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ELA G8:M3A:U1

Varying Perspectives on World War II

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 1Launching the Text: Building Background Knowledge on Louie Zamperini and World War II (Preface, Pages 3–6)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the connections and distinctions between individuals, ideas, or events in a text. (RI.8.3)
  • 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 incidents in Unbroken reveal aspects of Louie Zamperini as a character.
  • I can use photographs of World War II to build background knowledge about Unbroken.
  • Notice/Wonder note-catcher
  • Gallery Walk

Lesson 2Analyzing Character: Louie Zamperini

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.8.4)
  • I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.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 deepen my understanding of key words in Unbroken by using a vocabulary square.
  • I can cite evidence that supports my analysis of Unbroken.
  • I can analyze how incidents in Unbroken reveal aspects of Louie’s character.
  • Unbroken structured notes, preface, pages 3–6 (from homework)
  • Vocabulary Square
  • QuickWrite: Allusions
  • Chalkboard Splash

Lesson 3Close Reading: Louie’s Change of Heart

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1)
  • I can analyze how an author develops and contrasts the points of view of characters and narrators in a literary text. (RL 7.6)
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W 7.3)
  • I can use a Frayer Model to deepen my understanding of words in Unbroken.
  • I can analyze the impact of word choice on meaning and tone in Unbroken.
  • I can cite evidence that supports my analysis of Unbroken
  • Unbroken structured notes, pages 6–12 (from homework)
  • Text-dependent questions
  • None

Lesson 4Building Background Knowledge: “War in the Pacific,” Part 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the central ideas of an informational text. (RI.8.2)
  • I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.8.4)
  • I can determine the central idea of “War in the Pacific.”
  • I can determine the meaning of words and phrases in “War in the Pacific.” 
  • Unbroken structured notes, pages 13–18 (from homework)
  • Vocabulary in “War in the Pacific”
  • Give One-Get One-Move On

Lesson 5Building Background Knowledge: “War in the Pacific,” Part 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1)
  • I can cite evidence to analyze how the conflict escalated between Japan and the United States before the attack on Pearl Harbor.
  • Ongoing Assessment
  • Unbroken structured notes, pages 19–27 (from homework
  • Understanding Perspectives: Pearl Harbor graphic organizer
  • None

Lesson 6Studying Conflicting Information: Varying Perspectives on the Pearl Harbor Attack, Part 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine an author’s point of view or purpose in informational text. (RI.8.6)
  • I can determine Roosevelt’s point of view in his “Day of Infamy” speech.
  • Unbroken structured notes, pages 28–37 (from homework)
  • Text-dependent questions from “Day of Infamy” speech 
  • None

Lesson 7Building Background Knowledge: The Pearl Harbor Attack: Unbroken, Pages 38–47

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 use evidence from Unbroken that supports my understanding of the Pearl Harbor attack.
  • Unbroken structured notes, pages 38–47 (from homework)
  • Text-dependent questions from “Fourteen-Part Message” 
  • Think-Write-Pair-Share

Lesson 8Studying Conflicting Information: Varying Perspectives on the Pearl Harbor Attack, Part 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine an author’s point of view or purpose in informational text. (RI.8.6)
  • I can express my own ideas during discussions. (SL.8.1)
  • I can build on others’ ideas during discussions. (SL.8.1)
  • I can determine the Japanese government’s point of view in the “Fourteen-Part Message.”
  • I can discuss the points of view of President Roosevelt and the Japanese government.
  • I can use sentence starters to build on others’ ideas. 
  • Text-dependent questions from the “Fourteen-Part Message”
  • None

Lesson 9Connecting Ideas in Primary and Secondary Sources: What Led to the Attack on Pearl Harbor?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze texts for disagreement on facts or interpretation. (RI.8.9)
  • I can determine an author’s point of view or purpose in informational text. (RI.8.6)
  • I can determine an author’s point of view in a primary source.
  • I can analyze how President Roosevelt and the Japanese government interpreted actions differently.
  • Unbroken structured notes, pages 51–60, and summary of pages 60–73 (from homework)
  • Analyzing Perspectives recording form
  • None

Lesson 10Mid-Unit Assessment and Author’s Craft: Narrative Techniques

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the impact of word choice on meaning and tone (analogies or allusions). (RI.8.4)
  • I can intentionally use verbs in active and passive voice and in the conditional and subjunctive mood. (L.8.3)
  • I can analyze the impact of word choice on meaning and tone in Unbroken.
  • I can determine if sentences are in active or passive voice. 
  • Mid-Unit 1 Assessment: Fishbowl Note-catcher: Understanding Perspectives on the Pearl Harbor Attack (from homework)
  • Unbroken structured notes, pages 51–60, and summary of pages 60–73 (from homework)
  • Active and Passive Sentences handout
  • Think-Write-Pair-Share

Lesson 11Author’s Craft: Analyzing Narrative Techniques (Pages 73–113)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence that provides the strongest support for an analysis of an informational text. (RI.8.1)
  • I can analyze the impact of word choice on meaning and tone (analogies or allusions). (RI.8.4)
  • I can intentionally use verbs in active and passive voice and in the conditional and subjunctive mood to achieve particular effects. (L.8.3)
  • I can cite the strongest evidence to support my analysis of Unbroken.
  • I can analyze the impact of word choice on meaning and tone in Unbroken.
  • I can analyze Hillenbrand’s use of active and passive voice in Unbroken.
  • Unbroken structured notes, pages 73–133 (from homework)
  • Vocabulary Word Sort
  • Written Conversation
  • Think-Write-Pair-Share
  • Written Conversation

Lesson 12End of Unit Assessment: Fishbowl Discussion, Part 1: Comparing Conflicting Accounts of the Pearl Harbor Attack

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze texts for disagreement on facts or interpretation. (RI.8.9)
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL8.1)
  • I can build on others’ ideas during discussions. (SL.8.1)
  • I can analyze FDR’s “Day of Infamy” speech and the Japanese Foreign Ministry’s “Fourteen-Part Message” for disagreement on facts or the interpretation of facts.
  • I can participate in a Fishbowl discussion about two different responses to the attack on Pearl Harbor.
  • I can listen to others and build on their ideas during the Fishbowl discussion.
  • Mid-Unit 1 Assessment: Fishbowl note-catcher
  • End of Unit 1 Assessment: Fishbowl Discussion, Part 1: Comparing Conflicting Accounts of the Pearl Harbor Attack
  • (specifically the goals based on the rubric)
  • Fishbowl

Lesson 13End of Unit Assessment: Fishbowl Discussion, Part 2: Comparing Conflicting Accounts of the Pearl Harbor Attack

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze texts for disagreement on facts or interpretation. (RI.8.9)
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL8.1)
  • I can build on others’ ideas during discussions. (SL.8.1)
  • I can analyze FDR’s “Day of Infamy” speech and the Japanese Foreign Ministry’s “Fourteen-Part Message” for disagreement on facts or the interpretation of facts.
  • I can participate in a Fishbowl discussion about two different responses to the attack on Pearl Harbor.
  • I can listen to others and build on their ideas during the Fishbowl discussion.
  • Mid-Unit 1 Assessment: Fishbowl note-catcher
  • End of Unit 1 Assessment: Fishbowl Discussion, Part 2: Comparing Conflicting Accounts of the Pearl Harbor Attack
  • (specifically the goals based on the rubric)
  • Exit Ticket: Fishbowl Discussion Wrap-Up
  • Fishbowl

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