Written by Alabama teachers, for Alabama teachers Created ... · English 8, First Nine Weeks 3 Compose an analytical multi-paragraph essay demonstrating control of paragraph structure,

English 8, First Nine Weeks 1

8th

Grade Curriculum Guide First

Nine Weeks

Written by Alabama teachers, for Alabama teachers

Created in partnership with the Alabama State Department of Education

Endorsed by the National Math and Science Initiative

FIRST NINE WEEKS

Big Idea Focus: Rites of Passage

Skill Focus: Literary Analysis and Expository Writing

Guiding Questions:

How does setting contribute to the conflict in a story?

How does an author create a character?

What rites of passage do characters and people go through?

How do literary elements create meaning?

Limiting the scope in the first nine weeks to one major work, two essays from nonfiction sources, three poems, and one excerpt from a

longer fiction work will allow teachers to explore this thematic idea more completely and will also provide them more opportunities to

focus on the complexity of specific skills students are expected to master as they progress through 8th grade.

Suggested Texts:

Major Work: *The Looking Glass Wars by Frank Beddor

Poetry: “Where I’m From” by George Ella Lyon, “The Road Not Taken” by Robert Frost, and “Jabberwocky” by Lewis Carroll

Nonfiction: “The Cutting of My Long Hair” by Zitkala-Sa and “Fish Cheeks” by Amy Tan

Fiction: “Edna’s Ruthie” from The House on Mango Street by Sandra Cisneros

*If copies are not available, the teacher may opt to use Alice in Wonderland by Lewis Carroll and adapt the lessons.


Vocabulary: Teachers are encouraged to use the provided vocabulary resources; these research-based recommendations offer a

comprehensive approach to instruction, including word acquisition, study techniques, sample assessments, and assessment-building

suggestions. Module 1 contains an overview of the entire vocabulary component along with sample assessments; all other

vocabulary resources are located in our online Dropbox.

Grammar: Teachers are encouraged to use the research-based grammar program Daily Grammar Practice as part of their daily

instruction. In conjunction with this program, A+CR provides an additional sentence list with weekly templates. A+CR sentence

content complements the grade-level texts while mirroring the grammatical structure of sentences found in the original version of

Daily Grammar Practice for this grade level. Module 1 contains an overview of DGP, including suggestions for implementation.

A+CR DGP sentence lists and optional templates are located in our online Dropbox; all other resources and answer keys needed to

implement this program are found in the original grade-level teacher guide, which can be purchased at www.dgppublishing.com.

Overview: In preparation for their transition to high school, eighth grade students hone their analytical reading and writing skills. They

deepen their understanding of literary strategies by first reviewing them and then examining the author’s purposeful use of them. Since

identifying theme is often a challenging task for middle school students to master, each nine is designed with a different thematic focus.

While the themes may differ, the skills taught within each nine weeks scaffold toward the final quarter of the year and culminate with

students independently evaluating an author’s use of literary strategies in a complex text. Beginning with the end task in mind, this nine

weeks uses relatively simple texts so that students can focus on complex tasks without becoming bogged down by basic comprehension.

Goal: I can use close reading strategies (identifying connotative diction, imagery, details, and figures of speech) to extract meaning from a variety

of texts and write expository compositions investigating how authors purposefully use setting, conflict, plot, theme, and characterization.

I can

Understand and apply annotation skills to works studied.

Create and use dialectical journals and graphic organizers from my annotations

Actively participate in purposeful discussions of the selected texts in both small group and whole class settings

Understand the conventions of the short story

Determine or clarify the meaning of unknown and multiple meaning words or phrases.

Link setting, mood, dialogue, and diction to characterization.

Analyze syntax to identify the author’s purpose.

Identify purposeful use of figurative language, imagery, dialogue, and symbolism in poetry and analyze the effect or purpose of the use of

the each literary device.

Summarize a passage.

Compose, edit, and revise paragraphs analyzing the purposeful use of literary elements in a text.


Compose an analytical multi-paragraph essay demonstrating control of paragraph structure, sentence variety, and mechanics.

ALCOS

Number/

Identifier

Language Arts: Grade 8

Alabama College and Career Ready Standard

CCRS

Number/

Identifier

Reading Standards for Literature

1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as

inferences drawn from the text.

[RL.8.1]

2 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.

[RL.8.2]

3 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.

[RL.8.3]

4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative

meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to

other texts.

[RL.8.4]

5 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.

[RL.8.5]

9 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of

Grades 6-8 text complexity band independently and proficiently.

[RL.8.10]

Reading Standards for Informational Text

10 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]

11 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.

[RI.8.2]

12 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g.,

through comparisons, analogies, or categories)

[RI8.3]

13 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.

[RI.8.4]

14 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in [RI.8.5]


developing and refining a key concept.

18 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.

[RL.8.9]

19 By the end of the year, read and comprehend literary nonfiction at the high end of the Grades 6-8 text complexity

band independently and proficiently.

[RI.8.10]

Writing Standards

20 Write arguments to support claims with clear rea sons and relevant evidence. [W.8.1]

21 Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through

the selection, organization, and analysis of relevant content.

[W.8.2]

23 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience.

[W.8.4]

24 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been

addressed.

[W.8.5]

25 Use technology, including the Internet, to produce and publish writing and present the relationships between

information and ideas efficiently and to interact and collaborate with others.

[W.8.6]

28 Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.8.9]

29 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a

single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

[W.8.10]

Speaking and Listening Standards

33

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence,

sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear

pronunciation.

[SL.8.4]

35 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or

appropriate. (See Grade 8 Language standards 36 and 38 for specific expectations.)

[SL.8.6]

Language Standards

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [L.8.1]

37 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when

writing.

[L.8.2]

38 Use knowledge of language and its conventions when writing, speaking, reading, or listening.] [L.8.3]

39 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading

and content, choosing flexibly from a range of strategies.

[L.8.4]

40 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.8.5]

41 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather

vocabulary knowledge when considering a word or phrase important to comprehension or expression.

[L.8.6]


Week 1

Overview: This week begins the school year with reviewing poetry and grammar while allowing the teacher to establish a positive classroom

culture with an expectation of challenging yet fun work.

Suggested Activity Skills

Addressed

(cumulative—

only new skills

added each

week)

NMSI Teacher

Training/LTF Path

Notes

Assessment of summer reading if applicable (1 hour) Diction

(connotative,

denotative)

Details

Imagery

Point of view

Figurative

language

Eight parts of

speech

Imitation

Students are introduced to relevant close reading terms for

middle school. Teacher introduces “Where I’m From” poem by

George Ella Lyon and models imitation of it. The teacher may

opt to model from teacher’s point of view or provide a student

sample. Students will use the template to imitate the poem for

homework. Students share “Where I’m From” poems on the

following day. (2 hours)

See path to LTF lesson.

NMSI Teacher

Training/Instructional

Resources/LTF

English/Lessons &

Overviews/8th

Grade/Close

Reading/Terms

Associated with Close

Reading (MG)

See module for lesson and template.

Teacher should have students begin

collecting a cumulative list of close

reading terms. Terms will be added to this

list throughout the year, as the need

arises.

LTF Close Reading Terms provided in

appendix as a teacher resource.

Students read “Jabberwocky” and review the parts of speech

with Mad Lib parts 1 and 2. Students brainstorm for Mad Libs

part 1 and place their answers in part 2. (1 hour)

See module for Mad Libs and copy of

poem.

Teacher may choose to have students

listen to reading of the poem by accessing

the video:

https://www.youtube.com/watch?v=ZpKcq

raRdfs

The teacher should introduce additional relevant close reading

terms for middle school. If Internet is available, students may

use Quizlet to study the terms. (½ hour)

Close reading

Plot

Exposition

Rising action

Falling action

Climax

Denouement/R

esolution

www.quizlet.com (search “Close reading

terms”)

https://webmail.hsv-k12.org/owa/redir.aspx?C=LAs1jGBJIEKbaQm_8T-s6kXlvijNItEI9S1hv355Kow89FOKCpK3DFcFjNIkdlC_n6voBwPaOAM.&URL=https%3a%2f%2fwww.youtube.com%2fwatch%3fv%3dZpKcqraRdfs

https://webmail.hsv-k12.org/owa/redir.aspx?C=LAs1jGBJIEKbaQm_8T-s6kXlvijNItEI9S1hv355Kow89FOKCpK3DFcFjNIkdlC_n6voBwPaOAM.&URL=https%3a%2f%2fwww.youtube.com%2fwatch%3fv%3dZpKcqraRdfs

http://www.quizlet.com/


Conflict

Protagonist

Antagonist

Week 2

Overview: This week builds upon the first week’s review of the parts of speech by reviewing prepositions and prepositional phrases; it also

introduces the expectation of students’ use of the grammatical focus in combination with the studied text and vocabulary. Students are

introduced to the author through a biography, and they review basic plot structure as they begin the novel. The week ends with a review of

conflict, which will be a focus of the novel study.


Addressed

(cumulative—

only new skills

added each

week)

NMSI Teacher

Training/LTF Path

Notes

Students complete the Killgallon style preposition lesson.

(1 hour)

For homework students complete the additional practice with

prepositions.

Prepositions

Prepositional

phrases

Punctuation of

prepositional

phrases

Adapted from LTF/

English/Killgallon

Syntax Lessons

See the Preposition Killgallon Style

PowerPoint presentation and student handout

in the appendix.

See the Preposition Additional Practice

handout in the module.

Consider creating and using sentence strips

for the unscrambling portions of the lesson.

Rather than presenting the lesson in its

entirety during one class period, the teacher

may opt to use slides 10-29 as bell ringers.

Provide students with a list of common

prepositions.

The teacher introduces The Looking Glass Wars. Students read

a brief biography of Lewis Carroll and the prologue to the novel;

then the class analyzes Beddor’s treatment of Carroll. Finally,

students read an excerpt from Lewis Carroll’s Alice in

Wonderland and make predictions on the differences between

Making

predictions

Compare/

contrast

Pre-reading

Read Lewis Carroll’s biography at

https://www.poets.org/poetsorg/poet/lewis-

carroll

Students need only cursory details from


the two. (1 hour)

Large-group

discussion

biography. Consider condensing into a few

facts in order to devote most of time to the

lesson.

The teacher introduces vocabulary from the novel and models

how to incorporate prepositional phrases and context clues into

sentences for this assignment. (1 hour)

Context Clues

Vocabulary in

context

See appendix for Looking Glass Wars part

one vocabulary.

The teacher introduces Freytag’s Pyramid, reads aloud the

prologue and chapter one of The Looking Glass Wars, and

models the exposition portion of the pyramid. (1 hour)

See appendix for reading schedule template.

Direct/indirect

characterization

Exposition

Students should begin reading the remainder

of Part One of the novel and complete the

dialectical journal for Part One for

homework. They need to be finished with

Part One by the end of Week 3.

The teacher will need to design and

distribute (or post) a reading guide that

correlates with vocabulary and journal

assignments. See template in appendix.

In resources module, all materials for

LGW journal and journal procedures are

combined as a single document for

teachers’ convenience. To print individual

increments, see appendix at A+ CR website

Students view a PowerPoint (see appendix) to review the types

of conflict. The teacher models the conflict portion of the

dialectical journal. (1 hour)

Conflict See appendix for links to PowerPoint on

conflict.

Week 3

Overview: Students deepen their understanding of prepositional phrases by exploring an author’s purposeful use of them. As students read the

novel outside of class, they review how to incorporate quotations from the novel in preparation of writing literary analysis. Then they examine a

completed analysis of indirect characterization of the novel’s protagonist, which serves as a model for students to write their own paragraphs in

groups. Finally, the teacher assesses students’ use of prepositional phrases and vocabulary along with their comprehension of the outside

reading.


Addressed

(cumulative—

only new skills

NMSI Teacher

Training/LTF

Path

Notes


added each

week)

Using the provided PowerPoint, the teacher presents the

information on how to incorporate quotations into analysis of

writing and gives students the accompanying notes. Then the

teacher posts the suggested quotations from the PowerPoint on

chart paper around the room. In groups, students carousel

through the quotations - tagging, introducing, and embedding

them in sentences. Finally, the groups carousel once more

indicating the TIE that they feel is most effective; students

should explain their reasoning to the rest of the class. (1 hour)

Annotation

Topic

sentences

Paragraph

structure

Analysis

Expository

Writing

Tone

Parenthetical

documentation

Integrating

quotations

MLA citation

See the appendix for How to Integrate

Quotations student notes and TIE Quotations

PowerPoint.

Each group will need a different color

marker.

Students discuss the first part The Looking Glass Wars and

update the Freytag’s Pyramid. The teacher uses the model

STEAL from chapters 1-9 to explain the indirect

characterization exercise. Then she leads them through the

following questions and framed assertion. Finally, students

annotate the model paragraph. Students then complete a STEAL

on chapters 10-18, answer the following questions and framed

assertion, and write an AEC paragraph using the framed

assertion. The teacher follows the I do, we do, you do protocol

as the students complete this exercise. (3 hours)

STEAL-Speech, Thoughts, Effect on others, Actions, Looks

Teacher can use the You Tube video on Direct and Indirect

Characterization to help with the understanding of the

characterization of Alyss.

Teaching Note: See appendix for

1. Paragraph and Essay Overview

2. Completed model of STEAL, frame

statements, sample paragraph, and

sample paragraph revision.

These materials should be used to model

expectations for the remaining 3 parts of the

novel.

These documents contain the STEAL

handout.

Students should be finished reading part one

of the novel by this point. The teacher

determines whether to assess the dialectical

journals in increments or to take a

cumulative assessment at the end of the

novel. However, she should ascertain that

students are consistently completing journal

assignments over the course of the novel.

See module for MLA handout.

If possible, consider printing handouts that

will be needed throughout the year on

colored paper so that students can locate

them more quickly.


Characterization:

https://www.youtube.com/watch?v=92a2H48

9h7Q

The teacher assesses each student’s use of the vocabulary from

Part One of The Looking Glass Wars, comprehension of the

reading, and use of prepositional phrases. Students should begin

reading Part Two for homework. (1 hour)

Although assessments are not included in

the appendix, there is an example included.

Teachers will need to create their own.

It is suggested that these assessments be

timed.

Week 4

Overview: With a firm foundation in prepositional phrases, students can now distinguish between prepositional and infinitive phrases. Using the

same protocol, students learn about infinitives and then deepen their understanding through an LTF lesson on infinitives that analyzes their

purpose. Building upon their introduction to poetry in the first week and to integrating quotations and AEC paragraph writing in the third week,

students strengthen their close reading skills by analyzing a poem and writing about it. Finally, students read and discuss a nonfiction piece that

introduces the thematic idea of rite of passage and the skill of creating leveled questions.


Addressed

(cumulative—

only new skills

added each

week)

NMSI Teacher

Training/LTF Path

Notes

Students complete the Killgallon style infinitive lesson.

(1 hour)

For homework students complete the additional practice with

infinitives.

See the Infinitive Killgallon Style

PowerPoint presentation and student handout

in the appendix.

See the Infinitive Additional Practice

handout in the appendix.

The teacher could create and use sentence

strips for the unscrambling portions of the

lesson.

Rather than presenting the lesson in its

entirety during one class period, the teacher

may opt to use slides 10-29 as bell ringers.

Students complete the LTF lesson Identifying and Writing Setting LTF Complete only portions A, B, and C of the

https://www.youtube.com/watch?v=92a2H489h7Q

https://www.youtube.com/watch?v=92a2H489h7Q


Infinitive Phrases. Then the teacher models how to create

sentences with infinitive phrases and context clues for the

second set of vocabulary words in the dialectical journal. (1

hour)

Conflict

Symbol

Infinitives

Infinitive

phrases

Author’s

purpose

Inference

Direct Object

Indirect Object

English/Lessons &

Overviews/8th

Grade/Grammar/Phr

ases/ Identifying and

Writing Infinitive

Phrases

LTF lesson.

If time permits, the infinitives lesson can be

extended with the Infinitive Lesson Using

Payphone lesson in the module.

Using the annotation chart, students perform a close reading of

“The Road Not Taken” by Robert Frost and write a paragraph

analyzing the theme of the poem. The first-through-third

readings easily lend themselves to the I do, we do, you do format

in about an hour. However, the fourth reading and paragraph

will need to be modeled and discussed thoroughly with the

students.

Since this is the first paragraph into which students are

incorporating textual evidence with citations, the teacher should

work with the class to write the paragraph together. Use AEC

paragraph graphic organizer and rubric for instructional

purposes. (2 hours)

(Should you need a works cited guide, you will find it in the 4th

nine weeks appendix.)

Adapted from/LTF

English/Lessons and

Overviews/Authors

& Titles/Frost,

Robert/ “The Road

Not Taken”

Power Point

/LTF

English/Teacher

Training Materials

and

Resources/Power

Points/Moving

Through the Levels

of Thinking (Frost)

See module for Annotation Tips and

Symbols and AEC graphic organizer and

rubric.

This is an opportunity to set the standard;

the implementation of the writing process

for this paragraph will set the tone for what

students are expected to master in the

future.

It is suggested that each teacher establish

documentation guides that suit his or her

needs, distribute them now, and reinforce

their use throughout the year. The objective

is not necessarily to master MLA

formatting, but to emphasize and reinforce

throughout the year the necessity of

parenthetical documentation.

Students complete the LTF lesson Levels of Questioning: “The

Cutting of My Long Hair.” (1 hour)

LTF

English/Lessons &

Overviews/8th

Grade/Close

Reading/Reading

Strategies/Levels of

Questions/“The

Cutting of My Long

Teacher may opt to use the Baseball Game:

levels of questions.

Instructions can be found in the module.

Teaching students to write leveled questions

trains them to be more perceptive readers

and test takers. Once this concept is taught,


Hair”

it should be reinforced throughout the year.

Week 5

Overview: Strengthening their questioning skills and assessing their comprehension, students create levels of questions with the novel. Aiding in

comprehension and deepening students’ thinking, levels of questioning is a foundational skill that will be developed throughout the year;

questioning also helps to prepare students for standardized testing, such as the Aspire. The structure of the novel study continues to build as

students discuss the novel, analyze the indirect characterization of the protagonist, and with the help of a framed assertion and partner, write an

analysis of how the protagonist is changing as a result of conflict. Each lesson on the novel scaffolds toward a culminating essay in week 8.


Addressed

(cumulative—

only new skills

added each

week)

NMSI Teacher

Training/LTF Path

Notes

Students create levels of questions for Part Two of The Looking

Glass Wars and participate in a snowball activity. (1 hour)

Adapted from

LTF/English/Levels

of Questioning

Lesson

See appendix for lesson on 3 Levels of

Questioning: Snowball Activity.


Part Two of The Looking Glass Wars. (½ hour)

Consider including infinitive phrases in this

assessment.

Students discuss Part Two of the novel and update the Freytag’s

Pyramid.

Focusing on Part Two, students complete a STEAL analysis of

Alyss and discuss the changes they see in her. Students then

answer the following questions and framed assertion and write

an AEC paragraph using the framed assertion. The teacher

follows the I do, we do, you do protocol as the students complete

this exercise. (1 ½ hours)

Details

Adapted from

LTF/Teacher’s

Resources/Paragraph

Frame

See module for LGW Chapters 19-30 AEC

Paragraph, which contains the STEAL

handout, questions, and framed assertion.

Review LGW AEC Paragraphs and Essay

Overview document in the module.

Students read from Part Three of The Looking Glass Wars in

class. To ensure that students are reading, have them list the

first and last events and corresponding page numbers read

during class that day on an exit slip. For homework, students

continue reading Part Three of the novel and complete the third

vocabulary portion of the dialectical journal.

This is a long section of the novel, so

students may need some time in class to read

if time permits.

It is suggested that the teacher use this time

to catch up on grading. Don’t be distracted


(2 hours) by administrative demands.

Week 6

Overview: Building upon the close reading strategies introduced earlier, conflict analysis from the novel study, and AEC paragraph writing,

students analyze a biographical short story. Students are introduced to essay writing that focuses on writing effective thesis statements and topic

sentences/assertions. The heavily scaffolded essay enables students to be write a literary analysis.with success.


Addressed

(cumulative—

only new skills

added each

week)

NMSI Teacher

Training/LTF Path

Notes

Analyzing the prompt and close reading the text for diction and

attitude, students complete Activities One through Four of the

LTF lesson Style Analysis – “Fish Cheeks.” They will write

the essay next week. (2 hours)

Tone LTF

English/Lessons &

Overviews/8th

Grade/Close

Reading/Reading

Strategies/

Style Analysis: “Fish

Cheeks”

Analyzing the prompt and close reading the

text for diction and attitude, students

complete Activities One through Four of the

LTF lesson Style Analysis – “Fish Cheeks.”

Before planning the essay, have students work through the

Writing Effective Thesis Statements and Topic Sentences for

Literary Analysis. Next, they should complete Using Textual

Evidence Effectively. After those two lessons are completed,

students plan and write an essay on “Fish Cheeks.” The teacher

leads the class in creating a thesis and writing an introduction.

Then in small groups students plan and write Body Paragraph 1,

and in pairs they plan and write Body Paragraph 2. Students

will plan and write Body Paragraph 3 individually. Then the

class will write the conclusion together. Students will highlight

the essay and use the QOEGV to assess their essays. (3 hours)

See Essay Planner in appendix.

This lesson is continued into next week.

It is suggested that teacher review and reinforce the AEC

paragraph each day. Further, the small number of body

Analytical

writing

Prewriting

Drafting

Thesis

Introduction

Topic

sentences

Selection of

evidence

Integration of

evidence

Role of

commentary

Conclusion

Rhetorical shift

Time

Adapted from

LTF/English/Lesson

s and Overviews/8th

grade/Composition/S

tructural

Elements/Writing

Effective Thesis

Statements and

Topic Sentences for

Literary Analysis

Adapted from

LTF/English/Using

Textual Evidence

See the module for a revision of the LTF

lesson Writing Effective Thesis Statements

and Topic Sentences for Literary Analysis.

This lesson has been revised using sentences

from this curriculum and broken into two

separate lessons. There are both Writing

Effective Thesis Statements and Writing

Effective Topic Sentences lessons in the

appendix.

See the AP Reader for the Day handout and

the QOEGV rubric in the appendix for

instructions on highlighting and assessing

essays.

See Essay Planner.


paragraphs facilitates the teacher’s ability to provide an

informal assessment of at least one paragraph for each

student.

Meanwhile, students continue Looking Glass work on their

own.

management The teacher will need to assess only the

individual paragraph (body para. 3), and

the AEC paragraph rubric in the appendix

can be used for this.

Week 7

Overview: Students finish their “Fish Cheeks” essays from the previous week. They have been continuing to read the novel and study vocabulary outside of class. Students discuss the third portion of the novel as they update the Freytag’s Pyramid, and they repeat the process for analyzing the protagonist. Since students have had multiple opportunities to practice writing AEC paragraphs, they are now ready to independently write one. This assessment allows the teacher to evaluate students’ progress with writing body paragraphs and provides an opportunity for teacher to guide students in revision the following week when students combine the AEC paragraphs into an essay. Suggested Activity Skills

Addressed

(cumulative—

only new skills

added each

week)

NMSI Teacher

Training/LTF Path

Notes

Students finish writing the “Fish Cheeks” essay that they began

last week. (2 hours)


Part Three of The Looking Glass Wars. (½ hour)

Students discuss Part Three of the novel and complete the

Freytag’s Pyramid. (1/2 hour)

Focusing on Part Three of the novel, students complete a

STEAL analysis of Alyss and discuss the changes they see in

her. Students then answer the following questions and framed

assertion, and write an AEC paragraph using the framed

assertion. The teacher follows the I do, we do, you do protocol

as the students complete this exercise. (1 ½ hours)

By this point, students should be able to complete the AEC

paragraph portion independently.

Details

See module for LGW Chapters 31-56 AEC

Paragraph, which contains the STEAL

handout, questions, and framed assertion.

The teacher needs to review The Looking

Glass Wars AEC Paragraphs and Essay

Overview document in the module.

Week 8

Overview: Using all of the skills they have acquired this nine weeks, students analyze the protagonist’s rite of passage in the novel and then

independently analyze how the protagonist has changed as a result of the conflicts she has faced. Each student writes an AEC paragraph and


then combines all of the paragraphs to create a culminating essay.


Addressed

(cumulative—

only new skills

added each

week)

NMSI Teacher

Training/LTF Path

Notes

In groups, students complete the LTF lesson Three Levels of

Reading on The Looking Glass Wars. The lesson will focus on

the rite of passage. The teacher will need to model and walk

students through this process. (1 hour)

Inference

Theme

LTF

English/Teacher

Resources/ Three

Levels of Reading

The teacher may want to use the Power

Point on the three levels of reading in the

appendix.

As a class, students use the framed thesis and work to generate

a thesis and write an introduction for their essays. In pairs,

students work to revise their AEC body paragraphs to add

transitions. In groups, students write conclusions for their

essays. Finally, students peer and self-evaluate their essays

using the QOEGV, and they revise their essays. (3 hours)

Outline

Peer revision

Revision

See the LGW Essay Prompt in the module.

Review the LGW AEC Paragraphs, and

Essay Overview document in the module.

Review components of composition.

If necessary, students can complete final

drafts at home.

Week 9

Overview: Extending the their knowledge of characterization, students are introduced to the archetypal hero’s They analyze the protagonist as a

hero. Using their new and refined skills from this nine weeks, students complete another characterization analysis and practice answering text-

based multiple choice questions; finishing out the nine weeks, this LTF lesson serves as a summative assessment of characterization.


Addressed

(cumulative—

only new skills

added each

week)

NMSI Teacher

Training/LTF Path

Notes

The teacher introduces the archetypal hero’s journey, and

students complete applicable portions of the hero journey charts.

(2 hours)

If an example of a hero’s journey is needed, several can be

found online such as the following one on Disney’s The

Archetype

Hero’s journey

See the module for the LGW Hero’s Journey.

The teacher may want to include an open

response question covering the hero’s

journey on the novel’s assessment.


Incredibles.

https://learni.st/users/51951/boards/15709-hero-s-journey-in-

the-incredibles

Students complete the LTF Formative Assessment on “Edna’s

Ruthie.” (1/2 hour)

Allow students 20 minutes to independently read the excerpt and

complete the formative assessment; this is a cold read for the

students. The teacher should not go over the answers at this

point; they will revisit their answers after the following

character analysis.

LTF

English/Lessons &

Overviews/Authors

and

Titles/C/Cisneros/Ed

na’s

Ruthie/Formative

Assessment –

Multiple Choice/7

See module for “Edna’s Ruthie” MC.

Students complete the LTF lesson Character Analysis – “Edna’s

Ruthie.” (2 hours)

Appositives

Appositive

phrase

Subject/verb

agreement

Independent

clauses

Character

analysis

Simile

Metaphor

Dialogue

Allusions

Assertion

(topic sentence)

Tone

Generalization

Style

Effect of

diction and

syntax on

meaning

LTF

English/Lessons &

Overviews/8th

Grade/Close

Reading/Reading

Strategies/Character

Analysis – “Edna’s

Ruthie” from The

House on Mango

Street

See module for Character Analysis –

“Edna’s Ruthie.” Using the same prompt,

students write an AEC paragraph rather than

the suggested essay at the end of this essay.

(2 hours)

Students complete the LTF Formative Assessment on “Edna’s

Ruthie.” (1/2 hour)

LTF/

English/Lessons &

.

See module for lesson.

https://learni.st/users/51951/boards/15709-hero-s-journey-in-the-incredibles

https://learni.st/users/51951/boards/15709-hero-s-journey-in-the-incredibles


Formative assessments of student work provide important information about student understanding and learning; they should be an on-going

process during every nine weeks and should impact instruction throughout the year. Formative assessment suggestions include but are not limited to

the following:

· Student annotations

· Student completed dialectical journals

· Self, peer, and teacher edits

· Paragraph and essay revision

· Timed writings on prompts for literature passages not

previously discussed or read in class

· Checks of completed LTF lessons

· Multiple choice practice

· Student discussion and participation

Allow students 15 minutes to independently re-read the excerpt

and complete the formative assessment. Then, the teacher has

students justify their answers

Overviews/Authors

and

Titles/C/Cisneros/Ed

na’s

Ruthie/Formative

Assessment –

Multiple Choice/7

*Corner checks, white boards, Google

forms, Socrative, Kahoot, or other

formative assessment tools can enhance

this lesson.


Summative assessments are those assessments that demonstrate student mastery of goals and objectives; they should be used as final assessments

that are built from the culmination of skills and materials taught, align with objectives and goals, and reflect the formative assessments used during

the unit. Summative assessment suggestions include but are not limited to the following:

· Final drafts of paragraphs and essays

· Timed Annotation of literary work not previously discussed or read in class

· Unit tests on individual literary works that explore students' application of objective knowledge; this assessment type should not be

limited strictly to the students' abilities to recall objective information.

Documents

Written by Alabama teachers, for Alabama teachers Created ... · English 8, First Nine Weeks 3 Compose an analytical multi-paragraph essay demonstrating control of paragraph structure,