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ELA G8:M3B:U2

Case Study: The Media as Storytellers in Carlotta’s Journey

Lesson 1Building Background Knowledge: The Desegregation of Schools and Brown v. Board of Education

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the central ideas of an informational text. (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 determine the gist of excerpts of Brown v Board of Education.
  • I can use evidence from Brown v. Board of Education to support my understanding of the text and the desegregation of schools in the South.
  • A Mighty Long Way structured notes, Chapter 6, pages 99–123 (from homework)
  • None

Lesson 2Close Reading: Brown v. Board of Education

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • 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 analyze the central idea of the Brown v. Board of Education Supreme Court decision.
  • I can use evidence from Brown v. Board of Education to support my understanding of the text and the desegregation of schools in the South.
  • A Mighty Long Way structured notes, Chapter 7, pages 124–140 (from homework)
  • Answers to text-dependent questions
  • Whip Around/Go Around

Lesson 3Pairing Texts: Understanding Brown v. Board of Education’s Impact on Carlotta’s Journey

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 the connections and distinctions between individuals, ideas, or events in a text. (RI.8.3)
  • I can use evidence from Brown v. Board of Education to support my understanding of the A Mighty Long Way and the desegregation of schools in the South.
  • I can analyze the connection between Brown v. Board of Education and Carlotta’s experiences.
  • A Mighty Long Way structured notes, Chapter 8, pages 141–162 (from homework)
  • Paired Text note-catcher
  • Exit ticket
  • Jigsaw

Lesson 4Advantages and Disadvantages of Various Mediums: The Montgomery Bus Boycott Speech

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 cite text-based evidence that provides the strongest support for an analysis of literary text. (RI.8.1)
  • I can understand different mediums and their advantages and disadvantages.
  • I can use evidence from Dr. King’s Montgomery bus boycott speech to support my understanding of the text and build background knowledge of the civil rights movement.
  • Analyzing Mediums graphic organizer
  • Gist of Montgomery Bus Boycott speech
  • None

Lesson 5Close Reading: The Montgomery Bus Boycott Speech

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 cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1)
  • 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 understand different mediums and their advantages and disadvantages when presenting information.
  • I can use evidence from Dr. King’s Montgomery Bus Boycott speech to support my understanding of the text and build background knowledge of the civil rights movement.
  • Little Rock Girl 1957 structured notes, Chapters 1–2, pages 4–27 (from Lesson 3 homework)
  • Answers to Montgomery Bus Boycott speech text-dependent questions
  • None

Lesson 6Analyzing Language in a Speech: The Montgomery Bus Boycott Speech

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 cite text-based evidence that provides the strongest support for an analysis of literary text. (RI.8.1)
  • 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 understand different mediums and their advantages and disadvantages when presenting information.
  • I can use evidence from Dr. King’s Montgomery Bus Boycott speech to support my understanding of the text and build background knowledge of the civil rights movement.
  • I can intentionally use verbs in active and passive voice and in the conditional and subjunctive mood to achieve particular effects.
  • Active and passive sentences handout
  • What Makes a Good Speech note-catcher
  • None

Lesson 7Analyzing the Power of Different Mediums: Little Rock Girl 1957

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 evidence from Little Rock Girl 1957 to support my understanding of the text and build background knowledge of the desegregation of schools in U.S. history.
  • I can understand the different mediums used to present an idea.
  • I can evaluate the advantages and disadvantages of using different mediums to present information on the civil rights movement.
  • Little Rock Girl 1957 structured notes, Chapter 3, pages 28–37 (from Lesson 5 homework)
  • Gathering Evidence note-catcher
  • Analyzing Mediums graphic organizer
  • None

Lesson 8Analyzing the Power of Different Mediums: A Mighty Long Way

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 gather relevant information from a variety of sources. (W.8.8)
  • I can use evidence from A Mighty Long Way to support my understanding of the text and build background knowledge of the civil rights movement.
  • I can understand the different mediums used to present an idea.
  • I can evaluate the advantages and disadvantages of using different mediums to present information on the civil rights movement.
  • A Mighty Long Way structured notes, Chapter 9, pages 163–172 (from homework)
  • Analyzing Mediums graphic organizer
  • Journey to Justice note-catcher
  • Gathering Evidence note-catcher
  • None

Lesson 9Analyzing Different Mediums: Advantages and Disadvantages

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 gather relevant information from a variety of sources. (W.8.8)
  • I can intentionally use verbs in active and passive voice and in the conditional and subjunctive mood. (L.8.3)
  • I can use evidence from Little Rock Girl 1957 to support my understanding of the text and build background knowledge of the civil rights movement.
  • I can determine if sentences are in the conditional or subjunctive mood.
  • I can analyze Dr. Martin Luther King, Jr.’s use of the conditional and subjunctive moods in his speech.
  • I can evaluate the advantages and disadvantages of using different mediums to present information on the civil rights movement.
  • Little Rock Girl 1957 structured notes, Chapter 4, pages 38–55 (from homework)
  • None

Lesson 10Analyzing Events: Carlotta’s Journey

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 evidence from A Mighty Long Way to support my understanding of the text and the desegregation of schools in the South.
  • I can analyze how incidents in A Mighty Long Way propel the action and reveal aspects of Carlotta’s character.
  • A Mighty Long Way Structured Notes, Chapter 10, pages 173–191 (from homework)
  • Carlotta’s journey text-dependent questions
  • Gathering Evidence note-catcher 
  • None

Lesson 11Mid-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 convey information on the civil rights era.
  • A Mighty Long Way structured notes, Chapter 11, pages 192–199 (from homework)
  • Gathering Evidence note-catcher
  • Mid-Unit 2 Assessment
  • Gallery Walk

Lesson 12Analyzing Author’s Craft: “I Have a Dream”

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 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 development of the central idea in Dr. King’s “I Have a Dream” speech.
  • I can analyze Dr. King’s word choice in “I Have a Dream” and how it contributes to the meaning of the text.
  • A Mighty Long Way structured notes, Chapter 12, pages 200–210 (from homework)
  • Answers to text-dependent questions
  • None

Lesson 13Language Analysis: “I Have a Dream”

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 analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.6.3)
  • I can determine if sentences are in the active or passive voice.
  • I can analyze Dr. King’s use of the active and passive voice in his “I Have a Dream” speech.
  • I can analyze how incidents in A Mighty Long Way propel the action and reveal aspects of Carlotta’s character.
  • A Mighty Long Way structured notes, Chapter 13, pages 211–227 (from homework)
  • Language Analysis: “I Have a Dream”
  • None

Lesson 14Informational Essay Planning: Studying the Essay Prompt and Gathering Evidence

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 gather relevant information from a variety of sources. (W.8.8)
  • I can select the strongest evidence to analyze A Mighty Long Way and Little Rock Girl 1957.
  • I can explain the end of unit assessment essay prompt.
  • I can explain ways that various mediums shaped the story of the Little Rock Nine.
  • A Mighty Long Way structured notes, Chapter 14, pages 228–238 (from homework)
  • Exit ticket
  • None

Lesson 15Informational Essay Planning: Analyzing and Selecting Evidence

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 various mediums shaped the story of the Little Rock Nine.
  • A Mighty Long Way structured notes, Chapter 15, pages 239–254 (from homework)
  • Gathering Evidence note-catcher
  • Written Conversation

Lesson 16Informational Essay Planning: Essay Rubric and Essay Planner

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory text that conveys ideas and concepts using relevant information that is carefully selected and organized. (W.8.2)
  • 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 17End of Unit 2 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 informational essay.
  • I can use spelling strategies and resources on my informational essay.
  • End of Unit 2 Assessment, Part 1 (students may complete in class or finish for homework)
  • None

Lesson 18Analyzing an Author’s Craft Part 1: Carlotta’s Journey to Justice

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 analyze figurative language, word relationships, and nuances in word meanings. (L.8.5)
  • I can analyze a central idea in A Mighty Long Way.
  • I can analyze nuances in word meanings as synonyms and phrases for key terms are studied.
  • Informational essay drafts (from homework)
  • Dignity Word Web
  • None

Lesson 19Analyzing an Author’s Craft Part 2: Carlotta’s Journey to Justice

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 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 correct grammar and usage when writing or speaking. (L.8.1)
  • I can explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. (L.8.1.a)
  • I can recognize and correct inappropriate shifts in verb voice and mood. (L.8.1d)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.8.5)
  • I can recognize and correct inappropriate shifts in verb voice and mood.
  • I can analyze the development of a central idea in A Mighty Long Way
  • A Mighty Long Way structured notes, Chapter 16, pages 255–264 (from homework)
  • Sentence voice and mood
  • Exit ticket
  • None

Lesson 20End of Unit 2 Assessment, Part 2: Revising the Informational 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.
  • End of Unit 2 Assessment, Part 2 
  • None

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