8.2.2LA

Grade 8 Unit 2
 * Grade: 8 Unit:2 Week: 2 Content: ELA Dates: 10/8-10/12/2012 **


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


 * Essential Questions: **
 * 1) ** What is the purpose of setting? **
 * 2) ** How does the setting impact a story’s development **
 * 3) ** What are the best strategies to use to find out the meaning of new words? **
 * 4) ** How can students analyze to compare and contrast the structure of two or more texts? **


 * Focus Standards **
 * ** 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 contributes to its meaning and style.
 * ** 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.
 * ** L.8.4 Vocabulary Acquisition and Use: ** Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
 * ** 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).


 * Ongoing Standards **
 * ** 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.8.2 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 language and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
 * ** 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).
 * ** RI.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.
 * **S.L.8.1a 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.8.1b Comprehension and Collaboration: ** -Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
 * **L.8.1b** **Conventions of Standard English:** Form and use verbs in the active and passive voice.
 * **L.8.4a** **Vocabulary Acquisition and Use:** Use context (e.g., the overall meaning of sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of the word or phrase.
 * **L.8.4b** **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 can recognize nuances in meaning among similar words (rural, agrarian, agriculture, hamlet, village, country, country side, rustic)
 * 2) TLW can evaluate the structure of various texts and discuss the impact of the structure on its meaning.
 * 3) TLW be exposed to a different era of American life through pictures, books, magazines, or video clips.
 * 4) TLW discuss prejudice, aspects of family life and relationships.
 * 5) TLW read aloud and silently to improve skills in each area.
 * 6) TLW analyze plot development throughout the reading.
 * 7) TL compare and contrast information learned about rural life with the previous study of urban life; begin to examine “suburban” life as a combination or rural and urban.

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

Objectives

Product
 * Assessment **
 * 1) Use the Frayer Model to illustrate vocabulary word meanings.
 * 2) Venn Diagram/Foldable – Compare/Contrast two or more texts
 * 3) Create a dictionary using the new words.

Key Questions
 * 1) Which context clues can be applied to get the meaning of unknown words?
 * 2) What is the intent the author is trying to convey?
 * 3) Does the word contain affixes to help you determine its meaning?

Observable Behaviors Daily Exit Slips


 * Vocabulary **
 * ** ELA ** ||
 * Agrarian ||
 * Analogy ||
 * Hamlet ||
 * Prejudice ||


 * Suggested Activities ** [see Legend to highlight MCO and HYS]


 * 1) Pre-reading—Make additional predictions on //Summer of My German Soldier// based on the title, cover, questions raised during gathering background knowledge and discussion.
 * 2) Read Chapters 1-3 of //Summer of My German Soldier//.
 * 3) Identify tone of the text at the beginning.
 * 4) Develop a character analysis chart.
 * 5) Locate two examples of propaganda posters. Copy and paste images into a word document, cite sources, and write the hidden meaning as seen in the posters.
 * 6) As student reads, note details about the characters and inferences about their motives using a T-chart.
 * 7) Compare and contrast settings, characters, plots, and themes among the various novels, read as well as to those with urban settings from the previous unit. Can you begin to make any generalizations about the impact the rural setting has on these stories? What are they? [HYS – S/D, GTH]
 * 8) Read additional appropriate genre pieces and activities to support the unit theme.

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


 * Terminology for Teachers **

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

Resources


 * Resources **


 * Professional Texts **

“Urban Renewal” by Rhonda Adams “Urban Spell”
 * Literary Texts **
 * // Summer of My German Soldier // by Bette Green
 * Poems—


 * Informational Texts **
 * Science News (Wed., Feb. 4, 2009) New Study Raises concerns about screen time among urban children with asthma.
 * Science News (Wed., Feb. 18, 2009) Science suggests access to nature is essential to human health.


 * Art, Music, and Media **
 * List


 * Manipulatives **
 * List


 * Games **
 * List


 * Videos **
 * __ http://streams.osu.edu/streams_pdf/Ludwig.pdf __ Stream Restoration and Stabilization in an Urban Setting
 * []


 * Sight Words **
 * List


 * Smartboard Lessons, Promethean Lessons **
 * List


 * Other Activities, etc. **
 * Odyssey
 * http:// road togrammar.com
 * http://english-zone.com

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