8.2.6LA

Grade 8 Unit 2 
 * Grade: 8 Unit:2 Week: 6 Content: ELA Dates: 11/5-11/7/2012 **


 * Theme Essential Question: **
 * How does the rural setting contribute to the overall meaning of the texts? **


 * Essential Questions: **
 * 1) ** What is the best medium to present the argument? **
 * 2) ** What is a concluding statement? **
 * 3) ** How do I write a concluding statement of support? **
 * 4) ** How do I use relevant evidence to support my claims and counter claims? **


 * Focus Standards **
 * ** 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 8.7 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.
 * ** W.8.1 Text Types and Purposes: ** Write arguments to support claims with clear reasons and relevant evidence.
 * ** W.8.1.a Text Types and Purposes ** : Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
 * ** W.8.1.b Text Types and Purposes ** : Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
 * ** W.8.1.c Text Types and Purposes: ** Use words, phrases, and clauses to create cohesion and clarify the relationship among claim(s), counterclaim(s), reasons, and evidence.
 * ** W.8.1.d Text Types and Purposes: ** Establish and maintain a formal style.
 * ** W 8.1.e Text Types and Purposes: ** Provide a concluding statement or section that follows from and supports the argument presented.
 * ** 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.


 * Ongoing Standards **
 * ** R.L.8.1 ** **Key Ideas and Details:** Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
 * ** R.L.8.2 ** **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.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 to other texts.
 * ** R.L.8.6 ** **Craft and Structure:** Analyze how differences in the points of view of the characters and audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
 * ** 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.8.3 ** **Key Ideas and Details:** Analyze how a text makes connections 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.8.5 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.8.6 ** **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.
 * ** 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.
 * ** W.8.5 ** **Production and Distribution of Writing:** With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
 * ** 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.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 when irrelevant evidence is introduced”).
 * ** 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 the rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles. As needed.
 * ** S.L.8.3 ** **Comprehension and Collaboration:** Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
 * ** L.8.2.b ** **Conventions of Standard English:** Use an ellipsis to indicate an omission.
 * ** 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).


 * Objectives **
 * 1) TLW present an argument, supported by clear reasons and evidence, about the presentation of rural life that I believe was the most memorable.
 * 2) TLW provide evidence that supports an analysis of what the text states.
 * 3) TLW will determine the theme of a text, including the relationship to the setting.
 * 4) TLW analyze how word connotation, meaning and tone affect the outcome.

// (insert standards here) //
 * Cross curricular Standards **

Objectives

Product 1.Create a video that mimics a public service announcement; select an appropriate topic. Research through various media, internet, and print sources; students view project, and generate discussion/opinions of information presented in videos. 2.Chart the pros/cons of a particular argument. Explain choice through student led conferences. Analyze student work – thumbs up/down – and support of representation
 * Assessment **

Key Questions
 * 1) What must a concluding statement contain?
 * 2) What is the best way to present your argument?
 * 3) What aspects must be represented to convey your argument?

Observable Behaviors Peer Evaluations


 * Vocabulary **
 * ** ELA ** ||
 * Historical context ||
 * Injustice ||
 * Repetition ||
 * Symbolism ||


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * 1) Discuss the question “How can we fight injustice”. (MCO – S)
 * 2) Popcorn out words and images that come to mind when they hear the word injustice.
 * 3) Discuss students’ ideas and how students feel when they witness injustice.
 * 4) Complete the “List It” activity on p. 854 (textbook).
 * 5) Analyze visuals (textbook p. 858) “I Want to Write” by Margaret Walker.
 * 6) Analyze Visuals (textbook p.859) “Sit-ins” by Margaret Walker. (MCO – S)
 * 7) Conclude reading //Summer of My German Soldier//.
 * 8) Research what the state of Arkansas was like during World War II – population, geography, major industries. Students will brainstorm their ideas on why prison camps for German POWs were set up in this particular state. (A map of Arkansas may assist in this research.) Explain why you would or would not like to have lived in the time and place of the novel. [HYS – GTH]

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 ||   ||
 * || ** Multicultural Concepts **


 * Resources **


 * Professional Texts **


 * Literary Texts **
 * HMU 7, pages 856-860


 * Informational Texts **


 * Art, Music, and Media **
 * List


 * Manipulatives **
 * List


 * Games **
 * List


 * Videos **
 * List


 * Sight Words **
 * List


 * Smartboard Lessons, Promethean Lessons **
 * List


 * Other Activities, etc. **
 * [|www.thinkcentral.com]
 * Odyssey Activities

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