DURHAM PUBLIC SCHOOLS 2012-2013UNIT 3 PLAN FOR 8th ENGLISH LANGUAGE ARTS

Unit Overview:

Quarter One Two

Three Four

Instructional Time: 6 weeks (Approximately)

Grade Level: 8t Grade

Unit Theme: Looking Back on America Depth of Knowledge: Level 3, Strategic Thinking

Unit Summary: Students read works of historical fiction and discuss how author’s perspectives might produce accounts of historical events that differ from what we know happened. Students work collaboratively to reconcile different authors’ points of view and discuss why these differences occur. Students will read “Paul Revere’s Ride” by Henry Wadsworth Longfellow and study the actual events of that night to consider the effect that poetry can have on historical memory. An in-depth research project accompanied by a multimedia presentation is a highlight of this unit, because these creative processes integrate essential skills and meaningful content. This unit ends with an informative/explanatory essay in response to the essential question: How does learning history through literature differ from learning through informational text?North Carolina Information and Technology Essential Standards:8.RP.1.2 Implement a project-based activity independently.8.SE.1.1 Analyze ethical behavior (copyright, not plagiarizing, netiquette) when using resources.8.SE.1.2 Analyze safety precautions when using online resources (personal information, passwords, etc.).8.SI.1.1 Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).8.SI.1.2 Evaluate content for relevance to the assigned task.8.SI.1.3 Evaluate resources for point of view, bias, values, or intent of information.8.TT.1.1 Use appropriate technology tools and other resources to access information (search engines, electronic databases, digital magazine articles).8.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. graphic organizers, databases, spreadsheets, and desktop publishing).8.TT.1.3 Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web 2.0 tools, graphics, podcasts, and audio files).8.SE.1.2 Analyze safety precautions when using online resources (personal information, passwords, etc.).Common Core State Standards:Reading Standards for Literature: Key Ideas and DetailsRL.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.

Reading Standards for Literature: Craft and StructureRL.8.4 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.8.5 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.8.6 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 Literature: Integration of Knowledge and IdeasRL.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.

Reading Standards for Informational Text: Key Ideas and DetailsRI.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.RI.8.2 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.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Reading Standards for Informational Text: Craft and StructureRI.8.4 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.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Reading Standards for Informational Text: Integration of Knowledge and IdeasRI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on

matters of fact or interpretation.

Writing Standards: Text Type and PurposesW.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.W.8.3 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.

Writing Standards Production and Distribution of WritingW.8.4 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.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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 52.)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.

Writing Standards: Research to Build and Present KnowledgeW.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 8 Reading standards to literature (e.g., “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”). Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing

whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

Speaking and Listening Standards: Comprehension and CollaborationSL.8.1 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.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.SL8.2 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.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Speaking and Listening Standards: Presentation of Knowledge and IdeasSL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 52 for specific expectations.)

Language Standards: Conventions of Standard EnglishL.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.b. Form and use verbs in the active and passive voice.c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.d. Recognize and correct inappropriate shifts in verb voice and mood.*L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.b. Use an ellipsis to indicate an omission.c. Spell correctly.

Language Standards: Knowledge of LanguageL.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

Language Standards: Language and Acquisition UseL.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.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).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.Essential Questions:

What conclusions can be made about this text/information? Did the details in the text help me to synthesize my ideas? Does literature reflect culture or reshape it? What lessons could someone learn from the story? How do we use nonfiction features to guide our learning? How do we connect the new to the known? How can I compare and contrast story characters, plots, themes, and settings from works about American History? How can dialogue and stage directions work together to explain how they create character and/or advance the plot? How do the language, word choices, punctuation, and details help me to determine and explain the tone in the text? How do evidence, details, and examples determine the author’s opinion (argument, viewpoint, or perspective) How do the important ideas in the text clarify or strengthen the author’s viewpoint and/or message? How do writers avoid bias in their arguments? How do readers determine what is important? How do you contrast what you think with the author’s perspective? Why is it important to know both sides of an argument? What do authors use to support their opinion? What new vocabulary words can you incorporate into your story?

What can we learn from someone else’s story? How does an author create an argument? Which writer best supported their claim? What makes a good story? How to choose an idea for a narrative? What criterion goes into a narrative rubric? How do I select, organize, and develop ideas appropriate to the topic, audience, and purpose? Which prewriting strategies will help me to generate, select, narrow, and develop my ideas? How does the specific language and expression used in my writing affect the reader/listener’s response? How will I compose my writing to ensure its relevancy, and organizational structure while maintaining an objective perspective?

Enduring Understandings: Readers make judgments or a decision that is new to him/her since it is not directly stated in the text. Use text patterns or text features (stated or implied) to draw conclusions. Literature can reflect, clarify and criticize the times it portrays. Explain and analyze how text patterns (compare and contrast) help to better understand the meaning of a portion of the text or the entire

text. Themes are based on what characters say and do related to the topic. (Main ideas are text-centered and Themes are author-centered) Themes can also arise from emotional and societal issues experienced by characters (changes in character’s values, beliefs, repeated

words, symbols, or imagery) Main ideas and messages are supported by important details. Use details and information in the text to infer the main idea or message if

it is not directly stated. Evaluate the author’s argument or position to help determine if it is presented fairly and without bias. Authors purposefully omit information about plot and characters development to engage the reader. Knowing a text pattern helps a reader access information Through character analysis, related to plot, readers determine if the characters’ actions, appearance, and speech “fit” the plot (logical

match or progression of the plot – plausibility of plot and credibility of characters) A plausible portrayal of the time period is created when the story attends to the historical setting, and social and political context of the

time period. Themes that are developed around the prevailing social and political standards of the time period can be compared to contemporary

issues Understanding what makes a good story (by reading and analyzing several text) will help me structure my writing The exposure to prewriting strategies will guide me to generate, select, narrow, and develop my ideas Using specific language and expression when writing will engage or capture the reader

I Can Statement:

I can compare and contrast story characters, plots, themes, and settings from stories about American history. I can analyze how historical fiction draws on themes, patterns of events, or character types from myths or traditional stories. I can determine the author’s point of view in two texts about the same topic and discuss the effect it has on the work. I can conduct an in-depth research project on a historical event, followed by a multimedia report that includes insights from historical

fiction. I can analyze the writing of several authors to help me with my writing skills. I can define related words and identify their parts of speech to construct meaning in text(s).

Vocabulary:Moorings Muster Barrack Grenadiers Belfry EncampmentIdiom Colloquialism Dialect

Transdisciplinary Connections:North Carolina Essential Standards for Social Studies:History8.H.1.2 Summarize the literal meaning of historical documents in order to establish context.8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with historical evidence).8.H.1.5 Analyze the relationship between historical context and decision-making.8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the development of North Carolina and the United States.8.H.2.2 Summarize how leadership and citizen action’s (e.g. the founding fathers, the Regulators, the Greensboro Four, and participants of theWilmington Race Riots, 1898) influenced the outcome of key conflicts in North Carolina and the United States.Evidence of Learning (Formative Assessment):

Pre Assessment of unit standards Graphic Organizers

o Plot Diagramo Character Trait Charto Use text organization: Making a story map, keep track of

the author’s key ideas, summarize sectionso Tackle difficult vocabulary: Use a Concept Map,

Semantic Map

Summative Assessment: End of Course Assessments State Mandated Assessments

o Connect to Prior Knowledge: K-W-L chart, Respond and Write it Down, and Connections Chart

Exit slips (example: turning the objective into a question) Writing samples (from rough draft to final writing) Durham Public Schools’ Small Goal Assessment

Unit Implementation:Week 1: Looking Back on America (CCSS: RL.8.1, RL.8.2, RL. 8.3, RL.8.4, RL.8.9, RI.8.1 RI.8.2, RI.8.3 SL.8.1, SL.8.2, L.8.1a, L.8.3a, L.8.4a, b, c, d)Teach, reteach, or review academic vocabulary from Units 1 & 2 and introduce new terms (drawing conclusions, inferences, significant words, dialogue, denotation, connotation, multiple meanings, idiom, colloquialism, dialect, word/phrase patterns, setting, character, mood, theme, tone, main idea, supporting details, summary).

Use a Collaborative Strategic Reading Learning Log as a pre-reading strategy to activate students' prior knowledge and set a purpose for reading “The Midnight Ride of Paul Revere” by Henry Wadsworth Longfellow. While reading, students will brainstorm, predict, and identify and explain the “gist” of the poem. The poem will also provide students with a brief background for the study of American History.

Students will be required to keep a reading/writing journal throughout the unit. Students will record and complete activities based on new and unfamiliar vocabulary to promote critical thinking and help students to identify and understand unfamiliar vocabulary. (Example: Frayer Model, Concept Sorts, List-Group-Label). Students will respond in their reading/writing journals: the events leading to the Battle of Lexington and Concord; how history can be written or turned into a myth; compare facts with fiction of Paul Revere’s famous ride; and identify and explain the events of that night to consider the effect that poetry can have on historical memory.

Students will respond to this line from the poem “The Midnight Ride of Paul Revere”: “The fate of a nation was riding that night.” What is the literal versus figurative meaning of this line? Complete a graphic organizer (See below).

Portion of the TextWhat is the example of figurative language?

How does it contribute to meaning or create style?

Time for a Google Lit Trip!:Ask students how they learn about current events (newspapers, news on T.V., blogs, etc.). Tell students about the movement of British troops from Boston Harbor into surrounding communities. In 1775 how would American colonists have learned about this? Radio and television had not been invented. Give students copies of both a historical map and a current map of the Boston area or use Google Earth/Google Maps. As students work through the poem, they should note the landmarks that Longfellow included. Point out geographic features on the map of Boston: Boston Harbor, the Back Bay region near the Charles River, the Mystic River, and the towns mentioned in the poem. Discuss possible reasons why Revere and his comrades chose to use more than one messenger to warn the colonists and take different routes. Reasons may include shortest routes, quickest routes, terrain, and British troop placement. Reread the narrative and follow the map, finding various places mentioned: Old North Church (Why is it named this?), Charlestown Shore, Medford Town, Lexington (What took place there the day after Revere's ride?), and Concord. How long did it take riders to travel to Concord from Boston? Was a courier on horseback the most effective means of communication at the time? Was it successful? Using current maps of Boston, help students retrace Paul Revere's route. How has the Boston area changed since 1775? Is Boston still located on a peninsula? What happened to the Back Bay area? (Back Bay was a marsh until the city's landfill project created solid ground for a residential neighborhood in the mid-1800s.)The Poem: http://poetry.eserver.org/paul-revere.htmlMap of Paul Revere’s Ride1: PaulRevereMap.jpg 684×578 pixelsMap of Paul Revere’s Ride2: map_midnight.gif 315×546 pixelsThe Midnight Rider Virtual Museum: A Great Virtual Museum about Paul Revere's Ride!Detailed description of Paul Revere's Ride locations: http://www.paulreverehouse.org/ride/recreate.shtmlPaul Revere's House: The Paul Revere HousePaul Revere’s Ride (Historical event): Paul Revere - Wikipedia, the free encyclopediaPaul Revere’s Ride (the poem): Paul Revere's Ride (poem) - Wikipedia, the free encyclopediaPaul Revere’s testimony about his ride: Paul Revere - Midnight Ride to Lexington - 1775