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. | |

| | |

| | |

|[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: | |

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|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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