Grades 6­12 ELA CCGPS Unit _2_ Plan 2013­2014(2nd 9 Weeks)

The grade level units created by the ELA Unit Writing Team include specific instructional suggestions to address the focusstandards, repetitive focus standards and recursive instruction for all other grade level standards. The exact manner in

which the instruction takes place in the classroom may vary from teacher to teacher.

Grade Level 8

Duration 32 Days

Theme Success: Different meanings for different people

Reading Focus Informational

Writing Focus Argumentative

Curriculum Map Indicate the number expectation (1, 7, 3­5, etc.) according to the grade level curriculum mapprovided by the GADOE.

__1__ Extended Text(s) __6__ Thematically connected short texts (mix of literary and informational) __2__ Analysis Writing in Focus Genre (ELACCGPS W 1 or 2) __1__ Narrative Writing (ELACCGPS W 3)

Instruction on the following standards/skills is expected recursively in every unit throughout theschool year.

Research Connections (ELACCGPS W 7­9) Routine Writing (ELACCGPS W 10) Language

Conventions (ELACCGPS L 1­3) Vocabulary (ELACCGPS L 4­6)

Speaking and Listening (ELACCGPS SL 1­6) Reading Foundational Skills: Grades K­5 (ELACCGPS RF 1­4)

READING FOCUS: _______Informational_____(Literary or Informational)Use your grade­level curriculum map to determine the reading and writing focuses of your unit

as well as the number and type of assessments needed.

All extended texts listed by the ELA Unit Writing Team are non­negotiable. However, an individual teacher or school can submit arequest to use an alternate extended text. Upon approval of the request, teachers will continue to teach using the provided unitand replace specificity (character names, setting, etc.) of the approved extended text for the one indicated throughout the unit.

EXTENDED / ANCHOR TEXT(S) (Include all information for each title)

Title: Outliers: The Story of SuccessAuthor: Malcolm GladwellGenre: Nonfiction, 2008, Little BrownLexile: 1080ISBN: 978­0316017930

Thematically Connected SHORT LITERARY TEXTS (Include text type and lexile level for each)1. .“I Hear America Singing” by Walt Whitman (poem) http://www.poetryfoundation.org/poem/175779

2. “Let America be America Again” by Langston Hughes (poem) http://www.poets.org/viewmedia.php/prmMID/15609

3. “Richard Cory” by Edwin Arlington Robinson (poem) http://www.poetryfoundation.org/poem/174248

4. .“A Man of the Middle Class” by Gwendolyn Brooks (poem)http://www.nbu.bg/webs/amb/american/5/brooks/middleclass.htm

5. “Determination Leads to Success” by Adithya Mallya http://www.storystar.com/php/read_story.php?story_id=3717(short story, Cochin, India,1970)

6. 7.

8. .9. .

Thematically Connected SHORT INFORMATIONAL TEXTS (Include text type and lexile level for each)1. ..“Get Rich U” by Ken Auletta, from The New Yorker, April 30, 2012

http://www.newyorker.com/reporting/2012/04/30/120430fa_fact_auletta

2. .3. .4. .

Supplemental Materials, Resources and/or Internet Links:Soundtrack suggestions (Teacher may wish to construct own.)

1. “I Have a Dream” ­Will I Am2. .”Money Changes Everything” ­Cindi Lauper3. .”Opportunities” (Let’s Make Lots of Money) ­ Pet Shop Boys4. .”Money” (edited version), “Wish You Were Here”, “Welcome to the Machine” ­ Pink Floyd5. .”Mo’ Money Mo’ Problems” (edited version) ­ Notorious B.I.G., Mace, and Puff Daddy6. “Give a Man a Fish” ­ Arrested Development7. “Time Loves a Hero” ­ Little Feat8. “The Man Who Sold the World” ­ David Bowie9. “Diamonds on the Soles of Her Shoes” ­ Paul Simon10. “Eye of the Tiger” ­ Survivor (http://www.azlyrics.com/lyrics/survivor/eyeofthetiger.html)11. “Who Wants to Be a Millionaire” ­ Cole Porter (Thompson Twins version)

Other materials: Write for the Future Maps Common Core Clinics – Reading Literature, published by Triumph Learning Common Core Clinics – Reading Informational Text, published by Triumph Learning Common Core Coach ­ ELA by Triumph Learning Mastering the CCGPS Grade 8 by American Book Company KIPP Charter Schools: http://www.kipp.org/

WRITING FOCUS:____Argumentative___(Argumentative or Informative/Explanatory)Use your grade­level curriculum map to determine the reading and writing focuses of your unit

as well as the number and type of assessments needed.

ASSESSMENT TASKS / WRITING PROMPTS (Writing prompts will serve as the common unit assessments for this unit.All unit assessments willalign with the focus standards indicated that have been explicitly taught.)

Students will respond to high­quality, text­dependent prompts about what they have read by framing a debate orinforming the reader about what they have learned through writing. (www.parcconline.org)

These responses can vary in length based on the questions asked and tasks performed, from answering briefquestions to crafting multi­paragraph responses in upper grades. (www.parcconline.org)

Informative/Explanatory writing should be based solidly in text evidence and focus on why literary and rhetoricalchoices are made by the author and how those choices are intended to affect or impact the reader.

Argumentative writing must advance a specific claim or claim(s) and provide strong and logical support for claimsbased solidly in text.

If using an approved alternate extended text, the following prompts are still non­negotiable although the exact wording maychange slightly based on the text being used (character names, setting changes, plot specificity, etc.).

Indicate Writing Type for Each Prompt: (Argumentative or Informative/Explanatory)List writing assessment prompts in the order they will appear in the instruction for the unit.1. (This is a literary analysis prompt/Informative.) Compare and contrast the poems “I Hear America Singing”(Whitman) and “Let America Be America Again” (Hughes), OR “Richard Cory” (Robinson) and “A Man of the MiddleClass” (Brooks). Identify and evaluate the poets’ themes and purposes through an examination of literaryelements such as (but not limited to) diction, tone, syntax, imagery, and figurative language. Why did each poetmake the choices she or he did, and how were those choices intended to impact readers? Remember to includehistorical and cultural context when examining each poet’s message and intended audience.2. Argumentative: Using one of the rhetorical strategies that have been discussed (ethos, pathos or logos), convince thereader that it takes more than hard work to achieve success. Use textual evidence to support your stance.3. Argumentative: In the chapter, “Marita’s Bargain,” Gladwell informs us about the student success rates at thefirst KIPP middle school in the Bronx, NY, and that part of that success is owed to the fact that students continuetheir studies over and during the summer months. Argue whether or not you agree with the premise of the“summer slump,” and if you think that summer coursework and/or reading are necessary for academic success.

NARRATIVE WRITINGELACCGPSW3

1. .In “Determination Leads to Success”, Ekalavya eventually teaches Drona, the archery instructor that “bounds andlimits are in the mind, and that real courage is fighting against the wrong limits and respecting the correct ones”.Gladwell wrote about the obstacles Joe Flom faced when he began interviewing for positions at legal firms, as wellas impediments faced by groups and individuals (most notably, perhaps, his own grandparents and parents).Write a descriptive narrative that tells about a time when you or someone you know well had to overcomelimits­­­self­imposed and/or external­­­to achieve a measure of success at something.

2. In some of the texts, we have examined (e.g., the poems “Richard Cory” and “A Man of the Middle Class,” the filmThe Great Gatsby, and certain song lyrics such as “Mo’ Money Mo’ Problems” and others), we have looked atdarker, less achievement­oriented aspects of success that focus on the downside of “success at all costs.”Collectively, and at least on the surface, American culture seems to measure success monetarily andmaterialistically. Do you agree or disagree with this notion? Why or why not? If not monetarily andmaterialistically, what are the things by which you personally measure success?

ROUTINE WRITING (Notes, summaries, process journals, and short responses across all genres)ELACCGPSW10

1. .Create short response/reflection based on personal connection to text2. .Compare and contrast figurative language, imagery, and message in poetic texts3. .Business correspondence (letter writing and email communication)

4. .Compare historic and contemporary socio­cultural roles across race, ethnicity,gender, and class

5. Reflect on the idea of environmental circumstance and the role it plays in success6. Write correspondence between two authors (student pairing)

RESEARCH CONNECTION(S)ELACCGPSW7­9

1. Horatio Alger/The Horatio Alger Myth2. America’s Gilded Age3. The Stock Market Crash of 19294. The Great Depression5. KIPP Charter Schools6. Langston Hughes and the Harlem Renaissance7. Career Connections: Student­selected career path research

UNIT FOCUS STANDARDSWhile all standards will be taught recursively throughout each unit, the standards listed below indicate focus standards for

this unit that are explicitly taught and can be used for benchmark, formative, summative and/or common unitassessments. You will see opportunities expressed within the unit to expose, pre­teach, and/or reinforce ALL grade level

standards. The following focus standards indicate the point at which mastery is expected.

READINGLITERARY

READINGINFORMATIONAL

ELACC8RI1: Cite the textual evidence that most strongly supports ananalysis of what the text says explicitly as well as inferences drawn fromthe text

ELACC8RI2: Determine a central idea of a text and analyze itsdevelopment over the course of the text, including its relationship tosupporting ideas; provide an objective summary of the text.

ELACC8RI5: Analyze in detail the structure of a specific paragraph in atext, including the role of particular sentences in developing and refininga key concept.

ELACC8RI6: Determine an author’s point of view or purpose in a text andanalyze how the author acknowledges and responds to conflictingevidence or viewpoints.

ELACC8RI8: Delineate and evaluate the argument and specific claims in atext, assessing whether the reasoning is sound and the evidence isrelevant and sufficient; recognize when irrelevant evidence isintroduced.

ELACC8RI9: Analyze a case in which two or more texts provide conflictinginformation on the same topic and identify where the texts disagree on

matters of fact or interpretation. (***Instruction needs to be developed forthis standard. There are currently no tasks associated with this standardin this unit. Revisions will be forthcoming.***)

WRITING ELACC8W1: Write arguments to support claims with clear reasons andrelevant evidence.a. Introduce claim(s), acknowledge and distinguish the claim(s) fromalternate or opposing claims, and organize the reasons and evidencelogically.b. Support claim(s) with logical reasoning and relevant evidence, usingaccurate, credible sources and demonstrating an understanding of thetopic or text.c. Use words, phrases, and clauses to create cohesion and clarify therelationships among claim(s), counterclaims, reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from andsupports the argument presented.

ELACC8W3: Write narratives to develop real or imagined experiences orevents using effective technique, relevant descriptive details, andwell­structured event sequences.c. Use a variety of transition words, phrases, and clauses to conveysequence, signal shifts from one time frame or setting to another, andshow the relationships among experiences and events.d. Use precise words and phrases, relevant descriptive details, andsensory language to capture the action and convey experiences andevents.

LANGUAGE ELACC8L1: Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.a. Explain the function of verbals (gerunds, participles, infinitives) ingeneral and their function in particular sentences.c. Form and use verbs in the indicative, imperative, interrogative,conditional, and subjunctive mood.

SPEAKING ANDLISTENING

ELACC8SL3: Delineate a speaker’s argument and specific claims,evaluating the soundness of the reasoning and relevance and sufficiencyof the evidence and identifying when irrelevant evidence is introduced.

REPETITIVE UNIT FOCUS STANDARDSThe following standards are repetitive focus standards. They are focus standards in every unit throughout the school year

ELACC8RI10: By the end of the year, read and comprehend literary nonfictionat the high end of the grades 6­8 text complexity band independently and proficiently.

ELACC8W4: Produce clear and coherent writing in which the development, organization, andstyle are appropriate to task, purpose, and audience. (Grade­specific expectations for writing typesare defined in standards 1–3 above.)ELACC8W5: With some guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing onhow well purpose and audience have been addressed. (Editing for conventions should demonstratecommand of Language standards 1–3 up to and including grade 8.)

ELACC8W10: Write routinely over extended time frames (time for research, reflection, and revision)and shorter time frames (a single sitting or a day or two) for a range of discipline­specific tasks,purposes, and audiences.

ELACC8L2: Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.c. Spell correctly. (***Instruction needs to be developed for this standard. There are currently notasks associated with this standard in this unit. Revisions will be forthcoming.***)

Module 1PLANS FOR ASSESSMENT 1

Integrating reading selections from the unit into a writing task

(Indicate Writing Genre and Type: Argumentative or Informative as well as Full Essay, Short Response, Paragraph, Brochure, Editorial, etc.)PROMPT:

(This is a literary analysis prompt.) Compare and contrast the poems “I Hear America Singing” (Whitman) and “LetAmerica Be America Again” (Hughes), OR “Richard Cory” (Robinson) and “A Man of the Middle Class” (Brooks).Identify and evaluate the poets’ themes and purposes through an examination of literary elements such as (butnot limited to) diction, tone, syntax, imagery, and figurative language. Why did each poet make the choices she orhe did, and how were those choices intended to impact readers? Remember to include historical and culturalcontext when examining each poet’s message and intended audience.

SKILL BUILDING TASKS: Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so all standards are adequately

addressed throughout the year. Tasks may take more than a single day. Approximate time frames have been indicated by the ELA Unit Writing

Team. Tasks lead students through reading and research to complete the writing prompt indicated. Reference the grade level Teacher Guidance document provided by GADOE for supplemental instructional

strategies and ideas that address each standard.

TASK #1­1

Suggested Time Frame 2 Days

TASK / FOCUS SKILL Pre­reading and contextualization pt. 1: Introducing the concepts and ideasrelevant to this unit and how they relate within historical and contemporaryAmerican Culture.

ESSENTIAL QUESTION What does it mean to succeed? Are there different definitions and metrics formeasuring success?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC8RI1: Cite textual evidence that most strongly supports an analysis of whatthe text says explicitly as well as inferences drawn from the text.ELACC8RI2: Determine a central idea of a text and analyze its development overthe course of the text, including its relationship to supporting ideas; provide anobjective summary of the text.ELACC8RI3: Analyze how a text makes connections among and distinctions betweenindividuals, ideas, or events (e.g., through comparisons, analogies, or categories).ELACC8RI4: Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings; analyze the impact of specificword choices on meaning and tone, including analogies or allusions to other texts.ELACC8RI8: Compare and contrast the structure of two or more texts and analyzehow the differing structure of each text contributes to its meaning and style.

WRITING ELACC8W10: Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames ( a single sitting or a day or two)for a range of discipline­specific tasks, purposes, and audiences.

LANGUAGE

SPEAKINGAND

LISTENING

ELACC8SL1: Engage effectively in a range of collaborative discussions (one­on­one, ingroups, and teacher­led) with diverse partners on grade 8 topics and texts, building onothers’ ideas and expressing their own clearly.b. Follow rules for collegial discussions and decision­making, track progress towardspecific goals and deadlines, and define individual roles as needed.c. Pose questions that connect the ideas of several speakers and elicit elaboration andrespond to others’ questions and comments with relevant evidence, observations, andideas.d. Acknowledge new information expressed by others, and when warranted, qualify orjustify their own views and understanding in light of the evidence presented.ELACC8SL2: Analyze the purpose of information presented in diverse media and formats(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,political) behind its presentation.

InstructionalSequence for

Task:

Have musical soundtrack playing as students assemble into class and provide handouts witha selection of song lyrics (www.lyricsfreak.com; www.songlyrics.com; etc,).Be sure to checkfor appropriate content. Make sure you include lyrics that offer diverse perspectives onsuccess, wealth, and related topics. After the anticipation activity, divide the class intosmaller groups and distribute handouts for reading and close examination of lyrics.

Lower volume to appropriate level allowing for discussion and continue playing soundtrack asstudents respond to the following anticipation guide. Inform students as they complete the

guide to place a mark by any statements they wish to discuss. Encourage students to keepthis guide so they can compare/contrast their responses at the end of the unit to determine ifanyone has had a change of attitude and to reflect on what they have learned.

Anticipation guide. Allow time for discussion/clarification when necessary (if technology isavailable, this can be projected onscreen and responses can be recorded with class set ofmultiple choice remote controls—in which case each statement can be discussed as it ispresented). Teachers may wish to compose their own statements/questions.

Have students begin a double­entry journal notebook recording notes on each day’sinformation, as well as responses and reflections. Model effective note­taking for students andinform them that you will conduct regular note checks that will impact their grades for theclass.

Share slideshow of Americans from many walks of life—include public figures such aspoliticians, professional athletes, movie stars, fashion models, etc., lesser known butobviously wealthy persons, career professionals, skilled and unskilled laborers, ordinarymiddle­class citizens, less financially secure persons, even indigents. Be sure to includerepresentatives from all social and financial strata. Allow ample time for student comments ontheir ideas of who fits their concepts of success and what the attendant signifiers of successare for those people (e.g. apparel, grooming, surroundings, material possessions, etc.).Students may even engage in a guessing game about the possible occupation of eachperson.

Divide class into smaller groups and distribute a set of 3­5 song lyrics to each group. Tellthem that each lyric offers some sort of commentary or opinion about achievement andsuccess, wealth, power, and/or in some cases fame. Students will conduct a close reading ofthe lyrics and work collaboratively to identify key concepts such as authorial tone, purpose,and intent, musical genre, literal and figurative language, poetic structure (i.e., lyric v.narrative, meter, rhyme, etc.). Note: This is an excellent opportunity to teach/reteach theterminology of poetry since students will be reading selections of poetry in this unit(http://www.poets.org/page.php/prmID/85;http://www.slideshare.net/mungo13/teaching­poetry). Provide appropriate graphic organizersor instruct students to record ideas and findings in notebook­journal.

Reconvene class for discussion and any additional relevant note­taking. Ensure that thediscussion addresses educational success and achievement.

Homework In notebook­journals, respond to the following prompt:

What does success mean to you? What is your concept of how society and popular culture measureand rate success and achievement? Compare/contrast your ideas about success to those found insome of the song lyrics and/or ideas covered during class discussions.

Instruct students to be prepared to share some of their writing in class, either through directreading or discussion of ideas. As an initial motivational factor, offer small incentives tostudents who are willing to share their journals/ideas.

TASK #1­2

Suggested Time Frame 2 Days

TASK / FOCUS SKILL Pre­reading and contextualization pt. 2: Historical and cultural background onauthors and selected readings: introduction of poetic texts.

ESSENTIAL QUESTION How can context and background knowledge improve my reading experience?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC8RL1:Cite the textual evidence that most strongly supports an analysis of what thetext says explicitly as well as inferences drawn from the text.ELACC8RL2: Determine a theme or central idea of a text and analyze its development overthe course of the text, including its relationship to the characters, setting and plot; providean objective summary of the text.ELACC8RL4: 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 choiceson meaning and tone, including analogies or allusions to other texts.

WRITING ELACC8W10: Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames ( a single sitting or a day or two)for a range of discipline­specific tasks, purposes, and audiences.

LANGUAGE

SPEAKINGAND

LISTENING

ELACC8SL1: Engage effectively in a range of collaborative discussions (one­on­one, ingroups, and teacher­led) with diverse partners on grade 8 topics and texts, building onothers’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or researched material under study;explicitly draw on that preparation by referring to evidence on the topic, text, or issue toprobe and reflect on ideas under discussion.b. Follow rules for collegial discussions and decision­making, track progress towardspecific goals and deadlines, and define individual roles as needed.c. Pose questions that connect the ideas of several speakers and elicit elaboration andrespond to others’ questions and comments with relevant evidence, observations, andideas.d. Acknowledge new information expressed by others, and when warranted, qualify orjustify their own views and understanding in light of the evidence presented.ELACC8SL2: Analyze the purpose of information presented in diverse media and formats(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,political) behind its presentation.

InstructionalSequence for

Task:

Warm­up: Journal sharing and discussion. Reteach or introduce and clarify appropriate terminology: syntax, tone, purpose, literal

language, figurative language (metaphor, simile, hyperbole, etc.), diction; and rhetoricalstrategies (ethos, pathos, and logos).

Through Webquest, Slideshare, or other visual media, activate background knowledge onWalt Whitman, Edwin Arlington Robinson, Langston Hughes, Gwendolyn Brooks ,and, finally,Malcolm Gladwell, including the historical and cultural atmosphere in which each authorwrote/writes—e.g., regarding Walt Whitman, include information on Civil War and post­warAmerica, Realist literature, Westward Expansion; for Robinson the context would be the finde siècle and America’s Gilded Age; Langston Hughes’s segment would include an overviewof the Jazz Age, sanctioned segregation, and the Harlem Renaissance; Brooks’ would includeModernism, post­war midcentury America, and the burgeoning Civil Rights movement;Gladwells’ might focus on a post­colonial and post­modern perspective that includes hisCaribbean heritage. Whatever visual media is employed, this can be divided up into several tocoincide with the actual day students begin reading the respective author. Ensure thatstudents take appropriate notes.

Review and/or clarify the concept of a “close reading” of texts (see web links above). UsingWhitman’s poem as an example, guide students through the process of a close read. Ensurestudents take appropriate notes.

Whole­class reading: “I Hear America Singing” by Walt Whitman.

Homework:

Respond to the following prompt:What is something at which you have succeeded? What circumstances and events led to thesuccess? Looking back, is there anything you would have done differently? How might this differentapproach have changed the outcome?

TASK #1­3

Suggested Time Frame 1 Day

TASK/FOCUS Analyze Conflicting Information

ESSENTIAL QUESTION How can we determine the truth when analyzing two texts with conflictinginformation?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC8RI8: Delineate and evaluate the argument and specific claims in atext, assessing whether the reasoning is sound and the evidence isrelevant and sufficient; recognize when irrelevant evidence is introduced.ELACC8RI9: Analyze a case in which two or more texts provide conflictinginformation on the same topic and identify where the texts disagree onmatters of fact or interpretation.

WRITING

LANGUAGE

SPEAKINGAND

LISTENING

InstructionalSequencefor Task:

Complete a short review of terms associated with instruction: claim, logic, reasoning, evaluate, evidence, support,

compare/contrast, bias, interpretation, point of view, validityGuided Practice

Using the Common Core Clinics ­ Reading Informational Textsupplemental material, explain and discuss page 70 (Analyze ConflictingInformation in Two Texts)

With the class, read the article on page 71, “Abner Doubleday, theInventor of the Baseball”. While reading, stop and discuss key points ofarticle. What argument is presented? What claims support the argument?Is the reasoning presented logical? Is there enough evidence presented tosupport the argument?

With the class, read the second article on page 72, “Alexander JoyCartwright, the Inventor of the Baseball”

While reading, stop and discuss key points of article. What argument ispresented? What claims support the argument? Is the reasoningpresented logical? Is there enough evidence presented to support theargument?

Using a Double Bubble or Venn Diagram, compare and contrast these

two texts. What do both text address? How do the texts differ in theinformation they present? Is the differing information factual orinterpretive?

Class discussion ­ which text do you think presents a stronger argument?

Independent Practice Watch video with Walter Cronkite on Moon Landing

http://www.youtube.com/watch?v=_3vVjyqkwrw Watch video “Moon Landing Hoax”

http://www.youtube.com/watch?v=wdMvQTNLaUE Discuss with the class Students will read the texts on pages 73­76, “The Moon Landing Was

Fake” and “The Moon Landing Was Real”. Students will complete questions on page 77

TASK #1­4

Suggested Time Frame 2 Days

TASK / FOCUS SKILL Comparing the linguistic approaches of two poets and examining their respectiveauthorial purpose and audience.

ESSENTIAL QUESTION How does an author’s use of literary elements affect an author’s intendedmessage?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC8RL1:Cite the textual evidence that most strongly supports an analysis of what thetext says explicitly as well as inferences drawn from the text.ELACC8RL2: Determine a theme or central idea of a text and analyze its development overthe course of the text, including its relationship to the characters, setting and plot; providean objective summary of the text.ELACC8RL5: Compare and contrast the structure of two or more texts and analyze howthe differing structure of each text contributes to its meaning and style.ELACC8RL6: Analyze how differences in the points of view of characters and the audienceor reader (e.g., created through the use of dramatic irony) create such effects as suspenseor humor.

WRITING ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas,concepts, and information through the selection, organization, and analysis of relevantcontent.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, andinformation into broader categories; include formatting (e.g., headings), graphics (e.g.,charts, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with relevant, well­chosen facts, definitions, concrete details,quotations, or other information and examples.C. Use appropriate and varied transitions to create cohesion and clarify the relationshipsamong ideas and concepts.d. Use precise language and domain­specific vocabulary to inform about or explain thetopic.

e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the informationor explanation presented.

ELACC8W5: With some guidance and support from peers and adults, develop andstrengthen writing as needed by planning, revising, editing, rewriting or trying anew approach, focusing on how well purpose and audience have been addressed.(Editing for conventions should demonstrate command of Language Standards 1­3up to and including grade 8)

LANGUAGE

SPEAKINGAND

LISTENING

InstructionalSequence for

Task:

Warm­up: Journal sharing and note check. Re­read “I Hear America Singing” (whole­class or smaller groups). Guided by notes from yesterday’s close read, discuss Whitman’s use of language and literary

elements. Strategies/topics to consider: How does Whitman use the metaphor of singing to

address the different characters populating the poem? Does the fact that thecharacters are metaphorically singing contribute to the notion of success andhappiness? Why do you think he identifies all of them by occupation and gives nonea name? Do we distinguish these characters as individual people or just anonymous“types” with no actual identity? What might have been Whitman’s purpose inclassifying these characters by their occupations? Speaking of classification, whatsocio­economic class do these people occupy? Who might be the intendedaudience?

Guide the students through a close read of Hughes’s “Let America Be America Again.” Note:This poem is a bit lengthier; the reading, analysis, and discussion may need to be extendedover two or more days. Ensure students take appropriate notes.

Working as a whole class, individually, or in groups, students shall identify and discuss thelanguage and literary elements of Hughes’s poem including, but not limited to, diction, tone,literal and figurative language (similar to the approach taken with Whitman’s poem and allsubsequent poems).

Strategies/topics to consider: What does the title of the poem mean? Whatdifferences in America existed between those of Hughes’s generation andsocio­economic class and other groups? What might Hughes have thought was theorigin or cause of this discrepancy? What is the tone—plaintive or demanding (orboth at different times)? Do the tone and diction imply any measure of successand/or happiness? Who is the intended audience? How might Hughes’s andWhitman’s audiences have differed? Hughes choses to identify and classify peopleeither by occupation (as Whitman did) or by race, class, ethnicity, or socio­economicstatus (and, like Whitman, anonymously). How does Hughes’s approach differ fromWhitman’s? How does each author’s tone contrast? Unlike Whitman, Hughes hasinserted himself into the text by repeated references to “me.” Is he writing abouthimself specifically or as a representative of a larger group? (You may wish to pointout that although Whitman does not do so in “I Hear America Singing,” many of hispoems are indeed self­referential.) Why might a poet insert himself or herself into hisor her work? Does it strengthen or weaken the tone and purpose? Does Hughes’spoem offer a response or rebuttal to Whitman’s, and if so, how?

Homework: In notebook journals, respond to the following prompt:

Do you consider that America has historically been a land of equal opportunity which leads to success

for all who are willing to put forth a concerted effort? Why or why not? Are chances for achievementmore or less equalized for everyone in our contemporary society? How so?

Begin organizational notes toward a written comparison and contrast of Whitman’s “I HearAmerica Singing” and Hughes’s “Let America Be America Again.” This exercise may take theform of imagined correspondence between the two writers, in which case students should bepaired for the task.

TASK #1­5

Suggested Time Frame 2 Days

TASK / FOCUS SKILL ­Reading, analyzing, and comparing/contrasting Arlington’s and Brook’s Text (1Day)­ Analyzing narratives for use of dialogue, sensory details, and transitions thatsignal shifts in time (1 Day)

ESSENTIAL QUESTION How do other poets use language and literary devices to offer commentary onsuccess and achievement in America?How is Narrative writing fundamentally different from other genres?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC8RL1:Cite the textual evidence that most strongly supports an analysis of what thetext says explicitly as well as inferences drawn from the text.ELACC8RL2: Determine a theme or central idea of a text and analyze its development overthe course of the text, including its relationship to the characters, setting and plot; providean objective summary of the text.ELACC8RL4: 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 choiceson meaning and tone, including analogies or allusions to other texts.ELACC8RL5: Compare and contrast the structure of two or more texts and analyze howthe differing structure of each text contributes to its meaning and style.ELACC8RL6: Analyze how differences in the points of view of characters and the audienceor reader (e.g., created through the use of dramatic irony) create such effects as suspenseor humor.ELACC8RI7:Evaluate the advantages and disadvantages of using different mediums (e.g.,print or digital text, video, multimedia) to present a particular topic or idea.

WRITING ELACC8W3: Write narratives to develop real or imagined experiences or eventsusing effective technique, relevant descriptive details, and well­structured eventsequences.c. Use a variety of transition words, phrases, and clauses to convey sequence,signal shifts from one time frame or setting to another, and show the relationshipsamong experiences and events.d. Use precise words and phrases, relevant descriptive details, and sensorylanguage to capture the action and convey experiences and events.

ELACC8W10: Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames ( a single sitting or a day or two)for a range of discipline­specific tasks, purposes, and audiences.

LANGUAGE

SPEAKINGAND

LISTENING

InstructionalSequence for

Task: Day One: Warm­up: journal sharing and note checks from previous days readings and analysis. Share slideshow of Gilded Age portraiture by John Singer Sargent, Grant Wood’s “American

Gothic,” Dorothea Lang’s depression­era Dust Bowl photography and other art images thatdepict various impressions relevant to the unit topics of success and achievement (or theopposite). Historically and culturally contextualize the images and allow time for whole­classor group discussion of these visual representations of Americans during the turn of the 19thcentury and the first half of the 20th.

Provide computer stations for research overview of America’s Gilded Age, the stock marketcrash of 1929, and the subsequent Great Depression. This could be done as a“think/pair/share” activity.

Now that you have guided students through two close readings of poetry, allow them to workindividually or in pairs to conduct a close reading of Robinson’s “Richard Cory” and Brooks’ “AMan of the Middle Class.” Ensure students focus on the language in each poem and makeappropriate notes.

Reconvene class for discussion of the language, tone, message, and authorial purpose ofeach poem. Who do they think is the intended audience for each text? What are thesimilarities and differences between the two texts?

After a check for appropriate notes on the close reads, reiterate the historical and culturalcontexts for each poem and discuss how these texts relate to the ideas of success andfailure.

Strategies/topics to consider: How does each poem use literal and figurative language todescribe the trappings of wealth or the lack thereof? Does financial success guaranteehappiness? Are appearances always accurate? What does it mean to be “middle­class?” Howmight economic and class disparity affect chances for opportunity and success? Whatsequence of events brought the nation from the Gilded Age of prosperity to the onset of theGreat Depression? How were different segments of the population affected by these events?

Begin organizational notes for a written comparison between Robinson’s and Brooks’ texts.

Day Two: Provide students with several pre­selected pieces of text (suggestion: personal memoirs) that

clearly demonstrate correct and effective use of dialogue, including proper punctuation. In pairs, have students attempt to identify the rules of punctuation for dialogue based on their

prior knowledge and on what they notice in the examples. Place these rules on chart paper,verify, demonstrate, and discuss.

Similarly, provide students with several pre­selected pieces of text that clearly demonstrateeffective use of imagery and sensory detail (ideally, it could be the same text), includingwords that convey a passage of time.

Show students a short video clip that has two or more characters talking to each other,showing emotion, and moving about (perhaps eating in a restaurant, shooting baskets, etc.)

Show the very short clip of a minute or two several times, allowing the students to take notes. Have the students write a paragraph relating what they saw in the clip, then have them trade

paragraphs with a partner. With highlighters of different colors, have students identify instances of descriptive language

(sensory detail) dialogue, and language conveying the passage of time. Review with students

how well they employed these strategies (if at all). For homework:

In notebook­journals, students shall respond to the following prompt:Describe a time when you have failed at something. What factors contributed to this failure? If youwere to make another attempt, what would you do differently? How do you think these changes wouldaffect the outcome? <<Narratives will be peer/self edited for inclusion of dialogue, descriptivelanguage, and time shifting transitions.>>Rubric to be developed.

TASK #1­6

Suggested Time Frame 1 Day

TASK / FOCUS SKILL Identify and understand gerunds, participles, and infinitives

ESSENTIAL QUESTION How can verbs function as other parts of speech?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING

WRITING ELACC8W10: Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames ( a single sitting or a day or two)for a range of discipline­specific tasks, purposes, and audiences.

LANGUAGE ELACC8L1:Demonstrate command of the conventions of standard English grammarand usage when writing or speaking.a. Explain the function of verbals (gerunds, participles, infinitives) in general andtheir function in particular sentences.

ELACC8L6: Acquire and use accurately grade­appropriate general academic anddomain­specific words and phrases; gather vocabulary knowledge when considering aword or phrase important to comprehension or expression.

SPEAKINGAND

LISTENING

ELACC8SL1: Engage effectively in a range of collaborative discussions (one­on­one, ingroups, and teacher­led) with diverse partners on grade 8 topics and texts, building onothers’ ideas and expressing their own clearly.

ELACC8SL2: Analyze the purpose of information presented in diverse media and formats(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,political) behind its presentation.

ELACC8SL3: Delineate a speaker’s argument and specific claims, evaluating thesoundness of the reasoning and relevance and sufficiency of the evidence andidentifying when irrelevant evidence is introduced.

InstructionalSequence for

Task:

Warm­up: journal sharking and note check. Check and discuss sentence structure assignment from previous day. Administer pre­assessment of gerunds, participles, and infinitives. Introduce and clarify verbal forms and functions (gerunds, participles, infinitives).

http://prezi.com/tfjtdudrdqv1/verbals/; http://www.uhv.edu/ac/efl/pdf/verbsgerunds.pdf;http://languagearts.pppst.com/verbals.html;

http://www.slideshare.net/gerryhill/grammar­lesson­10­verbals Pull mentor text sentences and/or use sentence strips to demonstrate verbal forms and

functions. Students shall work in groups or individually to generate sentences that demonstrate standard

grammatical competency of gerunds, infinitives, and participles.Homework: In notebook­journals, students will generate a mini­narrative (addressing the theme of

success, achievement, and/or failure) of their own sentences using a minimum of three eachof gerunds, participles, and infinitives. Teacher may wish to provide a specific prompt orencourage students to depend on their imaginations and what they have learned so far aboutsuccess and achievement.

TASK #1­7

Suggested Time Frame 1 Day

TASK / FOCUS SKILL Prewriting

ESSENTIAL QUESTION How can I succeed on the assessment for this unit?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC8RL1:Cite the textual evidence that most strongly supports an analysis of what thetext says explicitly as well as inferences drawn from the text.ELACC8RL2: Determine a theme or central idea of a text and analyze its development overthe course of the text, including its relationship to the characters, setting and plot; providean objective summary of the text.ELACC8RI1: Cite textual evidence that most strongly supports an analysis of whatthe text says explicitly as well as inferences drawn from the text.ELACC8RI2: Determine a central idea of a text and analyze its development overthe course of the text, including its relationship to supporting ideas; provide anobjective summary of the text.ELACC8RI3: Analyze how a text makes connections among and distinctions betweenindividuals, ideas, or events (e.g., through comparisons, analogies, or categories).

WRITING ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas,concepts, and information through the selection, organization, and analysis of relevantcontent.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, andinformation into broader categories; include formatting (e.g., headings), graphics (e.g.,charts, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with relevant, well­chosen facts, definitions, concrete details,quotations, or other information and examples.C. Use appropriate and varied transitions to create cohesion and clarify the relationshipsamong ideas and concepts.d. Use precise language and domain­specific vocabulary to inform about or explain thetopic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the informationor explanation presented.ELACC8W4: Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.(Grade­specific expectations for writing types are defined in standards 1­3 above.)ELACC8W5: With some guidance and support from peers and adults, develop andstrengthen writing as needed by planning, revising, editing, rewriting, or trying anew approach, focusing on how well purpose and audience have been addressed.(Editing for conventions should demonstrate command of Language standards 1­3up to and including grade 8).ELACC8W6: Use technology, including the Internet, to produce and publish writing andpresent the relationships between info and ideas efficiently as well as to interact andcollaborate with others.ELACC8W9: Draw evidence from literary or informational texts to support analysis,reflection, and research.b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate theargument and specific claims in a text, assessing whether the reasoning is sound and theevidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

LANGUAGE

SPEAKINGAND

LISTENING

InstructionalSequence for

Task:

Check notebooks for previous day’s assignment. Place the prompt for this culminating writing task (see above) on chart paper or smart board Lead students in a thorough deconstruction of all parts of the prompt so that they thoroughly

understand what they will be asked to do in the assessment Examine the vocabulary of the prompt and share student models of good work Provide worksheets and copies of the 8th grade standards to students and engage them (in

teams, pairs, or whole groups) in determining what they expect to see on a rubric for thisassignment

Provide students with a copy of the actual rubric you will use, or modify it in class based onthe feedback from discussion

Review the grammatical concepts included in this study (sentence structure, variety, phrasesand clauses; verbals; transitive/intransitive verbs) and make sure they are meaningfullyincluded in the rubric

Have students return to their groups and brainstorm a check­list of peer review items; that is,what should you check your paper for before the final edit to make sure it meets therequirements of the rubric (for example, check sentence fluency to make sure you haveemployed diverse and interesting sentence construction; check for passive voice; check thatall items are backed up by evidence and that evidence is properly cited, etc.)

TASK #1­8

Suggested Time Frame 1 Day

TASK / FOCUS SKILL Writing Assessment

ESSENTIAL QUESTION How can I effectively demonstrate what I have learned in these text studies?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC8RL1:Cite the textual evidence that most strongly supports an analysis of what thetext says explicitly as well as inferences drawn from the text.

ELACC8RL2: Determine a theme or central idea of a text and analyze its development overthe course of the text, including its relationship to the characters, setting and plot; providean objective summary of the text.

ELACC8RI1: Cite textual evidence that most strongly supports an analysis of whatthe text says explicitly as well as inferences drawn from the text.ELACC8RI2: Determine a central idea of a text and analyze its development overthe course of the text, including its relationship to supporting ideas; provide anobjective summary of the text.

ELACC8RI3: Analyze how a text makes connections among and distinctions betweenindividuals, ideas, or events (e.g., through comparisons, analogies, or categories).

WRITING ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas,concepts, and information through the selection, organization, and analysis of relevantcontent.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, andinformation into broader categories; include formatting (e.g., headings), graphics (e.g.,charts, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with relevant, well­chosen facts, definitions, concrete details,quotations, or other information and examples.C. Use appropriate and varied transitions to create cohesion and clarify the relationshipsamong ideas and concepts.d. Use precise language and domain­specific vocabulary to inform about or explain thetopic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the informationor explanation presented.

ELACC8W4: Produce clear and coherent writing in which the development,organization, and style are appropriate to task, purpose, and audience.(Grade­specific expectations for writing types are defined in standards 1­3 above.)

ELACC8W5: With some guidance and support from peers and adults, develop andstrengthen writing as needed by planning, revising, editing, rewriting, or trying anew approach, focusing on how well purpose and audience have been addressed.(Editing for conventions should demonstrate command of Language standards 1­3up to and including grade 8).

ELACC8W6: Use technology, including the Internet, to produce and publish writing andpresent the relationships between info and ideas efficiently as well as to interact andcollaborate with others.

ELACC8W9: Draw evidence from literary or informational texts to support analysis,reflection, and research.b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate theargument and specific claims in a text, assessing whether the reasoning is sound and theevidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

LANGUAGE

SPEAKINGAND

LISTENING

InstructionalSequence for

Task:

Whole­class discussion/review of poetic texts and the accompanying visual images andrespective historic/cultural context.

Assign and clarify purpose of literary analysis essay. Model and discuss the concept of a strong thesis statement. Model and discuss “power writing/power sentences” for paragraph organization—main idea,

primary supporting sentences, secondary supporting sentences. Distribute and explain use of graphic organizers for pre­writing (idea gathering) and paragraph

planning.

Allow class time for planning and draft writing in response to the assessment prompt:

Compare and contrast the poems “I Hear America Singing” (Whitman) and “Let America Be AmericaAgain” (Hughes), OR “Richard Cory” (Robinson) and “A Man of the Middle Class” (Brooks). Identifyand evaluate the poets’ themes and purposes through an examination of literary elements such as(but not limited to) diction, tone, syntax, imagery, and figurative language. Why did each poet makethe choices she or he did, and how were those choices intended to impact readers? Remember toinclude historical and cultural context when examining each poet’s message and intended audience.

Module 2PLANS FOR ASSESSMENT 2

Integrating reading selections from the unit into a writing task

(Indicate Writing Genre and Type: Argumentative or Informative as well as Full Essay, Short Response, Paragraph, Brochure, Editorial, etc.)PROMPT:

Argumentative: Using one of the rhetorical strategies that have been discussed (ethos, pathos or logos), convince thereader that it takes more than hard work to achieve success. Use textual evidence to support your stance.

SKILL BUILDING TASKS: Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so all standards are adequately

addressed throughout the year. Tasks may take more than a single day. Approximate time frames have been indicated by the ELA Unit Writing

Team. Tasks lead students through reading and research to complete the writing prompt indicated. Reference the grade level Teacher Guidance document provided by GADOE for supplemental instructional

strategies and ideas that address each standard.

TASK #2­1

Suggested Time Frame 3 days

TASK / FOCUS SKILL Pre­reading: Activating background knowledge. Reading: Introduction of

informational text. Analyzing informational texts for effectiveness.

ESSENTIAL QUESTION How do reading literary texts differ from reading informational texts?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC8RI1: Cite textual evidence that most strongly supports an analysis of whatthe text says explicitly as well as inferences drawn from the text.

ELACC8RI2: Determine a central idea of a text and analyze its development overthe course of the text, including its relationship to supporting ideas; provide anobjective summary of the text.

ELACC8RI3: Analyze how a text makes connections among and distinctions betweenindividuals, ideas, or events (e.g., through comparisons, analogies, or categories).

ELACC8RI4: Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings; analyze the impact of specificword choices on meaning and tone, including analogies or allusions to other texts.

ELACC8RI6: Determine an author’s point of view or purpose in a text and analyzehow the author acknowledges and responds to conflicting evidence or viewpoints.

WRITING

LANGUAGE ELACC8L4: Determine and clarify the meaning of unknown and multiple­meaning words orphrases based on grade 8 reading and content, choosing flexibility from a range ofstrategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position orfunction in a sentence) as a clue to the meaning of a word or phrase.b. Use common, grade­appropriate Greek or Latin affixes and roots as clues to themeaning of a word (e.g., precede, recede, secede).c.Consult general and specialized reference materials (e.g., dictionaries, glossaries,thesauruses), both print and digital, to find the pronunciation of a word or determine orclarify its precise meaning or its part of speech.d. Verify the preliminary determination of the meaning of a word or phrase (e.g.,by checkingthe inferred meaning in context or in a dictionary.

ELACC8L6: Acquire and use accurately grade­appropriate general academic anddomain­specific words and phrases; gather vocabulary knowledge when considering aword or phrase important to comprehension or expression.

SPEAKINGAND

LISTENING

ELACC8SL2: Analyze the purpose of information presented in diverse media and formats(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,political) behind its presentation.

InstructionalSequence for

Task:

Day 1: If not already done, activate background information on journalist Malcolm Gladwell. Be sure

to include his ethnic and cultural make­up as this will be relevant to concepts in the text,especially the final chapter in which he traces the life and career trajectories of hisgrandparents and parents.

Be sure to discuss with students that this text is a work of non­fiction that is be read and

analyzed for the information offered. Students will need to “shift gears” and focus on evaluatingthe information and claims the author provides with regard to accuracy, clarity, and concisionrather than the usual literary analysis of figurative language, etc. Ensure that they understandthat while they will still need to use some of the strategies learned from reading fiction andpoetry, this text will also require them to take a closer look at rhetorical strategies (persuasivelanguage) and analyze statistical data in the form of charts and graphs. Introduce and discussthe crucial concept of “healthy skepticism” in reading and analyzing informational texts andthe importance of evaluating the author’s claims for veracity and accuracy.

Introduce/re­teach, discuss, and clarify rhetorical strategies:http://owl.english.purdue.edu/owl/resource/588/04/;http://www.teachertube.com/viewVideo.php?video_id=41007;http://www.iupui.edu/~uwc/pdf/Rhetorical%20Triangle.pdf.

Provide and share a range of multimedia texts that employ persuasive speech (e.g.,political/campaign speeches, TV news reports (be sure to include sound bites as well aslonger examples), news report parodies such as The Onion, The Daily Show, or The ColbertReport, TV/radio commercials, editorials from a newspaper’s or magazine’s op­ed pages, etc.as appropriate. Ensure that students take appropriate notes.

Guide students in an exploration of persuasive speech and rhetorical strategies. Help themidentify intended audiences for each type of text. ***(Teachers: This task is VERYIMPORTANT to being able to cover the RI6 standard. According to the TeacherGuidance Document, students should look at a speech/essay and determine theauthor's perspective/purpose for writing the piece. They must also analyze HOW theauthor responds to conflicting evidence. Make sure that this analytic opportunity isincluded so that the focus standard is covered. See Teacher Guidance Documentpage 16.)***

Students will work together as a whole class to identify distinct strategies, purpose, and theeffectiveness of the strategies.

Day 2: Introduce and discuss with students the concept of reading and understanding statistical

data. Teacher may wish to coordinate this with an 8th grade Mathematics instructor to comeup with strategies and activities, or you may consult the web (e.g.http://www.learner.org/courses/learningmath/data/).

Define for students the term “outlier,” (pg. 3 of text) and ask them if they can think of anyexamples that fit the definition. Be prepared to offer examples, possibly one or two pulled fromthe text.

Discuss again the definition of “outlier.” Allow students to engage in a small­group orthink­pair­share activity to come up with examples. In addition to “outlier,” Generate a weeklyvocabulary list, and be sure to allow students access to dictionaries (print or electronic) andencourage them to research additional unknown words. Have each student be responsible forlearning and teaching at least one additional vocabulary word throughout the unit.

Read introduction (divided or whole class) pages 1­11 Conclude with a whole­class or smaller group discussion that includes predictions about the

text (students will record observations/predictions in journal.

Day 3 Read part 1, “Opportunity,” chapter1, “The Matthew Effect” (pp. 15­34) and continue notations

with particular attention to Gladwell’s argument (thesis) and statistical data, analyzing foreffectiveness.

Students are to use newly acquired background knowledge of diction, syntax, imagery,figurative language, tone, style, rhetoric, etc. in daily notations.

Announce that these elements will form the basis for each day’s class discussion.

TASK #2­2

Suggested Time Frame 2 Days

TASK / FOCUS SKILL Analyzing paragraphs for rhetorical strategies and how they work to support theoverall text

ESSENTIAL QUESTION How do rhetorical strategies support the author’s claims? How does a paragraphhelp shape the author’s central idea or concept?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC8RI1: Cite textual evidence that most strongly supports an analysis of whatthe text says explicitly as well as inferences drawn from the text.

ELACC8RI2: Determine a central idea of a text and analyze its development overthe course of the text, including its relationship to supporting ideas; provide anobjective summary of the text.

ELACC8RI3: Analyze how a text makes connections among and distinctions betweenindividuals, ideas, or events (e.g., through comparisons, analogies, or categories).

ELACC8RI4: Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings; analyze the impact of specificword choices on meaning and tone, including analogies or allusions to other texts.

ELACC8RI5: 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.

ELACC8RI6: Determine an author’s point of view or purpose in a text and analyzehow the author acknowledges and responds to conflicting evidence or viewpoints.

WRITING

LANGUAGE

SPEAKINGAND

LISTENING

ELACC8SL5:Integrate multimedia and visual displays into presentations to clarifyinformation, strengthen claims and evidence, and add interest.ELACC8SL1: Engage effectively in a range of collaborative discussions (one­on­one, ingroups, and teacher­led) with diverse partners on grade 8 topics and texts, building onothers’ ideas and expressing their own clearly.

InstructionalSequence for

Task:

Day 1 In notebook­journals, have students respond to the following prompt:

Has your age or date of birth ever been a factor in your ability to perform or succeed at a task oractivity? What were the circumstances? Were you able to take advantage of this opportunity orovercome it as an obstacle? How so? What was the outcome?

Conduct whole­class or small group discussion of previous day’s reading including notationsand literary/informational terms (e.g., rhetoric).

The following may be used for GT: Statistical data exercise (whole­class, group, or individual): Have students record in­class

observations of each other regarding such data as eye color, hair color, ethnicity, age, birthmonth, height, gender, etc., and enter the data into Microsoft Excel (or similar program).

Once data is collected and recorded, demonstrate how statistical information can betranslated into a chart or graph. Provide computer stations and allow students to work in pairsor teams to construct charts and/or graphs that show their findings. Reconvene class anddiscuss how this data can be analyzed to draw conclusions about the physical make­up ofthe class.

For all students: Divide class into three groups and instruct each group to search text for rhetorical strategies.

Provide, introduce, and model graphic organizers for identifying and noting rhetoricalstrategies.

Conduct whole­class discussion of Gladwell’s use of rhetorical strategies in chapter 1, part 1 Conduct literary circle read­alouds or silent reading of beginning of part 1, chapter 2, “The

10,000­Hour Rule” (pp.35­68).

Day 2 Finish reading part 1, chapter 2 of text: “The 10,000 Hour Rule” (pp. 35­68) Work to complete graphic organizers for rhetorical strategies. Using one of the paragraphs on page 32 or 34, change the paragraph from logos to pathos or

ethos ***(Teachers: In order to completely cover the RI5 standard, consider thisstrategy from the Teacher guidance document: Have students analyze severalparagraphs in a model text by identifying the topic sentence, use of transitionalwords/phrases, average number of sentences per paragraph, # of supportingsentences. Then choose one of those paragraphs to write a brief analysis of the craftand effectiveness of the paragraph to the author's overall message.) ***

In notebook­journals, respond to the following prompt:Describe a time or circumstance in which you had to prove your dedication through extra hours andwork to achieve success performing a particular task (e.g., competing in an athletic or academicarena, learning/mastering a school subject or assignment, learning/mastering a musical instrument,gaining the confidence of a parent or other adult, working chores toward amassing and saving moneyfor something, etc.). What steps did you take? What was the outcome? Knowing what you know now,would you do anything differently and how so?(Can pull in transition words signaling time, sensory details, and dialogue for rubric ­if graded)

TASK #2­3

Suggested Time Frame 1 Day

TASK / FOCUS SKILL Identifying and clarifying the six types of text structure

ESSENTIAL QUESTION What is text structure and how does it work to support an author’s claims?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC8RI5: 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.

ELACC8RI6: Determine an author’s point of view or purpose in a text and analyzehow the author acknowledges and responds to conflicting evidence or viewpoints.

ELACC8RI8: Delineate and evaluate the argument and specific claims in a text,assessing whether the reasoning is sound and the evidence is relevant andsufficient; recognize when irrelevant evidence is introduced.

WRITING

LANGUAGE

SPEAKINGAND

LISTENING

InstructionalSequence for

Task:

Direct teaching/review of the six types of text structure (chronological, sequential, spatial,cause/effect, problem/solution, compare/contrast):http://www.slideshare.net/elkissn/understanding­text­structures. Emphasize that authorssometimes use more than one type of structure within a single paragraph, so be surestudents read effectively and be thorough in their searches of text structure.

Divide class into pairs or small groups and assign appropriate passages for each group toread and locate examples of various text structures. Either provide graphic organizers for thistask or instruct students to make the appropriate notes in their notebook­journals.

Have students participate in the “divergence test” described on pages 86­89 of Outliers. [Haveeach student list, separately, uses for a brick and a blanket.] Do not relate to the studentsthe purpose of this exercise; rather wait until they have read the passage, allowing them todiscover it for themselves. Engage in a whole­class discussion of the students’ entriesregarding uses for the brick and blanket, comparing and contrasting the answers listed. Noteand discuss any particularly creative or unusual answers. Monitor carefully forappropriateness.

Begin reading part one, chapter three: “The Trouble with Geniuses, Part 1 (pp. 69­90), makingthe usual appropriate notations with regard to content, language, rhetoric, text structure, andliterary elements.

TASK #2­4

Suggested Time Frame 1 Day

TASK / FOCUS SKILL Part One (mini­assessment, formative): Composing an interview questionnaire

ESSENTIAL QUESTION How do the examples of other’s achievements inspire me and influence me tosucceed?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC8RI1: Cite textual evidence that most strongly supports an analysis of whatthe text says explicitly as well as inferences drawn from the text.

ELACC8RI2: Determine a central idea of a text and analyze its development overthe course of the text, including its relationship to supporting ideas; provide anobjective summary of the text.

ELACC8RI3: Analyze how a text makes connections among and distinctions betweenindividuals, ideas, or events (e.g., through comparisons, analogies, or categories).

ELACC8RI5: 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.

ELACC8RI6: Determine an author’s point of view or purpose in a text and analyzehow the author acknowledges and responds to conflicting evidence or viewpoints.

ELACC8RI8: Delineate and evaluate the argument and specific claims in a text,assessing whether the reasoning is sound and the evidence is relevant andsufficient; recognize when irrelevant evidence is introduced.

WRITING ELACC8W10: Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames ( a single sitting or a day or two)for a range of discipline­specific tasks, purposes, and audiences.

LANGUAGE

SPEAKINGAND

LISTENING

ELACC8SL1: Engage effectively in a range of collaborative discussions (one­on­one, ingroups, and teacher­led) with diverse partners on grade 8 topics and texts, building onothers’ ideas and expressing their own clearly.a.Come to discussions prepared, having read or researched material under study; explicitlydraw on that preparation by referring to evidence on the topic, text, or issue to probe andreflect on ideas under discussion.b. Follow rules for collegial discussions and decision­making, track progress towardspecific goals and deadlines, and define individual roles as needed.c. Pose questions that connect the ideas of several speakers and elicit elaboration andrespond to others’ questions and comments with relevant evidence, observations, andideas.d. Acknowledge new information expressed by others, and when warranted, qualify orjustify their own views and understanding in light of the evidence presented.ELACC8SL2: Analyze the purpose of information presented in diverse media and formats(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,political) behind its presentation.

InstructionalSequence for

Task:

Instruct students to read part one, chapter three of Outliers, “The Trouble With Geniuses, Part1” (pp. 69­90) taking appropriate notes or completing graphic organizers on the usual topics(rhetoric, literary devices, etc.).

Conduct collaborative discussion on homework reading with regard to language, rhetoricalstrategies, and text structure in text. What does Gladwell have to say regarding high IQ andachievement? How does he use language, etc. to support his claims?

As a whole­class, individually, or in groups, students will brainstorm for relevant questionideas. Encourage specificity regarding questions. Allow students to generate their ownquestions while simultaneously guiding them to include questions relevant to the text and it’stopics (e.g.: How did the person get her or his start?; What advantages or disadvantages didthe subject initially possess—i.e., were age, culture, ethnicity, physical attributes, etc.relevant and how so?; What specific type of education or special training was required?; Howmuch time did the subject have to put in?; What types of sacrifices—If any—did the subjecthave to make? etc.). Provide computer stations for the students to format and type theirquestionnaires.

Begin reading Part 1, chapter four, “The Trouble With Geniuses, Part 2” (pp. 91­115).Students should continue taking appropriate notes.

TASK #2­5

Suggested Time Frame 1 Day

TASK / FOCUS SKILL Determine Ethos, Pathos, and Logos

ESSENTIAL QUESTION How do people look for and recognize opportunity, and how might one turn adisadvantage into an advantage?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING

WRITING ELACC8W1: Write arguments to support claims with clear reasons and relevantevidence.a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate oropposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate,credible sources and demonstrating and understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationshipsamong claim(s), counterclaims, reasons, and evidence.

ELACC8W9:Draw evidence from literary or informational texts to support analysis,reflection, and research.b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate theargument and specific claims in a text, assessing whether the reasoning is sound and theevidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

LANGUAGE

SPEAKINGAND

LISTENING

ELACC8SL1: Engage effectively in a range of collaborative discussions (one­on­one, ingroups, and teacher­led) with diverse partners on grade 8 topics and texts, building onothers’ ideas and expressing their own clearly.a.Come to discussions prepared, having read or researched material under study; explicitlydraw on that preparation by referring to evidence on the topic, text, or issue to probe andreflect on ideas under discussion.b. Follow rules for collegial discussions and decision­making, track progress towardspecific goals and deadlines, and define individual roles as needed.c. Pose questions that connect the ideas of several speakers and elicit elaboration andrespond to others’ questions and comments with relevant evidence, observations, andideas.d. Acknowledge new information expressed by others, and when warranted, qualify orjustify their own views and understanding in light of the evidence presented.

ELACC8SL3:Delineate a speaker’s argument and specific claims, evaluating thesoundness of the reasoning and relevance and sufficiency of the evidence andidentifying when irrelevant evidence is introduced.

InstructionalSequence for

Task:

Warm­up: In notebook­journals, respond to the following prompt:How did Joe Flom’s religious/ethnic/cultural heritage of Judaism impact his career? How was it bothan advantage and a disadvantage? How might you make a perceived disadvantage work in your favor?

Students will work in groups of three to brainstorm for writing task. Each student in each group will write a brief argument on an agreed­upon idea or topic. Each

one will employ only one of the three rhetorical strategies, making sure each one uses a

different strategy. Have students share writings and examine/discuss the strengths and weaknesses of each

composition. Combining and editing ideas, the students will work together to generate a single, shared

composition that employs ethos, logos, and pathos Finish reading Part One, chapter Five “The Three Lessons of Joe Flom” (pp. 139­158). Make

appropriate notes.

TASK #2­6

Suggested Time Frame 1 Day

TASK / FOCUS SKILL Review subject­verb agreement

ESSENTIAL QUESTION What are ways in which subjects and verbs must agree?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING

WRITING

LANGUAGE ELACC8L1:Demonstrate command of the conventions of standard English grammarand usage when writing or speaking.c. Form and use verbs in the indicative, imperative, interrogative, conditional, andsubjunctive mood.

SPEAKINGAND

LISTENING

ELACC8SL1: Engage effectively in a range of collaborative discussions (one­on­one, ingroups, and teacher­led) with diverse partners on grade 8 topics and texts, building onothers’ ideas and expressing their own clearly.b. Follow rules for collegial discussions and decision­making, track progress towardspecific goals and deadlines, and define individual roles as needed.c. Pose questions that connect the ideas of several speakers and elicit elaboration andrespond to others’ questions and comments with relevant evidence, observations, andideas.ELACC8SL4: Present claims and findings, emphasizing salient points in a focused,coherent manner with relevant evidence, sound valid reasoning, and well­chosen details;use appropriate eye contact, adequate volume, and clear pronunciation.

InstructionalSequence for

Task:

Lead class in a review of subject­verb agreement in number, tense, and mood.http://owl.english.purdue.edu/owl/resource/599/01/ and/orhttp://www.youtube.com/watch?v=YlTosux9JJA&feature=player_embedded#!

Provide activity sheet for exercises in correct subject­verb agreement and have students workindividually or in pairs to complete.

In pairs, have students generate 3 examples of noun­verb (subject­verb) agreement errors thatare common in vernacular English among their peers.

Compare the charts to find the most common purposeful mis­uses of language. Invite students to consider why these mis­uses have been adopted and what they are meant

to convey.

TASK #2­7

Suggested Time Frame 1 Day

TASK / FOCUS SKILL Pre­writing

ESSENTIAL QUESTION How can I succeed on the assessment for this unit?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC8RI1: Cite textual evidence that most strongly supports an analysis of whatthe text says explicitly as well as inferences drawn from the text.

ELACC8RI2: Determine a central idea of a text and analyze its development overthe course of the text, including its relationship to supporting ideas; provide anobjective summary of the text.

ELACC8RI3: Analyze how a text makes connections among and distinctions betweenindividuals, ideas, or events (e.g., through comparisons, analogies, or categories).

WRITING ELACC8W1: Write arguments to support claims with clear reasons and relevantevidence.a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate oropposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate,credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationshipsamong claim(s), counterclaims, reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from andsupports the argument presented.

ELACC8W4: Produce clear and coherent writing in which the development,organization, and style are appropriate to task, purpose, and audience.(Grade­specific expectations for writing types are defined in standards 1­3 above.)

ELACC8W5: With some guidance and support from peers and adults, develop andstrengthen writing as needed by planning, revising, editing, rewriting, or trying anew approach, focusing on how well purpose and audience have been addressed.(Editing for conventions should demonstrate command of Language standards 1­3up to and including grade 8).

ELACC8W6: Use technology, including the Internet, to produce and publish writing andpresent the relationships between info and ideas efficiently as well as to interact andcollaborate with others.

ELACC8W9: Draw evidence from literary or informational texts to support analysis,reflection, and research.b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate theargument and specific claims in a text, assessing whether the reasoning is sound and theevidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

LANGUAGE

SPEAKINGAND

LISTENING

InstructionalSequence for

Task:

Place the prompt for this culminating writing task (see above) on chart paper or smart board Lead students in a thorough deconstruction of all parts of the prompt so that they thoroughly

understand what they will be asked to do in the assessment Examine the vocabulary of the prompt and share student models of good work Provide worksheets and copies of the 8th grade standards to students and engage them (in

teams, pairs, or whole groups) in determining what they expect to see on a rubric for thisassignment

Provide students with a copy of the actual rubric you will use, or modify it in class based onthe feedback from discussion

Review the grammatical concepts included in this study (phrases and clauses) and makesure they are meaningfully included in the rubric

Have students return to their groups and brainstorm a check­list of peer review items; that is,what should you check your paper for before the final edit to make sure it meets therequirements of the rubric (for example, check sentence fluency to make sure you haveemployed diverse and interesting sentence construction; check for passive voice; check thatall items are backed up by evidence and that evidence is properly cited, etc.)

TASK #2­8

Suggested Time Frame 1 Day

TASK / FOCUS SKILL Writing Assessment

ESSENTIAL QUESTION How can I effectively demonstrate what I have learned in this text study?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC8RI1: Cite textual evidence that most strongly supports an analysis of whatthe text says explicitly as well as inferences drawn from the text.

ELACC8RI2: Determine a central idea of a text and analyze its development overthe course of the text, including its relationship to supporting ideas; provide anobjective summary of the text.

ELACC8RI3: Analyze how a text makes connections among and distinctions betweenindividuals, ideas, or events (e.g., through comparisons, analogies, or categories).

WRITING ELACC8W1: Write arguments to support claims with clear reasons and relevantevidence.a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate oropposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate,credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationshipsamong claim(s), counterclaims, reasons, and evidence.d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from andsupports the argument presented.

ELACC8W4: Produce clear and coherent writing in which the development,organization, and style are appropriate to task, purpose, and audience.(Grade­specific expectations for writing types are defined in standards 1­3 above.)

ELACC8W5: With some guidance and support from peers and adults, develop andstrengthen writing as needed by planning, revising, editing, rewriting, or trying anew approach, focusing on how well purpose and audience have been addressed.(Editing for conventions should demonstrate command of Language standards 1­3up to and including grade 8).

ELACC8W6: Use technology, including the Internet, to produce and publish writing andpresent the relationships between info and ideas efficiently as well as to interact andcollaborate with others.

ELACC8W9: Draw evidence from literary or informational texts to support analysis,reflection, and research.b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate theargument and specific claims in a text, assessing whether the reasoning is sound and theevidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

LANGUAGE

SPEAKINGAND

LISTENING

InstructionalSequence for

Task:

Whole­class discussion of text as read and comprehended thus far. Assign and clarify purpose of an argumentative essay. ***Teachers: See page 15­19 in the

Grade 8 Writing Resource Guide for additional EXEMPLAR lessons on ArgumentativeWriting.***

Model and discuss the concept of a strong thesis statement. Model and discuss “power writing/power sentences” for paragraph organization—main idea,

primary supporting sentences, secondary supporting sentences. Distribute and explain use of graphic organizers for pre­writing (idea gathering) and paragraph

planning. Allow class time for planning and draft writing in response to the assessment prompt:

Using one of the rhetorical strategies that have been discussed (ethos, pathos or logos), convince thereader that it takes more than hard work to achieve success. Use textual evidence to support yourstance.

Module 3PLANS FOR ASSESSMENT 2

Integrating reading selections from the unit into a writing task

(Indicate Writing Genre and Type: Argumentative or Informative as well as Full Essay, Short Response, Paragraph, Brochure, Editorial, etc.)PROMPT:

Argumentative: In the chapter, “Marita’s Bargain,” Gladwell informs us about the student success rates at the first

KIPP middle school in the Bronx, NY, and that part of that success is owed to the fact that students continue theirstudies over and during the summer months. Argue whether or not you agree with the premise of the “summerslump,” and if you think that summer coursework and/or reading are necessary for academic success. (Editorial)

SKILL BUILDING TASKS: Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so all standards are adequately

addressed throughout the year. Tasks may take more than a single day. Approximate time frames have been indicated by the ELA Unit Writing

Team. Tasks lead students through reading and research to complete the writing prompt indicated. Reference the grade level Teacher Guidance document provided by GADOE for supplemental instructional

strategies and ideas that address each standard.

TASK #3­1

Suggested Time Frame 2 Days

TASK / FOCUS SKILL Research for class debate: Exploring the socio­cultural stereotypes throughlegacy, mannerisms, and attitudes.

ESSENTIAL QUESTION What impact, if any, does cultural legacies contribute to a person’s chances ofsuccess?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING

WRITING ELACC8W7: Conduct short research projects to answer a question ( including aself­generated question), drawing on several sources and generating additional related,focused questions that allow for multiple avenues of exploration.EALCC8W8:Gather relevant information from multiple print and digital sources, usingsearch terms effectively; assess the credibility and accuracy of each source, and quote orparaphrase the data and conclusions of others while avoiding plagiarism and following astandard format for citation.

LANGUAGE

SPEAKINGAND

LISTENING

ELACC8SL1: Engage effectively in a range of collaborative discussions (one­on­one, ingroups, and teacher­led) with diverse partners on grade 8 topics and texts, building onothers’ ideas and expressing their own clearly.a.Come to discussions prepared, having read or researched material under study; explicitlydraw on that preparation by referring to evidence on the topic, text, or issue to probe andreflect on ideas under discussion.b. Follow rules for collegial discussions and decision­making, track progress towardspecific goals and deadlines, and define individual roles as needed.c. Pose questions that connect the ideas of several speakers and elicit elaboration andrespond to others’ questions and comments with relevant evidence, observations, andideas.ELACC8SL2: Analyze the purpose of information presented in diverse media and formats

(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,political) behind its presentation.ELACC8SL3:Delineate a speaker’s argument and specific claims, evaluating thesoundness of the reasoning and relevance and sufficiency of the evidence andidentifying when irrelevant evidence is introduced.

InstructionalSequence for

Task: Start reading and summarizing pages 177­200 ­Ethnic Theory of Plane Crashes Discuss previous day’s readings with a particular focus on Gladwell’s thesis of taking cultural

legacies seriously. How does he use language and rhetoric used to support his claims? Canany of the claims be refuted? Why or why not?

Provide computer stations for students to continue research for class debate. Debate exercise: preparation. Divide class into three groups, one group taking an affirmative

stance, one assuming the opposition, and the final group acting as the judging panel.Introduce and clarify the rules of a formal classroom debate:oz.plymouth.edu/~davidl/bu342/Debates.DOC orhttp://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn­13.pdf.

Introduce, clarify, deconstruct, and discuss debate prompt:Identifying factors such as date of birth, gender, race, ethnicity, or other cultural factors have noeffect on a person’s chances of achieving success. (Or, conversely: Identifying factors . . . have adefinite effect on a person’s chances of achieving success.)

Over the course of the next few class periods, allow ample time for debate preparation. Finish reading chapter 7, “The Ethnic Theory of Plane Crashes” (pp. 200­223). Make

appropriate notes

TASK #3­2

Suggested Time Frame 1 Day

TASK / FOCUS SKILL Formal Debating

ESSENTIAL QUESTION How can I use the rhetoric of spoken language to argue for or against a topic?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING

WRITING

LANGUAGE

SPEAKINGAND

LISTENING

ELACC8SL4: Present claims and findings, emphasizing slaient points in a focused,coherent manner with relevant evidence, sound valid evidence, sound valid reasoning, andwell chosen details; use appropriate eye contact, adequate volume, and clearpronunciation.ELACC8SL5:Integrate multimedia and visual displays into presentations to clarifyinformation, strengthen claims and evidence, and add interest.ELACC8SL6: Afapt speech to variety of contexts and tasks, demonstrating command offormal English when indicated or appropriate.

Instructional Review rules and regulations for civilized debating.

Sequence forTask:

Allow for a brief time for groups to meet and finalize strategies. ***Teachers: In order tocover standard SL5, students will have to create a multimedia or visual display topresent during their presentation. This is not a focus standard, so it may beomitted.***

With teacher guidance and minimal intervention, students will conduct the debate Two daysmay be necessary to complete activity.

In note­book journals, students shall compose a reflection of the debate activity. What didthey learn? What concepts were reinforced and/or overturned?

TASK #3­3

Suggested Time Frame 2 Day

TASK / FOCUS SKILL Researching alternative methods of instruction and education

ESSENTIAL QUESTION How does public education impact my opportunities for achievement? What arethe responsibilities of instruction and administration? What are myresponsibilities as a student?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING

WRITING ELACC8W7: Conduct short research projects to answer a question ( including aself­generated question), drawing on several sources and generating additional related,focused questions that allow for multiple avenues of exploration.EALCC8W8:Gather relevant information from multiple print and digital sources, usingsearch terms effectively; assess the credibility and accuracy of each source, and quote orparaphrase the data and conclusions of others while avoiding plagiarism and following astandard format for citation.ELACC8W9:Draw evidence from literary or informational texts to support analysis,reflection, and research.b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate theargument and specific claims in a text, assessing whether the reasoning is sound and theevidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).ELACC8W10: Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames ( a single sitting or a day or two)for a range of discipline­specific tasks, purposes, and audiences.

LANGUAGE

SPEAKINGAND

LISTENING

ELACC8SL1: Engage effectively in a range of collaborative discussions (one­on­one, ingroups, and teacher­led) with diverse partners on grade 8 topics and texts, building onothers’ ideas and expressing their own clearly.a.Come to discussions prepared, having read or researched material under study; explicitlydraw on that preparation by referring to evidence on the topic, text, or issue to probe andreflect on ideas under discussion.

c. Pose questions that connect the ideas of several speakers and elicit elaboration andrespond to others’ questions and comments with relevant evidence, observations, andideas.d. Acknowledge new information expressed by others, and when warranted, qualify orjustify their own views and understanding in light of the evidence presented.ELACC8SL2: Analyze the purpose of information presented in diverse media and formats(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,political) behind its presentation.ELACC8SL3:Delineate a speaker’s argument and specific claims, evaluating thesoundness of the reasoning and relevance and sufficiency of the evidence andidentifying when irrelevant evidence is introduced.

InstructionalSequence for

Task:

Discuss previous day’s reading. In notebook­journals, respond to the following prompt:

Up to this point in your education, what resources have instruction and lessonsprovided you? Do you feel that your public school system is doing an adequate jobpreparing you for high school, college, and/or career and how so? Do you feel thatyou will be ready to compete in the national and global marketplaces? What stepscould your teachers and administration take to improve your educationalopportunities? Be specific, defend your claims, and use concrete examples in yourresponse. Be sure to incorporate rhetorical strategies.

Provide computer stations for brief research activity on KIPP charter schools: www.kipp.org/;and http://www.kipp.org/school­content/kipp­atlanta­collegiate and other alternative schools(local or national).

Reconvene class for a discussion of findings. In notebook­journals, respond to the following prompt:

Do you find yourself ready and able at the beginning of each school year? Why or why not? Is it easyor difficult for you to slide back into the routine of academic studies? Do you take the state’s summerreading assignment seriously or do you “blow it off” and focus primarily on other things? How so?

TASK #3­4

Suggested Time Frame 2 DAYS

TASK / FOCUS SKILL Media Project

ESSENTIAL QUESTION What lessons regarding success and achievement, positive or otherwise, can Ilearn from previous generations and others in my immediate circle of family andfriends?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING

WRITING ELACC8W3: Write narratives to develop real or imagined experiences or eventsusing effective techniques, relevant descriptive details, and well­structured eventsequences.a.Engage and orient the reader by establishing a context and point of view and introducinga narrator and/or characters; organize an event sequence that unfolds naturally andlogically.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, todevelop experiences, events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence,signal shifts from one time frame or setting to another, and show the relationshipsamong experiences and events.d. Use precise words and phrases, relevant descriptive details, and sensorylanguage to capture the action and convey experiences and events.e. Provide a conclusion that follows from and reflects on the narrated experiences orevents.ELACC8W6: Use technology, including the INternet, to produce and publish writing andpresent the relationships between info. and ideas efficiently as well as to interact andcollaborate with others.ELACC8W7: Conduct short research projects to answer a question ( including aself­generated question), drawing on several sources and generating additional related,focused questions that allow for multiple avenues of exploration.EALCC8W8:Gather relevant information from multiple print and digital sources, usingsearch terms effectively; assess the credibility and accuracy of each source, and quote orparaphrase the data and conclusions of others while avoiding plagiarism and following astandard format for citation.ELACC8W9: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 offictions draws on themes, patterns of events, or character types from myths, traditionalstories, or religious works such as the Bible, including describing how the material isrendered new”)ELACC8W10: Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames ( a single sitting or a day or two)for a range of discipline­specific tasks, purposes, and audiences.

LANGUAGE

SPEAKINGAND

LISTENING

ELACC8SL4: Present claims and findings, emphasizing slaient points in a focused,coherent manner with relevant evidence, sound valid evidence, sound valid reasoning, andwell chosen details; use appropriate eye contact, adequate volume, and clearpronunciation.ELACC8SL5:Integrate multimedia and visual displays into presentations to clarifyinformation, strengthen claims and evidence, and add interest.ELACC8SL6: Afapt speech to variety of contexts and tasks, demonstrating command offormal English when indicated or appropriate.

InstructionalSequence for

Task:

Read/listen to Chapter 8, “Rice Paddies and Math Tests” (pp. 224­249) & Chapter9: Marita’s Bargain

Journal: If you could have a meeting with any success guru (LeBron James, JustinBeiber, etc.) who would it be and why? What would you talk to them about and howcould you learn more about your life through them? or

TASK #3­5

Suggested Time Frame 2 Days

TASK / FOCUS SKILL Prewriting / Writing

ESSENTIAL QUESTION How can I succeed on the assessment for this unit?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC8RL1:Cite the textual evidence that most strongly supports an analysis of what thetext says explicitly as well as inferences drawn from the text.ELACC8RL2: Determine a theme or central idea of a text and analyze its development overthe course of the text, including its relationship to the characters, setting and plot; providean objective summary of the text.ELACC8RI1: Cite textual evidence that most strongly supports an analysis of whatthe text says explicitly as well as inferences drawn from the text.ELACC8RI2: Determine a central idea of a text and analyze its development overthe course of the text, including its relationship to supporting ideas; provide anobjective summary of the text.ELACC8RI3: Analyze how a text makes connections among and distinctions betweenindividuals, ideas, or events (e.g., through comparisons, analogies, or categories).

WRITING ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas,concepts, and information through the selection, organization, and analysis of relevantcontent.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, andinformation into broader categories; include formatting (e.g., headings), graphics (e.g.,charts, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with relevant, well­chosen facts, definitions, concrete details,quotations, or other information and examples.C. Use appropriate and varied transitions to create cohesion and clarify the relationshipsamong ideas and concepts.d. Use precise language and domain­specific vocabulary to inform about or explain thetopic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the informationor explanation presented.ELACC8W4: Produce clear and coherent writing in which the development,organization, and style are appropriate to task, purpose, and audience.(Grade­specific expectations for writing types are defined in standards 1­3 above.)ELACC8W5: With some guidance and support from peers and adults, develop andstrengthen writing as needed by planning, revising, editing, rewriting, or trying anew approach, focusing on how well purpose and audience have been addressed.(Editing for conventions should demonstrate command of Language standards 1­3up to and including grade 8).ELACC8W6: Use technology, including the Internet, to produce and publish writing andpresent the relationships between info and ideas efficiently as well as to interact andcollaborate with others.ELACC8W9: Draw evidence from literary or informational texts to support analysis,reflection, and research.b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate theargument and specific claims in a text, assessing whether the reasoning is sound and theevidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

LANGUAGE

SPEAKINGAND

LISTENING

InstructionalSequence for

Task:

Discuss previous day reading Students will complete prewriting for Assessment 3 Place the prompt for this culminating writing task (see above) on chart paper or smart board Lead students in a thorough deconstruction of all parts of the prompt so that they thoroughly

understand what they will be asked to do in the assessment

TASK #3­6

Suggested Time Frame 1 Day

TASK / FOCUS SKILL Writing Assessment

ESSENTIAL QUESTION How can I effectively demonstrate what I have learned in this text study?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC8RL1:Cite the textual evidence that most strongly supports an analysis of what thetext says explicitly as well as inferences drawn from the text.ELACC8RL2: Determine a theme or central idea of a text and analyze its development overthe course of the text, including its relationship to the characters, setting and plot; providean objective summary of the text.ELACC8RI1: Cite textual evidence that most strongly supports an analysis of whatthe text says explicitly as well as inferences drawn from the text.ELACC8RI2: Determine a central idea of a text and analyze its development overthe course of the text, including its relationship to supporting ideas; provide anobjective summary of the text.ELACC8RI3: Analyze how a text makes connections among and distinctions betweenindividuals, ideas, or events (e.g., through comparisons, analogies, or categories).

WRITING ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas,concepts, and information through the selection, organization, and analysis of relevantcontent.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, andinformation into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables),and multimedia when useful to aiding comprehension.ELACC8W4: Produce clear and coherent writing in which the development,organization, and style are appropriate to task, purpose, and audience.(Grade­specific expectations for writing types are defined in standards 1­3 above.)ELACC8W5: With some guidance and support from peers and adults, develop and

strengthen writing as needed by planning, revising, editing, rewriting, or trying anew approach, focusing on how well purpose and audience have been addressed.(Editing for conventions should demonstrate command of Language standards 1­3up to and including grade 8).ELACC8W6: Use technology, including the Internet, to produce and publish writing andpresent the relationships between info and ideas efficiently as well as to interact andcollaborate with others.ELACC8W9: Draw evidence from literary or informational texts to support analysis,reflection, and research.b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate theargument and specific claims in a text, assessing whether the reasoning is sound and theevidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).rcategories; include formatting (e.g., headings), graphics (e.g., charts, tables), andmultimedia when useful to aiding comprehension.b. Develop the topic with relevant, well­chosen facts, definitions, concrete details,quotations, or other information and examples.C. Use appropriate and varied transitions to create cohesion and clarify the relationshipsamong ideas and concepts.d. Use precise language and domain­specific vocabulary to inform about or explain thetopic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the informationor explanation presented.

LANGUAGE

SPEAKINGAND

LISTENING

InstructionalSequence for

Task:

Whole class discussion of finished text Students will write final draft of assessment

TASK #3­7

Suggested Time Frame 1 Day

TASK / FOCUS SKILL Reading, examining, and evaluating a short story for theme and message.

ESSENTIAL QUESTION What is another perspective on overcoming obstacles to success?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC8RL1:Cite the textual evidence that most strongly supports an analysis of what thetext says explicitly as well as inferences drawn from the text.ELACC8RL2: Determine a theme or central idea of a text and analyze its development overthe course of the text, including its relationship to the characters, setting and plot; providean objective summary of the text.

WRITING

LANGUAGE

SPEAKINGAND

LISTENING

ELACC8SL1: Engage effectively in a range of collaborative discussions (one­on­one, ingroups, and teacher­led) with diverse partners on grade 8 topics and texts, building onothers’ ideas and expressing their own clearly.b. Follow the rules for collegial discussions and decision­making, track progress towardspecific goals and deadlines, and define individual roles as needed.c. Pose questions that connect the ideas of several speakers and elicit elaboration andrespond to others’ questions and comments with relevant evidence, observations, andideas.d. Acknowledge new information expressed by others, and when warranted, qualify orjustify their own views and understanding in light of the evidence presented.

InstructionalSequence for

Task:

Introduction of new texts: “Determination Leads to Success” by Adithya Mallya Engage class in a discussion of what forces can be obstacles to achievement. Share webquest or slideshow on disabilities and disability studies. http://disstudies.org/;

http://thechp.syr.edu/Disability_Studies_2003_current.html. Read “Determination Leads to Success.” This is a very brief text and reading should take no

longer than 15­20 minutes. Discuss the idea of the character’s physical disability as both a literal and metaphorical

obstacle. Allow students to work in pairs to make lists of personal obstacles to achievement they have

encountered or might encounter in the future. Reconvene class for discussion and comparisons of lists.

TASK #3­8

Suggested Time Frame 2 Days

TASK / FOCUS SKILL Narrative Writing Exercise

ESSENTIAL QUESTION How might I overcome obstacles­external or self­imposed­to achieve success?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING

WRITING ELACC8W3: Write narratives to develop real or imagined experiences or eventsusing effective techniques, relevant descriptive details, and well­structured eventsequences.a.Engage and orient the reader by establishing a context and point of view and introducinga narrator and/or characters; organize an event sequence that unfolds naturally andlogically.b. Use narrative techniques, such as dialogue, pacing, description, and reflection, todevelop experiences, events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence,signal shifts from one time frame or setting to another, and show the relationshipsamong experiences and events.

d. Use precise words and phrases, relevant descriptive details, and sensorylanguage to capture the action and convey experiences and events.e. Provide a conclusion that follows from and reflects on the narrated experiences orevents.ELACC8W4: Produce clear and coherent writing in which the development,organization, and style are appropriate to task, purpose, and audience.(Grade­specific expectations for writing types are defined in standards 1­3 above.)ELACC8W5: With some guidance and support from peers and adults, develop andstrengthen writing as needed by planning, revising, editing, rewriting, or trying anew approach, focusing on how well purpose and audience have been addressed.(Editing for conventions should demonstrate command of Language standards 1­3up to and including grade 8).ELACC8W6: Use technology, including the Internet, to produce and publish writing andpresent the relationships between info and ideas efficiently as well as to interact andcollaborate with others.

LANGUAGE

SPEAKINGAND

LISTENING

InstructionalSequence for

Task:

Teacher will introduce, clarify, and deconstruct narrative writing prompt:In “Determination Leads to Success,” Ekalavya eventually teaches Drona, the archery instructor, that“bounds and limits are in the mind, [and that r]eal courage is fighting against the wrong limits andrespecting the correct ones.” Gladwell writes about the obstacles Joe Flom faced when he beganinterviewing for positions at legal firms, as well as impediments faced by others. Write a descriptivenarrative that tells about a time when you or someone you know well had to overcomelimits—self­imposed and/or external—to achieve a measure of success at something.

Allow time for typical drafting/revising/editing of students’ narratives.