8th Grade Unit 1 2 Plan Egypt Mesopotamia 2

Unit 1 Overview, Grade 8, Ancient Egypt and Mesopotamia
Subject: Social Studies

Teacher: Vanessa Ackon
UNITS 1 + 2: Ancient Egypt + Mesopotamia TIMEFRAME: September 2 Dec 5 (3 months)
BIG IDEA(S): ESSENTIAL QUESTIONS:
Reading (includes vocabulary): Skills-based Essential Questions:

Essential terms/people in Egypt : Delta,
Innovation, Pharaoh, Mummification, Trade, What does it mean to actively read a text?
Scribe, Ancestor, Dynasty, Nobles, Silt, Why do good readers paraphrase and annotate? Why
Hieroglyphics are these two things especially important when were
Essential terms/people in Mesopotamia: taking tests?
Civilization, Technology, Government, City- Whats the difference between argument and
state, Monarchy, Authority, Merchant, Scribe, evidence? Whats the relationship between the two?
Innovation, Social class What is the purpose of going through the writing
- Do five vocab words a week process?
Why does being able to write well matter?
Difference between argument and evidence Why are grammar and vocabulary important?
Annotation Whats the purpose of discussing texts? Whats the
4 key reading skills: Paraphrasing, purpose of discussing it specifically through a Socratic
summarization, identifying main idea, Seminar rather than a teacher-guided discussion?
making inferences supported with evidence How do you read a map, and what features can you
Skimming and scanning identify on physical and political maps?
5 Ws and the H Why is map-reading an important skill?
Writing (includes grammar): Content-based Essential Questions:

The writing process for CEJ paragraphs
and DBQ Why did Mesopotamian civilizations become
Introduction to the CEJ format: Writing monarchies, and why did the Egyptian dynasties
claims (arguments) supported with relevant
develop into theocracies?
evidence and explanation.
How did geography and topography influence
Writing complete sentences with subjects
and verbs settlement, the development of trade networks,
Grammar: Complete sentences vs. technological innovations, and the sustainability
fragments. Subjects and verbs, starting of Egypt and Mesopotamia?
with two word sentences and moving up What were the major accomplishments of Egypt +
from there Mesopotamia, and what led to them?
Grammar: Nouns and verbs, punctuation How did the development of writing in Mesopotamia
review, verb tenses, transition words, and Egypt contribute to the development of their
Dependent/independent clauses, sentence civilizations?
structure How would you describe the punishments and
conditions in Hammurabis Code?
Test Prep: How effective is the justice system for the
How to answer open-ended response Egyptian peasant in Tale of the Eloquent
questions Peasant?
How to write DBQ How does the writer try to make the life of a
Annotation (see above) scribe sound appealing to his son in Daily Life in
PEP strategy for multiple-choice questions Egypt?
Paraphrase, evidence, process
What do Hammurabis Code and Tale of the
Eloquent Peasant tell us about the differences
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between the Mesopotamian and Egyptian justice

systems? What were the advantages and disadvantages
of those systems?
ENDURING UNDERSTANDINGS:
Skill-based understandings:
Students will understand that good readers use various textual elements (point of view, purpose,
narrative, historical context, character, facts, opinions, charts, graphs, maps, and theme) in order to
analyze historical texts and interpret the writers message(s).
Students will understand that effective arguments are those supported with evidence and explanation;
they will understand how to differentiate argument from evidence and how to construct effective
paragraph-length arguments using the CEJ format.
Students will understand that there are 4 critical reading skills that they need to master in order to
become sophisticated readers: 1) paraphrasing, 2) summarizing, 3) identifying main idea, and 4) making
inferences supported with evidence.
Students will understand that in order to grasp the main idea of a piece of writing, they need to be able to
identify the 5 Ws and the H.
Students will understand how to cite textual evidence in order to analyze texts and support arguments
and inferences.
Students will understand that annotating a text helps them process it and take ownership of it, especially
on standardized tests.
Students will understand that the writing process consists of 5 fundamental steps: prewriting, drafting,
revising, editing, and publishing.
Students will understand that going through the writing process greatly improves the quality of their
work.
Students will understand that a complete sentence must contain at least a subject and a verb.
Students will understand how to identify physical and political features of a map, and how to create a
map key.
Students will understand that reading a map is important because geography and topography are
essential reasons for settlement and development patterns in a country.
Content-based understandings:
Mesopotamia is considered the cradle of civilization. Civilization in the Mesopotamia began in the
valleys of the Tigris and Euphrates Rivers.
Sumerians invented writing and made other significant contributions to later civilizations.
Mesopotamian civilizations became monarchies because monarchies were seen as better at protecting
people from the frequent wars in Mesopotamia. Egyptian dynasties became theocracies because the
dynasties evolved out of tribal governments, in which the head of the government was seen as someone
who could control the floods.
The Nile River and the Tigris and Euphrates rivers shaped the development of Egypt and Mesopotamia.
The Nile enabled Egypt to become a stable, theocratic empire; whose agricultural surpluses allowed the
Egyptians time to develop the craft skills necessary to create goods they could trade with other
civilizations. The development of complex agricultural and trade systems, along with the need to make
inscriptions on tombs, led to the development of Egyptian hieroglyphs. The Tigris and Euphrates
enabled the development of great civilizations, but their destructive nature also necessitated the
construction of dikes and other waterworks, which would prove powerful weapons of war during the
frequent conflicts between Mesopotamian states. The Sumerians developed cuneiform to pass down
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complex agricultural techniques, and later on to create great literature. They also developed irrigation,
astronomy, and the wheel to respond to the challenges of sedentary agricultural life.
The Egyptian rulers built pyramids as a way of showing their citizens their vast wealth and power,
thereby encouraging national unity and discouraging rebellion.
The deserts and the major bodies of water in and around Egypt protected it from invasion and made it
more stable.
The porous borders and lack of road-building of material in Mesopotamia led to constant conflict and
instability.
Many of the conditions and punishments in Hammurabis Code were extraordinarily cruel by todays
standards, but some of them were fairly enlightened and advanced.
Tale of an Eloquent Peasant shows that the Egyptian justice system could respond to a peasants
grievances, but only after extraordinary effort was made by the peasant.
Daily Life in Egypt makes the life of a scribe sound appealing by ascribing a lofty status to a scribe,
and by degrading almost all other professions.
21st Century Standards

9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive
behaviors that impact critical thinking and problem-solving
skills.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas,

and strategies that foster creative thinking.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas,

and strategies that foster creative thinking.
READING RELEVANT RESOURCES/MATERIALS/CPIs

Tier 1 Activities/Strategies Tier 1 CPIs:
(Knowledge/Comprehension)
CCSS.ELA-Literacy.RH.6-8.2
Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source
distinct from prior knowledge or opinions.
Identify key steps in a text's description of a process related to
history/social studies (e.g., how a bill becomes law, how
interest rates are raised or lowered).
Describe how a text presents information (e.g., sequentially,
comparatively, causally).
3
Identify aspects of a text that reveal an author's point of view
or purpose (e.g., loaded language, inclusion or avoidance of
particular facts).
Craft and Structure:

Determine the meaning of words and phrases as they are used
in a text, including vocabulary specific to domains related to
history/social studies.
6.2.8.B.2.a Determine the extent to which geography

influenced settlement, the development of
trade networks, technological innovations, and the
sustainability of ancient river valley civilizations.
6.2.8.A.2.b Explain how codifying laws met the needs of

ancient river valley societies.
6.2.8.A.2.a Explain why different ancient river valley

civilizations developed similar forms of government.
6.2.8.C.2.a Explain how technological advancements led

to greater economic specialization, improved
weaponry, trade, and the development of a class
system in ancient river valley civilizations.
6.2.8.D.2.b Explain how the development of written

language transformed all aspects of life in ancient river
valley civilizations.
Tier 1 Resources/Materials:
Explain how geography and
topography influenced settlement and TCIs History Alive, The Ancient World: Lesson 5, 6
development patterns in Mesopotamia about Mesopotamia
and Egypt. Hammurabis Code
Explain how the religious beliefs TCIs History Alive, The Ancient World: Lesson 7, 8,
associated with the Nile River led to 9 about Egypt
the development of a theocracy in The Tale of the Eloquent Peasant
Egypt. Ancient Egypt
Explain how Egypts deserts and rivers - Daily Life in Egypt
contributed to its stability. - Mesopotamia
Explain how the volatile nature of the GIST organizer for the 5 Ws and the H
Tigris and Euphrates Rivers, and the
porous borders and lack of road-
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building material in Mesopotamia; led

to the development of monarchy.
Determine how the Nile River led to
the extraordinary development of
Egyptian civilization
Determine how Egypts deserts and
rivers contributed to its stability.
Explain how the volatile nature of the
Tigris and Euphrates Rivers, and the
porous borders and lack of road-
building material in Mesopotamia; led
to the development of monarchy.
Explain how Egypts stability, and
Mesopotamias instability, are
reflected in modern day maps.
Model reading strategies: Teacher
read, partner read, silent read. Students
will know the expectations for each
process.
Students will identify the 5 Ws and
the H of a text using the GIST
organizer.
Students will define main idea as the
argument that a non-fiction article
makes, or a short description of what
happens in a text. (Teach them that the
main idea should be a one-sentence
summary.)
Teacher will model annotation
strategies and students will practice
with their own texts.
Students will practice paraphrasing
sections of the text in addition to
paraphrasing comprehension questions
(see also Writing and Test Prep).
Students will explain what a topic
sentence does and why its necessary
(see also Writing).
Students will define these terms for
non-fiction texts: point of view,
purpose, narrative, historical context,
character, facts, opinions, charts,
graphs, maps, and theme.
Students will give examples of each
term from the text.
Students will distinguish argument
statements from pieces of evidence
(see also Writing).
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Students will keep a running list of the

roots of the week and the associated
vocabulary words.
Students will define the phrase
context clues.
(Application/Analysis)
Key Ideas and Details:
Cite specific textual evidence to support analysis of primary
and secondary sources.
Integration of Knowledge and Ideas:

Distinguish among fact, opinion, and reasoned judgment in a
text.
Analyze the relationship between a primary and secondary
source on the same topic.
6.2.8.B.2.b Compare and contrast physical and political

maps of ancient river valley civilizations and their
modern counterparts (i.e., Mesopotamia and Iraq;
Ancient Egypt and Modern Egypt; Indus River Valley
and Modern Pakistan/India; Ancient China and
Modern China), and determine the geopolitical impact
of these civilizations, then and now.
6.2.8.D.2.a Analyze the impact of religion on daily life,

government, and culture in various ancient river valley
civilizations.
Students will:
Analyze how trade led to the QIE organizer (exemplar for modeling)
development of monarchy in DDAT organizer
Mesopotamia.
Compare and contrast Mesopotamias (Above materials still apply.)
justice system as represented in
Hammurabis Code and Egypts justice
system as represented in Tale of an
Eloquent Peasant
Analyze how the precariousness of life
in Mesopotamia led to the
development of pantheism.
Analyze how the cycles of flooding of
the Nile led to theocracy and belief in
the afterlife.
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Analyze how writing led to the

development of a stronger central
government, more sophisticated
agricultural practices, and a richer
culture in both Egypt and
Mesopotamia.
Students will make inferences
supported by evidence to answer
questions generated by the teacher
(introduce the QIE chart).
Students will choose strong pieces of
textual evidence to support given
claims.
Students will explain the difference
between summarization and
paraphrasing.
Students will differentiate between
correct and incorrect usage of
vocabulary words and explain their
answers.
Students will use context clues to
determine the meaning of unknown
vocabulary words in passages.
Students will differentiate between
complete sentences and fragments.
They will be able to explain their
reasoning.

(Synthesis/Evaluation)
Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print
and digital texts.
6.2.8.D.2.d Justify which of the major achievements of

the ancient river valley civilizations represent the most
enduring legacies.
Students must generate their own
questions about the reading and answer QIE Chart
them with inferences and evidence on (Above materials still apply.)
the QIE chart.
Students will evaluate and critique the
work of their peers (CEJ responses,
persuasive letters, etc.). They will offer
feedback on what they did well and
where they can improve.
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Students will evaluate how point of

view, purpose, and historical context;
contribute to the overall theme, or
message, of the book.
Students will evaluate which of
Mesopotamia and Egypts
achievements has left the most
enduring legacy.
Students will synthesize secondary
source texts with the primary source
texts in class discussions (see also Oral
Fluency).
STUDENT WORK PRODUCTS/ INTERDISCIPLINARY CONNECTIONS/ USE OF

SUMMATIVE ASSESSMENTS: TECHNOLOGY:
General Assessments: Interdisciplinary Connections:
Students will be able to paraphrase Students will be writing CEJ in English.

orally and in writing (see also Students will also be reading non-fiction in English, so
Writing). the skills were developing will be useful for other
Students will write summaries of both classes.
primary and secondary sources (see
also Writing). Technology:
Students will evaluate the impact of
point of view, purpose, and historical Doc cam for visual organizers
context on the books message. Smartboard for class presentations (unclear how this is
Students will evaluate pieces of going to work next yeartheres going to be a
analytical / argumentative writing technology overhaul).
produced by their peers, identifying Hapara for personal narratives, letters, and all student
and articulating the strengths and writing (again, unclear how this is going to work).
weaknesses of each one.
Students will participate in Socratic
Seminars on the primary and
secondary source texts (see also Oral
Fluency).
Required Assessments:
Write two CEJ paragraphs about

Hammurabis Code, answering this
question: How would you describe the
punishments and conditions in the
code?
Write two CEJ paragraphs about Tale
of an Eloquent Peasant, answering
this question: How well does the
Egyptian justice system serve the
peasant in the story?
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Term exam
WRITING and Grammar RELEVANT

RESOURCES/MATERIALS/CPIs
CCSS.ELA-Literacy.W.6.1
Write arguments to support claims with
clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.6.1.b
Support claim(s) with clear reasons and
relevant evidence, using credible sources
and demonstrating an understanding of the
topic or text.
CCSS.ELA-Literacy.W.6.1.d
Establish and maintain a formal style.
Write informative/explanatory texts to
examine a topic and convey ideas, concepts,
and information through the selection,
organization, and analysis of relevant
content.
CCSS.ELA-Literacy.W.6.2.a
Introduce a topic; organize ideas, concepts,
and information, using strategies such as
definition, classification,
comparison/contrast, and cause/effect;
include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when
useful to aiding comprehension.
Develop the topic with relevant facts,
definitions, concrete details, quotations, or
other information and examples.
CCSS.ELA-Literacy.W.6.2.c
Use appropriate transitions to clarify the
relationships among ideas and concepts.
Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
CCSS.ELA-Literacy.W.6.2.e
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CCSS.ELA-Literacy.W.6.2.f
Provide a concluding statement or section
that follows from the information or
explanation presented.
Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
(Grade-specific expectations for writing
types are defined in standards 1-3 above.)
Students will write an in-depth summary
of a section of the text using key details GIST organizer
identified in the GIST organizer, which 5 frameworks for summarization from
requires students to state the 5 Ws and TLC.
the H before writing a one-sentence Mechanically Inclined, Anderson.
statement of the texts main idea. Poster to hang in the classroom outlining
Students will use the 5 ways to the components of a successful CEJ
summarize listed in the Book Talk response.
Project for Class Novel from TLC.
Students will practice paraphrasing
sections of the text in addition to
paraphrasing comprehension questions
(see also Reading).
Students will define the 3 components of
a CEJ response.
Students will define and identify subjects
and verbs.
Students will name the 8 parts speech and
define each one.
Students will distinguish argument
statements from pieces of evidence (see
also Reading).
Students will name and describe the 5
steps of the writing process: prewriting,
drafting, revising, editing, publishing.

Support claim(s) with clear reasons and relevant
evidence, using credible sources and
demonstrating an understanding of the topic or
text.
Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons.
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Provide a concluding statement or section that
follows from the argument presented.
Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information
through the selection, organization, and analysis
of relevant content.
Introduce a topic; organize ideas, concepts, and
information, using strategies such as definition,
classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia
when useful to aiding comprehension.
Develop the topic with relevant facts, definitions,
concrete details, quotations, or other information
and examples.
vocabulary to inform about or explain the topic.
follows from the information or explanation
presented.
Produce clear and coherent writing in which the
development, organization, and style are
(Grade-specific expectations for writing types are
defined in standards 1-3 above.)
With some guidance and support from peers and
adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying
a new approach. (Editing for conventions should
demonstrate command of Language standards 1-3
up to and including grade 6 here.)
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Students will write scaffolded CEJ

responses in which the claim is given and Bringing Words to Life: Robust
they need to cite and explain supporting Vocabulary Instruction, by Isabel Beck,
textual evidence. Margaret McKeown, Linda Kucan
Students will explain what a topic Poster outlining the writing process
sentence does and why its necessary. Poster-sized exemplar of a properly
Students will use quote sandwiches to punctuated quotation with a good set-up.
introduce quotations into their writing.
Students will use vocabulary words
correctly in their own writing.
Students will write complete sentences
and indicate the subject and verb.
Students will use all 5 steps of the writing
process for their two longer writing
projects (see Summative Assessments).
Students will punctuate textual quotations
correctly.

(Synthesis/Evaluation) Text Types and Purposes:
Write arguments to support claims with clear
reasons and relevant evidence.
Introduce claim(s) and organize the reasons and
evidence clearly.
Support claim(s) with clear reasons and relevant
evidence, using credible sources and
demonstrating an understanding of the topic or
text.
Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons.
follows from the argument presented.
Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information
through the selection, organization, and analysis
of relevant content.
Introduce a topic; organize ideas, concepts, and
information, using strategies such as definition,
classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings),
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graphics (e.g., charts, tables), and multimedia

when useful to aiding comprehension.
Develop the topic with relevant facts, definitions,
concrete details, quotations, or other information
and examples.
vocabulary to inform about or explain the topic.
follows from the information or explanation
presented.
Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured
event sequences.
Engage and orient the reader by establishing a
context and introducing a narrator and/or
characters; organize an event sequence that
unfolds naturally and logically.
Use narrative techniques, such as dialogue,
pacing, and description, to develop experiences,
events, and/or characters.
Use a variety of transition words, phrases, and
clauses to convey sequence and signal shifts from
one time frame or setting to another.
Use precise words and phrases, relevant
descriptive details, and sensory language to
convey experiences and events.
Provide a conclusion that follows from the
narrated experiences or events.
Production and Distribution of Writing:

Produce clear and coherent writing in which the
development, organization, and style are
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(Grade-specific expectations for writing types are

defined in standards 1-3 above.)
With some guidance and support from peers and
adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying
a new approach. (Editing for conventions should
demonstrate command of Language standards 1-3
up to and including grade 6 here.)
Use technology, including the Internet, to produce
and publish writing as well as to interact and
collaborate with others; demonstrate sufficient
command of keyboarding skills to type a
minimum of three pages in a single sitting.
Research to Build and Present Knowledge:

Conduct short research projects to answer a
question, drawing on several sources and
refocusing the inquiry when appropriate.
Gather relevant information from multiple print
and digital sources; assess the credibility of each
source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism
and providing basic bibliographic information for
sources.
Draw evidence from literary or informational
texts to support analysis, reflection, and research.
Apply grade 6 Reading standards to literature
(e.g., "Compare and contrast texts in different
forms or genres [e.g., stories and poems; historical
novels and fantasy stories] in terms of their
approaches to similar themes and topics").
Apply grade 6 Reading standards to literary
nonfiction (e.g., "Trace and evaluate the argument
and specific claims in a text, distinguishing claims
that are supported by reasons and evidence from
claims that are not").
Students will write CEJ responses
independently, creating and defending Mentor texts: Successful CEJs, personal
their own claims. narratives, problem-solution persuasive
essays, RAFT outlines
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Students will write strong topic

sentences.
Students will write strong personal
narratives on the theme of choice and
identity that show an understanding of
plot, setting, character, conflict, and
theme.
Students will answer DBQs.
STUDENT WORK PRODUCTS/ INTERDISCIPLINARY CONNECTIONS/
SUMMATIVE ASSESSMENTS: USE OF TECHNOLOGY:
General Assessments: Interdisciplinary Connections:
Students will be able to paraphrase orally The universal importance of good writing
and in writing (see also Reading). and standard English grammar, in school
Students will write summaries of both and beyond
non-fiction articles as well as chapters of Synthesizing documents in the DBQ-
the text (see also Reading). approach is a skill that students will need
Students will write CEJ responses to in social studies and history, especially in
open-ended prompts about primary and high school.
secondary sources. The claim will be
given at first until students have learned Technology:
how to write a good topic sentence and
how to make an arguable claim. Then Doc cam for visual organizers
they will write paragraphs independently. Smartboard for class presentations
Students will be able to use vocabulary (unclear how this is going to work next
words correctly in their own writing. yeartheres going to be a technology
Students will write complete sentences in overhaul).
all written assignments to show their Hapara for personal narratives, letters,
mastery of the grammatical concepts and all student writing (again, unclear
taught. how this is going to work)
Use of the vocabulary words in original
writing.
ORAL FLUENCY RELEVANT

CCSS.ELA-Literacy.SL.6.1.a
Come to discussions prepared, having read or
studied required material; explicitly draw on that
preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under
discussion.
CCSS.ELA-Literacy.SL.6.6
Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when
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indicated or appropriate. (See grade 6 Language

standards 1 and 3 for specific expectations.)
CCSS.ELA-Literacy.L.6.3
Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
Students will use the sentence starters
from the habits of discussion in guided Videos of successful Socratic Seminars
discussions. Habits of discussion posters for When
Students will familiarize themselves with You Agree and When You Disagree
the procedures and expectations for Observation Checklist
guided discussions and Socratic Seminars
(hand-raising, level 2 voice, standard
English).
Students will take notes before, during,
and after class discussions, guided and
Socratic.
Students will complete an Observation
Checklist during Socratic Seminars.
Students will participate in discussions
using standard English grammar.

Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 7 topics, texts,
and issues, building on others' ideas and
expressing their own clearly.
CCSS.ELA-Literacy.SL.7.1.a
researched material under study; explicitly draw
on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas
under discussion.
CCSS.ELA-Literacy.SL.7.1.b
Follow rules for collegial discussions, track
progress toward specific goals and deadlines, and
define individual roles as needed.
CCSS.ELA-Literacy.SL.7.1.d
Acknowledge new information expressed by
others and, when warranted, modify their own
views.
Analyze the main ideas and supporting details
presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how
the ideas clarify a topic, text, or issue under study.
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Delineate a speaker's argument and specific
claims, evaluating the soundness of the reasoning
and the relevance and sufficiency of the evidence.
Presentation of Knowledge and Ideas:

Present claims and findings, emphasizing salient
points in a focused, coherent manner with
pertinent descriptions, facts, details, and
examples; use appropriate eye contact, adequate
volume, and clear pronunciation.
standards 1 and 3 here for specific expectations.)
Students will participate in Socratic
Seminars, responding to teacher- (See above)
generated questions and acknowledging
and building on the views expressed by
their peers.
Students will cite textual evidence to
support their claims and opinions.
Students will analyze the use of literary
devices through discussion.
Students will identify and analyze the
main ideas in both fiction and non-fiction
texts through discussion.

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 6 topics, texts,
and issues, building on others' ideas and
expressing their own clearly.
CCSS.ELA-LITERACY.SL.6.1.A
studied required material; explicitly draw on that
preparation by referring to evidence on the topic,
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text, or issue to probe and reflect on ideas under

discussion.
CCSS.ELA-LITERACY.SL.6.1.B
Follow rules for collegial discussions, set specific
goals and deadlines, and define individual roles as
needed.
CCSS.ELA-LITERACY.SL.6.1.D
Review the key ideas expressed and demonstrate
understanding of multiple perspectives through
reflection and paraphrasing.
Interpret information presented in diverse media
and formats (e.g., visually, quantitatively, orally)
and explain how it contributes to a topic, text, or
issue under study.
Delineate a speaker's argument and specific
claims, distinguishing claims that are supported
by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas:

Present claims and findings, sequencing ideas
logically and using pertinent descriptions, facts,
and details to accentuate main ideas or themes;
use appropriate eye contact, adequate volume, and
clear pronunciation.
standards 1 and 3 for specific expectations.)
Students will critique the performances
of their peers during Socratic Seminars. (See above)
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Students will synthesize a variety of texts

on different topics and from different
genres during both guided discussions
and seminars (see also Reading).
Students will evaluate the strength of the
arguments made by their peers, based on
the evidence presented.
Students will pose original questions for
the class to answer.
Students will construct original
arguments to answer the discussion
questions.
Students will do a book talk for the class
at the end of the novel, following the
guidelines from TLC (optionalsee
Summative Assessments under
Reading).

Participation in guided discussions Interdisciplinary Connections:

Participation in Socratic Seminars
Presentation comparing and contrasting Importance of self-expression for all
Egypt and Mesopotamia. classes, job interviews, etc.
Notes on classmates views
Oral and written critiques of classmates Technology
views and participation
Use of standard, formal English and Video camera to record discussions
complete sentences in contributions to SmartBoard to project discussion
class discussions questions for the class
Videotaped seminars to be graded (this
might increase engagement and add
urgency)
TEST PREP RELEVANT

CCSS.ELA-Literacy.RI.6.1
Cite textual evidence to support analysis of what
the text says explicitly as well as inferences drawn
from the text.
CCSS.ELA-Literacy.RI.6.4
Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings.
19
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly
from a range of strategies.
CCSS.ELA-Literacy.L.6.4.a
Use context (e.g., the overall meaning of a
sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of
a word or phrase.
CCSS.ELA-Literacy.L.6.4.b
Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a
word (e.g., audience, auditory, audible).
CCSS.ELA-Literacy.L.6.4.d
Verify the preliminary determination of the
meaning of a word or phrase (e.g., by checking
the inferred meaning in context or in a dictionary).
Demonstrate understanding of figurative
language, word relationships, and nuances in
word meanings.
CCSS.ELA-Literacy.L.6.5.a
Interpret figures of speech (e.g., personification)
in context.
CCSS.ELA-Literacy.L.6.5.b
Use the relationship between particular words
(e.g., cause/effect, part/whole, item/category) to
better understand each of the words.
CCSS.ELA-Literacy.L.6.5.c
Distinguish among the connotations (associations)
of words with similar denotations (definitions)
(e.g., stingy, scrimping, economical, unwasteful,
thrifty).
Students will name the steps of the PEP
strategy (Paraphrase, Evidence, Process PEP Poster
of Elimination) and describe what each Doc cam to model annotation
one consists of. Word Wall (space in the classroom and
Students will paraphrase test questions to colored index cards)
ensure comprehension. Rubric for open-responses from TLC
Students will practice annotating the text (subject to change, depending on
for evidence during teacher think-aloud PARCC?)
time. TLC organizers for narrative,
Students will practice crossing out explanatory, and persuasive writing.
incorrect answers through guided
discussion.
20
Students will correctly respond to How

questions get answered with by, while
Why questions get answered with
because.
Students will practice restating the
question for open-ended responses.
Students will use the different kinds of
punchy insights they can end open-
responses with.
Students will practice taking
computerized tests to familiarize
themselves with the format of the
PARCC exam.
Students will list the components of the
prewriting organizers for narrative,
explanatory, and persuasive writing.

All CCSS standards listed under Tier 2
for Reading and Writing.
Students will apply the PEP strategy to
answering multiple-choice questions. Practice passages: ANet, PARCC,
Students will answer how and why Readworks
questions with the appropriate sentence Sentence strips to teach context clues.
starter. Bringing Words to Life: Robust
Students will practice selecting evidence Vocabulary Instruction, by Isabel Beck,
for open-response questions. Margaret McKeown, Linda Kucan
Students will practice ending open-
responses with punchy insights.
Students will practice answering
questions about grammar, vocabulary,
main idea, authors purpose, and
inference.
Students will prewrite for narrative,
explanatory, and persuasive essays using
the appropriate organizers.

All CCSS standards listed under Tier 3
for Reading and Writing.
21
Students will evaluate the strength of Handout on creating multiple-choice

different pieces of textual evidence for a questions.
potential answer. Statistical data on selected multiple-
Students will construct strong open- choice questions to illustrate the good
response answers using the CEJ format. vs. best answer concept.
Students will evaluate the validity of the
good answer and the best answer,
and explain why one works better than
the other.
Students will answer questions that
require them to synthesize information
across multiple texts.
Students will create their own questions,
multiple-choice and open-ended.
Students will practice writing narrative,
explanatory, and persuasive essays.

Practice tests on multiple-choice and Technology:

open-response skills.
Original, student-generated multiple- Computerized practice assessments
choice and open-ended questions. Practice typing open-responses on a
Presentations comparing Egypt and regular basis
Mesopotamia: how geography and Show students the percentage of
topography influenced their respondents who picked each answer
development, and how the choice for selected test questions.
Mesopotamian justice system worked
vs. how the Egyptian one did.
22

8th Grade Unit 1 2 Plan Egypt Mesopotamia 2

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8th Grade Unit 1 2 Plan Egypt Mesopotamia 2

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Unit 1 Overview, Grade 8, Ancient Egypt and Mesopotamia

Subject: Social Studies

UNITS 1 + 2: Ancient Egypt + Mesopotamia TIMEFRAME: September 2 Dec 5 (3 months)

BIG IDEA(S): ESSENTIAL QUESTIONS:

Reading (includes vocabulary): Skills-based Essential Questions:

Writing (includes grammar): Content-based Essential Questions:

between the Mesopotamian and Egyptian justice

21st Century Standards

9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas,

9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas,

READING RELEVANT RESOURCES/MATERIALS/CPIs

Craft and Structure:

6.2.8.B.2.a Determine the extent to which geography

6.2.8.A.2.b Explain how codifying laws met the needs of

6.2.8.A.2.a Explain why different ancient river valley

6.2.8.C.2.a Explain how technological advancements led

6.2.8.D.2.b Explain how the development of written

building material in Mesopotamia; led

Students will keep a running list of the

Integration of Knowledge and Ideas:

6.2.8.B.2.b Compare and contrast physical and political

6.2.8.D.2.a Analyze the impact of religion on daily life,

Analyze how writing led to the

Tier 3 Activities/Strategies Tier 3 CPIs:

6.2.8.D.2.d Justify which of the major achievements of

Students will evaluate how point of

STUDENT WORK PRODUCTS/ INTERDISCIPLINARY CONNECTIONS/ USE OF

General Assessments: Interdisciplinary Connections:

Students will be able to paraphrase Students will be writing CEJ in English.

Write two CEJ paragraphs about

WRITING and Grammar RELEVANT

Tier 2 Activities/Strategies Tier 2 CPIs:

Students will write scaffolded CEJ

Tier 3 Activities/Strategies Tier 3 CPIs:

graphics (e.g., charts, tables), and multimedia

Production and Distribution of Writing:

(Grade-specific expectations for writing types are

Research to Build and Present Knowledge:

Students will write strong topic

General Assessments: Interdisciplinary Connections:

ORAL FLUENCY RELEVANT

indicated or appropriate. (See grade 6 Language

Tier 2 Activities/Strategies Tier 2 CPIs:

Presentation of Knowledge and Ideas:

Tier 3 Activities/Strategies Tier 3 CPIs:

text, or issue to probe and reflect on ideas under

Presentation of Knowledge and Ideas:

Students will synthesize a variety of texts

STUDENT WORK PRODUCTS/ INTERDISCIPLINARY CONNECTIONS/

Participation in guided discussions Interdisciplinary Connections:

TEST PREP RELEVANT

Students will correctly respond to How

Tier 2 Activities/Strategies Tier 2 CPIs:

Tier 3 Activities/Strategies Tier 3 CPIs:

Students will evaluate the strength of Handout on creating multiple-choice

STUDENT WORK PRODUCTS/ INTERDISCIPLINARY CONNECTIONS/

Practice tests on multiple-choice and Technology:

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