8th Grade 4th Nine Weeks Unit – Overcoming Obstacles

READY Theme: Home and Family

8 Weeks

Timeframe

Marking Period #4

READY Lesson 6:

Citing Evidence to Support

Inferences

Essential Questions:

• How do characters undergo transformation due to events in their lives?

• How does the environment play a role in human development?

• How does an author’s perspective or point of view affect text?

• How should we define beauty as a society?

• How do people overcome adversity?

CCSS:

RL.8.1 RI.8.1 W.8.1 SL.8.1 L.8.1

RL.8.2 RI.8.2 W.8.2 SL.8.2 L.8.2

RL.8.3 RI.8.3 W.8.3 SL.8.3 L.8.3

RL.8.4 RI.8.4 W.8.4 SL.8.4 L.8.4

RL.8.5 RI.8.5 W.8.5 L.8.5

RL.8.6

RL.8.7

RL.8.8

RI.8.6

RI.8.7

RI.8.8

L.8.6

RL.8.9 RI.8.9

RL.8.10 RI.8.10

Content-Specific (Tier III) Terms: autobiography, characterization, compare, connotation, denotation, figurative language, genre, narrator,

plot, point of view, setting, style, text structure, verbal irony,

Literary (Tier II) Vocabulary:

agrarian, attain, aspire, calamitous, dexterous, disciplinarian, hypocrisy, indignation, migration, persist,

rural, segregation, self-sufficiency, supercilious, thwart

(Vocabulary can be added as students view/ read the texts).

(Vocabulary can be added as students read the poems).

collapsed, frantic, instinctively, lenient, rigid, sarcastically, thrashed, timidly,

grimaced, guile, latched (Vocabulary can be added as students view the speech).

Texts and Respective Tasks

I Know Why the Caged

Bird Sings

by Maya Angelou

“Going Home with Maya

Angelou” (PBS Special)

“We Wear the Mask” by

Paul Lawrence Dunbar

“Caged Bird” vs.

“Sympathy” (Comparison)

“Phenomenal Woman” vs.

“Ego Trippin”

from A Child Called It

by Dave Pelzer

(Full Text)

“Commencement Address

at Spelman College”

by Maya Angelou

Informational—Memoir

Review all Standards Informational- Video Review all Standards

Literature- Poem

Review all Standards Informational- Memoir

Review all Standards Informational- Speech Review all Standards

8 Weeks 1 Week 1 Week 1 Week 1 Week

READING TASKS: Over the course of the term, students will be as-signed specific chapters in which they will demonstrate comprehen-sion by answering ques-tions that will require in- depth analyses, critical thinking, and/or synthe-sizing the text. RL.8.1-5, 9-10

READING TASKS: 1st View – Take notes about the events de-scribed in the video and analyze Angelou’s con-flicting response to her surroundings. 2nd Read – Close read po-em for comprehension. 3rd Read – Analyze text to understand the conflict the characters face. RL.8.1-5, 9-10

READING TASKS: 1st Read – Close read the poems for comprehen-sion. 2nd Read – Utilize the close reading strategy to understand tone, mood, and point of view. 3rd Read – Compare the poems’ point of view with the autobiography and documentary. Cite textual evidence from close read-ing of both pieces to sup-port your findings. RL.8.1-3, 5-6

READING TASKS: 1st Read – Read the short text in its entirety for comprehension; highlight figurative language and symbols throughout text. 2nd Read – Evaluate how the author uses imagery to comment on child abuse. 3rd Read – Connect the theme of “I Know Why the Caged Bird Sings” with supported evidence from the text. RI.8.1, 3, 6, 8

READING TASKS: 1st Read – Close read the speech for comprehen-sion. 2nd Read – Analyze the occasion, author’s pur-pose, tone, conflict, and meaning of text. Make in-ferences, predict out-comes, and draw conclu-sions based on the text. 3rd Read – What is the central message of the speech? RI.8.1-4, 6

WRITING TASKS: As a teenager, the author in this week’s story de-cides to get a job. She wants to be a streetcar conductor. The streetcar company does not em-ploy African Americans, but Angelou is deter-mined to get the job. In her battle to succeed, she learns about herself and about the society in which she lives. If you were to apply for a job, what accomplishments would you list on your résume/ application?

W.8.1 L.8.1a-d, 2a, c

WRITING TASKS: The "we" in the poem most likely represents the African American’s suffer-ing from racism and dis-crimination. Why do you think "we" -- African Americans -- wear the mask? Do they have to wear a mask? What would happen if they did not wear a mask and showed the world how much they suffered? Write a short paragraph to answer this question. Do other people, besides African Americans, wear a mask? Do they hide what they really feel? What about you? Do you think you wear a mask sometimes? Write a short paragraph to answer this question. W.8.3b-d L.8.1a-d, 2a, c

WRITING TASKS: Write a comparative analysis of Angelou’s treatment of black identi-ty in each of her poems. How does this reveal the author’s growth in re-sponse to life’s challeng-es? Utilize transitional words, phrases, and clauses while drawing on similarities and differ-ences. Include appropri-ate grammar, mechanics, sentence structure, and supported evidence from both texts W.8.3a-d, 4-5 L.8.1a-d, 2a, c

WRITING TASKS: Write a summary of the excerpt that identifies the “games” the narrator’s mother played with him. Compare and contrast the experiences that Pelzer and Angelou had with child abuse. Cite evidence from both texts to sup-port your answer. Use transitions, grammar, punctuation, and sen-tence structure where appropriate in writing. L.8.1a-d, 2a, c W.8.4

WRITING TASKS: Consider the idea that “you have been paid for”. What does this mean? What examples does the author give to support this claim? Cite evidence from the speech to sup-port your answer. Write a short personal essay that explains what your generation “owes” to African Americans who fought for justice in the past. What will you do to repay your debt? W.8.1c, 2a-d L.8.1a-d, 2a, c, 3, 6

LANGUAGE INSTRUCTION: Language instruction will occur in 15-20 minute mini lessons twice a week, with consistent re-inforcement through analysis of the text during reading. Grammar instruction will include the function of verbs—active and passive voice. L.8.1 Mechanics instruction will include end punctua-tion and spelling. L.8.2 Syntax instruction will include an analysis of the differences between the language Douglass em-ploys and the language today—centered on use of active/passive voice and the subjunctive mood. L.8.3

LANGUAGE INSTRUCTION: Language instruction will occur in 15-20 minute mini lessons twice a week, with consistent re-inforcement through analysis of the text during reading. Grammar instruction will include the function of verbs—active and passive voice. L.8.1 Mechanics instruction will include end punctua-tion and spelling. L.8.2 Syntax instruction will include an analysis of the poetic language to create voice. L.8.3

LANGUAGE INSTRUCTION: Language instruction will occur in 15-20 minute mini lessons twice a week, with consistent re-inforcement through analysis of the text during reading. Grammar instruction will include the function of verbs—active and passive voice. L.8.1 Mechanics instruction will include end punctua-tion and spelling. L.8.2 Syntax instruction will include an analysis of the use of active/passive voice and the subjunctive mood. L.8.3

LANGUAGE INSTRUCTION: Language instruction will occur in 15-20 minute mini lessons twice a week, with consistent re-inforcement through analysis of the text during reading. Grammar instruction will include the function of verbs—active and passive voice. L.8.1 Mechanics instruction will include end punctua-tion and spelling. L.8.2 Syntax instruction will include an analysis of the use of active/passive voice and the subjunctive mood. L.8.3

LANGUAGE INSTRUCTION: Language instruction will occur in 15-20 minute mini lessons twice a week, with consistent re-inforcement through analysis of the text during reading. Grammar instruction will include the function of verbs—active and passive voice. L.8.1 Mechanics instruction will include end punctua-tion and spelling. L.8.2 Syntax instruction will include an analysis of the use of active/passive voice and the subjunctive mood. L.8.3

SPEAKING AND LISTENING TASKS: The teacher will provide opportunities for stu-dents to develop exten-sive rich discussion of text through a variety of strategies. Guiding Questions How does Maya Angelou overcome adversity? With what internal con-flicts does Angelou strug-gle? How do other characters overcome adversity? Are these methods more or less effective than Ma-ya’s? What adversity does Ma-ya face placed on her by forces outside their con-trol? SL.8.1a-d, 2

SPEAKING AND LISTENING TASKS: Do you agree with Ange-lou’s claim that “you nev-er can leave home”? Despite her conflicting memories, how does An-gelou respond to familiar landmarks of her home? What do the railroad tracks symbolize for An-gelou? Why do you think she is unable to cross them? Can the “we” in Dunbar’s “We Wear the Mask” stand for everyone? SL.8.1a-d, 2

SPEAKING AND LISTEN-ING TASKS: On what themes do “Sympathy” and “Caged Bird” focus? How where the historical contexts different for Af-rican Americans in each of the time periods? While Angelou alludes to Dunbar’s writing but in what ways is she more explicit in “Caged Birds”? Consider the second set of poems. Do they exhibit confidence or bravado? SL.8.1a-d

SPEAKING AND LISTENING TASKS: Engage in small group collaborative discussion. Discuss the way the au-thor characterizes the mother’s abuse as “games.” How do you interpret this word? Is it sarcastic or evidence of the success of his mother’s abuse? How is school both a ha-ven and a source of hope for the boy? David is seen as a “prob-lem child” because he steals food and gets into other trouble. What does the excerpt suggest about students with behavior problems? How should teachers respond? SL.8.2-4

SPEAKING AND LISTENING TASKS: What is the purpose of the song at the beginning of the speech? What ef-fect does it have on the crown? What other techniques does Angelou use to keep the interest of her audi-ence? What is your reaction to Angelou’s claim that fami-ly and educators “create” students? How does the theme of self-love connect to the book? SL.8.1a-d, 2-4

RESEARCH PROJECTS

• Research the causes, effects and types of child abuse. Choose one type of abuse to consider. Identify organizations that

are available to help victims and perpetrators. In small groups, design a pamphlet to spread awareness about this issue to parents and children. Participate in a discussion panel where your group acts as experts in an open discussion with peers.

• Research the life of Paul Lawrence Dunbar, an African American poet who was born in the late 1800s and died at the age

of 33 in 1906. As a man born not long after the end of the Civil War and the emancipation of slaves, what would his life have been like? Who do you think "we" refers to in the poem? In other words, who is “we"?

NARRATIVE WRITING PROJECT (1)

• Write an epilogue to the excerpt from A Child Called It that reveals what happens to the characters in the story (i.e. the

mom, dad, children, and main character). Use vivid verbs and powerful adjectives and adverbs as you write. Use as many of the senses as you can--sight, sound, smell, touch, taste--as well as deep, rich colors. W.8.3a-d, 4-6, 7-9 L.8.1-3

NARRATIVE WRITING PROJECT (2) Slam Poetry

• Write a collection of poems or short stories of varied styles (free verse, limerick, haiku, rhyme, sonnet, ballad) using sty-

listic devices (rhythm, rhyme, onomatopoeia, imagery, personification) about the themes of abuse, family relationships, freedom and kindness in the 21st Century as they impact families, races, cultures, genders, social groups, etc. Use prior knowledge and/or evidence-based research to support findings. Employ grammar, punctuation, sentence structure, words, and phrasing in writing. Share a piece of your original work with the class. W.8.3a-d, 4-6, 7-9 L.8.1-3

READY Supplements for Reading Mississippi College and Career Readiness Standards (MCCRS)

READY Student Lessons Additional Coverage in Teacher Resources Book Lesson Pages

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. 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 next.

3 Citing Evidence to Make Inferences

6 Citing Evidence to Support Inferences

1, 2, 4, 5, 10-13, 19, 20

7- 9, 15-18, 21

RI.8.2 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. RL.8.2 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.

1 Analyzing the Development of a Central Idea, 2 Summarizing Informational Texts

8 Determining Theme, 9 Summarizing Literary Texts

3-5, 10, 12-14, 19, 20

6, 7, 15-18, 21

RI.8.3 Analyze how text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories. RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the ac-tion, reveal aspects of a character, or provoke a decision.

4 Analyzing Comparisons, 5 Analyzing Categories

7 Analyzing Dialogue and Incidents in Stories and Drama

1-3,10-12,14,19

6, 8, 9, 16, 18,2 1

RI.8.4 Determine the meaning of words and 10 Analyzing Word Meanings, 1-5, 12-14, 19, 20

phrases as they are used in a text, including fig-urative and connotative, and technical mean-ings; analyze the impact of specific word choic-es on meaning and tone, including analogies or allusions to other texts. RL.8.4 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 mean-ing and tone, including analogies or allusions to other texts.

11 Analyzing Word Meanings

15 Determining Word Meaning , 16 Analyzing Analogies and Allusions

6-9, 17, 18, 21

RI.8.5 Analyze in detail the structure of a spe-cific paragraph in a text including the role of particular sentences in developing and refining a key concept. RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differ-ing structure of each text contributes to its meaning and style.

12 Analyzing the Structure of Paragraphs

17 Comparing and Contrasting Structure

3, 10, 31, 14, 19

9, 21

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 evi-dence or viewpoints. RL. 8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dra-matic irony) create such effects as suspense or humor.

13 Determining Point of View, 14 Analyzing How Authors Respond

18 Analyzing Point of View

10,11,19, 20

9

RI. 8.7 Evaluate the advantages and disad-vantages of using different mediums (e.g. print

Media Feature 1

1-5, 10-14, 19, 20

or digital text, video, multimedia) to present a particular topic or idea RL. 8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

Media Feature 2

6-8, 18, 21

RI. 8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is rele-vant and sufficient; recognize when irrelevant evidence is introduced. RL. 8.8 (Not applicable to literature)

19

N/A

10

N/A

RI. 8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disa-gree on matters of fact or interpretation. RL. 8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or char-acter types from myths, traditional stories, or religious works such as the Bible, including de-scribing how the material is rendered new.

20 Analyzing Conflicting Information

21 Analyzing Elements of Modern Fiction

3

-----

RI.8.10 By the end of the year, read and com-prehend literary nonfiction at the high end of the grades 6-8 text complexity band inde-pendently and proficiently. RL.8.10 By the end of the year, read and comprehend literature, including stories, dra-

All Lessons

All Lessons

All Lessons

All Lessons

mas, and poems, at the high end of grades 6-8 text complexity.

READY Supplements for Language Mississippi College and Career Readiness Stand-ards (MCCRS)

READY Student Lessons Additional Coverage in Teacher Resources Book Lesson Pages

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

----- 2-4, 6, 8, 9, 15, 21

L.8.1a Explain the function of verbals (gerunds, participles, infinitives) in general and their func-tion in particular sentences.

L1-L6 1, 2, 7

L.8.1b Form and use verbs in the active and pas-sive voice.

L7 11

L.8.1.c Form and use verbs in the indicative, im-perative, interrogative, conditional, and subjunc-tive mood.

L8 4, 20

L.8.1.d Recognize and correct inappropriate shifts in verb voice and mood.

L9 14

L.8.2.a Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

L10 15, 16, 18, 21

L.8.2.b Use an ellipsis to indicate an omission. L11 3, 12, 20

L.8.3 Use knowledge of language and its con-ventions when writing.

----- 6

L.8.3.a Use verbs in the active and passive voice and in t eh conditional and subjunctive mood to achieve particular effects (e.g. emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact.)

L12 ----

L.8.4 Determine or classify the meaning of un-known and multiple-meaning words or phrases based on grade 8 reading and content, choosing

----- 14, 16, 17

flexible from a range of strategies.

L.8.4.a Use context (e.g. the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

L13 1-3, 4-16, 18-21

L.8.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g. precede, recede secede).

L14 1, 2, 5-7, 11-14, 16, 19, 20

L.8.4.c Consult general and specific reference materials (e.g. dictionaries, glossaries, thesau-ruses) both print and digital, to find the pronun-ciation of a word or determine or clarify its pre-cise meaning or its part of speech.

L15, L16 5, 7, 9, 13, 17, 20

L.8.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g. by check-ing the inferred meaning in context or in a dic-tionary).

----- 4, 6, 8-11, 14, 16, 18, 19

L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meaning.

----- 2

L.8.5.a Interpret figures of speech (e.g. verbal irony, puns) in context.

L17 8-10, 17, 18, 20

L.8.5.b Use the relationship between particular words to better understand each of the words.

L18 8,21

L.8.5.c Distinguish among the connotations (as-sociations) of words with similar denotations (definitions) (e.g. bullheaded, willful, firm, persis-tent, resolute)

L19 15,18,21

Resources http:www.commoncoresheets.com

http:www.teachersnotebook.com

http:betterlesson.com/common_core

http:www.readworks.org

https://www.teacherspayteachers.com

http:www.readwritethink.org

http://www.hpc.rcs.k12.tn.us/teachers/killenm/Unseen's%20Task%20Cards2_072611.pdf (Task Cards)

http://images.pcmac.org/Uploads/HamblenCounty/HamblenCounty/Divisions/DocumentsCategories/Documents/Task%20Cards%20List%20Updat

ed.pdf (Task Cards)

https://www.engageny.org

http://www.amphi.com/media/1638140/literary%20analysis%20organizer%20and%20drafting%20tool%20-%20multi-page%20seniors.pdf http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/506/I%20KNOW%20WHY%20THE%20CAGED%20BIRD%20SINGS.pdf http://onepotlearning.files.wordpress.com/2013/02/pa-wewearthemask-dunbar.pdf http://www.ereadingworksheets.com/figurative-language-worksheets/figurative-language-test.pdf

http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/386/Composing%20A%20Life%20%20Autobiography%20and%20Maya%20Angelou.pdf https://www.oercommons.org/authoring/2551-i-know-why-the-caged-bird-sings-unit-plan/view http://www.pauladaunt.com/books/Dave%20Pelzer%20-%20A%20Child%20Called%20%27It%27.pdf http://ep.yimg.com/ty/cdn/monkeynote/pmChildCalledItSample.pdf