In this unit the students will:

​

  • Persuasive: Write and develop a persuasive essay.
  • Summary: Create a concise summary of a non-fiction reading including main/central idea.
  • Poetry: Write and design a character-based poem
  • Analyze non-fiction
  • Vocabulary: Determine word meanings and impact

READINGS:
A Long Way Gone by Ishmael Beah
Gettysburg Address - Abraham Lincoln
​Various N/F articles 
Focus & Graduation Standards:
 Analysis
  • 2.2.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: RI.8.1)
  • 2.2.a.iii. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). (CCSS: RI.8.3)
  • 2.2.a.ii Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. ​(CCSS: RI.8.2)
  • 2.2.b.i. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (CCSS: RI.8.4)
  • 2.2.b.iii. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. (CCSS: RI.8.6)
  • 2.2.c.iii. 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. (CCSS: RI.8.9)
​​Writing (Arguments Ladder)
  • 3.2.a.vi. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. (CCSS: W.8.1a)
  • 3.2.a.vii. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. (CCSS: W.8.1b)
  • 3.2.a.viii. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. (CCSS: W.8.1c)
  • 3.2.a.ix. Establish and maintain a formal style. (CCSS: W.8.1d)
  • 3.2.a.xi. Provide a concluding statement or section that follows from and supports the argument presented. (CCSS: W.8.1e)

Day by day guide:

Week 9:
10/23 Pre reading activity: Vocab (Guess definitions from context ch. 1-5) 
10/24 Pre reading activity: Prezi (background info)  What stood out to you? What are your predictions about the book after everything we've looked at?
10/25 Read Ch. 1-5
10/26: Professional Development - No School for students
Week 10:
10/29: Professional Development - No School for students
10/30 Read A Long Way Gone by Ishmael Beah finish ch. 5 and move on- Ch. 6-10 ( https://quizlet.com/117098770/flashcards )     
​Questions to answer post reading: - Before the war started, what were some ways that Ishmael’s life was similar to yours?  - In what ways was his life different than yours? - How was Ishmael’s life different from some of his friends?
10/31 Read A Long Way Gone and discuss with chapter questions
11/1 Watch Kony2012 video and respond to questions:  
              https://www.youtube.com/watch?v=Y4MnpzG5Sqc&feature=youtu.be
11/2 Reading and Group Discussion  - be prepared with questions of your own! What have you been thinking about? What can you pose to the class that would be good for discussion?
Week 11:
11/5 Read/annotate article on US involvement in Sierra Leone/pose 2 questions in groups/discuss
11/6 Read & prep for Philosophical Chairs
11/7 Philosophical Chairs (Do you think the US was correct in the way they handled involvement or do you believe they should have stepped in?)
11/8 
11/9 
Week 12:
11/12 
11/13 
11/14 
11/15 
11/16 Field Trip (AM) 9 to 5  
THANKSGIVING BREAK
Week 13:
11/26
11/27: Book Projects Due!
11/28 
11/29 
11/30 
Week 14:
12/3
12/4 
12/5 
12/6 
12/7 
Week 15:
12/10
12/11   
12/12 
12/13  
12/14 
Week 16:
12/17  
12/18 Learning Lab:
​12/19 
12/20 
12/21 
Week 17: 

Chicago by Carl Sandburg

Chicago Packet
--Button link to PowerPoint pictures for worksheet packet: 

The Great Fire by Jim Murphy
Inferences/Close Reading

THE BOOK online:
Writing Prompt for essay: Think about the chain of events that caused the spread of the fire. Although all of the mistakes contributed to Chicago's demise, which events were the most important? In an argumentative essay, explain which were the most important events in aiding the spread of the fire and why those particular events were the most important. Explain your reasoning and thinking, and back it up with evidence from the text, article and firsthand testimony. 
Thesis statement examples:
-The beneficial effects of my annual canoe trip include reduced stress, increased fitness, and improved family relationships.
-There are many factors that contributed to the cause of the bridge collapse, but heavier than normal rains, too much weight on the bridge, and some much-needed repair may be the most important.
HOOK IDEAS: question/fact/statistic/scene/quote/anecdote
**REMEMBER--YOUR OPINION IS EMBEDDED WITHIN WHAT YOU CHOOSE TO FOCUS ON IN YOUR ESSAY!!! SUPPORT IT!