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ELA G8:M2A

Taking a Stand

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 1-4 Unit 1: Building Background Knowledge: Taking a Stand

Instructional FocusLong-Term TargetsAssessments
  • Launching the module: taking a stand
  • Analyzing Shirley Chisholm’s speech “Equal Rights for Women” for perspective, structure, and meaning
  • Summarizing Chisholm’s speech
  • I can objectively summarize informational text. (RI.8.2)
  • 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 structure of a specific paragraph in a text (including the role of particular sentences in developing and refining a key concept). (RI.8.5)
  • I can determine an author’s point of view or purpose in informational text. (RI. 8.6)
  • I can analyze how the author acknowledges and responds to conflicting evidence or viewpoints. (RI.8.6)
  • Analyzing Sojourner Truth’s speech “Ain’t I a Woman” for perspective, structure, and meaning
  • Launching the novel To Kill a Mockingbird: building reading routines
  • 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 structure of a specific paragraph in a text (including the role of particular sentences in developing and refining a key concept). (RI.8.5)
  • I can determine an author’s point of view or purpose in informational text. (RI.8.6)
  • I can analyze how the author acknowledges and responds to conflicting evidence or viewpoints. (RI.8.6)
  • Mid-Unit 1 Assessment: Analyzing Excerpts of Lyndon Johnson’s Speech “The Great Society” (RI.8.2, RI.8.5, and RI.8.6)
  • Continuing with novel launch
  • Comparing text to film
  • Analyzing how literature draws on themes from the Bible: the Golden Rule
  • Reading poems related to the Golden Rule
  • Analyzing the structure of narrative text
  • 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 extent to which a filmed or live production follows the text or script of the same literary text. (RL.8.7)
  • I can evaluate the choices made by a director or actors in presenting an interpretation of a script. (RL.8.7)
  • I can analyze the connections between modern fiction and myths, traditional stories, or religious works (themes, patterns of events, character types). (RL.8.9)
  • I can compare and contrast the structure of multiple texts. (RL.8.5)
  • I can analyze how different structures impact meaning and style of a text. (RL.8.5)
  • Character analysis: Atticus
  • Analyzing how text structure in poetry and narratives contribute to meaning and style
  • Understanding figurative language
  • I can determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings). (RL.8.4)
  • I can compare and contrast the structure of multiple texts. (RL.8.5)
  • I can analyze how different structures impact meaning and style of a text. (RL.8.5)
  • I can analyze the connections between modern fiction and myths, traditional stories, or religious works (themes, patterns of events, character types). (RL.8.9)
  • I can analyze figurative language, word relationships and nuances in word meanings. (L.8.5a)
  • End of Unit 1: Analyzing Author’s Craft in To Kill a Mockingbird: Allusions, Text Structure, Connections to Traditional Themes, and Figurative Language (RL.8.4, RL.8.5, RL.8.9, and L.8.5a)

Weeks 5-7 Unit 2: Case Study: Atticus

Instructional FocusLong-Term TargetsAssessments
  • Text to film comparison
  • Character analysis: Atticus
  • I can objectively summarize literary text. (RL.8.2)
  • I can analyze how differences in points of view between characters and audience create effects in writing. (RL.8.6)
  • I can analyze the extent to which a filmed or live production follows the text or script of the same literary text. (RL.8.7)
  • Mid-Unit 2 Assessment: Text to Film and Perspective Comparison of To Kill a Mockingbird (RL.8.2, RL.8.6, and RL.8.7)
  • Taking a stand: Text evidence
  • Close reading: character analysis
  • Analyzing a model essay
  • I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
  • I can analyze the development of a theme or central idea throughout the text (including its relationship to the characters, setting, and plot). (RL.8.2)
  • 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)
  • Working with evidence
  • Organizing the strongest evidence
  • Drafting and writing the argumentative essay
  • I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
  • I can analyze the development of a theme or central idea throughout the text (including its relationship to the characters, setting, and plot). (RL.8.2)
  • 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 arguments to support claims with clear reasons and relevant evidence. (W.8.1)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.8.4)
  • I can use evidence from informational texts to support analysis, reflection, and research. (W.8.9)
  • I can use punctuation (comma, ellipsis, dash) to indicate a pause or break. (L.8.2a)
  • I can use an ellipsis to indicate an omission. (L.8.2b)
  • End of Unit 2: Argument Essay: Taking a Stand (RL.8.1, RL.8.2, RL.8.3, W.8.1, W.8.4, W.8.9a, L.8.2a, and L.8.2b.)

Week 8 Unit 3: Performance Task: Readers Theater: Taking a Stand in Maycomb

Instructional FocusLong-Term TargetsAssessments
  • Scene selection: identifying scenes related to the quote
  • Explain the connection between the quote and the scenes
  • Craft a narrative from the scenes selected
  • Organize individual narratives into one Readers Theater script
  • Analysis of script: connection and divergences from the original text.
  • Practice and perform Readers Theater
  • I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
  • I can analyze the development of a theme or central idea throughout the text (including its relationship to the characters, setting, and plot). (RL.8.2)
  • 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 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 use evidence from informational texts to support analysis, reflection and research. (W.8.9)
  • I can comment on how my work connects to and diverges from the original literature. (W.8.11)
  • I can create a presentation, piece of artwork, or a text in response to a piece of literature. (W.8.11b)
  • Mid-Unit 3 Assessment: Readers Theater Scene Selection: Justification (RL.8.1, W.8.9a)
  • End of Unit 3 Assessment: Readers Theater Commentary (RL.2, RL.8.3, and W.8.11)
  • Final Performance Task: Readers Theater Performance: Taking a Stand in Maycomb (RL.8.2, RL.8.3, W.8.3, W.8.4, and W.8.11b)

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