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ELA G8:M3A:U2

Being Made Invisible: Imprisoned and Interned

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 1Key Incidents Reveal Aspects of Character: Survival at Sea

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.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 narrative techniques, such as pacing, when used in writing narratives about real events.
  • I can analyze how the experience on the raft reveals aspects of Louie’s character. 
  • Unbroken structured notes, pages 147–168 (from homework)
  • Things Good Writers Do note-catcher
  • Think-Pair-Share

Lesson 2Introducing a Thematic Concept in This Unit: The “Invisibility” of Captives during WWII

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.8.5)
  • I can determine a theme or the central idea of an informational text. (RI.8.2)
  • I can analyze nuances in word meanings and the word choice an author selects, which both contribute to the meaning and tone of the text.
  • I can determine a thematic concept in Unbroken
  • Unbroken structured notes, pages 169–181 (from homework)
  • Give One-Get One-Move On

Lesson 3Analyzing a Thematic Concept: The Invisibility of Captives during WW II

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.8.5)
  • I can analyze the development of a theme or a central idea throughout the text (including its relationship to supporting ideas). (RI.8.2)
  • I can analyze word relationships used in Unbroken.
  • I can analyze the development of a thematic concept in Unbroken.
  • Unbroken structured notes, pages 181–188 (from homework)
  • Understanding Invisibility note-catcher
  • None

Lesson 4Understanding Perspective: Japanese Society’s Impact on Japanese Guards

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 cite text-based evidence that provides the strongest support for an analysis of literary text. (RI.8.1)
  • I can analyze the connections and distinctions between individuals, ideas, or events in a text. (RI.8.3)
  • I can analyze the development of the thematic concept “The Invisibility of Captives during WWII.”
  • I can provide the strongest evidence from Unbroken as I analyze why some Japanese guards treated prisoners of war brutally during WWII.
  • I can analyze how the ideas of Japanese society contributed to how some Japanese guards treated prisoners of war during WWII
  • Unbroken structured notes, pages 189–197 (from homework)
  • Written Conversation
  • Exit ticket
  • None

Lesson 5Building Background Knowledge: The Internment of Japanese-Americans during WWII, Part 1

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 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 “The Life of Miné Okubo” to build background knowledge about the internment of Japanese-Americans during WWII.
  • I can analyze how words, phrases, and incidents in “The Life of Miné Okubo” reveal aspects of Okubo as a character.
  • I can cite evidence that supports my analysis of “The Life of Miné Okubo.”
  • “The Life of Miné Okubo” structured notes, gist notes (from homework)
  • Understanding Miné: Character Traits graphic organizer
  • Understanding Miné: Character Traits QuickWrite
  • None

Lesson 6Building Background Knowledge: The Internment of Japanese-Americans during WWII, Part 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (RI.8.1)
  • I can determine an author’s point of view or purpose in informational text. (RI.8.6)
  • I can use primary source documents to build background knowledge about the internment of Japanese-Americans during WWII.
  • I can explain how World War II affected American society.
  • I can cite evidence to determine an author’s point of view in a primary source. 
  • “The Life of Miné Okubo” structured notes, focus question and vocabulary (from homework)
  • Primary Sources: Japanese-American Internment during World War II packet
  • None

Lesson 7Building Background Knowledge: The Internment of Japanese-Americans during WWII, Part 3

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (RI.8.1)
  • I can analyze texts for disagreement on facts or interpretation. (RI.8.9)
  • I can use primary source documents to build background knowledge about the internment of Japanese-Americans during WWII.
  • I can explain how World War II affected American society.
  • I can cite evidence to analyze primary sources for disagreements about Japanese-American internment during WWII. 
  • Primary Sources: Japanese-American Internment during World War II packet (text-dependent questions) (from homework)
  • Source Comparison strips
  • None

Lesson 8Building Background Knowledge: The Internment of Japanese-Americans during WWII, Part 4

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (RI.8.1)
  • I can evaluate the advantages and disadvantages of using different mediums to present an idea. (RI.8.7)
  • I can use primary source documents to build background knowledge about the internment of Japanese-Americans during WWII.
  • I can explain how World War II affected American society.
  • I can explain the advantages and disadvantages of using different mediums to present a point of view about Japanese-American internment during WWII.
  • Primary Sources: Japanese-American Internment During World War II QuickWrite (from homework)
  • Analyzing Mediums Exit Ticket
  • None

Lesson 9Gathering Textual Evidence: “Invisibility” of Those Interned

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 gather relevant information from a variety of sources. (W.8.8)
  • I can analyze the theme of “invisibility” in primary sources about Japanese-American internment and “The Life of Miné Okubo.”
  • I can gather relevant information from a variety of sources about the “invisibility” of captives during WWII. 
  • Venn diagram: Miné and Louie (from homework)
  • Gathering Textual Evidence note-catcher (from Lesson 3)
  • None

Lesson 10Mid-Unit Assessment: Classifying and Evaluating Primary Sources

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can evaluate the advantages and disadvantages of using different mediums to present an idea. (RI.8.7)
  • I can identify different types of mediums used in a Gallery Walk.
  • I can evaluate the advantages and disadvantages of using different mediums to present information on World War II.
  • Gathering Textual Evidence note-catcher (from homework)
  • Mid-Unit 2 Assessment
  • None

Lesson 11Analyzing Author’s Craft: Analyzing Hillenbrand’s Language Techniques

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can intentionally use verbs in active and passive voice and in the conditional and subjunctive mood. (L.8.3)
  • I can determine if sentences are in the conditional and subjunctive mood.
  • I can analyze Hillenbrand’s use of the conditional and subjunctive mood in her writing.
  • Unbroken structured notes, pages 200–229 (from homework)
  • Written Conversation
  • Conditional and Subjunctive Mood handout
  • Written Conversation

Lesson 12Character Analysis: Resilience

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.8.5)
  • 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 Hillenbrand’s word choice in Unbroken and how it contributes to the meaning of the text.
  • I can analyze the thematic concept of invisibility in Unbroken.
  • Unbroken structured notes, pages 230–247(from homework)
  • Word Choice note-catcher
  • Three Threes in a Row note-catcher
  • Gathering Textual Evidence note-catcher
  • None

Lesson 13Analyzing Theme: The Invisibility of Captives during WWII

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 analyze the development of a theme or a central idea throughout the text (including its relationship to supporting ideas). (RI.8.2)
  • I can cite text-based evidence that provides the strongest support for an analysis of literary text. (RI.8.1)
  • I can use a Frayer model to deepen my understanding of words in Unbroken.
  • I can provide the strongest textual evidence as I analyze the development of the thematic concept “The Invisibility of Captives during WWII” in Unbroken and “The Life of Miné Okubo.”.
  • Unbroken structured notes, pages 248–261 (from homework)
  • Gathering Textual Evidence note-catcher
  • Written Conversation

Lesson 14Analyzing Evidence: Writing about Theme

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use evidence from informational texts to support analysis, reflection, and research. (W.8.9)
  • I can analyze the development of a theme or a central idea throughout the text (including its relationship to supporting ideas). (RI.8.2)
  • I can explain the end of unit assessment essay prompt.
  • I can explain ways that people tried to make American POWs and Japanese-American internees “invisible” during WWII.
  • I can explain ways that POWs and Japanese-American internees resisted “invisibility” during WWII
  • Unbroken structured notes, pages 261–329 (from homework)
  • Gathering Textual Evidence note-catcher
  • None

Lesson 15Informational Essay Planning: Essay Rubric and Planner

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can intentionally use verbs in active and passive voice and in the conditional and subjunctive mood. (L.8.3)
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.8.2)
  • I can intentionally use verbs in the active and passive voice in my World War II invisibility informational essay.
  • I can identify strategies and resources to help me spell correctly on my informational essay.
  • I can plan an informational essay using relevant details from texts that are carefully selected and organized.
  • Gathering Evidence note-catcher
  • None

Lesson 16End of Unit Assessment, Part 1: Best First Draft of an Informational Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.8.2)
  • I can use evidence from informational texts to support analysis, reflection, and research. (W.8.9)
  • I can intentionally use verbs in active and passive voice and in the conditional and subjunctive mood. (L.8.3)
  • I can write an informational essay using relevant details from texts that are carefully selected and organized.
  • I can intentionally use verbs in the active and passive voice in my World War II invisibility informational essay.
  • I can use spelling strategies and resources to correctly on my informational essay.
  • End of Unit 2 Assessment, Part 1 (students may complete in class or finish for homework)
  • None

Lesson 17Introducing a Thematic Concept: Becoming Visible Again after Captivity

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.8.5)
  • I can determine a theme or the central ideas of an informational text. (RI.8.2)
  • I can determine a thematic concept in Unbroken.
  • I can analyze nuances in word meanings as synonyms and phrases for key terms are studied.
  • End of Unit 2 Assessment, Part 1 (students may complete in class or finish for homework)
  • Think-Pair-Share

Lesson 18Analyzing a Thematic Concept: Becoming Visible after Captivity (pages 334–344)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use correct grammar and usage when writing or speaking. (L.8.1)
  • I can analyze the development of a theme or a central idea throughout the text (including its relationship to supporting ideas). (RI.8.2)
  • I can recognize and correct inappropriate shifts in verb voice and mood.
  • I can analyze the development of a thematic concept in Unbroken.
  • Unbroken structured notes, pages 334–344 (from homework)
  • Double Arrow Visibility graphic organizer
  • None

Lesson 19End of Unit 2 Assessment, Part 2: Revising the Informative Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.8.2c)
  • I can use feedback from others to revise, edit, and improve my essay.
  • I can use correct grammar and punctuation in my essay.
  • Unbroken structured notes, pages 345–353 (from homework)
  • End of Unit 2 Assessment, Part 2End of Unit 2 Assessment, Part 1 (students may complete in class or finish for homework)
  • None

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