springboard eighth grade language arts - instructional ... · pdf filedraft 2010-2011...

Draft 2010-2011

SpringBoard Eighth Grade Language Arts - Instructional Focus Calendar – Week #1

Core Text and Resources

Benchmarks Strategies Assessments Essential Questions

SpringBoard Unit #1 The Challenge of Heroism: Review Learning Focus: Taking Your Writing to the Next Level. Activity 1.1: Previewing the Unit SBTE pp. 5 Review the essential questions, Unit Overview and Learning Focus. Discuss Embedded Assessment 1 Activity 1.2: Challenges Word Wall SBTE pp. 6-7 Activity 1.3 Tone: Word Sort SBTE pp. 8-9 Activity 1.4: Emotional and Physical Challenge pp. 10-13 “A Man” and “Moco Limping” Writing Diagnostic Writing Sample Student Writing Folders/ Portfolios choice of words and use of language See signal boxes in SpringBoard TE for the following:

• Academic Vocabulary • Literary Terms • Grammar and Usage

LA.8.2.2.2 The student will synthesize and use information from the text to state the main idea or provide relevant details. LA.8.1.7.2 The student will analyze the author's purpose and/or perspective in a variety of texts and understand how they affect meaning. LA.8.3.1.2The student will make a plan for writing that addresses purpose, audience, main idea, logical sequence, and time frame for completion.

1.1 Close Reading, Graphic Organizer KWL Chart, Marking the text, Summarizing/Paraphrasing, Think-Pair-Share 1.2 Quickwrite, Think Aloud, Think-Pair-Share, Word Map 1.3 Graphic Organizer, Visualizing, Word Map 1.4 Marking the Text, Note taking, Think-Pair-Share, TP-CASTT (pg. 11) Title Paraphrase Connotation Attitude Shifts Theme Title

Diagnostic Writing (Record data & store papers in portfolios) Possible prompt Everyone has responsibilities in life. Think about one of your responsibilities. Now, write to explain one of your responsibilities.

What is effective Writing? What defines a hero? How do visual images enhance or create meaning? Are there some things we should be afraid of?

Category 1 Category 2 Category 3 Category 4 Supplemental Resources

Stem Question: Context Clues (LA.8.1.6.3) Read this sentence from “A Man,” “I shall only be able to half hold my love close to me.” What does the phrase “half hold” mean?

Stem Question: Main Idea (LA.8.1.7.2) If the poem, “A Man” were published in the newspaper, which headline would best express the main idea?

Stem Question: Literary Analysis (LA.8.2.1.2) Which phrase best describes the dog in Moco Limping? Explain your answer using information from the text.

Stem Question: Checks Validity and Reliability of Information (LA.8.6.2.2) Which statement from “A Man” best supports the idea that time helps you to overcome obstacles? Explain your answer.

Language of Literature McDougal Littell Springboard.collegeboard.com

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Core Text and Resources Benchmarks Strategies Assessments Essential Questions SpringBoard Unit #1 The Challenge of Heroism: Review Learning Focus: Taking Your Writing to the Next Level. Activity 1.5: Facing Challenges; Activity 1.6: Defining Heroic Qualities; Activity 1.7: Heroes in Action, Love Triumphs: 6-Year Old becomes a Hero of Band of Toddlers, Rescuers, and Heroes in Action; Activity 1.8: Historical Heroes “O Captain! My Captain!” Frederick Douglas “Raymond’s Run” See Signal Boxes in TE for the following:

• Academic Vocabulary • Grammar and Usage • Literary Terms • Word Connection • Writing Workshop (1.7)

Six Traits Ideas Writing Process Prewriting/Ideas/Focus Grammar/Conventions in Context Nouns and Pronouns Subjects in Unusual Order Incorporate grammar skills in writing

LA.8.2.2.2 The student will synthesize and use information from the text to state the main idea or provide relevant details. LA.8.1.7.2 The student will analyze the author's purpose and/or perspective in a variety of texts and understand how they affect meaning. LA.8.3.1.2The student will make a plan for writing that addresses purpose, audience, main idea, logical sequence, and time frame for completion. LA.8.1.7.8 Use strategies to repair comprehension (note-making, questioning, clarifying, predicting) LA.8.2.1.2 - LA.8.2.1.3 Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)

1.5 Graphic Organizer 1.6 Drafting, Marking the Draft, Think-Pair-Share, Word Map\ 1.7 Group Discussion, Note taking, quickwrite, Summarizing/Paraphrasing, Brainstorming, 1.8 Diffusing, KWHL Chart, Marking the Text, Skimming/Scanning, TP-CASTT Analysis Writing Connection p. 25 What traits do Abraham Lincoln and Frederick Douglas exhibit to be considered heroes?

Diagnostic Writing (Record data & store papers in portfolios) Possible prompt Everyone has responsibilities in life. Think about one of your responsibilities. Now write to explain what you are responsible for.



Stem Question: Word Relationships (LA.8.1.6.8) What pair of words from the text is most similar in meaning?

Stem Question: Author’s Purpose (LA.8.1.7.2) What was the author’s purpose in writing the poem, “Frederick Douglass?”

Stem Question: Figurative Language (LA.8.2.1.7) Read this sentence from “O Captain, My Captain”: My father does not feel my arm, he has no pulse nor will. Which literary device is used in the above sentence?

Stem Question: Determine the Validity and Reliability of Information (LA.8.6.2.2) Which sentence from Frederick Douglass best emphasizes that freedom is sought by all men?

Language of Literature McDougal Littell Springboard.collegeboard.com Film Clip: “October Sky”

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SpringBoard Unit #1 The Challenge of Heroism: Review Learning Focus: Taking Your Writing to the Next Level. Activity 1.9, The Challenge of the Hero’s Journey; 1.10 The Refusal of the Call; 1.11 The Road of Trials See Signal Boxes In TE for the following:

• Academic Vocabulary • Word Connections • Literary Terms • Differentiating

Instruction Six Traits – Ideas, Organization and Conventions Grammar/Conventions in Context Subject and Predicate/Sentence Fluency Subjects in Unusual Word Order Writing Process Revising


1.9 Graphic Organizer, Revisiting Prior Work, Think Aloud, Paraphrasing, Word Map, 1.10 Graphic Organizer, Summarizing, 1.11 Diffusing, Drafting, Graphic Organizer, Note taking

Diagnostic Writing (Record data & store papers in portfolios) Possible prompt Writing Connection Review the definition of an epic. Have the students write to explain why Odysseus is on taking the journey.

What is effective Writing? What defines a hero? How do visual images enhance or create meaning?


Stem Question: Analyze Words/Text (LA.8.1.6.8) Read these lines from The Odyssey. “Devoid of pity, he was silent in response, but leaping up laid hands on my crew.” What is the best restatement of this line?

Stem Question: Relevant Details (LA.8.1.7.3) Based on the information from the text, how does Odysseus’ crew feel about their chances of escape?

Stem Question: Character Development (LA.8.2.1.2) What phrase best describes Odysseus?

Stem Question: Text Features (LA.8.6.1.1) The purpose of the text’s bold print headings and subheadings is to inform readers about…

Language of Literature: McDougal Littell Springboard.collegeboard.com Film Clip: Batman Begins, Star Wars I: The Phantom Menace

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SpringBoard Unit #1 The Challenge of Heroism: Review Learning Focus: Taking Your Writing to the Next Level. Continue Activity 1.11, Road of Trials (continued); 1.12, A Different Kind of Heroine; 1.13 Creating a Different Kind of Heroine/Woman Worrier; 1.14, An Everyday Hero, Core Literature: Raymond’s Run Six Traits – Ideas Writing Process Prewriting, drafting See Signal Boxes In TE for the following: * Word Connections * Grammar and Usage


1.11 Diffusing, Drafting, Graphic Organizer, Note taking, Chunking the Text, Marking the Text, Read Aloud1.12 Graphic Organizer, Note taking 1.13 Jigsaw, Visualize, Writing a Summary

Diagnostic Writing (Record data & store papers in portfolios) Possible prompt Community leaders are seeking ideas to improve the air and water quality. Think about the importance of clean air and water. Now write to convince the community leaders of one change that might improve your community. Embedded Assessment 1: Writing A definition Essay pp. 53- Writing Connection p. 41 Write a thesis statement explaining whether Mulan’s faults help her become a hero or hinder her. Then, write two or four sentences that support your thesis statement with evidence from the film.



Stem Question: Word Relationships (LA.8.1.6.8) Which pair of words from the text is most nearly opposite in meaning?

Stem Question: Author’s Perspective (LA.8.1.7.2) With which statement regarding “Woman Warrior” would the author most likely agree? Women can’t be heroes or life is about taking chances. Use information from the text to explain your reasoning.

Stem Question: Figurative Language (LA.8.2.1.7) Read this sentence from “An Everyday Hero” was only three when it attacked her, a demon like no other.” Which literary device is used in the above sentence?

Stem Question: Determine the Validity and Reliability of Information (LA.8.6.2.2) Locate a statement from “Woman Warrior,” which best supports the idea that advertising is geared to a specific audience?

Language of Literature McDougall Littell Springboard.collegeboard.com Film Clip: “Mulan”

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Discuss the Learning Focus: Applying the Archetype to the text Activity 1.15: Reading Utopia; Activity 1.16: Precise Words; Activity 1.17: Reading the Opening; Activity 1.18: Babies and Birthdays See Signal Boxes In TE for the following:

• Word Connections • Grammar and

Usage • Academic

Vocabulary

LA.8.1.6.1) – (LA.8.1.6.3) Use new vocabulary that is introduced and taught directly Use context clues to determine meanings of unfamiliar words (LA.8.1.6.10)- (LA.8.1.6.11) Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital tools LA.8.1.7.1 Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictions LA.8.1.7.2 Analyze the author’s purpose in a variety of texts and understand how they affect meanings LA.8.1.7.3 Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant details LA.8.1.7.5 Analyze a variety of text structures and text features

1.15 Diffusing, Marking the Text, Quickwrite, Skimming/Scanning, Think Aloud 1.16, Quickwrite, visualizing, Word Map 1.17 Graphic Organizer, Visualizing, Word Map 1.18 Graphic Organizer, Prewriting, Note taking, Word Map

Teacher created quiz/assessment based on chapters 2 and 3 of the Giver.

What defines a hero? How do visual images enhance or create meaning?


Stem Question: Context Clues (LA.8.1.6.3) Read this sentence from “Utopia.” “Besides agriculture, which is so common to them all, every man has some peculiar trade to which he applies himself… What does the word trade mean?

Stem Question: Author’s Purpose (LA.8.1.7.2) Read this sentence from “Utopia, “ “The fashion never alters and it is neither disagreeable nor uneasy…” What is the most likely reason the author describes the clothing in this way?

Stem Question: Figurative Language (LA.8.2.1.7) Read this sentence from “Utopia,” “Women, for the most part, deal in wool and flax, which best suits with their weaknesses…” Which literary device is used in the above sentence?

Stem Question: Determine the Validity and Reliability of Information (LA.8.6.2.2) Locate a statement from “Utopia,” which best supports the idea that Thomas More allows for flexibility in a utopian society? Explain your reasoning.

Language of Literature McDougal Littell Springboard.collegeboard.com Novel: The Giver Film Clip: E.T.

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Discuss the Learning Focus: Applying the Archetype to the text Activity 1.19: Characterization; Activity 1.20: The Circle of Life; Activity 1.21: Essential Attributes; Activity 1.22: Rules in Society Activity 1.23: Coming to Your Senses See Signal Boxes In TE for the following:

• Academic Vocabulary

• Differentiating Instruction


1.19 Graphic Organizer, Think-Pair-Share 1.20 Drafting, Graphic Organizer, Prewriting, Skimming/Scanning, Note taking, Looping 1.21 Graphic Organizer, Quickwrite, Skimming/Scanning1.23 Diffusing, Visualizing, Word Map

Student interactive sheets can be used as an assessment tool.



Stem Question: Context Clues (LA.8.1.6.3) Read this sentence from The Heartiest of Season’s Greetings, “…I shall lack neither pleasure nor occupation, and books and music will round out the day.” What does the phrase round out mean?

Stem Question: Author’s Perspective (LA.8.1.7.2) With which statement would the author of The Heartiest of Season’s Greetings passage most likely agree?

Stem Question: Figurative Language (LA.8.2.1.7) What evidence of Imagery is present in The Heartiest of Season’s Greetings?

Language of Literature McDougal Littell Springboard.collegeboard.com Novel: The Giver

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Discuss the Learning Focus: Applying the Archetype to the text Activity 1.24: Marking the Text; Activity 1.25: Evolution of a Hero Activity 1.26: An Ending to the Giver Activity 1.27: Author’s Purpose: Lowry’s Newbery Acceptance Speech Activity 1.28: Alien Escape See Signal Boxes In TE for the following: * Word Connections * Grammar and Usage * Writing Workshop (1.28) *Differentiated Instruction


1.24 Close Reading, Marking the Text, Rereading, Socratic Seminar, Fishbowl 1.25 Graphic Organizer, Drafting, Think-Pair-Share, Looping 1.26 Predicting 1.27 Note taking, Think-Pair-Share, Word Map 1.28 Graphic Organizer, Note taking, Visualizing, jigsaw




Stem Question: Word Relationships (LA.8.1.6.8) Which pair of words from Newbery Acceptance Speech is most similar?

Stem Question: Main Idea (LA.8.1.7.3) What is this passage mainly about?

Stem Question: Text Features (LA.8.2.2.1) What is the significance of the highlighted words and phrases in the speech?

Stem Question: Text Features (LA.8.6.1.1) How do the illustrations assist in understanding the speech?


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Discuss the Learning Focus: Applying the Archetype to the text Activity 1.29: Graphic Novels: Visualizing an Incident Continue the activities from week 7 Activity 1.24: Marking the Text; Activity 1.25: Evolution of a Hero Activity 1.26: An Ending to the Giver Activity 1.27: Author’s Purpose: Lowry’s Newbery Acceptance Speech Activity 1.28: Alien Escape See Signal Boxes In TE for the following:

• Word Connections • Differentiating

Instruction • Grammar and Usage • Writing Workshop

(1.28) • Literary Terms


1.24 Close Reading, Marking the Text, Rereading, Socratic Seminar, Fishbowl 1.25 Graphic Organizer, Drafting, Think-Pair-Share, Looping 1.26 Predicting 1.27 Note taking, Think-Pair-Share, Word Map 1.28 Graphic Organizer, Note taking, Visualizing, jigsaw




Stem Question: Analyze Words/Text (A.8.1.6.8) Read this line from the Newbery Acceptance Speech, “At eleven years old I am not a particularly adventurous child, nor am I a rebellious one.” What is the best restatement of these lines?

Stem Question: Main Idea (LA.8.1.7.3) If this speech were published in a newspaper, which headline best expresses the main idea?

Stem Question: Character Development (LA.8.2.1.2) What phrase best describes Lois Lowry?

Stem Question: Determine Validity and Reliability of Information (LA.8.6.2.2) Which sentence from the text best emphasizes the idea that our perceptions of life are generated by the experiences of others and ourselves?


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Discuss the Learning Focus: Applying the Archetype to the text Activity 1.29: Graphic Novels: Visualizing an Embedded Assessment 2 Visualizing an event in Jonas’s Journey See Signal Boxes In TE for the following:

• Literary Terms


1.24 Close Reading, Marking the Text, Rereading, Socratic Seminar, Fishbowl 1.25 Graphic Organizer, Drafting, Think-Pair-Share, Looping 1.26 Predicting 1.27 Notetaking, Think-Pair-Share, Word Map 1.28 Graphic Organizer, Note taking, Visualizing, jigsaw 1.29 Drafting, Visualizing

Embedded Assessment #2, page 99-100,



Stem Question: Analyze Words/Text (LA.8.1.6.8) What would be the best restatement of this line from the graphic novel Persepolis? “We waited for him for hours. There was the same silence as before a storm.

Stem Question: Main Idea (LA.8.1.7.3) What would be a great title for your Visual Representation of Jonas’s Journey?

Stem Question: Figurative Language (LA.8.2.1.7) Create a statement using personification.

Stem Question: Determine Validity and Reliability of Information. (LA.8.6.2.2) Which statement from Persepolis best supports the idea that the dead continue to live?

Language of Literature McDougal Littell Springboard.collegeboard.com Novel: The Giver

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Discuss the Learning Focus: How Powerful is the media? Activity 2.1: Previewing the Unit Activity 2.2: Defining Media Activity 2.3 Creating Media Awareness Activity 2.3 Just the Facts About Advertising and Marketing to Children Activity 2.4 The Media and commercialism/Branded: The Buying and Selling of Teenagers Academic Vocabulary Media Commercialism Advertising Techniques Persuasive appeals Persuasive Essay See Signal Boxes In TE for the following:

• Word Connections • Academic

Vocabulary • Literary Terms • Differentiating

Instruction


2.1 Close Reading, Graphic Organizer, KWL Cart, Marking the Text, Summarizing/Paraphrasing, think-Pair-Share 2.2 Graphic Organizer, Word Map, Quickwrite 2.3 Graphic Organizer, Marking the Text, Metacognitive Markers, Rereading, Word Map 2.4 Prewriting, SOAPTONE, Think-Aloud

How does commercialism impact daily life? How does research enhance the ability to persuade?


Stem Question: Word Relationships (LA.8.1.6.8) Which pair of words from “Branded: The Buying and Selling of Teenagers” is most similar?

Stem Question: Relevant Details (LA.8.1.7.3) Based on the information from “Branded: The Buying and Selling of Teenagers,” how does product placement correlate with brand equity?

Stem Question: Text Features (LA.8.6.1.1) How does the presentation of information in graph form aid in reader’s understanding of the text material?


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Discuss the Learning Focus: How Powerful is the media? Activity 2.5: Advertising and Representations Activity 2.6: Brands and the Media Embedded Assessment 1: Writing About the Media End of the Unit Reflection See Signal Boxes In TE for the following:


• Word Connections • Grammar and Usage • Writing Workshop

(2.5)


2.5 Discussion Groups, Graphic Organizer, Marking the text, predicting, Think-Pair-Share, Word Map 2.6 Close Reading, Summarizing/Paraphrasing, SOAPStone

Embedded Assessment 1: Writing About the Media



Stem Question: Context Clues (LA.8.1.6.3) Read this sentence from “How Advertisers Persuade,” “…all go beyond simple price appeal to appeal to our desire to get something for nothing…” What does the phrase “something for nothing” mean?

Stem Question: Author’s Perspective (LA.8.1.7.2) With which statement would the author of “How Advertisers Persuade” most likely agree? “Familiarity breeds success” or “Advertising is a game.” Use information from the text to support your choice.

Stem Question: Determine the Validity and Reliability of Information (LA.8.6.2.2) Which statement from the article “The Price of Happiness: Advertising and Image” best supports the idea that people are not independent thinkers? Use information from the text to explain your selection.

Language of Literature McDougal Littell Springboard.collegeboard.com Print Ads from Magazines

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Discuss the Learning Focus: Supporting our Ideas Activity 2.7: Thinking About Ideas Activity 2.8: Debating an Idea Nothing But the Truth Activity 2.9: Identifying Issues Activity 2.10: Issues at Home See Signal Boxes In TE for the following:

• Writing Workshop (2.7)



2.7 Close Reading, Prewriting, Quickwrite 2.8-2.9 Graphic Organizer, Prewriting, Word Map 2.10 Drafting Marking the Text, Prewriting, Revising

Teacher created assessment



Language of Literature McDougal Littell Springboard.collegeboard.com Novel: Nothing But The Truth

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Discuss the Learning Focus: Supporting our Ideas Activity 2.11 Introducing RAFT Nothing But the Truth Activity 2.12: Issues at School See Signal Boxes In TE for the following:

• Grammar and Usage • Academic

Vocabulary


2.11 RAFT 2.12 Close Reading, Marking the Text, Note taking, Paraphrasing, Quickwrite, Think-Pair-Share, Word Map




Stem Question: Word Relationships (LA.8.1.6.8) Which pair of words from the article “Student Dress Code” is most similar?

Stem Question: Author’s Purpose (LA.8.1.7.2) Read this sentence from the passage “Educators and the public are divided over the value of implementing school-uniform policies in the public schools.” What is the most likely reason the author includes this statement?

Stem Question: Determine the Validity and Reliability of Information. (LA.8.6.2.2) Which statement from the text best supports the idea that implementing a dress code policy is a complex undertaking?


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Discuss the Learning Focus: Supporting our Ideas Activity 2.13 An Idea for Derek Jeter; Jeter: Put Your Money Where Your Fans Are Introducing RAFT Nothing But the Truth See Signal Boxes In TE For:


• Word Connections • Grammar and

Usage


2.13 Drafting, Marking the Text, Skimming, SOAPStone, Think-Pair-Share




Stem Question: Analyze Words/Text (LA.8.1.6.8) Read this line from “Jeter: Put Your Money Where Your Fans Are,” “The truth is, my students ask a valid question.” What is the best restatement of this line?

Stem Question: Author’s Perspective (LA.8.1.7.2) With which statement would the author of this passage most likely agree? Those who have money should give back or The wealthy have earned the right to do with their resources as they please. Use information from the text to justify your answer.

Stem Question: Character Development (LA.8.2.1.2) What phrase best describes the speaker of the text?

Stem Question: Determine the Validity and Reliability of Information. (LA.8.6.2.2) Which statement from the text best supports the idea that “We should be our brothers keeper?”

Language of Literature McDougal Littell Springboard.collegeboard.com Novel Nothing But The Truth

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Discuss the Learning Focus: Supporting our Ideas Activity 2.14 Issues in the World Nothing But the Truth Embedded Assessment 2: Writing a Persuasive Essay Unit 2 Reflection page 184


2.14 Drafting, Graphic Organizer, Prewriting Marketing

Embedded Assessment 2: Writing a Persuasive Essay End of the Unit Online Assessment




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Discuss the Learning Focus: Reflection and Revision Activity 3.1: Previewing the Unit Activity 3.2: Challenges in Life See Signal Boxes In TE for the following:



• Word Connections


3.2 Graphic Organizer, Word Map


What is the relationship between challenges, multiple intelligences, and strategies? How can a wrier achieve coherence in writing?


Language of Literature McDougal Littell Springboard.collegeboard.com Novel: Nothing But The Truth Prior Student Work

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Discuss the Learning Focus: Reflection and Revision Supporting our Ideas Activity 3.3: Challenge Quotes Activity 3.4: Challenges in Learning Activity 3.5: Multiple Intelligences Activity 3.6: Multiple Intelligences—A Snapshot; An Introduction See Signal Boxes In TE for the following:




LA.8.1.6.1) – (LA.8.1.6.3) Use new vocabulary that is introduced and taught directly Use context clues to determine meanings of unfamiliar words (LA.8.1.6.10)--(LA.8.1.6.11) Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital tools LA.8.1.7.1 Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictions LA.8.1.7.2 Analyze the author’s purpose in a variety of texts and understand how they affect meanings LA.8.1.7.3 Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant details LA.8.1.7.5 Analyze a variety of text structures and text features

3.3. Discussion Groups, Graphic Organizer, Oral Reading, Paraphrasing, Visualizing 3.4 Drafting, Graphic Organizer, Prewriting, Revising Prior Work, Word Map 3.5 Word Map 3.6 Prewriting




Language of Literature McDougal Littell Springboard.collegeboard.com Prior Student Work

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Discuss the Learning Focus: Reflection and Revision Activity 3.7: Strategies Reflection Activity 3.8: Using Multiple Intelligence Types 3.9: Multiple intelligences—Beyond Academics Activity 3.10: Reflecting on Yourself as a Learner See Signal Boxes In TE for the following:



3.7 Revisiting Prior Work, Graphic Organizer 3.8 Graphic Organizer, Brainstorming, Word Map 3.9 Prewriting, Drafting, Self-Editing/Peer Editing, Word Map 3.10 Drafting, Self-Editing/Peer Editing, Word Map




Language of Literature Springboard.collegeboard.com Prior Student Work

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Discuss the Learning Focus: Reflection and Revision Activity 3.11: Strategies Reflection Activity 3.8: Using Multiple Intelligence Types 3.9: Multiple intelligences—Beyond Academics Activity 3.10: Reflecting on Yourself as a Learner See Signal Boxes In TE for the following:


• Literary Terms • Word Connections


3.11 Quickwrite, Sharing and Responding, Word Map 3.12 Adding, Deleting, Rearranging, Word Map

Revision strategies




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Discuss the Learning Focus: Reflection and Revision Embedded Assessment: Revising and Editing an Essay End of the Unit Reflection


Revisiting Prior Work, Adding, Replacing, Deleting, Self-Editing, Sharing and Responding

Embedded Assessment: Revising and Editing an Essay




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Discuss the Learning Focus: Reflection and Revision Activity 4.1: Previewing the Unit Activity 4.2: An Allegory Activity 4.3: Literature Circles Activity 4.4: Learning About the Holocaust See Signal Boxes In TE for the following:




4.1 Close Reading, Graphic Organizer, KWL Chart, Marking the Text, Summarizing/Paraphrasing, Think-Pair-Share 4.3 Double-Entry Journal, KWHL Chart, Visualizing 4.4 Graphic Organizer, KWHL Chart, Note taking, Summarizing/Paraphrasing

How can one person make a difference when encountering a social challenge? How do people communicate effectively?


Language of Literature McDougal Littell Springboard.collegeboard.com Various Children’s Books relating to the Holocaust Map of Europe to display

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Discuss the Learning Focus: Effective Discussions Continue Activity 4.4: Learning About the Holocaust Activity 4.5: The Holocaust in Film Activity 4.6: Effective Discussions See Signal Boxes In TE for the following:



4.4 Graphic Organizer, KWHL Chart, Note taking, Summarizing/Paraphrasing 4.5 KWHL Chart, Think-Pair-Share, Holocaust Film Viewing Charts (Graphic Organizer) 4.6 Discussion Groups, Graphic Organizers, Quickwrite, Think-Pair-Share




Language of Literature McDougal Littell Springboard.collegeboard.com Films: The Diary of Anne Frank and Life is Beautiful

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Discuss the Learning Focus: Effective Discussions Activity 4.7: Exploring the Books Activity 4.8: Establishing Groups Activity 4.9: Beginning the Books Activity 4.10: Favorite Passages See Signal Boxes In TE for the following:

• Word Connections • Literary Terms


4.7 Graphic Organizer, Note taking 4.8 Drafting, Group Discussion 4.9 Beginning the Books 4.10 Double-Entry Journal, Marking the Text, Oral Reading, Quickwrite, Skimming/Scanning




Language of Literature McDougal Littell Springboard.collegeboard.com Books for Literature Circle Dictionary

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Discuss the Learning Focus: Effective Discussions Activity 4.11: What We’ve Learned So Far Activity 4.12: Understanding the Books Activity 4.13: First They Came for the Communists Activity 4.14: Never Again? See Signal Boxes In TE for the following:

• Word Connections • Academic

Vocabulary • Literary Terms


4.11 KWHL Chart, Revisiting Prior Work, Skimming/Scanning, Word Map 4.12 Marking the Text, Note taking, Oral Reading, Rereading, Word Map 4.13 Graphic Organizer, Marking the Text, Rereading, Skimming/Scanning, Word Map 4.14 Drafting, Graphic Organizer, Prewriting, Visualizing



Category 1 Category 2 Category 3 Category 4 Supplemental Resources Stem Question: Context Clues (LA.8.1.6.3) Read this sentence from “First They Came For The Communist,” “When they locked up the social democrats, I remained silent.” What is a social democrat?

Stem Question: Author’s Perspective (LA.8.1.7.2) With which statement would the author of “First They Came For The Communists” most likely agree? It’s okay to keep silent if a situation does not involve you personally or It’s never okay to keep silent when you observe injustices. Explain your choice using information from the text.

Stem Question: Figurative Language (LA.8.2.1.7) Read this sentence from the passage “First They Came For The Communist,” “When they came for me, there was no one left to speak out.” How does this statement support the theme of the passage?

Stem Question: Text Feature (LA.8.6.1.1) What emotions does the image of the Nazi hat conjure in the mind of the reader? Explain.

Language of Literature McDougal Littell Springboard.collegeboard.com Short Story: Terrible Things: An Allegory of the Holocaust

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Discuss the Learning Focus: Effective Discussions Continue Activity 4.14: Never Again? Embedded Assessment 1: Presenting Voices of the Holocaust See Signal Boxes In TE for the following:

• Literary Terms • Word Connections


Drafting, Note taking, Oral Reading

Embedded Assessment 1: Presenting Voices of the Holocaust Writing Prompt: Use your prewriting and your discussion notes to write a thoughtful reflection to the question: “Why should students learn about the Holocaust?”


Category 1 Category 2 Category 3 Category 4 Supplemental Resources Language of Literature McDougal

Littell Springboard.collegeboard.com

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Discuss the Learning Focus: Creating a Thoughtful Opinion Activity 4.15: Recognizing Problems and Generating Solutions Activity 4.16: From Dream to Reality Activity 4.17: Celebrity Causes Activity 4.18: Nobel Contributions See Signal Boxes In TE for the following:


• Literary Terms • Academic

Vocabulary • Grammar and Usage • Word Connections


4.15: Graphic Organizer, Revisiting Prior Work, Think-Pair-Share 4.16 Discussion Groups, Graphic Organizer, Quickwrite 4.17 Drafting, Graphic Organizer, Marking the Text, Quickwrite, Rereading, Skimming/Scanning, Think-Pair-Share 4.18 Graphic Organizer, Skimming/Scanning, Think-Pair-Share



Category 1 Category 2 Category 3 Category 4 Supplemental Resources Stem Question: Word Relationships (LA.8.1.6.8) Which pair of words from “When Stars Align” is most similar in meaning?

Stem Question: Main Idea (LA.8.1.7.3) What could be another name for this selection?

Stem Question: Determine the Validity and Reliability of Information (LA.8.6.2.2) Which sentence from “When Stars Align” best emphasizes the idea that the elimination of poverty is a global responsibility?

Language of Literature McDougal Littell Springboard.collegeboard.com Dictionary/Thesaurus Nobel Peace Prize Press Releases (Internet) Information about Wangari Maathai 2004 Nobel Peace Prize recipient

Draft 2010-2011




Discuss the Learning Focus: Creating a Thoughtful Opinion Activity 4.19: Students Taking Action Activity 4.20: Getting the Word Out See Signal Boxes In TE for the following:

• Grammar and Usage


4.19 Drafting, Graphic Organizer, Marking the Text, Note taking, Think Aloud 4.20 Discussion Groups, Graphic Organizer, Word Map



Category 1 Category 2 Category 3 Category 4 Supplemental Resources Stem Question: Word Relationships (LA.8.1.6.8) Which pair of words from the text is most similar?

Stem Question: Relevant Details (LA.8.1.7.3) How does Beth promote the idea of the “science of sustainability” in the article “Science Hero: Beth Rickard Environmentalist”?

Stem Question: Character Development (LA.8.2.1.2) What phrase best describes the theme in the selections “Making A Difference, One Child at a Time” and “Science Hero: Beth Rickard Environmentalist”?

Stem Question: Determine the Validity and Reliability of information. (LA.8.6.2.2) What statement from both texts best supports the idea that everyone can play a part in making the world better? Explain.

Language of Literature McDougal Littell Springboard.collegeboard.com Public Service Announcements Internet Access

Draft 2010-2011




Discuss the Learning Focus: Creating a Thoughtful Opinion Embedded Assessment 2: Taking Action About an Issue End of the Unit Reflection


Discussion Groups, Graphic Organizer, KWHL Chart

Embedded Assessment 2: Taking Action About An Issue




Draft 2010-2011




Discuss the Learning Focus: Defining Comedy Activity 5.1: Previewing the Unit Activity 5.2 What Makes You Laugh? Activity 5.3: Humorous Vocabulary Activity 5.4: Humorous Anecdotes See Signal Boxes In TE for the following:

• Grammar and Usage • Word Connections • Academic

Vocabulary


5.1 Close Reading, Graphic Organizer, KWL Chart, Marking the Text, Summarizing/Paraphrasing, Think-Pair-Share 5.2 Marking the Text, Think-Pair-Share, 5.3 Graphic Organizer, Previewing 5.4 Graphic Organizer, Word Map


How is humor created? How do people respond to humor, and why do responses vary?

Category 1 Category 2 Category 3 Category 4 Supplemental Resources Stem Question: Analyze Words/Text (LA.8.1.6.8) Read these lines from the text (Lines from the text) What is the best restatement of these lines?

Stem Question: Main Idea (LA.8.1.7.3) If the text were published in a newspaper, which headline best expresses the main idea?

Stem Question: Text Features (LA.8.2.2.1) Based upon the graphic illustrations, what can the reader conclude about (a character or idea presented by the author)?

Stem Question: Text Feature (LA.8.6.1.1) The purpose of the text’s bold print headings, subheadings, and questions is to inform readers about…

Language of Literature McDougal Littell Springboard.collegeboard.com Video Clip: Jerry Seinfeld: “I’m Telling You for the Last Time.”

Draft 2010-2011




Discuss the Learning Focus: Defining Comedy Activity 5.5: An Array of Humorous Vocabulary Activity 5.6: Finding Truth in Comedy Activity 5.7: Humorous Nonprint Text Activity 5.8: Levels of Comedy See Signal Boxes In TE for the following:


Vocabulary • Word Connections


5.5 Graphic Organizer, Think Aloud 5.6 Graphic Organizer, Metacognitive Markers 5.7 Graphic Organizer 5.8 Graphic Organizer, Marking the Text, Note taking, skimming



Category 1 Category 2 Category 3 Category 4 Supplemental Resources Stem Question: Word Relationships (LA.8.1.6.8) What pair of words from the text is most opposite in meaning?

Stem Question: Author’s Perspective (LA.8.1.7.2) With which statement would the author of this passage most likely agree?

Stem Question: Figurative Language (LA.8.2.1.7) Read these sentences from the passage. (sentence(s) from the passage) Which literary device in used in the above sentence(s)?

Stem Question: Text Features (LA.8.6.1.1) The graphic illustrations in the text serve to…

Language of Literature McDougal Littell Springboard.collegeboard.com Examples of Comic Strips and Political Cartoons

Draft 2010-2011




Discuss the Learning Focus: Defining Comedy Activity 5.9: Elements of Humor Activity 5.10:Elements of Humor—Comic Characters and Caricatures, Activity 5.11: Elements of Humor—Comic Situations Activity 5.12: Elements of Humor—Wordplay See Signal Boxes In TE for the following:


• Word Connections • Grammar and Usage • Literary Terms • Writing Workshops

(5.12)


5.9 Graphic Organizer 5.10 Graphic Organizer, Note taking, Think-Pair-Share, 5.11 Graphic Organizer, Note taking, Word Map 5.12 Marking the text

Analytical Paragraph How is humor created? How do people respond to humor, and why do responses vary?

Category 1 Category 2 Category 3 Category 4 Supplemental Resources Stem Question: Context Clues (LA.8.1.6.3) Read this sentence from the passage (sentence) What does the (word from the text) mean?

Stem Question: Author’s Purpose (LA.8.1.7.2) Read this sentence from the passage. (sentence) What is the most likely reason the author describes the (item/situation) this way?

Stem Question: Figurative Language (LA.8.2.1.7) Read these sentences from the passage. (sentence(s) from the passage) Which literary device is used in the above sentence(s)?

Stem Question: Determine the Validity and Reliability of Information (LA.8.6.2.2) Which sentence from the text best emphasizes (specific aspect) of (a specific place in the text?)

Language of Literature McDougal Littell Springboard.collegeboard.com Film Clip: The Simpsons (Opening clip), Pleasantville, Monsters, Inc. Sample drawings or descriptions of caricatures

Draft 2010-2011




Discuss the Learning Focus: Defining Comedy Activity 5.13: Elements of Humor—More Wordplay Activity 5.14: Elements of Humor—Hyperbole Activity 5.15: Finding the Humor


5.13 Marking the Text, Role Playing 5.14 Graphic Organizer, Think-Pair-Share 5.15 Graphic Organizer, Marking the Text, Note taking, Scanning

Teacher created assessment How is humor created? How do people respond to humor, and why do responses vary?

Category 1 Category 2 Category 3 Category 4 Supplemental Resources Stem Question: Word Relationships (LA.8.1.6.8) Which pair of words from the text is most similar?

Stem Question: Relevant Details (LA.8.1.7.3) Based on their (information from the text) how do (characters) think (something was achieved?)

Stem Question: Stem Question (LA.8.6.2.2) Which sentence from the text best emphasizes (specific aspect) of (a specific place in the text?)

Language of Literature McDougal Littell Springboard.collegeboard.com Examples of one-liners and puns Humorous skit “Who’s on First?

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Discuss the Learning Focus: Defining Comedy Embedded Assessment 1: Writing an Analysis of a Humorous Text


Drafting, Self-Editing

Embedded Assessment 1: Writing an Analysis of a Humorous Text




Draft 2010-2011




Discuss the Learning Focus: Performing Comedy 5.16: Getting to Know Shakespeare 5.17: Putting the Play into Context 5.18: Insults with Flair 5.19: A Guided Reading of a Scene 5.20: A Close Reading of a Scene See Signal Boxes In TE for the following:


Vocabulary • Differentiating

Instruction • Writing Workshops

(5.18)


5.16 Close Reading, Graphic Organizer, Note taking 5.17 Think-Pair-Share 5.18 Close Reading, Paraphrasing, Word Map 5.19 Rereading, Scanning, Summarizing 5.20 Close Reading, Marking the Text, Rereading, Scanning, Summarizing



Littell Springboard.collegeboard.com Plot Summary of A Midsummer Night’s Dream Shakespearean Dictionary

Draft 2010-2011




Discuss the Learning Focus: Performing Comedy Activity 5.21: From Acting Companies to Focus Groups Activity 5.22: Same Text, Different Text Activity 5.23: Performance Plan


5.21 Graphic Organizer 5.22 Graphic Organizer 5.23 Graphic Organizer



Language of Literature McDougal Littell Springboard.collegeboard.com Multiple Film Version Clips of A Midsummer Night’s Dream

Draft 2010-2011




Discuss the Learning Focus: Performing Comedy Embedded Assessment 2: Performing a Comic Scene End of the Unit Reflection


Marking the Text Embedded Assessment 2 End of the Unit Assessment




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