8.3.3LA


 * Grade: 8 Unit: 3 Week: 3 Content: ELA Dates: 12/10-12/14 **

Theme: **Looking Back on America**
 * Theme Essential Question: ** How does learning history through literature differ from learning through informational text?


 * Essential Questions: **
 * ** What is the effect of the setting on the characters, plot, and/or theme? **
 * ** What conflicts do characters face? Internal/external? **
 * ** How does the structure of poetry and prose contribute to the meanings of each? **


 * Focus Standards **
 * 8.R.L.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.
 * 8.R.I.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).
 * 8.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.


 * Ongoing Standards **
 * 8.R.L.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.
 * 8.R.L.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.
 * 8.R.L.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.
 * 8.R.L.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.
 * 8.R.L.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.
 * 8.R.I.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.
 * 8.R.I.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.
 * 8.W.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”).
 * 8.W.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”).
 * 3.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
 * 8.SL.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.
 * 8.SL.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.
 * 8.SL.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.
 * 8.SL.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.


 * Objectives **
 * Read and discuss a variety of fiction and nonfiction about events from America’s past
 * Participate in group discussions
 * Analyze how historical fiction draws on the themes, patterns of events, or character types from myths or traditional stories.


 * Assessment **
 * Product **
 * Read and discuss “Casey at the Bat.”
 * Debate varying themes and topics from “Casey at the Bat.”
 * Chart story/poem sequence
 * Evaluate organizational features to clarify or enhance meaning with the use of a rubric
 * Write examples of actions that reveal character traits
 * Compare/Contrast “I Know Why the Caged Bird Sings” (poem vs. novel excerpt; use a graphic organizer)
 * Develop analogies from the text (Relate aspects from the text to real life (e.g. symbolism, similes, metaphors, etc.)


 * Key Questions ** (match Standard)
 * How does interaction with text provoke thinking and response?
 * How does the structure of poetry and prose contribute to the meanings of each?


 * Observable Student Behaviors ** (Performance)

Characterization Informational text Literary elements/devices Compare/Contrast Theme Analogies Tone ||
 * Vocabulary **
 * ** ELA ** ||
 * Genre


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Students chart story/poem sequence
 * Develop analogies from the text


 * 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 **
 * Socratic Seminar


 * Literary Texts **
 * I Know Why the Caged Bird Sings (novel excerpt) pg. 198 (Green Glencoe Lit. Book)
 * Casey at the Bat pg. 251 (Green Glencoe Lit. Book)
 * Fox Trot Comic Strip pg. 250 (Green Glencoe Lit. Book)


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **


 * Other Activities, etc. **
 * I Know Why the Caged Bird Sings (poem) @http://www.poemhunter.com/poem/i-know-why-the-caged-bird-sings/
 * Casey at the Bat (poem) http://www.baseball-almanac.com/poetry/po_case.shtml

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Week 7 || Week 8 || Matrix ||=  ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Week 7 || Week 8 || Home K-2 ||= Home 3-6 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||  ||   ||
 * = English
 * = Math ||= [[image:Actions-insert-table-icon.png link="@http://inst.pcssd.org/math/CCSS/8/Math8TeachingMatrix.xls"]]
 * = [[image:PCSSDlogo.JPG link="commoncorepcssd/PCSSD"]]