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Current Staff Course Unit/ Length Big Ideas Basic Outline/ Structure Content Vocabulary Text Assessment CCSS Beginning Self-Portrait Students will write an essay all none Rough Draft Listing Activity about them. They will add a Finished essay those (2 cover with a baby picture. Cover most weeks) There should be no names on heavily any of the finished product so used in the the papers are a Guess Who. unit

1. Charact Literary Elements a. Pre-test to determine what Alliteration Notes er Traits they know and b. Start working on those they Literary don’t know Element i. Review Mountain s ii. Notes/definitions iii. Applying them as we read (4 weeks) Development: A. Raymond’s Run: Exposure: of situation A. Raymond’s Run A. Quickwrite, rewrite RL 8.3 change in i. Analyze protagonist’s relationships Introducing: , B. Ransom of Red Quickwrite from RL 8.4 with other characters in the story word choice (why certain Chief character’s point of RL 8.5 ii. How does the protagonist change names like Ebeneezer) C. Raymond’s Run view, comprehension RL 8.10 and what causes the changes? Mastery: Protagonist, and Ransom of test SL 8.1 iii. Do quickwrite from Squeaky’s point inference, compare/contrast, Red Chief L 8.4 of view draw conclusion, predict, D. A Retrieved B. irony chart, draw point of view, Reformation conclusions chart, B. Ransom of Red Chief: E. Ransom of Red comprehension test i. Analyze Bill and Sam’s motivation Chief and A ii. Track the character development of Retrieved C. Essay that addresses Bill and Sam Reformation what causes the changes in the C. Compare and Contrast characters character - Essay will be between stories edited in Language class and assessed for D. A Retrieved Reformation content in Lit class i. track changes in character ii. analyze supporting character’s role D. Character chart, iii. Write a “conclusion” to the story paragraph analyzing role of supporting E. Compare and Contrast Author’s character, Choices comprehension test E. Chart that compares the , word choices, style

Unit 2: Plot How Plot Development A. Track the plot Flowers for Algernon A. Plot/character chart RL 8.2 Development Changes Character B. Track the character changes , internal B. Story Extension RL 8.3 (3 weeks) C. Look at author motivation , external conflict, choice of: new RL 8.7 D. compare/contrast, point of conclusion, research, RL 8.9 view brochure, letters, RL 8.10 interviews W 8.6 C. comprehension test SL 8.1

Unit 3: How Author’s Purpose and For each story: , atmosphere, , A. The Monkey’s Paw A. word collage, RL 8.1 Atmosphere Word Choice affect the tone 1. Look at atmosphere and tone conflict, word choice, B. The Tell-Tale Heart Ending rewrite, RL 8.3 and Tone and atmosphere of a story 2. Author’s Purpose compare/contrast, C. The Black Cat assessment test RL 8.10 (2 weeks) 3. Word choice used to set the prediction, inference D. The Hitchhiker (if B. Venn Diagram, SL 8.1 tone time) compare/contrast 4. Compare and contrast The Tell- paper, Tale Heart assessment test 5. 6. Description

A. Follow-Up to Monkey’s Paw 1. Create a collage of words and images that show the story’s mood 2. Rewrite ending on what would have happened had Mrs. White opened the door before her husband made the last wish B. Follow-up to The Tell-Tale Heart and The Black Cat 1. Venn Diagram detailing comparisons and contrasts of the two stories 2. Write a compare and contrast paper based on the Venn Diagram 3. Watch movie and look for connection between the 2 stories 4. Analyze why the director chose to combine the 2 stories in the movie The Tell-Tale Heart

Unit 4: Debates Argumentative Strategies A. Research debate, argument none - topic to A. Outline of debate RI 8.7 (2 1/2 weeks) B. Create an outline of debate research B. Presentation RI 8.10 C. Publicly debate C. Knowledge of both W 8.1 D. Answer “” questions sides W 8.6 E. Follow up on the debate process D. Ability to field SL 8.1 F. Essay on their portion of the topic questions SL 8.2 E. Research notes F. Essay - content will be assessed in Lit and mechanics will be assessed in Language

Unit 5: Common Determining Theme and A. A Christmas Memory compare/contrast, author’s A. A Christmas A. summary, RL 8.3 Theme (3 recurring theme i. Look at word choice purpose, word choice, Memory retelling of story RL 8.6 weeks) ii. summarize theme, summarize, tone, B. Christmas Day in from a different RL 8.7 iii. retell story from the retell the Morning perspective RL 8.9 perspective of the “relatives.” C. Champion Stock B. Summary SL 8.1 iv. Watch movie and keep C. Summary compare/contrast notes from D. Look at all stories story to movie for recurring theme B. Christmas Day in the Morning i. summarize C. Champion Stock i. summary D. Theme

If time - 2 - 3 Readers’ Theater Students will read one of the tone Various that I have Informally assessed on RL 8.6 days Readers’ Theaters for created fluidity and word usage - RL 8.9 Students will have the opportunity tone to take one of their favorite children’s books to turn into a Readers’ Theater for extra credit 2nd SEMESTER

Identify Literary Elements Students will watch a video of the RL 8.1 contained in “I Have a Dream” speech and have a hard copy. RL 8.3 speech On the hard copy, they will RI 8.10 circle and identify Literary Elements Students will look at the wording to draw conclusions and inferences to support what the text is saying Unit 6: Identify and analyze poetry A. The Raven: infer, key words, themes, A. The Raven Each will be assessed RL 8.4 Start of 2nd i. Analyze word choice and identify, analyze, speaker, B. Willow and Ginkgo orally as we read to check RL 8.5 Semester meanings - connotation vs. figurative language, stanza, and Introduction to for understanding - to RL 8.10 (2 - 3 weeks) denotation sound devices, rhyme Poetry make sure students are W 8.9 scheme, symbol, alliteration, C. Macavity and able to interpret meaning. (Hiawatha) B. Willow and Intro connotation/denotation, Vermin SL 8.1 i. Figurative Language: Simile atmosphere, personification, D. Speech to the There will be an and draw conclusion, infer, Young and Mother assessment test over all ii. Interpret lines speaker, ballad, , rhythm, to Son poetry at the end. iii. Analyze tone meter, onomatopoeia E. Not My Bones and One More Round C. Macavity and Vermin (Fortune’s Bones - i. Analyze figurative language to story Not My determine meaning of poem Bones is based on) ii. Draw conclusions F. Song of Hiawatha iii. Interpret lines and Boots of Spanish Leather D. Speech and Mother G. Other short poems i. Inferences ii. Speaker

E. Not My Bones and One More Round i. Vocabulary in context ii. Analyze and compare word choice iii. Read Fortune’s Bones iv. Outline Fortune’s Bones v. Compare the theme of these two poems and 1 non- article

F. Hiawatha and Boots i. Identify and analyze rhythm and meter and their effects ii. identify, analyze, and evaluate characteristics of narrative poetry

Unit 7: Theme Look and Unique Themes, A. Gil’s Furniture theme, , symbol, A. Gil’s Furniture 1. Informally assess the RL 8.4 and Symbol Universal Themes, and i. Identify and interpret symbols inference, analyze, folk tales, Bought & Sold drawing/representati RL 8.10 (1 ½ - 2 weeks) ii. Identify and analyze theme compare/contrast B. Pandora’s Box on SL 8.1 iii. Make inferences and draw C. The Old 2. Informally assess conclusions Grandfather and His ability to apply the Little Grandson and myth to meaning B. Pandora’s Box The Wise Old Woman 3. Assessment test over i. Analyze motives of characters all four short ii. Create a drawing that represents stories/ what happens when Pandora opens the box iii. Identify theme iv. Examine the myth to see what the people of ancient Greece were trying to explain through the myth A & B - i. Create a Y-chart comparing the music box in Gil’s to Pandora’s box.

C. Grandfather and Old Woman i. Compare the 2 folk tales for universal theme using chart (p. 473)

Unit 8: This unit incorporates all skills Students will keep a notebook that will Pretty much all Literary One of the following: 1. Chart on RL 8.2 Incorporating learned in previous units be graded throughout the novel on the Elements as students will be ● Lyddie character RL 8.3 following basis expected to independently ● Adventures of RL 8.4 what previously development a. Character development identify and provide examples Tom Sawyer RL 8.7 taught from their reading 2. Novel Notebook RL 8.10 (4+ weeks, i. keep a chart showing ● Revenge of 3. 2 vocabulary SL 8.1 depending on changes in character Focusing as a class on: the Whale quizzes based on L 8.4 and what caused the 1. Cause and Effect the novel) their vocab changes 2. Theme

ii. How does the 3. Conflict 4. Project change? 4. Characterization 5. Final assessment iii. What causes character 5. Plot development test to mature and change iv. How does the focus of the character change and why b. Theme i. Students will keep a novel notebook detailing: ● Title ● Author ● Chapter # and Title ● Main characters per chapter - must be able to distinguish between main character(s) and minor characters ● 2 vocab words of their choice per chapter ● Correctly identify 2 Literary Elements per chapter and give examples ● Summary or Plot of each chapter ● Theme after last chapter Students create a project such as recreate the cover, draw a scene, rewrite the ending, write a portion through the eyes of a different character

Unit 9 - Exposing students to History 1. Do KWHL chart to determine Conflict “The Diary of Anne 1. Students will turn RL 8.2 Holocaust/Diary and how Literature ties into it what they think they know Frank” in text in KWHL chart RL 8.3 2. Use excerpts from other books RL 8.7 of Anne Frank once completed to introduce the topic Various outside sources RL 8.9 3. Show a documentary on including excerpts from to see if RL 8.10 Auschwitz , documentaries, individually RI 8.10 4. Paperclips documentary articles, current news, corrected SL 8.1 5. Story specific vocab etc misconceptions 6. Read the version 2. 2 assessment a. relate to Anne - could they live without the tests (1 after each technology, friends, ) cooped up, no noise 3. worksheets to during working hours track b. what was the impact on understanding of the family c. Survival skills the material d. character development 4. final Project on all characters - some 5. Reaction paper seem to change a lot and some not so much or at all 7. Follow-Up Activity a. Write a letter from the perspective of someone during WWII - Holocaust victim, Jewish person who escaped, someone in hiding, someone hiding a Jewish person, an American soldier after liberating a camp, a Nazi soldier - must not be a real person - extra credit for making the letter look authentic - must not be typed unless on a real typewriter 8. Watch and react to Anne Frank: The Whole Story movie

WOW - Words of WOW Students get 2 words per week - 1 that L 8.4 the Week they should know and 1 that is for fun (all year) Mini Lessons Mini Lessons Students will read non-fiction articles and various from OpenEd 1. Assessed on RI 8.1 watch video clips that are connected to or NewsEla or PBS understanding of RI 8.9 stories we are reading RI 8.10 text - short W 8.9 (b) response answers SL 8.1 using textual evidence Lit. Element Test Final assessment of Literary Students have notes and take tests 1st, Varies based on pre-test and none 1. Assessment of Elements 2nd, and 4th quarters covering current knowledge 4th quarter approximately a total of 30 literary Literary Elements elements

Post-Test Post-test on Literary Elements Students take a post-test that is exactly none 1. Assessment on like the pre-test to determine what what learned over elements they can now identify the year - grade based on improvement all year Acquire and use accurately *Students take or are given notes on Literary Elements 1. Informal RL 8.6 grade appropriate general Literary Elements covered on pre and assessment as academic and domain specific * Students identify elements as they post-test: read words and phrases read 2. Notebooks during * Students find elements on their own Imagery novel (3rd as are reading novel characterization quarter) tone 3. Quarterly tests, suspense 1st, 2nd, and 4th plot quarters 4. Pre and post-test irony (verbal, (graded on dramatic, of situation) improvement) atmosphere inference allusion hyperbole alliteration dialect conflict (internal and external) protagonist simile symbol rising resolution falling action setting description dialogue foreshadowing antagonist character fiction non-fiction myth idiom tall tale figurative language autobiography metaphor rhyme point-of-view (1st, 3rd limited, 3rd omniscient) genre protagonist couplet folk tale mood stanza personification rhyme scheme memoir repetition understatement Acts Scenes rhythm onomatopoeia biography assonance