Unit Overview



Unit OverviewContent Area: English Language ArtsUnit Title: Mystery Genre UnitTarget Course/Grade Level: Eighth Grade English Timeline: 6-8 Weeks Unit Summary: The Mystery Unit is designed to promote close reading of literature. It also is designed to teach literary analysis and reliance on inferential skills.Primary interdisciplinary connections: Science, Technology21st century themes and skills:creativity and innovation, critical thinking and problem solving, communication and collaborationInformation, media, and technology skills.Flexibility and adaptability, initiative and self-direction, productivity and accountability, leadership and responsibility.Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills. Determine an individual’s responsibility for personal actions and contributions to group activities.Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects.Model leadership skills during classroom and extra-curricular activities.Demonstrate the ability to understand inferences.Explain the meaning of productivity and accountability, and describe situations in which productivity and accountability are important in the home, school, and community. Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra-curricular activities. Anchor Standards:Anchor Standards for Reading:R1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.R5.Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.R6. Assess how point of view or purpose shapes the content and style of a text.R7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*R10. Read and comprehend complex literary and informational texts independently and proficiently.Anchor Standards for Writing:W1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W5.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Anchor Standards for Speaking and Listening:SL.1.Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.SL.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.SL.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.Anchor Standards for Language:L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.L5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Learning Targets/ActivitiesDomain: Reading Literature, Reading Informational, Speaking and Listening, LanguageCluster: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, Text Types and Purposes*, Production and Distribution of Writing, Research to Build and Present Range of Writing Knowledge, Comprehension and Collaboration, Presentation of Knowledge and Ideas, Conventions of Standard English, Knowledge of Language, Vocabulary Acquisition and UseStandard # StandardsRL.8.1Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL.8.2Determine 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.8.3Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.RL.8.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings: analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other text.RL.8.5Compare the contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.RL.8.6Analyze how the differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as a suspense or humor)RI.8.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn form the text, including determining where the text leaves matters uncertainRI.8.2Determine 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.RI.8.3Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories)RI.8.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone including analogies or allusions to other textsRI.8.7Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.RI.8.10By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.SL.8.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.8.2.Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.SL.8.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.W.8.1.Write arguments to support claims with clear reasons and relevant evidence.W.8.4.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audienceW.8.5.With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.W.8.6.Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.W.8.9Draw evidence from literary or informational texts to support analysis, reflection, and research.W.8.10.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.)L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.8.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.8.3.Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.8.4.Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.L.8.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.6.Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.Unit Essential QuestionsWhat makes literature enjoyable?How do real mysteries play a role in our everyday life?How does an individual’s command of the English language influence others’ perceptions of him or her?Unit Enduring UnderstandingsSome genres must be read differently than others.It is important at times to read text closely to infer meaning.Good writers determine which conventions of language most clearly and effectively communicate their thoughts and ideas to the reader.Unit Learning TargetsStudents will ...RL 8.1 –Analyze text using textual evidence to support thesis in writing.RL 8.2-Determine theme through analyzing the central idea of a text as determined by the events that occur within the text.RL.8.4.- utilize context clues and prior knowledge to extend vocabulary while comparing and contrasting to other texts.SL 8.1-Collaborate with the students in flexible groupings to discuss the text and topics related to the text, particularly as they relate to the student, other texts and world events.SL 8.6 - and deliver an appropriate speech using specific pre-determined requirementsW.8.1.-Create an original character analysis using textual evidence to support claims.W.8.4-Write clearly to specific requirements keeping audience in mind.W. 8.5-Revise and edit writing focusing on improvement as directedW.8.6-Use technology as necessary to produce, revise, and edit writing tasks as well as collaborate with peers and teacher.W.8.9-Use textual evidence from literary and/or informational texts to support analysis in any and all formats.W.8.10-Regularly compile samples of writing whose topics are chosen by student or teacher.L.8.1- identify and adjust to audience when writing and speakingL.8.2- know when to use commas, ellipses, and dashes in their writing. L.8.2- use correct spelling. L.8.4 use the following strategies to determine or verify word meanings:?context clues?Greek or Latin affixes or roots?reference materials (dictionary, thesaurus, glossary) L.8.5- recognize and interpret figures of speech such as verbal irony and puns. L.8.5- use word relationships to deepen comprehension of individual words L.8.5- examine and distinguish the connotations of words with similar meanings. L.8.6- build a working vocabulary of grade-appropriate and academic language. Learning ActivitiesMaking accurate predictions Anticipatory SetPrereading-“Ten Little Indians”Characterization-Gathering EvidenceOften confused wordsTypes of sentencesSubject-verb agreementParts of a sentenceGather background information from the text about each characterDetermine levels of guiltUse textual evidence to gather information from the text concerning setting and charactersFamiliarize oneself with mystery specific vocabularyReading response journal. Be the characterMultiple predictions with evidence presented in short speechesEvidence of LearningFormative AssessmentsQuizzesGroup DiscussionsLiterature study questionsReading Response Journal (predicting)Writing Response Journal Responding to Writing PromptsVocabulary ExercisesSentence MeaningCreating Attractive, Articulate ppt. presentationsSummative AssessmentsTic Tac Toe Independent Reading ProjectCasebook Reading ProjectParts of Speech Unit TestNovel TestGrammar TestsVocabulary TestsWho Are You-Part III (Words from the Wise)Casting The Characters Powerpoint ProjectRESOURCES/TECHNOLOGYTeacher Instructional Resources:And Then There Were NoneThe Hound of the BaskervillesMurder on the Orient ExpressWhile My Pretty One SleepsAgatha Christie BiographyAnd Then There Were None Study Guide Ch. 1,2And Then There Were None Study Guide Ch 3-8And Then There Were None Study Guide Ch 9-11And Then There Were None Study Guide Ch. 12-15Types of mysteries/qualifications of mysteriesThe Complete Sherlock HolmesThe Complete Edgar Allen PoeTeacher’s Guide to Washington IrvingShort Story Resources:“The Lottery”-Shirley Jackson“The Cask of Amontillado” –Edgar Allen Poe“The Red Headed League”-Arthur Conan Doyle“The Black Cat” -Edgar Allen Poe“The Blue Carbuncle”-Arthur Conan DoylePoetry Resources:“Ten Little Indians”“The Raven”“Annabel Lee”Integration of Technology:Technology Resources:Click the links below to access additional resources used to design this unit:Websites for Differentiation: Selective GroupingModeling of Writing TechniquesBooks on CDAbbreviated AssessmentsVarious Questioning/Discussion TechniquesPreviewing LiteratureExtended TimeTeacher Notes: This is by no means a comprehensive compilation of activities and/or objectives; however, this unit does give an ambitious sampling of what occurs during the unit and should be adjusted to meet the individual students’ needs as well as teachers’ strengths. ................
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