8.2.5LA

Grade 8 Unit 2 
 * Grade: 8 Unit:2 Week: 5 Content: ELA Dates: 10/29-11/2/2012 **


 * Theme Essential Question: **
 * How does the rural setting contribute to the overall meaning of the texts? **


 * Essential Questions: **
 * 1) ** How do I know if a source is credible? **
 * 2) ** What determines relevant evidence? **
 * 3) ** Why is the evidence in each claim presented differently? **
 * 4) ** How do I determine an author’s purpose? **
 * 5) ** How can life be good in adverse times? **
 * 6) ** How can human qualities enable a character to successfully meet challenges? **


 * Standards **
 * ** R.I.8.2 Key Ideas and Details: ** Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
 * ** W.8.1 Text Types and Purposes: ** Write arguments to support claims with clear reasons and relevant evidence.
 * ** W.8.1.aText Types and Purposes: ** Introduce claims(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
 * ** W.8.1.b Text Types and Purposes: ** Support claim(s) with logical reasoning and relevant evidence, using accurate, credible, sources and demonstrating an understanding of the topic or text.
 * ** W.8.1.c Text Types and Purposes: ** Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaim(s), reasons, and evidence.
 * ** W.8.1.d Text Types and Purposes: ** Establish and maintain a formal style.
 * ** W.8.1.e ** **Text Types and Purposes:** Provide a concluding statement or section that follows from and supports the argument presented.
 * ** S.L.8.1 Comprehension and Collaboration: ** Engage effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led)with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.


 * Ongoing Standards **
 * ** R.L.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.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.8.4 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.
 * ** 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.8.3 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).
 * ** 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.
 * ** R.I.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.I.8.6 Craft and Structure: ** Determine an author’s point of view of purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
 * ** W.8.5 Production and Distribution of Writing: ** With some guidance and strong 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.)
 * ** W.8.7 Research to Build and Present Knowledge: ** Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
 * ** W.8.9 Research to Build and Present Knowledge: ** Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * ** 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 researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
 * ** S.L.8.1b 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.8.3 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.
 * ** L.8.2.a Conventions of Standard English: ** Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
 * ** L.8.4.a Vocabulary Acquisition and Use: ** Use context (e.g., the overall meaning of sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of the word or phrase.
 * ** L.8.4.b ** Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).


 * Objectives **
 * 1) TLW can write a variety of responses to literature, poetry, and information text.
 * 2) TLW can demonstrate my understanding of a topic by using relevant evidence from various credible and accurate sources.
 * 3) TLW can use information from opposing claims to identify distinctions and organize them logically.
 * 4) TLW evaluate the structure of various texts and discuss the impact of the structure on its meaning.

// (insert standards here) //
 * Cross curricular Standards **

Objectives

Product 1.Use the R.A.F.T. (Role, Audience, Format, and Topic) Method to focus writing skills. 2.Choose a topic and take a position for or against it. Research the relevance of the topic and the side you are wanting to defend. Be prepared to debate your findings. Peers will evaluate if you successfully defended your position. 3.Choose between 4-5 articles that support your position by identifying the argument and assisting you in drawing conclusions. The articles should also enable you to begin evaluating the effectiveness of your argument. 4.Students should design a summary that will demonstrate their understanding.
 * Assessment **

Key Questions
 * 1) How is the author’s purpose determined?
 * 2) Evidence and credibility are conveyed in what manner?
 * 3) How does author deal with conflicting arguments and viewpoints?

Observable Behaviors Peer Evaluation


 * Vocabulary **
 * ** ELA ** ||
 * Accurate ||
 * Bandwagon appeal ||
 * Bias ||
 * Contrast ||
 * Convince ||
 * Ethical appeal ||
 * False assumptions ||
 * Logic ||
 * Logical fallacy ||
 * Rhetorical fallacy ||
 * Testimonial ||


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * 1) As student reads each text, try to identify the claim, the support, and any persuasive techniques that are used.
 * 2) Analyze the premise of each claim to make sure it is true.
 * 3) Students collaborate by chain writing an editorial or persuasive piece. This can be in writing or out loud; each student contributes a new sentence which has to begin with an appropriate transition word. [HYS – CL]
 * 4) Have students write persuasive arguments for a special class event, such as an educational field trip or an in-class educational movie. Reward the class by arranging for the class event suggested in one of the essays. Field trip could be virtual.
 * 5) Continue reading //Summer of My German Soldier//.
 * 6) Students will analyze, interpret, and reflect on the text (//Summer of My German Soldier//) in order to share their understandings of the sentiments of the times, the historical events, and their impact on people’s lives.
 * 7) Select a favorite poem about 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? Write responses to these questions in your journal and share with a partner prior to reciting your favorite poem for your classmates. [HYS – CQO, CL]

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


 * 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 **

Resources


 * Resources **


 * Professional Texts **


 * Literary Texts **
 * // Warriner’s Handbook //
 * HMU 9, pages 982-987 Elements of Persuasive Text
 * // Summer of My German Soldier //
 * // Barrio Boy (Ernesto Galarza) If you have //


 * Informational Texts **
 * Political ads
 * Political cartoons
 * Commercials
 * Magazine ads


 * Art, Music, and Media **
 * List


 * Manipulatives **
 * List


 * Games **
 * List


 * Videos **
 * My.hrw.com (persuasive essay)
 * Media Smart (dvd-rom)


 * Sight Words **
 * List


 * Smartboard Lessons, Promethean Lessons **
 * []


 * Other Activities, etc. **
 * Odyssey Activities
 * Odyssey Writer
 * [|www.thinkcentral.com]
 * []
 * []
 * []
 * []
 * []

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