LITL 7000 - Literacy Lesson Plan

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Quarter 2, Grade 8

1 Updated 6/2024

English Language Arts Curriculum Map Quarter 2

Unit 2, Grade 8

Introduction

In the Spring of 2020, Shelby County Schools (SCS) convened an official committee to review and vote for K-12 Literacy curricula to be

implemented for SY 2020-21. The committee engaged in several professional learning opportunities with the goal of ensuring that

committee members were able to make informed decisions around high quality instructional materials. As indicated by the official

results, the following products were selected by majority vote: McGraw-Hill Wonders for K-5 and Pearson My Perspectives for 6-12.

What does this mean?

As expected with any new adoption many things will change. Student tasks and activities, along with many of the selected texts and

materials will change. Unit topics and even sequencing may change. However, there are some instructional norms that we are

committed to as a district that will not change:

• There will continue to be a focus on collaborative and intentional planning. We know that to implement a lesson that meets the expectations of the standards, teachers must internalize the lesson and its intended outcomes and intentionally plan for these outcomes.

• With this in mind, we are still committed to providing students with lessons implemented with integrity. This means that lessons fully meet the expectations of the instructional shifts and the TN Academic standards.

• MSCS continues to be committed to strengthening early (K-2) and continuing literacy (3-12).

Vision of ELA Instruction

In our ELA classrooms, students will:

• Build strong reading foundational skills, starting in the early grades. Foundational literacy skills unlock the code of text so that students can read and write. We aim for all students to gain these critical skills in the early grades while supporting students of all ages as they strive towards reading proficiently.

• Work with worthwhile and complex texts. By reading, discussing and writing about rich texts students build their understanding of the world and their understanding of language. Students must experience a staircase of text complexity across their K-12 experience to prepare them for college and career.

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• Experience a volume of reading to build knowledge, vocabulary, fluency, and independence. Reading a large volume and wide variety of texts provides students with critical practice in both skills-based and meaning-based competencies. This practice also builds more confident readers and lifelong habits of reading.

• Regularly discuss and write about texts, grounded in evidence. Students read texts closely and are challenged to speak and write about what they have read using evidence to justify their positions. Practice should include a focus on the academic language of texts and using such language in discussions and writing.

• Own the thinking of the lesson. Students should do most of the reading, thinking, speaking and talking in our classrooms, supported by their peers and their teacher. Students engage in the work of the lesson and take ownership of their learning.

Effective ELA instruction

In our ELA classrooms, research-based instructional practices will include:

• Thoughtfully planned and executed lessons. Teachers use a deep understanding of grade-level standards, literacy development, and the curriculum units to ensure daily lessons have clear objectives, worthwhile texts, and aligned tasks. Lesson implementation supports students in achieving the lesson goals while maintaining the rigor of tasks and requiring students to do the thinking.

• Attention to both skills-based and meaning-based competencies. Proficient readers simultaneously use skills-based competencies (including decoding, word recognition, and fluency) and meaning-based competencies (including vocabulary and knowledge) to read and make sense of texts. Our students must receive instruction and practice in both competencies to become strong readers.

• Daily integration of reading, speaking, listening and writing to understand texts and express understanding. Literacy skills are complex and intertwined and are best developed when practiced in combination, not in isolation. Students need daily, connected practice with the inputs of reading and listening and the outputs of speaking and writing to develop and express understanding. Strong environments also provide students with regular opportunities to write about their acquired understanding of text and topics.

• An environment that supports text-based discourse. Teachers create habits of culture that provide opportunities for students to engage in text-based discussions. Student discussion in ELA builds understanding of the text and topic being studied.

• Data-informed instruction. Teachers develop a clear vision of success and use evidence of student thinking to monitor and adjust instruction. Student mistakes are viewed as opportunities for learning and guide teachers in providing strategic scaffolding for students to access rigorous content.

How to Use the Curriculum Map

The curriculum map is meant to support effective planning and instruction; it is not meant to replace teacher planning or

instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep

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understanding of the content and mastery of the standards. While the curriculum map provides the foundation for what is taught in SCS

classrooms, and that much is non-negotiable, teacher planning and decision making bring instructional materials to life in the

classroom.

Guidance for ELA Instruction

In 6-12 ELA, each thematic unit in myPerspectives is aligned to an Essential Question and includes texts of multiple genres, including

multimodal selections. Students read complex texts, explore different perspectives on the theme or topic, listen to the perspectives of

others, and share their own perspectives. The Unit’s design features whole-class learning, small group learning, and independent

learning. There are also Performance Tasks and Performance-Based Assessments in each unit. At the conclusion of each unit, there is

a Unit Reflection which encourages students to reflect on their goals, the texts they read, the Essential Question, and their

perspective on the unit theme. In 6-8, each class period should be around 55 minutes of instruction. The components for whole group,

small group, and independent learning are spelled out in the curriculum maps and the instructional frameworks that address pacing

within the lessons.

ESL: English Language Development

To support teachers in helping to ensure success for Multilingual Learners (MLs) in the general education classroom, the myPerspectives curriculum provides recommendations for scaffolds throughout the curriculum in the "Personalize for Learning" boxes in the Teacher's Edition. ESL supports will be found on the left column at the bottom of the daily lessons on the curriculum maps. These supports include Audio Summaries in both English and Spanish and Accessible Leveled texts. For Home Language Support, Spanish translations are provided for some texts in the digital platform. Additionally, The Every Teacher Toolkit includes mini-lessons grouped by skill areas: Newcomers, Vocabulary, Grammar and Spelling, Listening and Speaking, Reading, Writing, and Critical Thinking Skills.

The ELPA21 English Language Proficiency (ELP) standards can be found here: https://elpa21.org/wp-content/uploads/2023/02/1.2.2- ELP-Standards-2014.pdf

Structure of a Unit

Each unit provides approximately five-six weeks of instruction for grades 6-12.

• Multiple unit-level assessments that are almost always on-demand: students’ independent work on a reading, writing, speaking, or listening task

• Performance Tasks prepare students for success on the end-of-unit Performance-Based Assessment

https://www.savvasrealize.com/dashboard/program/00abb5d1-ffd1-3985-8b9c-0b35fb4ca43f/27/tier/ea295d46-7b72-33f1-b72c-0a8ebbf7c4d3/104/tier2/a40526c0-90ef-34a4-b9e0-094ef8e323c8/105/item/47797f73-faa6-38e7-b962-3c69db0c6d85/106/cv

https://elpa21.org/wp-content/uploads/2023/02/1.2.2-ELP-Standards-2014.pdf

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Units include: daily lesson plans, essential questions, recommended texts, scaffolding strategies, and other classroom resources. Instructional resources address the needs of all learners. Ancillary resources, including graphic organizers and anchor charts, and formative assessment practices, apply to all units. The Unit Overview provides a road map of the entire unit, and includes the unit’s essential questions, a description of the final performance-based assessment, key features of the central texts, the standards addressed and assessed in the unit, and long-term “I can” statements that translate the standards into student-centered targets. The Unit-at-a-Glance calendar includes standards, skills, and other data to help teachers plan. It also provides a detailed description provided in the Unit Overview, including the instructional focus and a brief description of assessments. A detailed description in the Assessments Overview section, including the performance task, further clarifies the trajectory of instruction and the specific skills in context that students will understand by the end of the unit.

Guidance on Assessments and Tasks

This Curriculum provides a full complement of assessments, including year-long benchmark assessments, unit-level selection assessments, and a culminating Performance-Based Task at the conclusion of each unit. Teachers are able to monitor progress through the use of Formative and Summative Assessments. There are also opportunities for teachers to prepare students for high stakes test through the use of TN Ready Practice Tests, TNReady Test Prep Banks, and College Prep Test Banks. Year-Long Assessments Beginning-of-Year Test ● Diagnoses student readiness for grade-level skills and standards to be taught during the school year. ● Allows you to use test data to plan which standards need focus. Mid-Year Test ● Tests skills and standards taught in the first half of the year. ● Provides an opportunity to remediate; if administered online, remediation is assigned automatically. End-of-Year ● Allows you to use results to determine mastery of standards, place students in classes for the following school year, and to capture final assessment data. Selection Assessments Selection Activities ● Instructional activities can be used to assess students’ grasp of critical concepts. Formative Assessments ● Selection activities can be used as formative checks.

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● Notes in the TE offer suggestions for formative assessments at point of use.

• Formative assessment practices and opportunities are embedded in and across lessons. Students self-assess against daily learning targets and receive frequent feedback from the teacher and peers.

Selection Tests ● Test items track student progress toward mastering standards taught with the selection. ● Extension Selection Tests for a more challenging test are also available. Performance Tasks ● Each unit includes both a writing and speaking and listening performance task. ● Performance Tasks prepare students for success on the end-of-unit Performance-Based Assessment. Performance-Based Assessments ● All unit activities are backwards-mapped to the end-of-unit Performance-Based Assessment. ● Students use their notes, knowledge, and skills learned to complete the project.

• In these culminating projects, students synthesize and apply their learning from the unit in an engaging and authentic way. Performance tasks incorporate the writing process, scaffolds for students, and peer critique and revision

Unit Test ● Includes Technology Enhanced Items, multi-part questions, selected response, and constructed response writing prompts. ● Includes remediation and if taken online, remediation is assigned automatically. Assessments offer curriculum-embedded opportunities to practice the types of skills needed on high-stakes assessments and include multiple-item formats:

• Selected response (multiple-choice questions)

• Short constructed response/ extended response (either on demand or supported)

• Speaking and listening (discussion or oral presentation)

• Formal argumentative, explanatory, and narrative essays (involving planning, drafting, and revision) The standards assessed and addressed in each unit specifically support the study of the unit text(s), and include standards in all four domains: reading, writing, speaking and listening, and language. Pacing: Recommendations for pacing are approximations. To focus on quality interaction with the literacy components, including multiple reads of each text and writing, revising, and presenting to sources, some lessons and activities may take longer than the allotted timing. The general recommendation is to maintain pacing within two weeks of the map.

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Independent Learning, Homework, and Extension: The extended literacy block allows time for students to continue their work with curriculum specific reading and writing tasks. Homework and Extension recommendations are noted in the map. In some cases, teachers may customize homework and independent learning activities, drawing from myPerspective resources, to best support the diverse needs of learners. To deepen learning, teachers should guide students to re-read texts and interact with tasks anachronistically. Support for Diverse Learners encompasses English Language Support, Strategic Support, Challenge, and Personalize for Learning Activities. Support for Diverse Learners includes scaffolds for English Language Learners, Special Education, and General Education students. Several differentiated supports are highlighted in the maps. Additional supports found in the margins of the Teachers Edition.

Differentiated Instruction Leveled texts, Spanish Translations, First Read Extension Questions, English & Spanish Audio Summaries, Reteach & Practice Activities, High Interest Readings, English & Spanish Glossary

Teacher Resources Print & Digital Teacher’s Edition, Customizable Lesson Plans, Live Chat, 24/7 Tutorials, Webinars, Customizable Assessments, Professional Development Videos, Customizable Rubrics

Assessment and Reporting Selection Tests, (English & Spanish), Extension Selection Tests, Beginning-of, Mid-, & End-of-Year Tests, Performance-Based Assessments, Unit Tests with Remediation, TN Ready-Formatted Test Banks, ExamView Installer, Student/Class/District Reporting

MyPerspectives Resources Beyond the Core Digital Library, Novel Lesson Plans, Reading & Writing Skills Videos, Essay Scorer, Plagiarism Checker, Graphic Organizers, Reading Skills.

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Resource Toolkit

The Tennessee State ELA Standards and Crosswalk

The

The Tennessee ELA Standards

https://www.tn.gov/education/districts/academic-standards/english-language-

arts-standards.html

Teachers can access the Tennessee State Standards, which are featured

throughout this curriculum map and represent college and career ready

student learning at each respective grade level.

Crosswalk

https://docs.google.com/spreadsheets/d/1n8MWFHUUa4mrBUTOUb55a2dVR3

ybshLq/edit?usp=sharing&ouid=110047789935292811903&rtpof=true&sd=true

This crosswalk provides a correlation between the Common Core ELA

Standards coding and the Tennessee ELA Standards coding.

ELA Standards Guides

https://bestforall.tnedu.gov/lessons-and-learning-item?content-id=7227

To master many of the TN ELA Academic Standards, students must learn

several specific skills within a standard. The Standards Guides found here

provide targeted support for understanding academic standards.

College-and Career-Ready Shifts in ELA/Literacy

https://achievethecore.org/page/2727/college-and-career-ready-shifts-in-ela-

literacy

Teachers can access this document via Achieve the Core which supports

teachers in reaching the ELA Instructional Framework by providing resources

and content that represent our vision for excellent ELA instruction.

Engagement Protocols

https://bit.ly/3MhsfHK

This collection of classroom engagement protocols and strategies are

designed to provide teachers with a list of engagement ideas that can be

used during instruction in order to promote active engagement and

collaboration which can lead to increased student performance.

Scaffolds

Digging Deeper on Differentiation Strategies

https://drive.google.com/file/d/1A6omzTBZGL7WL-

xfR530cu0b3490RHGp/view

This article contains examples of strategies that help all students make the

most of challenging texts and harness them for their work and learning.

Scaffolding Options for ELA

https://www.tn.gov/education/districts/academic-standards/english-language-arts-standards.html

https://docs.google.com/spreadsheets/d/1n8MWFHUUa4mrBUTOUb55a2dVR3ybshLq/edit?usp=sharing&ouid=110047789935292811903&rtpof=true&sd=true

https://bestforall.tnedu.gov/lessons-and-learning-item?content-id=7227

https://achievethecore.org/page/2727/college-and-career-ready-shifts-in-ela-literacy

https://bit.ly/3MhsfHK

https://drive.google.com/file/d/1A6omzTBZGL7WL-xfR530cu0b3490RHGp/view

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6 Scaffolding Strategies to Use with Your Students

Edutopia

https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber

Eager to find more effective ways of creating a meaningful sequence of

materials and assignments, in which students take on increasingly complex

tasks that prepare them for success in a larger assignment? Kick start with

this article.

Meeting Students’ Needs through Scaffolding

https://iris.peabody.vanderbilt.edu/module/sca/cresource/q1/p01/#content

Curious about ways to provide scaffolding opportunities in your classroom?

This article shines a light on how the following three approaches for

instructional scaffolding are discussed on the subsequent pages of this

article: content scaffolding, task scaffolding, and material scaffolding.

Digital Dashboard

Savvas Realize Trainings

https://mysavvastraining.com/products/realize/tutorials

Resources including tutorials, webinars, and complete product libraries of

user guides, training materials, implementation ideas, and more available

on mysavvastraining.

MyPerspectives Program Overview

https://mysavvastraining.com/assets/files/documents/SAV_Handout_myPerspec

tives_Program_Overview_1590259975_1617122519.pdf

This overview explores how this program works by looking at the

components, unit structure, routines, and assessments.

Listenwise

Connects Students to what’s happening in the world and what they are learning

in class with Listenwise Current Events.

Improve Listening and Literacy Across the Curriculum

https://mysavvastraining.com/assets/files/documents/myPerspectives%20Listen

wise%20Directions_1595467185.pdf

Listenwise brings the power of public radio to ELA classrooms with:

• Compelling nonfiction stories that connect teaching and learning to what is happening in the real world

• Daily current events and lesson resources for ELA, Social Studies, and Science

• Multimodal learning where students practice and develop critical listening skills

• Aligned to Topics in Every Unit

Extend learning in every myPerspectives unit with Listenwise stories that

connect to the topic.

ACT and SAT Resources

https://collegereadiness.collegeboard.org/sat/k12-educators/advising-

instruction/official-sat-practice-lesson-plans

The Official SAT Practice Lesson Plans for Teachers by Teachers give you a

structure for building an SAT preparation program. The lessons use specific

resources to foster a classroom experience that leads to independent student

practice.

Home Connection Letters (English & Spanish)

Home Connection Letters in English & Spanish

(see table of contents)

https://support.savvas.com/s/article/Realize-Parent-Letter

Check out the available Home Connection Letters

https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber

https://iris.peabody.vanderbilt.edu/module/sca/cresource/q1/p01/#content

https://mysavvastraining.com/products/realize/tutorials

https://mysavvastraining.com/

https://mysavvastraining.com/assets/files/documents/SAV_Handout_myPerspectives_Program_Overview_1590259975_1617122519.pdf

https://mysavvastraining.com/assets/files/documents/myPerspectives%20Listenwise%20Directions_1595467185.pdf

https://collegereadiness.collegeboard.org/sat/k12-educators/advising-instruction/official-sat-practice-lesson-plans

https://support.savvas.com/s/article/Realize-Parent-Letter

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8th Grade Curriculum At-a-Glance

Unit Unit Title

1 Rites of Passage Essential Question: What are some milestones on the path to growing up?

2 The Holocaust Essential Question: How do we remember the past?

3 What Matters Essential Question: When is it right to take a stand?

4 Human Intelligence Essential Question: In what different was can people be intelligent?

5 Invention Essential Question: Are inventions realized through inspiration or perspiration?

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Unit 2 Overview

In this unit, students will read many texts relating to the Holocaust.

Unit Goals

Students will be able to:

• Read and analyze how authors discuss a cause, event, or condition that produces a specific result.

• Expand your knowledge and use of academic and concept vocabulary.

• Write an explanatory essay in which you show connections between historical events and a dramatic adaptation of a historical document.

• Conduct research projects of various lengths to explore a topic and clarify meaning.

• Demonstrate command of the conventions of standard English grammar and usage, including correct usage of verbs and conjunctions.

• Collaborate with your team to build on the ideas of others, develop consensus, and communicate. • Integrate audio, visuals, and text in presentations.

Selections and Media

Mentor Text (Launch Text) • The Grand Mosque of Paris (990L)

Whole-Class Learning

• Anchor Text, Drama: The Diary of Anne Frank, Act I, Frances Goodrich and Albert Hackett (NP)

• Anchor Text, Drama: The Diary of Anne Frank, Act II, Frances Goodrich and Albert Hackett (NP)

• Media, Timeline: Frank Family and World War II, Timeline Peer-Group Learning (Small-group)

• Diary Entries: from Anne Frank: The Diary of a Young Girl, Anne Frank (1010L)

• Speech: Acceptance Speech for the Nobel Peace Prize, Elie Wiesel (770L)

• Medio, Graphic Novel: from Maus, Art Spiegelmen Independent Learning

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• Television Transcript: Saving the Children, Bob Simon (740L)

• Reflective Essay: A Great Adventure in the Shadow of War, Mary Helen Dirkx (1260L)

• Informative Article: Irena Sendler: Rescuer of the children of Warsaw, Chana Kroll (1130L)

• Historical Writing: Quiet Resistance, from Courageous Teen Resisters (910L)

• News Article: Remembering a Devoted Keeper of Anne Frank’s Legacy, Moni Basu (950L)

• First-Person Account: I’ll go Fetch Her Tomorrow from Hidden Like Anne Frank, Bloeme Emden with Marcel Prins (800L)

Performance-Based Assessment Part 1 – Writing to Sources: Explanatory Essay

Students will write an explanatory essay answering the following question: How can literature help us remember and honor the victims of the Holocaust?

Part 2 – Speaking & Listening: Oral Presentation Students will use their explanatory essay as the foundation for an oral presentation.

Writing Plans Writing is incorporated throughout the myPerspectives curriculum. This includes instructional components such as Writing to Sources, Write

About It, Notebook, and Write Now. These opportunities are designed to provide writing instructional support and student writing tasks that

enhance students’ writing development and prepare them for the state writing assessments. Additional resources to support writing include grade

specific TDOE Writing Standards Guides (found here), TDOE assessment resources like Writing Rubrics, Assessment Overview, Blueprints, and

Anchor Papers (found here), and other writing supports (found here).

MSCS Pacing Guidance: myPerspectives Grade 8

Overview: myPerspectives grades 6-8 units include 30-35 lessons. Some lessons may take longer than one instructional day, particularly lessons with multiple texts, activities, and/or presentations. As a result, one unit per quarter is recommended, with a focus on fidelity/integrity to the Unit and implementation of lessons, activities, and performance-based assessments. In some instances, students may be able to begin a new unit within the same quarter. See Pacing Guidance below.

https://drive.google.com/file/d/1fZb8YKmQRjJghj78jsn8mCs3oMhY3D9E/view

https://www.livebinders.com/b/2426642#anchor

https://drive.google.com/drive/folders/1ZORvmPTjOjQlyuOtlF9XMcaRaCpt5wL-

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Pacing Guidance: Pathway A: One Unit Per Quarter

Quarter 1 (45 days) Quarter 2 (45 days) Quarter 3 (45 days) Quarter 4 (45 days)

Teach Unit 1 Teach Unit 2 Teach Unit 3 Teach Unit 4

Pathway B: One Unit + Introduction of Next Unit

Quarter 1 (45 days) Quarter 2 (45 days) Quarter 3 (45 days) Quarter 4 (45 days)

Teach Unit 1 + Introduction of Unit 2 Teach Unit 2 + Introduction of Unit 3 Teach Unit 3 + Introduction of Unit 4 Teach Unit 4 + Introduction of unit 5

Core Units

*All Core Units should be taught in the order recommended by MSCS.

*Extension Units may be utilized after Core Units have been taught. Please see Extension Unit Guidance

8th Grade Units Writing Focus

Unit 1: Rites of Passage

Essential Question: What are some milestones on the path to growing up?

Narrative

Unit 2: The Holocaust

Essential Question: How do we remember the past?

Explanatory

Unit 3: What Matters

Essential Question: When is it right to take a stand?

Argumentative

Unit 4: Human Intelligence

Essential Question: In what different ways can people be intelligent?

Explanatory

Unit 5: Invention

Essential Question: Are inventions realized through inspiration or perspiration?

Argumentative

Core Units

• Each Unit represents an anchor text, writing focus, and writing standard (Narrative, Argumentative, Informative/Explanatory).

• There is a balance of Informational, Literary, and Extended Texts throughout the Core units.

• Teacher and Students have time to engage with dense texts and lessons with flex days to account for dynamic lesson pacing.

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*Extension Units

• The school/teacher/classroom may leverage one rather than both Extension Units.

• After all Core Units are taught in the recommended order, then Extension Units may be integrated into coursework.

• Extension Units take place during the second semester after Core Units are successfully implemented.

*Extension Unit Guidance

• In order for Extension units to successfully fit into the school year, it is imperative that systems for coursework taking place outside of classroom

time are effectively implemented.

• For example, students may engage in First Reads/Comprehension Questions and other lesson components (such as vocabulary

development and/or language/conventions) independently for homework.

• Students may engage in homework and extension activities, conduct research, and work through lesson activities independently.

• Students will need to have stamina and confidence to work through key components of the lesson sequence within and outside of classroom

instruction.

• In order to effectively implement instructional units, It is imperative that all performance tasks are proficiently completed and that students have

appropriate time to work through the depth of the texts, standards, content, and tasks.

• To work through 5-6 ELA Units, a teacher may consider selecting several, but not all, small group texts during the small group cycle of the unit.

• Teacher may select either Extension Unit for the given grade level after all 4 Core Units have been successfully taught.

SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice *Downloadable/Printable Documents: found in Unit Resources or Selection Resources.

Reteach and practice (RP’s) are practice activities that support and strengthen skill building for standards support. They are text agnostic but support the concepts of the text-based activity. RP’s, when put to use, should serve as a scaffold to the text-based activity, but not as a replacement. RP’s are outlined in the Standards Support for Teaching and Learning “Decide and Plan” component of framing for each unit, and also called out in the unit planning maps. Legend for Red Icons

Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights

Unit 2 Grade 8-Weekly Lessons At-A- Glance (Lessons 1-5)

UNIT 2, Lesson 1 UNIT 2, Lesson 2 UNIT 2, Lesson 3 UNIT 2, Lesson 4 UNIT 2, Lesson 5

UNIT INTRODUCTION

OVERVIEW Whole-Class Learning

SELECTION Anchor Text The Diary of Anne Frank, Act I

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SE pp 88-91

SE pp 92-95

SE pp 96-97

Frances Goodrich and Albert Hackett SE pp 100-125

Frances Goodrich and Albert Hackett SE pp 126-150

Unit Goals Students will deepen their understanding of the holocaust by reading, writing, speaking, listening, and presenting.

Unit Goals Video Academic Vocabulary theorize; sustain; declaration; pronounce; enumerate

Home Connection Letter

Spanish Home

Connection Letter

Unit 2 Answer Key TN STANDARDS 8.L.VAU.6 Acquire and accurately use grade- appropriate general academic and domain- specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Launch Text Students will read “The Grand Mosque of Paris.” Students then participate in discussions about the Holocaust. Word Network Students add new words to their Word Network as they read texts in the unit.

Word Network

Summary Students write a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit theme. Quick Write Students write a response to the Quick Write prompt: What are the most effective tools for establishing and preserving freedom? Evidence Log Students add notes and evidence that will be used to inform the Performance- Based Assessment.

Evidence Log

Essential Question How do remember the past? Whole-Class Learning Strategies

• Listen actively

• Clarify by asking questions

• Monitor understanding

• Interact and share ideas

Whole-Class Learning

Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic.

MAKING MEANING Concept Vocabulary anxiously; tension; restraining; quarrels; bickering; hysterically First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.

First-Read Guide: Fiction

Read the Selection

Selection Audio

The Diary of Anne Frank,

Act I: Accessible Leveled Text TN STANDARDS 8.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

MAKING MEANING Read the Selection

Selection Audio

The Diary of Anne Frank, Act I: Accessible Leveled Text TN STANDARDS 8.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

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Performance-Based Assessment: Refining Your Thinking

myPerspectives ELL Support

Audio Summary

Personalize for Learning English Language Support: Cognates

(TE p 91)

Audio Summary

The Diary of Anne Frank, Act I: Accessible Leveled Text Personalize for Learning English Language Support: Pacing (TE p 115)

Personalize for Learning English Language Support: Plot (TE p 125)

Personalize for Learning English Language Support: Translations

(TE p 136)

Personalize for Learning English Language Support: Archaic Words

(TE p 139)

Standards Guides

To master many of the TN ELA Academic Standards, students must learn several specific skills within a standard. The Standards Guides found here provide

targeted support for understanding the academic standards. Standard Guides show core instructional moves for a given component skill within the standard.

For each skill, the standard guides include criteria for success, potential student misconceptions, and scaffolding ideas.

Unit 2, Daily Lessons 1-5 Guides

Lesson Instructional Guidance

https://drive.google.com/drive/folders/1n1pH0kFClucMTUl_8vcRbOyjkksDzsAD?usp=sharing

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Lesson 1, Unit 2

Introduction to the Unit

SE Pages 88-91

TN STANDARDS 8.L.VAU.6 8.RL.KID.1 8.RL.RRTC.10

Diverse Learner Support

Audio Summary Personalize for Learning English Language Support: Cognates

(TE p 91) Immersive Reader, Dictate, and Selection Audio

Learning Targets and Standards

• Students will articulate the unit focus and goals of this unit.

• Students will deepen their understanding of the holocaust by reading, writing, speaking, listening, and presenting.

• Students will discuss the ideas presented by the essential question and the unit goals

• Students will use grade level academic language appropriately. TN STANDARDS

• (8.L.VAU.6) Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression.

• (8. RL.KID.1) Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

• (8. RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

Essential Question: How do we remember the past? Lesson Agenda:

1. Learning Targets (5 minutes) Unpack the learning targets and the TN standards for this lesson and review the essential question with students. Provide an opportunity for students to annotate and discuss the targets and standards.

2. Opening (5 minutes) Craft a Do Now that activates student learning for the lesson, surfaces prior knowledge, and/or introduces students to new vocabulary. Your Do Now should be in the form of a multiple-choice question but is not limited to this format.

3. Activity A Unit Goals Students will deepen their perspective about rites of passages through reading, writing, speaking, listening, and presenting.

Unit Goals Video Activity B

• Academic Vocabulary Attribute, gratifying, persistent, notable, inspire Activity C

Home Connection Letter

Spanish Home Connection Letter

Unit 1 Answer Key

Quarter 2, Grade 8

17 Updated 6/2024

4. Closure (5 minutes) Reflect on the Lesson: What are the goals for this unit?

Lesson 2, Week 1 Unit 2

Introduction to the Unit

SE Pages 92-95

TN STANDARDS 8.RL.KID.1 8.RL.RRTC.10

Diverse Learner Support

Immersive Reader, Dictate, and Selection Audio

Learning Targets and Standards

• Students will read “The Grand Mosque of Paris.” Students then participate in discussions about the Holocaust.

• Students will add new words to their Word Network as they read texts in the unit.

• Students will write a summary of the Launch Text.

• Students will participate in an activity related to the unit theme.

• Students will add notes and evidence that will be used to inform the Performance-Based Assessment. TN STANDARDS

• (8. RL.KID.1) Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

• (8. RL.RRTC.10) Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

Essential Question: How do we remember the past? Lesson Agenda:

3. Activity A ➢ Launch Text

Students will read “The Grand Mosque of Paris.” Students then participate in discussions about the Holocaust.

➢ Word Network Students add new words to their Word Network as they read texts in the unit.

Word Network

➢ Summary

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Students write a summary of the Launch Text. Activity B

➢ Launch Activity Students participate in an activity related to the unit theme.

➢ Quick Write Students write a response to the Quick Write prompt: What are the most effective tools for establishing and preserving freedom? Activity C

➢ Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.

Evidence Log

Performance-Based Assessment: Refining Your Thinking

4. Closure (5 minutes) Conduct a progress check and ask that students complete their evidence log entries

Lesson 3, Week 1 Unit 2

OVERVIEW Whole-Class Learning

SE Pages 96-87

TN STANDARDS 8.RL.KID.1 8.RL.RRTC.10

Diverse Learner Support

Immersive Reader, Dictate, and Selection Audio

Learning Targets and Standards

• Students will review the whole class learning strategies.

• Students will preview the selections in the unit and discuss how they relate to the EQ and unit topic. TN STANDARDS

• (8. RL.KID.1) Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

• (8. RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

Essential Question: How do we remember the past? Lesson Agenda:

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3. Activity A Whole-Class Learning Strategies

• Listen actively

• Clarify by asking questions

• Monitor understanding

• Interact and share ideas

Whole-Class Learning Strategies Activity B

➢ Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic.

4. Closure (5 minutes) Have students complete a brief exit ticket of 2-3 sentences where they explain the connection of the selections and tasks within the unit and the performance task. Students should share their thinking with their peers.

Lesson 4, Week 1 Unit 2

SELECTION Anchor Text The Diary of Anne Frank, Act I Frances Goodrich and Albert Hackett

SE Pages 100-125

TN STANDARDS 8.RL.RRTC.10

Diverse Learner Support

Audio Summary

The Diary of Anne

Frank, Act I: Accessible Leveled Text Personalize for Learning English Language Support: Pacing

Learning Targets and Standards

• Students will notice, annotate, connect, and respond as they read the selection the first time.

• Students will read the text selection and access the selection audio. TN STANDARDS

• (8.RL.RRTC.10) Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

Essential Question: How do we remember the past? Lesson Agenda:

3. Activity A MAKING MEANING

➢ Concept Vocabulary anxiously; tension; restraining; quarrels; bickering; hysterically Activity B

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(TE p 115)

Personalize for Learning English Language Support: Plot (TE p 125)

➢ First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.

First-Read Guide: Fiction Activity C

➢ Read the Selection

Selection Audio

The Diary of Anne Frank, Act I: Accessible Leveled Text

4. Closure (5 minutes) Review the learning targets and have students summarize their learning from the lesson.

Lesson 5, Week 1 Unit 2

SELECTION Anchor Text The Diary of Anne Frank, Act I Frances Goodrich and Albert Hackett

SE Pages 125-150

TN STANDARDS 8.RL.RRTC.10

Diverse Learner Support

Personalize for Learning English Language Support: Translations

(TE p 136)

Personalize for Learning English Language Support: Archaic Words

(TE p 139)

Learning Targets and Standards

• Students will read and comprehend the text selection, “The Diary of Anne Frank-Act 1.” TN STANDARDS

• (8.RL.RRTC.10) Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

Essential Question: How do we remember the past? Lesson Agenda:

3. Activity A MAKING MEANING

➢ Read the Selection

Selection Audio

The Diary of Anne Frank, Act I: Accessible Leveled Text

4. Closure (5 minutes) Have students summarize and analyze what they’ve read in the text selection for today’s lesson. Ask students to reflect on their lesson notes and annotations for reference.

Quarter 2, Grade 8

21 Updated 6/2024

Unit 2 Grade 8-Weekly Lessons At-A- Glance (Lessons 6-10)

UNIT 2, Lesson 6 UNIT 2, Lesson 7 UNIT 2, Lesson 8 UNIT 2, Lesson 9 UNIT 2, Lesson 10

SELECTION Anchor Text The Diary of Anne Frank, Act I Frances Goodrich and Albert Hackett SE p 151

SELECTION Anchor Text The Diary of Anne Frank, Act I Frances Goodrich and Albert Hackett SE pp 152-153

SELECTION Anchor Text The Diary of Anne Frank, Act I Frances Goodrich and Albert Hackett SE pp 154-155

SELECTION Anchor Text The Diary of Anne Frank, Act II Frances Goodrich and Albert Hackett SE pp 156-172

SELECTION Anchor Text The Diary of Anne Frank, Act II Frances Goodrich and Albert Hackett SE pp 173-187

MAKING MEANING Comprehension Check Students complete comprehension questions.

The Diary of Anne

Frank, Act I: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students choose something interesting from the text and formulate a research question. TN STANDARDS 8.RL.KID.1 Analyze what

a text says explicitly and

draw logical inferences;

support an interpretation of

MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection.

Close Read the Text

Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze Craft and Structure: Text Structures in Drama Students will identify passages of dialogue that serve that purpose.

Analyze Craft and Structure: Analyze Text Structures in Drama

LANGUAGE

DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: anxiously; tension; restraining; quarrels; bickering; hysterically Word Study: Latin Suffix: -ion Students complete activities related to the Latin Suffix -ion Concept Vocabulary and Word Study: Latin Suffix: -ion

Word Study: Latin Suffix:

-ion- (RP) Word Network Students add new words to their Word Network as they read texts in the unit.

MAKING MEANING Concept Vocabulary foreboding; intuition; rigid; apprehension; mounting; insistent First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.

First-Read Guide: Fiction

Read the Selection

Selection Audio

The Diary of Anne Frank,

Act II: Accessible Leveled Text TN STANDARDS 8.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity

MAKING MEANING Read the Selection

Selection Audio

The Diary of Anne Frank, Act II: Accessible Leveled Text Comprehension Check Students complete comprehension questions.

The Diary of Anne Frank, Act

II: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students choose something interesting from the text and formulate a research question. TN STANDARDS

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a text by citing relevant

textual evidence.

Analyze Craft and Structure: Analyze Text Structures in Drama (RP) TN STANDARDS 8.RL.KID.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.

8.RL.CS.6 Analyze how

similarities and differences

in the points of view of the

audience and the

characters create effects

such as suspense, humor,

or dramatic irony.

Conventions: Principal Parts of Verbs Students complete activities identifying principal parts of verbs.

Conventions: Principal Parts of Verbs

Conventions: Principal

Parts of Verbs (RP) TN STANDARDS 8.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage. 8.L.VAU.4.b Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase. 8.L.VAU.4.d Use etymological patterns in spelling as clues to the meaning of a word or phrase. 8.L.VAU.5 When reading, listening, writing, and speaking, explain the function of figurative language, word relationships, and connotation/denotation and use them correctly and effectively.

band independently and proficiently.

8.RL. RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

myPerspectives ELL Support

Quarter 2, Grade 8

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Analyze Craft and

Structure: Text Structures in Drama (RP) (TE p 153) Personalize for Learning English Language Support: Using Dialogue and Stage Directions (TE p 153)

Word Study: Latin Suffix: -ion (RP) (TE p 154)

Conventions: Principal

Parts of Verbs (RP) (TE p 155)

Audio Summary

The Diary of Anne Frank,

Act II: Accessible Leveled Text Personalize for Learning English Language Support: Stage Directions (TE p 161) Personalize for Learning English Language Support: Figurative Language (TE p 167)

Standards Guides

To master many of the TN ELA Academic Standards, students must learn several specific skills within a standard. The Standards Guides found here provide

targeted support for understanding the academic standards. Standard Guides show core instructional moves for a given component skill within the standard.

For each skill, the standard guides include criteria for success, potential student misconceptions, and scaffolding ideas.

Unit 2, Daily Lessons 6-10 Guides

Lesson 6, Week 2 Unit 2

SELECTION Anchor Text The Diary of Anne Frank, Act I Frances Goodrich and Albert Hackett

SE Pages 151

TN STANDARDS

Learning Targets and Standards

• Students will complete comprehension questions.

• Students will research one unfamiliar detail from the text.

• Students will choose something interesting from the text and formulate a research question. TN STANDARDS

• (8.RL.KID.1) Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant

textual evidence.

Essential Question: How do we remember the past? Lesson Agenda:

https://drive.google.com/drive/folders/1n1pH0kFClucMTUl_8vcRbOyjkksDzsAD?usp=sharing

Quarter 2, Grade 8

24 Updated 6/2024

8.RL.KID.1

Diverse Learner Support

Immersive Reader, Dictate, and Selection Audio

3. Activity A MAKING MEANING

➢ Comprehension Check Students complete comprehension questions.

The Diary of Anne Frank, Act I: First Read Extension Questions Activity B

➢ Research to Clarify Students research one unfamiliar detail from the text. Activity C

➢ Research to Explore Students choose something interesting from the text and formulate a research question

4. Closure (5 minutes) Reflect-Ask students to think about the text selection and share the one unfamiliar detail that they identified in Activity B.

Lesson 7, Week 2 Unit 2

SELECTION Anchor Text The Diary of Anne Frank, Act I Frances Goodrich and Albert Hackett

SE Pages 152-153

TN STANDARDS 8.RL.KID.3, 8.RL.CS.6

ELL Support

Analyze Craft and Structure: Text

Learning Targets and Standards

• Students will review the Close Read Model and complete the close read sections in the selection.

• Students will respond to questions about the text, citing textual evidence.

• Students will identify passages of dialogue that serve that purpose. TN STANDARDS

• (8.RL.KID.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.

• (8.RL.CS.6) Analyze how similarities and differences in the points of view of the audience and the characters create effects

such as suspense, humor, or dramatic irony.

Essential Question: How do we remember the past? Lesson Agenda:

1. Learning Targets (5 minutes)

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Structures in Drama (RP) (TE p 153) Personalize for Learning English Language Support: Using Dialogue and Stage Directions (TE p 153)

Unpack the learning targets and the TN standards for this lesson and review the essential question with students. Provide an opportunity for students to annotate and discuss the targets and standards.

3. Activity A MAKING MEANING

➢ Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection.

Close Read the Text Activity B

➢ Analyze the Text Students will respond to questions about the text, citing textual evidence. Activity C

➢ Analyze Craft and Structure: Text Structures in Drama Students will identify passages of dialogue that serve that purpose.

Analyze Craft and Structure: Analyze Text Structures in Drama

Analyze Craft and Structure: Analyze Text Structures in Drama (RP

4. Closure (5 minutes) Have students share out their responses from Activity B. Students may share aloud or with their peers.

Lesson 8, Week 2 Unit 2

SELECTION Anchor Text The Diary of Anne Frank, Act I Frances Goodrich and Albert Hackett

SE Pages 154-155

TN STANDARDS 8.L.CSE.1 8.L.VAU.4.b

Learning Targets and Standards

• Students will complete activities related to the Concept Vocabulary words.

• Students will add new words to their Word Network as they read texts in the unit. TN STANDARDS

• (8.L.CSE.1) Demonstrate command of the conventions of standard English grammar and usage.

• (8.L.VAU.4.b) Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase.

• (8.L.VAU.4.d ) Use etymological patterns in spelling as clues to the meaning of a word or phrase.

• (8.L.VAU.5) When reading, listening, writing, and speaking, explain the function of figurative language, word relationships, and connotation/denotation and use them correctly and effectively.

Essential Question: How do we remember the past? Lesson Agenda:

Quarter 2, Grade 8

26 Updated 6/2024

8.L.VAU.4.d 8.L.VAU.5

Diverse Learner Support

Word Study: Latin Suffix: -ion (RP) (TE p 154)

Conventions: Principal Parts of Verbs (RP) (TE p 155)

3. Activity A LANGUAGE DEVELOPMENT

➢ Concept Vocabulary Students complete activities related to the Concept Vocabulary words: anxiously; tension; restraining; quarrels; bickering; hysterically Word Study: Latin Suffix: -ion Students complete activities related to the Latin Suffix -ion Concept Vocabulary and Word Study: Latin Suffix: -ion

Word Study: Latin Suffix: -ion- (RP) Activity B

➢ Word Network Students add new words to their Word Network as they read texts in the unit. Conventions: Principal Parts of Verbs Students complete activities identifying principal parts of verbs.

Conventions: Principal Parts of Verbs

Conventions: Principal Parts of Verbs (RP)

4. Closure (5 minutes) Revisit the learning targets and have students share their reflection of the lesson.

Quarter 2, Grade 8

27 Updated 6/2024

Lesson 9, Week 2 Unit 2

SELECTION Anchor Text The Diary of Anne Frank, Act II Frances Goodrich and Albert Hackett

SE Pages 156-172

TN STANDARDS 8.RL.RRTC.10

Diverse Learner Support

Audio Summary

The Diary of Anne Frank, Act II: Accessible Leveled Text Personalize for Learning English Language Support: Stage Directions (TE p 161) Personalize for Learning English Language Support: Figurative Language (TE p 167) Immersive Reader, Dictate, and Selection Audio

Learning Targets and Standards

• Students will Notice, Annotate, Connect, Respond as they read the selection the first time.

• Students will read and/or listen to the selection audio: The Diary of Anne Frank, Act II: Accessible Leveled Text. TN STANDARDS

• (8.RL.RRTC.10) Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

Essential Question: How do we remember the past? Lesson Agenda:

3. Activity A MAKING MEANING

➢ Concept Vocabulary foreboding; intuition; rigid; apprehension; mounting; insistent Activity B

➢ First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.

First-Read Guide: Fiction Activity C

➢ Read the Selection

Selection Audio

The Diary of Anne Frank, Act II: Accessible Leveled Text

4. Closure (5 minutes) Revisit the learning targets and have students share their reflection the lesson

Quarter 2, Grade 8

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Lesson 10, Week 2 Unit 2

SELECTION Anchor Text The Diary of Anne Frank, Act II Frances Goodrich and Albert Hackett

SE Pages 173-187

TN STANDARDS 8.RL.RRTC.10

Diverse Learner Support

Immersive Reader, Dictate, and Selection Audio

Learning Targets and Standards

• Students will read the text selection: The Diary of Anne Frank.

• Students will complete comprehension questions.

• Students will research one unfamiliar detail from the text.

• Students will choose something interesting from the text and formulate a research question. TN STANDARDS

• (8.RL.RRTC.10) Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

• (8.RL.KID.1) Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

Essential Question: How do we remember the past? Lesson Agenda:

3. Activity A MAKING MEANING

➢ Read the Selection

Selection Audio

The Diary of Anne Frank, Act II: Accessible Leveled Text

Activity B

➢ Comprehension Check Students complete comprehension questions.

The Diary of Anne Frank, Act II: First Read Extension Questions Activity C

➢ Research to Clarify Students research one unfamiliar detail from the text. Activity D

➢ Research to Explore Students choose something interesting from the text and formulate a research question.

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4. Closure (5 minutes) Reflect on the Lesson: Allow students to share their responses from the comprehension check questions.

Unit 2 Grade 8-Weekly Lessons At-A- Glance (Lessons 6-10)

UNIT 2, Lesson 11 UNIT 2, Lesson 12 UNIT 2, Lesson 13 UNIT 2, Lesson 14 UNIT 2, Lesson 15

SELECTION Anchor Text The Diary of Anne Frank, Act II Frances Goodrich and Albert Hackett SE pp 188-189

SELECTION Anchor Text The Diary of Anne Frank, Act II Frances Goodrich and Albert Hackett SE pp 190-191

SELECTION Anchor Text The Diary of Anne Frank, Act II Frances Goodrich and Albert Hackett SE pp 192-193

SELECTION Frank Family and World War II Timeline SE pp 194-198

SELECTION Frank Family and World War II Timeline SE pp 199-201

MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection.

Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence.

LANGUAGE

DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: foreboding; intuition; rigid; apprehension; mounting; insistent Word Study: Latin Suffix: -ent Students complete activities related to the Latin Suffix -ent

EFFECTIVE EXPRESSION Speaking and Listening: Dramatic Reading Students deliver a dramatic reading of a scene from The Diary of Anne Frank. Then students write a drama review of one of the performances

Speaking and Listening: Dramatic Reading

Speaking and Listening:

Dramatic Reading (RP) Evidence Log

MAKING MEANING Media Vocabulary annotated; chronological; parallel First Read Students Notice, Annotate, Connect, and Respond as they review the media the first time.

First Read Guide: Nonfiction Listen to the Selection

MAKING MEANING Close Read Students will review the timeline and record any new observations. Analyze the Media Students will respond to questions about the drawings, citing textual evidence. LANGUAGE

DEVELOPMENT Media Vocabulary

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Analyze Craft and Structure: Characters’ Motivations Students will analyze characters’ motivations in Act II.

Analyze Craft and Structure: Character Motivation

Analyze Craft and

Structure: Character Motivation (RP) TN STANDARDS 8.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. 8.RL.KID.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.

Concept Vocabulary and Word Study: Latin Suffix: -ent

Word Study: Latin Suffix: -ent (RP) Word Network Students add new words to their Word Network as they read texts in the unit. Conventions: Simple Tenses of Verbs Students complete activities identifying present, past, and future tense verbs.

Conventions: Simple

Tenses of Verbs

Conventions: Simple Tenses of Verbs (RP) TN STANDARDS 8.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage. 8.L.KL.3 When writing and speaking, adjust style and tone to a variety of contexts; when reading or listening, analyze stylistic choices to determine context. 8.L.VAU.4.b Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase.

Students add notes and evidence that will be used to inform the Performance-Based Assessment. SELECTION TEST

Selection Test: Warning: The Diary of Anne Frank, Act I TN STANDARDS 8.RL.IKI.7 Analyze the extent to

which a filmed or live

production of a story or drama

stays faithful to or departs from

a text or script, evaluating the

choices made by the director or

actors.

8.SL.CC.1 Prepare for

collaborative discussions on 8th

grade level topics and texts;

engage effectively with varied

partners, building on others’

ideas and expressing their own

ideas clearly.

8.L.KL.3 When writing and

speaking, adjust style and tone

to a variety of contexts; when

reading or listening, analyze

stylistic choices to determine

context.

8.SL.PKI.4 Present claims and

findings in a focused, coherent

manner with relevant evidence;

sound, valid reasoning, and

well-chosen details; use

appropriate eye contact,

Selection Audio

Frank Family and World

War II Timeline: Accessible Text Comprehension Check Students complete comprehension questions. Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students choose something interesting from the timeline and formulate a research question. TN STANDARDS 8.RI.RRTC.10 Read and comprehend a variety of literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

Students complete activities related to the Media Vocabulary words: annotated; chronological; parallel

Media Vocabulary EFFECTIVE EXPRESSION Writing to Compare: Comparison-Contrast Essay Students write an essay comparing the two texts they read.

Writing to Compare:

Comparison-Contrast Essay Evidence Log Students add notes and evidence that will be used to inform the Performance- Based Assessment. TN STANDARDS 8.RI.IKI.7 Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea. 8.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 8.W.TTP.2.a Introduce a topic clearly, using the

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8.L.VAU.4.c Consult reference materials, both print and digital, to find the pronunciation of a word or phrase. 8.L.VAU.4.d Use etymological patterns in spelling as clues to the meaning of a word or phrase.

adequate volume, and clear

pronunciation.

8.SL.PKI.6 Adapt speech to a

variety of contexts and tasks,

demonstrating command of

formal English when indicated

or appropriate.

8.W.TTP.2 Write

informative/explanatory texts to

examine a topic and convey

ideas, concepts, and

information through the

selection, organization, and

analysis of relevant content.

c. Develop the topic with

relevant facts, definitions,

concrete details, quotations, or

other information and

examples.

e. Craft an effective and

relevant conclusion.

introduction to prepare the reader for what is to follow. 8.W.TTP.2.b Synthesize and organize ideas, concepts, and information into broader categories using effective strategies to create cohesion and aid in comprehension.

myPerspectives ELL Support

Analyze Craft and

Structure: Character Motivation (RP) (TE p 189) Personalize for Learning English Language Support: Identifying Character Motivation (TE p 188)

Word Study: Latin Suffix:

-ent (RP) (TE p 190)

Conventions: Simple Tenses of Verbs (TE p 191)

Speaking and Listening:

Dramatic Reading (RP) (TE p 193) Personalize for Learning English Language Support: Providing Support (TE p 193)

Audio Summary

Frank Family and World War II Timeline: Accessible Text Personalize for Learning English Language Support: Media Vocabulary (TE p 195)

Personalize for Learning English Language Support: Timelines (TE p 199)

Quarter 2, Grade 8

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Standards Guides

To master many of the TN ELA Academic Standards, students must learn several specific skills within a standard. The Standards Guides found here provide

targeted support for understanding the academic standards. Standard Guides show core instructional moves for a given component skill within the standard.

For each skill, the standard guides include criteria for success, potential student misconceptions, and scaffolding ideas.

Unit 2, Daily Lessons 11-15 Guides

Lesson Instructional Guidance

https://drive.google.com/drive/folders/1n1pH0kFClucMTUl_8vcRbOyjkksDzsAD?usp=sharing

Quarter 2, Grade 8

33 Updated 6/2024

Lesson 11, Week 3 Unit 2

Texts: SELECTION Anchor Text The Diary of Anne Frank, Act II Frances Goodrich and Albert Hackett MAKING MEANING

TE & SE pages: 188- 189

TN STANDARDS

8.RL.KID.1 8.RL.KID.3

Diverse Learner Support

Analyze Craft and Structure: Character Motivation (RP) (TE p 189) Personalize for Learning English Language Support: Identifying Character Motivation (TE p 188)

Learning Targets and Standards

• Students will review the Close Read Model and complete the close read sections in the selection.

• Students will analyze characters’ motivations in Act II.

• Students will respond to questions about the text, citing textual evidence. TN Standards

• (8. RL.KID.1) Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

• (8. RL.KID.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.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

2. Opening: Unit Introduction (5 minutes) Craft a Do Now that activates student learning for the lesson, surfaces prior knowledge, and/or introduces students to new vocabulary. Your Do Now should be in the form of a multiple-choice question but is not limited to this format.

3. Activity A: MAKING MEANING

➢ Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection.

Close Read the Text

Teaching Notes: Activity B:

➢ Analyze the Text Students will respond to questions about the text, citing textual evidence. Activity C:

➢ Analyze Craft and Structure: Characters’ Motivations Students will analyze characters’ motivations in Act II.

Analyze Craft and Structure: Character Motivation

Analyze Craft and Structure: Character Motivation (RP)

Teaching Notes:

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4. Closure: (5 minutes) Allow students to share close read notes.

Lesson 12, Week 3 Unit 2

Texts: SELECTION Anchor Text The Diary of Anne Frank, Act II Frances Goodrich and Albert Hackett LANGUAGE DEVELOPMENT

TE & SE pages: 190- 191

TN STANDARDS 8.L.CSE.1 8.L.CSE.1 b 8.L.KL.3 8.L.VAU.4.b 8.L.VAU.4.c 8.L.VAU.4.d

Learning Targets and Standards

• Students will complete activities related to the Concept Vocabulary words.

• Students will complete activities related to the Latin Suffix -ent

• Students will add new words to their Word Network as they read texts in the unit.

• Students will complete activities identifying present, past, and future tense verbs. TN Standards

• (8. L.CSE.1) Demonstrate command of the conventions of standard English grammar and usage.

• b. When reading or listening, explain the function of verbs

• (8.L.KL.3) When writing and speaking, adjust style and tone to a variety of contexts; when reading or listening, analyze stylistic choices to determine context.

• (8. L.VAU.4.b) Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase.

• (8. L.VAU.4.c) Consult reference materials, both print and digital, to find the pronunciation of a word or phrase.

• (8. L.VAU.4.d) Use etymological patterns in spelling as clues to the meaning of a word or phrase. Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

2. Opening: (5 minutes) Craft a Do Now that activates student learning for the lesson, surfaces prior knowledge, and/or introduces students to new vocabulary. Your Do Now should be in the form of a multiple-choice question but is not limited to this format.

3. Activity A: Diverse Learner Support

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Word Study: Latin Suffix: -ent (RP) (TE p 190)

Conventions:

Simple Tenses of Verbs (TE p 191)

LANGUAGE DEVELOPMENT

➢ Concept Vocabulary Students complete activities related to the Concept Vocabulary words: foreboding; intuition; rigid; apprehension; mounting; insistent

➢ Word Study: Latin Suffix: -ent Students complete activities related to the Latin Suffix -ent Concept Vocabulary and Word Study: Latin Suffix: -ent

Word Study: Latin Suffix: -ent (RP) Teaching Notes: FORMATIVE ASSESSMENT Concept Vocabulary If students struggle to understand the concept vocabulary and how the words relate to the story, then review the concept vocabulary in context. Word Study If students struggle to understand the suffix -ent, then review more words with this construct. For Reteach and Practice, see Word Study: Latin -ent.

➢ Word Network Students add new words to their Word Network as they read texts in the unit. Activity B:

➢ Conventions: Simple Tenses of Verbs Students complete activities identifying present, past, and future tense verbs.

Conventions: Simple Tenses of Verbs

Conventions: Simple Tenses of Verbs (RP) Teaching Notes: Simple Tenses of Verbs Take this opportunity to review verb tenses with students. Point out that it is important in writing to make sure that verb tenses within a sentence or paragraph match. Give examples and ask students to determine if the example is correct or incorrect. If it is incorrect, have them correct it. Possible example: Incorrect: =I ran to the store yesterday and will buy milk. Corrected: I ran to the store yesterday and bought milk. (Or, I will run to the store tomorrow and will buy milk.) For more support, see Conventions: Simple Tenses of Verbs. (online resource)

4. Closure: (5 minutes) Allow students to review evidence log notes.

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Lesson 13, Week 3 Unit 2

Texts: SELECTION Anchor Text The Diary of Anne Frank, Act II Frances Goodrich and Albert Hackett EFFECTIVE EXPRESSION

TE & SE pages: 192- 193

TN STANDARDS 8.RL.IKI.7. 8.SL.CC.1 8.SL.PKI.4 8.SL.PKI.6 8.L.KL.3 8.W.TTP.2 8.W.TTP.2 c 8.W.TTP.2 e

Diverse Learner Support

Speaking and Listening: Dramatic Reading (RP) (TE p 193) Personalize for Learning English Language Support: Providing Support

Learning Targets and Standards

• Students will deliver a dramatic reading of a scene from The Diary of Anne Frank.

• Students will write a drama review of one of the performances.

• Students will add notes and evidence that will be used to inform the Performance-Based Assessment. TN Standards

• (8.RL.IKI.7) Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from a text or script, evaluating the choices made by the director or actors.

• (8.SL.CC.1) Prepare for collaborative discussions on 8th grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing their own ideas clearly.

• (8.L.KL.3) When writing and speaking, adjust style and tone to a variety of contexts; when reading or listening, analyze stylistic choices to determine context.

• (8.SL.PKI.4) Present claims and findings in a focused, coherent manner with relevant evidence; sound, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

• (8.SL.PKI.6) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

• (8.W.TTP.2) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. e. Craft an effective and relevant conclusion.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

3. Activity A: EFFECTIVE EXPRESSION

➢ Speaking and Listening: Dramatic Reading Students deliver a dramatic reading of a scene from The Diary of Anne Frank. Then students write a drama review of one of the performances

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(TE p 193) Immersive Reader, Dictate, and Selection Audio

Speaking and Listening: Dramatic Reading

Speaking and Listening: Dramatic Reading (RP)

Teaching Notes: Speaking and Listening Choose a Scene and a Character As students review the play to choose a scene, they should think about all of the characters and how they evolve. Rehearse Ask students to consider characters’ roles in their scenes and to discuss how they think characters would be feeling at the moment. Ask them to use adjectives to describe their characters in the moment of each scene. For more support, see Speaking and Listening: Dramatic Reading. Evaluate Presentations As students review the work of classmates, encourage them to share at least one positive comment with each group. Activity B:

➢ Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Activity C:

➢ SELECTION TEST

Selection Test: Warning: The Diary of Anne Frank, Act I

Teaching Notes: Selection Test Administer the Selection Test or the Extension Selection Test, which are available online on Realize

4. Closure: (5 minutes) The selection test can serve as the lesson closure.

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Lesson 14, Week 3 Unit 2

Texts: SELECTION Frank Family and World War II Timeline MAKING MEANING

TE & SE pages: 194- 198

TN STANDARDS 8. RI. RRTC.10 8.RI.KID.1

Diverse Learner Support

Audio Summary

Frank Family and World War II Timeline: Accessible Text Personalize for Learning English Language Support: Media Vocabulary (TE p 195) Immersive Reader, Dictate, and Selection Audio

Learning Targets and Standards

• Students will Notice, Annotate, Connect, and Respond as they review the media the first time.

• Students will complete comprehension questions.

• Students will research one unfamiliar detail from the text.

• Students will choose something interesting from the timeline and formulate a research question. TN Standards

• (8. RI. RRTC.10) Read and comprehend a variety of literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

• (8. RI.KID.1) Analyze what the text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

2. Opening: (5 minutes) Do Now (Jump Start) The Franks were locked away from the world—cut off from what was happening. Ask students to consider how it would feel to be cut off from the world

3. Activity A: MAKING MEANING

➢ Media Vocabulary annotated; chronological; parallel Teaching Notes: Encourage students to discuss the media vocabulary. Have they seen the terms in texts before? Do they use any of them in their speech and writing?

➢ First Read Students Notice, Annotate, Connect, and Respond as they review the media the first time.

First Read Guide: Nonfiction Teaching Notes: As they read students should perform the steps of the first read. NOTICE: Remind students to notice the events above and below the timelines. Remind them to also look at the photos. ANNOTATE: Encourage students to notice how the events above the timelines connect to the events below them.

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CONNECT: Encourage students to make connections to other information they have learned or research they have done about the Holocaust. If they cannot make connections to their own lives, have them consider reading articles or watching documentaries about the Holocaust. RESPOND: Students will answer questions and write a summary to demonstrate understanding. Point out to students that while they will always complete the Respond step at the end of the first read, the other steps will probably happen somewhat concurrently. You may wish to print copies of the First-Read Guide: Nonfiction for students to use. Activity B:

➢ Listen to the Selection

Selection Audio

• Frank Family and World War II Timeline: Accessible Text

• See: Digital Perspectives (Pg. 196) Activity C:

➢ Comprehension Check Students complete comprehension questions. Activity D:

➢ Research to Clarify Students research one unfamiliar detail from the text.

➢ Research to Explore Students choose something interesting from the timeline and formulate a research question. Teaching Notes: Research to Clarify If students struggle to decide on a detail to research, you may want to suggest that they focus on one of the following topics: The Nuremberg Laws, the German invasion of Poland, the German invasion of the Netherlands, or the Eichmann trial. Research to Explore If students aren’t sure how to go about formulating a research question, suggest that they use their findings from Research to Clarify as a starting point. For example, if students researched the Nuremberg Laws, they might formulate a question such as, What impact did the Nuremberg Laws have on the Jews of Germany

4 Closure: (5 minutes) Allow students to share their comprehension check responses. Homework & Extension: Have students review media vocabulary.

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Lesson 15, Week 3 Unit 2

Texts: SELECTION Frank Family and World War II Timeline MAKING MEANING

TE & SE pages: 199- 201

TN STANDARDS 8.RI.IKI.7 8.W.TTP.2 8.W.TTP.2.a 8.W.TTP.2.b 8.W.TTP.2.c 8.W.TTP.2.d 8.W.TTP.2.e 8.RI.KID.1

Diverse Learner Support

Personalize for Learning English Language Support: Timelines (TE p 199)

Learning Targets and Standards

• Students will review the timeline and record any new observations.

• Students will respond to questions about the drawings, citing textual evidence.

• Students will complete activities related to the Media Vocabulary words.

• Students will write an essay comparing the two texts they read. TN Standards

• (8. RI.IKI.7) Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.

• (8. W.TTP.2) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

o a Introduce a topic clearly, using the introduction to prepare the reader for what is to follow. o b. Synthesize and organize ideas, concepts, and information into broader categories using effective. o strategies to create cohesion and aid in comprehension. o c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. o d. Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of

the topic and the source material. o e. Craft an effective and relevant conclusion.

• (8. RI.KID.1) Analyze what the text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

• (8.RI.KID.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.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

2. Opening: (5 minutes) Do Now (Jump Start) CLOSE READ Timelines are helpful tools in understanding how events unfolded. They also provide background information and context. Assign two students to read the first several entries on the timeline. One student will read the Frank side and one the World War II side. Have them read the events in the order in which they occurred to help bring to life how these events were related and took place simultaneously.

3. Activity A: MAKING MEANING

➢ Close Read Students will review the timeline and record any new observations. Teaching Notes:

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➢ Analyze the Media Students will respond to questions about the drawings, citing textual evidence. Activity B: LANGUAGE DEVELOPMENT

➢ Media Vocabulary Students complete activities related to the Media Vocabulary words: annotated; chronological; parallel

Media Vocabulary Teaching Notes: If needed, model close reading by using the Close Read note in the Interactive Teacher’s Edition. Remind groups to use Accountable Talk in their discussions and to support one another as they complete the close review. Activity C: EFFECTIVE EXPRESSION

➢ Writing to Compare: Comparison-Contrast Essay Students write an essay comparing the two texts they read.

Writing to Compare: Comparison-Contrast Essay

Teaching Notes: Writing to Compare As students prepare to compare the play with the timeline, they will consider what each medium offers for those who want to learn about the time period. Planning and Prewriting Compare Play and Timeline Techniques Remind students that when they evaluate each medium, they aren’t necessarily determining whether the medium is right or wrong. Guide students to look for evidence that shows strong or weak expression of the topics listed in the chart. Responses may vary. Possible responses: As students complete the chart, they will see that the play includes the personal and emotional experiences of a family against a backdrop of the war. The timeline provides the bigger picture of events without much support or elaboration. (See responses in TE) Activity D:

➢ Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Teaching Notes: Support students in completing their evidence logs.

4. Closure: (5 minutes) Students will share one detail observed from the timeline.

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Homework & Extension: Have students review timeline details and complete evidence logs.

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Unit 2 Grade 8-Weekly Lessons At-A- Glance (Lessons 16-20)

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UNIT 2, Lesson 16 UNIT 2, Lesson 17 UNIT 2, Lesson 18 UNIT 2, Lesson 19 UNIT 2, Lesson 20

PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay SE pp 202-204

PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay SE p 205

PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay SE pp 206-207

OVERVIEW Small-Group Learning SE pp 208-211

SELECTION from Anne Frank: The Diary of a Young Girl Anne Frank SE pp 212-216

PERFORMANCE TASK Write an Explanatory Essay Students write an essay responding to the question: How are historical events reflected in the play The Diary of Anne Frank? PreWriting/Planning Students write a thesis, gather evidence, and take accurate notes. Drafting Students organize and write a first draft. TN STANDARDS 8.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 8.W.TTP.2.a Introduce a topic clearly, using the introduction to prepare the reader for what is to follow. 8.W.TTP.2.b Synthesize and organize ideas, concepts, and information

LANGUAGE

DEVELOPMENT Author’s Style: Revising Sentences by Combining with Conjunctions Students choose coordinating conjunctions that help connect important ideas and make writing smoother. TN STANDARDS 8.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage. 8.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. When reading and writing, explain the functions of punctuation in creating sentence variety and style. 8.L.KL.3 When writing and speaking, adjust style and tone to a variety of contexts; when reading or listening, analyze stylistic choices to determine context.

PERFORMANCE TASK Revising Students evaluate and revise draft utilizing peer reviews. Editing and Proofreading Students edit for conventions and proofread for accuracies. Publishing and Presenting Students create a final version of their essay and share in small groups. Reflecting Students reflect on their essays.

TN STANDARDS 8.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 8.W.TTP.2.c Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 8.W.TTP.2.d Thoroughly and accurately explain and elaborate on the evidence

Essential Question How do we remember the past? Small-Group Learning Strategies

• Prepare

• Participate Fully

• Support Others

• Clarify

Small-Group Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Working as a Team

• Take a position

• List your rules

• Apply the rules

• Name your group

• Create a communication plan

Making a Schedule Students make a schedule with group for completing tasks. Working on Group Projects Students choose specific roles for each member.

MAKING MEANING Concept Vocabulary forbidden; restrictions; sacrifices

First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.

First-Read Guide: Nonfiction

Read the Selection

Selection Audio

from Anne Frank: The Diary

of a Young Girl: Accessible Leveled Text TN STANDARDS 8.L.VAU.4.a Use context as a clue to the meaning of a word or a phrase. 8.RI.RRTC.10 Read and comprehend a variety of literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

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Standards Guides

To master many of the TN ELA Academic Standards, students must learn several specific skills within a standard. The Standards Guides found here provide

targeted support for understanding the academic standards. Standard Guides show core instructional moves for a given component skill within the

standard. For each skill, the standard guides include criteria for success, potential student misconceptions, and scaffolding ideas.

into broader categories using effective strategies to create cohesion and aid in comprehension. 8.W.TTP.2.f Include formatting, graphics, and multimedia when appropriate. 8.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of discipline- specific tasks, purposes, and audiences.

8.W.TTP.2 Write

informative/explanatory

texts to examine a topic and

convey ideas, concepts,

and information through the

selection, organization, and

analysis of relevant content.

provided, demonstrating a clear understanding of the topic and the source material. 8.W.TTP.2.e Craft an effective and relevant conclusion. 8.W.PDW.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.)

myPerspectives ELL Support

Personalize for Learning English Language Support: Read Aloud (TE p 205)

Personalize for Learning English Language Support: Punctuation (TE p 207)

Audio Summary

from Anne Frank: The Diary

of a Young Girl: Accessible Leveled Text Personalize for Learning English Language Support: Idioms (TE p 215)

https://drive.google.com/drive/folders/1n1pH0kFClucMTUl_8vcRbOyjkksDzsAD?usp=sharing

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Unit 2, Daily Lessons 16-20 Guides

Lesson Instructional Guidance

Lesson 16, Week 4 Unit 2

Texts: PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay PERFORMANCE TASK

Learning Targets and Standards

• Students will write an essay responding to the question: How are historical events reflected in the play The Diary of Anne Frank?

• Students will write a thesis, gather evidence, and take accurate notes. TN Standards

• (8.W.TTP.2) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• (8.W.TTP.2.a) Introduce a topic clearly, using the introduction to prepare the reader for what is to follow.

• (8.W.TTP.2.b) Synthesize and organize ideas, concepts, and information into broader categories using effective strategies to create cohesion and aid in comprehension.

• (8.W.TTP.2.f) Include formatting, graphics, and multimedia when appropriate.

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TE & SE pages: 202- 204

TN STANDARDS 8.W.TTP.2 8.W.TTP.2.a 8.W.TTP.2.b 8.W.TTP.2.f 8.W.RW.10

Diverse Learner Support

• (8.W.RW.10) Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

3. Activity A: PERFORMANCE TASK

➢ Write an Explanatory Essay Students write an essay responding to the question: How are historical events reflected in the play The Diary of Anne Frank? Activity B:

➢ Pre-Writing/Planning Students write a thesis, gather evidence, and take accurate notes. Teaching Notes: As students prepare to compare the play with the timeline, they will consider what each medium offers for those who want to learn about the time period. Planning and Prewriting Compare Play and Timeline Techniques Remind students that when they evaluate each medium, they aren’t necessarily determining whether the medium is right or wrong. Guide students to look for evidence that shows strong or weak expression of the topics listed in the chart. Responses may vary. Possible responses: As students complete the chart, they will see that the play includes the personal and emotional experiences of a family against a backdrop of the war. The timeline provides the bigger picture of events without much support or elaboration. Activity C: (10 minutes)

➢ Drafting Students organize and write a first draft. Teaching Notes: Drafting Outline

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Encourage students to use the charts they created during Prewriting to help them formulate a central idea. Explain that they need to find additional information in the text as they develop their ideas during drafting. Choose Strong Examples Suggest that students focus on those parts of the play that are related to the information in the timelines. Otherwise, students may be overwhelmed by the amount of information in the play. Support Your Conclusion Make clear to students that they need to the value of each medium. Reviewing and Revising As students revise, encourage them to review their draft to be sure they have explained their thinking clearly. Ask them to make sure they have supported their ideas with evidence from both texts. Finally, remind students to check for grammar, usage, and mechanics. For more support, see Writing to Compare: Comparison-Contrast Essay. Evidence Log Support students in completing their Evidence Log. This paced activity will help prepare them for the Performance-Based Assessment at the end of the unit. Teaching Notes: FORMATIVE ASSESSMENT Writing to Compare • If students struggle to compare and contrast the play and the timeline, then ask them to make a Venn diagram showing the similarities and differenced between each medium.

4. Closure: (5 minutes) Cite one personal experience from the family’s perspective. Give a specific detail from the text. Homework & Extension: Review grammar and conventions of the first draft for errors.

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Lesson 17, Week 4 Unit 2

Texts: PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay PERFORMANCE TASK

TE & SE pages: 205

TN STANDARDS 8.L.CSE.1 8.L.CSE.2 8.L.KL.3 8.W.TTP.2 8.W.TTP.2i

Learning Targets and Standards

• Students will choose coordinating conjunctions that help connect important ideas and make writing smoother. TN Standards

• (8.L.CSE.1) Demonstrate command of the conventions of standard English grammar and usage.

• (8.L.CSE.2) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. When reading and writing, explain the functions of punctuation in creating sentence variety and style.

• (8.L.KL.3) When writing and speaking, adjust style and tone to a variety of contexts; when reading or listening, analyze stylistic choices to determine context.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

2. Opening:(5 minutes) Craft a Do Now that activates student learning for the lesson, surfaces prior knowledge, and/or introduces students to new vocabulary. Your Do Now should be in the form of a multiple-choice question but is not limited to this format.

3. Activity A: LANGUAGE DEVELOPMENT

➢ Author’s Style: Revising Sentences by Combining with Conjunctions Students choose coordinating conjunctions that help connect important ideas and make writing smoother. Teaching Notes: Read It Explain to students that they should use conjunctions to connect their ideas and make their writing flow better. Point out to students that they use conjunctions in their everyday speech and writing, probably without thinking about it. For example, “I would hand in my homework, but I left it at home.” “She wanted to get a better grade, so she spent extra time studying.” Have students suggest their own sentences that could be revised with a coordinating conjunction. Write It As students prepare to revise their draft, they should have an opportunity to practice using coordinating conjunctions. Give students a topic. Ask two students to provide short sentences about the topic. Next, ask a volunteer to use a conjunction to combine the two sentences. Through serious or humorous topics, students will practice this skill. For example, for the topic pets, “I like dogs. I do not like cats.” Combined: “I like dogs, but I do not like cats.

Diverse Learner Support

Personalize for Learning English Language Support: Read Aloud (TE p 205)

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4. Closure: (5 minutes) Have students review draft and select one sentence that they can revise using a coordinating conjunction and share.

Homework & Extension: Allow students to continue to work revisions of draft.

Lesson 18, Week 4 Unit 2

Texts: PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay PERFORMANCE TASK

TE & SE pages: 206- 207

TN STANDARDS 8.W.TTP.2 8.W.TTP.2.c 8.W.TTP.2.d 8.W.TTP.2.e 8.W.PDW.5

Diverse Learner Support

Personalize for Learning English Language Support: Punctuation (TE p 207)

Learning Targets and Standards

• Students will evaluate and revise draft utilizing peer reviews

• Students will edit for conventions and proofread for accuracies.

• Students will create a final version of their essay and share in small groups.

• Students will reflect on their essay. TN Standards

• (8.W.TTP.2) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• (8.W.TTP.2.c) Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

• (8.W.TTP.2.d) Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of the topic and the source material.

• (8.W.TTP.2.e) Craft an effective and relevant conclusion.

• (8.W.PDW.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.)

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

3. Activity A: PERFORMANCE TASK

➢ Revising Students evaluate and revise draft utilizing peer reviews.

➢ Editing and Proofreading Students edit for conventions and proofread for accuracies.

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Teaching Notes: Revising Evaluating Your Draft Self-editing is one of the great challenges of writing. Remind students that good writers always revise their work. Have students use the checklist as a starting point. Revising for Focus and Organization Logical Organization Suggest that students use highlighters to underline the main idea of each paragraph. This will help them track the organization of their draft. Looking at this outline version of their text will allow them to see where they may need to reorder paragraphs or add transitions to help readers follow their ideas. Revising for Evidence and Elaboration Depth of Support If students decide they need to elaborate on their main points, encourage them to go back to the selections to find more information. Revising for Word Choice and Style Formal Style Encourage students to strengthen the formal tone of their drafts by replacing any slang or informal language. Students should also confirm that all their sentences express complete ideas, as sentence fragments can add informality to a piece of writing. Activity B:

➢ Publishing and Presenting Students create a final version of their essay and share in small groups. Teaching Notes: Publishing and Presenting Remind students that this is an opportunity to clarify and fine-tune their thoughts before they turn in and present their essays. As students review their classmates’ essays, remind them to • Keep comments positive • Offer helpful suggestions for revision • Use formal rather than informal language Activity D:

➢ Reflecting Students reflect on their essays

4. Closure: (5 minutes) Allow students to share a positive reflection from their peer revisions. Homework & Extension: Students should go back and review formal tone of draft and replace any informal language.

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Lesson 19, Week 4 Unit 2

Texts: OVERVIEW Small-Group Learning

TE & SE pages: 208- 211

TN STANDARDS 8.RL.KID.1 8.RL.RRTC.10 Diverse Learner Support Immersive Reader, Dictate, and Small- Group Learning Strategies Video

Learning Targets and Standards

• Students will review Small Group Learning Strategies and engage in a video on small group learning strategies.

• Students will preview the selections in the unit and discuss how they relate to the EQ and unit topic.

• Students will make a schedule with group for completing tasks. TN Standards

• (8.RL.KID.1) Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

• (8.RL.RRTC.10) Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

3. Activity A: Essential Question How do we remember the past? Teaching Notes: By recording their experiences, Holocaust survivors ensured that their powerful stories would always be known to future generations. During Small-Group Learning, students will read selections that tell the stories of some of the people who lived through the Holocaust.

➢ Small-Group Learning Strategies

• Prepare

• Participate Fully

• Support Others

• Clarify

Small-Group Learning Strategies Teaching Notes: Review the Learning Strategies with students and explain that as they work through Small-Group Learning they will develop strategies to work in small-group environments. • Have students watch the video on Small-Group Learning Strategies.

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• A video on this topic is available online in the Professional Development Center. You may wish to discuss some action items to add to the chart as a class before students complete it on their own. For example, for “Participate fully,” you might solicit the following from students: • Ask questions. • Offer suggestions to help create your group’s presentation Activity B:

➢ Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Teaching Notes: Selections Circulate among groups as they preview the selections. You might encourage groups to discuss any knowledge they already have about any of the selections or the situations and settings shown in the photographs. Students may wish to take a poll within their group to determine which selections students have heard of before. Remind students that communicating and collaborating in groups is an important skill that they will use throughout their lives—in school, in their careers, and in their community. Performance Task Deliver a Multimedia Presentation Give groups time to read about and briefly discuss the multimedia presentation they will create after reading. Encourage students to do some preliminary thinking about the types of media they may want to use. This may help focus their subsequent reading and group discussion. Activity C:

➢ Working as a Team

• Take a position

• List your rules

• Apply the rules

• Name your group

• Create a communication plan

Teaching Notes: Working as a Team

1. Discuss the Topic Remind groups to let all members share their responses. You may wish to set a time limit for this discussion.

2. List Your Rules

You may want to have groups share their lists of rules and consolidate them into a master list to be displayed and followed by all groups.

3. Apply the Rules

As you circulate among the groups, ensure that students are staying on task. Consider a short time limit for this step.

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4. Name Your Group

This task can be creative and fun. If students have trouble coming up with a name, suggest that they think of something related to the unit topic. Encourage groups to share their names with the class.

5. Create a Communication Plan Encourage groups to include in their plans agreed-upon times during the day to share ideas. They should also devise a method for recording and saving their communications.

Activity D:

➢ Making a Schedule Students make a schedule with group for completing tasks.

➢ Working on Group Projects Students choose specific roles for each member. Teaching Notes: Making a Schedule Encourage groups to preview the reading selections and to consider how long it will take them to complete the activities accompanying each selection. Point out that they can adjust the due dates for particular selections as needed as they work on their small-group projects; however, they must complete all assigned tasks before the group Performance Task is due. Encourage groups to review their schedules upon completing the activities for each selection to make sure they are on track to meet the final due date. Working on Group Projects Point out to groups that the roles they assign can also be changed later. Students might have to make changes based on who is best at doing what. Try to make sure that there is no favoritism, cliquishness, or stereotyping by gender or other means in the assignment of roles. Also, you should review the roles each group assigns to its members. Based on your understanding of students’ individual strengths, you might find it necessary to suggest some changes.

4. Closure: (5 minutes) Review each team role and allow each student to share one’s strength they possess in carrying out the responsibility of said role.

Homework & Extension: Have students reflect on the essential question and write a response based various accounts from the survivors in the text.

Lesson 20, Week 4 Unit 2

Texts: SELECTION from Anne Frank: The Diary of a Young Girl Anne Frank

Learning Targets and Standards

• Students will use Context Clues to determine the meaning of unfamiliar words.

• Students will Notice, Annotate, Connect, Respond as they read the selection the first time. TN Standards

• (8.L.VAU.4.a) Use context as a clue to the meaning of a word or a phrase.

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MAKING MEANING

TE & SE pages: 212- 216

TN STANDARDS 8.L.VAU.4.a 8.RI.RRTC.10 8.RI.KID.1

Diverse Learner Support

Audio Summary

from Anne Frank:

The Diary of a Young Girl: Accessible Leveled Text Personalize for Learning English Language Support: Idioms (TE p 215)

• (8.RI.RRTC.10) Read and comprehend a variety of literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

• (8.RI.KID.1) Analyze what the text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

2. Opening: (5 minutes) Do Now (Jump Start) FIRST READ How can someone get used to living in hiding with others? What can people do to stay strong? Engage students in a discussion about ways of coping with extremely dangerous situations that sets the context for reading the excerpt from Anne Frank: The Diary of a Young Girl.

3. Activity A: MAKING MEANING

➢ Concept Vocabulary forbidden; restrictions; sacrifices Teaching Notes: Ask groups to look closely at the information about context clues and discuss how these types of clues can help clarify a word’s meaning. Have students discuss the examples and encourage groups to use context clues as they come across additional unfamiliar words. Activity B:

➢ First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. Teaching Notes: Have students perform the steps of the first read independently: NOTICE: You may want to encourage students to notice key events that Anne relates. ANNOTATE: Remind students to mark passages that include the main ideas and details in the diary. CONNECT: Have students compare Anne Frank’s diary with the play about her life, and with the writings of other young people. RESPOND: Students will answer questions and write a summary to demonstrate understanding.

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Point out to students that while they will always complete the Respond step at the end of the first read, the other steps will probably happen somewhat concurrently. You may wish to print copies of the First-Read Guide: Nonfiction for students to use.

First-Read Guide: Nonfiction

Activity C

➢ Read the Selection

Selection Audio

from Anne Frank: The Diary of a Young Girl: Accessible Leveled Text

4. Closure: (5 minutes) Have students to share context clues that helped them derive the meaning of the unknown words. Homework & Extension: Have students to review concept vocabulary.

Unit 2 Grade 8-Weekly Lessons At-A- Glance (Lessons 21-25)

UNIT 2, Lesson 21 UNIT 2, Lesson 22 UNIT 2, Lesson 23 UNIT 2, Lesson 24 UNIT 2, Lesson 25

SELECTION from Anne Frank: The Diary of a Young Girl Anne Frank SE p 217

SELECTION from Anne Frank: The Diary of a Young Girl Anne Frank SE pp 218-219

SELECTION from Anne Frank: The Diary of a Young Girl Anne Frank SE p 220

SELECTION from Anne Frank: The Diary of a Young Girl Anne Frank SE p 221

SELECTION Acceptance Speech for the Nobel Peace Prize Elie Wiesel SE pp 222-227

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MAKING MEANING Comprehension Check Students complete comprehension questions.

from Anne Frank: The Diary of a Young Girl: First Read Extension Questions Research to Clarify Students choose one unfamiliar scientific detail of the text to research. Research to Explore Students research young people that were affected by the war. 8.RI.RRTC.10 Read and comprehend a variety of literary nonfiction throughout the grades 6-8 text complexity band proficiently, with a gradual release of scaffolding at the high end as needed

MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection.

Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence.

Analyze the Text

LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: forbidden; restrictions; sacrifices Word Study: Latin Root: -strict-

Concept Vocabulary and Word Study

Word Study: Latin Suffix:

-strict- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. Analyze Craft & Structure: Central Idea and Supporting Details

LANGUAGE DEVELOPMENT Author’s Style: Word Choice

Author’s Style: Word Choice

(RP) TN STANDARDS 8.RI.CS.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 a specific word choice on meaning and tone, including analogies and allusions to other texts.

EFFECTIVE EXPRESSION Speaking and Listening: Group Discussion Students discuss what they learned from Anne Frank’s Diary entries

Speaking and Listening: Group Discussion

Speaking and Listening:

Group Discussion (RP) Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.

Selection Test: from Anne Frank: The Diary of a Young Girl TN STANDARDS 8.SL.CC.1 Prepare for collaborative discussions on 8th grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing their own ideas clearly.

MAKING MEANING Concept Vocabulary humiliation; persecution; traumatized First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.

First-Read Guide: Nonfiction Read the Selection

Selection Audio

Acceptance Speech for the Nobel Peace Prize: Accessible Leveled Text Comprehension Check Students complete comprehension questions.

Acceptance Speech for

the Nobel Peace Prize: First Read Extension Questions Research to Explore Students choose an historical figure mentioned in the speech and research the person. Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection.

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Students will analyze the central ideas and details in a paragraph from the reading.

Analyze Craft and Structure: Central Idea and Supporting Details

Analyze Craft and

Structure: Central Idea and Supporting Details (RP) TN STANDARDS 8.L.VAU.4.b Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase. 8.L.VAU.4.d Use etymological patterns in spelling as clues to the meaning of a word or phrase. 8.RI.KID.1 Analyze what a text

says explicitly and draw logical

inferences; support an

interpretation of a text by citing

relevant textual evidence.

8.RI.KID.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.

8.RI.CS.5 Analyze in detail the

structure of a specific

paragraph or section in a text,

including the role of particular

Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence.

Analyze the Text

LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: humiliation; persecution; traumatized Word Study: Word

Families Concept Vocabulary and Word Study

Word Study: Word

Families RP) Word Network Students add new words to their Word Network as they read texts in the unit. Analyze Craft & Structure: Author’s Purpose and Point of View Students find evidence to support purpose and point of view.

Analyze Craft and Structure: Author’s Purpose and Point of View

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sentences in developing and

refining a key concept.

Analyze Craft and Structure: Author’s Purpose and Point of View (RP) TN STANDARDS 8.L.VAU.4.b Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase. 8.L.VAU.4.c Consult reference materials, both print and digital, to find the pronunciation of a word or phrase. 8.L.VAU.4.d Use etymological patterns in spelling as clues to the meaning of a word or phrase. 8.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. 8.RL.CS.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 allusions to other texts, repetition of words and phrases, and analogies.

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8.RL.CS.6 Analyze how similarities and differences in the points of view of the audience and the characters create effects such as suspense, humor, or dramatic irony. 8.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

myPerspectives ELL Support

Word Study: Latin Suffix:

-strict- (RP) (TE p 218)

Analyze Craft and Structure: Central Idea and Supporting Details (RP) (TE p 219)

Author’s Style: Word Choice (

RP) (TE p 220)

Personalize for Learning English Language Support: Recognizing Word Choice (TE p 220)

Speaking and Listening:

Group Discussion (RP) (TE p 221)

Audio Summary

Acceptance Speech for the Nobel Peace Prize: Accessible Leveled Text

Word Study: Word

Families (RP) (TE p 226)

Analyze Craft and Structure: Authors Purpose and Point of View (RP) (TE p 227) Personalize for Learning English Language Support: Domain-Specific Vocabulary (TE p 225)

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Standards Guides

To master many of the TN ELA Academic Standards, students must learn several specific skills within a standard. The Standards Guides found here provide

targeted support for understanding the academic standards. Standard Guides show core instructional moves for a given component skill within the standard.

For each skill, the standard guides include criteria for success, potential student misconceptions, and scaffolding ideas.

Unit 2, Daily Lessons 21-25 Guides

Lesson Instructional Guidance

Lesson 21, Week 5 Unit 2

Texts: SELECTION from Anne Frank: The Diary of a Young Girl Anne Frank MAKING MEANING

TE & SE pages: 217

TN STANDARDS 8.RI.RRTC.10

Diverse Learner Support

Immersive Reader, Dictate, and Selection Audio

Learning Targets and Standards

• Students will complete comprehension questions.

• Students will choose one unfamiliar scientific detail of the text to research.

• Students will research young people that were affected by the war. TN Standards

(8.RI.RRTC.10) Read and comprehend a variety of literary nonfiction throughout the grades 6-8 text complexity band proficiently, with a gradual release of scaffolding at the high end as needed.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

3. Activity A: MAKING MEANING

➢ Comprehension Check Students complete comprehension questions. Teaching Notes: The Comprehension Check tests students’ comprehension of the reading. If your student would benefit from more rigorous critical- thinking questions, assign the First Read Extension Questions, available on Realize. Small-Group Learning.

from Anne Frank: The Diary of a Young Girl: First Read Extension Questions

https://drive.google.com/drive/folders/1n1pH0kFClucMTUl_8vcRbOyjkksDzsAD?usp=sharing

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Activity B:

➢ Research to Clarify Students choose one unfamiliar scientific detail of the text to research.

➢ Research to Explore Students research young people that were affected by the war. Teaching Notes: Research Research to Clarify Students will be unfamiliar with many relevant historical details. If they do not know what to research, you may want to suggest the following details: the pogroms in Germany in 1938 or the capitulation of the Netherlands in 1940. Research to Explore If groups struggle to focus their research question, you may want to suggest that they narrow the focus to one of the following topics: How were young Jewish people in the Netherlands during World War II affected by war? How are young people in war-torn countries today affected by war? How does experiencing the trauma of war when you are young affect you later in life.

4. Closure: (5 minutes) Allow students to share their comprehension check responses. Homework & Extension: Research one of the suggested details in the research to clarify and provide at least one historical detail.

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Lesson 22, Week 5 Unit 2

Texts: SELECTION from Anne Frank: The Diary of a Young Girl Anne Frank MAKING MEANING

TE & SE pages: 218- 219

TN STANDARDS 8.L.VAU.4.b 8.L.VAU.4.d 8.RI.KID.1 8.RI.KID.2 8.RI.CS.5

Learning Targets and Standards

• Students will review the Close Read Model and complete the close read sections in the selection.

• Students will respond to questions about the text, citing textual evidence.

• Students will complete activities related to the Concept Vocabulary words.

• Students will add new words to their Word Network as they read texts in the unit.

• Students will analyze the central ideas and details in a paragraph from the reading. TN Standards

• (8.L.VAU.4.b) Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase.

• (8.L.VAU.4.d) Use etymological patterns in spelling as clues to the meaning of a word or phrase.

• (8.RI.KID.1) Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

• (8.RI.KID.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.

• (8.RI.CS.5) Analyze in detail the structure of a specific paragraph or section in a text, including the role of particular sentences in developing and refining a key concept.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

2. Opening: (5 minutes) Do Now (Jump Start) CLOSE READ Why do you think Anne Frank’s diary speaks to people today? As students discuss this with their groups, ask them to consider what Anne Frank chose to include in her diary and how she confided her thoughts and feelings.

3. Activity A: MAKING MEANING

➢ Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection.

Close Read the Text Teaching Notes: If needed, model close reading by using the Annotation highlights in the Interactive Teacher’s Edition. Remind students to use Accountable Talk in their discussions and to support one another as they complete the close read.

➢ Analyze the Text Students will respond to questions about the text, citing textual evidence.

Analyze the Text

Diverse Learner Support

Word Study: Latin Suffix: -strict- (RP) (TE p 218)

Analyze Craft and

Structure: Central Idea and Supporting Details (RP) (TE p 219)

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Activity B: LANGUAGE DEVELOPMENT

➢ Concept Vocabulary Students complete activities related to the Concept Vocabulary words: forbidden; restrictions; sacrifices Teaching Notes: Why These Words? Possible response: The words all describe limits and loss experienced by Jewish People during the Holocaust Other possible words are banned and suffering. Practice Responses will vary by group, but should show that students understand the meaning of each word Word Network Possible responses: suffering, pogroms, capitulation Word Study For more support, see Concept Vocabulary and Word Study. Possible responses: district: a limited area constrict: to make narrower by tightening

➢ Word Study: Latin Root: -strict-

Concept Vocabulary and Word Study

Word Study: Latin Suffix:

-strict- (RP)

➢ Word Network Students add new words to their Word Network as they read texts in the unit. Activity C:

➢ Analyze Craft & Structure: Central Idea and Supporting Details Students will analyze the central ideas and details in a paragraph from the reading.

Analyze Craft and Structure: Central Idea and Supporting Details

Analyze Craft and Structure: Central Idea and Supporting Details (RP)

4. Closure: (5 minutes) Students will share their responses from the close read questions. Homework & Extension: Have students review concept vocabulary.

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Lesson 23, Week 5 Unit 2

Texts: SELECTION from Anne Frank: The Diary of a Young Girl Anne Frank LANGUAGE DEVELOPMENT

TE & SE pages: 220

TN STANDARDS 8.RI.CS.4

Diverse Learner Support

Author’s Style:

Word Choice (RP) (TE p 220)

Personalize for Learning English Language Support: Recognizing Word Choice (TE p 220)

Learning Targets and Standards

• Students will discuss how an author’s word choice helps to establish tone in a text. TN Standards

• (8.RI.CS.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 a specific word choice on meaning and tone, including analogies and allusions to other texts.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

2. Opening:(5 minutes) Craft a Do Now that activates student learning for the lesson, surfaces prior knowledge, and/or introduces students to new vocabulary. Your Do Now should be in the form of a multiple-choice question but is not limited to this format.

3. Activity A: LANGUAGE DEVELOPMENT

➢ Author’s Style: Word Choice

Author’s Style: Word Choice

Author’s Style: Word Choice (RP)

Teaching Notes: Word Choice Discuss with students that the words an author chooses to help establish the tone—the author’s attitude toward a topic or an audience. The conversational style of a diary might convey a friendly attitude toward the diary itself and to other possible readers. For more support, see Author’s Style: Word Choice

4. Closure: (5 minutes) Allow students to reflect on the author’s tone and the effect that is had on their understanding of the text.

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Lesson 24, Week 5 Unit 2

Texts: SELECTION from Anne Frank: The Diary of a Young Girl Anne Frank EFFECTIVE EXPRESSION

TE & SE pages: 221

TN STANDARDS 8.SL.CC.1

Diverse Learner Support

Speaking and

Listening: Group Discussion (RP) (TE p 221)

Learning Targets and Standards

• Students will discuss what they learned from Anne Frank’s Diary entries.

• Students will add notes and evidence that will be used to inform the Performance-Based Assessment.

• Students will successfully complete the Selection Test. TN Standards

• (8.SL.CC.1) Prepare for collaborative discussions on 8th grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing their own ideas clearly.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

3. Activity A: EFFECTIVE EXPRESSION

➢ Speaking and Listening: Group Discussion Students discuss what they learned from Anne Frank’s Diary entries

Speaking and Listening: Group Discussion

Speaking and Listening: Group Discussion (RP)

Teaching Notes: Guide students to draft questions for their group discussions about which they do not necessarily have firm opinions. Remind them that the purpose of the discussion is as much to learn from others as it is to contribute one’s own ideas. For more support, see Speaking and Listening: Group Discussion. Activity B:

➢ Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Teaching Notes: Support students in completing their evidence logs. Activity C:

Selection Test: from Anne Frank: The Diary of a Young Girl

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Teaching Notes Administer the Selection Test or the Extension Selection Test, which are available online on Realize.

4. Closure: (5 minutes) Allow the selection test to serve as the lesson closure.

Lesson 25, Week 5 Unit 2

Texts: SELECTION Acceptance Speech for the Nobel Peace Prize Elie Wiesel MAKING MEANING

TE & SE pages: 222- 227

TN STANDARDS

Learning Targets and Standards

• Students will use a dictionary or a thesaurus to determine the meaning of an unfamiliar word.

• Students will Notice, Annotate, Connect, Respond as they read the selection the first time.

• Students will complete comprehension questions. TN Standards

• (8.RI.KID.1) Analyze what the text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

• (8.L.VAU.4.b) Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase.

• (8.L.VAU.4.c) Consult reference materials, both print and digital, to find the pronunciation of a word or phrase.

• (8.L.VAU.4.d) Use etymological patterns in spelling as clues to the meaning of a word or phrase.

• (8.RL.KID.1) Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

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8.RI.KID.1 8.L.VAU.4.b 8.L.VAU.4.c . 8.L.VAU.4.d 8.RL.KID.1 A. 8.RL.CS.4 8.RL.CS.6 8.RL. RRTC.10

Diverse Learner Support

Audio Summary

Acceptance

Speech for the Nobel Peace Prize: Accessible Leveled Text

Word Study: Word Families (RP) (TE p 226)

Analyze Craft and

Structure: Authors Purpose and Point of View (RP) (TE p 227) Personalize for Learning English Language Support: Domain-Specific Vocabulary (TE p 225)

• (8.RL.CS.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 allusions to other texts, repetition of words and phrases, and analogies.

• (8.RL.CS.6) Analyze how similarities and differences in the points of view of the audience and the characters create effects such as suspense, humor, or dramatic irony.

• (8.RL.RRTC.10) Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

3. Activity A: MAKING MEANING

➢ Concept Vocabulary humiliation; persecution; traumatized Teaching Notes: Ask groups to study the information about using a dictionary and thesaurus and discuss how they can be useful. Encourage groups to think about different situations when they would use a dictionary and when they would use a thesaurus. Activity B: (10 minutes)

➢ First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.

First-Read Guide: Nonfiction

➢ Read the Selection

Selection Audio

Acceptance Speech for the Nobel Peace Prize: Accessible Leveled Text

➢ Comprehension Check Students complete comprehension questions.

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➢ Acceptance Speech for the Nobel Peace Prize: First Read Extension Questions

Teaching Notes: The Comprehension Check tests students’ comprehension of the reading. If your student would benefit from more rigorous critical- thinking questions, assign the First Read Extension Questions, available on Realize. Small-Group Learning. Activity C:

➢ Research to Explore Students choose an historical figure mentioned in the speech and research the person.

➢ Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection.

Close Read the Text

➢ Analyze the Text Students will respond to questions about the text, citing textual evidence.

Analyze the Text

Teaching Notes: If needed, model close reading by using the Annotation Highlights in the Interactive Teacher’s Edition Remind students to use Accountable Talk in their discussions and to support one another as they complete the Close Read. Activity D: LANGUAGE DEVELOPMENT

➢ Concept Vocabulary Students complete activities related to the Concept Vocabulary words: humiliation; persecution; traumatized

➢ Word Study: Word Families Concept Vocabulary and Word Study

Word Study: Word Families (RP)

➢ Word Network Students add new words to their Word Network as they read texts in the unit. Analyze Craft & Structure:

➢ Author’s Purpose and Point of View Students find evidence to support purpose and point of view.

Analyze Craft and Structure: Author’s Purpose and Point of View

Analyze Craft and Structure: Author’s Purpose and Point of View (RP)

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Teaching Notes: Concept Vocabulary Why These Words? Possible response: The words all have to do with suffering and oppression. Another word that fits the category is mutilated. Practice Word Network Possible words: anguish, tormented, endangered Word Study For more support, see Concept Vocabulary and Word Study. Possible responses: captivity, captivating; humiliating, humiliation; injury, injurious

4. Closure: (5 minutes) Allow students to share comprehension check responses. Homework & Extension: Have students review concept vocabulary.

Unit 2 Grade 8-Weekly Lessons At-A- Glance (Lessons 26-30)

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UNIT 2, Lesson 26 UNIT 2, Lesson 27 UNIT 2, Lesson 28 UNIT 2, Lesson 29 UNIT 2, Lesson 30

SELECTION Acceptance Speech for the Nobel Peace Prize Elie Wiesel SE pp 228-229

SELECTION from Maus Art Spiegelman SE pp 230-235

SELECTION from Maus Art Spiegelman SE pp 236-239

SELECTION from Maus Art Spiegelman SE p 240

SELECTION from Maus Art Spiegelman SE p 241

LANGUAGE DEVELOPMENT Conventions: Perfect Tenses of Verbs Students analyze types of verb tenses.

Conventions: Perfect

Tenses of Verbs

Conventions: Perfect Tenses of Verbs (RP) EFFECTIVE EXPRESSION Speaking and Listening: Group Discussion Students discuss quotations from Elie Wiesel’s speech.

Speaking and

Listening: Group Discussion

Speaking and Listening: Group Discussion (RP) Evidence Log Students add notes and evidence that will be used to inform the Performance- Based Assessment.

Selection Test:

Acceptance Speech for the Nobel Peace Prize

MAKING MEANING Media Vocabulary panel; encapsulation; speech balloon First Read Students Look, Note, Connect, Respond as they read the selection the first time.

First-Read Review:

Media-Art and Photography Read the Selection

Selection Audio

from Maus: Accessible

Text TN STANDARDS 8.L.VAU.6 Acquire and accurately use grade- appropriate general academic and domain- specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression. 8.RL. RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band

MAKING MEANING Read the Selection

Selection Audio

from Maus: Accessible Text Comprehension Check Students complete comprehension questions.

from Maus: First Read

Extension Questions Research to Clarify Students research one unfamiliar detail from the graphic novel. Research to Explore Students research the plight of European Jews under the Nazis. TN STANDARDS 8.L.VAU.6 Acquire and accurately use grade- appropriate general academic and domain-specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression. 8.RL. RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity

MAKING MEANING Close Review Students will review the graphic novel and record any new observations.

Close Review

Analyze the Media Students will respond to questions about the drawings, citing textual evidence.

Analyze the Media Media Vocabulary Students complete activities related to the Media Vocabulary words: panel; encapsulation; speech balloon TN STANDARDS 8.L.VAU.6 Acquire and accurately use grade- appropriate general academic and domain-specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression. 8.SL.CC.2 Analyze the purpose of information presented in diverse media formats; evaluate the motives, such as social, commercial,

EFFECTIVE EXPRESSION Research: Informative Report Students write a report about the ways Spiegelman’s experiences are reflected in his graphic novel.

Research: Informative

Report

Research: Informative Report (RP) Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.

Selection Test: from

Maus TN STANDARDS 8.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 8.W.TTP.2.a Introduce a topic clearly, using the introduction to prepare the reader for what is to follow.

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TN STANDARDS 8.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage. 8.SL.CC.1 Prepare for collaborative discussions on 8th grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing their own ideas clearly.

independently and proficiently.

band independently and proficiently.

and political, behind its presentation.

8.W.TTP.2.b Synthesize and organize ideas, concepts, and information into broader categories using effective strategies to create cohesion and aid in comprehension. 8.W.TTP.2.c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 8.W.TTP.2.d Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of the topic and the source material. 8.W.RBPK.7 Conduct research to answer a question (including a self-generated question), drawing on multiple sources and generating additional related, focused questions that allow for multiple avenues of exploration. 8.W.RBPK.8 Use search terms effectively; integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

myPerspectives ELL Support

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Standards Guides

To master many of the TN ELA Academic Standards, students must learn several specific skills within a standard. The Standards Guides found here provide

targeted support for understanding academic standards. Standard Guides show core instructional moves for a given component skill within the standard. For

each skill, the standard guides include criteria for success, potential student misconceptions, and scaffolding ideas.

Unit 2, Daily Lessons 26-30 Guides

Lesson Instructional Guidance

Conventions: Perfect Tenses of Verbs (RP) (TE p 228)

Speaking and

Listening: Group Discussion (RP) (TE p 229) Personalize for Learning English Language Support Using Verb Tenses (TE p 228) Personalize for Learning English Language Support Taking Part in Discussion (TE p 229)

Audio Summary

from Maus: Accessible

Text Personalize for Learning English Language Support Syntax (TE p 232) Personalize for Learning English Language Support Syntax (TE p 234)

Personalize for Learning English Language Support Syntax (TE p 236)

Research: Informative

Report (RP) (TE p 241)

https://drive.google.com/drive/folders/1n1pH0kFClucMTUl_8vcRbOyjkksDzsAD?usp=sharing

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Lesson 26, Week 6 Unit 2

Texts: SELECTION Acceptance Speech for the Nobel Peace Prize Elie Wiesel LANGUAGE DEVELOPMENT

TE & SE pages: 228- 229

TN STANDARDS

8.L.CSE.1 8.SL.CC.1

Diverse Learner Support

Conventions: Perfect Tenses of Verbs (RP) (TE p 228)

Speaking and

Learning Targets and Standards

• Students will discuss quotations from Elie Wiesel’s speech.

• Students will add notes and evidence that will be used to inform the Performance-Based Assessment.

• Students will successfully complete and demonstrate mastery on the Selection Test. TN Standards

• (8.L.CSE.1) Demonstrate command of the conventions of standard English grammar and usage.

• (8.SL.CC.1) Prepare for collaborative discussions on 8th grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing their own ideas clearly.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential questions with students.

3. Activity A: LANGUAGE DEVELOPMENT

➢ Conventions: Perfect Tenses of Verbs Students analyze types of verb tenses.

Conventions: Perfect Tenses of Verbs

Conventions: Perfect Tenses of Verbs (RP)

Teaching Notes: Perfect Tenses of Verbs Point out to students that one way to understand perfect tenses is to use them in a story. For example, one might say, “Andrea is thirteen years old and has lived in Houston for nine years.” This sentence uses the present perfect. Then, one might say, “Andrea will have lived there for ten years in May.” This sentence uses the future perfect. Finally, one might say, “Andrea’s parents had considered moving to Chicago last year but decided to stay.” That sentence uses the past perfect. For more support, see Conventions: Perfect Tenses of Verbs. FORMATIVE ASSESSMENT Conventions If students struggle to identify the present perfect tense, then remind them to look for a form of the verb have linked to a past participle of a main verb (for example, have tried). For Reteach and Practice, see Conventions: Perfect Tenses of Verbs (RP) Activity B:

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EFFECTIVE EXPRESSION

➢ Speaking and Listening: Group Discussion Students discuss quotations from Elie Wiesel’s speech.

Speaking and Listening: Group Discussion

Speaking and Listening: Group Discussion (RP)

Teaching Notes: Speaking and Listening Once students have chosen an assignment, point out that they will need to prepare for their discussions. If students are discussing the first option, they may want to take some time to review current events and their understanding of a group’s oppression. If they are discussing the second option, they will want to review the speech to find evidence to support their points about Wiesel’s position. Prepare for the Discussion Students may want to appoint a moderator to keep the discussion on track. Remind groups to consult the schedule for Small-Group Activities as they create their Project Plan. Check to make sure each group has made assignments, and that the work is divided evenly among group members. During the Discussion Explain to students that when they use evidence from the text or elsewhere, they should mention the source. Point out that in the discussion, they should not repeat each other’s ideas, but instead build support for an idea by adding examples or evidence. Emphasize that students should not seek to dominate the discussion by talking the longest or by dismissing the ideas of others. For more support, see Speaking and Listening: Activity C:

➢ Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Teaching Notes: Support students in completing the Evidence Log. This paced activity will help prepare them for the Performance-Based Assessment at the end of the unit Activity D:

Selection Test: Acceptance Speech for the Nobel Peace Prize Teaching Notes: Administer the Selection Test or the Extension Selection Test, which are available online on Realize.

4. Closure: (5 minutes) Allow students to share their comprehension check responses. Homework & Extension: Have students be sure that they have cited the correct resources and may any corrections if needed.

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Lesson 27, Week 6 Unit 2

Texts: SELECTION from Maus Art Spiegelman MAKING MEANING

TE & SE pages: 230- 235

TN STANDARDS 8.RI.KID.1 8.L.VAU.6 8.RL.RRTC.

Learning Targets and Standards

• Students will determine whether the Media Vocabulary words have a different meaning outside of the contexts of a graphic novel.

• Students will Look, Note, Connect, Respond as they read the selection the first time. TN Standards

• (8.RI.KID.1) Analyze what the text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

• (8.RL. RRTC.10) Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential questions with students.

2. Opening: (5 minutes) Do Now (Jump Start) If you were living in danger, would you try to run far away or hide where you are? How would you make the decision? Engage students in a discussion about trying to escape from oppression that sets the context for reading this excerpt from Maus.

3. Activity A: MAKING MEANING

➢ Media Vocabulary panel; encapsulation; speech balloon Teaching Notes: Encourage groups to discuss the media vocabulary. Have they seen the terms in texts before? Do they use any of them in their speech and writing? Ask students to find whether the words have a different meaning outside of the context of a graphic novel. For example, outside of the graphic novel context, a panel is a flat rectangular part. Once they have found the meanings of each word, have students discuss why that word makes sense for graphic novels. (For example, panels in graphic novels are flat and rectangular. Activity B:

➢ First Read Students Look, Note, Connect, Respond as they read the selection the first time.

First-Read Review: Media-Art and Photography

Diverse Learner Support

Audio Summary

from Maus: Accessible Text Personalize for Learning English Language Support Syntax (TE p 232) Personalize for Learning English Language Support Syntax (TE p 234)

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Teaching Notes: As they review, students should perform the steps of the first review: LOOK: Remind students to look closely at how each character is drawn and what the drawings convey about them. NOTE: Encourage students to pay attention to any panels that intrigue or confuse them, so that they can reread that part of the selection. CONNECT: Encourage students to make connections with what they already know about the Holocaust from books or from their classes. RESPOND: Students will answer questions and create a storyboard to demonstrate understanding. Point out to students that while they will always complete the Respond step at the end of the first read, the other steps will probably happen somewhat concurrently. You may wish to print copies of the First-Review Guide: Media–Art and Photography for students to use. Activity C:

➢ Read the Selection

Selection Audio

from Maus: Accessible Text

4. Closure: (5 minutes) Allow students to share components of their storyboard with peers. Homework & Extension: Have students review media vocabulary

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Lesson 28, Week 6 Unit 2

Texts: SELECTION from Maus Art Spiegelman MAKING MEANING

TE & SE pages: 236- 239

TN STANDARDS 8.L.VAU.6 8.RL.RRTC.10

Diverse Learner Support

Personalize for Learning English Language Support Syntax (TE p 236) Immersive Reader, Dictate, and Selection Audio

Learning Targets and Standards

• Students will read the text selection, Maus.

• Students will complete comprehension questions.

• Students will research one unfamiliar detail from the graphic novel.

• Students will research the plight of European Jews under the Nazis. TN Standards

• (8.RL.RRTC.10) Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

3. Activity A: MAKING MEANING

➢ Read the Selection

Selection Audio

from Maus: Accessible Text Activity B:

from Maus: First Read Extension Questions

Activity C:

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➢ Research to Clarify Students research one unfamiliar detail from the graphic novel.

➢ Research to Explore Students research the plight of European Jews under the Nazis.

4. Closure: (5 minutes) Allow students to share their comprehension check responses. Homework & Extension: Have students complete the extension questions from Realize.

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Lesson 29, Week 6 Unit 2

Texts: SELECTION from Maus Art Spiegelman MAKING MEANING

TE & SE pages: 240

TN STANDARDS 8.L.VAU.6 8.SL.CC.2

Diverse Learner Support

Learning Targets and Standards

• Students will review the graphic novel and record any new observations.

• Students will respond to questions about the drawings, citing textual evidence.

• Students will complete activities related to the Media Vocabulary words. TN Standards

• (8.SL.CC.2) Analyze the purpose of information presented in diverse media formats; evaluate the motives, such as social, commercial, and political, behind its presentation.

• Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

2. Opening: (5 minutes) Do Now (Jump Start) CLOSE REVIEW Ask students to consider the following question: How do Vladek, Anja, Mr. Mandelbaum, and Miloch each decide to try to survive the Holocaust? Encourage students to note the precautions each character takes and what happens to them, according to the excerpt.

3. Activity A: MAKING MEANING

➢ Close Review Students will review the graphic novel and record any new observations.

Close Review Teaching Notes: If needed, model close reviewing by using the Closer Review notes in the Interactive Teacher’s Edition. Remind students to use Accountable Talk in their discussions and to support one another as they complete the Close Review. Activity B:

➢ Analyze the Media Students will respond to questions about the drawings, citing textual evidence.

Analyze the Media Activity C:

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➢ Media Vocabulary Students complete activities related to the Media Vocabulary words: panel; encapsulation; speech balloon

4. Closure: (5 minutes) Allow students to share their observations from the graphic novel. Homework & Extension: Have students review media vocabulary

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Lesson 30, Week 6 Unit 2

Texts: SELECTION from Maus Art Spiegelman EFFECTIVE EXPRESSION

TE & SE pages: 241

TN STANDARDS 8.W.TTP.2 8.W.TTP.2.a 8.W.TTP.2.b 8.W.TTP.2.c 8.W.TTP.2.d 8.W.RBPK.7 8.W.RBPK.8

Diverse Learner Support

Research:

Informative Report (RP) (TE p 241) Immersive Reader, Dictate, and Selection Audio

Learning Targets and Standards

• Students will write a report about the ways Spiegelman’s experiences are reflected in his graphic novel.

• Students will add notes and evidence that will be used to inform the Performance-Based Assessment. TN Standards

• (8.W.TTP.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, using the introduction to prepare the reader for what is to follow. b. Synthesize and organize ideas, concepts, and information into broader categories using effective strategies to create cohesion and aid in comprehension. c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. d. Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of the topic and the source material.

• (8.W.RBPK.7) Conduct research to answer a question (including a self-generated question), drawing on multiple sources and generating additional related, focused questions that allow for multiple avenues of exploration.

• (8.W.RBPK.8) Use search terms effectively; integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

3. Activity A: EFFECTIVE EXPRESSION

➢ Research: Informative Report Students write a report about the ways Spiegelman’s experiences are reflected in his graphic novel.

Research: Informative Report

Research: Informative Report (RP)

Teaching Notes: Conduct Research Point out to students that there are many excellent sources of information about Art Spiegelman online and in the library. He has been profiled in news and media sources (newspapers, magazines, websites), and biographies of him are also available. Many of these

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sources detail his life history and that of his family. Students may want to search for additional information on Spiegelman in reference sources about cartoonists and graphic novels and Holocaust history. Organize Your Ideas Encourage students to list all ideas as they conduct their research. As they organize their ideas, they can decide which are most important to include. They should also organize them into an appropriate order. Clarify and Support Your Ideas Remind students that their ideas must be supported by evidence both from Maus and from outside sources about Spiegelman’s life. In doing so, students should make sure they fully understand the source material and that the examples they cite truly support their ideas. Using Domain-Specific Vocabulary Remind students that when they use technical or domain-specific terminology, they must demonstrate their understanding of the terms in relation to the context of their topic. For example, for the term fascism, students would need to go beyond a dictionary definition of the term and demonstrate which group in the war was fascist and how elements of fascism are evident in Maus. For more support, see Research: Informative Report. Activity B:

➢ Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Activity C:

Selection Test: from Maus Teaching Notes:

4. Closure: (5 minutes) Allow students to share their comprehension check responses. Homework & Extension: Have students to review the sources that they use to cite, to ensure that the resource supports the idea of their research and gives specific examples.

Unit 2 Grade 8-Weekly Lessons At-A- Glance (Lessons 31-35)

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UNIT 2, Lesson 31 UNIT 2, Lesson 32 UNIT 2, Lesson 33 UNIT 2, Lesson 34 UNIT 2, Lesson 35

PERFORMANCE TASK: Speaking and Listening Focus Deliver a Multimedia Presentation SE pp 242-243

PERFORMANCE TASK: Speaking and Listening Focus Deliver a Multimedia Presentation SE p 243

INTRODUCE INDEPENDENT LEARNING

SE pp 244-245

INDEPENDENT LEARNING

SE pp 246-248

PERFORMANCE-BASED ASSESSMENT

SE pp 249-251

PERFORMANCE TASK Deliver a Multimedia Presentation Students give a presentation answering the following question: How do the selections contribute to your understanding of the Holocaust and the ways in which we remember the past? Plan with Your Group Students analyze the texts, gather evidence, and organize your ideas. Rehearse with Your Group Students practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques. TN STANDARDS 8.SL.PKI.4 Present claims and findings in a focused, coherent manner with relevant evidence; sound,

PERFORMANCE TASK Present and Evaluate Students present as a group and use checklist items to evaluate. TN STANDARDS 8.SL.PKI.4 Present claims and findings in a focused, coherent manner with relevant evidence; sound, valid reasoning, and well- chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. 8.SL.PKI.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and to add interest. 8.SL.PKI.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Essential Question How do we remember the past? Independent Learning Strategies

• Create a Schedule

• Practice what you have learned

• Take Notes

Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic.

Contents

MAKING MEANING First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.

First-Read Guide Close-Read Guide

Close-Read Guide

Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Quick Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent

PERFORMANCE-BASED

ASSESSMENT PREP Review Evidence for an Explanatory Essay Students evaluate the strength of their evidence Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Writing to Sources: Explanatory Text Students will write an essay to answer the following: How can literature help us remember and honor the victims of the Holocaust? Explanatory Essay Rubric Students use the rubric to guide their revisions. TN STANDARDS 8.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the

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valid reasoning, and well- chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. 8.SL.PKI.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and to add interest. 8.SL.PKI.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. 8.W.PDW.6 Use

technology, including the

Internet, to produce and

publish writing and to

collaborate with others;

present the relationships

between information and

ideas efficiently; type a

complete product in a

single sitting as defined in

W.1-3.

learning with a group and reflect on how it adds to their understanding of Individualism. Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. TN STANDARDS 8.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently. 8.RI.RRTC.10 Read and comprehend a variety of literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. 8.SL.CC.1 Prepare for collaborative discussions on 8th grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing their own ideas clearly.

selection, organization, and analysis of relevant content. 8.W.TTP.2.b Synthesize and organize ideas, concepts, and information into broader categories using effective strategies to create cohesion and aid in comprehension. 8.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

myPerspectives ELL Support

Personalize for Learning English Language Support: Define Key Terms (TE p 251)

Standards Guides

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To master many of the TN ELA Academic Standards, students must learn several specific skills within a standard. The Standards Guides found here provide

targeted support for understanding academic standards. Standard Guides show core instructional moves for a given component skill within the standard. For

each skill, the standard guides include criteria for success, potential student misconceptions, and scaffolding ideas.

Unit 2, Daily Lessons 31-35 Guides

Lesson Instructional Guidance

Lesson 31, Week 7 Unit 2

Texts: PERFORMANCE TASK: Speaking and Listening Focus Deliver a Multimedia Presentation PERFORMANCE TASK

TE & SE pages: 242- 243

TN STANDARDS 8.SL.PKI.4 8.SL.PKI.5 8.SL.PKI.6 8.W.PDW.6

Diverse Learner Support

Immersive Reader and Dictate

Learning Targets and Standards

• Students will deliver a presentation with their small group.

• Students will analyze the texts, gather evidence, and organize their ideas.

• Students will practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques.

TN Standards

• (8.SL.PKI.5) Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and to add interest.

• (8.SL.PKI.6) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

• (8.W.PDW.6) Use technology, including the Internet, to produce and publish writing and to collaborate with others; present the relationships between information and ideas efficiently; type a complete product in a single sitting as defined in W.1-3.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential questions with students.

3. Activity A:

https://drive.google.com/drive/folders/1n1pH0kFClucMTUl_8vcRbOyjkksDzsAD?usp=sharing

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PERFORMANCE TASK

➢ Deliver a Multimedia Presentation Students give a presentation answering the following question: How do the selections contribute to your understanding of the Holocaust and the ways in which we remember the past? Teaching Notes: Assignment Before groups begin work on their projects, have them clearly differentiate the role each group member will play. Remind groups to consult the schedule for Small-Group Learning to guide their work during the Performance Task. Students should complete the assignment using presentation software to take advantage of text, graphics, and sound features. Activity B:

➢ Plan with Your Group Students analyze the texts, gather evidence, and organize your ideas. Teaching Notes: Analyze the Texts Discuss with students that remembering the past is both an objective and subjective activity, and when we discuss the importance of remembering past events such as the Holocaust, no two people share the identical impressions or attitudes about the events we remember. It is important for students to understand that the texts they are analyzing portray historical events, but each text is, to varying degrees, subjective. Part of the students’ analysis of the texts can involve an examination of how these texts interpret history, and the effect this can have on readers. Gather Evidence and Media Examples After students have analyzed the text to fill in the chart, have them discuss the last column of the chart, which will help them answer the prompt Activity C:

➢ Rehearse with Your Group Students practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques. Teaching Notes: Rehearse with Your Group Practice with Your Group Encourage groups to pair up to practice their presentations before giving their presentations in front of the whole class. While one group presents, the other can note areas that could be improved. Make sure that groups include any multimedia that will be used in the final presentation in this first run-through. Fine-Tune the Content Have students review the material in the presentation to make sure that it addresses the prompt. Point out that multimedia or text that does not directly address the main point of their presentation should be removed. Have students make sure that transitions are included to help listeners follow the flow of ideas.

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Improve Your Use of Media For the topic of the Holocaust, students may want to consider whether some images or videos are too upsetting to be used in a classroom presentation. Encourage them to avoid using media for shock value, but instead use images that support their main ideas

4. Closure: (5 minutes) Allow various leaders of each group to share why they chose specific media from each group and how it supports their project.

Homework & Extension: Review media used for presentations and make sure images are appropriate for sharing, make necessary adjustments for submission of presentations.

Lesson 32, Week 7 Unit 2

Texts: PERFORMANCE TASK: Speaking and Listening Focus Deliver a Multimedia Presentation PERFORMANCE TASK

TE & SE pages: 243

TN STANDARDS 8.SL.PKI.4 8.SL.PKI.5 8.SL.PKI.6 8.W.PDW.6 8.L.KL.3

Learning Targets and Standards

• Students will present as a group and use checklist items to evaluate. TN Standards

• (8.SL.PKI.5) Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and to add interest.

• (8.SL.PKI.6) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

• (8.L.KL.3) When writing and speaking, adjust style and tone to a variety of contexts; when reading or listening, analyze stylistic choices to determine context.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

2. Opening:(5 minutes) Craft a Do Now that activates student learning for the lesson, surfaces prior knowledge, and/or introduces students to new vocabulary. Your Do Now should be in the form of a multiple-choice question but is not limited to this format.

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Diverse Learner Support

3. Activity A: PERFORMANCE TASK

➢ Present and Evaluate Students present as a group and use checklist items to evaluate. Teaching Notes: Present and Evaluate Before beginning the presentations, set the expectations for the audience. You may wish to have students consider these questions as groups present. •What information does the group present that tells how people fought back against Nazi rule? •What are some of the group’s main points? •What multimedia does the group use to illustrate its points? •Which multimedia is most effective at illustrating a certain point? •What presentation skills does this group excel at?

4. Closure: (5 minutes) Allow students to share reflections from group presentations Homework & Extension: Allow students to write personal reflections based on group’s participation strengths/improvements

Immersive Reader and Dictate

Lesson 33, Week 7 Unit 2

Texts: INTRODUCE INDEPENDENT LEARNING

TE & SE pages: 244- 245

TN STANDARDS 8.RL.KID.1 8.RL.KID.2 8.RL.RRTC.10

Diverse Learner Support

Learning Targets and Standards

• Students will review the Independent Learning Strategies

• Students will Preview the selections in the unit and discuss how they relate to the EQ and unit topic. TN Standards

• (8.RL.KID.1) Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

• (8.RL.KID.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.

• (8.RL.RRTC.10) Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential questions with students.

2. Opening: (5 minutes)

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Craft a Do Now that activates student learning for the lesson, surfaces prior knowledge, and/or introduces students to new vocabulary. Your Do Now should be in the form of a multiple-choice question but is not limited to this format.

3. Activity A: Essential Question How do we remember the past?

➢ Independent Learning Strategies

• Create a Schedule

• Practice what you have learned

• Take Notes

Independent Learning Strategies

Teaching Notes: Review the Learning Strategies with students and explain that as they work through Independent Learning they will develop strategies to work on their own •Have students watch the video on Independent Learning Strategies. •A video on this topic is available online in the Professional Development Center. Students should include any favorite strategies that they might have devised on their own during Whole-Class and Small-Group Learning. For example, for the strategy “Apply strategies” students might include: •Make an outline of everything I want to discuss. •Divide available time to make sure that there is enough time to cover everything Activity B:

➢ Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic.

Contents

4. Closure: (5 minutes) Allow students to share an independent strategy that they used

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Lesson 34, Week 7 Unit 2

Texts: INDEPENDENT LEARNING MAKING MEANING

TE & SE pages: 246- 248

TN STANDARDS 8.RI.KID.1 8.RL.RRTC.10 8.RI.RRTC.10 8.SL.CC.1

Diverse Learner Support

Learning Targets and Standards

• Students will Notice, Annotate, Connect, Respond as they read the selection the first time.

• Students will review the Close Read Model and complete the close read sections in the selection.

• Students will respond to questions about the text, citing textual evidence.

• Students will write about a paragraph that grabbed their interest.

• Students will share what I’ve learned from independent learning with a group and reflect on how it adds to their understanding of Individualism.

• Students will add notes and evidence that will be used to inform the Performance-Based Assessment. TN Standards

• (8.RI.KID.1) Analyze what the text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

• (8.RL. RRTC.10) Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

• (8.RI. RRTC.10) Read and comprehend a variety of literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

• (8.SL.CC.1) Prepare for collaborative discussions on 8th grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing their own ideas clearly.

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

3. Activity A: MAKING MEANING

➢ First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.

First-Read Guide

Activity B:

➢ Close-Read Guide

Close-Read Guide ➢ Close Read the Text

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Students will review the Close Read Model and complete the close read sections in the selection. Activity C:

➢ Analyze the Text Students will respond to questions about the text, citing textual evidence.

➢ Quick Write Students write about a paragraph that grabbed their interest. Activity D:

➢ Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism.

➢ Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.

4. Closure: (5 minutes) Allow students to share notes from their evidence log Homework & Extension: Have students complete a paragraph based on their takeaway from their independent learning group.

Lesson 35, Week 7 Unit 2

Texts: PERFORMANCE- BASED ASSESSMENT PBA PREP

TE & SE pages: 249- 251

TN STANDARDS 8.W.TTP.2 8.W.TTP.2.b

Learning Targets and Standards

• Students will evaluate the strength of their evidence for their explanatory essay.

• Students will add notes and evidence that will be used to inform the Performance-Based Assessment.

• Students will write an essay to answer the following: How can literature help us remember and honor the victims of the Holocaust?

• Students will use the rubric to guide their revisions. TN Standards

• (8.W.TTP.2) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• (8.W.TTP.2.b) Synthesize and organize ideas, concepts, and information into broader categories using effective strategies to create cohesion and aid in comprehension.

• (8.W.RW.10) Write routinely over extended time frames Essential Question: How do we remember the past?

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8.W.RW.10

Diverse Learner Support

Personalize for Learning English Language Support: Define Key Terms (TE p 251)

Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

3. Activity A: PERFORMANCE-BASED ASSESSMENT PREP

➢ Review Evidence for an Explanatory Essay Students evaluate the strength of their evidence for their essay. Teaching Notes: Activity B:

➢ Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Activity C:

➢ Writing to Sources: Explanatory Text Students will write an essay to answer the following: How can literature help us remember and honor the victims of the Holocaust? Activity D:

➢ Explanatory Essay Rubric Students use the rubric to guide their revisions.

4. Closure: (5 minutes) Allow students to share notes from their evidence logs. Homework & Extension: Have students continue to review the strength of their evidence based on the rubric.

Unit 2 Grade 8-Weekly Lessons At-A- Glance (Lessons 36)

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Unit 2, Daily Lessons 36 Guide

UNIT 2, Lesson 36

PERFORMANCE-BASED ASSESSMENT

SE pp 252-253

PERFORMANCE-BASED

ASSESSMENT Speaking and Listening: Oral Presentation Students will use their explanatory essay as the foundation for an oral presentation. Reflect on the Unit Students reflect on Unit goals, learning strategies, and the text.

Reflect on the Unit

Unit Test TN STANDARDS 8.SL.PKI.4 Present claims and findings in a focused, coherent manner with relevant evidence; sound, valid reasoning, and well- chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

myPerspectives ELL Support

Quarter 2, Grade 8

95 Updated 6/2024

Lesson 36, Week 8 Unit 2

Texts: PERFORMANCE- BASED ASSESSMENT SPEAKING AND LISTENING (ORAL PRESENTATION)

TE & SE pages: 252- 253

TN STANDARDS 8.SL.PKI.4

Diverse Learner Support

Learning Targets and Standards

• Students will use their explanatory essay as the foundation for an oral presentation.

• Students will reflect on Unit goals, learning strategies, and the text. TN Standards

Essential Question: How do we remember the past? Lesson Agenda

1. Learning Targets (5 minutes) Unpack the learning targets, standards, and essential question with students.

3. Activity A: PERFORMANCE-BASED ASSESSMENT

➢ Speaking and Listening: Oral Presentation Students will use their explanatory essay as the foundation for an oral presentation. Teaching Notes: After students have completed the Performance-Based Assessment, administer the Unit Test. Based on students’ performance on the test, assign the resources as indicated on the Interpretation Guide to remediate. Students who take the test online will be automatically assigned remediation, as warranted by test results.253Performance-Based Assessment Activity B: Reflect on the Unit

Reflect on the Unit Students reflect on Unit goals, learning strategies, and the text. Activity C:

Unit Test

Unit Test and Remediation

4. Closure: (5 minutes) Allow the Unit Test to serve as the lesson closure.

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Introduction
What does this mean?
Vision of ELA Instruction
Effective ELA instruction
How to Use the Curriculum Map
Guidance for ELA Instruction
ESL: English Language Development
Core Units
*Extension Units
*Extension Unit Guidance