EAST ALLEN COUNTY SCHOOLS

Bundle 2

Grade 8

Language Arts

Big Idea: Connections Adding Power to

Narratives

Enduring Understandings Essential Questions Writers organize writing in specific structures to help the reader understand the text. An author can teach a lesson to the reader within a narrative.

Using precise word choices adds power and detail to your writing.

A good reader understands the stages of plot and how conflicts are addressed and resolved in a story.

Why do you need to build your vocabulary? How does a reader determine the theme of a story?

Why do readers/writers utilize organizational structures?

How does the setting affect a story? How does a reader evaluate the structural elements of the plot? How does who tells the story affect your feelings?

CC/Learning Targets Core Vocabulary Links to Technology RI.4 RL.2 RL.5 RL.6 RL.9

W.3 8.3.2 8.3.4 8.6.3

climax coordination irony parallel episodes subordination subplot

-Dictionary (app) -Snack Words (app) -Speed Typing (app)

Bundle Performance Task(s) After having read either Monster or Slumming as a whole group from the Plugged-in To Reading materials, students will develop a possible prequel or sequel to the book (either individually or in small groups). Their task is to create a plot-line diagram for their new book. Once the plot-line diagram is completed, the students will write a short summary of the story and its plot in a narrative form. The last piece of this task is for students to create a book trailer for their new book. After completing the trailer, the students will share the final product with their peers. A possible assessment rubric is provided in the Appendix under curriculum for each performance task. As an extension, students will be challenged to develop more complex plots and characters for their prequel/sequel. The Analysis Frames (Best Practices Toolkit p. D23) can help them generate ideas. Students may use the Core Analysis Frame for fiction, as well as more detailed frames for character and plot.

Grade 8 LA Bundle 2

Quarter 1 Sept.-Oct.

Recommended Read-Alouds G8 - Bundle 2

Big Idea: Connections Title Author Relates to…

Picture Books

The Keeping Quilt Patricia Polacco Narrative

Fancy Nancy Jane O’Connor Narrative

Oliver Button Is a Sissy Tomie dePaola Narrative, Theme, Importance of Setting, Summary, Point of View, Plot, Subordination/Coordination

The New Dog Barbara Shook Hazen Narrative, Theme, Importance of Setting, Summary, Point of View, Plot, Subordination/Coordination

Ruby’s Wish Shirin Yim Bridges and Sophie Blackall

Narrative, Theme, Importance of Setting, Summary, Point of View, Plot, Subordination/Coordination

When I Was Young in the Mountains Cynthia Rylant Narrative, Theme, Importance of Setting, Summary, Point of View, Plot, Subordination/Coordination

A Good Night for Freedom Barb Marrow Narrative, Theme, Importance of Setting, Summary, Point of View, Plot, Subordination/Coordination

The Harmonica Tony Johnston Narrative, Theme, Importance of Setting, Summary, Point of View, Plot, Subordination/Coordination

Just a Dream Chris Van Allsburg Mood

Tight Times Barbara Shook Hazen Mood

Voices in the Park Anthony Browne Author Heritage, Traditions, Attitudes, and …

Recommended Read-Alouds G8 - Bundle 2

Pink and Say Patricia Polacco Author Heritage, Traditions, Attitudes, and …

Somebody Loves You, Mr. Hatch (storylineonline.net) Eileen Spinelli Theme, Characterization, Point of View, Irony

Poetry Central Idea, Structure, Point of View

Hidden Helen Frost Connections (between events); Organization

Awakening the Heart: Exploring Poetry in Elementary and Middle School

Georgia Heard Connections (between family and friends)

Novels

Joey Pigza Swallows a Key Jack Gantos Connections (between poor behavior and punishments)

Harris and Me Gary Paulson Connections (between family members)

Belle Prater’s Boy Ruth White Connections (between cousins)

The Absolutely True Diary of a Part-Time Indian Sherman Alexie Connections (between cultures; communities)

Reading Workshop G8 - Bundle 2

CC/Learning Targets Resource of Ideas Evidence of Learning RI.4 (8.1.1)

Determine 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 texts.

- Teaching Reading in Middle School p. 225 - Inside the Writer’s-Reader’s Notebook pp. 21-24 - Best Practices Toolkit pp. E8 and E24 - Piggins by Jane Yolen - A River Ran Wild by Lynne Cherry -Idioms (app) -English Idioms Illustrated (app) -Context Clue Challenge -SMART Board Lesson (Vocabulary Matching) - Connotation Word Meanings - Literature (Short Stories) “The Elevator” pp. 24-31 “Flowers for Algernon” pp. 190-215 “The Monkey’s Paw” pp. 358-370 - InterActive Reader & Writer Unit 3 “The Monkey’s Paw” pp. 56-71 “Out of Bounds” pp. 784-796 -PiTR Monster by Walter D. Myers-Resource Binder pp. 78, 93 Mock Trial Youth Court TV Definition Monster Slumming by Kristen D. Randle-Resource Binder pp. 123, 128, 129

- Class Discussion of Importance of Setting in Shared Reading and Read-Aloud Selections - Teacher Observation in Small Reading Groups/Observational Notes - W-R Notebook - Reading Conferences/ Observational Notes

RL.2 (8.3.5)

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.

- Teaching Reading in the Middle School pp. 172-173 - The Harmonica by Tony Johnston - Oliver Button Is a Sissy by Tomie dePaola - The New Dog by Barbara Shook Hazen - Ruby’s Wish by Shirin Yim Bridges and Sophie Blackal - A Good Night for Freedom by Barb Marrow

- Class Discussion to Identify Theme - Small Group Discussion of Recurring Themes (Traditional and Contemporary Pieces) - Teacher Observation in Small Reading Groups/Observational

Reading Workshop G8 - Bundle 2

- When I Was Young in the Mountains by Cynthia Rylant - SMART Board Lesson ("The Treasure of Lemon Brown" and "Ribbons") - Literature Unit 4 - InterActive Reader & Writer Unit 4 “The Old Grandfather and His Little Grandson” pp. 87-88 “The Wise Old Woman” pp. 89-95 -PiTR Monster by Walter D. Myers-Lesson Guide pp. 80-92 Slumming by Kristen D. Randle-Lesson Guide pp. 114-128

Notes - W-R Notebook - InterActive Reader & Writer Assessment pp. 96-97 - Literature Assessment pp. 566-571 - Reading Conferences/

RL.5 (8.3.1)

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.

Compare and contrast various forms of poetry.

- Text Structure Lesson -PiTR Monster by Walter D. Myers-Resource Binder p. 72

- Class/Small Group Discussion - W-R Notebook - Teacher Observation in Small Reading Groups/Observational Notes - Reading Conferences

RL.6 (8.3.8)

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.

- The Harmonica by Tony Johnston - Oliver Button Is a Sissy by Tomie dePaola - The New Dog by Barbara Shook Hazen - Ruby’s Wish by Shirin Yim Bridges and Sophie Blackal - A Good Night for Freedom by Barb Marrow - When I Was Young in the Mountains by Cynthia Rylant - Point of View Lesson - Literature Unit 2 -PiTR Monster by Walter D. Myers-Resource Binder pp. 621-622 Slumming by Kristen D. Randle-Resource Binder p. 132

- Class Discussion of Points of View in Shared Reading and Read-Aloud Selections - W-R Notebook

- Teacher Observation in Small Reading Groups/Observational Notes - Student-Taught Lessons - Student-Created Posters - Quiz - Reading Conferences

Reading Workshop G8 - Bundle 2

RL.9 (8.3.7)

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.

Analyze how an author’s heritage, traditions, attitudes, and beliefs influence a work.

- Best Practices Toolkit pp. D5-D11 - Pink and Say by Patricia Polacco - Voices in the Park by Anthony Browne - Character, Setting, and Plot Rap - Character Motivation Activity - From Myth to Modern Literature Lessons - Literature Unit 2 - Literature pp.463 and 473

- Class/Small Group Discussion - W-R Notebook - Teacher Observation in Small Reading Groups/Observational Notes - Venn Diagram - Character Role Play - Character Interviews - Character Analysis Chart (Best Practices Toolkit p. D5) - Reading Conferences

8.3.2 Evaluate the structural elements of the plot, such as subplots, parallel episodes, and climax; the plot’s development; and the way in which conflicts are (or are not) addressed and resolved.

- The Harmonica by Tony Johnston - Oliver Button Is a Sissy by Tomie dePaola - The New Dog by Barbara Shook Hazen - Ruby’s Wish by Shirin Yim Bridges and Sophie Blackal - A Good Night for Freedom by Barb Marrow - When I Was Young in the Mountains by Cynthia Rylant - Suggested Novels: The Outsiders by S.E. Hinton The Contender by Robert Lipsyte Stargirl by Jerry Spinelli - Plot Structure Lesson - Character, Setting, and Plot Rap - SMART Board Lesson (Plot Diagram and Conflict) - SMART Board Lesson (Plot Mountain)

- Literature Unit 1 pp. 21-157 -PiTR Monster by Walter D. Myers-Lesson Guide pp. 80-92 Slumming by Kristen D. Randle-Lesson Guide pp. 114-128

- Class Discussion of Structural Elements of Plot from Literature Selections - Writing Samples/Rubric - Plot Diagram/Plot Hill - Teacher Observation in Small Reading Groups/Observational Notes - W-R Notebook - Literature Assessment pp. 152-157 - Reading Conferences

Reading Workshop G8 - Bundle 2

8.3.4 Analyze the importance of the setting to the mood, tone, and meaning of the text.

- The Harmonica by Tony Johnston - Oliver Button Is a Sissy by Tomie dePaola - The New Dog by Barbara Shook Hazen - Ruby’s Wish by Shirin Yim Bridges and Sophie Blackal - A Good Night for Freedom by Barb Marrow - When I Was Young in the Mountains by Cynthia Rylant - Just a Dream Chris Van Allsburg - Tight Times by Barbara Shook Hazen - Suggested Novel: Roll of Thunder, Hear My Cry by Mildred D. Taylor - Setting Activity (Travel Brochure) - Literature Unit 3 -PiTR Monster by Walter D. Myers-Lesson Guide pp. 80-92 Slumming by Kristen D. Randle-Lesson Guide pp. 114-128

- Class/Small Group Discussion - Graphic Organizer - Setting Travel Brochure - W-R Notebook - Teacher Observation in Small Reading Groups/Observational Notes - Reading Conferences

Correlating Learning Targets Teacher Notes

RI.10 RL.1 RL.3 RL.4 RL.10

8.3.9 -All embedded apps included in this curriculum are free.

Writing Workshop G8 - Bundle 2

CC/Learning Targets Resource of Ideas Evidence of Learning W.3 (8.5.1)

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

- The Continuum of Literacy Learning pp. 164-165 and 172-173 - Traits of Writing: The Complete Guide for Middle School pp. 223 and 300-301 - The Keeping Quilt by Patricia Polacco - Some Birthday by Patricia Polacco - Fancy Nancy by Jane O’Connor - The Relatives Came by Cynthia Rylant - Piggie Pie! by Margie Palatini - Show; Don’t Tell! Secrets of Writing by Josephine Nobisso - Lightning Bug: Writing a Story - Narrative Revising and Editing Checklist - Student Model (Linden's Library) - Student Model (How the Stars Came to Be) - Language Network Ch.26 - Literature pp.558-560

- Writing Conferences/ Observational Notes - Writing Samples/Rubric - District Writing Prompt - Transition Cloze Activity

Writing Workshop G8 - Bundle 2

Correlating CC/Learning Targets Teacher Notes

W.4 W.5 W.6 W.9

W.10 8.4.1 8.5.6

-All embedded apps included in this curriculum are free.

Language and Word Study G8 - Bundle 2

CC/Learning Targets Resource of Ideas Evidence of Learning 8.6.3 Use subordination, coordination, and

noun phrases that function as adjectives, and other devices to indicate clearly the relationship between ideas.

- Coordination and Subordination Lesson

- Literature pp.237, 273, 681, 714, 727, 755, 781, 873

- Identification of Examples in Text - Literature Review and Assessment Questions - Quiz

Correlating Learning Targets Teacher Notes

L.1 L.2 L.3 L.4 L.5

L.6 SL.1

-All embedded apps included in this curriculum are free.