8.6.6LA


 * Grade: **8 **Unit:** 6 **Week:**6 **Content: ELA Dates:** 5/13-5/17/2013


 * Theme Essential Question: **How can literature help us define the greater good?


 * Essential Questions: **
 * When are risks worth taking for the greater good?
 * How can I organize an effective presentation?


 * Standards ****(Focus) **
 * **SL.8.4 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.
 * **L.8.3 Knowledge of Language **: Use knowledge of language and its conventions when writing, speaking, reading, or listening.


 * (Ongoing) **
 * **RL.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.
 * **RL.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 to other texts.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">W.8.2a Text Types and Purposes **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: 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.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">W.8.2b Text Types and Purposes: **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">W.8.2c Text Types and Purposes **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">W.8.2d Text Types and Purposes **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Use precise language and domain-specific vocabulary to inform about or explain the topic.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">W.8.2e Text Types and Purposes **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Establish and maintain a formal style.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">W.8.2f Text Types and Purposes **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Provide a concluding statement or section that follows from and supports the information or explanation presented.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">W.8.5 Production and Distribution of Writing **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: 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.)
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">W.8.6 Production and Distribution of Writing **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: 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.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">W.8.8 Research to Build and Present Knowledge **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">W.8.9a Research to Build and Present Knowledge: **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">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”).
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">W.8.9b Research to Build and Present Knowledge **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: 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”).
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">W.8.10 Range of Writing **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Write routinely over extended time frames (time for research, reflection**,** and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">SL.8.5 Presentation of Knowledge and Ideas **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">SL.8.6 Presentation of Knowledge and Ideas: **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> 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.)
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">L.8.5a Vocabulary Acquisition and Use **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Interpret figures of speech (e.g., verbal irony, puns) in context.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">L.8.5b Vocabulary Acquisition and Use **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Use the relationship between particular words to better understand each of the words.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">L.8.5c Vocabulary Acquisition and Use **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">L.8.6 Vocabulary Acquisition and Use: **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">L.8.1a Conventions of Standard English **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">L.8.1b Conventions of Standard English **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Form and use verbs in the active and passive voice.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">L.8.1c Conventions of Standard English **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">L.8.1d Conventions of Standard English **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Recognize and correct inappropriate shifts in verb voice and mood.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">L.8.2a Conventions of Standard English **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">L.8.2b Conventions of Standard English **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Use an ellipsis to indicate an omission.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">L.8.2c Conventions of Standard English **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Spell correctly.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">L.8.3 Knowledge of Language **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">: Use knowledge of language and its conventions when writing, speaking, reading, or listening.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Objectives: **
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">TLW create a multimedia presentation on the “greater good” where the message is either explicitly stated or implied.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Assessment **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Product **
 * <span style="font-family: arial,sans-serif; font-size: 15px; line-height: 22px;">Student written narrative and/or multimedia presentation


 * <span style="font-family: 'arial','sans-serif'; font-size: 15px;"> Key Questions **
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">How was the character, Charlie, used to define intelligence and/or wisdom?
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">How was Charlie’s growth/regression illustrated through characterization?
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">What makes an individual strong?
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">How does the title, Flowers for Algernon, predict the ending?
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">What is the purpose of the flowers?


 * <span style="font-family: 'arial','sans-serif'; font-size: 15px;"> Observable Student Behaviors **
 * Listen to oral responses
 * Student writing and/or multimedia presentation
 * Rubric for presentation
 * Actively listening during presentations
 * Provide feedback/student reflection

<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">explicit <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">hero/heroine <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">implicit <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">satire <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">strength of character <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">symbolism <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">writing style <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">assess intelligence <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">motive <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">role <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">appropriate <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">specialization <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">absurd <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">impair <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">refute
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Vocabulary **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">ELA **

<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Bell Ringer/Warm-up Activities **3 minutes** <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Whole Class Presentation/Lesson **15 minutes** <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles) <span style="font-family: 'arial','sans-serif'; font-size: 15px;"> **12 minutes** <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) **12 minutes** <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Exit Slips/Closing (What have I learned today/What do I need to know/What problems) **3 minutes**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Sample 6-12 Workshop Model **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Suggested Activities **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">[see Legend to highlight MCO and HYS]
 * Choose one or more of the minor characters from the story and prepare a role-play of his/her reaction to reading one or more of Charlie’s progress reports.
 * Work together to chart the direction Charlie’s life might have taken if the changes were permanent. Keep in mind traits, relationships, and his activities before he becomes aware of the deterioration of his brain. [HYS – CL]
 * Write a letter to Charlie in which you react to his experiences and how he handled them. The letter should focus on major events, minor events, or both. Include an evaluation of Charlie before and after surgery.
 * Think about the expression “ignorance is bliss”, in relation to Charlie’s experiences. Would he agree or disagree with the question? Support and develop opinion from Charlie’s point of view using details from the story. [HYS – GTH, S/D]
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">View the movie, “Bill”, //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">watch an episode of “Life Goes On”. Both represent different attitudes toward developmentally disabled. Compare and contrast how people feel about and deal with these characters in each of the three examples. [HYS – S/D] (MCO – S)
 * Based on your experiences reading novels and viewing related films, as well as literature read all year, write a response to the essential question: “How can literature help us define the greater good?” After your teacher reviews your first draft, you may choose to write your own narrative that reveals your definition of “the greater good” or develop a multimedia presentation where this definition is implied. In your narrative or presentation, include references to specific examples of what you learned from novels read and films viewed about characters, the impact of settings, and pivotal lines of dialogue. Incorporate a variety of words learned this year. Publish your essay, story, or multimedia presentation as your culminating project for eighth grade.
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">Re-read the first poem read in this unit, “The Road Not Taken.” After this unit of study, describe how your understanding of this poem has changed. What new insights have you gained? After class discussion, practice reading the poem aloud emphasizing different words. How does changing the emphasis change the meaning? Highlight the words and phrases you plan to emphasize and recite it to your class. How is your interpretation similar to, and different from others? How can taking a risk (such as performing a poem in a unique manner) be a positive step? [HYS – S/D, GTH, CQO, CL]

<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Read for 30 minutes each evening from a self-selected book and complete a reading log.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Homework **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Terminology for Teachers **



Lesson Plan in Word Format (Click Cancel if asked to Log In)


 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Resources **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Professional Texts **
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">Warriner’s Handbook
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">Mechanically Inclined (Jeff Anderson)
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">Thinking Through Genre (Lattimer)
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">Reading Handbook Grades 6-8 (Red)


 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Literary Texts **
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">8th grade Literature textbook
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">”The Road Not Taken”


 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Informational Texts **
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">Article of the Week: Kelly Gallagher
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">National Public Radio (NPR) - “NH School Acquires Robert Frost’s Letters to Pal” and “Robert Frost, SMS”


 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Art, Music, and Media **
 * __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">@http://www.poets.org/viewmedia.php/prmMID/15717 __
 * __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">http://www.poets.org __
 * __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">http://www.poetryfoundation.org/poem/173536#about __
 * __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">@http://www.youtube.com/watch?v=goc3f77bcXk __
 * __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">@http://suite101.com/article/robert-frosts-tricky-poem-a8712 __
 * __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">@http://www.shmoop.com/road-not-taken/summary.html __
 * __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">@http://www.poemhunter.com/ __
 * __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">@http://www.poemhunter.com/poem/the-road-not-taken/ __
 * __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">@http://poemhunter.com/poem/the-road-not-taken/comments.asp __
 * __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">@http://www.poemhunter.com/robert-frost/biography/ __


 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Manipulatives **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Games **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Videos **

<span style="color: #333333; font-family: 'arial','sans-serif';">Define active and passive voice, reasons why author's use active voice, practice identifying active and passive voice with a fun (noisy)game, change passive voice to active.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">SMART Board Lessons **
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">L. 8.3 Active Passive voice


 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Other Activities, etc. **
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">Odyssey activities
 * **__<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Learning the Lines __**<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">(My Favorite Poem Project, Boston University)
 * **__<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Lesson Plans: Robert Frost’s “The Road Not Taken” __**<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">(Bright Hub)
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">my.hrw.com- Best Practices Toolkit, Core Analysis Frame: Poetry, Reader/Writer Notebook, Audio Summary, Power Thinking Activities, Interactive Vocabulary Game, Grammar Notes
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">think central.com
 * __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">http://www.wordle.net __
 * __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">http://www.tagxedo.com __
 * __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">@http://readwritethink.org/ __<span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> - Robert Frost prompts the Poet in You
 * __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">@http://www.freebooters.org/connie/flowers/ __
 * __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">@http://ethemes.missouri.edu/themes/1171 __

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