EdPower
Collaboration / Reading and Literature* (M) / Grade 8 (Arlington Jr. High School)
Tuesday, June 25, 2013, 8:30AM /
Unit: The Giver (2013-2014)(Week 6, 5 Weeks)
Taught Curriculum
Stage 1 - Desired Results
Established Goals
IN: English/ Language Arts, IN: Grade 8, Core 3: Literary Text
Literary Text: Comprehension and Analysis
Describe the characteristics of diff erent forms of poetry and the structural elements of fi ction. Chart and analyze the overall structure of plots (including subplots and parallel episodes) within literary texts and connect to the mood, devices, themes, language and ideas within the texts. Discuss the historical context of diff erent works (including those within American, British and world literature).
- 8.3.2 Evaluate the structural elements of the plot, such as subplots, parallel episodes, and climax; the plot's development; and the way in which conflicts are (or are not) addressed and resolved. Example: Read a book, such as Holes by Louis Sachar, and discuss how the plot is developed, including the climax and its resolution and how different subplots are incorporated into the story.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
- 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
- 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
- 6.Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- 1. Write arguments to support claims with clear reasons and relevant evidence.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
- 5. 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.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
- 4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
- 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Key Words/Vocabulary
- Plot
- Climax
- Point of view
- Setting
- Mood, tone
- Imagery
- Foreshadowing
- Characterization
- Inference
- Symbolism
- Utopia, dystopia
- Theme
- Argument
Essential Questions
- Why is literacy important?
- How do our daily objectives of becoming better readers and writers align with our "Big Goal"?
- Why is persuasion vital to our success?
- How do we use persuasion in every day life?
- How much should the government be able to control your individual rights for the benefit of society?
- Could something intended for the good of society really be bad?
- What makes an ideal society?
- Reading is a skill that is used EVERY SINGLE DAY in our world.
- Reading and writing are essential to a successful life.
- Reading and writing giveyou knowledge, and knowledge gives you power. Power unlocks pathways to a multitude of life opportunities.
- Writing is a weapon of self-advocacy.
- Persuasive writing is how we influence people of our opinion, which is absolutely crucial to being successful.
- For a society to function there must be an appropriate balance between individual rights and governmental control.
- Figurative language helps to shape how readers relate to how a story is being told.
Key Knowledge
Scholars will know…
-Key ideas such as:
- Setting is where and when a story takes place
- Imagery is a way for authors to tell a story in a creative and interesting way
- Foreshadowing builds suspense and keeps the reader engaged
- Mood and tone- affects how the reader feels about the events and characters in a story.
- Characterization allows the reader to relate to and understand the characters of a story better
- Theme is an overarching message from a text
- Symbolism is the use of symbols to represent an abstract idea
- Utopia, dystopia (a utopia is an ideal society, whereas a dystopiais the complete opposite)
-How to identify the theme of a text and explain the way the author communicates that theme
-Structure of a sound argument (claim, evidence/valid points, conclusion) / Key Skills
Scholars will be able to...
- Identify imagery and explain how it contributes to the overall understanding of a text.
- Identify symbols and what they represent.
- Identify and analyze themes.
- Identify and analyze how point of view affects the reader's opinion of a text.
- Explain how foreshadowing creates interest in a story.
- Recognize characterization in a story.
- Create valid points regarding an argument
- Structure valid points into sentence form
- Write a five paragraphessay presenting an argument, with valid claims and evidence to support the claims
- Verballypresent an argument
Stage 2 - Assessment Evidence
Evidence of Student Understanding
End of Unit Assessment
Summative:Test: Standardized
Weekly Quiz
Formative:Other: Quiz
Unit 2 Assessment- The Giver.doc
Unit 2 Assessment Key.doc
Stage 3 - Learning Plan
Detailed Unit Plan
Unit 3 Detailed Unit Plan (Night).doc / Learning Ladder / Lesson Plan
Week of 2.18.13- Unit 7 (The Giver).doc
Week of 2.25.13- Unit 7 (The Giver).doc
Week of 3.4.13- Unit 7 (The Giver).doc
Week of 3.11.13- Unit 7 (The Giver).doc
Week of 3.18.13- Unit 7 (The Giver).doc
Syllabi
Attach your syllabi with Links
Resources
3.20 The Giver Study Guide.doc / Unit Reflection
Be sure to front-load the difficult vocabulary!
Students did not have their own books, so they were unable to apply the skills they learned during the Nonfiction unit to "mark up the text." Maybe try teaching them how to use post-its as a way to mark up a text next year.
Last Updated: Monday, June 24, 2013, 11:57AM
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