8.4.2LA


 * Grade: 8 Unit: 4 Week: 2 Content: ELA Dates: 2/11-2/16/2013 **


 * Theme Essential Question: ** How are artist and authors similar?


 * Essential Questions: **
 * What are some of the elements that artist use to convey a message in a presentation?
 * How do artist decide what will or will not be in their presentation?


 * Focus Standards for Unit Four **
 * ** R.L.8.2 Key Ideas and Details ** : Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
 * ** R.I.8.4 Craft and Structure ** : Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
 * ** R.I. 8.5 Craft and Structure ** : Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
 * ** R.I.8.7 Integration of Knowledge and Ideas ** : Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
 * ** R.I.8.8 Integration of Knowledge and Ideas ** : Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
 * ** R.I.8.9 Integration of Knowledge and Ideas ** : Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or integration.
 * ** W.8.1a Research to Build and Present Knowledge ** : Introduce claim(s) and organize the reasons and evidence clearly.
 * ** W.8.1b Research to Build and Present Knowledge ** : Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic and text.
 * ** W.8.1c Research to Build and Present Knowledge ** : Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
 * ** W.8.1d Research to Build and Present Knowledge ** : Establish and maintain a formal style.
 * ** W.8.1e Research to Build and Present Knowledge ** : Provide a concluding statement or section that follows from the argument presented.
 * ** W.8.2 Text Types and Purposes: ** Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
 * ** S.L.8.2 Comprehension and Collaboration: ** Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
 * ** L.8.5 Vocabulary Acquisition and Use: ** Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * ** L.8.5.b Vocabulary Acquisition and Use ** : Use the relationship between particular words to better understand each of the words.
 * ** L.8.5.c Vocabulary Acquisition and Use ** : Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).


 * Ongoing Standards for Unit Four **
 * ** R.L.8.1 Key Ideas and Details ** : Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
 * ** R.L.8.3 Key Ideas and Details ** : 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.
 * ** R.L.8.4 Craft and Structure ** : Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions.
 * ** R.L.8.5 Craft and Structure ** : Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributions to its meaning and style.
 * ** R.L.8.6 Craft and Structure ** : Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
 * ** R.L.8.9 Integration of Knowledge and Ideas ** : Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
 * ** R.I.8.1 Key Ideas and Details ** : Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
 * ** R.I.8.2 Key Ideas and Details ** : 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.
 * ** R.I.8.3 Craft and Structure ** : Analyze how a text makes connections among and distinctions among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
 * ** R.I.8.4 Craft and Structure: ** Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
 * ** R.I.8.6 Craft and Structure ** : Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
 * ** W.8.4 Production and Distribution of Writing ** : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.)
 * ** W.8.5 Production and Distribution of Writing ** : With some guidance and strong support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of language standards 1-3 up to and including grade 8.)
 * ** W.8.6 Production and Distribution of Writing ** : 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.
 * ** W.8.7 Research to build and Present Knowledge ** : Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
 * ** W.8.9 Research to Build and Present Knowledge ** : Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * ** W.8.9.a Research to Build and Present Knowledge ** : Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”.)
 * ** W.8.9.b Research to Build and Present Knowledge ** : Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
 * ** S.L.8.1 Comprehension and Collaboration: ** Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 8 topics, texts, and issues,// building on others’ ideas and expressing their own clearly.
 * ** S.L.8.1.a Comprehension and Collaboration ** : Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
 * ** S.L.8.1.b Comprehension and Collaboration ** : Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
 * ** S.L.8.1.c Comprehension and Collaboration ** : Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
 * ** S.L.8.1.d Comprehension and Collaboration ** : Acknowledge new information expressed by others, and when warranted, qualify or justify their own views in light of the evidence presented.
 * ** S.L.8.6 Presentation of Knowledge and Ideas ** : Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
 * ** L.8.1 Conventions of Standard English: ** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * ** L.8.1.a Conventions of Standard English ** : Explain the function of verbals (gerunds, particles, infinitives) in general and their function in particular sentences.
 * ** L.8.1.b Conventions of Standard English ** : Form and use verbs in the active and passive voice.
 * ** L.8.1.c Conventions of Standard English ** : Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
 * ** L.8.1.d Conventions of Standard English: ** Recognize and correct inappropriate shifts in verb voice and mood.
 * ** L.8.2. Conventions of Standard English: ** Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * ** L.8.2.a Conventions of Standard English ** : Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
 * ** L.8.2.b Conventions of Standard English ** : Use ellipsis to indicate an omission.
 * ** L.8.2.c Conventions of Standard English ** : Spell correctly.
 * ** L.8.3 Knowledge of Language: ** Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 * ** L.8.3.a Knowledge of Language ** : Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
 * ** L.8.4.a Vocabulary Acquisition and Use: ** Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
 * ** L.8.4.b Vocabulary Acquisition and Use ** : Use common, grade-appropriate Greek or Latin affixes and roots, as clues to the meaning of a word (e.g., precede, recede, secede).
 * ** L.8.4.c Vocabulary Acquisition and Use ** : Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
 * ** L.8.4.d Vocabulary Acquisition and Use ** : Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
 * ** L.8.5 Vocabulary Acquisition and Use: ** Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * ** L.8.5.b Vocabulary Acquisition and Use: ** Use the relationship between particular words to better understand each of the words.
 * ** L.8.5.c Vocabulary Acquisition and Use: ** Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).


 * Objectives **
 * TLW analyze visual text as they review the levels of questioning through Blooms.
 * TLW discuss how details (visually and written) reveal mood and theme.
 * TLW determine the message behind the presentation by breaking down its different parts.
 * TLW analyze the purpose of a presentation based on the different elements they use.
 * TLW read and discuss a variety of fiction and nonfiction, specifically what these genres reveal about art and artists.
 * TLW determine the author’s point of view/purpose in a text and compare it with an artist’s perspective in a work of art.
 * TLW compare and contrast authors’ and artists’ motivations for creativity.
 * TLW determine the meaning of words and phrases as they are used to describe authors and artists, including figurative and technical vocabulary.
 * TLW discuss how the use of literary techniques, such as humor or point of view, helps engage readers with the text.
 * TLW participate in group discussions.


 * Assessment **
 * Product **
 * Outline the characteristics of the given genre.
 * Word web—describe the elements of mood of each genre.
 * Upload images of art—add text and/or music that describe thoughts regarding the motivation of the artist.


 * Key Questions **
 * What can you infer from the painting regarding the artist?
 * How would you describe the mood and tone of the piece?
 * What evidence is presented that leads you in that manner?


 * Observable Behaviors **
 * Teacher observation-Cooperative Learning (S)


 * Vocabulary **
 * ** ELA ** ||  ||   ||
 * Brush strokes ||  ||   ||
 * Impressionist ||  ||   ||
 * Medium ||  ||   ||


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Look at a variety of art—(fine art, illustrations, ads, pictorial histories…)
 * Evaluate the motive behind each presentation. How does the motivation affect the message? Why?
 * Write responses in your journal.
 * Share with your partner or group.
 * Look at how artists’ use of perspective impacts the works of art. Discuss the different perspectives with your classmates (e.g., bird’s eye, worm’s eye) and how changing the perspective would entirely change the piece. Find other examples of art using these perspectives. As proceeding through the unit, use a similar approach to examine how authors use point of view. Determine an author’s point of view or purpose in a text and analyze how (and if) the author acknowledges conflicting viewpoints. How does the point of view affect your understanding of the story, and how would changing the point of view entirely change the story?
 * As student reads biographies of authors and artists, they are to take notes in their journals about the character’s motivation for creativity. As they take notes about these categories, they are to think about the similarities and differences between authors and artists. Be sure they note the page numbers with relevant information so they can go back and cite the text during class discussion. Focus on the following questions: 1) Who is the focus of the biography? 2) When did the author or artist first know that he/she was a creative person? 3) How did the time in which the author or artist lived, or his/her physical location (i.e., urban or rural), impact his/her work? 4) What unique words and phrases are used to describe the artist?
 * Compare and contrast the lives of authors and artists based on the information from the graphic organizer. Can the student begin to make any generalizations about how authors and artists are similar? What are they?
 * Look at a variety of art: fine art, illustrations, ads, pictorial histories, etc. Evaluate the motives (e.g., social, commercial, political) behind each presentation. How does the motivation impact the message? Why? Write responses to these questions in their journals and share with a partner prior to class discussion.
 * (Continuing activity from the third unit) Students are to add words found, learned, and used this unit to their personal dictionary; elements of art/principles of design: color, line, proportion, line, shape, space, unit, balance, form, texture, rhythm). This unit focuses on distinguishing among the connotations of these words as they are used by artists. This dictionary will be used all year long to explore the semantics (meanings) of words and their origins.
 * Just as the elements and principles of design are building blocks for artists, discuss the elements or building blocks for quality writing. Write responses to these questions in their journals and share with a partner prior to class discussions.
 * Examine and discuss the variety of perspectives used by the artists in the artworks used (e.g., worm’s eye perspective, sitting at the table, far away, up close, etc.). How does the perspective affect the viewer’s relationship to the work? Write response to these questions in journals and share with a partner prior to class discussion. Discuss how this compare to authors’ use of perspective in the characters they create.

Read for 30 minutes each evening from a self-selected book and complete a reading log.
 * Homework **


 * Terminology for Teachers **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers  || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ** Multicultural Concepts **


 * Resources **


 * Professional Texts **


 * Literary Texts****
 * Leaving Eldorado (Joann Mazzio)
 * Talking With Tebe: Clementine Hunter, Memory Artist (Mary E. Lyons) (easier)
 * A Portrait of the Artist as a Young Man (James Joyce) (advanced)


 * Informational Texts****
 * A Short Walk Around the Pyramids & Through the World of Art (Philip M. Isaacson) (E)
 * Smithsonian Q&A: American Art and Artists: The Ultimate Question & Answer Book (Tricia Wright)


 * Art, Music, and Media****
 * Artist to Artist: 23 Major Illustrators Talk to Children About Their Art (Eric Carle, Mitsumasa Anno, and Quentin Blake)
 * Vincent Van Gogh: Portrait of an Artist (Jan Greenberg and Sandra Jordan) (E)
 * Book of Black Heroes: Great Women in the Struggle (Tayomi Igus)
 * Norman Rockwell: Storyteller with a Brush (Beverly Gherman)
 * Sparky: The Life and Art of Charles Schulz (Beverly Gherman)
 * Andy Warhol, Prince of Pop (Jan Greenberg and Sandra Jordan)
 * A Caldecott Celebration: Seven Artists and their Paths to the Caldecott Medal (Leonard S. Marcus)
 * Marc Chagall (Artists in Their Time series) (Jude Welton)
 * Mary Cassatt: Portrait of an American Impressionist (Tom Streissguth)
 * Vincent Van Gogh: Sunflowers and Swirly Stars (Smart About Art series) (Brad Buck and Joan Holub) [easier to read]
 * Henri Matisse: Drawing with Scissors (Smart About Art series) (Jane O'Connor and Jessie Hartland) [easier to read]
 * Pablo Picasso: Breaking All the Rules (Smart About Art series) (True Kelley) [easier to read]
 * The Lives of the Artists (Giorgio Vasari), excerpt on Michelangelo or Leonardo [advanced readers]
 * Artist Pablo Picasso (ReadWriteThink)
 * Looking at Art: Seeing Questions (Incredible @rt Department)
 * How to Look at Art (Kinder Art)
 * Most Famous World Art Museums (ExploringAbroad.com)
 * 10 Breathtaking Pencil and Ink Works of Art (Frikoo.com)
 * Extreme Engineering: 15 of Man’s Most Impressive Construction Projects (Frikoo.com)


 * Manipulatives **


 * Games **


 * Videos****


 * Sight Words****

Identifying theme and recurring theme in "The Treasure of Lemon Brown" by Walter Dean Myers and "Ribbons" by Laurence Yep The novel The Outsiders; character development, social groups, peer pressure, DCSD, Douglas County Teaching students how to select the right book for themselves to read, working up to reading silently to self with a timer, and how to read with a partner. This interactive lesson walks students through the process of writing effective introductory and concluding paragraphs. Two-column notes, group practice, and individual practice (I do, we do, you do) are included. This lesson breaks down the daunting task of organizing a comparison/contrast essay into 4 steps. The example used is comparing Ancient Greece and Ancient Rome, but could easily be substituted with any subject matter. This lesson is designed to introduce or review common advertising techniques and to foster imagination in the creation of an advertisement demonstrating recognition of these techniques. How the nature and purpose of media products influence content and meaning (for example, selection of stories for a front page or news broadcast). This lesson uses popular music lyrics adn a short United Streaming video to help students understand the literary devices metaphors, similies, and hyperboles. This lesson review metaphors and similes, has student identify examples, and culminates with students writing a simile and metaphor on their own. 50 minute lesson on idioms. Use a variety of images to craft sentences using figurative language. Use Senteo interactive response system to test knowledge of synonyms.
 * SMART Board Lessons**, Promethean Lessons **
 * R.L.8.2 Recurring Theme
 * R.L.8.2 The Outsiders
 * R.I. 10 Silent reading with self and partner
 * W.8.1e Introductory and Concluding Paragraphs
 * W.8.2 Writing a Comparison Contrast Essay
 * S.L.8.2 Common Advertising Techniques
 * S.L.8.2 Impact of nature and purpose on content and meaning
 * L.8.5/L.8.5.a Metaphors, Similes, and Hyperbole in lyric
 * L.8.5/L.8.5.a Metaphor and Simile
 * L.8.5/L.8.5.a Idioms
 * L.8.5/L.8.5.a Figuratively Speaking
 * L.8.5.b Thesaurus 1 (Question Set)


 * Other Activities, etc. **

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 || Matrix ||=  ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 || Home K-2 ||= Home 3-6 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||
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