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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