M/J Language Arts 3, 8 th grade The following curriculum map is based on the Common Core State Standards (CCSS), which are accessible on www.corestandards.org, and expectations from the Partnership for Assessment of Readiness for College and Careers (PARCC) consortium Model Content Frameworks, which are accessible on www.parcconline.org. Each quarter of instruction is based around an emphasis on either extended literary text or extended informational text. All of the other shorter texts, which are a combination of literary and informational pieces for every quarter, should connect topically or thematically to the extended texts and be of sufficient text complexity for close, analytic reading. During class discussion of what has been read, students should consistently be asked to find evidence from the text. This textual evidence should then be used in the students writing, research, and presentations. The writing that students do should relate to what has been read and discussed in the unit. Over the course of the year, eighth grade writing should be 70 percent analytical (35 percent argument and 35 percent to inform/explain) and 30 percent narrative with a mix of routine, on-demand, and review-and-revision writing assignments. When possible, research should connect to texts selected for close readings, requiring students to closely read and compare and synthesize ideas across multiple texts. Through a progression of research tasks, students are called on to present their findings in a variety of modes in informal and formal contexts appropriate to the eighth grade level (e.g., through oral presentations, argumentative or explanatory compositions, or multimedia products). The study and application of vocabulary and grammar should take place within the context of what students read and write. Students should understand the use of proper diction and tone for formal and informal speaking occasions and the importance of proper word choice when using the spoken and written word. The map also reflects the eight measurement topics as a support for grading. The topics are: Reading Literary Text, Reading Informational Text, Writing Types & Purposes,, Study & Apply Grammar, Study & Apply Vocabulary, Discussion & Collaboration, and Present Knowledge & Ideas. Standards on the map have been grouped under the appropriate measurement topics and some standards appear under more than one measurement topic. Assignments and assessments will naturally fall under multiple measurement topics; teachers will use professional judgment to assess learning across all of the standards and measurement topics over the course of each grading period.
M/J Language Arts 3 -QUARTER 1- CURRICULUM MAP READING, WRITING, AND RESEARCHING THROUGH LITERARY TEXT Essential Questions 1. How does literature offer insight into the human condition and serve as a model for eighth grade students own thinking and writing? 2. How does literature enable eighth grade students to gain a reservoir of literary and cultural knowledge? 3. How does the use of technology enhance the reading, writing, listening, and speaking skills of eighth grade students? MEASUREMENT TOPICS STANDARDS Students will LEARNING TARGETS/SKILLS ACADEMIC LANGUAGE Reading Literary Text 1 literary extended text 2-3 short literary texts LACC.8.RL.1.1 LACC.8.RL.1.2 LACC.8.RL.1.3 LACC.8.RL. 2.4 LACC.8.RL.2.5 LACC.8.RL. 2.6 LACC.8.RL.3.7 LACC.8.RL.3.9 LACC.8.RL.4.10 analyze literary texts and make inferences by citing textual evidence determine theme or central idea provide an objective summary of the text. demonstrate understanding of literary text structure and development analyze the impact of specific word choices and dialogue compare and contrast the structure of two or more texts understand use of dramatic irony in suspense textual evidence inference analogies allusions analyze inference dialogue connotative denotative Reading Informational Text 1-2 short informational texts Writing Types & Purposes Students will write: routinely to develop & convey understanding 4-6 analyses focused on argument a narrative to convey experiences Students will determine/apply: credible/reliable sources MLA format Study & Apply Grammar LACC.8.RI. 1.1 LACC.8.RI.1.2 LACC.8.RI.1.3 LACC.8.RI.2.4 LACC.8.RI.2.5 LACC.8.RI.2.6 LACC.8.RI.3.7 LACC.8.RI.3.8 LACC.8.RI.3.9 LACC.8.RI.4.10 LACC.8.L.2.3 2a LACC.8.W.1.1 1e LACC.8.W.1.2 2f LACC.8.W.1.3 3e LACC.8.W.2.4 LACC.8.W.2.5 LACC.8.W.4.10 LACC.8.W.3.7 LACC.8.W.3.8 LACC.8.W.3.9 9b LACC.8.L.1.1 1d LACC.8.L.1.2 2c analyze and determine understanding of informational texts cite textual evidence determine the central idea of texts analyze and evaluate how an author s ideas or claims are developed and refined produce clear, coherent and appropriate writing strengthen writing through the writing process develop and convey understanding by writing texts support claims using valid reasoning and relevant evidence use technology, including the Internet, to produce and publish writing analyze various accounts of the same subject/theme demonstrate understanding of the subject under investigation conduct research based on focus questions assess and integrate relevant information from print and digital sources while avoiding plagiarism demonstrate command of conventions of standard English grammar and usage demonstrate command of conventions of standard English capitalization, punctuation, and spelling textual evidence argument claim validity objective summary relevant and sufficient evidence cohesion argument/bias dialogue dialect quote thesis claim counterclaim inquiry paraphrase plagiarism bibliographic citation primary source secondary source reliable/credible source verbals verb shifts verbs in active and passive voice comma/dash as a pause
Study & Apply Vocabulary Students will acquire: recognition strategies comprehension strategies Discussion & Collaboration Students will practice: collaborative skills Present Knowledge & Ideas LACC.8.L.3.4 4d LACC.8.L.3.5 5c LACC.8.L.3.6 LACC.8.SL.1.1 1d LACC.8.SL.1.3 LACC.8.SL.2.4 LACC.8.SL.2.5 LACC.8.SL.2.6 determine the meaning of unknown and multiple meaning words and phrases demonstrate understanding of figurative language, word relationships, and nuances in word meanings acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening initiate and engage in a range of collaborative discussions, building on others ideas/opinions, while persuasively expressing their own. evaluate, integrate, and synthesize information presented in a variety of different media and formats listen to and evaluate a variety of speakers with diverse perspectives and respond thoughtfully to each. present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence integrate multimedia and visual displays into presentations adapt speech to a variety of contexts and tasks Greek/Latin roots & prefixes context clues connotation/denotation figures of speech (verbal irony/puns) domain specific words claim relevant evidence sound reasoning diverse viewpoints/perspectives line of reasoning
M/J Language Arts, 8 th Grade SPRINGBOARD Level 3 -Quarter One- Challenge of Heroism Extended Literary Text The Odyssey* by Homer Reading Literary Text Reading Informational Text Writing Types & Purposes Excerpt 1.11 Odyssey Personal Narrative 1.14 An Everyday Hero Poetry 1.8 O Captain! My Captain! 1.8 Frederick Douglas *No single extended literary text is available with this unit of SB; expose students to additional literary text as it connects topically and thematically to other pieces already in the unit. Speeches MLK I Have a Dream http://www.americanrhetoric.com/speeches/mlkihaveadre am.htm Elie Wiesel Nobel Peace Prize http://www.pbs.org/eliewiesel/nobel/index.html Teachers may include additional short informational texts that connect topically and thematically to other pieces in this unit. Routine Writing (Writing Workshop #6 found on SB Online) EA 1 Hero Definition Essay Analyses 1.8 TP-CASTT Writing Workshop #6: The Everyday Hero Speech Analysis: * Marking the Text * SOAPSTone * SMELL * Think Aloud Narrative Open Ended Writing Prompt (SB Writing Workshop): Prompt #2 found on SB Online Writing Workshop #10: a Real Life Hero Project Choices: Prezi PowerPoint Photo Story Glogster Posterboard Study & Apply Grammar Study & Apply Vocabulary Discussion & Collaboration Present Knowledge & Ideas -cover applicable Grammar Extension activities within the unit -provide additional grammar support as needed 1.2 Challenges Word Wall 1.3 Tone Word Sort Vocabulary Notebook -cover additional vocabulary in SB as it appears 1.8 Historical Heroes 1.14 An Everyday Hero Writing Workshop #10: a Real Life Hero found on SB Online
M/J Language Arts 3 -QUARTER 2- CURRICULUM MAP READING, WRITING, AND RESEARCHING THROUGH INFORMATIONAL TEXT Essential Questions 1. How do informational texts offer profound insights into the human condition and serve as models for students own thinking and writing? 2. How do informational texts help students gain a reservoir of literary and cultural knowledge, references, and images, and the ability to evaluate intricate arguments? 3. How does research and technology enable students to show ability to gather and synthesize information and prove ability to apply information to thinking and writing? MEASUREMENT TOPICS STANDARDS Students Will LEARNING TARGETS/SKILLS ACADEMIC LANGUAGE Reading Literary Text 2-3 short literary texts Reading Informational Text an informational extended text 1-2 short U.S. historical documents Writing Types & Purposes Students will write: routinely to develop & convey understanding 4-6 analyses focused on argument a narrative to convey experiences Students will determine/apply: credible/reliable sources MLA format LACC.8.RL.1.1 LACC.8.RL.1.2 LACC.8.RL.1.3 LACC.8.RL. 2.4 LACC.8.RL.2.5 LACC.8.RL. 2.6 LACC.8.RL.3.7 LACC.8.RL.3.9 LACC.8.RL.4.10 LACC.8.RI. 1.1 LACC.8.RI.1.2 LACC.8.RI.1.3 LACC.8.RI.2.4 LACC.8.RI.2.5 LACC.8.RI.2.6 LACC.8.RI.3.7 LACC.8.RI.3.8 LACC.8.RI.3.9 LACC.8.RI.4.10 LACC.8.L.2.3 2a LACC.8.W.1.1 1e LACC.8.W.1.2 2f LACC.8.W.1.3 3e LACC.8.W.2.4 LACC.8.W.2.5 LACC.8.W.4.10 LACC.8.W.3.7 LACC.8.W.3.8 LACC.8.W.3.9 9b analyze and determine understanding of literary texts cite textual evidence determine the central idea of texts analyze informational text structures determine central idea of texts cite strong and thorough textual evidence to support textual analysis. analyze the impact of specific word choices on meaning and tone analyze in detail the structure of a specific paragraph determine an author s point of view or purpose produce clear, coherent and appropriate writing strengthen writing through the writing process develop and convey understanding by writing texts support claims using valid reasoning and relevant evidence use technology, including the Internet, to produce and publish writing analyze various accounts of the same subject/theme demonstrate understanding of the subject under investigation conduct research based on focus questions assess and integrate relevant information from print and digital sources while avoiding plagiarism textual evidence inference analogies allusions analyze inference dialogue connotative denotative textual evidence argument claim validity objective summary relevant and sufficient evidence cohesion argument/bias dialogue dialect quote thesis claim counterclaim inquiry paraphrase plagiarism bibliographic citation primary source secondary source reliable/credible source
Study & Apply Grammar LACC.8.L.1.1 1d LACC.8.L.1.2 2c demonstrate command of conventions of standard English grammar and usage demonstrate command of conventions of standard English capitalization, punctuation, and spelling verbals verb shifts verbs in active and passive voice comma/dash as a pause Study & Apply Vocabulary Students will acquire: recognition strategies comprehension strategies Discussion & Collaboration Students will practice: collaborative skills Present Knowledge & Ideas LACC.8.L.3.4 4d LACC.8.L.3.5 5c LACC.8.L.3.6 LACC.8.SL.1.1 1d LACC.8.SL.1.3 LACC.8.SL.2.4 LACC.8.SL.2.5 LACC.8.SL.2.6 determine the meaning of unknown and multiple meaning words and phrases demonstrate understanding of figurative language, word relationships, and nuances in word meanings acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening initiate and engage in a range of collaborative discussions, building on others ideas/opinions, while persuasively expressing their own. evaluate, integrate, and synthesize information presented in a variety of different media and formats listen to and evaluate a variety of speakers with diverse perspectives and respond thoughtfully to each. present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence integrate multimedia and visual displays into presentations adapt speech to a variety of contexts and tasks Greek/Latin roots & prefixes context clues connotation/denotation figures of speech (verbal irony/puns) domain specific words claim relevant evidence sound reasoning diverse viewpoints/perspectives line of reasoning
M/J Language Arts 8 th Grade SPRINGBOARD Level 3 -Quarter Two- Persuasive Unit Extended Informational Text Grouping of 3 Literary Non-Fiction Articles* Reading Literary Text Reading Informational Text Writing Types & Purposes Poems SB 2.12 Uniformity *No extended informational text is available with this unit of SB; expose students to additional informational text as it connects topically and thematically to other pieces already in the unit. Informational Reading SB 2.12 Uniform Opinion - editorial SB 2.14 Grouping of 3 Articles on Topic of Choice ProQuest: Distracted Driving: Stay Focused on the Road DN T TXT N DRV Driving While Distracted Article SB 2.12 Student Dress Codes Routine Writing SB Writing Workshop #8 SB 2.7 Thinking About Ideas SB 2.11 Introducing RAFT Analyses SB 2.14 Article Analysis: *Students choose one of these strategies. Marking the Text RAFT SMELL SOAPSTone Narrative SB Writing Workshop #4 Use open ended prompt #1 Personal Narrative SB EA2: Persuasive Essay Choose one article analysis to develop into a persuasive essay. Study & Apply Grammar Study & Apply Vocabulary Discussion & Collaboration Present Knowledge & Ideas SB 2.12 Perfect tense & part participle SB 2.8 Debating an Idea SB 2.8: Debating an Idea EA 2: Persuasive Essay SB Grammar Handbook -study and apply grammar as it appears in this unit SB 2.9 Identifying Issues Vocabulary Notebook: academic and text-specific words SB 2.9 Identifying Issues SB 2.12 Issues at School SB 2.12 Issues at School SB 2.14 Issues in the World
M/J Language Arts 3 -QUARTER 3- CURRICULUM MAP READING, WRITING, AND RESEARCHING THROUGH LITERARY TEXT Essential Questions 1. How does literature offer insight into the human condition and serve as a model for eighth grade students own thinking and writing? 2. How does literature enable eighth grade students to gain a reservoir of literary and cultural knowledge? 3. How does the use of technology enhance the reading, writing, listening, and speaking skills of eighth grade students? MEASUREMENT TOPICS STANDARDS Students Will LEARNING TARGETS/SKILLS ACADEMIC LANGUAGE Reading Literary Text a world literary extended text 2-3 short world literary texts LACC.8.RL.1.1 LACC.8.RL.1.2 LACC.8.RL.1.3 LACC.8.RL. 2.4 LACC.8.RL.2.5 LACC.8.RL. 2.6 LACC.8.RL.3.7 LACC.8.RL.3.9 LACC.8.RL.4.10 analyze literary texts and make inferences by citing textual evidence determine theme or central idea provide an objective summary of the text. demonstrate understanding of literary text structure and development analyze the impact of specific word choices and dialogue compare and contrast the structure of two or more texts understand use of dramatic irony in suspense textual evidence inference analogies allusions analyze inference dialogue connotative denotative Reading Informational Text 1-2 short informational texts Writing Types & Purposes Students will write: routinely to develop & convey understanding 4-6 analyses focused on argument a narrative to convey experiences LACC.8.RI. 1.1 LACC.8.RI.1.2 LACC.8.RI.1.3 LACC.8.RI.2.4 LACC.8.RI.2.5 LACC.8.RI.2.6 LACC.8.RI.3.7 LACC.8.RI.3.8 LACC.8.RI.3.9 LACC.8.RI.4.10 LACC.8.L.2.3 2a LACC.8.W.1.1 1e LACC.8.W.1.2 2f LACC.8.W.1.3 3e LACC.8.W.2.4 LACC.8.W.2.5 LACC.8.W.4.10 analyze and determine understanding of informational texts cite textual evidence determine the central idea of texts analyze and evaluate how an author s ideas or claims are developed and refined produce clear, coherent and appropriate writing strengthen writing through the writing process or new approaches develop and convey understanding by writing texts support claims using valid reasoning and relevant evidence use technology, including the Internet, to produce and publish writing textual evidence argument claim validity objective summary relevant and sufficient evidence cohesion argument/bias dialogue dialect quote thesis claim counterclaim
Students will determine/apply: credible/reliable sources MLA format Study & Apply Grammar LACC.8.W.3.7 LACC.8.W.3.8 LACC.8.W.3.9 9b analyze various accounts of the same subject/theme demonstrate understanding of the subject under investigation conduct research based on focus questions assess and integrate relevant information from print and digital sources while avoiding plagiarism LACC.8.L.1.1 1d LACC.8.L.1.2 2c demonstrate command of conventions of standard English grammar and usage demonstrate command of conventions of standard English capitalization, punctuation, and spelling inquiry paraphrase plagiarism bibliographic citation primary source secondary source reliable/credible source verbs in indicative, imperative, interrogative, conditional & subjunctive mood ellipsis for a pause or omission Study & Apply Vocabulary Students will acquire: recognition strategies comprehension strategies Discussion & Collaboration Students will practice: collaborative skills Present Knowledge & Ideas LACC.8.L.3.4 4d LACC.8.L.3.5 5c LACC.8.L.3.6 LACC.8.SL.1.1 1d LACC.8.SL.1.3 LACC.8.SL.2.4 LACC.8.SL.2.5 LACC.8.SL.2.6 determine the meaning of unknown and multiple meaning words and phrases demonstrate understanding of figurative language, word relationships, and nuances in word meanings acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening initiate and engage in a range of collaborative discussions, building on others ideas/opinions, while persuasively expressing their own. evaluate, integrate, and synthesize information presented in a variety of different media and formats listen to and evaluate a variety of speakers with diverse perspectives and respond thoughtfully to each. present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence integrate multimedia and visual displays into presentations adapt speech to a variety of contexts and tasks Greek/Latin roots & prefixes context clues connotation/denotation figures of speech (verbal irony/puns) domain specific words claim relevant evidence sound reasoning diverse viewpoints/perspectives line of reasoning
M/J Language Arts 8 th Grade SPRINGBOARD Level 3 -Quarter Three- Utopia vs. Dystopia Extended Literary Text The Giver By Lois Lowry Reading Literary Text Reading Informational Text Writing Types & Purposes Extended Text The Giver Novel Excerpt SB 1.15 Utopia Informational Text *Teachers should choose additional short informational texts that relate topically and thematically to The Giver. Library databases like ProQuest are excellent resources for finding informational text. Literary Non-Fiction SB 1.23 The Heartiest of Season s Greetings Speech SB 1.27 Lowry s Newberry Acceptance Speech Routine Writing SB Writing Workshop #9 Use prompt #4 SB 1.15 Reading Utopia SB 1.23 Coming to Your Senses Analyses The Giver Analysis: SB 1.18 Babies and Birthdays SB 1.19 Characterization SB 1.20 Circle of Life SB 1.21 Essential Attributes SB 1.24 Marking the Text *EA2 has been replaced with an analytical essay based on a topic, theme, character, etc found in The Giver. Narrative SB 1.26 Epilogue SB Writing Workshop #10 Project choices: Prezi PowerPoint Photo Story Use Open Ended prompt #2 Glogster Posterboard Study & Apply Grammar Study & Apply Vocabulary Discussion & Collaboration Present Knowledge & Ideas SB 1.5 Double negative SB 1.18 Parenthetical citation SB 1.23 Coming to Your Senses Vocabulary Notebook SB 1.22 Rules in society SB 1.24 Marking the Text SB Writing Workshop #10 Open ended prompt #2 SB 1.27 dashes & complex sentences -study and apply grammar as it appears in SB -cover academic vocabulary, literary terms, word connections and root words as they appear in the SB unit
M/J Language Arts 3 -QUARTER 4- CURRICULUM MAP READING, WRITING, AND RESEARCHING THROUGH INFORMATIONAL TEXT Essential Questions 1. How do informational texts offer profound insights into the human condition and serve as models for students own thinking and writing? 2. How do informational texts help students gain a reservoir of literary and cultural knowledge, references, and images, and the ability to evaluate intricate arguments? 3. How does research and technology enable students to show ability to gather and synthesize information and prove ability to apply information to thinking and writing? MEASUREMENT TOPICS STANDARDS Students Will LEARNING TARGETS/SKILLS ACADEMIC LANGUAGE Reading Literary Text a world literary extended text 2-3 short world literary texts Reading Informational Text an informational extended text 1-2 short U.S. historical documents Writing Types & Purposes Students will write: routinely to develop & convey understanding 4-6 analyses focused on argument a narrative to convey experiences Students will determine/apply: credible/reliable sources MLA format LACC.8.RL.1.1 LACC.8.RL.1.2 LACC.8.RL.1.3 LACC.8.RL. 2.4 LACC.8.RL.2.5 LACC.8.RL. 2.6 LACC.8.RL.3.7 LACC.8.RL.3.9 LACC.8.RL.4.10 LACC.8.RI. 1.1 LACC.8.RI.1.2 LACC.8.RI.1.3 LACC.8.RI.2.4 LACC.8.RI.2.5 LACC.8.RI.2.6 LACC.8.RI.3.7 LACC.8.RI.3.8 LACC.8.RI.3.9 LACC.8.RI.4.10 LACC.8.L.2.3 2a LACC.8.W.1.1 1e LACC.8.W.1.2 2f LACC.8.W.1.3 3e LACC.8.W.2.4 LACC.8.W.2.5 LACC.8.W.4.10 LACC.8.W.3.7 LACC.8.W.3.8 LACC.8.W.3.9 9b analyze and determine understanding of literary texts cite textual evidence determine the central idea of texts analyze informational text structures determine central idea of texts cite strong and thorough textual evidence to support textual analysis. analyze the impact of specific word choices on meaning and tone analyze in detail the structure of a specific paragraph determine an author s point of view or purpose produce clear, coherent and appropriate writing strengthen writing through the writing process or new approaches develop and convey understanding by writing texts support claims using valid reasoning and relevant evidence use technology, including the Internet, to produce and publish writing analyze various accounts of the same subject/theme demonstrate understanding of the subject under investigation conduct research based on focus questions assess and integrate relevant information from print and digital sources while avoiding plagiarism textual evidence inference analogies allusions analyze inference dialogue connotative denotative textual evidence argument claim validity objective summary relevant and sufficient evidence cohesion argument/bias dialogue dialect quote thesis claim counterclaim inquiry paraphrase plagiarism bibliographic citation primary source secondary source reliable/credible source
Study & Apply Grammar LACC.8.L.1.1 1d LACC.8.L.1.2 2c demonstrate command of conventions of standard English grammar and usage demonstrate command of conventions of standard English capitalization, punctuation, and spelling verbs in indicative, imperative, interrogative, conditional & subjunctive mood ellipsis for a pause or omission Study & Apply Vocabulary Students will acquire: recognition strategies comprehension strategies Discussion & Collaboration Students will practice: collaborative skills Present Knowledge & Ideas LACC.8.L.3.4 4d LACC.8.L.3.5 5c LACC.8.L.3.6 LACC.8.SL.1.1 1d LACC.8.SL.1.3 LACC.8.SL.2.4 LACC.8.SL.2.5 LACC.8.SL.2.6 determine the meaning of unknown and multiple meaning words and phrases demonstrate understanding of figurative language, word relationships, and nuances in word meanings acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening initiate and engage in a range of collaborative discussions, building on others ideas/opinions, while persuasively expressing their own. evaluate, integrate, and synthesize information presented in a variety of different media and formats listen to and evaluate a variety of speakers with diverse perspectives and respond thoughtfully to each. present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence integrate multimedia and visual displays into presentations adapt speech to a variety of contexts and tasks Greek/Latin roots & prefixes context clues connotation/denotation figures of speech (verbal irony/puns) domain specific words claim relevant evidence sound reasoning diverse viewpoints/perspectives line of reasoning
M/J Language Arts 8 th Grade SPRINGBOARD Level 3 -Quarter Four- Holocaust Unit Extended Informational Text Grouping of Non-Fiction Articles Reading Literary Text Reading Informational Text Writing Types & Purposes Short Literature SB 4.2 Terrible Things: An Allegory of the Holocaust *SB 4.3 Children s books related to the Holocaust Literature Circles Poetry SB 4.13 First they Came for the Communists Film as Text SB 4.5 The Diary of Anne Frank SB 4.5 Life is Beautiful (Use with unit as time permits) *Use books available at your schools. As time permits. Articles SB 4.14 Darfur, Sudan from Echoes and Reflections: (found on Edmodo site) *Nazi Germany *The Ghettos *The Final Solution Literary Non-Fiction Night by Elie Wiesel -oranother Holocaust survivor novel Routine Writing Double-Entry Journals SB 4.13 Understanding the Books graphic organizer SB 4.14 Never Again graphic organizer & writing prompt Analyses SB 4.2 An Allegory SB 4.10 Favorite Passages Night Analysis: *Marking the Text *Close Reading *Guided Reading *Activating Prior Knowledge *Visualization *EA2 has been modified to an analytical essay based on a topic, theme, character, etc found in Night or another Holocaust novel. Narrative Holocaust Reflection SB 4.4 Learning about the Holocaust Project Choices: Prezi PowerPoint Photo Story Glogster Posterboard Study & Apply Grammar Study & Apply Vocabulary Discussion & Collaboration Present Knowledge & Ideas SpringBoard Grammar Handbook SB 4.4 Learning about the Holocaust SB 4.6 Effective Discussions SB 4.4 Learning about the Holocaust Vocabulary Notebook: Night or another Holocaust novel SB 4.10 Favorite Passages -cover academic vocabulary, literary terms, word connections, and root words as they appear in SB unit Holocaust Reflections