EAST ALLEN COUNTY SCHOOLS

Bundle 3

Grade 8

Language Arts

Big Idea: Reaction Response to

Literature

Enduring Understandings Essential Questions The dialogue in a story can help a reader understand the characters. A detailed setting can help the reader gain a deep understanding of a story.

Writers should write in active voice.

Strong readers can draw inferences from text and point out specific evidence from the text that lead them to make that assumption.

How does a reader understand what a character is like?

Why is the setting of a story important?

Why should writers write in active voice? Why does a reader need to find specific evidence from the text to support an

inference?

CC/Learning Targets Core Vocabulary Links to Technology

RL.1 RL.3 RL.7 W.9 L.3 8.3.3 8.3.9

8.6.2 character motivations -Dictionary (app) -Snack Words (app) -Speed Typing (app)

Bundle Performance Task(s) After reading various books for literature study, the students will remain in their groups to create a 5-8 minute video portraying their favorite scene from a book. The group will begin by working together to create a script for their scene. The scene should be a truthful interpretation of the book. All group members will be responsible for writing a portion of the script, which will be turned in to the teacher. Once the script is completed, the students will act out and record the scene. Using iMovie on their iPads, the students can edit their movie to ensure that the content and length is appropriate. Once the movie is complete the groups will share their movies with the class. As an extension, students will research other works by the same author to create a PowerPoint comparing and contrasting the characters or setting from the different titles.

Grade 8 LA Bundle 3

Quarter 2 Oct. – Nov.

Recommended Read-Alouds G8 - Bundle 3

Big Idea: Reaction Title Author Relates to…

Picture Books

Pink and Say Patricia Polacco Text Evidence, Dialogue, Character Motivation, Relevance of Setting, Sentence Structures

Brave as a Mountain Lion Ann Herbert Scott Text Evidence, Dialogue, Character Motivation, Relevance of Setting, Sentence Structures

Owl Moon Jane Yolen Text Evidence, Dialogue, Character Motivation, Relevance of Setting, Sentence Structures

When I Was Young in the Mountains Cynthia Rylant Text Evidence, Dialogue, Character Motivation, Relevance of Setting, Sentence Structures

Through Grandpa’s Eyes Patricia MacLachlan Text Evidence, Dialogue, Character Motivation, Relevance of Setting, Sentence Structures

Two Bad Ants Chris Van Allsburg Text Evidence, Dialogue, Character Motivation, Relevance of Setting, Sentence Structures

Voices in the Park Anthony Browne Text Evidence, Dialogue, Character Motivation, Relevance of Setting, Sentence Structures

Amelia Bedelia, Bookworm Herman Parish Text Evidence, Dialogue, Character Motivation, Relevance of Setting, Sentence Structures

A Little Prairie House Laura Ingalls Wilder Text Evidence, Dialogue, Character Motivation, Relevance of Setting, Sentence Structures

Corduroy Lost and Found Don Freeman Text Evidence, Dialogue, Character Motivation, Relevance of Setting, Sentence Structures

On-line Book Reviews

“Monster by Walter Dean Myers” Spencer B Response to Literature; Text Connection

Poetry

Recommended Read-Alouds G8 - Bundle 3

The Essential World-Wide Monster Guide Linda Ashman Text Connection; Character Motivations

Novels

On My Honor Marion Dane Bauer Reaction (loss of a friend)

Bud, Not Buddy Paul Curtis Reaction (loss of mother)

Reading Workshop G8 - Bundle 3

CC/Learning Targets Resource of Ideas Evidence of Learning 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.

- Teaching Reading in Middle School pp. 167-171 and 174-176 - Pink and Say by Patricia Polacco - Brave as a Mountain Lion by Ann Herbert Scott - Owl Moon by Jane Yolen - When I Was Young in the Mountains by Cynthia Rylant - Through Grandpa’s Eyes by Patricia MacLachlan - Two Bad Ants by Chris Van Allsburg - Voices in the Park by Anthony Browne - Amelia Bedelia, Bookworm by Herman Parish - A Little Prairie House by Laura Ingalls Wilder - Corduroy Lost and Found by Don Freeman - Exploring the Text - Literature pp. 33-43 (Inferences) -PiTR Literature Circles Resource Binder p.91, Literature Circles Teacher’s Guide pp. 131-137, 157, 165,

- Class/Small Group Discussion - Small Reading Group/ Observational Notes - W-R Notebook - Reading Conferences

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.

- Pink and Say by Patricia Polacco - Brave as a Mountain Lion by Ann Herbert Scott - Owl Moon by Jane Yolen - When I Was Young in the Mountains by Cynthia Rylant - Through Grandpa’s Eyes by Patricia MacLachlan - Two Bad Ants by Chris Van Allsburg - Voices in the Park by Anthony Browne - Amelia Bedelia, Bookworm by Herman Parish - A Little Prairie House by Laura Ingalls Wilder - Corduroy Lost and Found by Don Freeman - Analyzing Dialogue Lesson

- Class/Small Group Discussion - Small Reading Group/ Observational Notes - W-R Notebook - Reading Conferences

Reading Workshop G8 - Bundle 3

- Literature pp. 7, 87-98, and R104 -PiTR Literature Circles Resource Binder p.158 (Journalist),167,18

RL.7

Analyze 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.

- Comparing Books to Movies - Movies and Plays -PiTR Literature Circles Resource Binder p. 3

- Class/Small Group Discussion - Small Reading Group/ Observational Notes - W-R Notebook - Reading Conferences - Venn Diagram

8.3.3 Compare and contrast the motivations and reactions of literary characters from different historical eras confronting either similar situations and conflicts or similar hypothetical situations.

- Pink and Say by Patricia Polacco - Brave as a Mountain Lion by Ann Herbert Scott - Owl Moon by Jane Yolen - When I Was Young in the Mountains by Cynthia Rylant - Through Grandpa’s Eyes by Patricia MacLachlan - Two Bad Ants by Chris Van Allsburg - Voices in the Park by Anthony Browne - Amelia Bedelia, Bookworm by Herman Parish - A Little Prairie House by Laura Ingalls Wilder - Corduroy Lost and Found by Don Freeman - Using Historical Figures to Compare Characters - Literature p. 166-167

- Class/Small Group Discussion - Small Reading Group/ Observational Notes - W-R Notebook - Reading Conferences - Venn Diagram

Reading Workshop G8 - Bundle 3

8.3.9 Analyze the relevance of setting (places, times, customs) to mood, tone, and meaning of text.

- Best Practices Toolkit p. D32 (Setting) - Pink and Say by Patricia Polacco - Brave as a Mountain Lion by Ann Herbert Scott - Owl Moon by Jane Yolen - When I Was Young in the Mountains by Cynthia Rylant - Through Grandpa’s Eyes by Patricia MacLachlan - Two Bad Ants by Chris Van Allsburg - Voices in the Park by Anthony Browne - Amelia Bedelia, Bookworm by Herman Parish - A Little Prairie House by Laura Ingalls Wilder - Corduroy Lost and Found by Don Freeman - Mood and Tone Lesson - Character, Setting, and Plot Rap - Jim Crowe Laws for Getting Away with Murder - Literature Unit 3

- Small Group Discussion of Setting Relevance in Independent Reading Book - W-R Notebook - Small Reading Groups/ Observational Notes

Correlating Learning Targets Teacher Notes

RI.10 RL.2 RL.4 RL.5 RL.6

RL.9 RL.10 8.3.2

-All embedded apps included in this curriculum are free. - Poetry Multicultural Workshop

Writing Workshop G8 - Bundle 3

CC/Learning Targets Resource of Ideas Evidence of Learning W.9 (8.5.3)

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature (e.g., “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”). b. Apply grade 8 standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

- Pink and Say by Patricia Polacco - Brave as a Mountain Lion by Ann Herbert Scott - Owl Moon by Jane Yolen - When I Was Young in the Mountains by Cynthia Rylant - Through Grandpa’s Eyes by Patricia MacLachlan - Two Bad Ants by Chris Van Allsburg - Voices in the Park by Anthony Browne - Amelia Bedelia, Bookworm by Herman Parish - A Little Prairie House by Laura Ingalls Wilder - Corduroy Lost and Found by Don Freeman - Teach Students To Write Responses (Lucy Calkins-Dec./Early Jan.) - Student Model (Limadstrin) - Student Model (Adam's Train of Ghosts) - Student Model (Diary of Gaspard) - Literature pp.742-744 - Language Network Ch.22

- Writing Samples/Rubric - Writing Conferences/ Observational Notes - W-R Notebook

Correlating CC/Learning Targets Teacher Notes

W.4 W.5 W.6 W.10 8.4.1 8.5.6

-All embedded apps included in this curriculum are free.

Language and Word Study G8 - Bundle 3

CC/Learning Targets Resource of Ideas Evidence of Learning L.2 (8.6.4) (8.6.5)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly.

- Inside the Writer’s-Reader’s Notebook pp. 24-25 - Language Network pp. 631-639 Punctuation - Traits of Writing: The Complete Guide for Middle School pp. 285-288 - SMART Board Lesson (Punctuating Sentences 1) - SMART Board Lesson (Punctuating Sentences 2) - Paragraphing and Dialogue Lesson - Language Network Ch.11 - Grammar for Writing Workbook Ch.11 Capitalization - Traits of Writing: The Complete Guide for Middle School pp. 289-291 - Literature pp. R49-R51 - Language Network Ch.10 - Grammar for Writing Workbook Ch.10 Spelling - Traits of Writing: The Complete Guide for Middle School pp. 283-285 - Spelling Patterns Game - The Eight Great Spelling Rules

- Interactive Class Edit - Writing Samples/Rubric - Writing Conferences/ Observational Notes - Personal/Peer Evaluation - Language Network Assessment p. 273 - District Writing Prompt - Editing Checklist

L.3 (8.6.1)

Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in the conditional and

- Pink and Say by Patricia Polacco - Brave as a Mountain Lion by Ann Herbert Scott - Owl Moon by Jane Yolen - When I Was Young in the Mountains by Cynthia Rylant - Through Grandpa’s Eyes by Patricia MacLachlan - Two Bad Ants by Chris Van Allsburg

- Class/Small Group Discussion of Examples for Active/Passive Voice and Why Active Is Preferred - Writing Samples/Rubric - Quiz

Language and Word Study G8 - Bundle 3

subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

Define and compose various sentence structures.

- Voices in the Park by Anthony Browne - Amelia Bedelia, Bookworm by Herman Parish - A Little Prairie House by Laura Ingalls Wilder - Corduroy Lost and Found by Don Freeman - SMART Board Lesson (Active or Passive Voice) - Subjunctive Mood - Conditional Verb Forms - Language Network pp. 338-339 - Literature p. 483

8.6.2 Identify and use parallelism (use consistent elements of grammar when compiling a list) in all writing to present items in a series and items juxtaposed for emphasis.

- Class Discussion of Parallelism in Read-Alouds and Independent Reading Books - Small Reading Groups/ Observational Notes - Student Identification and Implementation in Writing - Writing Conferences/ Observational Notes

8.6.3 Use subordination, coordination, and noun phrases that function as adjectives, and other devices to indicate clearly the relationship between ideas.

- Coordination and Subordination Lesson

- Literature pp.237, 273, 681, 714, 727, 755, 781, 873

- Identification of Examples in Text - Literature Review and Assessment Questions - Quiz

Correlating Learning Targets Teacher Notes

L.1 L.2 L.4 L.5 L.6

SL.1 8.6.3

-All embedded apps included in this curriculum are free.

Language and Word Study G8 - Bundle 3