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ELA G8:M1:U3

Culminating Project: Free Verse Inside Out and Back Again poems

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 1Finishing Who? Where? and Why? Research

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct short research projects to answer a question. (W.8.7)
  • I can use evidence from informational texts to support analysis, reflection, and research. (W.8.9)
  • I can express my own ideas clearly during discussion, and I can build on others’ ideas during discussions. (SL.8.1)
  • I can find the gist of informational texts.
  • I can select the strongest evidence in an informational text about who the refugees were, where they fled from, and why they had to flee.
  • I can use the evidence I have gathered in research to create a culturally appropriate fictional character profile for the refugee narrator of my “inside out” poem.
  • Research Guide
  • Character Profile on the “Inside Out” Poem graphic organizer
  • Peer Critique

Lesson 2Analyzing Poems from Inside Out & Back Again to Develop Criteria for an Effective Poem

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme or central ideas of literary text. (RL.8.2)
  • I can express my own ideas clearly during discussions. (SL.8.1)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.8.5)
  • I can identify figurative and descriptive language as well as purposeful word choice in the “Papaya Tree” and “Wet and Crying” poems from Inside Out & Back Again.
  • I can describe the criteria of an effective poem.
  • I can use figurative and descriptive language as well as purposeful word choice to turn my research notes into free verse narrative poetry.
  • What Makes an Effective Poem? anchor chart
  • “Inside Out” Poem graphic organizer
  • None

Lesson 3Mid-Unit Assessment: Writing Best First Draft of “Inside Out” Poem

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative text about real or imagined experiences using relevant details and event sequences that make sense. (W.8.3)
  • 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. (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 effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can write a poem describing how the narrator, a refugee, turns “inside out” when he or she is forced to flee home.
  • I can write an “inside out” poem based on factual details about real-life refugees from informational texts.
  • I can use figurative and descriptive language as well as purposeful word choice to add tone and meaning to my “inside out” poem.
  • Mid-Unit 3 Assessment: Best First Draft of “Inside Out” Poem
  • None

Lesson 4End of Unit Assessment: Writing Best First Draft of “Back Again” Poem

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative text about real or imagined experiences using relevant details and event sequences that make sense. (W.8.3)
  • 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 effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can write a poem describing how the narrator, a refugee, turns “back again” as he or she adapts to life in a new country.
  • I can create meaning in my “back again” poem by using figurative and descriptive language as well as purposeful word choice to convey a certain tone.
  • Draft “back again” poem NYSP12 ELA CCLS RI.8.1, W.8.3, W.8.9, and SL.8.1
  • None

Lesson 5Peer Critique of “Inside Out” and “Back Again” Poems

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative text about real or imagined experiences using relevant details and event sequences that make sense. (W.8.3)
  • 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 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 effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can use the “Inside Out” and “Back Again” Poetry Rubric to provide kind, specific, and helpful feedback to my peers.
  • I can create meaning in my “inside out” and “back again” poems by using figurative and descriptive language and purposeful word choice to convey a certain tone.
  • I can revise use peer feedback to revise my “Inside Out” and “Back Again” poem.
  • Revised “Inside Out” and “Back Again” poems
  • Stars and Steps for “Inside Out” and “Back Again” poems
  • None

Lesson 6Revision: Best Draft of “Inside Out” and “Back Again” Poems (Final Performance Task)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative text about real or imagined experiences using relevant details and event sequences that make sense. (W.8.3)
  • 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 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 write a final draft of two poems describing how the narrator, a refugee, turns “inside out” and “back again” as he or she flees home and adapts to life in a new country.
  • I can create meaning in my “inside out” and “back again” poems by using figurative and descriptive language and purposeful word choice to convey a certain tone.
  • I can use correct grammar and punctuation in my “inside out” and “back again” poems.
  • Best draft of “Inside Out” and “Back Again” poems
  • None

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