Unit Plan Subject: English Language Arts
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1 Unit Plan Subject: English Language Arts Course: English Language Arts Grade: 8 Concept/Theme: My Voice Matters How would you describe Unit Name: My Voice Matters this unit? How does this unit connect to other units within this course/year? What Unit Description: In this unit, students work in collaborative small groups and interdisciplinary connections select from a variety of text sets provided by the teacher (based on student can be made? How does population, interests, past learning, etc.). The choices represent both literary this unit reflect a culturally responsive pedagogy? How (e.g., novels, graphic novels, novels in verse, photo essays, poetry, drama, will you provide students short stories) and informational texts (e.g., literary nonfiction, historical or with opportunities for scientific related texts) in a variety of formats (e.g., print, video, digital, audio). application of skills, student directed inquiry, analysis, evaluation, and/or The text sets are related to contemporary issues (e.g., science, poverty, human rights, ethics) that lend themselves to students conducting inquiry and using their voice to bring awareness to their topics of choice. Students reflection? How will you investigate their topics through close reading (e.g., text annotation, text provide students with dependent questions, and rereading) and collaborative discussion about the opportunities to be flexible, text. Students also investigate author craft and structure in these texts. After make choices, take these investigations, students collaboratively write a short initiative, interact with others, be accountable, informative/explanatory text about a topic, carefully considering the and be a leader? organization of ideas, concepts, and information. What open-ended, gradelevel appropriate questions will prompt exploration, innovation, and critical thinking about the themes or concepts? Which standards (i.e., content standards, Literacy Standards for All Subjects, Students individually research their question and begin to form a welldeveloped argument about it. Students collect, closely read, and analyze informational texts in a variety of formats (e.g., print, video, digital, audio) including argumentative texts gathered as part of research. Throughout the research process, students participate in conversations about mentor texts, and develop techniques for organizing their research findings in a method that aligns with the text structure. Students discuss their specific arguments and claims with partners or within small groups. Using their research, students write an argument and present their learning to the class, distinguishing their claim from the counterclaim while providing evidence for both. To do this, students apply the writing process, incorporating authors use of craft and structural techniques from the texts they have read. Length of Unit (4-9 weeks): 9 weeks in Quarter 3 Essential Questions How do I find and use my voice? How do readers integrate knowledge and ideas within and across texts to think critically and creatively? How do writers use different modes of writing to examine and convey their ideas? How does research enhance the discovery of ideas, arguments, and storytelling? Content Standards and Common Core State Standards RL.8.1 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.8.5 Compare and contrast the structure of two or more texts and analyze
2 and Standards for Mathematical Practice) can be integrated to deepen learning? Think about the academic, language, and behavioral demands of the standards in order to write learning targets and plan for instruction and assessment. how the differing structure of each text contributes to its meaning and style. RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.4 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.8.6 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. RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. RI.8.9 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. RI.8.10 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. W.8.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and
3 supports the information or explanation presented. W.8.5 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. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 8 on page 53.) W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. W.8.7 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced"). W.8.10 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. SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. a. 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. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.8.3 Delineate a speaker s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear
4 Determine the criteria you will use to measure student learning. How will you use benchmark and performance assessments to elicit direct, observable evidence in order to monitor and measure student learning and inform instruction? How will you use the results of your benchmark and performance assessments to differentiate instruction? How will you communicate student learning? How do students provide feedback about their learning? In what ways do students have multiple means to demonstrate their learning? Which texts will be used to develop the concepts or themes? Are those texts available in multiple modes? Do the texts include a range of print and digital text in diverse media, lengths, and formats at students grade and pronunciation. SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice and mood.* L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly. L.8.6 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. MP3. Construct viable arguments and critique the reasoning of others. Assessments Pre-Assessment: Student reflection from Quarter 2 Unit Performance Assessment(s): Instructional Using their research, students write an argument and present their learning to the class, distinguishing their claim from the counterclaim while providing evidence for both. To do this, students apply the writing process, incorporating authors use of craft and structural techniques from the texts they have read. Unit Performance Assessment(s): On-demand Prompt: Should teachers in our school be required to carry guns? Write a letter to your principal that supports your claim. Use reasons and evidence from the text to support your claim. Refer to the Grade 8 Quarter 3 Performance Assessment: Teacher Directions and Student Response Texts Resources - Technology Texts: Collections of literary and informational texts in diverse media, formats, and lengths that are related to particular topics of interest/contemporary issues that lend themselves to inquiry Technology: Newsela.com for leveled text Databases for conducting research
5 independent levels? How will you optimize access to resources, technology, and media to support teaching and learning? How will you engage students in the concept/theme of the unit? Which routines will be taught or revisited in order for students to be successful? Which lessons will be a focus in this unit? Word processing and web-based applications for publishing writing and presentations Learning Activities Launch: Watch Flocabulary s Year in Rap to build students awareness of contemporary issues: Engage students in a discussion about the complexities of contemporary issues to include their historical contexts and implications of the human condition Have students record the topic they are interested in researching on the class list as well as in their readers /writers notebook, citing evidence from the video to support their reason Routines and Expectations: Revisit routines and expectations for daily reading, writing, discussion, and word work. Revisit routines and expectations for conducting research Revisit routines and expectations for working with the library/media/technology specialist(s) Focus Lessons: Week 1: Focus instruction on RI.8.1 and W.8.9 based on the new learning of the standard Week 2: Focus instruction on RI.8.1, W.8.9, W.8.7, and W.8.2 based on the new learning of the standard Week 3: Focus instruction on W.8.2 based on the new learning of the standard and the learning needs of students Week 4: Focus instruction on W.8.4, W.8.6, and W.8.7 based on the new learning of the standard Week 5: Focus instruction on W.8.5, W.8.8, RI.8.7, RI.8.8, and SL.8.3 based on the new learning of the standard Week 6: Focus instruction on RI.8.8 and SL.8.4 based on the new learning of the standard Week 7: Focus instruction on W.8.1, W.8.5, and L.8.1 based on the new learning of the standard Week 8: Focus instruction on L.8.2, W.8.6, SL.8.4, and SL.8.5 based on the new learning of the standard Week 9: Focus instruction on SL.8.4 and SL.8.2 based on the new learning of the standard
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