Day 6 Grade 8 ELA
Day 6- Grade 8- English Language Arts (ELA)
Standards
RL.5.1: Cite the evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text. W.1.1.c: Support claims using valid reasoning and a variety of relevant evidence from accurate, verifiable sources.
Learning Targets/ I Can Statements
RL.5.1: I can cite evidence that most strongly supports analysis of what the text says. RL.5.1: I can make inferences based of what the text says. W.1.1.c: I can support claims with valid reasoning. W.1.1.c: I can support claims using a variety of relevant evidence.
Essential Question(s)
How do authors use the resources of language to impact the audience?
Resources
1. Connection Word document 2. Textual Evidence Notes 3. excerpt from Kim 4. Identifying the Best Textual Evidence Assignment 5. Closure Word document
Learning Activities or Experiences
In the lesson you will focus on choosing the BEST pieces of textual evidence to support a claim or opinion. 1. Step One: Locate Connection Document
Locate the Day 6_Grade 8_Connection Word document
2. Step Two: Respond to Connection
Respond to the questions using as much description as possible.
3. Step Three: Locate Textual Evidence Notes
Locate the Day 6_Grade 8_Notes PDF
4. Step Four: Read Notes
Read through the notes
5. Step Five: Locate excerpt from Kim Text
Locate the Day 6_Grade 8_ Text Word document
6. Step Six: Read excerpt from Kim
Read through the text and the prompt at the bottom of the text. 7. Step Seven: Locate Identifying the Best Textual Evidence Assignment
Locate the Day 6_Grade 8_Assignment Word document 8. Step Eight: Complete Graphic Organizer
Complete the assignment using the text and prompt
9. Step 9: Locate Closure Document
Locate the Day 6_Grade 8_Closure Word document
10. Step 10: Respond to Closure
Day 6 Grade 8 ELA
Respond to the closure question in complete sentences. Due:
Connection
Textual Evidence Assignment Closure
Day 6 Grade 8 ELA
Textual Evidence Assignment
Directions:
1. Read the excerpt from “Kim”
2. Read the prompt
3. Answer the prompt in the box
4. Examine each piece of textual evidence
5. In the ranking column, rank each piece of evidence as Excellent, Above Average, or
Average
6. In the rationale column, explain why you ranked the piece of textual evidence the way
you did.
Prompt: Why does the narrator plant the seeds? What do the seeds mean to
her?
Evidence Ranking Rationale
“I was nine years old and still
hoped perhaps that his eyes
might move.”
Click or tap here to enter text.
“I vowed to myself that those
beans would thrive.”
Click or tap here to enter text.
Click or tap here to enter text.
“Then I told myself that I must
show my bravery.”
Click or tap here to enter text.
Click or tap here to enter text.
“But in that vacant lot he would
see me…he would see my
patience and my hard work.”
Click or tap here to enter text.
Click or tap here to enter text.
“I had no such memories to cry
over. I had been born eight
months after he had died.”
Click or tap here to enter text.
Click or tap here to enter text.
“I would show him that I could
raise plants as he had. I would
show him that I was his
daughter.”
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Day 6 Grade 8 ELA
Closure
Directions: Reflect on the lesson today and respond to each of the questions.
What is one thing already knew about textual evidence before completing this
lesson?
Click or tap here to enter text.
What is one new thing you learned about textual evidence after completing this
lesson?
Click or tap here to enter text.
What questions do you have about textual evidence after completing this lesson?
Click or tap here to enter text.
Day 6 Grade 8 ELA
Connection
Directions: Take a few minutes to reflect on each question below and respond in complete
sentences.
How would you describe someone or something that is excellent? Be as detailed as possible.
Click or tap here to enter text.
How would you describe someone or something that is above average? Be as detailed as
possible.
Click or tap here to enter text.
How would you describe someone or something that is average? Be as detailed as possible.
Click or tap here to enter text.
Identifying the Best Textual Evidence
What is textual
evidence?
In real life, people who can back up an opinion their thoughts, ideas, and opinions with evidence are taken more seriously than people who can only give a reason of “just because.” The same is true when interacting with a text.
When we have ideas about what we read, we need to cite textual evidence to support our ideas.
When we read, we often are asked to answer questions or express our ideas about the text. In order to let people know we understand what we have read, textual evidence should be used to support our opinions or answers.
Providing Textual
Evidence
There are two ways to provide textual evidence:
1. Explicit Textual Evidence
2. Inferencing
What does explicit textual
evidence mean?
When you are asked to cite textual evidence to support your thought, you
may use what is known as explicit textual evidence.
What does this mean?Explicit = direct
Textual = from the text
Evidence = support for your answer, opinion, or idea
What about inferencing?
An inference is something that you think is true based on information that you have.
An inference is NOT directly written in the text
To make an inference, we use evidence from the text and our prior knowledge.
Sometimes we have to “read between the lines.” Authors don’t always tell us everything. We need to use textual evidence and prior knowledge to understand the text better.
Identifying the BESTtextual
evidence
When providing textual evidence, you want to think about which piece(s) of
text evidence best support your thoughts, ideas, and opinions.
Think about textual evidence as being
Excellent
Above average
Average
Excellent Textual
Evidence
Use these guiding questions to help you determine if the textual evidence is excellent:
Does the textual evidence provide a clear connection between the prompt/question and your claim?
Is the textual evidence the most relevant piece to provide an appropriate amount of information to answer the prompt and support your claim?
Above Average Textual
Evidence
Use these guiding questions to help you determine if the textual evidence is above
average:
Does the textual evidence relate to the prompt/question and your claim?
Is the textual evidence providing a minimal amount of information to answer the prompt and support your claim?
Average Textual
Evidence
Use these guiding questions to help you determine if the textual evidence is average:
Does the textual evidence relate to the prompt/question and your claim?
Is the textual evidence too broad or too specific to answer the prompt and support your claim?
Day 7 Grade 8 ELA
Day 7- Grade 8- English Language Arts (ELA)
Standards
RI.5.1 Cite evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development. RI.8.2 Analyze the impact of text features and structure on authors’ similar ideas or claims about the same topic.
Learning Targets/ I Can Statements
RI.5.1: I can cite evidence that most strongly supports an analysis of what the text says explicitly. RI.5.1: I can cite evidence that most strongly supports analysis of what the text says based on the inferences I make. RI.6.1: I can write an objective summary of a text with two or more central ideas. RI.6.1: I can cite key supporting details to analyze the development of two or more central ideas in a single text. RI.8.2: I can analyze the impact of text structure on author’ similar ideas or claims about the same topic.
Essential Question(s)
How can an individual mature and change through heroic actions?
Resources
1. Connection Word document 2. “Spying on the South” Informational Text PDF 3. Responding to Informational Text Questions Assignment Word document 4. Closure Word document
Learning Activities or Experiences
In this lesson you will ready about Mary Richards, a young African American woman born into slavery, and how she helped the Union defeat the Confederate South—and end enslavement in America. After reading, you will answer questions multiple choice and written response questions. Step One: Locate Connection Document
Locate the Day 7_Grade 8_Connection Word document
1. Step Two: Respond to Connection
Respond to the questions in complete sentences.
2. Step Three: Locate Text PDF
Locate the Day 7_Grade 8_Text PDF document 3. Step Four: Read Text
Read the informational text and underline key dates and sequence words and
phrases such as “within days” as you read to help you understand how Mary’s story
unfolds.
4. Step Five: Locate Questions Document
Locate the Day 7_Grade 8_Questions Word document
5. Step Six: Answer Questions
Make sure to read each question thoroughly and refer to the text when answering.
Day 7 Grade 8 ELA
6. Step Seven: Locate Closure Document
Locate the Day 7_Grade 8_Closure Word document
7. Step Eight: Respond to Closure
Respond to the closure question in complete sentences. Due:
Connection
Article with underlining Responding to Informational Text Questions Assignment Closure
Day 7 Grade 8 ELA
Closure
Directions: Reflect back on your response to the connection question and answer the question
below in complete sentences.
What risks did Mary Richards face as a spy during the Civil War?
Click or tap here to enter text.
Thinking about your response to the connection question at the start of this lesson and the risks
Mary Richard’s took, how can risks change a person? Are these changes always for the better?
Explain.
Click or tap here to enter text.
Day 7 Grade 8 ELA
Connection
Directions: Respond to the questions below in complete sentences.
Describe a time you took a risk. What made it risky?
Click or tap here to enter text.
How did you decide the risk was worth taking?
Click or tap here to enter text.
Looking back, would you do anything differently?
Click or tap here to enter text.
Day 7 Grade 8 ELA
Responding to Informational Text Questions
Directions: Read each question carefully and choose the correct answer choice.
1. Which conclusion about Mary Richards can you draw from the article?
A. She worked to bring justice to black people after the Civil War.
B. She always tried to show her true self.
C. She was a secret Confederate sympathizer.
D. The Union couldn’t have won the Civil War without her.
Answer: Click or tap here to enter text.
2. Details about Civil War spies in other cities would best fit in which section of the
article? A. “The War Over Slavery”
B. “The Fight in Richmond”
C. “Richards in the Spy Ring”
D. “Life After Wartime” Answer: Click or tap here to enter text.
3. What does elusive mean in this sentence? “Mary Richards was ‘the most fabled—and
most elusive’ of the Richmond spies.”
A. famous
B. forgettable
C. mysterious
D. successful
Answer: Click or tap here to enter text.
4. Which statement is an opinion?
A. A The Civil War could have been avoided.
B. Richards was unhappy as a missionary in Liberia.
C. Slavery was once common in the U.S.
D. Richards used many different names over the years.
Answer: Click or tap here to enter text.
Directions: Using the text you just read, respond to the questions below using complete
sentences. Use textual evidence to support your responses.
5. How does the author create suspense (excitement about what is to come) in the first
paragraph? Click or tap here to enter text.
Day 7 Grade 8 ELA
Why do you think the author chose to create suspense in the first paragraph? What is
the impact on the reader?
Click or tap here to enter text.
6. How does the author use text structure to develop the idea that through Mary’s
actions to help end enslavement in the America she became a hero? Click or tap here to enter text.
JUNIOR.SCHOLASTIC.COM 17
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SPYING ON THE SOUTH
During the Civil War, a young black woman born into slavery helped the Union defeat the Confederate South—and end enslavement in America.
BY TONYA BOLDEN
Civil War
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WHAT YOU NEED TO KNOW
THE CIVIL WAR The bloodiest conflict on American soil erupted in 1861 when 11 Southern states, called the Confederacy, attempted to secede from the rest of the United States, or the Union. The war devastated the young nation. By the time of the Confederacy’s defeat in 1865, the war had taken more than 750,000 lives, about 2 percent of the U.S. population.
Troops operatea cannon on anorthern Virginiabattlefield in 1861.
Mary Richards’s heart was
pounding. She raised her
fist to rap on the door of
the mansion. For several seconds,
everything was silent. Then the door
began to creak open. Her next
mission was about to begin.
Throughout the Civil War (1861-
65), Richards had been spying on the
enemy: the Southern Confederacy.
Helping the Union Army was
dangerous anywhere in the South.
But it was especially so in Richmond,
Virginia. That was the Confederate
capital. It also was where Richards
lived. Now, in August 1864, she was
about to enter a very dangerous place,
the White House of Confederate
President Jefferson Davis.
Spying for the North was especially
meaningful for Richards. She was
black and had been born enslaved in
Richmond. The 24-year-old would do
anything she could to help the Union
forces win the war.
Getting into the enemy’s
headquarters was going to be tricky.
When the door to the house opened,
she pretended to be a washerwoman.
She asked if the household had any
laundry. After being told to wait,
Richards found herself in a room that
appeared to be Davis’s study. Quickly,
she began to search the drawers of a
cabinet. She hoped to find information
that might help the Union Army.
Could there be Confederate battle
plans? A map showing troop
movements? People said Richards
had a photographic memory. So she
could carry away many details of
anything that she saw.
Suddenly, someone entered the
room. It was a tall, thin man. He was
blind in one eye. Richards froze. It
was Jefferson Davis himself.
“Who are you? What do you want?”
he barked at her sternly.
Richards swallowed hard. But she
had a trick up her sleeve. She knew
white people like Davis wrongly
believed black people were too stupid
to be spies. So she played dumb. She
mumbled as if she had lost her way.
She backed out of the room. Then she
backed out of the house altogether, to
safety. She had survived another day
as part of a spy ring that would soon
help the Union win the Civil War.
Richards was considered a nobody.
She was invisible in the eyes of most
white people. But this young black
woman played a crucial role in one of
the great struggles of American history.
Born Into SlaveryLittle is known about Richards’s
beginnings. She was born about 1841,
into slavery. From a young age, she
was enslaved by a wealthy Richmond
merchant.
He died in 1843. Richards was left to
his widow and their grown daughter,
Elizabeth Van Lew. The women hated
slavery. They may have tried to free the
child. But according to Virginia law,
anyone they freed would have to leave
the state, says historian Elizabeth
Varon. The Van Lews might have freed
Richards secretly so the girl could still
live with them, Varon believes.
Richards was an exceptionally
bright child. She was very special to
Elizabeth Van Lew. Van Lew had
Richards baptized in a white church.
She later sent the girl north to be
educated. This was extremely rare for
a black child in the South.
Richards had been born enslaved. She would do
anything to help the Union win.
As You Read, Think About: How did Mary Richards help the Union during the Civil War? What might have motivated her to take risks?
18 JANUARY 27, 2020
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In 1855, Van Lew arranged for the
14-year-old to travel as a missionary
to the African nation of Liberia. But
Richards was unhappy there. In 1859,
Van Lew brought her home.
When Richards returned, tensions
over slavery in the United States had
reached a fever pitch. The country was
about to come apart in the Civil War.
The War Over SlaverySlavery had once been common
throughout the country. But by 1804,
states in the North had all passed laws
to end it. Some, however, did so only
gradually. States in the South became
concerned that slavery might be
abolished in the U.S. Their economies
relied on the labor of enslaved people
to grow cotton. That was the South’s
most important crop.
Over time, the issue became
increasingly heated. In the South,
some people began to call for states
that allowed slavery to secede, or
break off, from the Union. Between
November 1860 and February 1861,
seven states did so. They formed their
own nation: the Confederate States of
America. Many Virginians favored
joining the growing rebellion.
On April 12, 1861, Confederate
forces fired on the Union-held Fort
Sumter in Charleston, South Carolina.
When the people of Richmond heard
the news, they celebrated in the
streets. War had come.
Within days, Virginia joined the
Confederacy. Three more states
followed by June. That made a total of
11. In the Van Lew household, each
day’s news was received with dread.
The Fight in RichmondFrom the start, Richmond was at the
center of the war. Northerners
thought that if they could capture the
Confederate capital, the conflict
could be over quickly. By mid-1862,
the Union Army had pushed nearly to
the outskirts of the city. This sent
Richmond’s people into a panic.
But Southern troops under
General Robert E. Lee rallied to
defend their capital. There was a
series of clashes in June. Lee’s troops
pushed the Northern troops back
nearly to the Union’s capital in
Washington, D.C. Richmond was
soon flooded with thousands of
Union soldiers who had been taken
prisoner. The city was overwhelmed.
It turned old warehouses into
makeshift prisons to hold them.
Van Lew was a secret Union
sympathizer. She bribed Confederate
officials so that she could deliver food
and medicine to the prisoners. She
even helped some prisoners escape.
She hid them in her attic, then sped
them on their way north.
At the same time, Van Lew began
putting together a well-organized spy
ring to aid the Union. No one would
prove more important to this secret
society than Mary Richards.
Richards in the Spy RingSpying was essential to the efforts of
both the Union and the Confederacy
during the Civil War. In the South,
black people were especially valuable
in gathering intelligence for the
Union. White officials and
Hiding in plain sight, black people were especially effective at spying on Confederate officers.
KEY MOMENTS
The Civil War
1861Fort Sumter
Months after South Carolina seceded from the U.S., Union troops continue to hold this fort in Charleston. Then in
April 1861, Confederate troops take the fort by force. The
Civil War has begun.
1865Lee Surrenders
On April 9, Confederate General Robert E. Lee
surrenders his army to Union General Ulysses S. Grant at Appomattox Court House,
Virginia. After four years, the Civil War is effectively over.
1863Gettysburg
After key early victories, Confederate forces attempt an
invasion of the North. But in July 1863, Union troops win a decisive battle at Gettysburg, Pennsylvania. It proves to be the turning point of the war.
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military officers would speak or work
openly in the presence of black
people. They could not imagine that
black people could understand what
was happening. So black spies could
effectively hide in plain sight.
In Norfolk, Virginia, for example,
a black housekeeper named Mary
Touvestre worked for a white
engineer. He was designing an early
kind of submarine. Touvestre stole
a set of his plans. She made the
dangerous journey to deliver them to
Union officials in Washington, D.C.
By late 1863, the Richmond spy
ring had grown to include both white
and black men and women. “The Van
Lew mansion became the nerve
center of the underground network,
reaching beyond the city and into the
neighboring counties,” Varon has
said. The ring’s operatives gathered
information on Confederate troop
movements. They used code names.
And they carried secret messages to
Union commanders on nearby
battlefields. Some of the messages
were written in invisible ink and
hidden in their clothing.
Richards was everywhere. She
took coded messages to and from
Van Lew and members of the spy
ring. Other times, her mission was to
uncover fresh intelligence. Time and
again, she delivered the goods.
“When I open my eyes in the
morning, I say to the servant, ‘What
news, Mary?’” Van Lew wrote in her
diary. Richards “never fails,” Van
Lew noted.
The End of the WarGeneral Ulysses S. Grant was the
Union Army’s top commander. By
the summer of 1864, he had laid siege
to the town of Petersburg. That was
only 25 miles from Richmond. Union
troops had also cut off supplies to
Richmond. How long could
Confederate forces defend it?
The spy ring scoured the city for
information about Confederate plans
to give to the Union commanders.
Richards did her part. She even
managed to slip into the chambers
of the Confederate Senate. She hid
in a closet and listened in on a secret
session. Later, in nearby
Fredericksburg, Richards gave Union
forces the information they needed
to capture two Confederate officers.
Richards was everywhere, taking coded
messages to and from members of the spy ring.
20 JANUARY 27, 2020
JUNIOR.SCHOLASTIC.COM 21
NEBRASKATERRITORY
INDIANTERRITORY
DAKOTATERRITORY
IL INOH
IA
KSKY
TN
TX
AR
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WI
MN
MS AL
GA
MO*
NY
PA
NH MA RI CT
DEMD*WASHINGTON, D.C.*
NC
SC
VAWV*
VT
LA
MI
NJ
FL
Fort SumterApril 12-13, 1861
AppomattoxCourt HouseApril 9, 1865
PetersburgJune 15, 1864, to April 2, 1865Seven Days’ BattlesJune 25 to July 1, 1862
GettysburgJuly 1-3, 1863
Union capital
Confederate capital
Remained in the Union,slavery was not legal
Remained in the Union,allowed slavery
Withdrew from the Unionand allowed slavery
Territory during the war
Key battle sites*Slavery was outlawed during the war. Note: West Virginia was admitted into the Union during the war.
RICHMOND
The Confederacy By June 1861, 11 states had seceded from the Union to form the Confederate States of America.
On April 2, 1865, Grant’s
Union troops pushed through the
Confederate lines at Petersburg. Lee’s
Confederate Army abandoned
Richmond. Soon afterward, Northern
troops marched triumphantly through
the streets. “Richmond at last!” one
white woman heard a black Union
soldier shout, much to her horror.
A week later, Lee surrendered to
Grant at Appomattox Court House,
near Richmond. The Civil War was
all but over. The following December,
slavery was finally abolished by the
ratification of the 13th Amendment
to the U.S. Constitution.
Life After WartimeAfter the war, the U.S. government
showed its appreciation to Van Lew.
“You have sent me the most valuable
information received from Richmond
during the war,” Grant wrote to her.
But still largely unknown to him were
the scores of people, many of them
enslaved, who had risked death to serve
as the eyes and ears of the Richmond
spy ring. They have remained unknown
to generations of Americans since.
The people who risked their lives
included Mary Richards. After the
war, she was legally free. She left Van
Lew’s house to strike out on her own.
Since the fall of Richmond, she had
been teaching black people there.
Later that year, she traveled to New
York City. There, she gave lectures on
her adventures as a Union spy.
Her audiences were spellbound.
According to one account, “She urged
the educated young men and women
to go South.” She urged them to set
up schools to help formerly enslaved
people on the “road to freedom.”
Slavery was over. But there was much
work to be done to bring justice to
black people, she said.
Richards practiced what she
preached. In 1867, she ran a school in
Georgia for the Freedmen’s Bureau.
That agency was created by Congress
to help poor Southerners, black and
white, who were devastated by the
war. But the school was faced with a
lack of funds and with anger from
local white people. It had to close
after several months.
The Most Fabled SpySoon after, the details of Richards’s
life become a mystery. At times, it is
even difficult to know which name to
use for her. Many historians call her
Mary Bowser. That name is from a
brief period in which she was married.
But Richards used many other names
for herself through the years.
Why? For one thing, Richards had
used many different names in her
years as a spy. Also, growing up as a
black person in the South, she may
have learned early in life that it was
safer to hide her true self and put on
an act in front of white people. Always
hiding in plain sight.
Mary Richards was “the most
fabled—and most elusive” of the
Richmond spies, writes Varon. Even
in her mystery, she made history. ◆
Write About It! What risks did Mary Richards face as a spy during the Civil War? Include examples fromthe article to support your ideas.
Tonya Bolden is the author of more than 40 books. Her most recent is the historical novel Saving Savannah.
Rapid Write
Examine the following image and write a short story.
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Closure
The Minute Paper
Take a minute and describe the most interesting thing you’ve read today. Give your response in at least
2 sentences.
Day 2- Grade 8- English Language Arts (ELA)
Standards R.I. 12 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.
Learning Targets/ I Can Statements
R.I.12.1 Engage in whole and small group reading with purpose and understanding. R.I. 12.2 Read independently for sustained periods of time. R.I.12.3 Read and respond according to task and purpose to become self-directed,
critical readers and thinkers.
Essential Question(s)
How can I build my reading strength?
Resources
1. Day 8 Connections word document 2. https://www.scdiscus.org/ 3. (any appropriate grade level text or article) 4. Day 8 Reading Log word document 5. Day 8 Closure word document
Learning Activities or Experiences
In this lesson you will build on your reading stamina. 1. Step One: Locate Rapid Write
Locate the Day 8_Grade 8_Connection Word document 2. Step Two: Respond to Rapid Write
Examine the image and write a shot story about what could possibly be happening.
3. Step Three: Locate Book
Select a book from https://www.scdiscus.org/ you may also select an appropriate book/magazine/articles you may have at home.
4. Step Four: Read
Read for 35 minutes.
5. Step Five: Locate Reading Log
After reading locate Day 8 Reading Log.
6. Step Six: Complete Reading Log
Complete all sections of the reading log based on book or article
7. Step Eleven: Locate Closure Document
Locate the Day 8_Grade 8_Closure Word document. 12. Step Twelve: Respond to Closure
Respond to the closure question in complete sentences.
Due:
Connection
Graphic Organizer
Closure
Reading Log (Library Day Contract edited)
1. Name:
2. Date:
3. Name of book/article:
4. Reading Start Time: End Time:
5. Author of book/ article:
6. Summary of the book/article (120 words):
7. Vocabulary (At least 3 unfamiliar or difficult words)