8.3.1LA


 * Grade: 8 Unit: 3 Week: 1 Content: ELA Dates:11/26-11/30/2012 **


 * 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 do various texts influence the interpretation of events?


 * Focus Standards: **
 * R.L.8.9 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.
 * 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).
 * Ongoing Standards:
 * R.L.8.1Key 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.8.3 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.
 * 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 to other texts.
 * R.L.8.5 Craft and Structure: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
 * 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.8.4 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.
 * 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.bResearch 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.aComprehension 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.
 * S.L.8.1.bComprehension and Collaboration: 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.8.1.cComprehension and Collaboration: Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
 * S.L.8.1.dComprehension and Collaboration: Comprehension and Collaboration: Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
 * S.L.8.3Comprehension and Collaboration: 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 **
 * TLW read and discuss a variety of fiction and nonfiction about events from America’s past.
 * TLW participate in group discussions.
 * TLW compare and contrast story characters, plots, themes, and settings from stories about American history.


 * Assessment **
 * Product **
 * Reading Log – respond to daily independent and assigned readings
 * Summary of the main idea and details of the Preamble and the First Amendment of the Constitution by creating a comic strip of key points (reference “Cartoon Tribute to John Henry pg. 298).
 * Response to Line 78 of Henry Wadsworth Longfellow’s Poem, “Paul Revere’s Ride”.
 * Response to literature through group discussions.
 * An advertisement for one of the literature pieces.


 * Key Questions **
 * How does interaction with the text provoke thinking and responses?
 * How do illustrations help you understand a text?
 * What is the literal vs. the figurative meaning of Line 78?
 * How does literature give a different point of view from informational texts?


 * Observable Behaviors **
 * Cooperative learning—groups
 * Student responses –written or oral


 * Vocabulary **
 * ELA ||
 * Alliteration ||
 * Antagonist ||
 * Author’s Purpose ||
 * Characterization ||
 * Climax ||
 * Conflict ||
 * Dialogue ||
 * Fiction ||
 * Genre ||
 * Historical Fiction ||
 * Hyperbole ||
 * Imagery ||
 * Inference ||
 * Informational text ||
 * Literary Elements/Devices ||
 * Metaphor ||
 * Mood ||
 * Personification ||
 * Plot ||
 * Point of view ||
 * Primary sources ||
 * Protagonist ||
 * Resolution ||
 * Secondary Sources ||
 * Setting ||
 * Simile ||
 * Style ||
 * Symbolism ||
 * Text structure ||
 * Theme ||
 * Thesis ||
 * Tone ||


 * Sample 6-12 Workshop Model **
 * Bell Ringer/Warm-up Activities 3 mins.
 * Whole Class Mini-Lesson 15 mins.
 * Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles) 12 mins.
 * Independent Learning-Reading and/or Writing Activities(SSR/Computer Time/Centers) 12 mins.
 * Exit Slips/Closing (What have I learned today/What do I need to know/Any problems?) 3 mins.


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Interviews will be conducted by classmates about issues from literary pieces. [HYS – GTH]
 * Responses to literary pieces will occur through group discussions. [HYS – CL]
 * An advertisement will be written for one of the literary pieces.
 * A Socratic Seminar will be used to respond to topics and/or questions relating to content pieces.
 * Graphic Organizer: As students read historical fiction from this unit, take notes in a journal about the story characters, plot, themes, patters of events, and setting. Students should think about how the historical setting impacts the story. Students should note page numbers with relevant information, or mark text with Post-it notes, so text can be cited during class discussions. Questions to be answered include the following:
 * Who are the major characters?
 * Do they remind you of any character types from myths or other traditional stories? How?
 * What is the problem faced by the character(s)? How is the problem resolved? What is the theme of the novel (i.e., good vs. evil, overcoming challenges, etc.)
 * What is the impact of the historical setting(s) on the characters, plot, or theme?
 * Are there any recognizable patterns of events? What are they and what do they remind you of? You may give students the opportunity to share their notes with a partner who read the same text, prior to class discussion. [HYS – CQO, CL]
 * Students should compare and contrast the impact of historical settings on characters, plots, and themes of the various novels read. Ask if they can begin to make any generalizations about the impact historical setting has on these stories? What are they? [HYS – S/D, GTH]
 * Students should respond to this line from the poem “Paul Revere’s Ride” by Henry Wadsworth Longfellow: “The fate of a nation was riding that night.” What is the literal versus figurative meaning of this line? Discuss how literature can give a different view of history than informational texts. Why are we so drawn to poetry? Students should write responses to these questions in their journal and share with a partner prior to the class discussion.
 * How does art help us to look back on America in a different way than informational or literary texts do? How does the visual depiction of an event, such as the painting //Midnight Ride of Paul Revere// by Grant Wood, tell a deeper story than text alone? Write responses to these questions in journals and share with partners prior to class discussion. [HYS – NL, CQO, CL]
 * [Continuing activity from the second unit] Add the words found, learned, and used throughout this unit to your personal dictionary (e.g., from “Paul Revere’s Ride”: moorings, muster, barrack, grenadiers, belfry, encampment, etc.)
 * Read and respond to “Harriet Tubman: Conductor on the Underground Railroad” (MCO – R/D)
 * Select appropriate genre pieces and activities to support the unit theme.


 * Homework **
 * Read for 30 minutes each evening from a self-selected book and complete a reading log.


 * 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 **
 * || ||  ** Multicultural Concepts **


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


 * Resources **
 * Professional Texts **

Eighth Grade Literature book
 * Literary Texts **
 * HMU 1, page 136, “Paul Revere’s Ride”
 * HMU 2, page 298, “Cartoon Tribute to John Henry”
 * HMU 3, page 330, “The Drummer Boy of Shiloh”
 * HMU 2, page 268, “Harriet Tubman: Conductor on the Underground Railroad”


 * Informational Texts **
 * Copy of the United States Constitution – www.consource.org/document/united-states-constitution
 * HMU 3, page 338, “from Civil War Journal”
 * HMU 2, page 284, “The Mysterious Mr. Lincoln”
 * Article of the Week – Kelly Gallagher
 * National Public Radio (NPR) “The George Washington You Didn’t Know” and “Timeline:Women on the Front Lines”
 * The Boston Tea Party (readwritethink.org)


 * Art, Music, and Media **
 * @http://allpoetry.com
 * @http://www.americanpoems.com
 * My.hrw.com – Reader/Writer Notebook, Power Notes, History video, Level Up, Interactive Readers


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **


 * Other Activities, etc. **
 * Socratic Seminar
 * Odyssey activities
 * @http://www.poets.org
 * @http://www.wordle.net
 * @http://www.ipl.org
 * @http://www.big6.com
 * @http://owl.english.purdue.edu
 * Pocahontas married John Rolfe on this date in 1614 (readwritethink.org)
 * Battling for Liberty:Tecumseh’s and Patrick Henry’s Language of Resistance (readwritethink.org)
 * It’s Independence Day! Or Is It? (readwritethink.org)
 * Myth and Truth: The “First Thanksgiving” (readwritethink.org)
 * The History Behind Song Lyrics (readwritethink.org)
 * Esther Forbes, author of Johnny Tremain, was born in1891 (readwritethink.org)
 * Picturing America:Grant Wood’s Midnight Ride of Paul Revere, 1931 (National Endowment for the Humanities)
 * The Paul Revere House (Paul Revere Memorial Association)
 * The True Story of Paul Revere’s Ride (Archiving Early America)
 * 15 Historical Events that Fascinate Us (Frikoo.com)

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