Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
ELAR Grade 08 Unit 02A Exemplar Lesson 02: Reflection through Speeches
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s
teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle
State Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis
Performance Indicators
Students analyze the messages in well-known speeches including the use of literary devices and powerful word
choice. Students also evaluate the techniques used in speeches presented through media. Students use
conventions and literary techniques to write a personal narrative about a significant event that has occurred in their
life. Students establish word collection routines in order to demonstrate word knowledge.
Grade 08 ELAR Unit 02A PI 01
Analyze passages in well-known speeches, focusing on the use of literary devices, word choice, and phrasing. Self-select one
passage and create a poster that visually portrays the author’s message, providing examples of literary devices, word choice, and
phrasing used in the text along with their significance to communicating the author’s message.
Standard(s): 8.7A , 8.8A , 8.Fig19A , 8.Fig19B , 8.Fig19C , 8.Fig19D , 8.Fig19E
ELPS ELPS.c.1H , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5G
Grade 08 ELAR Unit 02A PI 03
Write a personal narrative about an event in your life that has had a significant impact, using the conventions of language and a range
of literary strategies and techniques
Standard(s): 8.14A , 8.14B , 8.14C , 8.14D , 8.14E , 8.16A
ELPS ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
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page 1 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Grade 08 ELAR Unit 02A PI 04
Write multiple response entries including thoughts, connections, and/or strategies that deepen understanding of fiction, literary
nonfiction, poetry, and media. Provide evidence from the text to support ideas.
Standard(s): 8.17C , 8.Fig19A , 8.Fig19B , 8.Fig19C , 8.Fig19D , 8.Fig19E , 8.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F
, ELPS.c.5G
Grade 08 ELAR Unit 02A PI 05
Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings.
Standard(s): 8.2A , 8.2B , 8.2E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F
, ELPS.c.5G
Key Understandings
Authors use literary techniques in order to heighten interest, appeal to an audience, and effectively
communicate a message.
Authors communicate ideas and feelings about their own lives and the world around them in order to connect
with others and to clarify their own thinking.
Readers use strategies to support interpretation of text.
Understanding new words and concepts enhance comprehension and oral and written communication.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
8.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
8.2B
Use context (within a sentence and in larger sections of text) to determine or clarify the
meaning of unfamiliar or ambiguous words or words with novel meanings.
Readiness Standard
8.2E
Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication,
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page 2 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
pronunciations, alternate word choices, and parts of speech of words.
Readiness Standard
8.13
Reading/Media Literacy. Students use comprehension skills to analyze how words, images,
graphics, and sounds work together in various forms to impact meaning. Students will continue
to apply earlier standards with greater depth in increasingly more complex texts. Students are
expected to:
8.13A
Evaluate the role of media in focusing attention on events and informing opinion on issues.
Supporting Standard
8.13B
Interpret how visual and sound techniques (e.g., special effects, camera angles, lighting,
music) influence the message.
8.13C
Evaluate various techniques used to create a point of view in media and the impact on
audience.
Supporting Standard
8.3
Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw
conclusions about theme and genre in different cultural, historical, and contemporary contexts
and provide evidence from the text to support their understanding. Students are expected to:
8.3C
Explain how the values and beliefs of particular characters are affected by the historical and
cultural setting of the literary work.
Supporting Standard
8.7
Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and
draw conclusions about the varied structural patterns and features of literary nonfiction and
respond by providing evidence from text to support their understanding. Students are expected
to:
8.7A
Analyze passages in well­known speeches for the author’s use of literary devices and word
and phrase choice (e.g., aphorisms, epigraphs) to appeal to the audience.
Supporting Standard
8.8
Comprehension of Literary Text/Sensory Language. Students understand, make inferences and
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English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
draw conclusions about how an author’s sensory language creates imagery in literary text and
provide evidence from text to support their understanding. Students are expected to:
8.8A
Explain the effect of similes and extended metaphors in literary text.
Supporting Standard
8.14
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
8.14A
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining
appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests,
interviews), and developing a thesis or controlling idea.
8.14B
Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events,
cause-effect, compare-contrast) and building on ideas to create a focused, organized, and
coherent piece of writing.
8.14C
Revise drafts to ensure precise word choice and vivid images; consistent point of view; use
of simple, compound, and complex sentences; internal and external coherence; and the use
of effective transitions after rethinking how well questions of purpose, audience, and genre
have been addressed.
8.14D
Edit drafts for grammar, mechanics, and spelling.
8.14E
Revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences.
8.16
Writing/Personal.
Students write about their own experiences. Students are expected to:
8.16A
Write a personal narrative that has a clearly defined focus and includes reflections on
decisions, actions, and/or consequences.
8.19
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
8.19A
Use and understand the function of the following parts of speech in the context of reading,
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English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
writing, and speaking:
8.19A.i
verbs (perfect and progressive tenses) and participles.
8.19A.v
subordinating conjunctions (e.g., because, since).
8.19B
Write complex sentences and differentiate between main versus subordinate clauses.
8.19C
Use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers,
correctly identified antecedents, parallel structures, and consistent tenses.
8.20
Oral and Written Conventions/Conventions of Language/Handwriting. Students write legibly and
use appropriate capitalization and punctuation conventions in their compositions. Students will
continue to apply earlier standards with greater complexity. Students are expected to:
8.20A
Use conventions of capitalization.
8.20B
Use correct punctuation marks, including:
8.20B.i
commas after introductory structures and dependent adverbial clauses, and correct punctuation of
complex sentences.
8.28
Listening and Speaking/Teamwork. Students work productively with others in teams. Students
will continue to apply earlier standards with greater complexity. Students are expected to:
8.28A
Participate productively in discussions, plan agendas with clear goals and deadlines, set time
limits for speakers, take notes, and vote on key issues.
8.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
8.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to
enhance comprehension.
8.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.
8.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing;
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English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
making textual, personal, and world connections; creating sensory images).
8.Fig19D Make complex inferences about text and use textual evidence to support understanding.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
8.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and
across texts.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
8.Fig19F Make intertextual links among and across texts, including other media (e.g., film, play), and
provide textual evidence.
Readiness Standard
Ongoing TEKS
8.1
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to:
8.1A
Adjust fluency when reading aloud grade-level text based on the reading purpose and the
nature of the text.
8.19
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
8.19A
Use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
8.19A.iii adverbial and adjectival phrases and clauses.
8.21
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
8.21A
Spell correctly, including using various resources to determine and check correct spellings.
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page 6 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Materials
Vocabulary Notebook (1 per student)
Reader’s Notebook (1 per student)
Teacher’s Reader’s Notebook (1)
Writer’s Notebook (1 per student)
Teacher’s Writer’s Notebook (1)
Highlighter (1 per student)
Dictionary (class set)
Note card (1 per student)
Poster board or large piece of construction paper (1 per student)
Chart paper
Teacher-selected text with unfamiliar or ambiguous words (1 copy per student)
2 grade-appropriate well-known speeches in written form (1 copy of each per student)
Grade-appropriate well-known speech in written form with an example of an aphorism (1 copy per student)
Grade-appropriate well-known speech in written form with an example of an epigraph (1 copy per student)
4 grade-appropriate media clips of someone giving a speech
Collection of grade-appropriate texts for student selection
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Teacher Resource: Verb Tenses: Perfect and Progressive (1)
Teacher Resource: Reviewing Conventions (1)
Teacher Resource: Grade 8 Unit 02A Word Study Overview (1)
Teacher Resource: Grade 8 Unit 02A Reading Appetizer (1)
Teacher Resource: Grade 8 Unit 02A Writing Appetizer (1)
Teacher Resource: Alternative Plan (optional, 1)
Resources and References
None identified
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English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Possible/Optional Literature
Selections
None identified
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page 8 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Reflection through Speeches
Lesson Preparation
Daily Lesson #: 7
READING
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
8.Fig19A,B,C,D
8.13A,B,C
8.28A
8.14A
8.16A
Key Understandings and Guiding Questions
• Authors use literary techniques in order to heighten
interest, appeal to an audience, and effectively
communicate a message.
- What techniques do authors/speakers use in speeches
to communicate a message to an audience?
• Readers use strategies to support interpretation of text.
- How can you use comprehension strategies to support
your interpretation of speeches?
• Authors communicate ideas and feelings about their own
lives and the world around them in order to connect with
others and to clarify their own thinking.
- How do authors develop personal narratives that
communicate important ideas?
Vocabulary of Instruction
• Speech
• Media
• Personal narrative
Materials
• Reader’s Notebook (1 per student)
• 2 grade­appropriate media clips of someone giving a
speech
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 8 Unit 02A Reading Appetizer
(1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Select two grade-appropriate media clips of
someone giving a speech. Prepare to show the
2. Write the following prompt on a chart: Write a
personal narrative about an event in life that
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page 9 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Daily Lesson #: 7
READING
media clips via computer or other device.
WRITING
had a significant impact.
3. Refer to the Teacher Resource: Grade 8 Unit 3. Prepare to brainstorm ideas for the above
02A Reading Appetizer. Prepare accordingly.
prompt in the Teacher Writer’s Notebook.
Background Information
Teacher Notes
Personal narrative - an expressive literary piece written
in first person that centers on a particular event in the
author’s life and may contain vivid description as well as
personal commentary and observations
In Daily Lesson 7-14 Reading, students will be analyzing
Students are expected to write a personal narrative that
the techniques used in speeches. This would be a good
has a clearly defined focus and includes reflections on
opportunity to make connections to Social Studies. Some
decisions, actions, and/or consequences.
of the famous people could include: Susan B. Anthony
(“On Women’s Right to Vote”), Abraham Lincoln (“The
Gettysburg Address”), Benjamin Franklin (“ Constitutional
Convention Speech”), Patrick Henry (“Give Me Liberty or
Give Me Death”)
Daily Lessons 7 and 8 Reading will focus on the media
TEKS by viewing a media clip of a speech. Students will be
determining the message in the speeches as well as
looking at the visual and sound techniques used to
influence the message and the audience.
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page 10 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Instructional Routines
Daily Lesson # 7
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Content Objective: Students interpret and evaluate the
techniques used in media to influence the message and
the audience.
Suggested Duration: 45-50 min.
Content Objective: Students generate ideas for a personal
narrative through a range of strategies (e.g., discussion,
personal interests, background reading, interviews, etc.).
Mini Lesson
1. Reading Appetizer: 3-5 min.
1. Explain they will begin the process of writing a
personal narrative. Ask: What is a personal
narrative? What some features of personal
narratives? Discuss responses.
2. Ask: How does media affect how we learn
about the world around us? How does
media affect how we form opinions about
the world around us? Discuss responses.
3. Explain that they are going to watch a media
clip of a speech. Ask: Why do people give
speeches? Why do people listen to
speeches? Discuss responses.
4. Instruct students to think about the information
they are learning from the speech and how that
information is helping them form an opinion
about the issue/topic.
5. If necessary, provide background information
about the historical or cultural context of the
speech and/or the person giving the speech in
the selected media clip.
6. Play the selected media clip of the speech.
Model taking notes on chart paper as the
speech is being played.
7. Ask: What questions did you have before,
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2. Ask: How can you use brainstorming to
determine your topic for a personal
narrative? Discuss responses
3. Display the following prompt: Write a personal
narrative about an event in life that had a
significant impact.
4. Remind students that the first step of the writing
process is prewriting, or brainstorming.
5. Think Aloud and record significant personal
events in the Teacher Reader’s Notebook. It
may be helpful to record these events on a
timeline.
6. Think Aloud about which of the events would
make the best personal narrative and tell why.
7. Ask the following self-reflective question: What
do I want my audience to know and
understand about this significant event in
page 11 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
during, or after viewing the speech?
Discuss responses including how questioning
helps us understand the message in the media
clip.
my life? Think Aloud about the thesis or
controlling ideas for the personal narrative and
record a thesis statement in the Teacher
Writer’s Notebook.
8. After the media clip of the speech is concluded,
ask: What information did we learn about
the issue/topic? Did the information affect
your opinion of the issue/topic? What was
the message of the speech? Discuss
responses and refer to the notes on the chart
as necessary.
9. Ask: What visual and sound techniques we
used in the speech that influenced the
message? Discuss responses.
10. Ask: How did those techniques create a
particular point of view and how does that
impact an audience? Discuss responses.
Learning Applications
1. Tell students they are going to watch another
media clip of a speech. This time they will
discuss their responses with a partner.
2. If necessary, provide background information
about the historical context of the speech
and/or the person giving the speech in the
selected media clip.
3. Play the selected media clip of the speech.
Students take notes about the information
being given. While the students are watching
the clip write the questions from steps #6, 7,
and 8 on chart paper.
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1. In their Writer’s Notebook, students generate
and record 2-3 ideas for the displayed prompt.
2. Students discuss their ideas with a partner or
small group. Students record additional ideas
that come up through discussion.
3. Students select one of their ideas and ask
themselves the following self-reflective
question: What do I want my audience to
know and understand about this
significant event in my life? If necessary,
students discuss the answer with a partner.
4. In their Writer’s Notebook, students write a
page 12 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
4. With a partner, discuss the displayed
questions.
thesis statement that reflects what they want
their audience to know and understand about
the significant event in their life.
Engage in Small Group Instruction as appropriate.
Closure
1. As a class, discuss the media clip and its
message and techniques.
1. Choose 2-3 students to share their personal
narrative topic and their thesis statement.
2. Collect Writer’s Notebooks to assess who may
need additional support with their topic and
thesis statement.
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page 13 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Reflection through Speeches
Lesson Preparation
Daily Lesson #: 8
WORD STUDY
TEKS
READING
Ongoing TEKS
8.2B
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhance comprehension and oral and
written communication.
- How can learning new words help as
readers and writers?
Vocabulary of Instruction
• Context clue
Materials
• Vocabulary Notebook (1 per student)
• Highlighter (1 per student)
• Teacher­selected text with unfamiliar or
ambiguous words (1 copy per student)
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 8 Unit 02A
Word Study Overview (1)
Advance Preparation
1. Prepare to display visuals as
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
8.Fig19A,B,C,D
8.13A,B,C
8.28A
8.14A
8.16A
• Authors use literary techniques in order to
heighten interest, appeal to an audience,
and effectively communicate a message.
- What techniques do authors/speakers
use in speeches to communicate a
message to an audience?
• Readers use strategies to support
interpretation of text.
- How can you use comprehension
strategies to support your interpretation of
speeches?
• Authors communicate ideas and feelings
about their own lives and the world around
them in order to connect with others and to
clarify their own thinking.
- How do authors develop personal
narratives that communicate important
ideas?
• Personal narrative
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• 2 grade­appropriate media clips of
someone giving a speech
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
• Teacher Resource: Grade 8 Unit 02A
Writing Appetizer (1)
1. Prepare to display visuals as
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1. Prepare to display visuals as
page 14 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Daily Lesson #: 8
WORD STUDY
READING
appropriate.
appropriate.
2. Prepare to display Anchor Chart:
Unfamiliar Words: Using Context
to Determine Meaning from Unit
01, Lesson 01, Daily Lesson 4
Word Study. On the chart, create
four columns. Label the first
column “Unfamiliar Word”. Label
the second column “Context
Clues”. Label the third column
“Inferred Meaning”. Label the
fourth column “Actual Meaning.
WRITING
appropriate.
2. Select two grade-appropriate
2. Prepare to display a variety of
media clips of someone giving a
graphic organizers (e.g., timeline,
speech. Be sure they are different
outline, web, story map, etc.) that
from Daily Lesson 7 Reading.
would be helpful in planning a
Prepare to show the media clips
personal narrative.
via computer or other device.
3. Refer to the Teacher Resource:
Grade 8 Unit 02A Writing
Appetizer. Prepare accordingly.
3. Select a grade-appropriate text
with 4-6 possible unfamiliar or
ambiguous words. Underline the
possible unfamiliar or ambiguous
words. Be sure there is enough
context to determine their
meaning. Duplicate the text for
each student.
4. Refer to the Teacher Resource:
Grade 8 Unit 02A Word Study
Overview. Prepare accordingly.
Background Information
Teacher Notes
This Daily Lesson is a repeat of Daily
Lesson 7 Reading for additional practice
with the Media TEKS as it relates to
speeches.
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English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
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English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Instructional Routines
Daily Lesson # 8
WORD STUDY
READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use context to
determine or clarify the meaning of
unfamiliar or ambiguous words.
Mini Lesson
1. Ask: How do you determine the 1. Review the purpose of speeches
meaning of a word you do not
in media.
know? Discuss responses.
2. Explain that they are going to
2. Explain that although using a
watch another media clip of a
dictionary is one option for figuring
speech. Instruct students to think
out what an unknown word means,
about the information they are
effective readers do not always
learning from the speech and how
use one. Sometimes, they use the
that information is helping them
clues in the text to figure out what
form an opinion about the
the word means.
issue/topic.
Suggested Duration: 45-55 min.
Content Objective: Students interpret and
evaluate the techniques used in media to
influence the message and the audience.
WRITING
Suggested Duration: 45-55 min.
Content Objective: Students use a graphic
organizer to plan their personal narrative
that has a clearly defined focus or
controlling idea.
1. Writing Appetizer: 5-10 min.
2. Discuss and review the topic
selected for modeling a personal
narrative in the Teacher Writer’s
Notebook. Read the thesis
statement from Daily Lesson 7
Writing.
3. Display a variety of graphic
organizers (e.g., timeline, outline,
web, story map, etc.) that would
be helpful in planning a personal
narrative.
3. Display the Anchor Chart:
3. If necessary, provide background
Unfamiliar Words: Using Context to
information about the historical or
Determine Meaning. Discuss the
cultural context of the speech
4. Think Aloud and choose one of
different types of clues.
and/or the person giving the
the graphic organizers for
speech in the selected media clip.
4. Display and introduce the text
planning the personal narrative.
selected for the lesson.
4. Play the selected media clip of the
Draw the selected graphic
speech. Model taking notes on
organizer in the Teacher Writer’s
5. Read the text aloud until the first
chart paper as the speech is
Notebook.
underlined word. Think Aloud
being played.
and model looking for clues to
5. Model planning the ideas/events
help figure out what the word
5. Discuss the selected media clip
in the personal narrative on the
means.
and model writing a response in
selected graphic organizer. Think
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English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
6. Highlight any relevant clues and
explain how the context helped to
determine the meaning of the
word. Record the word and the
clues in the first and second
columns of the Anchor Chart:
Unfamiliar Words: Using Context to
Determine Meanin.
7. Think Aloud about the inferred
meaning of the word and record it
in the third column on the Record
the word and the clues in the first
and second columns of the
Anchor Chart: Unfamiliar Words:
Using Context to Determine
Meaning.
Learning Applications
1. Students create the same fourcolumn chart in their Vocabulary
Notebook. Tell students that they
will only be completing the first
three columns.
2. Provide each student with a copy
of the text and a highlighter.
3. Students read the text individually
or with a partner.
4. When students come to an
the Teacher Reader’s Notebook
on the following questions:
Aloud about how each event
connects to thesis statement.
What information did I learn
about the issue/topic?
Did the information affect
my opinion of the
issue/topic?
What was the message of
the speech?
What visual and sound
techniques we used in the
speech that influenced the
message?
How did those techniques
create a particular point of
view and how does that
impact an audience?
1. Tell students they are going to
watch another media clip of a
speech. This time they will write a
response in their Reader’s
Notebook using the questions
from the Mini Lesson.
2. If necessary, provide background
information about the historical
context of the speech and/or the
person giving the speech in the
selected media clip.
Last Updated 04/16/13
1. Students reread the thesis
statement in their Writer’s
Notebook from Daily Lesson 7
Writing.
2. Students select a graphic
organizer and plan the
events/ideas in their personal
narrative. Students consider how
each event connects to their
thesis statement.
page 18 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
underlined word, they look for and
3. Students view the media clip and
highlight context clues to help
write a response using the
them determine the meaning of
questions from the Mini Lesson.
the word.
5. Students record the words, clues,
and inferred meaning on the chart
Engage in Small Group Instruction as appropriate.
Closure
1. As a class, discuss the context
clues found and the meaning of
each underlined word.
1. Students share their responses
with a partner.
Last Updated 04/16/13
1. Students share their plans for
their personal narrative with a
partner.
page 19 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Reflection through Speeches
Lesson Preparation
Daily Lesson #: 9
READING
TEKS
8.Fig19C,D,E
8.3C
8.7A
8.8A
8.28A
WRITING
Ongoing TEKS
8.1A
TEKS
Ongoing TEKS
8.14A,B
8.19Ai
Key Understandings and Guiding Questions
• Authors use literary techniques in order to heighten
interest, appeal to an audience, and effectively
communicate a message.
- What techniques do authors/speakers use in speeches
to communicate a message to an audience?
• Authors communicate ideas and feelings about their own
lives and the world around them in order to connect with
others and to clarify their own thinking.
- How do authors develop personal narratives that
communicate important ideas?
Vocabulary of Instruction
• Literary device
• Imagery
• Hyperbole
• Irony
• Oxymoron
• Simile
• Metaphor
• Verb
• Present tense
• Past tense
• Future tense
• Perfect tense
• Progressive tense
Materials
• Reader’s Notebook (1 per student)
• Highlighter (1 per student)
• Grade­appropriate well­known speech in written form (1
copy per student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Verb Tenses: Perfect and
Last Updated 04/16/13
page 20 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Daily Lesson #: 9
READING
WRITING
Progressive (1)
• Teacher Resource: Grade 8 Unit 02A Writing Appetizer
(1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Create an Anchor Chart: Literary Devices.
2. Create an Anchor Chart: Verb Tenses: Perfect
Write student-friendly definitions and examples
and Progressive. Use the Teacher Resource:
of literary techniques (e.g., imagery, hyperbole,
Verb Tenses: Perfect and Progressive as a
irony, oxymoron, simile, metaphor, etc.) on the
resource for making the chart. Leave room to
chart. Use the Anchor Chart: Poetic Terms as a
conjugate an additional verb in each tense.
resource.
Choose regular verbs for additional practice
(e.g., jump, yell, open)
3. Select a well-known speech in written form.
Duplicate the speech for each student. Decide 3. Refer to the Teacher Resource: Grade 8 Unit
which parts of the speech will be used for
02A Writing Appetizer. Prepare accordingly.
modeling during the Mini Lesson and which
parts will be used for student practice in
Learning Applications.
Background Information
Teacher Notes
For the rest of this Unit, students are analyzing speeches
for literary techniques. Be sure to make connections
between literary techniques in fiction and poetry.
Last Updated 04/16/13
page 21 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Instructional Routines
Daily Lesson # 9
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Content Objective: Students analyze passages in wellknown speeches for the author’s use of literary devices
and word choice that appeals to the audience.
Suggested Duration: 45-50 min.
Content Objective: Students develop a personal narrative
that is focused, organized, and reflects upon decisions,
actions, and consequences. Students understand and use
perfect and progressive tense verbs.
Mini Lesson
1. Display the Anchor Chart: Literary Devices.
Review the definitions and examples of literary
devices.
1. Writing Appetizer: 5-10 min.
4. If necessary, provide background information
about the historical or cultural context of the
speech and/or the person who gave the
speech.
4. Using a regular tense verb (e.g., jump, yell,
open), conjugate the verb with students into the
different tenses.
2. Ask: What is a verb in present tense? What
is a verb in past tense? What is a verb in
2. Discuss with students that authors use literary
future tense? Discuss responses and provide
techniques in order to heighten interest, appeal
examples.
to an audience, and efficiently communicate
3. Display the Anchor Chart: Verb Tenses: Perfect
their message in speeches.
and Progressive. Discuss the different tenses
3. Display and distribute the selected well-known
and ask students to visualize what is happening
speech.
when moving to different tenses.
5. Read the speech aloud. Instruct students to
think about the message of the speech and the
intended audience.
5. Ask: Why is it important for writers/authors
to be careful about verb tense? Discuss
responses including making their writing make
sense and to help the reader visualize when
and how things are happening.
6. Ask: What was the message of the speech?
Who was the intended audience? Discuss
6. Display the graphic organizer used to plan the
responses.
personal narrative in the Teacher Writer’s
Notebook in Daily Lesson 8 Writing.
7. Reread a selected passage from the speech.
Last Updated 04/16/13
page 22 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Use a highlighter to identify important literary
devices and powerful word choice.
7. Discuss the plan including how the events/ideas
develop the thesis statement.
8. Ask: How do the literary devices and/or the 8. In the Teacher Writer’s Notebook, begin
word choice affect the message and
drafting the personal narrative using the plan
appeal to the audience? Discuss responses.
from Daily Lesson 8 Writing. Be very explicit in
selecting words and phrases that reflect on
9. With students, discuss how the person’s values
decisions, actions, and/or consequences.
or beliefs were influenced by the historical or
cultural setting of the speech.
9. Ask: What verb tense(s) is (are) being used
in the modeled personal narrative? Discuss
responses.
Learning Applications
1. Students review the graphic organizer used to
plan their personal narrative in their Writer’s
Notebook from Daily Lesson 8 Writing.
2. Students begin to draft their personal
narratives. Students carefully choose their
words and phrases to reflect on the decisions,
actions, and/or consequences throughout the
narrative. They include personal thoughts and
feelings to communicate the message more
clearly.
3. Remind student to use appropriate verb tenses
as they draft.
Engage in Small Group Instruction as appropriate.
Closure
1. As a class, students share how the literary
devices and word choice affect the message
and appeal to the audience.
Last Updated 04/16/13
1. Students share their drafts with a partner.
Partners provide feedback based on focus,
coherence, and organization.
page 23 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Reflection through Speeches
Lesson Preparation
Daily Lesson #: 10
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
8.2B
8.Fig19C,D,E,F
8.3C
8.7A
8.8A
8.28A
8.14B
8.16A
Key Understandings and Guiding
Questions
• Understanding new words and concepts
• Authors use literary techniques in order to
• Authors communicate ideas and feelings
enhances comprehension and oral and
written communication.
- What do effective readers do when they
come across a word they do not know or
understand?
heighten interest, appeal to an audience,
and effectively communicate a message.
- What techniques do authors/speakers
use in speeches to communicate a
message to an audience?
about their own lives and the world around
them in order to connect with others and to
clarify their own thinking.
- How do authors develop personal
narratives that communicate important
ideas?
Vocabulary of Instruction
• Context clue
• Aphorism
Materials
• Vocabulary Notebook (1 per student)
• Collection of grade­appropriate texts for
student selection
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Highlighter (1 per student)
• Grade­appropriate well­known speech in
written form with an example of an
aphorism (1 copy per student)
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 8 Unit 02A
Word Study Overview (1)
• Teacher Resource: Grade 8 Unit 02A
Reading Appetizer (1)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
Last Updated 04/16/13
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
1. Prepare to display visuals as
appropriate.
page 24 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Daily Lesson #: 10
WORD STUDY
READING
2. Prepare to display the Anchor
Chart: Unfamiliar Words: Using
Context to Determine Meaning
from Daily Lesson 8 Word Study.
3. Prepare a collection of texts for
student selection. Students can
also use their Independent
Reading text or any text being
used in Reading.
4. Select a text to use for modeling.
Preview the text and identify 2-3
words that may be unfamiliar to
students and have context clues
to help determine meaning.
5. Refer to the Teacher Resource:
Grade 8 Unit 02A Word Study
Overview. Prepare accordingly.
Background Information
This Instructional Routine partially
assesses Performance Indicator 05.
WRITING
2. Prepare to display the Anchor
Chart: Literary Devices from Daily
Lesson 9. Add aphorism to the
chart and provide a definition and
examples. Refer to Background
Information for more information.
3. Select a grade-appropriate wellknown speech in written form that
has an example of an aphorism.
Duplicate the speech for each
student. Decide which parts of the
speech will be used for modeling
during the Mini Lesson and which
parts will be used for student
practice in Learning Applications.
4. Refer to the Teacher Resource:
Grade 8 Unit 02A Reading
Appetizer. Prepare accordingly.
Aphorism - a concise statement of a
general truth or principle (e.g., a penny
saved is a penny earned)
Examples of aphorisms:
• A penny saved is a penny earned.
• A winner never quits—a quitter never wins.
• Delay is preferable to error. • Failure to prepare is preparing to fail. • It’s not over until it’s over.
• Like a fish out of water.
• The grass is always greener on the other
Last Updated 04/16/13
page 25 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Daily Lesson #: 10
WORD STUDY
READING
WRITING
side.
Teacher Notes
Last Updated 04/16/13
page 26 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Instructional Routines
Daily Lesson # 10
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use context to
determine or clarify the meaning of
unfamiliar or ambiguous words.
Mini Lesson
1. Ask: How do you determine the 1. Reading Appetizer: 3-5 min.
1. Display the personal narrative
meaning of a word you do not
plan and the thesis statement
2. Display the Anchor Chart: Literary
know? Discuss responses.
developed in the Teacher Writer’s
Devices. Review the definitions
Notebook from Daily Lesson 8
2. Review that although using a
and examples of literary devices.
Writing.
dictionary is one option for figuring
3. Introduce aphorism and provide a
out what an unknown word means,
2. Reread what was drafted in the
definition and examples of popular
effective readers do not always
Teacher Writer’s Notebook in
aphorisms.
use one. Sometimes, they use the
Daily Lesson 9 Writing.
clues in the text to figure out what 4. Review that authors use literary
3. In the Teacher Writer’s Notebook,
the word means.
techniques in order to heighten
continue drafting the personal
interest, appeal to an audience,
3. Display the Anchor Chart:
narrative using the plan from Daily
and efficiently communicate their
Unfamiliar Words: Using Context to
Lesson 8 Writing. Be very explicit
message in speeches.
Determine Meaning. Review the
in selecting words and phrases
different types of context clues.
that reflect on decisions, actions,
5. Display and distribute the selected
and/or consequences. Include
well-known speech.
4. Display and introduce the selected
personal thoughts and feeling to
text for the modeling.
6. If necessary, provide background
communicate the message more
information about the historical or
clearly.
5. Read the text aloud until the first
cultural context of the speech
unfamiliar word. Think Aloud and
and/or the person who gave the
model looking for clues to help
speech.
figure out what the word means.
Suggested Duration: 35-45 min.
Content Objective: Students analyze
passages in well-known speeches for the
author’s use of literary devices and word
choice that appeals to the audience.
Last Updated 04/16/13
Suggested Duration: 50-55 min.
Content Objective: Students develop a
personal narrative that is focused,
organized, and reflects upon decisions,
actions, and consequences.
page 27 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
6. Record the word, the clues, and
inferred meaning on the Anchor
Chart: Unfamiliar Words: Using
Context to Determine Meaning.
7. Continue this process with the
other unfamiliar words.
7. Read the speech aloud. Instruct
students to think about the
message of the speech and the
intended audience.
8. Ask: What was the message of
the speech? Who was the
intended audience? Discuss
responses.
9. Reread a selected passage from
the speech. Use a highlighter to
identify important literary devices
and powerful word choice
including any aphorisms.
10. Ask: How do the literary
devices and/or the word
choice affect the message and
appeal to the audience?
Discuss responses.
11. Discuss how the person’s values
or beliefs were influenced by the
historical or cultural setting of the
speech.
Learning Applications
1. Students select a text from the
collection and read the text
individually or with a partner.
1. Instruct students to analyze a
different passage of the speech
with a partner.
2. When students come to an
unfamiliar word, they look for
context clues to help them
determine the meaning of the
2. Students reread the assigned
passage and highlight important
literary devices and powerful word
choices including any aphorisms.
Last Updated 04/16/13
1. Students review their plan and
thesis statement created in their
Writer’s Notebook from Daily
Lesson 8 Writing.
2. Students continue to draft their
personal narratives. Students
carefully choose words and
page 28 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
word. Students record the word,
the clues, and an inferred
meaning on the chart in their
Vocabulary Notebook.
3. Students discuss how the literary
devices and/or the word choice
affect the message and appeal to
the audience.
phrases that reflect on decisions,
actions, and/or consequences.
They include personal thoughts
and feelings to communicate the
message more clearly.
4. Monitor and support students as
necessary.
Engage in Small Group Instruction as appropriate.
Closure
1. Students share the words and
clues they found.
1. As a class, students share how
the literary devices and word
choice affect the message and
appeal to the audience. Compare
the techniques to the speech in
Daily Lesson 9 Reading.
Last Updated 04/16/13
1. Students share their drafts with a
partner. Partners provide
feedback based on focus,
coherence, and organization.
page 29 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Reflection through Speeches
Lesson Preparation
Daily Lesson #: 11
READING
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
8.Fig19C,D,E,F
8.3C
8.7A
8.8A
8.28A
8.14B,C
8.16A
8.19Ai,v,B, C
8.20Bi
8.28A
Key Understandings and Guiding Questions
• Authors use literary techniques in order to heighten
interest, appeal to an audience, and effectively
communicate a message.
- What techniques do authors/speakers use in speeches
to communicate a message to an audience?
• Authors communicate ideas and feelings about their own
lives and the world around them in order to connect with
others and to clarify their own thinking.
- How do authors develop personal narratives that
communicate important ideas?
Vocabulary of Instruction
• Epigraph
• Revision
Materials
• Reader’s Notebook (1 per student)
• Highlighter (1 per student)
• Grade­appropriate well­known speech in written form
with an example of an epigraph (1 copy per student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and Resources
Advance Preparation
8.19Aiii
• Teacher Resource: Grade 8 Unit 02A Writing Appetizer
(1)
• Teacher Resource: Reviewing Conventions (1)
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Prepare to display the Anchor Chart: Literary
Devices from Daily Lesson 9 Reading. Add
2. Prepare to display the Teacher Resource:
Reviewing Conventions or create an Anchor
Last Updated 04/16/13
page 30 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Daily Lesson #: 11
READING
epigraph to the chart and provide a definition
and examples. Refer to Background Information
for more information.
3. Select a grade-appropriate well-known speech
in written form that has an example of an
epigraph. Duplicate the speech for each
student. Decide which parts of the speech will
be used for modeling during the Mini Lesson
and which parts will be used for student
practice in Learning Applications.
Background Information
Epigraph - a quotation at the beginning of a literary work
to introduce its theme
WRITING
Chart: Reviewing Conventions with similar
information.
3. Prepare to display the Anchor Chart: Revision
Checklist from Unit 01, Lesson 03, Daily Lesson
18 Writing. Decide which of the points will be
the focus of the lesson.
4. Refer to the Teacher Resource: Grade 8 Unit
02A Writing Appetizer. Prepare accordingly.
Revision is the third step in the writing process. During this
step, writers make revisions by changing, adding, or
deleting words, phrases, or sentences to clarify and/ or
enhance meaning.
Teacher Notes
Last Updated 04/16/13
page 31 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Instructional Routines
Daily Lesson # 11
READING
WRITING
Duration and Objective
Suggested Duration: 35-45 min.
Content Objective: Students analyze passages in wellknown speeches for the author’s use of literary devices
and word choice that appeals to the audience.
Suggested Duration: 45-50 min.
Content Objective: Students develop and revise personal
narrative that is focused, organized, and reflects upon
decisions, actions, and consequences.
Mini Lesson
1. Display the Anchor Chart: Literary Devices.
Review the definitions and examples of literary
devices.
1. Writing Appetizer: 5-10 min.
4. Display and distribute the selected well-known
speech.
4. Ask: What is revision? Why do authors
revise? How do authors decide what to
revise? Discuss responses.
2. Display the Teacher Resource: Reviewing
Conventions or the Anchor Chart: Reviewing
2. Introduce epigraph and provide a definition and
Conventions. Review simple, compound, and
examples of epigraphs.
complex sentences including phrases and
different verb tenses.
3. Review that authors use literary techniques in
order to heighten interest, appeal to an
3. Ask: Why do writers/authors use a variety
audience, and efficiently communicate their
of sentences in their writing? Discuss
message in speeches.
responses.
5. If necessary, provide background information
about the historical or cultural context of the
speech and/or the person who gave the
speech.
6. Read the speech aloud. Instruct students to
think about the message of the speech and the
intended audience.
5. Display the Anchor Chart: Revision Checklist.
Review and discuss what students need to be
revising for.
6. Display and read the personal narrative draft in
the Teacher Writer’s Notebook. Finish drafting
the narrative if necessary.
7. Ask: What was the message of the speech? 7. Think Aloud and model revising the narrative
Who was the intended audience? Discuss
in the Teacher Writer’s Notebook. Ask for
responses.
student input and feedback. Continually refer
Last Updated 04/16/13
page 32 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
8. Reread a selected passage from the speech.
Use a highlighter to identify important literary
devices and powerful word choice including any
epigraphs.
back to the thesis statement to be sure that the
revisions still match the message of the
personal narrative.
9. Ask: How do the literary devices and/or the
word choice affect the message and
appeal to the audience? Discuss responses.
10. Discuss how the person’s values or beliefs were
influenced by the historical or cultural setting of
the speech.
Learning Applications
1. Instruct students to analyze a different passage 1. In their Writer’s Notebooks, students finish their
of the speech with a partner.
personal narrative drafts if needed.
2. Students reread the assigned passage and
2. With a partner, students read their drafts and
highlight important literary devices and powerful
evaluate their drafts using the Anchor Chart:
word choices including any epigraphs.
Revision Checklist.
3. Students discuss how the literary devices
and/or the word choice affect the message and
appeal to the audience.
3. Students revise their drafts based on feedback
from their partner.
4. Monitor and support students as necessary.
4. Monitor and support students as necessary.
Engage in Small Group Instruction as appropriate.
Closure
1. Students share how the literary devices and
word choice affect the message and appeal to
the audience. Compare the techniques to the
speech in Daily Lesson 9 Reading.
Last Updated 04/16/13
1. Students share their revisions with a partner or
small group.
2. Ask students to give examples of their use of
different sentence structures and conventions.
page 33 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Reflection through Speeches
Lesson Preparation
Daily Lesson #: 12
WORD STUDY
TEKS
Key Understandings and Guiding
Questions
READING
Ongoing TEKS
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
8.2E
8.Fig19C,D,E,F
8.3C
8.7A
8.8A
8.14C
8.16A
• Understanding new words and concepts
enhance comprehension and oral and
written communication.
- How can a dictionary and other resources
help you as a reader and a writer?
• Authors use literary techniques in order to
heighten interest, appeal to an audience,
and effectively communicate a message.
- What techniques do authors/speakers
use in speeches to communicate a
message to an audience?
• Authors communicate ideas and feelings
about their own lives and the world around
them in order to connect with others and to
clarify their own thinking.
- How do authors develop personal
narratives that communicate important
ideas?
• Literary device
• Personal narrative
• Revise
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Vocabulary of Instruction
Materials
• Vocabulary Notebook (1 per student)
• Dictionary (class set)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Highlighter (1 per student)
• Grade­appropriate well­known speech in
written form (1 copy per student)
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 8 Unit 02A
Word Study Overview (1)
• Teacher Resource: Grade 8 Unit 02A
Reading Appetizer (1)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
Last Updated 04/16/13
1. Prepare to display visuals as
appropriate.
page 34 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Daily Lesson #: 12
WORD STUDY
READING
2. Prepare to display the Anchor
Chart: Understanding New
Vocabulary from Unit 01, Lesson
02, Daily Lesson 8 Word Study.
3. Prepare to display the Anchor
Chart: Unfamiliar Words: Using
Context to Determine Meaning
from Daily Lesson 10 Word Study.
4. Refer to the Teacher Resource:
Grade 8 Unit 02A Word Study
Overview. Prepare accordingly.
2. Prepare to display the Anchor
Chart: Literary Devices from Daily
Lesson 11 Reading.
WRITING
2. Prepare to display the Anchor
Chart: Revision Checklist from
Daily Lesson 11 Writing.
3. Select a grade-appropriate wellknown speech in written form.
Duplicate the speech for each
student. Decide which parts of the
speech will be used for modeling
during the Mini Lesson and which
parts will be used for student
practice in Learning Applications.
4. Refer to the Teacher Resource:
Grade 8 Unit 02A Reading
Appetizer. Prepare accordingly.
Background Information
Teacher Notes
Last Updated 04/16/13
page 35 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Instructional Routines
Daily Lesson # 12
Duration and Objective
Mini Lesson
WORD STUDY
READING
WRITING
Suggested Duration: 15 min.
Suggested Duration: 40-45 min.
Suggested Duration: 35-40 min.
Content Objective: Students use a
dictionary to determine the meaning of
words.
Content Objective: Students analyze
passages in well-known speeches for the
author’s use of literary devices and word
choice that appeals to the audience.
Content Objective: Students revise a
personal narrative for coherence,
consistent point of view, and effective
transitions in order to communicate their
message to an audience.
1. Display the Anchor Chart:
Understanding New Vocabulary.
Review what information can be
found in a dictionary entry.
1. Reading Appetizer: 3-5 min
1. Ask a: How can you improve
your writing through revision?
Discuss responses.
2. Display the Anchor Chart: Literary
Devices. Review the definitions
and examples of literary devices
2. Display the Anchor Chart:
including aphorisms and
Unfamiliar Words: Using Context to
epigraphs.
Determine Meaning. Select one of
3. Review that authors use literary
the recorded unfamiliar words.
techniques in order to heighten
Model using the dictionary to
interest, appeal to an audience,
confirm the meaning of the word. If
and efficiently communicate their
there are multiple definitions,
message in speeches.
Think Aloud about which
definition fits the context in which
4. Display and distribute the selected
the word was used. Record the
well-known speech.
definition in the fourth column on
5. If necessary, provide background
the chart.
information about the historical or
cultural context of the speech
and/or the person who gave the
speech.
Last Updated 04/16/13
2. Display the Anchor Chart:
Revision Checklist.
3. Display the following questions:
What is the message of my
personal narrative? Who is my
intended audience?
4. Think Aloud and discuss the
answers to the displayed
questions using the personal
narrative in the Teacher Writer’s
Notebook
5. Display and read the personal
narrative in the Teacher Writer’s
Notebook. Think Aloud about
places to revise for coherence,
page 36 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
6. Read the speech aloud. Instruct
students to think about the
message of the speech and the
intended audience.
consistent point of view, and the
effective use of conventions
based on the answers to the
displayed questions.
7. Ask: What was the message of
the speech? Who was the
intended audience? Discuss
responses.
8. Reread a selected passage from
the speech. Use a highlighter to
identify important literary devices
and powerful word choice.
9. Ask: How do the literary
devices and/or the word
choice affect the message and
appeal to the audience?
Discuss responses.
10. Discuss how the person’s values
or beliefs were influenced by the
historical or cultural setting of the
speech.
Learning Applications
1. Students use the chart of
unfamiliar words in their
Vocabulary Notebook from Daily
Lessons 10 and 12.
2. Students find the words on the
chart in the dictionary and confirm
the meaning of the words. If a
1. Instruct students to analyze a
different passage of the speech
with a partner.
1. With a partner, students discuss
their answers to the displayed
questions.
2. Students reread the assigned
passage and highlight important
literary devices and powerful word
choice.
2. With the same partner, students
take turns reading their personal
narratives and giving feedback
about coherence, organization,
Last Updated 04/16/13
page 37 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
word has multiple definitions,
students choose the one that fits
the context in which the word was
used. Students record the
definition in the fourth column of
the chart.
3. Students discuss how the literary
devices and/or the word choice
affect the message and appeal to
the audience.
4. Monitor and support students as
necessary.
and the effective use of
transitions.
3. Students make any necessary
revisions to their personal
narrative in their Writer’s
Notebook.
Engage in Small Group Instruction as appropriate.
Closure
1. Students share their definitions
with a partner.
1. Students write a response in their 1. Students share their improved
Reader’s Notebook about how the
personal narrative with the same
literary devices and word choice of
partner as in Learning
the speech affect the message
Applications.
and appeal to the audience.
2. Collect Reader’s Notebooks to
assess students’ entries.
Last Updated 04/16/13
page 38 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Reflection through Speeches
Lesson Preparation
Daily Lesson #: 13
READING
TEKS
WRITING
Ongoing TEKS
8.Fig19A,B,C,D,E
8.7A
8.8A
TEKS
8.14D
8.16A
8.19Ai,v,B,C
8.20A,Bi
8.28A
Ongoing TEKS
8.19Aiii
8.21A
Key Understandings and Guiding Questions
• Authors use literary techniques in order to heighten
• Authors communicate ideas and feelings about their own
interest, appeal to an audience, and effectively
lives and the world around them in order to connect with
communicate a message.
others and to clarify their own thinking.
- What techniques do authors/speakers use in speeches to - How do authors develop personal narratives that
communicate a message to an audience?
communicate important ideas?
Vocabulary of Instruction
• Literary technique
• Edit
Materials
• Reader’s Notebook (1 per student)
• Poster board or large piece of construction paper (1 per
student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Colored pen or pencil (1 per student)
• Chart paper (if applicable)
Attachments and Resources
Advance Preparation
• Teacher Resource: Grade 8 Unit 02A Writing Appetizer
(1)
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate
2. Students will need to select from previously read 2. Create Editing Stations. Each Editing Station
speeches from Daily Lesson 9-12 Reading.
needs a sheet of chart paper that explains the
Prepare accordingly.
editing focus and provides before and after
examples of that type of editing. Choose areas
Last Updated 04/16/13
page 39 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Daily Lesson #: 13
READING
WRITING
of focus that students have already received
direct instruction in or that they are familiar with
through previous Reading and Writing lessons.
Possible areas of focus include, but are not
limited, to:
Capitalization
Punctuation (including the correct
punctuation of complex sentences)
Spelling
Grammar
3. Refer to the Teacher Resource: Grade 8 Unit
02A Writing Appetizer. Prepare accordingly.
Background Information
This Instructional Routine assesses Performance Indicator
01.
Teacher Notes
Students will be completing the Performance Indicator in
Daily Lessons 13 and 14 Reading.
Last Updated 04/16/13
Editing is the fourth step in the writing process. The focus
is not on content; rather it is the correctness of grammar,
capitalization, punctuation, and spelling.
page 40 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Instructional Routines
Daily Lesson # 13
READING
WRITING
Duration and Objective
Suggested Duration: 40-50 min.
Content Objective: Students analyze passages in wellknown speeches for the author’s use of literary devices
and word choice that appeals to the audience.
Suggested Duration: 35-45 min.
Content Objective: Students edit their personal narrative
drafts for punctuation, capitalization, grammar, and
spelling.
Mini Lesson
1. Display the Anchor Chart: Literary Devices.
Review the definitions and examples of literary
devices.
1. Writing Appetizer: 5-10 min.
2. Ask: How can you improve your writing
through editing? Discuss responses.
2. Explain that they will select a passage from one
3. Remind students that when they revised their
of the previously read speeches. Instruct
narratives, they focused on making changes to
students to analyze the author’s use of literary
the craft and content of their writing. When they
devices and word choice. Tell students that
edit their narratives, they will focus on
they will create a poster that visually represents
correctness.
the message of the speech and the literary
devices used to appeal to the intended
4. Introduce the Editing Stations. Refer to one of
audience.
the Editing Stations and model what students
will do at each station.
5. Read the directions and the example correction
on the chart paper aloud.
6. Ask students to identify what editing changes
were made in the example and how the
changes improve the writing.
7. Think Aloud and edit the personal narrative
using a colored pen or pencil.
Learning Applications
1. Distribute the necessary materials for the
poster.
Last Updated 04/16/13
1. Students work in small groups to rotate through
all of the Editing Stations.
page 41 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
2. Students select a passage from a previously
read speech.
3. Students work individually to create a poster
that visually portrays the author’s message,
providing examples of literary techniques used
in the text along with their significance to
communicating the author’s message.
4. Monitor and support students as necessary.
2. At each Editing Station, students take turns
reading the directions and examples on the
chart paper aloud.
3. Students identify the changes that were made
in the example and discuss how it improves the
writing.
4. Students individually make editing changes to
their personal narrative. Students make
changes that are the focus of that station
5. Students share their editing changes with the
entire small group or with one other person in
their group.
Engage in Small Group Instruction as appropriate.
Closure
1. Students share their thoughts and ideas about
why they chose a certain speech to use for
their poster.
1. Ask 1­2 students to share their “before editing”
and “after editing” excerpts and discuss how
the editing step of the writing process helped
them improve their personal narrative
2. Students turn in the most current draft of their
personal narrative for teacher edit.
Last Updated 04/16/13
page 42 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Reflection through Speeches
Lesson Preparation
Daily Lesson #: 14
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
8.2E
8.Fig19A,B,C,D,E
8.7A
8.8A
8.14E
8.16A
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhance comprehension and oral and
written communication.
- How can a dictionary and other resources
help you as a reader and a writer?
• Authors use literary techniques in order to
heighten interest, appeal to an audience,
and effectively communicate a message.
- What techniques do authors/speakers use
in speeches to communicate a message to
an audience?
• Authors communicate ideas and feelings
about their own lives and the world around
them in order to connect with others and to
clarify their own thinking.
- How do authors develop personal
narratives that communicate important
ideas?
Vocabulary of Instruction
• Dictionary
• Pronunciation
• Syllabication
• Part of speech
• Literary technique
• Publish
• Reflect
Materials
• Vocabulary Notebook (1 per student)
• Note card (1 per student)
• Dictionary (class set)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Poster board or large piece of construction
paper (1 per student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 8 Unit 02A
Word Study Overview (1)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
Last Updated 04/16/13
page 43 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Daily Lesson #: 14
WORD STUDY
READING
2. Prepare to display the Anchor
Chart: Understanding New
Vocabulary from Daily Lesson 13.
Students will be using the same
chart they created in their
Vocabulary Notebook in Unit 01,
Lesson 02, Daily Lesson 8 Word
Study.
WRITING
2. Determine formatting guidelines
for the students’ personal
narratives. Decide if the narratives
will be typed or handwritten and
what the final product should look
like. Prepare accordingly.
3. Make arrangements for students
to have access to computers for
typing the final drafts of their
narratives, if applicable.
3. On the note cards, record
possible unfamiliar academic
vocabulary words and/or words
from texts being used in Reading.
Be sure that there is one card for
each student in the class.
4. Decide how students will share
and celebrate their work: a
Classroom Anthology, Author’s
Chair, a writing contest, etc.
4. Refer to the Teacher Resource:
Grade 8 Unit 02A Word Study
Overview. Prepare accordingly.
Background Information
This Instructional Routine assesses
Performance Indicator 05.
This Instructional Routine assesses
Performance Indicator 01.
Publishing is the final step of the writing
process. Students are expected to revise
the final draft in response to feedback from
peers and the teacher and publish written
work for appropriate audiences.
This Instructional Routine assesses
Performance Indicator 03.
Teacher Notes
Students may need more than one class
period to make final revisions and publish
their work. If necessary, consider having
students finish their publishing as
Last Updated 04/16/13
page 44 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Daily Lesson #: 14
WORD STUDY
READING
WRITING
homework.
Last Updated 04/16/13
page 45 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
Instructional Routines
Daily Lesson # 14
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use a
dictionary to determine the meaning,
syllabication, pronunciation, alternate word
choices, and part of speech of unfamiliar
words.
Suggested Duration: 35-40 min.
Content Objective: Students analyze
passages in well-known speeches for the
author’s use of literary devices and word
choice that appeals to the audience.
Mini Lesson
1. Display the Anchor Chart:
Understanding New Vocabulary.
Review what information can be
found in a dictionary entry.
1. Explain that they will finish creating 1. Think Aloud about any final
their posters for the Performance
revisions to the personal narrative
Indicator.
in the Teacher Writer’s Notebook.
2. Explain the expectations for
publishing personal narratives.
Explain formatting standards for
word processing if necessary
2. Display an unfamiliar academic
vocabulary word or word from a
text being used in Reading.
3. Share how students’ work will be
celebrated for example:
Classroom Anthology, an entire
day for the Author’s Chair,
special guests to join the
audience).
3. Model how to use the dictionary to
find the meaning, syllabication,
pronunciation, alternate word
choices, and part of speech of the
displayed word.
Learning Applications
Suggested Duration: 40-45 min.
Content Objective: Students make revisions
and publish the final drafts of their personal
narratives.
1. Instruct students to use the chart
created in Unit 01, Lesson 02,
Daily Lesson 8 Word Study.
1. Students work individually to
complete a poster for the
Performance Indicator.
1. Students work independently to
make final revisions to their
personal narratives.
2. Distribute the note cards with
academic vocabulary or words
from texts used in Reading.
2. Monitor and support students as
necessary.
2. Students publish either their
narratives, handwritten or using a
word processor.
3. Students use the dictionary to find
Last Updated 04/16/13
3. As students work on their final
page 46 of 53 Grade 8
English Language Arts and Reading
Unit: 02A
Lesson: 02
Suggested Duration: Days 7-14
the meaning, syllabication,
pronunciation, alternate word
choices, and part of speech of the
word. Students record the
information on the chart in their
Vocabulary Notebook.
drafts, the teacher confers with
individual students or small groups
on specific trouble areas, such as
writer’s craft, grammar, and
mechanics.
4. If time allows, students trade note
cards and use the dictionary to
find information on the new word.
Engage in Small Group Instruction as appropriate.
Closure
1. Students share their word and the
dictionary information with a
partner.
1. Students share their posters with
the class through a Gallery Walk.
1. Students share and celebrate
their personal narratives.
2. Collect students’ posters for
assessment.
2. Collect Writer’s Notebooks and
published personal narratives for
assessment.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 04/16/13
page 47 of 53 Eighth Grade
English Language Arts and Reading
Unit: 02A Lesson: 02
Verb Tenses: Perfect and Progressive
Present
Present Perfect
Present Progressive
Action happening right now.
(regular verbs: have + -ed)
Action leading up to now.
(is + -ing)
Action in progress right now.
I walk.
I have walked.
I am walking.
You walk.
You have walked.
You are walking.
He/She/It walks.
He/She/It has walked.
He/She/It is walking.
We/They walk.
We/They have walked.
We/They are walking.
Past
Past Perfect
Past Progressive
Action that happened in the past.
(regular verbs: -had + -ed)
Action that happened before
another past action.
(-was + -ing)
Action that was in progress in the
past.
I walked.
I had walked.
I was walking.
You walked.
You had walked.
You were walking.
He/She/It walked.
He/She/It had walked.
He/She/It was walking.
We/They walked.
We/They had walked.
We/They were walking.
Future
Future Perfect
Future Progressive
(regular verbs: will have + -ed)
(will be + -ing)
Action that will happen in the
future.
Action that will happen before
another future action.
Action in the future that will be
continuing.
I will walk.
I will have walked.
I will be walking.
You will walk.
You will have walked.
You will be walking.
He/She/It will walk.
He/She/It will have walked.
He/She/It will be walking.
We/They will walk.
We/They will have walked.
We/They will be walking.
©2011, TESCCC
07/25/12
page 1 of 3
Eighth Grade
English Language Arts and Reading
Unit: 02A Lesson 02
Reviewing Conventions
Original sentence: The teacher exercises.
Add an independent clause
Contains a subject and a verb, and
can stand alone as a sentence.
Connect with a comma coordinating
conjunction.
Add and adverbial clause
A dependent clause that acts as an
adverb. Contains a subject and a
verb, connect with a subordinating
conjunction.
Add an adjectival clause
A dependent clause that acts as an
adjective. Contains a subject and a
verb, usually begins with a relative
pronoun (who, whom, whose, that,
which, what)
Add an adverbial phrase
A prepositional phrase that acts as an
adverb (modifies a verb, an adjective,
or another adverb). Tells where,
when, how, why, or to what extent.
Add an adjectival phrase
A prepositional phrase that acts as
adjective (modifies a noun or
pronoun.) Answers the questions:
Which one? How many? What kind?
Change the verb to the present
Action that has been completed in a
perfect tense
period leading up to now (has or
have + past participle)
Change the verb to the past perfect
Action that was completed before
tense
another past action (had + past
participle).
Change the verb to the future perfect Action that will be completed before
tense
another future action (will + have +
past participle)
Change the verb to the present
Action in progress in the present
progressive form
(present form of be + present
participle)
Change the verb to the past
Action that was in progress in the
progressive form
past (past form of be + present
participle)
Change the verb to the future
Action that will be in progress in the
future (future form of be + present
progressive form
participle)
©2011, TESCCC
07/25/12
The teacher exercises, but he grades
papers first.
The teacher exercises if he doesn’t
have papers to grade.
The teacher who assigns his students
weekly 10-page essays never
exercises.
The teacher exercises at the track by
the high school.
The teacher with the running shoes
exercises.
The teacher has excerised.
The teacher had exercised.
The teacher will have excercised.
The teacher is exercising.
The teacher was exercising.
The teacher will be exercising.
page 1 of 1
Eighth Grade
English Language Arts and Reading
Unit: 02A
Eighth Grade Unit 02A
Word Study Overview
Possible Word Wall Organization
Word Wall
Prefixes
Activities
Root Words
Suffixes
Prefix #1
Root Word #1
Suffix #1
Words that use the prefix
Words that use the Root Word
Words that use the suffix
Prefix #2
Root Word #2
Suffix #2
that use
the prefix
Words that usethe
the Root
Word
Words
use theon
suffix
Day 2: Students Words
analyze
words
in order to understand
effect
of roots
andthat
affixes
the meaning of words.
(TEKS 8.2A)
Day 4: Students analyze words in order to understand the effect of roots and affixes on the meaning of words.
(TEKS 8.2A)
Day 6: Students analyze words in order to understand the effect of roots and affixes on the meaning of words.
(TEKS 8.2A)
Day 8: Students use context to determine or clarify the meaning of unfamiliar or ambiguous words.(TEKS
8.2B).
Day 10: Students use context to determine or clarify the meaning of unfamiliar or ambiguous words. (TEKS
8.2B)
Day 12: Students use a dictionary to determine the meaning of words. (TEKS 8.2E)
Day 14: Students use a dictionary to determine the meaning, syllabication, pronunciation, alternate word
choices, and part of speech of unfamiliar words. (TEKS 8.2E)
At the completion of Unit 01, remove the roots, affixes, and words from the Word Wall. Use new roots, affixes,
and words for the Word Walls in Units 02 and 03. You may choose to return some or all of the previously
learned words to the Word Wall when you get to the review activities for Units 02 and 03.
Note:
Don’t let your Word Wall become word wallpaper. Use the Word Wall on a daily basis by using words from the
Word Wall, watching for Word Wall words in texts, and using Word Wall words in writing. Model for students
how to use the Word Wall. Encourage students to use the Word Wall and their Personal Word Walls.
©2011, TESCCC
07/25/12
page 1
Eighth Grade
English Language Arts and Reading
Unit: 02A
Eighth Grade Unit 02A
Reading Appetizer
Purpose:
Expose students to the vast variety of reading materials in the world in order to
encourage Independent Reading.
Time:
3-5 minutes
Description:
At the beginning of each class period, share an interesting text or excerpt with
students. This may connect to the genre and/or theme that students are studying
in class, or could be something that peaks the interest of the students in the
class. The piece can come from a range of sources including but not limited to
novels, short stories, newspapers, magazines, textbooks, or anthologies.
Encourage students to keep a log of “Texts I’d Like to Read’ in their Reader’s Notebooks. If a text
peaks their interest, students record the title and author for future Independent Reading.
Preparation:
©2011, TESCCC
Search for interesting reading materials on a daily basis. Specific examples may
include an article you find on the Internet, an article you read at the dentist’s
office, a great recipe someone shared with you, a poem written for a friend, a
chapter from a novel, the first few paragraphs of a short story, a newspaper
article, a manual for an electronic device, a brochure, etc. Find texts that will
connect with your students and inspire them to want to read more.
07/25/12
page 1 of 1
Eighth Grade
English Language Arts and Reading
Unit: 02A
8th Grade Unit 02A
Writing Appetizer
Purpose:
Writing Appetizers serve to help students develop writing fluency and voice while
generating ideas for future writing.
Time:
5-10 Minutes
Description:
Provide time at the beginning of class to provide multiple opportunities for writing
and creative expression. Students use prewriting strategies to generate their
own topics for writing and freewrite their ideas in their Writer’s Notebooks. After
the allotted time, students share their work with a partner or with the class. This
time for sharing is an important part of growing student writers.
Preparation:
Generating ideas for student writing is explicitly taught in Unit 01, Daily Lessons
1-4. Writing Appetizers are used throughout the unit so that students have the
opportunity to expand on these ideas and build on their understanding of writing.
The “Writing Appetizer” entries in the Writer’s Notebooks will then be used to
practice strategies for writing improvement and application of conventions skills.
Establish expectations for the Writing Appetizers and allow no more than 10 minutes to ensure time
for the other Instructional Routines.
©2010, TESCCC
07/25/12
page 1 of 1
Eighth Grade
English Language Arts and Reading
Unit: 02A
8th Grade Exemplar Lessons
Unit 02A Alternative Plan
Instructional
Day
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Component
Reading
Reading
Reading
Reading
Writing
Writing
Writing
Writing
Reading
Reading
Reading
Reading
Writing
Writing
Writing
Writing
Writing
Exemplar
Lesson Day
1
2
5
6
Combine 1/2
3
5
6
7
9
Combine 10/11
Combine 13/14
Combine 7/8
9
11
13
14
*Implement the Word Study component as time permits or on extra days of instruction.
©2011, TESCCC
07/25/12
Page 1 of 1