Grade 8  Unit 3  Risking it All
Common Core/Essential Standards
RL8.5
RI8.3
RI8.4
RL8.1
RL8.3
RI8.5
RI8.6
RI8.8
RI8.9
W8.1a-e
W8.9a-b
Overarching Standards
RL6.10 RI6.10 W6.10 W6.4-6 SL6.1a-d SL6.6 L6.4a-d L6.5 L6.6
Learner Objective(s)
Language Objective(s)
 How do you effectively analyze two conflicting arguments?
 How does word choice affect tone, meaning and mood?
 How does text structure affect meaning?
 How can point of view affect argument?
Essential Questions
 What motivates people to take risks?
 Are risks necessary for change?
 What is the difference between risk and danger?
 Do all worthy risks involve sacrifice?
 What are the consequences of taking risks? What are the consequences of
not taking risks?
Evidence of Student Learning/Assessments
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Students will engage in the writing process to produce an argumentative piece of writing guided by a rubric.
Students will develop their writing with strategic formatting and graphics and utilize technology by
publishing their writing via Weebly, Glogster, Voicethread, or other application. Students will present their
argument. This argument can ultimately be in essay form with a clear beginning, middle, and end, or it can
be constructed in the format of a speech.
Students will engage in a Wax Museum presentation about a selected risk-taker.
Students will write literary analyses and reflections with textual evidence relating the unit theme and
guiding questions to the featured text and content.
Students will engage in small group discussion and/or Socratic seminar to apply the unit theme and guiding
questions to featured text.
Students will create a product based on text for independent reading.
Grade 6  Unit 1  Who Am I?
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FOCUS CCSS Standards  Grade 8  Unit 3
RL8.1
RL8.3
RL8.5
RI8.3
RI8.4
RI8.5
RI8.6
RI8.8
RI8.9
W8.1
W8.9
SL8.3
RL8.1
RL8.3
RL8.5
RI8.3
RI8.4
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as
well as inferences drawn from the text.
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.
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.
Analyze how a text makes connections among and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies, or categories).
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.
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.
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and
responds to conflicting evidence or viewpoints.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound
and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Analyze a case in which two or more texts provide conflicting information on the same topic and identify
where the texts disagree on matters of fact or interpretation.
1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. 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”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument
and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant
and sufficient; recognize when irrelevant evidence is introduced”).
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.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as
well as inferences drawn from the text.
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.
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.
Analyze how a text makes connections among and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies, or categories).
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.
Grade 6  Unit 1  Who Am I?
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Grade 8  Unit 3: Risking it All
Plan with the end in mind. Consider what students will do to demonstrate their mastery of these standards by the end of the
unit, and make an incremental plan to get them there. Be strategic about instruction and pacing.
Part
1
2
Suggested Instructional Sequence
 Introduce the unit themes with film clips, word study, Article of the Week
 Introduction to argument through analysis of informational text about the
driving age and teens and risky behavior
 Introduce the Wax Museum Project
What is Freedom?
 World War II and The Diary of Anne Frank: analyzing print and non-print text;
comparing text; considering how setting affects character, plot, and conflict;
Historical Perspectives
3
 Wax Museum Research including finding credible resources, note-taking;
citation
 Harriet Tubman: reading primary sources,
 Little Rock Nine: reading primary sources, delineating key players and intent;
understanding how context affects character;
How does this help prepare students for
the culminating task(s)?
Annotation
Exploration of theme
Analyzing argument
Close reading
Analysis of text structure
Literary elements
Point of View and perspective
Analysis of text structure
Writing an argument
Reading a variety of sources on the
same subject
Discerning points of view and claims
Conflict and Change
4
 Women as Risk-Takers: Clara Barton and Suffrage: reading primary sources;
reading pros and cons; timelines; historical context; analyzing historical
progress
 Immigrants: utilizing digital sources
 Discussion Seminar
Speak Up!
5
6
 Modern-day risk takers and categorizing risk-takers
 9/11, the Hudson River Plane, Artists as risk-takers, graffiti
 Close reading and annotation of primary sources
Comparing and contrasting
Note-taking
Careful reading and annotation
Discussing—listening and speaking
Categorizing and relating topics based
on theme
Reading informational text
Note-taking and annotation
Speak Out!
 Writing an Argument
Presenting the Wax Museum
Culminating Tasks:
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Students will engage in the writing process to produce an argumentative piece of writing guided by a rubric.
Students will develop their writing with strategic formatting and graphics and utilize technology by publishing their
writing via Weebly, Glogster, Voicethread, or other application. Students will present their argument. This
argument can ultimately be in essay form with a clear beginning, middle, and end, or it can be constructed in the
format of a speech.
Students will engage in a Wax Museum presentation about a selected risk-taker.
Students will write literary analyses and reflections with textual evidence relating the unit theme and guiding
questions to the featured text and content.
Students will engage in small group discussion and/or Socratic seminar to apply the unit theme and guiding
questions to featured text.
Students will create a product based on text for independent reading.
Grade 6  Unit 1  Who Am I?
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Grade 8  Unit 3: Risking it All?  Part 1 Introduction
Learning Targets: Students will
 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two).
 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band
independently and proficiently.
 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.
 Compare and contrast two pieces of text.
 Read and synthesize information text.
 Analyze and annotate complex text relating to the theme.
Introduction/anticipatory Activities
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This week will be a week of procedures and organization, but several of the activities featured in the lesson can be tailored to be
an activity to begin class.
This unit culminates with a personal narrative. You may have students write short reflections in their Learner Notebook based
on prompts that may be used as springboards for their final narrative. Writing Prompts: page 89 is Narrative Writing
http://www.misd.net/languageart/GrammarInAction/501WritingPrompts.pdf
Reminders and Resources for Instruction
Be sure to write the unit theme “Risking It All" on the board for easy reference. The activities in this unit will spiral back
to this fundamental question. The guiding questions include:
 What motivates people to take risks?
 Are risks necessary for change?
 What is the difference between risk and danger?
 Do all worthy risks involve sacrifice?
 What are the consequences of taking risks? What are the consequences of not taking risks?
These questions may be written somewhere in the room and students answer them based on the text with textual
references, or these questions may be recorded in their Learner Notebook with a page dedicated to each question with
space to record examples from the featured text.
Information about Taking Risks and Why We Do It: http://www.tgmag.ca/aorg/pdf/Brain_WEB_e.pdf
Guiding Ideas:
(words within these ideas would make great additions to an interactive word wall through Verbal-Visual Association cards.)
Risk: the potential for a chosen activity or action (including the choice of inaction) will lead to a loss (or
undesirable outcome). It implies that a choice having an influence on the outcome exists; the probability of
uncertain future events.
Danger
Sacrifice
Loss
Outcome
.
Continue with the routine for Article of the Week as students are given (or choose for themselves) rich informational
text to read, annotate, and reflect by the end of the week. You will want to facilitate sharing student annotations and
reflections on Fridays such as small group sharing focusing on text-based questions from the text. This unit lends itself
to stories related to Risking It All.
.
Continually return to the unit questions about Risking It All and allow students to relate what they have read to the
guiding questions. For example: What have we learned from the authors of the featured text about Risking It All?
Quotations for periodic reflections on the unit theme to be written in the Learner Notebook. Students will capture the
quotation and the speaker as well as their own thoughts on what they think the quotation means and how it relates
to the featured theme. Students may refer back to their notebook entry later when asked to write literary analyses.
Grade 6  Unit 1  Who Am I?
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Grade 8  Unit 3: Risking it All?  Part 1 Introduction
 “If you don't take risks, you'll have a wasted soul.” ― Drew Barrymore
 “A fall from the third floor hurts as much as a fall from the hundredth. If I have to fall, may it be from a high place.” ― Paulo Coelho
 “Go for it, while you can. I know you have it in you. And I can't promise you'll get everything you want, but I can promise nothing will
change if you don't try.” ― J.M. Darhower, Sempre
 “When you take risks you learn that there will be times when you succeed and there will be times when you fail, and both are
equally important.” ― Ellen DeGeneres, Seriously...I'm Kidding
 “You shouldn't have asked," I said. "Love doesn't ask many questions, because if we stop to think we become fearful. It's an
inexplicable fear; it's difficult even to describe it. Maybe it's the fear of being scorned, of not being accepted, or of breaking the spell.
It's ridiculous, but that's the way it is. That's why you don't ask-you act. As you've said many times, you have to take risks.” ― Paulo
Coelho, By the River Piedra I Sat Down and Wept
 “When you find your path, you must ignore fear. You need to have the courage to risk mistakes. But once you are on that road...
run, run, run, and don't stop til you've reached its end.” ― José N. Harris, MI VIDA
 “And it would show me, once again, that one opportunity leads directly to another, just as risk leads to more risk, life to more life,
and death to more death.” ― Markus Zusak, The Book Thief
 “Be wise enough not to be reckless, but brave enough to take great risks.”― Frank Warren
 “If art made you think, then this was Art. Staring at the ball, made of layers and layers of cloth, I wondered about the glass marble at
its heart. What if you wanted to reach that marble? Make sure it was still whole?
You'd have to remove the layers. You'd have to risk breaking the ball for a chance at freeing it. Fear, knowledge, certainty - you'd
have to be willing to let them all go.” ― Justina Chen Headley, North of Beautiful
 “I'd rather take risks than make something that's cookie cutter.” ― Sandra Bullock
 “I always had this idea that you should never give up a happy middle in the hopes of a happy ending, because there is no such thing
as a happy ending. Do you know what I mean? There is so much to lose” ― John Green, Let it Snow
 “It is safer to search in the maze than to remain in a cheeseless situation” ― Spencer Johnson, Who Moved My Cheese?
 “It was so risky and so scary, and yet at the same time, so beautiful. Maybe the truth was, it shouldn't be easy to be amazing. Then
everything would be. It's the things you fight for and struggle with before earning that have the greatest worth. When something's
difficult to come by, you'll do that much more to make sure it's even harder -if not impossible- to lose.” ― Sarah Dessen, Along for
the Ride
 “If we listened to our intellect, we'd never have a love affair. We'd never have a friendship. We'd never go into business, because
we'd be cynical. Well, that's nonsense. You've got to jump off cliffs all the time and build your wings on the way down.” ― Ray
Bradbury
 “Everyone pretends to be 'free thinkers', but few individuals pass the line into expressive territories that may be detrimental to their
own social well-being.” ― Criss Jami
 “There is freedom in stepping out and taking risks when you know at any given moment, you can always begin again.” ― Eva
Gregory
 “A thing is only as great as the amount a person is willing to risk for it. If you are not willing to risk anything, then the thing mustn't
be so great at all.” ― Madeline Claire Franklin, The Poppet and the Lune
 “Fortunate are those who take the first steps.” ― Paulo Coelho, By the River Piedra I Sat Down and Wept
 “If you never take risks in life, you'll never see anything new” ― Blake Lewis
 “That's what it's all about–knowing what you have to lose, but risking the loss anyway.” ― Julie Reece Deaver, Say Goodnight, Gracie
 “I may be taking a risk on it, which is alright, because if you never take risks in life, you'll never see anything new.”
― Blake Lewis
 “A man sits as many risks as he runs.” ― Henry David Thoreau
 “Fear is felt by writers at every level. Anxiety accompanies the first word they put on paper and the last.”
― Ralph Keyes, The Courage to Write: How Writers Transcend Fear
 “I do believe that some humans have more amazing lives than others–above all, those who don’t sit down in a chair like mere
spectators letting their lives happen in front of them, but they take risks as heroes do, experiencing, living, becoming the main
character—but no matter what, we all have at least one story to tell.” ― Merce Cardus, I say Who, What, and Where!
 “I think we should follow a simple rule: if we can take the worst, take the risk.” ― Dr. Joyce Brothers
Introduce the unit theme of
Throughout this unit, students will analyze arguments during the warm up time each day. Each Monday they will look at
Kelly Gallagher’s “Article of the Week,” which will be due on Friday. Tuesday through Friday, students will respond to an
argumentative statement/writing prompt.
Monday: Play the weekly update from the CNN Student News. Then, assign Kelly Gallagher’s Article of the Week.
Tuesday-Thursday: Respond to the teacher selected prompt from the handout daily argumentative writing prompts.
(DAWPs)
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Grade 8  Unit 3: Risking it All?  Part 1 Introduction
Friday: Option 1: Create your own argumentative prompt. Option 2: Which prompt this week made the biggest impact?
Why?
Introduce the Unit Theme
Film Clips
 Choose several movie clips of films whose themes deal with taking risks. Show several movie trailers, asking
students to write down what they think is the theme of each movie based on the trailer.
 After you have finished watching the trailers, have students analyze what they wrote for each movie and
hypothesize what is the common link with them all (i.e. risk-taking).
 Discuss with students how each movie deals with taking risks and elicit class input to discern the context and
background of each. (This activity can be adapted for learning centers—have small groups view the clips and
engage in analysis; then facilitate whole-class discussion.)
 Fireproof Train Rescue
As a train barrels towards them, Caleb and his team of firefighters must rescue two girls who crashed their
car on the train tracks. http://www.wingclips.com/movie-clips/fireproof/train-rescue
 Gandhi Other Cheek
Despite a potentially violent confrontation ahead, Gandhi refuses to adjust his path chooses to walk into
danger with the willingness to absorb punishment to retain his dignity. http://www.wingclips.com/movieclips/gandhi/other-cheek
 Secretariat Train Him Harder
With the Triple Crown race approaching, Secretariat’s trainer, Lucien, tells Penny that his instinct is to run
him faster in training instead of resting him. http://www.wingclips.com/movie-clips/secretariat/train-himharder
 Rudy Chasing Stupid Dreams
As Rudy gets ready to board the train to Notre Dame, his father tells Rudy that he’s only chasing a stupid
dream. http://www.wingclips.com/movie-clips/rudy/chasing-stupid-dreams
 Gridiron Gang Fill The Void
Sean Porter pleads with the management at his juvenile detention center to let him start a football team in
order to fill the void inside them. http://www.wingclips.com/movie-clips/gridiron-gang/fill-the-void
 First Knight Live or Die
Lancelot showcases his sword-fighting skills in a small town and lets them know what it takes to become a
great fighter. http://www.wingclips.com/movie-clips/first-knight/live-or-die
Films or film clips other than those from the school library media center must have prior approval from the
principal or designee before broadcast for student viewing. Use the Film Request for Prior Approval Form.
Guiding Ideas:
(words within these ideas would make great additions to an interactive word wall through Verbal-Visual Association cards.)
Encourage students to also pull words from their film clip experience.
Risk: the potential for a chosen activity or action (including the choice of inaction) will lead to a loss (or
undesirable outcome). It implies that a choice having an influence on the outcome exists; the
probability of uncertain future events.
Danger
Sacrifice
Loss
Outcome
Leadership
Consequence
Another idea is to explore and capture the qualities of a risk-taker by providing an outline sketch of a character
and have students define qualities of a risk-taker by writing around the silhouette and even connecting them to
parts of the body. Example: Based on the text so far, risk takers tend to have brains wired for risky behavior, so
that attribute would be recorded near the head of the silhouette. Outline 1 Outline 2 This endeavor will be a
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Grade 8  Unit 3: Risking it All?  Part 1 Introduction
reference point through the unit as textual evidence is gathered about real and fictional risk-takers.
Possible Article of the Week: Are Risk-takers a Dying Breed?
http://matadornetwork.com/bnt/are-risk-takers-a-dying-breed/
Introduction to Argumentative Writing
Argumentative Writing:
For the culminating project of this unit, students will need to understand the structure of argument. There is tool
called “Reading an Argument” that takes the rubric for writing arguments, and breaks it down so that students can
analyze an argument they are reading based on qualities of an effective argument. This experience offers teachable
moments for students to see—over time and through several texts—how arguments are developed. Also, it must
be noted that not all arguments are the same nor do they have all the tenets of an argument as outlined in the
rubric.
Featured arguments and supporting information related to Risk-taking:
Engage students in reading the featured text: small groups can read different articles and then compare what they
have learned. Facilitate students in understanding the text and then analyze the text structure by using “Reading
an Argument” as a guide.
The Driving Age
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List of countries by minimum driving age: http://en.wikipedia.org/wiki/List_of_countries_by_minimum_driving_age
Driving ages in USA: http://www.2pass.co.uk/ages2.htm
Teen Driving Statistics: http://www.rmiia.org/auto/teens/Teen_Driving_Statistics.asp
Teens should NOT be allowed to drive until they are 18: http://www.gastongazette.com/articles/turn-40418-grandsonalready.html
Graduating Licensing: http://www.bbc.co.uk/news/uk-11376809
Points for and against raising the legal driving age: http://idebate.org/debatabase/debates/law-crime/house-wouldraise-legal-driving-age-18
USA Today: Case for raising the driving age: http://www.usatoday.com/news/nation/2008-09-09-teen-drivers_N.htm
Should Driving Age be Raised to 18? Yes and No:
http://teacher.scholastic.com/scholasticnews/indepth/upfront/debate/index.asp?article=d0508
Teens and Risky Behavior
 Teens are hardwired for Risky Behavior http://www.webmd.com/parenting/news/20070413/teens-are-hardwired-forrisky-behavior
 An evolutionary perspective on risky adolescent behavior http://evolution-institute.org/foci/risky-adolescent-behavior/
 Teens biologically wired for risky behavior http://www.sciencedaily.com/releases/2010/06/100603132458.htm
 The myth of risk: promoting healthy behavior by challenging teens http://www.acacamps.org/campmag/0505myth
 Thoughts on reasonable risks http://www.adventuretreks.com/blog/greetings-from-30000-ft-some-thoughts-onreasonable-risks
How to write an argumentative paper.
The following links will help guide teachers through the
process. Use additional resources as necessary.
1.
2.
3.
4.
Change My Mind http://westernreservepublicmedia.org/changemymind/
Purdue Online Writing Lab http://owl.english.purdue.edu/owl/resource/685/05/
Read, Write, Think http://www.readwritethink.org/files/resources/interactives/persuasion_map/
SAT Essay Writing (higher level) http://www.skill-guru.com/sat/how-to-write-argumentative-sat-essay/
Wax Museum project.
Now that students have a grasp of the nature of risk, consequences and rewards, you will introduce the Wax
Museum Project. Distribute Wax Museum Argumentative Instruction sheet. Go over each component of
project. Show (or give access to) the list of possible topics. The project will not be completed immediately, but
Grade 6  Unit 1  Who Am I?
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Grade 8  Unit 3: Risking it All?  Part 1 Introduction
students will need time to select a person and plan their research and project.
Project Overview Sheet
List of Risk Takers
Wax Museum Research Notes
Differentiation
Anchor Activities
are ongoing assignments that students can work on independently throughout a unit.
They provide curriculum-based differentiation based on choice.
Grade 6  Unit 1  Who Am I?
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Grade 8  Unit 3: Part 2: What is freedom?
Learning Targets: Students will
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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.
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band
independently and proficiently.
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.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or
a day or two).
Determine meanings of words in context.
Compare and contrast the structure of two or more texts (drama vs. diary).
Continue research on argumentative paper.
An introduction to World War II Feel free to use the History of World War II powerpoint, the Holocaust
powerpoint or your own resources. Remember, Social Studies teachers will be teaching this content in their curriculum as
well. Your job is to provide a brief overview; enough for your students to understand the content. Students will be
focusing on the cause and effect of different elements of World War II/Holocaust. There are guided notes prepared for
the Holocaust powerpoint.
Activities/Topics:
1. Students explore website/documents online. Pick 2 of their choice to compare/contrast.
2. Teachers could provide a copy of two different texts. Have half of the students read one text and the other half
read the other. Students would report out, and compare/contrast at the end.
3. Students could work in pairs to complete activity two.
4. Activities could be placed in stations for students to rotate through.
The following links will be helpful for this lesson:
 Holocaust Texts http://www.holocaustsurvivors.org/data.show.php?di=list&da=texts&so=title
 Personal Histories: stories from victims and survivors of the Holocaust. (This could be done as a station activity.)
http://www.ushmm.org/education/forstudents/
 Primary Documents from World War II http://www.teacheroz.com/WWIIDocs.htm
 Primary Documents from the Holocaust http://fcit.usf.edu/holocaust/resource/document/document.htm
 Primary Source Link http://www.alline.org/euro/primaryresources.html
For a homework assignment, students will answer the following prompt:
Pretend that you have to leave your home quickly. You can only take 5 items with you in your rush out the door. What five
items would you take and why? No pets, no family, no friends, (they all made it) and no electronics.
Make a list of the objects and why you would take them. Bring this to class with you tomorrow.
 Virtual tour of Anne Frank’s house (www.annefrank.org)
 Read “I Keep Forgetting” by Lilly Brett and discuss as a class.
The Diary of Anne Frank

Facilitate the reading of “Anne Frank” Prentice Hall literature book pg. 776 based on the following suggestions.
Anne Frank Resources
 http://www.pbs.org/wgbh/masterpiece/annefrank/annefrank_teachersguide.pdf
 http://www.sainthelena.us/school/classrooms/middle/language/images/Annefrank_theatre_guide.pdf

The objective of this week’s lessons is to compare and contrast texts dealing with similar topics. One
option is to read excerpts from the play “The Diary of Anne Frank” in the Prentice Hall textbook (p 775)
and couple it with the excerpt from the actual diary entitled “from Anne Frank: The Diary of a Young Girl”
also in the Prentice Hall textbook (p 882). Supplemental links to video clips for Anne Frank are also
Grade 6  Unit 1  Who Am I?
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Grade 8  Unit 3: Part 2: What is freedom?
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included below. The teacher can use other texts with the theme of risking it all if necessary.
Read text #1. While reading, have students create a list of words that are unfamiliar to them. Students
should use context clues to help find the meanings. Teacher should also direct students to specific words
in the text that help create meaning and tone. Teacher can check for reading comprehension by student
discussion and teacher reinforcement of guiding elements of plot and structure.
Read text #2. While reading, teacher should have students create a list of words that are unfamiliar to
them. Students should use context clues to help find the meanings. Teacher should also direct students
to specific words in the text that help create meaning and tone. Teacher can check for reading
comprehension by student discussion and teacher reinforcement of guiding elements of plot and
structure.
Using the vocabulary lists from the previous two days, students should check their definitions using
context clues with the dictionary definitions of the words. Teacher can guide students to a class list of
unfamiliar words. Then, students can create visual representation cards for each word. This activity can
be done in groups or individually. Post particularly creative cards to the Word Wall in the classroom.
Comparison of texts: Students will 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. Use Comparison Chart or Chart for RL8.7 for
students to compare and contrast the elements of each text. Students can work independently first and then compare in
partners or triads. Finally, groups can report out to the large group to see how two texts can differ in structure and how
that structure contributes to the meaning and style of the selection.
Students will take their charts from yesterday and add to it by adding a third text. Show a related video or film clip based
on the previous two texts. (Notice Common Core emphasizes the cinematic technical aspects of the film version and
analysis. Chart for RL8.7)
Literary Analysis: Finally, students should write a short essay summarizing the comparison of the three texts. Teacher can
guide students through the structure of this essay – keeping in mind the ability level of the students in the class.
Encourage students to use specific examples from each text to prove their analysis. As a conclusion, ask students to state
which text/video was most effective to them as a reader and why in terms of structure that contributed to meaning and
style.
Grade 6  Unit 1  Who Am I?
Page 10 of 21
Grade 8  Unit 3
Part 3: Historical Perspectives
Learning Targets: Students will:










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.
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through
comparisons, analogies, or categories).
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to
conflicting evidence or viewpoints.
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band
independently and proficiently.
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.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two).
Research for argumentative paper.
Analyze primary source documents.
Prepare a bibliography
Make connections between texts.
Wax Museum Research
Project Overview Sheet
List of Risk Takers
Wax Museum Research Notes
Planning Guide for Research
Teacher will introduce the research process and model the expectations for this research project. The project directions
are as follows:
 Students will read information about the subject and use their reference sources to collect information. They
should locate information concerning their subject’s date of birth, childhood, family, education, adult life, and
date of death, which they record on the biography research handout. You MUST have at least THREE reliable
sources, NOT WIKIPEDIA. Sources can be print or non-print. While researching, make sure you gather
information about why this person was/is a risk taker.
 Turn in a Bibliography with your Research Handout.
Remind students that their first steps should be finding the critical elements of the project. The “basics” of their person,
and why they are a risk taker. Facilitate students in determining the way they will capture notes on their selected
person.
As the teacher, you should also model the process. Pick a topic to research (this should be planned in advance), and
show students how you found your information source. One you have arrived at your source, take notes. Once you are
done collecting information, use a bibliography building tool to help you site your source. This should show students
exactly what you expect of them through the research process.
Some suggested sites for making a bibliography page are:
1. http://citationmachine.net/index2.php
2. http://www.openc.k12.or.us/citeintro/citeintro.php?Grd=Elem
3. http://www.lib.ncsu.edu/citationbuilder/
4. http://www.lib.unc.edu/house/citationbuilder/
After creating your sample Bibliography, take time for questions and send the students to explore!
Grade 6  Unit 1  Who Am I?
Page 11 of 21
Grade 8  Unit 3
Part 3: Historical Perspectives
Harriet Tubman
In groups, allow students to view artwork depicting the Underground Railroad. Do not tell them too much about
the artwork. Instruct them to analyze the painting and try to understand the circumstances and human
experience depicted in the paintings. How do these paintings capture the notion of risk?
 Paintings about the Underground Railroad (more can be accessed through Google images)
http://www.nps.gov/seac/UGRR/painting.htm
http://www.americaslibrary.gov/aa/tubman/aa_tubman_rail_3_e.html
Video clips to introduce students to Harriet Tubman. Facilitate students taking notes in their Learner
Notebook.
 Harriet Tubman mini bio from Biography Channel (7:27)
http://www.youtube.com/watch?v=XmsNGrkbHm4
 America: The Story of Us: Harriet Tubman from the History Channel (3:18)
http://www.youtube.com/watch?v=Bdno2YLm4Ms
Reading
In the Prentice Hall textbook, page 440, students will read “Harriet Tubman: Guide to Freedom” by Ann Petry.
Students will be reading the text and responding to the text-based questions.
 Graphic Organizer for Harriet Tubman selection
Additional Resources
 History of the Underground Railroad:
http://teacher.scholastic.com/activities/bhistory/underground_railroad/plantation.htm
 Underground Railroad interactive game from National Geographic
http://education.nationalgeographic.com/education/multimedia/interactive/the-undergroundrailroad/?ar_a=1
The class will then read “Runagate, Runagate” (Prentice Hall pg. 656). Use the teacher resources provided with
the book to listen to a performance of the poem. Students may have experience with this poem from a previous
unit, but this second reading should be done through the lens of the unit theme. Once both texts have been
read, do a comparison and contrast of both texts. This can be done in a class discussion, in pairs, or in small
groups/tables.
Be sure to come back to the guiding questions and have students answer them based on evidence from their
reading and viewing about Harriet Tubman and the Underground Railroad.
 What motivates people to take risks?
 Are risks necessary for change?
 What is the difference between risk and danger?
 Do all worthy risks involve sacrifice?
 What are the consequences of taking risks? What are the consequences of not taking risks?
Grade 6  Unit 1  Who Am I?
Page 12 of 21
Grade 8  Unit 3
Part 3: Historical Perspectives
Little Rock Nine
Anticipatory Activities (Choose!) Do not reveal too much about this topic with students!
1. Print photos from Google images of the Little Rock 9 or from the following source:
http://www.guardian.co.uk/world/gallery/2010/sep/07/little-rock-nine-desegregation-pictures. In small
groups or pairs, have students analyze the photos and discern what is going on. After the reading and
viewing experiences, students will check their initial assumptions about this event in history.
2. Probable Passage activity with the following words which will be featured in the selected text: Risk mob
decoy riot resistance hatred indifference integration defendants . Be sure to return to these passages at
the end of the study for students to assess their initial predictions.
3. Ask students anticipatory questions similar to the following:
a. Could you ever image going to school with just girls? Just boys?
b. Could you ever image going to school with only people of your same race?
c. Have you ever been the first person to do something?
d. Have you ever had to do something that makes you feel uncomfortable even though you know it
was the right thing to do?
What is the “Little Rock 9”?
1. Choose an introductory video to share with students. Brief overview footage from Little Rock 9 produced by
Marquette University (3:42 min) http://www.youtube.com/watch?v=oodolEmUg2g
2. Provide students with a list of key players to record in their Learner Notebook. This list can be used to
facilitate note-taking as students capture the historical facts, but also begin to consider the risky role each
key player had.
Key Players (featured in the selected texts and films)
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Governor of Arkansas Orval Faubus
Thurgood Marshall
National Guard
st
Paratroopers of 101 Airborne Division
President Dwight Eisenhower
James Hicks, newspaper editor
Students:
Melba Patillo Beals
Ernest Green
Elizabeth Eckford
Jefferson Thomas
Dr. Terrence Roberts
Carlotta Walls Lanier
Minnijean Brown Trickey
Gloria Ray Karlmark
Thelma Mothershed-Wair
st
Marty Sammon from the 101 Airborne Division
3. Share the newspaper articles from September 1957. Allow students to engage in a careful reading of the
article to understand the events involving the Little Rock 9. Facilitate note-taking in the Learner Notebook.
http://www.centralhigh57.org/the_tiger.htm#Sept. 19. Students will need to understand the different
perspectives of this historical event.
4. Show the more comprehensive video that provides raw footage of how events unfolded on the day the black
students arrived at Little Rock Central High School. http://www.youtube.com/watch?v=HH-eC4LgZT4.
Facilitate note-taking by encouraging students to capture information about the key players, the use of the
words from the Probably Passage activity above, or even a timeline written in the Learner Notebook. Allow
small groups of students to confer about what they gleaned from the video before whole-class debriefing of
the video.
5. Show the video about how a photograph captures history (see below). Return to the initial photographs and
engage in a deeper Photo Analysis Discussion.
Grade 6  Unit 1  Who Am I?
Page 13 of 21
Grade 8  Unit 3
Part 3: Historical Perspectives
6. Be sure to return to the guiding questions and ideas of the unit and explore the nature of risk and the
consequences of taking risks. Even encourage students to make connections between the situation with the
Little Rock 9 and Harriet Tubman and the Underground Railroad.
Resources:





Articles from Central High newspaper in 1957 http://www.centralhigh57.org/the_tiger.htm
Comprehensive video with real footage (9 min) http://www.youtube.com/watch?v=HH-eC4LgZT4
Brief overview footage from Little Rock 9 produced by Marquette University (3:42 min)
http://www.youtube.com/watch?v=oodolEmUg2g
Frank and compelling interview with Marty Sammon from the 101st Airborne Division (3:40)
http://www.youtube.com/watch?v=FV51-H5PFtM
Book Trailer: Elizabeth and Hazel: Two Women of Little Rock by David Margolick
http://www.youtube.com/watch?v=X46XuWzpFgA (5:35) fascinating account of how a photograph
captures history forever
Writing Extension:
How did Harriet Tubman and/or the Little Rock Nine influence the cause of freedom and equality? What
activities did they engage in and what characteristics did they display that made a powerful statement about
freedom and equality?
Opinion Piece “Little Rock desegregation fight is far from over” from September 2011. This argument can be
read for content and comprehension, but also to analyze how the argument is written.
http://thegrio.com/2011/09/20/little-rock-desegregation-fight-is-far-from-over/
Argumentative Writing:
For the culminating project of this unit, students will need to understand the structure of argument.
There is tool called “Reading an Argument” that takes the rubric for writing arguments, and breaks it down
so that students can analyze an argument they are reading based on qualities of an effective argument.
This experience offers teachable moments for students to see—over time and through several texts—how
arguments are developed. Also, it must be noted that not all arguments are the same nor do they have all
the tenets of an argument as outlined in the rubric.
Grade 6  Unit 1  Who Am I?
Page 14 of 21
Grade 8  Unit 3
Part 4: Conflict and Change
Learning Targets: Students will:













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.
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.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons,
analogies, or categories).
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.
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting
evidence or viewpoints.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is
relevant and sufficient; recognize when irrelevant evidence is introduced.
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently
and proficiently.
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.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two).
Make connections between and among texts.
Analyze primary source documents.
Women as Risk Takers
Clara Barton: Founder of the Red Cross
 Provide students with background information (biography) of Clara Barton to provide them with context for
the featured primary sources.
 Facilitate the creation of a timeline in the Learner Notebook for students to understand the life and times of
Clara Barton’s life as well as the context of the primary sources provided.
 Give students access to the primary sources about Clara Barton:
http://www.nps.gov/clba/historyculture/documents.htm. While reading the documents, students will
determine what risks Barton took, summarize the risks, and rank them from least risky to most risky. Student
will discuss their findings with a partner or at their small group.
 Be sure to return to the guiding questions and ideas of the unit and explore the nature of risk and the
consequences of taking risks.
Women’s Suffrage




Familiarize students with the term and concept of “Suffrage.” It comes from the word suffragium which
means decision or vote. Suffrage means a vote in favor of some candidate or issue. In American history,
women in favor of the right to vote were called suffragists.
Use political cartoons on women’s suffrage to help students understand the historical context and
controversy of women voting. Simply search on Google for cartoons on suffrage. Allow students to sift
through several cartoons and discuss what they think the cartoons are trying to convey and what they can
discern about the political climate during the early 1900s. Encourage students to capture their learning in
their Learner Notebooks.
Share information about the history of voting in America: (succinct document).
http://stories.washingtonhistory.org/suffrage/GettingTheVote/suffrage.aspx. You can project this
information and facilitate students creating a timeline of events.
Use the resources from http://www.loc.gov/teachers/classroommaterials/primarysourcesets/womenssuffrage/pdf/teacher_guide.pdf to engage students in group work to research the events leading to women’s
suffrage. They will begin by reading and annotating the 1 page article on the historical background of
women’s suffrage. After the reading and annotating the page, students will then be split into groups (chosen
Grade 6  Unit 1  Who Am I?
Page 15 of 21
Grade 8  Unit 3
Part 4: Conflict and Change




at teachers discretion) to read about 40 different events leading to women’s suffrage.
1. Split students into groups.
2. Give each group a section of the timeline http://memory.loc.gov/ammem/naw/nawstime.html.
3. Students will read their section and do the following:
a. Who would they consider a risk taker in their section?
b. What risks did they take?
c. How did the move the women’s movement forward?
d. How were these risk takers blocked? (If they were.)
4. When all questions have been answered, students will share their findings in chronological order with the
class.
To provide more information about the risk and danger involved, share the short documentary “Women Vote:
Night of Terror” 1917 (3:38) http://www.youtube.com/watch?v=SeOHPfsCtFo.
To explore arguments on voting rights for women with supporting instructional resources, see
http://edsitement.neh.gov/lesson-plan/voting-rights-women-pro-and-anti-suffrage#sect-resources. Analyzing
these arguments will help students understand the structure of argument and how to craft effective
arguments.
Be sure to return to the guiding questions and ideas of the unit and explore the nature of risk and the
consequences of taking risks. Even encourage students to make connections between the situation with Clara
Barton, the Little Rock 9 and Harriet Tubman and the Underground Railroad.
Additional Resources:
o Women’s Rights: Then and Now http://articles.usa-people-search.com/content-womens-rights-thenand-now.aspx. Explore how women’s rights have changed…and how they haven’t.
o UNC TV Resource: http://www.pbs.org/now/politics/womenvote.html; snippet overviews of women
and the vote. Could be used as a small group activity with Picture Notes (in which students must
capture their information in pictures and share it with the class) or One-Pagers.
Immigrants: People who risked it all by coming to America
For students to learn what life was like for these risk takers, they will be reading texts and doing activities to prepare
for a Socratic seminar. The seminar will be about risk takers--who took risks and why? Who took the biggest risks?
Was it worth the risk? Student will be learning about a variety of “risk takers” for the next several days.
For the first group of risk takers, see below for station options. As always, feel free to supplement any additional
information.
 Station I: Digital History (can be done online, or material can be printed off and completed in the classroom)
At this station students will be reading and interpreting primary sources, and statistics. They will have
questions to respond to for each section. This station has 6 sections with a total of 14 questions.
http://www.digitalhistory.uh.edu/historyonline/us29.cfm
 Station II: Tenement Activity
Teacher will print out the documents related to this activity (4). Students will spend time looking at the
documents and making inferences about the family. There will be questions provided to guide them.
http://www.tenement.org/documents/lessonplans/web5_lessonplan_ConfinoMiddleSchool.pdf
 Station III: Library of Congress Activity
First, students will read 3 pages called “Immigration: Challenges for New Americans.”
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration/pdf/teacher_guide.pdf
 Station IV: Immigrant Groups (can be done online, or material can be printed off and completed in the
classroom)
At this station, students will look at information about immigrants from 11 immigrant groups. Teachers can
allow students a specified number to read about (i.e. 2) or have them read about specified groups (i.e. Native
Grade 6  Unit 1  Who Am I?
Page 16 of 21
Grade 8  Unit 3
Part 4: Conflict and Change
Americans and the Japanese). Students will summarize what they learn.
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/nati
ve_american.html The immigrant groups mentioned are below:
o Native American 2. African 3. German 4. Irish 5. Scandinavian 6. Italian 7. Japanese 8. Mexican 9.
Chinese 10. Puerto Rican / Cuban 11. Polish/ Russian
 Be sure to return to the guiding questions and ideas of the unit and explore the nature of risk and the
consequences of taking risks. Even encourage students to make connections between the situation with Clara
Barton, the Little Rock 9 and Harriet Tubman and the Underground Railroad.
Suggested homework: Have the students choose 3 (or the number of your choosing) of the questions from tomorrow’s
Paideia to answer for homework. This will allow them a little extra time to think and/or to research to be fully
prepared for the seminar.
Paideia (or Socratic) seminar
Risking it All Seminar
The seminar should last the entire class period. Be sure that the process, structure, and expectation of discussion
seminars are shared and clear. The teacher can choose to read from the questions provided, have students create
questions, or create their own questions. Access the Eighth Grade rubric for student participation.
Grade 6  Unit 1  Who Am I?
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Grade 8  Unit 3  Part 5: Speak Up!
Learning Targets: Students will:










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.
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.
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or
viewpoints.
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on
matters of fact or interpretation.
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and
proficiently.
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.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two).
Read and analyze nonfiction and fiction writing.
Understand risks/risk taking.
Write an argumentative essay.
Modern Day Risk Takers
 Who they are, life stories, why people take, and what risks are taken. Begin class with the creation of a graffiti
wall. Have students write about who the modern day risk takers are and what modern day risks are left. Give
students time to think, write, and then lead the class in a discussion based off what is written. After the class
discussion, have each student/pair/table develop a definition of a modern day risk taker.
 Ask your students, based off the class discussion and definition, are you a modern day risk taker? Were any of
your names mentioned on this list? Why or why not? Let’s read an article about why people like you (teens) are
such big risk takers. http://www.sciencedaily.com/releases/2007/11/071107210133.htm. Students can engage in
a careful reading with annotation to facilitate understanding and comprehension. Consider using questions
relating to informational text to guide analysis of the writing.
 Students will read about professional risk-taking. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1773030/.
Students could engage in a jigsaw to read the article. (Read introduction together and break into smaller groups
to read, annotate and summarize the rest.) Use questions relating to informational text in addition to asking
your students guiding questions such as:
o Do you agree with the information in the article?
o What was the most important part of the article?
o What facts can you tell me from the article?
Artists as Risk Takers—Poets, Writers, Artists

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
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
Use the Prentice Hall textbook to read two nonfiction texts about the power and difficulty of self-expression.
o Selection 1: from “My Own True Name” by Pat Mora (page 1034)
o Selection 2: “Words to Sit In, Like Chairs” by Naomi Shihab Nye (page 1038).
Facilitate a careful reading and analysis of the text. After reading, have students create a Venn Diagram that
compares and contrasts the way Mora and Nye present the theme of the importance of self-expression.
Then, students can write a short essay that discusses how each author develops the theme of self-expression and
its importance. How would self-expression be considered a risk?
 *Note: Teachers who do not have access to Prentice Hall literature books can access the Pat Mora website for
similar readings and an interview with Naomi Shihab Nye that carries the same message as the essay.
Self Expression via Graffiti: Is it art or vandalism? http://prasetio30.hubpages.com/hub/The-Art-Of-Grafity.
Facilitate a reading of the article that presents both sides of the argument.
Be sure to return to the guiding questions and ideas of the unit and explore the nature of risk and the
consequences of taking risks. Even encourage students to make connections between the featured artists.
Categorizing Risk Takers

Facilitate a categorizing activity for students. Brainstorm jobs, occupations, sports, and other things people do
Grade 6  Unit 1  Who Am I?
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Grade 8  Unit 3  Part 5: Speak Up!
that involve risk. (Things like fireman, extreme sport athlete, bungee jumpers, etc.). Then students will begin to
clump the descriptors into categories and then determine what to call the category. The framework Dump and
Clump is helpful for this activity. It is the process of brainstorming and categorizing that requires higher-order
thinking.

Writer’s Note: When you look at the group called “risk takers,” three subdivisions come to mind. The first is everyday risk takers. People that risk
their lives each day to make sure we are safe. This includes policemen, firemen, bomb Squad, Military, etc. The second groups are specialized risk
takers. This would also include servicemen, mountain climbers, etc. The third group is the impulse risk takers. These people risk it all, spur of the
moment, to get the job done.
Students will use their categories to read more about modern risk-takers. Students will glean information and
textual evidence to address the unit questions about risk-taking. A product could be Drawing on the Strengths of
a Hero and create a life-size gallery of risk-takers based on readings in class.
9/11
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TLC video of heroes of the 9/11 World Trade Center bombings. (1:38 min)
http://tlc.howstuffworks.com/tv/other-shows/videos/9-11-heroes-of-the-88th-floor-videos.htm.
At each table/pair/station provide students with a short reading of a risk taker from 9/11. Have them read about
their risk taker, summarize what they read, and be prepared to share with the class.
Todd Beamer (helped with United 93) is another good choice for a risk taker.
http://www.unitedheroes.com/Todd-Beamer.html
Subway operator
http://www.nypost.com/p/news/local/manhattan/locked_underground_system_safety_YkETSMkWMtVG2wYorV
W2mM
http://themoderatevoice.com/121774/rembering-two-heroes-of-september-11-2001-father-mychal-judge-bettyann-ong/
Plane Lands in the Hudson River(New York)
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Article #1 Link: MSNBC http://www.msnbc.msn.com/id/28678669/ns/us_news-life/t/ny-jet-crash-called-miraclehudson/#.UEECwcGPVEI
Article #2 Link: Wall Street Journal http://online.wsj.com/article/SB123205240502786899.html
Compare and contrast the two articles. What happened? Who was the hero(s)? Were there any differences from
one article to the next?
Landing hailed as a Miracle (article): http://www.usatoday.com/news/nation/2009-01-15-plane-crashhudson_N.htm
60 Minutes segment on Saving Flight 1549 (12 min) http://www.cbsnews.com/video/watch/?id=5134409n
Other Risk Takers/Texts to Consider:
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-Poem: Risk Taking is Free http://www.poemhunter.com/poem/risk-taking-is-free/
-Bethany Hamilton (girl who had arm bitten off by shark) http://www.youtube.com/watch?v=ZnyopNkTWsU
-Making Tracks on Mars (pg 427) and http://www.nasa.gov/multimedia/imagegallery/image_feature_2340.html
-James Cameron’s Deep Dive ~Article: Mariana Trench http://abcnews.go.com/Technology/james-camerondives-floor-mariana-trench-deeper-everest/story?id=16003655#.UEEE-sGPVEI
 -People in the armed forces (military).
 -Selections from Peak by Roland Smith.
Climbing Mount Everest http://adventure.howstuffworks.com/outdoor-activities/climbing/mount-everest.htm
Grade 6  Unit 1  Who Am I?
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Grade 8  Unit 3  Part 6: Speak Out!
Learning Targets: Students will:
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





Write arguments to support claims with clear reasons and relevant evidence.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two).
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity
band independently and proficiently.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate.
Write an argumentative essay.
Argumentative Writing
The teacher will introduce the argumentative essay through class discussion and notes. Give students the
handout How to write an argumentative paper and discuss each step. Or students can take notes on their own
paper for the handout. Using a prompt from a previous warm up, go through the writing process with the
students and discuss the overall organization of the essay. Teacher should set up time schedule for other classes
to come through the wax museum at the end of the unit and make sure parents are aware and can come through
the museum also.
Pre-Writing/ Outlining
Model the outline/pre-writing process with the class. Allow students to time to create their own prewriting/outline for their own paper.
Writing
Remind students of the format for writing an argumentative paper (see handout for how to) Give the class period
to write the first rough draft of their paper.
Write/Peer Edit
Teacher will review the peer editing process and marks used when editing a paper.
http://www.timesaversforteachers.com/freeforms/peereditingform.pdf If time allows, include a mini lesson on a
writing element the class may need, ie semicolons, run-on sentences, etc. Students should complete the paper
and turn it in on Monday.
Writing Resources:
Teaching Persuasion Skills
Guide students through the process of developing strong arguments with elements of persuasion
using the following resources:
Check the Strategies from ReadWriteThink
Persuasive Strategies power point from ReadWriteThink
Writing Resources:
ReadWriteThink:
o Peer Edit with Perfection tutorial: a step-by-step practice session on peer editing
strategies: http://www.readwritethink.org/classroom-resources/lesson-plans/peer-editwith-perfection-786.html
o Peer Edit with Perfection worksheet:
o http://www.readwritethink.org/files/resources/lesson_images/lesson786/worksheet.pdf
Revision
Editing and Proofreading
Grade 6  Unit 1  Who Am I?
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Grade 8  Unit 3  Part 6: Speak Out!
Public Speaking and Speech Resources:
o How to write a speech: http://www.write-out-loud.com/howtowritespeech.html
o Speechwriting: http://teacher.scholastic.com/writewit/speech/
Wax Museum Presentations
Teacher will facilitate the setting up and taking down of the wax museum. Other classes and parents will tour the
museum; teacher can assess each project as it is set up.
Project Overview Sheet
List of Risk Takers
Wax Museum Research Notes
Planning Guide for Research
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Films or film clips other than those from the school library media center must have prior approval from the
principal or designee before broadcast for student viewing. Use the Film Request for Prior Approval form.
WCPSS believes that students should read from a variety of texts and encourages strong instructional decisions
at the school level. Texts other than those from the district reading lists must have prior approval from the
principal or designee before assigning. WCPSS defines assigned reading as any text used by the student or by the
teacher in a whole class, a group within the class, a literature circle, and/or an assigned summer reading
experience. Use the Text Request for Prior Approval form.
Grade 6  Unit 1  Who Am I?
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