Getting to the Core Eighth Grade ELA Unit 3: Style SAUSD Fall 2014-2015 Getting to the Core Eighth Grade ELA Unit 4: Style Unit Narrative Style—A Writer’s Toolbox The stories and poems in this unit display a rich vari of literary devices that talented writers draw upon to make words and images come alive in the minds of readers. It is ety inherently important for students to first understand key factors before delving into any performance tasks. First, students are going to have to understand what style is and two why authors use style to enhance other literary elements that they’ve already studied this year (plot, character, setting). Secondly, students will need to recognize the difference between literal statements and figurative ones. Students will be challenged to see the text from different perspectives and this is not an easy feat. From these two critical stages, students will analyze different types of “literary devices” examples of “figurative language” to be able to articulate how these literary tools help create a writer’s sense of and fictional style. Each selection in the helps show how literary devices help to characterize a writer’s style (as serious, humorous, sad, etc.). The culminating performance text unit task will be a “museum display” which analyzes an author’s writing style using evidence from text as argumentative support. Table of Contents Contents Pages Style - Unit Overview Unit Plan 1-6 Lesson 1: Introducing Style 7-11 Resource 1.1 Circle Map on Style and Exemplar 12-13 Resource 1.1A Style Sentence Stems 14 Resource 1.2 Pictures of Style 15-21 Resource 1.3 Style Tree Map 22-23 Resource 1.4 Text – “What is Style?” 24-25 Resource 1.5 Text Dependent Questions for “What is Style?” and Answer Key 26-27 Resource 1.6 Cornell Notes Blank Form 28-29 Resource 1.7 Collaborative Annotation Chart 30-31 Resource 1.8 Academic Summary Template 32 Lesson 2: Video Biographies 33-35 Resource 2.1 Viewing with a Focus 36-37 Lesson 3: “The Tell-Tale Heart” 38-42 Resource 3.1 Figures of Speech Pre-Assessment 43 Resource 3.2 Literary Devices Expert Groups 44-45 Resource 3.3 “The Tell Tale Heart” Jigsaw Activity 46-47 Resource 3.4A Text Dependent Questions for “The Tell-Tale Heart” 48-49 Resource 3.4B Reader Response Journal with Example 50 Resource 3.5 Vocabulary Notebook 51 Resource 3.5A The Freyer Model 52-53 Resource 3.6 Auxiliary Photos for Vocabulary Notebook 54 Resource 3.7 Reader Response Paragraph 55 Lesson 4: The Landlady 56-62 Resource 4.1 Quickwrite 63 Resource 4.2 Text Excerpts from “The Landlady” 64 Resource 4.3 Reader Response Journal 65 Resource 4.4 Reader Response Paragraph 66 Resource 4.5 Vocabulary Notebook 67 Resource 4.6 Double Bubble Map Exemplar 68 Resource 4.7 Compare and Contrast Paragraph Prompt and Rubric 69-70 Resource 4.8 Compare/Contrast Paragraph Frame 71 Resource 4.8 Compare/Contrast Sentence Frames 72 Resource 4.9 Compare/Contrast Essay Structure 73-77 Resource 4.10 SAUSD 6 Point Writing Rubric 78 Lesson 5: Museum Exhibit Assessment 79-84 Resource 5.1 Shared Pictorial Observation 85-88 Resource 5.2 Text – Great Museum Exhibit Design and Annotated Exemplar 89-90 Resource 5.2A Skim and Scan Organizer 91 Resource 5.3 Dyad Sharing Guidelines 92 Resource 5.4 Assessment Prompt and Rubric 93-94 Resource 5.5 Analysis of Evidence 95 Resource 5.6 Justification Exemplar 96 Resource 5.7 ABC Prewriting Exemplar 97-99 Resource 5.8 Higher Order Thinking Skills Question Templates 100-102 Appendix of Strategies 103-133 Santa Ana Unified School District Common Core Unit Planner-Literacy Unit Title: Style Grade 8th Grade ELA Time Frame: 10-14 Days Level/Course: Big Idea: Big Idea: Style is the convergence of several factors producing an ultimate outcome. Performance Mock Museum Exhibit- Exhibit will demonstrate understanding of writer’s style and the effects upon the reader. The exhibit will Assessment include evidence from both written texts and video sources, as well as an argumentative justification. What elements converge to form a writer’s style and how does each play a unique role? Essential What are some ways that readers can deconstruct literary style? Questions: How does an author’s background contribute to his/her writing style? Instructional Activities: Activities/Tasks Lesson1: Intro to Writer’s Style Lesson 2: Intro to Writer’s Style Complex Text: “What is Style?” Complex Text: “Profile of the Author” and “Perspectives” (video clips) Read 1 Read 2 Formative Assessment Read 1 Read 2 Formative Assessment Activity: Text- Activity: Cornell Activity: Academic Activity: Viewing Activity: Cornell Activity: Extended dependent questions Notes Summary with a Focus Notes Understanding Paragraph Lesson 3: Intro to Writer’s Style Lesson 4: The Landlady Complex Text: “The Tell-Tale Heart” Complex Text: “What is Style?” Read 1 Read 2 Formative Assessment Read 1 Read 2 Formative Assessment Activity: Text- Activity: Reader’s Activity: Activity: Reader’s Activity: Double – Activity: Compare dependent questions Response Journal Argumentative Response Journal Bubble exemplar and Contrast Essay Paragraph 1 Lesson 5: Summative Assessment-Museum Exhibit Design Complex Text: “Shared Pictorial Observations” and “Top 10 Tips to Great Museum Exhibit Design” Step 1 Step 2 Step 3 Activity: Shared Pictorial Observations Activity: Dyad Share on “Top 10 Tips for Activity: Create a museum exhibit (Tree Map, Great Museum Exhibit Design” ABC process, Analysis of evidence form) Learning and Innovation: Critical Thinking & Problem Solving Communication & Collaboration Creativity & Innovation 21st Century Skills: Information, Media and Technology: Information Literacy Media Literacy Information, Communications & Technology Literacy Tier II: Tier III: word choice, factors, contribution, influences, figurative language, simile, metaphor, literary devices, irony, imagery, Essential expression, trends/patterns, genre, acute, vexed, metaphor, repetition, irony, figurative language, mood, tone, style, imagery, Academic sagacity, wary, suavity, audacity, gesticulations, symbolism, style, author’s background, mood, simile, personification Language: derision, vehemently, British, identify, analyze, Mad, dachshund, trifle, hearth, lapsed, clever, brisk, congenial, rapacious, tantalize, blemish What pre-assessment will be given? How will pre-assessment guide instruction? Students will be assessed on their knowledge of figurative language before Lesson 3, Considering both simile and metaphor should have been taught extensively before which examines Edgar Allen Poe’s Writing Style. 8th grade, students should be comfortable identifying and interpreting their meanings. If the pre-assessment shows otherwise, teachers will need to reintroduce the terms with considerable amounts of practice. Standards Assessment of Standards (include formative and summative) Common Core Learning Standards Taught and Assessed (include What assessment(s) will be What does the assessment tell us? one or more standards for one or more of the areas below. Please utilized for this unit? write out the complete text for the standard(s) you include.) (Include the types of both formative assessments (F) that will be used throughout the unit to inform your instruction and the summative assessments (S) that will demonstrate student mastery of the standards.) 2 Bundled Reading Literature Standard(s): Text dependent questions show us the extent Text Dependent Questions (F) to which students are able to analyze texts by RL.8.2 Cite the textual evidence that most strongly supports an analysis of what the identifying the author’s style and connecting text says explicitly as well as inferences drawn from the text. the text to the essential questions and big ideas. The Reader’s Response Journal shows us RL.8.4 Determine the meaning of words and phrases as they are used in a text, Reader’s Response Journals (F) students’ ability to identify figures of speech, including the figurative and connotative meanings; analyze the impact of specific interpret their contextual meaning, and explain word choices on meaning and tone, including analogies or allusions to other texts. how these elements contribute to the author’s style. RL.8.1. Cite textual evidence to support analysis of what the text says explicitly as Museum Display (S) This assessment will show students’ ability to well as inferences drawn from the text. synthesize, interpret, analyze, and comment upon cited evidence. Bundled Reading Informational Text Standard(s): Cornell Notes show students’ ability to collect RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the Cornell Notes (F) pertinent information from expository texts, text says explicitly as well as inferences drawn from the text. and biographical information videos. Text dependent questions show a students’ RI.8.2 Determine a central idea of a text and analyze its development over the Text Dependent Questions (F) ability to cite evidence, summarize events and course of the text including its relationship to support ideas; provide an objective apply their learning to the essential questions summary of the text. of the unit. RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the Viewing with a Focus (F) Students will show how the authors of these author acknowledges and responds to conflicting evidence or viewpoints. video clips use evidence to support the view that both Poe and Dahl have a mysterious writing style. RI.8.4. Determine the meaning of words and phrases as they are used in a text, Museum Display (S) Students’ show ability to synthesize, interpret, including figurative, connotative, and technical meanings; analyze the impact of analyze, and comment upon collected specific word choices on meaning and tone, including analogies or allusions to other texts. evidence. Bundled Writing Standard(s): Expository Summary (F) The expository summary will show students’ W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, ability to synthesize and collected evidence concepts, and information through the selection, organization, and analysis of from informative and literary texts. It will relevant content. show their ability to paraphrase the topic, state a.Introduce a topic or thesis statement; organize ideas, concepts, and information, key details, and determine the “so what” or using strategies such as definition, classification, comparison/contrast, and meaning intended through the author’s cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and message or purpose. multimedia when useful to aiding comprehension. b.Develop the topic with relevant facts, definitions, concrete details, quotations, or 3 other information and examples. c.Use appropriate transitions to clarify the relationships among ideas and concepts. d.Use precise language and domain-specific vocabulary to inform about or explain the topic. e.Establish and maintain a formal style. f.Provide a concluding statement or section that follows from the information or explanation presented. Response Journal Summaries (F) The response journals show the students’ W.8.1. Write arguments to support claims with clear reasons and relevant evidence. ability to synthesize, interpret, analyze, and a.Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or comment upon collected evidence. opposing claims, and organize the reasons and evidence logically. b.Support claim(s) with logical reasoning and relevant evidence, using accurate, The museum display will synthesize credible sources and demonstrating an understanding of the topic or text. information from the entire unit to support the d.Establish and maintain a formal style. Museum Display (S) students’ claim about an author’s style. e.Provide a concluding statement or section that follows from and supports the Students will cite evidence from the various argument presented. texts to validate their claim and solidify their argument. W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Bundled Speaking and Listening Standard(s): Pair-Share (Lesson 1) (F) Pair-Share provides “think time” for SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in students. It also allows students to talk over groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, new ideas, and make sense of those new ideas building on others’ ideas and expressing their own clearly. in terms of their prior knowledge. Students’ misunderstandings about the topic are often a. Come to discussions prepared, having read or studied required material; revealed and resolved during the discussion explicitly draw on that preparation by referring to evidence on the topic, state. Additionally, students are more willing text, or issue to probe and reflect on ideas under discussion. to participate since they don’t feel the peer b. Follow rules for collegial discussions, set specific goals and deadlines, and pressure involved in responding in front of the define individual roles as needed. whole class. Think-Pair-Share provides c. Pose and respond to specific questions with elaboration and detail by opportunities to bridge concepts as well as making comments that contribute to the topic, text, or issue under schema build for English Learners. discussion. d. Review the key ideas expressed and demonstrate understanding of multiple Three-Step Interview (Lesson 2) Three-Step Interview allows students to perspectives through reflection and paraphrasing. (F) engage in conversation for the purpose of analyzing and synthesizing new information. Jigsaw (Lesson 3) (F) Jigsaw learning allows students to be introduced to material and yet maintain a high 4