8.3.7LA


 * Grade: 8 Unit: 3 Week: 7 Content: ELA Dates: 1/22-1/25 **


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


 * Essential Questions: **


 * Standards (Focus) **
 * 8.W.7 Research to Build and Present Knowledge: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
 * 8.SL.5 Presentation of Knowledge and Ideas: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
 * 8.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.


 * (Ongoing) **
 * 8.R.I.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.
 * 8.W.2.a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
 * 8.W.5 Production and Distribution of Writing: With some guidance and 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 on page 53.)
 * 8.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others
 * 8.SL.4 Presentation of Knowledge and Ideas: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
 * 8.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 53 for specific expectations.)
 * 8.L.1.a Conventions of Standard English: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
 * 8.L.1.b Conventions of Standard English: Form and use verbs in the active and passive voice.
 * 8.L.1.c Conventions of Standard English: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
 * 8.L.2.a Conventions of Standard English: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
 * 8.L.2.b Conventions of Standard English: Use an ellipsis to indicate an omission.
 * 8.L.2.c Conventions of Standard English: Spell correctly.
 * 8.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
 * 8.L.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).
 * 8.L.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.
 * 8.L.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).


 * Objectives **
 * Conduct an in-depth research project on a historical event of choice, followed by a multimedia report that included insights from historical fiction
 * Recite poetry with classmates


 * Assessment **
 * Product **
 * Students will present their countries, national anthems, and flags in a creative presentation based on a rubric.
 * Students will choose a major event in American history, find a cultural/historical poem about that event, analyze the poem, and recite the poem to the class.
 * Students will choose a major event in American history, find a piece of literature (fiction or non-fiction) about that event, analyze the literature, and present key points about the literature to the class.
 * Students will pair up, analyze a piece of literature, poem, and informational text about a major historical event, and present similarities and differences to the class.
 * Analyze a story like a detective. Use a 2-3 column form – Clues on 1 side, theme, character, point of view and/or etc.on the other side and technique used if a 3rd column. Think-Pair-Share


 * Key Questions ** (match Standard)
 * How can research and visuals clarify perspective?
 * How do you differentiate between main ideas and supporting details?
 * How do you determine fact from farce as it relates to research?


 * Observable Student Behaviors ** (Performance)


 * Vocabulary **
 * ELA ||


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Students present national anthems they wrote
 * Students select cultural/historical poems, analyze them to determine purpose and how it relates to the theme, and then recite them to the class.
 * Analyze a story like a detective. Use a 2-3 column form – Clues on 1 side, theme, character, point of view and/or etc.on the other side and technique used if a 3rd column. Think-Pair-Share


 * 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 **


 * Literary Texts **


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **


 * Other Activities, etc. **

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