Grade 8 ELA CCGPS Unit 2
Dystopian Literature

Key:Red=Reading Teacher Blue=English Teacher Purple=Both Teachers

GRADE 8
ELA CCGPS UNIT PLAN: 2nd 9 WEEKS
READING FOCUS : Literary
THEME: Dystopian Literature
EXTENDED TEXT: House of the Scorpion by Nancy Farmer (660L)
SHORT TEXTS:
Literary:
  1. “Who Can Replace A Man”by Brian Wilson Aldiss (short story) Prentice Hall Literature Grade 8 p. 247
  2. “World’s Deadliest Scorpion” YouTube video
Building Background Knowledge for allusions:
  1. “Pedro el Conejo” by Beatrix Potter
4. “Peter Rabbit” audio recording found at
Poetry:
  1. “Thumbprint” by: Eve Merriam Prentice Hall Literature p. 666
  1. “Your World” by: Georgia Douglas Johnson Prentice Hall Literature p. 658
  1. “Ring Out Wild Bells” by: Alfred Lord Tennyson Prentice Hall Literature p. 664
Informational:
1.“The Age of Cloning” United Streaming (video)
2. “Cloning” Brainpop.com (video)
3. “Dolly the Sheep” Brainpop.com (video)
4. “Utopia and Dystopia”

5. “Organ Donation: Don’t Let these Myths Confuse You”
(informational article)
SUPPLEMENTAL MATERIALS:
Printed Materials:
  1. The House of the Scorpion Teacher Guide (for use with extended text)
2. Triumph Learning Common Core Coach English Language Arts 8 pp. 161-188(for informative/expository
[explanatory] writinginstruction as well as for writing project in Wax Museum)
3. Houghton Mifflin Englishtextbook
4. Prentice Hall Writing and Grammar textbook
5. Readers Handbook: A Student Guide for Reading and Learning pp. 172-181(for expository [explanatory] writing
instruction)
6. The House of the Scorpion Teacher Guide—written by Pat Watson (published by ECS Learning Systems, Inc.)
Multimedia Materials:
1. The Island (movie excerpts)
2. My Sister’s Keeper (movie excerpts)
WRITING FOCUS: Informational/Expository
ASSESSMENT TASKS
(These writing prompts will serve as the assessments for this unit.)
Reading Constructed Response-Informational
Analyze the characters, Matt from House of Scorpion, and Lincoln from the movieThe Island. What strengths and weaknesses do these two characters share, and how do these characteristics propel them through the book and the movie. Remember to cite textual evidence from both the book and the movie to support your answer. What personal traits do you have that are similar to the characteristics of these two protagonists?
-OR-
Reading Differentiation Constructed Response
In both the book, The House of the Scorpion, and the movie, The Island, we are told that clones are not human beings. The clones are referred to as “it”. In a paragraph, compare and contrast the treatment of these clones. How were they treated the same, and how were they treated different? Cite textual evidence to support your answer.
English Expository(Explanatory)Essay Prompt #1
Some people with terminal diseases will do almost anything to save themselves even if it means using cloning for extra body parts. While Congress has not banned cloning, it is considered unethical to clone a person at this time. In an essay, discuss the advantages and disadvantages of cloning.
English Expository(Explanatory)Essay Prompt #2 (Essay Scorer)
In the House of the Scorpion, advanced technology is employed to prolong life. Technology has changed our lives in many ways. Think of a development in technology, such as the widespread use of cellular phones, the availability of the Internet, or progress in the medical field. Write an essay in which you explain the causes and effects of this development on our lives.
NARRATIVE/RESEARCH/ROUTINE WRITING
NARRATIVE
Reading:
Imagine you are Matt, what changes would you make to Opium?How would these changes affect the future of Opium and its inhabitants?
RESEARCH CONNECTION(S)
(WAX MUSEUM PROJECT)
Research a Georgia native/author and present findings in a research paper with MLA format. Prepare materials for a display and presentation. (Thursday, November 21 6:00-8:00 PM Parent Night/Friday, November 22 Time TBA)
ROUTINE WRITING Notes, summaries, process journals, and short responses across all genres
  1. Use quick writes with reading selections to address individual feelings and concerns.
  2. Cornell/Double Entry Notes (Annotations) with reading and poetry selections.
  3. Summarizations
  4. Interactive Notebook (English teacher)
  5. Possible journal topics from extended text:
Chapters 1-3: a. Write a metaphor depicting what the cottage represents to Matt.
b. Design a pin like Rosa’s (p. 21) and explain what you think it symbolizes.
Chapters 4-5: Write a five-senses poem about isolation
Chapters 11-14: Write a paragraph in which you agree or disagree with El Patron’s statement, “ You can tell how much
someone loves you by the size of the present.” (p. 107)
Chapters 23-25: Working in a small group, write your version of the Five Principles of Good Citizenship and The Four
Attitudes Leading to Right-Mindfulness (see p. 270).
Chapters 29-31: Write a short paragraph in which you agree or disagree with one of the following metaphors: “Friendship is a pain” (p. 311) or “Conscience is a pain” (p. 312).
Chapters 32-34: Write a five senses poem about fear.
Unit 2 ELA CCGPS Benchmark Standards
Reading / English / Writing
ELACC8RL1
ELACC8RL2
ELACC8RL3
ELACC8RL4
ELACC8RL5
ELACC8RL6
ELACC8RL7
ELACC8RL9 / ELACC8RI1
ELACC8RI2
ELACC8RI3
ELACC8RI4
ELACC8RI5
ELACC8RI9 / ELACC8L2
ELACC8L4
ELACC8L5
ELACC8L6
Transition Standards: (BMS Staff Share)
ELACC4L1e ELACC5L2b
ELACC4L2b ELACC5L2c
ELACC4L2c ELACC5L2d
ELACC7L2a / ELACC8W2 a-e
ELACC8W7
ELACC8W8
PLANS FOR READING AND ENGLISHASSESSMENT 1: integrating reading selections from the unit into a writing task
Reading Narrative—Imagine you are Matt, what changes would you make to Opium?How would these changes affect the future of Opium and its inhabitants?
English Expository(Explanatory)Essay Prompt #2 (Essay Scorer)
In the House of the Scorpion, advanced technology is employed to prolong life. Technology has changed our lives in many ways. Think of a development in technology, such as the widespread use of cellular phones, the availability of the Internet, or progress in the medical field. Write an essay in which you explain the causes and effects of this development on our lives.
SKILL BUILDING TASKS
Note: tasks may take more than a single day. Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so that all standards are adequately addressed throughout the year.
Week 1—October 10-18th, 2013
Reading / English
Extended Text:
The House of the Scorpion
Vocabulary Chapters 1-3
lunar
consternation
shards
rivulets
Figurative language
simile, metaphor
Comprehension
cause/effect, predicting
Vocabulary Chapters 4-5
clone
warren tetanus
Illegals
covey
senile
disconsolately
cowered
trundled
Figurative language
simile, metaphor
Comprehension compare/contrast, cause/effect, predicting / Vocabulary Chapters 6-7
dire
burly
louts
impassively
guileless
ecstatic
Figurative language
simile, metaphor
Comprehension
inference, predicting / Academic Vocabulary for Expository Writing
expository
explanatory
introduction
thesis statement
main idea
supporting details
conclusion
transitions/transition phrases
transition examples:
transitions that show sequence: first, then, next, after, later, while finally, during, soon, eventually, meanwhile
transitions that show cause-effect relationships: so, if then, since, because, therefore, as a result, consequently
transitions that show comparisons: like, as well as, similarly, in the same way, likewise; transitions that show contrasts: but, however, in fact, on the other hand, while
Materials
Reading / English
  • The House of the Scorpion Teacher’s Guide pp. 1-18
  • Poster or chart paper for Reading Narrative Assessment Prompt
  • Rubric for Narrative Writing (BMS Staff Share)
  • Chart Paper for ongoing figurative language list
Videos:
  • “The Age of Cloning” from United Streaming

  • “World’s Deadliest Scorpion” from YouTube
/
  • Use released expository prompts and exemplar papers from the website below to teach writing expository (explanatory) text.

  • Rubric for Expository Writing from G8WA (BMS Staff Share)
  • Essay Scorer—Use with English Expository Essay Prompt #2
  • Triumph Learning Common Core Coach English Language Arts 8 pp. 161-188 (for informative/expository writing
instruction as well as for writing project in Wax
Museum)
  • Readers Handbook: A Student Guide for Reading and Learning pp. 172-181 (for expository writing instruction)
  • Prentice Hall Writing and Grammar textbook (for expository writing instruction)

Reading ESSENTIAL QUESTION: What are the characteristics of dystopian literature?
TASK: Building background for extended text; ongoing figurative language list; word web and fishbone organizers
Standards:
*ELACC8RI1:Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences
drawn from the text.
*ELACC8RI2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to
supporting ideas.
*ELACC8RI3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through
comparisons, analogies, or categories)
*ELACC8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze the impact of a specific word choice on meaning and tone, including analogies or
allusions to other texts.
*ELACC8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing
and refining a key concept
*ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences
drawn from the text.
*ELACC8RL2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of the text.
*ELACC8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision.
*ELACC8RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices one meaning and tone, including analogies or allusions to
other texts.
*ELACC8RL5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text
contributes to its meaning and style.
Reading Instruction October 10-18th:
Preparing for Assessment #1:
  • Post and display (on chart paper or poster board) Reading Narrative Prompt Assessment: “Imagine you are Matt, what changes would you make to Opium?How would these changes affect the future of Opium and its inhabitants?”
  • Discuss and analyze the prompt with students. Determine what notes they will need to take during reading in order to answer the prompt.
  • Present the Narrative Writing rubric and discuss how students should use it with their assignment.
Building Background:
  • Distribute handout and discuss characteristics of dystopian literature. Point out that this type of literature is a subgenre of science fiction. Tell students they will be reading a dystopian novel based on the controversial issue of cloning. They will also be reading/viewing (in reading and English class) shorter texts relating back to this theme.
  • View United Streaming video “The Age of Cloning” Website:
  • Students should take notes from the video to use in answering the question, “Should human cloning ever be allowed anywhere in the world?” Students should have several details from the video to support arguments. (Use as a possible activator/quick write)
  • Distribute copies of “Background Information” fromTHS Teacher Guide pp. 5-6 to enhance students’ understanding of the novel.
  • Introduce vocabulary for Chapter 1-7 from extended text TheHouse of the Scorpion. (Found in The House of the Scorpion Teacher Guide pp. 14-18)
  • View YouTube video at (2 min. activator)
Begin Reading Extended Text:
  • Use teacher instructions and “Word Web”graphic organizer pp. 6-7 from The House of the Scorpion(THS) Teacher Guide to examine connotation, denotation, pros, and cons of cloning.
Allusion:
  • Use discussion questions in THS Teacher Guide pp. 14-15 (#1-7) to guide discussion of Chapters 1-3. Question #1—metaphor ;Question #3—allusion to Peter Rabbit
  • “Pedro el Conejo” is Peter Rabbit the classic children’s tale, not all children will be familiar with the tale.
  • Read the English version of “Peter Rabbit” silently.
  • Discuss the tale and its relationship to The House of the Scorpion.
  • Allow students to watch and listen to the audio of “Peter Rabbit” found at
Continue reading text:
  • Do “Supplementary Activities” number 1 on p. 15 of the guide.
  • Use discussion questions in THSTeacher Guide pp.15-16(#1-7) to guide discussion of Chapters 4-5.
  • You may wish to use the “Fishbone” graphic organizer on p. 9 in THS Teacher Guide to examine cause/effect in Chapters 4-5
  • Do “Supplementary Activities” number 1 on p. 16 of the guide. Add these to the list created on p. 15.
  • Use discussion questions in THS Teacher Guide pp. 17-18 (#1-7) to guide discussion of Chapters 6-7.
  • Do “Supplementary Activities” number 2 of the guide. Add to the list.
  • Homework assignment for week is to review vocabulary words and discussion questions (Cornell Notes and summaries) for quiz in Week 2.

English ESSENTIAL QUESTION: How can expository texts be written to convey ideas and information in a clear and
interesting way?
TASK: Expository Writing Review
Standards:
* ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories: include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and
examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
*ELACC8L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
*ELACC8L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
*ELACC8L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
English Instruction October 10-18:
  • Present academic vocabulary related to expository(explanatory) writing.
  • Present and discuss explanatory writing rubric from G8WA.
  • Use as models some of the released G8WA expository prompts and exemplar papers from the website listed below.

  • Go through the prompts and exemplar papers to discuss what is considered exemplary, what is considered as “meets,” and look at differences.
  • You may also wish to use Common Core CoachBook, Reader’s Handbook, and/or Prentice Hall Writing and Grammar textbook for further writing instruction.
  • Mock Writing Test October 15
English Instruction October 16-18:
  • Use Prentice Hall Literature 8th Gradepp. 230-235; 246-261 to guide instruction.
  • Introduce the Unit Big Question using See It! Big Question Video
  • Continue discussion of Big Question using PH Lit. pp. 230-231.
  • Introduce characteristics of short story pp. 232-235.
  • Present selection vocabulary using student edition p. 246 and “Vocabulary Warm-Up A” found in Prentice Hall Literature Unit 2Resources
ASSESSMENT OPPORTUNITY—Mock Writing Test
Week 2—October 21-25, 2013
Reading / English
Vocabulary Chapters 8-10
capitalists
opium
fervor
domain
furtively
enraptured
oblivion
aristocrats
harangued
Figurative language
simile, metaphor
Comprehension
prediction / Vocabulary Chapters 11-14
ensconced
ashen
jovial
mewling
cravenly
servile
grovel
laudanum
Figurative language
simile, metaphor
Comprehension
cause/effect, compare/contrast, inference
Literary Analysis
foreshadowing / Short Text:
“Who Can Replace a Man?” from Prentice Hall Literature
Vocabulary
distinction
respectively
deficiency
debris
erosion
ravaged
Word Study
Latin prefix de- meaning “away” or “from”
deficiency
detour
decontaminate
decertification
Materials
Reading / English
  • The House of the Scorpion Teacher’s Guide pp. 9-10, 18-22
  • Poster or chart paper of Reading Narrative Assessment Prompt
  • Rubric for Narrative Writing (BMS Staff Share)
  • Chart Paper for ongoing figurative language list
/
  • Prentice Hall Literature Grade 8pp. 230-235; 246-261
  • Prentice Hall Reader’s Notebook pp. 89-103
Videos: Prentice Hall See It!
also found at
  • Big Question videos
  • Get Connected videos
  • Background videos
  • Prentice Hall Literature Unit 2 Resources
Vocabulary Warm-Up A (as needed) pp. 23-24
Reading Warm-Up A (as needed) pp.25-26
Selection Test A pp. 35-40
Any teacher-made quizzes
Reading ESSENTIAL QUESTION: How can note taking and discussing a text with my peers help me better understand it?
TASK: Active reading and annotation
Standards:
*ELACC8RI1:Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences
drawn from the text.
*ELACC8RI2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to
supporting ideas.
*ELACC8RI3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through
comparisons, analogies, or categories)
*ELACC8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze the impact of a specific word choice on meaning and tone, including analogies or
allusions to other texts.
*ELACC8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing
and refining a key concept
*ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences
drawn from the text.
*ELACC8RL2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of the text.
*ELACC8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision.
*ELACC8RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative