8.3.2LA


 * Grade: 8 Unit: 3 Week: 2 Content: ELA Dates:12/3-12/7/2012**

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

What is the effect of the setting on the characters, plot, and/or theme? What conflicts do characters face? Internal/external?
 * Essential Questions:**


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


 * 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.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 studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
 * S.L.8.1.b Comprehension 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.c Comprehension 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.d Comprehension 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.8.3 Comprehension 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 determine an author’s point of view in a text, and discuss the impact that has on what was written.
 * TLW understand that characters undergo a transformation due to events in their lives.


 * Assessment**
 * Product**
 * Reading Log – respond to daily independent and assigned readings
 * An elements of fiction and/or nonfiction poster
 * Elements of fiction in poetry graphic organizer
 * Historical fiction graphic organizer
 * A letter to Harriet Tubman


 * 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
 * Dramatic reading—poetry


 * 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 ||


 * Suggested Activities** [see Legend to highlight MCO and HYS]
 * Students will design a poster that identifies the elements of fiction and/or nonfiction.
 * Students will complete a graphic organizer identifying elements of fiction for a poem.
 * Students will write a letter to Harriet Tubman telling her what they think about her journeys. They will also discuss whether or not they feel that they could have made these journeys. (MCO – E/C, I/M, S, R/D)
 * After reading “One More Round” by Maya Angelou and “Not My Bones” by Marilyn Nelson, discuss the meaning of these poems as they relate to life in America. How does the structure of poetry contribute to its meaning in a different manner than prose? What do the poems reveal about life in America? Do the characters remind you of any character types from stories previously read? Decide how to share line/stanzas with a classmate, and perform a dramatic reading of these poems for your classmates. [HYS – CQO, CL]
 * Before beginning the novel //I Know Why the Caged Bird Sings// and/or //Roll of Thunder, Hear My// //Cry//, students will participate in a web inquiry of the 1930’s Depression Era and African American culture and tradition. Students will also view a power point presentation on literary devices. (MCO – R/D)
 * Review student knowledge of The Great Depression and what life was like in Arkansas at that time.
 * After reading the poem “I Know Why the Caged Bird Sings” by Maya Angelou, discuss the meaning of this poem as it relates to life in America. How does the structure of poetry contribute to its meaning in a different manner than prose? What does the poem reveal about life in America? Does the caged bird remind you of any character types from other stories read? Decide how to share lines/stanzas with a classmate, and perform a dramatic reading of this poem for your classmates. (MCO – S) [HYS – CQO, CL]
 * Introduce the story //I Know Why the Caged Bird Sings//.


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


 * Terminology for Teachers**




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


 * Resources**
 * Professional Texts**

Eighth Grade Literature book
 * Literary Texts**
 * 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”
 * HMU 5, page 646, “One More Round”
 * HUM 5, page 648, “Not My Bones”


 * 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”


 * Art, Music, and Media**
 * __@http://www.youtube.com/watch?v=mAByg4fgTaU__
 * __@http://www.youtube.com/watch?v=oKGzroMgvSA__


 * 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__
 * __My.hrw.com - Audio Anthology, Best Practices Toolkit, thinkcentral.com__

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