Course: Literature Connections Time Frame: Unit 1 (Six

Course: Literature Connections

Grade Level: 8

Time Frame: Unit 1 (Six weeks)

Unit Overview: (Unit 1) Fiction and Non-fiction

Students will discuss the elements of fiction and non-fiction. In analyzing what is true or factual (fiction), and what is fantasy (non-fiction.) As they discuss the differences between the two, they will use their responses as a way to understand the essential question of if truth is the same for everyone. Students tap into a variety of sources to discuss and understand fiction and non-fiction. Some examples of truth are found in our everyday ecnounters: conflicting personal accounts on the cause of an accident, stories that combine reality with fantasy, investigations on controversial subjects, discoveries made by scientists, and personal accounts from a singer who write a break-up song. In tying in the essential question to the unit skill, students will analyze elements in fiction and non-fiction, determine themes in fiction, and identify central ideas in non-fiction. The goal is to identify the commonalities between the two genres, and display comprehension of the stories and other texts, and single out the fiction and non-fiction skills.

Enduring Understandings:

-People search for truth in different ways.

-Literature allow us create our own opinions on what is factual and what is fantasy.

-Real-life applications such as experiments provide evidence to determine what is truth.

-Writers provide us insight that conjures inspiration, agreement, or disagreement of what is true and what is fantasy.

Essential Question(s): Is truth the same for everyone?

Focus Standards:

Reading Literature

R.L.8.1

R.L.8.2

R.L.8.3

R.L. 8.4

R.L.8.5

R.L.8.10

Reading Informational Text

R.I.8.2

R.I.8.3

R.I.8.4

R.I.8.5

R.I.8.10

Writing

W.8.2

Skills:

Reading Skills

-Unit Concept: Fiction and non-fiction

-Making predictions

-Author’s purpose

Reading for Information

-Use information to solve a problem

-Identify central idea and details

-Theme/ Plot

-Conflict/ Resolution

-Comparing Narrative Structure

-Mood

-Author’s Style

-Comparing Character’s of Different Eras

Speaking and Listening

-Radio Broadcast

-Role Play

W.8.2.c

W.8.2.d

W.8.2.f

W.8.3

W.8.3.a

W.8.3.b.

W.8.3.c

W.8.3.d

W.8.3.e

W.8.5

W.8.6

W.8.7

W.8.8


S.L.8.1

S.L. 8.1.d

S.L.8.2

-Effective Listening and Note-taking

Research and Technology

Research Report

S.L.8.3

S.L.8.6

Language

L.8.1

L.8.2

L.8.3

L.8.4

L.8.4.b

L.8.6

Sample Activities:

- Roundtable discussion (whole group, small group)

Assessment:

- Formative Assessments

- Generate a summary

-Venn Diagram

- Create a plot line

- Create a background chart

-

- Weekly Assessments

- Cumulative Review

-Summative Assessment (Unit)

-Teacher observation

-Student feedback

-Project

Resources:

Informational Texts:

Prentice Hall Literature

Literary Texts:


- A Wrinkle in Time by Madeleine L’Engle

-Allusions

-Managing the Mississippi

- Savannah Belles Ferry Schedule

- Savannah Belles Ferry Route

-DNA Fingerprinting

-Sun Suckers and Moon Cursers

-Electric Circuits and Power

- The 11:59 by Patricia C. McKissack - from Narrative of the Life of Frederick Douglass, an American

Slave, Written by Himself - A Retrieved Information by O. Henry - Cub Pilot on the Mississippi - Fox Hunt by Lensey Namioka - The Adventure of a Speckled Band - The American Dream - The Drummer Boy of Shiloh - A Bloody Battle

Additional Resources:

Internet

www.pearsonsuccessnet.com

www.learning.com

www.flowcabulary.com

www.freeology.com

Academic Vocabulary:

Vocabulary

-Big Question Vocabulary

-Roots: -scope, -trib, -limin, -judex, -lum, -duc, -sol, -equi

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-bias

-confirm

-contradict

-doubtful

-evidence

- factual

-illogical

-investigate

Additional Big Question Words

-fantasy

-objective

-opinion

-persuade

-prove

-theory


Grade Level: 8

Time Frame: Unit 2 (six weeks)

Unit Overview: Unit 2 (Short Stories)

Students will be introduced to the elements of a short story. In analyzing this genre, characters, setting, plot, and conflict are combined to develop a meaningful theme. Particularly conflict, a struggle between two opposing forces, is the essence of many a great story. Can it be resolved? Will it end? These are the questions the reader asks. Conflict provides the action of the story. Students will understand the actions in a short story, the action propelled by incidents, the dialogue, and the revelation of what a character is, and how a character’s traits can be the cause or cure of a conflict. Analyzing characters, incidents, and their actions will allow students to delve into how such can start a conflict, as well as stop a conflict.


-A conflict is a struggle between opposing forces.

-Conflicts that are minor have a better chance of ending in opposing forces reaching a compromise.

-Major conflicts take time to resolve.

-Conflict is not resolved can lead to anger, violence, or injury.

-Genres such as short stories provide an in-depth look into characters, and how their nature can lead to or end conflicts.

Essential Question(s): Can all conflicts be resolved?

Focus Standards:

Reading Literature

RL.8.1

RL.8.2

RL.8.3

R.L.8.4

RL.8.6

RL.8.10


-R.I. 8.1

-R.I. 8.2

-R.I.8.10

Skills:

Reading Skills

-Compare and contrast

-Make inferences


-Compare summaries to an original text

-Evaluate persuasive appeals

Literary Analysis

-Character and plot

-Theme

-Setting

-Character traits

-Comparing Types of Narratives


-SL.8.1

-SL.8.1a

-SL.8.1.c

-SL.8.1.d

-SL.8.4

-SL.8.6

Language

-L.8.1

-L.8.1.b

-L.8.1.c

-L.8.2.c

-L.8.3.a

-Point of View

-Theme

-Comparing symbols


-Oral Response

-Panel Discussion

-Conducting Interviews

Sample Activities:

- Create a poster based on a short story - Analyze the themes and symbols - Create a character analysis (a paper doll, puppet, or caricature

based on a character)

Assessment:

-Cumulative Review

-Performance Tasks

-Weekly Assessments


-Teacher Observation

-Student feedback

Resources:

Informational Texts: Literary Texts:


- Analyzing Plot and Character Development

- Determining Theme in Short Stories

-Gateways to a New World

-Guided by Gibran

-Summary of “The Tell-Tale Heart”

-Phosphorescence

- For Extra Days in Florida, Take the Train (Pennsylvania Railroad)

- Bringing Your Favorite Places Closer (Amtrak)

- Read for the Record (Jumpstart)

- City Harvest (City Harvest)


-from Peter and Rosa by Isak Dinesen

-An Hour with Abuelo by Judith Ortiz Cofer

-Tears of Autumn by Yoshiko Uchida

-The Tell-Tale Heart by Edgar Allen Poe

-A Glow in the Dark from Woodsong by Gary Paulsen

-Flowers for Algernon by Daniel Keyes

-The Story-Teller by Saki (H.H. Munro)

- The White Umbrella by Gish Jen

- The Medicine Bag by Virginia Driving Hawk Sneve

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Romeo and Juliet: Character Study- Juliet


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- argument

- injury

- insecurity

-interact

-negotiate

-oppose

-reaction

-solution

-viewpoint

Additional Big Question Vocabulary

-compromise

-irritate

-mislead

-stalemate

-victorious

-violence


Grade Level: 8


Unit Overview: Unit 3 (Types of Nonfiction)

Students examine the concept of information, as it is derived from nonfiction sources. In identifying the different forms of nonfiction, and the different ways in which we access information, we can ask ourselves if we, as a collective society, are overloaded with too much information. Information can be derived from anywhere and any source: a historian’s view through a biography, a scientist’s research, personal accounts from explorers and hikers, or a government addressing the needs of citizens. Through such scrutiny, students can debate and decide when information is useful, and the goal is to decide what type of information is useful, and how we may be able to evaluate the quality of information. Since their era is at the information age, background information and real-life experience will enhance the debate of whether too much information can be an issue.


-We encounter information everyday.

- Information can be derived from nonfiction sources, resources that often compete for the public’s attention, such as television, radio, the Internet, newspapers, magazines, books, and advertisements.

- The press provides us with information, as it analyzes every global, national, and local development.

- Statistics may show us that which information is useful and which information is not useful.

- Through a barrage of sources, we may fall victim to information overload.

- With information overload, we often face the challenge of separating quality from quantity.

Essential Question(s): How much information is enough?

Focus Standards:

Reading Literature

RL.8.10


RI.8.2

R.I.8.3

R.I.8.4.

R.I.8.5

R.I.8.8

R.I. 8.9

Skills:

Reading Skills

- Main Idea - Fact and opinion

Reading for information

- Analyze treatment, scope, and organization of ideas - Analyze proposition and support

Literary Analysis

- Point of view and purpose - Organizational structure - Word Choice and tone - Narrative essay - Biography and Autobiography - Comparing Types of Organization - Persuasive Techniques - Word Choice - Comparing tone

R.I.8.10


S.L. 8.1

S.L. 8.2

S.L. 8.3

S.L. 8.4

S.L. 8.5

S.L. 8.6

Sample Activities: Assessment:

-Analyze a magazine or newspaper article

-Debate on the unit question: how much information is enough? (Use real-life stories, such as the Edward Snowden)

-Graphic Organizers

-Deconstructing a paragraph to identify topic sentence and details

- Debate on opposing reviews of a nonfiction story

-Venn diagram/ compare and contrast news sources/ media of the past vs. news sources/ media of the present

-Cumulative Review

-Performance Tasks

-Weekly Assessments


-Teacher Observation

-Student feedback

-Homework

-Project

Resources:


- Determining the Author’s Point of View

- Analyzing Structure in Nonfiction

- Frederick Douglass: Fighter for Freedom

- Honoring Civil Rights (Literature in Context)

- Inspired by Words (Literature in Context)

- The War in Vietnam from The American Nation (from The American

Nation)

- Gulf of Tonkin Resolution (U.S. Congress)

- On the Situation in Vietnam (Henry B. Gonzalez)

- The Television Age (Literature in Context)

- Lord of the Rings (Critical Essay: Literature in Context)

- Hands-Free Law Won’t Solve the Problem

- Hands-Free Cell Phone Legislation Signing

Literary Texts:

- We the People from Words We Live by Linda R. Monk - Making Tracks on Mars by Andrew Mishkin - from Harriet Tubman: Conductor on the Underground

Railroad by Brent Ashabranner - from I Know Why the Caged Bird Sings by Maya Angelou - Forest Fire - Why Leaves Turn Color in the Fall - The Season’s Curmudgeon Sees the Light - On Woman’s Right to Suffrage by Susan B. Anthony - Science and the Sense of Wonder by Isaac Asimov -



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- accumulate - challenge - decision - development - discrimination - factor - global - reveal - statistics

Additional Big Question Words

- explanation

- exploration

- inequality

-quality

-quantity

-valuable


Grade Level: 8


Unit Overview: Unit 4 (Poetry)

Students will examine how ideas are expressed in different techniques. One such technique is the use of poetry. Poetry possesses the power of words. How words can reach someone is often a mystery, a secret not discovered until one goes on such a journey. Experiences such as historical events, real-life occurrences, conversations, love, hate, just about anything, can find themselves being described in any genre, including poetry. Words have meaning. Words have power. The goal of this unit is to uncover how words have impact and power, thereby reaching someone, affecting belief systems, opinion, knowledge, influencing persuasion, and creating meaningful text. Additionally, understand genres, such as poetry, will enable students to fully grasp the meaning and message of the poem.


- Poetry is the most musical of literary forms. Poetry can be expressed lyrically, by way of the narrative, or through drama. - Words, whether written or spoken, are the building blocks that make meaningful communication possible. Words, and groups of lines,

change their meanings and importance based on the structure of a poem. - Words, through poetry, can create meaning through imaginative use of the language. - The author’s word choice creates the impact a poem can have.

Essential Question(s): What is the secret to reaching someone with words?

Focus Standards:

Reading Literature

RL.8.1

RL.8.2

RL.8.4

RL.8.5

RL.8.10


RI.8.4

RI.8.5

RI.8.7

RI.8.10

Skills:

Reading Skills

- Context Clues

- Paraphrase


- Compare Materials and contrast features of Consumer Materials

- Analyze Technical Directions

Literary Analysis

- Connotative Meanings - Simile; Metaphor - Allusion - Sound Devices - Figurative Language - Comparing Poetry and Prose - Forms of Poetry - Imagery


SL.8.1

SL.8.2

SL.8.5b

SL.8.6

Language

L.8.1

L.8.2.c

L.8.4.a

L.8.4.b

L.8.5

L.8.5.a

L.8.5.b

L.8.6

- Comparing Types of Description


- Poetry Recitation

- Evaluation Form

- Evaluating Media Messages


- Mini-Anthology - Poet’s Profile

Sample Activities:

-Generate a Reader Response entry

- Analyze a poem for themes, symbolism, and the poet’s view

- Investigate advertisements and commercials

Assessment:

- Cumulative Review

- Performance Tasks


- Summative Assessment (Unit)

Formative Assessment

- Teacher Observation

- Student Feedback

Resources:



- A Poem for My Librarian, Mrs. Long by Nikki Giovanni - Describe Somebody/ Almost Summer Sky by Jacqueline

Woodson - Thumbprint Cookies - Use the Nutrition Facts Label to Eat Healthier

(U.S. Food and Drug Administration)

- Sarasota County Schools Lunch Menu

Analyzing Functional Texts

- Using Your Answering Machine - Limited Warranty for Answering Machine

Literary Texts:


Poetry Collection 2

- The Drum (for Martin Luther King, Jr.) by Nikki Giovanni - Ring Out, Wild Bells by Lord Alfred Tennyson - Thumbprint by Eve Mirriam

Poetry Collection 4

- Little Exercise by Elizabeth Bishop - Ode to Enchanted Light by Pablo Neruda - The Sky is Low, the Clouds Are Mean by Emily Dickinson

- Snakes on the Etowah by David Bottoms - Vanishing Species by Bailey White

Poetry Collection 6

- The New Colossus by Emma Lazarus - Paul Revere’s Ride by Henry Wadsworth Longfellow - Harriet Beecher Stowe by Paul Laurence Dunbar

Poetry Collection 8

- your little voice/ Over the wires came leaping by E.E. Cummings

- Drum Song by Wendy Rose - Grandma Ling by Amy Ling

- The Road Not Taken by Robert Frost - O Captain! O Captain!

Internet:

A Bird Came Down a Walk by Emily Dickinson



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Academic Vocabulary

- benefit - connection - cultural - individuality - inform - relevant - significance - valid

Additional Big Question

- experience - express - feedback - meaningful - media - misunderstood - sensory


Grade Level: 8


Unit Overview: Unit 5 (Drama)

Students examine the genre of drama. Drama, like many other genres, highlights its characters similarities and differences. It stands to reason that if there is a hero, his opposite, the foe or villain, must be in the story to signify both internal and external conflicts. There are many ways we distinguish ourselves from one another. Besides good versus bad, we classify ourselves and others based on race, religion, national origin, or economic class. In weighing our similarities and differences to determine which of the two carries the greater significance, we look at other categories such as achievements in academics or sports. Society is dependent on how we address and handle our commonality and our polarity. In this unit, the goal for students will ask if we should find value in similarities or in differences, and how and if we should use standards to judge one another solely on superficial realities, or go beyond that, and judge character and beliefs. Such real-life scenarios as a rich employer debating what to pay an employee, to the discrimination of a group of people, to family members who differ in ethnic backgrounds, will highlight the argument of similarity versus difference, and at the end of the unit, students will be able to decide which of the two hold the greater weight.


- People distinguish themselves from one another in many ways. - Literature genres shine focus on the differences of characters, leading the reader to understand the role of the protagonist, the struggle

between hero versus villain, and the theme of the piece. - One type of genre, the drama, uses comedy or tragedy to distinguish difference in characters and beliefs. - Drama provides important truths about life and human nature, thus giving us a clearer view of what our similarities and differences are.

Essential Question(s):

Is it our differences or our similarities that matter most?

Focus Standards:

Reading Literature

R.L.8.1

R.L. 8.3

R.L. 8.4

R.L. 8.5

R.L. 8.6

R.L. 8.7

R.L. 8.9

R.L.8.10


R.I. 8.5

R.I. 8.6

R.I. 8.10

Skills:

Reading Skill

-Draw Conclusions

-Cause and Effect


- Compare and Contrast Features and Elements - Evaluate Unity and Coherence

Literary Analysis

- Character - Conflict - Elements of Drama - Setting and Character - Comparing Adaptations to Originals - Dialogue - Character’s Motivation - Comparing Sources with a Dramatization


S.L.8.1

SL.8.4

SL.8.6

Language

L.8.1.

L.8.1.a

L.8.2.b

L.8.4.b

L.8.6


- Debate - Guided Tour - Delivering a Narrative Presentation


- Bulletin Display

Sample Activities:

-Act our a play (drama, tragedy, or comedy)

- Debate a theme or a topic from a play or debate on the view of the playwright

-Roundtable discussion

Assessment:

- Cumulative Review

- Performance Tasks


- Summative Assessments

- Teacher Observation

- Student feedback

Resources:


Literary Texts:


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-class

-discriminate

-distinguish

-divide

-identify

-judge

-represent

Additional Big Question Vocabulary

-assumption

-common

-generalization

-separate

-superficial

-sympathy

-tolerance

-unify


Grade Level: 8


Unit Overview: Unit 6 (Themes in American Stories)

In this unit, students will investigate the role of hero. Heroism is often found theme in many American stories. From the start of our nation, in colonial times, to recent events, such as the tragedy of September 11, Americans enjoy the story of the hero. We understand that heroes are known for their bravery and their willingness to stand up for what they believe in. We learn that heroes are not always lauded for their physical skills. In many stories, the challenges of a hero are often exaggerated. Their heroics can come from a variety of sources: folklore, literature, and real-life, and their stories are passed down from over the years.


- American stories are full of folk literature. - American folk literature is a living tradition. - At the center of American Folk Literature is a hero. - Good readers recognize that over time, new heroes and subjects appear that reflect the manners, customs, saying, and stories of our

changing culture. - We see that heroes throughout the years come from different backgrounds. Whereas years ago, the farmer or soldier was a hero, today,

sports figures, celebrities, and civil rights leaders are seen the heroes. - Readers see that all heroes across the years display similar traits that Americans admire and strive to imitate.

Essential Question(s): Are yesterday’s heroes important today?

Focus Standards:

Skills:

Reading Literature:

R.L.8.2

R.L.8.3

R.L.8.4

R.L.8.5

R.L. 8.7

R.L. 8.9

R.L.8.10


R.I.8.3

R.I. 8.7

Skills:

Reading Skill

-Summarize

-Purpose for reading

Reading for information

-Evaluate Structural Patterns

-Evaluate the treatment, scope, and organization of ideas

Literary Analysis

-Social and Cultural context

-Theme

-Mythology

-Oral tradition

R.I.8.10


S.I.8.1

S.I. 8.5

S.L.8.6

Language

L.8.1

L.8.2

L.8.4.b

L.8.5

L.8.6

-Comparing heroic characters

-Cultural context

-Author’s influences

-Comparing works on a similar theme


-Oral presentation

-Storytelling workshop

-Delivering a persuasive speech using multimedia

Sample Activities:

- Create a timeline - K-W-L charts - Engage in roundtable discussions (whole group/ small group)

Assessment:

-Cumulative Review

-Performance Tasks

-Weekly Assessment

- Summative Assessment (Unit)

- Teacher observation

- Student feedback

Resources:


-

Literary Texts:

- Why the Waves Have Whitecaps by Zora Neale Hurston - Chicoria by Rudolofo A. Anaya and Jose Griego y Maestas - from The People, Yes by Carl Sandburg



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-aspects

-cultural

-emphasize

-exaggerate

-imitate

-influence

-symbolize

Additional Big Question

- accomplishments - admirably - bravery - courage - endure - outdated - overcome - suffering

Documents

Course: Literature Connections Time Frame: Unit 1 (Six