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Grade 8 ELA CCGPS Unit 2Dystopian Literature

Key: Red=Reading Teacher Blue=English Teacher Purple=Both Teachers GRADE 8 ELA CCGPS UNIT PLAN: 2nd 9 WEEKS

READING FOCUS : Literary

THEME: Dystopian Literature

EXTENDED TEXT: House of the Scorpion by Nancy Farmer (660L)

SHORT TEXTS:

Literary:

1. “Who Can Replace A Man” by Brian Wilson Aldiss (short story) Prentice Hall Literature Grade 8 p. 247 2. “World’s Deadliest Scorpion” YouTube video http://www.youtube.com/watch?v=HXy5DehVTBE

Building Background Knowledge for allusions:

3. “Pedro el Conejo” by Beatrix Potter http://www.gutenberg.org/files/14838/14838-h/14838-h.htm4. “Peter Rabbit” audio recording found at http://www.best-childrens-books.com/the-tale-of-peter-rabbit.html

Poetry:

1. “Thumbprint” by: Eve Merriam Prentice Hall Literature p. 666

2. “Your World” by: Georgia Douglas Johnson Prentice Hall Literature p. 658

3. “Ring Out Wild Bells” by: Alfred Lord Tennyson Prentice Hall Literature p. 664

Informational:

1.“The Age of Cloning” United Streaming http://streaming.discoveryeducation.com/ (video)2. “Cloning” Brainpop.com http://www.brainpop.com/science/cellularlifeandgenetics/cloning/preview.weml (video)3. “Dolly the Sheep” Brainpop.com http://www.brainpop.com/science/diversityoflife/dollythesheep/preview.weml (video)

Georgia Department of EducationDr. John D. Barge, State School Superintendent

February 2012 * Page 1 All Rights Reserved

http://www.brainpop.com/science/diversityoflife/dollythesheep/preview.weml

http://www.brainpop.com/science/cellularlifeandgenetics/cloning/preview.weml

http://streaming.discoveryeducation.com/

http://www.best-childrens-books.com/the-tale-of-peter-rabbit.html

http://www.gutenberg.org/files/14838/14838-h/14838-h.htm

https://owa.dcboe.com/owa/redir.aspx?C=zr_pg2yKCkyFIeKsQGSAubvhL5jnONBIfi1vrrqY9WphwA5FMRGbWnhfS1gZ8k8DSJtM7wgAqxg.&URL=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DHXy5DehVTBE

4. “Utopia and Dystopia” http://www.readwritethink.org/files/resources/lesson_images/lesson926/DefinitionCharacteristics.pdf5. “Organ Donation: Don’t Let these Myths Confuse You” www.Mayoclinic.com/health/organdonation/FL00077 (informational article)

SUPPLEMENTAL MATERIALS:

Printed Materials:1. The House of the Scorpion Teacher Guide (for use with extended text)2. Triumph Learning Common Core Coach English Language Arts 8 pp. 161-188 (for informative/expository [explanatory] writing instruction as well as for writing project in Wax Museum)3. Houghton Mifflin English textbook4. Prentice Hall Writing and Grammar textbook5. Readers Handbook: A Student Guide for Reading and Learning pp. 172-181 (for expository [explanatory] writing instruction)6. The House of the Scorpion Teacher Guide—written by Pat Watson (published by ECS Learning Systems, Inc.)

Multimedia Materials:1. The Island (movie excerpts)2. My Sister’s Keeper (movie excerpts)

WRITING FOCUS: Informational/Expository

ASSESSMENT TASKS (These writing prompts will serve as the assessments for this unit.)

Reading Constructed Response-Informational Analyze the characters, Matt from House of Scorpion, and Lincoln from the movie The Island. What strengths and weaknesses do these two characters share, and how do these characteristics propel them through the book and the movie. Remember to cite textual evidence from both the book and the movie to support your answer. What personal traits do you have that are similar to the characteristics of these two protagonists?

-OR-Reading Differentiation Constructed ResponseIn both the book, The House of the Scorpion, and the movie, The Island, we are told that clones are not human beings. The clones are referred to as “it”. In a paragraph, compare and contrast the treatment of these clones. How were they treated the same, and how were they treated different? Cite textual evidence to support your answer. English Expository(Explanatory)Essay Prompt #1



http://www.Mayoclinic.com/health/organdonation/FL00077

http://www.readwritethink.org/files/resources/lesson_images/lesson926/DefinitionCharacteristics.pdf

Some people with terminal diseases will do almost anything to save themselves even if it means using cloning for extra body parts. While Congress has not banned cloning, it is considered unethical to clone a person at this time. In an essay, discuss the advantages and disadvantages of cloning.

English Expository(Explanatory)Essay Prompt #2 (Essay Scorer)In the House of the Scorpion, advanced technology is employed to prolong life. Technology has changed our lives in many ways. Think of a development in technology, such as the widespread use of cellular phones, the availability of the Internet, or progress in the medical field. Write an essay in which you explain the causes and effects of this development on our lives.

NARRATIVE/RESEARCH/ROUTINE WRITINGNARRATIVEReading:Imagine you are Matt, what changes would you make to Opium? How would these changes affect the future of Opium and its inhabitants?

RESEARCH CONNECTION(S)

(WAX MUSEUM PROJECT)Research a Georgia native/author and present findings in a research paper with MLA format. Prepare materials for a display and presentation. (Thursday, November 21 6:00-8:00 PM Parent Night/Friday, November 22 Time TBA)

ROUTINE WRITING Notes, summaries, process journals, and short responses across all genres

1. Use quick writes with reading selections to address individual feelings and concerns.

2. Cornell/Double Entry Notes (Annotations) with reading and poetry selections.

3. Summarizations

4. Interactive Notebook (English teacher)

5. Possible journal topics from extended text:

Chapters 1-3: a. Write a metaphor depicting what the cottage represents to Matt. b. Design a pin like Rosa’s (p. 21) and explain what you think it symbolizes.Chapters 4-5: Write a five-senses poem about isolation



Chapters 11-14: Write a paragraph in which you agree or disagree with El Patron’s statement, “ You can tell how much someone loves you by the size of the present.” (p. 107)Chapters 23-25: Working in a small group, write your version of the Five Principles of Good Citizenship and The Four Attitudes Leading to Right-Mindfulness (see p. 270).Chapters 29-31: Write a short paragraph in which you agree or disagree with one of the following metaphors: “Friendship is a pain” (p. 311) or “Conscience is a pain” (p. 312). Chapters 32-34: Write a five senses poem about fear.

Unit 2 ELA CCGPS Benchmark StandardsGeorgia Department of Education

Dr. John D. Barge, State School Superintendent February 2012 * Page 4

All Rights Reserved

Reading English Writing

ELACC8RL1ELACC8RL2 ELACC8RL3ELACC8RL4ELACC8RL5ELACC8RL6ELACC8RL7ELACC8RL9

ELACC8RI1ELACC8RI2ELACC8RI3ELACC8RI4ELACC8RI5

ELACC8RI9

ELACC8L2ELACC8L4ELACC8L5ELACC8L6Transition Standards: (BMS Staff Share)ELACC4L1e ELACC5L2bELACC4L2b ELACC5L2cELACC4L2c ELACC5L2dELACC7L2a

ELACC8W2 a-eELACC8W7ELACC8W8

PLANS FOR READING AND ENGLISH ASSESSMENT 1: integrating reading selections from the unit into a writing task

Reading Narrative—Imagine you are Matt, what changes would you make to Opium? How would these changes affect the future of Opium and its inhabitants?


SKILL BUILDING TASKS Note: tasks may take more than a single day. Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so that all standards are adequately addressed throughout the year.

Week 1—October 10-18th, 2013Reading English

Extended Text:The House of the Scorpion

Vocabulary Chapters 1-3lunarconsternationshardsrivulets

Figurative language

Vocabulary Chapters 6-7direburlyloutsimpassivelyguilelessecstatic

Figurative language

Academic Vocabulary for Expository Writingexpositoryexplanatoryintroductionthesis statementmain ideasupporting detailsconclusiontransitions/transition phrases

transition examples:Georgia Department of Education


All Rights Reserved

simile, metaphorComprehensioncause/effect, predicting

Vocabulary Chapters 4-5clonewarren tetanusIllegalscoveyseniledisconsolatelycoweredtrundled

Figurative language simile, metaphorComprehension compare/contrast, cause/effect, predicting

simile, metaphorComprehension inference, predicting

transitions that show sequence: first, then, next, after, later, while finally, during, soon, eventually, meanwhile transitions that show cause-effect relationships: so, if then, since, because, therefore, as a result, consequentlytransitions that show comparisons: like, as well as, similarly, in the same way, likewise; transitions that show contrasts: but, however, in fact, on the other hand, while

MaterialsReading English

The House of the Scorpion Teacher’s Guide pp. 1-18 Poster or chart paper for Reading Narrative Assessment

Prompt Rubric for Narrative Writing (BMS Staff Share) Chart Paper for ongoing figurative language list

Videos: “The Age of Cloning” from United Streaming

http://streaming.discoveryeducation.com/ “World’s Deadliest Scorpion” from YouTube

http://www.youtube.com/watch?v=HXy5DehVTBE

Use released expository prompts and exemplar papers from the website below to teach writing expository (explanatory) text.

http://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Documents/Grade%208%20Topics%20and%20Sample%20Papers%202012%20Updated%20022912.pdf

Rubric for Expository Writing from G8WA (BMS Staff Share)

Essay Scorer—Use with English Expository Essay Prompt #2

Triumph Learning Common Core Coach English Language Arts 8 pp. 161-188 (for informative/expository writing

instruction as well as for writing project in Wax Museum)






http://www.youtube.com/watch?v=HXy5DehVTBE


Readers Handbook: A Student Guide for Reading and Learning pp. 172-181 (for expository writing instruction)

Prentice Hall Writing and Grammar textbook (for expository writing instruction)

Reading ESSENTIAL QUESTION: What are the characteristics of dystopian literature? TASK: Building background for extended text; ongoing figurative language list; word web and fishbone organizers Standards:*ELACC8RI1:Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.*ELACC8RI2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas.*ELACC8RI3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories)*ELACC8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone, including analogies or allusions to other texts.*ELACC8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept

*ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.*ELACC8RL2: 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.*ELACC8RL3: 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.*ELACC8RL4: 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 one meaning and tone, including analogies or allusions to other texts.*ELACC8RL5: 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.

Reading Instruction October 10-18th:



Preparing for Assessment #1: Post and display (on chart paper or poster board) Reading Narrative Prompt Assessment: “Imagine you are Matt, what

changes would you make to Opium? How would these changes affect the future of Opium and its inhabitants?” Discuss and analyze the prompt with students. Determine what notes they will need to take during reading in order to answer

the prompt. Present the Narrative Writing rubric and discuss how students should use it with their assignment.

Building Background: Distribute handout and discuss characteristics of dystopian literature. Point out that this type of literature is a subgenre of

science fiction. Tell students they will be reading a dystopian novel based on the controversial issue of cloning. They will also be reading/viewing (in reading and English class) shorter texts relating back to this theme.

View United Streaming video “The Age of Cloning” Website: http://streaming.discoveryeducation.com/ Students should take notes from the video to use in answering the question, “Should human cloning ever be allowed

anywhere in the world?” Students should have several details from the video to support arguments. (Use as a possible activator/quick write)

Distribute copies of “Background Information” from THS Teacher Guide pp. 5-6 to enhance students’ understanding of the novel.

Introduce vocabulary for Chapter 1-7 from extended text The House of the Scorpion. (Found in The House of the Scorpion Teacher Guide pp. 14-18)

View YouTube video at http://www.youtube.com/watch?v=HXy5DehVTBE (2 min. activator)

Begin Reading Extended Text : Use teacher instructions and “Word Web” graphic organizer pp. 6-7 from The House of the Scorpion (THS) Teacher Guide to

examine connotation, denotation, pros, and cons of cloning.Allusion:

Use discussion questions in THS Teacher Guide pp. 14-15 (#1-7) to guide discussion of Chapters 1-3. Question #1—metaphor ;Question #3—allusion to Peter Rabbit

“Pedro el Conejo” is Peter Rabbit the classic children’s tale, not all children will be familiar with the tale. Read the English version of “Peter Rabbit” silently. http://www.gutenberg.org/files/14838/14838-h/14838-h.htm Discuss the tale and its relationship to The House of the Scorpion. Allow students to watch and listen to the audio of “Peter Rabbit” found at http://www.best-childrens-books.com/the-tale-of-

peter-rabbit.html

Continue reading text: Do “Supplementary Activities” number 1 on p. 15 of the guide. Use discussion questions in THS Teacher Guide pp.15-16(#1-7) to guide discussion of Chapters 4-5. You may wish to use the “Fishbone” graphic organizer on p. 9 in THS Teacher Guide to examine cause/effect in Chapters 4-





http://www.gutenberg.org/files/14838/14838-h/14838-h.htm

http://www.youtube.com/watch?v=HXy5DehVTBE%20%20


5 Do “Supplementary Activities” number 1 on p. 16 of the guide. Add these to the list created on p. 15. Use discussion questions in THS Teacher Guide pp. 17-18 (#1-7) to guide discussion of Chapters 6-7. Do “Supplementary Activities” number 2 of the guide. Add to the list. Homework assignment for week is to review vocabulary words and discussion questions (Cornell Notes and summaries) for

quiz in Week 2.

English ESSENTIAL QUESTION: How can expository texts be written to convey ideas and information in a clear and interesting way?TASK: Expository Writing Review Standards:* ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories: include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style.

*ELACC8L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.*ELACC8L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.*ELACC8L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

English Instruction October 10-18: Present academic vocabulary related to expository (explanatory) writing. Present and discuss explanatory writing rubric from G8WA. Use as models some of the released G8WA expository prompts and exemplar papers from the website listed below.


Go through the prompts and exemplar papers to discuss what is considered exemplary, what is considered as “meets,” and look at differences.





You may also wish to use Common Core Coach Book, Reader’s Handbook, and/or Prentice Hall Writing and Grammar textbook for further writing instruction.

Mock Writing Test October 15

English Instruction October 16-18: Use Prentice Hall Literature 8th Grade pp. 230-235; 246-261 to guide instruction. Introduce the Unit Big Question using See It! Big Question Video Continue discussion of Big Question using PH Lit. pp. 230-231. Introduce characteristics of short story pp. 232-235. Present selection vocabulary using student edition p. 246 and “Vocabulary Warm-Up A” found in Prentice Hall Literature Unit

2 ResourcesASSESSMENT OPPORTUNITY—Mock Writing Test

Week 2—October 21-25, 2013Reading English

Vocabulary Chapters 8-10capitalistsopiumfervordomainfurtivelyenrapturedoblivionaristocratsharangued

Figurative languagesimile, metaphorComprehensionprediction

Vocabulary Chapters 11-14ensconcedashenjovialmewlingcravenlyservilegrovellaudanumFigurative languagesimile, metaphorComprehensioncause/effect, compare/contrast, inferenceLiterary Analysisforeshadowing

Short Text:“Who Can Replace a Man?” from Prentice Hall Literature

Vocabulary distinctionrespectivelydeficiencydebriserosionravagedWord StudyLatin prefix de- meaning “away” or “from”deficiencydetourdecontaminatedecertification


The House of the Scorpion Teacher’s Guide pp. 9-10, 18-22

Poster or chart paper of Reading Narrative Assessment Prompt

Prentice Hall Literature Grade 8 pp. 230-235; 246-261 Prentice Hall Reader’s Notebook pp. 89-103 Videos : Prentice Hall See It!also found at http://www.pearsonsuccessnet.com



http://www.pearsonsuccessnet.com/

Rubric for Narrative Writing (BMS Staff Share) Chart Paper for ongoing figurative language list

Big Question videos Get Connected videos Background videos Prentice Hall Literature Unit 2 Resources

Vocabulary Warm-Up A (as needed) pp. 23-24Reading Warm-Up A (as needed) pp.25-26Selection Test A pp. 35-40

Any teacher-made quizzesReading ESSENTIAL QUESTION: How can note taking and discussing a text with my peers help me better understand it?TASK: Active reading and annotationStandards:*ELACC8RI1:Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.*ELACC8RI2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas.*ELACC8RI3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories)*ELACC8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone, including analogies or allusions to other texts.*ELACC8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept

*ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.*ELACC8RL2: 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.*ELACC8RL3: 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.*ELACC8RL4: 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 one meaning and tone, including analogies or allusions to other texts.*ELACC8RL5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text

ELACC8W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.



a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another, and show the relationship among experiences and events d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

ELACC8W10:Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Reading Instruction October 21-25: Refer back to the poster containing the Reading Narrative Assessment and remind students of notes they will need to take

during reading. ASSIGN THE READING NARRATIVE PROMPT FOR HOMEWORK. Checkpoints will be during the week of October 28-

November 1. ASSIGNMENT DUE week of November 4-8.Chapters 1-7

Continue and complete the reading and discussion of Chapters 1-7 in The House of the Scorpion using the materials from Week 1.

Review Cornell notes/summaries taken during reading of the text. Distribute Chapter Comprehension Review Handout for Chapters 1-7. (BMS Staff Share—Notes folder) Vocabulary Quiz with discussion questions over Chapters 1-7.

Chapter 5—Symbolism Review symbolism; provide direct instruction on symbolism as needed. List the symbols present in the extended text

Celia Tam Lin Scorpion Maria El Patron Chupacabras El Latigo Negro (The Black Whip)

Have students work in small pairs to determine possible meanings of the suggested symbols from the text. (10-20 min.) After students have adequate time, allow them to present their work to the class.



Students must be able to defend their work and explain why/how they came to the conclusions they reached.

Chapters 8-14 Introduce vocabulary for Chapters 8-14. Use discussion questions in THS Teacher Guide pp. 18-19 (#1-7) to guide discussion of Chapters 8-10. Do “Supplementary Activities” number 2 on p. 19 of the guide. Add these to the list created earlier. Use discussion questions in THS Teacher Guide pp.20-22 (#1-9) to guide discussion of Chapters 11-14. You may wish to use the “Fishbone” graphic organizer on p. 9 in THS Teacher Guide to examine cause/effect in Chapters

11-14. You may wish to use the “Venn Diagram” graphic organizer on p. 10 in THS Teacher Guide to compare/contrast El Patron

and Viejo and examine their relationship in Chapters 11-14. Do “Supplementary Activities” number 2 on p. 22 of the guide. Add these to the list created earlier. Homework assignment for week is to review vocabulary words and discussion questions (Cornell Notes and summaries) for

quiz in Week 3.

ASSESSMENT OPPORTUNITY—Vocabulary and Discussion Questions Quiz Chapters 1-7English ESSENTIAL QUESTION: How do stories teach us about human nature?TASK: Read science fiction short story selection; relate selection to dystopian theme of unitStandards:*ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.*ELACC8RL2: 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.*ELACC8RL3: 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.*Transition Standard ELACC4L1e: Form and use prepositional phrases. English Instruction October 21-25:

Use the information in the margins of the T.E. to introduce the short story selection “Who Can Replace a Man” Use Prentice Hall Literature 8th Grade Reader’s Notebook pp. 89-103 as students read through and discuss the selection. Also use “Critical Thinking” on p. 260 and “After You Read” p. 261. Administer Selection Test A for short story Prepositions (Transition Standard) Use old Houghton Mifflin English textbook and Prentice Hall Writing and Grammar

textbook pp. 432-433. Students may log into www.pearsonsuccessnet.com and use the interactive PH Writing and Grammar textbook for these

pages (You will need the latest version of Adobe Shockwave).Georgia Department of Education


All Rights Reserved

ASSESSMENT OPPORTUNITIES—Teacher-made Vocabulary Quiz; Selection Test AWeek 3—October 28-November 1, 2013

Reading EnglishVocabulary Chapters 8-10capitalistsopiumfervordomainfurtivelyenrapturedoblivionaristocratsharangued

Figurative languagesimile, metaphorComprehensionprediction

Vocabulary Chapters 11-14ensconcedashenjovialmewlingcravenlyservilegrovellaudanum

Figurative languagesimile, metaphorComprehensioncause/effect, compare/contrast, inferenceLiterary Analysis

Vocabulary Chapters 15-17raspingparanoidtheologicalindignationabominationwraithdecampedmalevolencenationalistethics

Vocabulary Chapters 18-20pillagingvanity

Vocabulary Chapters 21-22ecologypenanceshamDNA




foreshadowingMaterials

Reading EnglishComprehension Review Handout Chapters 8-14Vocabulary Quiz Chapters 8-14Comprehension Review Handout Chapters 15-22The House of the Scorpion Teacher’s Guide

Poster or Chart of Expository Prompt #2Computers with Internet access to use Essay Scorer at http://www.essayscorer.com/ph/ga/BMS/teacher for teacherhttp://www.essayscorer.com/ph/ga/BMS for students

Reading ESSENTIAL QUESTION: How do authors foreshadow upcoming events in a text?TASK: Examine the clues Nancy Farmer leaves readers in The House of the ScorpionStandards: ELACC8W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another, and show the relationship among experiences and events d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

ELACC8W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

*ELACC8RI1:Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.*ELACC8RI2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas.*ELACC8RI3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories)*ELACC8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone, including analogies or allusions to other texts.*ELACC8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing



http://www.essayscorer.com/ph/ga/BMS

http://www.essayscorer.com/ph/ga/BMS/teacher

and refining a key concept

*ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.*ELACC8RL2: 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.*ELACC8RL3: 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.*ELACC8RL4: 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 one meaning and tone, including analogies or allusions to other texts.*ELACC8RL5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text

Reading Instruction October 28-November 1: Narrative HW Assignment Checkpoint Continue to use The House of the Scorpion Teacher Guide throughout the text as students complete reading for Chapters 8-

14.Chapter 10—Foreshadowing

Ask students to consider the term “foreshadow”. To truly understand foreshadowing you have to read far enough ahead to be able to look back and see those tiny

breadcrumbs, or clues, the author left you. Lead a whole class discussion over foreshadowing, ask students to consider the breadcrumbs:

“Pedro el Conejo” (see page one of this document for English version of this tale) El Latigo Negro Chupacabras

What clues do these tales leave us, the readers? Why would the author choose to give us these points of reference in our reading? El Latigo Negro is a hero that rises up from the humblest of beginnings to save his people. What connection could this

possibly have to our text? Is there a character that we have met that this could be an allusion to? Chupacabras are terrible, mythical beasts the prey on defenseless animals, babies, and women. What connection could this

possibly have to our text? Is there a character that preys on the weak and defenseless? Chapters 11-14

Complete reading Chapters 8-14 in extended text Cornell notes/Summaries/Chapter Comprehension Review Handout Chapters 8-14 (BMS Staff Share) Vocabulary Quiz Chapters 8-14 (BMS Staff Share) Introduce Vocabulary Chapters 15-22 Begin reading Chapters 15-22



Cornell notes/Summaries/Chapter Comprehension Review Handout Chapters 15-22 (BMS Staff Share)

English ESSENTIAL QUESTION: How can expository texts be written to convey ideas and information in a clear and interesting way?TASK: Write expository text on cause/effects of development of technology Standards:** ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories: include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style.

ELA8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELA8W5: With some guidance and 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.


English Instruction for October 28-November 1:Present and post English Expository Prompt #2.Analyze the prompt with the students.Use Essay Scorer for feedback and allow students to revise/edit as needed.Review deficit writing skills

ASSESSMENT OPPORTUNITY—Expository Prompt #2Week 4—November 4-8, 2013

Reading EnglishGeorgia Department of Education


All Rights Reserved

Comprehension Review Handouts Chapters 15-22Test Chapters 15-22

Wax Museum rubricCommon Core Coach English Language Arts 8 pp. 163-164“Citing Sources and Preparing Manuscripts” resource from PH Writing and Grammar p. 3MLA PowerPointReserve computer lab

Reading ESSENTIAL QUESTION: What different techniques do authors use to reveal character motives?TASK: Character analysis Standards:ELACC8W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another, and show the relationship among experiences and events d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

*ELACC8RI1:Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.*ELACC8RI2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas.*ELACC8RI3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories)*ELACC8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone, including analogies or allusions to other texts.*ELACC8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept

*ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.*ELACC8RL2: 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.*ELACC8RL3: 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.*ELACC8RL4: 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 one meaning and tone, including analogies or allusions to other texts.*ELACC8RL5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text

Reading Instruction November 4-8:Reading Narrative Prompt Homework Assignment due this week.Chapter 15—Character Motives

Use the graphic organizer (chart) for character motives (BMS Staff Share) You may wish to assign a character from the extended text to individuals, pairs, or small groups. Students should complete

the five column chart with the following: What the character says What the character does What others say about the character How others treat the character Comparisons to other characters

Allow students to share findings with class Complete reading Chapters 15-22 Cornell notes/Summaries/Chapter Comprehension Review Handout for Chapters 15-22 Review main ideas from Chapters 15-22 Test over Chapters 15-22 with vocabulary for those chapters (BMS Staff Share)

ASSESSMENT OPPORTUNITIES—Reading Narrative Prompt Homework Assignment; Chapter Review Test w/ Vocabulary

English ESSENTIAL QUESTION: How do I conduct research and present my text so that it conveys reliable information in a clear and interesting way? How do I use citations in my research?TASK: Research and present information in Wax Museum projectStandards:* ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories: include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.



b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.

ELACC8W4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELACC8W5: With some guidance and 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. ELACC8W6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.*ELACC8W7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.*ELACC8W8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

English Instruction November 4-8: Introduce research folder found on students’ computer desktops. Assign Georgia characters for research for the Wax Museum project. Distribute and discuss the rubric for the Wax Museum project. (BMS Staff Share) May use Common Core Coach English Language Arts 8 pp. 163-164 for a mentor research text (exemplar paper). Introduce note cards and bibliography cards. May use Common Core Coach English Language Arts 8 pp. 167-173 for

practice on taking notes from short articles and for note card templates. May use p. 3 of the “Citing Sources and Preparing Manuscripts” resource from PH Writing and Grammar (See attached

document, also found on BMS Staff Share) Use PowerPoint on MLA citation format. (BMS Staff Share) Computer Lab to conduct research for Georgia characters (Wax Museum).

PLANS FOR ASSESSMENT 2: integrating reading selections from the unit into a writing taskRESEARCH CONNECTION(S)

(WAX MUSEUM PROJECT)Research a Georgia native/author and present findings in a research paper with MLA format. Prepare materials for a display and presentation.

SKILL BUILDING TASKS Georgia Department of Education


All Rights Reserved

Note: tasks may take more than a single day. Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so that all standards are adequately addressed throughout the year.

Week 5—November 11-15, 2013Reading English

Vocabulary Chapters 23-25dismissivefoxglovemercenarygrottoes

Vocabulary Chapters 26-28planktonearnestcommunalpurgatoryrancid

Transition StandardELACC5L2b: Use a comma to separate an introductory element from the rest of the sentence.


Prentice Hall Literature Grade 8 pp. 640-643, 658-659, 664, 666Triumph Learning Common Core Coach English Language Arts 8 pp. 111-122Poem Quiz and Writing Assignment

Prentice Hall Writing and Grammar pp. 595, 600-608Rubric for Wax Museum

Reading ESSENTIAL QUESTION: How do the imagery, mood, and tone of a poem reflect human emotion?TASK: Reading and understanding poetry elements, structure, and forms Standards: ELACC8W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

*ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.*ELACC8RL2: 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.*ELACC8RL3: 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.*ELACC8RL4: 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 one meaning and tone, including analogies or allusions to other texts.*ELACC8RL5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text

ELACC8L4: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELACC8L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Reading Instruction November 11-15: You may wish to use ELA Common Core Coach ELA 8 pp. 111-122 to teach reading poetry. Use PH Lit. pp. 640-641 to review and discuss elements and structure of poetry. Use PH Lit. pp. 642-643 to teach the forms of poetry. Use PH Lit. pp. 665-667 with the following poems: Poetry—“Thumbprint” by Eve Merriam, found in PH Literature p. 666 Poetry—“Ring Out Wild Bells” by Alfred Lord Tennyson, bound in PH Literature p. 664 Poetry—“Your World” by Georgia Douglas Johnson, found in PH Literature pp. 658-659 How do all of these poems relate to our extended text The House of the Scorpion and our topic of dystopian

literature? Quiz over these poems with short writing assignment (BMS Staff Share) Introduce vocabulary for extended text Chapters 23-27 Read, discuss, and analyze these chapters Identify figurative language within these chapters Vocabulary practice/activity (Writing a story using selected vocabulary words) Discussion questions/quiz over Chapters 23-27 (BMS Staff Share) Cornell notes/summarizing

ASSESSMENT OPPORTUNITY—Poetry Quiz with writing assignment; Chapter Quiz

English ESSENTIAL QUESTION: How do I conduct research and present my text so that it conveys reliable information in a clear and interesting way? How do I use citations in my research?TASK: Wax Museum research paperStandards:* ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories: include



formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.

ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, ELACC8W6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.*ELACC8W7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.*ELACC8W8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.(Transition Standard)* ELACC7L2a: Use a comma to separate coordinate adjectives.

English Instruction November 11-15: Write Wax Museum research paper using rubric as a guide. Administer Punctuation Pretest. You may wish to administer the Diagnostic Test from PH Writing and Grammar p. 595 as a

pretest. (Transition Standard)You may wish to use Prentice Hall Writing and Grammar textbook pp. 600-608 to teach/review commas.

Use pp. 600-601 to teach transition standard.

ASSESSMENT OPPORTUNITY—Wax Museum Research PaperWeek 6—November 18-22, 2013 (Modified Schedule Due to Wax Museum)Reading English

Vocabulary Chapters 28-31plankton earnestcommunalpurgatoryrancid

Prentice Hall Writing and Grammar pp. 600-608Materials for Wax Museum backdrops



crestfallendronesimperiouswheedlinglackey


Quiz Materials for Wax Museum backdrops

Prentice Hall Writing and Grammar pp. 600-608Materials for Wax Museum backdrops

Reading ESSENTIAL QUESTION: How does the author infuse a sense of Latino culture into her writing?TASK: Close reading of the text Standards:*ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.*ELACC8RL2: 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.*ELACC8RL3: 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.*ELACC8RL4: 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 one meaning and tone, including analogies or allusions to other texts.*ELACC8RL5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text

*ELACC8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone, including analogies or allusions to other texts.

Reading Instruction for November 18-22: Introduce vocabulary for Chapters 28-30 Read, discuss, and analyze Chapters 28-30 Administer quiz over discussion questions (BMS Staff Share) Assist with Wax Museum backdrops As students enter the room, have the essential question posted.

Cultural References: Ask students to find references of the following cultural references in their novels:



Spanish term “mi vida” traditions mythological creatures (e.g., Chupacabras) slang “holy frijoles” religion (e.g., Virgin Mary, Saint Francis)

Allow students to record their examples in their journals Why is this infusion of Spanish culture important in understanding the novel? How would the novel be changed if these cultural references were removed? (foreshadowing…)

ESSENTIAL QUESTION: Why is it important to place commas correctly in my writing?TASK: Transition standard— using commasStandards:*Transition StandardELACC5L2b: Use a comma to separate an introductory element from the rest of the sentence.

English Instruction for November 18-22: (Transition Standard)You may wish to use PH Writing and Grammar pp. 600-608 to teach/review commas after introductory

material, commas w/parenthetical expressions Participate and/or attend Wax Museum

Week 7—December 2-6, 2013Reading English

Vocabulary Chapters 31-35exhortingeuphoriamausoleumcopalholographicmutinysqualid

MaterialsMaterials for poster punctuation project/Prezis

ESSENTIAL QUESTION: What implications does cloning have for stem cell production?TASK: View news clip on stem cell useStandards:



ELACC8RI1:Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.*ELACC8RI2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas.*ELACC8RI3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories)*ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.*ELACC8RL2: 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.*ELACC8RL3: 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.*ELACC8RL4: 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 one meaning and tone, including analogies or allusions to other texts.*ELACC8RL5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text

Reading Instruction December 2-6: View CBS news clip on stem cell wind pipe http://donatelife-organdonation.blogspot.com/2013/04/windpipe-made-from-stem-

cells-implanted.html Relate this to extended text. Introduce vocabulary for Chapters 31-35 Read / Discuss / analyze Chapters 31-35 Summarize these chapters Quiz / discussion questions over Chapters 31-35 (BMS Staff Share) Review for benchmark (Packets sent earlier from Coach, also found on BMS Staff Share)

ESSENTIAL QUESTION: Why is it important to place commas correctly in my writing?TASK: Using punctuation correctlyStandards:*ELACC8L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

English Instruction December 2-6:Non-essential expressionsPoster punctuation project/ PreziPunctuation test



http://donatelife-organdonation.blogspot.com/2013/04/windpipe-made-from-stem-cells-implanted.html

http://donatelife-organdonation.blogspot.com/2013/04/windpipe-made-from-stem-cells-implanted.html

Review for benchmarkWeek 8—December 9-13, 2013

Reading EnglishVocabulary Chapters 36-38mausoleumcopalholographicmutinysqualid

MaterialsReading benchmark assessment and answer sheetsList of main ideas for the extended text

English benchmark assessment and answer sheetsWebsites:“Cloning” Brainpop.com http://www.brainpop.com/science/cellularlifeandgenetics/cloning/preview.weml (video)

“Dolly the Sheep” Brainpop.com http://www.brainpop.com/science/diversityoflife/dollythesheep/preview.weml (video)

Expository Essay Prompt #1:

English Expository(Explanatory)Essay Prompt #1Some people with terminal diseases will do almost anything to save themselves even if it means using cloning for extra body parts. While Congress has not banned cloning, it is considered unethical to clone a person at this time. In an essay, discuss the advantages and disadvantages of cloning.

ESSENTIAL QUESTION: How do I make a text-to-self connection?TASK: Analyze extended text for a text-to-self connection Standards:ELACC8RI1:Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.*ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.







Reading Instruction December 9-13: Administer reading benchmark assessment Introduce vocabulary for Chapters 36-38. Students will make a TIP chart using the vocabulary. They should also write a

paragraph using three of the words correctly. Read, discuss, and analyze Chapters 36-38. Summarize these chapters. Review the main ideas for the book.

ESSENTIAL QUESTION: What are the advantages and disadvantages of cloning? TASK: Explanatory (Expository) essay on cloningStandards:ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories: include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style.

English Instruction December 9-13: Administer 2nd Nine Weeks English benchmark assessment Present and Post Expository Essay Prompt #1 View the video about cloning from http://www.brainpop.com/science/cellularlifeandgenetics/cloning/preview.weml Administer Expository Essay Prompt #1

ASSESSMENT OPPORTUNITY—Expository Essay Prompt #1Week 9—December 16-19, 2013


Test for The House of the ScorpionPoster or chart with Reading Informational Constructed ResponseMovie-- “The Island”

English benchmark assessment and resultsEssay drafts for Expository Prompt #1




PLANS FOR ASSESSMENT 4: integrating reading selections from the unit into a writing taskReading Informational Constructed Response: Analyze the characters, Matt from House of Scorpion, and Lincoln from the movie The Island. What strengths and weaknesses do these two characters share, and how do these characteristics propel them through the book and the movie. Remember to cite textual evidence from both the book and the movie to support your answer. What personal traits do you have that are similar to the characteristics of these two protagonists?

-OR-

Reading Differentiation Constructed Response

In both the book, The House of the Scorpion, and the movie, The Island, we are told that clones are not human beings. The clones are referred to as “it”. In a paragraph, compare and contrast the treatment of these clones. How were they treated the same, and how were they treated different? Cite textual evidence to support your answer.

SKILL BUILDING TASKS Note: tasks may take more than a single day. Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so that all standards are adequately addressed throughout the year.Reading ESSENTIAL QUESTION: How do I draw meaning from one text to help support my understanding of another text?TASK: Standards:*ELACC8RL2: 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. ELACC8RL7: 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.

ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELACC8W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames. Reading Instruction December 16-19 :

Administer test over The House of the Scorpions (BMS Staff Share) Review benchmark assessment and student responses to questions. Watch the movie The Island. For the first constructed response choice, students should take notes on the character Lincoln. For the differentiated constructed response choice, students should take notes on how the clones in the movie are treated.

English ESSENTIAL QUESTION: What are the advantages and disadvantages of cloning?TASK: Explanatory (Expository) essay on cloning



Standards:ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories: include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.

English Instruction December 16-19: Review benchmark assessments and student responses to questions. Complete the expository essay Complete make up work

