2013-2014 Wk1
Grade Level 8 UDL MODEL Content ELA
Unit Description: Expect the Unexpected
Reminder: ITBS test all week
1) Primary Reading Focus
1.Novel –
 Literacy CQI novels for second quarter2. Extended informational text 3. Short literary texts – (a) (b)


The Lady or the Tiger?
The Monkey’s Paw
4. Short informational texts
Primary Writing Focus Informational/Explanatory
UNIVERSAL DESIGN MODEL
Anticipatory Set:
Teacher Input:
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L
Monday
Tuesday
Wednesday
Thursday
List movies that If you had three
Do you believe Which is better? The book or the movie?
you have seen
wished what
in “supernatural”
that are
would you wish occurrences?
suspenseful. How for?
Why? Why not?
was suspense
created?
Teacher will lead
discussion on how
authors create
suspense, and
preview “The
Monkey’s Paw.”
Teacher will
monitor students
as they read story,
pausing to check
for understanding
and to draw
students’ attention
Teacher will
Teacher will play movie for students, stopping
monitor students
periodically to allow students to complete their
as they read story, Double Bubble as they watch.
pausing to check
for understanding
and to draw
students’ attention
Friday
ITB
S
ITBS
2013-2014 Wk1
Grade Level 8 UDL MODEL Content ELA
to the words and
phrases in the
story, and how
they impact the
tone.
to the words and
phrases in the
story, and how
they impact the
tone.
Determine the
meaning of
words and
phrases as they
are used in a
text, including
figurative and
connotative
meanings;
analyze the
impact of
specific word
choices on
meaning and
tone #4
Determine the
meaning of
words and
phrases as they
are used in a
text, including
figurative and
connotative
meanings;
analyze the
impact of
specific word
choices on
meaning and
tone #4
Analyze how
differences in
the points of
view characters
and the
audience or
reader create
the effect of
suspense #6.
Analyze the extent to which a filmed or live
production of a story or drama stays faithful
to or departs from the text or script,
evaluating the choices made by the director
or actors #7.
ITBS
Essential Question
How do authors
create suspense?
How do authors
create suspense?
How do authors
create suspense?
How do can suspense be created in a film as opposed
to a text or story?
ITBS
Standards of Learning
By the end of
class students
will have read
the Monkey’s
Paw and
indicated ways
W.W. Jacobs
By the end of
class students
will have read
the Monkey’s
Paw and
analyzed the
literary
By the end of
By the end of class students will have
class students
compared the film version of “The Monkey’s
will have
Paw” with the written version.
created a tree
map listing
three tones
that they found
ITBS
AKS/CC Objective
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2013-2014 Wk1
Grade Level 8 UDL MODEL Content ELA
created
suspense in the
story.
elements of the in the story,
story.
and which
words created
these tones.
Content Vocabulary
Tone
Mood
Suspense
Macabre
Character traits
and motivations
Plot
Foreshadowing
Theme
Conflict
Internal conflict
External conflict
Tone
Mood
Suspense
Macabre
Character traits
and motivations
Plot
Foreshadowing
Theme
Conflict
Internal conflict
External conflict
Tone
Mood
Suspense
Macabre
Character traits
and
motivations
Plot
Foreshadowing
Theme
Conflict
Internal conflict
External conflict
Tone
Mood
Suspense
Macabre
Character traits and motivations
Plot
Foreshadowing
Theme
Conflict
Internal conflict
External conflict
ITBS
Materials/Resources
Needed
Power Point
(county lesson
plans on LOCC)
Power Point
(county lesson
plans on LOCC)
Power Point
(county lesson
plans on LOCC)
Movie: “The Monkey’s Paw”
ITBS
Media (Internet Links,
PowerPoints,
presentations, etc.)
Interactive Readers
Interactive Readers
Interactive Readers
Unit Goal:
Learning Targets: What the
students must
be able to do and by when.
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http://www.youtube.com/watch?v=ugjegclLNhM
Students will be able to read non-fictions as well as literary texts that can be related and compared
through the theme of “Expect the Unexpected.” By the end of the week students will review literary
elements and strategies for creating suspense. Students will compare the film to the story of “The
Monkey’s Paw. Students will also complete a short writing assignments.
ITBS
2013-2014 Wk1
Grade Level 8 UDL MODEL Content ELA
1) Guided Practice:
Students will
complete literary
elements handout
as they read story.
Students will
complete literary
elements handout
as they read story.
Tree Map for Tone: Double Bubble: Compare the Book to the movie
Three different
tones and beneath Frame: Why do you think the director made the
them the words
choices that he or she made?
that created that
tone.
ITBS
Frame:
a)
2) Independent Practice:
Students will
annotate story
as they read.
Be careful what
you wish for.
After reading
“The Monkey’s
Paw,” do you
feel this
warning is true?
Why or why
not? Explain in
one paragraph.
3) Closure/Summarizing*
Answer EQ
Students will
share
paragraphs
ITBS
If “The
Monkey’s Paw”
were turned into
a movie, which
parts of the plot
would you
expect to stay
the same?
Which parts
might change?
Respond in 1-2
paragraphs.
Students will
share
predictions
Students will share their opinions on which
was better, the book or the movie.
Literature
•Knowledge - cite evidence
•Reasoning - Determine the most important message and draw conclusions from the text.
•Performance/Process Skills - Use rubric outline, Format for Novel Review, to create working document.
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ITBS
2013-2014 Wk1
Grade Level 8 UDL MODEL Content ELA
•Products - Provide evidence of writing a neat and comprehensive novel review.
b)
Writing

Knowledge - introduce, preview, organize, include, topic. Students must know where heading located, see examples of charts, tables, and
examples of multimedia.
•Reasoning - student must provide facts and details about the topic. Students must be familiar with the topic. Examples should be provided for
unfamiliar topic discussions or limited background knowledge.
•Performance/Process Skills - use a story map and rubric to write factual information with a clear topic, ideas, and note charts, graphs, and multimedia used on finish product.
•Products - produce a working document showing evidence of all parts of the story rubric and rubric to be edited.
c)
Reading
•Knowledge - evidence, analysis, inferences, explicit
•Reasoning - Draw conclusions from the text based on their opinion explicit or infered
•Performance/Process Skills - cite evidence using plot vocabulary cards to discuss what the text says explicitly and draw inferences from the text.
•Products - Use the plot vocabulary cards to create a document as evidence of knowledge
d)
Listening & Speaking (Performance)
•Knowledge - engaged, prepared, researched, building on idea
•Reasoning - students need to draw up experiences to make connections with text and use background knowledge to connect with characters.
•Performance/Process Skills - work with diverse groups either in small group instruction, be able to discuss aloud or in an online forum ideas of the
text.
•Product Targets - Use reading template to work in small groups to document evidence of knowledge.
References:
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2013-2014 Wk1
Grade Level 8 UDL MODEL Content ELA
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