Subject/Grade Level: Algebra/6th Grade
Grade Level: 8 Title: Module 3: Challenges of Truth, Justice, and Society Time Frame:10-12 weeks
Enduring Understanding: Truth, Justice, and Society present unique challenges.
Essential Questions: How can one person make a difference? Why does a person break with expectations? What challenges can truth and justice present? What challenges did families face during the 1930s and 40s?
Grade Level: State Writing Contest, 1-2 novels, editorials, review literary elements, propaganda techniques
Pre-AP: State Writing Contest, 1940s literature, To Kill a Mockingbird, editorials, propaganda techniques and political cartoons
Concept/Topic |
Indicators |Vocabulary Development |
Vocabulary |
Assessment Strategies |Instructional Activities/
Extension Activities |
Grammar |
Resources |Differentiation for
Pre-AP | |Standard 8-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.
|8-1.1 Compare/contrast ideas within and across literary texts to make inferences. (E.1.1.1)
8-1.2Explain the effect of point of view on a given literary text (E.1.2. Analyze in place of explain)
8-1.3Interpret devices of figurative language (including extended metaphor, oxymoron, and paradox). (E.1.3. puns)
8-1.4Analyze a given literary text to determine its theme. (8.1.4. Analyze the relationship among character, plot, conflict, and theme in a given literary text).
8-1.5Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts. (E.1.5)
8-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). (E.1.6)
8-1.7 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories). (E.1.7)
8-1.8 Read independently for extended periods of time for pleasure.(E.1.8)
|Analyze
Draw conclusions
Inferences
Explain
Interpret
Summarize
Compare
Contrast
Point of View
First Person
Limited Omniscient
Omniscient
Figurative language
Simile
Extended Metaphor
Personification
Oxymoron
Paradox
Review from 7th Grade:
Characters
Static
Dynamic
Round
Flat
Setting
Conflict
Author’s Craft
Imagery
Tone
Flashback
Foreshadowing
Symbolism
Irony
Allusion
|1.State Standards
Matrix:
Prefixes:
Omni, under
Roots:
Sol, stella, temp/temp, voc
Suffixes:
-ize
2. Word Within a Word: Unit 9
3. Other vocabulary as found in literary texts.
|Some instructional activities should be used as formative assessment to drive classroom instruction
Reading Strategy and Response Journals
Summative Reading Assessments:
Use cold texts to assess indicators at the appropriate level of Bloom’s
Editorial assessed with PASS rubric
|Teacher Modeling with gradual release of responsibility (I do, you watch; I do, you help; you do, I help; you do, I watch)
Reading Workshop focusing on reading strategies and novel study, editorial/persuasive writing
Prereading Strategies:
Anticipation Guide
Tea Party
Probable Passage
Socratic Seminar
KWL
Quickwrite
Admit Slip
Brainstorming
Predicting
Read-aloud
During or After Reading Strategies:
Think-pair-share
Think-aloud
Chunking the text
Marking the text
Close reading
Say Something
Graphic organizers
Double-entry journal
Interactive read-aloud
Questioning the text
Sketch to Stretch
Choral Reading
Waterfalling
Making Connections
Summarizing
Paraphrasing
Visualizing
Reader’s Theater
Save the Last Word for Me
Literature Circles
Wilhelm's Action Strategies for Deepening Comprehension
Somebody Wanted But So
Text Reformulation
It Says, I Say
Most Important Word
Written Conversation
Write Around
Carousel
Reflective Write
KWL
Jigsaw
|
subject-verb agreement,
pronoun-antecedent agreement,
agreement of nouns and their modifiers,
verb formation,
pronoun case,
formation of comparative and superlative adjectives and adverbs, and
idiomatic usage.
|Suggested Novels:
Mississippi Trial, 1955
Tears of a Tiger
Incantation
Tangerine
Last Shot: A Final Four Mystery
Cover Up
The Hunger Games
I Know What You Did Last Summer
Among the Hidden
The Revealers
This may be whole class novel study or literature circles
Real-world editorials
|William and Mary:
Diary of Anne Frank (Lesson 7)
or
Maus II (Lesson 13)
Lesson 11: One Friday Morning
Lesson 12: Amerian Culture in the 1940's (optional research unit...could be mini research project)
Novel:
To Kill a Mockingbird
William and Mary:
Lesson 6: Persuasive Writing
Lesson 8: Reasoning
Lesson 14: Let the Dead Bury their Dead
Research Unit may be included here
(should connect with readings or to the concept of challenges)
| |Standard 8-2
The student will read and comprehend a variety of informational
texts in print and nonprint formats.
|8-2.1 Compare/contrast central ideas within and across informational texts.E.2.1. Theses instead of central idea)
8-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.(E.2.2)
8-2.3 Analyze informational texts for author bias (for example, word choice and the exclusion and inclusion of particular information).(E.2.3: unsupported opinions)
8-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).((E.2.4)
8-2.7 Identify the use of propaganda techniques (including card stacking, plain folks, and transfer) in informational texts.(E.1.2.7 Analyze propaganda techniques in informational texts)
8-2.8 Read independently for extended periods of time to gain information.(E.1.2.8)
|Central Idea
Bias
Propaganda techniques
card stacking
plain folks
transfer
review from 6 and 7
bandwagon
testimonial
glittering generalities
name calling
| | | | | | | |Standard 8-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English
|8-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. (E.4.1)
8-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex). (E.4.2)
8-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs. (E.4.3 Thesis in place of central idea)
8-4.4 Use grammatical conventions of written Standard American English, including the reinforcement of conventions previously taught. (See Instructional Appendix: Composite Writing Matrix.) (E.4.4 subject-verb agreement. See indicators under 4.4: |Prewriting
Drafting
Revising
Editing
Publishing
Sentence Structure
Simple sentence
Compound sentence
Complex sentence
Compound-complex sentence
Multi-paragraph composition
Introduction
Body
Conclusion
Transitions
Central Idea
Supporting details
Verb tense
Voice
Clarity
Content and Development
Narrative
Plot
Precise language
Vivid details
Audience
Conventions
Quotation Marks
| |PASS-like multiple choice writing assessment (more review from 6th grade--semi-colons, commas to enclose appositives, commas to separate introductory clauses and phrases) and 7th grade
|Model for students
Time to write
Mini lessons (persuasive techniques, supporting opinion, organization, tone, etc.)
| |Writing Workshop: Editorial
|Writer's Workshop
Writing Workshop to write editorial, students exposed to several columnists (Leonard Pitts, Dave Barry, Anna Quindlen, etc.) and imitate writing style of columnist
Model for students
Time to write
Mini lessons
Writing conferences
Choice
Publishing
| |Standard 8-5 The student will write for a variety of purposes and audiences
|8-5.1 Create informational pieces (for example, reports and letters of requests, inquiry or complaint) that use language appropriate for the specific audience.)
8-5.4 Create persuasive pieces (for example, editorials, essays, or speeches) that support a clearly stated
position with concrete evidence.(E.1.5.4 develop clearly stated thesis and use support (for example, facts, statistics, and first hand accounts)
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