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Stage 2 *Assessme Assessments: Handbook for Boys Unit 3 Meeting Challenges Stage 1 nts: *KUD (LFS 7 Decision 1) Standards:

s: 9RL1, 9RL2, 9RL4, 9W1, 9LSV2 (LFS v. 7 1. Formative Assessments Chapter Comprehension Quizzes and Chapter Dialectical Journals Students Decision 2 2. Summative Assessment: Narrative Writing Writing an allegory LFS know willv. 6 3. Culminating Activity: Persuasive Writing Creating a survival handbook for next years freshmen, Decision 4) (facts, vocabulary, each student will write one chapter
nomenclature of discipline)

*Culminati ng Activity:
(LFS v. 6 and v. 7 Decision 2)


(How will you Students know what they know, will understand, and understand can do?) (concepts, principles, enduring understanding)

Paragraph Description of the Culminating Activity:

Elements of plot, voice, tone, imagery, characterization, rhetorical devices, and How can I write effectively to persuade a target audience. theme.

Students will create a Handbook for Wildcats to persuade them and guide them to make the right choices to be successful at the high school and in life. Students will conduct both primary research with interviews and secondary research in the library and on the internet. This will incorporate all parts of the writing process and will encourage students to think about what they know about being successful. Steps or Task Analysis of Culminating Activity:

Authors carefully choose the words they use for specific purposes.

Students will be able to
(doing statements- what they could not do before completing the unit and in terms of real world)

Analyze factors that influence whether someone is successful in school and in life. Evaluate how different people have defined and achieved success. Create a chapter in a story that effectively uses rhetoric to convince the target audience. Apply an understanding of diction, syntax, tone, and rhetorical appeals.

Understand the way that characters are developed and change due to the action in a story. Identify diction, syntax, and tone and the way they work together to convey an author or speakers voice. Incorporate voice effectively in their writing. Analyze and use rhetorical appeals to influence an audience.

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Composition Evaluation Criteria and Rubric Name: __________________________________ Essay Title: _____________________________ Explanation: One score is given for each set of criteria. The scores for the first four categories are multiplied by two, then the final two categories are added, and the total is divided by ten. For the conversion scale, see the following chart. Numbers with decimals .5 or higher will be rounded up; numbers with decimals .4 or lower will be rounded down. 9 = 100% 8 = 95% 7 = 90% 6 = 85% 1. Central Idea: focus is on assigned task Score: ______ Excellent (9) Highly creative, unique response. Writer shows strong understanding of task, purpose, and audience. Well-constructed, cohesive text. Exceptional detail and smooth transition. Mastery beyond competency; distinctive style. Sentences are accurate, varied, and natural. Lively, vivid, and appropriate to task and audience. Writer has carefully placed interesting expressions to good effect. Flawless usage of standard English Final draft shows clear evidence of working through writing stages (prewriting, drafting, revision) 5 = 80% 4 = 75% 3 = 70% 2 = 65% Very Good (8 7) Interesting focus with substantial, relevant detail. Writer shows good understanding of task, purpose, audience. Clear, coherent text supported with satisfactory detail and some transition. 1 = 60% 0 = 50% No paper = 0%

2. Organization and development

Good (6 5) Average (4 3) Clearly defined Focus is focus with general; details less substantial, are repetitious or relevant detail. sketchy. Some understanding Writers purpose of task, purpose, is unclear. audience. Somewhat organized and Inconsistent and cohesive text; plan & method; lacks unity in places due to due inconsistent or due to misuse of undeveloped transition and paragraphs; details. weak transitions. Appropriate voice; Writer makes some attempt to vary sentences for interest. Sentence structure is frequently inaccurate, unvaried, and/or stilted. Errors disrupt reading process. Word choice is dull or repetitive. Some misuse of words may occur.

Score: ______ 3. Sentence structure

Score: ______ 4. Diction

Skillfully constructed with fluency; style clear. Sentences are accurate and mostly natural and varied. Mostly engaging and appropriate to task and audience. Writer uses interesting expressions that are mostly effective. Consistent use of conventional grammar, spelling, punctuation Final draft shows good evidence of working through writing stages (prewriting, drafting, revision)

Poor (2 1) Vague/general; unsupported by concrete, relevant detail. Writer has misunderstood task; No clear purpose. Undeveloped generalizations; lacks unity, coherence; support illogical or insufficient supporting detail. Numerous structural errors; [RO; frag; comma splices]; No variety. Vocabulary is limited and language is vague, redundant, clichd. Word choice is inappropriate. Spelling, usage, and punctuation are error-ridden and impede readability. Final draft appears to be dashed off with no evidence of having worked through the writing process.

Score: ______ 5. Mechanics Score: ______ 6. Process

Somewhat engaging and appropriate to task and audience. Some attempt to engage reader by attention to writing style. Generally uses conventional grammar, spelling, punctuation. Final draft shows some evidence of working through writing stages (prewriting, drafting, revision)

Frequent errors in grammar/usage which weakens effectiveness. Final draft shows little evidence of working through writing stages (prewriting, drafting, revision)

Score: ______

Strengths: _______________________________________________________________________________________ Suggestions for improvement: _______________________________________________________________________ ________________________________________________________________________________________________ FINAL GRADE: _______________

This unit is developed for a ninth grade, Reading Enrichment course. Students in the course are below grade level in both reading and writing. The course description is: This course provides fundamental skills development in the five strands of the Common Core Curriculum courses: Reading & Literature, Reading Across the Curriculum, Writing, Conventions, and Listening, Speaking & Viewing. The setup is a language lab setting; the class includes drill and practice opportunities in reading comprehension, vocabulary development, reading opportunities, writing (according to the CCC literary and writing genres associated with students English course), speaking, and critical thinking. Additionally, this course attempts to reconnect remedial students to the school community. As such this course reading selections are chosen to give students ideas, tools, language, and experiences in an environment that leads to their success in school and beyond. Of utmost importance is creating a safe environment and classroom climate conducive for the achievement of each student. Adding relevant content and the development of social skills that students recognize as important is also essential. The goal is to change school from a have to do environment to one where students think I want to or I get to. Towards that goal, the lessons will incorporate character education and authentic experiential projects to prepare students for the real world.

Blue font color signifies a hand-out, graphic organizer, or worksheet that students will complete and turn in. Green Font color signifies use of Glassers Choice Theory. Red font color indicates the use of differentiation.

Student Learning Map of Unit 3 Facing Challenges

LFS v. 7 Decision 3; v. 6 Decision 1

Name: Reading & Writing I Topic: Facing Challenges Handbook for Boys

Key Learning: Authors carefully choose the words they use for specific purposes.

Unit Essential Question: 1. How do authors create believable characters

Concept: Structure:

Concept: Character

Concept: Voice:

Concept: Sarcasm vs.

the student will understand how the authors diction influences the mood, tone, and atmosphere of the writing. Grammar Types of Sentences

Development: the student will examine characterization and character Grammar Compound, Complex sentences

the student will identify and classify examples of diction, simile, imagery, and syntax in a variety of genres; and analyze how diction, imagery, and syntax create a distinctive voice. Grammar Syntax, sentence variety, cumulative sentences
Lesson Essential Question

Satire: the student will identify aspects of voice in an interview and will recognize the effect of direct/indirect quotations in conveying voice. Grammar punctuation, editing, revising texts

Lesson Essential Questions:

Lesson Essential Questions:

Lesson Essential Questions:

How does the authors diction influence the mood, tone, and atmosphere of the writing? How does the writer use language to reveal theme?
Vocabulary: Vocabulary: elements of plot, universal theme, voice, syntax, diction, imagery, tone

How do I use direct and indirect quotations? How can I generate open-ended questions? How can I apply and evaluate specific learning strategies?
Vocabulary: Vocabulary: writing process, word map, interview, open-ended questions, direct quotations, indirect quotations

How does an author use structure and literary elements to create a distinctive voice?

How can I plan, conduct, and report a Q and A interview?

Vocabulary: Vocabulary: elements of plot, universal theme, simile, hyperbole, protagonist, setting, metaphor

Vocabulary: Vocabulary: voice, diction, writing process, interview, paraphrase, quote

Chapter by Chapter: A Handbook for Boys Purpose: To develop literacy skills, particularly comprehension and character development To recognize books as a means for self-reflection and discovery To build vocabulary and concept development skills To write in varied forms, including an allegory, letter, and persuasive essay To compare literary styles To discuss literature with peers To examine the impact of sarcasm and public humiliation To read for pleasure

Materials: Hand-outs/overheads attached at the end of the unit. Handbook for Boys: A Novel

Vocabulary Journal to record key words and ideas Writing to Win Folder to complete journal writing assignments Dialectical Journal Instructions/Sample Character Graphic Organizer (Name, Physical traits, Occupation or Former Job, History, Future, Connection to Protagonist) Create an Allegory Pre-write work sheets I think, Therefore graphic organizer Excerpt from The Life and Times of Frederick Douglass Literature Circles Graphic Organizer Plus/Delta Chart for Sarcasm Time Tracker Handout Word Map Public Humiliation Four Square Reflection Persuasive Writing Pre-write work sheets Peer Evaluation Tool 3 readers One World, One Notebook (pencils, pens, highlighters, paper) Classroom computers Art Supplies (markers, chart paper, post its, poster board, construction paper, etc.)

Unit Time Frame: 20, 90-minute, classes

Background Information: In Handbook for Boys: A Novel by Walter Dean Myers students enter the life of Jimmy Lynch, a sixteen year old boy who has chosen to enter a community mentoring program instead of a six-month incarceration in a youth facility. Jimmy has assaulted a fellow student and is having difficulty handling his anger. As part of Jimmys probation, he joins another young man, Kevin, for six months of work after school at Dukes Barbershop. Dukes Barbershop is the oldest barbershop in Harlem, NY and a regular hangout for several characters. Through his interactions with these characters, Jimmy learns several of lifes essential lessons. The book is composed of an introduction, a prologue and seventeen chapters. Students will complete a dialectical journal as they read. This is essential for students as it teaches active reading, allows text-to-self/text-to-text/text-to-world connections, and gives students discussion points to be used during literature circles and other class discussions. Students will find one quote per chapter that they feel are significant to their life (text-to-self), the story (text-to-text), or as a life lesson (text-to-world). Students will explore character development and how the author creates a unique voice for each major character. Students will complete two writing projects writing an allegory (narrative writing) and writing a persuasive essay. The culminating activity will allow students to connect a character to the music in their own lives/experiences by creating a playlist for a character and writing an explanation of that playlist in the characters voice. There are a variety of activities and quizzes to allow for different learning styles and student preferences. Day 1: Unit Activator: A THEME poster walk. Teacher will post five posters around the room and give students time to examine the statement on the poster and add their own comments. Students will be divided into five groups, each group with a different color marker. They will each begin at a different poster and then have two - five minutes to read and discuss the statement. They will then add a comment to the poster both individually and as a group. Comments should clearly state support or disagreement the statement plus evidence to back up their stance. After two minutes students will rotate to the next poster. At each poster students read and add to the comments. This repeats until students have returned to their starting position. DISCUSS: what students learned from reading each statement, the comments, and adding their own. Then students will rank the statements from most to least controversial. DISCUSS their reasoning. Teacher will explain that these are snapshots of the literary themes in Handbook for Boys: A Novel. Sometimes people who see themselves as victims must take some of the blame for their situations. People must make sure that their actions match their words. You need to know how to read to be successful. Sarcasm is funny and people need to know how to take a joke. People who are successful usually have good time management skills. Step 2 Previewing the Novel

Students can learn a lot about a book before they even begin reading it. Student impressions will be added to a class chart. (Class chart will be revisited throughout the term) 1. Ask students to examine the front and back cover. What is their first impression before they open the book? Record impressions on class chart. 2. Have students read silently the page just inside the front cover, the teaser paragraph. What impressions to they want to add? 3. Have students turn to the dedication page what additional impressions can be noted? 4. Teacher should read the authors bio aloud on the back cover, then read the Dear Reader. Ask students if they have ever read a novel with a letter placed before the book. Clearly Walter Dean Myers wanted to send a message to readers before they began the book. Record student impressions. Have students discover and brainstorm important words, phrases, and message. These will be added to the class chart. Then have students write the words and messages that seems most personally relevant on their Discovery Hand-out. 5. Introduce dialectical journals. Explain that they should look for quotes that are significant to the story, their life experiences, and/or their world view. Hand-out Dialectical Journals. 6. Explain that Handbook for Boys: A Novel will be read in class and at home. They are welcome to read more than is assigned, however keeping up with the assigned readings will be essential for class participation. Vocabulary Review:
1. Review academic vocabulary terms and place on word wall. Commentary after the lesson what worked, what didnt work, what will you change next time?

Chapter One: PROLOGUE and DUKES PLACE Essential Question: How does an author create first impressions of a character? Activator: Writing to Win. Strategy D Target: 8 sentences, each beginning with a different first word. Respond to the quote, Over the years it became clear to me that people who did well were, almost without exception, actively involved in pursuing their dreams. Conversely, the people who failed most often were not involved in the process of affecting their own success. Many, in fact, did not even think they should have been involved. Success, they felt, was a thing of chance more apt to happen to those who had what seemed to be natural advantages. How do you feel about success? Teaching Strategy: Skills character study, note taking

Character Concepts mutual respect Before reading the Prologue and first chapter, Dukes Place, aloud, have students look at the First Impressions Character Chart where they will record details while listening. Review each header. Vocabulary Word Wall add in terms: Direct Characterization, Indirect characterization, Round Character, Flat Character, Dynamic Character, Static Character Read Popcorn style Glassers Choice Theory students are able to choose how much they read when their turn is called. In small groups, students discuss responses, adding to their charts when hearing others comments. Differentiation Students are grouped in homogeneous grouping by Lexile scores. Also the chart is differentiated according to student ability. Group 1 (Lexile 800 and below) receive chart with some areas filled in to provide examples. Group 2 (Lexile 801-1000) receive standard chart. Group 3 (Lexile 1001 and up) receive chart plus extension questions. Explain that students will trace character development in this novel by looking at how characters change and what ideas and people influence them along the way. Discuss point of view in a novel and add to word wall. Discuss question 1 on First Impressions document. Remind students to write responses in complete sentences. Advise students to reread Dukes Place at home and complete the document.

Summarizer: Ask students to stand. Each person offers a first impression in four words or less and sits. Students self select when they speak. A student who would rather not speak today may take a pass (one pass per week) and sit down at any time. Homework: Complete More First Impressions hand-out as homework to be reviewed next day.

Chapters Two & Three: VICTIMS & THE BLIND MONKEY STRUT Essential Question: What is the difference between the literal and symbolic meaning? Activator: Review Referencing homework, students share ideas on the accuracy of impressions. In pairs students read their Making Connections response using Active Listening. Students self-select pairs

partner. As listener the intent is to make one comment that reflects understanding. Then as a class, discuss the third prompt. Teaching Strategy: Skills critical reading, story analysis, vocabulary, character development, plot development, transference of ideas. Character Concepts responsibility, integrity, pro-social choices Hand-out Allegory Sheets Vocabulary Literal Meaning, Figurative Meaning, Denotation, Connotation, Allegory Read Chapter two VICTIMS aloud with occasional verbal summaries. Review literal and symbolic with the students. Ask what students imagine each word to mean and the main difference. Be sure that discussion concludes that: literal refers to the surface meaning of a work. For instance, a literal story of a horse race, and symbolic refers to the deeper meaning of the work. For instance, the story of the tortoise and the hare symbolically teaches perseverance and that assumptions about who will win may be inaccurate. Read Chapter three THE BLIND MONKEY STRUT aloud with occasional verbal summaries. Use the tortoise and hare story to transition to the question about allegory. In homogeneous small groups examine Dukes story of the monkey using the questions provided. Summarizer: Writing to Win. Strategy D. Target 8 sentences. Consider Pookie, the character in the Victims chapter. How might his choices have been different if he had heard Dukes story of The Blind Monkey Strut? Homework: Preview - Inform students that they will write an original allegory beginning in the next class. As preparation, students are to bring in a life lesson they have heard in a book or they believe important. Students can discuss this with family and friends to come up with an idea for the allegory. Fluency Reading Check students are to select an Aesops tale to read aloud at home that night. Students are to put in their reading journal whom they read to and summarize both the story and discussion that ensued with their little reader partner. Students who are unable to come up with a life lesson on their own can use the Aesops lesson to create their allegory.


Essential Question: How can I write an effective allegory? Activator: Ask students to stand. Each person offers a summary of his/her Aesops tale in 20 words or less and sits. Students self select when they speak. A student who would rather not speak today may take a pass (one pass per week) and sit down at any time. Teaching Strategy: Skills critical reading, creative writing, character development, plot development Character Concepts responsibility, integrity, pro-social choices Vocabulary Allegory, Character Development, Plot Development In cooperative pairs, students self-select partners, students brainstorm symbolic meaning of different animals and locations. For instance, tigers, monkeys, owls, jungle, desert, etc. To reinforce how this novel emphasizes character development, discuss what makes an interesting character. Students use responses to help complete the character plans on the brainstorming sheet. Individual Work Explain to students how to complete the plot chart. Review definition of each element rising action, climax, resolution. Clarify student understanding so they can complete their pre-writing activities. Students who are unable to come up with their own life lessons will be able to choose from a list of ideas and characters. Students will begin writing their allegory when they complete the brainstorming activities. Day two students will self-select a partner to complete peer evaluations following the peer evaluation form. Following peer evaluations, students will begin writing their final draft. Students who complete their final draft early are able to type a copy on the classroom computer or create a cover illustration for their story. Summarizer: 1. Writing to Win. Strategy B Acrostic. Target 5 facts. A-L-L-E-G-O-R-Y Homework: Day 1 Complete Rough Draft of Allegory Complete Final Draft of Allegory. Read DOES LIFE WORK? & DOES LIFE WORK? PART II

Chapters Four, Five, and Six: DOES LIFE WORK?, DOES LIFE WORK? PART II, & DUKE TALKS ABOUT SUCCESS Essential Question: How do stereotypes work and/or limit a story? Activator: Project pictures of two men, one disheveled with long dirty hair and clothes, the other in a business suit. Have students brainstorm on the board impressions about each person (i.e. homeless, drug addict, trustworthy, etc.). DISCUSS how stereotypes about a person looks influences how we respond to him or her. Teaching Strategy: Skills identifying essential ideas, modifying behavior Character Concepts responsibility, integrity, pro-social choices, bias and stereotypes Vocabulary hyperbole, character development, dynamic characters, imagery Review chapters four and five with verbal summaries. Read chapter six, DUKE TALKS ABOUT SUCCESS, aloud together using the Reading Flow. Reading Flow Inform students that you (the teacher) will read aloud. When the teacher stops, a student continues to read aloud. When this student stops, another starts. A pause between readers is acceptable. Each reader decides when and how much to read aloud (keeping in mind that others will want to read as well) always ending at a period or other final punctuation mark. If any student makes an error or stumbles, thats okay; corrections are not made at this time unless a student asks the teacher for assistance. Students complete the first part of I Think, Therefore on their own with a class debriefing. Small group activity, Out of Proportion? Students are in homogeneous grouping by Lexile. Students will discuss how in every community there are people who need help for a variety of reasons including illness, loss of a job, or lack of education. Who has a role in helping out? Should people be on their own to solve their troubles? DISCUSS debrief each groups work, discuss any stereotypes that arose during the activity Begin working on Dukes Steps Toward Success individually. Summarizer: Complete handout Dukes Steps Toward Success. Students are to begin following the steps to success. They are not to answer Step #5. Homework: Complete Dukes Steps Read CAP RUNS HIS MOUTH OFF ABOUT READING

Chapter Seven: CAP RUNS HIS MOUTH OFF ABOUT READING Essential Question: How can reading a primary source enhance my understanding of historical and contemporary events? Activating Strategy: When the students enter they will be given an index card on which to write their Fourth Step Towards Success. These will then be placed in a box and each student will pull one out and add this as the One More Step! Once everyone has added the fifth step to the paper, allow two minutes for a quick write answering: Am I willing to take on this step? If so what will I do? If not, can I adapt this step to one I am willing to take on? Teaching Strategy: Skills critical reading, use of supportive evidence, drawing connections, questioning, notetaking, reading primary source material, comparing genres Character Concepts responsibility, integrity, pro-social choices Vocabulary autobiography, primary sources, secondary sources, fact, opinion, rhetorical devices Review Chapter seven with verbal summaries. Refer to the poster with, You need to know how to read to be successful, and students comments added during the opening session. What new comments would students now add after reading chapter seven? As students make comments, invite them to write on the poster. Introduce Frederick Douglass The Biography Channel has a good, short introduction to the man (2:49) Introduce the reading this is challenging reading but if students persevere they will be able to read it successfully for content. Guide students in doing a close reading of the story marking the text First Reading Teacher reads the story aloud while the students follow along and mark the text as follows: Circle all unfamiliar words Underline a sentence that shows a change in Douglasss mistress, write mistress change in the margin. Underline a sentence that shows Douglasss determination, note determination in the margin. Discuss the unfamiliar words that students circled use DISSECT method as previously taught Second Reading Have students take turns reading aloud. Students volunteer and read for as long as they want. Students are to follow along and mark the text as follows.

Underline a sentence that brings about a strong emotion for you; write ! in the margin. Underline a sentence that seems important. Be prepared to tell why it seemed important. Write a * in the margin. Underline a sentence that you have a question about. Write your question in the margin. In four- squares, teacher selected grouping by student favorite subject from student inventory, students will discuss the sentences they underlined. If they like a sentence a classmate underlined, they are to highlight that additional sentence and use the correct marking in the margin. Summarizer: Students will answer two questions connecting The Life and Times of Fredrick Douglass, to the main character in Handbook for Boys: A Novel. Students are to choose two sentences from the reading that they think would convince Jimmy that reading is important. Beneath each sentence, they are to explain why they chose that sentence. Homework: Students read chapters nine and ten, TOOLS and TAKING CARE OF THE BALL

Chapters Eight & Nine: TOOLS and TAKING CARE OF THE BALL Essential Question: How do I connect to the universal theme, making choices? Activating Strategy: Writing to Win: Strategy D; Target 3 sentences per chapter. Summarize each of the chapters you read last night in exactly three sentences per chapter. Teaching Strategy: Skills Critical reading, use of supportive evidence, drawing connections, questioning, notetaking Character Concepts responsibility, integrity, pro-social choices Vocabulary universal theme, point of view Students participate in a Literature Circle reviewing the Roles on their sheets. Students choose role. Teacher assigns groups by student Lexile scores. Roles: Personal Connector questions ask about important choices that group members have had to make.

Literary Connector questions ask how different characters choices relate to one another. Point of View Connector questions explore how characters might feel about another characters choices. Service Connector questions ask how the character or the characters choice might lead us to do something for others. Students develop two questions for their role. They record comments on their circle. Each student leads the circle for four minutes, asking his/her questions and recording answers. All students should write down all of the questions for future reference. Then students return to the whole group for five to ten minutes of teacher-led debriefing. Making Choices Handout. On their own, students select one character mentioned and create a Pro/Con list to assist the character in deciding what action to take in a given situation. Allow five minutes for this activity. Then have students partner with another student regardless of who the student has selected. Students choose partners. Have the students share their Pro/Con lists and make a recommendation for what the character might do based on this list. Partners provide feedback as to whether the argument for this decision is convincing.

Summarizer: As a class, discuss different ways we make choices and what methods might be worth using. Students can add these ideas to their paper. Homework: Have students review the First Impressions Chart and add details for all characters.

Chapters Ten & Eleven: S-E-X & LONNIE G. Essential Question: When is sarcasm an accepted form of rhetoric? Activator: Writing to Win Strategy D, Target 8 sentences with at least one compound sentence. Describe a time that you have used sarcasm to convince someone to agree with you OR describe a time when someone else used sarcasm to convince you to agree with them. Teaching Strategy: Skills vocabulary development, point of view, drawing connections Character Concepts respect, integrity, pro-social choices

Note that the discussion of sarcasm may require more time to assist students examine the dynamic of sarcasm and how it can be hurtful. Consider viewing one or more of these short video clips. o Wild Thornberries Movie o SNL: Sarcasm 101 o Scrubs: Sarcasm o Friends: Ross Sarcasm Read chapters aloud with occasional verbal summaries. Student choose when and how long they choose to read. Refer to the poster, Sarcasm is funny and people need to know how to take a joke, with student opinions regarding sarcasm. Could any new information be added after reading these chapters? Review the concept of sarcasm. Students circle key words in the definition that help them recognize what sarcasm truly is and its impact on others. Ask students: Why do we laugh at sarcasm even though it hurts others? (nervous reaction; peer pressure I dont want to be the subject of the next joke) Sarcasm can be compared with imitation, a form of humor that can be physical or verbal. Other comparisons may be drawn between sarcasm and satire, wit or use of irony in writing. Compare character responses to imitation and sarcasm. Discuss reasons for differences. Look at the situation from another point of view. How might Kevin have felt after hurting Jimmy with his sarcasm? How might he have changed the situation? Begin the plus/delta chart Students who need additional help will be given the chart with some items already filled in to activate their understanding of the concept.

Summarizer: Writing to Win Strategy D; Target 8 Sentences with at least one compound sentence Think Piece: Sarcasm as a literary device: Can sarcasm be used in ways that are not hurtful to another person? Sarcasm is used as a literary device to convey an opinion or belief about a subject or character in literature and other writing such as political cartoons. Is sarcasm acceptable if not aimed at a person or group or people? OR Sarcasm and body language: Can a person express sarcasm through a body gesture or facial expression? Can this wound as much as words? Homework: Complete the plus/delta chart.

Chapter Twelve: PETER THE GRAPE Essential Question: How does your time management affect your ability to achieve your goals? Activating Strategy: Review complete a four-square reflection of the previous class when students examined sarcasm. Teaching Strategy: Skills time management, application of a character quality to self Character Concepts responsibility, integrity, pro-social choices Students read the chapter aloud using the reading flow. Students choose when and how long they wish to read aloud. Discussion use the poster about time management from the first class of the unit. Could students add information at this time? Pairs activity students list what they do with their free time. Students are matched by teacher by interests (i.e. students involved in school sports, gamers, etc.). Discussion students will individually answer the question on paper, Does how you spend your free time improve your life? Explain. Then students will be able to share their answer or expand on a classmates answer during the discussion. Discussion will be managed by the use of the talking fan, the student that wishes to start will begin and then pass the fan to the student on his/her left. That student can add to student ones point, introduce their point, or pass. Students cannot talk unless they have the talking fan. Discussion will continue until all students have had an opportunity to speak. Those who passed will be given a second chance to add to the discussion or add a concluding thought on this issue. Teacher will collect all student answers to ensure that even those who did not speak did answer the question. Teacher will project a schedule for students to copy down, a simple version of the timetable that Peter the Grape used. Students are to complete this table for one day. Whenever they change locations or activities, they are to make a note in the schedule. Time Tracker Chart Summarizer: Writing to Win Strategy D, Target one fully-formed paragraph. In a paragraph, describe the relationship between: 1. Spending two hours doing something for yourself. 2. Free time. 3. Doing something to make your life better. Differentiation for students that have a hard time getting started, provide the following instructions: Include a topic sentence that tells your main idea; write 3-4 sentences that explain or support your main idea; finish with a sentence that summarizes your message. Homework: On the chart, keep track of your next 24 hours. Brainstorm three people in your life who you deem successful, ask them if they are interested in being interviewed for your class.

Chapters Thirteen and Fourteen: SISTER BROWN ON A GOD TIP & BOBBY BROWN Essential Question: How does an authors word choice (diction) influence audience reaction? Activator: Writing to Win Strategy D Target 8 sentences, with one compound and one complex sentence. Think Piece: I arise in the morning torn between the desire to improve the world and a desire to enjoy the world. This makes it hard to plan the day. E.B. White (author). What activities can you take part in that let you enjoy the world and improve it at the same time? Teaching Strategy: Skills critical thinking, personalization of text, drawing connections, questioning, problem solving Character concepts identification of desired qualities, integrity, pro-social choices Review - Students will share and discuss their time tracker charts. Students will share if they discovered anything about their day that made them want to reevaluate their choices. Reading in the round, students will take turns reading. Teacher will select readers and length of read to evaluate student fluency. On the board, students will do a plot diagram (teacher will start) of Chapter Thirteen, SISTER BROWN ON A GOD TIP. Students will choose where they want to add information onto the chart but all students must participate. Read in the round, Chapter Fourteen, BOBBY BROWN. Teacher will select readers and length of read to evaluate student fluency. Selections will be based on student Lexile and placement test scores to gauge improvement. These two chapters are about giving and getting advice Sister Smith advises Jimmy to attend church and Jimmy advises Bobby Brown to improve his life. After the reading students will write the best piece of advice they ever received on a poster. In BOBBY BROWN, the teacher uses public humiliation to motivate a student, in cooperative pairs, student choice, students will create a word map to react to this situation. They are to include five words that describe what this exchange makes you think. Then include five words about how this exchange makes you feel. Summarizer: Students will then, individually, use those word maps to construct a note to one of the characters involved in the scene of public humiliation, Jimmy, the teacher, Bobby Brown student choice. They must choose at least two words from each word map. Teaching Strategy:

In small groups, groups chosen by color cards, students will select a scenario and dramatize a situation where someone needs help and finds a way to get that need met. The challenge is to come up with at least three different ways to get support, assistance, or help to improve the situation. Student performances time is two minutes, performance must convey all three ways, with the final line being, It takes a big person to _________________. o Scene I Several students are working on a school project. One student is not doing his or her share of the work. o Scene II A student volunteers to bring dessert for a class party planned for the next day. After arriving at home, this student has a family responsibility that means no shopping and no ingredients are at home for baking. o Scene III A teacher offers extra credit for students who rearrange the class library in alphabetical order; two students sign up. But after two hours they see this is a much bigger job than they expected. o Scene IV The word is being passed around school that two kids will be meeting on the football field to settle a disagreement with a fight. o Scene V A student has been showing improvement with grades and turning in work, and then receives an assignment that is extremely confusing.

Summarizer: Writing to Win Strategy D Target 3 Sentences. Actions speak louder than words! What ideas will you keep in mind from this activity? Homework: Read Chapters Fifteen, Sixteen, and Seventeen.

Chapters Fifteen, Sixteen & Seventeen: CHANGE, FROGGY GOES A COURTING, KEVIN SCREWS UP Essential Question: How has the author created believable characters that change over the course of the story? Activator: Writing to Win Strategy D Target 3 sentences on how the different word is different and 3 sentences explaining how the other three are the same. Setting Conflict Characters Editing* Teaching Strategy: Skills drawing conclusions, note-taking, questioning

Character Concepts identification of desired qualities, responsibility, integrity, pro-social choices Review chapters with verbal summaries Differentiation if students have difficulty with verbal summaries, assign students to groups and have each group create a storyboard for an assigned chapter. Groups will then present their storyboard to the class. Student assigned by Lexile scores Medium group Chapter 15; Low group Chapter 16; High group Chapter 17. Review the idea of character development Cooperative Pairs: revisit the First Impressions Chart, then discuss the concept of change through a series of prompts. Handout A Look at Change. As a whole group discuss and rate the book. Would you recommend this book to others?

Summarizer: Answer the essential question.

The Art of Persuasion Writing our own Handbook Essential Question: What makes persuasive writing so persuasive? Activator: Writing to Win Strategy D, Target 8 sentences with one complex sentence Who is an older person that you turn to for advice? Explain what makes them a good confidante and advisor. Teaching Strategy: Skills reading for a purpose, interview skills, questioning, drawing connections, note-taking, use of supportive evidence, persuasive writing, & writing process. Character concepts: identification of desired qualities, responsibility, integrity, pro-social choices Have students reread Meyers introductory letter and the answer questions about how Meyers novel conveys his message. Have students write answers and then discuss. The questions direct students to consider how Meyers persuades his audience to make positive life choices. Review the ways to support an argument o Clarify a position o Analyze the problem or issue o List statistics o Draw comparisons o Quote an expert

o Appeal to the readers emotions Discuss with students which type of evidence is most powerful for them. Introduce the Create Your Own Handbook Project. Allow students to decide who they are writing their handbook for their peers of current eighth graders. Students will interview an older person who can give good advice about how to have a successful life. Students will brainstorm successful people In assigned groups, develop 4-5 strong interview questions with follow-up. Teacher will choose student groups by levels High level students receive basic instructions; Average students receive two questions and have to write three additional questions and follow-up questions. Low level students receive a brainstorm list of possible topics, two questions, with sample follow-up and have to write three additional questions and follow-up questions.

Homework: Conduct interview.

Activator: Students will discuss interesting answers from interviews they conducted with an older successful person. Teaching Strategy: The interview answers will be coupled with research and personal experience to create a strong persuasive chapter in the student created handbook. Review elements of persuasive writing, use the Creating Your Handbook Chapter. Remind students of elements Meyers uses that they found particularly convincing as this may influence what type of evidence they wish to use in their chapters. Explain that this piece will be written using the writing process, they will stop and reflect on their work at each stage. o Prewriting Brainstorming with classmates to develop a range of ideas as a class and allow students to choose the idea each student wishes to develop into a chapter. Brainstorm individually about their idea, each will also come up with lists of successful people he/she may wish to research in the library or on the internet. Library research. Students will attend a days training and a second work day in the library to conduct research as background for their chapters. SUMMARIZING Students will answer three reflection questions about this phase of the writing: 1. What do I like about my topic so far?

2. What is the most important idea I have listed so far? 3. My feelings about writing during this step: o Organizing students will take all of the information they have gathered: topic idea, personal interview, and library/internet research and begin organizing it into a chapter - use the Prewriting Guide. o Writing Sloppy Copy Students will write the first draft at the desks independently. SUMMARIZING Students will answer three reflection questions about this phase of the writing: 1. What do I like about my work so far? 2. What part of my paper is most powerful right now? 3. My feelings about writing during this step: o Editing & Revising Students will revise on their own first, then in groups of three. Each student will read his/her work aloud to the group and then get feedback based on the questions listed on the Writing Process paper and questions or comments raised by classmates. The student may mark up his/her paper. It is important for the student to read his/her paper aloud, verbatim, because this will allow him/her to catch awkward phrasing that he/she doesnt catch with silent reading. It is also important that the student maintain ownership of his/her paper by remaining the only person to write on it. Mini-lesson on using quotations, using powerful verbs, or other topics as needed. Side-by-side editing. Students will sit in teacher-selected (pairs selected by ability levels) pairs and share the page. The editor will look at another students paper and point out needed changes. The writer of the paper will make the changes. Again, this allows the writer to maintain ownership of his/her work and later to assess if they accept and use the suggestions. SUMMARIZING Students will answer three reflection questions about this phase of the writing: 1. What do I like about my work so far? 2. What is the most important change that I made during this step? 3. My feelings writing during this step? o Rewriting & Publishing

Students will rewrite the first drafts as needed Mini-lesson on Works Cited Page Students will type the final draft. Be sure students use MLA formatting. Students will then present their stories to their intended audience, a peer, or an adult in their lives. They must receive feedback from three readers on the feedback forms. Students will turn in all parts of their writing, 10% of the grade is use of the process. SUMMARIZING Students will answer three reflection questions about this phase of the writing:

1. What did my audience say about my work? 2. What part of my writing did they seem to like the best? 3. My feelings about writing during this step: