8.2.7LA

Grade 8 Unit 2 
 * Grade: 8 Unit: 2 Week: 7 Content: ELA Dates: 11/12-11/16/2012 **


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


 * Essential Questions: **
 * 1) **** What evidence is conveyed? **
 * 2) **** What questions do you have in regarding this issue? **
 * 3) **** What challenges/obstacles do you see or perceive? **


 * 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.8.5 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.8.9 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.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 write and present an argument, supported by clear reasons and evidence, about the central idea of the text.
 * 2) TLW analyze the importance of word choice in identifying tone and meaning.
 * 3) TLW evaluate the purpose of information presented in a variety of media, formats, and reasoning.

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

Objectives

Product 1.Create a video that mimics a public service announcement; select an appropriate topic. Research through various media, internet, and print sources; students view project, and generate discussion/opinions of information presented in videos. 2.Chart the pros/cons of a particular argument. Explain choice through student led conferences. 3.Analyze student work – thumbs up/down – and support of representation
 * Assessment **

Key Questions
 * 1) What must a concluding statement contain?
 * 2) What is the best way to present your argument?
 * 3) What aspects must be represented to convey your argument?

Observable Behaviors Peer Evaluations


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


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * 1) HMU 7, pages 854-855 Viewing Guide for political cartoons
 * 2) HMU 7, page 855 Write or Discuss Produce Your Own Media
 * 3) HMU 7., page 855 Identify the subject, symbols, details, exaggeration, and viewpoint of the cartoons.
 * 4) What has been the most memorable presentation of rural America you have read? What made it memorable to you? How did having urban settings to contrast with help or hinder the powerful effect of the piece you chose? Write an argument and support your claims with clear reasons and relevant evidence (If needed, you may conduct brief research on your rural area choice and incorporate those facts into your argument.) Publish your story and request feedback on the strength of your argument from your classmates. [HYS – S/D, O/F]

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 //
 * [|www.thinkcentral.com]
 * HMU7, pages 852-855

**Informational Texts**
 * HM (online text resources) Reader/Writer Notebook
 * []
 * []
 * []
 * []l

**Art, Music, and Media**
 * Media Smart DVD-ROM
 * []


 * Manipulatives **
 * List


 * Games **
 * List

**Videos**
 * List

**Sight Words**
 * List

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


 * Other Activities, etc. **
 * Odyssey Activities

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