Mrs. Matsalia's Class - Home



|Subject |ELA |

|Grade |8th Grade |

|Title for Unit of Study |Themes Across Literature |

|Length of Unit |4-5 weeks, 45 minutes per period |

|Overview of Unit |In this unit, students will: |

| |be introduced to the Reading for Literature Standards |

| |trace theme development over the course of texts |

| |support findings with textual evidence |

| |make inferences with textual support |

| |analyze lines of dialogue |

| |compose a narrative |

|Priority Common Core State Standards |

|*Priority Standards are the standards to which supporting standards are connected |

|RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |

| |

|RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. |

| |

|RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. |

|W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. |

|SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led with diverse partners on grade eight topics, texts, and issues, building on others’ ideas and expressing their |

|own clearly.) |

|Include a, b, c and d |

| |

|L8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |

|Supporting Standards |

|*Supporting Standards are intricately woven through each of the performance tasks of the unit |

|RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is |

|rendered new. |

|W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |

| |

|W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. |

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|L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. |

| |

|L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |

|Unwrapped Priority Standards |

|RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |

|“Unwrapped” Concepts |“Unwrapped” Skills |Bloom’s Taxonomy Levels of Cognitive Rigor |

|(Students need to know) |(Students need to be able to do) | |

|Textual evidence to support explicit analysis |Cite |Level 4: Analyze |

|Textual evidence to support inferences | | |

|RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. |

|“Unwrapped” Concepts |“Unwrapped” Skills |Bloom’s Taxonomy Levels of Cognitive Rigor |

|(Students need to know) |(Students need to be able to do) | |

|Theme |Determine | Level 4: Analyze |

|Central idea | | |

|Development of theme over course of text |Analyze | |

|relationships to characters, setting, plot | | |

|Development of central idea over course of text | | |

|relationships to characters, setting, plot | | |

|Objective summary of text |Summarize (Provide) | |

|RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. |

|“Unwrapped” Concepts |“Unwrapped” Skills |Bloom’s Taxonomy Levels of Cognitive Rigor |

|(Students need to know) |(Students need to be able to do) | |

|Particular lines of dialogue |Analyze | Level 4: Analyze |

|propel the action, reveal aspects of a character, or provoke a decision. | | |

|Incidents in a story | | |

|propel the action, reveal aspects of a character, or provoke a decision. | | |

|Drama in a story | | |

|propel the action, reveal aspects of a character, or provoke a decision. | | |

|W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. |

|“Unwrapped” Concepts |“Unwrapped” Skills |Bloom’s Taxonomy Levels of Cognitive Rigor |

|(Students need to know) |(Students need to be able to do) | |

|Narratives |Write |Level 6: Create |

|Real or imagined experiences |Develop | |

|Effective technique |Use | |

|Relevant descriptive details | | |

|Well-structured event sequences | | |

|SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led with diverse partners on grade eight topics, texts, and issues, building on others’ ideas and expressing their |

|own clearly.) |

|“Unwrapped” Concepts |“Unwrapped” Skills |Bloom’s Taxonomy Levels of Cognitive Rigor |

|(Students need to know) |(Students need to be able to do) | |

|In a range of collaborative discussions |Engage | Level 3: Apply |

| | | |

| | | |

|L8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |

|“Unwrapped” Concepts |“Unwrapped” Skills |Bloom’s Taxonomy Levels of Cognitive Rigor |

|(Students need to know) |(Students need to be able to do) | |

|Command of standard English grammar when writing |Demonstrate | Level 3: Apply |

|Command of standard English grammar when speaking | | |

|Essential Questions |Corresponding Big Ideas |

|Why is it important to identify and use compelling evidence from the text to support my analysis? |Citing textual evidence leads to a deeper understanding of the literary text. |

| | |

|How do strong readers target and use relevant evidence to draw inferences from text? |Strong readers closely read a text to identify which details qualify as relevant evidence and use those |

| |details to draw inferences from the text. |

|How does a theme develop over the course of the text and relate to the character, setting and plot? | |

| |A reader uncovers clues about a text's theme/central idea through its relationship to the characters, setting|

|How do dialogue, character actions and specific incidents propel action and provoke a decision? |and plot. |

| | |

|How can an effective narrative be written? |Thoughts, words, and actions reveal a character’s true nature. |

| | |

| | |

|Why is it important to articulate my claims and findings clearly in a focused and coherent manner? |Authors use real and/or imagined experiences to create narratives using event sequences and relevant, |

| |descriptive details. |

|Why is it important to use standard English grammar? | |

| |Effective presentations combine strong delivery techniques with relevant and coherent evidence, sound |

| |reasoning, and well-chosen details. |

| | |

| |It is important to use proper grammar when expressing yourself so that people clearly understand you and take|

| |you seriously. |

| | |

| | |

|Unit Vocabulary Words |

|Academic Cross-Curricular Words (Tier 2) |Content/Domain Specific Vocabulary (Tier 3) |

|analyze, cite, claim, demonstrate, description, details, determine, develop, distinguish, evidence, focus, |bias, central idea, character, dialogue, motivation, objective summary, plot, propel, provoke, setting, theme|

|identify, imagined, inference, influence, interpret, narrative, recognize, relevant, sequence, technique |(explicit & implicit), tone |

|Resources for Vocabulary Development |

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|A PPT of Tier 2 Words is available on DropBox. |

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|[pic] |

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|[pic] |

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|[pic] |

|Unit Formative Assessments of Priority Standards (Embed Documents) |

|Pre-Assessment |Post-Assessment |

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|[pic] |[pic] |

|Rubrics and Answer Keys |

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|[pic] |[pic] |

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|[pic] |[pic] |

|Overview of the Engaging Scenario (Situation, challenge, role, audience, product or performance) |

|Describe the Engaging Scenario for this Unit of Study: |Suggested Length of Time |

|Work in pairs or small groups to present their narratives while other students chart their story using a graphic organizer. The listener must decide whether or not the theme | |

|was maintained throughout the piece. |2 days |

| |45 minute periods |

|Synopsis of Authentic Performance Tasks |

|Authentic Performance Tasks |Description |Instructional Targets and Standards |Suggested Length of Time |

| | | |(Include days and |

| | | |minutes per day) |

|Task 1: |Gain a deep understanding of a story by identifying details that are relevant |RL.8.1 | 3-5 days |

| |to the theme of the text and cite those details using a graphic organizer. |Cite the textual evidence |45 minute periods |

|Identify Theme and Cite Evidence | | | |

| |Product: Graphic Organizer |RL.8.2 | |

| | |Determine a theme or central idea | |

| | | | |

| | |SL.8.1 | |

| | |Engage effectively in a range of collaborative discussions | |

| | |. | |

|Task 2: |Complete a close read of a short story. Work in small groups or partners to |RL.8.1 |3-4 days |

| |trace how the plot propels the theme over the course of the story. Be guided |Cite the textual evidence |45 minute periods |

|Tracing Theme Across A Work |through the task with a graphic organizer that includes evidence from the | | |

| |text. |RL.8.2 | |

| |Product: Graphic Organizer |Determine a theme or central idea | |

| | | | |

| | |SL.8.1 | |

| | |Engage effectively in a range of collaborative discussions | |

|Task 3: |Use information from their graphic organizer to write an analysis of the theme|RL.8.1 |3-4 days |

| |of the text. Reflect on how dialogue and specific incidents in the story |Cite the textual evidence |45 minute periods |

|Text Analysis |helped to strongly convey the theme or changed how the theme developed. | | |

| |Product: Text Analysis |RL.8.2 | |

| |Product: Comparison Contrast Essay |Determine a theme or central idea | |

| | | | |

| | |RL.8.3 | |

| | |Analyze how incidents in a story propel the action, reveal | |

| | |aspects of a character, or provoke a decision | |

|Task 4: |Read a narrative identifying elements of plot, figurative language, dialogue, |W.8.3 |8-10 days |

| |point of view, and allusion. Use their knowledge of these elements and a list |Write narratives using effective technique, descriptive |45 minute periods |

|Narrative Workshop |of suggested themes to generate their own narrative piece. The piece will |details, and well-structured event sequences. | |

| |demonstrate the theme throughout, use elements of plot, and include figurative| | |

| |language. | | |

| |Product: Narrative | | |

|Suggested Text Book Resources |

|Student Resources |Interactive Lessons |Collections and Assessments |

|English Workshops |Writing Narratives |Collections |

|Chapter 4 - Expressing Yourself |Textual Evidence |Collection 2 - The Thrill of Horror |

|Chapter 5 - Creative Writing | | |

|Chapter 12- Verbs and Adverbs | |Assessments |

|Chapter 23- Punctuation | |Unit 3 Performance Task |

|Grammar Notes | | |

|Grammar and Usage Intro | | |

|Mechanics Intro | | |

|Lesson 6 | | |

|Lesson 8 | | |

|Lesson 18 | | |

|Lesson 22 | | |

PERFORMANCE TASK 1

|Authentic Performance Task 1 |Identify Theme and Cite Evidence |Length: |

| | |3-5 days |

| | |45 minute periods |

|Standards Addressed in |Priority Standards: |

|Authentic Performance Task 1 | |

| |RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |

| | |

| |RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an|

| |objective summary of the text. |

| | |

| |SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led with diverse partners on grade eight topics, texts, and issues, building on |

| |others’ ideas and expressing their own clearly.) |

| |Supporting Standards: |

| | |

| |L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. |

| | |

| |ELD Standards: |

| |P1.8.6.Em-Br, P1.8.1.Em-Br, P1.8.3.Em-Br, P1.8.5.Em-Br |

| | |

| |Digital Literacy and Technology Skills: |

| |None |

|Detailed Description of |Performance Task: |Bloom’s Taxonomy |Webb’s DOK |

|Authentic Performance |Students will gain a deep understanding of a story by identifying details that are relevant to the theme of the text and cite those details using|Levels | |

|Task 1 |a graphic organizer.    | | |

| | | | |

| |Suggested Teaching and Learning Sequence: | | |

| |As a whole class Teacher Can: | | |

| |Introduce vocabulary (Frayer model, Cornell Notes, Power Point, etc) | | |

| |KWL organizer on theme and/ or narrative | | |

| |Citation format(s) mini lesson | | |

| |Show a video clip and model identifying the theme and citing evidence from the clip to support the theme or guide students through a quote | | |

| |matching activity in which they match literary quotes to a list of themes and provide justification. | | |

| |For example:  If showing the movie trailer from “Paranorman”, the teacher could explain that the theme is that it’s important to be true to | | |

| |yourself and that the dialogue suggests that this is one of the messages. To illustrate this, one of the characters tells Norman to remember who | | |

| |he is.           | | |

| |Lead students through a close read of a story.  The close read can include identifying elements of figurative language. | | |

| |Guide students in a discussion of the text and its theme. Model completing the graphic organizer. | | |

| |In small groups students can: | | |

| |Complete a close read of a story | | |

| |Work collaboratively to complete the graphic organizer on theme and/ or narrative structure. | | |

| | |Level 2: |Level 2: |

| | |Understand |Skills and |

| | | |Concept |

| | |Rubric for Authentic Performance Task|

| | |1 |

| | | |

| | |[pic] |

|Aligned HMH Collections |Suggested HMH Collections Connections: |

|Resources | |

| |Plan |

|Collection 1: Culture and |Teacher's Edition: Lesson Opener, p. 75A-75C |

|Belonging | |

| |Teach |

|Lesson 9: The Powwow at the End|Student Edition: The Powwow at the End of the World, pp. 75-76 |

|of the World |Teacher's Edition: The Powwow at the End of the World, pp. 75-76 |

| |Student Edition: Determine Meaning of Words and Phrases, p. 77 |

| |Teacher's Edition: Determine Meaning of Words and Phrases, p. 77 |

| |Student Edition: Make Inferences, p. 77 |

| |Teacher's Edition: Make Inferences, p. 77 |

| | |

| |Practice & Apply |

| |Student Edition: After Reading, p. 78 |

| |Teacher's Edition: After Reading, p. 78 |

| |myWriteSmart: Lesson Performance Task: The Powwow at the End of the World |

| | |

| |Assess & Reteach |

| |Teacher's Edition: Extend and Reteach, pp. 78a-78b |

| |Level Up Tutorial: Narrator and Speaker |

| |Online Assessment: Selection Test: The Powwow at the End of the World |

|Aligned HMH Collections |Suggested HMH Collections Connections: |

|Resources |Plan |

| |Teacher's Edition: Lesson Opener, p. 167A-167C |

|Collection 3: The Move Toward | |

|Freedom |Teach |

| |Student Edition: The Drummer Boy of Shiloh, pp. 167-172 |

|Lesson 4: The Drummer Boy of |Teacher's Edition: The Drummer Boy of Shiloh, pp. 167-172 |

|Shiloh |Text in Focus: The Drummer Boy of Shiloh: Visualizing, p. 172, line 169 |

| |Student Edition: Analyze Stories: Historical Fiction, p. 173 |

| |Teacher's Edition: Analyze Stories: Historical Fiction, p. 173 |

| |Student Edition: Determine Meanings of Words and Phrases, p. 173 |

| |Teacher's Edition: Determine Meanings of Words and Phrases, p. 173 |

| |Author Biography: Ray Bradbury |

| |History Video: Battle of Shiloh |

| |Close Read Screencast: The Drummer Boy of Shiloh (lines 42-52) |

| | |

| |Practice & Apply |

| |Student Edition: After Reading, pp. 174-176 |

| |Teacher's Edition: After Reading, pp. 174-176 |

| |Close Read Application: The Drummer Boy of Shiloh (lines 159-165) |

| |Close Read Application: The Drummer Boy of Shiloh (lines 159-165) Answer Key |

| |myWriteSmart: Lesson Performance Task: The Drummer Boy of Shiloh |

| | |

| |Assess & Reteach |

| |Teacher's Edition: Extend and Reteach, p. 176a |

| |Level Up Tutorial: Prose Forms |

| |Level Up Tutorial: Using Context Clues |

| |Online Assessment: Selection Test: The Drummer Boy of Shiloh |

|Response to Instruction and Intervention |

|Instructional Strategies |Differentiated Strategies for Intervention |Differentiation Strategies for Enrichment |Resources and Materials (e.g., Textbook References, |

| |Se- Special Ed | |Multi-Media Sources, Additional Print Sources and |

| |IT – Intensive | |Artifacts) |

| |EL- English Language Support | | |

|Close Reading: | |Modification of Task: |Lit2Go: |

|Close, analytic reading and of a text can lead |Closed Captioning: |Students will develop their own theme from the Quote |This website provides short stories that are no |

|students to a deeper understanding of the text. |Use closed captioning when showing videos to aid in |Matching activity rather than choosing from a list. |longer under copyright obligation. Lit2Go |

|Fisher and Frey Resources |comprehension. (Se, EL) | | |

| |Teacher Modeling: |Stations: |Springboard: |

|Close Reading: |Demonstrate the task that students are expected to |Teacher will provide stations where students can |Refer to the strategies suggested on pages 340-347 in|

|Watch the video to see the technique being used. |complete. Modeling can be done with the whole class |watch video clips to identify theme, read short |the TE. |

|Close Reading Video |or in small groups. (Se, IT, EL) |passages and select a theme, and research to find |SpringBoard Cohort: |

| | |stories, movies, or poems that have similar themes. |Embedded Assessment 1 (TE pg. 49) |

|Graphic Organizers: |Sentence Frames: | | |

|Provide students with a graphic organizer to help |Provide students with sentence frames or paragraph |Variety of Texts: |Text Sets: |

|them provide evidence to support their analysis. |frames to scaffold their writing and organization. |Students may explore a wide variety of genres as they|Text Sets for Unit 1 include longer stories |

|Collection of Graphic Organizers |(Se, IT, EL) |work to identify themes. |accompanied by related myths, folk-tales, excerpts, |

| | | |or poems. |

| |Teacher Created Grouping: | | |

| |Group students based on specific criteria to best | |[pic] |

| |meet the needs of the students rather than letting | | |

| |the students choose their partner. (Se, EL) | |Theme Matching: |

| | | | |

| |Modify Text: | |[pic] |

| |Use lower lexile texts to assist struggling readers. | | |

| |(Se, IT, EL) | |Graphic Organizer: |

| | | | |

| | | |[pic] |

| | | | |

|Interdisciplinary Connections |

|Aligned HMH Collections |Suggested HMH Collections Connections: |

|Resources | |

| |Plan |

|Collection 3: The Move Toward |Teacher's Edition: Lesson Opener, p. 199A-199C |

|Freedom | |

| |Teach |

|Lesson 8: O Captain! My |Student Edition: O Captain! My Captain!, pp. 199-200 |

|Captain! |Teacher's Edition: O Captain! My Captain!, pp. 199-200 |

| |Student Edition: Determine Meaning of Words and Phrases, p. 201 |

| |Teacher's Edition: Determine Meaning of Words and Phrases, p. 201 |

| |Student Edition: Analyze Structure, p. 201 |

| |Teacher's Edition: Analyze Structure, p. 201 |

| |Author Biography: Walt Whitman |

| | |

| |Practice & Apply |

| |Student Edition: After Reading, p. 202 |

| |Teacher's Edition: After Reading, p. 202 |

| |myWriteSmart: Lesson Performance Task: "O Captain! My Captain!" |

| | |

| |Assess & Reteach |

| |Teacher's Edition: Extend and Reteach, pp. 202a-202b |

| |Interactive Whiteboard Lesson: Analyze Structure: Stanza and Rhyme Scheme |

| |Level Up Tutorial: Figurative Language |

| |Online Assessment: Selection Test: O Captain! My Captain! |

|Aligned HMH Collections |Suggested HMH Collections Connections: |

|Resources | |

| |Plan |

|Collection 5: Anne Frank's |Teacher's Edition: Lesson Opener, p. 385A-385C |

|Legacy | |

| |Teach |

|Lesson 6: There but for the |Student Edition: There But for the Grace, pp. 385-386 |

|Grace |Teacher's Edition: There But for the Grace, pp. 385-386 |

| |Student Edition: Analyze Sound Devices, p. 387 |

| |Teacher's Edition: Analyze Sound Devices, p. 387 |

| |Author Biography: Wislawa Szymborska |

| | |

| |Practice & Apply |

| |Student Edition: After Reading, p. 388 |

| |Teacher's Edition: After Reading, p. 388 |

| |myWriteSmart: Lesson Performance Task: There But for the Grace |

| | |

| |Assess & Reteach |

| |Teacher's Edition: Extend and Reteach, pp. 388a-388b |

| |Interactive Whiteboard Lesson: Theme |

| |Interactive Whiteboard Lesson: Analyze Imagery |

| |Level Up Tutorial: Elements of Poetry |

| |Online Assessment: Selection Test: There But for the Grace |

|History |

|CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. |

|CCSS.ELA-LITERACY.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. |

|Science |

|CCSS.ELA-LITERACY.RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. |

PERFORMANCE TASK 2

|Authentic Performance Task 2 |Tracing Theme Across A Work |Length: |

| | |3-4 days |

| | |45 minute periods |

|Standards Addressed in |Priority Standards: |

|Authentic Performance Task 2 | |

| |RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |

| | |

| |RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide|

| |an objective summary of the text. |

| | |

| |SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led with diverse partners on grade eight topics, texts, and issues, building |

| |on others’ ideas and expressing their own clearly.) |

| |Supporting Standards: |

| | |

| |L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |

| | |

| |ELD Standards: |

| |P1.8.6.Em-Br |

| | |

| |Digital Literacy and Technology Skills: |

| |None |

|Detailed Description of |Performance Task: |Bloom’s Taxonomy |Webb’s DOK |

|Authentic Performance |Complete a close read of a short story. They will work in small groups or with partners to trace how the plot propels the theme over the |Levels | |

|Task 2 |course of the story. Students will be guided through the task with a graphic organizer that includes evidence from the text. | | |

| | | | |

| |Suggested Teaching and Learning Sequence: | | |

| |Independently students can: | | |

| |Complete a close read of a text that has rich figurative language and identify the theme (see resource folder and HMH resources for ideas)| | |

| |Complete a graphic organizer with embedded questions. The graphic organizer might ask students to determine the theme, cite character | | |

| |actions that relate to the theme, and/or give examples of how elements of the setting and plot relate to the theme. | | |

| |As a whole class students can: | | |

| |Discuss of the text using Philosophical Chairs, Socratic Seminar, or Idea Waves format(see resource folder for steps). | | |

| |Modify their graphic organizer by adding details or deleting inaccuracies. | | |

| |. | | |

| | |Level 4: |Level 3: |

| | |Analyze |Strategic Thinking |

| | |Rubric for Authentic Performance Task 2 |

| | | |

| | |[pic] |

|Aligned HMH Collections |Suggested HMH Collections Connections: |

|Resources | |

| |Plan |

|Collection 1: Culture and |Teacher's Edition: Lesson Opener, p. 3A-3C |

|Belonging | |

| |Teach |

|Lesson 1: My Favorite Chaperone|Student Edition: My Favorite Chaperone, pp. 3-26 |

| |Teacher's Edition: My Favorite Chaperone, pp. 3-26 |

| |Text in Focus: My Favorite Chaperone: Understanding Characters, p. 17, line 519 |

| |Student Edition: Analyze Stories: Plot, p. 27 |

| |Teacher's Edition: Analyze Stories: Plot, p. 27 |

| |Student Edition: Analyze Stories: Character, p. 27 |

| |Teacher's Edition: Analyze Stories: Character, p. 27 |

| |Close Read Screencast: My Favorite Chaperone 01 (lines 58-67) |

| |Close Read Screencast: My Favorite Chaperone 02 (lines 315-332) |

| | |

| |Practice & Apply |

| |Student Edition: After Reading, pp. 28-30 |

| |Teacher's Edition: After Reading, pp. 28-30 |

| |Interactive Graphic Organizer: Sequence Chart |

| |Interactive Graphic Organizer: Flow Chart |

| |Close Read Application: My Favorite Chaperone (lines 773-788) |

| |Close Read Application: My Favorite Chaperone (lines 773-788) Answer Key |

| |myWriteSmart: Lesson Performance Task: My Favorite Chaperone |

| | |

| |Assess & Reteach |

| |Teacher's Edition: Extend and Reteach, p. 30a |

| |Level Up Tutorial: Plot Stages |

| |Online Assessment: Selection Test: My Favorite Chaperone |

|Aligned HMH Collections |Suggested HMH Collections Connections: |

|Resources | |

| |Plan |

|Collection 6: The Value of Work|Teacher's Edition: Lesson Opener, p. 395A-395C |

| | |

|Lesson 1: The Adventures of Tom|Teach |

|Sawyer |Student Edition: The Adventures of Tom Sawyer, pp. 395-400 |

| |Teacher's Edition: The Adventures of Tom Sawyer, pp. 395-400 |

| |Text in Focus: The Adventures of Tom Sawyer: Understanding Dialect, p. 398, line 94 |

| |Student Edition: Analyze Point of View, p. 401 |

| |Teacher's Edition: Analyze Point of View, p. 401 |

| |Student Edition: Determine Meaning of Words and Phrases, p. 401 |

| |Teacher's Edition: Determine Meaning of Words and Phrases, p. 401 |

| |Author Biography: Mark Twain |

| |Close Read Screencast: The Adventures of Tom Sawyer (lines 13-24) |

| | |

| |Practice & Apply |

| |Student Edition: After Reading, pp. 402-404 |

| |Teacher's Edition: After Reading, pp. 402-404 |

| |Close Read Application: from Tom Sawyer (lines 67-73) |

| |Close Read Application: from Tom Sawyer (lines 67-73) Answer Key |

| |myWriteSmart: Lesson Performance Task: The Adventures of Tom Sawyer |

| | |

| |Assess & Reteach |

| |Teacher's Edition: Extend and Reteach, p. 404a |

| |Interactive Whiteboard Lesson: Determine Theme |

| |Level Up Tutorial: Point of View |

| |Level Up Tutorial: Third-Person Point of View |

| |Level Up Tutorial: Narrator and Speaker |

| |Online Assessment: Selection Test: The Adventures of Tom Sawyer |

|Response to Instruction and Intervention |

|Instructional Strategies |Differentiated Strategies for Intervention |Differentiation Strategies for Enrichment|Resources and Materials (e.g., Textbook References, |

| |Se- Special Ed | |Multi-Media Sources, Additional Print Sources and |

| |IT – Intensive | |Artifacts) |

| |EL- English Language Support | | |

|Close Reading: |Teacher Modeling: |Reading Extension: |Lit2Go: |

|Close, analytic reading and of a text can lead |Demonstrate the task that students are expected to |Students can analyze a non-fiction text that shares |This website provides short stories that are no |

|students to a deeper understanding of the text. |complete on independently. Modeling can be done |the same central idea of the story. |longer under copyright obligation. Lit2Go |

|Fisher and Frey Resources |with the whole class or in small groups. (Se, IT,| | |

| |EL) |Compare and Contrast: |Springboard: |

|Close Reading: | |Students can read a piece of related fiction and |Refer to the strategies suggested on pages 340-347 |

|Watch the video to see the technique being used. |Teacher Created Grouping: |write a brief compare and contrast essay. |in the TE. |

|Close Reading Video |Group students based on specific criteria to best | | |

| |meet the needs of the students rather than letting |Creative Writing: |Text Sets: |

|Graphic Organizers: |the students choose their partner. (SE, EL) |Students could choose to write an original narrative|Text Sets for Unit 1 include longer stories |

|Graphic Organizers are diagrams used to help | |poem that reflects the theme found in the story. |accompanied by related myths, folk-tales, excerpts, |

|students organize their thoughts and visualize |Modify Text: | |or poems. |

|correlations between topics, concepts, etc. |Use lower lexile texts to assist struggling readers.| | |

| |(Se, IT, EL) | |[pic] |

|[pic] | | | |

| |Audio Narrative | |Graphic Organizers: |

|Socratic Seminars: |Use a text that has audio for students to follow | |Two versions of a graphic organizer with embedded |

|A Socratic Seminar is a formal discussion that is |along. (Se, IT, EL) | |questions are available. They have been modified |

|based on a text. Students respond to open-ended | | |from the SpringBoard materials. |

|questions, listen to others, think critically, and | | | |

|respond with their own ideas and thoughts. | | |[pic] |

|Socratic Seminars | | | |

| | | |[pic] |

|SpringBoard: | | | |

|SpringBoard provides resources that can be used for | | |Graphic Organizers: |

|this task. A PDF is available on DropBox. | | |If you do not want to use the SpringBoard material, |

| | | |these graphic organizers can be used to help |

| | | |students break down plot or identify figurative |

| | | |language. |

| | | | |

| | | |[pic] |

| | | | |

| | | |[pic] |

| | | | |

| | | |[pic] |

|Interdisciplinary Connections |

|Aligned HMH Collections |Suggested HMH Collections Connections: |

|Resources | |

| |Plan |

|Collection 2: The Thrill of |Teacher's Edition: Lesson Opener, p. 89A-89C |

|Horror | |

| |Teach |

|Lesson 1: The Tell-Tale Heart |Student Edition: The Tell-Tale Heart, pp. 89-94 |

| |Teacher's Edition: The Tell-Tale Heart, pp. 89-94 |

| |Text in Focus: The Tell-Tale Heart: Visualizing, p. 92, line 99 |

| |Student Edition: Analyze Point of View, p. 95 |

| |Teacher's Edition: Analyze Point of View, p. 95 |

| |Student Edition: Analyze Suspense, p. 95 |

| |Teacher's Edition: Analyze Suspense, p. 95 |

| |Author Biography: Edgar Allan Poe |

| |Close Read Screencast: The Tell-Tale Heart (lines 1-7) |

| | |

| |Practice & Apply |

| |Student Edition: After Reading, pp. 96-98 |

| |Teacher's Edition: After Reading, pp. 96-98 |

| |Close Read Application: The Tell-Tale Heart (lines 170–178) |

| |Close Read Application: The Tell-Tale Heart (lines 170–178) Answer Key |

| |myWriteSmart: Lesson Performance Task: The Tell-Tale Heart |

| | |

| |Assess & Reteach |

| |Teacher's Edition: Extend and Reteach, p. 98a |

| |Interactive Whiteboard Lesson: Analyze Stories: Plot |

| |Level Up Tutorial: Point of View |

| |Level Up Tutorial: First-Person Point of View |

| |Level Up Tutorial: Third-Person Point of View |

| |Level Up Tutorial: Narrator and Speaker |

| |Level Up Tutorial: Plot: Sequence of Events |

| |Online Assessment: Selection Test: The Tell-Tale Heart |

|Aligned HMH Collections |Suggested HMH Collections Connections: |

|Resources | |

| |Plan |

|Collection 2: The Thrill of |Teacher's Edition: Lesson Opener, p. 99A-99C |

|Horror | |

| |Teach |

|Lesson 3: Scary Tales |Student Edition: Scary Tales, pp. 99-101 |

| |Teacher's Edition: Scary Tales, pp. 99-101 |

| |Student Edition: Determine Author's Viewpoint, p. 102 |

| |Teacher's Edition: Determine Author's Viewpoint, p. 102 |

| |Student Edition: Analyze the Meanings of Words and Phrases, p. 102 |

| |Teacher's Edition: Analyze the Meanings of Words and Phrases, p. 102 |

| |Author Biography: Jackie Torrence |

| | |

| |Practice & Apply |

| |Student Edition: After Reading, pp. 103-104 |

| |Teacher's Edition: After Reading, pp. 103-104 |

| |myWriteSmart: Lesson Performance Task: Scary Tales |

| | |

| |Assess & Reteach |

| |Teacher's Edition: Extend and Reteach, p. 104a |

| |Level Up Tutorial: Author's Perspective |

| |Level Up Tutorial: Elements of an Argument |

| |Online Assessment: Selection Test: Scary Tales |

|History |

|CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. |

|CCSS.ELA-LITERACY.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. |

|Science |

|CCSS.ELA-LITERACY.RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. |

PERFORMANCE TASK 3

|Authentic Performance Task 3 |Text Analysis |Length: |

| | |3-4 days |

| | |45 minute periods |

|Standards Addressed in |Priority Standards: |

|Authentic Performance Task 3 | |

| |RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |

| | |

| |RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; |

| |provide an objective summary of the text. |

| | |

| |RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. |

| |Supporting Standards: |

| | |

| |W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |

| | |

| |W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. |

| | |

| |ELD Standards: |

| |P1.8.6.Em-Br |

| | |

| |Digital Literacy and Technology Skills: |

| |1, 6-8, 5 |

|Detailed Description of |Performance Task: |Bloom’s Taxonomy |Webb’s DOK |

|Authentic Performance |Students use information from their graphic organizer to write an analysis of the theme of the text. They will reflect on how dialogue and|Levels | |

|Task 3 |specific incidents in the story helped to strongly convey the theme or changed how the theme developed.    | | |

| | | | |

| |Suggested Teaching and Learning Sequence: | | |

| |As a whole class students can: | | |

| |Review the rubric for the written assignment and model different graphic organizers or one-pagers that could be used by students for their| | |

| |task. | | |

| |Review the text from Task 2 and reorganize their graphic organizer. They can use the rubric or other resource to ensure that it contains | | |

| |all the necessary elements.   | | |

| |Independently: | | |

| |Students may respond to a prompt. | | |

| |Example: Explain how the character’s dialogue and actions as well as the use of figurative language develop the theme of the text. | | |

| |Example: In a short and objective summary, determine the theme and analyze its development over the course of the story. | | |

| |Write an analysis of the text.  The writing will explain how the theme is conveyed through elements of plot in the text, and also how the | | |

| |author used different techniques to convey the theme. | | |

| |In small groups: | | |

| |Students can read essays aloud in small groups or pairs.   | | |

| |Students can use the rubric to peer review essays and check for understanding. | | |

| | |Level 4: |Level 3: |

| | |Analyze |Strategic Thinking |

| | |Rubric for Authentic Performance Task 3 |

| | | |

| | |[pic] |

|Aligned HMH Collections |Suggested HMH Collections Connections: |

|Resources | |

| |Plan |

|Collection 4: Approaching |Teacher's Edition: Lesson Opener, p. 213A-213C |

|Adulthood | |

| |Teach |

|Lesson 1: Marigolds |Student Edition: Marigolds, pp. 213-224 |

| |Teacher's Edition: Marigolds, pp. 213-224 |

| |Text in Focus: Marigolds: Interpreting Figurative Language, p. 215, line 52 |

| |Student Edition: Analyze Stories: Characters' Motivation, p. 225 |

| |Teacher's Edition: Analyze Stories: Characters' Motivation, p. 225 |

| |Student Edition: Determine Theme, p. 225 |

| |Teacher's Edition: Determine Theme, p. 225 |

| |Author Biography: Eugenia Collier |

| |Close Read Screencast: Marigolds 01 (lines 29-42) |

| |Close Read Screencast: Marigolds 02 (lines 287-293) |

| | |

| |Practice & Apply |

| |Student Edition: After Reading, pp. 226-228 |

| |Teacher's Edition: After Reading, pp. 226-228 |

| |Close Read Application: Marigolds (lines 316-323) |

| |Close Read Application: Marigolds (lines 316-323) Answer Key |

| |myWriteSmart: Lesson Performance Task: Marigolds |

| | |

| |Assess & Reteach |

| |Teacher's Edition: Extend and Reteach, pp. 228a |

| |Interactive Whiteboard Lesson: Make Inferences |

| |Level Up Tutorial: Character Motivation |

| |Level Up Tutorial: Setting and Mood |

| |Online Assessment: Selection Test: Marigolds |

|Aligned HMH Collections |Suggested HMH Collections Connections: |

|Resources | |

| |Plan |

|Collection 4: Approaching |Teacher's Edition: Lesson Opener, p. 229A-229C |

|Adulthood | |

| |Teach |

|Lesson 3: Hanging |Student Edition: Hanging Fire, pp. 229-230 |

|Fire/Teenagers |Teacher's Edition: Hanging Fire, pp. 229-230 |

| |Student Edition: Teenagers, p. 231 |

| |Teacher's Edition: Teenagers, p. 231 |

| |Student Edition: Make Inferences, p. 232 |

| |Teacher's Edition: Make Inferences, p. 232 |

| |Student Edition: Determine Theme, p. 232 |

| |Teacher's Edition: Determine Theme, p. 232 |

| |Author Biography: Pat Mora |

| | |

| |Practice & Apply |

| |Student Edition: After Reading, pp. 233-234 |

| |Teacher's Edition: After Reading, pp. 233-234 |

| |myWriteSmart: Lesson Performance Task: Hanging Fire/Teenagers |

| | |

| |Assess & Reteach |

| |Teacher's Edition: Extend and Reteach, pp. 234a |

| |Interactive Whiteboard Lesson: Determine Meaning of Words and Phrases |

| |Level Up Tutorial: Theme |

| |Online Assessment: Selection Test: Hanging Fire/Teenagers |

|Response to Instruction and Intervention |

|Instructional Strategies |Differentiated Strategies for Intervention |Differentiation Strategies for Enrichment|Resources and Materials (e.g., Textbook References, |

| |Se- Special Ed | |Multi-Media Sources, Additional Print Sources and |

| |IT – Intensive | |Artifacts) |

| |EL- English Language Support | | |

|Graphic Organizers: |Teacher Modeling: |Modification of Task: |Springboard: |

|Graphic Organizers are diagrams used to help |Demonstrate the task that students are expected to |Students can read two stories that share a recurring|Refer to the strategies suggested on pages 340-347 |

|students organize their thoughts and visualize |complete on independently. Modeling can be done |theme and write about both texts. |in the TE. |

|correlations between topics, concepts, etc. |with the whole class or in small groups. (Se, IT,| | |

|[pic] |EL) |Oral Presentation: |SpringBoard: |

| | |Students will present their writing to the class or |Writing workshop is available in the resources |

|Peer Evaluation: |Sentence Frames: |to small groups. |folder |

|Peer Evaluation can encourage student collaboration |Provide students with sentence frames or paragraph | | |

|and provides students with immediate feedback. |frames to scaffold their writing and organization. |Writing Extension: | |

| |(Se, IT, EL) |Students will extend their writing by determining |[pic] |

| | |multiple themes in the story and citing evidence to | |

| |Modify Text: |support those themes. | |

| |Use lower lexile texts to assist struggling readers.| | |

| |(Se, IT, EL) | | |

|Interdisciplinary Connections |

|Aligned HMH Collections |Suggested HMH Collections Connections: |

|Resources | |

| |Not Applicable |

|Collection : | |

| | |

|Lesson : | |

|History |

|CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. |

|CCSS.ELA-LITERACY.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. |

|Science |

|CCSS.ELA-LITERACY.RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. |

PERFORMANCE TASK 4

|Authentic Performance Task 4 |Narrative Workshop |Length: |

| | |8-10 days |

| | |45 minute periods |

|Standards Addressed in |Priority Standards: |

|Authentic Performance Task 4 | |

| |W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. |

| | |

| |Supporting Standards: |

| | |

| |W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |

| | |

| |L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. |

| | |

| |L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |

| | |

| |ELD Standards: |

| |P1.8.10.Em-Br |

| |P2.8.2.Em-Br |

| |P2.8.6.Em-Br |

| |P2.8.7.Em-Br |

| | |

| |Digital Literacy and Technology Skills: |

| |1, 6-8, 5 |

|Detailed Description of |Performance Task: |Bloom’s Taxonomy |Webb’s DOK |

|Authentic Performance |Students read a narrative identifying elements of plot, the use of figurative language, dialogue, point of view, and allusion. Students will |Levels | |

|Task 4 |use their knowledge of these elements and a list of suggested themes to generate their own narrative piece.  The piece will demonstrate the | | |

| |theme throughout, use elements of plot, and include figurative language. | | |

| | | | |

| |Suggested Teaching and Learning Sequence: | | |

| |As a whole class students can: | | |

| |Read a short narrative, a narrative that has been previously read, or novel being read long term by class. | | |

| |Watch a short film clip accompanying written narrative to reinforce theme and plot elements | | |

| |Use or review a graphic organizer to help them identify the elements of plot, figurative language, dialogue, point of view, and allusion. | | |

| | | | |

| |With partners or whole class: | | |

| |Students can complete a graphic organizer for a new narrative that uses dialogue, figurative language, and has a theme traceable throughout | | |

| |the plot by taking inspiration from the narrative they’ve read (by extending the story or taking on a different point of view). | | |

| |Read and annotate rubric for assessment with possible accompanying DOK questions for comprehension of standard/assessment. | | |

| | | | |

| |Independently students can: | | |

| |Select a new theme (teacher may provide a list or students can brainstorm ideas) | | |

| |Create a new plot chart that includes dialogue, figurative language, and a theme that is traceable throughout the plot. | | |

| |Write a narrative reflecting the elements in the plot chart. | | |

| | |Level 6: |Level 4: |

| | |Create |Extension |

| | |Rubric for Authentic Performance Task |

| | | |

| | |[pic] |

|Aligned HMH Collections |Suggested HMH Collections Connections: |

|Resources | |

| |Not Applicable |

|Collection : | |

| | |

|Lesson : | |

|Response to Instruction and Intervention |

|Instructional Strategies |Differentiated Strategies for Intervention |Differentiation Strategies for Enrichment|Resources and Materials (e.g., Textbook References, |

| |Se- Special Ed | |Multi-Media Sources, Additional Print Sources and |

| |IT – Intensive | |Artifacts) |

| |EL- English Language Support | | |

|Graphic Organizers: |RAFT: |Author’s Tea: |Springboard: |

|Graphic Organizers are diagrams used to help |Providing students with a RAFT (Role, Audience, |Selected students could present their narratives in |Refer to the strategies suggested on pages 340-347 |

|students organize their thoughts and visualize |Format and Topic) for their writing can provide |a formal setting to invited guests and parents. |in the TE. |

|correlations between topics, concepts, etc. |focus. | | |

| |RAFT Writing Strategy (SE) |Writing Extension: |Brainstorming: |

|SpringBoard: | |Students can write their narrative in a screenplay |A brainstorming graphic organizer can be used by |

|A SpringBoard lesson is available for this task that|Teacher Modeling: |format. |students as they create their narrative. |

|includes a story. This PDF can be used to guide |Demonstrate the task that students are expected to | |[pic] |

|students through each part of the task. |complete on independently. Modeling can be done |Writing Extension: | |

| |with the whole class or in small groups. (Se, IT,|Students can write a blurb, a short summary of | |

| |EL) |promotional piece, for their narrative. |Narrative Structure Map: |

| | | |Students can use a plot map as they plan their |

| |Paragraph Frames: |Modification of Task: |story. |

| |Provide students with paragraph frames to scaffold |Students can be asked to retell a story from the | |

| |their writing and organization. (Se) |point of view of a different character. |[pic] |

| | | | |

| | | |LearnZillion: |

| | | |This website offers a free narrative writing |

| | | |workshop on Kate Chopin’s “A Pair of Silk |

| | | |Stockings.” |

| | | | |

| | | |SpringBoard: |

| | | |A SpringBoard PDF is available for this workshop. |

| | | |[pic] |

| | | | |

|Interdisciplinary Connections |

|Aligned HMH Collections |Suggested HMH Collections Connections: |

|Resources | |

| |Not Applicable |

|Collection : | |

| | |

|Lesson : | |

|History |

|CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. |

|CCSS.ELA-LITERACY.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. |

|Science |

|CCSS.ELA-LITERACY.RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. |

Engaging Scenario

|Description of Engaging Scenario (situation, challenge, role, audience, product or performance) |

| |

|Take on the roles of both an author and a publisher. Student A (the author) can read their narrative to Student B (the publisher). As a listener, the publisher is tasked with plotting the narrative elements of the |

|story. The publisher can also use a graphic organizer to identify and trace the development of the theme throughout the story. Finally, the author and the publisher can switch roles and perform the same tasks. |

|Students can employ real-world speaking and listening techniques during the scenario. |

| |

| |

|Resources for Student Use: |

|Students can track the development of their partner’s story using a variety of graphic organizers. |

| |

|[pic] |

| |

|[pic] |

| |

|[pic] |

| |

|[pic] |

|Rubric for Engaging Scenario (Embed Document) | |Length |2 days |

| |[pic] | | |

|Standards for Career Ready Practice |

| |

|[pic] |

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