BISD Curriculum Reading-8th Grade Literature Textbook-Glencoe Literature Course Three Grammar Textbook- Grammar Workbook Week 7 Week

7 Week 7: In what ways can authors secretly communicate messages to the reader? Objectives Literary Selection The Drummer Boy of Shiloh by Ray Bradbury p. 438-447 Reading and Critical Thinking Visualizing activity SE p. 446 See Reading Handbook p. R86 for more practice Grammar, Usage, and Mechanics Glencoe Literature SE p. 446 Adjectives See Language Handbook for more practice R27 Additional practice p. 458 Writers Choice Research/Writing Listening, Speaking, Viewing and Representing View Civil War posters Analyze word choice to get message across Samples included but not limited refer to website (Civil War Treasurers) Supplementary Resources Civil War Treasures from New York Historical Society http://www.memory. Loc.gov/learn/collec Tions/treasures/histo Ry5.html Writing to Describe: See Fine Art transparencies #16

Analyze how writers use descriptive language to help readers experience the events of a story. Analyze word choice of Civil War recruitment posters. 8.10 D 8.11 B

Personal Writing Letter (home activity) p. 445

How do we help readers understand our perspective?

BISD Curriculum Reading-8th Grade Literature Textbook-Glencoe Literature Course Three Grammar Textbook- Grammar Workbook Week 8 Week 8 Week 8: What clues do we use to understand text? Objectives Literary Selection Reading and Critical Thinking Draw inferences, elaborate; Identify main idea and supporting details, draw conclusions Identify assumptions Identifying assumptions activity p. 671 Grammar, Usage, and Mechanics Adjectives writing dates activity p. 672 See also Language Handbook R38-R40 Research/Writing Listening, Speaking, Viewing and Representing Multimedia project activity see Writers Choice p. 661 For more details about various project types. Supplementary Resources Grammar and Language Workbook p. 261-262 Writers Choice Lesson 12.1 Reading Workbook p. 105-106 www.ushmm.org/ education/ www.vanderbilt. Edu/cso/ss12003williamson/lesson/ Sportsonmoon/ lesson.doc

TLW: Draw inferences from characters support with evidence. Identify main ideas and supporting details Identify assumptions support with text evidence. Draw conclusions 8.10H

All But My Life by Gerda Weissmann Klein p. 662-672

Research the internet Nazis treatment of handicapped people, political opponents and gypsies p. 670 (Writers Choice)

How do we help readers feel what we feel when we are writing?

BISD Curriculum Reading-8th Grade Literature Textbook-Glencoe Literature Course Three Grammar Textbook- Grammar Workbook Week 9
Week 9
Why is it essential for a reader to comprehend the passage of time in a literary work?

Skills/ Objectives/ TEKS

Authors use

Literary Selections/ Enrichment*

Reading/Critical Thinking/Literary Devices** R 19\concept Introduction of Key Question Setting* Flashback* Foreshadowing* Chronology* R 19\media\s.wmv
Video for flashAnd foreshadowing

Grammar (Choose From) Subject-verb agreement GLW pg. 187 pg. 191
Interior Dialogue

ESL

Other Resources (Choose From) "Return to

Vietnam: Healing

Listen/View Speak Represent UsingTime Narrative* Pyramid show the passage of time in the selection. Example of time pyramid R 19\tpyr 2. Create an emotion map showing the high
points and low points in a person's life.

Assessment***

pacing strategies
the reader

can understand time is movement in a story TLW understand how the passage of time is
portrayed to

"Stop the Sun" by Gary Paulsen Pg. 606 GL Sample lesson for "Stop the Sun" R 19\wk19R.doc "Woman in the Snow" by Patricia Pg. McKissack Pg. 856 GL

GLW pg. 267 past tense past perfect Journal Writing from the story,"Stop the Sun" and "Healing On the Hill" * Write as soldiers or their offspring R 19\wk19E.doc "Stop the Sun" Sample Lesson.

"Father" by Gary Soto R 19 Copy of reading \father.xls Copy of reading Easy

on the Hill" by United Streaming Stop the Sun R 19\media\vietnam.asf

est. hist. Connection comparison and contrast story

Reading 1.The students can test using Examview created tests 2.Compare and Contrast the Story,"Stop the Sun" and Healing on the Hill" * EXAMVIEW Writing 1. Write to Dear Abby, About an event that Occurred in the past
when you needed advice.

When is the story

the reader Reading TEK's Obj 2 .12F Obj 28.12G Obj 28.12H English TEK's
Obj 1 18.15C

being told as compared to when the events of the story took place? Is there a
distance in terms

of time? Does The story begin with the birth or death of

the protagonist or

"Rosa Park's Montgomery Bus Boycott" by United Streaming (Woman in the Snow") R 19\media\Parks.asf
esth. ist. Connecdtion comparison and contrast

How do these high or low points in a person's life correlate with the passage of time? 3. Author Hotseat Presentations Think Pair Square Round Robin R 19\hot Template for author's hotseat seating arrangement

Ob 2 8.17F Ob 4 8.17D

is the time more limited? What strategies are used to convey the passageof time?
* Tested Test on TAKS

"All about Families" by United Streaming (Father) R 19\media\fam.asf Est connection Comparison and contrast

2. Write about an event in your life that was actually good. How does that memory affect you today? 3. Create a short story using the techniques an author uses to show the passage of time

BISD Curriculum Reading-8th Grade Literature Textbook-Glencoe Literature Course Three Grammar TextbookWeek 10
Week 10

Skill Objective TEKS

Literary Selections
Choose from

Reading/Critical Thinking/Literary Choose From)

Grammar
(Choose From)

ESL

Other Resources (Choose From)

Listen/View Speak Represent

Assessment***

Why is it important to understand the author's perspective so the reader can understand the message or

English TEK's 8.1 C,D 8.5 A,C 8.17 D,F 8.19 A 8.22 A,B 8.23 A 8.24A TLW
understand how the author's perspective affects the theme or message.

Reading Obj. 1 8.9 F Obj. 3 8.12 H Obj. 4 8.10 H 8.12 K

"The Summer of Vietnam" by Barbara Renaud Gonzalez Pg. 622 GL (personal essay) medium R Sample lesson sample less\person al essay.doc Summer of Vietnam Finding America By A.C. Greene Pg. 628 GL. challenging

Author's background Word Choice* Bias* Types of essay: Expository* Personal* Persuasive* Organization* of an essay Author's purpose in an essay Irony Tone* What the author did not say--* R 20\concept Introduction of Key question

Verb Mood TE GL pg. 625 R 20\vid\types. wmv Video on types of essays Practice writing the different Types of essays Personal Descriptive Expository Persuasive Reflective Psychological The students will practice writing essays.

Antarcti ca by Helen Cowche r R 20\pow Story on Power Point Easy Follow the same format with this selectio n

http://barbara renaud.blog spot.com/ (The Summer of Vietnam) R 20\vid\vietnam.asf Est historial connection http://www. texasmonthly .com/preview/ 2002-05-01/ webextra7 (Finding America) www.helencow cher.com/ (Antarctica)

Group Collaboration Students Determine fact and Opinion in the essay Step Two Students will Look at the author's opinion and author's bio data to make a determination as to the author's perspective. The groups will present information by role playing the author. Materials to do this activity. Fact and Opinion Chart

Writing 1. Students will make an assertion that illustrates the author's perspective and support it with evidence from the text with selection that was read. 2. The student will write a classified ad trying to sell ( ** anything such as A rabid dog as a guard dog A car with no engine and etc. 3. The student will prove author's bias in reading selection. Reading Use examview to ask questions over the selection read .EXAMVIEW

the theme?

BISD Curriculum Reading-8th Grade Literature Textbook-Glencoe Literature Course Three Grammar Textbook Week 11
Week 11 How would a literary piece change using a different point of view Skills/ Objectives/ TEKS A reader learns how a reading would change if written in a different point of view Reading Obj. 1 8.10 F Obj. 2 8. 12. F Obj. 3 8.12H Obj. 4 8.10 H 8.10 K Writing TEK's 8.4B 8.15 ACEF 8.18 AF Literary Selections/ Choose from Foundation Lesson True Confessions of Charlotte Doyle res 21\concept Dinner Party by Mona Gardner p. 871 GL medium johnny reeves leonora sutter reynard alexander res 21\r\Hess.doc copies of readings harder challenging Reading/Critical Thinking/Literary Choose from Perspective* point of view* person characterization* deliberate manipulation of point of view tone* mood* first person* second person third person* limited 3rd Person omniscient 3rd Person objective * TAKS tested
Grammar (Choose From)

ESL

Other Resources (Choose From)

Listening/Speaking View and Rep (Choose From) COLLABORATIVE GROUPS 1. Hotseat 2. Character Hotseat Follow Hotseat directions

Assessment (Choose From) Reading

Pronouns First Second Third GL Workbook Unit 4 Personal pronouns Point of View With different types of voice Dinner Party

Rewrite the story from the wolf's point of view by Three Little Pigs res 21\v\3pigs.as f

Point of view video point of view res 21\v\pov.wmv res 21\pov activites for point of view Dinner Party close reading res 21\r\dpcr.doc Test Dinner Party res 21\r\The Dinner Party.doc

easy

Test in Reading Test from exam view Dinner PartyEXAMVIEW Writing 1. Rewrite the reading from the antagonist's point of view 2. Rewrite as a newspaper article reinforcing the protagonist's point of view 3. Re-write as a debate using concession and counterargument protagonist against antagonist.

BISD Curriculum Reading-8th Grade Literature Textbook-Glencoe Literature Course Three Grammar Textbook Week 12
Week 12 What techniques do authors use when writing an autobiography? Skills/ Objectives/ TEKS Students learn techniques the author uses to write an
autobiograp hy

Literary Selections/ Choose from Concept Definition Map autobiography conceptfolder Introduction to key question I Know Why a Caged Bird Sings by Maya Angelou p. 198 GL All Things Bright and Beautiful by James Herriot p.103 GL Annotation worksheet for Autobiographies annotationwksh Identifying differences in autobiographies and autobiographies worksheet autobio\ident.pdf worksheet autobio\autopov.pdf

Reading/Critical Thinking/Literary Choose from author's purpose in an auto-biography* character traits* plot* turning point* organization chronological order* first person point of view* biased/slanted purpose synthesizing* characterization timeline* inference* cause/effect* reading strategy or annotation for autobiographies*

Grammar (Choose From)

ESL

Other Resources (Choose From)

Lis/Speak View & Rep (Choose) GROUP WORK Role Plays 1 the author discussing the purpose and reason to write the autobiograph y 2 the author discussing the purpose and reason to write the autobiograph y and have his sub conscious tell about his bias

Assessment (Choose From) Reading selection assessment Tiered Writing Tier 1 Write a summary of the autobiography Tier 2 Group Collaboration Four Segments 1. Character Analysis chart on reading analysis\charan.doc 2. Timeline of information analysis\timelineauto.d oc 3. Inference Chart analysis\inferchart.doc 4. Cause and Effect chart on reading analysis\CNE.doc Tier 3 2. Write a autobiographical sketch of a turning point or or an event that impacted using a timeline or cause and effect. worksheet autobio\tier3auto.pdf

Reading Obj. Obj. 1 8.10 G Obj. 2 8. 12. F 8.12 G Obj. 3 8.10E 9.10L 8.12H Obj. 4 8.10 H 8.10 K 8.10J English Obj 2 8.17C Obj 6 8.16B

Gerunds Participles Precise Verbs Grammar & Language Workbook p. 171-178 Parenthese s SubjectVerb Agreement Grammar & Language Workbook p.187-88

suggested Thank You Mr. Falker by Patricia Polacco

Video Racism media\maya. asf Suggested Use as an introduction to I Know Why a Caged Bird Sings Veterinarian media\vet job.asf Suggested Use as an introduction for All Things Briight and Beautiful

*Tested on the TAKS*

What parts of your life would you like to share with your children?