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ELA G8:M2B

A Midsummer Night’s Dream and the Comedy of Control

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: Understanding Shakespeare and Launching A Midsummer Night’s Dream

Instructional FocusLong-Term TargetsAssessments
  • Building background knowledge about the universal appeal of Shakespeare’s works
  • Studying the question surrounding the authorship of Shakespeare
  • Analyzing text structure
  • Determining the central idea and supporting details
  • Analyzing the author’s perspective
  • I can cite text-based evidence that provides the strongest support for an analysis of literary text. (RI.8.1)
  • I can analyze the development of a central idea throughout the text (including its relationship to supporting ideas). (RI.8.2)
  • I can objectively summarize informational text. (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)
  • I can evaluate the advantages and disadvantages of using different media to present an idea. (RI.8.7)
  • I can identify the argument and specific claims in a text. (RI.8.8)
  • I can evaluate the argument and specific claims in a text (assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims). (RI.8.8)
  • Launching A Midsummer Night’s Dream
  • Reading Shakespeare:  Understanding Shakespeare’s Language
  • Analyzing a thematic concept of the play
  • I can determine a theme or the central ideas of a literary text. (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 determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings). (RL 8.4)
  • I can objectively summarize informational text. (RI.8.2)
  • I can determine 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 an Author’s Argument and Text Structure (RI.8.2, RI.8.5, and RI.8.6)
  • Analyzing a Thematic Concept in the Play
  • Analyzing Author’s Craft:  The Poetry and Prose in the Play
  • Text to Film Comparison
  • I can analyze the development of a theme or central idea throughout the text (including its relationship to supporting ideas). (RL.8.2)
  • I can determine a theme or the central ideas of a literary text. (RL 8.2)
  • I can objectively summarize literary text. (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 analyze the impact of word choice on meaning and tone (analogies or allusions). (RL.8.4)
  • I can analyze how difference 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)
  • I can evaluate the choices made by the director or actors in presenting an interpretation of a script. (RL.8.7)
  • End of Unit 1 Assessment: Text to Film Comparison (RL.8.1, RL.8.2, RL.8.6, and RL.8.7)

Weeks 4-7 Unit 2: Case Studies: “What Fools These Mortals Be”

Instructional FocusLong-Term TargetsAssessments
  • Analyzing Character and the Thematic Concept of Control
  • Author’s craft:  the Play Within the Play
  • 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 analyze the impact of word choice on meaning and tone (analogies or allusions). (RL.8.4)
  • 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.
  • Analyzing how Shakespeare’s Play draws upon Greek Mythology
  • Analyzing the Thematic Concept of   Control in “Pyramus and Thisbe”
  • Leaving the Play: All’s Well that Ends Well
  • I can determine a theme or the central ideas of literary text. (RL.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). (RL.8.2)
  • I can objectively summarize literary text. (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 analyze how different structures impact meaning and style of a text. (RL.8.5)
  • I can compare and contrast the structure of multiple texts. (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)
  • Mid Unit 2 Assessment: Analyzing Narrative Structure and Author’s Craft  (RL.8.2, RL.8.3, RL.8.4, RL.8.5, RL.8.9, and L8.5a)
  • Launching Independent Reading
  • Analyzing and Evaluating a Model Essay
  •  Studying Argument & Crafting a Claim
  • Writing an Argument Essay
  • Launching the Performance Task: Prompt, Characters, Groups
  • 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 identify the argument and specific claims in a text. (RI.8.8)
  • I can analyze how an author acknowledges and responds to conflicting evidence or viewpoints. (RI.8.6)  
  • I can select texts to read to develop personal choices in reading. (RL.8.11a)
  • 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)
  • With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.8.5)
  • I can select evidence from literary or 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 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)

  • End of Unit 2 Assessment: Argument Essay: Controlling Others in A Midsummer Night’s Dream (RI.8.2, W.8.1, W.8.1b, W.8.1c, W8.1d, W8.1e, and W.9a, L.8.2, L.8.2a, and L.8.2b)

Week 8 Unit 3: Performance Task: Character Confessional Narrative

Instructional FocusLong-Term TargetsAssessments
  • Analyzing a Model of the Character Confessional Narrative
  • Analyzing the Narrative Rubric
  • Drafting the Narrative
  • Peer Critique of Narrative
  • Final Draft of the Narrative
  • Sharing the Narrative
  • I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
  • I can determine a theme or the central ideas of literary text. (RL.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). (RL.8.2)
  • I can objectively summarize literary text. (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)
  • 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 create a presentation, artwork, or text in response to a literary work with a commentary that identifies connections and explains divergences from the original. (W.8.11)
  • I can create poetry, stories, and other literary forms. (W.8.11b)

  • Mid-Unit 3 Assessment: Confessional Narrative Character and Scene Selection: Justification (RL.8.1, and W.8.11b)
  • End of Unit 3 Assessment: Commentary on Confessional (RL.8.2, RL.8.3, W.8.11, and W.8.11b)
  • Final Performance Task: Character Confessional Narrative (RL.8.2, RL.8.3, W.8.3, W.8.4, W.8.9a, and W.11b)

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