8.2.8LA

** Grade: 8 Unit: 2 Week: 8 Content: ELA Dates: 11/19-11/20/2012 ** 
 * Theme Essential Question: **
 * How does the rural setting contribute to the overall meaning of the texts? **


 * Essential Questions: **
 * 1) ** What impact does setting have upon the development of the text? **
 * 2) ** What evidence has been relevant to that decision? **


 * 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.
 * ** 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 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 and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions.
 * ** 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.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 of 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.8.4 ** **Production and Distribution of Writing:** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * ** 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 efficiency as well as to interact and collaborate with others.
 * ** 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.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.8.3 ** **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.
 * ** S.L.8.6 ** **Presentation of Knowledge and Ideas:** Adapt a speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate,
 * ** L.8.4.a ** **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.8.4.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 compare and contrast information learned about the effect setting has upon text.
 * 2) TLW communicate their view and analysis through a published piece of writing.

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

Objectives

Product
 * Assessment **
 * 1) Publish your story/argument on a class blog.
 * 2) Presentation using a rubric for assessment

Key Questions
 * 1) What has been the most memorable presentation of rural America you have read?
 * 2) What made it memorable to you?
 * 3) How did having a specific setting help or hinder the powerful effect of the piece you chose?

Observable Behaviors
 * 1) Students participate in class discussions.
 * 2) Listen actively to student presentations.


 * Vocabulary **
 * ** ELA ** ||
 * See Weeks 1-6 ||


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Discuss the question—Should wildlife stay wild?
 * Ask students to identify the ideal conditions for wildlife living in captivity.
 * Create a Pro vs. Con chart in groups; encourage them to draw on their own experiences.
 * HM, page 989 Model the Skill: Argument
 * Write a response to the essential question: “What makes the rural setting unique to these stories?” Make sure to include words and phrases learned as part of word study, including figurative and connotative language. After your teacher reviews your first draft, work with a partner to edit and strengthen your writing. Be prepared to record your essay. [HYS – CL]

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**
 * HMU9, pages 988-989
 * // Warriner’s Handbook //
 * [|www.thinkcentral.com]

**Informational Texts**
 * List

**Art, Music, and Media**
 * List


 * Manipulatives **
 * List


 * Games **
 * List

**Videos**
 * List

**Sight Words**
 * List

**Smartboard Lessons****, Promethean Lessons **
 * List


 * Other Activities, etc. **
 * List

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