Grade 8 Core Reading Units

Grade
8 Core Reading
Curriculum Units Required Reading Materials
PrenticeHallLiterature,SilverLevel
GentlemanofRioenMedio
WesternWagons
TheOtherPioneers
fromHatchet
SouthernMansion
NewWorld
Unit1GlobalSettingspgs.210
TheInteractiveReader
TreasureofLemonBrown
TheRansomofRedChief
Online Poetry
Suburban
Chicago,CarlSandburg
ThePlains
JottingsofNewYork
Novel
BriansReturnByGaryPaulsen
or
TheYearling byMarjorieKinnanRawlings
OnlineArticles
USAttacked: HijackedJetsDestroyTwinTowers
UrbanizationofAmerica TheUSAonline.com
Unit2AuthorsandArtistspgs.1118
Online
I,Too,SingAmerica,byLangstonHughes
WeWeartheMask,byPaulDunbar(audio)
Interviews&Articles(seeunitactivities)
MothertoSon
Unit3LookingBackonAmericapgs.1924
PaulReveresRide
TheDrummerBoyofShiloh
Emancipation,fromLincoln:APhotobiography
ArgumentsinFavorofaSixteenthAmendment
InvocationfromJohnBrownsBody
HarrietBeecherStowe
HarrietTubman:GuidetoFreedom
TheDeposition:Draft
TheUndergroundRailroad
TheRoadNotTaken
Unit4TheRoadNotTakenpgs.2531
Novel
ChasingVermeerbyBlueBalliett
SafariMontage
VideoofLifeofVincentVanGogh
Online/SafariMontage
OccurrenceatOwlCreekBridge
PreambletotheU.S.Constitution&First
Amendment
LettertoThomasJefferson
Online
WinstonChurchill:AddresstoParliament
Heroism:BraveryBeyondBelief70years
ago,chaplains,onasinkingship
WinstonChurchillBiography
Everyunitlistedabovealsohassuggestedoptionalresources;thesearesimplytheminimumrequiredmaterialsforinstructionofeachunit.Teachersare
encouragedtopullinadditionalresourcesrelatedtothethemeandessentialquestionforeachunit.
M/J Reading 3, Grade 8 Curriculum Units
RaymondsRun
SpeechtotheYoung
Page 1
Grade8CoreReadingCurriculumUnit1
GlobalSettings
OVERVIEW:Studentsworkoncitingtextualevidencethatuncoverstheimpactofsettingonindividualsandevents.Studentswillexplore
charactersandplots,buttakeauniqueapproachtoexamininghowsettingdirectlyorindirectlyaffectsthesestoryelements.Additionally,
studentswillreadvariousinformationaltextsthroughoutthisunit.Studentmasterywillbedemonstratedthroughaprojectbasedassessment.
ESSENTIALQUESTION:Urban,Rural,andSuburban:Howdoessettingcontributetoatext?
REQUIREDPROJECTBASEDASSESSMENT
PortfolioMenuOptions
Thefinalprojectwillallowstudentstoanswertheessentialquestion:Howdoessettingcontributetoatext?
Studentswillcreateaportfoliofromthefollowingmenuofoptionsforatotalof100points.Allessaysmustbeaminimumoffiveparagraphslong,andconform
totheidentifiedrubric.*LinkstoRUBRICSforscoringareincludedattheendofthisunit.
Studentwillselectanovelwithanurbansetting.Studentswillreadthenovelandthencompleteanessaythataddressestheessentialquestion:Howdoes
thesettingcontributetothestory?(ReadingCountsnoveloptional)(30points)*RUBRICC
Studentswillprepareavisualrepresentation(poster)ofthenovelwithemphasisonthesetting.Asanextension,studentscouldcomparetheircharacter
fromtheirnovel(iftheychoosethebookreportoption)toanonfictionstory/articlecoveredduringtheunitaswell.(10points)*RUBRICD
Createapoemwhichclearlydescribesandemphasizesthesetting;urban,ruralorsuburban.(10points)
Aresearchessaydefiningthetermsandcomparingandcontrastingthethreecommunities:urban,suburban,rural.(30pts)*RUBRICA
Aphotoessaywithaminimumof10imagesdepictingtheessentialelementsofrural,suburbanorurbancommunities,withthesignificanceofeachimage
describedinathreesentencecaption.(10pts)Thisoptioncanberepeatedforeachofthethreecommunitiesforatotalof30points.*RUBRICB
Aparagraphdescribingthesettingofoneoftheworksread,andtheimpactofthesettingontheplot,characters,andoroutcomeofthestory.(5pts)This
optioncanberepeatedfourtimesforatotalof20points.*RUBRICC
Anartworkclearlyillustratingapivotalsettingfromanyoftheworksread.Theartworkmustincludetitleofthework,authorandthetextbaseddescription
ofthescenedepicted,correctlycited.(10pts)Thisoptionmayberepeated3timesforatotalof30points.*RUBRICDArtwork
Apersuasivetriboardphotoessay,PhotoStoryorPowerPointwithaminimumof10imagespresentinganargumentforoneofthethreecommunities
rural,urban,orsuburbanastheideallocationforyourfuturehomeasanadult.Inyourargumentbesuretoincludespecificinformationregarding
employment,education,familylife,sociallife,andrecreationthatclearlysupportyourselection.Eachimagemustbeaccompaniedbyaminimumthree
sentencewritten(orspoken)caption.(30pts)*RUBRICDPhotoEssay/PhotoStory/PPT
Anoriginalshortstoryorplayinwhichthesettingisclearlydefinedasrural,suburban,orurban,andsettinghasasignificantimpactonthecharacter(s),
plot,andoroutcomeofthestory.(50pts)*RUBRICB
(LAFS.8.RL.1.1,LAFS.8.RL.2.5,LAFS.8.RI.1.1,LAFS.8.RI.1.2,LAFS.8.RI.2.6,LAFS.8.RI.3.7,LAFS.8.W.1.1,LAFS.8.W.1.2,LAFS.8.SL.1.1ad)
Page 2

STUDENTOBJECTIVES
Readanddiscussavarietyoffictionandnonfiction,specificallywhatthesegenresrevealaboutlifearoundtheglobe.
Writeavarietyofresponsestoliterature,poetry,andinformationaltext.
Compareandcontraststorycharacters,plots,themes,andsettingsfromliterarygenresaroundtheglobe.
Evaluatethestructureofvarioustextsanddiscusstheimpactofthestructureonitsmeaning.
Compareandcontrastlifeinasuburban,urbanandruralsetting.
CompareandContrastelementsofinformationaltext.
Analyzedifferentaccountsofthesameevent(i.e.,September11,2001).
Definerelationshipsbetweenwords(e.g.,urban,urbanization,suburban;city,citify;metropolitan,metropolis).
Participateingroupdiscussions.
REQUIREDFICTION
TreasureofLemonBrown,WalterDeanMyers,SEp.60
TheRansomofRedChief,O.Henry,SEp.22
PrenticeHallLiterature
GentlemanofRioenMedio,JuanA.A.Sedillo,SEp.268
WesternWagons,StephenVincentBent,SEp.146
TheOtherPioneers,RobertoFlixSalazar,SEp.148
fromHatchet,GaryPaulsen,SEp.166
NewWorld,N.ScottMomaday,SEp.878
SouthernMansion,ArnaBontemps,SEp.500
Online
Suburban,(poem)byJohnCiardi
ThePlains,(poem)byAndrewBartonPaterson
JottingsofNewYork,(poem)byWilliamTopazMcGonagall
Chicago,(poem)byCarlSandburg
Novel
BriansReturnbyGaryPaulsen
TheYearlingbyMarjorieKinnanRawlings
Page 3
REQUIREDNONFICTION
ArticlefromNewYorkTimes9/12/2001
U.S.Attacked:HijackedJetsDestroyTwinTowers
ArticlefromAchieve3000
SameKids,DifferentLives
ArticlefromTHEUSAONLINE.COM
UrbanizationofAmerica
REQUIREDVOCABULARY:Thevocabularylistprovidedbelowistheminimumrequirementforthisunit.Thereadingteacherisencouragedto
identify,select,andinstructadditionaltextbasedvocabularyasappropriatetomeetstudentneeds.
AcademicLanguage
U.SAttacked:HijackedJetsDestroyTwin
TheRansomofRedChief,O.Henry,SEp.36
connotativemeaning
Towers
diatriben.condemnation;bitter,abusive
denotativemeaning
calamityadj.agreatmisfortune
criticism
audaciousadj.boldordaring
explicittextualevidence
ransomn.apriceorapaymentdemandedin
gorgedadj.stuffedorextremelyfull
implicittextualevidence
returnforthereleaseofpropertyoraperson
stymiedadj.problemsodifficultthatit
literalvs.figurativelanguage
pervadev.tobespreadortobepresent
discouragesanysolution
setting
throughout
repercussionsn.aresultofaconsequence
theme
collaboratev.toworktogetheronaproject
armadan.alargegroupoffleet
patternoforganization
complyv.toactaccordinglywithacommand,
despicableadj.worthyofonlyrejection
textstructure
requestororder
chaosn.confusionordisorder
RelatedtotheEssentialQuestion:
surreptitiouslyadv.inasneakyway;secretly
indelibleadj.notbeerasedorforgotten
propositionn.asuggestedplan
rural
hastenedv.tohurry
palatableadj.acceptabletothetaste;ableto
urban
infamyadj.badreputationforoutrageousacts
beeaten
suburban
aftermathn.effectsofahorribleevent
commendv.tospeakhighlyof;topraise
metropolis
impudentadj.offensivelyboldanddisrespectful
metropolitan
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UrbanizationofAmerica
predominatelyadv.controllinginfluence
industrializationn.commercialproductionor
saleofgoods
substantiallyadv.considerableamount
innovationn.somethingnew
speculatorsn.tothinkdeeplyorreflect
concentratedv.acommoncenter
succeededv.accomplishorachieve
windfalln.suddenstrokeofgoodluck
commutedv.totravel
subsidizedv.toprovideaidorhelp
suburbanitesn.someonewholivesinthe
suburbsoutsidefromthecity
TreasureofLemonBrown,WalterDean
Myers,SEp.144
ajaradj.partlyopen
beckonv.tosignal,summon
commencev.tobegin
gnarledadj.bentandtwisted
impromptuadj.donewithoutpreparation
ominousadj.foreboding,threatening
probev.toexaminethoroughly
tentativelyadj.notdefiniteorpositive
tremorn.involuntaryshakingofthebodyor
limbs
vaultn.aspace,chamberv.toleaporspring
TheYearling, byMarjorieKinnanRawlings
Chapters113
cotillionn.formalball
deprecatoryadj.critical
expedientadj.efficient
heresyn.controversial
indolentlyadj.lazily
prolificadj.abundant
repleteadj.filled
rudimentsn.basicelements
venerableadj.dignified,worthofrespect
TheYearlingbyMarjorieKinnanRawlings
Chapters1422
depredationsn.losses
implacableadj.hardhearted,
maraudern.raider,thief
paradoxn.contradiction
pungencyn.sharpodor
quiescentadj.atrest
staunchadj.faithful
stolidlyadv.withoutemotion
tacitadj.unspoken,inferred
TheYearling byMarjorieKinnanRawlings
Chapters2333
blitheadj.carefree
emaciatedv.starved,extremelythin
condescensionn.treatingotherswithscorn
voracityn.ravenoushunger
harbingern.omenofsomethingtocome
inexorableadj.relentless,unstoppable
mollifiedv.soothed,calmed
ribaldadj.rudehumor
GentlemenofRoenMedio,JuanA.A.
Sedillo,SEp.268
innumerableadj.many
wizenedadj.shriveled
broachedv.proposed
gnarledadj.knottedortwisted
petitionv.request
negotiationv.discussiontoreachagreement
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REQUIREDACTIVITIES
UrbanizationofAmericaTHEUSAONLINE.COM
Readtheentirearticleasacloseread.Analyzethearticlebycitingtextualevidencetocomprehendtheconceptofurbanization.Usetextual
evidencetomakeinferencesrelatingtothetext.Analyzeindetailthestructureofaspecificparagraphinthetext,includingtheroleofparticular
sentencesindevelopingandrefiningakeyconcept.AnalyzehowsettingchangedthefaceofAmerica.(LAFS.8.RI.1.1,LAFS.8.W.1.1)
ArticlefromNewYorkTimes9/12/2001
HaveentireclassreadU.S.Attacked:HijackedJetsDestroyTwinTowersandHitPentagoninDayofTerror.Studentswillgeneratequestions
citingtextevidenceastheyread.Classdiscussiontofollow.(LAFS.8.SL.1.1ad,LAFS.8.RI.1.1,LAFS.8.W.1.1)
SettingPoemsGalleryWalk
Divideclassinto3groupsandassigneachgroupadifferentpoemthatrelatestosetting.Groupswillcreateaposterthatrepresentsallthekey
informationfoundinthepoem.Studentswillpostthepostersandclasswilldoagallerywalkcreatingquestionstheyhaveforeachgroup.
HaveclassthenparticipateinaSocraticdiscussionusingtheinformationtheyhaveacquiredalongwiththequestionstheyhavegenerated
fromthegallerywalk.(LAFS.8.RL.1.1,LAFS.8.RL.2.5)
TheTreasureofLemonBrown(TheInteractiveReader)
ReadaboutanddiscussthecharactersofLemonBrownandGreg.
Compareandcontrasthowthecharactersliveshavebeenimpactedbythesettinginwhichtheyareliving.
Extensionactivity:havestudentsresearchtheimpactofhomelessnessintheirarea,whateventsoractionscanleadtohomelessnessetc.
AfteradiscussionaboutstudentsperceptionofHome,thestudentswillthenwriteapoemandillustrateaccordingly.
Studentswillcompleteawordstudyforlistedvocabularyterms.(todifferentiate:higherlevelstudentsmaychooseunfamiliarwordsthey
wouldprefertoexplore)(LAFS.8.RL.2.5,LAFS.8.W.1.1,LAFS.8.L.3.4ad)
CulminatingReviewActivity
Drawingonwhattheyhavealreadycoveredaboutsetting,studentswillbeprovidedwithvisualstobrainstormthecharacteristicsofsettingfor
thethreeintroducedinthisunit.
Inpairs,usingaTripleChart,trifold,oranyotherresourcetocompareandcontraststudentswillgeneratealistofattributesforeach
community.
URBAN:http://jacksonville.about.com/od/photogalleries/ig/DowntownJaxPhotos/Downtown7.htm
RURAL:http://www.npr.org/blogs/pictureshow/2009/03/american_farmer.html(LAFS.8.RL.2.5,LAFS.8.RI.1.2,LAFS.8.RI.3.7)
BriansReturn
ATeachersguidecanbefoundatTeachersatRandombyRandomHousehttp://www.penguinrandomhouse.com/search/garypaulsenbrians
return?q=gary%20paulsen%20Brian's%20return
ThematicConnectionsSurvival,AppreciationofNature,MakingChoicesandSelfDiscovery
TheYearling(optional)
StudentswillbeintroducedtoTheYearlingwitha10minutevideocliptoreinforcetheruralFloridasetting.TheGlencoeLiteratureLibraryStudy
Guide(seematerialslist)providesascaffoldforanongoingliteraturecircleapproachtoaclassreadingofthetext.Inadditiontotheprompts
Page 6
includedintheguide,studentsshouldalsocontinuouslyconsider(andrecordintheirliteraturelogs)howthesettingcontrolsandreinforcesaction
andcharacterdevelopmentofthenovel.Ifvideoisnotavailableteachermayuseanotherresourcetointroducethenovel.
Inadditiontotheclassnovel,studentgroupswillregularlyreadfromtheprovidedfictionandnonfictionmaterialslist,outlinetheelementsof
descriptionthatidentifythesettingasrural,urban,andsuburban,discusstheimpactofsettingonthestory,andpresenttheirfindingstotheclass.
Studentswillpayparticularattentiontothevocabulary.(LAFS.8.RL.1.1,LAFS.8.RL.2.5)
REQUIREDRESOURCES
http://www.pnwboces.org/ssela/Sample_Lessons/SecondGrade/pdf_files/Unit2/Unit2_Lesson2_Triple_Tchart.pdfTripleTChart
http://freeology.com/wpcontent/files/triplevenn.pdfTripleBubbleVennDiagram
http://www.glencoe.com/sec/literature/litlibrary/pdf/yearling.pdfGlencoeLiteratureStudyGuide
WWW.911MEMORIAL.ORG
http://nymag.com/news/articles/wtc/gallery/3.htm
http://www.poetryfoundation.org/poetrymagazine/poem/2043Chicago,byCarlSandburg
http://www.poets.org/m/dsp_poem.php?prmMID=22306Suburban,byMichaelBlumenthal
Optionalactivities,materialsandresourcescanbeusedafterallrequiredmaterialsandactivitiesarecomplete.
OPTIONALFICTION
WoodyGuthrieThisLandisYourLandSafariMontage
SuburbanLife,(poem)
OPTIONALNONFICTION
GoingGreeninNewOrleansAchieve3000
TheCitythatwantstogetsmallerAchieve3000
OurGreatMigrationTHEUSAONLINE.COM
FirstSubwayStartsOperationSafariMontage
9/11:ADayWeWillNeverForgetAchieve3000
9/11articlesNYTimes9/8/2006(ItsaSimpleScarf,AtthePentagon,SonandSoldier,9/11ArtifactsAwaitPlaceinHistory)
Page 7
SafariMontage
GeographicPerspectivesUSA(25min)
NewYorkADocumentaryFilm:TheCountryandtheCity(excerpts)
IndustrializationandUrbanization
OPTIONALACTIVITIES
9/11ADayWeWillNeverForgetAchieve3000
Thearticleleavesthereaderwithmanyunansweredquestions.Forexample,thearticlestatesthatabout$350millionoftheneeded$700million
tobuildtheprojecthasbeenraised.Whatwillhappeniftheremainderofthemoniescan'tberaisedthroughprivateorgovernmentfunds?
Haveyourclassasawholediscussthequestionstatedaboveandhavestudentsbrainstormaloudalistofpossibleanswers,basedon
informationgleanedfromthearticle,aswellastheirownthoughts.
Then,dividestudentsintoworkinggroupsandrandomlyassigneachgrouponeofthefollowing:
1. Askthemostinterestingquestionleftunansweredbythearticle.
2. Askaquestionthatyouthinkhasmorethanoneanswer.
3. Askaquestionthatyouthinkhasnoanswers.
4. Whatquestionmightavictim'sfamilymemberask?
Eachgroupshouldcompletethestepsbelow:
1. AskaNewQuestion:Haveeachworkinggroupthinkofandwriteonequestion,asassigned.
2. TradeandGenerateAnswers:Haveteamsswaptheirquestionsandbrainstormcollaborativelytoanswertheotherteams'question.
3. ShareAnswers:Havestudentssharewiththewholeclasstheanswer(s)theybrainstormed.Youcanfurtherextendtheactivitybyhaving
theclassvoteforoneortwoofthequestionsthatinterestthemthemost,andthenfacilitatelibraryand/orInternetresearchtohelp
studentsseektrueanswerstothosequestions.
TheCitythatWantstoGetSmallerAchieve3000
Problem/SolutionQuestions:Whatsignalwordsindicatethatthismightbeaproblem/solutiontext?Whatistheproblem?Whoistryingtosolve
theproblem?Howdidthatpersontrytosolvetheproblem?Whataretheresultsofthesesolutions?Istheproblemsolved?Doanynewproblems
developbecauseofthesolutions?
9/11NewYorkTimesArticles
Divideclassinto4groupsandassigneachgroupadifferentarticlethatrelatesto9/11inadifferentway.Groupswillcreateaposterthat
representsallthekeyinformationfoundinthearticle.Studentswillpostthepostersandclasswilldoagallerywalkcreatingquestionstheyhave
foreachgroup.HaveclassthenparticipateinaSocraticdiscussionusingtheinformationtheyhaveacquiredalongwiththequestionstheyhave
generatedfromthegallerywalk.
ASonandSoldierUnafraid,aFamilyNonethelessinGrief(NYTimes9/8/2006)
ItsaSimpleScarf,butItsMeaningIsMuchMoreThanFaith(NYTimes9/8/2006)
Page 8
9/11ArtifactsAwaitPlaceinHistory(NYTimes9/8/2006)
AtthePentagon,aSharedSymbolofSecurityfortheNextTimeDarknessFalls(NYTimes9/8/2006)
GoingGreeninNewOrleansAchieve3000
Summarizethearticlebutbesuretoincludeperspectiveonthesetting.StepsforSummarizing:
1.Understandtheimportantideasinthenewsarticle.
2.Lookback.
a.Collapselists
b.Usetopicsentences
c.Getridofunnecessarydetail
d.Collapseparagraphs
3.Rethink.
4.Doublecheck.
TeachingTolerance
StudentswillaccessthewebresourcesfromTeachingTolerance(seeadditionaldocumentsinaddendumforasample)
http://www.tolerance.org/activity/interpretingvisualsruralamericatoanalyzepatternsofpovertyandsetting.
Our GreatMigrationTHEUSAONLINE.COM
UsepriorknowledgeorusetheKWFLgraphicorganizertomake:
TexttoSelfConnections:Texttoselfconnectionsoccurwhenthetextmakesareaderthinkabouthis/herownlifeorpersonalexperience.
TexttoTextConnections:Texttotextconnectionsoccurwhenthetextremindsareaderofinformationfromanothertext.
TexttoWorldConnections:Texttoworldconnectionsoccurwhenthetextremindsthereaderofinformationaboutpeople,places,orthingsin
thewiderworld.Texttoworldconnectionscanalsoberelatedtobigideasorthemes.
OPTIONALRESOURCES
http://environment.nationalgeographic.com/environment/habitats/urbanprofile/?source=AtoZ
http://jacksonville.about.com/od/photogalleries/u/AmericanCityPictures.htm
http://www.npr.org/blogs/pictureshow/2009/03/american_farmer.html
http://interactives.mped.org/view_interactive.aspx?id=28&title
http://www.census.gov/population/censusdata/urdef.txt
http://www.nal.usda.gov/ric/ricpubs/what_is_rural.shtml
http://www.arhaonline.org/what_is_rural.htm
http://www.census.gov/population/cen2000/atlas/censr01103.pdf
http://www.lexic.us/definitionof/suburban_area
Page 9
UrbanSettingsinAmericaUnitProject
StudentName:________________________________________________________________________________
CATEGORY
Theme
Thepoemhasaclear
controllingidea.Ithasat
leastthreekeywords
thatidentifythepoem's
subject.
Thepoemhasaclear
Thepoemhasa
controllingidea.Ithasat controllingidea.
leasttwokeywordsthat
identifythepoem's
subject.
1
Thepoemhasno
controllingidea.
ProjectBasedAssessmentRubrics
Allrubricsaddupto100points.125=emerging,2650=basic,5174=developing,75100=proficient
http://pblchecklist.4teachers.org/view.php?id=346553RubricA
http://pblchecklist.4teachers.org/view.php?id=346556RubricB
http://pblchecklist.4teachers.org/view.php?id=346557RubricC
http://pblchecklist.4teachers.org/view.php?id=346562RubricDPhotoStory,PhotoEssay,PPT
http://pblchecklist.4teachers.org/view.php?id=346559RubricDArtwork
Page 10
AuthorsandArtists
Overview:Inthisunit,studentsstepbackandconsiderthemotivationsofauthorsandartistsalike:Whatinspiresartists?Howisitsimilarand
differentfromthatwhichinspiresauthors?Howistheprocessofcreatingapaintingorsculpturesimilartoanddifferentfromtheprocessof
writingastoryorpoem?Studentsalsoreadbookswrittenaboutartists,andstudyartthatcanbeseeninmuseumsacrossAmerica.Studentswork
withclassmatestouncovertheunspokenmeaningsbehindwordsandartwork.Inadditiontofineart,studentsdiscussillustrationsandother
formsofcommercialart,lookingforsimilaritiestoanddifferencesfromfineart,bothinmotivationandpresentationstyles.Thisunitendswitha
presentationthatpairsvisualartwithwriting.First,studentsneedtoselecttheworkofanartistorauthorwhomtheyadmire.Next,theywill
createanoriginalworkinspiredbytheauthororartisttheyhavechosen.Iftheinspirationisapieceofvisualart,theywillcreateanoriginalwritten
project:apoem,shortstory,oressaythatisrelatedinsomewaytotheselectedartwork.Iftheinspirationisapieceofwriting,theywillcreatean
originalartproject:adrawing,paintingorsculpturethatisrelatedinsomewaytotheselectedwriting.Inanoralpresentation,studentsexplain
therationalefortheirauthor/artistselection,describinghowtheworkinspiresthem.Theywillusevocabularytermsfromtheunitonthe
elementsofarttodescribetheartwork,whethertheirowncreation,ortheartistswork,andtheywillclearlydescribetherelationshipbetween
thewrittenworkandtheartwork.Inaclassblog,studentswilldescribeaclasspresentationtheyparticularlyliked(itcanbetheirown)andreflect
ontheideaofartisticinspirationinartorwriting.
ESSENTIALQUESTION:Howareartistsandauthorssimilar?
VisualArtWritingProject
Thefinalprojectforthisunithasthreeparts,awriting/artproject,anoralpresentationandaclassblog.
Studentswillcreateapresentationthatpairsvisualartwithwriting.First,studentsneedtoselecttheworkofanartistorauthorwhomthey
admire.Next,theywillcreateanoriginalworkinspiredbytheauthororartisttheyhavechosen.Iftheinspirationisapieceofvisualart,theywill
createanoriginalwrittenproject:apoem,shortstory,oressaythatisrelatedinsomewaytotheselectedartwork.Iftheinspirationisapieceof
writing,theywillcreateanoriginalartproject:adrawing,paintingorsculpturethatisrelatedinsomewaytotheselectedwriting.
Fortheoralpresentation,studentswillexplaintherationalefortheirauthor/artistselection,describinghowtheworkinspiresthem.Theywilluse
vocabularytermsfromtheunitontheelementsofarttodescribetheartwork,whethertheirowncreation,ortheartistswork,andtheywill
clearlydescribetherelationshipbetweenthewrittenworkandtheartwork.
Inaclassblog,studentswilldescribeaclasspresentationtheyparticularlyliked(itcanbetheirown)andreflectontheideaofartisticinspirationin
artorwriting.(LAFS.8.W.1.2,LAFS.8.SL.1.1ad,LAFS.8.L.3.4ad)*Rubricforscoringisincludedattheendofthisunit.
Page 11
STUDENTOBJECTIVES
Readanddiscussavarietyoffictionandnonfiction,specificallywhatthesegenresrevealaboutartandartists.
Determineanauthorspointofviewinatext,compareitwithanartistsperspectiveinaworkofart,anddiscusstheimpactperspectivehason
whatwascreated.
Compareandcontrastauthorsandartistsmotivationsforcreativity.
Conductresearchonanartistofchoice.
Determinethemeaningofwordsandphrasesastheyareusedtodescribeauthorsandartists,includingfigurative,connotative,andtechnical
vocabulary.
Discusshowtheuseofliterarytechniques,suchashumororpointofview,helpsengagereaderswiththetext.
Writeavarietyofresponsestoliterature,poetry,informationaltext,andworksofart.
Participateingroupdiscussions.
REQUIREDFICTION
MothertoSon,LangstonHughes,SEp.278
Online(poetry)
I,Too,SingAmerica,byLangstonHugheshttp://www.poetryoutloud.org/poems/poem.html?id=177020
WeWeartheMask,byPaulDunbar(audio)http://www.poetryoutloud.org/audio/05%20Track%2005.mp3
Novel
ChasingVermeerbyBlueBalliett
REQUIREDNONFICTION
Online(interviews)
LangstonHughesBiography
PaulDunbarBiography
VincentVanGoghBiography
Online(articles)
HowtoLookatArtwww.kinderart.com/artspeak/artart3.shtml
MuseumWebsitestoViewArtwww.exploringabroad.com/art/museums.htm
SafariMontage
VideoofLifeofVincentVanGogh
Page 12
AcademicLanguage
connotativemeaning
denotativemeaning explicittextualevidence
literalvs.figurativelanguage setting&theme
patternoforganizationtextstructure
ChasingVermeer,byBlueBalliett
ElementsofArt
absentmindedadj.absentmeans"notpresent."Ifyou'reabsentminded,
colorn.chroma,hue
you'reforgetfulanddonotthinkaboutwhatyou'redoing.
proportionn.comparativerelationofsize,quantity
anonymousadj.written,done,orgivenbyapersonwhosenameisnot
spacen.extentorareaintwodimensions
knownormadepublic
balancev.toarrangepartssymmetrically
attributev.togivecredittosomeoneelseforyouaccomplishment
linen.theedgeorcontourofashape
blackmailn.thecrimeofthreateningtorevealasecretaboutsomeone
shapev.togivedefiniteform,configuration,contour
unlessthepersonpaysasumofmoneyorgrantsafavor
unityn.harmony,solidarity
coincidencen.achancehappeningormeeting
formn.contour,design
curatorn.thepersoninchargeofamuseumorartgallery
tonev.tomodifythetoneorgeneralcoloring
embroiderv.tosewapictureoradesignontocloth
pointofviewn.thepositionofthenarratorinrelationtothestory,also
forgev.tomakeillegalcopiesofpaintings,money,etc.
angle,perspective
gullibleadj.believinganythingyou'retold;easilytricked
authorsstylen.themannerinwhichtheauthorwritesthestorye.g.
incompetentadj.notbeingabletodosomethingwelloreffectively
humor,imagery,sarcastic,satire,etc.
inexplicableadj.cannotbeexplained
perspectiven.creatingtheeffectofthreedimensionsonatwodimensional
justicen.fairandimpartialbehaviorortreatment
surface
luminousadj.shiningorglowing
wormseyeperspectiven.theperspectivelookingfromthegroundup
mediocreadj.ofaverageorlessthanaveragequality
birdseyeperspectiven.theperspectivelookingfromtheskydown
murmurv.totalkveryquietlyortomakeaquiet,low,continuoussound
ironyn.indicatinganintentionorattitudeoppositetowhatisstated
premisespluraln.landandthebuildingsonit
moodn.emotionaltoneorgeneralattitude
reproductionn.acopyofsomething
senileadj.weakinmindandbodybecauseofoldage
sinisteradj.seemingevilandthreatening
turretn.roundtowerinabuilding,usuallyonacorner
Page 13
REQUIREDACTIVITIES
WordStudy
Throughidentifyingthesevocabularywords,thestudentswillbeabletobetterunderstandhowtoanalyzeartandunderstandthetextbetter.
[Continuingactivityfromthethirdunit]Addwordsfound,learned,andusedthroughoutthisunittoyourpersonaldictionary.Thisunitfocuses
ondistinguishingamongtheconnotationsofthesewordsastheyareusedbyartists.Thisdictionarywillbeusedduringtheunittoexplorethe
semantics(meanings)ofwordsandtheirorigins.(LAFS.8.L.3.4ad,LAFS.8.L.3.5ac)
ClassDiscussion
Lookatavarietyofart:fineart,illustrations,ads,pictorialhistories,etc.Evaluatethemotives(e.g.,social,commercial,political)behindeach
presentation.Howdoesthemotivationimpactthemessage?Why?Writeresponsestothesequestionsinyourjournalandsharewithapartner
priortoclassdiscussion.Thesite:http://www.kinderart.com/artspeak/artart3.shtmlisasitethatdescribeshowtolookatart.Youcanuse
thissite:http://www.exploringabroad.com/art/museums.htmtonavigatemuseumwebsitestoviewartusingthenewtechniquesstudents
havelearnedthroughactivity.(LAFS.8.SL.1.2,LAFS.8.SL.1.1ad)
ChasingVermeer
ChapterbyChapterPlotAnalysis.Forfurtherideaspleaseseetherequiredadditionalresourcesforlinks.
Lookathowartists'useofperspectiveimpactstheworksofart(fromthelistabove).Discussthedifferentperspectiveswithyourclassmates
(e.g.,birdseye,wormseye)andhowchangingtheperspectivewouldentirelychangethepiece.Findotherexamplesofartusingthese
perspectives.Asyouproceedthroughthisunit,useasimilarapproachtoexaminehowauthorsusepointofview.Determineanauthorspoint
ofvieworpurposeinatextandanalyzehow(andif)theauthoracknowledgesconflictingviewpoints.Howdoesthepointofviewaffectyour
understandingofthestory,andhowwouldchangingthepointofviewentirelychangethestory?Usethenovel,Chasing
Vermeer.(LAFS.8.SL.1.1ad,LAFS.8.RI.2.6)
ForthefollowingactivitiesonLangstonHughes,thestudentwillanalyzewritersworkandcomparetoartistsoftheHarlemRenaissance.These
arethestepstolookatthetextandartandseehowtheauthorLangstonHughesissimilartoartistsduringtheHarlemRenaissance.
Poetrycanhelpstudentsmakeconnectionsbetweenhistoricalperiodsandeventsandtheimpactsthoseeventshaveonindividuals.Langston
Hugheswasfirstrecognizedasanimportantliteraryfigureduringthe1920s,aperiodknownastheHarlemRenaissanceduetothenumber
ofemergingblackwriters.Studentscanresearchanartistduringthatperiodviathewww.artcyclopedia.comlink.(LAFS.8.SL.1.2)
StudentswillwriteatleastoneimportantthingtheylearnaboutLangstonHughesaftereachactivity.Thisisanopportunityforstudentsto
reflectonlearningandmakeconnections.StudentsshouldbeinstructedtofocusonthreeareasofHugheslifehiscontributionstosociety,
hisstyle,andhowhewasinfluenced.ThiswillhelpstudentsunderstandwhatinspiredLangstonHughestowritewhathedid.(LAFS.8.RI.2.5,
LAFS.8.RI.1.1,LAFS.8.RI.3.8,LAFS.8.W.1.2,LAFS.8.W.2.4)
ReadaloudMothertoSonbyLangstonHughes.Discussthecomparisonbetweenlifeandastairway.Discusswithstudentsotherthingsthat
lifecouldbecomparedto.Writethestarter,Lifeisonthechalkboard.Havestudentsprovideyouwith58differentcomparisons.Examples
ofsomecommonlysuggestedmetaphorsinclude:Lifeisarollercoaster,Lifeisarace,etc.Havethestudentsselectonemetaphorfromthe
listandtogetherasaclass,expanditbylistingdetails.Forexample,LifeisaRollercoastermaybedevelopedbylistingallthosethingswhich
couldbeconsideredassharedelementsofboth.Forexample,bothhaveupsanddowns;sometimesitisscary;thereareslowtimesandfast
Page 14
times.Takethesevariouscommonalitiesandcreateafivelinepoemtogetherontheboard.Breakstudentsintosmallgroupsandhaveeach
studentselectoneoftheLifeiscomparisonsfromthemasterlist,orcomeupwithoneofhis/herown.Havestudentsbrainstorminsmall
groups,allowingthemtodiscusscommonalitiesforeachoftheircomparisons.Oncethesearecompiled,studentsthentaketheideas
generatedandindividuallycreateametaphorpoemaboutlifeof46lines.(LAFS.8.RL1.1,LAFS.8.RL.1.2,LAFS.8.RI.2.5,LAFS.8.W.1.2,
LAFS.8.W.2.4,LAFS.8.L.3.5ac)
HavestudentsreadalongwhileLangstonHughesMothertoSonisreadaloudwithoutthetitle.Givestudentsaminutetogobackand
rereadthepoemtoanswerthesequestions:
Whosevoicedoyouhearinthepoem?
Towhomisthatspeakertalking?
Whatisthatspeakersayingtotheonewhoslistening?
Oncestudentshaveanswerstothosequestions,askthefollowing:
Howwouldyoudescribethespeakerstoneofvoice?(LAFS.8.RI.3.8,LAFS.8.RI.2.5,LAFS.8.W.1.2,LAFS.8.L.3.5ac)
Havestudentscomeupwiththeirownsituationsthatcallforgivingsomeoneelseadvice.Encouragethemtobecreativeintheirchoicesandto
thinkaboutthesequestionsbeforegettingstarted:
Towhomareyougivingadvice?
Whatsthesituation?
What,specifically,doyouneedtotellthem?
Whatkindofvoicewouldyouuse?
Havestudentswritetheirpoems,buttellthemthattheydonthavetomakethepoemsrhyme.Advisestudentstotrybreakinguptheirideas
intolinesthatmakesensetothem.(LAFS.8.RI.3.8,LAFS.8.RI.2.5,LAFS.8.W.1.2,LAFS.8.L.3.5ac)
ReadexcerptsofVanGoghsbiographyfromhttp://www.vangoghgallery.com/misc/bio.htmlDiscusstheexcerptandthesadnessVanGogh
mayhavefeltduringhischildhood.Discussthefeelingsofsadnessandloneliness.Allowthestudentstotalkabouttimesthattheyfeltsad
orlonely.
Havestudentswritesimilesandmetaphorsforsadnessandloneliness.Thenbrainstormalisttogetherasaclassthatcanbereferencedlater.
(LAFS.8.RL.1.2,LAFS.8.W.1.2,LAFS.8.L.3.5ac)
Examplescouldbe:
Lonelinessisasstagnantasanalgaecoveredpond.
Sadnessisasgrayasaraincloud.
Lonelinessisafogspreadingoverafield.
Sadnessisafarofftrainwhistle.
DisplayanddiscussseveralpaintingsofVincentVanGogh.Choosesomethatclearlyportraysomeonewhoappearssadorlonely.Includeat
leastoneselfportraitifpossible.Talkabouthowtheartistshowsemotion.Helpthestudentsnoticethecolorsandbrushstrokesandhowthey
helprevealthesubjectsmood.Discussanyotherimagesinthepaintingsthatmightgivecluesabouttheartistsstateofmind.TalkaboutVan
Goghsdepression,despair,andhopelessnessandhowhisartworkwasnotreceivedwellbyhisfatherorsociety.Discusshisfeelingsandwhat
Page 15
wasgoingoninhislifeandtheirinfluenceonhisartwork.Refertothetext,andusecomputertoresearchVanGoghslife.(LAFS.8.RL.1.2,
LAFS.8.RI.1.3,LAFS.8.SL.1.2)
SelectoneVanGoghpiecethatshowssomeonewholookssadorlonely.Havestudentswritepoemsaboutthecharacterinthepainting.
Encouragetheuseofsimileand/ormetaphorfortheemotionsofthepersonintheartwork.Allowstudentstoselectfromthebrainstormedlist
iftheychoose,buttheyshouldalsocreatesomesimilesandmetaphorsoftheirown.Thepoemsshouldnotbelengthy.Laterthestudentswill
bewritingthemontotheirartworks.
Thestudentswilluseoilpastelstocreateadrawingthatdepictssadnessorloneliness.Theirartworkmaybeaportrait,scene,orabstractlines
andshapeswhatevertheyfeelwillbestrepresentthemood.TheartworkmaybeanextensionoftheVanGoghexampleorillustrateatime
whenthestudentfeltsadorlonely.
Thestudentswillincorporatetheireditedpoemintotheirdrawing.Thewordsmightflowthroughoutthepictureorbespokenbyacharacter.
Perhapsthepoemmaybewrittenaroundaframesurroundingtheartwork.Encouragethestudentstothinkaboutunitywhentheyaddthe
words.Theplacementandstyleoftheirletteringshouldreflectthestyleoftheirartwork.(LAFS.RI.1.1,LAFS.8.W.1.2,LAFS.8.SL.1.2,
LAFS.8.L.3.5ac)
REQUIREDRESOURCES
http://www.vangoghgallery.com/misc/bio.html
www.poetryfoundation.org/bio/langstonhughes
http://www.kinderart.com/artspeak/artart3.htmlHowtoLookatArt
http://www.artcyclopedia.com/
http://www.adifferentplace.org/vermeer.htmhttp://www.scholastic.com/blueballiett/games/
http://www.scholastic.com/teachers/lessonplan/chasingvermeerdiscussionquestions
Page 16
OPTIONALNONFICTION
VincentVanGogh:PortraitofanArtist,byJanGreenburgandSandraJordan
Cathedral:TheStoryofConstruction,DavidMacaulay
OPTIONALACTIVITIES
Examineanddiscussthevarietyofperspectivesusedbytheartistsintheartworkschosenbyteacher(e.g.,wormseyeperspective,sittingat
thetable,faraway,upclose,etc.).Howdoestheperspectiveaffecttheviewersrelationshiptothework?Writeresponsestothesequestions
inyourjournalandsharewithapartnerpriortoclassdiscussion.Discusshowthiscomparestoauthors'useofperspectiveinthecharacters
theycreateusingthenovel.(LAFS.8.SL.1.1ad)
ReadCathedral:TheStoryofItsConstructionbyDavidMacaulay
Activity:Macaulaysuggestsareligioussignificanceforthemazepatterninthefloor.Manyotherfeaturesofreligiousarchitecturearegiven
significancealso.Writeapaperonarchitecturalsymbolism.ComparethesignificanceforthemazepatterninthefloortotheCosmati
Pavement,amosaiccreatedin1268bythecommandofKingHenryIIIthatexistsinpresentdayWestminsterAbbey.(LAFS.8.RL.1.2,
LAFS.8.RI.2.5,LAFS.8.RI.3.8,LAFS.8.W.1.2)
Activity:ChoosearealGothiccathedralandwritearesearchpaperaboutit.Examineitshistoryanditsspecialarchitecturalfeatures.Whatwas
theinspirationoftheGothicCathedrals?(LAFS.8.SL.1.2,LAFS.8.RI.2.5,LAFS.8.RL.1.2,LAFS.8.RI.3.8)
Enrichment:Researchafamous18thcenturyarchitect,RobertAdam,whoisburiedatWestminsterAbbey.
Enrichment:Compareandcontrastbuildingmaterials,size,rooftypes,andstainedglasswindowsbetweenWestminsterAbbey(Gothic
cathedralinEngland)withWashingtonNational(GothicstyleinWashington,D.C.).(LAFS.8.RL.1.2,LAFS.8.RI.2.5,LAFS.8.RI.3.8,LAFS.8.W.1.2)
OPTIONALRESOURCES
www.loc.gov/teachers/lyrical/ideas(activityideasforsongandpoetry)
www.readwritethink.org
www.teenlit.com
http://www.boston.com/metrodesk/2013/03/18/thievesidentifiedgardnermuseumtheftrembrandtandvermeer
paintings/VmSiOGRgKbRakLJr1wCA3I/story.html
Page 17
AUTHORSANDARTISTS
VisualArtWritingProject
CATEGORY
Oral Presentation
Rationale/inspiration for author

artist selection clearly described.
All appropriate vocabulary words
used to describe artist/artwork.
Clear explanation of relationship
between their art/writing and the
artist/author's work.

artist selection somewhat
described. Many appropriate
vocabulary words used to
describe artist/artwork. Some
explanation of relationship

artist selection partly described.
Some appropriate vocabulary
words used to describe
artist/artwork. Little explanation of
relationship between their
art/writing and the artist/author's
work.

artist selection not described.
Few appropriate vocabulary
words used to describe
artist/artwork. No clear
explanation of relationship
Artwork Selection
Original work shows clear

connection to selected
writing/artwork High quality of
work indicates significant effort
Original work shows some

writing/artwork Good quality of
work indicates effort
Original work shows little

writing/artwork Quality of work
indicates some effort
Original work shows no clear

writing/artwork Low quality of
work indicates little effort
Blog
Class presentation clearly and

accurately described. Clear
mastery of the concept of artistic
inspiration.
Class presentation described.

General mastery of the concept of
artistic inspiration.
Class presentation somewhat

described. Some mastery of the
concept of artistic inspiration.
Class presentation not described.

No mastery of the concept of
artistic inspiration.
Page 18
LookingBackonAmerica
OVERVIEW:Studentsreadworksofhistoricalfictionanddiscusshowauthors'perspectivesmightproduceaccountsofhistoricaleventsthat
differfromwhatweknowhappened.Studentsworkcollaborativelytoreconciledifferentauthorspointsofviewanddiscusswhythesedifferences
occur.StudentsreadPaulReveresRidebyHenryWadsworthLongfellowandalsostudytheactualeventsofthatnight,thusrevealingtheimpact
thatpoetrycanhaveonhistoricalmemory.Attheconclusionofthisunit,studentswillconductindepthresearchinordertowriteareportthat
focusesontheconnectionsamongindividuals,ideas,andeventsofaneventfromAmericaspast.Accompanyingthisresearchprojectisa
reflectiveessaythataddressestheessentialquestion:Howislearninghistorythroughliteraturedifferentthanlearningthroughinformational
texts?Studentswilluploadtheirreflectiveessaysasapodcastorothermultimediaformatonaclasswebpage.
ESSENTIALQUESTION:Howdoeslearninghistorythroughliteraturedifferfromlearningthroughinformationaltext?
ReportWriting
ChooseaneventfromAmericaspasttoresearch,focusingontheconnectionsamongindividuals,ideas,andevents.Drawonseveralsources,
includingavarietyofliterary,informational,andmultimediatextsinordertofindmultipleperspectivesonanevent.Writeareportandworkwith
classmatestostrengthenthequalityofyourreport.Priortopublishing,integratemultimediaand/orvisualdisplaysintoyourreporttoclarify
informationandstrengthenyourclaimswithevidence.Presentyourreporttotheclassanduploadittoaclasswebpageforthisunit.
(LAFS.8.RL.1.1,LAFS.8.RL.2.6,LAFS.8.RI.1.1,LAFS.8.RI.2.6,LAFS.8.RI.3.7,LAFS.8.RI.3.8,LAFS.8.W.1.2,LAFS.8.W.3.7,LAFS.8.SL.2.4,LAFS.8.SL.2.5)
ReflectiveEssay/Multimedia
Writearesponsetotheessentialquestion:Howislearninghistorythroughliteraturedifferentthanlearningthroughinformationaltexts?Make
suretoincludewordsandphraseslearnedaspartofwordstudy,includingfigurativeandconnotativelanguage,andrefertoliteratureand
informationaltextsread.Afteryourteacherreviewsyourfirstdraft,workwithapartnertoeditandstrengthenyourwriting.Bepreparedtorecord
youressayanduploaditasapodcast,orothermultimediaformat,ontheclasswebpageforthisunit.(LAFS.8.RL.1.1,LAFS.8.RI.1.1,LAFS.8.W.2.4,
LAFS.8.W.3.9,LAFS.8.SL.1.1ad,LAFS.8.SL.2.4,LAFS.8.L.3.4ad)*Rubricsforscoringareincludedattheendofthisunit.
Page 19
STUDENTOBJECTIVES
Read,discuss,andwriteavarietyofresponsestofictionandnonfictionabouteventsfromAmericaspast.
CompareandContraststory,characters,plots,themes,andsettingsfromavarietyoftextaboutAmericanhistory.
Analyzehowhistoricalfictiondrawsonthemes,patternsofevents,orcharactertypesfrommythstotraditionalstories.
Determineanauthorspointofviewinatext,anddiscusstheimpactthathaswhatwaswritten.
Recitepoetrywithclassmates.
REQUIREDFICTION
PaulReveresRide,HenryWadsworthLongfellow,SEp.302
TheDrummerBoyofShiloh,RayBradbury,SEp.7
Invocation,fromJohnBrownsBody,SEp.851
HarrietBeecherStowe,SEp.853
Online
AnOccurrenceatOwlCreekBridge,byAmbroseBierce
SafariMontage
AnOccurrenceatOwlCreekBridge,24min.
REQUIREDNONFICTION
Emancipation,fromLincoln:APhotobiography,RussellFreedman,SEp.256
HarrietTubman:GuidetoFreedom,AnnPetry,SEp.130
TheUndergroundRailroad,RobertW.Peterson,SEp.215
TheDeposition:Draft,SEp.311
ArgumentsinFavorofaSixteenthAmendment,ElizabethCadyStanton,SEp.405
Online
PreambletotheU.S.Constitution&TheFirstAmendment
LettertoThomasJeffersonatTeachingAmericanHistory.org
Page 20
PreambletotheU.S.Constitution&TheFirstAmendment
enumerationn.censusorpopulationcount;alist
abridgingv.reducingthelengthof;condensing
redressn.remedy;correction
grievancesn.realorimaginedwrongsusedasacauseforprotest
PaulReveresRide,HenryWadsworthLongfellow,SEp.302(PH)
belfryn.curvedopeninginabelltower
stealthyadj.quietandcautious
treadv.towalkon,overoralong
impetuousadj.characterizedbysuddenandboldaction
spectraladj.oforresemblingaspecter;ghostly
aghastadj.terrified;shocked
periln.danger
musterv.tobringtogether
Emancipation,fromLincoln:APhotobiography,Russell
Freedman,SEp.256
abductionn.kidnapping
vindictivenessn.desireforrevenge
revokev.towithdraworrepeal
assailantn.apersonwhoattacksanotherperson
conspiracyn.anagreementbytwoormorepeopletoperforman
illegalorwrongact
TheDrummerBoyofShiloh,RayBradbury,SEp.7
benedictionn.blessing
rivetedadj.fastenedormadefirm
resoluteadj.determined
ArgumentsinFavorofaSixteenthAmendment,ElizabethCady
Stanton,SEp.405
suffragen.therighttovote
amendingv.changing
Page 21
REQUIREDACTIVITIES
WordStudy
Addthevocabularywordsusedthroughoutthisunittoyourpersonaldictionary(e.g.fromPaulReveresRide:moorings,muster,barrack,
grenadiers,belfry,encampment,etc)Thisdictionarywillbeusedallyearlongtoexplorethesemantics(meanings)ofwordsandtheirorigins.
(LAFS.8.L.3.4ad)
GraphicOrganizer
Asyoureadhistoricalfictionfromthisunit,takenotesinyourjournalaboutthestorycharacters,plot,themes,patternsofevents,andsetting.As
youtakenotesaboutthesecategories,continuetothinkabouthowthehistoricalsettingimpactsthestory.Besuretonotepagenumberswith
relevantinformation,ormarkyourtextwithPostitnotes,soyoucangobackandcitethetextduringclassdiscussion.
Whoarethemajorcharacters?
Dotheyremindyouofanycharactertypesfrommythsorothertraditionalstories?How?
Whatistheproblemfacedbythecharacter(s)?Howdoeshe/she/they/resolvetheproblem
Whatisthethemeofthenovel?(i.e.goodvs.evil,overcomingchallenges,etc)
Whatistheimpactofthehistoricalsetting(s)onthecharacters,plot,ortheme?
Arethereanyrecognizablepatternsofevents?Whataretheyandwhatdotheyremindyouof?
Yourteachermaygiveyoutheopportunitytoshareyournoteswithapartnerwhoreadthesametext,priortoclassdiscussion(LAFS.8.RL.2.5,
LAFS.8.RL.1.1,LAFS.8.RL.1.2,LAFS.8.RL.3.9)
ClassDiscussion
Compareandcontrasttheimpactofhistoricalsettingsoncharacters,plots,andthemesofthevariousstoriesread.Canyoubegintomakeany
generalizationsabouttheimpacthistoricalsettinghasonthesestories?Whatarethey?(LAFS.8.SL.1.1ad,LAFS.8.SL.1.3,LAFS.8.RL.3.9)
ClassDiscussion/InformationalTextResponse
SummarizewhatyoulearnedbyoutliningthemainideasbehindthePreambletotheU.S.ConstitutionandtheFirstAmendmentbycreatinga
comicstripofkeyideas.Besuretonotethepage/paragraphnumbersthateachboxreferstosoyoucangobackandcitethetextduringclass
discussion.(LAFS.8.RL.1.1,LAFS.8.RI.1.1,LAFS.8.RL.1.2,LAFS.8.RI.1.2,LAFS.8.RL.1.3,LAFS.8.RI.1.3,LAFS.8.RI.2.6,LAFS.8.RI.3.9,LAFS.8.SL.1.3,
LAFS.8.L.1.1,LAFS.8.L.1.2,LAFS.8.L.2.3)
Literacy/InformationalTextResponse
ReadHarrietTubmanandTheUndergroundRailroad,byRobertW.Petersontocomparemaleandfemaleperspectives.Whatdothesetexts
revealaboutthehistoricaltimeperiodtheywerewrittenin/about?Describehowtheauthorspointofviewinfluencesthereadersthoughtsand
feelingsaboutAmerica.(LAFS.8.RI.1.1,LAFS.8.RI.1.2,LAFS.8.RI.1.3,LAFS.8.RI.2.6,LAFS.8.RI.3.9,LAFS.8.W.3.7)
LiteraryResponse
ReadTheDrummerBoyofShiloh,andReflectionsfromtheCivilWar,comparethemythsoffictionalwartotherealityofactualwaraccounts
andwhatsoldiersfaced.(LAFS.8.RL.1.1,LAFS.8.RI.1.1,LAFS.8.RL.1.2,LAFS.8.RI.1.2,LAFS.8.RL.1.3,LAFS.8.RI.1.3,LAFS.8.RI.2.6,LAFS.8.RI.3.9,
LAFS.8.SL.2.5,LAFS.8.L.1.1,LAFS.8.L.1.2)
Page 22

PoetryResponse/ClassDiscussion
RespondtothislinefromthepoemPaulReveresRide,byHenryWadsworthLongfellow:thefateofanationwasridingthatnight.Whatisthe
literalversusfigurativemeaningofthisline?Discusshowliteraturecangiveadifferentviewofhistorythaninformationaltexts.Whyareweso
drawntopoetry?Writeresponsestothesequestionsinyoujournalandsharewithapartnerpriortoclassdiscussion.(LAFS.8.RL.1.1,LAFS.8.RL.1.2,
LAFS.8.RL.2.4,LAFS.8.RL.2.5,LAFS.8.SL.1.1ad,LAFS.8.SL.1.3,LAFS.8.L.2.3)
Dramatization/Fluency
AfterreadingCivilWarpoemsdiscussthemeaningofthesepoemsasitrelatestolifeAmerica.Howdoesthestructureofpoetrycontributetoits
meaninginadifferentmannerthanprose?WhatdoesthepoemrevealaboutlifeinAmerica?Decidehowtosharelines/stanzaswithaclassmate,
andperformadramaticreadingofthispoemforyourclassmates.(LAFS.8.RL.2.5,LAFS.8.RL.3.9,LAFS.8.L.2.3)
OPTIONALFICTION
LanguageofLiterature(HoltMcDougal)
SongofHiawatha,
OneMoreRound,MayaAngelou,
OPTIONALNOVELS
MyBrotherSamisDeadbyJamesLincolnCollier
TheWitchofBlackbirdPondbyElizabethGeorgeSpeare
OPTIONALNONFICTION
LanguageofLiterature(HoltMcDougal)
PaulRevere:TheMan
ReflectionsontheCivilWar
CivilWarJourney
OPTIONALACTIVITIES
ArtAppreciation/ClassDiscussion
Page 23
HowdoesarthelpustolookbackonAmericadifferentlythaninformationalorliterarytextsdo?Howdoesthevisualdepictionofanevent,suchas
thepaintingMidnightRideofPaulRevere,byGrantWood,telladeeperstorythantextalone?Writeresponsestothesequestionsinyourjournal
andsharewithapartnerpriortoclassdiscussion.(LAFS.8.RL.2.5,LAFS.8.SL.1.1,LAFS.8.L.2.3)
MultimediaProjectRubric:HistoricalReportwithMultimediaComponents
CATEGORY
Variety of
Sources
3 or more sources are collected to

have multiple perspectives of the
information collected for all
graphics, facts and quotes. All
documented in desired format.
1-2 sources collected of information for

all graphics, facts and quotes. Most
documented in desired format.
1-2 sources of information

collected for graphics, facts and
quotes, but not documented in
desired format.
Very little or no source

information was
collected.
Rough Draft
Rough draft brought on due date.

Student shares with peer and
extensively edits based on peer
feedback.
Rough draft brought on due date. Student Provides feedback and/or edits for Rough draft not ready
shares with peer and peer makes edits.
peer, but own rough draft was not for editing and did not
ready for editing.
participate in
reviewing draft of
peer.
Content
Makes multiple connections when

covering the topic with in-depth
details and examples. Subject
knowledge is excellent.
Includes some connections with essential Connections with content are few,
knowledge about the topic. Subject
include good information about
knowledge appears to be good.
the topic, but there are 1-2 factual
errors.
Connection with the

content is minimal OR
there are more than 2
factual errors.
Mechanics
No misspellings or grammatical
errors.
A few, no more than 4 misspellings

and/or mechanical errors.
Several misspellings, between 59, and/or grammatical errors.
More than 10 errors in

spelling or grammar.
Oral
Presentation
Interesting, well-rehearsed with

smooth delivery that holds
audience attention.
Relatively interesting, rehearsed with a

Delivery not smooth, but able to
fairly smooth delivery that usually holds hold audience attention most of
audience attention.
the time.
Delivery not smooth

and audience attention
lost.
Attractiveness
Makes excellent use of font, color, Makes good use of font, color, graphics,
graphics, effects, etc. to enhance
effects, etc. to enhance to presentation.
the presentation.
Makes use of font, color, graphics, Did not use any font,
effects, etc. but occasionally these color, graphics, effects
detract from the presentation
etc. . . .
content.
Page 24
TheRoadNotTaken
OVERVIEW:ThestageissetbyRobertFrostspoemTheRoadNotTaken.Althoughstudentsreadfromclassicandcontemporaryliterature,
writing,andclassdiscussionsfocusonhowliteraturehelpsusdefinethetensionbetweentheneedsoftheindividualandthegreatergoodof
society.Thegoalofthisunitisforstudentsnotonlytoapplythereading,writing,speaking,andlisteningstrategiesandskillstheyhavelearnedup
untilthispointintheyear,butalsotoanalyzehowauthorsuseallegory,symbolism,andsatiretomakeanimpactonthereader.Thisunitends
withareviewofTheRoadNotTaken,inordertoseehowthisunitledtodeeperunderstandingofthepoem.
ESSENTIALQUESTION:Howcanliterarytexthelpusdefinethegreatergood?
JournalEntriesStudentChoiceActivities(4)
Basedonyourexperienceswiththereadingsandviewingrelatedfilmsinthisunitcomposeaportfoliotorespondtotheessentialquestion:How
canliterarytexthelpusdefinetheGreaterGood?Asyoureadthestories,poems,articlesandnovels(andviewthefilms)inthisunit,takenotesin
yourjournalaboutparticularlinesofdialogueorincidentsthatpropeltheaction,revealaspectsofacharacter,orthegreatergood.Besureto
notepagenumberswithrelevantinformationsoyoucangobackandcitethetextduringclassdiscussion.
a. JournalEntries
Whoarethemajorandminorcharacters?
Whatproblemsarefacedbythecharacter(s)?Howdoeshe/sheovercomethischallenge?
Whichlinesofdialogueoreventswerepivotaltothereading?Why?
Whatelementswerechangedbetweenthenovelandthefilmversion?
Whatelementsofthegreatergoodarerevealed,implicitlyorexplicitly,inthereading?
Whatisthesettingofthereading?
Yourteachermaygiveyoutheopportunitytoshareyournoteswithapartnerwhoreadthesametext,priortoclassdiscussion.(LAFS.8.RL.1.3,
LAFS.8.RL.3.7,LAFS.8.RL.3.9,LAFS.8.RL.1.1,LAFS.8.RL.1.2)
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b. InadditiontotheabovejournalactivitiesstudentswillcompleteTWOofthefollowing:
a. AsstudentsreadFlowersforAlgernon,havethemkeepinmindtheethicalquestionofwhetherornotDr.StraussandDr.Nemur
shouldhaveoperatedonCharliewhentheyhadnothadpermanentfavorableresultsfromanyoftheirtests.Afterstudentsarefinished
readingthestory,haveaclassdebateaboutwhetherornotCharlieshouldhavebeenusedintheexperiment.Havestudentsprepare
byfindingexamplesfromthestorytosupporttheirargument.Duringthedebate,askquestionstomakesureyouunderstandwhatthe
othergroupmembersaresaying.Beforespeakingtodisagreewithanothergroupmember,paraphraseorrestateinyourownwords
whattheotherpersonsaid.Askifyourparaphraseexpresseswhatthespeakermeant.Then,havestudentsrespondwiththeirown
point,citingexamplestosupporttheirclaims.
b. HavestudentslookatthebackofPrenticeHallandinthedictionarytocomeupwiththeirownworkingdefinitionofthetermirony.
Then,havestudentsdiscusstheironyinthisstoryandwriteananalysisoftheeffectofironyonthestorysthemeinFlowersfor
Algernon.
c. Havestudentsrespondtothefollowingintheirjournals:WhatattitudetowarddisabledpeopleispresentedinRaymondsRun?Do
youthinkthisattitudeistypicalofthewaymanypeoplefeelaboutdisabledindividuals?Explain.(Studentsresponsesshouldinclude
somecharactersmakingfunofRaymond,reflectinganattitudeofridiculetowardpeoplewithdisabilities,andincludeexamplesfrom
experiencetoprovewhetherthissituationisrealistic.)
d. HavestudentsthinkaboutSqueakysconfrontationwithGretchenandhersidekicks,fromRaymondsRun.Havestudents,ingroups,
focusonthecharactersdialogueandidentifysomethingsthatboththemajorcharacterandtheminorcharactersshouldnothavesaid
iftheywantedtoavoidconfrontation.Studentsshouldgivesuggestionsonwhatthetwocharactersshouldhavesaidinsteadandshare
withtherestoftheclass.
e.
AsstudentsreadTheKingofMazyMay,havethemrespondintheirjournalsabouthowthemaincharactermakesdecisions
throughoutthestory.Focusquestions:Doeshecarefullyweightheoptions,ordoesheactinstinctively?Whatfactorsdoeshe
consider?Howdoestimeplayaroleinhisdecisionmaking?
f.
Asstudentsread,TheBet,havethemcomeupwithathemeforthestory.Thefollowingquestionswillserveasaguide:1)What
arethebankerandlawyermostconcernedaboutattheopeningofthestory?2)Howdotheconcernsofthebankerandlawyer
change?3)Whatconcernremainsconstant?4)Whatisthethemeofthestory?
c. ClassDiscussions/ReadingsReflectionsCHOOSEONE
a. Compareandcontrastsettings,themes,andcharacters,andhowthesestoryelementshelpustodefinethegreatergood.Evaluate
theclaimsmadebyyourclassmatesandevaluatethesoundnessofreasoningtheyuseindiscussion.Canyoubegintomakeany
generalizationsaboutwhatisthegreatergood?(LAFS.8.SL.1.1ad,LAFS.8.RL.3.9,LAFS.8.SL.1.3)
b. LocateanotherpoembyRobertFrost.Compareandcontrastthespeakers,settings,andmessagesofthepoemwithTheRoadNot
Taken.Readthepoemtotheclass.(LAFS.8.RL.2.5,LAFS.8.RL.3.7,LAFS.8.RL.3.9)(PossiblymovedowntoSpeechWriting/Presentation)
Page 26
c. Rereadthefirstpoemreadinthisunit,TheRoadNotTaken.Afterthisunitofstudy,describehowyourunderstandingofthispoem
haschanged.Whatnewinsightshaveyougained?Afterclassdiscussion,practicereadingthepoemaloud,emphasizingdifferent
words.Howdoeschangingemphasischangethemeaning?Highlightthewordsandphrasesyouplantoemphasizeandreciteitfor
yourclass.Howisyourinterpretationsimilarto,anddifferentfromothers?Howcantakingarisk(suchasperformingapoemina
uniquemanner)beapositivestep?(LAFS.8.RL.1.2,LAFS.8.RL.2.4)
d. CompareWaltMasters,fromTheKingofMazyMay,qualitiesthatenabledhimtosucceedinhisstruggleagainstthestampedersto
ThurgoodMarshallsqualitiesthatenabledhimtosucceedinhisstruggleagainstsegregation.Havestudentsdiscusshowthese
characteristicrelatetothegreatergood.
e. CompareandcontrastthethemesinTheKingofMazyMayandTheBetandhowtheyrelatetothegreatergoodUseexamples
fromthestoriestosupportyourclaims.
d. SpeechWriting/PresentationCHOOSEONEofthefollowing
a. AftertheFinalReadingofthepoem,TheRoadNotTaken,arguewhetherthespeakerhasmadeasounddecision,usequotesfromthe
texttosupportyourconvictions,andpresentyourspeechtotheclass.(LAFS.8.RL.2.5,LAFS.8.RL.3.7,LAFS.8.RL.3.9,LAFS.8.RL.1.1,
LAFS.8.RL.1.2,LAFS.8.RL.1.3,LAFS.8.W.1.1,LAFS.8.W.2.4,LAFS.8.L.3.5ac,LAFS.8.L.1.1,LAFS.8.L.1.2,LAFS.8.L.2.3,LAFS.8.L.3.5ac)
b. AfterreadingWinstonChurchillsspeechtoparliamentwriteyourownpersuasivespeechtoagroupofpeople.Youwillneedtoexplain
whoyouareactingas,whatsituationhascausedyoutoneedtomakeaspeechandwhoyouarespeakingto.
STUDENTOBJECTIVES
Thestudentwillreadanddiscussavarietyofliteraturethatreveals,explicitlyorimplicitly,thegreatergood.
Thestudentwillexperimentperformingpoetryinavarietyofstylesanddiscusshowthesechangesaffectitsinterpretation.
Thestudentwillcompareandcontrastcharacter,plot,themes,settings,andliterarytechniquesusedinthestoriesread.
Thestudentwillanalyzehowparticularlinesofdialogueinliteraturepropeltheactionandrevealaspectsofacharacter.
Thestudentwillanalyzehowwritingstylesandliterarytechniques,suchassymbolismorsatire,areusedandhowtheiruseimpactsmeaning
andreaderengagement.
Thestudentwillwriteavarietyofresponsestoliteratureandinformationaltext.
Thestudentwillanalyzetheextenttowhichafilmedversionofastorystaysfaithfultoordepartsfromthetext,evaluatingthechoicesmade
bythedirectororactors.
Thestudentwillcreateamultimediapresentationonthegreatergoodwherethemessageisexplicitlystatedorimplied.
Thestudentwillparticipateingroupdiscussions.
Page 27
REQUIREDFICTION
RaymondsRun,ToniCadeBambara,SEp.4
SpeechtotheYoung,GwendolynBrooksSEp.276
TheRoadNotTaken,RobertFrost,SEp.44
REQUIREDNONFICTION
Online
WinstonChurchill:AddresstoParliament
Heroism:BraveryBeyondBelief70yearsago,chaplains,onasinkingship
WinstonChurchillBiography
Page 28
AcademicLanguage
connotativemeaning
denotativemeaning
explicittextualevidence
literalvs.figurativelanguage
setting&theme
patternoforganization
textstructure
RaymondsRun,ToniCadeBambara,SEp.20
prodigyn.unusualtalent
liableadj.likely
clutchv.togripwithorasifwiththehandorclaws
periscopen.along,thintubethatcontainsalens
toseeabovethesurfaceofthewater
relayn.afreshsupply(asofhorsesorpeople)
arrangedtorelieveothers
sidekickn.onewhoisanother'spal,partner,or
helper
SpeechtotheYoung,GwendolynBrooks,SEp.
274
alliterationtherepetitionofconsonantsounds
atthebeginningofwords
assonancerepletionofvowelsoundsbeing
repeatedintwoormoresyllables
TheRoadNotTaken,RobertFrost,SEp.44
divergedv.branchedoff
blundersv.movesclumsilyorcarelessly
smolderingadj.burningorsmokingwithoutflame
liltingadj.singingorspeakingwithalight,graceful
rhythm
Page 29
REQUIREDACTIVITIES
IntroductoryActivity
StudentsaretoreadTheRoadNotTaken,byRobertFrost.Talkwithstudentsaboutwhattheythinkthepoemmeans,bothliterallyandfiguratively.Students
writetheirideasdownintheirjournal.Thepoemwillberevisitedattheendoftheunittoseeiftheirthoughtsandideashadchanged.(LAFS.8.RL.2.4,
LAFS.8.SL.2.5)
Paraphrase
Rereadthesecondstanzaofthepoem.Paraphraselines6&7,usingyourownwordstodescribewhatthespeakeristhinkingaboutthetworoads.PHp.44TE
(LAFS.8.RI.1.1,LAFS.8.RI.1.2,LAFS.8.RL.1.1,LAFS.8.RL.1.2)
VocabularyDevelopment
FoundattheendofeachstoryinLiterature(PrenticeHall)andTheInteractiveReader.
GraphicOrganizer
VENNDIAGRAMTheRoadNotTakenandthefollowing:SpeechtotheYoung,&Legacies,thedrum,andChoices.Examinesimilaritiesanddifferences
amongthetonesofthethreepoems.Wherethecirclesoverlap,usewordsandphrasestodescribeattitudesthepoemsspeakersshare.PHp.49TE
(LAFS.8.RL.1.1,LAFS.8.RL.2.4)
ClassDiscussion
DiscusswiththeclassMissKinnians,fromFlowersforAlgernon,laddermetaphorforbranchesofknowledge.Thenhavestudentsdrawchartsshowinghow
thebranchesoftheirownknowledgearerelated.
DrawingComparisons
AfterreadingWinstonChurchillsAddresstoParliament,WinstonChurchill,andHeroismandBraveryBeyondBelief,discusshowChurchillsbeliefofagreater
goodappliestothefourchaplainsonthesinkingshipinthearticleHeroismandBraveryBeyondBelief.
Page 30
OPTIONALFICTION
ARibbonforBaldy,JesseStewart,SEp.380
OPTIONALNOVELS
LittleWomenbyLouisaMayAlcott
AdventuresofTomSawyerbyMarkTwain
Page 31

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M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

Rationale/inspiration for author

Rationale/inspiration for author

Rationale/inspiration for author

Rationale/inspiration for author

Original work shows clear

Original work shows some

Original work shows little

Original work shows no clear

Class presentation clearly and

Class presentation described.

Class presentation somewhat

Class presentation not described.

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

3 or more sources are collected to

1-2 sources collected of information for

1-2 sources of information

Very little or no source

Rough draft brought on due date.

Makes multiple connections when

Connection with the

A few, no more than 4 misspellings

Several misspellings, between 59, and/or grammatical errors.

More than 10 errors in

Interesting, well-rehearsed with

Relatively interesting, rehearsed with a

Delivery not smooth

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

M/J Reading 3, Grade 8 Curriculum Units

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