ENL/ELA Grade 8 Curriculum Map

M. Champlin
Beginning of Year (Developing Foundational Skills)

Month Big Ideas Skills Activities/Assessments Resources

Week 1 Syllabus SWBAT use adjectives to describe how they feel about I’ll Try Poem Smartboard
Classroom Rules school I’ll Try Graphic Star Big Post-Its
Pretest SWBAT demonstrate understanding of classroom rules First Day Jitters Book Portfolio
Summer Reading SWBAT read and make text-to-self connections with the Text-to-Self Graphic Organizer Syllabus
Assignment main character in “First Day Jitters” Time-Capsule Graphic Organizer &
Time Capsule SWBAT read the poem “I’ll Try” and use the reading letter to self
Pre-Assessment strategy of visualizing to create their own vision of this year Portfolio
Word Study SWBAT create a time capsule portfolio Pretest
Yarn “Unique” Activity
Student Data Profile
Creating Rules Together

Week 2 Predictions SWBAT make predictions about texts using sentence Making predictions using visuals Reading Strategies Sentence
Choosing a “Just starters: I think, I bet, I predict Practice the “just right” five finger Starter bookmarks
Right” IRN book SWBAT use active reading strategies while reading their method for choosing IRN Just Right Checklist
Active Reading IRN ( Predict, Visualize, Connect, Question, Clarify, Word Study Quiz prefix un- Reading Logs
Strategies Evaluate) ACE paragraphs Genres at a Glance
ACE Paragraphs SWBAT use the five finger method to choose a “just right” Worksheet
Word Study “un” independent reading novel for themselves Types of Genres YouTube
Restating the SWBAT identify the genre of their IRN as fiction or video
Question nonfiction (realistic fiction, fantasy, science fiction, ACE paragraph
historical fiction, mystery, informational, biography, Graphic Organizer
memoir, autobiography) Mirette on the Highwire
SWBAT write a hamburger paragraph about what they
predict is going to happen next in their IRN
SWBAT write a hamburger paragraph about their home
countries using hamburger model paragraph about
hamburgers
Week 3 Elements of Plot SWBAT visualize the setting of a story Self-to-text bicultural “The Name Jar”
Theme SWBAT make text-to-text connections between “I love ACE paragraph text connections “I love Saturdays y
Visualize Saturdays y Domingos” and “The Name Jar” Word Study Quiz prefix dis- Domingos”
Making text-to-text SWBAT write two paragraphs connecting two stories with Plot Diagram Themes reference sheet
connections similar themes Elements of Plot BitStrip project Connection sentence starters
Making text-to- Visualizing listening activity
world connections Preteach vocabulary
Word Study dis-

Week 4 IRN #1 SWBAT cite several pieces of textual evidence to support IRN choices:
analysis of what the text says explicitly as well as inferences 1. Write a letter, as yourself, to one
drawn from the text. of the main characters in the novel.
2. “Cut & Paste” Passage of ¼ to ½
Page – Write a letter to the author
regarding this particular section of
the book.
3. Write a speech a character in the
book might give to the students of
Robert Frost. What could we learn
from him/her?
4. End of Story? – Write an
additional chapter/epilogue.
5. Respond using one of the
following starters.
· [Character’s Name] is like
[Character’s Name] in [title of
another book/movie/play].
· The character, [Character’s
Name], reminds me of myself.
· I really don’t understand why…
 Inside Out and Back Again (Novel- Adapted from Common Core Curriculum)

Week 1 Introduction to SWBAT utilize background information to form inferences Preteach vocabulary and history Leveled related article on
Inside Out and about the novel Inside Out and Back Again content of novel Syrian Refugees
Back Again SWBAT formulate an opinion and cite evidence to support Word Study Quiz prefix non- https://newsela.com/articles/r
it Turn and talk ejectrefugees-
What makes home a SWBAT determine the meaning of unfamiliar words by Gallery Walk procon/id/13570/
home? (Lessons 1- using context clues Who is Ha? Graphic organizer Sentence Starters for forming
4) SWBAT analyze how specific dialogue or incidents in a Context Clues vocabulary practice a written argument
Pages 1-20 plot propel the action, reveal aspects of a character, or Inferencing the future of Ha’s Vocabulary/Context Clues
Inferencing provoke a decision. family quickwrite Practice Guided Questions
SWBAT participate in discussions about the text with a worksheet
partner, small group, and the whole class.

SWBAT determine the meaning of unfamiliar words by Preteach vocabulary Close Reading Checklist
Week 2 Inside Out and using context clues Word Study Quiz prefixes ir-/il- Guided Questions
Back Again SWBAT analyze how specific dialogue or incidents in a “Birthday Wishes” Poem Close Sentence Starters
(Lessons 5-8) plot propel the action, reveal aspects of a character, or Reading Who is Ha? Graphic
Pages 21-41 provoke a decision. “Two More Papayas” & “Promises” Organizer
Text-World SWBAT participate in discussions about the text with a Close Reading “The Vietnam Wars” leveled
Connections partner, small group, and the whole class. Who is Ha? Quickwrite article
Vietnam War & its Quickwrite: What connections do & YouTube Video
effects on Ha you see between Ha’s situation and “Two More Papayas”(41) &
the information you read in the “Promises” (21) graphic
article “The Vietnam Wars”? organizer
Word Study Quiz Sentence Starters
Image Support

Week 3 Inside Out and SWBAT analyze how specific dialogue or incidents in a Questions/Notes Graphic Organizer Vietnam as a “Battleground
Back Again plot propel the action, reveal aspects of a character, or How is Ha’s mother being affected in a Larger Struggle” Article
(Lessons 9-10) provoke a decision. by the war? “Left Behind” Poem (57)
 Pages 42-57 SWBAT participate in discussions about the text with a Quickwrites Jigsaw Recording Form
partner, small group, and the whole class. What is the symbolism in each (Symbolism)
Symbolism character leaving something Sentence Starters
War & its effects behind? Image Support
Word Study Quiz

Week 4 Inside Out and SWBAT cite text-based evidence that provides the strongest Pre-Teaching Essential “Wet and Crying” poem (60)
Back Again support for my analysis of literary and informational text. Vocabulary Write-Pair-Share Note
(Lessons 12-13) (RL.8.1 and RI.8.1) Close Reading Poem Catcher
Pages 58-69 SWBAT analyze the impact of word choice on meaning Quickwrite Sentence Starters
and tone. In the end of the poem “Wet and Image Support
Word Choice Tone Crying,” what has happened to “Saigon is Gone” poem (67)
& Meaning hope? How does the author’s Fall of Saigon YouTube
Metaphor specific word choice help us Video
understand the main message of this Word Choice-Tone &
poem? Meaning Note Catcher
Word Study Quiz
End of Part 1 Quiz

Week 5 Inside Out and SWBAT cite text-based evidence that provides the strongest Building Background Challenges Graphic
Back Again support for an analysis of informational text. Quickwrite Organizer
(Unit 2 Lessons 1- SWBAT objectively summarize informational text. What challenges does Ha & her “Last Respects” (85) poem
6) SWBAT analyze the connections and distinctions between family face on their way to and note catcher
Pages 73-114 individuals, ideas, or events in a text. (RI.8.3) America? Fleeing Saigon as Panic
Quickwrite: What are the greatest Rises YouTube Video
What challenges do challenges refugees face when Refugees “Children of War”
refugees face? leaving their country & entering a Article
new country? Comparing novel & Venn diagram
article “Children of War”
Word Study Quiz

Week 6 Inside Out and SWBAT objectively summarize informational text. (RI.8.2) Analyzing Informational Text: A Refugee Transitions Article
Back Again SWBAT analyze the connections and distinctions between Refugee’s Experience Summary/Evidence Graphic
 (Unit 2 Lessons 7- individuals, ideas, or events in a text. (RI.8.3) QuickWrite: “Black and White and Organizer
8) SWBAT determine the meaning of words and phrases in Yellow and Red”(143). Explain the Challenges Graphic
Pages 115-176 text (figurative, connotative, and technical meanings). dynamics of Ha’s new school and Organizer
how it differs from her old school in
What challenges Vietnam. “Black and White and
does Ha face as a Part 2 Quiz Yellow and Red”(143)
refugee? Word Study Quiz

Week 7 Inside Out and SWBAT cite text-based evidence that provides the strongest How is the family adapting to life in Sentence Starters
Back Again support for an analysis of informational text. Alabama graphic organizer Image Support
Pages 175-216 SWBAT objectively summarize informational text. Quick Write Adaptation Graphic
In what ways has Mother’s life Organizer
Meaning of the title been turned inside out and back
again? “Confessions” (213)
How is the family’s Word Study Quiz
life turning “back
again?”

Week 8 Inside Out and SWBAT cite text-based evidence that provides the strongest How is the family adapting to life in “Not the Same” (232)
Back Again support for an analysis of informational text. Alabama graphic organizer “But Not Bad” (233)
Pages 217-260 SWBAT analyze the connections and distinctions between Quickwrite Adaptation Graphic
individuals, ideas, or events in a text. (RI.8.3) In what ways has Ha’s life been Organizer
How is Ha finally turned inside out and back again?
coming to accept Parts 3 & 4 Quiz
her new life? Word Study Quiz

Week 9 IRN #2 SWBAT cite several pieces of textual evidence to support IRN choices: Independent Reading Novels
analysis of what the text says explicitly as well as inferences 1. Write a letter, as yourself, to one Google Docs
drawn from the text. of the main characters in the novel. Computers
2. “Cut & Paste” Passage of ¼ to ½
Page – Write a letter to the author
regarding this particular section of
the book.
3. Write a speech a character in the
 book might give to the students of
Robert Frost. What could we learn
from him/her?
4. End of Story? – Write an
additional chapter/epilogue.
5. Respond using one of the
following starters.
· [Character’s Name] is like
[Character’s Name] in [title of
another book/movie/play].
· The character, [Character’s
Name], reminds me of myself.
· I really don’t understand why…

Week 10 Inside Out and SWBAT cite text-based evidence that provides the strongest Letter to Author “Author’s Note” (261)
Back Again support for an analysis of informational text. comparing student’s own Sentence Starters
SWBAT analyze the connections and distinctions between experiences of immigrating to Ha’s
Author’s Note individuals, ideas, or events in a text. (RI.8.3) experiences or write their own
“Graduation Day” Epilogue
Making self-text Letter Format
connections Word Study Quiz

Week 11 Inside Out and SWBAT write informative/explanatory texts to examine a Students will write a research paper Find a real refugee’s story
Back Again topic and convey ideas, concepts, and information through that compares and contrasts the here:
the selection, organization, and analysis of relevant content. similarities in differences between a http://stories.unhcr.org/
Introduction of SWBAT develop the topic with relevant, well-chosen facts, refugee of another country and Ha Venn Diagram Graphic
Research Paper definitions, concrete details, quotations, or other information from Inside Out and Back Again Organizer
and examples. Guided Questions
Research

Week 12 Inside Out and SWBAT write informative/explanatory texts to examine a Format of a Research Paper Find a real refugee’s story
Back Again topic and convey ideas, concepts, and information through Claim here:
the selection, organization, and analysis of relevant content. Topic Sentence http://stories.unhcr.org/
SWBAT develop the topic with relevant, well-chosen facts, Background Information Venn Diagram Graphic
Research & definitions, concrete details, quotations, or other information Citations Organizer
 Prewriting and examples. Elaboration Guided Questions
Google Classroom

Week 13 Inside Out and SWBAT write informative/explanatory texts to examine a Format of a Research Paper Find a real refugee’s story
Back Again topic and convey ideas, concepts, and information through Citations here:
the selection, organization, and analysis of relevant content. Details http://stories.unhcr.org/
SWBAT develop the topic with relevant, well-chosen facts, Elaboration Venn Diagram Graphic
Drafting, Editing & definitions, concrete details, quotations, or other information Transitions Organizer
Publishing and examples. Guided Questions
Google Classroom
Thesaurus

Flowers for Algernon (Short Story)

Week 1 Flowers for SWBAT cite text-based evidence that provides the strongest Anticipation Guide Vocabulary List
Algernon support for an analysis of informational text. Preteach Vocabulary Story trailer:
SWBAT objectively summarize informational text. Students take Rorschach Test like https://www.youtube.com/wa
Building Charlie tch?v=xyCwz2EML5Y
Background Text Dependent Article Questions Rorschach Test:
Quickwrite: http://betterlesson.com/lesson
What makes What are some problems with the /resource/2656506/rorschach-
someone a full Rorschach Test? ink-
human being? Theory of Multiple Intelligences blots?from=lessonsection_na
“Peering from a Dark Room rrative
Is ignorance bliss? through a Keyhole” Poem Rorschach Article:
http://betterlesson.com/lesson
/resource/2656471/article-
about-rorschach-
testing?from=resource_title
Multiple Intelligences Video:
https://www.youtube.com/wa
tch?v=s2EdujrM0vA
Week 2 Flowers for SWBAT cite text-based evidence that provides the strongest Text Dependent Questions Video: Charly:
Algernon support for an analysis of informational text. Gist https://www.youtube.com/wa
SWBAT objectively summarize informational text. tch?v=pxwja4BH5hk
Pages 285-296 Evidence Graphic Organizer

Week 3 Flowers for SWBAT cite text-based evidence that provides the strongest Text Dependent Questions Video: Charly:
Algernon support for an analysis of informational text. Gist https://www.youtube.com/wa
SWBAT objectively summarize informational text. tch?v=pxwja4BH5hk
Pages 297-307 Evidence Graphic Organizer

Week 4 Flowers for SWBAT write informative/explanatory texts to examine a Constructed Response Choices:
Algernon topic and convey ideas, concepts, and information through A. Is intelligence a number you are
the selection, organization, and analysis of relevant content. born with, just a predictor of how
Constructed SWBAT develop the topic with relevant, well-chosen facts, intelligent you can be, or is it
Response definitions, concrete details, quotations, or other information meaningless in telling anything
and examples. about a person’s intellect? ? In
constructed response format, look at
the following articles to guide your
decision and provide evidence from
the article (s) to support your
opinion. Use the graphic organizer
to organize your thoughts and
evidence.
B. Is ignorance bliss? Do you
believe Charlie was better off not
knowing he was unintelligent, or do
you think it was better he found
out?
Supplementary Articles for
choice A:
http://www.sciencedaily.com
/articles/i/intelligence_quotie
nt.htm
http://www.independent.co.u
k/news/science/iq-tests-are-
fundamentally-flawed-and-
using-them-alone-to-
measure-intelligence-is-a-
fallacy-study-finds-
8425911.html
http://www.dailymail.co.uk/s
ciencetech/article-
2250681/IQ-tests-
 meaningless-simplistic-
claim-researchers.html
Sentence Starters
iPads
Google translate
Google Classroom

Week 5 IRN #3 SWBAT cite several pieces of textual evidence to support IRN choices: Independent Reading Novels
analysis of what the text says explicitly as well as inferences 1. Write a letter, as yourself, to one Google Docs
drawn from the text. of the main characters in the novel. Computers
2. “Cut & Paste” Passage of ¼ to ½
Page – Write a letter to the author
regarding this particular section of
the book.
3. Write a speech a character in the
book might give to the students of
Robert Frost. What could we learn
from him/her?
4. End of Story? – Write an
additional chapter/epilogue.
5. Respond using one of the
following starters.
· [Character’s Name] is like
[Character’s Name] in [title of
another book/movie/play].
· The character, [Character’s
Name], reminds me of myself.
· I really don’t understand why…
Word Study Quiz

Midterm & State Testing

Week1 Midterm Review & SWBAT cite several pieces of textual evidence to support Midterm Inside Out and Back Again
Midterm analysis of what the text says explicitly as well as inferences “Flowers for Algernon”
drawn from the text. Reading Strategies
Determine a theme or central idea of a text and analyze its Plot
development over the course of the text; provide an Characterization
objective summary of the text. Author’s Purpose
Analyze how particular elements of a story or drama interact Gist
(e.g., how setting shapes the characters or plot). Point of View
Determine the meaning of words and phrases as they are Text-to-Text Connections
used in a text, including figurative and connotative Theme
meanings; analyze the impact of rhymes and other Claims
repetitions of sounds (e.g., alliteration) on a specific verse or ACE paragraphs
stanza of a poem or section of a story or drama.
Analyze how an author develops and contrasts the points of
view of different characters or narrators in a text.

Week 2 NYSESLAT Students can use grade-appropriate language to ask NYSESLAT Speaking NYSESLAT Tests
Speaking questions, paraphrase information, and contribute to a
conversation.
Students can use grade-appropriate language to
describe or convey relevant details and narrate a story
or process in sequence.

Students can use grade-appropriate language to

analyze a topic, interpret facts and evaluate evidence,
present points in a coherent manner, and provide an
opinion or a claim supported by reasons.

Week 3 NYSESLAT Students can determine information in a grade-level text. Listening, Reading, Writing NYSESLAT Tests
Listening, Reading, Students can determine the development of ideas in grade-
Writing level texts.
Students can structure thoughts and ideas in writing.
Students can write about literary and informational
texts and topics.
 Students can determine information in grade-level spoken
discourse.

Week 4 ELA Common Core SWBAT cite several pieces of textual evidence to support Reading, Writing, Multiple Choice ELA Common Core Test
Tests analysis of what the text says explicitly as well as inferences
drawn from the text.
Determine a theme or central idea of a text and analyze its
development over the course of the text; provide an
objective summary of the text.
Analyze how particular elements of a story or drama interact
(e.g., how setting shapes the characters or plot).
Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative
meanings; analyze the impact of rhymes and other
repetitions of sounds (e.g., alliteration) on a specific verse or
stanza of a poem or section of a story or drama.
Analyze how an author develops and contrasts the points of
view of different characters or narrators in a text.

Night (Novel)

Week 1 Night (Novel) SWBAT cite several pieces of textual evidence to support Anticipation Guide Oprah Winfrey’s Interview
analysis of what the text says explicitly as well as inferences Meet the Author with Elie Wiesel:
Building drawn from the text. “Never Shall I forget” student http://www.oprah.com/omag
Background Determine the meaning of words and phrases as they are poems azine/Oprah-Interviews-Elie-
Knowledge used in a text, including figurative and connotative Figurative Language Wiesel
meanings; analyze the impact of rhymes and other Word Study Quiz Worksheet Questions for
repetitions of sounds (e.g., alliteration) on a specific verse or Interview
stanza of a poem or section of a story or drama. YouTube
Video:https://www.youtube.c
om/watch?v=9jSzB-C5fOw
 “Never Shall I forget”
Plot Map

Week 2 Night SWBAT cite several pieces of textual evidence to support Preteach vocabulary Night Packet
Part I analysis of what the text says explicitly as well as inferences Read chapter background Map of Eastern Europe
Pages 3-22 drawn from the text. Analyzing Literature Questions Event/Response/What
Determine the meaning of words and phrases as they are What connection might there be happens next graphic
Metaphor,Simile & used in a text, including figurative and connotative between Madame Schäcter’s organizer
Personification meanings; analyze the impact of rhymes and other treatment on the train and Image/Video support
repetitions of sounds (e.g., alliteration) on a specific verse or possible future events in the “To the little polish boy
stanza of a poem or section of a story or drama. concentration camp? What are standing with his hands up”
some other ways that Wiesel poem
foreshadows, or hints at, the horrors Plot Map
ahead? Figurative Language:
Figurative Language http://npsw.weebly.com/figur
Word Study Quiz ative-language.html

Week 3 Night SWBAT cite several pieces of textual evidence to support Preteach vocabulary Night Packet
Part 2 & 3 analysis of what the text says explicitly as well as inferences Read chapter background Event/Response/What
Pages 23-46 drawn from the text. Analyzing Literature Questions happens next graphic
Determine the meaning of words and phrases as they are Quickwrite: organizer
Idiom & Hyperbole used in a text, including figurative and connotative Discuss the transportation process Danger Concept Map
meanings; analyze the impact of rhymes and other for Elie and his family. Give 2 Hopelessness & Death v.
repetitions of sounds (e.g., alliteration) on a specific verse or specific examples that reflect the Hope & life Graphic
stanza of a poem or section of a story or drama. emotional impact of leaving Sighet. Organizer
Figurative Language Image/Video support
Word Study Quiz Plot Map

Week 4 Night SWBAT cite several pieces of textual evidence to support Preteach vocabulary Night Packet
Part 4 analysis of what the text says explicitly as well as inferences Read chapter background Image/Video support
Pages 47-65 drawn from the text. Analyzing Literature Questions Hopelessness & Death v.
Irony & Repetition Determine the meaning of words and phrases as they are Quickwrite: Hope & life Graphic
used in a text, including figurative and connotative At the end of the chapter, Elie says Organizer
meanings; analyze the impact of rhymes and other “That night, the soup tasted like Plot Map
repetitions of sounds (e.g., alliteration) on a specific verse or corpses.” Explain why he felt this
 stanza of a poem or section of a story or drama. way and use two examples from the
text to support your answer.
Figurative Language
Word Study Quiz

Week 5 IRN #4 SWBAT cite several pieces of textual evidence to support IRN choices: Independent Reading Novels
analysis of what the text says explicitly as well as inferences 1. Write a letter, as yourself, to one Google Docs
drawn from the text. of the main characters in the novel. Computers
2. “Cut & Paste” Passage of ¼ to ½
Page – Write a letter to the author
regarding this particular section of
the book.
3. Write a speech a character in the
book might give to the students of
Robert Frost. What could we learn
from him/her?
4. End of Story? – Write an
additional chapter/epilogue.
5. Respond using one of the
following starters.
· [Character’s Name] is like
[Character’s Name] in [title of
another book/movie/play].
· The character, [Character’s
Name], reminds me of myself.
· I really don’t understand why…
Word Study Quiz

Week 6 Night SWBAT cite several pieces of textual evidence to support Preteach vocabulary Night Packet
Part 5 analysis of what the text says explicitly as well as inferences Read chapter background Image/Video support
Pages 66-84 drawn from the text. Analyzing Literature Questions Character Change Graphic
Determine the meaning of words and phrases as they are Quickwrite: Organizer
Hyperbole, used in a text, including figurative and connotative Read pages 66-69 and answer Plot Map
 Metaphor, Simile & meanings; analyze the impact of rhymes and other How has Elie’s relationship with
Personification repetitions of sounds (e.g., alliteration) on a specific verse or God changed since going into the
stanza of a poem or section of a story or drama. camps? Use two quotes from the
text to support your answer. How
would you characterize Elie as a
result of this change?
Figurative Language
Word Study Quiz

Week 7 Night SWBAT cite several pieces of textual evidence to support Preteach vocabulary Night Packet
Parts 6 & 7 analysis of what the text says explicitly as well as inferences Read chapter background Image/Video support
Pages 85-103 drawn from the text. Analyzing Literature Questions Hopelessness & Death v.
Determine the meaning of words and phrases as they are Quickwrite: Hope & life Graphic
Hyperbole, used in a text, including figurative and connotative How was the journey to Organizer
Metaphor, Simile & meanings; analyze the impact of rhymes and other Buchenwald a reflection of the Plot Map
Personification repetitions of sounds (e.g., alliteration) on a specific verse or desperation of the prisoners?
stanza of a poem or section of a story or drama. Include two quotes from the section
for your answer.
Figurative Language
Word Study Quiz

Week 8 Night SWBAT cite several pieces of textual evidence to support Preteach vocabulary Night Packet
Parts 8 & 9 analysis of what the text says explicitly as well as inferences Read chapter background Image/Video support
Pages 104-115 drawn from the text. Analyzing Literature Questions Hopelessness & Death v.
Determine the meaning of words and phrases as they are Quickwrite: Hope & life Graphic
Hyperbole, used in a text, including figurative and connotative After reading section 8, answer the Organizer
Metaphor, Simile & meanings; analyze the impact of rhymes and other following question Plot Map
Personification repetitions of sounds (e.g., alliteration) on a specific verse or Why does Elie compare himself to
stanza of a poem or section of a story or drama. to Rabbi Eliahu’s son? In what
ways does Elie think he failed his
father? Be sure to include two
quotes for your answer (with the pg
 number).
Figurative Language
Word Study Quiz

Week 9 Night SWBAT determine a theme or central idea of a text Quickwrite: “And then they came for me”
Themes Wiesel tells us “For the youth of poem
Author’s Purpose today, for the children who will be Genocides 1945-today:
born tomorrow. He does not want https://www.youtube.com/wa
What lessons can his past to become their future.” tch?v=zgowWehO26c
were learn from the (XV) What is Elie Wiesel trying to
Holocaust? tell us here?
Introduction to Word Study Quiz
Genocide Research
Project

Week 10 Night SWBAT cite several pieces of textual evidence to support 1. Read the overviews for 3 Night/Modern Day Genocide
Modern Day analysis of what the text says explicitly as well as inferences modern day genocides. Venn Diagram
Genocide Research drawn from the text. 2. Choose the genocide for Genocide Articles/Videos
Project Determine a theme or central idea of a text and analyze its research Google Classroom
development over the course of the text; provide an 3. Research information on Sample Essay
Research objective summary of the text. genocide to compare and
contrast with Elie Wiesel’s
Holocaust experiences in
Night.
Word Study Quiz

Week 11 Night SWBAT cite several pieces of textual evidence to support Night/Modern Day Genocide
Modern Day analysis of what the text says explicitly as well as inferences Crafting Claims Venn Diagram
Genocide Research drawn from the text. Planning Writing Essay Outline Graphic
Project Determine a theme or central idea of a text and analyze its Drafting Writing Organizer
development over the course of the text; provide an Word Study Quiz Genocide Articles/Videos
Claim/Prewriting/ objective summary of the text. Google Classroom
Drafting Sentence/Transition Starters
Essay Frames
Week 12 Night SWBAT cite several pieces of textual evidence to support Drafting Writing Night/Modern Day Genocide
Modern Day analysis of what the text says explicitly as well as inferences Editing Writing Venn Diagram
Genocide Research drawn from the text. Publishing Essay Outline Graphic
Project Determine a theme or central idea of a text and analyze its Word Study Quiz Organizer
development over the course of the text; provide an Genocide Articles/Videos
Drafting/ Editing/ objective summary of the text. Google Classroom
Publishing Sentence/Transition Starters
Essay Frames
Thesaurus

End of the Year (Final Exam)

Week 1 Final Exam Review SWBAT cite several pieces of textual evidence to support Final Exam Practice Questions Inside Out and Back
analysis of what the text says explicitly as well as inferences Again
drawn from the text. “Flowers for Algernon”
Determine a theme or central idea of a text and analyze its Night
development over the course of the text; provide an Reading Strategies
objective summary of the text. Plot
Analyze how particular elements of a story or drama interact Characterization
(e.g., how setting shapes the characters or plot). Author’s Purpose
Determine the meaning of words and phrases as they are Gist
used in a text, including figurative and connotative Point of View
meanings; analyze the impact of rhymes and other Text-to-Text Connections
repetitions of sounds (e.g., alliteration) on a specific verse or Theme
stanza of a poem or section of a story or drama. Claims
Analyze how an author develops and contrasts the points of ACE paragraphs
view of different characters or narrators in a text. Figurative Language

Week 2 Final Exam Review SWBAT cite several pieces of textual evidence to support Final Exam Practice Questions Inside Out and Back
analysis of what the text says explicitly as well as inferences Again
drawn from the text. “Flowers for Algernon”
Determine a theme or central idea of a text and analyze its Night
 development over the course of the text; provide an Reading Strategies
objective summary of the text. Plot
Analyze how particular elements of a story or drama interact Characterization
(e.g., how setting shapes the characters or plot). Author’s Purpose
Determine the meaning of words and phrases as they are Gist
used in a text, including figurative and connotative Point of View
meanings; analyze the impact of rhymes and other Text-to-Text Connections
repetitions of sounds (e.g., alliteration) on a specific verse or Theme
stanza of a poem or section of a story or drama. Claims
Analyze how an author develops and contrasts the points of ACE paragraphs
view of different characters or narrators in a text. Figurative Language

Week 3 Final Exam SWBAT cite several pieces of textual evidence to support Final Exam Inside Out and Back
analysis of what the text says explicitly as well as inferences Again
drawn from the text. “Flowers for Algernon”
Determine a theme or central idea of a text and analyze its Night
development over the course of the text; provide an Reading Strategies
objective summary of the text. Plot
Analyze how particular elements of a story or drama interact Characterization
(e.g., how setting shapes the characters or plot). Author’s Purpose
Determine the meaning of words and phrases as they are Gist
used in a text, including figurative and connotative Point of View
meanings; analyze the impact of rhymes and other Text-to-Text Connections
repetitions of sounds (e.g., alliteration) on a specific verse or Theme
stanza of a poem or section of a story or drama. Claims
Analyze how an author develops and contrasts the points of
view of different characters or narrators in a text.