Idea Transcript
English Language Arts: Grade 8 Novel Study Common Core State Standards
Reading Standards for Literature RL.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.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.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. RL.4 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. RL.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. RL.6 Analyze how 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 suspense or humor. Reading Standards for Informational Text RI.1Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. Language Standards L.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.
Time Frame
6 weeks (September –mid October)
Text /Resources (chapter/pages)
The Outsiders novel by S.E. Hinton Nonfiction Articles: About the Author: S.E. Hinton Sleep Deprivation in Teens Vocabulary in Context of Novel List of Common Roots, Prefixes and Suffixes “Nothing Gold Can Stay” poem by Robert Frost
1
English Language Arts: Grade 8 Movie-The Outsiders
Other resources
Sadlier-Oxford Vocabulary Workshop, Level C Unit 1 Pronunciation, syllabication, parts of speech, definitions, denotation and connotation, multiple meanings, context clues, synonyms and antonyms, dictionary skills
Essential Questions Concepts, Content
Literary Terminology: Stereotyping, characterization, slang, critical thinking, character analysis, allusions, theme,
Targeted Skill(s) LTF Activities are required
Assessment Practices
Teacher created unit tests, quizzes, essays, story maps, MCAS practice tests – open response and multiple choice, journal checks, collaborative discussions
Writing
Common Narrative: Write a narrative from the perspective of one of the characters from The Outsiders.
stereotyping, characterization, slang, critical thinking, character analysis, characters, direct and indirect characterization, setting, plot, internal and external conflict, personal reflection, point of view Note taking skills/instruction (LTF activities on dialectical journals) Use textual evidence from the story and make inferences to answer questions Integrate information presented in different media formats in writing assignment on author and sleep deprivation. Using words in context to understand vocabulary. Identify and explain: alliteration, simile, metaphor, personification, theme, end rhyme, rhyme scheme, imagery Discuss and analyze how the close the movie is to the events, etc. of the novel, appropriateness of cast choice and depicting of characters. Writing for connections: text-to-self, text-to-text, and text-to-world
Common Open Response:
2
English Language Arts: Grade 8 Fantasy – Wishes and Nightmares Common Core State Standards
SL1. Engage 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. RL.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.4 Determine 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 texts. RL.6 Analyze how 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 suspense or humor. W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 65.) W.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. L.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. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Time Frame Text Chapter(s)/pages
4 weeks
Other resources
Sadlier-Oxford Vocabulary Workshop, Level C Unit 2 Pronunciation, syllabication, parts of speech, definitions, denotation and connotation, multiple meanings, context clues, synonyms and antonyms, dictionary skills
“The Ruum” short story- Arthur Porges “Tell-Tale Heart” short story- Edgar Allan Poe “The Raven” poem by Edgar Allan Poe “Frankenstein” poem by Edward Field “The Fifty-First Dragon” by Heywood Broun “The Landlady” short story by Roald Dahl “Three Wise Guys” short story by Sandra Cisneros
3
English Language Arts: Grade 8 Essential Questions/ Concepts/ Content
Literary terminology: theme, setting, characterization, point of view, plot, conflict, protagonist, antagonist, suspense, flashback, foreshadowing, figurative language, imagery, repetition, inferences, dialect, jargon, irony, mood, multi-cultural genre, repetition, point of view
Targeted Skill(s)
Note taking skills/instruction (LTF activities on dialectical journals) Read and interpret the stories, analyze elements: theme, setting, characterization, point of view, plot, conflict Ironic letter, advice column or personal narrative Daily journal entries- connecting to literature/current events/experiences/central ideas and themes/vocabulary Understand and define through word origins and words in context
Available Assessment(s)
Writing
Compose and original short story and include the following: graphic organizer, detailed story map, precise words Revising/editing/publishing
4
English Language Arts: Grade 8 Trimester Two Common Core State Standards Time Frame Text Chapter(s)/pages
December 5 weeks
Optional use of textbook introduction to ”Reading a Novel” The Pearl or A Christmas Carol Articles: How a Pearl is Made Types of Pearls Evaluation of Pearls
Essential Questions
Targeted Skill(s)
Read and interpret the novel and analyze the following elements: theme, plot, setting, characterization, point of view, foreshadowing, dramatization, sequel, parables, comparisons, protagonists, antagonists, figures of speech, irony, imagery, symbolism, musical references, cultural relevance, cause and effect, story map, critical thinking, allusions, diction, descriptive detail Identify and explain the following types of conflicts/complications: man vs. nature, man vs. society, man vs. himself Identify new vocabulary – words in context Understand and identify irregular verbs and appositive phrases Other Resources
Available Assessment(s) Writing
Sadlier-Oxford Vocabulary Workshop, Level C Unit 3: Pronunciation, syllabication, parts of speech, definitions, denotation and connotation, multiple meanings, context clues, synonyms and antonyms, dictionary skills
Write a song that tells the story of The Pearl or for one of the songs in Kino’s life. Discuss the allegory of A Christmas Carol and how each piece of symbolism contributes to a major theme in the novel.
5
English Language Arts: Grade 8
Common Core State Standards Time Frame
January
Text Chapter(s)/pages
Optional use of textbook introduction to Poetry “Paul Revere’s Ride” “The Walrus and the Carpenter” “Sonic Boom” : Silver” “Oranges” “Steam Shovel” “Casey at the Bat” “Sneetches” “The Raven” “The Road Not Taken” “The Builders” (add wolf’s point of view) Video versions : Sneetches “The Raven”, “Casey at the Bat” “The Walrus and the Carpenter”
Essential Questions
Targeted Skill(s)
Identify explain, and create lessons for the following: Plot, rhythm, narrative, irony, humor, hyperbole, rhyme, rhyme scheme, end rhyme, internal rhyme, simile, metaphor, extended metaphor, implied metaphor, onomatopoeia, tone, allusion, theme, rhymed triplets, couplets, rhymed couplets, alliteration, mood, vivid adjectives, free verse, comparisons, symbols/symbolism, points of view/vivid point of view, changing point of view, hidden messages, nonsense poetry, imagery, personification, jargon, informal/formal words, end stop lines, choral reading, main idea, figurative language Identify new vocabulary – words in context, word origins, analyzing meaning, analogies
6
English Language Arts: Grade 8 Other Resources Available Assessment(s) o
Writing
Composition: Poetry Analysis Project MCAS Samples Original Poems Areas of focus: use of supporting evidence, use of literary terms, proper format
Common Core State Standards Time Frame
February
Text Chapter(s)/pages
Optional us of textbook introduction to “Cliffhanger/Conflict and Suspense” “To Build a Fire” short story by Jack London “Bargain” by A.B. Guthrie Jr. " The Twelve Million Dollar Note" “The Lottery” short story by Shirley Jackson Nonfiction Research: Backpack/ Cell phone IPod Use/ Pros and Cons Sports Injuries etc. Story Vocabulary Propaganda Techniques
Essential Questions
Targeted Skill(s)
Identify explain create lessons for the following: Foreshadowing, suspense, mood, irony, conflict, point of view, setting, plot, protagonist, antagonist, surprise ending, descriptive
7
English Language Arts: Grade 8 detail, cause and effect Use evidence from the story to delineate arguments and evaluate reasoning and evidence that a character is guilty or not guilty. Present Claims and Findings orally/written form Identify new vocabulary – words in context Grammar review: subject-verb agreement; fragments in dialogue
Other Resources Available Assessment(s)
Teacher assessments Story Maps MCAS Samples Open Response Publisher created tests Teacher/publisher tests Teacher directed notes Student centered debates Posters/ advertisements graded with rubric
Writing
Common Persuasive Topic: Is Mr. Baumer guilty or innocent of Slade’s murder and why?
Trimester Three Common Core State Standards Time Frame
March/April
Text Chapter(s)/pages
Optional use of textbook introduction to “Drama” and “Nonfiction” The Diary of Anne Frank drama
“A Tragedy Revealed” nonfiction “Brother” poem by Maya Angelou
8
English Language Arts: Grade 8 Interview with Miep Gies nonfiction Scholastic Inc. May,1997 The Boy in the Striped Pajamas By John Boyne Movie”The Boy in the Striped Pajamas” "Night" by Elie Wiesel excerpts Story/novel/nonfiction Vocabulary Essential Questions
Targeted Skill(s)
Other Resources
Identify and explain and include the following in lessons:: Theme, conflict, climax, characterization, dynamic characters, protagonist, antagonist, static characters, resolution, dramatic irony, setting, play production, stage direction, aside audience responsibility, dialogue, drawing inferences, contrasting images, analysis of use of quotations, summarizing, recognizing a writer’s opinion, evaluation of a report, autobiography, comparison of nonfiction to drama, imitating a writer’s technique, cause and effect, importance of multiple sources Identify new vocabulary - words in context, word origins Mechanics review: commas and quotations marks The Diary of Anne Frank movie
Available Assessment(s)
Sadlier-Oxford Vocabulary Level C: pronunciation, context clues, syllabication, multiple meanings, roots, prefixes and suffixes, parts of speech, synonyms, antonyms, definitions, dictionary skills, denotation and connotation Collaborative Discussions Teacher/publisher tests MCAS Practice - Multiple Choice/Open Response Promethean Board Lessons and Activities
Writing
Personal anecdote Common Research Prompt: Research on survivors and rescuers or an element of the Holocaust Choose an entry from Anne Frank’s diary and create a dramatic scene
9
English Language Arts: Grade 8 Common Core State Standards Time Frame
May
Text Chapter(s)/pages
Optional use of textbook introduction to “Drama” and “Nonfiction”
(POTENTIAL SWITCH TO A CONTEMPORARY NOVEL????)
Optional use of textbook introduction to “The American Tradition” “Sky Woman” “Adventures of Great Rabbit” “The Owl Never Sleeps at Night” "The Devil and Daniel Webster" Story Vocabulary
Essential Questions
Targeted Skill(s)
Identify and explain the following: Myth, trickster tale, cultural beliefs, narration, extending a myth, protagonist, antagonist, setting, personification, point of view, “Why?’ story, theme, conflict, character vs. character, tone, purpose, structure, inferences, persuasion, repetition, personal reaction, comparison and contrast, archaic language, cultural relevance, connection to real events Identify new vocabulary – words in context, word origins, analyzing meaning, analogies
Other Resources
Available Assessment(s)
Sadlier-Oxford Vocabulary Level C: pronunciation, context clues, syllabication, multiple meanings, roots, prefixes and suffixes, parts of speech, synonyms, antonyms, definitions, dictionary skills, denotation and connotation Collaborative Discussions Teacher/publisher tests MCAS Practice - Multiple Choice/Open Response Promethean Board Lessons and Activities
Writing
Original “Why” story Teacher developed projects – oral presentations/media
Areas of focus: making inferences, tone, dialect, diction, compare and contrast
10
English Language Arts: Grade 8 Common Core State Standards Time Frame
June
Text Chapter(s)/pages
Optional use of textbook introduction to “Comedy” “The Ransom of Red Chief” from Fatherhood ”Inn Of Lost Time” short story by Lensey Namioka "Dragonwings" by Lawrence Yep "By the Waters of Babylon" Story Vocabulary
Essential Questions
Targeted Skill(s)
Identify and explain the following: Irony, surprise, protagonist, setting, foreshadowing, diction, exaggerated diction and situations, allusions, point of view, personal essay, humor, tone, exaggeration, dramatic irony, flashback, foreshadowing, theme. characterization ,imagery, mood, inferences cause and effect Identify new vocabulary – words in context, word origins, analyzing meaning, analogies
Other Resources
Available Assessment(s)
Sadlier-Oxford Vocabulary Level C: pronunciation, context clues, syllabication, multiple meanings, roots, prefixes and suffixes, parts of speech, synonyms, antonyms, definitions, dictionary skills, denotation and connotation Collaborative Discussions Teacher/publisher tests MCAS Practice - Multiple Choice/Open Response Promethean Board Lessons and Activities
Writing
11