Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
ELAR Grade 08 Unit 01 Exemplar Lesson 03: Exploring the Novel
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 read and analyze a novel with a focus on linear plot structures and the central characters’ influences on the
theme and conflict resolution. Students apply reading strategies in order to support understanding of a novel.
Students use the writing process to create an imaginative story using effective literary elements and techniques.
Students use appropriate resources and apply knowledge of roots and affixes in order to determine the meaning of
unfamiliar words.
Grade 08 ELAR Unit 01 PI 01
After reading a fictional text, complete a graphic organizer that identifies the linear plot development including the type of conflict and
the central character’s role in that conflict. In a paragraph, determine whether or not the conflict was resolved and if so, how. Provide
textual evidence to support your response.
Standard(s): 8.6A , 8.6B , 8.17C , 8.20A , 8.Fig19A , 8.Fig19B , 8.Fig19C , 8.Fig19D , 8.Fig19E , 8.20B.i
ELPS ELPS.c.4D , ELPS.c.4E , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.5B , ELPS.c.5C
, ELPS.c.5F , ELPS.c.5G
Grade 08 ELAR Unit 01 PI 04
Use the conventions of language and a range of literary elements, strategies, and techniques to write an imaginative story that
embraces a meaningful theme.
Standard(s): 8.6A , 8.14A , 8.14B , 8.14C , 8.14D , 8.14E , 8.15A.i , 8.15A.ii , 8.15A.iii , 8.15A.iv , 8.15A.v
ELPS ELPS.c.1E , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Last Updated 05/14/2013
page 1 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Grade 08 ELAR Unit 01 PI 05
Write multiple response entries including thoughts, connections, and/or strategies that deepen understanding of fiction, drama, 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 01 PI 06
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.5B , ELPS.c.5F , ELPS.c.5G
Key Understandings
Understanding connections between literary elements facilitates the reader’s ability to make meaning of text.
Authors use techniques and elements to enable the reader to experience and connect with the events and
characters.
Authors use conventions of written language to communicate clearly and effectively.
Readers use strategies to support interpretation of text.
Understanding new words and concepts enhances 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:
8.2A
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots
and affixes.
Readiness Standard
8.2E
Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication,
Last Updated 05/14/2013
page 2 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
pronunciations, alternate word choices, and parts of speech of words.
Readiness 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:
8.3A
Analyze literary works that share similar themes across cultures.
Supporting Standard
8.6
Comprehension of Literary Text/Fiction. Students understand, make inferences and draw
conclusions about the structure and elements of fiction and provide evidence from text to
support their understanding. Students are expected to:
8.6A
Analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine
whether and how conflicts are resolved.
Readiness Standard
8.6B
Analyze how the central characters' qualities influence the theme of a fictional work and resolution of the central
conflict.
Readiness Standard
8.8
Comprehension of Literary Text/Sensory Language. Students understand, make inferences and
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:
Last Updated 05/14/2013
page 3 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
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.
8.15
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real
or imagined people, events, and ideas. Students are expected to:
8.15A
Write an imaginative story that:
8.15A.i
sustains reader interest.
8.15A.ii
includes well-paced action and an engaging story line.
8.15A.iii
creates a specific, believable setting through the use of sensory details.
8.15A.iv
develops interesting characters.
8.15A.v
uses a range of literary strategies and devices to enhance the style and tone.
8.17
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
8.17C
Write responses to literary or expository texts that demonstrate the use of writing skills for a multi-paragraph
essay and provide sustained evidence from the text using quotations when appropriate.
Last Updated 05/14/2013
page 4 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
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.
8.21
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.
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;
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)
Last Updated 05/14/2013
page 5 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
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)
Ongoing TEKS
TEKS alignment coming soon.
Materials
Vocabulary Notebook (1 per student)
Teacher Vocabulary Notebook (1)
Reader’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Dictionary (class set)
Highlighter (class set)
Set of three different color highlighters (1 set per student)
Chart paper
Grade-appropriate novel read during Reading Appetizer (1)
Excerpt of a short story or novel with a description of the setting (1)
2 or more excerpts from short stories or novels illustrating different writing styles and tones. (1 copy of each)
2 or more grade-appropriate excerpts from short stories or novels that illustrate various types of
characterization (1 copy of each)
Various sets of multi-level, grade-appropriate novels that share similar themes across cultures- assigned in
Daily Lesson 8 (1 text per student)
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.
Handout: Exploring the Novel (1 per student)
Last Updated 05/14/2013
page 6 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Handout: Story Map (2 per student)
Handout: Literature Circles (1 packet per student)
Power Point: Share Your Imagination (optional)
Teacher Resource: Grade 8 Unit 01 Word Study Overview
Resources and References
Buckner, A. (2005). Notebook know­how: Strategies for the writer’s notebook. Portland, ME: Stenhouse.
Gallaher, K. (2009). Readicide: How schools are killing reading and what you can do about it. Portland, Maine:
Stenhouse.
Galaher, K. (2006). Teaching adolescent writers. Portland ME: Stenhouse
Gallaher, K. (2004). Deeper reading: Comprehending challenging texts, 4-12. Portland, ME: Stenhouse.
Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding.
Portland, ME: Stenhouse.
Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME:
Stenhouse.
Possible/Optional Literature
Selections
Various sets of multi-level, grade-appropriate novels that share similar themes across cultures
The Outsiders, by S.E. Hinton
The Pigman, by Paul Zindel
The House on Mango Street, by Sandra Cisneros
Speak by Laurie Halse Anderson
The Book Thief, by Markus Zusak
Holes, by Louis Sachar
Flipped, by Wendelin Van Draanen
Tangerine, by Edward Bloor
Ender’s Game by Orson Scott Card
Dying to Meet You: 43 Old Cemetery Road by Kate Klise
How to Survive Middle School by Donna Gephart
Brain Jack by Brian Falkner
District-adopted resources
Last Updated 05/14/2013
page 7 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Last Updated 05/14/2013
page 8 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Exploring the Novel
Lesson Preparation
Daily Lesson #: 15
READING
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
8.Fig19A
8.3A
8.28A
8.14A
8.15Ai,ii
Key Understandings and Guiding Questions
• Readers use strategies to support interpretation of text.
- How does your purpose for reading affect how you read?
- What strategies can you use to improve your
understanding while reading?
• Authors use techniques and elements to enable the
reader to experience and connect with events and
characters.
- How do you generate and develop ideas for effective
writing?
Vocabulary of Instruction
• Purpose
• Writing process
• Prewriting
• Imaginative story
• Plot
Materials
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate novel read during Reading Appetizer
(1)
• Various sets of multi­level, grade­ appropriate novels that
share similar themes across cultures- assigned in Daily
Lesson 8 (1 text per student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and Resources
• Handout: Exploring the Novel (1 per student)
• PowerPoint: Share Your Imagination (optional)
• Handout: Story Map (1 per student)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
Last Updated 05/14/2013
page 9 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Daily Lesson #: 15
READING
WRITING
2. Students should already have read a significant 2. Prepare to present PowerPoint: Share Your
portion of their novels.
Imagination (optional).
3. Duplicate Handout: Exploring the Novel (1
per student).
3. Determine the topic and audience for the
imaginative story to be modeled in the Teacher
Writer’s Notebook. Consider using a personal
experience as a basis for the imaginative story.
4. Duplicate Handout: Story Map. (1 per student)
Background Information
Teacher Notes
In Lessons 01 & 02, a novel was read during the Reading
Appetizer. Refer to this novel throughout Lesson 03 to
serve as a model for the skills and strategies students will
learn.
Students will use a story map to plan the writing of their
stories. This story map is the same one used during Daily
Lesson 11 Reading. Explicitly point out the ReadingWriting Connection.
Write an imaginative story alongside students, modeling
the steps of the writing process along the way.
Underdeveloped Concept: When writing short stories,
students need to make sure to include all story elements,
including the main character, setting, problem, resolution,
character change, and conclusion. Many students simply
list a series of events and problems without paying
attention to what makes an engaging story.
Last Updated 05/14/2013
page 10 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Instructional Routines
Daily Lesson # 15
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Content Objective: Students analyze theme and compare
the theme to other literary works they have read.
Suggested Duration: 45-50 min.
Content Objective: Students generate ideas in order to
write an imaginative story.
Mini Lesson
1. Ask: Why is it important to establish your
purpose for reading? Discuss responses.
1. Present the PowerPoint presentation in order to
review the writing process (optional).
2. Explain that the purposes for reading a novel
are to apply comprehension skills and to
analyze literary elements.
2. Explain that they will review their Writer’s
Notebook entries to find inspiration for an
imaginative story.
3. Distribute Handout: Exploring the Novel.
Discuss procedures and expectations for
Literature Circles.
3. Think Aloud and model the prewriting step of
the writing process. Read a few passages from
the Teacher Writer’s Notebook. Demonstrate
choosing an entry on which to base the
imaginative short story.
4. Establish expectations for working productively
with others in teams.
5. Using the novel read aloud during the Reading
Appetizer, discuss the major theme(s) of the
story and compare them to other literary works
discussed in this unit.
4. Remind students that their stories should
embrace a meaningful theme, keep
the reader’s interest, and have well­paced
action and an engaging story line.
5. In the Teacher Writer’s Notebook, record each
of these characteristics for the story (write a
sentence or two for each): 1. Story idea or
topic: ________, 2. Theme: ________, 3. What
makes it interesting: _________ (interesting
character, problem, etc.), 4. Action: ________
(list the main events).
6. Distribute Handout: Story Map. Point out that
they used this same graphic organizer to
Last Updated 05/14/2013
page 11 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
identify the elements of a story in Reading. Now
they will use it to plan their own stories.
7. Display and model how to complete the
Handout: Story Map and Think Aloud and
plan the imaginative story.
8. Model how to make a pocket in the Teacher
Writer’s Notebook by folding over a right page
top corner to the center of the notebook, then
staple it to the adjoining left hand page. Place
the completed Handout: Story Map in the
pocket for use in Daily Lesson 16 Writing.
Learning Applications
1. Organize students into Literature Circles based
on the novel they have been reading since
Daily Lesson 8 Reading.
2. Literature Circle groups, students discuss a
reading schedule and a schedule for rotating
jobs.
3. Students write questions they have concerning
the Literature Circles in their Reader’s
Notebooks.
1. Students review Writer’s Notebook entries and
decide on a topic for their imaginative story.
Students record the following in the Writer’s
Notebook: 1. Story idea or topic: ________, 2.
Theme: ________, 3. What makes it
interesting: _________ (interesting character,
problem, etc.), 4. Action: ________ (list the
main events).
2. Students work individually to map out their
imaginative short stories using Handout: Story
Map. Students create a pocket in their Writer’s
Notebooks to store the completed Handout:
Story Map.
Engage in Small Group Instruction as appropriate.
Closure
1. Answer students’ questions about Literature
Circles.
1. Students meet with a partner and discuss their
ideas and record suggestions.
2. Ask: Why is the plot important to a well-
Last Updated 05/14/2013
page 12 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
written story? Discuss responses.
Last Updated 05/14/2013
page 13 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Exploring the Novel
Lesson Preparation
Daily Lesson #: 16
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
Ongoing TEKS
WRITING
TEKS
Ongoing TEKS
8.2A
8.Fig19B,C,E
8.8A
8.28A
8.14B
8.15Aiii
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- How does knowledge of roots and affixes
help you determine the meaning of
unfamiliar words?
• Readers use strategies to support
interpretation of text.
- What strategies can you use to improve
your understanding while reading?
• Authors use techniques and elements to
enable the reader to experience and
connect with events and characters.
- How do you generate and develop ideas
for effective writing?
Vocabulary of Instruction
• Root
• Affix
• Prefix
• Suffix
• Question
• Connection
• Summary
• Sensory image
• Writing process
• Draft
• Organization
• Setting
• Sensory detail
Materials
• Vocabulary Notebook (1 per student)
• Teacher Vocabulary Notebook (1)
• Set of three different color highlighters (1
set per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate novel read during
Reading Appetizer (1)
• Various sets of multi­level, grade­
appropriate novels that share similar
themes across cultures- assigned in Daily
Lesson 8 (1 text per student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Excerpt of a short story or novel with a
description of the setting (1)
• Chart paper (if applicable)
Last Updated 05/14/2013
page 14 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Daily Lesson #: 16
WORD STUDY
READING
WRITING
Attachments and Resources
• Teacher Resource: Grade 8 Unit 01 Word
Study Overview (1)
• Handout: Literature Circles (1 per
student)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Select a root. Prepare to define
and discuss the origin of the root.
2. Duplicate Handout: Literature
Circles (1 per student).
3. Select an example of a gradelevel academic word that contains
the root. If possible, select a word
related to or from texts used in
Reading or Writing.
3. Review each role and prepare to
complete out the Handout:
Literature Circles for the novel
read in the Reading Appetizer
2. Select an excerpt of a short story
or novel that demonstrates how
the author uses description and
sensory details to establish the
setting.
4. Refer to the Teacher Resource:
Grade 8 Unit 01 Word Study
Overview. Plan accordingly.
Background Information
Teacher Notes
Refer to Daily Lesson 15 Writing
Last Updated 05/14/2013
page 15 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Instructional Routines
Daily Lesson # 16
WORD STUDY
READING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students analyze words
in order to understand the effect of roots
and affixes on the meaning of words.
Mini Lesson
1. Refer to the Word Wall and
1. Distribute Handout: Literature
explain that they will be introduced
Circles.
to another root word.
2. As students review Handout:
2. Display the selected root.
Literature Circles, recall that
these are all strategies they
3. Explain the meaning and origin of
applied while reading myths and
the root.
plays.
4. Display an example of a grade3. Using the previously read class
level academic word containing
novel, model each Literature
the root. Highlight the root and
Circle role.
any other roots or affixes using
different colors.
4. Define similes and extended
metaphors. Point out any similes
5. Discuss the influence of the root
and/or extended metaphors in the
on the meaning of the word.
text. Discuss how they affect the
reader.
Suggested Duration: 35-40 min.
Content Objective: Students explain the
effect of similes and extended metaphors
in literary text.
5. Explain that the summarizer will be
responsible for recording
extended metaphors that they
notice in the Literature Circle
novels.
WRITING
Suggested Duration: 35-40 min.
Content Objective: Students create a
believable setting for their imaginative story
through the use of sensory details.
1. Read an excerpt from a text that
describes the setting of a story.
Ask: What did you learn about
the story from this excerpt?
What sensory details did the
author include that helped you
picture the setting? Discuss
responses.
2. Explain they will be focusing on
the setting of their imaginative
stories.
3. Think Aloud and brainstorm
sensory details about the setting
of the imaginary story in the
Teacher Writer’s Notebook.
4. Model writing a description of the
setting using sensory details. Do
not overload the writing with
details; incorporate only the one
or two most powerful details.
6. Review expectations for working
productively in groups. Instruct
Last Updated 05/14/2013
page 16 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
students to focus their discussion
around similes and extended
metaphors found in the novel they
are reading.
Learning Applications
1. Students work individually or in
small groups to brainstorm as
many words they can think of that
contain the root. Students record
the words in their Vocabulary
Notebooks.
2. Record and display a list of the
words students brainstorm.
Students may add words to their
own list.
3. Engage students in the
Interactive Process in order to
analyze each word and highlight
the roots, prefixes, and suffixes
using separate colors.
1. If necessary, students read
Literature Circles novels
individually or in small groups.
2. Students refer to Handout:
Literature Circles and record
responses for individual role in
their Reader’s Notebook.
1. Students work individually to
brainstorm sensory details about
their setting in their Writer’s
Notebooks.
2. Students write a description of the
setting for their imaginative story.
3. Students convene in the Literature
Circle groups to discuss the
similes and extended metaphors
presented in their novels.
4. Discuss the effect of the roots and
affixes on the meaning of the
words.
Engage in Small Group Instruction as appropriate.
Closure
1. Identify grade-level vocabulary
words from the list of words
containing the root. Post words
next to the root on the Word Wall.
Ask for examples of similes and extended
metaphors presented in the novels being
read in the Literature Circles. Ask: How do
similes and extended metaphors help the
reader create images and help with
comprehension? Discuss responses.
Last Updated 05/14/2013
1. Students share their writing in the
Author’s Chair and comment on
the literary techniques used to
create the setting of each story.
2. Ask: Why is the setting
important to a well-written
page 17 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
story? Discuss responses.
Last Updated 05/14/2013
page 18 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Exploring the Novel
Lesson Preparation
Daily Lesson #: 17
READING
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
8.Fig19B,C,E
8.6B
8.28A
8.14B
8.15Aiv
Key Understandings and Guiding Questions
• Readers use strategies to support interpretation of text.
- What strategies can you use to improve your
understanding while reading?
• Understanding the connections between literary
elements facilitates the reader’s ability to make meaning
of text.
- How do you analyze connections between literary
elements in order to make meaning of a novel?
• Authors use techniques and elements to enable the
reader to experience and connect with events and
characters.
- How do you generate and develop ideas for effective
writing?
Vocabulary of Instruction
• Question
• Connection
• Summary
• Sensory image
• Writing process
• Draft
• Character development
Materials
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate novel read during Reading Appetizer
(1)
• Various sets of multi­level, grade­ appropriate novels that
share similar themes across cultures- assigned in Daily
Lesson 8 (1 text per student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• 2 or more grade­appropriate excerpts from short stories
or novels that illustrate various types of characterization (1
copy of each)
• Chart paper (if applicable)
Last Updated 05/14/2013
page 19 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Daily Lesson #: 17
READING
WRITING
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Prepare to use the Handout: Literature
2. Select two or more excerpts from texts that
Circles distributed in Daily Lesson 16 Reading.
illustrate various types of characterizations. The
excerpts may come from short stories or novels
from this Unit, or other texts. Choose excerpts
that illustrate various strategies for
characterization: narrator description, what the
character says/thinks, what other characters
say about the character, character actions,
dialogue, etc.
3. Create an Anchor Chart: Characterization to
record strategies for developing characters.
Background Information
Teacher Notes
When developing characters, effective writers consider:
physical traits, emotional traits, personal traits, and
motivations.
Students will continue to rotate roles: Discussion Director
& Questioner, Connector, Summarizer, and Illustrator as
they work through the text.
Last Updated 05/14/2013
Refer to Daily Lesson 15 Writing
page 20 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Instructional Routines
Daily Lesson # 17
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Content Objective: Students analyze how the central
characters’ qualities influence the theme of a fictional
work.
Suggested Duration: 45-50 min.
Content Objective: Students develop interesting characters
in their imaginative stories.
Mini Lesson
1. Explain to students that they will switch roles as
they continue to read their Literature Circle
novel.
1. Ask: What makes an interesting character?
Discuss responses.
2. Instruct students to refer to Handout: Literature
Circles and review the role they will play today.
2. Introduce the excerpt(s). Instruct students to
pay attention to the characters and what the
author does to help us understand them.
3. Using the Reading Appetizer novel, discuss and 3. Read excerpts aloud. After each excerpt, stop
record the central characters’ qualities. Provide
to discuss what students learned about the
textual evidence to support ideas.
character(s) and what the author did to help
them understand the character. Record
4. Ask: How do these characters’ qualities
characterization strategies on an Anchor Chart:
influence the theme of the story? Discuss
Characterization.
responses.
4. Explain that they will focus on developing
5. Instruct students to focus their Literature Circle
interesting characters for their imaginative
discussion on the characters’ qualities and how
stories.
those qualities influence the theme of the story.
5. In the Teacher Writer’s Notebook, Think Aloud
and model creating a web to brainstorm
character traits for the main characters in the
imaginative story.
6. Refer to the web and student input to write a
short description for each character.
Learning Applications
1. If necessary, students read Literature Circles
Last Updated 05/14/2013
1. Students work individually to create character
page 21 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
novels individually or in small groups.
2. Students refer to Handout: Literature Circles
and record responses for individual role in their
Reader’s Notebook.
webs for the main character(s) in their
imaginative stories.
2. Students use their webs to write descriptions of
their character(s).
3. Students convene in the Literature Circle
groups to discuss the qualities of characters in
the story. Students also discuss how the
characters’ qualities influence the theme.
Engage in Small Group Instruction as appropriate.
Closure
1. Ask each group to give an example of a
character quality that influences the theme of
the story they are reading.
Last Updated 05/14/2013
1. Students share their descriptions in the
Author’s Chair.
2. Ask: Why are characters important to a
well-written story? Discuss responses.
page 22 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Exploring the Novel
Lesson Preparation
Daily Lesson #: 18
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
Ongoing TEKS
WRITING
TEKS
Ongoing TEKS
8.2A,E
8.Fig19C,D,E
8.6A,B
8.28A
8.14B,C
8.15Ai-v
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- How does knowledge of roots and affixes
help you determine the meaning of
unfamiliar words?
- How do you consult reference sources in
order to define, understand, and use
unfamiliar words?
• Understanding the connections between
literary elements facilitates the reader’s
ability to make meaning of text.
- How do you analyze connections between
literary elements in order to make meaning
of a novel?
• Authors use techniques and elements to
enable the reader to experience and
connect with events and characters.
- How do you generate and develop ideas
for effective writing?
Vocabulary of Instruction
• Root
• Affix
• Prefix
• Suffix
• Dictionary
• Phonetic spelling
• Syllabication
• Part of speech
• Plot
• Conflict
• Rising action
• Turning point/ climax
• Falling action
• Denouement/resolution
• Writing process
• Revise
Materials
• Vocabulary Notebook (1 per student)
• Teacher’s Vocabulary Notebook (1)
• Dictionary (class set)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate novel read during
Reading Appetizer (1)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• 2 or more excerpts from short stories or
novels illustrating different writing styles
Last Updated 05/14/2013
page 23 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Daily Lesson #: 18
WORD STUDY
READING
WRITING
• Various sets of multi­level, grade­
appropriate novels that share similar
themes across cultures- assigned in Daily
Lesson 8 (1 text per student)
• Chart paper (if applicable)
and tones (1 copy of each)
• Highlighter (class set)
• Chart paper (if applicable)
1. Prepare to display visuals as
appropriate.
Attachments and Resources
• Teacher Resource: Grade 8 Unit 01 Word
Study Overview (1)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Select 6-10 grade-level academic
words that contain roots and
affixes from the Word Wall.
2. Create Anchor Chart: Conflict and 2. Create an Anchor Chart: Revision
Resolution. Record the different
Checklist. Write the following list
types of conflicts and possible
on the chart:
resolutions. Refer to Background
• Ensure precise word choice and
Information.
vivid images
• Maintain consistent point of view
• Use varied sentences, simple,
compound, and complex, that are
purposeful and well controlled to
enhance the effectiveness of the
piece
• Check internal (within the
paragraph) and external (within
the complete piece) coherence
• Improve transitions and
sentence-to-sentence connections
to enhance the flow of the piece
3. Prepare to display the Anchor
Chart: Understanding New
Vocabulary from Daily Lesson 8
Word Study.
4. Refer to the Teacher Resource:
Grade 8 Unit 01 Word Study
Overview. Plan accordingly.
3. Decide which of the points on the
Anchor Chart: Revision Checklist
will be the focus of the lesson.
Last Updated 05/14/2013
page 24 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Daily Lesson #: 18
WORD STUDY
READING
WRITING
Read students’ drafts to see what
the students need to focus on.
Background Information
Conflict - in literature, the opposition of
persons or forces that brings about
dramatic action central to the plot of a
story. Conflict may be internal, as a
psychological conflict within a character,
or external (e.g., man versus man, man
versus nature, or man versus society).
Types of conflict
Man vs. self
Man vs. man
Man vs. nature
Man vs. machine
Man vs. society
Resolution - the point in a literary work at
which the story’s problem is worked out
Examples of conflict resolution:
Everybody wins
Fight/Run away/Avoid
Fight/Resist
Death
Compromise
Someone wins: Someone loses
Acceptance
Unresolved
Teacher Notes
Students should have finished reading
Last Updated 05/14/2013
Revise - changing, adding, or deleting
words, phrases, or sentences to clarify
and/or to enhance the message to ensure
the purpose, audience, and genre have
been addressed
Coherent - logically ordered, with
consistent relations of parts to the whole
(e.g., a coherent essay)
Internal coherence - a logical organization
and fluid progression of ideas and /or
sentences; a piece of writing with internal
coherence does not contradict itself
External coherence - Organizing the major
components of a written compositionintroduction, body, conclusion, or in the
case of a multi-paragraph essay, the
paragraphs- in a logical sequence so that
they flow easily and progress from one
idea to another while still holding true to
the central idea of the composition
Word choice - the author’s thoughtful use
of precise vocabulary to fully convey
meaning to the reader.
Refer to Daily Lesson 15 Writing
page 25 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Daily Lesson #: 18
WORD STUDY
READING
their novel before this Daily Lesson.
Last Updated 05/14/2013
WRITING
At the end of this Daily Lesson, students
will submit their drafts for review. Consider
grouping students with similar needs
together for additional small group
instruction.
page 26 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Instructional Routines
Daily Lesson # 18
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students apply
knowledge of roots and affixes and use a
dictionary in order to understand new
vocabulary.
Suggested Duration: 35-40 min.
Content Objective: Students determine the
conflict and resolution in their story and
analyze how characters influenced the
resolution.
Suggested Duration: 35-40 min.
Content Objective: Students draft and revise
imaginative stories that have an engaging
storyline, a believable setting, interesting
characters, and appropriate literary devices.
Mini Lesson
1. Review the root words and affixes
on the class Word Wall.
1. Explain that they identified and
analyzed the elements of plot in
the short stories and dramas they
read. Now, they will apply this
same skill to the novels they read
in their Literature Circles.
1. Ask: What is revision? Why do
authors revise? Discuss
responses.
2. Ask: Has knowledge of roots
and affixes helped you
determine the meaning of
unfamiliar words in this or any
other class? Discuss
responses.
3. Display the Anchor Chart:
Understanding New Vocabulary.
Students find the Anchor Chart in
their Vocabulary Notebook from
Daily Lesson 8 Word Study.
4. In the “Word” column, write
several grade-level academic
words. Students record the words
in the Anchor Chart in the
Vocabulary Notebook.
2. Review elements of linear plot
(exposition, rising action, turning
point/climax, falling action,
denouement/resolution, and
subplots).
3. Using the Reading Appetizer
novel, identify linear plot elements.
4. Refer to Anchor Chart: Conflict
and Resolution. Define and
discuss types of conflict and
resolution. Provide examples as
necessary.
5. Review the process for completing 5. Identify and discuss the conflict in
the chart: identify (highlight or
the class novel.
Last Updated 05/14/2013
2. Introduce the 4 R’s of revision:
Replace, Remove, Refine, and
Reorganize. These are the four
main actions a writer can take
during the revision stage:
Replace: replace words,
sentences, or ideas with more
effective ones
Remove: remove any words,
sentences, or ideas that aren’t
working
Refine: refine your ideas by
adding more details or
explanation
Reorganize: reorganize or
move around words,
sentences, or ideas so the
writing makes more sense
page 27 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
underline) the roots and affix(es)
6. Ask: What is the role of the
in the words, use knowledge of
central character in the
roots and affixes to write your own
conflict? Discuss responses.
definition, and use a dictionary to
complete the remaining columns in 7. Ask: How was the conflict
the chart.
resolved? What role did the
characters play in that
resolution? Discuss responses.
8. Review expectations for
participating productively in
groups.
Learning Applications
3. Display the Anchor Chart:
Revision Checklist. Highlight or
place a sticker next to the areas
for revision focus.
4. In the Teacher Writer’s Notebook,
model drafting and revising the
imaginative story draft. Model
each of the four R’s.
1. Organize students into partners or 1. Students meet in groups to
small groups. Assign each group
discuss the plot, conflict, and
one grade-level academic word
resolution in the Literature Circle
from the chart.
novels.
2. Students work in partners or small
groups to complete the chart for
their assigned word.
3. Each group presents their
assigned word and responses for
each column. Record responses
on the displayed Anchor Chart.
1. Students use the completed
Handout: Story Map from Daily
Lesson 15 Writing, the description
of setting from Daily Lesson 16
Writing, and the description of
2. Students identify the elements of
characters from Daily Lesson 17
linear plot, the type of conflict, and
Writing, to draft and revise an
the type of resolution in their
imaginative story that has an
Literature Circle novel.
engaging storyline, a believable
setting, interesting characters,
3. Students discuss the role of the
and appropriate literary devices.
central character in the conflict
and resolution.
2. Students use the Anchor Chart:
Revision Checklist to help with
4. Students record notes in the
revision.
Reader’s Notebook.
Engage in Small Group Instruction as appropriate.
Closure
1. Each student selects one word
1. Ask: How does analyzing the
from the chart that is different from
literary elements help you
Last Updated 05/14/2013
1. Students share their revisions with
a partner.
page 28 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
the word they were assigned.
2. Students write a sentence
correctly using the selected word.
create and maintain meaning?
Discuss responses.
2. Collect students’ drafts and
informally assess their needs.
3. Share and discuss students’
sentences.
Last Updated 05/14/2013
page 29 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Exploring the Novel
Lesson Preparation
Daily Lesson #: 19
READING
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
8.6A,B
8.14D
8.20A,Bi
8.21A
Key Understandings and Guiding Questions
• Understanding the connections between literary
elements facilitates the reader’s ability to make meaning
of text.
- How do you analyze connections between literary
elements in order to make meaning of a novel?
• Authors use conventions of written language to
communicate clearly and effectively.
- How do you edit your writing in order to communicate
effectively?
Vocabulary of Instruction
• Plot
• Conflict
• Rising action
• Turning point/climax
• Falling action
• Denouement/resolution
• Theme
• Character
• Writing process
• Edit
Materials
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate novel read during Reading Appetizer
(1)
• Various sets of multi­level, grade­ appropriate novels that
share similar themes across cultures- assigned in Daily
Lesson 8 (1 text per student)
• Chart paper (if applicable)
• Vocabulary Notebook (1 per student)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Dictionary (class set)
• Colored pen or pencil (1 per student)
• Chart paper (if applicable)
Last Updated 05/14/2013
page 30 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Daily Lesson #: 19
READING
WRITING
Attachments and Resources
• Handout: Story Map (1 per student)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Duplicate the Handout: Story Map (1 per
student).
2. Create an editing checklist for students. This
checklist can be an Anchor Chart: Editing
Checklist or a Teacher-created Handout:
Editing Checklist. Use the specificity of 8.14D
on the IFD to help in creating the checklist.
Also, consider the needs of the students.
Background Information
This Instructional Routine partially assesses Performance
Indicator 01.
Teacher Notes
Last Updated 05/14/2013
page 31 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Instructional Routines
Daily Lesson # 19
READING
WRITING
Duration and Objective
Suggested Duration: 40-50 min.
Content Objective: Students analyze linear plot
development to determine how the conflict was resolved
and how the characters influence the conflict and
resolution.
Suggested Duration: 40-50 min.
Content Objective: Students edit their drafts for grammar,
capitalization, punctuation, and spelling.
Mini Lesson
1. Remind students that in Daily Lesson 18 they
discussed Literature Circle novels in order to
identify linear plot development and conflict.
1. Explain that they will focus on the fourth step of
the writing process: editing.
2. Review what was learned about linear plot
development and conflict for the Reading
Appetizer novel.
3. Display the Handout: Story Map. Remind
students of the elements of plot development.
4. Instruct students to complete the Handout:
Story Map for their Literature Circle novel
independently.
Learning Applications
2. Display the teacher-created Editing Checklist.
Review the expectations for editing.
3. In the Teacher Writer’s Notebook, model editing
the imaginative story draft for grammar,
capitalization, punctuation, and spelling. Model
using resources to check spelling. Use a
colored pen or pencil, to show the markups.
1. Individually, students complete the Handout:
Story Map for their Literature Circle novel.
1. Students use the Editing Checklist as a
resource to edit their imaginative stories for
grammar, capitalization, punctuation, and
2. Students refer to notes from Daily Lesson 18 to
spelling. Students use resources to check
complete the graphic organizer that identifies
spelling. Students use a colored pen or pencil
the linear plot development including the type
to show their markups.
of conflict and the central characters’ role in
that conflict.
2. While students work on editing their drafts,
engage in Teacher-Student Conferences with
individual students or Small-Group Instruction
on specific areas of need.
Last Updated 05/14/2013
page 32 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Engage in Small Group Instruction as appropriate.
Closure
Collect students’ completed Handout: Story Map for
assessment.
Last Updated 05/14/2013
1. Students complete the following Exit Slip: Why
is editing important?
page 33 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Exploring the Novel
Lesson Preparation
Daily Lesson #: 20
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
8.2A,E
8.Fig19D
8.3A
8.17C
8.14E
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- How does knowledge of roots and affixes
help you determine the meaning of
unfamiliar words?
- How do you consult reference sources in
order to define, understand, and use
unfamiliar words?
• Understanding the connections between
literary elements facilitates the reader’s
ability to make meaning of text.
- How do you analyze connections between
literary elements in order to make meaning
of a novel?
• Authors use techniques and elements to
enable the reader to experience and
connect with the events and characters.
- How do you revise your writing in order to
communicate effectively?
Vocabulary of Instruction
• Root
• Affix
• Prefix
• Suffix
• Dictionary
• Conclusion
• Textual evidence
• Conflict
• Character
• Writing process
• Revise
• Final draft
• Publish
Materials
• Vocabulary Notebook (1 per student)
• Teacher’s Vocabulary Notebook (1)
• Dictionary (class set)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate novel read during
Reading Appetizer (1)
• Various sets of multi­level, grade­
appropriate novels that share similar
themes across cultures- assigned in Daily
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Last Updated 05/14/2013
page 34 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Daily Lesson #: 20
WORD STUDY
READING
WRITING
Lesson 8 (1 text per student)
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 8 Unit 01 Word
Study Overview (1)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Select two sets of related gradelevel academic words that include
roots or affixes from the Word
Wall. Prepare a concept circle for
each set of grade-level academic
words. Refer to Teacher Notes for
more information.
2. Decide if students' published
pieces will be handwritten or
typed. If typing is required, make
arrangements for students to have
access to computers.
3. Decide how students will share
and celebrate their work (a
Classroom Anthology, Author’s
Chair, submitting to a writing
contest).
3. Refer to the Teacher Resource:
Grade 8 Unit 01 Word Study
Overview. Plan accordingly.
Background Information
This Instructional Routine assesses
Performance Indicator 06.
1. Prepare to display visuals as
appropriate.
This Instructional Routine assesses
Performance Indicator 01.
This Instructional Routine assesses
Performance Indicator 05.
This Instructional Routine assesses
Performance Indicator: “Use the
conventions of language and a range of
literary elements, strategies, and
techniques to write an imaginative story that
embraces a meaningful theme”.
Teacher Notes
This Instructional Routine assesses
Performance Indicator: “Use the
conventions of language and a range of
literary elements, strategies, and
techniques to write an imaginative story
that embraces a meaningful theme”.
Last Updated 05/14/2013
page 35 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Daily Lesson #: 20
WORD STUDY
READING
Last Updated 05/14/2013
WRITING
page 36 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Instructional Routines
Daily Lesson # 20
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students apply
knowledge of roots and affixes and use a
dictionary in order to understand new
vocabulary.
Mini Lesson
1. Introduce students to a concept
1. Remind students that in Daily
1. Explain that students will be
circle. Explain that a concept circle
Lesson 19 Reading they
completing the final step of the
is used to present words that are
completed a graphic organizer
writing process: revising and
related to one another. The
that identified the linear plot
publishing.
students’ task is to describe the
development including the type of
2. Ask: What types of literary
relationship between the words in
conflict and the central characters’
elements did you include in
the concept circle.
roles in that conflict.
your story and why? Discuss
2. Display a concept circle with four
2. Review expectations and
responses.
related words containing roots and
assessment criteria for a
3. Make a list of literary
affixes from the Word Wall. Ask:
paragraph that determines
techniques that can be used to
What is the relationship
whether or not the conflict was
further improve the imaginative
between these words? Discuss
resolved and if so, how.
story (use previously created
responses.
3. Refer to the Reading Appetizer
Anchor Charts if applicable).
Suggested Duration: 35-40 min.
Content Objective: Students analyze linear
plot development to determine how the
conflict was resolved and how the
characters influence the conflict and
resolution.
Last Updated 05/14/2013
Suggested Duration: 35-40 min.
Content Objective: Students make final
revisions to their imaginative stories and
publish their stories for an audience.
page 37 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
3. Think Aloud and model how to
write a response explaining the
relationship between the words.
Include references to roots,
affixes, and dictionary information
(e.g., parts of speech,
pronunciation, etymology, etc.).
Learning Applications
novel. Ask: What was the
central conflict in the novel?
Was it resolved? If so, how?
Discuss responses.
4. Think Aloud and use the list to
identify any final revisions needed
to improve the imaginative story.
Mark the story for areas that need
any final revisions.
4. Refer to the Anchor Chart: Be an
Effective Reader. Explain that
5. Explain expectations for publishing
effective readers draw conclusions
the imaginative story. Explain
that can be supported with textual
formatting standards for word
evidence. Add “draw conclusions
processing, if applicable.
that can be supported with textual
evidence” to the Anchor Chart.
6. Share that students’ works will be
celebrated (a Classroom
5. Think Aloud and model writing a
Anthology or set time aside for
paragraph that determines
an Author’s Chair.)
whether or not the conflict was
resolved and if so, how.
Demonstrate how to incorporate
textual evidence to support the
response.
1. Display a concept circle with four
1. Students work individually to write
related words containing roots and
a paragraph that determines
affixes from the Word Wall.
whether or not the conflict was
resolved and if so, how. Students
2. Students record the concept circle
provide textual evidence to
in their Vocabulary Notebook.
support their response.
3. Students work individually to write
a response explaining the
relationship between the words,
including references to roots,
affixes, and dictionary information.
1. Students work independently to
make the final revisions to their
imaginative stories and publish
them (handwritten or using word
processor).
2. While students work on their final
drafts, engage in Teacher-Student
Conferences with individual
students or small groups on
specific areas (grammar,
mechanics, craft, etc.).
Engage in Small Group Instruction as appropriate.
Last Updated 05/14/2013
page 38 of 59 Grade 8
English Language Arts and Reading
Unit: 01
Lesson: 03
Suggested Duration: Days 15-20
Closure
1. Students turn to a partner and
share their entries.
1. Collect students’ responses for
assessment.
2. Ask: How does explaining the
2. Ask: How are the themes of all
relationship between words
the Literature Circle novels
improve your understanding of
similar? How are they
vocabulary? Discuss responses.
different? Discuss responses.
1. Writer’s Notebook Reflection:
What do you think you did well
on your imaginative story?
How did the writing process
help you write your
imaginative story?
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 05/14/2013
page 39 of 59 Eighth Grade
English Language Arts and Reading
Unit: 01 Lesson: 03
Exploring the Novel
Performance Indicators
 After reading a fictional text, complete a graphic organizer that identifies the linear plot
development including the type of conflict and the central character’s role in that conflict. In
a paragraph, determine whether or not the conflict was resolved and if so, how. Provide
textual evidence to support your response.
 Write multiple response entries including thoughts, connections, and/or strategies that
deepen understanding of fiction, drama, and media. Provide evidence from the text to
support ideas.
Literature Circles
Students are assigned to small groups of three to four students. Each group is assigned a novel to
read. Some of the reading is done as a group; some is done independently. All students
individually write entries in their Reader’s Notebooks as they read.
Each person is assigned a role. Students should be assigned different roles throughout the Daily
Lessons.





Discussion Director/ Questioner: Ask literal, interpretive, evaluative, and universal
questions of the text. Start the discussion in your group and keep it flowing. Complete the
Discussion section Handout: Literature Circles.
Discussion Director: Present the groups’ findings to the class.
Connector: Make personal, textual, and world connections while reading. Complete the
Connector section Handout; Literature Circles. Share connections and participate in the
small group discussion.
Summarizer: Write a summary of what happened in the text. Complete the Summarizer
section of Handout; Literature Circles. Share your summary and participate in the small
group discussion.
Illustrator (optional): Create a picture of what the reader visualizes while reading the text.
Complete the Illustrator section Handout: Literature Circles. Share your illustration and
participate in the small group discussion.
Literature Circle Members: _________________________________________________________
Novel (title and author): ___________________________________________________________
©2011, TESCCC
06/06/12
Page 1 of 1
Eighth Grade
English Language Arts and Reading
Unit: 01
©2011, TESCCC
06/05/12
Page 1 of 1
Eighth Grade
English Language Arts and Reading
Unit: 01 Lesson: 03
Literature Circles
Discussion Director
Name__________________ Date__________ Book ___________________________________
Assigned reading______________________ Circle____________________________________
Discussion Director: The role of the Discussion Director is to start the discussion in your group
and keep it flowing. Form a list of questions that come from the thoughts and feelings of the group.
List them below. Some of your questions should be thought provoking and require more than a yes
or no answer. The questions you list can also be used to develop topics of discussion for the
group.
Questions generated today:
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
5. _________________________________________________________________________
6. _________________________________________________________________________
Example Questions:
What was the most significant event in today’s reading?
What made it so important?
Can you summarize the reading?
Can you predict what will happen next?
What did (character name) mean when they said, “……?”
How did today’s reading make you feel?
Can you connect what was read to any other book, movie, or real-life situation?
Were there any events that surprised you?
What do you think we will be reading more about based on today’s reading?
©2011, TESCCC
06/06/12
Page 1 of 4
Eighth Grade
English Language Arts and Reading
Unit: 01 Lesson: 03
Literature Circles
Summarizer
Name__________________ Date__________ Book ___________________________________
Assigned reading______________________ Circle____________________________________
Summarizer: The role of the Summarizer is to write a brief summary of the day’s assigned
reading. To help do this, highlight or take notes on important events in the reading. The summary
should cover the main points and general idea of the reading assignment. The group discussion
will start with the summary that is prepared here. Some questions you could ask yourself as you
work are: What are the most important events in this section? What effect do these events have on
the characters or the story line? What questions from this section could be on a test?
Key Points:
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
Summary:
Extended Metaphors:
Watch out for extended metaphors (comparisons that are carried through several lines or even the
entire literary work). If you notice any extended metaphors in your reading, record them here:
Note:
Present your summary and explain to the group why you included the key points. Answer any
questions that may arise in the group. If you feel that you left something out after the discussion,
talk to the group and add it to the summary if it is important.
©2011, TESCCC
06/06/12
Page 2 of 4
Eighth Grade
English Language Arts and Reading
Unit: 01 Lesson: 03
Literature Circles
Connector
Name__________________ Date__________ Book ___________________________________
Assigned reading______________________ Circle____________________________________
Connector: The role of the Connector is to find the real-world connections between the text and
the world outside of it. Connections can be made to your own life (text to self), the lives of others,
and events in the school, surrounding community, city, state, or the world (text to the world).
Relationships between people, problems, and their solutions are some of the connections that can
be made. Other books on the same or related topics should be considered as well as other books
by the same author (text to text). Any connections that can be made and supported are acceptable
in this section.
These are some of the connections that I found:
•________________________________________________________________________
________________________________________________________________________
•________________________________________________________________________
________________________________________________________________________
•________________________________________________________________________
________________________________________________________________________
•________________________________________________________________________
________________________________________________________________________
•________________________________________________________________________
________________________________________________________________________
•________________________________________________________________________
________________________________________________________________________
©2011, TESCCC
06/06/12
Page 3 of 4
Eighth Grade
English Language Arts and Reading
Unit: 01 Lesson: 03
Literature Circles
Illustrator
Name__________________ Date__________ Book ___________________________________
Assigned reading______________________ Circle____________________________________
Illustrator: The role of the Illustrator is to create some kind of picture that is related to the reading.
This role could also be labeled, Artist. The illustrator is not limited to drawing to create this picture.
It can be clip art, collages, charts, diagrams, or cartoons. Any visual image that helps the group
visualize what it relates to in the book is acceptable. Make sure that the images that are created
are clear. Use the space provided on this paper to create the illustration. Ask yourself, what do you
see when you look at this picture? How does this drawing relate to the story? Who/What is in this
picture?
©2011, TESCCC
06/06/12
Page 4 of 4
Share Your Imagination
Using the Writing Process to
Create an Imaginative Story
©2011, TESCCC
06/06/12
Slide 1 of 12
Imaginative Short Story
• Meaningful theme
• Conventions of language
• Literary elements, strategies, & techniques
©2011, TESCCC
06/06/12
Slide 2 of 12
Meaningful Theme
• The theme is the message, or lesson
learned, in a text.
• What will be the message of your story?
• What will the main character learn?
• What statement or observation will your
story make about human nature, society,
and/or the world?
©2011, TESCCC
06/06/12
Slide 3 of 12
Conventions of Language
Focus on…
• Rules of capitalization
• Using simple, compound, and complex
sentences
• Punctuation of compound sentences
• Punctuation of complex sentences
• Correct spelling
©2011, TESCCC
06/06/12
Slide 4 of 12
Literary Elements, Strategies, &
Techniques
Literary Elements:
• Plot: sustains readers interest, well paced
action, and engaging story line
• Setting: specific, believable, sensory details
• Characters: interesting
Literary Strategies & Techniques:
• Sensory details, similes, metaphors, and
imagery
• Style & tone
©2011, TESCCC
06/06/12
Slide 5 of 12
The Writing Process
•
•
•
•
•
Prewriting
Drafting
Revising
Editing
Revising & Publishing
©2011, TESCCC
06/06/12
Slide 6 of 12
Prewriting
• Genre: imaginative short story
• Audience
Choosing a topic:
• Re-read journal entries
• Narrow topic (if necessary)
• Create a story map
©2011, TESCCC
06/06/12
Slide 7 of 12
Drafting
• Organization: sequence of events (follow
story map)
• Focused: zoom in on a specific event
• Organized: sequence of events is easy to
follow
• Coherent: writing makes sense and is
easy to understand
©2011, TESCCC
06/06/12
Slide 8 of 12
Revising
• Precise word choice: enhances style and
tone
• Vivid images: sensory details, simile,
metaphor, and imagery
• Consistent point of view
• Use of simple, compound, and complex
sentences
• Coherence
• Transitions
©2011, TESCCC
06/06/12
Slide 9 of 12
Editing
• Grammar: simple, compound, & complex
sentences
• Mechanics: capitalization and punctuation
• Spelling
©2011, TESCCC
06/06/12
Slide 10 of 12
Revising & Publishing
• Make final changes
• Publish: How will we present and
celebrate our imaginative stories?
©2011, TESCCC
06/06/12
Slide 11 of 12
Imaginative Story Rubric
©2011, TESCCC
06/06/12
Slide 12 of 12
Eighth Grade
English Language Arts and Reading
Unit: 01
Grade 8 Unit 01
Word Study Overview
Possible Word Wall Organization
Prefixes
Word Wall
Root Words
Suffixes
Prefix #1
Words that use the prefix
Root Word #1
Words that use the Root Word
Suffix #1
Words that use the suffix
Prefix #2
Words that use the prefix
Root Word #2
Words that use the Root Word
Suffix #2
Words that use the suffix
Activities
Day 1: Students analyze words in order to understand the affect of roots and affixes on the
meaning of words. This Instructional Routine also introduces the Vocabulary Notebook. (TEKS
8.2A)
Day 2: Students analyze words in order to understand the effect of roots and affixes on 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 apply knowledge of roots and affixes and use a dictionary in order to understand
new vocabulary. (TEKS 8.2A,E)
Day 10: Students analyze words in order to understand the effect of roots and affixes on the
meaning of words. (TEKS 8.2A)
Day 12: Students analyze words in order to understand the effect of roots and affixes on the
meaning of words. (TEKS 8.2A)
Day 14: Students analyze words in order to understand the effect of roots and affixes on the
meaning of words. (TEKS 8.2A)
Day 16: Students analyze words in order to understand the effect of roots and affixes on the
meaning of words. (TEKS 8.2A)
Day 18: Students apply knowledge of roots and affixes and use a dictionary in order to
understand new vocabulary. (TEKS 8.2A,E)
©2011, TESCCC
06/05/12
page 1 of 2
Eighth Grade
English Language Arts and Reading
Unit: 01
Grade 8 Unit 01
Word Study Overview
Day 20: Students apply knowledge of roots and affixes and use a dictionary in order to
understand new vocabulary. (TEKS 8.2A,E)
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. If appropriate, return some or all
of the previously learned words to the Word Wall when reviewing activities.
Note:
Do not let the Word Wall become word wallpaper. Use the Word Wall on a daily basis and watch
for words in texts to add to the Word Wall. Encourage students to use the class Word Wall and
their Personal Word Wall.
©2011, TESCCC
06/05/12
page 2 of 2