english language arts unit map grade 8 accelerated … · 2012-06-25 · graphic vovels literary...
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May 2012 ENGLISH LANGUAGE ARTS UNIT MAP – GRADE 8 ACCELERATED Page 1 of 14
Course: 8th
Grade Accelerated English Language Arts Unit 1: The Challenge of Heroism
Unit Big Ideas/Understandings Heroes play a role in literature and in our personal lives.
Film is a separate and unique text worthy of serious study.
Unit Essential Questions What defines a hero?
How do visual images enhance or create meaning?
Content/Topics Skills/Competencies Standards Assessments Resources The student will know: Concepts
Challenges
Heroism Academic Vocabulary
Diction o denotation o connotation
Archetype
Definition essay
Non-print text
Compare/contrast
Imagery Tier 2 Vocabulary
Framing
Angle techniques
Lighting
Color and visual details
Graphic vovels Literary Terms
Tone
Stanza
Theme
Rhyme scheme
Free verse
Metaphor
Simile
Epic
Plot Grammar and Usage
Quotation marks
Prepositional phrases
Parenthetical citation
Double negative
Dashes
Simple, compound, and complex sentences
Adjectival clauses
Appositives
Relative pronoun
Placement of modifying phrases
The student will be able to: 1. Analyze various traits and types of
heroes through multiple genres and text
2. Compare and contrast the
archetypal heroes and their journeys and apply it to various print and non-print scenarios
3. Analyze a protagonist’s journey in
literary, nonfiction, and non-print texts
4. Apply knowledge of heroism in a
definition essay 5. Construct a controlling thesis
statement that provides an original definition of heroism
6. Quote directly from a variety of sources to support a thesis and elaborate upon ideas
7. Apply definition of heroism when
comparing and contrasting heroes among texts
8. Compose a multi-paragraph
definition essay that includes an introduction with a clear thesis statement, multiple body
1. 1.3.8.H. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from traditional works, including describing how the material is rendered new
2. 1.3.8.H. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from traditional works, including describing how the material is rendered new
3. 1.2.8.A. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text 1.2.8.I. Analyze two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation 1.3.8.B. 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
4. 1.4.8.A. Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information clearly
5. 1.4.8.B. Identify and introduce the topic clearly, including a preview of what is to follow
6. 1.4.8.C. Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension
7. 1.4.8.A. Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information clearly
8. 1.4.8.D. Organize ideas, concepts, and information into broader categories; use appropriate and
Methods for students to demonstrate their levels of proficiency:
Embedded Assessment #1 Writing a Definition Essay
Write a multi-paragraph essay that defines a personal concept of Heroism using various definition strategies
Embedded Assessment #2 Visualizing an Event in Jonas’s Journey
Work with a partner to create a visual representation in the form of a graphic novel that illustrates a heroes journey
write a reflective text analyzing how Jonas fits with the definition of archetype
Unit Self Reflection
Identify evidence of learning
by responding to unit
essential questions using
academic vocabulary
Create a portfolio page that
explains how an artifact
demonstrates personal
growth or an increase in
understanding of unit big
ideas, concepts, content,
and/or skills
End of Unit 1 Assessment
Springboard Level 3 Text
Interactive Word Wall
Vocabulary notebook
KWHL chart
Embedded Assessment Scoring Guides 1, 2
Writing Workshop #2 Short Story
Writing Workshop #6 Expository Writing
“The Outsiders” (in-class reading)
“Forged by Fire” (independent novel)
Films: o October Sky o Batman o Mulan o ET o Lord of the Rings: The
Fellowship of the Ring o Ice Age: The
Meltdown o Shrek
Examples of Graphic Novels
May 2012 ENGLISH LANGUAGE ARTS UNIT MAP – GRADE 8 ACCELERATED Page 2 of 14
Course: 8th
Grade Accelerated English Language Arts Unit 1: The Challenge of Heroism
Unit Big Ideas/Understandings Heroes play a role in literature and in our personal lives.
Film is a separate and unique text worthy of serious study.
Unit Essential Questions What defines a hero?
How do visual images enhance or create meaning?
Content/Topics Skills/Competencies Standards Assessments Resources
Writing
Expository Writing (Writing Workshop #6)
Graphic Novel o exposition o rising action o complications o climax o falling action o resolution
Definition Essay o thesis statement o introduction o body o paragraphs o conclusion o transitions o dialogue
Reading Strategies
Skimming/Scanning
Marking the text
Activating prior knowledge
Close reading
Graphic organizers
TP-CASTT
Paraphrasing
Summarizing
Diffusing
Rereading
Chunking the text
Visualizing
paragraphs with transition words and quotations, and a conclusion
9. Evaluate the protagonists heroic
journeys using direct quotes from text
10. Analyze the structural and literary
elements embedded in the graphic novel genre
11. Illustrate the connection between
a character’s heroic journey and the hero’s journey archetype
varied transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension 1.4.8.B. Identify and introduce the topic clearly, including a preview of what is to follow 1.4.8.C. Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension 1.4.8.D. Organize ideas, concepts, and information into broader categories; use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension 1.4.8.E. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling 1.4.8.F. Write with an awareness of the stylistic aspects of composition
9. 1.4.8.B. Identify and introduce the topic clearly, including a preview of what is to follow 1.4.8.C. Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension
10.1.3.8.B. 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
11.1.3.8.H. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from
May 2012 ENGLISH LANGUAGE ARTS UNIT MAP – GRADE 8 ACCELERATED Page 3 of 14
Course: 8th
Grade Accelerated English Language Arts Unit 1: The Challenge of Heroism
Unit Big Ideas/Understandings Heroes play a role in literature and in our personal lives.
Film is a separate and unique text worthy of serious study.
Unit Essential Questions What defines a hero?
How do visual images enhance or create meaning?
Content/Topics Skills/Competencies Standards Assessments Resources 12. Apply framing and angle
techniques when writing 13. Choose color and visual detail to
enhance drawing 14. Create dialogue that reveals the
steps in the hero’s journey archetype
15. Select and embed quotations from
a novel to support the connection to a hero’s journey
16. Write reflective text explaining
choices made in creation of a graphic novel
traditional works, including describing how the material is rendered new 1.4.8.U. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others
12.1.4.8.U. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others
13.1.4.8.U. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others
14.1.4.8.O. Use narrative techniques such as dialogue, description, reflection, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events 1.4.8.Q. Write with an awareness of the stylistic aspects of writing
15.1.3.8.A. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text
16. 1.4.8.X. 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
May 2012 ENGLISH LANGUAGE ARTS UNIT MAP – GRADE 8 ACCELERATED Page 4 of 14
Course: 8th
Grade Accelerated English Language Arts Unit 2: Real Life Challenges Unit Big Ideas/Understandings: Being an informed consumer takes effort.
It is important to articulate clear and logical arguments when communicating our thoughts and opinions.
Unit Essential Questions: How does commercialism impact daily life?
How does research enhance the ability to persuade?
Content/Topics Skills/Competencies Standards Assessments Resources The student will know:
Concept
Real Life Challenges Academic Vocabulary
Media
Commercialism
Advertising techniques
Persuasive appeals
Persuasive essay Tier 2 Vocabulary
Commercial
Primary source
Secondary source
Position
Techniques of persuasion
Media channels
Debate
Valid sources
Counter argument Literary Terms
Citation
Target audience
Annotated bibliography Grammar/Usage
Progressive verb tenses
Present participle
Perfect tenses
Past participle
Subordinate clauses
Independent clauses
Subordinating conjunctions
Writing
Research (Writing Workshop #10)
Persuasive Writing (Writing Workshop #8)
Persuasive o ethos o pathos
The student will be able to:
1. Analyze the effect that the media has on individuals
2. Analyze the effectiveness of the
use of persuasion on an audience 3. Evaluate and cite online sources in
an annotated bibliography 4. Support a position utilizing valid
sources 5. Identify and evaluate the
effectiveness of the appeals and manipulation of advertisers
6. Write a reflective analysis about a
personal relationship with media
1. 1.5.8.B. Analyze the purpose of
information presented in diverse media formats (e.g. visually, quantitatively, orally) and evaluate the motives (e.g. social, commercial, political) behind its presentation
2. 1.5.8.C. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence
3. 1.4.8.W. 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 and following a standard format for citation
4. 1.4.8.V. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration 1.4.8.W. 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 and following a standard format for citation
5. 1.5.8.C. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration
6. 1.4.8.X. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1
Writing About the Media
Write a reflective analysis identifying personal feelings about or experiences with a problem
Offer a solution or action to address the problem
Embedded Assessment #2 Writing a Persuasive Essay
Conduct research to write a persuasive essay
Cite sources properly Unit Self Reflection
Identify evidence of learning by responding to unit essential questions using academic vocabulary
Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills
End of Unit 2 Assessment
Springboard Level 3 Text
Springboard Level 3 – Unit 2 Embedded Assessment Scoring Guides 1 and 2
Writing Workshop # 8
Persuasive Writing
Writing Workshop #10 Research
Various magazines
Independent mystery novel at student’s lexile level
Springboard Grammar Handbook
Interactive word wall
Vocabulary notebook
KWHL chart
May 2012 ENGLISH LANGUAGE ARTS UNIT MAP – GRADE 8 ACCELERATED Page 5 of 14
Course: 8th
Grade Accelerated English Language Arts Unit 2: Real Life Challenges Unit Big Ideas/Understandings: Being an informed consumer takes effort.
It is important to articulate clear and logical arguments when communicating our thoughts and opinions.
Unit Essential Questions: How does commercialism impact daily life?
How does research enhance the ability to persuade?
Content/Topics Skills/Competencies Standards Assessments Resources o logos
Research Reading Strategies:
Graphic organizers
Activating prior knowledge
Marking the text
Close reading
Summarizing
Paraphrasing
Previewing
Predicting
Metacognative markers
SOAPStone
7. Identify a problem in the media and
generate a solution 8. Paraphrase and directly quote
sources to support a position 9. Revise ideas, organization, use of
language, and conventions throughout the stages of the writing process
10. Identify a debatable topic
11. Identify persuasive appeals (ethos, pathos, logos)
12. Locate and evaluate reliable and valid sources
13. Cite research in an annotated bibliography or works cited page
sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences
7. 1.2.8.A. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text
8. 1.2.8.B. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text
9. 1.4.8.T. 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.
10. 1.4.8.H. Introduce and state an opinion on a topic
11. 1.4.8.J. Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s), counterclaims, reasons, and evidence by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented
12. 1.4.8.V. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration
13.1.4.8.W. 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
May 2012 ENGLISH LANGUAGE ARTS UNIT MAP – GRADE 8 ACCELERATED Page 6 of 14
Course: 8th
Grade Accelerated English Language Arts Unit 2: Real Life Challenges Unit Big Ideas/Understandings: Being an informed consumer takes effort.
It is important to articulate clear and logical arguments when communicating our thoughts and opinions.
Unit Essential Questions: How does commercialism impact daily life?
How does research enhance the ability to persuade?
Content/Topics Skills/Competencies Standards Assessments Resources 14. Quote research to support a thesis 15. Compose a convincing persuasive
essay 16. Formulate counterarguments to
address the oppostion
17. State a call to action
plagiarism and following a standard format for citation
14. 1.4.8.W. 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 and following a standard format for citation
15. 1.4.8.G. Write arguments to support claims
16. 1.4.8.J. Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s), counterclaims, reasons, and evidence by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented.
17. 1.4.8.J. Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s), counterclaims, reasons, and evidence by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented
May 2012 ENGLISH LANGUAGE ARTS UNIT MAP – GRADE 8 ACCELERATED Page 7 of 14
Course: 8th
Grade Accelerated English Language Arts Unit 3: Reflecting on Changes Unit Big Ideas/Understandings: Good writers create coherence in their writing through drafting, revising, and editing their
work.
People possess many kinds of intelligences that help them to accomplish challenging tasks.
Unit Essential Questions: What is the relationship between challenges, multiple intelligences, and
strategies?
How can a writer achieve coherence in writing?
Content/Topics Skills/Competencies Standards Assessments Resources The student will know: Concepts
Reflection
Academic Vocabulary
Reflection
Multiple Intelligences o interpersonal o musical/rhythmic o bodily/kinesthetic o visual/spatial o logical/mathematical o verbal/linguistic o intrapersonal
Coherence
Global revision
Tier 2 Vocabulary
Aptitude
Provocative
Analogies
Cliché
Literary Term
Voice
Grammar/Usage
Complex sentences
Present tense Writing
Expository Writing (Writing Workshop #3)
Research (Writing Workshop 10)
Parts of an Essay o introduction o thesis statement o body o conclusion o transitions
Writing Process
The student will be able to: 1. Identify personal and academic
challenges 2. Examine and evaluate fiction and
nonfiction texts for coherence and
effectiveness
3. Create a rubric for evaluating the
coherence of their own writing
4. Revise writing utilizing replacing,
adding, and deleting revision strategies
5. Revise and edit writing for spelling,
punctuation, and capitalization errors
1. 1.4.8.X. 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
2. 1.4.8.S. Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary non-fiction
3. 1.4.8.T. 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
4. 1.4.8.E. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling 1.4.8.T. 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
5. 1.4.8.E. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling 1.4.8.T. 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
Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Revising and Editing an Essay
Revise an essay to improve its coherence and thoughtfully reflect upon the changes you make
Unit Self Reflection
Identify evidence of learning by responding to unit essential questions using academic vocabulary
Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills
End of Unit 3 Assessment
Springboard Level 3 Text
Embedded Assessment Scoring Guide
Writing Workshop #3 Expository Writing
Writing Workshop #10 Research
Independent biography or autobiography at student’s lexile level
Springboard Grammar Handbook
Vocabulary notebook
Interactive word wall
KWHL chart
May 2012 ENGLISH LANGUAGE ARTS UNIT MAP – GRADE 8 ACCELERATED Page 8 of 14
Course: 8th
Grade Accelerated English Language Arts Unit 3: Reflecting on Changes Unit Big Ideas/Understandings: Good writers create coherence in their writing through drafting, revising, and editing their
work.
People possess many kinds of intelligences that help them to accomplish challenging tasks.
Unit Essential Questions: What is the relationship between challenges, multiple intelligences, and
strategies?
How can a writer achieve coherence in writing?
Content/Topics Skills/Competencies Standards Assessments Resources o drafting o revising o editing
Revision Techniques o replacing o adding o deleting
Reading Strategies:
Graphic organizers
Activating prior knowledge
Marking the text
Skimming/Scanning
Close reading
Visualizing
6. Reflect upon the revision process
purpose and audience have been addressed
6. 1.4.8.X. 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
May 2012 ENGLISH LANGUAGE ARTS UNIT MAP – GRADE 8 ACCELERATED Page 9 of 14
Course: 8th
Grade Accelerated English Language Arts Unit 4: Voices and Challenges Unit Big Ideas/Understandings: Our world has had dark pages in its history that are impossible to make right.
People have the power to take action to address a challenging issue.
Unit Essential Questions: How can one person make a difference when encountering a social challenge?
How do people communicate effectively?
Content/Topics Skills/Competencies Standards Assessments Resources The student will know: Concept
Challenges
Academic Vocabulary
Allegory
Communication
Euphemism
Talking points
Theme
Media channels
Tier 2 Vocabulary
Holocaust
Problem/solution Literary Terms:
Narrative
Point of view
Ethos
Logos
Pathos
Grammar/Usage:
Antecedent
Hyphens
Ellipsis points
Colon, semi-colon
Brackets
Parenthesis
Present progressive verb tense
Comma after introductory element
Participle form of verbs
Participial phrase
Writing
Persuasive Writing (Writing Workshop #8)
Media Presentation
Speaking
Pitch
Phrasing
Tempo
The student will be able to: 1. Critique historical and
contemporary issues of local and global importance
2. Research an issue and create
an action plan to address it 3. Describe and employ a variety
of media channels
4. Speak with inflection
5. Formulate talking points
6. Speak and listen to others in
small and large groups
7. Conduct and evaluate research to support a position
1. 1.5.8.A. Engage effectively in a range
of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly
2. 1.4.8.V. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration
3. 1.5.8.E. Integrate multimedia and visual displays into presentations to add interest, clarify information, and strengthen claims and evidence
4. 1.5.8.G. Demonstrate command of the conventions of standard English when speaking based on grade 8 level and content
5. 1.3.8.A. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text
8. 1.5.8.A. Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly 1.5.8.D. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciation
7. 1.4.8.V. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration 1.4.8.W. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each
Methods for students to demonstrate their levels of proficiency:
Embedded Assessment #1 Presenting Voices of the Holocaust
Conduct a coherent book club discussion in front of your peers
Embedded Assessment #2
Taking Action About An Issue
Create an informational/persuasive campaign about an issue of community, state, national, or world significance and convince an audience to take action
Unit Self Reflection
Identify evidence of learning by responding to unit essential questions using academic vocabulary
Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills
End of Unit 4 Assessment
Springboard Level 3 Text
Embedded Assessment Scoring Guides 1& 2
Writing Workshop #8
Persuasive Writing
“The Diary of Anne Frank – The Play” (in-class novel)
“Milkweed”, “In My Hands” (independent novel)
Springboard Grammar
Handbook
DVD: The Diary of Anne Frank (1959)
DVD: Life is Beautiful (1997)
Written Texts:
Terrible Things: An Allegory of the Holocaust by Eve Bunting
Children’s books about the Holocaust (suggestions in teacher edition)
Fiction and nonfiction accounts of the Holocaust
Examples of public service announcements
KWHL chart
Interactive word wall
Vocabulary notebook
Anticipation guide
May 2012 ENGLISH LANGUAGE ARTS UNIT MAP – GRADE 8 ACCELERATED Page 10 of 14
Course: 8th
Grade Accelerated English Language Arts Unit 4: Voices and Challenges Unit Big Ideas/Understandings: Our world has had dark pages in its history that are impossible to make right.
People have the power to take action to address a challenging issue.
Unit Essential Questions: How can one person make a difference when encountering a social challenge?
How do people communicate effectively?
Content/Topics Skills/Competencies Standards Assessments Resources
Volume
Reading Strategies:
Graphic organizers
Activating prior knowledge
Visualizing
Double-entry journal
Summarizing
Skimming/Scanning
Marking the text
Rereading
TP-CASTT
Close reading
8. Cite sources in an annotated
bibliography 9. Collaborate with peers to create
a persuasive campaign
10. Select and use a media channel
to suit content, purpose, and audience
11. Present a persuasive campaign utilizing a selected media channel
12. Evaluate media for the effectiveness of its message
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation
8. 1.4.8.W. 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 and following a standard format for citation
9. 1.5.8.A. Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly 1.5.8.E. Integrate multimedia and visual displays into presentations to add interest, clarify information, and strengthen claims and evidence
10. 1.5.8.E. Integrate multimedia and visual displays into presentations to add interest, clarify information, and strengthen claims and evidence
11. 1.5.8.A. Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly 1.5.8.D. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciation 1.5.8.F. Adapt speech to a variety of contexts and tasks
1.5.8.G. Demonstrate command of the conventions of standard English when speaking based on grade 8 level and content
12. 1.5.8.B. Analyze the purpose of information presented in diverse media formats and evaluate the motives behind its presentation
May 2012 ENGLISH LANGUAGE ARTS UNIT MAP – GRADE 8 ACCELERATED Page 11 of 14
Course: 8th
Grade Accelerated English Language Arts Unit 5: The Challenge of Comedy Unit Big Ideas/Understandings: Overcoming challenges is often easier when approached with humor.
Unit Essential Questions: How is humor created?
How do people respond to humor, and why do responses vary?
Content/Topics Skills/Competencies Standards Assessments Resources The student will know: Concept
Challenges Academic Vocabulary
Anecdote
Elements of humor
Levels of comedy
Performance
Tier 2 Vocabulary
Comedy
Wit
Slapstick
Comic situation
Caricature
Anecdote
Joke
Hyperbole Literary Terms:
Rhythm
Grammar/Usage:
Subject/verb agreement
Brackets
Pronoun
Antecedent
Adverbial phrase/clause
Punctuation marks o exclamation point o question mark o comma marking a
pause o apostrophe o semi-colon
Writing:
Response to Literary and Expository Text (Writing Workshop #9)
Script Writing (Writing Workshop #5)
Literary Response/Analysis
The student will be able to: 1. Identify forms of comedy and
comedic vocabulary
2. Differentiate between high and
low comedy
3. Analyze the elements of humor
found in various print and non-print text
4. Compose a critical analysis
essay of a humorous text 5. Perform a comic scene
incorporating the elements of humor
6. Identify and analyze elements
of humor in a text
1. 1.2.8.J. (reading informational text) 1.3.8.J. (reading literature)
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
2. 1.2.8.L. (reading informational text) 1.3.8.K. (reading literature)
Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently
3. 1.2.8.I. Analyze two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation
4. 1.4.8.A. Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information clearly 1.4.8.S. Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction
5. 1.5.8.D. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciation 1.5.8.F. Adapt speech to a variety of contexts and tasks 1.5.8.G. Demonstrate command of the conventions of standard English when speaking based on grade 8 level and content
6. 1.2.8.A. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas;
Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Writing an Analysis of a Humorous Text
Read a humorous short story
Write a critical analysis of the text, explaining how the author uses humor to communicate a universal truth, and evaluating his or her effectiveness
Embedded Assessment #2 Performing a Comic Scene
Perform an assigned scene from William Shakespeare’s comedy, A Midsummer Night’s Dream, emphasizing at least two of the elements of humor
Unit Self Reflection
Identify evidence of learning by responding to unit essential questions using academic vocabulary
Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding
End of Unit 5 Assessment
Springboard Level 3 Text
Embedded Assessment Scoring Guides 1 & 2
Writing Workshops #5 Script Writing
Writing Workshop #9
Response to Literary and Expository Text
Springboard Grammar Handbook
Humorous Anecdote: Jerry Seinfeld: “I’m Telling You for the Last Time”
Examples of comic strips and political cartoons
The Simpsons opening
clip
Samples of print and graphic caricatures
DVD: Pleasantville
DVD: Monsters, Inc.
Examples of one liners and puns
Humorous short story: The Ransom of Red Chief or The Celebrated Jumping Frog of Calaveras County
Plot summary, complete copies, and 2 film versions of A Midsummer Night’s Dream
May 2012 ENGLISH LANGUAGE ARTS UNIT MAP – GRADE 8 ACCELERATED Page 12 of 14
Course: 8th
Grade Accelerated English Language Arts Unit 5: The Challenge of Comedy Unit Big Ideas/Understandings: Overcoming challenges is often easier when approached with humor.
Unit Essential Questions: How is humor created?
How do people respond to humor, and why do responses vary?
Content/Topics Skills/Competencies Standards Assessments Resources Reading Strategies:
Graphic organizers
Activating prior knowledge
Skimming/Scanning
KWHL chart
Close reading
Marking the text
Summarizing
Previewing
Metacognative markers
Paraphrasing
7. Support an analysis using
details from the text
8. Explain humor utilizing
comedic vocabulary 9. Evaluate an author’s
effectiveness in communicating a truth through humor
10. Compose a logically organized, well-developed, polished multi-paragraph essay
11. Revise writing using the writing
process 12. Analyze use of language in a
Shakespearean play
provide an objective summary of the text 1.3.8.B. 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
7. 1.2.8.B. (reading informational text) 1.3.8.A. (reading literature)
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text
8. 1.2.8.J. (reading informational text) 1.3.8.J. (reading literature)
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 9. 1.2.8.A. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text
10. 1.4.8.A. Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information clearly 1.4.8.F. Write with an awareness of the stylistic aspects of composition
11. 1.4.8.T. 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
12. 1.3.8.A. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text
Shakespearean dictionary
Independent Novel: Collections of humorous short stories, essays, or poems
Interactive word wall
Vocabulary notebook
Anticipation guide
May 2012 ENGLISH LANGUAGE ARTS UNIT MAP – GRADE 8 ACCELERATED Page 13 of 14
Course: 8th
Grade Accelerated English Language Arts Unit 5: The Challenge of Comedy Unit Big Ideas/Understandings: Overcoming challenges is often easier when approached with humor.
Unit Essential Questions: How is humor created?
How do people respond to humor, and why do responses vary?
Content/Topics Skills/Competencies Standards Assessments Resources 13. Identify and evaluate elements
of humor in a Shakespearean play
14. Prepare a polished
performance that clarifies the meaning of a scene
15. Interpret the characters,
actions, and humor in a scene 16. Refine dialogue and
incorporate elements of humor in a scene using facial expressions, gestures, movements, costumes, and props
17. Deliver lines accurately with
appropriate inflection
13. 1.3.8.F. Analyze the influence of the
words and phrases in a text including figurative and connotative meanings; and how they shape meaning and tone
14.1.5.8.A. Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly 1.5.8.D. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciation 1.5.8.G. Demonstrate command of the conventions of standard English when speaking based on grade 8 level and content
15. 1.3.8.B. 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
16. 1.5.8.A. Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly 1.5.8.D. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciation 1.5.8.G. Demonstrate command of the conventions of standard English when speaking based on grade 8 level and content
17. 1.5.8.G. Demonstrate command of the conventions of standard English when speaking based on grade 8 level and content
May 2012 ENGLISH LANGUAGE ARTS UNIT MAP – GRADE 8 ACCELERATED Page 14 of 14
Course: 8th
Grade Accelerated English Language Arts Unit 5: The Challenge of Comedy Unit Big Ideas/Understandings: Overcoming challenges is often easier when approached with humor.
Unit Essential Questions: How is humor created?
How do people respond to humor, and why do responses vary?
Content/Topics Skills/Competencies Standards Assessments Resources 18. Compare and contrast text and
film 19. Evaluate the effectiveness of a
performance with incorporating comedic elements
18. 1.3.8.G. 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 directors or actors
19. 1.4.8.G. Write arguments to support claims