Youngstown City Schools Curriculum Project
ENGLISH / LANGUAGE ARTS - - Grade 8
Unit #2
WE ALL NEED SOMEONE TO LEAN ON (4 weeks) 2013-2014
SYNOPSIS: Students will consider the importance of overcoming challenges or obstacles with the help of others. Through a variety of
fiction, non-fiction, and poetry, students will determine the theme or central idea of each text; analyze how the author develops the
ideas of the text and makes connections among details; and the language and syntax used by various authors. An important focus of
the unit will be the Special Olympics and how people with special needs were treated in the 50s compared with the 21st Century.
Students will journal their reactions and thoughts, prepare summaries and graphic organizers, and work in collaborative teams to
analyze texts and ideas. By the end of the Unit, students will write letters, create a poem, and analyze an unfamiliar fiction and nonfiction to apply the analysis skills they have mastered relative to the standards.
STANDARDS
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.
RI 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.
RI 8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting
ideas; provide an objective summary of the text.
RI 8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons,
analogies or categories).
W 8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and
audience. (Grade-specific expectations for writing types are defined in standards 1-3 above)
W 8.6
Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas
efficiently as well as to interact and collaborate with others.
SL 8.1 Engage effectively in a range of collaborative discussions (one-to-one, in groups, teacher-led) with diverse partners on grade 8
topics, texts and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define
individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant
evidence, observations and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the
evidence presented.
L 8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood.
L 8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. 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).
YCS Gr 8 ELA: Unit 2 - - We All Need Someone to Lean On 2013-2014
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Materials
FICTION
(excerpt from)
Flowers for
Algernon,
Daniel Keyes
(text, p. 52) .
POETRY /
SONGS
“Oranges,” Gary
Soto (text, p. 37)
OPTION:
“Seventh Grade,”
text
FILM
SPEECHES
[ snippets ] Charly
(film version of
Flowers for
Algernon)
NON-FICTION
“Mrs. Flowers,” Maya Angelou (text, p.19) from her
autobiography I Know Why the Caged Bird Sings
Students locate newspaper articles on Special Needs
(handicaps) as perceived in the 1950s
“The Reward They Get is Just,” Omar Kelly (text, p.11)
[ Special Olympics ]
OPTION: Autobiographical sketches from Heroes of Ohio: 23
True Tales of Courage and Character, Rick Sowash
Key Terms
General Vocabulary
objective
subjective
relationship among
ideas
empathy vs sympathy
tolerance
reliance
collaboration
Literary Skills
theme / central idea (in fiction)
re: character, setting, plot
central idea (in non-fiction) re:
supporting ideas
dialogue
plot incidents (propel action;
reveal character, provoke
decisions)
text analysis for literal and
inferential detail
Writing Skills
summary
clarity
coherence
development
organization
style
task
audience
purpose
active and passive voice
verbs in conditional and subjunctive moods
verbals (gerunds, participles, infinitives )
Speaking /Listening Skills
collaborative discussions; i.e.,
MOTIVATION
1. Teacher asks students to “Journal” about a time when they (a) needed someone or needed assistance,
(b) fell back on someone else. Ss follow the format for journal writing demonstrated in Unit I. (W 8.4)
- prepare for the discussion,
and refer to the information
- pose questions that
connect ideas of several
speakers
- respond to others’
questions with relevant
evidence
- acknowledge new info
expressed by others
TEACHER NOTES
2. Teacher asks for volunteers to read their journal entries. Teacher asks probing questions and records
responses on a wall chart, asking students to indicate common features of reliance revealed in the
readings. (Teacher refers to the song, “Lean on Me” by Bill Withers to reinforce the term, reliance and
healthy interdependence.)
3. Students form groups of six and arrange themselves in order by birth date without talking in three
minutes or less. One person from each group shares how they managed to complete the task. Teacher
asks questions focused on “working together, teamwork, reliance, etc.” Teacher continues to explain that
group work will be used during this unit and others throughout the school year.
4. Teacher helps students set goals for the Unit (1 personal and 1 academic); students record in Notebooks
/ Journals.
5. Teacher previews “authentic assessments” as expectations for the Unit (i.e., explains what students will
be expected to accomplish by the end of the Unit). Teacher reminds students about Independent
Reading requirement. ( See Attachment #1 in Unit #1.)
YCS Grade 8 English / Language Arts Unit 2: We All Need Someone to Lean On 2013-2014
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TEACHING-LEARNING ACTIVITIES
1. Teacher asks students what they know about Maya Angelou and then provides background
information on her and her accomplishments . . . how she became successful, etc. The teacher leads
discussion aimed at helping students relate to hard work and determination as keys to overcoming
adversity. Teacher reads an excerpt (e.g., the rape scene) from Ms Angelou’s autobiography, I Know
Why the Cage Bird Sings, in preparation for reading the short story, “Mrs. Flowers,” in the Grade 8
textbook.
2.
The Teacher will have divided the text into “digestible chunks;” students and the teacher (alternating)
read “Mrs. Flowers,” (with students reading some silently, some aloud); teacher asks questions at
selected stopping points during the reading, including indication of relying on others. During and after
the reading, the teacher draws from students - - and records for them to copy - - (a) the explicit and
implicit details; (b) the author’s central idea and how it is supported and developed throughout the text;
and (c) how the text makes connections among and distinctions between events, individuals and/or
ideas. (RI 8.1; RI 8.2; RI 8.3)
3.
Teacher models for students how to write a non-fiction summary (i.e., thesis idea/central idea,
supporting details, the author’s message); then asks students to write a one-paragraph summary of
“Mrs. Flowers,” paying attention to - - (W 8.4)
a. the author’s central idea and how it was developed (RI 8.2)
b. the task, audience, and purpose requirements
c. writing conventions (L 8.3)
d. mature, on-level vocabulary (L 8.6)
4.
Students read their summaries in pairs, and give each other feedback. [ Teacher looks for mature,
grade-appropriate vocabulary and the correct use of conventions specified in L 8.3. ]
5.
In preparation for reading Flowers for Algernon, the teacher provides some background of how
mentally, physically or emotionally challenged people were treated in the 1950’s and 1960’s as
compared to 2012. Teacher gives examples (e.g., many were housed in institutions; those allowed to
come to school were used as custodians or cafeteria helpers; society was superstitious and fearful of
Special Needs people; parents often subjected them to lobotomies or other operations to “control”
them.)
6.
Teacher asks students what they know about the Special Olympics. Following the discussion, the
teacher asks students to work in 3s to use the internet to locate more information about the Special
Olympics such as - - When did Special Olympics come into being? Who was responsible? Who
participates? How is it funded? How do people facing physical mental and/or emotional challenges
feel about participating in such an event? What, if any, differences are there between then (1950’s)
and now (2012) and report out. (Suggestion:
http://www.toddlertime.com/advocacy/hospitals/Asylum/history-asylum.htm) Two teams of 2 students
(four ) collaborate on the research they found to produce and publish a set of bullet points about
Special Olympics, including a visual (W 8.6).
7.
T assigns students to read the newspaper article about the Special Olympics and about how the
special needs participants were treated. “The Reward They Get is Just.” (text, p. 11). Students work
in 2s to complete a Directed Reading Guide for Non-Fiction Text (See Attachment #1) that looks for
the following: (a) explicit detail and implicit detail (RI 8.1); (b) the central idea of the text and how it is
developed (RI 8.2); and (c) how the text makes connections among or distinctions between ideas,
events, or individuals (RI 8.3). Each student devises a summary of the piece, using mature, on-level
vocabulary and following the guidelines for effective summaries. NOTE: see Attachment #2 for
sample guidelines for writing summaries and sample summaries. (W 8.4; RI 8.2; L 8.3; L 8.6).
8.
Teacher and students read Flowers for Algernon followed by questions about how mentally or
physically challenged people were treated in the 1950’s or 60’s (the time period of Flowers for
Algernon). Students record information as the reading progresses on (a) the theme or central idea of
the story and how it was developed over the text, including its relationship to the setting, characters,
TEACHER NOTES
[ cont’d ]
YCS Grade 8 English / Language Arts Unit 2: We All Need Someone to Lean On 2013-2014
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TEACHING-LEARNING ACTIVITIES
TEACHER NOTES
and plot detail (RL 8.2); and (b) how particular lines of dialogue or incidents propel the action, reveal
aspects of the characters, or provoke a decision (RL 8.3). In 2s, students complete a Directed
Reading Guide for Fiction text. (See Attachment #3 - - a Directed Reading Guide for Fiction).
9.
Teacher leads discussion following the reading. Based on students’ reading and what they know now,
T asks students what things have changed in 2012 for this group of people? How so? Why?
10. OPTION: Teacher may show a snippet from the movie Charly, or a similar film framing discussion
questions around (a) the treatment and expectations of people with special needs; and (b) knowing
how to rely on someone else and have someone rely on YOU.
11. Teacher and students read “Oranges” (text, p. 37), a poem by Gary Soto. Students discuss the theme
or central idea, and write a summary of the poem in their Journals (RL 8.2; RI 8.2; W 8.4; L 8.3; L 8.3).
12. Teacher shares with students three new Conventions to use in writing: The Demon Verbs ! - verbals, active and passive voice, and mood (see attached note-sheet). Students complete a
WORKSHEET (pp. 11-13) to devise original samples of the DEMONS that will be helpful to them as a
resource. Students should file these sheets in their notebooks for continued reference. See
Attachment #4 for definitions and sample exercises. Additional examples may be found by Googling
“verbals, mood, voice etc.” (L 8.1 a-d).
13. Teacher introduces ground rules for group / collegial discussion: (1) do not interrupt one another, (2)
speak briefly; do not dominate the discussion, (3) acknowledge others’ opinions, and (4) appoint roles
- - leader, recorder, etc. (SL 8.1)
14. Before beginning the group discussion activity, the teacher and students should role play what to do
and not to do (i.e., posing questions, acknowledging new information; accepting others’ points of view).
Teacher divides students into discussion groups of 4 or 5 (SL 8.1).
15. Teacher prompts students to create a poem about “depending” on someone. (W 8.4; L 8.1 and L 8.3
and L. 8.6)
16. Teacher and students create an original “product” to reflect the shift of thinking from the 1950s to now
of one of the topics discussed in the Unit. (RI 8.1 and RI 8.2 and RI 8.3)
17. OPTIONAL: Teacher selects a story from Heroes of Ohio: 23 True Tales of Courage and Character to
read to the class. [ This is another form of someone leaning/relying on another. ] Teacher develops
three or four discussion questions for groups to consider, based on the T’s reading. The focus of the
discussion is how the hero (1) overcame challenges with the help of someone else, (2) the treatment
by others of special needs people, and (3) demonstrating character in the face of physical, emotional
or mental challenges. Students record answers in their Journals. (W8.4) (SL 8.1) ( L8.1) (L 8.3) (L
8.6).
TRADITIONAL ASSESSMENT
1. Unit Test ( consisting of multiple choice and 2- and 4-point essay items on Standards)
TEACHER NOTES
2. Journals and Notebook entries
3. Completed worksheets, Directed Reading Guides, Summaries, Discussion Guides, etc.
YCS Grade 8 English / Language Arts Unit 2: We All Need Someone to Lean On 2013-2014
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AUTHENTIC ASSESSMENT
Each student will - -
TEACHER NOTES
1. Analyze a passage from a NEW (not read during the Unit) FICTION text about depending on someone
else; from that analysis, the student will - - [ on a response form provided ]
a. Determine the theme or central idea of the text, and show how it is developed through the
piece. (RL 8.2)
b. Analyze how lines of dialogue and/or story incidents propel the action, reveal character, and/or
provoke a decision. (RL 8.3)
c. Write an objective summary of the passage. (RL 8.2)
2. Analyze a passage from NEW (not read during the Unit) NON-FICTION text about depending on
someone else; from that analysis, the student will - - [ on a response form provided ]
a. Determine what the text says explicitly and implicitly, citing text detail as evidence. (RI 8.1)
b. Identify a central idea and analyze its development over the course of the text, including its
relationship to supporting ideas. (RI 8.2)
c. Analyze how the text makes connections among and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies, or categories). (RI 8.3)
d. Write an objective summary of the passage. (RI 8.2)
3. Write a letter to one of the characters/people from the one of the selections read during the Unit; the
prompt will be given. (W 8.4) (RL 8.2) (RI 8.3) (L 8.1 and L 8.3 and L 8.6)
4. Evaluate his and her personal and academic goals for the Unit.
YCS Grade 8 English / Language Arts Unit 2: We All Need Someone to Lean On 2013-2014
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Authentic Assessment ELA Grade 8, Unit 2 “We All Need Someone to Lean On”
1. Analyze the following passage from a NEW (not read during the Unit) FICTION text about depending on
someone else; from that analysis, respond to the questions that follow:
“The Elves and the Shoemaker” (Fiction)
The Elves and the Shoemaker
Source: Public Domain, adapted by Center for Urban Education, may be used with citation.
Once upon a time there was an honest shoemaker who was very poor. He worked as hard as he
could, and still he could not earn enough to keep himself and his wife. At last there came a day
when he had nothing left but one piece of leather, big enough to make one pair of shoes. He cut
out the shoes, ready to stitch, and left them on the bench; then he said his prayers and went to
bed, trusting that he could finish the shoes the next day and sell them.
Early the next morning, he rose and went to his workbench and discovered there a pair of shoes,
beautifully made. The leather was gone, and there was no sign of anyone having been there. The
shoemaker and his wife did not know what to make of it. Then the first customer who came was
so pleased with the beautiful shoes that he bought them, and paid so much that the shoemaker
was able to buy leather enough for two pairs. He and his wife cried tears of gratitude and gave
a prayer of thanks to God for His grace.
Happily, he cut them out, and then, as it was late, he left the pieces on the bench, ready to sew in
the morning. But when morning came, two pairs of shoes lay on the bench, most beautifully
made, and no sign of anyone who had been there. It was another puzzle. But again, he and his
wife were humbly grateful. That day a customer came and bought both pairs, and paid so much
for them that the shoemaker bought leather for four pairs, with the money. Once more he cut
out the shoes and left them on the bench. As before, the next morning he discovered that all
four pairs were made.
It went on like this until the shoemaker and his wife were prosperous. They paid their bills, made
repairs, and put a little away, and gave the rest to the poor. They were concerned, they could not
be satisfied to have so much done for them and not know to whom they should be grateful. So
one night, after the shoemaker had left the pieces of leather on the bench, he and his wife hid
themselves behind a curtain, and left a light in the room.
Just as the clock struck twelve, the door opened softly and two tiny elves came dancing into the
room, hopped on to the bench, and began to put the pieces together. They were quiet, they
made little conversation, and they had brought tiny scissors and hammers and thread. Tap! Tap!
went the little hammers; stitch, stitch, went the thread, and the little elves were hard at work. No
one ever worked so fast as they. I n almost no time all the shoes were stitched and finished. Then
the little creatures whisked away out of the window.
[ cont’d ]
YCS Grade 8 English / Language Arts Unit 2: We All Need Someone to Lean On 2013-2014
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Authentic Assessments, p.2
The shoemaker and his wife looked at each other and said, "How can we thank the little elves
who have made us happy and prosperous?"
“And have helped us help so many others!” added the shoemaker.
"Let’s make them some pretty clothes," said the wife.
"And I will make them wonderful shoes !" said her husband.
That very day they worked on this surprise for the elves. The wife cut out two tiny, tiny coats of
green, two little pairs of white trousers, and two very small caps, bright red. Her husband made
two little pairs of shoes with long, pointed toes. They made the clothes and shoes as goodlooking as could be, with nice little stitches and pretty buttons. By Christmas time, they were
finished.
On Christmas Eve, the shoemaker cleaned his bench, and on it, instead of leather, he laid the two
sets of clothes. Then he and his wife hid away as before, to watch. Promptly at midnight, the little
elves came in. They hopped upon the bench; but when they saw the little clothes there, they
laughed and danced for joy. Each one caught up his little coat and things and began to put them
on. They were so happy. Then, when the clock struck two, they left smiling.
They never came back again. But they had given the shoemaker and his wife good luck and the
confidence they needed to succeed and to share their prosperity with others - - just as the elves
had shared with them.
So the little elves moved on to some other souls in need of their help.
a. Determine the theme or central idea of the text, and show how it is developed through the piece. (RL 8.2)
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Authentic Assessments, p.3
b. Explain how lines of dialogue and/or story incidents propel the action, reveal character, and/or provoke a
decision. (RL 8.3)
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c. Write an objective summary of the passage. (RL 8.2)
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Authentic Assessments, p.4
2. Analyze the following passage from a NEW (not read during the Unit) NON-FICTION text about depending
on someone else; from that analysis, respond to the questions that follow:
Homework Clubs are a great way to get your work done while meeting new friends or keeping in
touch with old ones. If an adult helps monitor the “meetings” - - and participants are serious
about being there - - there are often lively and interesting discussions. The purpose is to help
students overcome their fear of homework or their hesitation to ask for help. If you're interested
in starting a Homework Club, you should consider the following options and recommendations.
The first thing you'll need are members. Before recruiting, think carefully about how many people
you want to participate and also what the club's focus will be. For example, some Homework Clubs
focus only on one subject - - like Math. Others include all subjects. The key is that participants are
conscientious about getting the homework done. The club is not a social gathering, nor is it a time
to gripe and complain about teachers or the assignments. It is important to clarify the focus at the
outset, so the guidelines will be clear to everyone who becomes a member.
After setting the basic parameters, recruitment can begin. Notify teachers, administrators, and
friends of the intent to start a club, and work with the building principal to get it organized. The
principal will want considerable assurance that the “Club” is legitimate. No doubt, he or she will
make several demands for quality assurance.
Then the “Club” must be advertised on school bulletin boards and in daily rap-sheets. Hang flyers
wherever kids go. Have a phone number to call or an e-mail address to express interest. Also, line
up adults - - usually teachers, but parents or other community volunteers may also be interested - to serve as moderators. With their help and willingness to serve as sponsors, the “Club” can be
officially organized and approved.
As soon as permissions are granted and a meeting place and times approved, then a group of the
interested students should meet with the adults to nail down the guidelines for the meetings; e.g.,
what day(s) of the week; from when to when (timeframe); and the adult will function during the
meetings. How will discipline issues be handled? What are the guidelines for refreshments?
A Homework Club is not without challenges, but when it is well-organized with student input - - and
when the adults provide effective tutorial and monitoring services - - it can be extremely rewarding
for everyone involved. Studies of successful Homework Clubs reveal improvements in participants’
grades, attendance, and citizenship. Participants also get along better with teachers in general,
mainly because they learn how to succeed academically as well as to depend on other students with
similar needs.
YCS Grade 8 English / Language Arts Unit 2: We All Need Someone to Lean On 2013-2014
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Authentic Assessments, p.5
a. Identify three explicit details of the text and three implicit details, citing text detail as evidence
of the latter. (RI 8.1)
Explicit Detail #1 ____________________________________________________________________
Explicit Detail #2 ____________________________________________________________________
Explicit Detail #3 ____________________________________________________________________
Implicit Detail #1 ____________________________________________________________________
Text Support: _______________________________________________________________
__________________________________________________________________________
Implicit Detail #2 ____________________________________________________________________
Text Support: _______________________________________________________________
__________________________________________________________________________
Implicit Detail #3 ____________________________________________________________________
Text Support: _______________________________________________________________
__________________________________________________________________________
b. Identify a central idea and analyze its development over the course of the text, including its
relationship to supporting ideas. (RI 8.2)
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______________________________________________________________________________________
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Authentic Assessments, p.6
c. Explain how the text makes connections among and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies, or categories). (RI 8.3)
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
d. Write an objective summary of the passage. (RI 8.2)
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Attachment #1
Youngstown City Schools
SAMPLE DIRECTED READING GUIDE FOR NON-FICTION / INFORMATIONAL TEXT
Student: ____________________________ Teacher: ___________________ Date: ___________________
Selection: _______________________________ Author: _________________________ Pages: ________
A. Key Details ( i.e., what the author says; what’s in print ) (RI 8.1);
(1) ______________________________________________________________________________________
(2) ______________________________________________________________________________________
(3) ______________________________________________________________________________________
B. Key Inferences Drawn ( i.e., what the author means; what’s behind the print ) (RI 8.1);
(1) _____________________________________________________________________________________
(2) _____________________________________________________________________________________
(3) _____________________________________________________________________________________
C. Central Idea / Theme
__________________________________________________________________________________________
How the central idea is developed through the text (RI 8.2)
Create a flow-chart
D. Connections and Distinctions
How the text makes connections among or distinctions between ideas, events, or individuals (RI 8.3)
Create a diagram or graphic organizer
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Attachment #2
Youngstown City Schools
SAMPLE GUIDELINES FOR PREPARING SUMMARIES
FICTION SUMMARIES
Pre-Write a simple outline
1. Genre (e.g., a short story, a folk tale, a poem, a novel, a TV show, a movie, a play, etc.)
2. Author
3. Context
a. environment (e.g., the woods, a theme park, the suburbs, a space station etc.)
b. geographic location (e.g., near X city, in the deep South, colonial Massachusetts)
c. timeframe, if specified (e.g., the 1700s, today, the future)
4. Characters / Narrator (e.g., involves 3 high school students; told by the main character’s best pal)
5. Major Plot Details (e.g., two or three key events including the ending)
Avoid ANY editorial remarks or comments - - include ONLY what’s written
SAMPLE
The Lion King is a Broadway play and an animated movie written by Irene Mecchi and others. It is set in
the Pride Lands of Africa. It is the story of a community of jungle animals ruled by lions. The father lion
has a son who will become king. But the father’s wicked brother decides to have the father killed and drive
off the son so that he can become king. The son goes into hiding, believing he killed his father. The wicked
brother becomes king, and the community begins to fall apart. But friends loyal to the father king and the
son find the son and convince him to return to the Pride Lands and take his rightful place as king. He does
so, and the wicked brother is thrown out.
NON-FICTION SUMMARIES
Pre-Write a simple outline
1. Genre (e.g., an essay, a speech, a set of directions, a court transcript, a treaty, a biography, etc.)
2. Author(s)
3. Context or locale - - if important (e.g., delivered to the Ohio Historical Society)
4. Purpose (e.g., to convince, to entertain, to inform, to explain, etc.)
5. Thesis Idea(s) or Main Point(s)
6. Support or development of detail
Avoid ANY editorial remarks or comments - - include ONLY what’s written
SAMPLE
“The Gettysburg Address” is a famous speech given by President Abraham Lincoln just after the battle at
Gettysburg during the Civil War. The President was asked to make a few remarks to the crowd who had
come to the battlefield to remember those who died in the battle. The speech was to remind people that
the country had been set up as one nation and that everyone deserved to be free. But with the Civil War,
there was the threat that the country would split into North and South and that slavery would continue. Mr.
YCS Grade 8 English / Language Arts Unit 2: We All Need Someone to Lean On 2013-2014
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Lincoln urged listeners to see the horrific sacrifice of so many lives as a reminder that the country dare not
forget its origins of one nation under God.
Attachment #3
Youngstown City Schools
SAMPLE DIRECTED READING GUIDE FOR FICTION TEXT
Student: ____________________________ Teacher: ___________________ Date: ___________________
Selection: _______________________________ Author: _________________________ Pages: ________
A. Key Details ( i.e., what the author says; what’s in print ) (RL 8.1);
(1) ______________________________________________________________________________________
(2) ______________________________________________________________________________________
(3) ______________________________________________________________________________________
B. Key Inferences Drawn ( i.e., what the author means; what’s behind the print ) (RL 8.1);
(1) _____________________________________________________________________________________
(2) _____________________________________________________________________________________
(3) _____________________________________________________________________________________
C. Central Idea / Theme
__________________________________________________________________________________________
How the central idea is developed through the text, including its relationship to characters and setting (RL 8.2)
Create a flow-chart of plot events, indicating tie-ins with setting and characters.
D. Dialogue
How do particular lines of dialogue function to advance the plot ? (RL 8.3)
Line of Dialogue
How the dialogue propels action, reveals character, or provoke a decision
YCS Grade 8 English / Language Arts Unit 2: We All Need Someone to Lean On 2013-2014
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Attachment #4
Youngstown City Schools
THE DEMON VERBS - - VERBALS, VOICE, AND MOOD (L 8.1)
NOTE TO STUDENTS: No one expects you to memorize these labels and examples. Your job is to use these correctly in speaking
and writing and to correctly interpret them when you encounter them in reading. 
VERBALS (L 8.1 a)
Definition: verbs that act like another part of speech
Types
gerunds = verbs that act like nouns; adds –ing; answers the question “what?” e.g.,
1. Traveling might be fun. (subject of the sentence)
2. No one appreciates my singing. (object of the sentence)
3. My cat’s favorite activity is sleeping. (subject complement)
4. The policeman arrested Tom for speeding. (object of the preposition)
participles = verbs that act like adjectives; adds –ing, -ed, -d, or -en
1. The crying baby had a wet diaper.
2. Shaken, she walked away from the wrecked car.
infinitives = verbs that act like nouns, adjectives, and adverbs; adds “to”
1. To wait seems foolish. (subject of the sentence)
2. Everyone wants to go. (object of the sentence)
3. His ambition is to fly. (subject complement)
4. He lacked the strength to resist. (adjective)
5. We must study to learn. (adverb)
VOICE (L 8.1 b)
Definition: verbs may be in the active or passive voice
active = the subject is DOING the DO; e.g.,
1. The defense made mistakes.
2. All of us enjoyed the pop and chips.
3. We will shut off the electricity if the bills are not paid.
4. Karim and Abby tied for first place in the Math Marathon.
passive = the DO is being DONE TO the subject; e.g.,
1. Mistakes were made by the defense.
2. Pop and chips were enjoyed by all.
3. The electricity will be shut off if the bills are not paid.
YCS Grade 8 English / Language Arts Unit 2: We All Need Someone to Lean On 2013-2014
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4. First place was a tie between Karim and Abbey.
[ cont’d ]
Attachment #4, cont’d
VOICE, cont’d
When to use which? Typically, the active voice is more direct and to the point. But at times, the passive
voice is preferred because the thing being acted upon is more interesting that the actor. It is a favorite of
newscasters; e.g.,
e.g., A man wearing a clown costume was arrested by police in Youngstown last night.
A tax on tanning beds was just approved by city council.
Shots were fired early this morning at the intersection of Market and Midlothian.
The President admitted that drones were used in the take-down.
MOOD (L 8.1 c)
Definition: “mood” in a verb is defined by its function or use; i.e., - indicative = states a fact (e.g., The cat is purring.)
imperative = makes a command (e.g., Be careful ! )
interrogative = asks a question (e.g., Will you be going shortly?)
conditional = proposes a realistic “if. . .then” scenario (e.g., If I flip this switch, the lights will dim.)
subjunctive = proposes a hypothetical “if . . . then” scenario (e.g., If he were taller, he could have gone
on the monster coaster.)
ANOTHER NOTE TO STUDENTS: Although no one expects you to memorize these labels and examples, you are to recognize
when there are improper shifts in verb voice and mood (L 8.1 d). See examples.
Shift in voice from active to passive or passive to active in the same sentence; e.g.,
Incorrect: When the children turned on the TV, a buzzing sound was heard.
Correct: When the children turned on the TV, they heard a buzzing sound.
Incorrect: We rode our bikes to the beach, then our swimming suits were dried out in the bright sun.
[ The sentence starts out active but shifts to passive because no one dried out the suits.]
Correct: We rode our bikes to the beach, then we dried out our swimming suits in the bright sun.
[ The sentence is active throughout: they ride the bikes and dry the suits.)
Shift in mood, or using the incorrect mood; e.g.,
Incorrect: If I was rich, I would buy a baseball team.
Correct: If I were rich, I would buy a baseball team.
YCS Grade 8 English / Language Arts Unit 2: We All Need Someone to Lean On 2013-2014
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Incorrect: Look at the sky, and you will tell me its color. [ imperative to indicative ]
Correct: Look at the sky, and tell me its color.
Attachment #4, cont’d
Youngstown City Schools
THE DEMON VERBS - - VERBALS, VOICE, AND MOOD (L 8.1)
WORKSHEET
STUDENTS: In the blanks provided, create another sample sentence that will help you remember what to do if and when you
encounter the demon.
VERBALS (L 8.1 a)
Definition: verbs that act like another part of speech
Types
gerunds = verbs that act like nouns; adds –ing; answers the question “what?” e.g.,
1. Traveling might be fun (subject of the sentence)
_______________________________________________________
2. No one appreciates my singing (object of the sentence)
_______________________________________________________
3. My cat’s favorite activity is sleeping. (subject complement)
_______________________________________________________
4. The policeman arrested Tom for speeding. (object of the preposition)
________________________________________________________
participles = verbs that act like adjectives; adds –ing, -ed, -d, or -en
1. The crying baby had a wet diaper.
___________________________________________________________________
2. Shaken, she walked away from the wrecked car.
___________________________________________________________________
infinitives = verbs that act like nouns, adjectives, and adverbs; adds “to”
1. To wait seems foolish. (subject of the sentence)
___________________________________________________________________
2. Everyone wants to go. (object of the sentence)
___________________________________________________________________
3. His ambition is to fly. (subject complement)
YCS Grade 8 English / Language Arts Unit 2: We All Need Someone to Lean On 2013-2014
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___________________________________________________________________
[ cont’d ]
Attachment #4, cont’d
Infinitives, cont’d
4. He lacked the strength to resist. (adjective)
____________________________________________________________________
5. We must study to learn. (adverb)
____________________________________________________________________
VOICE (L 8.1 b)
Definition: verbs may be in the active or passive voice
active = the subject is DOING the DO; e.g.,
1. The defense made mistakes.
_____________________________________________________________________
2. All of us enjoyed the pop and chips.
_____________________________________________________________________
3. We will shut off the electricity if the bills are not paid.
_____________________________________________________________________
4. Karim and Abby tied for first place in the Math Marathon.
_____________________________________________________________________
passive = the DO is being DONE TO the subject; e.g.,
1. Mistakes were made by the defense.
_____________________________________________________________________
2. Pop and chips were enjoyed by all.
_____________________________________________________________________
3. The electricity will be shut off if the bills are not paid.
_____________________________________________________________________
4. First place was a tie between Karim and Abbey.
_________________________________________________________
YCS Grade 8 English / Language Arts Unit 2: We All Need Someone to Lean On 2013-2014
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[ cont’d ]
Attachment #4, cont’d
When to use which? Typically, the active voice is more direct and to the point. But at times, the passive
voice is preferred because the thing being acted upon is more interesting that the actor. It is a favorite of
newscasters; e.g.,
e.g., A man wearing a clown costume was arrested by police in Youngstown last night.
A tax on tanning beds was just approved by city council.
Shots were fired early this morning at the intersection of Market and Midlothian.
The President admitted that drones were used in the take-down.
MOOD (L 8.1 c)
Definition: “mood” in a verb is defined by its function or use; i.e., - indicative = states a fact (e.g., The cat is purring.)
_______________________________________________________
imperative = makes a command (e.g., Be careful ! )
_______________________________________________________
interrogative = asks a question (e.g., Will you be going shortly?)
_______________________________________________________
conditional = proposes a realistic “if. . .then” scenario (e.g., If I flip this switch, the lights will dim.)
_______________________________________________________
subjunctive = proposes a hypothetical “if . . . then” scenario (e.g., If he were taller, he could have gone
on the monster coaster.)
_______________________________________________________
ANOTHER NOTE TO STUDENTS: Although no one expects you to memorize these labels and examples, you are to recognize
when there are improper shifts in verb voice and mood (L 8.1 d). See examples.
YCS Grade 8 English / Language Arts Unit 2: We All Need Someone to Lean On 2013-2014
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[ cont’d ]
Attachment #4, cont’d
Shift in voice from active to passive or passive to active in the same sentence; e.g.,
Incorrect: When the children turned on the TV, a buzzing sound was heard.
Correct: When the children turned on the TV, they heard a buzzing sound.
Incorrect: We rode our bikes to the beach, then our swimming suits were dried out in the bright sun.
[ The sentence starts out active but shifts to passive because no one dried out the suits.]
Correct: We rode our bikes to the beach, then we dried out our swimming suits in the bright sun.
[ The sentence is active throughout: they ride the bikes and dry the suits.)
Shift in mood, or using the incorrect mood; e.g.,
Incorrect: If I was rich, I would buy a baseball team.
Correct: If I were rich, I would buy a baseball team.
Incorrect: Look at the sky, and you will tell me its color. [ imperative to indicative ]
Correct: Look at the sky, and tell me its color.
YCS Grade 8 English / Language Arts Unit 2: We All Need Someone to Lean On 2013-2014
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