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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