Performance Indicators (Focus/Graduation Standards in BOLD):
WRITING: Narrative
3.1.a. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (CCSS: W.8.3)
3.1.a.i. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (CCSS: W.8.3a)
3.1.a.ii. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. (CCSS: W.8.3b)
3.1.a.viii. Express voice and tone and influence readers’ perceptions by varying vocabulary, sentence structure, and descriptive details
3.1.a.iii. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. (CCSS: W.8.3c)
3.1.a.iv. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. (CCSS: W.8.3d)
3.1.a.x. Provide a conclusion that follows from and reflects on the narrated experiences or events. (CCSS: W.8.3e
3.1.a.vi. Integrate the use of organizing techniques that break up sequential presentation of chronology in a story (use of foreshadowing; starting in the middle of the action, then filling in background information using flashbacks)
3.1.a.ix. Use mentor text/authors to help craft appropriate technique.
3.1.a.v. Use planning strategies to select and narrow topic
READING:
2.1.a.i. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.8.1)
2.1.a.ii. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. (CCSS: RL.8.2)
2.1.a.iii. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (CCSS: RL.8.3)
2.1.b.ii Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. (CCSS: RL.8.5)
2.1.b.iii. (Unit Focus Standard) Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. (CCSS: RL.8.6)
ORAL:
1.1.a.i. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (CCSS: SL.8.1a) Socratic Seminar
1.1.a.iii. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. (CCSS: SL.8.1c) Socratic Seminar
1.1.a.vii. Give a planned oral presentation to a specific audience for an intended purpose Project Presentations
GRAMMAR & EDITING:
Coordinating/Subordinate Clauses and Conjunctions (3.3.v.i)
Formatting Dialogue (3.3.b.ii)
Capitalization, Spelling, Punctuation (3.3.b.)
Produce clear, organized writing which is focused on task (3.3.d)
WRITING: Narrative
3.1.a. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (CCSS: W.8.3)
3.1.a.i. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (CCSS: W.8.3a)
3.1.a.ii. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. (CCSS: W.8.3b)
3.1.a.viii. Express voice and tone and influence readers’ perceptions by varying vocabulary, sentence structure, and descriptive details
3.1.a.iii. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. (CCSS: W.8.3c)
3.1.a.iv. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. (CCSS: W.8.3d)
3.1.a.x. Provide a conclusion that follows from and reflects on the narrated experiences or events. (CCSS: W.8.3e
3.1.a.vi. Integrate the use of organizing techniques that break up sequential presentation of chronology in a story (use of foreshadowing; starting in the middle of the action, then filling in background information using flashbacks)
3.1.a.ix. Use mentor text/authors to help craft appropriate technique.
3.1.a.v. Use planning strategies to select and narrow topic
READING:
2.1.a.i. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.8.1)
2.1.a.ii. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. (CCSS: RL.8.2)
2.1.a.iii. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (CCSS: RL.8.3)
2.1.b.ii Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. (CCSS: RL.8.5)
2.1.b.iii. (Unit Focus Standard) Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. (CCSS: RL.8.6)
ORAL:
1.1.a.i. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (CCSS: SL.8.1a) Socratic Seminar
1.1.a.iii. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. (CCSS: SL.8.1c) Socratic Seminar
1.1.a.vii. Give a planned oral presentation to a specific audience for an intended purpose Project Presentations
GRAMMAR & EDITING:
Coordinating/Subordinate Clauses and Conjunctions (3.3.v.i)
Formatting Dialogue (3.3.b.ii)
Capitalization, Spelling, Punctuation (3.3.b.)
Produce clear, organized writing which is focused on task (3.3.d)
AUTHOR STUDY:
Edgar Allen Poe ~Analysis ~Socratic Seminar Roald Dahl ~Short Projects/presentations Kate Chopin ~Story Review ~Theme - Large Group Discussion Stephen King ~Tone & Mood & Theme ~Mini Project |
OTHER ASSIGNMENTS:
The Necklace by Guy de Maupassant & Gift of the Magi by O. Henry ~Compare & contrast ~Media comparison ~Short story Article The Secret Life of Walter Mitty by James Thurber ~Story Analysis ~Vignette Writing Write your own short Story |
***PLEASE NOTE: If you ever question the integrity of a text or have already read it, please consult with me and I will find an alternate text for you to read.
WK 1:
8/20--Creating our space
8/21--Creating our space
8/22-- Flocab vid: 5 elements of a short story (write about them--what do you know?) Take notes on the short story using Cornell Notes (short story elements ppt) Suspense and Horror HW: Find 2 intriguing facts about Poe-try to find something you think no one else will bring in!
8/23--(In groups: choose 3 best facts) Quick share of Poe/Chopin facts. Skits
8/24-- Finish skits
Wk. 2:
8/27-- Finish skits
8/28-- Poe prereading activity
8/29-- Vocabulary activity
8/30-- Vocabulary activity (pair and define--create charts)
8/31--
Wk. 3:
9/3 NO SCHOOL--Labor Day Holiday Don't forget to choose a book for book report projects!!!
9/4--Read Telltale as a group & Discuss. Work on Analysis charts
9/5--STAR READ when finished
9/6--Finish up analyses
9/7-- Reading--Poe/Chopin stories
Wk. 4:
9/10--No School PD day for teachers
9/11-- Meet with partners and exchange stories--read for Wednesday. Choose a side for narrator (sane or insane). Watch video of Telltale and read article.
9/12-- Discussion & practice philo chairs; vocab practice.
9/13--vocab quiz. Discuss stories and write summaries. (rubric handouts). Look at exemplars.
9/14--Summary work.
Wk. 5:
9/17-- (shortened day) Vocab practice and quiz
9/18-- Project work
9/19-- Project work
9/20-- Present!
9/21-- Present!
Wk. 6:
9/24-- (Quick Dahl & King Background) Groups of 3, read a Dahl or King story and begin project work
9/25-- Project work: vocab list
9/26-- Project work: Choose visual & plan / Create short writing pieces
9/27-- Project work: Work on visual
9/28-- Project work: Put it all togethr
Wk. 7:
10/1--
10/2--
10/3-- Philosophical chairs prep
10/4-- Philosophical Chairs
10/5--Brainstorm & Discussion (What techniques did you notice in the author's that we read? Break into groups & discuss elements)
Wk. 8:
10/8-- Philosophical chairs prep
10/9-- Philosophical Chairs
10/10
10/11
Wk. 9:
Storywriting (computers) (active/passive voice)
Storywriting (computers)
Storywriting (computers) and peer edit; Final drafts due tomorrow!!!
Storywriting (computers) (tense)
Story forum & tea / share stories; reflection
Craft an extended paragraph essay: Compare and contrast styles of 2 authors we have read (timed writing)- (computers) Vocab practice & story prewriting. Go over tense and active/passive voice Essay: Compare and contrast styles of 2 authors we have read-peer edit-Final Drafts Due! (computers)
__________________________________________________________________________________________________________
To Do this unit
--Tone & Mood PPT/Discuss Tone/Mood HW Assignment
8/20--Creating our space
8/21--Creating our space
8/22-- Flocab vid: 5 elements of a short story (write about them--what do you know?) Take notes on the short story using Cornell Notes (short story elements ppt) Suspense and Horror HW: Find 2 intriguing facts about Poe-try to find something you think no one else will bring in!
8/23--(In groups: choose 3 best facts) Quick share of Poe/Chopin facts. Skits
8/24-- Finish skits
Wk. 2:
8/27-- Finish skits
8/28-- Poe prereading activity
8/29-- Vocabulary activity
8/30-- Vocabulary activity (pair and define--create charts)
8/31--
Wk. 3:
9/3 NO SCHOOL--Labor Day Holiday Don't forget to choose a book for book report projects!!!
9/4--Read Telltale as a group & Discuss. Work on Analysis charts
9/5--STAR READ when finished
9/6--Finish up analyses
9/7-- Reading--Poe/Chopin stories
Wk. 4:
9/10--No School PD day for teachers
9/11-- Meet with partners and exchange stories--read for Wednesday. Choose a side for narrator (sane or insane). Watch video of Telltale and read article.
9/12-- Discussion & practice philo chairs; vocab practice.
9/13--vocab quiz. Discuss stories and write summaries. (rubric handouts). Look at exemplars.
9/14--Summary work.
Wk. 5:
9/17-- (shortened day) Vocab practice and quiz
9/18-- Project work
9/19-- Project work
9/20-- Present!
9/21-- Present!
Wk. 6:
9/24-- (Quick Dahl & King Background) Groups of 3, read a Dahl or King story and begin project work
9/25-- Project work: vocab list
9/26-- Project work: Choose visual & plan / Create short writing pieces
9/27-- Project work: Work on visual
9/28-- Project work: Put it all togethr
Wk. 7:
10/1--
10/2--
10/3-- Philosophical chairs prep
10/4-- Philosophical Chairs
10/5--Brainstorm & Discussion (What techniques did you notice in the author's that we read? Break into groups & discuss elements)
Wk. 8:
10/8-- Philosophical chairs prep
10/9-- Philosophical Chairs
10/10
10/11
Wk. 9:
Storywriting (computers) (active/passive voice)
Storywriting (computers)
Storywriting (computers) and peer edit; Final drafts due tomorrow!!!
Storywriting (computers) (tense)
Story forum & tea / share stories; reflection
Craft an extended paragraph essay: Compare and contrast styles of 2 authors we have read (timed writing)- (computers) Vocab practice & story prewriting. Go over tense and active/passive voice Essay: Compare and contrast styles of 2 authors we have read-peer edit-Final Drafts Due! (computers)
__________________________________________________________________________________________________________
To Do this unit
--Tone & Mood PPT/Discuss Tone/Mood HW Assignment
Telltale Resources:
Socratic Seminar |
Resources for class:Short Story ArticlesWalter Mitty Resources:Kate Chopin Resources:Roald Dahl Resources
|