MADISON PUBLIC SCHOOL DISTRICT
Grade 8 Language Arts
Authored by: Caitlin Aery and Danielle Mack
Reviewed by: Mr. Matthew Mingle
Director of Curriculum and Instruction
Mr. Mark DeBiasse
Supervisor of Humanities
Approval Date: March, 2014
Members of the Board of Education:
Lisa Ellis, President
Kevin Blair, Vice President
David Arthur
Shade Grahling
Johanna Habib
Thomas Haralampoudis
Leslie Lajewski
James Novotny
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
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I. PURPOSE AND OVERVIEW
The Madison School District middle school literacy program provides a balanced instructional
approach which includes the study of varied and rich young adult and classic fictional and nonfictional texts, with attention to literary elements, diction, fluency, syntax and style of model texts.
Writing focus includes modeling quality texts, experimenting with multiple texts and purposes,
producing clear and coherent pieces, and demonstrating analytical skills. Activities and instructional
techniques provide for a differentiated and focused approach to the study of language arts.
Instructional content is aligned closely with the Common Core State Standards.
II. GOALS
Standard 1: Reading – Literature
Key Ideas and Details:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
2. 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; provide an objective summary of
the text.
3. 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.
Craft and Structure:
4. Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
5. Compare and contrast the structure of two or more texts and analyze how the differing structure
of each text contributes to its meaning and style.
6.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.
Integration of Knowledge and Ideas:
7. 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, evaluating the choices made by the director or actors.
8. (Not applicable to literature)
9. 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.
Range of Reading and Level of Text Complexity:
10. By the end of the year, read and comprehend literature, including stories, dramas, and poems,
at the high end of grades 6–8 text complexity band independently and proficiently.
Standard 2: Reading – Non-Fiction
Key Ideas and Details:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
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3. Analyze how a text makes connections among and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies, or categories).
Craft and Structure:
4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular
sentences in developing and refining a key concept.
6. Determine an author’s point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
Integration of Knowledge and Ideas:
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text,
video, multimedia) to present a particular topic or idea.
8. 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.
9. Analyze a case in which two or more texts provide conflicting information on the same topic
and identify where the texts disagree on matters of fact or interpretation.
Range of Reading and Level of Text Complexity:
10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades
6–8 text complexity band independently and proficiently.
Standard 3: Writing
Text Types and Purposes:
1. Write arguments to support claims with clear reasons and relevant evidence.
o Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
o Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
o Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
o Establish and maintain a formal style.
o Provide a concluding statement or section that follows from and supports the
argument presented.
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
o 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.
o Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
o Use appropriate and varied transitions to create cohesion and clarify the relationships
among ideas and concepts.
o Use precise language and domain-specific vocabulary to inform about or explain the
topic.
o Establish and maintain a formal style.
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o Provide a concluding statement or section that follows from and supports the
information or explanation presented.
3. Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
o 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.
o Use narrative techniques, such as dialogue, pacing, description, and reflection, to
develop experiences, events, and/or characters.
o 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.
o Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
o Provide a conclusion that follows from and reflects on the narrated experiences or
events.
Production and Distribution of Writing
4. 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.)
5. 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.
6. 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.
Research to Build and Present Knowledge
7. Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for
multiple avenues of exploration.
8. Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and following a standard format for
citation.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
o 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”).
o 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”).
Range of Writing:
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).
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Standard 4: Speaking and Listening
Comprehension and Collaboration:
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
o Come to discussions prepared, having read or 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.
o Follow rules for collegial discussions and decision-making, track progress toward
specific goals and deadlines, and define individual roles as needed.
o Pose questions that connect the ideas of several speakers and respond to others’
questions and comments with relevant evidence, observations, and ideas.
o Acknowledge new information expressed by others, and, when warranted, qualify or
justify their own views in light of the evidence presented.
2. 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.
3. 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.
Presentation of Knowledge and Ideas:
4. Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation.
5. Integrate multimedia and visual displays into presentations to clarify information, strengthen
claims and evidence, and add interest.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate.
Standard 5: Language
Conventions of Standard English:
1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
o Explain the function of verbals (gerunds, participles, infinitives) in general and their
function in particular sentences.
o Form and use verbs in the active and passive voice.
o Form and use verbs in the indicative, imperative, interrogative, conditional, and
subjunctive mood.
o Recognize and correct inappropriate shifts in verb voice and mood.*
2. Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
o Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
o Use an ellipsis to indicate an omission.
o Spell correctly.
Knowledge of Language:
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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o 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).
Vocabulary Acquistion and Use:
4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based
on grade 8 reading and content, choosing flexibly from a range of strategies.
o 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.
o Use common, grade-appropriate Greek or Latin affixes and roots as clues to the
meaning of a word (e.g., precede, recede, secede).
o 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.
o 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).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
o Interpret figures of speech (e.g. verbal irony, puns) in context.
o Use the relationship between particular words to better understand each of the
words.
o Distinguish among the connotations (associations) of words with similar denotations
(definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
6. Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
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UNIT 1: The Outsiders and A Separate Peace
1. The Outsiders
2. “The Lottery”
3. “The Most Dangerous Game”
4. A Separate Peace
BIG IDEA(S):
Reading:
 Review of literary elements and devices.
o Plotline
o Situational Irony
o Symbolism
o Setting
o Mood
o Foreshadowing
o Suspense
o Characterization
o Figurative Language
o Conflict
o Protagonist
o Antagonist
o Direct Characterization
o Indirect Characterization
o Point of View
 Introduction of close reading skills:
questioning, drawing inferences, providing
evidence, and annotating a text.
Writing:
 Analytical Paragraphs – introduce
analytical topic sentences, lead-ins,
supporting with textual evidence,
parenthetical citations, explanation vs
evidence.
 Narrative Writing – building suspense,
incorporating figurative language, creating
mood through setting, using dialogue and
internal dialogue, dramatic irony, character
and plot development.
Vocabulary/Grammar:
 Review parts of speech (conjunctions,
pronouns, adjectives, adverbs).
 Sentence Structure – run-ons, fragments,
modifiers, prepositions, absolutes, comma
usage
 Text based vocabulary in context.
 Punctuating parenthetical citations.
 Dialogue tags.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
TIMEFRAME: September – October
ESSENTIAL QUESTIONS:
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How do authors use setting to create
mood?
How does a writer create suspense?
What tools can authors use in order to trick
the reader?
How can an author use figurative language
to enhance the setting?
How does motivation develop characters
and propel the plot of a text?
How do authors develop characters?
How can I use evidence from a text to
support a claim about the text?
What techniques can I incorporate into my
writing to create suspense?
How do I transition between the different
forms of narrative in a single, fluid piece?
How can I use the steps of the writing
process to write a well-developed piece?
Why is it important to utilize all of the
steps of the writing process?
How can I use context clues to help
determine the meaning of unfamiliar
words?
How does attention to grammar, word
choice, and punctuation make a story
clearer and more interesting for the reader?
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Test Prep:
 Writing RACER style open-ended
responses following an analytical
paragraph format.
 Narrative Writing – building suspense,
incorporating figurative language, creating
mood through setting, using dialogue and
internal dialogue, character and plot
development.
ENDURING UNDERSTANDINGS:
Students will understand that…
 Mood is developed through setting.
 Readers make inferences based on background knowledge about the text and their own
experiences.
 Textual evidence and explaining its significance in reference to the topic sentence is essential in
supporting a claim about a text.
 Authors use various pieces of figurative language to enhance the setting.
 Characters are developed through actions, thoughts, statements, reactions, motivations, and
appearance both indirectly and directly.
 Good readers use context clues to determine the meaning of words and figurative language.
 Good writers use sentence structure, figurative language, conflict, setting, and imagery to create
mood and suspense.
 Good writers understand the function and proper usage of commas, modifiers, prepositions, and
appositives.
 The structure of a sentence impacts the clarity of the message.
 Good writers use consistent tense.
 Good writers create fluidity by incorporating transitional words and phrases to incorporate textual
evidence.
 Drafting is essential and effective in creating well-developed, fluid written work.
 Good writers use connotation, denotation, and academic, sophisticated vocabulary.
READING
RELEVANT RESOURCES/MATERIALS/CPIs
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)
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Literary Terms Pretest.
Model close reading strategies with text
from The Outsiders.
Teacher will model literary devices using
The Outsiders. Students will define literary
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 1 CPIs:
 RL.8.1
 RL.8.3
 RL.8.4
 RL.8.6
 RI. 8.1
 RI.8.3
 RI.8.4
 RI.8.5
 RI.8.7
 RI.8.8
Tier 1 Resources/Materials:
 The Outsiders
 Character Trait organizer
 Character Close-Up packet
 “The Most Dangerous Game”
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terms. (see above)
Model the difference between summarizing
and analyzing.
Close reading of “The Most Dangerous
Game.” – questions, inferences, support,
conclusions.
Reading non-fiction articles to supplement
texts and concepts covered.
Students will maintain an SSR log for their
choice, outside reading book.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Character Close-Up activity for The
Outsiders. - students will examine
descriptions of the main characters from
the text. Using these descriptions, identify
examples of direct and indirect
characterization, making inferences and
supporting them when necessary.
 Understanding Elements of Plot activity
about The Outsiders. Serves as an
introduction to elements of short stories as
well.
 Investigate the impact of social order on
the plot and the characters. Socs vs.
Greasers activity. - students will
participate in a variety of physical activities
in which teams compete against each other
with one team having an advantage.
 Where the Sidewalk Ends analytical writing
activity – students will examine why
several poems within the text are
inappropriate for children, making claims
using specific textual details.
 Anticipatory activities for “The Most
Dangerous Game” about social order. –
Agree/Disagree activity – students will
move around the classroom based on their
opinion about moral statements related to
the story.
 Students will make predictions about a
text, by completing a close read of the first
page of the text (questions, inferences,
support, conclusions). (This activity will be
completed for both short stories in this
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
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“The Lottery”
The Language of Literature Grade 8
Textbook
 Where the Sidewalk Ends
 Various non-fiction articles to supplement
texts and concepts covered
 “The Lottery” evidence hunt graphic
organizer and handout
 Handouts and reference sheets for the
various literary concepts covered during
this unit.
 Soc vs Greasers posters and materials for
each activity.
 Where the Sidewalk Ends analytical
activity handout
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 See Tier 1
Page 10
unit.)
Close reading of “The Most Dangerous
Game” with accompanying handouts that
require students to provide examples of
characterization, suspense, mood,
suspense, setting, conflict, foreshadowing,
situational irony, protagonist, and
antagonist.
 Close reading of “The Lottery” with
accompanying activities focusing on
situational irony, symbolism, setting,
mood, and foreshadowing.
 “The Lottery” evidence hunt activity –
students will find evidence of
foreshadowing, irony, symbolism, and
horror in the text and provide an
explanation for why they believe the
evidence falls under that category.
 Investigate how the setting of both “The
Lottery” and “The Most Dangerous Game”
dictate the cultural/social order and its
impact on the plot and characters.
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Social class inequity activity – Who would
the Socs/Greasers be today? Look at
newspaper articles about class inequity in
the 2000s. How is this similar/different
from The Outsiders?
 Investigate the impact of social order on
the plot and the characters. Socs vs.
Greasers activity. - Students will
participate in a variety of physical activities
in which teams compete against each other
with one team having an advantage. –
Students will discuss and evaluate how
these differences might impact people in a
real world setting.
 Class discussion and debate about varying
opinions and reasons supporting these
opinions in relation to ”The Most
Dangerous Game” anticipatory activities.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Literary Terms Pretest
 Fresh Text Test – focusing on the literary
terms covered during this unit. Identify and
explain literary terms and devices and how
they are used in “The Tell Tale Heart.”
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© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 See Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint
 iPad
 Document Camera
 Video cameras
 Apple TV
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WRITING
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)
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Literary Analysis Pretest - students will
define and/or identify literary terms and
devices that will be used throughout the
year.
Model smooth and proper integration of
quotations into writing following the QUOPAR-PUNC method.
Model analytical paragraph structure (topic
sentence  lead in  quotation 
analysis  concluding statement).
Introduce the concept of a “Quote
Sandwich” in reference to effective
analytical body paragraphs.
Model and introduce effective analytical
topic sentences.
Model and explain dialogue vs. internal
dialogue.
Model how to create vivid imagery.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Analyze effective vs. non-effective textual
support.
 Students will create analytical topic
sentences about the texts used in this unit.
 Students will develop analytical paragraphs
that use effective textual evidence about
the texts used in this unit.
 Where the Sidewalk Ends analytical writing
activity - students will examine why
several poems within the text are
inappropriate for children, making claims
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 W.8.1b
 W.8.1d
 W.8.2c
 W.8.2d
 W.8.2e
 W.8.3
 W.8.3a
 W.8.3b
 W.8.3c
 W.8.3d
 W.8.3e
 W.8.4
 W.8.9
Tier 1 Resources/Materials:
 “How to Build a Quote Sandwich” sheet
 “The Most Dangerous Game”
 “The Lottery”
 Lit Analysis pretest questions
 Where the Sidewalk Ends
 Thesis statements for short story paragraph
assessments
 Graphic organizers for analytical body
paragraphs
 Copies of “The Tell-Tale Heart” for freshtext assessment
 QUO-PAR-PUNC Reference Sheet
 Narrative Writing Checklist handout
 Smiley Face Checklist handout
 Scary Story organizer
 Scary Movie montage and observation
chart
 How to Create Suspense handout and
article
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 See Tier 1
Page 12
using specific textual details.
Students will organize their analysis of the
text using graphic organizer that requires
evidence to support a claim as well as an
explanation of how the evidence supports
the claim.
 Respond to open ended questions about the
text, using the analytical paragraph
structure.
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will evaluate topic sentences for
effectiveness.
 Students will create an analytical body
paragraph that supports a claim about a
text.
 Students will create a well-developed
narrative that incorporates their
understanding of elements of suspense,
mood, and an effective plotline. Students
will also incorporate figurative language,
dialogue and internal dialogue.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 “The Most Dangerous Game” analytical
paragraph - Teacher will provide a thesis
statement and two model body paragraphs
to support the thesis. Students will create
the third body paragraph.
 “The Lottery” analytical paragraphs Teacher will provide a thesis statement and
one model body paragraph to support the
thesis. Students will create the other two
body paragraphs.
 Fresh Text Assessment – “The Tell-Tale
Heart.” Students will read the story and
annotate for mood and setting. Students
will be provided a thesis statement for
which they will create the three body
paragraphs to support the thesis statement.
 Narrative Writing Piece – Scary Story –
evaluation will focus on elements of
suspense, mood, and an effective plotline.
Students will also incorporate figurative
language, dialogue and internal dialogue.
VOCABULARY/GRAMMAR/SKILLS
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)

© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
See Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint
 iPad
 Document Camera
 Video cameras
 Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 L.8.1
 L.8.1d
Page 13
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Review the parts of speech through various
activities.
 Review and introduce run-ons, fragments,
modifiers, prepositions, absolutes, and
comma usage.
 Model the process of determining the
meaning of vocabulary words in context.
 Students will record the class definition for
new vocabulary and create an example that
uses the word.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Students will correct and/or properly use
run-ons, fragments, modifiers,
prepositions, absolutes, comma usage in
various writing pieces. Students will make
inferences about the definition of new
vocabulary words based on context clues.
 Students will complete activities where
they have to improve a paragraph using
their vocabulary words.
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will evaluate two scenarios for
each new vocabulary word. They will
determine which scenario best fits the word
and defend their choice.
 Students will evaluate a written piece for
run-ons, fragments, modifiers,
prepositions, absolutes, and comma usage.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Vocabulary Quizzes
 Analytical paragraphs
 Narrative writing piece
TEST PREP (see also Writing)
Suggested Tier 1 Activities/Strategies
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 L.8.2
 L.8.2a
 L.8.2b
 L.8.3a
 L.8.4a
 L.8.4d
 L.8.5
 L.8.5a
 L.8.6
Tier 1 Resources/Materials:
 Vocabulary List
 Vocabulary in Context handouts
 Parts of Speech Reference Sheets
 Grammar Reference Sheets
 Mechanically Inclined: “The Sentence: A
Way of Thinking” and “Pause and Effect:
Crafting Sentences with Commas.”
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 See Tier 1
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 See Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint
 iPad
 Document Camera
 Video cameras
 Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
Page 14
(Knowledge/Comprehension)
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

Model analytical paragraph structure (topic
sentence  lead in  quotation 
analysis  concluding statement).
Introduce the concept of a “Quote
Sandwich” in reference to effective
analytical body paragraphs.
Model and introduce effective analytical
topic sentences.
Model and introduce effective analytical
topic sentences.
Model and explain dialogue vs. internal
dialogue.
Model how to create vivid imagery.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Analyze effective vs. non-effective textual
support.
 Students will create analytical topic
sentences about the texts used in this unit.
 Students will develop analytical paragraphs
that use effective textual evidence about
the texts used in this unit.
 Where the Sidewalk Ends analytical writing
activity - students will examine why
several poems within the text are
inappropriate for children, making claims
using specific textual details.
 Students will organize their analysis of the
text using graphic organizer that provide
evidence to support a claim as well as an
explanation of how the evidence supports
the claim.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
 W.8.1b
 W.8.1d
 W.8.2c
 W.8.2d
 W.8.2e
 W.8.3
 W.8.3a
 W.8.3b
 W.8.3c
 W.8.3d
 W.8.3e
 W.8.4
 W.8.9
Tier 1 Resources/Materials:
 “How to Build a Quote Sandwich” sheet
 Where the Sidewalk Ends
 Graphic organizers for analytical body
paragraphs
 Copies of “The Tell-Tale Heart” for freshtext assessment
 QUO-PAR-PUNC Reference Sheet
 Narrative Writing Checklist handout
 Smiley Face Checklist handout
 Scary Story organizer
 Scary Movie montage and observation
chart
 How to Create Suspense handout and
article
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 See Tier 1
Page 15
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will evaluate topic sentences for
effectiveness.
 Students will create an analytical body
paragraphs that support a claim about a
text.
 Students will create a well-developed
narrative story that incorporates their
understanding of elements of suspense,
mood, and an effective plotline. Students
will also incorporate figurative language,
dialogue and internal dialogue.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Open Ended Responses to questions about
the text
 Narrative Writing Piece - incorporates
their understanding of elements of
suspense, mood, and an effective plotline.
Students will also incorporate figurative
language, dialogue and internal dialogue.
SPEAKING/ LISTENING
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)

Students will brainstorm and prepare
notes (answer open-ended questions, or
identify literary devices from a specific
text) for discussion in the center of the
circle.
 Students will take notes on the
discussion, or complete an Observation
Checklist.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Students in the center will provide
evidence during the discussion to
support their arguments.
 Students on the outside of the circle will
record evidence to support their peers’
knowledge and participation.
 Students will analyze peer evidence and
arguments and respond to the discussion
topics.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 See Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint
 iPad
 Document Camera
 Video cameras
 Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 SL.8.1
 SL.8.1a
 SL.8.1b
 SL.8.1c
 SL.8.4
Tier 1 Resources/Materials:
 Various graphic organizers to include:
Open-Ended Questions, Elements of
Literature, Chapter Notes Organizer,
Identifying Literary Devices, Socratic
Seminar hand-outs, etc.
 The Outsiders
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 See Tier 1
Page 16
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will evaluate evidence from
peers to generate new ideas.
 Students will create original arguments
using the original discussion topics.
 Observers will provide constructive
feedback to their peers on how they
performed in the Socratic Seminar.
 Socratic Seminar on nonfiction
literature (see also Reading)
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Participation in the Socratic Seminar.
 What types of adversity were found in the
literature?
 What attitudes were taken towards the
adversity?
 How did each author handle the adversity?
 What was the outcome of each literary
work?
 How is our personality formed?
 Do relationships with others affect our
personality?
 Do relationships with others affect
personality?
 How does society shape personality?
 How do external forces affect the shaping
of one’s personality?
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 See Tier 1
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint
 iPad
 Document Camera
 Video cameras
 Apple TV
Page 17
UNIT 2: Chinese Cinderella
1. “The Ransom of Red Chief”
2. “Charles”
3. “The Great Rat Hunt”
4. “The Elevator”
5. Vignette examples
6. Various versions of the Cinderella story
7. Chinese Cinderella
8. **additional nonfiction and poetry –
supplemental resources
BIG IDEA(S):
TIMEFRAME: October – November
ESSENTIAL QUESTIONS:
Reading:
 Close Reading Skills – questioning,
drawing inferences, providing evidence
and annotating a text.
 Literary elements and devices
o Irony
o Tone
o Theme
o Figurative Language
o Direct Characterization
o Indirect Characterization
o Dynamic Character
o Static Character
o Round Character
o Flat Character
o Point of View – focusing on 1st
person
o Bias and perspective
o Foreshadowing
o Connotation
 Denotation
 Writer’s Craft
o Syntax
o Diction

Writing:
 Analytical Paragraphs – focus on
compare/contrast - topic sentences, leadins, textual support, parenthetical citations,
blending, explanation/analysis, quality of
evidence
 Narrative Writing – vignettes from
different perspectives, colorful
descriptions, expanding the moment,
precise language
 Persuasive – considering contrasting
perspectives, creating strong arguments
based on perspective, appealing to the

© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com














How do authors use point of view to
influence the reader?
How does point of view influence the tone
of a piece?
How do authors use irony to trick the
reader?
How do authors develop characters?
How does the use of figurative language
enhance a text?
How does point of view create or reveal
bias?
How can a reader identify foreshadowing
in a text?
How does a writer use theme to connect the
various experiences in a memoir?
How can a reader identify similarities and
differences between texts?
How does connotation influence a reader’s
opinion of characters and events?
How can I use evidence from a text to
support a claim about the similarities or
differences between two or more texts?
How can I use vivid description to make an
experience come to life?
How do I slow down the action of my
writing to expand an important moment?
How do writers structure their thoughts to
create meaningful, clear paragraphs?
How do writers combine description with
various elements of a narrative piece?
How do writers use specific language to
richly relay an experience?
Page 18
needs of different perspectives on an issue
Vocabulary/Grammar:
 Text based vocabulary in context.
 Pronouns – pronoun-antecedent agreement,
vague pronoun references, pronoun cases

What must be considered when prewriting
a persuasive piece?

How can I use context clues to help
determine the meaning of unfamiliar
words?
How does attention to pronoun use allow a
writer to clearly communicate ideas?

Test Prep:
 Writing RACER style open-ended
responses.
 Persuasive – considering contrasting
perspectives, creating strong arguments
based on perspective, appealing to the
needs of different perspectives on an issue
ENDURING UNDERSTANDINGS:
Students will understand that…
 Readers make inferences based on background knowledge about the text and their own
experiences.
 Textual evidence is essential in supporting a claim about a text.
 Characters are developed through actions, thoughts, statements, reactions, motivations, and
appearance both indirectly and directly.
 A reader’s impression of characters is influenced by word choice.
 Being a good reader requires one to examine the point of view of a text and how it may reveal a
bias.
 Irony can be used to trick the reader.
 Good writers use figurative language to enhance a text.
 Good readers look for foreshadowing.
 Good readers ask questions and look for connections between texts and personal experiences.
 In a memoir, experiences must be unified under overarching theme(s).
 Evidence must be strongly connected to the claim in order to support an argument.
 In a vignette, every word counts.
 Good narrative writing involves expanding important moments.
 Personal experiences can be conveyed through various techniques.
 Prewriting is essential and effective in helping a writer develop his/her thoughts, consider
audience, and create strong arguments that appeal to the audience.
 Examining context clues will help to clarify the meaning of unfamiliar terms.
 Unclear pronoun usage prevents a writer from communicating his/her ideas.
READING
RELEVANT RESOURCES/MATERIALS/CPIs
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 1 CPIs:
 RL.8.1
 RL.8.2
 RL.8.5
 RL.8.9
 RI. 8.1
 RI.8.2
 RI.8.3
 RI.8.4
Page 19



Introduction of tone, theme, denotation,
connotation, pronoun usage, perspective,
memoir, comparing and contrasting.
Reading non-fiction articles to supplement
texts and concepts covered.
Students will maintain an SSR log for their
choice, outside reading book.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Close Reading of “Charles.” – questioning,
making inferences, supporting, drawing
conclusions, making predictions.
 Close reading of “The Ransom of Red
Chief.”– questioning, making inferences,
supporting, drawing conclusions, making
predictions.
 “Charles” reading activity – students will
answer specific questions about the use of
POV, characterization, foreshadowing and
irony in the text. They will use evidence
from the text to support their answers.
 Character Analysis Chart activity for
“Charles” and “Red Chief” – students will
examine elements of characterization for
the main character in both short stories.
They will find two examples from the text
explain what conclusions they draw about
the character based on the evidence.
 Foreshadowing finder for “Charles” and
“Ransom of Red Chief.”
 Compare and contrast activity for short
stories – students will examine similarities
and differences between the main
characters using their character analysis
sheets. They will also examine how point
of view influences the reader’s impression
of each character in the texts.
 Poem Activity – examine poems, told from
different points of view, about the
Cinderella story – how does the
POV/perspective influence the tone of the
poem?
 Compare/Contrast Perspective Activity –
examining chapter 12 of Chinese
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
 RI.8.5
 RI.8.6
 RI.8.8
 RI.8.9
Tier 1 Resources/Materials:
 “Charles”
 “The Ransom of Red Chief”
 Chinese Cinderella
 Mechanically Inclined
 The Giggly Guide to Grammar
 Reviewing The Essay
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 See Tier 1
 Vignette example (House on Mango Street)
 Vignette example (First French Kiss: And
Other Traumas)
 Character Analysis Chart
 “Charles” close reading activity
 Excerpt from Falling Leaves
 Poems from different perspectives (In Her
Shoes?)
 Cinderella (variety of cultural versions)
 “The Onion” activity chart (Reviving the
Essay – Lesson 15)
 “Colorized Memory” activity (Reviving the
Essay – Lesson 7)
Page 20
Cinderella (Big Sister’s Wedding) in
comparison to Lydia’s own account of her
wedding day (from Falling Leaves). How
do the depictions differ? Why? How do the
differing accounts influence the reader’s
opinion of Adeline as a narrator
(credibility)?
 Considering a different perspective – look
at a specific event in CC – how might
another character have experienced this
event? Rewrite from different perspective.
 Compare/Contrast – Chinese Cinderella vs.
the Chinese version, or other cultural
version, of the Cinderella story.
 Theme Analysis – “The Onion” activity for
CC and then, themselves (will be the initial
pre-write for vignette) – students will
analyze a belief that Adeline Yen Mah has
and how she learned it. They will then
complete the activity for a personal belief.
 ***possibly “Little Miss Muffit” activity
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Nonfiction Perspective Activity – close
reading of two narrative essays focusing on
the same event from different perspectives
– how does each author’s language and
depiction of the event differ from the
other? How does this influence your
opinion and impression of the event?
Which is more believable? What specific
language influenced you the most/was
most powerful?
 Considering a different perspective – look
at a specific event in CC – how might
another character have experienced this
event? Rewrite from different perspective.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Analytical Paragraphs
 Chinese Cinderella open-ended response
reading checks – following the analytical
body paragraph format
 Compare/contrast paragraph
WRITING
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CPIs:
See Tier 1
Tier 3 Resources/Materials:
 See Tier 1
 Nonfiction narrative essays
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint
 iPad
 Document Camera
 Video cameras
 Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 W.8.1
 W.8.1a
 W.8.1b
Page 21




Introduction to vignettes – model and give
examples of vignettes.
Introduction of character analysis essay –
structure.
Model introductions and conclusions.
See unit 1.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Analyze effective vs. non-effective textual
support in sample paragraphs.
 Students will create analytical topic
sentences about the texts used in this unit.
 Students will develop analytical paragraphs
that use effective textual evidence about
the texts used in this unit.
 Charles analytical paragraph activity
(irony, foreshadowing, POV). Includes prewriting, finding evidence and creating an
analytical body paragraph.
 “The Onion” and “Colorized Memory”
activities – prewriting for narrative
vignette.
 Responding to open-ended questions about
the texts used in this unit.
 Students will use various organizers to
develop and expand one moment to create
a narrative vignette.
 “Lesson 12: Comparing Notes (Mine and
Others’” (Reviving the Essay) –
introducing persuasive prewriting
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
 W.8.1d
 W.8.1e
 W.8.2
 W.8.2b
 W.8.2d
 W.8.2e
 W.8.3
 W.8.3a
 W.8.3b
 W.8.3c
 W.8.3d
 W.8.4
 W.8.5
 W.8.8
 W.8.9a
 W.8.9b
 W.8.10
Tier 1 Resources/Materials:
 “Charles”
 “The Ransom of Red Chief”
 Chinese Cinderella
 Mechanically Inclined
 The Giggly Guide to Grammar
 Reviewing The Essay
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 See Tier 1
 Charles paragraph prewriting handout
 Charles paragraph assignment
 “The Onion” activity
 Narrative vignette organizers
 “Lesson 12: Comparing Notes (Mine and
Others’” (Reviving the Essay)
 “The Onion” activity chart (Reviving the
Essay – Lesson 15)
 “Colorized Memory” activity (Reviving the
Essay – Lesson 7)
Page 22
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will evaluate topic sentences for
effectiveness.
 Students will create a character analysis
essay that supports a claim about two texts.
Students will be given the introduction
(including the thesis) and the conclusion
for the essay.
 Students will create a well-developed
narrative vignette that uses
descriptive/vivid language to convey one
specific moment.
 Students will be given a persuasive issue –
evaluate the needs of the various
perspectives that would have an opinion on
this issue. “Lesson 12: Comparing Notes
(Mine and Others’)” (Reviving the Essay)
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 “Charles” analytical paragraph
 Character analysis essay
 Narrative vignette that uses
descriptive/vivid language to convey one
specific moment.
 Open-ended question responses
 “Lesson 12: Comparing Notes (Mine and
Others’” (Reviving the Essay)
VOCABULARY/GRAMMAR/SKILLS
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)



Model/teach pronouns and usage.
Review the process of determining the
meaning of vocabulary words in context.
Students will record the class definition for
new vocabulary and create an example that
uses the word.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 See Tier 1
 Compare/Contrast essay – conclusion and
introduction
 Narrative vignette assignment.
 “Lesson 12: Comparing Notes (Mine and
Others’” (Reviving the Essay)
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint
 iPad
 Document Camera
 Video cameras
 Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 L.8.1
 L.8.3
 L.8.4
 L.8.4a
 L.8.4c
 L.8.4d
 L.8.5
 L.8.5a
 L.8.5b
 L.8.5c
 L.8.6
Tier 1 Resources/Materials:
 Vocabulary List
 Vocabulary in Context handouts
 Pronoun reference sheets
Page 23
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Students will be given a paragraph that is
missing pronouns. Fill in the missing
pronouns.
 Students will identify the purpose of
pronouns – as a whole and the different
types.
 Students will correct vague pronoun
references.
 Students will correct pronoun-antecedent
agreement errors.
 Students will correct pronoun case error.
 Students will correct possessive apostrophe
errors.
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will edit their own writing,
focusing on pronoun use.
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 Vocabulary List
 Vocabulary in Context handouts
 “Marking the Text” activity (Mechanically
Inclined)
 “Where Have all the Pronouns Gone?”
activity (Mechanically Inclined)
 “The Case of the Pesky Pronoun” activity
(Mechanically Inclined)
 “Apostrophe-thon” activity (Mechanically
Inclined)
 Chapters 9-10 in The Giggly Guide to
Grammar – activities about pronouns
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 Pronoun reference sheets and activities.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Vocabulary Quizzes
 Analytical paragraphs and essay
 Narrative writing piece
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint
 iPad
 Document Camera
 Video cameras
 Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 W.8.1
 W.8.1a
 W.8.1b
 W.8.1d
 W.8.1e
 W.8.2
 W.8.2b
 W.8.2d
 W.8.2e
 W.8.3
 W.8.3a
 W.8.3b
 W.8.3c
 W.8.3d
 W.8.4
 W.8.5
 W.8.8
 W.8.9a
 W.8.9b
TEST PREP (see also Writing)
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Page 24




Introduction to vignettes – model and give
examples of vignettes.
Introduction of compare/contrast essay –
structure.
Model introductions and conclusions.
See unit 1.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Analyze effective vs. non-effective textual
support.
 Students will create analytical topic
sentences about the texts used in this unit.
 Students will develop analytical paragraphs
that use effective textual evidence about
the texts used in this unit.
 Charles analytical paragraph activity
(irony, foreshadowing, POV). Includes prewriting, finding evidence and creating an
analytical body paragraph.
 “The Onion” and “Colorized Memory”
activities – prewriting for narrative
vignette.
 Responding to open-ended questions about
the texts used in this unit.
 Students will use various organizers to
develop and expand one moment to create
a narrative vignette.
 “Lesson 12: Comparing Notes (Mine and
Others’” (Reviving the Essay) –
introducing persuasive prewriting
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will evaluate topic sentences for
effectiveness.
 Students will create a character analysis
essay that supports a claim about two texts.
Students will be given the introduction
(including the thesis) and the conclusion
for the essay.
 Students will create a well-developed
narrative vignette that uses
descriptive/vivid language to convey one
specific moment.
 Students will be given a persuasive issue –
evaluate the needs of the various
perspectives that would have an opinion on
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
 W.8.10
Tier 1 Resources/Materials:
 “Charles”
 “The Ransom of Red Chief”
 Chinese Cinderella
 Mechanically Inclined
 The Giggly Guide to Grammar
 Reviewing The Essay
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 See Tier 1
 Charles paragraph prewriting handout
 Charles paragraph assignment
 “The Onion” activity
 Narrative vignette organizers
 “Lesson 12: Comparing Notes (Mine and
Others’” (Reviving the Essay)
 “The Onion” activity chart (Reviving the
Essay – Lesson 15)
 “Colorized Memory” activity (Reviving the
Essay – Lesson 7)
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 See Tier 1
 Character analysis essay – conclusion and
introduction
 Narrative vignette assignment.
 “Lesson 12: Comparing Notes (Mine and
Others’” (Reviving the Essay)
Page 25
this issue. “Lesson 12: Comparing Notes
(Mine and Others’” (Reviving the Essay)
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Open Ended Responses to questions about
the text
 Narrative Writing Piece
 Persuasive Pre-write
SPEAKING/ LISTENING
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)

Students will brainstorm and prepare
notes (answer open-ended questions, or
identify literary devices from a specific
text) for discussion in the center of the
circle.
 Students will take notes on the
discussion, or complete an Observation
Checklist.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Students in the center will provide
evidence during the discussion to
support their arguments.
 Students on the outside of the circle will
record evidence to support their peers’
knowledge and participation.
 Students will analyze peer evidence and
arguments and respond to the discussion
topics.
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will evaluate evidence from
peers to generate new ideas.
 Students will create original arguments
using the original discussion topics.
 Observers will provide constructive
feedback to their peers on how they
performed in the Socratic Seminar.
 Socratic Seminar on nonfiction
literature (see also Reading)
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint
 iPad
 Document Camera
 Video cameras
 Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 SL.8.1
 SL.8.1a
 SL.8.1b
 SL.8.1c
 SL.8.4
Tier 1 Resources/Materials:
 Various graphic organizers to include:
Open-Ended Questions, Elements of
Literature, Chapter Notes Organizer,
Identifying Literary Devices, Socratic
Seminar hand-outs, etc.
 Chinese Cinderella
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 See Tier 1
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 See Tier 1
Page 26
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Participation in the Socratic Seminar.
 How does adversity impact personality?
 What types of adversity did Adeline face?
 How do her relationships with other
characters impact her outlook on adversity?
 How do Adeline’s experiences shape who
she is?
 How is identity formed?
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint
 iPad
 Document Camera
 Video cameras
 Apple TV
Page 27
OPTIONAL UNIT 3: Night (Honors, Replacing
Chinese Cinderella)
1. Night
2. Documentary – Kitty Returns to Auschwitz
3. **additional nonfiction and poetry
BIG IDEA(S):
Reading:
 Close Reading Skills – questioning,
drawing inferences, providing evidence
and annotating a text.
 Literary elements and devices
o Theme
o Memoir
o Voice
o Mood
o Tone
o Foreshadowing
o Symbolism
o Conflict (internal, external – man v
man, man v nature, man v society)
 Writer’s Craft
o Syntax
o Diction
Writing:
 Analytical Essay – make a claim about
how Elie’s experiences have shaped his
identity - topic sentences, lead-ins, textual
support, parenthetical citations, blending,
explanation/analysis, quality of evidence,
introductions, conclusions, literary present
tense
 Expository – using narrative components to
create a well-developed personal narrative
essay, developing universal truths,
structure, using magic 3, parallelism, using
prepositional phrases, tense
TIMEFRAME: December
ESSENTIAL QUESTIONS:
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Vocabulary/Grammar:
 Text based vocabulary in context (Night)
 Verbs– active/passive, subject-verb
agreement, tense
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com


How do authors use syntax and diction to
create voice?
How do authors use syntax and diction to
communicate ideas creatively?
How does the description of setting
enhance the mood of a piece?
How does an author use symbols to
communicate an underlying message?
How can a reader identify foreshadowing
in a text?
How can I use evidence from a text to
support a claim about the similarities or
differences between two or more texts?
How can I use vivid description to make an
experience come to life?
How do writers structure their thoughts to
create meaningful, clear paragraphs?
How do writers combine description with
various elements of a narrative piece?
How do writers use specific language to
richly relay an experience?
How does a writer develop a clear voice?
Why is it important for writers to maintain
tense throughout a written piece?
What is the literary present tense and why
is it important in analytical writing?
How can I use direct and indirect
characterization to reveal a character?
How can I use context clues to help
determine the meaning of unfamiliar
words?
How does attention to verb use allow a
Page 28


Prepositional Phrases
Adjectives/Adverbs

writer to clearly communicate ideas?
How do adjectives and adverbs enhance
my writing and add detail?
Test Prep:
 Writing open-ended responses.
 Expository – using narrative components
to create a well-developed personal
narrative essay, developing universal
truths, structure
ENDURING UNDERSTANDINGS:
Students will understand that…
 Readers make inferences based on background knowledge about the text and their own
experiences.
 Textual evidence is essential in supporting a claim about a text.
 A reader’s impression of a narrator is influenced by syntax and diction.
 Being a good reader requires one to examine the point of view of a text and how it may reveal a
bias.
 Good writers use figurative language to enhance a text.
 Good readers look for foreshadowing.
 Good readers ask questions and look for connections between texts and personal experiences.
 In a memoir, experiences must be unified under overarching theme(s).
 Evidence must be strongly connected to the claim in order to support an argument.
 Good writers use parallelism, magic 3 and prepositional phrases to enhance their writing.
 Good writers always use the literary present tense when writing about literature.
 Good narrative writing involves expanding important moments.
 Personal experiences can be conveyed through various techniques.
 Prewriting is essential and effective in helping a writer develop his/her thoughts, consider
audience, and create strong arguments that appeal to the audience.
 Examining context clues will help to clarify the meaning of unfamiliar terms.
 Shifts in verb tense make writing unclear and difficult to follow.
 Good writers develop characters through actions, thoughts, statements, reactions, motivations,
and appearance both indirectly and directly.
READING
RELEVANT RESOURCES/MATERIALS/CPIs
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 1 CPIs:
 RL.8.1
 RL.8.2
 RL.8.3
 RL.8.4
 RL.8.6
 RL.8.9
 RL.8.10
 RI.8.1
 RI.8.2
 RI.8.3
 RI.8.4
 RI.8.5
 RI.8.6
Page 29





Reinforce close reading skills questioning, drawing inferences, providing
evidence and annotating a text.
Reading non-fiction articles to supplement
texts and concepts covered. (Articles about
the Holocaust, autobiographical
information about the author, transcripts of
interviews with the author, other accounts
of experiences during the Holocaust [ie.
Nazi Youth])
Watch documentary about the Holocaust.
Students will maintain an SSR log for their
choice, outside reading book.
Mini-lesson on mood and tone and how it
is established in art and how that transfers
to writing.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Optional Introductory Activity – The
Pyramid of Hate – Students will be divided
into small groups. Each group will be
assigned a level of the PoH. They will
research their level to come up with a
group definition and examples in history or
personal experience. Each group will
present their level. As a class, watch videos
(Holocaust Museum site) and identify,
based on the experiences detailed, where
each survivor’s experience fits on the
pyramid.
 Identity Journals – Students will create a
list of 10 people, places, events,
experiences and relationships that have
helped shape who they are today. From this
list, they will choose 3 that they believe
have been most significant in making them
who they are today. For these 3, they will
journal about what happened, why the
event/person/place was so significant in
defining who they are.
 WWII Propaganda Activity – Students will
examine pieces of Nazi propaganda. What
is the piece trying to convince the viewer to
do? What symbols are used?
 Night Webquest – Students will research
different elements that lead up to the
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
 RI.8.8
 RI.8.10
Tier 1 Resources/Materials:
 Night
 Documentary – “Kitty Goes to Auschwitz”
and accompanying questions
 Nonfiction articles (about the Holocaust,
autobiographical information about the
author, transcripts of interviews with the
author, other accounts of experiences
during the Holocaust [ie. Nazi Youth])
 Transcript/video of Elie Wiesel’s interview
with Oprah
 Optional – Holocaust speaker
 Optional – Center for Holocaust Study at
Drew University
 Mechanically Inclined
 The Giggly Guide to Grammar
 Reviewing The Essay
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 Night
 Pyramid of Hate handout and graphic
organizer
 Night Webquest handout
 Dialectical Journal example and organizer
 Syntax and Diction activity handout
 Examples of WWII propaganda
 Propaganda analysis handout
 Various pieces of Holocaust Art
 Art analysis handouts
 Holocaust Art Gallery Brochure
 PowerPoint about mood and tone in art
Page 30
Holocaust and the Holocaust itself (the rise
of the Nazi party, propaganda, the making
of a soldier, through the eyes of a soldier,
the final decision).
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Dialectical Journals – Students will be
asked to choose 1-2 significant quotations
(sometimes focusing on a certain topic or
issue within the text) from their reading
assignment. For each quotation students
will need to explain significance of the
quotation to them and within the context of
the memoir.
 Syntax and Diction Activity – Students will
examine passages from the text. They will
identify elements of diction, syntax, tone
and figurative language. They will analyze
and explain how these elements contribute
to the meaning and purpose of the passage
and the text as a whole.
 Mood and Tone in Art – The teacher will
create a mini art gallery in the classroom
with various pieces of “Holocaust Art”
(these pieces range from Nazi art and
propaganda to camp art). Students will
examine the pieces in the gallery, making
notes about what they notice (colors,
subject, medium [where applicable]).
Students will choose one piece, in which
they are most interested, to analyze in
depth. Students will use the handouts
provided to look closely at the message
given by the piece. How do the colors,
subject, etc impact the mood? What was
the artist’s intent with the piece? What
elements of the artist’s experience are
highlighted? Students will then write a
journal entry to, from or about the piece.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Analytical Paragraphs
 Dialectical Journal responses
 Mood and Tone in Art Responses
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 Night
 Mechanically Inclined
 The Giggly Guide to Grammar
 Reviving The Essay
 Nonfiction narrative essays
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint
 iPad
 Document Camera
 Video cameras
 Apple TV
 VHS player
Page 31
WRITING
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)






Reinforce elements of analytical
introductions and conclusions.
Introduce quality, effective analytical
thesis statements.
Reinforce analytical body paragraphs,
blending, parenthetical citations,
supporting with textual evidence,
explanation/analysis vs. evidence.
Review Works Cited page and citation
format.
Review incorporating figurative language,
using dialogue and internal dialogue, using
powerful language and varied sentence
structure.
Introduce various narrative techniques
(mini-lessons)
o Parallelism
o Magic 3
o Voice
o Tense
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 W.8.1
 W.8.1a
 W.8.1b
 W.8.1c
 W.8.1d
 W.8.1e
 W.8.2
 W.8.2b
 W.8.2c
 W.8.2d
 W.8.2e
 W.8.2f
 W.8.3
 W.8.3a
 W.8.3b
 W.8.3c
 W.8.3d
 W.8.3e
 W.8.4
 W.8.5
 W.8.7
 W.8.8
 W.8.9
 W.8.9a
 W.8.9b
 W.8.10
Tier 1 Resources/Materials:
 Agenda Pad – Works Cited information
and reference sheets
 PowerPoint/Prezi to review analytical
paragraphs
 PowerPoint/Prezi and reference sheets to
review figurative language, dialogue and
internal dialogue, using powerful language
and varied sentence structure.
 PowerPoint/Prezi to introduce new
narrative techniques
 PowerPoint/Prezi and reference sheets to
introduce Universal Truths
Page 32
o Prepositional phrases
o Effective titles
o Ellipses
o Dash use
 Introduce Truisms/Universal Truths – the
teacher will model looking at passages
from text, pictures, artwork and how to
generate ideas and truths based on these
samples.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Analyze effective vs. non-effective textual
support.
 Students will create analytical topic
sentences about the texts used in this unit.
 Students will develop analytical paragraphs
that use effective textual evidence about
the texts used in this unit.
 Students will develop, using a graphic
organizer, a well thought out thesis
statement that makes a claim about a text.
 Students will look at example analytical
introductions and conclusions. Students
will identify the elements of an effective
introduction and conclusion.
 Students will begin experimenting with
effective hooks, connections/bridges.
 Students will practice rewording sample
thesis statements for conclusion writing.
 Students will practice circling back to a
hook.
 Students will craft a conclusion based on a
sample introduction and body paragraphs.
 Students will view a single picture (they
may choose from a variety displayed
around the room). Based on this picture,
students will list words that come to mind
based on the picture. From this list,
students will begin to develop truisms (this
idea will be introduced in a mini-lesson
prior to this activity). (“Truisms” – Lesson
1)
 “Find Your Truism” Activity – Students
will consider who they are and what they
believe to be true based on their personal
experiences and lessons learned. Students
will create a map of these ideas within their
own lives (will contain pictures, drawings,
etc.) Students will create a personal truism
to be used as the basis for their narrative
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 Analytical essay graphic organizers
 Example analytical essays and portions of
essays
 Effective Hooks Reference Sheet
 Hook practice sheets
 Variety of pictures to hang around the
room for students to practice creating
truisms
 Reviving the Essay – various lessons and
handouts
Page 33
essay. The teacher will model this process
for the students prior to them completing
the activity.
 “Find Your Structure” Activity – the
teacher will model 4 techniques for
structuring their ideas from the Find Your
Truism Activity into a logical progression
of thoughts. For example, “ I used to think,
but this happened, so now I think.”
Students will choose 2 of the 4 techniques
covered to experiment with organizing
their own ideas.
 “Make a Movie in Your Head (and on
paper)” Activity – Teacher will model the
process first. Describe the scenes for each
of the components of your Structure (from
the previous activity). For example, what
exactly does “I used to think…” look like?
 “Explain it to a Friend” Activity - Students
will begin drafting using their planning
sheets. They should approach this planning
process as though they would recounting
the event to a friend.
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will craft an analytical essay,
including thesis statement, introduction,
body paragraphs, conclusion and effective
title.
 Students will create a Works Cited page for
their analytical essay.
 “Zombieland” Activity – Teacher will
model the process first. Students will
revisit their draft, looking for ways in
which they can avoid being a “zombie
writer” by using stylistic techniques such
as expanded moments, vivid description,
sound effects, weaving ideas throughout
their writing, lyrics, ellipses, dashes, etc.
 Students will also revise their writing to
include figurative language, magic 3s,
interesting dialogue tags, strong verbs,
adjectives, adverbs, internal dialogue,
dialogue, interesting title, characterization.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Night Analytical Essay – focus on theme
 Truism Narrative Essay
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 See Tier 2
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint
 iPad
 Document Camera
 Video cameras
Page 34
VOCABULARY/GRAMMAR/SKILLS
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)

Model/teach prepositional phrases and how
they enhance written work.
 Model/teach adjectives and adverbs and
how they can be used to create more vivid
descriptions.
 Review the process of determining the
meaning of vocabulary words in context.
 Students will record the class definition for
new vocabulary and create an example that
uses the word.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Vocabulary Activities – word origins,
prefixes/suffixes, vocabulary in context
 “The Human Sentence” activity
(adjectives)
 “Which One?” activity (adjectives)
 “We’re in the Titles” activity (adverbs)
 “Adverbs, Adverbs Everywhere” activity
(adverbs)
 “I’ve Got a Preposition for You” activity
(prepositions)
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
 Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 L.8.1
 L.8.1a
 L.8.1b
 L.8.1c
 L.8.1d
 L.8.2
 L.8.2a
 L.8.2b
 L.8.2c
 L.8.3
 L.8.4
 L.8.4a
 L.8.4b
 L.8.4c
 L.8.4d
 L.8.5
 L.8.5a
 L.8.5b
 L.8.5c
 L.8.6
Tier 1 Resources/Materials:
 Vocabulary List (Secondary Solutions:
Night)
 Vocabulary in Context handouts
 Adjective/Adverbs sheets (The Giggly
Guide to Grammar, Mechanically Inclined)
 Prepositional Phrases sheets (The Giggly
Guide to Grammar – chapter 3,
Mechanically Inclined)
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 Vocabulary List
 Vocabulary in Context handouts
 Vocabulary activities (Secondary
Solutions: Night)
 The Giggly Guide to Grammar – chpts 1, 2,
3, 11)
 Mechanically Inclined – Sections 4, 5
Page 35
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will be asked questions and must
use vocabulary words to respond to the
questions.
 Synonym/Antonym activities for
vocabulary words.
 Analogies activities for vocabulary words.
 Use of vivid adjectives, adverbs and
prepositional phrases in Truism essay.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Vocabulary Quizzes
 Analytical Essay
 Truism Narrative Essay
TEST PREP (see also Writing)
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)


Reinforce elements of analytical
introductions and conclusions.
Introduce quality, effective analytical
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 Pronoun reference sheets and activities.
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint
 iPad
 Document Camera
 Video cameras
 Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 W.8.1
 W.8.1a
 W.8.1b
 W.8.1c
 W.8.1d
 W.8.1e
 W.8.2
 W.8.2b
 W.8.2c
 W.8.2d
 W.8.2e
 W.8.2f
 W.8.3
 W.8.3a
 W.8.3b
 W.8.3c
 W.8.3d
 W.8.3e
 W.8.4
 W.8.5
 W.8.7
 W.8.8
 W.8.9
 W.8.9a
 W.8.9b
 W.8.10
Tier 1 Resources/Materials:
 Agenda Pad – Works Cited information
and reference sheets
Page 36
thesis statements.
Reinforce analytical body paragraphs,
blending, parenthetical citations,
supporting with textual evidence,
explanation vs. evidence.
 Review Works Cited page and citation
format.
 Review incorporating figurative language,
using dialogue and internal dialogue, using
powerful language and varied sentence
structure.
 Introduce various narrative techniques
(mini-lessons)
o Parallelism
o Magic 3
o Voice
o Tense
o Prepositional phrases
o Effective titles
 Introduce Truisms/Universal Truths – the
teacher will model looking at passages
from text, pictures, artwork and how to
generate ideas and truths based on these
samples.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Analyze effective vs. non-effective textual
support.
 Students will create analytical topic
sentences about the texts used in this unit.
 Students will develop analytical paragraphs
that use effective textual evidence about
the texts used in this unit.
 Students will develop, using a graphic
organizer, a well thought out thesis
statement that makes a claim about a text.
 Students will look at example analytical
introductions and conclusions. Students
will identify the elements of an effective
introduction and conclusion.
 Students will begin experimenting with
effective hooks, connections/bridges.
 Students will practice rewording sample
thesis statements for conclusion writing.
 Students will practice circling back to a
hook.
 Students will craft a conclusion based on a
sample introduction and body paragraphs.
 Students will view a single picture (they
may choose from a variety displayed

© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com




PowerPoint/Prezi to review analytical
paragraphs
PowerPoint/Prezi and reference sheets to
review figurative language, dialogue and
internal dialogue, using powerful language
and varied sentence structure.
PowerPoint/Prezi to introduce new
narrative techniques
PowerPoint/Prezi and reference sheets to
introduce Universal Truths
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 Analytical essay graphic organizers
 Example analytical essays and portions of
essays
 Effective Hooks Reference Sheet
 Hook practice sheets
 Variety of pictures to hang around the
room for students to practice creating
truisms
 Reviving the Essay – various lessons and
handouts
Page 37
around the room). Based on this picture,
students will list words that come to mind
based on the picture. From this list,
students will begin to develop truisms (this
idea will be introduced in a mini-lesson
prior to this activity). (“Truisms” – Lesson
1)
 “Find Your Truism” Activity – Students
will consider who they are and what they
believe to be true based on their personal
experiences and lessons learned. Students
will create a map of these ideas within their
own lives (will contain pictures, drawings,
etc.) Students will create a personal truism
to be used as the basis for their narrative
essay. The teacher will model this process
for the students prior to them completing
the activity.
 “Find Your Structure” Activity – the
teacher will model 4 techniques for
structuring their ideas from the Find Your
Truism Activity into a logical progression
of thoughts. For example, “ I used to think,
but this happened, so now I think.”
Students will choose 2 of the 4 techniques
covered to experiment with organizing
their own ideas.
 “Make a Movie in Your Head (and on
paper)” Activity – Teacher will model the
process first. Describe the scenes for each
of the components of your Structure (from
the previous activity). For example, what
exactly does “I used to think…” look like?
 “Explain it to a Friend” Activity - Students
will begin drafting using their planning
sheets. They should approach this planning
process as though they would recounting
the event to a friend.
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will craft an analytical essay,
including thesis statement, introduction,
body paragraphs, conclusion and effective
title.
 Students will create a Works Cited page for
their analytical essay.
 “Zombieland” Activity – Teacher will
model the process first. Students will
revisit their draft, looking for ways in
which they can avoid being a “zombie
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 See Tier 2
Page 38
writer” by using stylistic techniques such
as expanded moments, vivid description,
sound effects, weaving ideas throughout
their writing, lyrics, etc.
 Students will also revise their writing to
include figurative language, magic 3s,
interesting dialogue tags, strong verbs,
adjectives, adverbs, internal dialogue,
dialogue, interesting title, characterization.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Night Analytical Essay – focus on theme
 Truism Narrative Essay
SPEAKING/ LISTENING
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)

Introduction to effective story telling
skills including pacing, inflection,
clarity, volume, nonverbal expression.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Students will work with partners/small
groups to practice story-telling skills.
They will be given poems and
children’s books to practice reading
aloud.
 Students will present their Truism Essay
to the class.
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will evaluate their peers, using
a rubric provided by the teacher, on
their story-telling skills.
 Optional – Students will view a video of
their presentation to evaluate their own
performance.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint/Prezi
 iPad
 Document Camera
 Video cameras
 Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 SL.8.1
 SL.8.1a
 SL.8.1d
 SL.8.2
 SL.8.3
 SL.8.6
Tier 1 Resources/Materials:
 PowperPoint/Prezi for mini-lessons about
effective story-telling skills.
 Effective story-telling skills reference
sheets
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 Various poems and children’s books for
student practice.
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 Rubric for story-telling skills.
Page 39
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Presentation of Truism Essay
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint/Prezi
 iPad
 Document Camera
 Video cameras
 Apple TV
Page 40
UNIT 4: To Kill a Mockingbird
Suggested Texts
1. To Kill a Mockingbird (novel and
film)
2. The Secret Life of Bees (H)
3. “I Too Sing America” (poem and
YouTube video)
4. “A Dream Deferred” (poem)
5. “Strange Fruit” (poem)
6. “A Woman in the Snow”
7. excerpts from Black Boy
8. excerpts from Roll of Thunder,
Hear My Cry
9. “An Occurrence in Scottsboro
Alabama” (article)
10. “Hey Boo” (documentary)
11. **additional nonfiction and poetry
– supplemental resources
BIG IDEA(S):
TIMEFRAME: January - March
ESSENTIAL QUESTIONS:
Reading:
 Close Reading Skills –
questioning, drawing inferences,
providing evidence and annotating
a text.
 Literary elements and devices
o Style
o Voice
o Point of View
o Figurative Language
o Setting
o Theme
o Conflict
o Symbolism
o Characterization
o Mood
o Tone
o Flashback
o Dialect and slang
o Idioms
o Foreshadowing
o Connotation
o Denotation
o Allusion
o Irony
 Writer’s Craft
o Syntax
o Diction
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Writing:
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© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
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How do authors use syntax and diction to create
voice?
How do authors use syntax and diction to
communicate ideas creatively?
How does the description of setting enhance the
mood of a piece?
How does an author use symbols to communicate
an underlying message?
How can a reader identify foreshadowing in a text?
How does the narrator influence the reader’s
understanding of the story?
How do authors use dialect, slang, idioms and
allusions to effectively represent setting and
culture?
How do authors create historical fiction?
How are characters developed indirectly?
How is figurative language used to enhance style in
fiction and in poetry?
How can I use evidence from a text to support a
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Analytical Writing –
Theme/Characterization – topic
sentences, lead-ins, textual
support, parenthetical citations,
blending, explanation/analysis,
quality of evidence, literary
present tense
Optional – Narrative Poetry –
Childhood Poem – reflect on a
person, place, object or event from
childhood, write a poem that
reflects on its significance.
Expository – Test Prep – Quote
Response
Persuasive writing techniques
Vocabulary/Grammar:
 Text based vocabulary in context
(To Kill a Mockingbird), idioms
and expressions from the text,
determining part of speech
 Adjectives/Adverbs
 Verb tense
 Punctuation
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claim?
How do writers structure their thoughts to create
meaningful, clear paragraphs?
How do writers use specific language to richly
relay an experience?
Why is it important for writers to maintain tense
throughout a written piece?
What is the literary present tense and why is it
important in analytical writing?
How do writers effectively persuade an audience?
How can I make connections between a quotation
and my own personal experiences, other texts and
the world?
How can I use context clues to help determine the
meaning of unfamiliar words and expressions?
How can I determine the part of speech of a word?
How does attention to verbs, adjectives, adverbs
and punctuation allow a writer to clearly
communicate ideas?
How do adjectives and adverbs enhance my writing
and add detail?
Test Prep:
 Writing RACER style open-ended
responses.
 Expository – Quote Response
 Persuasive writing techniques
ENDURING UNDERSTANDINGS:
Students will understand that…
 Readers make inferences based on background knowledge about the text and their own
experiences.
 Textual evidence is essential in supporting a claim about a text.
 A reader’s impression of a narrator is influenced by syntax and diction.
 Being a good reader requires one to examine the point of view of a text and how it may reveal a
bias.
 Good writers use figurative language, allusions, idioms and dialect to enhance the setting of a
text.
 Good readers look for foreshadowing.
 Good readers ask questions and look for connections between texts and personal experiences.
 In historical fiction, real events are intertwined with fiction to realistically represent a time period.
 Evidence must be strongly connected to the claim in order to support an argument.
 Good writers always use the literary present tense when writing about literature.
 Personal connections to a text or quotation can be conveyed through various techniques.
 Prewriting is essential and effective in helping a writer develop his/her thoughts, consider
audience, and create strong arguments that appeal to the audience.
 Examining context clues will help to clarify the meaning of unfamiliar terms.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
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Shifts in verb tense and incorrect use of punctuation make writing unclear and difficult to follow.
Good writers develop characters through actions, thoughts, statements, reactions, motivations,
and appearance both indirectly and directly.
 Good writers use a variety of persuasive techniques to influence their audience.
 Good writers consider all possible perspectives when examining a problem/issue.
READING
RELEVANT RESOURCES/MATERIALS/CPIs
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)
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Reinforce close reading skills questioning, drawing inferences,
providing evidence and annotating
a text.
Reading non-fiction articles to
supplement texts and concepts
covered. (Articles about author,
time period, Jim Crow laws)
Watch documentary about To Kill
a Mockingbird and Harper Lee.
Review note-taking strategy
including recording of significant
quotes, context of the quote and
significance.
Students will maintain an SSR log
for their choice, outside reading
book.
Review literary terms to know for
the unit.
Introduce idioms and expressions.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Optional Introductory Activity –
Tier 1 CPIs:
 RL.8.1
 RL.8.2
 RL.8.3
 RL.8.4
 RL.8.6
 RL.8.9
 RL.8.10
 RI.8.1
 RI.8.2
 RI.8.3
 RI.8.4
 RI.8.5
 RI.8.6
 RI.8.8
 RI.8.10
Tier 1 Resources/Materials:
 To Kill a Mockingbird
 The Secret Life of Bees (H)
 “Hey, Boo”
 Allusion and Idiom website
www.lausd.k12.ca.us/Belmont_HS/tkm/
 Secondary Solutions – To Kill a Mockingbird
 Anticipation Guide – based on themes in the novel
 Note-taking graphic organizer
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
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Jim Crow Webquest – Students
will research historical information
about the time period during which
the novel takes place.
Close Reading Activity – Students
will do a close reading of a
passage from the text that
describes the Radley house. As
they read, they will ask questions
about what they are reading. They
will attempt to answer these
questions based on the passage and
their own personal experiences.
Students will examine not only the
Radleys, but also the townspeople.
Dialect and Slang – Students will
rewrite dialect and slang into
modern day vernacular.
Setting Analysis – Students will
find passages from the text in
chapters 1-4 that provide
information about the setting. They
will explain what each passage
reveals about the time, place,
social atmosphere, political
atmosphere.
Characterization Activity –
Students will examine various
characters throughout the text.
They will find examples of both
direct and indirect characterization
and explain what the passages
reveal about the characters.
Foreshadowing Activity (chapters
9-11) – Students will examine
passages from the text, making
predictions about what is going to
happen.
Figurative Language (chapters 1213) – Students will examine
examples of figurative language
from the text (metaphor, simile,
personification, hyperbole). They
will identify the type of figurative
language and analyze what is
being said through the figurative
language.
Dialect Activity (chapter 12) –
Examining Cal’s change in speech
while she is at her own Church.
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
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To Kill a Mockingbird
The Secret Life of Bees (H)
“Hey, Boo”
“Strange Fruit” recording – YouTube
“A Dream Deferred”
“I Too Sing America”
“A Time to Kill” video clips
Allusion and Idiom website
www.lausd.k12.ca.us/Belmont_HS/tkm/
Secondary Solutions – To Kill a Mockingbird –
various handouts and activities
Anticipation Guide – based on themes in the novel
Note-taking graphic organizer
Various articles related to lynching, Harper Lee,
Scottsboro trials, Plessy v Ferguson, Great
Depression and other historical events.
Page 44
What does this reveal about Cal?
About her relationship with the
Finchs? Society?
 Conflict Activity (chapters 22-23)
– Students will examine the
various types of conflict in the
text.
 Author’s Style Activity (chapters
24-25) – Students will examine
passages from the text looking for
examples of figurative language,
sentence structure, repetition,
imagery, word choice. How do
these devices/techniques enhance
the descriptions?
 Theme Activity (chapters 26-28) –
Students will be given overarching
ideas from the novel. They will
find passages from the text that
represent the ideas and explain
how the passage reveals the idea in
the story.
 Dolphus Raymond Activity –
Students will closely examine
Dolphus Raymond and his
behaviors. How does this character
create irony in the text?
Suggested Tier 3 Activities/Strategies
Tier 3 CPIs:
(Synthesis/Evaluation)
 See Tier 1
Tier 3 Resources/Materials:
 Examining Stereotypes Activity –
Students will consider how
 See Tier 2
stereotypes influence interactions
between people.
 Courtroom Activity – Students will
view/read closing arguments from
a fictional trial (for example, “A
Time to Kill”). Students will
identify the persuasive techniques
used in the closing argument. What
makes a strong persuasive
argument? Using these techniques,
and the testimonies of Bob Ewell,
Mayella Ewell and Tom Robinson,
students will work in small groups
to craft closing arguments from the
POV of Atticus and Mr. Gilmer.
They will share these closing
arguments with the class. Students
will then read Atticus’ closing
argument in the novel. Each group
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
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will be given a small section of the
closing argument to analyze. What
is the message? What technique(s)
is being used? Word choice?
 Poetry Activity (chapters 13-14) –
Students will listen to a recording
of “Strange Fruit.” As they listen,
they will write down words that
stand out to them. As a class,
discuss the poem. What
connections do they see between
the poem and articles they’ve read,
the text? Students will do a close
reading of “A Dream Deferred”
and “I Too Sing America.” What is
being said in these poems? How
does the author use figurative
language to convey his message?
What connections can be made to
To Kill a Mockingbird? Students
will write their own version of “A
__________ __________ed.”
 Note Taking – Students will
choose quotations they believe are
significant within the assigned
reading. They will explain the
context of the quotation. They will
also analyze what the quotation
reveals about characters, setting,
theme, etc.
 Theme Analysis – Students will
determine and analyze themes
throughout the text.
 Bildungsroman Analysis –
Students will analyze TKAM as a
coming of age novel, looking
specifically at the elements of a
Bildungsroman text.
 Honors Activity – Create your own
fable. Students will create a fable
based on a theme/lesson. They will
create a modified version of To
Kill a Mockingbird  To
________ a ___________.
 Character Development Analysis –
Round, flat, static dynamic
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Analytical Paragraphs
 Reading checks
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 PowerPoint
 iPad
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
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Open-ended questions relating to
the text
 Literary Terms Assessment
(passages from the text with
examples of the literary terms
covered)
 Note-taking guide
WRITING
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)
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Reinforce analytical body
paragraphs, blending, parenthetical
citations, supporting with textual
evidence, explanation/analysis vs.
evidence.
Introduce Quote Response
elements and structure.
Review and introduce poetic
devices and examine how they
contribute to the mood, tone,
author’s purpose, voice
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Document Camera
Video cameras
Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 W.8.1
 W.8.1a
 W.8.1b
 W.8.1c
 W.8.1d
 W.8.1e
 W.8.2
 W.8.2b
 W.8.2c
 W.8.2d
 W.8.2e
 W.8.2f
 W.8.3
 W.8.3a
 W.8.3b
 W.8.3c
 W.8.3d
 W.8.3e
 W.8.4
 W.8.5
 W.8.7
 W.8.8
 W.8.9
 W.8.9a
 W.8.9b
 W.8.10
Tier 1 Resources/Materials:
 Agenda Pad – Works Cited information and
reference sheets
 PowerPoint/Prezi to review analytical paragraphs
 PowerPoint/Prezi and reference sheets to review
figurative language, dialogue and internal dialogue,
using powerful language and varied sentence
structure.
 PowerPoint/Prezi to introduce new narrative
techniques
 PowerPoint/Prezi and reference sheets to introduce
Universal Truths
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
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Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Analyze effective vs. non-effective
textual support.
 Students will create analytical
topic sentences about the texts
used in this unit.
 Students will develop analytical
paragraphs that use effective
textual evidence about the texts
used in this unit.
 Analyze author’s craft in narrative
poetry.
 “Rule of Write About a Penny”
Activity – Focus on descriptive
writing by asking students to write
about a specific penny. The class
should be able to identify their
individual penny from a pile of
pennies based on the description.
 Students will respond thoughtfully,
making connections between the
message and themselves and/or the
world, to a quotation.
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will craft an analytical
essay, including thesis statement,
introduction, body paragraphs,
conclusion and effective title.
 Students will create a Works Cited
page for their analytical essay.
 “Zombieland” Activity – Teacher
will model the process first.
Students will revisit their draft,
looking for ways in which they can
avoid being a “zombie writer” by
using stylistic techniques such as
expanded moments, vivid
description, sound effects, weaving
ideas throughout their writing,
lyrics, ellipses, dashes, etc.
 Students will also revise their
writing to include figurative
language, magic 3s, interesting
dialogue tags, strong verbs,
adjectives, adverbs, internal
dialogue, dialogue, interesting title,
characterization.
 Students will develop a quote
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 Explanatory Quote Response Organizer
(http://www.literacycookbook.com/download.php?
did=66 )
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 Reviving the Essay
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
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response essay.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Quote Response Essay
 Childhood Narrative Poem
 Theme Analysis Essay
 Character Analysis Essay
VOCABULARY/GRAMMAR/SKILS
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)

Model/teach verb usage including
active and passive verbs, subjectverb agreement, and tense.
 Review the process of determining
the meaning of vocabulary words
in context.
 Students will record the class
definition for new vocabulary and
create an example that uses the
word.
 Introduce idioms.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Vocabulary Activities – word
origins, prefixes/suffixes,
vocabulary in context, parts of
speech
 “From Past to Present – It’s About
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 PowerPoint
 iPad
 Document Camera
 Video cameras
 Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 L.8.1
 L.8.1a
 L.8.1b
 L.8.1c
 L.8.1d
 L.8.2
 L.8.2a
 L.8.2b
 L.8.2c
 L.8.3
 L.8.4
 L.8.4a
 L.8.4b
 L.8.4c
 L.8.4d
 L.8.5
 L.8.5a
 L.8.5b
 L.8.5c
 L.8.6
Tier 1 Resources/Materials:
 Vocabulary List (Secondary Solutions: Night)
 Vocabulary in Context handouts
 Verb Reference sheets (The Giggly Guide to
Grammar, Mechanically Inclined)
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 Vocabulary List
 Vocabulary in Context handouts
 Vocabulary activities (Secondary Solutions: To Kill
a Mockingbird)
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
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Time…and Effect” Activity
(verbs)
 “The Verbs – They Are AChangin” activity (verbs)
 “You Can’t Have it All” activity
(verbs)
 “Who Took the Verbs Out”
activity (verbs)
 Investigate the meaning and use of
idioms in To Kill a Mockingbird.
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will be asked questions
and must use vocabulary words to
respond to the questions.
 Synonym/Antonym activities for
vocabulary words.
 Analogies activities for vocabulary
words.
 Use of vivid verbs, adjectives and
adverbs Childhood Narrative
Poem.
 Use of vivid verbs, adjectives and
adverbs in Honors Fable Activity.
 Connotation and denotation
activities. Students will make
inferences about words in the text
and how they contribute to the
mood.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Vocabulary Quizzes
 Childhood Narrative Poem
 Quote Response Essay
TEST PREP (see also Writing)
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)
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
The Giggly Guide to Grammar
Mechanically Inclined
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 Verb reference sheets and activities.
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 PowerPoint
 iPad
 Document Camera
 Video cameras
 Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 W.8.1
 W.8.1a
 W.8.1b
 W.8.1c
 W.8.1d
 W.8.1e
 W.8.2
 W.8.2b
 W.8.2c
 W.8.2d
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
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Reinforce elements of analytical
introductions and conclusions.
 Reinforce quality, effective
analytical thesis statements.
 Reinforce analytical body
paragraphs, blending, parenthetical
citations, supporting with textual
evidence, explanation/ analysis vs.
evidence.
 Review Works Cited page and
citation format.
 Review incorporating figurative
language, using dialogue and
internal dialogue, using powerful
language and varied sentence
structure.
 Reinforce various narrative
techniques (mini-lessons)
o Parallelism
o Magic 3
o Voice
o Tense
o Prepositional phrases
o Effective titles
 Review universal truths/theme.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Analyze effective vs. non-effective
textual support.
 Students will create analytical
topic sentences about the texts
used in this unit.
 Students will develop analytical
 W.8.2e
 W.8.2f
 W.8.3
 W.8.3a
 W.8.3b
 W.8.3c
 W.8.3d
 W.8.3e
 W.8.4
 W.8.5
 W.8.7
 W.8.8
 W.8.9
 W.8.9a
 W.8.9b
 W.8.10
Tier 1 Resources/Materials:
 Agenda Pad – Works Cited information and
reference sheets
 PowerPoint/Prezi to review analytical paragraphs
 PowerPoint/Prezi and reference sheets to review
figurative language, dialogue and internal dialogue,
using powerful language and varied sentence
structure.
 PowerPoint/Prezi to introduce new narrative
techniques
 PowerPoint/Prezi and reference sheets to introduce
Universal Truths
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 Analytical essay graphic organizers
 Example analytical essays and portions of essays
 Effective Hooks Reference Sheet
 Hook practice sheets
 Variety of pictures to hang around the room for
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
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paragraphs that use effective
textual evidence about the texts
used in this unit.
 Students will develop, using a
graphic organizer, a well thought
out thesis statement that makes a
claim about a text.
 Students will look at example
analytical introductions and
conclusions. Students will identify
the elements of an effective
introduction and conclusion.
 Students will begin experimenting
with effective hooks,
connections/bridges.
 Students will practice rewording
sample thesis statements for
conclusion writing.
 Students will practice circling back
to a hook.
 Students will craft a conclusion
based on a sample introduction and
body paragraphs.
 Students will analyze various
narrative poems to investigate use
of voice, tone, figurative language,
subject, word choice, audience,
author’s purpose.
 Close reading of a various nonfiction and fictional texts,
examining various literary
elements covered throughout the
year.
 Students will interpret quotations
to determine meaning.
 Students will make connections
between the message of a
quotation and themselves and the
world.
 “Rule of Write About a Penny”
Activity – Focus on descriptive
writing by asking students to write
about a specific penny. The class
should be able to identify their
individual penny from a pile of
pennies based on the description.
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will craft an analytical
essay, including thesis statement,

students to practice creating truisms
Reviving the Essay – various lessons and handouts
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 Reviving the Essay
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
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introduction, body paragraphs,
conclusion and effective title.
 Students will create a Works Cited
page for their analytical essay.
 “Zombieland” Activity – Teacher
will model the process first.
Students will revisit their draft,
looking for ways in which they can
avoid being a “zombie writer” by
using stylistic techniques such as
voice, figurative language, vivid
description, sound effects, weaving
ideas throughout their writing,
lyrics, etc.
 Students will craft a quote
response, expository essay.
 Close reading of a various nonfiction and fictional texts,
examining various literary
elements covered throughout the
year.
 Students will interpret quotations
to determine meaning.
 Students will make connections
between the message of a
quotation and themselves and the
world.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Night Analytical Essay – focus on
theme
 Truism Narrative Essay
SPEAKING/ LISTENING
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)

Review effective public
speaking skills including
pacing, inflection, clarity,
volume, nonverbal expression.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 PowerPoint/Prezi
 iPad
 Document Camera
 Video cameras
 Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 SL.8.1
 SL.8.1a
 SL.8.1d
 SL.8.2
 SL.8.3
 SL.8.6
Tier 1 Resources/Materials:
 PowerPoint/Prezi for mini-lessons about effective
story-telling skills.
 Effective story-telling skills reference sheets
Tier 2 CPIs:
 See Tier 1
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Page 53

Students will work with
partners/small groups to
practice public speaking skills.
They will be given poems to
practice reading aloud.
 Courtroom Debate – To Kill a
Mockingbird activity
 Students will present their
Childhood Narrative Poem to
the class.
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Students will evaluate their
peers, using a rubric provided
by the teacher, on their public
speaking skills.
 Optional – Students will view a
video of their presentation to
evaluate their own performance.
 Socratic Seminar – To Kill a
Mockingbird
 Courtroom Debate – To Kill a
Mockingbird
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Socratic Seminar
 Poetry Presentation
 Courtroom Debate activity
Tier 2 Resources/Materials:
 Various poems and children’s books for student
practice.
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 Rubric for Childhood Narrative Poem
 Rubric for SS
 Student Evaluation form for SS
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 PowerPoint/Prezi
 iPad
 Document Camera
 Video cameras
 Apple TV
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Page 54
UNIT 5: Comedy and Persuasion
Suggested Texts
1. Animal Farm
2. Comedy of Errors – Abridged Version
(Full Text for Honors)
3. Various editorial articles from the NY
Times
4. Various articles from The Onion and other
satirical news sources
5. “Modern Family”
6. Various non-fiction articles related to types
of comedy (e.g. “The Art of Slapstick”)
7. Various speeches
a. “Mother to Son”
b. “Speech to the Young”
8. “Who’s on First” Abbott and Costello
9. “The Princess Bride”
10. “Who’s Line is it Anyway?”
BIG IDEA(S):
Reading:
 Slapstick
 Satire
 Parody
 Farce
 Improvisation (optional)
 Situational Comedy
 Stock Characters
 Archetypes
 Drama
 Stage Directions
 Soliloquy
 Monologue
 Aside
 Hyperbole
 Understatement
 Incongruity
 Irony
 Reversal
 Loaded Words
 Puns and Word Play
 Persuasion
 Persuasive Techniques
Writing:
 Persuasive Techniques
 Speech Writing
 Optional – Comedic Short Story Writing
 Satirical Editorial
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
TIMEFRAME: April - June
ESSENTIAL QUESTIONS:






How do authors create comedy?
How are stock characters used in various
pieces?
What techniques do comedy writers used to
entertain the audience?
What dramatic tools are used to influence
or incorporate the audience?
What techniques do writers use to persuade
an audience?
How do writers approach different
audiences?
Page 55

Vocabulary/Grammar:
 Puns
 Using context clues
 Study of language and how it changes over
time
 Connotation and denotation


How does precise word choice function to
effectively persuade someone?
How do authors develop effective
arguments?
How do writers capture the attention of the
reader?
Test Prep:
 Persuasive Writing
ENDURING UNDERSTANDINGS:
Students will understand that…
 Comedic value and effectiveness is reliant upon audience members’ ability to relate background
knowledge and interest to the subject.
 There are effective methods to create comedy.
 Different types of comedy require varying levels of intellectual processing.
 Comedy, such as satire, is an effective vehicle for social, political, cultural change.
 Persuasion is only as effective as one’s ability to support ideas and present an appeal to needs,
interests, and values of the audience.
 Great speeches move the audience and take them on a journey.
 Public speaking is a conversation between the speaker and the audience.
 A good public speaker responds to the audience’s reactions, both verbal and nonverbal.
READING
RELEVANT RESOURCES/MATERIALS/CPIs
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)

Introduce satire, slapstick, parody, farce,
situational comedy.
 Introduce common stock or archetypical
characters.
 Introduce tools of comedy (e.g. hyperbole,
incongruity, reversal).
 Introduce Shakespeare’s language.
 Introduce dramatic terms (e.g. dramatic
irony, soliloquy)
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 1 CPIs:
 RL 8.4
 RL 8.5
 RL 8.10
 RI 8.4
 RL 8.6
Tier 1 Resources/Materials:
 Various non-fiction, informational articles
about the different types of comedy
 Stock characters handout
 Comedy reference sheets
 Shakespearean language packet
Tier 2 CPIs:
 RL 8.4
 RL 8.6
 RL 8.5
 RL 8.7
 RL 8.9
 RL 8.10
 RI 8.4
 RI 8.6
Page 56


Yoda Shakespearean Language Activity
Sitcom Stock Characters Activity – view
episode of Modern Family – identify the
stock characters present in the episode.
 Slapstick “Oops – When Everyday
Activities Go Wrong” – select an everyday
situation, decide what goes wrong, perform
as slapstick.
 Read various satires from The Onion and
NY Times.
 Comedic and Figurative language
identification and explanation chart for
Comedy of Errors.
 Read “Mother to Son” and “Speech to the
Young” – compare and contrast speaker,
message, use of language, tone.
 View various graduation and
commencement speeches – analyze
message, use of language, tone, public
speaking skills.
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Analysis of a satirical article or short story.
What is being mocked? What is the author
trying to change about culture or society?
 Additional Tier 3 activities all focus on
writing and can be found in the Tier 3
Writing Activities
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Satirical Analysis response
 Class discussions
 Comedy Type and Tools Test
 Comedy of Errors Figurative Language and
Dramatic Elements test
WRITING
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
 RI 8.8
 RI 8.9
 RI 8.10
Tier 2 Resources/Materials:
 NY Times editorials
 The Onion Satirical articles
 Comedy handouts
 McDougal Littell textbook
 YouTube videos of commencement
speeches
Tier 3 CPIs:
 See Tier 2
Tier 3 Resources/Materials:
 Satirical short story
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint
 iPad
 Document Camera
 Video cameras
 Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 W.8.1a
 W.8.1b
 W.8.1c
 W.8.1d
 W.8.1e
 W.8.2a
 W.8.2b
 W.8.2c
Page 57

Introduce various persuasive techniques
(mini-lessons)
o Parallelism
o Bandwagon statements
o Appealing to needs of audience
o Tone
o Acknowledging the opposing point
of view
o Clarity of message
o Repetition
 Review parallelism, magic 3, universal
messages, repetition, weaving one idea
throughout
 Introduce anecdotes.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Students will analyze persuasive
arguments, looking for the use of
persuasive techniques.
 Students will engage in practice activities
related to affirming your audience, pros vs.
cons, finding critical language, developing
supporting details, elaborating, adding
details, creating powerful introductions and
conclusions.
 Developing universal
truths/themes/messages that would be
appropriate for a commencement audience
and student population.
 Speech Organizer – outline their speech.
**additional Tier 2 activities are reading based and
can be found in the Reading Tier 2 Activities.
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Optional – Students will craft a Short Story
Parody – choose one of the various short
stories we’ve read throughout the year,
create a satirical version of the story.
 Students will craft a Satirical Product
Review – choose a ridiculous, seemingly
useless product from the list provided –
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
 W.8.2d
 W.8.2e
 W.8.2f
 W.8.4
 W.8.5
 W.8.9b
 W.8.10
Tier 1 Resources/Materials:
 Empowering Writers
 Writing technique reference sheets
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 Empowering Writers
 Various speech organizers
 Universal truth idea organizer
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
 Empowering Writers
 Persuasive articles from opposing points of
view
 Commencement speech rubric
 Persuasive Letter rubric
 Pet Peeve rubric
Page 58
create a review of the product that
highlights its uselessness in a satirical way.
 Students will use humor techniques to craft
one of the following: a satirical editorial,
monologue or skit.
 Students will craft a persuasive letter.
Topic TBD.
 Compare two persuasive articles of
opposing viewpoints.
 Craft a commencement speech.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Pet Peeve Satirical Editorial
 Commencement Speech
 Persuasive Letter
 Optional – Short Story Parody
 Satirical Product Review
VOCABULARY/GRAMMAR/SKILLS
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)


Introduce puns.
Review various sentence structures.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Recognizing puns in Comedy of Errors.
 Interpreting Shakespeare’s language.
 Practice activities for varying sentence
structure.
 Continued look at connotation or words for
effective persuasion in various persuasive
pieces.
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)
 Create a “Punny” Poem
STUDENT WORK PRODUCTS/
ASSESSMENTS:
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com

Product Review rubric
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint
 iPad
 Document Camera
 Video cameras
 Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 L.8.1d
 L.8.2a
 L.8.2c
 L.8.3a
 L.8.4a
 L.8.4d
 L.8.6
Tier 1 Resources/Materials:
 Pun PowerPoint
 Pun Reference Sheet
 Sentence Structure Reference Sheets
 Empowering Writers
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
 Comedy of Errors
 Sentence Structure practice activity
handouts
 Empowering Writers
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint
 iPad
Page 59
TEST PREP (see also Writing)
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)


Introduce tools of comedy (e.g. hyperbole,
incongruity, reversal).
Introduce dramatic terms (e.g. dramatic
irony, soliloquy) Introduce various
persuasive techniques (mini-lessons)
o Parallelism
o Bandwagon statements
o Appealing to needs of audience
o Tone
o Acknowledging the opposing point
of view
o Clarity of message
o Repetition
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
 Document Camera
 Video cameras
 Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 RL.8.4
 RL.8.5
 RL.8.6
 RL.8.7
 RL.8.9
 RL.8.10
 RI.8.4
 RI.8.5
 RI.8.6
 RI.8.8
 RI.8.9
 RI.8.10
 W.8.1a
 W.8.1b
 W.8.1c
 W.8.1d
 W.8.1e
 W.8.2
 W.8.2b
 W.8.2c
 W.8.2d
 W.8.2d
 W.8.2e
 W.8.2f
 W.8.4
 W.8.5
 W.8.9
 W.8.9a
 W.8.9b
 W.8.10
Tier 1 Resources/Materials:
 Empowering Writers
 Persuasive articles from opposing points of
view
 Commencement speech rubric
 Persuasive Letter rubric
 Pet Peeve rubric
 Product Review rubric

Page 60
Suggested Tier 2 Activities/Strategies
(Application/Analysis)
 Read various satires from The Onion and
NY Times.
 Comedic and Figurative language
identification and explanation chart for
Comedy of Errors.
 Students will analyze persuasive
arguments, looking for the use of
persuasive techniques.
 Students will engage in practice activities
related to affirming your audience, pros vs
cons, finding critical language, developing
supporting details, elaborating, adding
details, creating powerful introductions and
conclusions.
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)

Analysis of a satirical article or short story.
What is being mocked? What is the author
trying to change about culture or society?
 Students will craft a Pet Peeve Satirical
Editorial.
 Students will craft a persuasive letter.
Topic TBD.
STUDENT WORK PRODUCTS/
ASSESSMENTS:

Persuasive Letter
SPEAKING/ LISTENING
Suggested Tier 1 Activities/Strategies
(Knowledge/Comprehension)

Review public speaking skills.
Suggested Tier 2 Activities/Strategies
(Application/Analysis)

Perform slapstick, improvisation and
parody in front of the class.

Perform commencement speeches in front
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:

Articles from NY Times and The Onion

Comedic and Figurative Language
identification and explanation chart.

Empowering Writers activities
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:

Satirical short story or article (TBD)

Pet Peeve rubric

Persuasive letter rubric
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint/Prezi
 iPad
 Document Camera
 Video cameras
 Apple TV
RELEVANT RESOURCES/MATERIALS/CPIs
Tier 1 CPIs:
 SL.8.1
 SL.8.1a
 SL.8.1d
 SL.8.2
 SL.8.3
 SL.8.6
Tier 1 Resources/Materials:
 Reference sheets and PowerPoint
presentations
Tier 2 CPIs:
 See Tier 1
Tier 2 Resources/Materials:
Page 61
of the class.
Suggested Tier 3 Activities/Strategies
(Synthesis/Evaluation)

Evaluate peers’ speeches using a rubric
provided by the teacher.

Complete a self-evaluation. Use
information from self-evaluation and
teacher and peer feedback to complete
areas for improvement checklist.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Commencement speech
 Improvisation, parody and slapstick
performances
© 2013 Sarah Tantillo, Ed.D., LLC @www.literacycookbook.com
Tier 3 CPIs:
 See Tier 1
Tier 3 Resources/Materials:

Self-evaluation form

Peer rubric

Speech rubric

Performance rubric
INTERDISCIPLINARY CONNECTIONS/ USE
OF TECHNOLOGY:
 PowerPoint/Prezi
 iPad
 Document Camera
 Video cameras
 Apple TV