Literature: Allegory-Symbolism-Satire
Essential Question/Anchor: Can literature help us define the greater good?
This final six week unit encourages students to explore their strengths by reading about strong characters who ventured against conventional wisdom in search of the greater good.
Unit 6
Related Literary Texts
Poetry
o
o
o
o
"Nothing Gold Can Stay" (Robert Frost)
(E)
“The Road Not Taken” (Robert Frost)
(E)
Night Is Gone, Day Is Still Coming:
Stories and Poems by American Indian
Teens and Young Adults (Annette Piña
Ochoa, Betsy Franco and Traci L.
Gourdine) (OOP)
Things I Have To Tell You: Poems and
Writing by Teenage Girls (Betsy Franco)
Stories
o
o
o
o
o
o
o
o
o
o
o
o
o
1
American Dragons: Twenty-Five Asian
American Voices (Laurence Yep) (OOP)
(EA)
Amos Fortune, Free Man (Elizabeth
Yates) (easier to read by excellent)
Children of the River (Linda Crew)
(easier to read but excellent)
Gulliver’s Travels (Jonathan Swift)
I, Juan De Pareja (Elizabeth Borton de
Trevino)
Little Women (Louisa May Alcott) (E)
1
Lord of the Flies (William Golding)
2
Rebecca (Daphne du Maurier)
Stargirl (Jerry Spinelli) (easier to read
but excellent)
The Color of My Words (Lynn Joseph)
(easier to read but excellent)
The Old Man and the Sea (Ernest
Hemingway)
The Outsiders (S.E. Hinton) (easier to
read but excellent)
1
The Sea-Wolf (Oxford World's Classics
Edition) (Jack London)
Suggested Objectives:
Building Student Knowledge:
Read and discuss a variety of novels
that reveal, explicitly or implicitly,
“the greater good.”
The stage is set by Robert
Frost’s poem “The Road Not
Taken.” Although students
read from classic and
contemporary literature,
writing and class discussions
focus on how literature helps
us define the tension between
the needs of the individual and
the greater good of society.
The goal of this unit is for
students not only to apply the
reading, writing, speaking, and
listening strategies and skills
they have learned up to this
point in the year, but also to
analyze how authors use
allegory, symbolism, and satire
to affect the reader. Students
will revisit “The Road Not
Taken” as the unit concludes,
in order to see how this unit
led to deeper understanding of
the poem. This unit ends with
an essay in response to the
essential question. (The essay
is followed with a choice for
students: write their own
narratives or create their own
multimedia presentations that
demonstrate what they
learned this year.)
Experiment with performing poetry in
variety of styles and discuss how these
changes affect its interpretation.
Compare and contrast characters,
plots, themes, settings, and literary
techniques used in the stories read.
Analyze how particular lines of
dialogue in literature propel the
action and reveal aspects of a
character.
Analyze how writing styles and
literary techniques, such as symbolism
or satire, are used and how their use
affects meaning and reader
engagement.
Write a variety of responses to
literature and informational text.
Analyze the extent to which a filmed
version of a story stays faithful to or
departs from the text, evaluating the
choices made by the director or
actors.
Create a multimedia presentation on
“the greater good,” where the message
is either explicitly stated or implied.
West Baton Rouge Parish 2013 Grade 8 ELA
GRADE 8
Focus Common Core Standard
Possible CCS
Reading Literature
RL.8.1
RL.8.2
RL.8.3
RL.8.4
RL.8.5
RL.8.6
RL.8.7
RL.8.9
RL.8.10
Reading Informational Text
RI.8.8
RI.8.10
Writing
W.8.1
W.8.2
W.8.3
W.8.4
W.8.5
W.8.6
W.8.9
W.8.9(a) W.8.9(b)
W.8.10
Speaking and Listening
SL.8.1
SL.8.2
SL.8.3
SL.8.4
SL.8.5 SL.8.6
Language
L.8.1
L.8.2
L.8.3 L.8.3(a)
L.8.4
L.8.5
L.8.6
Informational Texts
Literary Criticism

“Robert Frost, Poet of Action” (James McBride Dabbs)
Nonfiction

Trek 7, and The Fractal Pond Race (from Math Trek: Adventures in the Math Zone (Ivars Peterson and Nancy Henderson) (E)
Art, Music and Media

Art
o
o

Film
o
o
o
o
o
o
Unit 6:
Artemisia Gentileschi, Self-Portrait as the Allegory of Painting (1638-1639)
Diego Velázquez, Juan de Pareja (1650)
Charles Sturridge, dir., Gulliver’s Travels (1996)
Gillian Armstrong, dir., Little Women (1994)
John Sturges, dir., The Old Man and the Sea (1958)
Jud Taylor, dir., The Old Man and the Sea (1990)
Mervyn LeRoy, dir., Little Women (1949)
Michael Curtiz, dir., The Sea Wolf (1941)
Terminology:
Allegory
Symbolism
2
Hero/Heroine
Style
West Baton Rouge Parish 2013 Grade 8 ELA
Satire
Strength of Character
Weeks 31-36
Grade 8 Unit 6 Literature: Allegory-Symbolism-Satire
“I CAN” Statements
Standards for Unit 6
Reading Literature
RL.8.1 Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from
the text.
RL.8.2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
RL.8.3 Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.
RL.8.4 Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
I can cite textual evidence to support analysis of what the text says
explicitly.
I can make inferences drawn from the text.
I can determine a theme or central idea of a text and analyze its
development over the course of the text, including its relationship to the
characters, setting and plot.
I can provide an objective summary of the text.
I can analyze how particular lines of dialogue or incidents in a story or
drama propel the action, reveal aspects of a character, or provoke a
decision.
I can determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings.
I can analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
RL.8.5 Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene,
or stanza) relate to each other and the whole.
I can compare and contrast the structure of two or more texts.
I can analyze how the differing structure of each text contributes to its
meaning and style.
RL.8.6 Assess how point of view or purpose shapes the content and style of
a text.
FOCUS STANDARD
RL.8.7 Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
I can analyze how differences in the points of view of the characters and the
audience or reader (e.g., created through the use of dramatic irony) create
such effects as suspense or humor.
I can analyze the extent to which a filmed or live production of a story or
drama stays faithful to or departs from the text or script.
I can evaluate the choices made by the director or actors.
3
West Baton Rouge Parish 2013 Grade 8 ELA
RL.8.9 Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors
take.
I can analyze how a modern work of fiction draws on themes, patterns of
events, or character types from myths, traditional stories, or religious
works such as the Bible, including describing how the material is
rendered new.
RL.8.10 Read and comprehend complex literary and informational texts
independently and proficiently.
I can read and comprehend literature, including stories, dramas, and
poems, at the high end of grade 8 text complexity band independently and
proficiently.
Reading Informational Text
RI.8.8 Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
RI.8.10 Read and comprehend complex literary and informational texts
independently and proficiently.
Writing
FOCUS STANDARD
W.8.1 Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
I can delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant
and sufficient.
I can recognize when irrelevant evidence is introduced.
I can read and comprehend literary nonfiction at the high end of the grade
8 text complexity band independently and proficiently.
I can write arguments to support claims with clear reasons and relevant
evidence.
I can introduce claim(s), acknowledge alternate or opposing claims, and
organize the reasons and evidence logically.
I can support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the topic
or text.
I can use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
I can establish and maintain a formal style.
I can provide a concluding statement or section that follows from and
supports the argument presented.
4
West Baton Rouge Parish 2013 Grade 8 ELA
W.8.2 Write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selection,
organization, and analysis of content.
I can write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
I can introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
I can develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
I can use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
I can use precise language and domain-specific vocabulary to inform about or
explain the topic.
I can establish and maintain a formal style.
I can provide a concluding statement or section that follows from and supports the
information or explanation presented.
FOCUS STANDARD
W.8.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
I can write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences.
I can engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
I can use narrative techniques, such as dialogue, pacing, description, and
reflection, to develop experiences, events, and/or characters.
I can use a variety of transition words, phrases, and clauses to convey sequence,
signal shifts from one time frame or setting to another, and show the relationships
among experiences and events.
I can use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.
5
West Baton Rouge Parish 2013 Grade 8 ELA
I can provide a conclusion that follows from and reflects on the narrated
experiences or events.
W.8.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
I can produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W.8.5 Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
I can 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, focusing on how well purpose and audience
have been addressed.
I can use technology, including the Internet, to produce and publish
writing and present the relationships between information and ideas
efficiently as well as to interact and collaborate with others
I can draw evidence from literary or informational texts to support
analysis, reflection, and research.
W.8.6 Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
W.8.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
I can apply grade 8 Reading standards to literature (e.g., “Analyze how a
modern work of fiction draws on themes, patterns of events, or
character types from myths, traditional stories, or religious works such
as the Bible, including describing how the material is rendered new”).
I can apply grade 8 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant
and sufficient; recognize when irrelevant evidence is introduced”).
W.8.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
6
West Baton Rouge Parish 2013 Grade 8 ELA
I can write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Speaking and Listening
SL.8.1 Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others‟ ideas and
expressing their own clearly and persuasively
I can engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 8 topics, texts,
and issues, building on others‟ ideas and expressing their own clearly.
I can come to discussions prepared, having read or researched material
under study.
I can explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
I can follow rules for collegial discussions and decision-making, track
progress
toward specific goals and deadlines, and define individual roles as needed.
I can pose questions that connect the ideas of several speakers and respond
to others‟ questions and comments with relevant evidence, observations,
and ideas.
I can acknowledge new information expressed by others, and, when
warranted, qualify or justify their own views in light of the evidence
presented.
SL.8.2 Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
I can analyze the purpose of information presented in diverse media and
formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g.,
social, commercial, political) behind its presentation.
SL.8.3 Evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetoric.
I can delineate a speaker’s argument and specific claims, evaluating the soundness
of the reasoning and relevance and sufficiency of the evidence and identifying
when irrelevant evidence is introduced.
FOCUS STANDARD
SL.8.4 Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience
7
West Baton Rouge Parish 2013 Grade 8 ELA
I can present claims and findings, emphasizing salient points in a focused,
coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear
pronunciation.
SL.8.5 Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations.
I can integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest.
SL.8.6 Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or
appropriate.
Language
L.8.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
I can adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
I can demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
I can explain the function of verbals (gerunds, participles, infinitives) in general
and their function in particular sentences.
I can form and use verbs in the active and passive voice.
I can form and use verbs in the indicative, imperative, interrogative, conditional,
and subjunctive mood.
I can recognize and correct inappropriate shifts in verb voice and mood.*
L.8.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
I can demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
I can use punctuation (comma, ellipsis, dash) to indicate a pause or break.
I can use an ellipsis to indicate an omission.
I can spell correctly.
L.8.3 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
I can use knowledge of language and its conventions when writing, speaking,
reading, or listening.
I can use verbs in the active and passive voice and in the conditional and
subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the
action; expressing uncertainty or describing a state contrary to fact).
L.8.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials, as
8
West Baton Rouge Parish 2013 Grade 8 ELA
I can determine or clarify the meaning of unknown and multiple-meaning
words or phrases based on grade 8 reading and content, choosing flexibly
appropriate.
from a range of strategies.
I can 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.
I can use common, grade-appropriate Greek or Latin affixes and roots as
clues to the meaning of a word (e.g., precede, recede, secede).
I can consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of
a word or determine or clarify its precise meaning or its part of speech.
I can 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).
L.8.5 Demonstrate understanding of word relationships and nuances in
word meanings.
I can demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
I can interpret figures of speech (e.g. verbal irony, puns) in context.
I can use the relationship between particular words to better
understand each of the words.
L.8.6 Acquire and use accurately a range of general academic and domain
specific words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when encountering an
unknown term important to comprehension or expression.
9
West Baton Rouge Parish 2013 Grade 8 ELA
I can distinguish among the connotations (associations) of words with
similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent,
resolute
I can acquire and use accurately grade-appropriate general academic
and domain-specific words and phrase.
I can gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.