8th Grade English Language Arts & Reading
|8th Grade English Language Arts & Reading |TEKS: Participate productively in |
|Fifth Six Weeks: Weeks 1-2 Theme: State Your Case |discussions, plan agendas with clear goals |
|Time Frame: 10 Days Genre: Literary Non-Fiction |and deadlines, set time limits for speakers, |
|Writing: Persuasive |take notes, and vote on key issues. ELAR |
| |8.28A; Summarize the main ideas, supporting |
| |details, and relationships among ideas in |
| |text succinctly in ways that maintain |
| |meaning and logical order. ELAR 8.10A; |
| |Distinguish factual claims from commonplace |
| |assertions and opinions and evaluate |
| |inferences from their logic in text. ELAR |
| |8.10B; Establish purposes for reading |
| |selected texts based upon own or others’ |
| |desired outcome to enhance comprehension. |
| |Figure 19 110.20A; Ask literal, interpretive,|
| |evaluative, and universal questions of text. |
| |Figure 19 110.20B; Reflect on understanding |
| |to monitor comprehension (e.g. summarizing |
| |and synthesizing; making textual, personal |
| |and world connections; creating sensory |
| |images). Figure 19 110.20C; Compare and |
| |contrast persuasive texts that reached |
| |different conclusions about the same issue |
| |and explain how the authors reached their |
| |conclusions through analyzing the evidence |
| |each presents. ELAR 8.11A; Write responses to|
| |literary or expository texts that demonstrate|
| |the writing skills for multi-paragraph essays|
| |and provide sustained evidence from the text |
| |using quotations when appropriate. ELAR |
| |8.17C; Use a variety of complete sentences |
| |(e.g., simple, compound, complex) that |
| |include properly placed modifiers, correctly |
| |identified antecedents, parallel structures, |
| |and consistent tenses. ELAR 8.19C; Use |
| |correct punctuation marks including |
| |semicolons, colons, hyphens, parentheses, |
| |brackets, and ellipses. ELAR 8.20Bii |
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|Objective: | |
|Engage in the Patterned Way of reading, thinking, writing, and talking as a way to achieve deeper understanding of | |
|persuasive texts. | |
|Identify and research a topic for a persuasive speech about an environmental, political, or social issue. | |
|Engage in Writer’s Workshop and use the writing process to plan, draft, edit, publish, and present persuasive writing. | |
|Identify the components of a persuasive speech and use them in their own writings. | |
|Use the research process to locate and record information to gather appropriate evidence that supports an argument. | |
|Write to summarize, paraphrase, and synthesize texts to make connections and to maintain within and across texts. | |
|Read and analyze thematically linked texts to answer overarching questions and develop enduring understandings about | |
|persuasive essays. | |
|Write like the authors who generate, organize, develop, and focus ideas to produce effective persuasive speech. | |
|Apply spelling, grammar, conventions, and punctuation strategies to daily writing as a way to produce cohesive and | |
|coherent writing. | |
|Listen actively and purposefully in a variety of settings to understand, interpret, and monitor comprehension of the | |
|spoken word. | |
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|Overview: | |
|Features of persuasive text | |
|Techniques authors use to persuade audiences | |
|Presenting a position and supporting it with reasons and evidence | |
|Researching a topic | |
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|Literary Terms: | |
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|Emotional appeals | |
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|Ethical appeals | |
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|Rhetorical fallacy | |
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|Logical fallacy | |
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|Six Week Project: Identify and research an important issue for today’s society. Use information from research to write | |
|and deliver a persuasive speech about an action that needs to be taken to address the issue. | |
|Essential Questions: | |
|How can taking a stand bring change in our community? | |
|Why did these authors write these texts and what might they have accomplished? | |
|How do the methods these authors use relate to the arguments they make? | |
|Suggested Lesson Ideas: | |
|Lesson 1: Activating Prior Knowledge | |
|• Introduce the unit. Tell students that they will focus on reading and writing persuasive texts. During the unit they | |
|will use their new understanding about characteristics and techniques of persuasion to write and deliver their own | |
|speech about an important societal issue that they have researched. | |
|• Explain the independent reading task for the six weeks. | |
|• Connect and Engage: Ask students to think about people and printed material trying to persuade them to do or to | |
|believe something. They should also think about a time when they try to persuade others in some way. Ask them to take | |
|five minutes to write about each episode/example that they think of: (1) what they or it wanted them to believe or do, | |
|or what they wanted someone to believe or do and (2) the success or failure of the attempt— Did anyone change anyone | |
|else’s mind or behavior? Share your own example as a model for students. | |
|• Ask students to share their quickwrites in pairs and then engage in whole group discussion. | |
|• Before beginning the whole group discussion, post the following questions. | |
|What is persuasion? What does it mean to persuade? Where do you find | |
|examples of persuasion or of people trying to persuade you in your daily | |
|life? What sorts of things do people say, do, or write that you find most | |
|persuasive? | |
|• Begin discussion by allowing a few students to share their persuasive | |
|examples. Then move into a discussion of the questions above. Begin by | |
|having students offer their definitions of persuasion or what it means to | |
|persuade. Write students’ definitions on the board, and then use those to | |
|come up with a class definition of persuasion. Write the class definition on a | |
|chart titled What We Know About Persuasion. Then move on to | |
|examples of persuasion and things students find most persuasive. Press | |
|students to be specific and to give examples to support what they say. Add | |
|students’ responses to the What We Know About Persuasion chart. | |
|• Help students make connections to their own lives. Ask them to take about | |
|five minutes to reflect and respond to the following questions in their | |
|Reader’s/Writer’s Notebooks: Why might it be useful to learn about | |
|persuasion? When might it be important for an individual to influence a | |
|community? How can being skilled at the art of persuasion help you in your | |
|daily life? Invite sharing among the whole group. Add new and relevant | |
|responses to the What We Know about Persuasion chart. | |
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|Lesson 2: Gist and Significance in “Position on Dodgeball in Physical | |
|Education” | |
|• Connect and Engage. To invite interest and create motivation to read, ask | |
|students to engage in the Before Reading “List It” task in the primary | |
|resource. After discussion, introduce the text as a position | |
|statement/opinion piece. | |
|• Engage in study around words from the reading that are critical to comprehending the text; some | |
|words that fit this category are not defined in the text (e.g., merits). | |
|• Introduce the persuasion word wall; review the terminology, and add | |
|additional terms that are appropriate. Tell students that they may continue | |
|to add terms as they work to deepen their understanding of persuasion. | |
|• Use the Unit 9 Reader’s Workshop as needed to support students to | |
|deepen their understanding of terms related to persuasion. | |
|Read to get the gist. Post the following questions: What is the essay about? What is the issue? What is the author’s | |
|argument on the issue? What are the points that develop the argument? Tell students that answering these questions | |
|during their first reading of Position on Dodgeball in Physical Education will help them better understand what the | |
|essay is about. | |
|• Have students annotate the text for answers to the questions as a strategy for comprehension and study. After students| |
|have written the answers (quick write) have them talk to a partner (2-3 minutes), sharing their responses. Students | |
|should cite evidence from the text to support their answers. | |
|• Whole Group Share: Begin by having students state in one or two sentences what the essay is about before asking them | |
|to state the issue. Project the online version of the text. Discuss the author’s argument on the issue. Have students | |
|read the specific line or phrase in the essay that tells them what the author’s argument is, use the Mobi to highlight | |
|it by underlining or circling and have them state how they know this is the author’s argument. | |
|• Reread “Position on Dodgeball in Physical Education” for Significance. Students reread the essay to select the | |
|sentence/idea that they consider to be most significant to the author’s argument. Provide a model, using a T-chart. | |
|Identify significant sentences/ideas on the left and explain their significance on the right side of the chart. Students| |
|share their moments with a partner; then whole group. | |
|• StepBack: Ask: What did you do to select sentences/ideas you considered most significant to the author’s argument? | |
|After writing responses, have students share their process with the whole group. Chart and post responses. | |
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|Lesson 3: Read and Write to Interpret and Analyze Text: | |
|• Guide students to analyze “Position on Dodgeball in Physical Education“ to determine the tone. Language to Describe | |
|Tone may be used as a reference tool. | |
|• Reread to analyze persuasive methods in the text. Introduce the methods to persuade chart (Have each student create | |
|their own or provide copies.). Model one or two examples to clarify expectations and then have pairs work to analyze the| |
|text, recording responses on their charts. | |
|• Share responses by having students highlight the method they identify in the text (overhead, Mobi, or Infocus) so all | |
|may see. They should name the method and tell how it how the author uses it to accomplish the purpose and impact the | |
|reader (how it works). Discuss each example, asking assessing and advancing questions to assess and extend | |
|understanding. | |
|• Record students’ responses on a poster “Methods We Have Found” chart, that will serve as support that all students may| |
|reference. | |
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|Lesson 4: Read and Write to Get the Gist of “The Weak Shall Inherit the Gym,” page 1008, by Rick Reilly | |
|• Pose the questions: What is the essay about? What is the issue? What is the author’s argument on the issue? What are | |
|the points that develop the argument? In a quickwrite, students respond to the questions in Notebook. Give students the | |
|opportunity to share responses with a partner. Observe, question, and assess to ensure that students have a basic | |
|understanding of the essay. | |
|• Students read to determine Reilly’s argument and engage in a quick write, stating the argument and explaining their | |
|thinking, using the reasons and claims from the text that support the argument. Students share their thinking in | |
|pairs/trios then share in whole group. | |
|• Reread “The Weak Shall Inherit the Gym” for Significant Sentences/Ideas | |
|Ask students to individually reread the article to select three sentences/ideas that appear to be most significant to | |
|the author’s argument. Ask students to share their moments with a partner; then facilitate whole group discussion. | |
|• StepBack: What did you do to select your significant sentences/ideas from the article? What helped you write the | |
|explanation for each moment that you selected? After writing responses, have students share their process with the whole| |
|group. Chart and post responses. | |
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|Lesson 5: Read and Write to Analyze Authors’ Methods: | |
|• Engage in a discussion around the concept of evidence. Ask: Who is the audience for this essay? How do you know? What | |
|was the purpose of the essay? Why must we first take the audience into consideration before talking about whether the | |
|evidence is appropriate, accurate, and adequate? Press student to develop the understanding that writers think about | |
|what they are going to say (arguments, points, evidence); they think about their argument, audience, and try to figure | |
|out how to present their information so that their audience in order to persuade them. The strategies writers use to | |
|persuade are their methods. | |
|• Ask students to work with a partner to compare and contrast the arguments and persuasive techniques that the NASPE and| |
|Reilly use to convince readers to adopt their positions. Explain how each text reaches its conclusions. Which author is | |
|most convincing? Ask students to write their responses on their personal Methods to Persuade Chart. As students share, | |
|record their responses on “Methods We Have Found” Chart. Tell students that this chart will be revisited later. | |
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|Lesson 6: Grammar in Context: Use Punctuation Correctly | |
|• Guide students in reviewing three types of punctuation marks that are useful for conveying additional information: | |
|parentheses, brackets and ellipsis. Refer to p.1013 in textbook for additional support. Guide students to analyze the | |
|texts for how the authors use these marks. They should add “punctuation” to methods charts. Be sure that students | |
|explain how these marks work in the texts. | |
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|Lesson 7: WriteLike | |
|• Ask students to identify a concern/problem that affects their school or community. Ask them to write a short opinion | |
|piece to address the actions that need to be taken. Have pairs share then share in whole group. | |
|Differentiation: | |
|During core program/core instructional time | |
|Chart the words Persuade (v.) and Persuasion (n.). Ask students to provide synonyms and other words associated with | |
|persuasion. As students make suggestions, ask them to identify the word as belonging in the verb or noun column, and to | |
|provide the word for the other part of speech if applicable. Discuss how some words can be both nouns and verbs. | |
|Ask students to explain how the words they identify relate to persuasion. | |
|In a small group setting display ads from a magazine or newspaper; be sure they use several persuasive words (biggest, | |
|best, etc.). Discuss how these ads are designed to persuade the reader to buy a certain product. Have students discuss | |
|with a partner the types of advertising that appeal to today’s teenagers. Include TV commercials and printed | |
|advertising. Ask students to think about the positive and negative impact of the ads. Chart their responses. | |
|Organize students into small groups based on whether they are writing to the NASPE or to Rick Reilly. Instruct students | |
|to use a two-column chart to identify information in their chosen selection that was presented in an incorrect, | |
|misleading, or unfair way. Then have them identify some quotations that they can use in their letters as examples of | |
|both types of information. Remind students to be careful when punctuating quoted material. Have students write their | |
|letters individually and then trade with a partner for a peer review of their writing. | |
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|Gifted and Talented Extensions: | |
|Ask students to bring examples (e.g., pictures, artifacts, texts) of persuasive messages they encounter every day. | |
|Discuss how persuasion works in their examples and the advantages of developing persuasive skills. | |
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|Loaded language consists of words with strongly positive or negative connotations, intended to influence a reader’s or | |
|listener’s attitude. Ask students to work together to brainstorm examples of words with positive and negative | |
|connotations. Have them create charts to display words associated with persuasion and their positive and negative | |
|connotations. | |
|Ask students to find newspaper/magazine articles that relate to specific tone words. Students share their article with | |
|peers. Classmates identify the tone of the article and give support for their responses. Use tone words and articles to | |
|develop a bullentin board. | |
|Form two teams, one representing the NASPE’s viewpoint and one representing Rick Reilly’s. Then, with your team, answer | |
|the question from the perspective of your author, “Should opportunities for intense physical competition be provided in | |
|middle schools? Debate the questions with the other team, using support from the selections. | |
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|Interventions: | |
|Tier 2 | |
|Have students choose a verb related to the word “persuasion” and create a drawing that illustrates/demonstrates the big | |
|ideas behind the verb. Students surround their verb with nouns that they associate with it. | |
|Within a small group setting read the article aloud to students. Have them listen carefully for important ideas and | |
|details. Divide students into pairs or trios and give them these questions to answer. | |
|What is the purpose of physical education according to the NASPE? | |
|What are the statistics regarding inactivity and weight problems? | |
|What are the arguments in favor of playing dodgeball? | |
|What are the arguments against playing dodgeball? | |
|In a small group setting, use Think Aloud strategy for modeling how to identify significant sentences/ideas for text. | |
|Collaboratively work with students to develop a chart with significant sentences/ideas from text. | |
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|Tier 3 | |
|Assist students in understanding the concept of loaded language by engaging in the activity on page 985 “Concept | |
|Support: Loaded Language.” | |
| Suggested Assessment: | |
|Reader’s/Writer’s Notebooks Teacher observations | |
|Individual fluency probes Evidence of accountable talk | |
|Fluency Rubric Checklist Completed T-Chart | |
|One Minute Fluency Checks STAR Diagnostic Report | |
|AR Testing | |
|Resources: | |
|Holt McDougal Literature 8 Teacher created material | |
|Glencoe Writer’s Choice 8 Word Wall | |
|Technology Ancillary Material | |
|Vocabulary Log Graphic Organizer | |
|Student AR Goal Sheets | |
|Video: | |
|Websites: Renaissance Place (AR), , | |
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|, , | |
|pdf/single/during/thinkaloud1.pdf | |
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|[pic] [pic] | |
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|p.1004 | |
|Position of Dodegball in Physical Education | |
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|p.1008 | |
|The Weak Shall Inherit the Gym | |
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|p.98 | |
|Reader’s Workshop: Elements of Persuasive Text | |
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|p.1013 | |
|Conventions in Writing | |
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|Literature Selections: | |
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|8th Grade English Language Arts & Reading |TEKS: Determine the meaning of |
|Fifth Six Weeks: Weeks 3-4 Theme: State Your Case |grade-level academic English words |
|Time Frame: 9 Days Genre: Literary Non-Fiction |derived from Latin, Greek, or other |
|Writing: Persuasive |linguistic roots and affixes. ELAR |
| |8.2A; Establish purposes for reading |
| |selected texts based upon own or |
| |others’ desired outcome to enhance |
| |comprehension. Figure 19 110.20A; |
| |Summarize, paraphrase, synthesize texts|
| |in ways that maintain meaning and |
| |logical order within a text and across |
| |texts. Figure 10.11020E; Write a |
| |persuasive essay to the appropriate |
| |audience that establishes a clear |
| |thesis or position. ELAR 8.18A; |
| |Participate productively in |
| |discussions, plan agendas with clear |
| |goals and deadlines, set time limits |
| |for speakers, take notes, and vote on |
| |key issues. ELAR 8.28; Analyze passages|
| |in well-known speeches for the author’s|
| |use of literary devices and word and |
| |phrase choice to appeal to the |
| |audience. ELAR 8.7A; Synthesize and |
| |make logical connections between ideas |
| |within a text and across two or three |
| |texts representing similar or different|
| |genres, and support those findings with|
| |textual evidence. ELAR 8.10D; Compare |
| |and contrast persuasive texts that |
| |reached different conclusions about the|
| |same issue and explain how the authors |
| |reached their conclusions through |
| |analyzing the evidence each presents. |
| |ELAR 8.11A; Analyze the use of such |
| |rhetorical and logical fallacies as |
| |loaded terms, caricatures, leading |
| |questions, false assumptions, and |
| |incorrect premises in persuasive texts.|
| |ELAR 8.11B; Write a persuasive essay to|
| |the appropriate audience that |
| |establishes a clear thesis or position.|
| |ELAR 8.18A; Narrow or broaden the major|
| |research question, if necessary, based |
| |on further research and investigation. |
| |ELAR 8.24A |
|Objective: | |
|Engage in reading, thinking, writing, and talking as a way to achieve deeper understanding of persuasive texts. | |
|Engage in Writer’s Workshop and use the writing process to plan, draft, edit, publish, and present persuasive writing. | |
|Identify the components of a persuasive speech and use them in their own writings. | |
|Use the research process to locate and record information to gather appropriate evidence that supports an argument. | |
|Write to summarize, paraphrase, and synthesize texts to make connections and to maintain within and across texts. | |
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|Overview: | |
|Features of persuasive text | |
|Techniques authors use to persuade audiences | |
|Presenting a position and supporting it with reasons and evidence | |
|Researching a topic | |
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|Literary Terms: | |
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|Repetition | |
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|Parallelism | |
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|Irony | |
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|Compelling evidence | |
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|Six Week Project: Identify and research an important issue for today’s society. Use information from research to write and | |
|deliver a persuasive speech about an action that needs to be taken to address the issue. | |
|Essential Questions: | |
|How can taking a stand bring change in our community? | |
|Why did these authors write these texts and what might they have accomplished? | |
|How do the methods these authors use relate to the arguments they make? | |
|Suggested Lesson Ideas: | |
|Lesson 9: Introduce Intellectual Project-Persuasive Speech | |
|• Give the students the handout entitled Intellectual Project: Persuasive Speech. Read the handout with students and answer | |
|any questions they may have. Talk with them about how this project is their opportunity to influence their community in some | |
|way. | |
|• Ask students to brainstorm some criteria for good issues. List the criteria on the board, and have the students copy it on | |
|the back of their handout. (See examples of criteria in the resources.) | |
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|Lesson 10: Read to Get the Gist “Educating Sons and The First Americans” | |
|• Connect and Engage. Survey. As a class, make a list of the most important and useful things students learned in school. Ask| |
|students to vote on the top four and post them in the four corners of the room. Then ask students to go stand under the one | |
|that they consider most important. Ask: Why did you choose what you did? Encourage students to give their reasons to the | |
|class. | |
|• Before reading, guide students to preview the text by looking at the title and the text illustration. As a scaffold, | |
|students may complete the pre-reading graphic organizer. | |
|• Ask students to read Meet the Author on p. 1023 to know more about the author and the background to the speech and the | |
|letter. | |
|• Vocabulary. Have students complete Vocabulary in Context. Use the copy master to pre-teach the vocabulary. Discuss other | |
|possible meaning of multiple-meaning words such as decline. It is important to teach the meaning of words in the same context| |
|used in the text. Encourage students to record new Tier Two/specialized or academic vocabulary related to the theme in their | |
|Vocabulary Log. | |
|• At this point, students may revisit word wall or word tree. | |
|• Write the following comprehension questions on the board, an overhead, or chart paper: What is the essay about? What is the| |
|issue? What is the author’s argument on the issue? What are the points that develop this argument? How do you know? | |
|• Have students read the two selections silently to see how different people can have different perspectives on society and | |
|historical events. When students are finished reading, have them answer the comprehension questions in their Reader/Writer | |
|Notebooks. | |
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|Lesson 11: Compelling Evidence | |
|• Brainstorm Issues for Intellectual Project. Ask students to list in their Reader/Writer Notebooks possible issues and | |
|arguments. Then encourage students to share their lists. Record students’ responses on the board so that students who may be | |
|having difficulty have some ideas from which to choose from. As students share, occasionally ask the class to evaluate | |
|whether the issues and arguments fit the criteria the class came up with. Evaluate issues and arguments that both meet and | |
|fail to meet the criteria. | |
|• Give students time to decide on an issue and their argument on the issue to write about for their Intellectual Project. | |
|Share Responses to Comprehension Questions. Ask students to share with a partner what the issue is and what they think the | |
|author’s argument is in both selections. Then invite students to share with the whole group. Press students to justify their | |
|response to the questions. | |
|• Reread to Interpret Ideas: Invite students reread the selections and respond in their Reader’s/Writer’s Notebook to the | |
|text interpretive questions: What is the author’s attitude toward what should be taught and what should not be taught in | |
|regards to Native Americans? Invite students to share how they account for what they believe. | |
|• Have students share the points that the authors use to develop their argument. Again, press students to justify their | |
|responses by stating where in the text they found support for their answer. | |
|• Then ask students to identify where in the essay the authors address the counterargument. Have them state how they knew | |
|that was the counterargument; ask students what signal words the authors use. | |
|• Guide students to compare and contrast the purpose and the intended audience of the two selections. Students may use Venn | |
|diagram. | |
|• Identify Compelling Evidence. Ask students to read the selections again. Then ask them to make a three-column notes chart | |
|like the one below. Have students choose the most compelling pieces of evidence and write those in the left column. Then, in | |
|the middle column, students should write the point that each piece of evidence supports And justification of how each piece | |
|of evidence is appropriate and accurate. In the right column students should write why the evidence is compelling. What is | |
|its significance to the author’s argument? | |
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|Compelling | |
|Evidence | |
|Point the evidence supports and a justification of how the evidence is appropriate and accurate | |
|Why it is compelling? What is its significant to the author’s argument? | |
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|Compelling Evidence is evidence that is interesting and thought-provoking; it grabs your attention and challenges you to | |
|think about events, objects, people or cultural phenomena in new and more complex ways. For evidence to be compelling it must| |
|be appropriate, accurate, adequate, interesting, and thought-provoking. | |
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|A persuasive speech with compelling evidence has more chance of getting the reader to believe that particular position than | |
|the ne that does not have compelling evidence. | |
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|• Model choosing a compelling piece of evidence before asking students to choose their own compelling evidence. Give students| |
|about ten minutes for this activity. | |
|• Share Compelling Evidence. Invite students to share their responses. | |
|• StepBack: Reflect on Compelling Evidence. Ask students: What did you do as a reader to choose compelling pieces of | |
|evidence? | |
|• Invite students to share the process they went through. Then encourage them to write on the following in their | |
|Reader/Writer Notebooks: What did you learn about compelling evidence by engaging in this activity? How did you learn it? | |
|Invite students to share their writing with the group. | |
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|Lesson 12: Methods to Persuade | |
|• Discovery Writing on Issue for Intellectual Project. Give students three minutes to write without stopping on what they | |
|have decided they will try to persuade their audience to stop or to start for their Intellectual Project (i.e., their issue | |
|and argument). Students use Reader/Writer Notebooks. | |
|• Once students have finished their three minutes of discovery writing, give them a 3X5 card. On this card, have them write | |
|the following for their persuasive speech: The Purpose, The Audience, The Issue, and The Argument on the Issue. Invite them | |
|also to write why they chose that issue and/or what points they might use to develop their argument on the issue. | |
|Before collecting students’ cards, invite students to share to the whole class their issues, arguments, and what points they | |
|might use to support their argument. Give students time to share. | |
|• Examine the Author’s Methods to Persuade. Direct students’ attention to the chart titled: Method We Have Found. Review the | |
|chart, reminding students how the class analyzed methods in “Position on Dodgeball in Physical Education and The Weak Shall | |
|Inherit the Gym“ in Lesson 8. | |
|• With a partner, students analyze the methods used by authors in these selections. Ask: What impact might the use of | |
|rhetorical devices have upon the audiences of these selections? | |
|• Then invite the pairs of students to share the methods they identified and articulate how those methods worked. Students | |
|may write their responses on Methods to Persuade Chart. Record any new methods the pair found on the “Methods We Have Found” | |
|Chart. | |
|• QuickWrite: Do you find these essays persuasive? Why? Encourage students to share their responses. Students should talk | |
|about the total essay – beginning, middle, end, the points, the evidence, and the methods. Then ask students which of the | |
|essays they have read so far is more persuasive and why. | |
| | |
|Lesson 13: Craft an Engaging Beginning | |
|• WriteLike Reilly or The Grand Council Fire of American Indians: Crafting a Strong and Engaging Beginning | |
|Ask students to reread the selections and examine what methods the authors use at the beginning of the essays and the effects| |
|those methods had on the reader. Write students responses on the board. Prompt students to see that both of these beginnings | |
|set the stage for the author’s persuasive essay by (1) engaging/hooking the audience, (2) communicating to the audience the | |
|importance of the author’s argument and (3) giving purpose to the author’s argument. | |
|• Distribute the WriteLike Reilly or The Grand Council handout. Read through the directions with students before giving them | |
|about fifteen minutes to write their WriteLike. Give students time to evaluate their composition to see if it meets the | |
|goals. | |
|• Share WriteLikes in Pairs. Invite students to share their WriteLikes with a partner. Partners should be listening for the | |
|part the essay that: hooked/ engaged them, communicated the arguments, and the purpose to a writer’s argument. If a WriteLike| |
|fails to meet the goals, partners should problem solve what the author can do to revise the Writelike to meet the goals. | |
| | |
|Lesson 14: Audience | |
|• Students interview their audience (i.e., their classmates) by asking them to answer three quick questions (preferably | |
|answerable by yes or no). Everyone will write their questions on a sheet of paper that they leave on their desk, and the | |
|class will circulate around the room to answer each other’s questions. The answers they get from their peers will inform the | |
|writing of their essay. | |
|• Model questions you would ask about your argument. Talk through the data question by question, discussing what that data | |
|tells you about what you need to do to convince your audience. (Provide example of interview sheet.) | |
|• Ask students to talk through their data with a partner. Invite students to share their data with the whole class what they | |
|learned from their data that will help them shape their essays. | |
|• Stepback: Reflect on Audience Interview. What did you learn from your audience interview that will help you develop your | |
|argument? How did this activity help you think about your argument in relation to your audience? | |
|Differentiation: | |
|During core program/core instructional time | |
|• Vocabulary Practice. Encourage students to identify the vocabulary word in each set. Ask if they can recall how the word | |
|was used in the selections. If necessary, allow them to refer back to the usage in the selections and use the knowledge of | |
|the vocabulary word to narrow down the choices in e ach set. | |
|• Comparisons and Contrasts. Have students work in pairs to create a chart for “The First Americans” like the one shown on | |
|page 1023. Under “What is taught,” they should list information Native Americans consider untrue; under “What Should Be | |
|Taught,” they should list what the Grand Council Fire considers to be true about Native Americans and should be taught about | |
|their culture. | |
|• Connect to the Text. Invite students to consider how their perspective on society may be different from other people’s. | |
|Suggest that students express their thoughts in a journal entry, song, speech, or editorial. Call on volunteers to share | |
|their ideas with the class. | |
| | |
|Gifted and Talented Extensions: | |
|• Ask students to research the Battle of Little Bighorn or the Battle of Wounded Knee. Ask: What does this information add| |
|to your understanding of the Grand Council’s argument? | |
|• The Meet the Author note on page 1023 says that Benjamin Franklin used Chief Canasatego’s ideas in his early plans for | |
|colonial union. Encourage students to find out more about this in their history class or in library or online resources. | |
|• Reader’s Circle. With a group, students decide what each author would say is the most important thing for young people to| |
|learn. Ask students to support their view with lines from texts. Then they discuss whether these things are still important | |
|today. | |
| | |
|Interventions: | |
|Tier 2 | |
|• Have students read along as they listen to the Audio Anthology CD. Use the reading skill copy master as a guide as you | |
|work together to identify important point in the selection. Differentiate expected responses along this continuum: beginning,| |
|early intermediate, intermediate, and early advanced. (See continuum description on TE page 1025.) | |
|• In combination with the Audio Anthology CD, use one or more of the Targeted Passages (pp. 1024-1026) to ensure that | |
|students focus on key concepts and skills in the selections. | |
|• Develop Reading Fluency. Have students practice reading portions of the Grand Council Fire’s letter to develop fluency | |
|with the rhetorical devices. Remind students that repetition and pacing are used to create emphasis. Point out the frequent | |
|use of dashes that indicate important pauses. Model reading the paragraph aloud and then have students practice reading | |
|portions of the selection in small groups. | |
|• Guide students in writing another strong and engaging beginning for their argument. This time, they should write like the| |
|other author. Again, remind students that they do not need to use either of these in their essay, but they should try them | |
|anyway. | |
| Suggested Assessment: | |
|Reader’s/Writer’s Notebooks Teacher observations | |
|Individual fluency probes Evidence of accountable talk | |
|Fluency Rubric Checklist Completed T-Chart | |
|One Minute Fluency Checks STAR Diagnostic Report | |
|AR Testing | |
|Resources: | |
|Holt McDougal Literature 8, Teacher created material | |
|Glencoe Writers Choice 8 Word Wall | |
| | |
|Vocabulary Log Graphic Organizer | |
|Student AR Goal Sheets Ancillary Material | |
|Technology Audio Anthology CD | |
|Video: | |
|Websites: Renaissance Place (AR), , | |
|, | |
|, , my. | |
| | |
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|[pic] [pic] | |
| | |
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|Some criteria ideas are: | |
|An issue in your community | |
|An issue you can learn and know enough about to develop an argument that is not oversimplified | |
|An issued you have the power to do something about , or can appeal to people who do have the power that are willing to help | |
|An issue that will appeal or relate to your audience | |
|Note: Explain to students that the best issues usually arise out of personal experience. (“Educating Sons” and “The First | |
|American”) | |
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|Literature Selections: | |
| | |
|p.1024 | |
|Educating Sons | |
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|p.1026 | |
|The First Americans | |
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|p.1023 | |
|Meet the Author | |
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|8th Grade English Language Arts & Reading |TEKS: Participate |
|Fifth Six Weeks: Weeks 5-6 Theme: State Your Case |productively in |
|Time Frame: 9 Days Genre: Literary Non-Fiction |discussions, plan |
|Writing: Persuasive |agendas with clear |
| |goals and deadlines, |
| |set time limits for |
| |speakers, take notes, |
| |and vote on key issues.|
| |ELAR 8.28A; Analyze |
| |passages in well-known |
| |speeches for the |
| |author’s use of |
| |literary devices and |
| |word and phrase choice |
| |to appeal to the |
| |audience. ELAR 8.7A; |
| |Reflect on |
| |understanding to |
| |monitor comprehension |
| |(e.g. summarizing and |
| |synthesizing; making |
| |textual, personal and |
| |world connections; |
| |creating sensory |
| |images). Figure 19 |
| |110.20C; Narrow or |
| |broaden the major |
| |research question, if |
| |necessary, based on |
| |further research and |
| |investigation. ELAR |
| |8.24A; Write a |
| |persuasive essay to the|
| |appropriate audience |
| |that considers and |
| |responds to the views |
| |of others and |
| |anticipates and answers|
| |reader concerns and |
| |counter-arguments. ELAR|
| |8.18B |
| | |
|Objective: | |
|Engage in reading, thinking, writing, and talking as a way to achieve deeper understanding of persuasive texts. | |
|Engage in Writer’s Workshop and use the writing process to plan, draft, edit, publish, and present persuasive writing. | |
|Identify the components of a persuasive speech and use them in their own writings. | |
|Use the research process to locate and record information to gather appropriate evidence that supports an argument. | |
|Write to summarize, paraphrase, and synthesize texts to make connections and to maintain within and across texts. | |
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|Overview: | |
|Features of persuasive text | |
|Techniques authors use to persuade audiences | |
|Presenting a position and supporting it with reasons and evidence | |
|Researching a topic | |
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|Literary Terms: | |
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|Speech | |
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|Rhetorical question | |
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|Factual claims | |
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|Opinions | |
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|Commonplace assertions | |
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|Six Week Project: Identify and research an important issue for today’s society. Use information from research to write and deliver a | |
|persuasive speech about an action that needs to be taken to address the issue. | |
|Essential Questions: | |
|How can taking a stand bring change in our community? | |
|Why did these authors write these texts and what might they have accomplished? | |
|How do the methods these authors use relate to the arguments they make? | |
|Suggested Lesson Ideas: | |
|Lesson 15: Gist and Significance in “What to the Slave Is the Fourth of July?” | |
|• Connect and Engage. Project the title and ask students what they notice. Guide them to notice the inverted word order. Press them to draw | |
|some conclusions about the level of language in the speech. Guide them to respond to the question, reasoning and drawing conclusions based on| |
|their background knowledge. | |
|• Engage with students to: | |
|1. Read to get the gist (What is the speech about? What is the issue? What is the speaker’s argument? What are the points that develop the | |
|argument?). | |
|2. Read to identify three sentences/ideas that appear to be most significant to the speaker’s argument. | |
|3. Read to interpret: How does Douglass define independence? | |
|4. Read to analyze techniques: What persuasive techniques does Douglass use and what effect do they have on the message? | |
|5. Writelike the author’s in the unit: Students think of a practice they believe is wrong or unjust and write a paragraph to help their | |
|classmates recognize that the practice is wrong/unjust. They should include use of rhetorical questions, like Douglass. | |
|6. Review the selections in the unit and identify strategies the authors used to conclude their arguments. They should use the effective | |
|closing they identify as a model for their culminating project. | |
|• Engage students in the habits of thinking and use the Disciplinary Literacy tools and routines (e.g., pair/trio share, writing to learn, | |
|reflection) as they engage in the tasks in Lesson 15. | |
| | |
|Lesson 16: Six Week Project | |
|• Engage students in writer’s workshop lessons to complete the six week project. | |
|• Provide time and conduct mini-lessons as needed so that students may research their topics and audiences. | |
|• Model the writing process. | |
|• Create a criteria chart for the task. | |
|• Model and teach a lesson on effective speaking. Use Holt textbook as a resource. | |
|• Model, clarify expectations, and practice behaviors for a “good audience.” | |
|• Engage in reflection at the conclusion of the unit: Ask students to write about and share what they have learned about reading and writing | |
|persuasive texts and how what they learned helped them to develop their persuasive speech. | |
| | |
|Differentiation: | |
|During core program/core instructional time | |
|Engage with small groups or individuals to support each students’ needs. | |
| | |
|Interventions: | |
|Tier 2 | |
|Engage with students to practice delivery of their speeches. | |
| | |
|Tier 3 | |
|Read speeches with students and engage as a learner to analyze techniques and explain how they impact the message. | |
| Suggested Assessment: | |
|Reader’s/Writer’s Notebooks Teacher observations | |
|Individual fluency probes Evidence of accountable talk | |
|Fluency Rubric Checklist Completed T-Chart | |
|One Minute Fluency Checks STAR Diagnostic Report | |
|AR Testing | |
|Culminating Project | |
| | |
|Resources: | |
|Holt McDougal Literature Teacher created material | |
|Glencoe Writer’s Choice 8 Ancillary Material | |
|Word Wall Technology | |
|Vocabulary Log Graphic Organizer | |
|Student AR Goal Sheets Audio Anthology CD | |
| | |
|Video: | |
|Websites: Renaissance Place (AR), , | |
|, | |
|, , my. | |
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|Literature Selection: | |
|p.1030 | |
|What to the Slave is the Fourth of July | |
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-----------------------
6 Weeks Novel: To Kill a Mockingbird
6 Weeks Novel: To Kill a Mockingbird
6 Weeks Novel: To Kill a Mockingbird
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