Reading Informational Text
Key Ideas and Details
 Determine a main idea and analyze its development
 Summarize the text objectively
 Cite textual evidence that most strongly supports
inferences, conclusions, and generalizations
 Analyze how a text makes connections among and
distinguishes between individuals, ideas, or events
Reading Literature
Key Ideas and Details
 Determine a theme of a text and analyze its
development, including its relationship to
characters, setting, and plot
 Provide an objective summary
 Cite several pieces of textual evidence that most
strongly supports inferences, conclusions, and
generalizations
Craft and Structure
 Analyze how particular lines of dialogue and
incidents in a work propel the action, reveal
 Analyze how the author acknowledges and responds to
aspects of the character, or provoke a decision
conflicting evidence or viewpoints
Craft and Structure
 Analyze the structure through evaluation of author’s
 Analyze how differences in the points of view of
use of specific sentences and paragraphs to develop
the character and the audience create effects such
and refine a concept
as suspense or humor
 Interpret figurative language (simile, personification,
 Compare and contrast structures of two or more
hyperbole, metaphor, analogy), connotative, and
texts and analyze how the structures contribute to
technical meanings and tone
meaning and style
Integration of Knowledge and Ideas
 Interpret figurative language (simile,
 Evaluate the advantages and disadvantages of using
personification, hyperbole, metaphor) and
different mediums to present a topic or idea
connotative meaning and tone
 Evaluate an author’s argument, reasoning, and specific
claims for the soundness of the argument and
Integration of Knowledge and Ideas
relevance of the evidence
 Analyze the extent to which a filmed or live
 Analyze how two or more texts provide conflicting
production of a work stays faithful to or departs
information on same topic
from the text, evaluating the director’s or actor’s
 Identify where texts disagree—facts or interpretation
choices
 Analyze how a modern work of fiction draws on
Vocabulary Acquisition and Use
themes, patterns of events, or character types
 Use words and phrases acquired through
conversations, general academics and content-specific
vocabulary, including contrast, addition, and other
logical relationships
 Determine or clarify the meaning of unknown or
multiple-meaning words and phrases choosing
flexibility from a range of strategies and tools
from traditional woks and how it rendered new
Vocabulary Acquisition and Use
 Use words and phrases acquired through
conversations, general academics and contentspecific vocabulary, including contrast, addition,
and other logical relationships
 Determine or clarify the meaning of unknown or
multiple-meaning words and phrases choosing
flexibility from a range of strategies and tools
UNIT PLAN
Unit Title: Culture and Traditions
Essential Questions:
 Could all conflicts be resolved?
 What similarities do the young and old share?
 What are some differences between the young and old?
 How do family members communicate or influence one another?
 What is the secret to reaching someone with words?
 In what situations do words divide or connect people of different generations?
 Why is it important to reach across the generations
 What is the meaning of wisdom?
Summative Assessment Objective
Assessment Method
Students will design a visual display honoring an older person representing
Rubric Checklist Unit Test Group Student Self
values, traditions, or what the person means to student.
Assessment Other:
Day
Objectives
DOK Activities and Teaching Strategies
Materials/Resources
Assessment of
Objective
W
Students will acclimate to
1. Introductions
Projector
their new setting and create
2. Shares-expectations of
shared understanding of
how we share
classroom culture.
3. Create common goal(s) for
section
4. Review Teacher
Procedures
5. If time I am… (List
adjective and pick one)
TH
Students will acclimate to
Students will define our/their
Skittles
their new setting and create
classroom culture and what that
shared understanding of
means by defining it in a
classroom culture through
statement.
team building activities and
discussions.
F
Students will acclimate to
3,4
Marshmallow Team Building
Sm grp Marshmallow,
their new setting and create
Students will formulate and
spaghetti, tape, string,
shared understanding of
design a structure and apply the
ted talk
classroom culture.
philosophies behind the creation
to 8th grade, our classroom, and
ELA concepts.
9/8-11 Students will gain an
understanding of the goals
and objectives for the first
quarter.
How can you show what you
know about culture and
traditions?
Students will begin to
specifically address with
textual support:
In what situations do words
divide or connect people of
different generations?
Students will list conflicts
based on experience and
knowledge. Collaborate with
others on possible
resolutions and outcomes.
Consider others’ viewpoints.
Students will utilize close
reading strategies as they
read a short story.
Comprehension will be
assessed through discussion
of story elements.
Students will analyze how
characters' words and
actions or contrasting ideas
propel story event forward
and suggest a theme.
Consider what the main
characters value in life.
1, 2
(Label sections of notebooks,
leaving table of contents pages
and beginning of each section)
Teacher will read, explain
rationale for first quarter.
Students will record theme and
essential umbrella question and
underlying questions. Students
will be guided to setup notebooks
to record applicable evidence.
Students will engaged in small
group shared discussions on
questions.
Students will ask questions and
make predictions, inferences and
connections as they read the short
story.
Students will be guided to focus
on essential question with text
support: Can all conflicts be
resolved?
An Hour with Abuelo by
Judith Ortiz Cofer (9),
Notebooks, PPT
Formative:
Discussion
Summative: Written
Close Reading
Response
Self: Close Reading
9/1416
Students will begin to
distinguish between
academic vocabulary and
domain-specific vocabulary.
2,3
Teacher will provide and
introduction to "show what you
know" and how to utilize in
poster format. Teacher will
facilitate discussion about
different types of vocabulary use
and transition into instruction on
academic vocabulary.
I, W
Projector, poster paper,
art supplies
Formative: Peer
Review, teacher
informal assessment
of vocabulary
comprehension
through in class
discussion
Summative: Poster
Rubric, Notebook
Assessment
Students will be assigned an
academic vocabulary word to
define and show what they know
in poster format.
*Encourage use of language and
praise for it throughout the year.
****FIRST 24 WORDS***
Students will gallery walk
academic vocabulary posters to
record vocabulary terms. Day:
later in week
9/1622
Students will analyze how
characters’ words and
actions or contrasting ideas
propel story events forward
and suggest a theme.
Consider what the main
characters’ value in life.
1,
2, 3,
4
Teacher will provide introduction
to reading (including Vocabulary)
Close Read 1 and 2
Teacher will introduce tableau.
Close Read 3:
Students will show their
understanding of characters,
events, and theme through
creation of a tableau (alternate
assignment will be draw 4
symbols to symbolize the
following: theme-1, theme-2,
SM
GRP,
W, I
"Gentleman of Rio en
Medio" By: Juan Sedillo
(300)
Formative: Group
discussion, Close
Reading
1(comprehension
quiz), Close Read 2
Summative: Tableau
Performance for Lit
Analysis/Vocabulary
including write up
explanation
main character, conflict- with
write up explaining each)
9/2324
Students will compare a
traditional children’s story
with that of the bachelor in
“The Story teller.” Select a
story, note similarities or
differences; evaluate the
effectiveness of Saki’s twist
on traditional tales.
2
I, W, P
&
Sm
Grp
Lit Books, projector,
ppt, notebooks, "The
Story Teller" (91),
themes cut and paste,
handout packet of
assignment
Formative: Student
Group Discussions,
theme alignment
I, W
Assignment packet
Formative: Student
Share Debates,
student rough drafts
Teacher will intro lit vocabulary
and students will takes notes in
their student notebooks.
Students will analyze how
characters' words and
actions or contrasting ideas
propel story event forward
and suggest a theme.
Consider what the main
characters value in life.
9/2510/2
Read aloud: “The Open Window”
Teacher will intro story and
related focuses: Theme,
Inferences
Summative: Student
Analysis of theme in
assigned essay
Teacher will lead discovery of
themes and application to
common fairytales and Saki.
First read, second read with
discussion (close). Record textual
references to driving questions.
3,4
Students will complete
brainstorming, outline, and draft
comparing and contrasting
characters/events, themes, and
formulate opinions regarding
author’s message.
Summative: Writing
Response (Essay
with rubric)
*peer and teacher editing
Teacher will instruct on
introduction paragraphs
10/5-7 Students will analyze the
author’s point of view, stated
Students will analyze the author’s
point of view, stated or implied
P, W
F: Student input on
model (will guide
or implied and evaluate what
the author’s use of language
and dialogue say about the
relationship between
characters
10/820
and evaluate what the author’s
use of language and dialogue say
about the relationship between
characters by inferring dialogue
that is plausible with the situation
through partner script writing of
scene.
Students will compare and
2, 3,
contrast two different
4
memorials’ designs. Consider
whom they honor, the
designs and how they were
selected, and what the
memorials represent.
W, I
Close read 1-2, 3 applies to
writing with evidence.
"Always Remember:
The Vision of Maya Ying
Lin" By Brent
Ashabranner (226)
Formative:
Discussions on
Essential Questions,
Lit Analysis Formal
Response
Summative: Quarter
1 Project
Students will make note of
connections with the essential
question, research a memorial
design (comparing similarities in
histories and design), and
persuasively suggest a possible
new memorial in pbl style of
design and persuasion.
Students will write a
reflective essay on a
commemorative work that
has significance to you.
Compare it to one you read
about. Include introductions,
details to support the main
idea, clear comparisons to
work read, and a conclusion
that summarizes your ideas.
Students will design a visual
display honoring an older
person representing values,
traditions, or what the
person means to student.
10/21- Students will write a formal
30
error free persuasive essay
using information from
Teacher will guide students in
modeling of assignment and intro
formatting.
Teacher will guide students
through background. And set
vocabulary for story.
instruction)
S: Script
(Teacher will instruction on
symbols, continue work on
introductions)
3
Close read 1-2, 3 for reference in
writing (work in pairs for
quotation references).
W, P, I
"Tutoring Benefits of
Seniors' Health,
Students' Skills" By
F: Writing Process
Conferences
“Tutoring Benefits…” to
convince seniors to tutor.
State a precise claim;
provide reasons and
evidence, citing the article;
and address potential
counter arguments.
11/2-6 Students will Analyze how
3,4
particular lines of dialogue
or incidents in a story or
drama propel the action,
reveal aspects of a character,
or provoke a decision and
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.
Students will analyze
symbols and what each
represents. Consider if the
symbol has a positive or
negative connotation or
both. Explain, cite examples
from text.
Teacher will instruction on
conclusion paragraphs.
Students will develop a logical
argument in writing.
*During time period students will
also be presenting Quarter 1 Book
Projects
Teacher: Instruct on editorial or
critique writing pieces. Continue
dialogue on introductions and
conclusions.
Students will write blog review
comparing and contrasting
poem with film version.
And/or
Students will design symbols to
depict elements of the poetry in
process teacher will show
abstract symbols that exist for
reading images in cross
comparison to poem.
David Crary 484)
S: Final Draft
*Students self selected
reads
W, I
“Tell Tale Heart”
F:
S: