8.6.4LA


 * Grade: **8 **Unit:** 6 **Week:**4 **Content: ELA Dates:** 4/29-5/3/2013


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


 * Essential Questions: **
 * When are risks worth taking for the greater good?
 * What are some conventions I can use when I am writing, speaking, reading, or listening?
 * How do I effectively set the mood in my writing?

**(Focus)**
 * Standards **
 * **L.8.3 Knowledge of Language **: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 * **L.8.3a Knowledge of Language **: Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).


 * (Ongoing) **
 * **<span style="font-family: Arial,sans-serif; font-size: 15px;">RL.8.1 Key Ideas and Details **<span style="font-family: Arial,sans-serif; font-size: 15px;">: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
 * **<span style="font-family: Arial,sans-serif; font-size: 15px;">RL.8.2 Key Ideas and Details **<span style="font-family: Arial,sans-serif; font-size: 15px;">: 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.
 * **<span style="font-family: Arial,sans-serif; font-size: 15px;">RL.8.3 Key Ideas and Details **<span style="font-family: Arial,sans-serif; font-size: 15px;">: 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.
 * **<span style="font-family: Arial,sans-serif; font-size: 15px;">RL.8.7 Integration of Knowledge and Ideas **<span style="font-family: Arial,sans-serif; font-size: 15px;">: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
 * **<span style="font-family: Arial,sans-serif; font-size: 15px;">RL.8.10 Range of Reading and Level of Text Complexity **<span style="font-family: Arial,sans-serif; font-size: 15px;">: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
 * **<span style="font-family: Arial,sans-serif; font-size: 15px;">W.8.1a Text Types and Purposes **<span style="font-family: Arial,sans-serif; font-size: 15px;">: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
 * **<span style="font-family: Arial,sans-serif; font-size: 15px;">W.8.1b Text Types and Purposes **<span style="font-family: Arial,sans-serif; font-size: 15px;">: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
 * **<span style="font-family: Arial,sans-serif; font-size: 15px;">W.8.1c Text Types and Purposes **<span style="font-family: Arial,sans-serif; font-size: 15px;">: Use words, phrases, and clauses to create cohesion and clarify the relationship among claim(s), counterclaims, reasons, and evidence.
 * **<span style="font-family: Arial,sans-serif; font-size: 15px;">W.8.1d 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.8.1e 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 argument presented.
 * **<span style="font-family: Arial,sans-serif; font-size: 15px;">W.8.4 Production and Distribution of Writing **<span style="font-family: Arial,sans-serif; font-size: 15px;">: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.)
 * **<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.8.1a 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;">SL.8.1a Comprehension and Collaboration **<span style="font-family: Arial,sans-serif; font-size: 15px;">: 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.
 * **<span style="font-family: Arial,sans-serif; font-size: 15px;">SL.8.1b Comprehension and Collaboration **<span style="font-family: Arial,sans-serif; font-size: 15px;">: Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
 * **<span style="font-family: Arial,sans-serif; font-size: 15px;">SL.8.1c Comprehension and Collaboration **<span style="font-family: Arial,sans-serif; font-size: 15px;">: Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
 * **<span style="font-family: Arial,sans-serif; font-size: 15px;">SL.8.1d Comprehension and Collaboration **<span style="font-family: Arial,sans-serif; font-size: 15px;">: Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
 * **<span style="font-family: Arial,sans-serif; font-size: 15px;">SL.8.3 Comprehension and Collaboration **<span style="font-family: Arial,sans-serif; font-size: 15px;">: 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.
 * **<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;">Objectives: **
 * TLW read and discuss a variety of novels that reveal, explicitly or implicitly, “the greater good.”
 * TLW participate in pair and/or group discussions.
 * TLW Write a variety of responses to literature and informational text.
 * TLW use figurative language and various conventions in writing.
 * TLW identify, analyze, and evaluate text in order to construct meaning.
 * TLW recognize how literary devices and conventions engage the reader.
 * TLW select and use relevant information from the text in order to summarize events and/or ideas in the text.


 * <span style="font-family: Arial,sans-serif; font-size: 15px;">Assessment **
 * <span style="font-family: Arial,sans-serif; font-size: 15px;">Product **
 * Observe student debate on whether doctors should experiment on people and animals.
 * Comparison of Charlie and Algernon.
 * Summarization chart


 * <span style="font-family: arial,sans-serif; font-size: 15px;"> Key Questions **
 * What does it mean to change/transform?
 * How does change create transformation?
 * How has Charlie changed?
 * Which decisions are based on medical arguments?
 * Which decisions are based on hopes and dreams?


 * <span style="font-family: arial,sans-serif; font-size: 15px;"> Observable Student Behaviors **
 * <span style="font-family: arial,sans-serif; font-size: 15px; line-height: 22px;">Observe and listen to pair and/or group work/discussion
 * <span style="font-family: arial,sans-serif; font-size: 15px; line-height: 22px;">Listen to oral responses
 * <span style="font-family: arial,sans-serif; font-size: 15px; line-height: 22px;">Student reaction to characters, dialogue, and resulting actions
 * <span style="font-family: arial,sans-serif; font-size: 15px; line-height: 22px;">Observe student debate
 * <span style="font-family: arial,sans-serif; font-size: 15px; line-height: 22px;">Class developed rubric

<span style="font-family: Arial,sans-serif; font-size: 15px;">explicit hero/heroine implicit satire strength of character symbolism writing style assess intelligence motive role appropriate specialization absurd impair 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** Whole Class Presentation/Lesson **15 minutes** Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles) <span style="font-family: Arial,sans-serif; font-size: 15px;">Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) **12 minutes** 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;">12 minutes **


 * <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]
 * Continue reading //Flowers for Algernon.// Tell students to keep the word compassion in mind as they read . Does the meaning of the word change as they read? Have students note examples of compassion as they read or identify where compassion might have made the journey different for Charlie. [HYS – GTH]
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">As you read, take notes about particular lines of dialogue or incidents that propel the action, reveal aspects of a character, or “the greater good.” Be sure to note page numbers with relevant information so you can go back and cite the text during class discussion.
 * What is the setting of the novel?
 * Who are the major and minor characters?
 * What problems are faced by the character(s)? How does he/she overcome this challenge?
 * Which lines of dialogue or events were pivotal to the novel? Why?
 * What elements were changed between the novel and the video version?
 * What traditional, mythical, or Biblical references are made in the novel?
 * What elements of “the greater good” are revealed, implicitly or explicitly, in the novel?
 * An opportunity to share notes with a partner may be given prior to class discussion. [HYS – CQO]
 * Compare and contrast settings, themes, and characters, and how these story elements help to define “the greater good.” Evaluate the claims made by classmates and evaluate the soundness of reasoning used in discussion. Can you begin to make any generalizations about what is “the greater good”? [HYS – S/D, GTH]
 * Compare the discrimination the Logan family experienced in //Roll of Thunder, Hear My Cry// by Mildred Taylor to the discrimination Charlie experienced in //Flowers for Algernon// by Daniel Keyes. How are the characters’ experiences similar yet different? Write a speech where you argue which is more detrimental, cite specific passages from the texts, and present your speech to the class. [HYS – S/D, GTH, CQO]
 * Participate in large and small group discussions and report to the class.
 * Analyze characters and situations to better understand the novel. If possible, make connections to other characters and/or other pieces of literature.
 * Identify Charlie’s frustrations and tell why he is frustrated. Could it be different for him? Discuss how people with varying mental capacities are treated in the real world? [HYS – GTH]
 * Use text evidence to show character changes in Charlie pre and post surgery. Students will divide into pairs. Each pair will use butcher paper to create a life-size Charlie. Fold Charlie in half. One side is pre-surgery, the other side is post-surgery. Review the text, write evidence or quotes on the correct side. Each pair will present and discuss their findings. Is Charlie better off before or after the surgery?
 * Have a student lead the discussion on compassion. Did the meaning of compassion change? Share examples of compassion from the story. Were there times when compassion might have made the journey different for Charlie? Share those examples. (Notes taken during the reading should be used for this discussion and charted for possible use in the reflective writing piece.) [HYS – S/N, GTH]

<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 **
 * Warriner’s Handbook
 * Mechanically Inclined (Jeff Anderson)
 * Thinking Through Genre (Lattimer)
 * Reading Handbook Grades 6-8 (Red)


 * <span style="font-family: Arial,sans-serif; font-size: 15px;">Literary Texts **
 * 8th grade Literature textbook


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


 * <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; font-size: 15px;">This interactive lesson instructs students in the art of adding sensory details to their descriptive writing. Definitions and examples are provided, as well as an interactive example. <span style="color: #333333; font-family: arial,sans-serif; font-size: 15px;">Use a variety of images to craft sentences using figurative language <span style="color: #333333; font-family: arial,sans-serif; font-size: 15px;">Use a range of techniques and different ways of organizing and structuring material to convey ideas, themes and characters. <span style="color: #333333; font-family: arial,sans-serif; font-size: 15px;">This lesson teaches the traits of memoir. Lesson is used in conjunction with Sandra Cisneros' memoir book, House on Mango Street.
 * <span style="font-family: Arial,sans-serif; font-size: 15px;">Smartboard Lessons **
 * W.8.3 Sensory Description
 * W.8.3 Figuratively Speaking
 * W.8.3 Creative Writing Fundamentals
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">W.8.3 Writing


 * <span style="font-family: Arial,sans-serif; font-size: 15px;">Other Activities, etc **<span style="font-family: Arial,sans-serif; font-size: 15px;">.
 * Odyssey activities
 * my.hrw.com- Best Practices Toolkit, Core Analysis Frame: Poetry, Reader/Writer Notebook, Audio Summary, Power Thinking Activities, Interactive Vocabulary Game, Grammar Notes
 * think central.com
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">__<span style="color: blue; font-family: Arial,sans-serif; font-size: 15px;">http://www.wordle.net __
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">__<span style="color: blue; font-family: Arial,sans-serif; font-size: 15px;">http://www.tagxedo.com __
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">__<span style="color: blue; font-family: Arial,sans-serif; font-size: 15px;">@http://ethemes.missouri.edu/themes/1171 __

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