Preliminary Edition – August 2013 Curriculum Map – Ware Public Schools – English Language Arts: Grade 8 Urban Settings in America: “It Happened in the City” Unit 1 - Number of Weeks: 6 – Sept.-mid Oct. Essential Question: What does the urban setting contribute to these stories? Terminology: connotation, explicit textual evidence, implicit textual, evidence, literal versus figurative language, setting, and theme Focus Suggested Sample Activities and Assessment Standards Works/Resources Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with (IG) Illustrated Guide http://lexile.com/fab/ other works identified as exemplar (NC) Non-Conforming (NP) Non-prose (no code) RI.8.1: Cite the ANCHOR TEXTS MCAS textual evidence that The Great Fire (Jim District GRADE testing most strongly Murphy) (E) (1130L) DRA supports an analysis Kiki Strike: Inside the Dibels of what the text says Shadow City (Kirsten Miller) Open Response writing with Mass. rubric explicitly as well as Group and class discussion inferences drawn Participation from the text. LITERARY TEXTS Journal responses to literature, art, media, non-fiction Stories Dramatization of poems RI.8.6: Determine an The Catcher in the Rye (J. Writing poems author’s point of D. Salinger) (790L) view or purpose in a All of the Above (Shelley INTRODUCTORY ACTIVITY (FOR THE YEAR) text and analyze Pearsall) how the author You will be reading a variety of literature and informational texts this A Long way from Chicago: year, including some genres that you may not have read before. On a acknowledges and A Novel in Stories (Richard responds to shared spreadsheet, your teacher will give you a list of twenty genres Peck) (such as adventure, historical fiction, comedy, ancient history, science conflicting evidence The King of Dragons (Carol or viewpoints. fiction, and fantasy) from which to select titles and to which you may Ware Public Schools Common Core Curriculum, ELA-Grade 8 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 1 Preliminary Edition – August 2013 Focus Suggested Sample Activities and Assessment Standards Works/Resources Fenner) (820L) add titles. Be sure to select titles, and topics, of enduring interest. One W.8.3: Write of your goals by the end of the year is to read books from at least four narratives to develop Short Stories genres that are new to you. real or imagined (Note: These are used again in Unit experiences or Two.) INTRODUCTORY/CLASS DISCUSSION events using Nine Stories (J.D. Salinger) Your teacher will read Alphabet City and City by Numbers, both by effective technique, The Umbrella Man and Stephen T. Johnson, to the class. What is the author’s purpose in relevant descriptive Other Stories (Roald Dahl) creating these texts? How can we use these books to begin looking at details, and well- (EA) cities (urban settings) in a different way? What are the advantages structured event America Street: A and disadvantages to using picture books to examine setting? Write sequences. Multicultural Anthology of responses to these questions in your journal and share with a partner Stories (Anne Mazer, ed.) prior to class discussion. (RI.8.1, RI.8.5, RI.8.6, RI.8.7) SL.8.1: Engage Bag in the Wind (Ted effectively in a range Koozer) LITERARY GRAPHIC ORGANIZER of collaborative Poetry As you read one of the novels and/or short stories from this unit, take discussions (one-on- notes in your journal or on a spreadsheet about the story characters, one, in groups, and “Chicago” (Carl Sandburg) plot, theme, and setting. As you take notes about these categories, teacher-led) with (E) think about how the setting affects the story. Be sure to note page diverse partners on O Captain! My Captain!” numbers with relevant information that is explicitly stated or implied, so grade 8 topics, texts, (Walt Whitman) (E) you can cite the text during class discussion. and issues, building Stone Bench in an Empty Who is/are the major character(s)? on others’ ideas and Park (Paul Janeczko) What is the problem faced by the character(s)? How does expressing their own Technically, It’s Not My he/she/they resolve the problem? clearly. Fault (John Grandits) What is the theme of the novel? (i.e., good vs. evil, overcoming Picture Books (as an challenges, etc.) SL.8.1 (a): Come to Introduction to This Unit) What is the effect of the setting(s) on the characters? discussions City by Numbers Is the effect of the setting stated or implied? prepared, having (Stephen T. Johnson) What unique words and phrases does the author use to read or researched Bag in the Wind (Ted describe the setting(s)? material under study; explicitly draw Kooser) Prior to class discussion, your teacher may give you the opportunity to on that preparation share your notes with a partner who read the same text. (RL.8.1, by referring to RL.8.2, RL.8.4) Ware Public Schools Common Core Curriculum, ELA-Grade 8 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 2 Preliminary Edition – August 2013 Focus Suggested Sample Activities and Assessment Standards Works/Resources evidence on the CLASS DISCUSSION topic, text, or issue INFORMATIONAL TEXTS Compare and contrast settings, characters, plots, and themes of the to probe and reflect Nonfiction various novels read. Can you make any generalizations about the on ideas under The Building of Manhattan effect the urban setting has on these stories? What are they? After discussion. (Donald Mackay) (E) class discussion, create a Venn diagram in your journal or with an Skyscraper (Lynn online template that outlines the similarities and differences among the SL.8.1(b): Follow Curlee)(1200L) settings, characters, plots, and/or themes. Post your thoughts on the rules for collegial The New York Subways classroom blog in order to continue the conversation with your discussions and (Great Buildings Feats classmates. (SL.8.1a,b, RL.8.4) decision-making, Series) (Lesley DuTemple) track progress New York (This Land is INFORMATIVE/EXPLANATORY WRITING toward specific goals Your Land Series) (Ann (Use the research process learned and practiced in sixth and seventh and deadlines, and Heinrichs) grades when writing this essay.) Read at least three different define individual September 11, 2001: Attack informational texts about New York City, from books about the events roles as needed. on New York City— of September 11, 2001, or Ellis Island, to Manhattan architecture or Interviews and Accounts the New York art world. Analyze how different texts make connections L.8.4: Determine or (Wilborn Hampton) (1060L) or distinctions among individuals, ideas, or events. Explain your clarify the meaning September 11, 2001 findings in a well-developed essay. Cite at least three examples from of unknown and (Cornerstones of Freedom, each text to illustrate how their approaches to the topic are similar and multiple-meaning Second Series) (Andrew different. Use a mixture of paraphrasing and direct quotations. Share words or phrases Santella) (890L) ideas with a partner and revise your ideas, if desired. Edit your writing based on grade 8 Let’s Roll! Ordinary People, for gerunds, participles, infinitive, commas, ellipses, and dashes. reading and content, Extraordinary Courage (Lisa choosing flexibility Beamer) NARRATIVE WRITING from a range of While reading the short stories in this unit, explore your own style of “The Evolution of the strategies. writing. Compare and contrast the following aspects of the stories: Grocery Bag” (American Which author orients the reader to a story in a manner that is similar to Scholar Magazine, Autumn L.8.4(a): Use your own? What sensory details do authors use that you like to use 2003) (Henry Petroski) (E) context (e.g., the too? How does the author incorporate setting as an integral part of America’s Top 10 Cities overall meaning of a your story? Also, what new vocabulary words can you incorporate into (Jenny E. Tesar) sentence or your story? How will you story end? Write your own short story about paragraph; a word’s An American Plague: The a real or imagined experience that effectively explores the effect of an position or function True Terrifying Story of the urban setting on characters and plot. Edit your writing for gerunds, Yellow Fever Epidemic of Ware Public Schools Common Core Curriculum, ELA-Grade 8 adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 3 Preliminary Edition – August 2013 Focus Suggested Sample Activities and Assessment Standards Works/Resources in a sentence) as a 1793 (Jim Murphy) (EA) participles, infinitives, commas, ellipses, and dashes. Publish your clue to the meaning story as a podcast or on a class blog and request feedback. (W.8.3, of a word or phrase. ART, MUSIC, AND MEDIA W.8.7, L.8.1a, L.8.2a) Art L.8.4(b): Use New York NARRATIVE WRITING (AND MULTIMEDIA) common, grade- Edward Hopper, Read haiku poems from Stone Bench in an Empty Park by Paul appropriate Greek or Nighthawks (1942) Janeczko and concrete poems from Technically, It’s Not My Fault by Latin affixes and Piet Mondrian, Broadway John Grandits. Next, compare the portrayal of the grocery bag in Bag roots as clues to the Boogie Woogie (1942-1943) in the Wind by Ted Kooser to “The Evolution of the Grocery Bag” by meaning of a word Joseph Stella, Bridge Henry Petroski. How does the structure of each text affect the (e.g., precede, (1936) meaning? Write a concrete or haiku poem about a grocery bag and recede, secede). Jean Michel Basquiat, recite your poem accompanied by a visual/digital illustration. Edit your Untitled (1981) writing for gerunds, participles, infinitives, commas, ellipses, and Chicago dashes.