ENGLISH LANGUAGE ARTS UNIT MAP GRADE Course: … · May 2012 ENGLISH LANGUAGE ARTS UNIT MAP ......

May 2012 ENGLISH LANGUAGE ARTS UNIT MAP – GRADE 8 of 13

Course: 8th

Grade English Language Arts Unit 1: The Challenge of Heroism

Unit Big Ideas/Understandings Heroes play a role in literature and in our personal lives.

Film is a separate and unique text worthy of serious study.

Unit Essential Questions What defines a hero?

How do visual images enhance or create meaning?

Content/Topics Skills/Competencies Standards Assessments Resources The student will know: Concepts

Challenges

Heroism Academic Vocabulary

Diction o denotation o connotation

Archetype

Definition essay

Non-print text

Compare/contrast

Imagery Tier 2 Vocabulary

Framing

Angle techniques

Lighting

Color and visual details

Graphic novels Literary Terms

Tone

Stanza

Theme

Rhyme scheme

Free verse

Metaphor

Simile

Epic

Plot Grammar and Usage

Quotation marks

Prepositional phrases

Parenthetical citation

Double negative

Dashes

Simple, compound, and complex sentences

Adjectival clauses

Appositives

Relative pronoun

Placement of modifying phrases

The student will be able to: 1. Analyze various traits and types of

heroes through multiple genres and text

2. Compare and contrast archetypal

heroes and their journeys and apply it to print and non-print scenarios

3. Analyze a protagonist’s journey in

literary, nonfiction, and non-print texts

4. Apply knowledge of heroism in a

definition essay 5. Construct a controlling thesis

statement that provides an original definition of heroism

6. Quote directly from a variety of sources to support a thesis and elaborate upon ideas

7. Compose a multi-paragraph

definition essay consisting of an introduction, body, paragraphs, and conclusion

1. 1.3.8.H. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from traditional works, including describing how the material is rendered new

2. 1.3.8.H. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from traditional works, including describing how the material is rendered new

3. 1.2.8.A. 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 1.2.8.I. Analyze two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation 1.3.8.B. 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

4. 1.4.8.A. Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information clearly

5. 1.4.8.B. Identify and introduce the topic clearly, including a preview of what is to follow

6. 1.4.8.C. Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension

7. 1.4.8.D. Organize ideas, concepts, and information into broader categories; use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section;

Methods for students to demonstrate their levels of proficiency:

Embedded Assessment #1 Writing a Definition Essay

Write a multi-paragraph essay that defines a personal concept of Heroism using various definition strategies

Embedded Assessment #2 Visualizing an Event in Jonas’s Journey

Work with a partner to create a visual representation in the form of a graphic novel that illustrates a heroes journey

write a reflective text analyzing how Jonas fits with the definition of archetype

Unit Self Reflection

Identify evidence of learning

by responding to unit

essential questions using

academic vocabulary

Create a portfolio page that

explains how an artifact

demonstrates personal

growth or an increase in

understanding of unit big

ideas, concepts, content,

and/or skills

End of Unit 1 Assessment

Springboard Level 3 Text

Interactive Word Wall

Vocabulary notebook

KWHL chart

Embedded Assessment Scoring Guides 1, 2

Writing Workshop #2 Short Story

Writing Workshop #6 Expository Writing

“The Giver”

Films: o October Sky o Batman o Mulan o ET o Lord of the Rings: The

Fellowship of the Ring o Ice Age: The

Meltdown o Shrek

Examples of Graphic Novels


Course: 8th






Content/Topics Skills/Competencies Standards Assessments Resources

Writing

Expository Writing (Writing Workshop #6)

Graphic Novel o exposition o rising action o complications o climax o falling action o resolution

Definition Essay o thesis statement o introduction o body o paragraphs o conclusion o transitions o dialogue

Reading Strategies

Skimming/Scanning

Marking the text

Activating prior knowledge

Close reading

Graphic organizers

TP-CASTT

Paraphrasing

Summarizing

Diffusing

Rereading

Chunking the text

Visualizing

8. Use transition words and phrases

to move from one idea to another within paragraphs and between paragraphs

9. Write using formal language for an

academic audience 10. Analyze the structural and literary

elements embedded within a graphic novel

11. Illustrate the connection between a

character’s heroic journey and the hero’s journey archetype

12. Apply framing and angle techniques

when writing

13. Choose color and visual detail to

enhance drawing 14. Create dialogue that reveals the

steps in the hero’s journey archetype

include formatting when useful to aiding comprehension

8. 1.4.8.D. Organize ideas, concepts, and information into broader categories; use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension

9. 1.4.8.F. Write with an awareness of the stylistic aspects of composition

10.1.3.8.B. 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

11.1.3.8.H. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from traditional works, including describing how the material is rendered new 1.4.8.U. 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

12.1.4.8.U. 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

13.1.4.8.U. 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

14.1.4.8.O. Use narrative techniques such as dialogue, description, reflection, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the


Course: 8th






Content/Topics Skills/Competencies Standards Assessments Resources 15. Select and embed quotations from

a novel to support the connection to a hero’s journey

16. Write reflective text explaining

choices made in creation of the graphic novel

action and convey experiences and events. 1.4.8.Q. Write with an awareness of the stylistic aspects of writing

15.1.3.8.A. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text

16. 1.4.8.X. 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 discipline-specific tasks, purposes and audiences


Course: 8th Grade English Language Arts Unit 2: Real Life Challenges Unit Big Ideas/Understandings: Being an informed consumer takes effort.

It is important to articulate clear and logical arguments when communicating our thoughts and opinions.

Unit Essential Questions: How does commercialism impact daily life?

How does research enhance the ability to persuade?

Content/Topics Skills/Competencies Standards Assessments Resources The student will know:

Concept

Real Life Challenges Academic Vocabulary

Media

Commercialism

Advertising techniques

Persuasive appeals

Persuasive essay Tier 2 Vocabulary

Commercial

Primary source

Secondary source

Position

Techniques of persuasion

Media channels

Debate

Valid sources

Counter argument Literary Terms

Citation

Target audience

Annotated bibliography Grammar/Usage:

Progressive verb tenses

Present participle

Perfect tenses

Past participle

Subordinate clauses

Independent clauses

Subordinating conjunctions

Writing:

Research (Writing Workshop #10)

Persuasive Writing (Writing Workshop #8)

Persuasive o ethos o pathos

The student will be able to:

1. Analyze the effect that the media has on individuals

2. Explain how persuasion is used to

convince an audience to support a position

3. Evaluate and cite online sources in

an annotated bibliography 4. Support a position utilizing valid

sources 5. Identify the appeals, manipulation,

and effectiveness of advertisers 6. Write a reflective analysis about a

personal relationship with media

1. 1.5.8.B. Analyze the purpose of

information presented in diverse media formats (e.g. visually, quantitatively, orally) and evaluate the motives (e.g. social, commercial, political) behind its presentation

2. 1.5.8.C. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence

3. 1.4.8.W. 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

4. 1.4.8.V. 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 1.4.8.W. 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

5. 1.5.8.C. 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

6. 1.4.8.X. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1

Writing About the Media

Write a reflective analysis identifying personal feelings about or experiences with a problem

Offer a solution or action to address the problem

Embedded Assessment #2 Writing a Persuasive Essay

Conduct research to write a persuasive essay

Cite sources properly Unit Self Reflection

Identify evidence of learning by responding to unit essential questions using academic vocabulary

Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills



Springboard Level 3 – Unit 2 Embedded Assessment Scoring Guides 1 and 2

Writing Workshop # 8

Persuasive Writing

Writing Workshop #10 Research

Various magazines

Independent Mystery Novel

Springboard Grammar

Handbook

Interactive word wall

Vocabulary notebook

KWHL chart






Content/Topics Skills/Competencies Standards Assessments Resources o logos

Research Reading Strategies:

Graphic organizers


Marking the text

Close reading

Summarizing

Paraphrasing

Previewing

Predicting

Metacognative markers

SOAPStone

7. Identify a problem in the media and

generate a solution 8. Paraphrase and directly quote

sources to support a position 9. Revise ideas, organization, use of

language, and conventions throughout the stages of the writing process

10. Identify a debatable topic

11. Identify persuasive appeals (ethos, pathos, logos)

12. Locate and evaluate reliable and valid sources

13. Cite research in an annotated bibliography or works cited page.

sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences

7. 1.2.8.A. 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

8. 1.2.8.B. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text

9. 1.4.8.T. 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

10. 1.4.8.H. Introduce and state an opinion on a topic

11. 1.4.8.J. Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s), counterclaims, reasons, and evidence by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented

12. 1.4.8.V. 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

13.1.4.8.W. 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






Content/Topics Skills/Competencies Standards Assessments Resources 14. Quote research to support a thesis 15. Compose a convincing persuasive

essay 16. Formulate counterarguments and

present to the opposition

17. State a call to action

plagiarism and following a standard format for citation


15. 1.4.8.G. Write arguments to support claims

16. 1.4.8.J. Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s), counterclaims, reasons, and evidence by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented.

17. 1.4.8.J. Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s), counterclaims, reasons, and evidence by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented


Course: 8th Grade English Language Arts Unit 3: Reflecting on Changes Unit Big Ideas/Understandings: Good writers create coherence in their writing through drafting, revising, and editing their

work.

People possess many kinds of intelligences that help them to accomplish challenging tasks.

Unit Essential Questions: What is the relationship between challenges, multiple intelligences, and

strategies?

How can a writer achieve coherence in writing?

Content/Topics Skills/Competencies Standards Assessments Resources The student will know: Concepts

Reflection

Academic Vocabulary

Reflection

Multiple Intelligences o interpersonal o musical/rhythmic o bodily/kinesthetic o visual/spatial o logical/mathematical o verbal/linguistic o Intrapersonal

Coherence

Global revision

Tier 2 Vocabulary

Aptitude

Provocative

Analogies

Cliché

Literary Term

Voice

Grammar/Usage

Complex sentences

Present tense Writing

Expository Writing (Writing Workshop #3)

Research (Writing Workshop #10)

Parts of an Essay o introduction o thesis statement o body o conclusion o transitions

Writing Process

The student will be able to: 1. Define and identify the concepts of

challenge and multiple intelligences in personal and academic contexts

2. Revise the introduction, body, and

conclusion paragraphs using revision strategies

3. Reflect on past writing and new

revisions 4. Revise writing utilizing replacing,

adding, and deleting revision strategies

5. Revise and edit writing for spelling,

punctuation, and capitalization errors

1. 1.4.8.X. 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 discipline-specific tasks, purposes and audiences



4. 1.4.8.E. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling 1.4.8.T. 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

5. 1.4.8.E. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling 1.4.8.T. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Revising and Editing an Essay

Revise an essay to improve its coherence and thoughtfully reflect upon the changes you make






Embedded Assessment Scoring Guide

Writing Workshop #3 Expository Writing

Writing Workshop #10 Research

Independent Biography or Autobiography

Springboard Grammar Handbook

Vocabulary notebook


KWHL chart


Course: 8th Grade English Language Arts Unit 3: Reflecting on Changes Unit Big Ideas/Understandings: Good writers create coherence in their writing through drafting, revising, and editing their

work.

People possess many kinds of intelligences that help them to accomplish challenging tasks.

Unit Essential Questions: What is the relationship between challenges, multiple intelligences, and

strategies?

How can a writer achieve coherence in writing?

Content/Topics Skills/Competencies Standards Assessments Resources o drafting o revising o editing

Revision Techniques o replacing o adding o deleting

Reading Strategies:

Graphic organizers


Marking the text

Skimming/Scanning

Close reading

Visualizing

6. Reflect upon the revision process

approach, focusing on how well purpose and audience have been addressed



Course: 8th Grade English Language Arts Unit 4: Voices and Challenges Unit Big Ideas/Understandings: Our world has had dark pages in its history that are impossible to make right.

People have the power to take action to address a challenging issue.

Unit Essential Questions: How can one person make a difference when encountering a social challenge?

How do people communicate effectively?

Content/Topics Skills/Competencies Standards Assessments Resources The student will know: Concept

Challenges

Academic Vocabulary

Allegory

Communication

Euphemism

Talking points

Theme

Media channels

Tier 2 Vocabulary

Holocaust

Problem/solution Literary Terms:

Narrative

Point of view

Ethos

Logos

Pathos

Grammar/Usage:

Antecedent

Hyphens

Ellipsis points

Colon, semi-colon

Brackets

Parenthesis

Present progressive verb tense

Comma after introductory element

Participle form of verbs

Participial phrase

Writing

Persuasive Writing (Writing Workshop #8)

Media Presentation

Speaking

Pitch

Phrasing

Tempo

The student will be able to: 1. Identify historical and

contemporary issues of local and global importance

2. Research an issue and create

an action plan to address it 3. Identify and use a variety of

media channels 4. Speak with inflection

5. Formulate talking points

6. Speak and listen to others in

small and large groups

7. Conduct and evaluate research to support a position

1. 1.5.8.A. Engage effectively in a range

of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly

2. 1.4.8.V. 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

3. 1.5.8.E. Integrate multimedia and visual displays into presentations to add interest, clarify information, and strengthen claims and evidence

4. 1.5.8.G. Demonstrate command of the conventions of standard English when speaking based on grade 8 level and content

5. 1.3.8.A. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text

6. 1.5.8.A. Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly 1.5.8.D. 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

7. 1.4.8.V. 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 1.4.8.W. Gather relevant information from multiple print and digital sources, using search terms effectively; assess

Methods for students to demonstrate their levels of proficiency:

Embedded Assessment #1 Presenting Voices of the Holocaust

Conduct a coherent book club discussion in front of your peers

Embedded Assessment #2

Taking Action About An Issue

Create an informational/persuasive campaign about an issue of community, state, national, or world significance and convince an audience to take action






Embedded Assessment Scoring Guides 1& 2

Writing Workshop #8

Persuasive Writing

Independent Novel (Holocaust related)


DVD: The Diary of Anne Frank (1959)

DVD: Life is Beautiful

(1997)

Written Texts:

Terrible Things: An Allegory of the Holocaust by Eve Bunting

Children’s books about the Holocaust (suggestions in teacher edition)

Fiction and nonfiction accounts of the Holocaust

Examples of public service announcements

KWHL chart


Vocabulary notebook

Anticipation guide


Course: 8th Grade English Language Arts Unit 4: Voices and Challenges Unit Big Ideas/Understandings: Our world has had dark pages in its history that are impossible to make right.

People have the power to take action to address a challenging issue.

Unit Essential Questions: How can one person make a difference when encountering a social challenge?

How do people communicate effectively?

Content/Topics Skills/Competencies Standards Assessments Resources

Volume

Reading Strategies:

Graphic organizers


Visualizing

Double-entry journal

Summarizing

Skimming/Scanning

Marking the text

Rereading

TP-CASTT

Close reading

8. Cite sources in an annotated

bibliography 9. Collaborate with peers to create

a persuasive campaign

10. Select a media channel to suit

content, purpose, and audience. 11. Compose a persuasive text that

identifies a problem and offers a solution

12. Demonstrate presentation skills

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


9. 1.5.8.A. Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly 1.5.8.E. Integrate multimedia and visual displays into presentations to add interest, clarify information, and strengthen claims and evidence

10. 1.5.8.E. Integrate multimedia and visual displays into presentations to add interest, clarify information, and strengthen claims and evidence

11. 1.2.8.E. Analyze the structure of the text through evaluation of the author’s use of specific sentences and paragraphs to develop and refine a concept

1.4.8.G. Write arguments to support claims

12. 1.5.8.A. Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly 1.5.8.D. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details 1.5.8.F. Adapt speech to a variety of contexts and tasks

1.5.8.G. Demonstrate command of the conventions of standard English when speaking based on grade 8 level and content


Course: 8th Grade English Language Arts Unit 5: The Challenge of Comedy Unit Big Ideas/Understandings: Overcoming challenges is often easier when approached with humor.

Unit Essential Questions: How is humor created?

How do people respond to humor, and why do responses vary? Content/Topics Skills/Competencies Standards Assessments Resources

The student will know: Concept

Challenges Academic Vocabulary

Anecdote

Elements of humor

Levels of comedy

Performance

Tier 2 Vocabulary

Comedy

Wit

Slapstick

Comic situation

Caricature

Anecdote

Joke

Hyperbole Literary Terms:

Rhythm

Grammar/Usage

Subject/verb Agreement

Brackets

Pronoun

Antecedent

Adverbial phrase/clause

Punctuation marks o exclamation point o question mark o comma marking a

pause o apostrophe o semi-colon

Writing:

Response to Literary and Expository Text (Writing Workshop #9)

Script Writing (Writing Workshop #5)

Literary

The student will be able to: 1. Identify forms of comedy and

comedic vocabulary

2. Differentiate between high and

low comedy

3. Analyze the elements of humor

found in various print and non-print text

4. Compose a critical analysis

essay of a humorous text 5. Perform a comic scene

incorporating the elements of humor

6. Identify and analyze elements of

1. 1.2.8.J. (reading informational text) 1.3.8.J. (reading literature)

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

2. 1.2.8.L. (reading informational text) 1.3.8.K. (reading literature)

Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently

3. 1.2.8.I. Analyze two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation

4. 1.4.8.A. Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information clearly 1.4.8.S. Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction

5. 1.5.8.D. 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 1.5.8.F. Adapt speech to a variety of contexts and tasks 1.5.8.G. Demonstrate command of the conventions of standard English when speaking based on grade 8 level and content

6. 1.2.8.A. Determine a central idea of a

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Writing an Analysis of a Humorous Text

Read a humorous short story

Write a critical analysis of the text, explaining how the author uses humor to communicate a universal truth, and evaluating his or her effectiveness

Embedded Assessment #2 Performing a Comic Scene

Perform an assigned scene from William Shakespeare’s comedy, A Midsummer Night’s Dream, emphasizing at least two of the elements of humor



Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding



Embedded Assessment Scoring Guides 1 & 2

Writing Workshops #5

Script Writing

Writing Workshop #9 Expository Text


Humorous Anecdote: Jerry Seinfeld: “I’m Telling You for the Last Time”

Examples of comic strips and political cartoons

The Simpsons opening clip

Samples of print and graphic caricatures

DVD: Pleasantville

DVD: Monsters, Inc.

Examples of one liners and puns

Humorous short story: The Ransom of Red Chief or The Celebrated Jumping Frog of Calaveras County

Plot summary, complete copies, and 2 film versions of A Midsummer Night’s Dream





Response/Analysis

Reading Strategies:

Graphic organizers


Skimming/Scanning

KWHL chart

Close reading

Marking the text

Summarizing

Previewing

Metacognative markers

Paraphrasing

humor in a text

7. Support an analysis using details

from the text

8. Discuss humor using comedic

vocabulary 9. Evaluate an author’s

effectiveness in communicating a truth through humor

10. Compose a logically organized, well-developed, polished multi-paragraph essay

11. Revise writing using the writing process

12. Prepare a polished performance

that clarifies a scene’s meaning

text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text 1.3.8.B. 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

7. 1.2.8.B. (reading informational text) 1.3.8.A. (reading literature)

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text

8. 1.2.8.J. (reading informational text) 1.3.8.J. (reading literature)

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.

9. 1.2.8.A. 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.

10. 1.4.8.A. Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information clearly 1.4.8.F. Write with an awareness of the stylistic aspects of composition


12. 1.5.8.A. Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and

Shakespearean dictionary

Independent Novel: Collections of humorous short stories, essays, or poems


Vocabulary notebook

Anticipation guide





13. Interpret the characters, actions,

and humor in the scene

14. Refine dialogue and incorporate

elements of humor in a scene using facial expressions, gestures, movements, costumes, and props

15. Deliver lines accurately with

appropriate inflection

expressing their own clearly 1.5.8.D. 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 1.5.8.G. Demonstrate command of the conventions of standard English when speaking based on grade 8 level and content

13. 1.3.8.B. 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

14. 1.5.8.A. Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly 1.5.8.D. 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 1.5.8.G. Demonstrate command of the conventions of standard English when speaking based on grade 8 level and content

15. 1.5.8.G. Demonstrate command of the conventions of standard English when speaking based on grade 8 level and content

ENGLISH LANGUAGE ARTS UNIT MAP GRADE Course: … · May 2012 ENGLISH LANGUAGE ARTS UNIT MAP ......

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