GRADE 8: MODULE 1: UNIT 1: Building Background Knowledge: War Coming Close to Home
· cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
· analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
· use a variety of strategies to determine the meaning of unknown words or phrases (L.8.4)
· cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
· analyze the impact of word choice on meaning and tone (analogies or allusions). (RL.8.4)
· can determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings) (RL.8.4)
· determine the theme or central ideas of an informational text. (RI.8.2)
Vocabulary
free verse poetry, stanza, cite evidence, incidents, meaning, tone, gist; lunar, glutinous, foretells, historical fiction, central idea, key incidents, informational text, historical fiction, context, calling card, wary, misread, spurned, tends, ruin, pacify, tumult, time was ripe, swept, asserted, kindled, appealed, to no avail, committed, containing, backed
Module 2B
In this second module, students read and analyze Shakespeare’s A Midsummer
Night’s Dream. As with any of Shakespeare’s play, many rich themes are present; in
this module, students will focus primarily on the theme of control. Characters in
this play are controlled by emotions, other characters, and even magic. They often
attempt to manipulate others in a variety of ways. Students will examine why the
characters seek control, how they try to control others, and the results of
attempting to control others. In Unit 1, students will build background knowledge
as they explore the appeal and authorship of Shakespeare. Students will read much
of the play aloud in a Drama Circle, and will frequently reread key passages to
deepen their understanding. Students will analyze differences between a film
version of the play and Shakespeare’s original script.
Module 3b Segregation in the United States
In this first unit, students begin reading the central text A Mighty Long Way, by
Carlotta Walls LaNier. This text builds background knowledge of The Little Rock
Nine and provides insights into the personal journey of one of the Nine. Students
will trace Carlotta’s journey for justice, as well as her emotional journey to come to
terms with her experiences. Each of the three stages of her journey is identified by
the title and lyrics of a song from the civil rights era. Students will also begin to
build background knowledge of segregation and Jim Crow laws in the United
States. The primary and secondary sources students will read include both the court
decision and the dissenting opinion in the Supreme Court case Plessy v. Ferguson.
Grammar
Parts of speech
simple, compound, complex, and compound-complex sentences
parallel structure
active and passive voice
the different phrases
Clauses
subject verb agreement
central idea
central character
creating an argument
dangling and misplaced modifiers
