WEEK:

September 12-23 , 2016

Teacher:

Subject: 8th Grade ELA

S. Mackie

Unit Title: Ever-changing Adolescent Identities in Literature

Standards to Address in Unit:
ELAGSE8W1a-e
ELAGSE8RI1
ELAGSE8W4
ELAGSE8RI2
ELAGSE8W5
ELAGSE8RI3
ELGSE8W6
ELAGSE8RI4
ELAGSE8W3
ELAGSE8RI5
ELAGSE8W10
ELAGSE8RI6
Diagnostic:
Pre-Assessment Unit test 3
STAR
.

ELAGSE8RI7
ELAGSE8RI8
ELAGSE8RI9
ELAGSE8RI10
ELAGSE8RL1
ELAGSE8RL2

ELAGSE8RL3
ELAGSE8RL4
ELAGSE8RL5
ELAGSE8RL6
ELAGSE8RL7
ELAGSE8RL9
ASSESSMENTS

Formative:
Midpoint assessment Unit 3

Major Unit Concepts

Practice close reading of both assigned texts and independent text choices.
Exhibit knowledge of what analysis means as compared to summary,
paraphrase, or argument from opinion.
Annotate texts as you read, both formally for analytical reference and
informally to cement comprehension.
Understand a central idea
Practice constructing objective summaries that are completely free of editorial
bias (your opinion)
Use your notes and annotations to physically sort connecting ideas from the
text together
Analyze and evaluate common textual features
Analyze and evaluate common organizational structures
Recognize and trace the development of an authors argument, point of view,
or perspective in text
Understand and apply knowledge of exploration of counter-claims within an
argument or opinion piece

ELAGSE8RL10
ELAGSE8L2a
ELAGSE8L2c
ELAGSE8L4a
ELAGSE8SL1a-d

Summative:
Post Assessment Unit test 3
ARGUMENTATIVE:
Literary to Life connection, Bad Boy: A Memoir (206
pages, 20 chapters, average chapter length 10-15 pages)
Using the extended text, specifically the chapter entitled
Marks on Paper answer the following question: Do
you believe that reading and writing must co-exist in the
English classroom? Cite examples from the novel as
well as any of the literary, informational or visual and
other texts we have discussed in class during this unit.

Unit Vocabulary
Paraphrase
Central Idea
Objective
Summary
Theme
Introduction
Supporting Ideas
Support
Analyze
Abstract
Point of view
Inference
Reflection
Prewriting
Publishing
Brainstorm
Organization
Comma

Abstract
Fact/Opinion
Annotation
Analysis
Claim
Evidence
Literary
Transition
Fiction
Informational
Argument
Citation
Format
Academic Style
Writing Process
Conventions
Development
Punctuation

Inference
In-text citation
Non-Fiction
Analogy
Genre
Body
Tone
Introduction
Figurative Language Connotation
Comparing
Denotation
Conclusion
Root
Topic Sentence
Text Structure
Hook
Audience
Thesis
Counter-claim
Evaluate
Rebuttal
Credible
Fallacy
Focus
Organizational structure
Drafting
Editing
Peer
Revising
Grammar
Planning
Fluency
Collaborate

Practice careful and attentive reading of both assigned texts and independent
text choices
Read a wide variety of texts, including a variety of styles, genres, literary
periods, authors, perspectives, and subjects
Use annotation and note-taking
Choose works from multiple genres, cultures, and historical periods
Consider keeping a notebook of texts read with notes, annotations, and any
relevant student work produced
Employ knowledge of appropriate organizational structures for argument
writing that include a focus for audience and purpose
Use appropriate transitions for optimal clarity and coherence
Cite appropriately and avoid plagiarism
Use appropriate transitions for optimal clarity and coherence
Develop a clear, coherent text that tells a story or develops an idea
Show awareness of audience and purpose
Use all the steps of the writing process
Produce writing that establishes an appropriate organizational structure, sets a
context, and engages the reader
Maintain a focus on audience and purpose throughout Use a formal
academic style, as recommended
Cite appropriately, and avoid plagiarism
Use traditional structures for conveying information
Employ appropriate vocabulary, whether that is domain-specific, academic,
colloquial, or informal
Practice using multiple steps of the writing process in your writing as often as
possible, with special focus on the evolution of your piece between the first
and second drafts
Review and maintain your knowledge of the basic grammatical, spelling,
capitalization, and punctuation rules of standard English
Maintain a routine writing practice, both within the classroom and
independently
Read and study writers whose styles you enjoy and admire
Acquire and maintain adequate keyboarding skills to write effectively within
given time frames
Understand the rules of comma
Review and maintain familiarity with rules and patterns of spelling in
standard English; correctly spell homophones

Identify and analyze the effects within texts of various types of figurative
language
Consider the connotations of various words when determining the authors
purpose in employing specific diction

BULD COMMITMENT

(HOOK) AND ENGAGEMENTINTENTIONSLEARNING

PRESENTATIONTEACHER

OPENING

MONDAY 8-8

TUESDAY 8-9

WEDNESDAY 8-10

THURSDAY 8-11

FRIDAY 8-12

Readers Workshop EQ:

What should I expect to
be doing every day in
Readers Workshop?

Readers Workshop EQ:

Readers Workshop EQ:

Readers Workshop EQ:

EQ: What are the

procedures what taking a
test?

How do we become
better at a sport? Playing
an instrument? Painting
a picture? List their
responses on chart
paper.

Think about a fire

department, sports team, or
NASA preparing for a shuttle
launch. Do these groups of
people have to work together
for everyone to be
successful? Why?

Students will discuss with

a partner some of the ways
that readers choose books?

Students will select a book

and read a couple of pages
to determine if the book is
easy, just right or
challenging to read.

Unit 3 Pre-assessment

Complete question #1,

on page 9 (Word
Meaning) Find a
synonyms
andwill:
an
The teacher
Show power point
presentation about
Readers Workshop
Explain the purpose of
the Readers Workshop
Introduce and define
routines of the Readers
Workshop.
Model how to use a
Book Pass Log
Model how to read

Complete question #2, on

page 9 (Word Meaning) Find
aThe
synonyms
teacherand
willan antonym,
Review the SLANT and
Readers Workshop
routines
Introduce students to the
components and format
of Reader Journal
(Response and Interactive
portion)
Discuss what Good
Reading Behaviors look
like during Readers

Complete question #3, on

page 9 (Word Meaning)
Find a synonyms and an
antonym, for the
underlined word. Use each
word
in a sentence.
The teacher
will:
Show a power point of
ideas on how readers
select a book.
Ask students what are
some things they do
when choosing books,
list the students
responses on how they
choose books
Show a video on
Silent Reading and

Complete question #1, on

page 10 (Root Words and
Meaning) Find two more
root words and define the
meaning.
Usewill:
each word in
The teacher
Show a video on
Choosing a Just Right
Book
Model how to Choose a
Just Right Book
Move around the
classroom to keep
students on task. Check
on students who are not
engaged.
The class will:

Unit 3 Pre-Assessment

Acceleration
(Advanced Group)

Acceleration
(Advanced Group)
How might the setting of
this story parallel that of
another book or experience
that you have had?

Acceleration
(Advanced Group)
Students will answer two
questions about the book
and share the response
with a partner.

Acceleration
(Advanced Group)
Students will select a
question from the Activity
journal and share the
response with a partner.

Acceleration
(Advanced Group)
Unit 3 Pre-Assessment

PRACTICE
(Small Group/Differentiated Instruction)GUIDED

WORK PERIOD

Progression (On
Group)
Students will:
View power point
presentation on
Readers Workshop
Explore the
classroom library
selections
Practice
transitioning to their
reading areas
Practice daily
transition routine for
Readers Workshop
Listen and practice
how to use a Book
Log.
Select two books
they might be
interested in reading
independently.
Will use a Book
Pass Log to record
information about
the books they
select.
Share with a partner
which books they
selected and why
they find them
interesting.
Use sticky notes to
write and post the
title of one book
they are interested in
reading, including
why they find this
book interesting.
View SLANT video
and complete
SLANT Acronym
note sheet

Progression (On Group)

Work with a partner to
brainstorm what Good
Readers do during
Readers Workshop,
write responses on a
sticky note.
Set up Reader Journal
Begin reading selected
text for 15 minutes
Complete Reading Log
Entry 1
Respond to reading
complete Reader
Response # 1 using
tiered prompt
Share with a partner one
interesting thing that
happened in the book.

Progression (On
Group)
The students will:
Turn and talk to their
partner about how they
decide what book to
read.
Answer the question:
Do you see a new idea
in the list when it
comes to selecting
books?
Independently read
selected text for
approximately 15
minutes
Complete Reading
Log Entry 2
Respond to reading
complete Reader
Response # 2 using
Reader Response
Activity folder
Share with a partner
one interesting thing
that happened in the
book.
Students will answer two
questions about the book
and share the response
with a partner.

Progression (On Group)

The students will:
Independently read
selected text for
approximately 15
minutes
Complete Reading Log
Entry 3
Respond to reading
complete Reader
Response # 3 using
Reader Response
Activity folder
Refer to the chart for
Good Behaviors
Students will select a
question from the Activity
journal and share the
response with a partner.

Progression (On
Group)
Unit 3 Pre-Assessment

(What the students are doing while the teacher

CLOSURE
INDEPENDENT
is working with
small groups)

HOMEWORK

CLOSING

PRACTICE

Remediation
(On w/Support Group)

What doe SLANT stand

for?

Why is it important to
understand the daily
routines of a Readers
Workshop?

Remediation
(On w/Support Group)
What is the setting of this
novel? Detail a book that
you have read or are
familiar with that has a
similar setting.

Remediation
(On w/Support Group)
Students will answer two
questions about the book
and share the response
with a partner.

Remediation
(On w/Support Group)
Students will select a
question from the Activity
journal and share the
response with a partner.

Discuss selecting books and

enjoying Silent Reading.

What good reader

behavior will be easiest
for you? What good
reader behavior will be
hardest for you?

How to select Easy, Just

Right, and Challenging
Books?

Do you think it is important

for everyone to work
together during the Readers
Workshop? Why?

Will you change the way

you select books to read,
with the new information
learned? Why or why not?

How has learning about the

Reading Is Thinking
Strategy going to help you
comprehend what you
read?

Remediation
(On w/Support Group)

BULD COMMITMENT

(HOOK) AND ENGAGEMENTINTENTIONSLEARNING

PRESENTATIONTEACHER

OPENING

MONDAY 8-15

TUESDAY 8-16

WEDNESDAY 8-17

THURSDAY 8-18

FRIDAY 8-19

Unit EQ: How does the

historical context of a
text impact my
reading/understanding
of the content?

Unit EQ: How does the

historical context of a text
impact my
reading/understanding of
the content?

Unit EQ: What are the

elements of
autobiographical genre?

Unit EQ: How is listening

to a text different from
reading it?

Unit 3: How do I
compare different
authors writing in the
same genre?

Students will watch a

video explaining
metacognition and
thinking that should
occur while reading
Students will record
some metacognition
strategies that they
currently use.

View a video on Reading is

Thinking. Take notes

View a video on the

reading strategy, Buzzing
Take notes

Students will watch a

video on the difference
between Fiction and Non
Fiction

Complete
question
The
teacher
will: #2,
Facilitate
conversation on
Reading is Thinking
Ask students what
are some things and
thoughts that occur
when they are
reading
List the students
responses on things
they think about

The teacher will:

Review Anchor Charts
and Reader Workshop
Guidelines (SLANT,
Independent Reading,
Just Right Book, Book
Check Out Process, Post
It Annotations)
Facilitate a Directed
Reading Think Aloud
(DRTA) with students
using Reading is thinking

Have you ever gone to a

movie or rented a movie
and then discovered that it
wasnt what you thought it
would be? Sometimes we
select books and then
decide we really dont want
to read it. Discuss with a
partner about a book you
abandoned the book and
why?teacher will:
The
Discuss why readers
abandon books
Model how to abandon
fiction and nonfiction
books
Ask students what they
noticed about how the
teacher abandons the
fiction book and the
nonfiction book.
Circulate and listen in

Complete question #3, on

page 10 (Root Words and
Meaning) Find two more root
words and define the
meaning. Use each word in a
sentence.

Complete question #1, on

page 11 (Word Meaning)
Find a synonyms and an
antonym, for the
underlined word. Use each
word in a sentence.
The teacher will:
Introduce and model
Buzzing
Elicit students
responses to create a
Buzz Chart
Observe student
behaviors.
Move around the
classroom to keep
students on task.
Check on students who

Complete question #3, on

page 11 (Parts of Speech)
Find the part of speech for
questions 1 and 2, on page
11. Use dictionary.com
Writeteacher
down the
name of
The
will:
Define Fiction and
Non Fiction
Discuss and explain
how knowing the
characteristics of each
help to identify
differences between
genre.
Model and
demonstrate how to do
a book sort.

GUIDED PRACTICE

WORK PERIOD

Acceleration
(Advanced Group)
Identify and characterize
the main character of the
novel. Predict how their
personality will impact
the main conflict of the
novel.

Acceleration
(Advanced Group)
Student Journal
Questions
Have you been able to
determine the
protagonist and
antagonist in your
novel? If so, explain
who each is and
support your answer
with examples from
the text. If not, please
make a prediction as
to who the protagonist
and antagonist are.

Acceleration
(Advanced Group)
Student Journal
Questions
Students have
selected novels
based on their
interest level as well
as the just right
reading strategy.
Students will select
a question from the
Activity journal and
share the response
with a partner.

Acceleration
(Advanced Group)
Student Journal
Students have
selected novels
based on their
interest level as well
as the just right
reading strategy.
What is a question
that came up during
your reading? What
is a probable answer?

Acceleration
(Advanced Group)
Student Journal
QuestionsStudents have
selected novels
based on their
interest level as well
as the just right
reading strategy.
What category does
your book fit into?
List some criteria
that prevent it from
belonging to another
category.

(Small Group/Differentiated Instruction)

Progression (On
Group)
The students will:
Independently read
selected text for
approximately 15
minutes
Complete Reading
Log Entry 4
Respond to reading
complete Reader
Response # 4 using
Reader Response
Activity folder
Annotate a Post It
indicating
metacognition, share
it with a partner and
attach to your
Journal
What personality
traits does the main
character
demonstrate? Predict
whether these traits
will hurt or help the
main character as the
plot progresses

Progression (On Group)

The students will:
Independently read
selected text for
approximately 15 minutes
Complete Reading Log
Entry 5
Respond to reading
complete Reader
Response # 5 using
appropriate tiered
question
Complete Reader
Workshop Quiz 1

Student Journal
Questions
Who is the good guy
and the bad guy in
your novel? Be sure to
support your answers
with examples from
the text. For example,
what actions and
dialogue does each
character display that
makes them bad or
good?

Progression (On
Group)
The students will:
Practice the Buzzing
strategy in their
cooperative groups
using the warm-up
selection
Evaluate how well the
buzz session is
going.
Independently read
selected text for
approximately 15
minutes
Complete Reading Log
Entry 6
Respond to reading
complete Reader
Response # 6 using the
Reader Response
Activity folder
Buzz with a partner
their thinking during
reading.

Progression (On Group)

The students will:
Independently read
selected text for
approximately 15
minutes
Complete Reading Log
Entry 7
Respond to reading
complete Reader
Response # 7 using the
tiered Reader
Response Activity
folder
Share with a partner
their thinking during
reading.

Student Journal
Questions

What is a question
that came up during
your reading?

Students have
selected novels
based on their
interest level as well
as the just right
reading strategy.
Students will select
a question from the
Activity journal and
share the response
with a partner.

Student Journal
Questions
Students have
selected novels
based on their
interest level as well
as the just right
reading strategy.

Progression (On
Group)
The students will:
Independently read
selected text for
approximately 15
minutes
Complete Reading Log
Entry 8
Respond to reading
complete Reader
Response # 8 using the
Reader Response
Activity folder
Turn and talk to your
partner about some
books that you have
read that are fiction
and books that you
have read that are nonfiction
Student Journal
Questions
Students have
selected novels
based on their
interest level as well
as the just right
reading strategy.
What category does
your book fit into?
List characteristics
that helped you to
make this
determination.

(What the students are doing while the teacher

CLOSURE
INDEPENDENT
is working with
small groups)

CLOSING

PRACTICE

Remediation
(On w/Support Group)
Based on what you have
read thus far what 5
adjectives would you
use to describe the main
character? Justify these
adjectives.

Define metacognition in
your own words.

Remediation
(On w/Support Group)
Student Journal
Questions
Who is against the
main character in your
novel? Is this
opposition good or
bad? Explain why.

What must I do to Buzz

well with my classmates?

Do you understand the

strategies that must be
used when Thinking and
Talking about your
Reading?
Give two examples of
how you would use one of
the strategies discussed

Remediation
(On w/Support Group)
Student Journal
Questions
Students have
selected novels
based on their
interest level as well
as the just right
reading strategy.
Students will select
a question from the
Activity journal and
share the response
with a partner.
3-2-1
Three things you
learned todaytwo
things you will apply
in your readingone
question you had
about todays
lesson.

Discuss reasons why

readers abandon books

Remediation
(On w/Support Group)

Remediation
(On w/Support Group)

Student Journal
Questions
Students have
selected novels
based on their
interest level as well
as the just right
reading strategy.

Student Journal
QuestionsStudents have
selected novels
based on their
interest level as well
as the just right
reading strategy.

What is a question
that came up during
your reading?

What category does

your book fit into?
How do you know?

3-2-1 Three things you

learned todaytwo things
you will apply in your
readingone question you
had about todays lesson.

Students will use a

sticky note to respond
to Today I learnedA
question I haveMy
learning stopped
because

HOMEWORK

Using reflection notes

create a family tree to
share with the class.

TUESDAY 8-23

WEDNESDAY 8-24

THURSDAY 8-25

FRIDAY 8-26

Acceleration
(Advanced Group)

Acceleration
(Advanced Group)

Acceleration
(Advanced Group)

Acceleration
(Advanced Group)

Acceleration
(Advanced Group)

BULD COMMITMENT

(HOOK) AND ENGAGEMENTINTENTIONSLEARNING

PRESENTATIONTEACHER

OPENING

MONDAY 8-22

PRACTICE (Small Group/Differentiated Instruction)GUIDED PRACTICE

(What the students are doing while the teacher
CLOSURE
INDEPENDENT
is working with
small groups)

WORK PERIOD

CLOSING

Progression (On
Group)

Remediation
(On w/Support Group)

Progression (On Group)

Progression (On Group)

Progression (On Group)

Progression (On Group)

Unit 3 Pre-Assessment

Remediation
(On w/Support Group)

Remediation
(On w/Support Group)

Remediation
(On w/Support Group)

Remediation
(On w/Support Group)

HOMEWORK

TUESDAY 8-30

WEDNESDAY 8-31

THURSDAY 9-1

FRIDAY 9-2

Acceleration
(Advanced Group)

Acceleration
(Advanced Group)

Acceleration
(Advanced Group)

Acceleration
(Advanced Group)

Acceleration
(Advanced Group)

BULD COMMITMENT

(HOOK) AND ENGAGEMENTINTENTIONSLEARNING

PRESENTATIONTEACHER

OPENING

MONDAY 8-29

PRACTICE (Small Group/Differentiated Instruction)GUIDED PRACTICE

(What the students are doing while the teacher
CLOSURE
INDEPENDENT
is working with
small groups)

WORK PERIOD

CLOSING

Progression (On
Group)

Remediation
(On w/Support Group)

Progression (On Group)

Progression (On Group)

Progression (On Group)

Progression (On Group)

Unit 3 Pre-Assessment

Remediation
(On w/Support Group)

Remediation
(On w/Support Group)

Remediation
(On w/Support Group)

Remediation
(On w/Support Group)

HOMEWORK