SpringBoard Eighth Grade Language Arts - Instructional...

Draft 2011-2012

SpringBoard Eighth Grade Language Arts - Instructional Focus Calendar – Week #1

Core Text and Resources Benchmarks Strategies Assessments Guiding Questions SpringBoard Unit #1 The Challenge of Heroism: Review Learning Focus: Taking Your Writing to the Next Level. Activity 1.1: Previewing the Unit SBTE pp. 5 Review the essential questions, Unit Overview and Learning Focus. Discuss Embedded Assessment 1 Activity 1.2: Challenges Word Wall SBTE pp. 6-7 Activity 1.3 Tone: Word Sort SBTE pp. 8-9 Activity 1.4: Emotional and Physical Challenge pp. 10-13 “A Man” and “Moco Limping” G&U (pg 12): Quotation Marks Writing Diagnostic Writing Sample Student Writing Folders/ Portfolios See signal boxes in SpringBoard TE for the following:

• Literary Terms

LA.8.2.2.2 The student will synthesize and use information from the text to state the main idea or provide relevant details. LA.8.1.7.2 The student will analyze the author's purpose and/or perspective in a variety of texts and understand how they affect meaning. LA.8.3.1.2 The student will make a plan for writing that addresses purpose, audience, main idea, logical sequence, and time frame for completion. Common Core Correlations: (RL.CCR.2 – RL.CCR.4) Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas; Analyze how and why individuals, events, and ideas develop and interact over the course of a text; 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. (W.CCR.1 – W.CCR.2) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence; Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

1.1 Close Reading, Graphic Organizer KWL Chart, Marking the text, Summarizing/Paraphrasing, Think-Pair-Share 1.2 Quickwrite, Think Aloud, Think-Pair-Share, Word Map 1.3 Graphic Organizer, Visualizing, Word Map 1.4 Marking the Text, Note taking, Think-Pair-Share, TP-CASTT (pg. 11) Title Paraphrase Connotation Attitude Shifts Theme Title Academic Vocabulary:

• Diction • Archetype • Definition Essay • Non-Print Text • Compare/Contrast • Imagery

Diagnostic Writing (Record data & store papers in portfolios) Possible Prompt Everyone has responsibilities in life. Think about one of your responsibilities. Now, write to explain one of your responsibilities.

Essential Questions: What is effective Writing? What defines a hero? How do visual images enhance or create meaning? Are there some things we should be afraid of? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.3) Read this sentence from “A Man,” “I shall only be able to half hold my love close to me.” What does the phrase “half hold” mean? Stem Question: Reading Application (LA.8.1.7.2) If the poem, “A Man” were published in the newspaper, which headline would best express the main idea? Stem Question: Reading Application (LA.8.2.1.2) Which phrase best describes the dog in “Moco Limping”? Explain your answer using information from the text Stem Question: Informational Text/Research Process (LA.8.6.2.2) Which statement from “A Man” best supports the idea that time helps you to overcome obstacles? Explain your answer.

Supplemental Resources: Language of Literature McDougal Littell; www.Sprinboard.collegeboard.com

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Core Text and Resources Benchmarks Strategies Assessments Guiding Questions SpringBoard Unit #1 The Challenge of Heroism: Review Learning Focus: Taking Your Writing to the Next Level. Activity 1.5: Facing Challenges; Activity 1.6: Defining Heroic Qualities; Activity 1.7: Heroes in Action, Love Triumphs: 6-Year Old becomes a Hero of Band of Toddlers, Rescuers, and Heroes in Action; G&U: (pg 20) Prepositional Phrases Writing Workshop #6 (pg 17): Expository Essay Activity 1.8: Historical Heroes “O Captain! My Captain!” Frederick Douglas “Raymond’s Run” See Signal Boxes in TE for the following:

• Word Connection Six Traits Ideas

LA.8.2.2.2 The student will synthesize and use information from the text to state the main idea or provide relevant details. LA.8.1.7.2 The student will analyze the author's purpose and/or perspective in a variety of texts and understand how they affect meaning. LA.8.3.1.2The student will make a plan for writing that addresses purpose, audience, main idea, logical sequence, and time frame for completion. LA.8.1.7.8 Use strategies to repair comprehension (note-making, questioning, clarifying, predicting) LA.8.2.1.2 - LA.8.2.1.3 Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.) Common Core Correlations: (RL.CCR.2 – RL.CCR.4) Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas; Analyze how and why individuals, events, and ideas develop and interact over the course of a text; 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. (W.CCR.1 – W.CCR.2) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence; Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

1.5 Graphic Organizer 1.6 Drafting, Marking the Draft, Think-Pair-Share, Word Map\ 1.7 Group Discussion, Note taking, quickwrite, Summarizing/Paraphrasing, Brainstorming, 1.8 Diffusing, KWHL Chart, Marking the Text, Skimming/Scanning, TP-CASTT Analysis Writing Connection p. 25 What traits do Abraham Lincoln and Frederick Douglas exhibit to be considered heroes?

Diagnostic Writing (Record data & store papers in portfolios) Possible prompt Everyone has responsibilities in life. Think about one of your responsibilities. Now write to explain what you are responsible for.

Essential Questions: What is effective Writing? What defines a hero? How do visual images enhance or create meaning? Are there some things we should be afraid of? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.8) What pair of words from the text is most similar in meaning? Stem Question: Reading Application (LA.8.1.7.2) What was the author’s purpose in writing the poem, “Frederick Douglass?” Stem Question: Literary Analysis (LA.8.2.1.7) Read this sentence from “O Captain, My Captain”: My father does not feel my arm, he has no pulse nor will. Which literary device is used in the above sentence? Stem Question: Informational Text/Research Process (LA.8.6.2.2) Which sentence from Frederick Douglass best emphasizes that freedom is sought by all men?

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Film Clip: “October Sky”

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Core Text and Resources

Benchmarks Strategies Assessments Guiding Questions

SpringBoard Unit #1 The Challenge of Heroism: Review Learning Focus: Taking Your Writing to the Next Level. Activity 1.9, The Challenge of the Hero’s Journey; Activity 1.10 The Refusal of the Call; Activity 1.11 The Road of Trials See Signal Boxes In TE for the following:

• Differentiating Instruction

Six Traits – Ideas, Organization and Conventions


1.9 Graphic Organizer, Revisiting Prior Work, Think Aloud, Paraphrasing, Word Map, 1.10 Graphic Organizer, Summarizing, 1.11 Diffusing, Drafting, Graphic Organizer, Note taking

Diagnostic Writing (Record data & store papers in portfolios) Possible prompt Writing Connection Review the definition of an epic. Have the students write to explain why Odysseus is on taking the journey.

Essential Questions: What is effective Writing? What defines a hero? How do visual images enhance or create meaning? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.8) Read these lines from “The Odyssey.” “Devoid of pity, he was silent in response, but leaping up laid hands on my crew.” What is the best restatement of this line? Stem Question: Reading Application (LA.8.1.7.3) Based on the information from the text, how does Odysseus’ crew feel about their chances of escape? Stem Question: Literary Analysis (LA.8.2.1.2) What phrase best describes Odysseus? Stem Question: Informational Text/Research Process (LA.8.6.1.1) The purpose of the text’s bold print headings and subheadings is to inform readers about…

Supplemental Resources : Language of Literature: McDougal Littell; Springboard.collegeboard.com; Film Clip: Batman Begins, Star Wars I: The Phantom Menace

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Benchmarks Strategies Assessment Guiding Questions

SpringBoard Unit #1 The Challenge of Heroism: Review Learning Focus: Taking Your Writing to the Next Level. Continue Activity 1.11, Road of Trials (continued); Activity 1.12, A Different Kind of Heroine; Activity 1.13 Creating a Different G&U (pg 45): Appositives; (pg 47) Modifying Phrases Kind of Heroine/Woman Worrier; 1.14, An Everyday Hero, Core Literature: Raymond’s Run Six Traits – Ideas


1.11 Diffusing, Drafting, Graphic Organizer, Note taking, Chunking the Text, Marking the Text, Read Aloud1.12 Graphic Organizer, Note taking 1.13 Jigsaw, Visualize, Writing a Summary

Diagnostic Writing (Record data & store papers in portfolios) Possible prompt Community leaders are seeking ideas to improve the air and water quality. Think about the importance of clean air and water. Now write to convince the community leaders of one change that might improve your community. Embedded Assessment 1: Writing A definition Essay pp. 53- Writing Connection p. 41 Write a thesis statement explaining whether Mulan’s faults help her become a hero or hinder her. Then, write two or four sentences that support your thesis statement with evidence from the film.

Essential Questions: What is effective Writing? What defines a hero? How do visual images enhance or create meaning? Are there some things we should be afraid of? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.8) Which pair of words from the text is most nearly opposite in meaning? Stem Question: Reading Application (LA.8.1.7.2) With which statement regarding “Woman Warrior” would the author most likely agree? Women can’t be heroes or life is about taking chances. Use information from the text to explain your reasoning. Stem Question: Literary Analysis (LA.8.2.1.7) Read this sentence from “An Everyday Hero” was only three when it attacked her, a demon like no other.” Which literary device is used in the above sentence? Stem Question: Informational Text/Research Process (LA.8.6.2.2) Locate a statement from “Woman Warrior,” which best supports the idea that advertising is geared to a specific audience?

Supplemental Resources: Language of Literature McDougall Littell; Springboard.collegeboard.com; Film Clip: “Mulan”

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Discuss the Learning Focus: Applying the Archetype to the text Activity 1.15: Reading Utopia; G&U (pg 59): Double Negatives Activity 1.16: Precise Words; Activity 1.17: Reading the Opening; Activity 1.18: Babies and Birthdays G&U (pg 69): Using Quoted Materials

LA.8.1.6.1) – (LA.8.1.6.3) Use new vocabulary that is introduced and taught directly Use context clues to determine meanings of unfamiliar words (LA.8.1.6.10)- (LA.8.1.6.11) Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital tools LA.8.1.7.1 Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictions LA.8.1.7.2 Analyze the author’s purpose in a variety of texts and understand how they affect meanings LA.8.1.7.3 Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant details LA.8.1.7.5 Analyze a variety of text structures and text features Common Core Correlations: (RL.CCR.2 – RL.CCR.4) Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas; Analyze how and why individuals, events, and ideas develop and interact over the course of a text; 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. (W.CCR.1 – W.CCR.2) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence; Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

1.15 Diffusing, Marking the Text, Quickwrite, Skimming/Scanning, Think Aloud 1.16, Quickwrite, visualizing, Word Map 1.17 Graphic Organizer, Visualizing, Word Map 1.18 Graphic Organizer, Prewriting, Note taking, Word Map

Teacher created quiz/assessment based on chapters 2 and 3 of the Giver.

Essential Questions: What defines a hero? How do visual images enhance or create meaning? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.3) Read this sentence from “Utopia.” “Besides agriculture, which is so common to them all, every man has some peculiar trade to which he applies himself… What does the word trade mean? Stem Question: Reading Application (LA.8.1.7.2) Read this sentence from “Utopia, “ “The fashion never alters and it is neither disagreeable nor uneasy…” What is the most likely reason the author describes the clothing in this way? Stem Question: Literary Analysis (LA.8.2.1.7) Read this sentence from “Utopia,” “Women, for the most part, deal in wool and flax, which best suits with their weaknesses…” Which literary device is used in the above sentence? Stem Question: Informational Text/Research Process (LA.8.6.2.2) Locate a statement from “Utopia,” which best supports the idea that Thomas More allows for flexibility in a utopian society? Explain your reasoning.

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Novel: The Giver; Film Clip: E.T.

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Discuss the Learning Focus: Applying the Archetype to the text Activity 1.19: Characterization; Activity 1.20: The Circle of Life; Activity 1.21: Essential Attributes; Activity 1.22: Rules in Society Activity 1.23: Coming to Your Senses


1.19 Graphic Organizer, Think-Pair-Share 1.20 Drafting, Graphic Organizer, Prewriting, Skimming/Scanning, Note taking, Looping 1.21 Graphic Organizer, Quickwrite, Skimming/Scanning1.23 Diffusing, Visualizing, Word Map

Student interactive sheets can be used as an assessment tool.

Essential Questions: What defines a hero? How do visual images enhance or create meaning? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.3) Read this sentence from “The Heartiest of Season’s Greetings,“ “…I shall lack neither pleasure nor occupation, and books and music will round out the day.” What does the phrase round out mean? Stem Question: Reading Application LA.8.1.7.2) With which statement would the author of ‘The Heartiest of Season’s Greetings” passage most likely agree? Stem Question: Literary Analysis (LA.8.2.1.7) What evidence of Imagery is present in “The Heartiest of Season’s Greetings?”

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Novel: The Giver

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Discuss the Learning Focus: Applying the Archetype to the text Activity 1.24: Marking the Text; Activity 1.25: Evolution of a Hero Activity 1.26: An Ending to the Giver Activity 1.27: Author’s Purpose: Lowry’s Newbery Acceptance Speech G&U (pg 83): Dashes (pg 84) Complex Sentences (pg 87) Sentence Structures Activity 1.28: Alien Escape Writing Workshop #2 (pg 89): Short Stories


1.24 Close Reading, Marking the Text, Rereading, Socratic Seminar, Fishbowl 1.25 Graphic Organizer, Drafting, Think-Pair-Share, Looping 1.26 Predicting 1.27 Note taking, Think-Pair-Share, Word Map 1.28 Graphic Organizer, Note taking, Visualizing, jigsaw


Essential Questions: What defines a hero? How do visual images enhance or create meaning? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.8) Which pair of words from Newbery Acceptance Speech is most similar? Stem Question: Reading Application (LA.8.1.7.3) What is this passage mainly about? Stem Question: Informational Text/Research Process (LA.8.2.2.1) What is the significance of the highlighted words and phrases in the speech? Stem Question: Reading Application (LA.8.6.1.1) How do the illustrations assist in understanding the speech?

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Novel: The Giver; Film Clip: E.T.

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Discuss the Learning Focus: Applying the Archetype to the text Activity 1.29: Graphic Novels: Visualizing an Incident Continue the activities from week 7 * Activity 1.24: Marking the Text; * Activity 1.25: Evolution of a Hero * Activity 1.26: An Ending to the Giver * Activity 1.27: Author’s Purpose: Lowry’s Newbery Acceptance Speech * Activity 1.28: Alien Escape Continue Writing Workshop #2 (pg 89 – Short Stories)


1.24 Close Reading, Marking the Text, Rereading, Socratic Seminar, Fishbowl 1.25 Graphic Organizer, Drafting, Think-Pair-Share, Looping 1.26 Predicting 1.27 Note taking, Think-Pair-Share, Word Map 1.28 Graphic Organizer, Note taking, Visualizing, jigsaw


Essential Questions: What defines a hero? How do visual images enhance or create meaning? FCAT Stem Questions: Stem Question: Vocabulary (A.8.1.6.8) Read this line from the Newbery Acceptance Speech, “At eleven years old I am not a particularly adventurous child, nor am I a rebellious one.” What is the best restatement of these lines? Stem Question: Reading Application (LA.8.1.7.3) If this speech were published in a newspaper, which headline best expresses the main idea? Stem Question: Literary Analysis (LA.8.2.1.2) What phrase best describes Lois Lowry? Stem Question: Informational Text/Research Process (LA.8.6.2.2) Which sentence from the text best emphasizes the idea that our perceptions of life are generated by the experiences of others and ourselves?

Supplemental Resources Language of Literature McDougal Littell; Springboard.collegeboard.com; Novel: The Giver; Film Clip: E.T.

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Discuss the Learning Focus: Applying the Archetype to the text Activity 1.29: Graphic Novels: Visualizing an Embedded Assessment 2 Visualizing an event in Jonas’s Journey End of Unit Reflection (pg 102)


1.24 Close Reading, Marking the Text, Rereading, Socratic Seminar, Fishbowl 1.25 Graphic Organizer, Drafting, Think-Pair-Share, Looping 1.26 Predicting 1.27 Notetaking, Think-Pair-Share, Word Map 1.28 Graphic Organizer, Note taking, Visualizing, jigsaw 1.29 Drafting, Visualizing

Embedded Assessment #2, page 99-100,

Essential Questions: What defines a hero? How do visual images enhance or create meaning? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.8) What would be the best restatement of this line from the graphic novel Persepolis? “We waited for him for hours. There was the same silence as before a storm. Stem Question: Reading Application (LA.8.1.7.3) What would be a great title for your Visual Representation of Jonas’s Journey? Stem Question: Literary Analysis (LA.8.2.1.7) Create a statement using personification.

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Novel: The Giver

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Discuss the Learning Focus: How Powerful is the media? Activity 2.1: Previewing the Unit Activity 2.2: Defining Media Activity 2.3 Creating Media Awareness Activity 2.3 Just the Facts About Advertising and Marketing to Children Activity 2.4 The Media and commercialism/Branded: The Buying and Selling of Teenagers See Signal Boxes In TE for the following:

• Word Connections • Literary Terms • Differentiating

Instruction

LA.8.1.6.1) – (LA.8.1.6.3) Use new vocabulary that is introduced and taught directly Use context clues to determine meanings of unfamiliar words (LA.8.1.6.10)- (LA.8.1.6.11) Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital tools LA.8.1.7.1 Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictions LA.8.1.7.2 Analyze the author’s purpose in a variety of texts and understand how they affect meanings LA.8.1.7.3 Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant details LA.8.1.7.5 Analyze a variety of text structures and text features Common Core Correlation: (L.CCR.4 – L.CCR.6) 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; 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. RI.CCR.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. (R.CCR.1 – R.CCR.2) Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. W.CCR.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

2.1 Close Reading, Graphic Organizer, KWL Cart, Marking the Text, Summarizing/Paraphrasing, think-Pair-Share 2.2 Graphic Organizer, Word Map, Quickwrite 2.3 Graphic Organizer, Marking the Text, Metacognitive Markers, Rereading, Word Map 2.4 Prewriting, SOAPTONE, Think-Aloud Academic Vocabulary:

• Media • Commercialism • Advertising Techniques • Persuasive Appeals • Persuasive Essays

Essential Questions: How does commercialism impact daily life? How does research enhance the ability to persuade? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.8) Which pair of words from “Branded: The Buying and Selling of Teenagers” is most similar? Stem Question: Informational Text/Research Process (LA.8.1.7.3) Based on the information from “Branded: The Buying and Selling of Teenagers,” how does product placement correlate with brand equity? Stem Question: : Informational Text/Research Process (LA.8.6.1.1) How does the presentation of information in graph form aid in reader’s understanding of the text material?

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com

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Discuss the Learning Focus: How Powerful is the media? Activity 2.5: Advertising and Representations G&U (pg 124): Parallel Structure Writing Workshop #8 (pg 123): Persuasive Writing Media /Advertising/Presentation Activity 2.6: Brands and the Media G&U (pg 132): Progressive Tenses Embedded Assessment 1: Writing About the Media End of the Unit Reflection

LA.8.1.6.1) – (LA.8.1.6.3) Use new vocabulary that is introduced and taught directly Use context clues to determine meanings of unfamiliar words (LA.8.1.6.10)- (LA.8.1.6.11) Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital tools LA.8.1.7.1 Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictions LA.8.1.7.2 Analyze the author’s purpose in a variety of texts and understand how they affect meanings LA.8.1.7.3 Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant details LA.8.1.7.5 Analyze a variety of text structures and text features Common Core Correlation: (L.CCR.4 – L.CCR.6 ) 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; 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. RI.CCR.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. (R.CCR.1 – R.CCR.2) Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. W.CCR.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

2.5 Discussion Groups, Graphic Organizer, Marking the text, predicting, Think-Pair-Share, Word Map 2.6 Close Reading, Summarizing/Paraphrasing, SOAPStone

Embedded Assessment 1: Writing About the Media

Essential Questions: How does commercialism impact daily life? How does research enhance the ability to persuade? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.3) Read this sentence from “How Advertisers Persuade,” “…all go beyond simple price appeal to appeal to our desire to get something for nothing…” What does the phrase “something for nothing” mean? Stem Question: Reading Application (LA.8.1.7.2) With which statement would the author of “How Advertisers Persuade” most likely agree? “Familiarity breeds success” or “Advertising is a game.” Use information from the text to support your choice. Stem Question: Informational Text/Research Process (LA.8.6.2.2) Which statement from the article “The Price of Happiness: Advertising and Image” best supports the idea that people are not independent thinkers? Use information from the text to explain your selection.

Supplemental Resources: Language of Literature McDougal Littell; Sprinboard.collegeboard.com; Print Ads from Magazines

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Discuss the Learning Focus: Supporting our Ideas Activity 2.7: Thinking About Ideas Writing Workshop #10 (pg 140) Research Activity 2.8: Debating an Idea Nothing But the Truth Chapters 1-6 Literary Elements Point of View Complex Plot Character Development Activity 2.9: Identifying Issues Activity 2.10: Issues at Home


2.7 Close Reading, Prewriting, Quickwrite 2.8-2.9 Graphic Organizer, Prewriting, Word Map 2.10 Drafting Marking the Text, Prewriting, Revising

Teacher created assessment Chapter 1-6 Quiz Selected Reading Activities Vocabulary Quiz

Essential Questions: How does commercialism impact daily life? How does research enhance the ability to persuade? Stem Questions: Reporting Category: Vocabulary 1 LA. 8.1.6.3 Read this sentence from the novel. “I was being patriotic. That’s all. It’s a free country. You have no right to stop me. I was just singing to myself.” What does the word patriotic mean as used in the above sentence? LA. 8.1.6.8 Which pair of words from the passage is most similar in meaning? LA. 8.1.6.8 Which is the best restatement of these lines? LA 8.1.6.9 In which sentence does _____ have the same have the same meaning as used in the sentence above? Rep. Category: Reading Application LA.8.1.7.2 With which statement would Avi most likely agree with? LA.8.1.7.2 Read this sentence from the passage. What is the most likely reason the author describes….this way? LA.8.1.7.3 If this novel was published in a newspaper, which heading best expresses the main idea? LA.8.1.7.4 Which factor forces Mr. Malloy to seek help from Ted Griffen? LA.8.1.7.5 How does Avi organize the Chapters 7-12 of this novel? LA.8.1.7.7 In what ways are humming and singing similar? Reporting Category: Literary Analysis LA.8.2.1.2 Character/Plot Development Which word/phrase best describes Philip’s personality? LA.8.2.1.7 Figurative Language Read these sentences from the passage. Which literary device is used in the sentence above? Reporting Category: Informational Text LA.8.6.1.1 Text Features The purpose of the text’s bold print headings and subheadings is to inform readers about…. LA.8.6.2.2 Determine the Validity and Reliability Which statement from the text best supports the idea that (characters or something from the text) was something specific?

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com: Novel: Nothing But The Truth

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Discuss the Learning Focus: Supporting our Ideas Activity 2.11 Introducing RAFT Nothing But the Truth Chapters 7-12 Identifying weak vs.strong arguments Analyzing Fact vs. Opinion Activity 2.12: Issues at School G&U (Pg. 154): Perfect Tenses /Participles Literary Terms Irony Theme Dialogue


2.11 RAFT 2.12 Close Reading, Marking the Text, Note taking, Paraphrasing, Quickwrite, Think-Pair-Share, Word Map

Teacher created assessment Chapter 7-12 Quiz Selected Reading Activities Vocabulary Quiz

Essential Questions: How does commercialism impact daily life? How does research enhance the ability to persuade? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.8) Which pair of words from the article “Student Dress Code” is most similar? Stem Question: Reading Application (LA.8.1.7.2) Read this sentence from the passage “Educators and the public are divided over the value of implementing school-uniform policies in the public schools.” What is the most likely reason the author includes this statement? LA.8.1.7.3 If this novel was published in a newspaper, which heading best expresses the main idea? LA.8.1.7.4 Which factor forces Mr. Malloy to seek help from Ted Griffen? LA.8.1.7.5 How does Avi organize the Chapters 7-12 of this novel? LA.8.1.7.7 In what ways are humming and singing similar? Stem Question: Literary Analysis (LA.8.2.1.2) Character/Plot Development Which word/phrase best describes Philip’s personality? Stem Question: Informational Text/Research Process (LA.8.6.2.2) Which statement from the text best supports the idea that implementing a dress code policy is a complex undertaking?

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com Novel: Nothing But The Truth

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Discuss the Learning Focus: Supporting our Ideas Activity 2.13 An Idea for Derek Jeter; Jeter: Put Your Money Where Your Fans Are Introducing RAFT G&U (pg. 169): Subordinate Clause, Independent Clause, Subordinating Conjunctions Nothing But the Truth Chapters 12-19


2.13 Drafting, Marking the Text, Skimming, SOAPStone, Think-Pair-Share

Teacher created assessment

Essential Questions: How does commercialism impact daily life? How does research enhance the ability to persuade? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.8) Read this line from “Jeter: Put Your Money Where Your Fans Are,” “The truth is, my students ask a valid question.” What is the best restatement of this line? (LA. 8.1.6.3) Read this sentence from the novel. “I was being patriotic. That’s all. It’s a free country. You have no right to stop me. I was just singing to myself.” What does the word patriotic mean as used in the above sentence? Stem Question: Reading Application (LA.8.1.7.2) With which statement would the author of this passage most likely agree? Those who have money should give back or The wealthy have earned the right to do with their resources as they please. Use information from the text to justify your answer. (LA 8.1.7.4) Which factor forces Mr. Malloy to seek help from Ted Griffen? (LA.8.1.7.5) How does Avi organize the Chapters 7-12 of this novel? (LA.8.1.7.7) In what ways are humming and singing similar? Stem Question: Literary Analysis (LA.8.2.1.2) What phrase best describes the speaker of the text? (LA.8.2.1.2) Which word/phrase best describes Philip’s personality? Stem Question: Informational Text/Research Process (LA.8.6.2.2) Which statement from the text best supports the idea that “We should be our brothers keeper?” (LA.8.6.1.1) The purpose of the text’s bold print headings and subheadings is to inform readers about….

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Novel Nothing But The Truth

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Discuss the Learning Focus: Supporting our Ideas Activity 2.14 Issues in the World Nothing But the Truth Embedded Assessment 2: Writing a Persuasive Essay Unit 2 Reflection page 184


2.14 Drafting, Graphic Organizer, Prewriting Marketing

Embedded Assessment 2: Writing a Persuasive Essay End of the Unit Online Assessment

Essential Questions: How does commercialism impact daily life? How does research enhance the ability to persuade?

Draft 2011-2012 Supplemental Resources : Language of Literature McDougal Littell; Springboard.collegeboard.com; Novel: Nothing But The Truth




Discuss the Learning Focus: Reflection and Revision Activity 3.1: Previewing the Unit Activity 3.2: Challenges in Life Review Writing Workshop #6 (pg 189): Expository Writing and Writing Workshop #10 (pg 189): Research See Signal Boxes In TE for the following:

• Word Connections

LA.8.1.6.1) – (LA.8.1.6.3) Use new vocabulary that is introduced and taught directly Use context clues to determine meanings of unfamiliar words (LA.8.1.6.10)- (LA.8.1.6.11) Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital tools LA.8.1.7.1 Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictions LA.8.1.7.2 Analyze the author’s purpose in a variety of texts and understand how they affect meanings LA.8.1.7.3 Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant details LA.8.1.7.5 Analyze a variety of text structures and text features Common Core Correlation: R.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. L.CCR.4 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. W.CCR.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

3.2 Graphic Organizer, Word Map Academic Vocabulary:

• Reflection • Multiple Intelligences • Coherence • Global Revision


Essential Questions: What is the relationship between challenges, multiple intelligences, and strategies? How can a wrier achieve coherence in writing?

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Novel: Nothing But The Truth; Prior Student Work

Draft 2011-2012




Discuss the Learning Focus: Reflection and Revision Supporting our Ideas Activity 3.3: Challenge Quotes Activity 3.4: Challenges in Learning Activity 3.5: Multiple Intelligences Activity 3.6: Multiple Intelligences—A Snapshot; An Introduction

LA.8.1.6.1) – (LA.8.1.6.3) Use new vocabulary that is introduced and taught directly Use context clues to determine meanings of unfamiliar words (LA.8.1.6.10)--(LA.8.1.6.11) Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital tools LA.8.1.7.1 Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictions LA.8.1.7.2 Analyze the author’s purpose in a variety of texts and understand how they affect meanings LA.8.1.7.3 Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant details LA.8.1.7.5 Analyze a variety of text structures and text features Common Core Correlation: R.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. L.CCR.4 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. W.CCR.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

3.3. Discussion Groups, Graphic Organizer, Oral Reading, Paraphrasing, Visualizing 3.4 Drafting, Graphic Organizer, Prewriting, Revising Prior Work, Word Map 3.5 Word Map 3.6 Prewriting



Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Prior Student Work

Draft 2011-2012




Discuss the Learning Focus: Reflection and Revision Activity 3.7: Strategies Reflection Activity 3.8: Using Multiple Intelligence Types 3.9: Multiple intelligences—Beyond Academics Activity 3.10: Reflecting on Yourself as a Learner


3.7 Revisiting Prior Work, Graphic Organizer 3.8 Graphic Organizer, Brainstorming, Word Map 3.9 Prewriting, Drafting, Self-Editing/Peer Editing, Word Map 3.10 Drafting, Self-Editing/Peer Editing, Word Map



Supplemental Resources: Language of Literature; Springboard.collegeboard.com; Prior Student Work

Draft 2011-2012




Discuss the Learning Focus: Reflection and Revision Activity 3.11: Strategies Reflection * Activity 3.8: Using Multiple Intelligence Types * 3.9: Multiple intelligences—Beyond Academics * Activity 3.10: Reflecting on Yourself as a Learner Activity 3.12: Revising for Coherence G&U (pg. 212): Complex Sentence (thesis) (pg 213): Usage of present tense when discussing events in literature


3.11 Quickwrite, Sharing and Responding, Word Map 3.12 Adding, Deleting, Rearranging, Word Map

Revision strategies



Draft 2011-2012




Discuss the Learning Focus: Reflection and Revision Embedded Assessment: Revising and Editing an Essay End of the Unit Reflection (pg 224)


Revisiting Prior Work, Adding, Replacing, Deleting, Self-Editing, Sharing and Responding

Embedded Assessment: Revising and Editing an Essay



Draft 2011-2012




Discuss the Learning Focus: Reflection and Revision Activity 4.1: Previewing the Unit Activity 4.2: An Allegory Activity 4.3: Literature Circles Activity 4.4: Learning About the Holocaust See Signal Boxes In TE for the following:


LA.8.1.6.1) – (LA.8.1.6.3) Use new vocabulary that is introduced and taught directly Use context clues to determine meanings of unfamiliar words (LA.8.1.6.10)--(LA.8.1.6.11) Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital tools LA.8.1.7.1 Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictions LA.8.1.7.2 Analyze the author’s purpose in a variety of texts and understand how they affect meanings LA.8.1.7.3 Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant details LA.8.1.7.5 Analyze a variety of text structures and text features Common Core Correlations: (R.CCR.1 - R.CCR.2) 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; Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (W.CCR.1 - W.CCR.2) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence; Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.CCR.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

4.1 Close Reading, Graphic Organizer, KWL Chart, Marking the Text, Summarizing/Paraphrasing, Think-Pair-Share 4.3 Double-Entry Journal, KWHL Chart, Visualizing 4.4 Graphic Organizer, KWHL Chart, Note taking, Summarizing/Paraphrasing Academic Vocabulary:

• Allegory • Communication • Euphemism • Taking Notes • Theme • Media Channels

Essential Questions: How can one person make a difference when encountering a social challenge? How do people communicate effectively?

Draft 2011-2012 Supplemental Resources: Language of Literature McDougal LittellSpringboard.collegeboard.com; Various Children’s Books relating to the Holocaust; Map of Europe to display




Discuss the Learning Focus: Effective Discussions Continue Activity 4.4: Learning About the Holocaust Activity 4.5: The Holocaust in Film Activity 4.6: Effective Discussions


4.4 Graphic Organizer, KWHL Chart, Note taking, Summarizing/Paraphrasing 4.5 KWHL Chart, Think-Pair-Share, Holocaust Film Viewing Charts (Graphic Organizer) 4.6 Discussion Groups, Graphic Organizers, Quickwrite, Think-Pair-Share



Draft 2011-2012 Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Films: The Diary of Anne Frank and Life is Beautiful




Discuss the Learning Focus: Effective Discussions Activity 4.7: Exploring the Books Activity 4.8: Establishing Groups Activity 4.9: Beginning the Books Activity 4.10: Favorite Passages


4.7 Graphic Organizer, Note taking 4.8 Drafting, Group Discussion 4.9 Beginning the Books 4.10 Double-Entry Journal, Marking the Text, Oral Reading, Quickwrite, Skimming/Scanning



Draft 2011-2012

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Books for Literature Circle; Dictionary




Discuss the Learning Focus: Effective Discussions Activity 4.11: What We’ve Learned So Far Activity 4.12: Understanding the Books Activity 4.13: First They Came for the Communists Activity 4.14: Never Again?


4.11 KWHL Chart, Revisiting Prior Work, Skimming/Scanning, Word Map 4.12 Marking the Text, Note taking, Oral Reading, Rereading, Word Map 4.13 Graphic Organizer, Marking the Text, Rereading, Skimming/Scanning, Word Map 4.14 Drafting, Graphic Organizer, Prewriting, Visualizing


Essential Questions: How can one person make a difference when encountering a social challenge? How do people communicate effectively? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.3) Read this sentence from “First They Came For The Communist,” “When they locked up the social democrats, I remained silent.” What is a social democrat? Stem Question: Reading Application (LA.8.1.7.2) With which statement would the author of “First They Came For The Communists” most likely agree? It’s okay to keep silent if a situation does not involve you personally or It’s never okay to keep silent when you observe injustices. Explain your choice using information from the text. Stem Question: Literary Analysis (LA.8.2.1.7) Read this sentence from the passage “First They Came For The Communist,” “When they came for me, there was no one left to speak out.” How does this statement support the theme of the passage? Stem Question: Informational Text/Research Process (LA.8.6.1.1) What emotions does the image of the Nazi hat conjure in the mind of the reader? Explain.

Draft 2011-2012

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Short Story: Terrible Things: An Allegory of the Holocaust




Discuss the Learning Focus: Effective Discussions Continue Activity 4.14: Never Again? Embedded Assessment 1: Presenting Voices of the Holocaust


Drafting, Note taking, Oral Reading

Embedded Assessment 1: Presenting Voices of the Holocaust Writing Prompt: Use your prewriting and your discussion notes to write a thoughtful reflection to the question: “Why should students learn about the Holocaust?”


Draft 2011-2012





Discuss the Learning Focus: Creating a Thoughtful Opinion Activity 4.15: Recognizing Problems and Generating Solutions Writing Workshop #8 (pg 266): Persuasive Writing Activity 4.16: From Dream to Reality Activity 4.17: Celebrity Causes G&U (pg 275): Pronouns & Antecedents; (pg 276): Punctuation Marks (Hyphens Ellipses, Colon, Semi-colon, Brackets, Parenthesis) Activity 4.18: Nobel Contributions


4.15: Graphic Organizer, Revisiting Prior Work, Think-Pair-Share 4.16 Discussion Groups, Graphic Organizer, Quickwrite 4.17 Drafting, Graphic Organizer, Marking the Text, Quickwrite, Rereading, Skimming/Scanning, Think-Pair-Share 4.18 Graphic Organizer, Skimming/Scanning, Think-Pair-Share


Essential Questions: How can one person make a difference when encountering a social challenge? How do people communicate effectively? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.8) Which pair of words from “When Stars Align” is most similar in meaning? Stem Question: Reading Application (LA.8.1.7.3) What could be another name for this selection? Stem Question: Informational Text/Research Process (LA.8.6.2.2) Which sentence from “When Stars Align” best emphasizes the idea that the elimination of poverty is a global responsibility?

Draft 2011-2012

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Dictionary/Thesaurus; Nobel Peace Prize Press Releases (Internet); Information about Wangari Maathai 2004 Nobel Peace Prize recipient




Discuss the Learning Focus: Creating a Thoughtful Opinion Activity 4.19: Students Taking Action G&U (pg 283): Present Progressive (pg 286): Introducing Elements (pg 288): Participle Activity 4.20: Getting the Word Out

LA.8.1.6.1) – (LA.8.1.6.3) Use new vocabulary that is introduced and taught directly Use context clues to determine meanings of unfamiliar words (LA.8.1.6.10)--(LA.8.1.6.11) Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital tools LA.8.1.7.1 Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictions LA.8.1.7.2 Analyze the author’s purpose in a variety of texts and understand how they affect meanings LA.8.1.7.3 Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant details LA.8.1.7.5 Analyze a variety of text structures and text features Common Core Correlations: (R.CCR.1 - R.CCR.2) 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; Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (W.CCR.1 - W.CCR.2) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence; Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.CCR.9 Draw evidence from literary or informational texts to support analysis,

4.19 Drafting, Graphic Organizer, Marking the Text, Note taking, Think Aloud 4.20 Discussion Groups, Graphic Organizer, Word Map


Essential Questions: How can one person make a difference when encountering a social challenge? How do people communicate effectively? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.8) Which pair of words from the text is most similar? Stem Question: Informational Text/Research Process (LA.8.1.7.3) How does Beth promote the idea of the “science of sustainability” in the article “Science Hero: Beth Rickard Environmentalist”? Stem Question: Literary Analysis (LA.8.2.1.2) What phrase best describes the theme in the selections “Making A Difference, One Child at a Time” and “Science Hero: Beth Rickard Environmentalist”? Stem Question: Informational Text/Research Process (LA.8.6.2.2) What statement from both texts best supports the idea that everyone can play a part in making the world better? Explain.

Draft 2011-2012

reflection, and research.

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Public Service Announcements; Internet Access




Discuss the Learning Focus: Creating a Thoughtful Opinion Embedded Assessment 2: Taking Action About an Issue End of the Unit Reflection


Discussion Groups, Graphic Organizer, KWHL Chart

Embedded Assessment 2: Taking Action About An Issue


Draft 2011-2012





Discuss the Learning Focus: Defining Comedy Activity 5.1: Previewing the Unit Activity 5.2 What Makes You Laugh? G&U (pg 312): Verb Agreement (pg 313): Brackets Activity 5.3: Humorous Vocabulary Activity 5.4: Humorous Anecdotes See Signal Boxes In TE for the following:


LA.8.1.6.1) – (LA.8.1.6.3) Use new vocabulary that is introduced and taught directly Use context clues to determine meanings of unfamiliar words (LA.8.1.6.10)--(LA.8.1.6.11) Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital tools LA.8.1.7.1 Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictions LA.8.1.7.2 Analyze the author’s purpose in a variety of texts and understand how they affect meanings LA.8.1.7.3 Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant details LA.8.1.7.5 Analyze a variety of text structures and text features Common Core Correlation: (R.CCR.1 - R.CCR.2) 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; Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (W.CCR.1 - W.CCR.2) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence; Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.CCR.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. L.CCR.2

5.1 Close Reading, Graphic Organizer, KWL Chart, Marking the Text, Summarizing/Paraphrasing, Think-Pair-Share 5.2 Marking the Text, Think-Pair-Share, 5.3 Graphic Organizer, Previewing 5.4 Graphic Organizer, Word Map Academic Vocabulary:

• Anecdote • Elements of Humor • Levels of Comedy • Performance


Essential Questions: How is humor created? How do people respond to humor, and why do responses vary? FCAT Stem Questions: Stem Question: Reading Application (LA.8.1.6.8) Read these lines from the text (Lines from the text) What is the best restatement of these lines? Stem Question: Reading Application (LA.8.1.7.3) If the text were published in a newspaper, which headline best expresses the main idea? Stem Question: Informational Text/Research Process (LA.8.2.2.1) Based upon the graphic illustrations, what can the reader conclude about (a character or idea presented by the author)? Stem Question: Informational Text/Research Process (LA.8.6.1.1) The purpose of the text’s bold print headings, subheadings, and questions is to inform readers about…

Draft 2011-2012 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. RL.CCR.6 Assess how point of view or purpose shapes the content and style of a text.

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Video Clip: Jerry Seinfeld: “I’m Telling You for the Last Time.”




Discuss the Learning Focus: Defining Comedy Activity 5.5: An Array of Humorous Vocabulary Activity 5.6: Finding Truth in Comedy G&U (pg 328): Pronouns/Antecedents; (pg 329): Phrases Activity 5.7: Humorous Nonprint Text Activity 5.8: Levels of Comedy Writing Workshop #3 (pg 330): Response to Literary of Expository Text

LA.8.1.6.1) – (LA.8.1.6.3) Use new vocabulary that is introduced and taught directly Use context clues to determine meanings of unfamiliar words (LA.8.1.6.10)--(LA.8.1.6.11) Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital tools LA.8.1.7.1 Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictions LA.8.1.7.2 Analyze the author’s purpose in a variety of texts and understand how they affect meanings LA.8.1.7.3 Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant details LA.8.1.7.5 Analyze a variety of text structures and text features Common Core Correlation: (R.CCR.1 - R.CCR.2) 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; Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (W.CCR.1 - W.CCR.2) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence; Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.CCR.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. L.CCR.2 Demonstrate command of the conventions of standard English

5.5 Graphic Organizer, Think Aloud 5.6 Graphic Organizer, Metacognitive Markers 5.7 Graphic Organizer 5.8 Graphic Organizer, Marking the Text, Note taking, skimming


Essential Questions: How is humor created? How do people respond to humor, and why do responses vary? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.8) What pair of words from the text is most opposite in meaning? Stem Question: Reading Application (LA.8.1.7.2) With which statement would the author of this passage most likely agree? Stem Question: Informational Text/Research Process (LA.8.2.1.7) Read these sentences from the passage. (sentence(s) from the passage) Which literary device in used in the above sentence(s)? Stem Question: Informational Text/Research Process (LA.8.6.1.1) The graphic illustrations in the text serve to…

Draft 2011-2012 capitalization, punctuation, and spelling when writing. RL.CCR.6 Assess how point of view or purpose shapes the content and style of a text.

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Examples of Comic Strips and Political Cartoons




Supplemental Resources Activity 5.9: Elements of Humor Activity 5.10: Elements of Comic Characters and Caricatures Activity 5.11: Comic Situations G&U (pg 336): First Person Point of View Activity 5.12: Comic Word Play Writing Workshop #3 (pg 338): Poetry

LA.8.1.6.1) – (LA.8.1.6.3) Use new vocabulary that is introduced and taught directly Use context clues to determine meanings of unfamiliar words (LA.8.1.6.10)--(LA.8.1.6.11) Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital tools LA.8.1.7.1 Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictions LA.8.1.7.2 Analyze the author’s purpose in a variety of texts and understand how they affect meanings LA.8.1.7.3 Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant details LA.8.1.7.5 Analyze a variety of text structures and text features Common Core Correlation: (R.CCR.1 - R.CCR.2) 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; Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (W.CCR.1 - W.CCR.2) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence; Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.CCR.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. L.CCR.2 Demonstrate command of the conventions of standard English capitalization,

5.9 Graphic Organizer 5.10 Graphic Organizer, Note taking, Think-Pair-Share, 5.11 Graphic Organizer, Note taking, Word Map 5.12 Marking the text

Analytical Paragraph Essential Questions: How is humor created? How do people respond to humor, and why do responses vary? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.3) Read this sentence from the passage (sentence) What does the (word from the text) mean? Stem Question: Reading Application (LA.8.1.7.2) Read this sentence from the passage (sentence) What is the most likely reason the author describes the (item/situation) this way? Stem Question: Literary Analysis (LA.8.2.1.7) Read these sentences from the passage (sentence(s) from the passage) Which literary device is used in the above sentence(s)? Stem Question: Informational Text/Research Process (LA.8.6.2.2) Which sentence from the text best emphasizes (specific aspect) of (a specific place in the text?)

Draft 2011-2012 punctuation, and spelling when writing. RL.CCR.6 Assess how point of view or purpose shapes the content and style of a text.

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Film Clip: The Simpsons (Opening clip), Pleasantville, Monsters, Inc.; Sample drawings or descriptions of caricatures




Discuss the Learning Focus: Defining Comedy Activity 5.13: Elements of Humor—More Wordplay Activity 5.14: Elements of Humor—Hyperbole Activity 5.15: Finding the Humor G&U (pg 344): Adjectival Clauses

LA.8.1.6.1) – (LA.8.1.6.3) Use new vocabulary that is introduced and taught directly Use context clues to determine meanings of unfamiliar words (LA.8.1.6.10)--(LA.8.1.6.11) Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital tools LA.8.1.7.1 Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictions LA.8.1.7.2 Analyze the author’s purpose in a variety of texts and understand how they affect meanings LA.8.1.7.3 Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant details LA.8.1.7.5 Analyze a variety of text structures and text features Common Core Correlation: (R.CCR.1 - R.CCR.2) 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; Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (W.CCR.1 - W.CCR.2) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence; Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.CCR.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. L.CCR.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

5.13 Marking the Text, Role Playing 5.14 Graphic Organizer, Think-Pair-Share 5.15 Graphic Organizer, Marking the Text, Note taking, Scanning


Essential Questions: How is humor created? How do people respond to humor, and why do responses vary? FCAT Stem Questions: Stem Question: Vocabulary (LA.8.1.6.8) Which pair of words from the text is most similar? Stem Question: Reading Application (LA.8.1.7.3) Based on their (information from the text) how do (characters) think (something was achieved?) Stem Question: Informational Text/Research Process (LA.8.6.2.2) Which sentence from the text best emphasizes (specific aspect) of (a specific place in the text?)

Draft 2011-2012 RL.CCR.6 Assess how point of view or purpose shapes the content and style of a text.

Supplemental Resources : Language of Literature McDougal Littell; Springboard.collegeboard.com; Examples of one-liners and puns; Humorous skit “Who’s on First?




Discuss the Learning Focus: Defining Comedy Embedded Assessment 1: Writing an Analysis of a Humorous Text

LA.8.1.6.1) – (LA.8.1.6.3) Use new vocabulary that is introduced and taught directly Use context clues to determine meanings of unfamiliar words (LA.8.1.6.10)--(LA.8.1.6.11) Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital tools LA.8.1.7.1 Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictions LA.8.1.7.2 Analyze the author’s purpose in a variety of texts and understand how they affect meanings LA.8.1.7.3 Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant details LA.8.1.7.5 Analyze a variety of text structures and text features Common Core Correlation: (R.CCR.1 - R.CCR.2) 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; Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (W.CCR.1 - W.CCR.2) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence; Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.CCR.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. L.CCR.2 Demonstrate command of the conventions of standard English capitalization,

Drafting, Self-Editing

Embedded Assessment 1: Writing an Analysis of a Humorous Text

Essential Questions: How is humor created? How do people respond to humor, and why do responses vary?

Draft 2011-2012 punctuation, and spelling when writing. RL.CCR.6 Assess how point of view or purpose shapes the content and style of a text.

Supplemental Resources : Language of Literature McDougal Littell; Springboard.collegeboard.com




Discuss the Learning Focus: Performing Comedy 5.16: Getting to Know Shakespeare 5.17: Putting the Play into Context 5.18: Insults with Flair G&U (pg) 359: Punctuation, Exclamation Points, Semi-Colon, Comma, Question Mark Writing Workshop #5 (pg 359): Script Writing 5.19: A Guided Reading of a Scene G&U (pg 360): Apostrophe 5.20: A Close Reading of a Scene


5.16 Close Reading, Graphic Organizer, Note taking 5.17 Think-Pair-Share 5.18 Close Reading, Paraphrasing, Word Map 5.19 Rereading, Scanning, Summarizing 5.20 Close Reading, Marking the Text, Rereading, Scanning, Summarizing




Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Plot Summary of A Midsummer Night’s Dream; Shakespearean, Dictionary




Discuss the Learning Focus: Performing Comedy Activity 5.21: From Acting Companies to Focus Groups Activity 5.22: Same Text, Different Text Activity 5.23: Performance Plan

LA.8.1.6.1) – (LA.8.1.6.3) Use new vocabulary that is introduced and taught directly Use context clues to determine meanings of unfamiliar words (LA.8.1.6.10)--(LA.8.1.6.11) Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital tools LA.8.1.7.1 Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictions LA.8.1.7.2 Analyze the author’s purpose in a variety of texts and understand how they affect meanings LA.8.1.7.3 Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant details LA.8.1.7.5 Analyze a variety of text structures and text features Common Core Correlation: (R.CCR.1 - R.CCR.2) 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; Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (W.CCR.1 - W.CCR.2) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence; Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.CCR.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. L.CCR.2 Demonstrate command of the conventions of standard English

5.21 Graphic Organizer 5.22 Graphic Organizer 5.23 Graphic Organizer



Draft 2011-2012 capitalization, punctuation, and spelling when writing. RL.CCR.6 Assess how point of view or purpose shapes the content and style of a text.

Supplemental Resources: Language of Literature McDougal Littell; Springboard.collegeboard.com; Multiple Film Version Clips of A Midsummer Night’s Dream




Discuss the Learning Focus: Performing Comedy Embedded Assessment 2: Performing a Comic Scene End of the Unit Reflection


Marking the Text Embedded Assessment 2 End of the Unit Assessment


SpringBoard Eighth Grade Language Arts - Instructional...

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