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ELA G8:M3A

Japanese-American Relations during World War II

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: Varying Perspectives on World War II

Instructional FocusLong-Term TargetsAssessments
  • Launching the Module: Gallery Walk
  • Analyzing Character: Louie Zamperini
  • Building Background Knowledge: “War in the Pacific”
  • 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 determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.8.4)
  • I can analyze the impact of word choice on meaning and tone (analogies or allusions). (RI.8.4)
  • 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)
  • Studying Conflicting Information: Varying Perspectives on the Pearl Harbor Attack
  • Comparing Conflicting Accounts of the Pearl Harbor Attack
  • Author’s Craft: Narrative Technique
  • I can cite text-based evidence that provides the strongest support for an analysis of literary text. (RI.8.1)
  • I can determine a theme or 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 connections and distinctions between individuals, ideas or events in a text. (RI.8.3)
  • I can determine an author’s point of view or purpose in informational text. (RI.8.6)
  • I can analyze texts for disagreement on facts or interpretation. (RI.8.9)
  • Mid-Unit 1 Assessment: Fishbowl Note-catcher: Understanding Perspectives on the Pearl Harbor Attack (NYSP 12 ELA CCLS RI.8.1 and RI.8.9)
  • Comparing Conflicting Accounts of the Pearl Harbor Attack
  • Fishbowl Discussion
  • I can determine an author’s point of view or purpose in informational text. (RI.8.6)
  • 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. (SL.8.1)
  • I can express my own ideas clearly during discussions. (SL.8.1)
  • I can build on others’ ideas during discussions. (SL.8.1)
  • Fishbowl Discussion: Comparing Conflicting Accounts of the Pearl Harbor Attack  (NYSP 12 ELA CCLS RI.8.9, and SL.8.1a-e)

Weeks 3-6• Analysis of a Thematic Concept: Resisting Invisibility • Character Analysis: Resilience • Informational Essay Planning and Writing Unit 2: Being Made Invisible: Imprisoned and Interned

Instructional FocusLong-Term TargetsAssessments
  • Key Incidents Reveals Aspects of Character
  • The Thematic Concept of the “Invisibility” of Captives during WWII
  • Building Background Knowledge: The Internment of Japanese-Americans during WWII
  • 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 literary text. (RI.8.1)
  • I can determine a theme or 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 connections and distinctions between individuals, ideas, or events in a text. (RI.8.3)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.8.5)
  • Building Background Knowledge: The Internment of Japanese-Americans during WWII
  • Gathering Textual Evidence: “Invisibility” of Those Interned
  • Classifying and Evaluating Different Media
  • 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 the development of a theme or central idea throughout the text (including its relationship to supporting ideas). (RI.8.2)
  • I can determine an author’s point of view or purpose in informational text. (RI.8.6)
  • I can evaluate the advantages and disadvantages of using different media to present an idea. (RI.8.7)
  • I can analyze texts for disagreement on facts or interpretation. (RI.8.9)
  • I can gather relevant information from a variety of sources. (W.8.8)
  • Mid-Unit 2 Assessment: Evaluating and Classifying Primary Sources (NYSP12 ELA CCLS RI.8.7)
  • Analysis of a Thematic Concept: Resisting Invisibility
  • Character Analysis: Resilience
  • Informational Essay Planning and Writing
  • 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 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 analyze figurative language, word relationships, and nuances in word meanings. (L.8.5)
  • Informational Essay Planning and Writing
  • 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 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 use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.8.2)
  • I can intentionally use verbs in active and passive voice and in the conditional and subjunctive mood. (L.8.3)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.8.5)
  • End of Unit 2 Assessment: Informational Essay: The Invisibility of Captives during WWII (NYSP12 ELA CCLS W.8.2, W.8.9, L.8.2c, and L.8.3.)

Weeks 7-8 Unit 3: Becoming Visible Again: Finding Freedom and Recovering Life

Instructional FocusLong-Term TargetsAssessments
  • Analysis of a Thematic Concept: Becoming Visible
  • Introducing Thematic Statement and Essay Prompt
  • Researching Okubo
  • 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 write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.8.3)
  • 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)
  • I can intentionally use verbs in active and passive voice and in the conditional and subjunctive mood. (L.8.3)
  • Mid-Unit 3 Assessment: Single Draft Narrative Writing (NYSP12 ELA CCLS W.8.3, L.8.1, L.8.1b, L.8.1c, L.8.2, and L.8.3.)
  • Narrative Writing: Planning the Plot and Use of Narrative Techniques
  • Analysis of Language Techniques
  • I can read grade-level informational texts proficiently and independently. (RI.8.10)
  • I can use technology to produce and publish writing that presents relationships between information and ideas efficiently. (W.8.6)
  • I can use evidence from informational texts to support analysis, reflection, and research. (W.8.9)
  • I can create a presentation, artwork, or text in response to a literary work with a commentary that identifies and explains divergences from the original. (W.8.11)
  1. I can make well-supported personal, cultural, textual, and thematic connections across genres. (W.8.11a)
  • I can use correct grammar and usage when writing or speaking. (L.8.1)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.8.5)
  • End of Unit 3 Assessment: Analysis of Language Techniques (NYSP12 ELA CCLS L.8.1a, L.8.1d, and L.8.5)
  • Independent Reading Assessment: Independent Reading Book Review (NYSP12 CCLS RL.8.11a-b, W.8.11a)
  • Final Performance Task: Narrative
  • Sharing and Reflection of Narrative
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.8.3)
  • I can use technology to produce and publish writing that presents relationships between information and ideas efficiently. (W.8.6)
  • I can use evidence from informational texts to support analysis, reflection, and research. (W.8.9b)
  • 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)
  • I can intentionally use verbs in active and passive voice and in the conditional and subjunctive mood. (L.8.3)
  • Final Performance Task: Narrative Writing: Becoming Visible after Internment Group Presentation and Reflection (NYSP12 ELA CCLS W.8.3, W.8.6, W.8.9b, L.8.1, L.8.1b, L.8.1c, L.8.2, L.8.2c, and L.8.3)

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