• Grade 8

    Quarter  1

     

    Enduring Understandings/Essential Questions

    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?

     

    End of Unit Culminating Project/Research Project

    Interview an immigrant person and create a multi-media presentation that chronicles his or her journey and reveals that person’s perspective in how his or her experiences impact that person’s worldviews.

     

    Reading Standards

    Common Core Standards

    I Can Statements

     

    RL 8.1/RI 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.

    ·         I can define textual evidence. (K)

    ·         I can define inference. (K)

    ·         I can identify main ideas and supporting details to explain information in text. (K)

    ·         I can formulate answers to literal and inferential question and support my response with explicitly textual evidence. (A)

     

    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.

    ·         I can define central idea (K)

    ·         I can define supporting details. (K)

    ·         I can generate a summary. (A)

    ·         I can analyze the relationship between central idea and supporting details. (A)

    ·         I can analyze how the central idea develops over the course of the text. (A)

    RI 8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

    ·         I can define an analogy (K)

    ·         I can define a comparison/distinction. (K)

    ·         I can define a category. (K)

    ·         I can analyze how a text makes connections among and distinguishes between individuals. (A)

    ·         I can analyze how a text makes connections among and distinguishes between ideas. (A)

    ·         I can analyze how a text makes connections among and distinguishes between events. (A)

    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

    ·         I can define figurative language. (K)

    ·         I can define connotative language. (K)

    ·         I can define technical/academic words. (K)

    ·         I can identify what an allusion is. (K)

    ·         I can determine the meanings of words and phrases as used in text. (K)

    ·         I can identify tone. (K)

    ·         I can identify how word choices impacts meaning and/or tone. (A

    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.

    ·         I can identify point of view.

    ·         I can identify author’s purpose.

    ·         I can identify the author’s argument and counter-argument.

    ·         I can analyze the author’s argument and counter-argument.

    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.

    ·         I can identify theme or the central idea. (K)

    ·         I can analyze the development of theme. (A)

    ·         I can analyze or theme or the central idea relates to the characters, setting and/or plot. (A)

    I can provide an objective summary of a text. (A)

    Writing Standards

    W.2a, W2b. W2d. W2e. (for apology letter) W2f.

    Language Standards

    L.8.1, L.8.2, L.8.2a, L.8.2b, L.8.2c, L.8.6

    Speaking and Listening Standards

    SL.8.1.c, SL.8.1d, SL.8.5

    Vocabulary

    Theme (fiction), central idea (non-fiction), point of view/perspective, motif (honors), counterargument

     

     

     

     

     

     

     

     

     

     

     

     

    Denied, Detained, Deported, Ann Bausum

    Standards:

    Questions:

    Paired texts & Writing

    R.I 8.2

    ·         How does the author convey the central idea?

    ·         How is the central idea conveyed through the text features?

    ·         How does DDD compare to the central idea or theme of…?

    ·         Provide an objective summary of…

    ·         How do the title chapters relate to the central ideas of the chapters? Why did the author choose those particular lines of text as the title chapters?

    ·         How do the anecdotes support the central idea of the chapters?

    ·         How is the central idea of the chapter developed?

    ·         How does the central idea of the chapter develop the essential questions: 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?

    PAIRED TEXTS

    ·         Bill Clinton’s apology letter to the Japanese interment camp prisoners

    ·         Gerald Ford’s apology letter to the Japanese interment camp prisoners

    ·         The New Colossus by Emma Lazarus (1883)

    ·         Statue of Liberty Dreams of Emma Lazarus, Awakens with Tears on Her Cheeks by Naomi Shihab Nye (2008)

    ·         “I Hear America Singing” by Walt Whitman

    R.I 8.3

    ·         Select any two individuals, events, or ideas from this text and explain how the author makes connections and distinctions between them.

    ·         Compare and contrast the experiences of two or more immigrants and their purposes for immigration.

    ·         Analyze how the events in the chapter impact the actions or perspectives of the immigrants.

     

     

     

    R.I. 8.4

    ·         Using context clues, define…

    ·         Determine the figurative, connotative, and technical meanings of words or phrases.

    ·         Which words or phrases best reveal or develop the character’s perspective?

    ·         Analyze the impact of the author’s word choice (in developing theme, perspective, tone, mood, the author’s argument)

    ·         Analyze the use of analogies or allusions to other texts. What is the significance of that language? 

     

    WRITING

    Process Writing

    ·         Research project: Interview an immigrant person and create a multi-media presentation that chronicles his or her journey and reveals that person’s perspective in how his or her experiences impact that person’s worldviews.

    On-Demand Writing

    ·         Informational: What is Langston Hughes’s perspective of America after reading “I too hear America Singing”?  What does the author’s word choices reveal about his perspective? (use informational rubric)

    ·         Narrative: Write a letter of apology to the Matsudas family from DDD. Write from perspective of Roosevelt. (W.2c, W.2d, W.2e)

    R.I. 8.6

    ·         Determine an author’s point of view (perspective)

    ·         Why did the author write from this point of view?

    ·         Does the author pose a counterargument?

    ·         Analyze how the author acknowledges and responds to conflicting evidence and viewpoints.

    ·         Compare and contrast the perspectives of two or more immigrants and their purposes for immigration.

    ·         Which immigrant story proved to be the most unfair or unjust journey?

    ·         Which event do you think had the most impact on….?

     

    Additional Journeys:

    • Excerpt from The Circuit

    • Excerpt from The Odyssey

    • Excerpt from Beowulf

    • Lewis and Clark play

    • The Underground Railroad (interactive digital text)