GRADE 8 First Six Weeks
Analyzing Literature
Weeks 3 to 4 / Analyzing Conflict
Textbook Resources: Reading
Passages in Holt McDougal Literature that exemplify and illustrate conflict:
The Ransom of Red Chief, Holt McDougal pgs. 52-61 (man-vs-man) external conflict
The Treasure of Lemon Brown, Holt McDougal pgs. 178-186 (man-vs-man / man-vs-society)
Rules of the Game, Holt McDougal pgs. 232-242 (man-vs-man / man-vs-society)
Textbook Resources: English
Reading and Writing Connection:
As the class reads and discusses “Clean Sweep” (pgs. 66-77) teacher will complete “Analyzing Characters, Plot, and Setting, Plot Diagram see (pg. 30 Holt McDougal Literature). Teacher will model the completion of the plot diagram by eliciting student responses from students. Teacher will model transferring information from diagrams to a 1-paragraph summary.
As students read “The Ransom of Red Chief” (pgs. 52-61), they will work in collaborative groups to complete “Analyzing Characters, Plot, and Setting. Evaluating Plot” pg.D13, Holt McDougal Literature.
Students will then work in groups (with teacher support) to write a summary of the passage.
Vocabulary/Word Study
TEKS: 8.2A (Readiness) RC1
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
8.19A Understand the function of adverbial clauses and subordinating conjunctions
See Vocabulary in Context Practice, Academic Vocabulary in Writing, and Vocabulary Strategy: Suffixes That Form Nouns on pg. 78 of Holt McDougal Text
Also see pgs. ix – xiv comprehensive list of Common Roots, Prefixes and Suffixes
The Ransom of Red Chief
Vocabulary Study………………………………pg. 45
Word Questioning
Vocabulary Practice………………………....pg. 46
Academic Language
Vocabulary Strategy…………………………pg. 47
The Prefix com- and multi-
Grammar in Context…………………………pg. 50
Avoid Run-On Sentences
The Treasure of Lemon Brown
TEKS: 2B
Use context to determine the meaning of unfamiliar words
TEKS: 19A
Use and understand the function of verbs
TEKS: 19C
Use a variety of complete sentences that include consistent tenses
Vocabulary Study………………………………pg. 25
Vocabulary In Context
Vocabulary Practice………………………....pg. 26
Academic Language
Vocabulary Strategy…………………………pg. 27
Similes
Grammar in Context…………………………pg. 30
Use Correct Verb Tense
______
Rules of the Game
TEKS: 2B
Use context to determine the meaning of unfamiliar words
TEKS: 19A
Use and understand the function of verbs
TEKS: 19C
Use a variety of complete sentences that include consistent tenses
Vocabulary Study………………………………pg. 83
Vocabulary In Context
Vocabulary Practice………………………....pg. 84
Academic Language
Vocabulary Strategy……………………….…pg. 85
The Prefixes fore- and mal-
Grammar in Context…………………………pg. 88
Add Descriptive Details / Reading / English
TEKS: 8.6A (Readiness) RC2
Analyze linear plot development to determine whether and how conflicts are resolved
Fig. 19C
Reflect on understanding to monitor comprehension
The Ransom of Red Chief by, O. Henry
Unit 1
TEKS FOCUS
·  Conflict and Resolution
·  Predict
Lesson Contents
Lesson at a Glance ………………………………………..pg. 31
Lesson Plan and Resource Guide…………………….… pg. 32
Additional Selection Questions…………………………...pg. 35
Ideas for Extension……………………………………..…pg. 36
Big Question: Is any plan FOOLPROOF?
Summary…………………………………...... ….pg. 39
Literary Analysis: CONFICT AND RESOLUATION…..pg. 41
Reading Strategy: PREDICT………..………………...... pg. 43
Reading Check….………………………………………...pg. 48
Question Support (Literary Analysis)………...... pg. 49
Reading Fluency…...…………………………………..….pg. 51
Answer Key………………………………………….…..pg. 212
ASSESSMENT
Selection Test A ……………………………………..…...pg. 27
Selection Test B/C…………………………………...... …pg. 29
Answer Key……………………………………………...pg. 265
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TEKS: 8.6 (Readiness) RC2
Make inferences about the structure and elements of fiction
8.6C (Supporting) RC2
Analyze different forms of point of view, including limited versus omniscient
Fig19D (Readiness) RC2
Make complex inferences about text and use textual evidence to support understanding
The Treasure of Lemon Brown by, Joan Bauer
Unit 2
TEKS FOCUS
·  Third-Person Point of View
·  Infer Characters’ Motivations
Lesson Contents
Lesson at a Glance ………………………………………..pg. 11
Lesson Plan and Resource Guide…………………….…...pg. 12
Additional Selection Questions…………………………...pg. 15
Ideas for Extension……………………………………..…pg. 16
Teacher Notes……………………………………………..pg. 18
Big Question: What do you CHEERISH?
Summary…………………………………...... ….pg. 19
Literary Analysis: Third-Person Point of View………..… pg. 21
Reading Skill: Infer Characters’ Motivations…………… pg. 23
Reading Check….………………………………………....pg. 28
Question Support (Literary Analysis)………...... pg. 29
Reading Fluency…...…………………………………..….pg. 31
Answer Key………………………………………….…..pg. 194
ASSESSMENT
Selection Test A ……………………………………..…....pg. 59
Selection Test B/C…………………………………...... …pg. 61
Answer Key……………………………………………...pg. 281
______
TEKS: 8.6 (Readiness) RC2
Make inferences about the structure and elements of fiction.
8.6C (Supporting) RC2
Analyze different forms of point of view, including limited versus omniscient, subjective versus objective
8B Ask interpretive questions of text
The Rules of the Game by, Amy Tan
Unit 2
TEKS FOCUS
·  First-Person Point of View
·  Draw Conclusions
Lesson Contents
Lesson at a Glance ………………………………………..pg. 69
Lesson Plan and Resource Guide…………………….…...pg. 70
Additional Selection Questions…………………………...pg. 73
Ideas for Extension……………………………………..…pg. 74
Teacher Notes……………………………………………..pg. 76
Big Question: Can allies be OPPONENTS?
Summary…………………………………...... ….pg. 77
Literary Analysis: First-Person Point of View.…....………pg.79
Reading Skill: DRAW CONCLUSIONS……………….. pg. 81
Reading Check….………………………………………....pg. 86
Question Support (Literary Analysis)………...... pg. 87
Reading Fluency…...…………………………………..….pg. 89
Answer Key………………………………………….…..pg. 197
ASSESSMENT
Selection Test A ……………………………………..…...pg. 71
Selection Test B/C…………………………………...... …pg. 73
Answer Key……………………………………………...pg. 289 / Writing and Oral/Written Conventions
(14)Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A)plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea (B)develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing (C)revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (D)edit drafts for grammar, mechanics, and spelling(E)revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences (17)Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A)write a multi-paragraph essay to convey information about a topic that: (i)presents effective introductions and concluding paragraphs (ii)contains a clearly stated purpose or controlling idea (iii)is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies (iv)accurately synthesizes ideas from several sources (v)uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs (D) Produce a multi-media presentation involving text, graphics, images, and sound using available technology (19)Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A)use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i)verbs (perfect and progressive tenses) and participles (ii)appositive phrases (iv)relative pronouns (e.g., whose, that, which) (C)use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses (20)Writing/Conventions of Language/Handwriting. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A)use conventions of capitalization (B)use correct punctuation marks, including: (i)commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences (21)Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings
Creative Writing – (Texas Write Source pg. 364)
The Treasure of Lemon Brown, Holt McDougal pgs. 178-186 (man-vs-man / man-vs-society)
Rules of the Game, Holt McDougal pgs. 232-242 (man-vs-man / man-vs-society)
Write an imaginative story:
·  Develop a controlling idea (Note: This is the first step in the writing process, often referred to as prewriting or planning.
·  Organizational patter (strategy)
·  Organization of a paper (development of ideas in a coherent manner.
·  Transitional words and phrases
·  Word Choice (Note: This is the second step in the writing process, referred to as drafting. The focus is on developing ideas and the message not on mechanics.
8.14D – Edit drafts for grammar, mechanics, and spelling
8.15A – Write an imaginative story that:
8.15Ai – sustains reader interest;
8.15Aii – includes well-paced action and an engaging story line
Strategies for Student Engagement:
Randomization – Number students 1-4. Let students know after the question is posed to group you will select a number. Use wait time and let students discuss answers. After allotted time call on a random number to give answer for group.
Who’s Doing the Work? Avoid spending too much time lecturing and explaining to your students. About 20% of the class time should be spent lecturing and directly teaching, but the rest of the time should be spent with students working in small groups or independently. Only lecture and model enough to give clear expectations for the students to work successfully.
Best Practices (ELPS, GT, Differentiation):
Reciprocal Teaching
Purpose: to help students develop original specific questions about what they read. This strategy helps to develop higher-order thinking skills.
Directions: Choose a short passage for students to read, making sure that you have read and reflected on it. Ask students to write down questions about the passage as they read, particularly questions that help them make predictions about the rest of the material. As a class or in small groups, ask a volunteer to read a question aloud and call on another student to answer the question. The student answering the question then chooses the person who will ask the next question. Help students make their questions clearer or more specific if necessary.
Fluency:
It is time to establish routines for fluency. For students who need to improve fluency, the teacher should provide a short selection of text for students to practice reading aloud to each other. Students should read the selection aloud at least 4 times. Each time they read it aloud, their peer should make note of their speed (how long did it take to read the whole excerpt) and their expressiveness and phrasing (did it sound natural like speech?). This routine should be practiced 2 to 3 times per week with different short passages of text.
Anchors of Support: Use charts like the one shown below (for example) to record details of the subplots involving two characters in stories read. (such as Mrs. Leonard and her sister in “Clean Sweep).
Characters Involved:
Conflict:
Resolution: