NEWTON COUNTY SCHOOLS Planning exemplary lessons to ensure student success.

TEACHER(S): 8th ELA

UNIT TITLE: The Challenge of Heroism
(extension through media center with The
Outsiders and Everyday Heroes)

DATE(S): 2nd part of 1st 9 weeks

Unit is divided into two sections (first section
is about a variety of heroes as well as the
obstacles they face / second section is
historical hero)

STANDARDS Addressed / Assessed:

Activity 1.10:
ELACC8L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases;
gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELACC8RI10: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well
as inferences drawn from the text.
Activity 1.11:
ELACC8L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
b: Use the relationship between particular words to better understand each of the words.
c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded,
willful, firm, persistent, resolute).
ELACC8SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant
evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear
pronunciation.
ELACC8SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grade 8 Language Standards 1 and 3 for specific expectations.)
ELACC8L4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8
reading and content, choosing flexibly from a range of strategies.
c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
ELACC8L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases;
gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Activity 1.12:
ELACC8RL2: Determine a theme or central idea of a text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot; provide an objective summary of the text.
ELACC8RL4: 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 analogies or
allusions to other texts
ELACC8RL5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each
text contributes to its meaning and style
ELACC8RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the
high end of grades 6-8 text complexity band independently and proficiently
ELACC8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well
as inferences drawn from the text.
ELACC8RI3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events
(e.g., through comparisons, analogies, or categories).
ELACC8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including

Course/ class period:

1st, 2nd, 5th, 6th

ACADEMIC VOCABULARY:

Context
Technique
Concise
Synonyms
Antonyms
Function
Negation

NEWTON COUNTY SCHOOLS Planning exemplary lessons to ensure student success.

analogies or allusions to other texts.
ELACC8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences
in developing and refining a key concept.
ELACC8RI6: Determine an authors point of view or purpose in a text and analyze how the author acknowledges and
responds to conflicting evidence or viewpoints.
ELACC8RI10: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text
complexity band independently and proficiently.
ELACC8W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELACC8L5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and
evidence, and add interest.
ELACC8L6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grade 8 Language Standards 1 and 3 for specific expectations.)

Activity 1.13
ELACC8L6: Acquire and use accurately grade appropriate general academic and domain specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
ELACC8RI2: Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
ELACC8RI3: Analyze how a text makes connections among and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies, or categories).

UNIT ESSENTIAL QUESTION(S)/Enduring

Understanding:
What should students KNOW?

How does the heroes journey archetype appear in stories

throughout time?
What should students DO? (Usually begins with a verb)
- Function
- Define by function, example, negation
- Example
- Expository writing
- Negation
- Compare different writing styles
- Writing Process
- Draft an essay
- Allegory
- Use transition in writing
- Embed quotes in writing
Date: Monday, Learning Goals:
Technology
August 31,
Integration:
- Reflect on previous learning and make connections to new learning.
2015
- ActivBoard
https://www.
- Identify and analyze the skills and knowledge necessary to be successful in
youtube.com
completing Embedded Assessment 2.
/watch?
v=KGV1Bvny
Essential Question:
vGo

NEWTON COUNTY SCHOOLS Planning exemplary lessons to ensure student success.

Differentiation:
Small Groups
Graphic
Organizer
Chunking
Special
Education
Modifications:
Paraphrase
Directions
Shortened
Assignments
Graphic
Organizer
Chunking the
Text

Co-Teaching
Model:

Parallel Teaching
Team Teaching
One Teach, One
Assist
Station Teaching
One Teach, One
Observe
Alternative
Supplemental
Teaching

Date: Tuesday,
September 1,
2015

Differentiation:
Small Groups
Graphic
Organizer
Chunking

How does the Heros Journey Archetype appear in stories throughout time?

Activating Strategy:
- https://www.youtube.com/watch?v=KGV1BvnyvGo Heros Journey Clip
Direct Instruction:
Students will view a clip featuring the Heros Journey as it appears in movies over
time so they can see the connection in our work. Students will preview and unpack
Unit 1 Embedded Assessment 2, and they will complete the compare and contrast
chart and prepare for expository writing.

Materials:
- SpringBoard
Books
- ActivBoard
- Highlighters
- Pens
- Pencils

Instructional Activities
- DOL
- Video clip
- Unpack Unit 1 Embedded Assessment 2
- Complete activities on page 52
Assessment/Summary/Closure: Common Assessment from C & I folder ; Short
paragraph explaining one of the concepts on pg. 52 #2

Learning Goals:
- Explain how nuances in tone words arise from connotation.
Essential Question:
- What is the difference between connotation and denotation?
Activating Strategy:
- Students will see a picture and explain what they see. After, the teachers
will explain what is truly there.

Technology
Integration:
- ActivBoard
- Internet for
defining tone
words

Direct Instruction:
The class will look at a picture and in 60 seconds they will explain what they are
viewing. After the time is up the teacher will provide the real explanation of events.
Students will discuss tone, diction, denotation, connotation, and nuances. From
here the groups will come up with several examples. After this, students will work

Materials:
-

SpringBoard
Books
ActivBoard

NEWTON COUNTY SCHOOLS Planning exemplary lessons to ensure student success.

in small groups to complete activity 1.11 on tone.

Special
Education
Modifications:
Paraphrase
Directions
Shortened
Assignments
Graphic
Organizer
Chunking the
Text

Highlighters
Pens
Pencils

Instructional Activities
- DOL
- Picture writing
- Class discussion on new vocabulary
- Small groups to create examples for #2 and #3 on pg. 53
- Small groups will complete pg. 54
Assessment/Summary/Closure
- Students will respond to the Check Your Understanding on pg. 54

Co-Teaching
Model:
Parallel Teaching
Team Teaching
One Teach, One
Assist
Station Teaching
One Teach, One
Observe
Alternative
Supplemental
Teaching

Date:
Wednesday,
September 2,
2015
Differentiation:
Small Groups
Graphic
Organizer
Chunking
Read Aloud

Learning Goals:
- Analyze and compare a literary text and an informational text on similar
subjects.
- Make thematic connections relating to heroism in a written response.
Essential Question:
- How can understanding a theme or central idea help in better understanding
and relating to a text?
Activating Strategy:
- Students will be read, The Real Story of the Three Little Pigs and pick out
the theme. They will compare it to The Three Little Pigs theme.

Technology
Integration:
- ActivBoard

Materials:
- SpringBoard
Books
- ActivBoard
- Highlighters
- Pens

NEWTON COUNTY SCHOOLS Planning exemplary lessons to ensure student success.

Special
Education
Modifications:
Paraphrase
Directions
Shortened
Assignments
Graphic
Organizer
Chunking the
Text

Co-Teaching
Model:
Parallel Teaching
Team Teaching
One Teach, One
Assist
Station Teaching
One Teach, One
Observe
Alternative
Supplemental
Teaching

Date:
Thursday,
September 3,
2015
Differentiation:
Small Groups
(reading level)
Read aloud
Graphic
Organizer

Special
Education
Modifications:
Paraphrase
Directions
Shortened
Assignments
Graphic

Direct Instruction:
-Students will complete their warm up upon entering the room, and the teacher
will read them Captain Hook by Shel Silverstein and ask them to identify theme
or central idea, as well as a review on perspective and point of view. A review of
TP-CASTT for poetry understanding with the Captain Hook poem. Next students
will chunk A Man and then in small groups TP-CASTT.

Pencils
Copy of
Captain
Hook by
Shel
Silverstein

Instructional Activities
- DOL
- Reading of Captain Hook by Shel Silverstein
- TP-CASTT Practice
- A Man chunking the reading
- TP-CASTT in small groups
- Reading of Soldier Home After Losing His Leg in small groups
- Complete #6,7,8 in small groups
- Writing Prompt
Assessment/Summary/Closure
Writing Prompt on pg. 60

Learning Goals:
-Identify definition strategies of function, example and negation.
-Form an initial definition of heroism.
Essential Question:
-How will understanding function, example, and negation help in creating a good
definition?
Activating Strategy:
- Adjective, Noun, and Verb list about heroes.
Direct Instruction:
Students will make a list of words connected to heroes based on a part of speech.
The teacher will then review how definitions can be created through function,
example, and negation followed by readings of examples that the students will
label as function, negation, example. The class will read Where I Find My Hero to
see an example of a definition essay before they begin to outline and draft their
essay. Finally students will respond to the after reading questions and complete the
closing activity of the writing prompt.
Instructional Activities:
- Adjective, Noun, and Verb list about heroes PG. 61

Technology
Integration:
- ActivBoard
Materials:
- SpringBoard
Books
- ActivBoard
- Highlighters
- Pens
- Pencils

NEWTON COUNTY SCHOOLS Planning exemplary lessons to ensure student success.

Organizer
Chunking the
Text

Co-Teaching
Model:
Parallel Teaching
Team Teaching
One Teach, One
Assist
Station Teaching
One Teach, One
Observe
Alternative
Supplemental
Teaching

Date: Friday,
September 4,
2015
Differentiation:
Read Aloud
chunking
Graphic
Organizer
Special
Education
Modifications:
Paraphrase
Directions
Shortened
Assignments
Graphic
Organizer
Chunking the
Text

Co-Teaching
Model:
Parallel Teaching
Team Teaching
One Teach, One
Assist
Station Teaching

Review of function, example, and negation in connection to definition

Reading of examples to identify example, function, and/ or negation in
definition
- Where I Find My Heroes pg. 63
- After reading questions pg. 64-65
- Graphic Organizer to outline essay
- Expository writing prompt
Assessment/Summary/Closure
-Expository Writing Prompt pg. 66 paper stapled into SpringBoard for room to
work

Learning Goals:
- Analyze two sets of texts about two historical heroes.
Essential Question:
- What is an allegory, and how does it enhance meaning of texts?
Activating Strategy:
Before Reading Questions
Direct Instruction:
. Students will complete their before reading questions on pg. 67. These questions
will allow them to think and remember background knowledge on historical events
and people; it will also show the connection between them and literature. The class
will complete both readings marking the text for text for ideas on how the author
sees Lincoln as well as using TP-CASTT for the poem to gain understanding.
Instructional Activities
- Before Reading Questions
- Reading of White House Funeral Sermon and marking the text for ideas on
how they see Lincoln
- Reading O Captain, My Captain = TP-CASTT
Assessment/Summary/Closure
- TOTD Define Allegory

Technology
Integration:
- ActivBoard

Materials:
- SpringBoard
Books
- ActivBoard
- Highlighters
- Pens
- Pencils
- Laptops

NEWTON COUNTY SCHOOLS Planning exemplary lessons to ensure student success.

One Teach, One
Observe
Alternative
Supplemental
Teaching

EMBEDDED
ASSESSMENT #
______

Title of Assessment:

Formative
Assessment

NEWTON COUNTY SCHOOLS Planning exemplary lessons to ensure student success.