8.2.1LA

Grade 8 Unit 2 Week 1 
 * Grade: 8 Unit: 2 Week: 1 Content: ELA Dates: 10/1-10/5/2012 **


 * Theme Essential Question **** : **
 * How does a rural setting affect literature? **


 * Essential Questions: **
 * 1) ** What is the definition of setting? **
 * 2) ** What is the purpose of setting? **
 * 3) ** What is the main idea from the text? **
 * 4) ** How can evidence be used to support the main idea? **
 * 5) ** Does rural living impact opportunities? **
 * 6) ** What does the rural setting contribute to the stories? **


 * Focus Standards **
 * ** 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 context, choosing flexibility 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 pat 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 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.8.5 Craft and Structure: ** Compare and contrast the structure of two or more texts and analyze how differing structure of each text contributes ot 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.
 * ** S.L.8.1 Comprehension and Collaboration: ** Engages 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 other’s ideas and expressing their onw 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 otjers’ 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.


 * Objectives **
 * 1) TLW can read and discuss a variety of fiction and nonfiction, specifically what these genres reveal about rural life.
 * 2) TLW can summarize the text by finding the main idea and show how it was developed by identifying supporting details.
 * 3) TLW participate in group discussions.
 * 4) TLW identify details that reveal the setting.
 * 5) TLW recognize nuances in meaning among similar words (e.g., rural, agrarian, agriculture, hamlet, village, country, country side, rustric).

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

Product
 * Assessment **
 * 1) Create a graphic representation of the main concept including explicit and inferred support.
 * 2) Through class discussions, generate questions and applications of connections students comprehend by tying history and cultural aspects of literature.
 * 3) Compare and contrast rural versus urban settings using a Venn diagram.
 * 4) Choose to develop a summary or an analogy to present the central idea.
 * 5) Review characteristics of an urban setting.

Key Questions
 * 1) How does the main idea develop throughout the text?
 * 2) What evidence does the author provide to demonstrate change?

Observable Behaviors
 * 1) Collaboration between cooperative groups, partners, and class participation.
 * 2) Identify time, place, mood, and purpose of setting.
 * 3) Recognize how a setting can impact a piece of literature.


 * Vocabulary **
 * ** ELA ** ||
 * Climax ||
 * Conflict ||
 * Resolution ||
 * Rural ||
 * Setting ||
 * Theme ||

Bell Ringer/Warm-up Activities 3 mins. Whole Class Presentation/Lesson 15 mins. Small Group Learning-Reading and/or Writing Activities(Author Study/Lit Circles)12 mins. Independent Learning-Reading and/or Writing Activities(SSR/Computer Time/Centers)12 mins. Exit Slip/Closing (What have I earned today/What do I need to know/Any problems?) 3 mins.
 * Sample 6-12 Workshop Model **

-Who are the major character(s)? -What is the problem faced by the character(s)? How do he/she/they resolve the problem? -What is the theme of the novel? (i.e., good vs. evil, overcoming challenges, etc.) -What is the impact of the setting(s) on the characters? Is the impact of the setting stated or implied? -What unique words and phrases are used to describe the setting(s)? Your teacher may give you the opportunity to share your notes with a partner, prior to class discussion. [HYS – S/N, S/D, CL]
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * 1) Historical information—write one fact about WWII.
 * 2) Identify/define racism in the South.
 * 3) With a map of AR—Identify Jenkinsonville, AR.
 * 4) Brainstorm—What do you know about WWII and/or POW camps? As background information for reading //Summer of My German Soldier in this unit– MCO – E/C, R/D)//
 * 5) Analyze pictures from WWII—write captions—explain why caption is relevant to the picture.
 * 6) Introduce the novel //Summer of My German Soldier// and speculate how it relates to the theme Rural Settings in North America:” It Happened in the Country”. Have students predict answers to the questions in activity 7 by responding on a sheet of paper and turning them into the teacher. Responses will be charted and corrected, if needed, as the book is read and discussed.
 * 7) As you read novels and/or short stories from this unit, take notes in your journal about the story characters, plot, theme, and setting. As you take notews about these categories, think about how the setting impacts the story, especially in comparison to the urban settings discussed in the previous unit. Be sure to note page numbers with relevant information, or mark your book with Post-It notes, so you can go back and cite the text during class discussion.
 * 1) (Continuing activity from the first unit) Where do words come from? How does knowing their origin help us not only to spell the words, but also to understand their meaning? Add words found, learned, and used throughout this unit to your personal dictionary (e.g., rural, agrarian, agriculture, hamlet, village, country, country side, rustic, etc.). This dictionary will be used all year long to explore the semantics (meanings) of words and their origins.
 * 2) Discuss the etymology of the word “suburban.” Based on experience, what elements of urban and rural settings qualify as “suburban”? Discuss similarities and differences found in suburban settings. [HYS – S/D]
 * 3) Select appropriate genre pieces and activitiyes 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 **

** 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


 * Resources **


 * Professional Texts **


 * Literary Texts **
 * // Warriner’s Handbook //, pages 200, 373-373
 * HMU 3, pages 326-327
 * “Travels with Charley: In Search of America”
 * “The Railway Train”
 * “Mending Wall”
 * “Trail of Tears”
 * “Geeks: How Two Lost Boys Rode the Internet out of Idaho”
 * Shane (Jack Schaefe) If you have
 * The Incredible Journey (Sheila Burnford) If you have


 * Informational Texts **
 * [] “Arkansas’s Reaction to the Men Who Said ‘No’ to WWII”
 * Never Cry Wolf: The Amazing True Story of Life Among Arctic Wolves (Farley Mowat) If you have this book.
 * Article of the Week – Kelly Gallagher
 * The U.S. Census Bureau
 * National Public Radio (NPR) “Rural Wyoming County’s Air Quality Rivals L.A.” and “Straight Outa Compton…on Horseback”
 * Nature and Henry David Thoreau (readwritethink.org)
 * De-urbanizing Could be Detriot’s Survival Plan


 * Art, Music, and Media **
 * Grant Wood, __American Gothic__ (1930)


 * Manipulatives **
 * List


 * Games **
 * List


 * Videos **
 * [] “The Mending Wall”


 * Sight Words **
 * List


 * Smartboard Lessons, Promethean Lessons **
 * List


 * Other Activities, etc. **
 * Exploring Setting:Constructing Character, Point of View, Atmosphere, and Theme (readwritethink.org)
 * Critical Media Literarcy: Commercial Advertising (readwritethink.org)
 * __ Cowboys __ (Discovery Channel, Discovery ducation Lesson Plans)

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