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ELA G8:M3B:U1

Segregation in the United States

Lesson 1Launching the Text: Building Background Knowledge of the Jim Crow South

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 use items about the civil rights era to build background knowledge about A Mighty Long Way.
  • I can analyze how incidents in A Mighty Long Way provoke Carlotta to make certain decisions and shape her story.
  • Gallery Walk

Lesson 2Analyzing Experiences: Carlotta Walls

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 specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
  • I can cite evidence that supports my analysis of A Mighty Long Way.
  • I can analyze how incidents in A Mighty Long Way provoke Carlotta to make certain decisions.
  • Structured notes, Chapter 1, pages 3–26 (from homework)
  • Chalkboard Splash
  • Discussion Appointment

Lesson 3Close Reading: Understanding Carlotta’s Journey

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 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 incidents in A Mighty Long Way provoke Carlotta to make certain decisions and shape her story.
  • I can use a Frayer Model to deepen my understanding of words in A Mighty Long Way.
  • I can cite evidence that supports my analysis of A Mighty Long Way.
  • Structured notes, Chapter 2, pages 27–43 (from homework)
  • Answers to text-dependent questions
  • None

Lesson 4Determining Central Ideas: The 14th Amendment

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 the 14th Amendment.
  • I can determine the meaning of words and phrases in the 14th Amendment. 
  • Structured notes, Chapter 3, pages 44–62 (from homework)
  • Journey to Justice note-catcher
  • None

Lesson 5Studying Conflicting Interpretations: Perspectives on Plessy v. Ferguson: 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 informational text. (RI.8.1)
  • I can determine an author’s point of view or purpose in informational text. (RI.8.6)
  • I can cite evidence to analyze the importance of the Plessy v. Ferguson case.
  • I can determine the court’s point of view in its decision on the Plessy v. Ferguson case.
  • Structured notes, Chapter 4, pages 63–81 (from homework)
  • Exit Ticket
  • None

Lesson 6Studying Conflicting Interpretations: Perspectives on Plessy v. Ferguson: 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 determine an author’s point of view or purpose in informational text. (RI.8.6)
  • I can analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. (RI.8.9)
  • I can cite evidence to analyze the importance of the Plessy v. Ferguson case.
  • I can determine the court’s point of view in its decision on the Plessy v. Ferguson case.
  • I can analyze how the authors of the court’s decision and the dissenting opinion on Plessy v. Ferguson disagree on matters of interpretation.
  • Defined unknown vocabulary words (from homework)
  • Plessy v. Ferguson Text Dependent Questions
  • Fishbowl
  • Quiz-Quiz-Trade

Lesson 7Studying Conflicting Interpretations: Perspectives on Plessy v. Ferguson: Part 3

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 determine an author’s point of view or purpose in informational text. (RI.8.6)
  • I can analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. (RI.8.9)
  • I can cite evidence to analyze the importance of the Plessy v. Ferguson case.
  • I can determine the court’s point of view in its decision on the Plessy v. Ferguson case.
  • I can analyze how the authors of the court’s decision and the dissenting opinion on Plessy v. Ferguson disagree on matters of interpretation.
  • Homework: The Court’s Decision (completed for homework)
  • Plessy v. Ferguson Text Dependent Questions
  • None

Lesson 8Mid-Unit Assessment: On-Demand Writing – Conflicting Interpretations of the 13th and 14th Amendments

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 a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. (RI.8.9)
  • I can present in writing how the authors of the court’s decision and the dissenting opinion on Plessy v. Ferguson disagree on their interpretations of the 13th and 14th Amendments.
  • I can cite evidence to support my ideas of how the court’s decision and the dissenting opinion disagree on their interpretation of the 13th and 14th Amendments. 
  • Mid-Unit 1 Assessment: Conflicting Interpretations of the 13th and 14th Amendments
  • Homework: The Court’s Decision (completed for homework in Lessons 5 and 6)
  • Homework: The Dissenting Opinion (completed for homework in Lesson 7)
  • None

Lesson 9World Café: Analyzing the Jim Crow Laws

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 the connections and distinctions between individuals, ideas, or events in a text. (RI.8.3)
  • I can express my own ideas during discussions. (SL.8.1)
  • I can build on others’ ideas during discussions. (SL.8.1)
  • I can explain how the Plessy vs. Ferguson Supreme Court ruling codified the Jim Crow laws.
  • I can explain how the Plessy vs. Ferguson Supreme Court case connects to the Jim Crow laws.
  • I can use sentence starters to build on others’ ideas.
  • A Mighty Long Way structured notes, Chapter 4 (from Lesson 4)
  • Journey to Justice note-catcher
  • World Cafe

Lesson 10Studying Author’s Craft: Carlotta’s Journey

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1)
  • I can analyze how incidents in A Mighty Long Way provoke Carlotta to make certain decisions and shape her story.
  • I can cite evidence that supports my analysis of A Mighty Long Way.
  • Structured notes, Chapter 5, pages 82–98 (from homework)
  • Give One-Get One-Move On

Lesson 11Preparation for End of Unit Assessment: Making Making Connections between Song Lyrics and Texts, Part 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)

  • I can cite text-based evidence that provides the strongest support for an analysis of an informational text. (RI.8.1)

  • I can make connections between the texts I have read in this unit, and the title and lyrics in “Ain’t Gonna Let Nobody Turn Me Around.”
  • I can cite evidence from the text to support my connections between the lyrics and text.
  • End of Unit 1 Assessment: Connecting Lyrics to Text Note-catcher: “Ain’t Gonna Let Nobody Turn Me Around.”
  • Fishbowl Discussion

Lesson 12Preparation for End of Unit Assessment: Making Connections between Song Lyrics and Texts, Part 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can cite text-based evidence that provides the strongest support for an analysis of an informational text. (RI.8.1)
  • I can make connections between the texts I have read in this unit and the lyrics in the second stanza of “Lift Every Voice and Sing.”
  • I can cite evidence from the text to support my connections between the lyrics and text.
  • End of Unit 1 Assessment: Connecting Lyrics to Text Note-catcher: “Lift Every Voice and Sing.”
  • Fishbowl Discussion

Lesson 13End of Unit Assessment: Making Connections between Song Lyrics and Texts

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)
  • I can cite text-based evidence that provides the strongest support for an analysis of an informational text. (RI.8.1)
  • I can make connections between the texts I have read in this unit, and the title and lyrics in “Ain’t Gonna Let Nobody Turn Me Around” and “Lift Every Voice and Sing.”
  • I can cite evidence from the text to support my connections between the lyrics and text.
  • I can listen to others and build on their ideas during a Socratic Seminar discussion.
  • Connecting Lyrics to Text: Discussion Goals (self-assessment completed)
  • None

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