Reading Lesson Planning Guide-Literary-IP4 | Eighth Grade
Instructional Period 4
Content
Strand 2: Comprehending Literary Text
Concept 2: Historical and Cultural Aspects of Literature
PO1. Describe the historical and cultural aspects found in cross-cultural works of
literature.
PO2. Identify Compare common structures and stylistic elements in literature, folklore,
and myths from a variety of cultures (animal, Roman, and Greek myths; mysteries).
Process
Strand 1: Reading Process
Concept 4: Vocabulary
PO1. Determine the meaning of vocabulary using linguistic roots and affixes (e.g.,
Greek, Anglo-Saxon, Latin).
PO2. Use context to identify the meaning of unfamiliar words (e.g., definition, example,
restatement, synonym, contrast).
PO3. Use context to identify the intended meaning of words with multiple meanings (e.g.,
definition, example, restatement, or contrast).
PO4. Determine the meaning of figurative language, including similes, metaphors,
personification, and idioms in prose and poetry.
PO5. Identify the meanings, pronunciations, syllabication, synonyms, antonyms, and
parts of speech of words, by using a variety of reference aids, including dictionaries,
thesauri, glossaries, and CD-ROM and Internet when available.
Concept 5: Fluency
PO1. Read from a variety of genres with accuracy, automaticity (immediate recognition),
and prosody (expression).
Concept 6: Comprehension Strategies
PO1. Predict text content using prior knowledge and text features (e.g., illustrations, titles,
topic sentences, key words).
PO2. Confirm predictions about text for accuracy.
PO3. Generate clarifying questions in order to comprehend text.
PO4. Use graphic organizers in order to clarify the meaning of the text.
PO5. Connect information and events in text to experience and to related text and
sources.
PO7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making
inferences, sequencing) to comprehend text.
GESDPO8. Reformat elements and/or content in an appropriate graphic organizer.
GESDPO9. Summarize a written selection including the main idea(s) and relevant
details.
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Glendale Elementary School District 2/9/2016
Reading Lesson Planning Guide-Literary-IP4 | Eighth Grade
Reading Process Throughout the Year
Strand 1: Reading Process
Concept 6: Comprehension Strategies
PO1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).
PO2. Confirm predictions about text for accuracy.
PO3. Generate clarifying questions in order to comprehend text.
PO4. Use graphic organizers in order to clarify the meaning of the text.
PO5. Connect information and events in text to experience and to related text and sources.
PO6. Apply knowledge of the organizational structures (e.g., chronological order, time-sequence order, and cause and effect relationships) of text to aid comprehension.
PO7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.
GESDPO8. Reformat elements and /or content in an appropriate graphic organizer.
GESDPO9. Summarize a written selection including the main idea(s) and relevant details.
Instructional Period 4
Topic: Historical and Cultural Genres
Strand 2: Literacy Text Comprehension
Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of literature.
Concept 2: Historical and Cultural Aspects of Literature
Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature.
Essential Questions: What special qualities do the characters possess? How is this story organized? What is the purpose of the story? What effect does setting play on
characters and plot?
Big Idea: Stories vary in different cultures.
Performance
Objective
S2C2PO1.
Describe the
historical and
cultural aspects
found in crosscultural works of
literature.
Process Integration
(skills to use)
R-S1C6PO3.
Generate clarifying questions in order
to comprehend text.
R-S1C6PO4.
Use graphic organizers in order to
clarify the meaning of the text.
R-S1C6PO5.
Connect Information and events in
text to experience and to related text
and sources.
2
Explanations and Examples
Explanation:
Works of literature may reflect the influence of significant
events, scientific discoveries, cultural values or social issues.
Resources
Read a VARIETY of pieces of literature that pertains to a
historical or cultural aspect.
Introduction Lessons:
 Standard Lesson
File: Targeted
Instruction for
Arizona Standards
p. 21
Students should be able to compare/contrast the different
aspects between cross-cultural pieces of literature.
Supplemental
Resources:
Key Vocabulary:
Author’s Background: Story details frequently reflect
information about an author’s background.
Glendale Elementary School District 2/9/2016

www.ClassZone.com
ML Text:
Assessment
Question Stems:
In what literary period
was this passage
written?
 How can you
tell?
 Give two
reasons
supporting your
answer.
Reading Lesson Planning Guide-Literary-IP4 | Eighth Grade
R-S1C6PO6.
Apply knowledge of the
organizational structures of text to aid
comprehension.
R-S1C6PO7.
Use reading strategies to
comprehension.
R-S1C5PO1.
Read from a variety of genres with
accuracy, automaticity and prosody.
W-S3C5PO1.
Write a response to literature that:
a. presents several clear ideas;
b. supports inferences and
conclusions with examples from the
text, personal experience, references
to other works, or reference to nonprint media;
c. relates own ideas to supporting
details in a clear and logical manner;
d. provides support adequate to the
literary selection (e.g., short poem vs.
novel)
Historical Context: Understanding historical context makes it
easier to appreciate the play, which is set during the 1960’s.
Cultural Context: Music, customs, and traditions established
the cultural context for a story about life in the Southwest.
Author’s Perspective: an author’s view based on surroundings
and circumstances.
Cause and Effect: One example of cause and effect is not
sleeping well and feeling tired the next day.
Allusion: reference to a work of literature, famous person,
place, event; something with which the reader is likely to be
familiar with
Example:
Show a film clip from Diary of Anne Frank
Diary of
Anne Frank
Historical
Content
Cultural
Context
Have student fill out the graphic organizer
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Glendale Elementary School District 2/9/2016





Civil War Journal p.
327
The First American
p. 1006
Letter to Harriet
Tubman p. 270
An American
Plague: The True
and Terrifying Story
of 1793 p. 938
A Dream of
Freedom p. 859
Reading Lesson Planning Guide-Literary-IP4 | Eighth Grade
S2C2PO2.
Compare
common
structures and
stylistic elements
in literature,
folklore, and
myths from a
variety of
cultures. (animal,
Roman, and
Greek myths;
mysteries)
R-S1C6PO3.
Generate clarifying questions in order
to comprehend text.
R-S1C6PO4.
Use graphic organizers in order to
clarify the meaning of the text.
R-S1C6PO5.
Connect Information and events in
text to experience and to related text
and sources.
R-S1C6PO6.
Apply knowledge of the
organizational structures of text to aid
comprehension.
R-S1C6PO7. Use reading strategies
to comprehension.
R-S1C5PO1. Read from a variety of
genres with accuracy, automaticity
and prosody.
Explanation:
Structure in literature is the way it is put together. “The Wise
Old Woman”, for example, is structured around the three
challenges set forth by Lord Higa.
Stylistic Elements in literature refers to how something is
written rather than what is said. For example, an author may
use sentence fragments, repetition, or figurative language.
Analyzing structure & stylistic elements common to
 Literature
 Folktales
 Fables
 Myths
in order to compare literature.
Read a VARIETY of literature focusing on:
 Structure
 Style
This PO is not limited to Folklore, Fables and Myths. All
pieces of literature can be analyzed for structure and
style.
Key Vocabulary:
Literature: All pieces of written work
Style: The way writers express their ideas; not what they say,
but how they say it.
Literary devices:
 Author’s word choice
 Sentence structure
 Figurative language
 Imagery
 Dialogue
 Symbols
 Structure
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Glendale Elementary School District 2/9/2016
Introduction Lessons:
 Resource Manager:
Unit 7 pp. 1-11
 United Streaming: 4
type of folktales
Supplemental
Resources:
ML Textbook:
Myths:
 Pandora’s Box p.
454
Folk Tale:
 The Old
Grandfather and his
Little Grandson p.
462
 The Wise Old
Woman p. 466
 A Blind Man
Catches a Bird p.
566
 Tall Tale Pecos Bill
p. 800


Reader’s Handbook
p. 396
Reader’s Handbook
Student Applications
pp. 146-148
Reading Lesson Planning Guide-Literary-IP4 | Eighth Grade
Folklore:
 Passed down from generation to generation by word
of mouth
 Reflects traditional beliefs
 Mostly set in the past
 Supernatural events
 Characters vary from ordinary people to animals or
supernatural beings.
Myth:





Fables:




A traditional story
Can be about the origins of the world
Human or social cultures
Mysteries of the earth
Can be based on what a group of people in the past
believed.
A brief tale
Teaches a lesson
Explains a moral about life
Often has animals as major characters
Legend:
 Passed down for many generations
 Believed to be real events
 Focus on a hero/heroine
Tall tale:
 Exaggerated story
 Impossible events
 Main character is larger than life
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Glendale Elementary School District 2/9/2016
Reading Lesson Planning Guide-Literary-IP4 | Eighth Grade
Example:
1. Begin with an anchor chart, students would fill out
this example:
2.
As a class, create an anchor chart comparing the
essential elements of literature.
Fairy Tale Tall Tale
Fables
Gods/
supernatu
ral beings Animals
who show that
human
speak
characteri
stics
Folk Tale
Everyday
people/
animals
with
human
characteris
tics
Character
Good vs.
Evil
Hero
larger
than life
Setting
Castles
Forests
Early
Where
settlemen Gods live
ts
or visit
Theme
Justice
prevails
Courage
and
ingenuity
We are
puppets
of the
Gods
The wise
triumph
over the
foolish
Treat
others as
you wish
to be
treated
Solved in
humorous
ways
Reveal the
consequen
ces of
human
error
Contains a
moral
Generally
teaches a
lesson about
obedience
Occurs in
Common 3s/7s
Structures Involves
magic
6
Myth
Glendale Elementary School District 2/9/2016
Country
Simple
Wildernes
village
s