8.4.3LA


 * Grade: 8 Unit: 4 Week: 3 Content: ELA Dates: 2/19-2/22/2013 **


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


 * Essential Questions: **
 * What kinds of sentences does an author use to convey a key point?
 * How do I determine the importance of a particular sentence?
 * Why does an author use certain elements to convey a message?
 * What are the key elements that an author uses to convey a message?


 * 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 determine a key concept by breaking down the paragraph.
 * TLW determine the importance of different sentences in a paragraph.
 * TLW determine theme by breaking down different elements of a text.
 * TLW conduct research on an artist of choice.
 * TLW write a variety of responses to literature, poetry, informational text, and works of art.


 * Assessment **
 * Product **
 * Manipulative Text (Unscramble an article or text)
 * Plot Diagram
 * Change the Genre (narrative to poem or informational to narrative, etc.)
 * Reading a monologue (Graphic Organizer)


 * Key Questions **
 * //Is more ever enough? //
 * What is the setting, the story itself, and the universal truth associated with the story’s characters.
 * What are examples of details with special significance in this novella?
 * How do the details relate to your life?


 * Observable Behaviors **
 * Debate the meaning of the key questions.
 * Students discuss responses in their groups or partners.


 * Vocabulary **
 * ** ELA ** ||  ||   ||
 * Novella ||  ||   ||
 * Proverb ||  ||   ||


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Ask students to recall any proverbs they remember. Have them pick five proverbs (either story proverbs or spoken proverbs) and tell what they mean.
 * Ask students to give or create a proverb for the following:Mary Had a Little Lamb Humpty Dumpty Little Boy Blue Little Miss Muffet Ugly Duckling Cinderella
 * Next have students focus on real world situations, such as:Bullies Saying “no” to the crowd Being yourself Friend’s parents divorcing Avoiding temptation
 * //Would the proverb be the same if the reference was to an event that happened when students’ grandparents were children? In other words, is it timeless? //
 * //What choices in language, point of view, plot devices, symbolism, and other narrative features did John Steinbeck make? // Ask students to find details and examples.
 * Assign different settings from the story, and have students draw pictures that illustrate the real or symbolic influence setting has on the story. Have students write quotations from the story or even single words that evoke a mood or visual image. Ask them to share their pictures with the class and describe how the setting affects the story.
 * Look at websites, and read through //A Short Walk Around the Pyramids & Through the World of Art// by Philip M. Isaacson in order to select an artist whose work students enjoy. Choose at least two different biographies about this artist to read. As the biographies are read, determine the figurative, connotative, and technical meanings of words and phrases as they are used to describe the artist and his/her work. Supplement this reading with additional research about the artist, his/her artistic style, preferred subjects, and where his/her art is exhibited. Work with classmates to strengthen writing through planning, revising, and editing your report. Publish your report on a class blog for this unit.

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 **
 * // A Short Walk Around the Pyramids & Through the World of Art // (Phillip M. Issacson)

HMU 7, pages 832-837 // Warriner’s Handbook //
 * Literary Texts****


 * Informational Texts****


 * Art, Music, and Media****
 * 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 ||
 * = English
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