main character.
Use the chart below to gather information about the title character in
“Barbara Frietchie.” Fill in the four top boxes with key details about her
from the poem.
Then in the bottom box, use these details to write a description of
Barbara Frietchie. In your description, be sure to show why the poet
says “Honor to her” in line 53.
Rhyme and Rhyme Scheme
1. Which end rhymes can you find in the third stanza?
2. What is the rhyme scheme of the second stanza of the poem?
Assign a letter to name each rhyme in the sequence, such as
aabbaacc.
3. Explain why rhyme and rhyme scheme are so important to this
poem.
Compare and contrast the two poems using a Venn diagram
Create a figurative language chart using examples found in the poems,
especially “Barbara Frietche”
Summarizer/Closure/Evaluation
of Lesson
Summarize one of the two poems, giving 4 examples of figurative
language and rhyme scheme.
TCSS
ELA8.2.7
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
I can:




Priority Standard:
ELAGSE8RI9: 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.
Support Standard:
 ELAGSE8RI1: Cite the textual evidence that most strongly
supports an analysis of what the text says explicitly as well as
inferences drawn from the text.


Time Allocated
EQ
Identify interpretation of facts in informational texts.
Recognize the points of disagreement between two texts.
Explain why two texts provide conflicting information.
Analyze how the authors used facts and interpretations in
presenting information on a topic.
“The Courage to Take Action: A Lesson from Rosa Parks”
(informational text) from ReadWorks
“Rosa Parks: 100th Birthday” (informational text) from
ReadWorks
Paired Questions for Rosa Parks selections

2 days
How can I find key ideas in two texts to draw conclusions, summarize,
and compare information?
Activator/Connection/Warm Up
Ask students to make a K-W-L chart on Rosa Parks. They should fill in
the K column; then compile what they know about her on a class chart.
Instructional Delivery
Tell the students they are going to read passages about Rosa Parks.
Based on the information in the K column, ask them to generate
questions for the W column to indicate what they would like to learn
about her.

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Assign students to a reading partner to read the two passages.


Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
After reading, partners should answer the accompanying questions,
excluding the last two written responses.
Regroup as a whole class, and discuss answers to questions, focusing
teacher-generated questions on comparing and contrasting information
in the two passages.
Direct students to independently answer the last two questions in
constructed-response format using RACE (Restate the question;
Answer the question; Cite evidence; Explain). Each response should
be a thorough paragraph. Students will turn in their constructed
responses comparing the two passages. Use this for assessment.
Students complete the K-W-L chart by filling in what they learned about
Rosa Parks in the last column.
TCSS
ELA8.2.8 (Lessons for extended text)
Learning Target(s):
I can:






cite textual evidence to support my analysis of the text.
determine the theme and/or central idea in a text.
analyze dialogue and its effect on the actions of the plot.
determine tone based on author’s word choice.
compare and contrast the novel to related informational texts.
analyze point of view and its contributions to the text.
Priority Standards:
 Support Standards
 Pre-requisite Learning
ELAGSE8RL1: Cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as inferences drawn
from the text.
ELAGSE8RL2: Determine a theme and/or central idea of a text and
analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective
summary of the text.
ELAGSE8RL3: Analyze how particular lines of dialogue or incidents in
a story or drama propel the action, reveal aspects of a character, or
provoke a decision.
ELAGSE8RL4: Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
ELAGSE8RL6: Analyze how differences in the points of view of the
characters and the audience or reader (e.g., created through the use of
dramatic irony) create such effects as suspense or humor.
Resources for Instruction
Notice and Note Reading Log
Signpost and Definitions Handout
Extended Text (Choose one)
 Monster by Walter Dean Myers
 Nothing but the Truth by Avi
Informational Texts and Resources to connect with Monster:
The articles in this text set are from www.newsela.com. It is
recommended that teachers create accounts at this site as there are
numerous informational texts to access. Additionally, this site provides
access to the same information at different Lexiles for use in
differentiation.
 “Ex Con’s Dream of Teaching Young People to Read”
 “Film Producer Brings Music, Writing to Young Offenders”
 “Michelle Obama Talks Gun Violence with Students at Home in
Chicago”
 “In Wake of Lethal Confrontations, Police and Young Black Men
Try Talking”
 “In School, Popular Kids Get Bullied, Just Like the Outcasts,
Study Says”
 “Prisons by Design, by Prisoners”
 “More and More Students Suffer from Anxiety”
 “Study: Teens Who Expect to Die Young Are More Likely to
Commit Crimes”
 “Teens with Summer Jobs Are Arrested Less Often, Study
Says”
TCSS

“There are 80 “Youth Prisons” in the U.S.”
Informational Texts and Resources to connect with Nothing But the
Truth  “Media Bias” – Student News Daily
 “Facebook’s War on Freedom of Speech” – Student News Daily
 “Students, Schools Clash in Cyber Space” – Student News
Daily
 “Exploring Free Speech and Persuasion with Nothing But the
Truth” Lessons via ReadWriteThink.org
Time Allocated
4 weeks
EQ
How do I select the best textual evidence to support an analysis of the
text?
How does a theme develop over the course of a text in relation to
characters, setting, and plot?
How do I provide an objective summary of a text?
How does dialogue or a particular incident reveal aspects of character
or provoke a decision?
How do I determine figurative and connotative meanings of words in
context in relation to impact on meaning and tone?
How do analogies and allusions deepen an understanding of text?
How does structure effectively develop meaning and style in texts?
How do differences in point of view of the characters and audience
create effects such as suspense or humor?
Activator/Connection/Warm Up
Due to the availability and variety of specified Unit 2 texts amongst
schools and teachers, this portion is to be created and utilized at
teacher discretion. Teachers need ensure that all lessons and activities
align to the selected GSE standards. They should also provide
students opportunities to make connections with nonfiction texts.
TCSS
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Due to the availability and variety of specified Unit 2 texts amongst
schools and teachers, this portion is to be created and utilized at
teacher discretion. Teachers need ensure that all lessons and activities
align to the selected GSE standards. They should also provide
students opportunities to make connections with nonfiction texts.
You may want to introduce students to the idea of Reading for
Signposts, as well as the Notice and Note Reading Log. You will likely
want to model this in the beginning. Provide the students with a copy of
the Signpost and Definitions Handout (page 3). When teaching the
signposts, think about starting with providing an opportunity to focus on
each type. For example, in the previous lesson, you began focusing on
the meaning of the word release which is an example of Again and
Again. Teach the signpost that makes sense with the part of the
literature you are teaching.
1. Explain the signpost and the anchor questions.
2. Demonstrate by reading aloud a text for which the students have
a copy. Point out what you saw that caused you to pause, ask the
anchor question, and share your thoughts.
3. Continue reading, stopping at the next instance and asking
students to talk in pairs about the anchor question. Share some
responses with the class.
4. Continue reading asking students to identify the signpost and
discuss the anchor question.
5. Finish reading and ask students to identify the most significant
example of the signpost for the entire text, discuss the anchor
question, and report to the class.
6. Ask students to watch for this signpost while reading
independently, marking those that they find, and recording a
response to the anchor question.
Encourage students to track signposts and keep notes throughout their
reading of the extended text. They should also use these to develop
questions that can be used in class discussions.
Summarizer/Closure/Evaluation
of Lesson
Due to the availability and variety of specified Unit 2 texts amongst
schools and teachers, this portion is to be created and utilized at
teacher discretion. Teachers need ensure that all lessons and activities
align to the selected GSE standards. They should also provide
students opportunities to make connections with nonfiction texts.