Reflections on Settings: Poems-Short Stories-Novels-Nonfiction
Essential Question/Anchor: What does the rural setting contribute to these stories?
In this eight week unit, eighth grade students continue with reflections on the settings of stories and events- from poems and short stories to novels and nonfiction.
Unit 2
Related Literary Texts
Picture Books

A Mountain Alphabet (Margriet Ruurs)
(as an introduction to this unit)
B is for Big Sky Country: A Montana
Alphabet (Sneed B. Collard, III and
Joanna Yardley) (as an introduction to
this unit)
P is for Piñata: A Mexico Alphabet (Tony
Johnston) (as an introduction to this
unit)


Poetry
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“Mending Wall” (Robert Frost) (EA)
My America: A Poetry Atlas of the
United States (Lee Bennett Hopkins)
Spoon River Anthology (Edgar Lee
Masters)
“The Railway Train” (Emily Dickinson) (E)
Short Stories

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1
Suggested Objectives:
Compare and contrast story
characters, plots, themes, and
settings in stories about rural
North America.
Evaluate the structure of
various texts and discuss the
effect of structure on their
meaning.
Write an argument, supported
by clear reasons and evidence,
about a memorable portrayal
of rural North America.
Recognize nuances in
meaning among similar words
(e.g., rural, agrarian,
agriculture, hamlet, village,
country, countryside, rustic).
America Street: A Multicultural
Anthology of Stories (Anne Mazer) (also
used in Unit One)
Nine Stories (J.D. Salinger) (also used in
Unit One)
The Umbrella Man and Other Stories
(Roald Dahl) (EA) (also used in Unit One)
West Baton Rouge Parish 2013 Grade 8 ELA
Building Student Knowledge
In this unit, students
specifically refer back to Unit
One, comparing and
contrasting rural settings to
urban ones.
This unit expands beyond the
borders of the United States
into Canada and Mexico.
Students examine how text
structures contribute to
meaning, identify and explain
the characteristics of different
genres, and begin writing
arguments to support a point
of view.
This unit ends with an
informative/explanatory essay
response to the essential
question: What does the rural
setting contribute to these
stories?
GRADE 8
Focus Common Core Standard
Possible CCS
Reading Literature
RL.8.1
RL.8.2
RL.8.5
RL.8.6
RL.8.4
Reading Informational Text
RI.8.1
RI.8.2
RI.8.3
RI.8.5
RI.8.6
RI.8.7
Writing
W.8.1
W.8.4
W.8.5
W.8.6
W.8.7
W.8.9
W.8.9(a) W.8.9(b)
Speaking and Listening
SL.8.1
SL.8.1(c) SL.8.1(d)
SL.8.2
SL.8.3 SL.8.4
SL.8.5
SL.8.6
Language
L.8.1 L.8.1(a) L.8.1(b)
L.8.2 L.8.2(a) L.8.2(b)
L.8.3
L.8.4
L.8.4(c)
L.8.4(d)
Stories











Barrio Boy (Ernesto Galarza)
Of Mice and Men (John Steinbeck)
Roll of Thunder, Hear My Cry (Mildred D.
Taylor) (E)
3
Shane (Jack Schaefer)
The Adventures of Tom Sawyer (Mark
Twain) (E)
The Daybreakers (The Sacketts) (Louis
L'Amour)
The Incredible Journey (Sheila Burnford)
The Land (Mildred D. Taylor)
1
The Last of the Mohicans (James
Fenimore Cooper)
This Land Was Made for You and Me:
The Life and Songs of Woody Guthrie
(Elizabeth Partridge) (E)
Travels with Charley: In Search of
America (John Steinbeck) (E)
Informational Texts
Nonfiction






2
African-Americans in the Old West (Cornerstones of Freedom Series) (Tom McGowen)
California Invasive Plant Council (Invasive Plant Inventory) (E)
Geeks: How Two Lost Boys Rode the Internet out of Idaho (Jon Katz) (E)
Never Cry Wolf: The Amazing True Story of Life Among Arctic Wolves (Farley Mowat)
One Hundred & One Beautiful Small Towns in Mexico (Guillermo Garcia Oropeza and Cristobal Garcia Sanchez)
The Alamo (Cornerstones of Freedom, Second Series) (Tom McGowen) (OOP)
West Baton Rouge Parish 2013 Grade 8 ELA

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“The Marginal World” (1955) in The Edge of the Sea (Rachel Carson)
Trail of Tears (Cornerstones of Freedom Series) (Peter Benoit)
Wild Horses I Have Known (Hope Ryden) (OOP)
Art, Music and Media

Art
o
o
o
o
Unit 2:
Edward Hopper, Cape Cod Evening (1939)
Edward Hopper, Early Sunday Morning (1930)
Edward Hopper, Gas (1940)
Grant Wood, American Gothic (1930)
Terminology:
Explicit textual evidence
Setting
3
Genre
Text Structures
West Baton Rouge Parish 2013 Grade 8 ELA
Implicit textual evidence
Travelogue
Weeks 7-14
Grade 8 Unit 2 Reflections on Settings: Poems-Short Stories-Novels-Nonfiction
“I CAN” Statements
Standards for Unit 2
Reading Literature
RL.8.1 Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from
the text.
RL.8.2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
RL.8.4 Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
I can cite textual evidence to support analysis of what the text says
explicitly.
I can make inferences drawn from the text.
I can 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.
I can provide an objective summary of the text.
I can determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings.
I can analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
FOCUS STANDARD
RL.8.5 Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene,
or stanza) relate to each other and the whole.
RL.8.6 Assess how point of view or purpose shapes the content and style of
a text.
Reading Informational Text
RI.8.1 Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
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West Baton Rouge Parish 2013 Grade 8 ELA
I can compare and contrast the structure of two or more texts.
I can analyze how the differing structure of each text contributes to its
meaning and style.
I can analyze how differences in the points of view of the characters and the
audience or reader (e.g., created through the use of dramatic irony) create
such effects as suspense or humor.
I can cite the textual evidence that most strongly supports an analysis of
what the text says explicitly as well as inferences drawn from the text.
FOCUS STANDARD
RI.8.2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
RI.8.3 Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
I can 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.
I can analyze how a text makes connections among and distinctions
between individuals, ideas, or events (e.g., through comparisons,
analogies, or categories).
RI.8.5 Analyze the structure of texts, including how specific sentences,
I can analyze in detail the structure of a specific paragraph in a text,
paragraphs, and larger portions of the text (e.g., a section, chapter,
including the role of particular sentences in developing and refining a
scene, or stanza) relate to each other and the whole.
key concept
RI.8.6 Assess how point of view or purpose shapes the content and style of a I can determine an author’s point of view or purpose in a text.
text.
I can analyze how the author acknowledges and responds to conflicting
evidence or viewpoints.
FOCUS STANDARD
I can evaluate the advantages and disadvantages of using different
RI.8.7 Integrate and evaluate content presented in diverse media and
mediums (e.g., print or digital text, video, multimedia) to present a
formats, including visually and quantitatively, as well as in words.
particular topic or idea.
Writing
FOCUS STANDARD
I can write arguments to support claims with clear reasons and relevant
W.8.1 Write arguments to support claims in an analysis of substantive
evidence.
topics or texts, using valid reasoning and relevant and sufficient evidence.
I can introduce claim(s), acknowledge alternate or opposing claims, and
organize the reasons and evidence logically.
I can support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the topic
or text.
I can use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
I can establish and maintain a formal style.
W.8.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
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West Baton Rouge Parish 2013 Grade 8 ELA
I can provide a concluding statement or section that follows from and
supports the argument presented.
I can produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W.8.5 Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
W.8.6 Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
W.8.7 Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
W.8.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
I can with some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on how well purpose and audience
have been addressed.
I can 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
I can conduct short research projects to answer a question (including a
self-generated question), drawing on several sources and generating
additional related, focused questions that allow for multiple avenues of
exploration.
I can draw evidence from literary or informational texts to support
analysis, reflection, and research.
I can 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”).
I can 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”).
Speaking and Listening
FOCUS STANDARD
SL.8.1 Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others‟ ideas and
expressing their own clearly and persuasively
I can 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.
I can come to discussions prepared, having read or researched material
under study.
I can explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
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West Baton Rouge Parish 2013 Grade 8 ELA
I can follow rules for collegial discussions and decision-making, track
progress
toward specific goals and deadlines, and define individual roles as needed.
I can pose questions that connect the ideas of several speakers and respond
to others‟ questions and comments with relevant evidence, observations,
and ideas.
I can acknowledge new information expressed by others, and, when
warranted,
qualify or justify their own views in light of the evidence presented.
SL.8.2 Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
I can analyze the purpose of information presented in diverse media and
formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g.,
social, commercial, political) behind its presentation.
SL.8.3 Evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetoric.
I can 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.
SL.8.4 Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience
I can present claims and findings, emphasizing salient points in a focused,
coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear
pronunciation.
I can integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest.
SL.8.5 Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations.
SL.8.6 Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or
appropriate.
Language
L.8.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
I can adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
I can demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
I can explain the function of verbals (gerunds, participles, infinitives) in general
and their function in particular sentences.
I can form and use verbs in the active and passive voice.
I can form and use verbs in the indicative, imperative, interrogative, conditional,
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West Baton Rouge Parish 2013 Grade 8 ELA
and subjunctive mood.
I can recognize and correct inappropriate shifts in verb voice and mood.*
L.8.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
I can demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
I can use punctuation (comma, ellipsis, dash) to indicate a pause or break.
I can use an ellipsis to indicate an omission.
I can spell correctly.
L.8.3 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
FOCUS STANDARD
L.8.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials, as
appropriate.
I can use knowledge of language and its conventions when writing, speaking,
reading, or listening.
I can 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).
I can determine or clarify the meaning of unknown and multiple-meaning
words or phrases based on grade 8 reading and content, choosing flexibly
from a range of strategies.
I can use context (e.g., the overall meaning of a sentence or paragraph; a
word‟s position or function in a sentence) as a clue to the meaning of a
word or phrase.
I can use common, grade-appropriate Greek or Latin affixes and roots as
clues to the meaning of a word (e.g., precede, recede, secede).
I can consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of
a word or determine or clarify its precise meaning or its part of speech.
I can verify the preliminary determination of the meaning of a word or
phrase (e.g., by checking the inferred meaning in context or in a
dictionary).
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West Baton Rouge Parish 2013 Grade 8 ELA