ELA Unit At-A-Glance Organizer Overcoming Societal Challenges Grade 8

ELA Unit At-A-Glance Organizer—Overcoming Societal Challenges—Grade 8 Essential Question: How do we find the strength within to overcome challenges that are beyond our control?

LS 01 Unit/Essential LS 02 Build Knowledge LS 03 Short Focused LP 01 Close Reading LP 02 Close Reading Question Introduction of Societal Challenges Research RL 1, RL 2, RL 4, RL 10, W 2, RL 1, RL 2, RL 10, W 2, W 4, W 4, W 10, SL1, SL 4, SL 6, L W 10, SL1, SL 4, SL 6, L 1, L3, RL1, RL2, RL5, SL1 RL1, RL2, RL 4, RL5, W 7, W 9, RI 1, SL1 1, L3, L 4, L 5, L 6 L 4, L 6 RL10, RI 1, RI 2, RI 4, RI  Anticipation Guide / 10 Develop understanding of Close Reading: excerpts from Close reading: Act 1, Scenes 2 & Self-Evaluation on the methods used by the Act 1, Scene 1 of the drama The 3 of the drama The Diary of Morality Multiple digital and non- Germans to segregate and Diary of Anne Frank and a poem Anne Frank. Students find  Unit Essential digital texts dealing with then murder millions of by Andrew Motion, “Anne Frank evidence to support contradicting Question: societal challenges. Some Jewish people during WW Huis.” Through close reading, character traits for Anne Frank How do we find the suggested topics are II. some of the challenges that and discuss how these traits help strength within to Holocaust, Oppression, will be faced by Anne Frank Anne find the strength to cope overcome a challenge Sudan, Rwanda, and At the conclusion of this are examined. with the challenges beyond her that is beyond our Armenian Genocide seed, students should be control. control? introduced to the drama Homework: Students may  A poem dealing with The Diary of Anne Frank read/listen to Act 1, Scenes 2 & Homework: Students may read societal challenges and independently read 3 specific excerpts from the text of such as “Tears of Act 1, Scene 1. Anne’s actual diary, A Diary of a Darfur” by Mahnaz Young Girl. Badihian. Lesson Plans: Close Readings

Introductory Lesson Seeds: Unit Pre-Assessment/ Knowledge of Societal Challenges/Short Focused Research

LP 03 Close Reading LS 04 Comparing Texts LS 05 Writing Argument/ LS 06 Close Reading: Trace the RL 1, RL 2, RL 3, RL 10, W 2, W 4, RI/RL 1, RL 5, RI 9, W 2, W 9 Routine Writing Development of a Central Idea W 10, SL1, SL 4, SL 6, L 1, L3, L 4, Compare structures and mark RI 1, RI 2, W1, W 9, SL1 RL 1, RL 2, W 2, W 9, SL1 L 6 conflicting information between the Analyze the decision to invite Mr. Read Act 2 of Drama, as well as Close reading: Specific excerpts from diary, Tuesday, 10 November 1942 – Dussel to stay with the Franks in excerpts from other texts, in order to the text of Anne’s actual diary, A Diary Monday, 7 December 1942, and Act the annex, according to the diary trace the methods used by specific of a Young Girl. Students find evidence 1 of the drama. Draw conclusions (10 November 1942). Select characters to find strength within to demonstrating how Anne finds the about the two structures and the strongest pieces of evidence to overcome the societal challenges of strength to cope with the challenges purpose of opposing facts or the support your claim. the Holocaust. beyond her control. interpretation of the facts used in Homework/Classwork to be completed the play. Homework: Students may be prior to next lesson: Students read Act Homework: Students may be assigned Act 2 of the drama to read 1, Scenes 4 & 5, as well as the diary, according to directions in Lesson Note: Lesson Seeds and Lesson Plans may cover multiple instructional periods.

Lesson Seed: Comparing Texts ELA Unit At-A-Glance Organizer—Overcoming Societal Challenges—Grade 8 Tues, 10 Nov 1942 – Mon, 7 Dec1942, Seed 6 assigned Act 2 of the drama to read noting conflicting information. according to directions in Lesson Lesson Seeds: Seed 6 Close Reading Lesson Plan: Lesson Seed: Close Reading Writing Argument

LS 07 Novel Study/Literature Circles LP 04 Research RL/I 1, RL/I 2, RL/I 4, RL/I 5, RL/I 10, W 4,W 10, SL1, SL 5, L 1 RI 1, RI 2, RI 3, RI 8, RI 9, RI 10, W 1, W 2,W 4, W 5, W 6, W 7, W 9, W 10, SL 2, SL 3, SL 4, SL 5, SL 6, L 1, L 2, L 3, L 4, L 5, L 6 After students have completed the reading of the Anne Frank diary/ drama, they read an independent novel, historical fiction, memoir, or biography dealing This lesson focuses on students researching a societal challenge with a different (not WWII Holocaust) societal challenge. If students read the related to the independent reading of the text used for the literature Anne Frank diary/drama in class, the independent novel can start earlier in the circles. The length of the research will cover one or more weeks and unit. The societal challenge that is the focus of the literature circle will become will be dependent up how much of the research is completed in class the fodder for the research project and topic. Suggested literature circle topics or as homework. It is suggested that students complete some are: research and writing steps independently at home.  Injustice/Oppression  Human Rights/Prejudice  Poverty /Homelessness  Environmental Challenges Literature circle discussions should be woven into class time 2-3 days a week. (Monday-Wednesday-Friday or Tuesday-Thursday) On-going Lesson Seed: On-going Lesson Seed: Research Literature Circles

Note: Lesson Seeds and Lesson Plans may cover multiple instructional periods. ELA Unit At-A-Glance Organizer—Overcoming Societal Challenges—Grade 8 LS 09 Close Reading: LS 10 Close Reading: LS 11 Point of View and LS 12 Close Reading: LS 13 Comparing Text to Film Characterization and Point of View and Mood Mood Trace the Development RL 1, RL 7, W 1, W 2, W 9, SL Point of View; Writing of a Theme RI 1, RI 3, RI 6, W2, W4, RI 1, RI 3, RI 6, W2, W4, 1, SL3, SL 4 Argument W5, W9, SL1 W5, W9, SL1 RL 1, RL 2, W 2, W 9 After viewing clips from the film RI 1, RI 3, W 1, W 4, W Students read and annotate Students read and analyze Students write an Life is Beautiful (chapters 15, 18, 9, SL1 an excerpt from We All Wore an excerpt from Anne Frank explanatory text tracing 19, 20), students will analyze the Students read the excerpts Stars: Memories of Anne Remembered: The Story of the development of the impact of different techniques from various Anne Frank Frank From Her Classmates the Woman Who Helped to theme and using the employed that are unique to each texts to identify the by Theo Coster, pp. 14- 16 “A Hide the Frank Family by strongest evidence to medium; assess effects of the differing points of view New School: Age Thirteen” in Meip Gies ” in order to support their ideas changes on the mood, tone, about Anne, herself. (The order to determine point of determine point of view and theme, and on meaning; and way Anne views herself as view and how it affects the how it affects the reader’s Homework: Independent evaluate the purpose and the contrasted to the way reader’s mood through the mood through the use of reading/ preparation of motives behind the changes in the others view her.) use of textual evidence. textual evidence. literature circles/research creation of the film presentation Homework: Independent Homework: Independent Homework: Independent Homework: Independent reading/ reading/ preparation of reading/ preparation of reading/ preparation of preparation of literature literature circles/research literature circles/research literature circles/research circles/research Lesson Seeds: Close Reading/Point of View and Mood Lesson Seed: Lesson Seed: Lesson Seed: Theme Comparing Text to Close Reading/ Film Writing Argument

LS 14 Short Literary Non- LS 15 Short Literary Non- LS 16 Short Piece Literary LS 17 Unit Summative Assessment Fiction (excerpts, short Fiction (excerpts, short Non-Fiction (excerpts, short RI 1, RI 2, RI 3, RI 10, W 2,W 4, W 5, W 6, W stories, poems, speeches, stories, poems, speeches, stories, poems, speeches, 10, SL 1, SL 6, L 1, L 2, L 3, L 4, L 5, L 6 photographs, etc.) photographs, etc.) photographs, etc.) RL 5, RL 7, W2, W9, SL1 RL/I 1, RL/I 2, W2, W4, W9, R5, 1, W9, SL1  SL1 Students retake the unit’s anticipation guide; Students read multiple texts of Students will participate in a close compare and contrast responses; and reflect differing structure connected to Students will read multiple texts reading of an excerpt from “Hope, on their views regarding facing societal the unit theme, Overcoming of non-fictional accounts of Despair, Memory” Wiesel’s Nobel challenges beyond their control. Societal Challenges. They individuals enduring challenges Prize Lecture and collaborate in  Students synthesize evidence from 3 or analyze the effect the structures during the Holocaust, analyzing small groups to .share their more texts (digital and non-digital) that have on the meaning and style, how the challenge was endured. thoughts regarding the they examined throughout the unit, in supporting their analysis with They will write a generalization implications of hope and memory order to write an argument about the way evidence from the texts about how individuals endured in Wiesel’s Nobel Prize Lecture. individuals address societal challenges Homework: Independent challenges during the Holocaust. Generalizations will be supported beyond their control. reading and preparation of Homework: Independent reading with quotations and specific literature circles and preparation of literature examples from the selections circles read. Note: Lesson Seeds and Lesson Plans may cover multiple instructional periods. Lesson Seed: Synthesis/Writing Argument ELA Unit At-A-Glance Organizer—Overcoming Societal Challenges—Grade 8 Homework: Independent reading and preparationLesson of Seeds: literature circlesShort Literary Non-Fiction

Note: Lesson Seeds and Lesson Plans may cover multiple instructional periods.