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ELA G8:M1

Finding Home: Refugees

Each module is approximately 8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Weeks 1-3 Unit 1: War Coming Close to Home

Instructional FocusLong-Term TargetsAssessments
  • Launch novel study of Inside Out & Back Again
  • Character analysis of the main character
  • Building background knowledge about the history and culture of Vietnam
  • I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
  • I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
  • I can determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings) (RL.8.4)
  • I can analyze the impact of word choice on meaning and tone (analogies or allusions). (RL.8.4)
  • I can use evidence from literary texts to support analysis, reflection, and research. (W.8.9)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.8.4a)
  • Mid-Unit 1: Getting to Know a Character: What Details in the Text Help Us Understand Ha? (RL.8.1, RL.8.3, RL.8.4, W.8.9, and L.8.4a)
  • Continue with Part 1 of novel
  • Historical fiction compared to informational text: purpose and perspective
  • Building background knowledge about the fall of Saigon
  • I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
  • I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1)
  • Continue with Part 1 of novel
  • The fall of Saigon: audio text and transcript
  • Analyzing word choice, meaning, and tone
  • I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
  • I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1)
  • I can analyze the impact of word choice on meaning and tone. (RL.8.4) (RI.8.4)
  • I can use evidence from literature and informational texts to support analysis, reflection, and research. (W.8.9)
  • End of Unit 1: How Word Choice Contributes to Meaning and Tone (RL.8.1, RI.8.1, RL.8.4, RI.8.4, and W.8.9)

Weeks 4-7 Unit 2: Case Study: Why do people flee home?

Instructional FocusLong-Term TargetsAssessments
  • Unifying themes of refugees’ experiences
  • Close reading and comparison of texts: continue with novel, paired with informational text regarding the universal refugee experience
  • I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
  • I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
  • I can cite text-based evidence that provides the strongest support for my analysis of informational  text. (RI.8.1)
  • I can determine a theme or the central ideas of an informational text. (RI.8.2)
  • I can analyze the development of a theme or central idea throughout the text (including its relationship to supporting ideas). (RI.8.2)
  • I can analyze the connections and distinctions between individuals, ideas or events in a text. (RI.8.3)
  • I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.8.4)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases.  (L.8.4)
  • Close reading of a complex informational text to deepen students understanding of the universal refugee experience
  • Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out & Back Again
  • Preparing to write an analysis essay by examining a model essay  and the essay rubric
  • I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
  • I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.8.2)
  • I can cite text-based evidence that provides the strongest support for an analysis of literary text. (RI.8.1)
  • I can determine a theme or the central ideas of literary text. (RI.8.2)
  • I can analyze the development of a theme or central idea throughout the text (including its relationship to the characters, setting, and plot). (RI.8.2)
  • I can analyze the connections and distinctions between individuals, ideas or events in a text.(RI.8.3)
  • I can analyze the structure of a specific paragraph in a text (including the role of particular sentences in developing and refining a key concept).
  • I can read above-grade informational texts with scaffolding and support (RI.8.10)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases.(L.8.4)
  • I can use evidence from informational texts to support analysis, reflection and research. (W.8.9)
  • Mid-Unit 2: Analyzing an Informational Text about a Refugee Experience (RI.8.1, RI.8.2, RI.8.3, RI.8.4, L.8.4, and W.8.9)
  • Drafting, revising, and editing literary essay
  • Introduction to the Final Performance task and initial research guidelines
  • Close reading of critical incidents in novel related to aspects of the research-based narrative
  • I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
  • I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
  • I can analyze the impact of word choice on meaning and tone (RL.8.4)
  • I can cite text-based evidence that provides the strongest support for my analysis of literary text.(RI.8.1)
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.8.2)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.8.4)
  • With support from peers and adults, I can use the writing process to ensure that purpose and audience have been addressed.(W.8.5)
  • I can conduct short research projects to answer a question. (W.8.7)
  • I can use evidence from literary texts to support analysis, reflection, and research. (W.8.9)
  • End of Unit 2 Assessment:  Analysis Essay: Explain the Significance of the Novel’s Title and Its Relationship to Universal Refugee Experiences and Ha’s Character (RL.8.1, RL.8.3, RL.8.4, RI.8.1, W.8.2, W.8.4, W.8.5, and W.8.9)

Week 8 Unit 3: Culminating Project: Free Verse Inside Out and Back Again poems

Instructional FocusLong-Term TargetsAssessments
  • Structured research and planning for research-based free-verse narrative poems
  • Mentor text writing: select a snapshot of the planned story to write two free-verse, narrative poems using the novel as a mentor text
  • Drafting, revising, and editing of research-based narrative
  • I can cite text-based evidence that provides the strongest support for my analysis of informational text. (RI.8.1)
  • I can conduct short research projects to answer a question (including a self-generated question). (W.8.7)
  • I can use several sources in my research. (W.8.7)
  • I can generate additional research questions for further exploration. (W.8.7)
  • I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1)
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.8.3)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.8.4)
  • I can produce text (print or nonprint) that explores a variety of cultures and perspectives. (W.8.4a)
  • With support from peers and adults, I can use the writing process to ensure that purpose and audience have been addressed. (W.8.5)
  • I can conduct short research projects to answer a question (including a self-generated question). (W.8.7)
  • I can use several sources in my research. (W.8.7)
  • I can use evidence from informational texts to support analysis, reflection, and research. (W.8.9)
  • I can write stories, poems, and other works in response to literature I have read.  (W.8.11b)
  • I can use correct grammar and usage when writing or speaking. (L.8.1)
  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.8.2)
  • I can use correct capitalization, punctuation and spelling to send a clear message to my reader.(L8.2)
  • I can accurately use 8th grade academic vocabulary to express my ideas. (L.8.6)
  • Mid-Unit 3: Best First Draft of “Inside Out” Poem (RI.8.1, W.8.3a, b, d, W.8.7, W.8.9, and W.11b)
  • End of Unit 3 Assessment: Best First Draft of “Back Again” Poem  (RI.8.1, W.8.3, W.8.4a, W.8.7, W.8.9, W.11b)
  • Final Performance Task: Free Verse Inside Out and Back Again Poems (RI.8.1, RI.8.2, W.8.3, W.8.4, W.8.4a, W.8.5, W.8.7, W.8.9, W.11b, L.8.1, L.8.2, and L.8.6.)

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