Subject/Grade Level: Algebra/6th Grade
Grade Level: 8 Title: Module 1: The Challenge of Coming of Age Time Frame: 10-12 weeks
Enduring Understanding: Our responses to challenges shape and reflect who we are. Relationships can be challenging.
Essential Questions: How do our responses to challenges reflect who we are? What are the challenges of growing up? How do the challenges we face early in life shape who we are? How do relationships create challenges?
Grade Level: short stories, novel, and personal narrative writing
Pre-AP: “Scarlet Ibis,” The Bronx Masquerade, Romeo and Juliet, personal memoir
Concept/Topic |
Indicators |Academic Vocabulary |
Vocabulary |
Assessment Strategies |Instructional Activities/
Extension Activities |
Grammar |
Grade Level |Differentiation for
Pre-AP | |Standard 8-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.
|8-1.1 Compare/contrast ideas within and across literary texts to make inferences. (E.1.1.1)
8-1.2Explain the effect of point of view on a given literary text (E.1.2. Analyze in place of explain)
8-1.3Interpret devices of figurative language (including extended metaphor, oxymoron, and paradox). (E.1.3. puns)
8-1.4Analyze a given literary text to determine its theme. (8.1.4. Analyze the relationship among character, plot, conflict, and theme in a given literary text).
8-1.5Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts. (E.1.5)
8-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). (E.1.6)
8-1.7 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories). (E.1.7)
8-1.8 Read independently for extended periods of time for pleasure.(E.1.8) |Analyze
Draw conclusions
Inferences
Explain
Interpret
Summarize
Compare
Contrast
Point of View
First Person
Limited Omniscient
Omniscient
Figurative language
Simile
Extended Metaphor
Personification
Oxymoron
Paradox
Review from 7th Grade:
Characters
Static
Dynamic
Round
Flat
Setting
Conflict
Author’s Craft
Imagery
Tone
Flashback
Foreshadowing
Symbolism
Irony
Allusion
|1.State Standards Matrix:
Prefixes:
ad
bin
cata
Roots:
astro
chron
helio
bene
fer
suffix:
al,
ism
2. Word Within
A Word
Unit 7
3. Other vocabulary as utilized in the selected texts. |Some instructional activities should be used as formative assessment to drive classroom instruction
Reading Strategy and Response Journals
Summative Reading Assessments:
Use cold texts to assess indicators at the appropriate level of Bloom’s
|Teacher Modeling with gradual release of responsibility (I do, you watch; I do, you help; you do, I help; you do, I watch)
Reading Workshop focusing on reading strategies and short stories (more comparison/contrast and analysis)
Prereading Strategies:
Anticipation Guide
Tea Party
Probable Passage
Socratic Seminar
KWL
Quickwrite
Admit Slip
Brainstorming
Predicting
Read-aloud
During or After Reading Strategies:
Think-pair-share
Think-aloud
Chunking the text
Marking the text
Close reading
Say Something
Graphic organizers
Double-entry journal
Interactive read-aloud
Questioning the text
Sketch to Stretch
Choral Reading
Waterfalling
Making Connections
Summarizing
Paraphrasing
Visualizing
Reader’s Theater
Save the Last Word for Me
Literature Circles
Wilhelm's Action Strategies for Deepening Comprehension
Somebody Wanted But So
Text Reformulation
It Says, I Say
Most Important Word
Written Conversation
Write Around
Carousel
Reflective Write
KWL
Jigsaw
|Review 8 parts of speech.
Grammatical Conventions:
main and subordinate clauses,
indefinite pronouns,
pronoun-antecedent agreement,
consistent verb tense
Punctuation:
*semicolon,
*commas to enclose appositives,
* commas to separate introductory clauses and phrases.
Review:
*Simple Sentence
*Compound Sentence
*Complex-Sentence
Sentence Types: Interrogative
Declarative
Exclamatory
Imperative
Interrogative
|Teaching 3-5 selections is suggested for regular ELA
Suggested titles from 8th gd. textbook:
"Raymond's Run"
"Thank You, Ma'am"
“Charles”
“Flowers for Algernon”
"The Finish of Patsy Barnes"
"An Hour with Abuelo"
"The White Umbrella"
"The Medicine Bag"
One of the Suggested Novels:
The Giver
The Outsiders
Forged by Fire
Sisterhood of the Traveling Pants
Sand Dollar Summer
That Was Then, This is Now
|William and Mary Lessons:
Lesson 1: Intro and Pre assessment
Lesson 2: Concept of Change
Lesson 3: Introduction to Grammar and Vocab
Texts:
"The Scarlet Ibis"
Bronx Masquerade
Selected coming of age poems:
Autobiography Excerpt:“I Know Why the Cages Bird Sings”
Romeo and Juliet
Parallel Lit. Cirlces:
Romiette and Julio
Son of the Mob
If You Come Softly
Scribbler of Dreams
Street Love
| |Standard 8-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English
|8 |Prewriting
Drafting
Revising
Editing
Publishing
Sentence Structure
Simple sentence
Compound sentence
Complex sentence
Compund-complex sentence
Multi-paragraph composition
Introduction
Body
Conclusion
Transitions
Central Idea
Supporting details
Verb tense
Voice
Clarity
Content and Development
Narrative
Plot
Precise language
Vivid details
Audience
Conventions
Quotation Marks
| |Summative Writing Assessment: personal narrative, memoir
PASS-like multiple choice writing assessment (more review from 6th grade--semi-colons, commas to enclose appositives, commas to separate introductory clauses and phrases) and 7th grade
|Writing Strategies:
Model for students
Time to write
Mini lessons (lead, transitions, show not tell, dialogue, etc.)
Writing conferences
Choice
Publishing
| |Writer's Workshop
to write a personal narrative (Immerse in mentor texts, real personal narratives,and memoirs) Read like a reader, read like a writer)
|Writer's Workshop
1. Writing Workshop to write a memoir(Immerse in mentor texts, read like a reader, read like a writer)
Model for students
Time to write
Mini lessons (memoir study, how to handle time, varying sentence structure, using description in other modes of writing)
Writing conferences
Choice
Publishing
| |Standard 8-5 The student will write for a variety of purposes and audiences
|8-5.2 Create narratives (for example, memoirs) that communicate the significance of particular personal relationships. | | | | | | | | |
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