West Haven Public Schools
Unit Planning Organizer
Subject: English Language Arts
Unit: 2: Analyzing Craft and Structure
Grade: 8
Pacing: 19 days
Essential Question(s):
1. What purpose does making connections between individuals, ideas or
events serve when reading or writing?
2. What techniques does a writer use to help the reader create a visual image
in his or her mind?
3. What is the purpose of using transition words and phrases in writing?
Big Idea(s):
1. Comparisons, analogies and categories help us to see similarities and
differences in, among, and within texts.
2. Precise words, sensory details and figurative language help to create a
visual image in the reader's mind.
3. Transition words and phrases are used to signal shifts from one time frame
or setting to anther, and show the relationships among experiences and events.
Common Core State Standards (includes West Haven’s “Priority” Common
Core Standards in BOLD and “Supporting” Standards)
Priority and Supporting CCSS
RL.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.
RI.3: Analyze how a text makes connections among and distinctions between
individuals, ideas, or events (e.g., through comparisons, analogies, or
categories). 116
W.3c: Use a variety of transition words, phrases, and clauses to convey
sequence, signal shifts from one time frame or setting to anther, and show the
relationships among experiences and events.
W.3d: Use precise words and phrases, relevant descriptive details, and
sensory language to capture the action and convey experiences and events.
L.3a: Use verbs in the active and passive voice and in the conditional and
subjunctive mood to achieve particular effects (e.g., emphasizing the actor or
the action; expressing uncertainty or describing a state contrary to fact).
L.5a: Interpret figures of speech (e.g., verbal irony, puns) in context. (318)
Supporting Standards
RL.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.
RI.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.
RI.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.
W.3c: Use a variety of transition words, phrases, and clauses to convey sequence and signal
shifts from one time frame or setting to another.
L.1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L.2: Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
L.2c: Spell correctly.
L.3: Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 6 reading and content, choosing flexibly from a range of strategies.
L.4a: 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.
L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
L.5b: Use the relationship between particular words to better understand each of the words.
“Unwrapped” Concepts and Skills, and Bloom Levels (BL)
Concepts (Need to Know)
RL.4
Words/phrases in context
•Figurative meaning
•Connotative meaning
Skills (Able to Do)
RL.4
Determine (meaning of
words/phrases)
Analyze (impact of specific
word choices)
BL
5
4
Specific word choice
•Meaning & tone
•Analogies or allusions
to other text
RI.3
Text connections
•Individuals, ideas,
events
•Comparisons,
analogies, or
categories
RI.3
Analyze (how a text makes
connections through
comparisons, analogies, or
categories)
4
W.3c
Transition words
Phrases
Clauses
Constructed Meaning
•Sequence
•Shifts from one time
frame or setting to
another
•Relationships among
experience and events
W.3c
Use (transition words,
phrases, and clauses to
convey meaning)
3
W.3d
Text
W.3d
Use (words, phrases, and
clauses to capture the
action and convey
3
•Precise words
•Phrases
•Clauses
experiences and events)
Text structure
•Sequence
•Signal shifts from one
time frame or setting to
another
•Relationships among
experiences and events
L.5a
Figures of speech
•Verbal irony
•Puns
L.3a
•Verbs
• active
•passive
•mood
•conditional
•subjunctive
•effects
•emphasizing
the actor or the action
•expressing
uncertainty
•describing a
state contrary to fact
L.5a
Interpret (figures of speech
in context)
L.3a
Use (verbs to achieve a
particular effect)
2
3
Assessments
Common Assessments attached*
Language Arts:
Required Reading:
 “The Monkey’s Paw” (Elements of Literature page 85)
 “The Third Wish” (Elements of Literature page 101)
 “The Tell-Tale Heart” (Elements of Literature page 536)
Optional Resources:
 Elements of Literature (T), page 85, “Selection Starter, Motivate:
Ask students what they would do if someone offered them a magic
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object that could grant three wishes. Would they take the object
and make a wish, or would they refuse it? Jot down responses and
then share them with the rest of the class before reading “The
Monkey’s Paw.”
“After You Read, 1-4 and Reading Check,” Elements of
Literature, page 100, “The Monkey’s Paw.
“Before You Read, Elements of Literature, page 101, “The Third
Wish.”
“After You Read,” 1-6 and Reading Check,” Elements of
Literature, “The Third Wish.”
Elements of Literature (T), page 530, “Literary Devices: Learners
Having Difficulty.”
“Practice The Strategy,” Elements of Literature, page 535.
Elements of Literature, “Edgar Allan Poe: His Life Revealed in
His Work,” pages 530-535, “The Tell-Tale Heart,” pages 536-544,
“The Monkey’s Paw,” pages 84-100, and “The Third Wish,”
pages 101-108“The Tell-Tale Heart,” pages 536-544
“The Tell-Tale Heart,” Elements of Literature (T), page 538,
“Have students work in a group to rewrite a paragraph of “The
Tell-Tale Heart” in the third person. Then, have them share their
group’s paragraph with another group and discuss it. Does the
narrator’s insanity come across as effectively in the third-person
point of view?
“ Genre: The Horror Story,” Elements of Literature, page 92.
“Story Motiff: The Number Three,” Elements of Literature, page
94, “Have students find other examples of beliefs or traditions
from various cultures that involve the number three (internet
research).
“Developing Fluency,” The Elements of Literature,” page 97
(small group)
Elements of Literature, “In Trouble” and “Fast, Strong and
Friendly Too,” pages 251 – 263.
“In Trouble,” Elements of Literature (T), page 256, “Sports:
Iditarod, Individual and Family Activity.”
“In Trouble,” Elements of Literature, page 259, “ After You
Read: Response and Analysis: 1-7 and Writing a descriptive
Essay: Write a brief descriptive essay about a place you know
very well. Help your readers visualize the place by including
details that help them see the setting, smell it, hear it, and perhaps
taste it and touch it. Open your description with a topic statement
that tells your readers what place you are going to describe and
how you feel about it. Be sure to check your Quickwrite notes
before you writing. ”
 “Informational Text,” Elements of Literature, page 261,
“Informational Text: As you read “Fast, Strong, and Friendly
Too,” watch for ways in which the writer provides you with
information about each breed. Where is comparison used? Where
is contrast used?” Take notes or use sticky notes as you read.
 “Practice,” Elements of Literature, page 532: In small groups,
prepare a ‘Literary Devices wall display for the classroom…”
 “Swans,” Elements of Literature, page 103,“Activity: Use online
resources to answer questions about swans.
 Required Writing of a Compare and Contrast Essay comparing “The
Monkey’s Paw” and “The Third Wish.”
 Include poems to introduce figurative language (Collection 6 of
Elements of Literature p. 616-700)
 Required Independent Reading: Teacher should give students 15-20
minutes to independently read per class. Students will choose their own
books, based on genre suggested by teacher.
Suggested Weekly Planner
**EVERY DAY CLASS STARTS WITH PROOFREADING
PRACTICE/DOL ** SEE BELOW FOR LINKS**
**EVERY DAY CLASS ENDS WITH SSR (15-20 MINUTES)**
Week One
 Unit 2 Pre-CA
 Review Essential Questions and Word Wall
 Introduce figurative language, connotation and denotation: power point
and note taking (ELA supplemental folder)
 “Selection Starter,” page 85, Elements of Literature (T)
 Read poems and identify figurative language
 Figurative language activities
Week Two
 Go over notes on Tone and Mood (Marry Poppins Lesson)
http://www1.lpssonline.com/uploads/2dToneMoodLesson.pdf
 Read pages 533 – 536: Edgar Allan Poe and “Fallacious Reasoning.”
 “Vocabulary Development,” “Make the Connection” and “Literary
Focus: Narrator,” page 536
 Read “The Tell-Tale Heart,” pages 537 – 543.
 Complete “Writing,” page 544 and/or “Response and Analysis,” page
544
 Analyze and discuss tone and mood in “The Tell-Tale Heart”
 View YouTube video: “The Tell-Tale Heart.”
Week Three
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Pre-Reading Activities/Vocab for “The Monkey’s Paw”
Read “The Monkey’s Paw,” pages 84 – 100
Complete dipsticks for “The Monkey’s Paw.”
View YouTube video: “The Monkey’s Paw”
Quiz on “The Monkey’s Paw” (Comprehension/Vocab/Figurative
Language)
Week Four
 Pre-Reading Activities/Vocab for “The Third Wish”
 Page 100, Elements of Literature
 Read “The Third Wish,” pages 101 – 107
o Complete dipsticks for “The Third Wish.” Complete chart on
page 100.
o Review figurative language notes and pages 530 – 532
 Socratic Circle to discuss elements in “The Third Wish” and “The
Monkey’s Paw”
 Quiz on “The Third Wish” (Comprehension/Vocab/Figurative
Language)
o Extension activities: page 92, Elements of Literature (T): “Genre:
The Horror Story,” page 94, Elements of Literature (T): “Story
Motif: The Number Three,” and page 97, Elements of Literature
(T), “Developing Fluency.”
o Additional Poe Selections (The Raven)
 Go over notes on Compare and Contrast
Week Five
 Brainstorming/Planning Sheet
 Write rough draft of Compare and Contrast essay on “The Monkey’s
Paw” and “The Third Wish)
 Peer Review
 Revise
Week Six
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Final draft due
Review
Unit 2 Post-CA
Re-teaching and re-testing
Unit 2 Compare and Contrast Performance Task
Additional Resources:
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The Inter-Active Raven - Figures of Speech worksheet:
http://eolit.hrw.com/hlla/litelem/figspeech.pdf?WebLogicSession=T4W
GLZeIwkQLcfkcpN3sKfWO6r2tDYkb0DjBqGrvo5B2Ro3FSTgy|81212
86389490268350/-1062731312/6/6001/6001/7002/7002/6001/-1
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Simpsons version:
http://www.schooltube.com/video/e850bdb733e729c582a9/The-Ravenby-Edgar-Allan-Poe
Write how figurative language is represented literally in the clip.
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Puns:
https://www.visualthesaurus.com/cm/lessons/642/Shakesperean_Puns.p
df
 Active and Passive Verbs: Writer’s Craft Grammar and Practice p. 51
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ReadWriteThink Lesson: http://www.readwritethink.org/classroomresources/lesson-plans/choosing-best-verb-active-280.html?tab=4#tabs
(use chart to ID verbs in article or passage)
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ACL ACTIVITY - Writing a Short Story: (In conjunction w/ Reading
Tell Tale Heart in Reading p. 536 in Holt)Holt p. 748 and Horror Story
Assignment (incorporate figurative language i.e. irony/puns, transitions
and precise language) Rubric (may need to be adjusted) p. 48-49 of Holt
Assessment W,L & S
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Compare/Contrast: 3rd Wish and Monkey's Paw p. 516 (unit) p. 109
(story specific) Compare/Contrast Essay Rubric (may need to be
adjusted) pg. 39 of Holt Assessment W,L & S (can be adjusted if DEV
class hasn’t read these … use cities they have lived in or schools they
attended, or pair them up and compare/contrast their neighborhoods or
elementary schools.
*** Technology should be incorporated into the unit through the use of
websites, power points and videos. In addition, students should engage in
activities that involve casual and formal research throughout the year.
Suggested sites:
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Thinkfinity.org
CBASwrite.com
Readwritethink.org
http://www.uen.org/core/core.do?courseNum=4280 (Lesson plans for all
CCSS)
 www.elc.byu.edu/classes/buck/w_garden/students/students_narrative.ht
ml#gabriela
 Figurative Language and Text Structure Power Points available on
accompanying flash drives for Interactive White Board and ENO Board
use.
Suggested Research-based Effective Instructional Strategies:
 Summarizing and Note Taking
 Homework and Practice
 Nonlinguistic Representations
 Cooperative Learning / Small Group Work
 Setting Objectives and Providing Feedback
 Advance Organizers
 Use of Technology
 Oral Presentations
 Research Task
Vocabulary/
Word Wall
Enrichment/Extension
Interdisciplinary
Connections
English and
Reading
English
English
Writer ‘s Craft, pgs. 115-127
Figurative
Meaning
Connotative
Meaning
Comparisons
Analogies
Categories
Constructed
Meaning
PROOFREADING - IMPORTANT
http://www.sbusd.org/cms/lib/C
A01000811/Centricity/Domain/42
/DailyParagraph.pdf
Writer’s Craft, pg. 116 (Science
Connection)
Reading
Elements (T), pg.148
http://mrsmac.weebly.com/uploa “Quakers”
ds/2/8/6/9/2869271/proofreading Elements (T), pg. 151 “The North
_and_editing.pdf
Star”
Sequence
Precise words
Verbal Irony
Active Voice
Passive Voice
Elements (T), pg. 254, “Sled
Dogs”
Reading
Elements (T), pg. 88, “India”
Elements (T), pg.144,
“Acceleration”
Elements (T), pg. 150, “Developing
Fluency”
Elements (T), pg 153,
“Discovering Oral History”
Elements (T), pg. 155, “Advanced
Learners”
Elements (T), pg. 158, “Modeling”
Elements (T), pg. 258, “Enrichment
Activity”
Elements (T), pg. 530,
“Acceleration”
Elements (T), pg. 538,
“Acceleration”
Elements (T), pg. 543,
“Enrichment”
Elements (T), pg. 85, “Advanced
Learners”
Elements (T), pg. 107, “Advanced
Learners”
Elements (T), pg. 103, Swans”