8th Grade English Language Arts & ReadingSecond Six Weeks: Weeks 1-2 Theme: Through Different EyesTime Frame: 10 Days Genre: Literary Non-Fiction, Memoirs, Autobiographies Writer: Jennifer Tippett

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Objective: The students will read and write daily, using reading strategies (decoding clues,

vocabulary clues, inferencing, and metacognition strategies) to enhance and improve comprehension.

The students will engage in systematic word study to improve comprehension and writing skills.

The students will read and reread texts to answer questions from the unit and students’ own questions.

The students will write to learn about ideas, style, language, and conventions and to develop complex ideas and personal writing styles.

The students will participate in pair/trio and whole group. The students will participate in whole group inquiry-based discussions. The students will make connections across the texts in the unit, using ideas in one text to

help understand the ideas of other texts. The students will learn about narrative features and how to write and revise

fictional/nonfictional narratives using setting, plot and characterization from models, peers, teacher, and self-study.

The students will write a fictional or non-fictional narrative as a culminating project.

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Overview: Develop a deeper understanding of the concept of relationships and how they develop and

change; Develop a deeper understanding of the characteristics of well-written narratives: non-

fiction, memoirs, and autobiographies and features of expository writing as a genre; Develop a deeper understanding of strategies we can use to become better readers and

writers of literary texts; Develop a deeper understanding of first person, third person, and omniscient points of

view and how writers use point of view to influence reader reaction; Develop a deeper understanding of advance plot, establishing setting, and developing

characterization in narratives; Develop a deeper understanding of theme and recurring theme in narratives; Develop a deeper understanding of correct use of verbs (perfect and progressive tenses)

and participles.

Literary Terms:

memoir cause/effect analyzechronological order conflict

SAT Word of the Week (WOW): concur, debacle

Essential Questions:What are the writers saying in these narratives? What do these narratives teach us about how relationships develop and change over time? What do we learn about non-fiction, memoirs, and autobiographies?

Suggested Lesson Ideas:Unit Introduction Teacher Notes: Throughout this unit students will read, talk, write about, and write like the narratives they read while keeping a Reader/Writer Notebook to capture their work. During the unit, students will use their new understanding about what makes an effective narrative plus their writing in their Reader/Writer Notebook to develop their own personal narrative.

Lesson 1: Routines of Thinking, Reading, Writing, and Talking About Narratives Connect and Engage: Remember a Narrative: Access Prior Knowledge

Ask students to recall a narrative (short story, song that has a story, movie, or television story that has had a strong impact or influence on them). Make sure they tell why during the discussion.

Use Reader/Writer Notebook Provide students the opportunity to transfer their verbal summaries into written summaries

via their Reader/Writer Notebooks. Before students begin writing, teacher models by reading what s/he writes in her/his own Reader/Writer Notebook.

Develop Content: What is a Narrative? Create a class chart titled “What Is a Narrative?”

Invite students to share with a partner their narrative summaries. Using these summaries, help students formulate a definition of a narrative by asking: What is a narrative? What are the features of a narrative? On a chart, record students’ responses. Then post the chart as a visual reference to be utilized throughout the unit.

Develop Characteristics: What Makes a Narrative Interesting to Readers? Create a class chart titled “What Makes a Narrative Interesting to Readers?” Solicit

responses by asking: “What makes you want to read a narrative? What qualities entice you to read a narrative? What do you have to do as a reader to make a narrative become interesting to you? Post the chart and tell students that they will revisit this at other times in the unit as they deepen their understanding about narratives and what makes them interesting to readers.

Preview the Unit Architecture and Content and Habits of Thinking Provide each student a copy of the Unit Architecture. Increase students’ interest and

ownership of the work and help them develop their own learning goals by reviewing the components of the architecture. The discussion should include the texts, theme, overarching questions, Disciplinary Literacy process, WriteAbouts WriteLikes, StepBacks, and the culminating project.

Review the Narrative Content and Habits of Thinking Chart, which is posted in the room. Tell students that throughout the unit they will be learning new routines or “ways of working.” Explain that learning to read and think about their reading in the way a writer reads and thinks will help them to write their own narratives.

Homework: Write Academic and Personal Goals Distribute the handout titled “My Goals for Becoming a Better Reader, Writer, Thinker,

and Speaker.” Teacher models how to create goals by completing the sentence stems. Then students write two academic goals and one personal goal related to reading, writing, thinking, and speaking. Students may finish the activity for HOMEWORK. (See examples of academic and personal goals.)

Lesson 2: Read to Get the Gist of “My First Free Summer” Connect and Engage

Quickwrite: Ask students to reflect on times when they have had to leave a special person or place. They may choose one experience and write a journal entry that explores their feelings about leaving. Were you looking forward to moving on? Who would you miss the most?

(continued on next page)

Share Homework: Goals Invite students to share academic and personal goals with a partner for five minutes and place

the handout in their Reader/Writer Notebooks. Students will revisit their goals throughout the unit.

Read to Get the Gist of “My First Free Summer” Introduce students to their first narrative short story, “My First Free Summer” by Julia Alvarez. Ask: What do you know about narratives that are autobiographical? How do you know this? Tell students that this story is an example of a memoir. Direct students to read Literary Analysis: Memoir on page 115. Discuss briefly how memoir is related to autobiography. Then

Differentiation: During core program/core instructional time • If this is the first time students are using the Reader/Writer Notebooks, give them a few strategies to get started. Show them the notebook you created and also talk about the purposes of the notebook. (See Reader/Writer Notebook description.)

• Teacher may have a one-on-one conference with students who are still struggling to identify their academic and personal goals.

• Model for students an effective oral reading of the first two paragraphs of text by using appropriate pacing and punctuation as a guide. Then have students work in mixed-ability groups to practice reading text aloud.

• Students can bring to class self-selected independent reading (their favorite short story) with which to practice text annotation and guided literary discussions.

• With a small group of students, model how to choose significant moments from text and how to phrase the explanation in order to assist students’ performance of the task. This will give students a good reason to reread carefully, and it teaches them key cognitive skills for critical reading.

• In small group, practice with students on how to ask or respond to interpretive questions during inquiry discussion. Use question/ response stems as scaffolds.

• Have students work in groups to write a brief narrative of an incident that occurred in school. Assign each group the point of view they should use. Then ask one student from each group to read the narrative to the class. The class should tell which type of narrator was used and how they knew. If students have difficulty, suggest that they review the examples on page 170.

• Students identify cause/effect relationships among ideas in short passages. Remind students that sometimes a cause can have more than one effect and vice versa. Students may use cause/effect graphic organizers as scaffolds.

• Invite students to scan the selection for cognates and share their findings with the class. Example: relationship/relation = relación Remind students about ‘false cognates,” words that look or sound similar to words in English but actually have totally different meanings. Encourage students to create a word wall of cognates.

Extensions: • Encourage students to work in groups to research one of the following topics to find out more about the Dominican Republic during Trujillo’s rule. Students present their findings in a poster. Have students display their posters and then lead a discussion about what life was like in the Dominican Republic during Trujillo’s rule.

The 14th of June Movement “The Butterflies” Trujillo’s assassination

• Guide small groups in analyzing key words in text (tier 2-specialized words or academic vocabulary). Using the chart below, have students give a friendly explanation of a word and use it in a sentence in the same context it is used in the text. Then students may copy its dictionary meaning. Remind them that the friendly explanation must be written in a complete sentence. Students may also add another column to illustrate the word.

Suggested Assessment:Reader’s/Writer’s Notebooks Teacher observationsIndividual fluency probes Evidence of accountable talkFluency Rubric Checklist Completed T-ChartOne Minute Fluency Checks STAR Diagnostic ReportAR Testing

Tackling Test Tuesday Assessment (TTT)Week 1: “The Black Blizzards” & “Dust Bowl Days”Week 2: “Major Taylor”

Resources:Holt McDougal Literature 8, Teacher created material Word Wall TechnologyVocabulary Log Graphic OrganizerStudent AR Goal Sheets Ancillary MaterialVideo:Websites: Renaissance Place (AR), http://www.tea.state.tx.us/readingproducts/products.html, http://www.tea.state.tx.us/reading/products/redbk4.pdf, http://www.tea.state.tx.us/reading/products/redbk2a.pdf, www.lexile.com, www.allamericareads.org/pdf/single/during/thinkaloud1.pdf

Literature Selections: F6 Weeks Novel: The Diary of Anne Frank

“My Goals for Becoming a Better Reader, Writer, Thinker, and Speaker.”Example of an academic goal related to reading, writing, thinking, and speaking: In this unit, I want to learn more about:

how to get the gist and understand each story.

I will do this by learning how to: use a question that I have to reread the text until I come up with an answer.

The steps I can take to reach my goal are: write down what I am learning in my Reader/Writer Notebook and reread what we study in school and at home.

I will know if I reached my goal: when I use on my own the strategies my teacher has shown the class how to use together and the strategies help me to get the gist.

Example of a personal goal related to reading, writing, thinking, and speaking: In this unit, I want to: take a risk and talk

about what I think about a text. I will do this by: contributing to class

discussions. The steps I can take to reach my goal are:

raise my hand when I have something to say and be confident that what I say is valuable.

I will know if I reach my goal when: I contribute at least one thing every class period.

pp.114-121 My First Free Summer Memoirpp.122-134 Great Rat Hunt Memoir p.135 Grammar: Past Perfect Tense Oral & Written Conventionspp.758-769 Response to Literature Writing Workshop

8th Grade English Language Arts & ReadingSecond Six Weeks: Weeks 3-4 Theme: Through Different EyesTime Frame: 9 Days Genre: Literary Non-Fiction, Memoirs, Autobiographies Writer: Jennifer Tippett

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Objective: The students will read and reread texts to answer questions from the unit and students’

own questions. The students will listen actively and purposefully in a variety settings (pair, trio, and

whole group to understand, interpret, and monitor their understanding of the spoken message.

Overview: Develop a deeper understanding of the concept of relationships and how they develop and

change; Develop a deeper understanding of the characteristics of well-written narratives: non-

fiction, memoirs, and autobiographies and features of expository writing as a genre; Develop a deeper understanding of strategies we can use to become better readers and

writers of literary texts; Develop a deeper understanding of first person, third person, and omniscient points of

view and how writers use point of view to influence reader reaction; Develop a deeper understanding of advance plot, establishing setting, and developing

characterization in narratives; Develop a deeper understanding of theme and recurring theme in narratives; Develop a deeper understanding of correct use of verbs (perfect and progressive tenses)

and participles.

Literary Terms:

Memoir cause/effect analyzechronological order conflict inferencedraw conclusion main ideas detailsautobiography biography anecdotecharacterization

SAT Word of the Week (WOW): diligent,

Essential Questions:What are the writers saying in these narratives? What do these narratives teach us about how relationships develop and change over time? What do we learn about non-fiction, memoirs, and autobiographies?

Lesson 7: Read to Get the Gist of” Rules of the Game” Introduce fictional narrative

Ask students: What is fiction? What is an autobiography? Discuss with students the differences and similarities between an autobiography and fiction. Create a Venn diagram to record student responses. Remind students there is a difference in purpose. The writer of an autobiography is trying to write an account or personal interpretation of something that actually happened. A writer of fiction may be inspired by his or her own life experiences, observations of real people, places and/or events.

Before beginning the shared reading of the selection, discuss information about the author, Amy Tan (p. 231).

Refer to the comprehension questions in the wall chart (Lesson 2), which remain posted in the room. Remind students to think about these questions while they read along with the teacher, using active reading strategies such as annotating text, marking any problematic words or phrases, and writing down any lines they find confusing or any that seem particularly important to the story, etc. For additional support view Reading Strategies Workshop on page 12. Remind students to use Code System for Note-Taking.

Shared Reading for First Part of “Rules of the Game” Read to Get the Gist: Tell students that you will read the first part of “Rules of the Game”

while they follow along to begin to get the gist of the selection. Use the comprehension questions as a springboard for facilitating a brief class discussion about what has happened so far in the story, who the characters are, and how we know.

Individual or Paired Reading of the Rest of the Text Students will individually read the rest of the story. Those who have difficulty reading on

their own might be paired with more fluent readers. When students have finished reading, return to the comprehension questions to check that all students comprehend the text.

Develop Vocabulary about Relationship in Text: Create a Semantic Map Students will create a semantic map focused on building vocabulary about the concept of

relationships. Have students compare the semantic map from the first selection, “My First Free Summer” (Lesson 6) with “Rules of the Game.” Ask: How are the relationships different in “Rules of the Game” and “My First Free Summer”? (See Semantic Map for “Rules of the Game”.)

It is important that teachers create their own version of a semantic map for the selection in preparation for offering additional assistance to individual students.

At this point, invite students to revisit the class word wall or word tree on the unit theme, “relationships.”

Encourage students to record new Tier Two/specialized or academic vocabulary related to the theme in their Vocabulary Log.

StepBack: Ask students, What have you learned from completing the semantic map? What helped you to learn that? Respond in Reader’s/Writers Notebook, then share.

Lesson 8: Recurring Themes: Perspectives on Relationships and Inquiry-based Discussion of “Rules of the Game”

Ask students to set aside five pages in their Reader/Writer Notebooks for work that will be done with recurring theme in the unit and their Neighborhood Narrative.

Briefly explain the definition for recurring theme. The definition will take on more meaning as students begin to apply it in discussions that are focused on understanding ideas across the texts in this unit.

Significant Moments/Sentences Related to Recurring Theme of Perspectives on Relationships Students individually reread “Rules of the Game” to identify the three most significant

moments or sentences in the narrative that support what the author, Amy Tan, is trying to say about how relationships develop and change.

Ask students to record responses in a two-column note chart in their Reader/Writer Notebooks.

Model a moment of your own and explain why you think that moment is significant to what you think the author is trying to say about how relationships develop and change. Develop your model by using information from “Rules of the Game” semantic mapping.

Share in Pairs: Ask students to work with a partner and share their significant moments and explanations. Partners should be listening for similarities and differences in the moments that were chosen.

Find Relationship Moments in “My First Free Summer” Students refer back to the first text, “My First Free Summer,” to identify significant

Differentiation: During core program/core instructional time • As a way to assist readers in understanding the plot of the story, ask students to develop a story plot diagram or timeline of the major events (chronological order). Stopping periodically to record events will aid students’ comprehension.

• Think of a time when you played well in a game because you followed some important life principles. Maybe you won a Scrabble game because you took the time to plan ahead or helped your basketball team win because you placed the good of the team over your own desires. Summarize this event in your Notebook and keep it in mind while you read the story.

• Divide students into small groups to write a brief narrative of an incident that occurred in school. Be sure to tell each group which point of view they should use (first-person, third-person limited or third-person omniscient). Then, ask one member of each group to read the narrative to the class. The class should decide which type of narrator was used and how they knew.

• Extending the Story: Write an extension of “Rules of the Game” telling what happens the following day in the Jong household. Be mindful of sentence structure and punctuation.

• Students can practice “cracking-open” sentences that the teacher has prepared for them to work on in pairs. After practicing several sentences they can begin looking for their own sentences in their own narratives.

Extensions: Encourage students to learn more about the game of chess. Ask them to see what they can

uncover about the history of the game. How, for example, does today’s game differ from the one played hundreds of years ago? What cultures are known to have played chess? You might suggest that they search for information about the rules of play and various strategies for the opening, the middle game, and the endgame. Provide a time for students to share information with the class

• Have students keep a log of all the proverbs, or words of Chinese philosophy or advice they find throughout the story, “Rules of the Game.” Each entry should show the specific proverb and the effect it has on the main character, Meimei. Students choose a proverb from the story that relates to their life in some way. Have them copy the proverb on a piece of construction paper and explain its meaning as it relates to their own life. Invite them to decorate and display their work around the room.

• Describe an event that taught you something important about adults. Explain the “rules of the game” you learned in this relationship with an adult.

• As a reporter for a Chinatown newspaper, write a feature article about Meimei and her chess triumphs. In your article, be sure to include quotations from people who know her best and who have encouraged her success. To get ideas about what other might say, work with a partner to role-play interviews with Meimei’s family members.

Describe to a group a favorite memory or special place. Make notes on what you will say and include several precise details. As you speak, change the loudness and tone of your voice to fit what you are saying. Use your voice to help bring your description to life for your listeners.

• To further improve students’ writing skills, set aside time for a timed writing. (See Preparing for Timed Writing on p. 157.)

Interventions:Tier 1 Teachers model and review decoding and phonics lessons for reading groups.

Provide specific prompts for previewing a text and have students respond orally or in writing.

Tier 2

Suggested Assessment:Reader’s/Writer’s Notebooks Teacher observationsIndividual fluency probes Evidence of accountable talkFluency Rubric Checklist Completed T-ChartOne Minute Fluency Checks STAR Diagnostic ReportAR Testing Venn diagramNeighborhood Map Neighborhood Narrative DraftTimed Writing QuickWrites

Tackling Test Tuesday Assessment (TTT)Week 3: “Race the Sun”Week 4: “Firefighters for the Sky”

Resources:Holt McDougal Literature 8, Teacher created material Word Wall TechnologyVocabulary Log Graphic OrganizerStudent AR Goal Sheets Ancillary MaterialCode System for Note-Taking Semantic Map for “Rules of the Game” Semantic Map for “My First Free Summer” (Lesson 6) Word Wall Vocabulary Log Reader’s Workshop: Character and Point of View, pp. 170-171 Personal Narrative, pp. 148-156 My Goals for Becoming a Better, Reader, Writer, Thinker, and Speaker “What Makes a Narrative Interesting to Readers?” Chart Creating Neighborhood Map Preparing for Timed Writing, p. 157 Rubric: Components of a Good Neighborhood Narrative Video:Websites: Renaissance Place (AR), http://www.tea.state.tx.us/readingproducts/products.html, http://www.tea.state.tx.us/reading/products/redbk4.pdf, http://www.tea.state.tx.us/reading/products/redbk2a.pdf, www.lexile.com, www.allamericareads.org/pdf/single/during/thinkaloud1.pdf

Literature Selections: 6 Weeks Novel: The Diary of Anne Frank

pp.114-121 My First Free Summer Memoirpp.122-134 Great Rat Hunt Memoir p.135 Grammar: Past Perfect Tense Oral & Written Conventionspp.232-245 Rules of the Game pp.266-280 Harrier Tubman: Conductor of

the Underground RailroadBiography

p.278 Letter to Harriet Tubman Letterpp.282-288 The Mysterious Mr. Lincoln Biographyp.289 Multiple-Meaning Words Vocabulary Strategypp.758-769 Response to Literature Writing Workshop

8th Grade English Language Arts & ReadingSecond Six Weeks: Weeks 5-6 Theme: Through Different EyesTime Frame: 9 Days Genre: Literary Non-Fiction, Memoirs, Autobiographies Writer: Anya Miller

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Overview: Develop a deeper understanding of the concept of relationships and how they develop

and change; Develop a deeper understanding of the characteristics of well-written narratives: non-

fiction, memoirs, and autobiographies and features of expository writing as a genre; Develop a deeper understanding of strategies we can use to become better readers and

writers of literary texts; Develop a deeper understanding of first person, third person, and omniscient points of

view and how writers use point of view to influence reader reaction; Develop a deeper understanding of advance plot, establishing setting, and developing

characterization in narratives; Develop a deeper understanding of theme and recurring theme in narratives; Develop a deeper understanding of correct use of verbs (perfect and progressive tenses)

and participles.

Literary Terms:

Memoir cause/effect analyzechronological order conflict inferencedraw conclusion main ideas detailsautobiography biography anecdotecharacterization

SAT Word of the Week (WOW): docile, elicit

Essential Questions:What are the writers saying in this text? What do these narratives teach us about how relationships develop and change over time? What do we learn about non-fiction, memoirs, autobiographies?

Lesson 15: Read to Get the Gist: “The Great Rat Hunt” Connect and Engage

Conduct an informal survey by asking students to jot down three of their fears. Then in small groups, have students combine their lists and tally the results. Ask students to share their lists with the whole class. Ask: Which fears are most common? Which surprised you?

QuickWrite: Ask students to write about one moment when they did something scary or unusual that involved another person. Students share their responses. What did the event teach you about yourself and the person? How did the experience affect your relationship?

Shared Reading to Get the Gist of “The Great Rat Hunt” Before reading the memoir “The Great Rat Hunt” by Laurence Yep, guide students to

explore the information about the author on page 123 and the background information on Chinatown and the Chinese immigrants in the mid-1800s on page 125.

Discuss briefly the meaning of memoir based on what they can recall from discussions around “My First Free Summer.”

As they read the text to get the gist, remind students to answer the posted comprehension questions. Tell them to pay particular attention to the character’s thoughts, words, and actions and the narrator’s descriptions.

Encourage students to use Active Reading Strategies such as annotating the text using the Code System for Note-taking to keep track of their thinking as they read the text.

Begin reading the text aloud while students read along through line 33 on page 126. At this point, ask students to turn and talk in pairs using the comprehension questions to discuss what has happened so far. Ask students to share the gist of the narrative. If it hasn’t come up as part of the gist, ask students who the narrator is.

Individual or Paired Reading of Text Invite students to read the rest of the text on their own or in pairs.

Whole Class Discussion of Comprehension Questions After students have finished reading the text, return to the comprehension questions to

make sure that all students have a general understanding of what happened in the text. Analyze Characterization of Narrator

Distribute the handout entitled, “Analyze Characterization: “The Great Rat Hunt.” As students reread the text, ask them to copy information about: (1) what Yep says, (2) what Yep does, (3) what Yep thinks and feels, and (4) what other characters say to and about Yep, and how the other characters act towards him.

Model what students should do by projecting an overhead copy of the handout and completing one line from one of the four categories of information on the handout.

Characterization Work: Homework If students do not finish the handout in class, they may finish it for homework. Tell

students to be ready to share their responses at the start of the next lesson.

Lesson 16: Inquiry-based Discussion of “The Great Rat Hunt” Review Homework: Character Analysis

Ask students to share with a partner the evidence they gathered from the text about Yep and what picture they get of Yep based on the evidence they consolidated. Then students share their Pay Off Question responses with the whole class.

WriteAbout-Guiding Question: How does the ‘rat hunt’ event affect the relationship between Yep and his father?

Invite students to reread the text “The Great Rat Hunt” one more time in order to answer the guiding question in their notebooks.

Encourage students to share their responses with a partner. Students should be listening to hear that partners support their interpretations with evidence from the text. If they do not hear any evidence, listeners should be encouraged to ask their partner for evidence.

Whole Group Inquiry-based Discussion Engage students in an inquiry-based discussion beginning with the guiding question. Act

as a facilitator, prompting, summarizing, redirecting, and asking for evidence, rather than actively participating and/or evaluating students’ comments. Encourage students to agree, disagree, question, or in some way respond to one another’s interpretations by asking them how their responses relate to what was said previously. (See Inquiry-based Discussion for guidelines.)

Extensions:• Establish small groups and invite them to rehearse a dramatic reading of the rat-hunt scene. Members of the groups may play any of the following roles: father, Yep, and the narrator. Ask each group to perform their reading for the class. Challenge students to use facial expressions, movement, and tone of voice to help convey the drama of the scene.

• Use the conversation between Yep and his parents to give students practice reading dialogue. Press students to analyze the impact of expression and pacing on meaning in reading dialogue. Guide them to analyze the effect of punctuation marks on expression, pacing and overall meaning. Model reading a portion of the dialogue. Then group students by three to practice and perform a dialogue.

Gifted/Talented:• Invite students to work in groups to do extended research on the Chinese immigrants’ contributions to American industrialization and the growth of cities in America during the mid-1800s. Encourage students to share what they learn in their history class and in their own research about the challenges those early Chinese immigrants faced.

Differentiation:During core program/core instructional time• Students work together in small groups to analyze a character based on physical, personal, and emotional traits. Encourage students to analyze other characters from the text. (See Character Sketch and Character Web handout.)

• In combination with the Audio Anthology CD, use one or more Targeted Passages (pp. 124, 127, 131) to ensure that struggling readers focus on key selection events, concepts, and skills. As you read the targeted passages and ask the conflict questions in the margins, differentiate expected responses along this continuum: beginning, early intermediate, intermediate, and early advanced. (See continuum chart on TE page 125.)

• Continue conferencing with individual students to suggest areas for improvement in their writing.

• Based on observations and student conferences, work with small groups to provide mini-lessons on specific concepts that need reinforcement.

• In a small group, do a think aloud of how you connect the theme of your own Neighborhood Narrative or the sample narrative and one of the other texts. Jot down the themes and connections you identified. Ask students what they heard or noticed that you did. Write down each step they observed. If students missed steps, do a second think aloud; again, ask students to notice the steps so that the group has a complete picture of how you thought and wrote to make connections to themes. Then allow students to work with a partner to make connections across texts.

Intervention:

Tier 2 One topic that might come out during the Inquiry-based discussion is the “symbolism” used by

the author to deliver his message. Remind students that a symbol is a person, place, or object that stands for something beyond itself. Discuss what Father’s trophies symbolize. Ask students what Yep means when he says, “Each prize was a sign that my father belonged to America-and at the same time, to Chinatown” (lines 150-151). Then have students share objects they are proud of and what these objects symbolize to them.

Invite students to read sample scored “2” TAKS compositions. With a partner, ask students to identify a character in the sample composition that they want to develop. Give students time to rewrite the paper. Students share the revised compositions.

During editing activity, encourage students to work in pairs. Ask students to read each other’s

Suggested Assessment:Reader’s/Writer’s Notebooks Teacher observationsIndividual fluency probes Evidence of accountable talkFluency Rubric Checklist Completed T-ChartOne Minute Fluency Checks STAR Diagnostic ReportAR Testing Venn diagramNeighborhood Map Neighborhood Narrative DraftTimed Writing QuickWrites

Tackling Test Tuesday Assessment (TTT)Week 5: “A Walk on the Long Stone Serpent”Week 6: Texas Assessment Practice (pp.312-317)

Resources:Holt McDougal Literature 8, Teacher created material Word Wall TechnologyVocabulary Log Graphic OrganizerStudent AR Goal Sheets Ancillary MaterialCode System for Note-Taking ReadAloud/ThinkAloud Analyze Characterization: “The Great Rat Hunt” Character Sketch and Character Web Peer-Editing Procedure Proofreading Checklist Semantic Map for “Rules of the Game” Semantic Map for “My First Free Summer” (Lesson 6) Word Wall Vocabulary Log Reader’s Workshop: Character and Point of View, pp. 170-171 Personal Narrative, pp. 148-156 My Goals for Becoming a Better, Reader, Writer, Thinker, and Speaker “What Makes a Narrative Interesting to Readers?” Chart Creating Neighborhood Map Preparing for Timed Writing, p. 157 Rubric: Components of a Good Neighborhood Narrative Video:Websites: STAAR Writing Rubric and Scoring Guide Renaissance Place (AR), http://www.tea.state.tx.us/readingproducts/products.html, http://www.tea.state.tx.us/reading/products/redbk4.pdf, http://www.tea.state.tx.us/reading/products/redbk2a.pdf, www.lexile.com, www.allamericareads.org/pdf/single/during/thinkaloud1.pdf

Literature Selections: F6 Weeks Novel: The Diary of Anne Frank

pp.266-280 Harrier Tubman: Conductor of the Underground Railroad

Biography

p.278 Letter to Harriet Tubman Letterpp.282-288 The Mysterious Mr. Lincoln Biographyp.289 Multiple-Meaning Words Vocabulary Strategyp.544 The Diary of Anne Frank Diary entrypp.758-769 Response to Literature Writing Workshoppp.312-317 Texas Assessment Practice 6 Weeks Benchmark (memoir,

nonfiction, cartoon)