2015-2016 Curriculum Blueprint
Grade: 8
Course Descriptions: M/J LA 1 /M/J LA 1 ADV
Unit 5: Writing to Narrate (Collection 1)
Approximate
Time:
6 Weeks
Text Complexity Measures: Lexile Band 790 - 1220
Unit Overview
In Collection 1, students will explore characters who develop their own identity within a new culture. Throughout this unit, students will analyze various narrative
techniques used by the authors of these texts. By the end of Unit 5, students will use a variety of these techniques to write a personal narrative about adjusting to a
new situation or fitting in with different groups.
Through reading a variety of texts within this collection, teaching will emphasize the overarching LAFS.K12 focus standards of RL.1.2 (Determine a theme or central idea
of a text and analyze its development over the course of the text; provide an objective summary of the text), RL.1.3 (Analyze how particular elements of a story or
drama interact (e.g., how setting shapes the characters or plot), RL.2.4 (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.1.2 (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),
RI.1.3 (Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories), RI.2.4
(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), and W.1.3 (Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event sequences).
Common Performance Task
R.1.2; 1.3; W.1.3
After reading the texts in this collection and utilizing the excerpt from The Latehomecomer as a model, write a personal narrative about adjusting to a new situation or
fitting in with different groups. (See Performance Task B, p. 83)
Performance Task B Rubric, p. 86
[Cognitive Demand: Narrative]
Learning Goals
Students will be able to:
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Analyze the impact of specific word choices Scale
Determine a theme or central idea of a text and analyze its development
over the course of the text Scale
Provide an objective summary of the text
Analyze how particular elements of a story or drama interact Scale
Analyze how a text’s form or structure contributes to its meaning Scale
Analyze how an author develops the point of view of characters Scale
Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text Scale
Sample Essential Questions
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How does a reader determine a theme or central idea of a text?
How do I write an objective summary?
How do authors develop a theme over the course of a text?
How can text structures of different texts contribute to meaning and style?
How can I provide the best proof from the text to support meaning of the
text?
How can the sequence of events and connections to the main points used
by the author help me understand the text?
How does the interaction between the characters move the plot and/or
contribute to theme?
Template Draft | January 2016
Cluster of Focus Standards
*The LAFS.K12 Standards are broken down into grade level specific standards.
*Utilize the Standards One Pagers for full standard, standards-based question stems, and examples of unpacking the standard into specific skills.
Link to Webb’s DOK Guide
Writing
Reading
Speaking and Listening
Language
8.W.1.3 (DOK 3) Write narratives to develop
8.RL.& RI.1.1 (DOK 2) Cite the textual
8.SL.1.1 (DOK 3)
8.L.3.4 (DOK 2)
real or imagined experiences or events using
effective technique, relevant descriptive details,
and well-structured event sequences.
evidence that most strongly supports an
analysis of what the text says explicitly as well
as inferences drawn from the text.
8.RL.1.2 (DOK 3) 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.
8.RL.1.3 (DOK 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.
8.RL.2.4 (DOK 3) 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.
8.RI.1.2 (DOK 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.
8.RI.1.3 (DOK 2) Analyze how a text makes
connections among and distinctions between
individuals, ideas, or events (e.g., through
comparisons, analogies, or categories).
8.RI.2.4 (DOK 2) 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.
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.
a. 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.
b. Follow rules for collegial discussions and
decision-making, track progress toward specific
goals and deadlines, and define individual roles as
needed.
c. Pose questions that connect the ideas of
several speakers and respond to others’
questions and comments with relevant evidence,
observations, and ideas.
d. Acknowledge new information expressed by
others, and, when warranted, qualify or justify
their own views in light of the evidence
presented.
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.
a. 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.
b. Use common, grade-appropriate Greek or
Latin affixes and roots as clues to the meaning of
a word (e.g., precede, recede, secede).
c. 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.
d. 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).
a. 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.
b. Use narrative techniques, such as dialogue,
pacing, description, and reflection, to develop
experiences, events, and/or characters.
c. 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.
d. Use precise words and phrases, relevant
descriptive details, and sensory language to
capture the action and convey experiences and
events.
e. Provide a conclusion that follows from and
reflects on the narrated experiences or events.
8.RI.2.5 (DOK 2) 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.
Template Draft | January 2016
Priority Texts
My Favorite Chaperone by Jean Davies Okimoto
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Short Story
Lexile: 790
Focus RL.1.2; 1.3; 2.4
p. 3
A Place to Call Home by Scott Bittle and Jonathan Rochkind
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Research Study
Lexile: 1220
Focus RI. 1.3; 2.4; 2.6
p. 41
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from The Latehomecomer by Kao Kalia Yang
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Memoir
Lexile: 940
Focus RI.1.2; 1.3; 2.4
p. 53
Sample Assignments
My Favorite Chaperone
Analyze Stories: Plot RL.1.1; 1.3 (prompts found throughout text) Pre-teach the
elements of plot through the introduction of the plot diagram. This information can be
recorded by students in an interactive student notebook or through interactive Cornell
Notes. As students read through the text, provide time for them to record information as it
relates to the exposition, the rising action, climax, falling action, and conclusion
(denouement). These findings could be discussed in groups and then with the whole class
using the four card response strategy (True, Not True, True with Modifications, Unable to
Determine) found in the following blog:
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2015/04/response_s
trategies_for_encouraging_student_engagement.html
Analyze Language: RL.2.4 (p.19) Pre-teach comparison. Students re-read the lines
indicated in the prompt and write their response in the format of a constructed response.
A Place to Call Home
Analyze Nonfiction Elements: RI.1.1; 1.3 (prompts found throughout text)
Pre-teach (or have students work in pairs to brainstorm) the text features that are unique
to non-fiction texts: headings, subheadings, charts, graphs, type/font settings, bulleted
lists, etc. Students track these elements as they come across them in the text. Have them
note the text features they find and work with a partner to determine why a certain feature
was utilized. Finally, in the format of an extended response, students could discuss the
importance of these text features and how they reinforce the author’s purpose, central
idea, and/or theme of the text.
Determining Author’s Purpose: RI.2.6 (p.47) Have students complete a think-writepair-share about the author’s purpose after rereading lines 174 – 180. Check for
misconceptions by having students share out in a whole-class discussion format.
from The Latehomecomer
Analyze the Meanings of Words and Phrases: RI.1.1; 2.4 (prompts throughout
text) Explicitly teach the techniques pertinent throughout this text: imagery, simile,
repetition, allusion, footnote, & symbol. Use the chart on p. 67 – students could use a
similar format to record this information in interactive student notebooks. As a culminating
activity (format: extended response), students could write about the overall effect on the
reader.
Analyze Text: Memoir: RI.1.1; 1.3 (prompts throughout text). Setting a purpose
prior to reading: What is it that separates a memoir from other genres? Students should be
provided with the definition of a memoir and then work their way through the prompts
that appear as they read Yang’s account. At the conclusion of their reading, they return to
their notes and answer the previous question in the format of a constructed response.
Template Draft | January 2016
Optional Contributing Texts
New Immigrants Share Their Stories by Lisa Gossels
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Documentary
Lexile: N/A
Focus: RI.1.3
p. 71
Powwow at the End of the World by Sherman Alexie
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Additional Resources Specific to Standards
Teacher eBook:
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Write a summary > Interactive Graphic Organizers > Sequence Chart
Analyze Stories: Plot > Level Up Tutorial > Plot Stages
Integrating Information from Text and Graphic Aids > Level Up Tutorial > Reading
Graphic Aids
Figurative Language > Level Up Tutorial > Figurative Language and Imagery
Determine Meaning of Words and Phrases: Allusion
Poem
Lexile: N/A
Focus: RL.2.4
p. 75
Template Draft | January 2016