GRADE 8 First Six Weeks
Analyzing Fiction
Weeks 2
Analyzing Setting and Plot Structure
Textbook Resources: Reading
Model Creation of Plot Diagram and written summary of plot using a short, narrative passage such as:
Raymond's Run, Holt McDougal pgs. 38-46
Clean Sweep, Holt McDougal pgs. 68-76
The Treasure of Lemon Brown, Holt McDougal pgs. 178-186
Textbook Resources: English
Organization, Texas Write Source, pgs. 38-39
Creative Writing, Texas Write Source, pgs. 364-376
Reading
English
Vocabulary/Word Study
TEKS: 8.2A; 8.2B; 8.2E
Utilize a Word Wall that includes an
image in addition to the definition for
skill vocabulary words such as
Exposition, Rising Action, Climax, Falling
Action or Resolution.
Create a poster size symbol (running
shoe for Raymond’s Run) in which
students can place unfamiliar
vocabulary words for use in their
vocabulary word development
(Marzano).
Raymond’s Run by, Toni Cade Bambara
TEKS: 8.6A; 8.6B; Fig.19A-E
TEKS FOCUS
 Plot
 Make Inferences
Reader/Writer Notebook
Lesson Contents
Big Question: What’s worth the EFFORT? Pg.36
Before Reading: Skills: pg, 36
Meet the Author: pg. 37
Raymond's Run pgs. 38-46
After Reading: Questions: pg. 47
Vocabulary in Context: pg. 48
Conventions in Writing: pg. 49
Lesson Resources
Student Copy Masters
Summary ……………………. . . . . . . . . . . . . . . . 17
Literary Analysis: Plot.. . . . . . . . . . . . . . . . . . . . . 19
Reading Skill: Make Inferences. . . . . . . . . . . . . ..21
Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . .. 23
TEKS: 8.14A; 8.14B; 8.14C;8.14D; 8.14E;
8.15Ai-v;8.16A, 8.17C;8:19iii;
8:19iv;8:19B;8:19C;8:20A; 8:20i;8:21A;8:28A
Texas Write Source Writing and Grammar text
Organization: pgs. 38-39 (Raymond’s Run)
6 + 1 Writing Trait: Organization
Key Question – Does the organizational structure
enhance the ideas and make the piece easier to
understand?
 An enticing lead
 Transitions and sequencing
 Controlled pacing
 A satisfying conclusion
 An appropriate structure for purpose and
audience
 Content that’s reflected in an original title (if
required)
Read Aloud Mentor Text (Fiction/Nonfiction) books
Creative Writing:
Writing Focus – Stories and Poems
Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . .24
Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . .. 25
Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . .. 26
Question Support . . . . . . . . . . . . . . . . . . . . . . . . .27
Grammar in Writing . . . . . . . . . . . . . . . . . . . . . . ..28
Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . . 29
Clean Sweep by, Joan Bauer
TEKS: 8.6A; 8.6B; Fig.19A-E
TEKS FOCUS
 Conflicts and Subplots
 Sequence
Reader/Writer Notebook
Lesson Contents
Big Question: When does trash become TREASURE?
Pg. 66
Before Reading: Skills: pg, 66
Meet the Author: pg. 67
Clean Sweep: pgs. 68-76
After Reading: Questions: pg. 77
Vocabulary in Context: pg. 78
Conventions in Writing: pg. 79
Lesson Resources
Student Copy Masters
Summary ……………………. . . . . . . . . . . . . . . . 61
Literary Analysis: Conflicts and Subplots………..63
Reading Skill: Sequence…………………………. 65
Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . ..67
Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . 68
Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . 69
Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . ..70
Question Support . . . . . . . . . . . . . . . . . . . . . . . . 71
Grammar in Context . . . . . . . . . . . . . . . . . . . . . . 72
Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . .73
Texas Write Source Writing and Grammar text
Pgs. 364-376
Reading and Writing Connection:
The selected reading will allow students to identify and
analyze concrete examples of the elements of Plot,
Exposition, Rising Action, Climax, Falling Action, and
Resolution in their Readers/Writers Journals.
Teachers should introduce the expectations of the
Reader’s/Writer’s Journal in which students comment,
question or connect to text to encourage response to
literature and collaboration.
By analyzing a selection’s plot students will understand
how an author constructs a believable fictional text, as
well as understand the components of plot structure.
Teachers should discuss how diction and word choice
aids in creating an appropriate setting, develop
characters, and set mood.
As students are reading their selections ask them to jot
down specific events on Post-Its. Students will then
share within their groups and to the class their events.
As students share their events they will place them on
large Plot Chart.
The Treasure of Lemon Brown
by, Walter Dean Myers
TEKS: 8.6A; 8.6B; Fig.19A-E
TEKS FOCUS
 Third-Person Point of View
 Infer Characters’ Motivations
Reader/Writer Notebook
Lesson Contents
Big Question: What do you CHERISH? Pg. 176
Before Reading: Skills: pg, 176
Meet the Author: pg. 177
The Treasure of Lemon Brown: pgs. 178-186
After Reading: Questions: pg. 18
Vocabulary in Practice: pg. 188
Conventions in Writing: pg. 189
Lesson Resources
Student Copy Masters
Summary ……………………. . . . . . . . . . . . . . . . 19
Literary Analysis: Third-Person Point of View…..21
Reading Skill: Infer Characters'……….………….23
Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . ..25
Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . 26
Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . 27
Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . ..28
Question Support . . . . . . . . . . . . . . . . . . . . . . . . 29
Grammar in Context . . . . . . . . . . . . . . . . . . . . . . 30
Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . .31
Strategies for Student Engagement:
Students work in groups of two to four in reading selections and making comments, questions, or connections in their Reader Writer Journals (It
is recommended to introduce one set of starters at a time, (Make a Comment, Ask a Question, or Make a Connection).
Best Practices (ELPS, GT, Differentiation):
Utilize Google Documents to keep a class record of the Say Somethings per period (one person in each group can be the technical recorder). Using
a shared Google Document increases collaboration as all students will be connected and be able to collaborate with one another.
Fluency:
Students should be speaking, reading and listening every day in class. Students can select interesting dialogue or text from the selection that
contribute to the plot and discuss with a partner or small group how it adds to the plot and then share their ideas with the class.
Anchors of Support:
Plot Diagram:
Sample Discussion Questions: What a "good" summary? What is the relationship between the plot diagram and a good summary of narrative
text? Can you summarize narrative text without describing the elements