The NJASCD Common Core St andards Curriculum Project
Curriculum Design Components
Content Area:
Unit Plan Title:
ELA Reading-Literature
Grade
8
Developing Analytical Reading Practices using Historical Fiction (SeptemberOctober)
Anchor Standard (ELA) or Domain (Math)
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text
Range of Reading and Le vel of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Comprehension and Collaborat ion
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building
on others’ ideas and expressing their own clearly and persuasively.
Overview/Rationale
Historical Fiction is one of the most complex and exciting of genres. It's set in a time and place that the reader
has never inhabited; the characters become entangled in both historical and social issues; and the events of
the story are based on real historical events. The dramatically shifting plot lines and adventurous characters in
historical fiction serve to hook students into a fascinating realm and inspire them to think with complexity. They
will play into the urge to be lifted out of ordinary lives and imagine living through great adventure and heroism.
This unit builds upon the complex text work described in the previous unit and responds to the CCSS, which
requires students to experience reading between multiple accounts and perspective in similar themes and
topics. Because historical fiction, though fictional, draws on actual historical time periods, events, and people,
this unit weaves informational reading alongside of historical fiction in a natural extension of the effort to
understand these past times with as much accountability as possible. This allows for eighth grade level work in
determining importance, and offers opportunities for students to compare and contrast fictional and actual
accounts - highly complex cognitive work. This unit of study is designed to push readers towards mastering
complex texts independently and in groups by providing the dramatically engaging backdrop of Historical
Fiction. As students increase their facility with complex texts and continue their collaborative interpretation
skills in book clubs, they will accumulate and synthesize a tremendous density of information.
Standard(s)
CCSS: Grade 8, Reading: Literature
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
§
RL.8.2. 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 and why individuals, events, and ideas develop and interact over the course of a text.
§
RL.8.3. 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.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
§
RL.8.9. 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.
CCSS: Grade 8, Speaking & Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
§
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others’ ideas and expressing their own clearly.
Essential Question(s)
§
How can working with a partner or group enrich my own understanding?
§
How can I read Historical Fiction in such a way that I improve my understanding of the time
period, and of universal themes that live across time periods?
Enduring Understanding
Historical fiction readers understand that although they are reading about characters that live in other places
and other times, at the core of all historical fiction writing are deep and universal themes about human life and
relationships. By using all of the strategies they have previously mastered and pushing themselves to engage
more with complicated themes and issues, students can improve their understanding of the world and grow as
a person.
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply.
21
X
X
st
Indicate whether these skills are E-Encouraged, T-Taught, or
A-Assessed in this unit by marking E, T, A on the line before
the appropriate skill.
Centu ry T hemes
Global Awareness
21
E
st
Centu ry Skil ls
Creativity and Innovation
Environmental Literacy
ETA Critical Thinking and Problem Solving
Health Literacy
ETA Communication
Civic Literacy
Financial, Economic, Business,
and Entrepreneurial Literacy
ETA Collaboration
Student Learning Targets/Objectives
· Students will learn to talk meaningfully about historical fiction books.
· Students will accumulate and use strategies for comprehension, decoding, and interpretation.
· Students will become reacquainted with the routines and structures of Reading Workshop.
· Students will begin to value the power of literature.
· Students will consider unit themes and draw universal conclusions.
Assessments
·
·
·
Pre and Formative- Student participation in small group/whole group/partnership discussion,
depth of discussion questions, Reading Comprehension Quizzes, Guided reading, and Teacher
conferencing.
Summative- Reader’s Notebook Evaluation, Chains Unit Test, Chains Critical Essay
Other assessment measures- Reading Assessments
Teaching and Learning Actions
Instructional
Strategies
D
Activities
D
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Class Discussion
Guided Reading to Increase Comprehension
Model & Demonstration Mini-lessons
Teacher-Student Conferencing
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Reading Survey
Response on Resilience in Incantation by Alice Hoffman.
Create a title page for the Unit in Reader’s Notebook
Getting to know Laurie Halse Anderson (Author of Chains)
Jottings
Analyze & understand Anderson’s purpose for using quotes
Retelling
Identify the motivation behind characters’ actions
Envisioning through Art
Develop & Answer Discussion Questions
Describe character roles and internal traits
Identify literary devices within the novel (foreshadowing)
Make predictions about the novel & support with evidence
Look at a novel critically
React to important events within the novel
Relate important events to your own life (i.e. the fire on pg. 21 of ChainsWhat you do if you awoke to Rumson burning?)
Review and recommend novel
Create theories about the characters within the novel by charting important
events and their significance.
Identify the most influential characters within the novel
·
Whole Group, Small Group & Partnership discussions
·
Collaboration with other students during workshop time
·
“Unfolding Characters While Unfolding History.” In historical fiction,
there are many timelines. There is the main character’s timeline—a
timeline that is a personal narrative or plotline—and there is a
historical timeline of the big historical events. And the two are
entwined. This is also true in life itself. The events in the main
character’s life—in your life and mine—occur alongside, and are
affected by, an unfolding timeline of world events. To understand a
character, a person, we have to get to know not only the person’s
·
·
Experiences
D
personal timeline but also the historical timeline that winds in and out
of the personal timeline.
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“Making a Mark on History.” “Readers, when characters face critical
moments of choice, when a character must decide how he or she
wants to respond, we need to remember that it’s not just the people
around that person who are affected by the choices the character
makes. We can be as well. We can learn from characters in books,
just as we learn from people in our lives, and we can especially learn
from the moments of choice that characters face.
Differentiation
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Provide Graphic Organizers – A simple three-part organizer offers
readers opportunities to think about what they are reading and help
them comprehend it in a deeper more meaningful way. Story webs,
storyboards, and chain of events graphics provide other ways to
organize their thinking. Students should be given an opportunity to
experiment with a variety of graphic organizers, then allowed to
choose the ones that work best for them.
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Special Education - A pre-reading, during reading, or post reading
strategy to scaffold the reading of expository texts; including a
variety of downloadable graphic organizers.
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Word Work - Start looking at words in different dialects as students
encounter these words in text they are beginning to read.
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Upcoming Test - Students need to begin to think about why and how
the author writes to bring about a more complex story.
Students should begin to think about the literary devices in the text
and how they are used.
Students should look at the innuendo in the story and what it truly
means.
Resources
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Chains by Laurie Halse Anderson
Incantation by Alice Hoffman.
Columbia University Teacher’s College reading Grade 8 Curriculum Map
Teacher-Made Handouts & Organizers
Suggested Time Frame:
7 weeks.
D- Indicates differentiation at the Lesson Level.
NJASCD, 12 Centre Drive Monroe Township, NJ 08831
0946
njascd.org
609-860-8991
fax – 609-409-
The NJASCD Common Core St andards Curriculum Project
Curriculum Design Components
Content Area: ELA Reading-Literature
Unit Plan Title: Study of a Memoir (November-December)
Anchor Standard (ELA) or Domain (Math)
Grade
8
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Range of Reading and Le vel of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Comprehension and Collaborat ion
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and
the organization, development, and style are appropriate to task, purpose, and audience.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when
indicated or appropriate.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Overview/Rationale
Students will be learning about the genre of memoir by reading to become familiar with the genre and
completing a variety of mini-lessons to deepen understanding. The primary purpose of this unit is to have
students explore how perspective shapes truth. Gaining an understanding of the subjectivity of truth, especially
when it is labeled as “true” (“nonfiction”), broadens students’ ability to practice formal operations of thought and
also teaches them how to see truth from another person’s perspective. Teaching students the skill and value of
seeking to understand from the perspective of another person is vital because if students are able to do this, the
“us vs. them” mentality that is at the root of nearly all social injustices is broken down. If we as educators
believe that school is a microcosm of society and society ought to be a place free from social injustice, we must
also understand that it is our responsibility to teach students how to appreciate difference, foster a desire to
understand others, and practice empathy.
Standard(s)
CCSS: Grade 8, Reading: Literature
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
§
RL.8.2. 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 and why individuals, events, and ideas develop and interact over the course of a text.
§
RL.8.3. 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.
CCSS: Grade 8, Speaking & Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
§
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’
ideas and expressing their own clearly.
Essential Question(s)
·
·
·
What makes this memoir effective?
How have my profound experiences influenced the mundane aspects of my life?
What do the things I do and the way I spend my time about me as a person?
Enduring Understandings
Students learn best when they are engaged in material that relates to their life and has a significant impact on
who they are becoming as people. This unit is based on the assumption that students are most motivated when
they take ownership of their learning and practice applying concepts in authentic ways. Another philosophy that
informs this unit is that the classroom is a microcosm of society in which students practice forming relationships,
interacting, assisting, and being accountable to others. Students will learn from community members as well as
peers because this unit acknowledges the responsibility teachers have for preparing students for life beyond
graduation.
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply.
21
X
st
Centu ry T hemes
Indicate whether these skills are E-Encouraged, T-Taught, or
A-Assessed in this unit by marking E, T, A on the line before
the appropriate skill.
21
st
Centu ry Skil ls
Global Awareness
ETA Creativity and Innovation
Environmental Literacy
ETA Critical Thinking and Problem Solving
Health Literacy
ETA Communication
Civic Literacy
X
Financial, Economic, Business, and
Entrepreneurial Literacy
Student Learning Targets/Objectives
·
·
·
·
·
·
·
ET
Collaboration
Students will engage closely with character both to deepen comprehension and to begin to do
some interpretation.
Students come to know the characters in their novels and use this knowledge to read more actively.
Students will talk and think more deeply about books (begin more formal partnerships).
Students will read to think about the challenges that characters face and how they attend to these
challenges.
Students will notice significant moments of change.
Student will consider the certain nature of some characters.
Students will consider how characters relate to each other and the impact of minor characters on
the story.
Assessments
·
·
Pre and Formative - Student participation in small group/whole group/partnership discussion,
depth of developed discussion questions, completion of reading comprehension questions, reading
comprehension quizzes, Guided reading, and Teacher conferencing.
Summative- Reader’s Notebook Evaluation, October Sky Unit Test, October Sky Literary Essay
Teaching and Learning Actions
Instructional Strategies
D
Activities
D
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Class Discussion
Guided Reading to Increase Comprehension
Model & Demonstration Mini-lessons
Teacher-Student Conferencing
Gain background information about the author
Explore the time period in which the story takes place
Describe character roles and internal traits
Understand a characters deeply through his/her actions & where they
spend their time
Identify character types and prove a character’s motivation
Describe each of the rocket launches throughout the novel
Use a deeper method of interpretation to analyze themes
Master the strong, long, and deep
Talk long off a theory about a character
Use jottings to sustain a partner talk
Reread during confusing parts
Accumulate text chapter to chapter
Track the different characters in the book
Infer what characters would do
Use notebooks to deepen engagement with characters
Write a character sketch or other kind of image of the character based
on the clues from the text
Write an entry or create an image of an experience in the character’s
life that seems important
List likes and dislikes about characters thus far and provide explanation
for thinking
Connect character’s experiences or behaviors to own lives
·
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Experiences
D
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Note interesting thoughts (who the character spends time with, family
expectations, friendship circles, pressures, etc.)
Use inferences to strengthen interpretation of a character
Consider what obstacles the main character faces and the character’s
relationship to obstacles, challenges, and issues
Recognize subtle character changes
Explain how characters effect one another
Identify moments of significant choices, and changes for a character
Justify theories about a character
Complete a final analysis of the novel
Whole Group, Small Group & Partnership discussions
Collaboration with other students during workshop time
Resources
·
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October Sky by Homer Hickam
Carrots- Short Story
Teacher-Made Handouts & Organizers
Suggested Time Frame:
8 Weeks
D- Indicates differentiation at the Lesson Level.
NJASCD, 12 Centre Drive Monroe Township, NJ 08831
0946
njascd.org
609-860-8991
fax – 609-409-
The NJASCD Common Core St andards Curriculum Project
Curriculum Design Components
Content Area: ELA Reading-Literature
Unit Plan Title: Analysis and Synthesis of a Short Story (January)
Anchor Standard (ELA) or Domain (Math)
Grade
8
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text
(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Integration of Knowledge and Ideas
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Le vel of Text Complexity
10. Read and comprehend complex literary texts independently and proficiently.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
Overview/Rationale
Short stories are a way in which to examine many of the English language arts outcomes. By using various
short stories students will demonstrate understanding the elements of a short story and in turn meet outcomes
set forth by the core standards. Students will read and comment, think and synthesize about these short
stories. It is important that students are exposed to many different aspects of writing. Exploring a unit of short
stories offers students many opportunities to internalize and apply the knowledge they gain about reading and
interpreting literature to the next story they read. They are more frequently exposed to the craft of using
language, the literary devices that authors use, and how these can make a story work (or not work) for a
reader. The short stories themselves contain underlying themes or motifs that challenge the students to draw
broader conclusions from the material, encouraging students to think on a wider level about interconnected
issues and themes that run throughout the materials. Students will demonstrate understanding of plot
structure, literary elements, and will use literary terms to analyze narrative text. Students will use active
reading strategies to enhance comprehension. Students will answer questions about the text and support
answers using direct references to the text. Students will also be able to extend beyond the literal
comprehension of narrative text by making connections to real world experiences.
Standard(s)
Key Ideas and Details
RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.8.2. 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.
RL.8.3. 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.
Range of Reading and Le vel of Text Complexity
RL.8.10. 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.
Craft and Structure
RL.8.4. 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
RL.8.6. 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.
Comprehension and Collaborat ion
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
·
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.
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Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
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Pose questions that connect the ideas of several speakers and respond to others’ questions and
comments with relevant evidence, observations, and ideas.
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Acknowledge new information expressed by others, and, when warranted, qualify or justify their own
views in light of the evidence presented.
Research to Build and Present Knowledge
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Essential Question(s)
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How do authors use the resources of language to impact an audience?
How do authors use literary devices to reinforce theme?
What makes a "good" story?
Why do we read short stories?
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How do writers create short stories that engage the reader?
How does a writer develop a theme in a short story?
How does a writer use language devices (diction, imagery, symbolism, figurative language) for
specific effects in short stories?
· How does a writer develop a character in a short story?
· How can setting impact the meaning of a story? How does an author create mood? How does
point of view affect the meaning of a story?
· How does a writer’s use of foreshadowing and irony impact the meaning of a story?
Enduring Understandings
· Significance of literary devices within short stories
· Short stories invite readers to explore the human experience across cultures and throughout history
· Short stories often have a narrow focus on character and conflict.
st
In this unit plan, the following 21 Century themes and skills are addressed.
Indicate whether these skills are E-Encouraged, T-Taught, or
A-Assessed in this unit by marking E, T, A on the line before
the appropriate skill.
Check all that apply.
21
X
st
Centu ry T hemes
21
st
Centu ry Skil ls
Global Awareness
ET
Environmental Literacy
ETA Critical Thinking and Problem Solving
Health Literacy
ET
Creativity and Innovation
Communication
X
Civic Literacy
E
Collaboration
Financial, Economic, Business,
and Entrepreneurial Literacy
Student Learning Targets/Objectives
· Students will look more closely at the texts they are reading.
· Students will see connections inside of and across the texts they are reading.
· Students will listen closely in conversation to develop new thinking.
· Students will understand how to use rereading to deepen their reading.
· Students will think more interpretively about their reading.
Assessments
·
·
Pre and Formative - Student participation in small group/whole group/partnership discussion,
depth of developed discussion questions, completion of reading comprehension questions,
reading comprehension quizzes, Guided reading, and Teacher conferencing.
Summative- Reader’s Notebook Evaluation, Final Literary Essay Comparing Multiple ShortStories
Teaching and Learning Actions
Instructional Strategies
D
Activities
D
·
·
·
·
·
·
Class Discussion
Guided Reading to Increase Comprehension
Model & Demonstration Mini-lessons
Teacher-Student Conferencing
Analyze story elements & literary devices
Look closely at characters’ actions, thoughts, words, and interactions
with other characters
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Experiences
D
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Pay attention to the ways in which setting affects the characters
Envision scenes during reading
Study the language an author chooses
Notice metaphors, symbols, and images
Readers revise their ideas as they read
Revise thinking in the face of new information
Consider more than one character’s point of view
Listen carefully during conversation and allow for new thinking
Readers make connections as they read
Study parts of the text that are similar as well as parts that are
different
Reread to understand what brought about change
Reread the beginning and ending of a text
Understand dialogue between characters
Agree and disagree in conversation using evidence to support
thinking
Develop ideas into theories
Synthesize a story reflection
Reread to notice new things and push past initial thinking
Reread and pay close attention to conflict, particular lines, images, or
places where change occurred
Consider the whole of the text
Think about how a text is similar or different to own life experience
Connect ideas from one text to another
Explore the world issues that exist in a text
Whole Group, Small Group & Partnership discussion
Collaboration with other students during workshop time
Resources
· “Little Things Are Big” by J. Colon
· “Priscilla & the Wimps” by Richard Peck
· “Blip” by Naomi Shibab Nye
· “Dawn” by Tim Wynne Jones
· Teacher-Made Handouts & Organizers
Suggested Time Frame:
2 weeks
D- Indicates differentiation at the Lesson Level.
NJASCD, 12 Centre Drive Monroe Township, NJ 08831
0946
njascd.org
609-860-8991
fax – 609-409-
The NJASCD Common Core St andards Curriculum Project
Curriculum Design Components
Content Area: ELA Reading-Literature
Unit Plan Title: Study of Shakespeare (January - February)
Anchor Standard (ELA) or Domain (Math)
Grade
8
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text
(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of word relationships and nuances in word meanings.
Comprehension and C ollaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,
and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and
the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.
Range of Reading and Le vel of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Overview/Rationale
Many students dread reading Shakespeare because they see his writing as being above their skill level. They
do not see its relevance and believe it to be outdated. The goal for this unit is for students to find ways to relate
to the story and to see this Renaissance piece of literature as relevant and current. By teaching students how
to get passed the language and see the bigger picture, students will be able to focus on themes that remain
relevant. A Midsummer Night’s Dream is a fitting play to teach to middle school students because it is a
comedy, integrates fantastical events and follows a basic plot. The themes and plot transcend time. The goal
of this unit is to introduce students to Shakespeare by presenting it from a modern perspective. Students will
learn to relate to the text and the lessons within this unit will get students comfortable reading Shakespeare’s
language and being able to uncover the themes and conflicts buried beneath the challenging language in an
approachable way.
Standard(s)
Key Ideas & Details
RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.8.2. 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.
RL.8.3. 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
RL.8.4. 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.
RL.8.5. 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.
RL.8.6. 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.
Comprehension and Collaboration
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own
clearly.
·
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.
·
Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
·
Pose questions that connect the ideas of several speakers and respond to others’ questions and
comments with relevant evidence, observations, and ideas.
·
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own
views in light of the evidence presented.
· SL.8.2. 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.
SL.8.3. 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.
W.8.9. 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”).
Essential Question(s)
·
·
·
·
·
·
·
·
What lessons can be learned from A Midsummer Night’s Dream that apply to our lives today?
How is a play similar to and different from prose and poetry?
How are Shakespearean tragedy and comedy both different and similar?
How can understanding the basic structure of Shakespearean Drama aid in the understanding of individual
plays?
Why are we still reading and watching Shakespeare’s plays?
How can we use reading strategies to help us understand the language and syntax used by Shakespeare?
How have Shakespeare’s plays influenced today’s language?
What influence could a long-dead writer like Shakespeare have on our lives?
Enduring Understandings
·
·
·
·
Powerful plays provide insights across cultures about human experience and inner life through conventions of
drama.
A play is meant to be seen. The dialogue in a play insists that the audience interact with the characters to
construct meaning.
The debate between free will and fate is a universal theme.
The role mythology lays in literature and in life
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply.
21
X
st
Indicate whether these skills are E-Encouraged, T-Taught,
or A-Assessed in this unit by marking E, T, A on the line
before the appropriate skill.
Centu ry T hemes
21
st
Centu ry Skil ls
Global Awareness
ET
Creativity and Innovation
Environmental Literacy
ET
Critical Thinking and Problem Solving
Health Literacy
ETA
Communication
Civic Literacy
Financial, Economic, Business,
and Entrepreneurial Literacy
ETA
Collaboration
Student Learning Targets/Objectives
·
·
·
·
·
Students will study the life, times, and writing of William Shakespeare.
Students will celebrate the poets use of language to suggest meaning.
Students will focus on the language of William Shakespeare and the use of metaphor.
Students will learn how the construction of metaphor is part of the human condition.
Students will learn reading practices for poetry that will enhance their other reading work.
Assessments
·
·
Pre and Formative - Student participation in small group/whole group/partnership discussion,
depth of developed discussion questions, completion of reading comprehension questions,
reading comprehension quizzes, Guided reading, and Teacher conferencing.
Summative- Reader’s Notebook Evaluation, Midsummer Night’s Dream Unit Exam
Teaching and Learning Actions
Instructional Strategies
D
Activities
D
·
·
·
·
·
Class Discussion
Guided Reading to Increase Comprehension
Listening to the text via audio tape
Model & Demonstration Mini-lessons
Teacher-Student Conferencing
Investigating the genre
·
·
·
·
·
·
·
·
Demonstrate observation and thoughts about poetry in read-alouds
Interpret work with a partner
Focus on concrete observations
Notice structure & language
Recognize purpose of punctuation
Discuss the pace of the text
Read aloud for deeper meaning
Reread for understanding
Comprehension and interpretation strategies
·
·
·
·
·
·
Read aloud often to hear the flow of the whole poem
Use punctuation and stanza breaks for understanding
Jot connections, emotions and understandings
Note images that seem important
Repeat lines, phrases, and words worth thinking about
Investigate confusing words or phrases
Interpretive skills
·
·
·
·
·
Break the work into sections
Read and reread to help paraphrase
Summarize sections
Record what is happening in the text & keep a running record of ideas
Make a partner rereading plan for silent reading and reading aloud
Deeper understanding
·
·
·
·
Chunk the text to understand the whole
Recognize and explain symbolism
Identify and discuss imagery
Infer about characters, plot, setting, etc.
Experiences
D
·
·
·
·
Whole Group, Small Group & Partnership discussions
Collaboration with other students during workshop time
Acting out scenes from the play
Complete a final analysis of the play
Resources
· Shakespeare, McDonald Publishing Co.
· www.free-for-kids.com/Shakespeare
· A MidSummer Night’s Dream by William Shakespeare
· “Sonnet 18” by William Shakespeare
· Teacher-Made Handouts & Organizers
Suggested Time Frame:
6 weeks
D- Indicates differentiation at the Lesson Level.
NJASCD, 12 Centre Drive Monroe Township, NJ 08831
0946
njascd.org
609-860-8991
fax – 609-409-
The NJASCD Common Core St andards Curriculum Project
Curriculum Design Components
Content Area:
Unit Plan Title:
ELA Reading-Literature
Grade
8
Reading for High School: Applying Strategies while Listening to Challenging
Mystery Literature (March-April)
Anchor Standard (ELA) or Domain (Math)
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Comprehension and Collaborat ion
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,
and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and
the organization, development, and style are appropriate to task, purpose, and audience.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English
when indicated or appropriate.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
Range of Reading and Le vel of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Overview/Rationale
The purpose of this unit is to expose students to the skill of note-taking while listening to the spoken word. A
skill that will have to be proficient in, in order to excel at the high-school level. My combining this unit with a
mystery novel. Students learn to listen closely to a speaker, for missing just one bit of information could result
in an unsolved mystery. Students will identify elements of the mystery and analyze the mystery in order to
better understand the characters as well as the author. The unit will end with a comparison between the film
version of the movie and the novel.
Standard(s)
Key Ideas and Details
RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.8.2. 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.
RL.8.3. 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.
Comprehension and Collaboration
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own
clearly.
·
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.
·
Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
·
Pose questions that connect the ideas of several speakers and respond to others’ questions and
comments with relevant evidence, observations, and ideas.
·
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own
views in light of the evidence presented.
SL.8.2. 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.
SL.8.3. 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.
Range of Reading and Level of Text Complexity
RL.8.10. 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.
Presentation of Knowledge and Ideas
SL.8.4. 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.
SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Knowledge of Language
L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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).
Essential Question(s)
· What are the elements of a mystery? What makes a good mystery?
· Can you control another individual's thoughts or actions?
· How can writing be suspenseful?
· Can an individual use fear to manipulate others? How?
· How does gender bias affect characters in the play?
· Can pride lead to faulty judgment?
· What is integrity?
· Is this ancient play relevant to contemporary life?
· What is a tragedy? Who are the tragic figures in this play?
· How does Agatha Christie use character development to develop symbolic meaning in her novel?
Enduring Understandings
·
·
·
·
How does an author create suspense?
How does a flashback enhance a reader’s understanding of the plot?
How does an author use foreshadowing in a mystery?
Why is note-taking important and how can it be used in order to become a better reader and writer?
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply.
21
X
st
Centu ry T hemes
Global Awareness
Environmental Literacy
X
Indicate whether these skills are E-Encouraged, T-Taught,
or A-Assessed in this unit by marking E, T, A on the line
before the appropriate skill.
Health Literacy
21
ETA
ETA
ETA
st
Centu ry Skil ls
Creativity and Innovation
Critical Thinking and Problem Solving
Communication
ETA
Civic Literacy
Collaboration
X
Financial, Economic, Business,
and Entrepreneurial Literacy
Student Learning Targets/Objectives
· Students will take notes as they listen to the text
· Students will recognize the characteristics of mysteries.
· Students will build common and fluent conversation around mysteries
· Identify techniques used to create suspense in literature and media.
· Compare/contrast between a novel and the companion video.
Assessments
·
·
Pre and Formative - Student participation in small group/whole group/partnership discussion,
depth of developed discussion questions, completion of reading comprehension questions,
reading comprehension quizzes, Guided reading, and Teacher conferencing.
Summative- Reader’s Notebook Evaluation, And Then There Were None Dream Unit Exam
Teaching and Learning Actions
Instructional Strategies
D
Activities
D
·
·
·
·
·
Class Discussion
Guided Reading to Increase Comprehension
Listening to the text via audio tape
Model & Demonstration Mini-lessons
Teacher-Student Conferencing
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
Chart characteristics of mysteries
Chart common vocabulary and features
Read the prologue for understanding and background
Develop the background of the story (building the world of the story)
Keep a running list of the clues
Watch for foreshadowing
Examine the development of mysteries
Share and compare class thoughts
Identify the crime solver and other important characters
Identify the mystery and support with clues
Study and analyze the set up of a mystery
Pay attention to what the crime solver is thinking, saying, noticing, and
writing
Investigate where clues hide
Keep notes of suspicious activities or events
Notice false clues (red herring or distracting subplots)
Chart and analyze character conversations
Use knowledge of other mysteries to support reading
Generalize characteristics of mysteries
Chart character changes
Discuss the author’s deeper message
Connect how the mystery genre study helps you study another genre
independently or with a club
Compare & Contrast the book and movie
Rewrite the ending of the mystery
Write a final reaction to the mystery
·
·
Whole Group, Small Group & Partnership discussions
Collaboration with other students during workshop time
·
·
·
·
·
·
·
·
·
Experiences
D
Resources
·
·
·
·
·
·
·
·
And Then There Were None by Agatha Christie
Teacher-Made Handouts & Organizers
Christie, Agatha. Murder on the Orient Express ©1934. –A novel.
Agatha Christie: A Life in Pictures ©2004. –A movie-documentary.
Winner, Septimus. Ten Little Indians ©1868. –A poem.
Winner, Septimus. Where Has My Little Dog Gone? ©1800s. –A song
Ten Little Indians ©1989. –A movie..
Selected Agatha Christie Short Stories
Suggested Time Frame:
7 weeks
The NJASCD Common Core St andards Curriculum Project
Curriculum Design Components
Grade
Content Area: ELA Reading-Literature
Unit Plan Title: Author Studies to Independent Reading Assessments (May)
Anchor Standard (ELA) or Domain (Math)
8
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Le vel of Text Complexity
10. 10. Read and comprehend complex literary and informational texts independently and proficiently.
Comprehension and Collaborat ion
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building
on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding
of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when
indicated or appropriate.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of word relationships and nuances in word meanings.
Overview/Rationale
Throughout the year 8th grade students will be completing independent reading, however this unit focuses
on the skill of independent reading by assessing students on reading that will be done completely
independently and encouraging them to use the skills that they have accumulated throughout their eight
grade year in order to analyze the literature they are reading more deeply and therefore have a better
understanding of what they read not only now but in the future, where independent reading is heavily used
across curricular subjects
Standard(s)
Key Ideas & Details
RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.8.2. 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.
RL.8.3. 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
RL.8.4. 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.
RL.8.6. 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
RL.8.7. 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.
RL.8.8. (Not applicable to literature)
RL.8.9. 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
RL.8.10. 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.
Comprehension and Collaboration
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own
clearly.
·
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.
·
Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
·
Pose questions that connect the ideas of several speakers and respond to others’ questions and
comments with relevant evidence, observations, and ideas.
·
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views
in light of the evidence presented.
SL.8.2. 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.
SL.8.3. 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.
Knowledge of Language
L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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 Acquisition and Use
L.8.4. 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.
·
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.
·
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word
·
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.
·
Verify the preliminary determination of the meaning of a word or phrase
L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
·
Interpret figures of speech (e.g. verbal irony, puns) in context.
·
Use the relationship between particular words to better understand each of the words.
·
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).
Essential Question(s)
· What decisions, actions and experiences shape a person’s identity?
· How can I apply the skills that I have leaned throughout this year to my independent reading?
· What do I need to focus on when being assed about a novel?
Enduring Understandings
·
·
·
Decisions, actions and experiences shape a person’s identity
I can analyze a text independently in order to create meaning from literature and society.
Independent reading is skill that will benefit me not only in language arts but in all subject and life
areas.
st
In this unit plan, the following 21 Century themes and skills are addressed.
Indicate whether these skills are E-Encouraged, T-Taught,
or A-Assessed in this unit by marking E, T, A on the line
before the appropriate skill.
Check all that apply.
21
X
st
Centu ry T hemes
21
Centu ry Skil ls
ETA Creativity and Innovation
ET
Global Awareness
Environmental Literacy
Critical Thinking and Problem Solving
ETA
Health Literacy
X
st
Civic Literacy
Financial, Economic, Business,
and Entrepreneurial Literacy
Student Learning Targets/Objectives
ET
Communication
Collaboration
·
·
·
·
Students will think deeply about their independent reading
Students will review the techniques used by effective authors that have been studied this year.
Students will question the ways in which a text addresses an issue.
Students will read independently in order to complete assessments
Assessments
·
·
Pre and Formative - Student participation in small group/whole group/partnership discussion,
depth of developed discussion questions, completion of reading comprehension questions,
reading comprehension quizzes, Guided reading, and Teacher conferencing.
Summative- Reader’s Notebook Evaluation, Final Unit Exam on Sleeping Freshman Never Lie.
Sleeping Freshman Never Lie Literary Essay.
Teaching and Learning Actions
Instructional Strategies
D
Activities
D
·
·
·
·
Class Discussion
Guided Reading to Increase Comprehension
Model & Demonstration Mini-lessons
Teacher-Student Conferencing
·
Describe the characters of the book elaborately, and ass information to
these descriptions as time passes within the book.
Analyze character and plot development in the novel
Analyze author’s style and how it contributes to the quality of the book
Determine different ways that an author’s style grabs a reader’s attention
Recognize ways an author develops meaning
·
·
·
·
·
·
·
Chart effective techniques found throughout many books
Review different techniques such as symbolism, inference, subtle
character changes etc.
Plan an independent oral presentation that highlights features,
characteristics, and style of favorite book(s)
Tag examples of technique from the book
Chart the differences between retelling a novel and sharing effective
techniques
Students should know at this point that they don’t retell books. Instead,
students should be sharing perspectives, discussing author’s
tone, theme, and message, and analyzing the techniques as
effective or ineffective.
Write a final analysis and reflection on the novel
·
·
Whole Group, Small Group Debates & Discussions
Partnership Discussions
·
·
·
·
Experiences
D
Resources
·
·
Sleeping Freshman Never Lie by David Lubar
Teacher-Made Handouts & Organizers
Suggested Time Frame:
4 weeks
D- Indicates differentiation at the Lesson Level.
NJASCD, 12 Centre Drive Monroe Township, NJ 08831
0946
njascd.org
609-860-8991
fax – 609-409-
The NJASCD Common Core Standards Curriculum Project
Curriculum Design Components
Content Area:
ELA Reading-Literature
Unit Plan Title:
Study of a Drama: Developing an Analytical Lens (June)
Anchor Standard (ELA) or Domain (Math)
Grade
8
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as
well as in words.1
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well
as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Le vel of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Comprehension and Collaborat ion
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,
and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and
the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English
when indicated or appropriate.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of word relationships and nuances in word meanings.
Overview/Rationale
This unit focuses on how to read and analyze a drama. The particular drama that will be read with this unit is
Twelve Angry Men. This drama encourages readers to think about the influence one individual can have on
the opinions and/or actions of a group. Although it takes place in 1950’s jury room, the themes presented in
this drama can relate to even the present-day classroom. The text positions readers as jurors and highlight the
importance of critical thinking. By the end of the unit, students will understand that critical thinking is important
for more than just reading and writing for class, but affects important decisions they will make in real life.
Finally, understanding the concepts and themes of these texts will help them in understanding future readings
that surround the ideas of the American justice system.
Standard(s)
Key Ideas & Details
RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.8.2. 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.
RL.8.3. 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
RL.8.4. 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.
RL.8.6. 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
RL.8.7. 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.
RL.8.9. 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
RL.8.10. 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.
Comprehension and Collaboration
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own
clearly.
·
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.
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Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
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Pose questions that connect the ideas of several speakers and respond to others’ questions and
comments with relevant evidence, observations, and ideas.
·
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own
views in light of the evidence presented.
SL.8.2. 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.
SL.8.3. 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
SL.8.4. 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.
SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Knowledge of Language
L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
·
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 Acquisition and Use
L.8.4. 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.
·
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.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
·
Interpret figures of speech (e.g. verbal irony, puns) in context.
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Use the relationship between particular words to better understand each of the words.
·
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).
Essential Question(s)
· What role does bias play in society?
· Is there only one truth?
· To what extent does group mentality influence an individual?
· How do people change based on the personalities contained within a group?
· How does an individual influence the opinion or actions of a group?
· To what extent would you stand-up for what you believe in?
· What is justice?
· How does a text fit into the historical context in which it is written?
Enduring Understandings
· Revenge and justice are not synonymous
· Different cultures define justice in different ways
· Emotions can alter one’s view of justice and definition of justice
· Justice is not always a consequence or result of a criminal act (does not always occur in a
· courtroom)
· Justice is that which benefits society
· A text fits into the historical context in which it is written
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply.
21
st
Centu ry T hemes
Global Awareness
Environmental Literacy
Health Literacy
X
Indicate whether these skills are E-Encouraged, T-Taught,
or A-Assessed in this unit by marking E, T, A on the line
before the appropriate skill.
21
ETA
ET
ETA
ETA
st
Centu ry Skil ls
Creativity and Innovation
Critical Thinking and Problem Solving
Communication
Civic Literacy
Collaboration
X
Financial, Economic, Business,
and Entrepreneurial Literacy
Student Learning Targets/Objectives
· Students will explore an issue that exists in the world today.
· Students will read books through the lens of their issue, growing ideas and gathering evidence
from their text to support those ideas.
· Students will question the ways in which a text addresses an issue.
· Students will reading, analyze and respond to a dramatic work to demonstrate understanding of
literary techniques to convey meaning
·
Students will understand how a text fits into the historical context in which it is written
Assessments
·
·
Pre and Formative - Student participation in small group/whole group/partnership discussion,
depth of developed discussion questions, completion of reading comprehension questions,
reading comprehension quizzes, Guided reading, and Teacher conferencing.
Summative- Final Reader’s Notebook Evaluation, Final Unit Exam on 12 Angry Men
Teaching and Learning Actions
Instructional Strategies
D
Activities
D
Experiences
D
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·
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Class Discussion
Guided Reading to Increase Comprehension
Model & Demonstration Mini-lessons
Teacher-Student Conferencing
·
·
·
·
·
·
·
·
·
·
·
·
·
·
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Obtain background information about the author
Understand the American legal and justice system
Create a 1950’s to 60’s timeline
Create a character list, describing each juror’s character traits
Gain a better understanding of the deliberation process
Identify the main idea of the text
Identify what the text says about the world
Determine the author’s message and purpose
Recognize the group represented
Recognize the group that is not represented
Analyze the values that are written about or challenged
Interpret the different parts of the text
Reflect on the importance of the plot
Examine the tiny details that reflect big ideas
Discuss ideas to develop stronger interpretations
Determine if the issues in the book spark a reaction to spearhead
change
·
·
Whole Group, Small Group Debates & Discussions
Partnership Discussions
Resources
·
·
12 Angry Men by Reginald Rose
Teacher Made Handouts & Rubrics
Suggested Time Frame:
2 weeks
D- Indicates differentiation at the Lesson Level.
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0946
njascd.org
609-860-8991
fax – 609-409-