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ELA G8:M1:U1

War Coming Close to Home

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Making Inferences: The Fall of Saigon

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence that provides the strongest support for an analysis of literary text. (RI.8.1)
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can support my inferences with evidence from text.
  • I can participate in discussions about the text with a partner, small group, and the whole class.
  • Careful listening to students’ inferences
  • Observation of student participation
  • Admit and Exit Tickets
  • Hosted Gallery Walk
  • Mix and Mingle

Lesson 2Launching the Novel: Character Analysis of Ha

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 use a variety of strategies to determine the meaning of unknown words or phrases (L.8.4)
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues (SL.8.1)
  • I can make inferences to deepen my understanding of Inside Out & Back Again.
  • I can cite evidence from the novel to explain how incidents reveal aspects of Ha’s character.
  • I can use context clues to figure out word meanings.
  • I can participate in discussions about the text with a partner, small group, and the whole class.
  • Answers to text-dependent questions
  • Students’ notes: “Who Is Ha?”
  • None

Lesson 3Inferring about Character: Close Reading of the Poem “Inside Out” and Introducing QuickWrites

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 use a variety of strategies to determine the meaning of unknown words or phrases (L.8.4)
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can make inferences to deepen my understanding of Inside Out & Back Again.
  • I can cite evidence from the novel to explain how incidents reveal aspects of Ha’s character.
  • I can use context clues to figure out word meanings.
  • I can participate in discussions about the text with a partner, small group, and the whole class.
  • Answers to text-dependent questions
  • None

Lesson 4Considering a Character’s Relationship with Others: Contrasting Ha and Her Brothers

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 (analogies or allusions). (RL.8.4)
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can make inferences to deepen my understanding of Inside Out & Back Again.
  • I can cite evidence from the novel to explain how incidents reveal aspects of Ha’s character.
  • I can explain how the specific word choices in the poem “Papaya Tree” create tone and help reveal meaning.
  • I can participate in discussions about the text with a partner, small group, and the whole class.
  • QuickWrite 1 (from homework)
  • “Who Is Ha?” small-group anchor charts
  • Think-Pair-Share
  • Chalkboard Splash

Lesson 5Mid-Unit Assessment: Getting to Know a Character: What Details in the Text Help Us Understand Ha?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 literary text. (RL.8.1)
  • 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 effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can make inferences that deepen my understanding of Inside Out & Back Again.
  • I can analyze how critical incidents in the novel reveal aspects of Ha’s character.
  • I can cite evidence from the text in my writing that supports my analysis.
  • I can participate in discussions about the text with a partner, small group, and the whole class.
  • QuickWrite 2 (from homework)
  • Mid-Unit Assessment: Getting to Know a Character: What Details in the Text Help Us Understand Ha?
  • Hosted Gallery Walk

Lesson 6Building Background Knowledge: Guided Practice to Learn about the History of Wars in Vietnam

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the theme or central ideas of an informational text. (RI.8.2)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.8.4)
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can determine the central ideas in one section of the informational text ‘The Vietnam Wars.’
  • I can use context clues to determine word meanings.
  • I can participate in discussions about the text with a partner, small group, and the whole class.
  • Students’ questions and notes for section 1 of the text
  • Think-Pair-Share

Lesson 7Building Background Knowledge: Small-Group Work to Learn More about the History of Wars in Vietnam

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the theme or central ideas of an informational text. (RI 8.2)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.8.4)
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can determine the central ideas in one section of the informational text ‘The Vietnam Wars.’
  • I can summarize a portion of an informational text about the Vietnam war.
  • I can use context clues to determine word meanings.
  • I can participate in discussions about the text with a partner, small group, and the whole class.

 

  • Students’ questions and notes for their assigned section of the text
  • Jigsaw

Lesson 8Development of the Plot: Impending Danger and Turmoil

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the development central idea throughout the text (including its relationship to the characters, setting, and plot). (RL.8.2)
  • I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.8.4)
  • I can make inferences to deepen my understanding of Inside Out & Back Again.
  • I can cite evidence from the text to explain how the central idea develops over the course of the plot of Inside Out & Back Again.
  • I can cite evidence from the text to analyze how various sections of the novel reveal aspects of Ha’s character.
  • I can participate in discussions about the text with a partner, small group, and the whole class.
  • QuickWrite 3 (from homework)
  • Oral responses to text-dependent questions
  • Double Arrow graphic organizer
  • Exit ticket
  • Admit and Exit Tickets
  • Jigsaw

Lesson 9Building Background Knowledge: Vietnam as a “Battleground in a Larger Struggle”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the central idea of an informational text. (RI.8.2)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.8.4)
  • I can analyze the impact of word choice on meaning and tone in informational text. (RI.8.4)
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can determine the central idea of two key paragraphs of “The Vietnam Wars.”
  • I can explain how Vietnam was a “battleground in a much larger struggle.”
  • I can use context clues to determine word meanings.
  • I can participate in discussions about the text with a partner, small group, and the whole class.
  • QuickWrite 4 (from homework)
  • Students’ annotated texts
  • None

Lesson 10Building Background Knowledge: The Impending Fall of Saigon

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the central idea of an informational text. (RI.8.2)
  • I can analyze the impact of word choice on meaning and tone in informational text. (RI.8.4)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.8.4)
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can determine the central idea of the section “Doc-Lap at Last” in the informational text “The Vietnam Wars.”
  • I can objectively summarize informational text.
  • I can use context clues to determine word meanings.
  • I can participate in discussions about the text with a partner, small group, and the whole class.
  • Students’ annotated texts
  • Three Threes in a Row note-catcher
  • None

Lesson 11Character Analysis: How Do Personal Possessions Reveal Aspects of Characters?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 literary text. (RL.8.1)
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can make inferences to deepen my understanding of Inside Out & Back Again.
  • I can cite evidence from the poems “Choice” and “Left Behind” to explain how this incident reveals aspects of Ha and her family members.
  • I can participate in discussions about the text with a partner, small group, and whole class.
  • QuickWrite 5 (from homework)
  • Students’ annotated text
  • Write-Pair-Share
  • Jigsaw recording form
  • Jigsaw

Lesson 12Examining How Word Choice Contributes to Tone and Meaning: Close Reading of “Wet and Crying”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
  • I can analyze the impact of word choice on meaning and tone. (RL.8.4)
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can make inferences to deepen my understanding of Inside Out & Back Again.
  • I can explain how nuances in word meanings contribute to the overall tone of the poem.
  • I can participate in discussions about the text with a partner, small group, and whole class.
  • QuickWrite 6 (from homework)
  • Write-Pair-Share note-catcher with text-dependent questions
  • Think-Pair-Share

Lesson 13Comparing Meaning and Tone: The Fall of Saigon in Fiction and Informational Text

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence that provides the strongest support for my analysis of literary and informational text. (RL.8.1 and RI.8.1)
  • I can analyze the impact of word choice on meaning and tone. (RL.8.4 and RI.8.4)
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can make inferences to deepen my understanding of Inside Out & Back Again.
  • I can cite evidence from the poem “Saigon Is Gone” to explain the fall of Saigon and the emotional impact of this news on Ha and the other characters in the novel.
  • I can analyze the word choices of two texts about the fall of Saigon and describe how that word choice contributes to the tone and meaning of each text.
  • I can participate in discussions about the text with a partner, small group, and whole class.
  • QuickWrite 7 (from homework)
  • Word Choice, Tone, and Meaning note-catcher
  • None

Lesson 14End of Unit Assessment: How Word Choice Contributes to Meaning and Tone

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1 and RI.8.1)
  • I can analyze the impact of word choice on meaning and tone. (RL.8.4 and RI.8.4)
  • I can use evidence from informational texts to support analysis, reflection, and research. (W.8.9)
  • I can analyze how the word choice in both informational and literary texts affects the meaning and tone.
  • I can cite evidence from text to support analysis of literary and informational text.
  • End of Unit 1 Assessment
  • None

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