8.6.2LA


 * Grade: **8 **Unit:** 6 **Week:**2 **Content: ELA Dates**: 4/15-4/19/2013


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


 * Essential Questions: **When are risks worth taking for the greater good?


 * Standards **
 * (Focus) **
 * **RL.8.7 Integration of Knowledge and Ideas **: 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,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">(Ongoing) **
 * **<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><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,helvetica,sans-serif; font-size: 14px;"><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,helvetica,sans-serif; font-size: 14px;"><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,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">RL.8.5 Craft and Structure **<span style="font-family: Arial,sans-serif; font-size: 15px;">: 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.
 * **<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">RL.8.9 Integration of Knowledge and Ideas **<span style="font-family: Arial,sans-serif; font-size: 15px;">: 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,helvetica,sans-serif; font-size: 14px;"><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,helvetica,sans-serif; font-size: 14px;"><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,helvetica,sans-serif; font-size: 14px;"><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,helvetica,sans-serif; font-size: 14px;"><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,helvetica,sans-serif; font-size: 14px;"><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,helvetica,sans-serif; font-size: 14px;"><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,helvetica,sans-serif; font-size: 14px;"><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,helvetica,sans-serif; font-size: 14px;"><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 for specific expectations.)


 * <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 read and discuss a variety of novels that reveal, explicitly or implicitly, “the greater good.”
 * <span style="font-family: arial,sans-serif; font-size: 15px; line-height: 22px;">TLW participate in pair and/or group discussions.
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">TLW compare and contrast characters, plots, themes, settings, and literary techniques used in the stories read.
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">TLW analyze how particular lines of dialogue in literature propel the action and reveal aspects of a character.
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">TLW analyze what techniques the author uses to show the development of the character, as well as the rise and fall of his/her actions.
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">TLW analyze how writing techniques and word choices are used and how their use impacts meaning and reader engagement.
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">TLW identify the internal and external conflicts that occur throughout the text.
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">TLW apply lessons learned from the novel, //Flowers for Algernon// by Daniel Keyes through composition and discussion.
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">TLW demonstrate their understanding of compassion as a desirable character trait through personal writing and group discussion.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Assessment **
 * <span style="font-family: Arial,sans-serif; font-size: 15px;">Product **
 * Discussion notes
 * Quick write response for speculation/prediction
 * Reflection journal


 * <span style="font-family: arial,sans-serif; font-size: 15px;"> Key Questions **
 * What is “greater good”? What is its importance in the novel? How important is its role?
 * What characteristics do strong characters demonstrate/exhibit?
 * What roles do strong characters usually portray?
 * Is happiness dependent on intelligence?
 * What inspires people to embark on journeys?
 * Can literature be a means for social change?
 * What is intelligence?
 * How is it measured?
 * Can your intelligence be increased and/or decreased?


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

<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 Allusion Flashback Symbolism Tone Mood
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Vocabulary **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><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,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Sample 6-12 Workshop Model **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">12 minutes **


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><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]
 * Discussion: What is a maze? Does it have a purpose? Are there different types of mazes? Show students a maze. Tell them you would like them to work with a partner to complete the maze. Each partner times the other and records the time. Chart the times noting the fastest and slowest. Also chart responses to the questions. Does the length of time it takes matter? Were the students stressed while trying to complete the maze? Ask students if they should be labeled by their times. Why or why not? Is there a reason someone might be asked to complete mazes? The main character in //Flowers for Algernon// has to complete mazes. Have students speculate/predict why he would do that in a quick write at the end of the session. [HYS – CL, CQO, GTH]
 * //<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Flowers for Algernon //<span style="font-family: Arial,sans-serif; font-size: 15px;">is a science fiction story//.// Have students brainstorm a definition for science fiction, if they don’t already know the term. How is a science fiction story different form other stories?
 * Before Reading When is it better not to know? HMU 2 pages 196-197.
 * Begin 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. (MCO – S)
 * 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 – S/N, 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]
 * Introduce the concept of the Rorcshach test and ask students to create their own inkblot designs, then compare theirs to what other students did. Five classmates write down what the designs remind them of and two classmates who haven’t done the interpretation will see how the responses compare.
 * Research and define different types of intelligence, such as “mentally challenged or academic intelligence”. Students will write one paragraph on each type. Identify characteristics of each.
 * Participate in large and small groups 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.

<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,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Homework **


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><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,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Resources **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><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,helvetica,sans-serif; font-size: 14px;"><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;">What It’s Like to Be Me by Helen Exley
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">Magazine of Fantasy and Fiction, April 4th, 1959


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><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;">Speaking and Listening Workshop: Presenting a Response to Literature HMU6 pg. 768


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Art, Music, and Media **
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">Diego Velazquez, Juan de Pareja (1650)


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Manipulatives **


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Games **


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Videos **

<span style="color: #333333; font-family: arial,sans-serif; font-size: 15px;">To consider how meanings are changed when texts are adapted to different media.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Smartboard Lessons **
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">R.L. 8.7 Impact of media on the meaning of text


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Other Activities, etc. **
 * **<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">@http://www.thematzats.com/algernon/ **
 * **<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><span style="font-family: 'Arial','sans-serif'; font-size: 15px;">@http://www.iqtest.com/ **
 * <span style="font-family: Arial,sans-serif; font-size: 15px; line-height: 22px;">Odyssey activities
 * **<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">__<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,helvetica,sans-serif; font-size: 14px;"><span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">@http://buffaloschools.org/EnglishDept.cfm?subpage=39775 __
 * <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="font-family: arial,helvetica,sans-serif; font-size: 14px;"><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: 14px;"><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: 14px;"><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="font-family: arial,helvetica,sans-serif; font-size: 14px;"><span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">@http://www.freebooters.org/connie/flowers/ __
 * __<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"><span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 15px;">@http://ethemes.missouri.edu/themes/1171 __

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