Palmdale School District 8th Grade Close Reading Unit 1 Quarter 1

Transcription

1 Palmdale School District 8th Grade Close Reading Unit 1 Quarter

2 Literature Core Text: Week1 8 th grade textbook Tears of Autumn p Week 2 8 th grade textbook New Colossus p and Ellis Island p Informational Core Text: Weeks 3-9 We had to learn English articles from Odell Education Materials: Pearson Literature California Reading and Language 8 th grade textbook District Provided Odell Unit Student Materials: Guiding Questions (GQ) Handout, Text Set Table, Reading Closely Checklist, Analyzing Details Checklist, Text- Centered Discussions (TCD) Checklist Reading Literature Standards: RL 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. RL 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 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. RL 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. Reading Informational Text Standards: RI 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 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 3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI 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. RI 9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Writing Standards: W 2: 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; including 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. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. W 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature b. Apply grade 8 Reading standards to literary nonfiction Supporting Standards: RL 4,5,6,7,9 RI 4,5,6,7,9 W 4,5,6,8 SL1

3 Essential Questions: What is the author s personal relationship to the topic? What is their perspective? How do you know? What information/ideas are described in detail? What do the author s words cause me to see, feel or think? How do details, information or ideas change across the text? What central ideas are presented? Summative Assessment: Students write a multi-paragraph explanation, using textual evidence that explains: A central idea of the text and how it is developed across the text What the central idea demonstrates about the author s perspective on the topic What they have come to understand about the topic from the text.

4 Learning Targets: RL2: Students summarize what they have read free from their own opinions and bias. RL3: Students analyze choices made by characters relating to story s plot or development. W 2: Student produce a paragraph (topic sentence, supporting details) describing or explaining the topic. WEEK 1 Standards: RL 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 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. W 2: Write informative/explanatory texts, including career development documents (e.g., simple business letters and job applications), to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic or thesis statement 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. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Background Information for teacher Week 1 Tears of Autumn create graphic organizer, students focus on review of paragraph construction i.e., topic sentence, supporting details and conclusion. Week 2 Students compare/contrast attitudes of the poems The New Colossus and Ellis Island. Week 3-7 Odell Close reading unit The purpose of the first two weeks of instruction using the Pearson Literature text is to review sentence and paragraph structure for written responses. Additionally, these text choices will provide some basic background information for the topics in the Odell Unit. Possible Discussion Questions Tears of Autumn page What are the differences in attitude toward marriage of Hana and her family and you and your family? What are the similarities in attitude toward marriage of Hana and her family and you and your family? How do Hana s expectations of marriage differ from her sisters? How do you know? What clues tell you that Hana will be happy or not happy? What information does the author give you that allows you to accept that Hana makes this choice?

5 Does the author give enough information for you to answer this question: Does the culture or the time when the story takes place have the most influence on the attitudes in this story? Tasks With a partner, students create a graphic organizer recording the differences/similarities regarding marriage of Hana and her family and those of students and their family. Cite evidence from the text that will support the entries in the graphic organizer. Students use the graphic organizer to write a paragraph that examines the differences between Hana s family and student s own family. Create a graphic organizer showing the differences and similarities in attitudes about marriage between Hana and her sisters. Take a position Hana will be happy or Hana will not be happy. Cite dialogue or incidents from the text that support your position. Students write a paragraph stating that Hana will be happy or not happy supporting their position with facts from the text.

6 Learning Targets: RL 1: students will analyze a text for a central theme or idea and support their analysis with strong textual evidence. RL 6: Explain and identify various points of view. Determine the effect of differing points of view. Contrast the points of view of the characters and the reader. WEEK 2 Standards: RL 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. RL 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. Teacher Background Information Week 2 Students compare/contrast attitudes of the poems The New Colossus and Ellis Island. Week 3-7 Odell Close reading unit Possible Discussion Questions The New Colossus p and Ellis Island p How does reading the information on the authors on pp. 727 and 1103, and the background on pp. 728 and 1103 help you understand the poems? How does this information and background help you answer the following questions? What is the author s personal relationship to the topic? What information/ideas are described in detail? What do the author s words cause me to see, feel, or think? What was the purpose of these poems? Why did Lazarus compare the Statue of Liberty to the Colossus of Rhodes? Which statue do you think Bruchac would have chosen to represent America; Statue of Liberty or the Colossus of Rhodes? Why? How do you know? What are the differences between the two famous statues? What are the attitudes of these authors toward emigration? What are the attitudes of these authors toward immigrants? Tasks: Students work in groups or pairs to create graphic organizers. Create a graphic organizer that compares and contrasts the two points of view in Ellis Island. Create a graphic organizer that compares and contrasts the two viewpoints of the authors demonstrating their attitudes toward emigration and immigrants. Students write an essay utilizing their graphic organizers, analyzing the differing viewpoints of the poets and the poems.

7 Learning Targets: RI 1: Cite several pieces of textual evidence to support what the text says explicitly. RI 2: Distinguish between objectivity and subjectivity in text. Provide an objective summary of informational text. Determine two or more central ideas in a text. Analyze the development of the central ideas over the course of the text. RI 3: Recognize and interpret comparisons and analogies. Identify the connections between individuals, events, and ideas in an informational text. RI 6: Identify the author s point of view or purpose in a text and analyze how the author responds to conflicting evidence or viewpoints. RI 9: Identify the evidence in two or more texts that provide conflicting information on the same topic. Identify if the texts disagree on matters of fact or interpretation. WEEK 3 Standards: RI 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 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 3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI 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. RI 9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. W 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature b. Apply grade 8 Reading standards to literary nonfiction Teacher Background Information Week 3-7 Odell Close reading unit Part 1: Understanding Close Reading p Part 1 introduces students to the idea of reading closely for details through an examination of a range of text types. The teacher presents an overview of the unit, discussing the purposes and elements of close reading. Students are oriented to the idea of attending to details through examining images. Students use guiding questions to look closely for details in a text. Students use guiding questions to look closely for details in a multi-media text and write a few sentences explaining something they have learned. Students use guiding questions to independently explore a multi-media website. 1- INTRODUCTION TO UNIT p. 10 The teacher presents an overview of the unit, discussing the purposes and elements of close reading. Materials: Guiding Questions (GQ) Handout, Text Set Table, Reading Closely Checklist, Reading Closely Checklist, Text-Centered Discussions (TCD) Checklist (Optional CSI video that demonstrates how a detective asks herself questions when first approaching a crime scene) 2- LOOKING CLOSELY FOR DETAILS p. 11

8 Students are oriented to the idea of attending to details through examining images. Materials: Text #1: Ellis Island (Photos), Guiding Questions (GQ) Handout 3- READING CLOSELY FOR DETAILS p. 12 Students use guiding questions to look closely for details in a text. Materials: Text #2: Description of Ellis Island (Informational Text), GQ Handout CFA: Students captions and paraphrases for Texts #1 & 2 can be reviewed to see if they are able to generalize from details, and might provide a pre-assessment of skills before students read and analyze more challenging passages in the rest of the unit. These short, informal writing samples should also be reviewed for evidence that students are able to clearly explain their thinking about the texts they are reading. 4- ATTENDING TO DETAILS IN MULTI-MEDIA p. 13 Students use guiding questions to look closely for details in a multi-media text and write a few sentences explaining something they have learned. Materials: Text #3: Ellis Island: Deconstructed (Video), Reading Closely Checklist 5- (OPTIONAL) INDEPENDENT READING/RESEARCHING ACTIVITY p. 14 Students use guiding questions to independently explore a multi-media website. Materials: Text #4: Interactive Tour of Ellis Island (Website)

9 Learning Targets: RI 1: Cite several pieces of textual evidence to support what the text says explicitly. RI 2: Distinguish between objectivity and subjectivity in text. Provide an objective summary of informational text. Determine two or more central ideas in a text. Analyze the development of the central ideas over the course of the text. RI 3: Recognize and interpret comparisons and analogies. Identify the connections between individuals, events, and ideas in an informational text. RI 6: Identify the author s point of view or purpose in a text and analyze how the author responds to conflicting evidence or viewpoints. RI 9: Identify the evidence in two or more texts that provide conflicting information on the same topic. Identify if the texts disagree on matters of fact or interpretation. WEEK 4 Standards: RI 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 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 3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI 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. RI 9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. W 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature b. Apply grade 8 Reading standards to literary nonfiction Part 2: Questioning Texts p Part 2 introduces students to a particular process for close reading that involves questioning the text at first generally and then in text-specific ways to help them focus on important textual ideas and characteristics. The teacher models how to use the Questioning Texts tool to guide a process for close reading, and then pairs practice on a text they have read. Students listen to a new text and use the Questioning Texts Tool to guide their reading. The teacher guides the class through an analysis of the text using the Analyzing Details Tool. Students develop their own text-specific questions with which to analyze the text. Students write 1-3 sentences explaining their analysis of the text and list supporting textual details. 1- HOW SKILLFUL READERS APPROACH TEXTS p. 16 The teacher models how to use the Questioning Texts Tool to guide a process for close reading, and then pairs practice on a text they have read. Materials: Text #2: Description of Ellis Island (Informational Text), Questioning Texts Tool 2- APPROACHING A NEW TEXT p. 17 Students listen to a new text and use the Questioning Texts Tool to guide their reading. Materials: Text #5: To Build a Fire (Short Story), Questioning Texts Tool (save the completed tool for activity 4) 3- ANALYZING TEXT WITH TEXT-SPECIFIC QUESTIONS p. 18 The teacher guides the class through an analysis of the text using the Analyzing Details tool. Materials: Text #5: On the Trail of the Immigrant, Ch. V (Informational Text), Analyzing Details tool

10 4- POSING TEXT-SPECIFIC QUESTIONS p. 19 Students develop their own text-specific questions with which to analyze the text. Materials: Questioning Texts tool from activity 2 5- INDEPENDENT WRITING ACTIVITY Students write 1-3 sentences explaining their analysis of the text and list supporting textual details. (CFA) Materials: Analyzing Details tool from Activity 4

11 Learning Targets: RI 1: Cite several pieces of textual evidence to support what the text says explicitly. RI 2: Distinguish between objectivity and subjectivity in text. Provide an objective summary of informational text. Determine two or more central ideas in a text. Analyze the development of the central ideas over the course of the text. RI 3: Recognize and interpret comparisons and analogies. Identify the connections between individuals, events, and ideas in an informational text. RI 6: Identify the author s point of view or purpose in a text and analyze how the author responds to conflicting evidence or viewpoints. RI 9: Identify the evidence in two or more texts that provide conflicting information on the same topic. Identify if the texts disagree on matters of fact or interpretation. WEEK 5 Standards: RI 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 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 3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI 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. RI 9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. W 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature b. Apply grade 8 Reading standards to literary nonfiction Part 3: Analyzing Details p Part 3 develops student proficiency by analyzing textual details for making comparisons across texts. Students listen to and then closely read and analyze a new text. The teacher guides and supports students in a comparative discussion of the texts. Students develop a comparative question in groups and individually write a paragraph answering their question. Students independently read texts using a guiding question. 1- ANALYZING TEXTUAL DETAIL p.22 Students listen to and then closely read and analyze a new text. Materials: Text #6: The Future in America, Ch. III (Literary Nonfiction), Questioning Texts tool, Analyzing Details tool 2- ANALYZING DETAILS ACROSS TEXTS p. 23 The teacher guides and supports students in a comparative discussion of the texts. Materials: Text #5 and Text #6, Questioning Texts tools and Analyzing Details tools from texts 5 and 6 3- EXPLAINING AND COMPARING TEXTS p Student groups develop a comparative question and individually write a paragraph using their question. Materials: Text #5 and Text #6, Questioning Texts tools and Analyzing Details tools from texts 5 and 6

12 4- INDEPENDENT READING ACTIVITY p. 24 Students independently read texts using a guiding question. Materials: Text #7: The Promised Land, Ch. IX (Personal Narrative), Text #8: Rebels into Anarchy, Ch. I (Personal Narrative), Text #9 Narrative of the Life of Frederick Douglass, Ch. XI (Personal Narrative), Questioning Texts tool

13 Learning Targets: RI 1: Cite several pieces of textual evidence when drawing inferences from the text. RI 2: Distinguish between objectivity and subjectivity in text. Provide an objective summary of informational text. Determine two or more central ideas in a text. Analyze the development of the central ideas over the course of the text. RI 3: Determine how the interaction between individuals, events, and ideas influence each other within the text. RI 6: Identify the author s point of view or purpose in a text. RI 9: Identify the evidence an author uses to shape his/her presentation of key information. Describe how the evidence differs in two texts on the same topic. W 2: Identify the thesis statement in a text selection. Introduce a topic or thesis statement clearly, previewing what is to follow. Develop a topic using relevant facts, definitions, quotations, and concrete details. Use precise language and domain-specific vocabulary to inform about or explain the topic in a formal style. Part 4: Explaining Understanding p WEEK 6 Standards: RI 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 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 3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories RI 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. RI 9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. W 2: 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; including 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. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Part 4 develops students abilities to express their analysis through writing text-based explanations. The teacher introduces the final culminating text-centered writing and comparative discussion. Students listen to three related texts and discuss them as a class. Students select (or are assigned) one of the texts to discuss with a small group and then analyze independently. Students use their analysis to independently write a detail-based explanation of one of the texts. 1- INTRODUCTION TO CULMINATING ACTIVITY p. 26 The teacher introduces the final culminating text-centered writing and comparative discussion. 2- READING AND DISCUSSING RELATED TEXTS p Students listen to three related texts and discuss them as a class. Materials: Text #7: The Promised Land, Ch. IX (Personal Narrative), Text #8: Rebels into Anarchy, Ch. I (Personal Narrative), Text #9 Narrative of the Life of Frederick Douglass, Ch. XI (Personal Narrative)

14 3- QUESTIONING AND ANALYZING TEXTS INDEPENDENTLY p Students select (or are assigned) one of the texts to discuss with a small group and then analyze independently. Materials: Text #7: The Promised Land, Ch. IX (Personal Narrative), Text #8: Rebels into Anarchy, Ch. I (Personal Narrative), Text #9 Narrative of the Life of Frederick Douglass, Ch. XI (Personal Narrative), Questioning Texts tool, Analyzing Texts tool 4- INDEPENDENT WRITING ACTIVITY p. 29 Students use their analysis to independently write a detail-based explanation of one of the texts. (See summative assessment below) Summative Assessment: Students write a multi-paragraph explanation, using textual evidence that explains: A central idea of the text and how it is developed across the text What the central idea demonstrates about the author s perspective on the topic What they have come to understand about the topic from the text.

15 Learning Targets: RI 1: Cite several pieces of textual evidence when drawing inferences from the text. RI 2: Distinguish between objectivity and subjectivity in text. Provide an objective summary of informational text. Determine two or more central ideas in a text. Analyze the development of the central ideas over the course of the text. RI 3: Determine how the interaction between individuals, events, and ideas influence each other within the text. RI 6: Identify the author s point of view or purpose in a text. RI 9: Identify the evidence an author uses to shape his/her presentation of key information. Describe how the evidence differs in two texts on the same topic. W 2: Identify the thesis statement in a text selection. Introduce a topic or thesis statement clearly, previewing what is to follow. Develop a topic using relevant facts, definitions, quotations, and concrete details. Use precise language and domain-specific vocabulary to inform about or explain the topic in a formal style. Part 5: Discussing ideas p WEEK 7 Standards: RI 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 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 3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories RI 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. RI 9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. W 2: 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; including 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. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Part 5 develops students abilities to express their analysis through facilitating and participating in text-centered discussions. The teacher leads students in a reflective conversation about productive, text-centered discussions. Students discuss their analysis in groups and independently prepare for leading a text-centered discussion by crafting a comparative textdependent question. Students lead and participate in text-centered discussions with other students who have analyzed different texts. 1- UNDERSTANDING TEXT-CENTERED DISCUSSIONS p. 32 The teacher leads students in a reflective conversation about productive, text-centered discussions. Materials: Text-Centered Discussions (TCD) Checklist 2- IDENTIFYING AND ORGANIZING IDEAS p. 32 Students discuss their analysis in groups and independently prepare for leading a text-centered discussion by crafting a comparative text-dependent question. Materials: TCD Checklist, Text #7, 8, or 9 and Questioning Texts tool from the text

16 3- LEADING A TEXT-CENTERED DISCUSSION p. 33 Students lead and participate in text-centered discussions with other students who have analyzed different texts.