• Grade 8

    Quarter  2            Heart of Darkness

     

    Enduring Understandings/Essential Questions

    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 in Gothic literature and media?

     

    End of Unit Culminating Project/Research Project

    Research how Poe’s stories are rooted in the grim reality of his own life.

    Reading Standards

    Focus: RL 8.4 and 8.9

    Common Core Standards

    I Can Statements

     

    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.

    ·         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 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

    ·         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 8.5 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.

    ·         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 8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

    ·         I can read and comprehend stories at the 6-8 text complexity level.

    ·         I can read and comprehend stories at the 6-8 independently and proficiently.

    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.

    ·         I can analyze how dialogue propels action. (A)

    ·         I can analyze how dialogue reveals aspects of a character. (A)

    ·         I can analyze how dialogue provokes a decision. (A)

    ·         I can analyze how incidents in a story propels the action. (A)

    ·         I can analyze how incidents in a story reveal aspects of a character. (A)

    ·         I can analyze how incidents in a story provokea decision. (A)

    RL 8.4 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 on meaning and tone, including analogies or allusions to other texts.

     

    ·         I can analyze how word choices impact meaning and tone. (A)

    ·         I can identify analogies. (K)

    ·         I can identify allusions to other texts. (K)

    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.

    ·         I can identify point of view. (K)

    ·         I can identify author’s purpose. (K)

    ·         I can analyze how differences in point of view create suspense of humor (A)

    RL 8.7, RI.8.7Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

    ·         I can analyze the differences between a filmed or live production and a story. (A)

    ·         I can evaluate the choices made by a director or actors when they do a live or filmed production of a story or drama. (A)

    Writing Standards

    W 8.1, W 8.2, W 8.4, W 8.5, W 8.6, W 8.7

     

    Language Standards

     

    L 8.1, L 8.2, L 8.3, L 8.4, L 8.5

    Listening and Speaking

     

    SL 8.1, SL 8.2, SL 8.3, SL 8.4, SL 8.5, SL 8.6

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Texts:

    Extended Texts: (Long and Short Texts)

    Author Study Edgar A. Poe

    “The Tell-Tale Heart”

    “The Cask of Amontillado”

    “The Black Cat”

    “The Masque of the Red Death”

    “The Pit and the Pendulum”

    “The Fall of the House of Usher”

    “The Oblong Box”

    “The Raven” (poem)

    “Anabel Lee” (poem)

     “The Bells” (poem)

    “Alone” (poem)

    Other Texts:

    “A Rose for Emily” by William Faulkner

    “The Lottery” by Shirley Jackson

    Frankenstein by Mary Shelley (Graphic Novel)

    “Monkey’s Paw” by W. W. Jacobs

    “The Yellow Wallpaper” by Charlotte Perkins Gilman

    “The Necklace” by Guy de Maupassant

    2-3 Informational Texts:

    Phobia Article

    “Man-Made Monsters”

    Biography and Videos on Edgar A. Poe

    “Running Brook of Horror”

    Winchester House

    Assessment Text

    “ A Poison Tree” by William Blake

     

     

     

     

     

     

     

     

     

     

     

    Poe Stories/Poetry

    Standards:

    Questions:

    Paired texts & Writing

    R.I 8.2, RL 8.2

    ·         How does the author convey the central idea?

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

    ·         Compare (Poe story/poem) to the central idea or theme of…?

    ·         Provide an objective summary of…

    ·         How do the story/poem titles relate to the central ideas of the passages? Why did the author choose that title?

    ·         How is the central idea of the story/poem developed?

    ·         How do the Gothic elements contribute to the theme?

    ·         How does the central idea of the story/poem develop the essential questions: Why is our society drawn to characters who reveal their inner darkness? How does textual evidence support the central idea of a text or multiple texts? How does an author’s word choice impact the reader’s interpretation of the text?

    PAIRED TEXTS

    ·         “A Rose for Emily” by William Faulkner

    ·         Frankenstein (graphic novel) by Mary Shelley (HONORS)

    ·         “Monkey’s Paw” by W. W. Jacobs

    ·         “The Yellow Wallpaper” by Charlotte Perkins Gilman

    ·         “The Necklace” by Guy de Maupassant

    ·         Phobia article

    ·         “Man-Made Monsters”

    ·         Biography video on Edgar Allan Poe

    ·         “Running Brook of Horror”

    ·         Winchester House

     

     

    WRITING

    ·         Process/Research: Research how Poe’s stories are rooted in the grim reality of his own life, and demonstrate an understanding of this via a multi-media presentation? (RL.8.7, RI.8.5 assessment)

    ·         On-Demand Regular: Argue which narrator is most reliable in the selection of Edgar A. Poe stories read?

    ·         On Demand Honors: Argue which narrator is most reliable in the selection of Edgar A. Poe stories read?

    ·         Narrative: Write your own “scary” story using elements of Gothic Literature.

    ·         Argumentative: Argue which Poe story is most rooted in the grim reality of his own life?

     

    RL 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 two narrators/speakers and evaluate their reliability.

    ·         Analyze how the events in the story/poem impact the actions or perspectives of the characters.

    ·         How does the character develop over the course of the story?

    ·         How does the development of the character over the course of the story develop the theme?

    ·         Analyze moments in the plot using specific quotations and references from the entire work that show change in the complex character.

    ·         How do character interactions advance the plot?

    RL 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 or author’s perspective?

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

    ·         Analyze how specific lines of text reveal the speaker’s point of view/perspective.

    ·         Find an example of an analogy or reference to another text. Analyze this analogy or allusion. What is the significance of that language? 

    RI 8.5

    ·         For what purpose does the author include (specific sentence example), and how does it help to reinforce the central idea?

    ·         How did the author organize (specific paragraph)?

    ·         How does the organization of the passage help students to better understand the central idea?

    RL 8.6

    ·         Define dramatic irony.

    ·         What effect does dramatic irony create for the reader/audience?

    ·         Are there things characters in the book know that you don’t yet? What effect does this create for the reader/audience?

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

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

    ·         How do the points of view or perspectives of the characters in this text differ from the perspective of the reader/audience? What effect(s) does this difference create? (e.g. suspense or humor)

    ·         Is the narrator/speaker reliable? Explain.

    ·         How does Poe build suspense in his stories?

    RL 8.7

    ·         Compare and contrast the text to the film adaptation of the text?

    ·         What techniques does the director use in the video clip/film to enhance the themes of the text?

    ·         Where did the director/actor stay faithful to the text?

    ·         How does the film deviate from the original text? Were these “deviations” effective, and if so, in what way? Would you have done anything differently? Why?

    ·         When you read this text, how did you imagine the characters, setting, and major events? Why? Compare the images you had in your head with the choices the director made in creating the movie/play?