8th Grade ELA Unit. Quarter One: Journeys. Anchor Text(s) Detached, Detained, Deported by Anne Bausum

Transcription

1 Quarter One: Journeys Unit Description: This unit focuses on the journeys people take in life and the challenges they face. These journeys may be in physical and/or mental sense. Detached, Detained, Deported by Anne Bausum To Kill a Mockingbird by Harper Lee Travels with Charley by John Steinbeck How does an emotional or physical journey impact an individual's world views? How does textual evidence support the central idea of a text or multiple text? How does an author s word choice impact the reader s interpretation of the text? 8th Grade ELA Unit : RI 8.2,RL8.2 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. RI 8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI 8.4 Determine the meaning of words and phrases as they are used in a text. RI 8.6 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 of suspense of humor. SL 8.1 Propel conversations by posing and responding to questions that relate to the current discussion to broader themes or larger ideas. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and when warranted, qualify or justify their own views and understanding. W8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. L8.1 Demonstrate command of the conventions of English grammar and usage in writing and speaking. L8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

2 Quarter Two: Heart of Darkness Unit Description: This unit deals with literature that shows the dark side of people. Throughout history, people have been drawn to characters that reveal this dark side of themselves. There will be discussion of the elements of Gothic literature, how the author builds suspense in stories, and how different perspectives change the way a story is told. Short stories by Edgar Allen Poe Frankenstein by Mary Shelley Other assorted short stories Authors throughout history have dealt with the concept of the duality of man. Within all people there lies a darker side. Why does our society feel drawn to characters who show this inner darkness? RI 8.1 and RL 8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI 8.2 and RL 8.2 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. RI 8.5 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. RL 8.3 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. RL8.4 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. W8.1 Write arguments to support claims with clear reasons and relevant evidence. W8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W8.6 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. RL 8.6 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. RI8.7, RL8.7 Analyze multiple interpretations of a story, drama, or poem evaluating how each version interprets the source text. SL8.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. SL8.3 Delineate a speaker s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. L8.1 Demonstrate 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. L8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

3 Quarter Three: Survival Unit Description: This unit deals with survival, both mental and physical, that people endure in their lives. Bomb-The Race to Build-and Steal- The World s Most Dangerous Weapon by Steve Sheinkin An American Plague by Jim Murphy How is the will to survive a basic human instinct as depicted in the texts? RI 8.2 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. RI 8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RI 8.6 Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. SL 8.1 Comprehension and Collaboration: Follow rules for collegial discussions and decisionmaking, track progress toward specific goals and deadlines, and define individual roles as needed. SL 8.1 Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. W8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. L8.1 Form and use verbs in the active and passive voice. L8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

4 Quarter Four: Freedom and Dreams Unit Description: This unit deals with different issues in society that cause individuals freedom to be compromised. Some text looks at freedom in utopic and dystopic societies. The Giver by Lois Lowry Of Mice and Men by John Steinbeck To Kill A Mockingbird by Harper Lee How does the idea of freedom as depicted through different texts reflect a common human desire? RL 8.2 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. RL 8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories or religious works such as the Bible, including describing how the material is rendered new. RL 8.5 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. SL8.1 Engage effectively in a range of collaborative discussions SL 8.2 Analyze the purpose of information presented in diverse media and formats and evaluate the motives. W8.1 Write arguments to support claims with clear reasons and relevant evidence. W8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences. W8.10 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 disciplinespecific tasks, purposes, and audiences. L8.1 Explain the function of verbals in general and their function in particular sentences.

5