DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION UNIT INTRODUCTION OVERVIEW SELECTION SELECTION Whole-Class Learning Anchor Text Anchor Text Barrington Irving, Piot and Barrington Irving, Piot and Educator Educator National Geographic National Geographic SE pp 254-257 SE pp 258-261 SE pp 262-263 SE pp 264-269 SE pp 270-271 Unit Goals Launch Text Essential Question MAKING MEANING MAKING MEANING Students will deepen their Students will read When is it right to take a “Freedom perspective about what it of the Students will stand? Concept Vocabulary Close Read the Text means to stand up for the then be able to participate in determination; pursue; Students will review the Close things that matter by reading, discussions about modern Whole-Class Learning accomplish; achieve; tackling; Read Model and complete the writing, speaking, listening, technology. Strategies purposeful close read sections in the and presenting. selection. Listen actively Unit Video Word Network First Read Read the Text Clarify by asking Students add new words to Students Notice, Annotate, questions Academic Vocabulary their Word Network as they Connect, Respond as they Analyze the Text Monitor understanding retort; candid; rectify; read texts in the unit. read the selection the first Students will respond to Interact and share ideas speculate; verify Word Network time. questions about the text, Whole-Class Learning citing textual evidence. Strategies Home Connection Letter Summary First-Read Guide: Nonfiction Spanish Home Connection Students a summary of Analyze Craft & Structure: Table of Contents Preview Letter the Launch Text. Read the Selection Characterization in Preview the selections in the Unit 3 Answer Key Selection Audio Nonfiction unit and discuss how they Launch Activity Barrington Irving, Piot and Students will identify relate to the EQ and unit STANDARDS Students participate in an Educator: Accessible Leveled examples of direct topic. L.8.6; PIII activity related to the unit Text characterization. Analyze Craft and Structure: QuickWrite Comprehension Check Characterization in Nonfiction Students write a response to Students complete Analyze Craft and Structure: the QuickWrite prompt: What comprehension questions. Characterization in Nonfiction are the most effective tools Barrington Irving, Piot and (RP) for establishing and Educator: First Read preserving freedom? Extension Questions STANDARDS RI.8.1; RI.8.3; PI.8 Evidence Log Research to Clarify Students add notes and Students research one evidence that will be used to unfamiliar detail from the text. inform the Assessment. Research to Explore Evidence Log Students choose something Performance-Based interesting from the text and Assessment: Refining Your formulate a research Thinking question. STANDARDS
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 254-257 UNIT INTRODUCTION SE pp 258-261 OVERVIEW Whole-Class Learning SE pp 262-263 SELECTION Anchor Text Barrington Irving, Piot and Educator National Geographic SE pp 264-269 SELECTION Anchor Text Barrington Irving, Piot and Educator National Geographic SE pp 270-271 Unit Goals Students will deepen their perspective about what it means to stand up for the things that matter by reading, writing, speaking, listening, and presenting. Unit Video Academic Vocabulary retort; candid; rectify; speculate; verify Home Connection Letter Spanish Home Connection Letter Unit 3 Answer Key STANDARDS L.8.6; PIII Launch Text Students will read “Freedom of the Students will then be able to participate in discussions about modern technology. Word Network Students add new words to their Word Network as they read texts in the unit. Word Network Summary Students a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit QuickWrite Students write a response to the QuickWrite 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 Assessment. Evidence Log Performance-Based Assessment: Refining Your Thinking Essential Question When is it right to take a stand? 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 determination; pursue; accomplish; achieve; tackling; purposeful First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Nonfiction Read the Selection Selection Audio Barrington Irving, Piot and Educator: Accessible Leveled Text Comprehension Check Students complete comprehension questions. Barrington Irving, Piot and Educator: 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. STANDARDS MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze Craft & Structure: Characterization in Nonfiction Students will identify examples of direct characterization. Analyze Craft and Structure: Characterization in Nonfiction Analyze Craft and Structure: Characterization in Nonfiction (RP) STANDARDS RI.8.1; RI.8.3; PI.8
CA_myPerspectives_Unit_Planning_Guide_Grade_8_final.docx