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Grade 8DurationAssessed StandardsDescription / Big IdeasEssential QuestionEnd of Unit AssessmentUnit 1:The Challenge of Approaching Adulthood6 - 8 weeksPBA:RI.8.1RI.8.8W.8.1W.8.7Other standards addressed: RL8.2RL8.3RL8.4RL.8.6RI.8.2RI.8.3RI.8.5RI.8.6L.8.1.aL.8.4.bDescription: In this unit, students will explore issues related with moving away from childhood toward mature, responsible adulthood. They will read a variety of texts including poetry, short stories, informational articles, and longer works of fiction/non-fiction. A research module has been developed to support students’ completion of the PBA. Text Options: Roll of Thunder, Hear My Cry, The Giver, Tangerine, The Stars Beneath our Feet, Belle Prater’s Boy, The Outsiders, Waiting for the Rain, SeedfolksBig Idea: The strength of an author’s argument lies in the development of their claim by using clear reasoning and evidence that is relevant and sufficient to support the claim. What experiences help develop a teenager into a mature, responsible adult? Development of a Claim: Argument – After researching an after-school club of interest to them, students will compose an argument to develop the claim that the club they have selected would help to develop the skills and/or qualities necessary to become mature, responsible adults. Students will support their ideas with reasons and evidence gathered from various sources and address concerns and/or arguments against their club choice. Students may be asked to present their arguments incorporating visuals or multi-media tools. Unit 2:The Challenge of Writing an Engaging Story8-10 weeksPBA: RL8.6W.8.3Other standards addressed: RL8.3RL.8.7RL.8.9RI.8.2RI.8.6RI.8.8RI.8.9SL.8.5L.8.3.aDescription: In this unit, students explore the narrative techniques employed by authors to engage readers using humor and suspense. Students will read multiple short texts of both fiction and non-fiction as well as a novel-length work and focus on the development of dramatic irony and point of view through characterization and dialogue. Text Options: Walk Two Moons, The Giver, The Adventures of Tom Sawyer, Alice in Wonderland, Milkweed, The WaveBig Idea: Authors use a variety of literary devices, structures, and strategies to create meaning and tone and to evoke emotion from readers. How do authors engage a reader’s emotions? Narrative Technique – Students will choose one of their favorite stories from the current unit and complete a graphic organizer showing how differences in the points of view of the characters and/or reader helped to create suspense or humor. They will compose an additional scene for the text in the form of a prequel, sequel, deleted scene, or alternate ending. The original work should reflect structured event sequences and effective narrative technique to develop the characters and create humor and/or suspense. Grade 8DurationAssessed StandardsDescription / Big IdeasEssential QuestionEnd of Unit AssessmentUnit 3:The Challenge of Combining Cultures8-10 weeksPBA: RI.8.7 W.8.1Other standards addressed: RL8.3RL8.4RL8.5RI.8.2RI.8.3RI.8.5RI.8.6W.8.3.dL.8.4.aL.8.4.dDescription: In this unit, students will examine multiple forms of text to evaluate the advantages and/or disadvantages of conveying information in varying ways. Students will read poetry, short stories as well as informational articles and view film/media clips to compare and contrast how texts convey key ideas and concepts through the use of rhetorical devices and text structure. They will read a novel-length work to further this study and prepare to develop a written critique of sources. Text Options: Refugee, I am Malala, Tasting the Sky, Dragonwings, SeedfolksBig Idea: Authors use various strategies and mediums to present multiple perspectives that reveal their purpose, central idea, or conflicting points of view.How do people develop a sense of belonging within a new culture?Critique –Students will be providing input into the development of a new course for immigrant and American born teenagers to help them with understanding and respecting cultural differences. After reviewing multiple sources and taking notes on the information provided by each, students will write a critique of the sources and make a final recommendation for their use in the proposed course. Unit 4:The Challenge of Living in a Divided Nation8–10 weeksPBA: RL8.5W.8.2Other standards addressed: RL8.3RL8.4RL8.5RI.8.2RI.8.3RI.8.5RI.8.6RI.8.8RI.8.9L.8.1.cDescription: In this unit, students read a variety of text sets, both fiction and non-fiction, tom compare and contrast the development of central ideas with a focus on word choice and structure. Students will also read a novel-length work to support study of the unit’s central question.Text Options: Chasing Lincoln’s Killer, Waiting for the Rain, Letters from a Slave Girl, Free at LastBig Idea: An author’s voice is heard through the use of structural and stylistic choices to develop tone and create deeper meaning.How can one individual’s challenges reflect the struggles of an entire nation?Analysis Essay – Students will closely read a narrative and a poem and annotate each text to trace the development of the theme through characters, setting, and plot. They will examine how each author conveys similar ideas in different ways. Students will compose an analytical essay explaining how the structure of each text contributes to its meaning and style. ................
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