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ELA / G8 / M1 / U1 / lesson 1

Making Inferences: The Fall of Saigon

1 hour
Students focus on the skill of inferring.
ELA / G8 / M1 / U1 / lesson 2

Launching the Novel: Character Analysis of Ha

1 hour
This lesson includes a structure called Numbered Heads Together.
ELA / G8 / M1 / U1 / lesson 3

Reading of the Poem “Inside Out” and Introducing QuickWrites

1 hour
Review the Think-Pair-Share protocol.
ELA / G8 / M1 / U1 / lesson 4

Considering a Character’s Relationship with Others

1 hour
Students determine the meaning of words and phrases as they are used in a text.
ELA / G8 / M1 / U1 / lesson 5

Getting to Know a Character

1 hour
Students complete the mid-unit assessment.
ELA / G8 / M1 / U1 / lesson 6

Building Background Knowledge

1 hour
Students determine a central idea of a text and analyze its development of the text.
ELA / G8 / M1 / U1 / lesson 7

Building Background Knowledge (Continued)

1 hour
Students work more independently with sections 2-4 of the same article, “The Vietnam Wars.”
ELA / G8 / M1 / U1 / lesson 8

Development of the Plot: Impending Danger and Turmoil

1 hour
Students again focus on Ha’s experience of and perspective about the events going on around her.
ELA / G8 / M1 / U1 / lesson 9

Building Background Knowledge: Vietnam as “Battleground in a Larger Struggle”

1 hour
Students continue reading and discussing "The Vietnam Wars."
ELA / G8 / M1 / U1 / lesson 10

Building Background Knowledge: The Impending Fall of Saigon

1 hour
Students continue to work with Section 5 of “The Vietnam Wars.”
ELA / G8 / M1 / U1 / lesson 11

Character Analysis: How Do Personal Possessions Reveal Aspects of Characters?

1 hour
Students cite the textual evidence that supports analysis of what the text says and inferences drawn.
ELA / G8 / M1 / U1 / lesson 12

Examining How Word Choice Contributes to Tone and Meaning

1 hour
Students explain how nuances in word meanings contribute to the tone of the poem.
ELA / G8 / M1 / U1 / lesson 13

Comparing Meaning and Tone

1 hour
Students can make inferences to deepen my understanding of Inside Out & Back Again.
ELA / G8 / M1 / U1 / lesson 14

How Word Choice Contributes to Tone and Meaning

1 hour
Students cite text-based evidence that provides the strongest support for my analysis of literary text.
ELA / G8 / M1 / U2 / lesson 1

Collecting Details: The Challenges Ha Faces and Ha as a Dynamic Character

1 hour
Students continue reading Inside Out & Back Again. Students also focus on Ha’s character and how it changes over the course of the novel.
ELA / G8 / M1 / U2 / lesson 2

Rereading and Close Reading

1 hour
Rereading and Close Reading: Communism, “The Vietnam Wars,” and “Last Respects” (Pages 85 and 86).
ELA / G8 / M1 / U2 / lesson 3

Building Background Knowledge: Fleeing Saigon as Panic Rises”

1 hour
Building Background Knowledge: Fleeing Saigon as “Panic Rises.”
ELA / G8 / M1 / U2 / lesson 4

Building Background Knowledge, Predicting, and Focusing on Key Vocabulary

1 hour
Building Background Knowledge, Predicting, and Focusing on Key Vocabulary: “Refugees: Who, Where, Why.”
ELA / G8 / M1 / U2 / lesson 5

Building Background Knowledge and Summarizing

1 hour
Building Background Knowledge and Summarizing: “Refugees: Who, Where, Why” Part 2.
ELA / G8 / M1 / U2 / lesson 6

Building Background Knowledge

1 hour
Building Background Knowledge: Challenges Bosnian Refugees Faced Fleeing and Finding Home.
ELA / G8 / M1 / U2 / lesson 7

Analyzing an Informational Text about a Refugee Experience

1 hour
Students can determine the meaning of unfamiliar words based on context clues.
ELA / G8 / M1 / U2 / lesson 8

Analyzing the Content of a Model Essay

1 hour
Students find the gist of a model essay.
ELA / G8 / M1 / U2 / lesson 9

Close Reading: Paragraph 1 of “Refugee and Immigrant Children

1 hour
Students find the gist of the first paragraph of “Refugee and Immigrant Children: A Comparison.”
ELA / G8 / M1 / U2 / lesson 10

Analyzing the Significance of the Novel’s Title

1 hour
Students connect the universal refugee experience to Inside Out & Back Again.
ELA / G8 / M1 / U2 / lesson 11

Close Reading: Paragraphs 2 and 3 of “Refugee and Immigrant Children: A Comparison”

1 hour
Students analyze how specific words, phrases, and sentences help me understand what refugee and immigrant children need for successful adaptation.
ELA / G8 / M1 / U2 / lesson 12

Analyzing the Significance of the Novel’s Title (Part 2)

1 hour
Students continue to connect the universal refugee experience to Inside Out & Back Again.
ELA / G8 / M1 / U2 / lesson 13

Close Reading: Paragraph 4 of “Refugee and Immigrant Children: A Comparison”

1 hour
Students can analyze how specific words, phrases, and sentences help me understand what refugee and immigrant children need for successful adaptation.
ELA / G8 / M1 / U2 / lesson 14

Analyzing the Significance of the Novel’s Title

1 hour
Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience.
ELA / G8 / M1 / U2 / lesson 15

Connecting Universal Refugee Experience to Inside Out & Back Again

1 hour
Connecting the Universal Refugee Experience of Fleeing and Finding Home to the Title.
ELA / G8 / M1 / U2 / lesson 16

Planning Introductory and Concluding Paragraphs

1 hour
Planning the Introductory and Concluding Paragraphs of the End of Unit Assessment Essay.
ELA / G8 / M1 / U2 / lesson 17

Unit 2 Assessment, Part One: First Draft of Analysis Essay

1 hour
End of Unit 2 Assessment, Part One: First Draft of Analysis Essay.
ELA / G8 / M1 / U2 / lesson 18

Introducing Final Performance Task and Analyzing Statistics

1 hour
Introducing Final Performance Task and Analyzing Statistics.
ELA / G8 / M1 / U2 / lesson 19

Launching Researching

1 hour
Launching Researching: Reading for Gist and Gathering Evidence Using the Research Guide.
ELA / G8 / M1 / U2 / lesson 20

End of Unit 2 Assessment, Part Two

1 hour
Final Draft of Analytical Essay.
ELA / G8 / M1 / U3 / lesson 1

Finishing Who? Where? and Why? Research

1 hour
Students create a culturally appropriate fictional character profile for their “inside out” poem.
ELA / G8 / M1 / U3 / lesson 2

Analyzing Poems from Inside Out & Back Again

1 hour
Students describe the criteria of an effective poem.
ELA / G8 / M1 / U3 / lesson 3

Writing Best First Draft of “Inside Out” Poem

1 hour
Students write “inside out” poem based on factual details about real-life refugees from informational texts.
ELA / G8 / M1 / U3 / lesson 4

Writing Best First Draft of “Back Again” Poem

1 hour
Students write a poem describing how the narrator refugee, turns “Back Again” as he/she adapts.
ELA / G8 / M1 / U3 / lesson 5

Peer Critique of “Inside Out” and “Back Again” Poems

1 hour
Peer Critique of “Inside Out” and “Back Again” Poems.
ELA / G8 / M1 / U3 / lesson 6

Revision

1 hour
Students write a final draft of two poems.
ELA / G8 / M2A / U1 / lesson 1

Launching The Module: Taking a Stand

1 hour
Students begin to build their background knowledge of what it means to take a stand.
ELA / G8 / M2A / U1 / lesson 2

Taking a Stand: Equal Rights for Women

1 hour
Lessons that involve close reading will include a new type of supporting material.
ELA / G8 / M2A / U1 / lesson 3

Analyzing Text Structure & Summarizing Text: “Equal Rights for Women”

1 hour
Students continue to work with Shirley Chisholm’s speech “Equal Rights for Women.”
ELA / G8 / M2A / U1 / lesson 4

Central Idea and Supporting Details: “Equal Rights for Women”

1 hour
Students engage in a jigsaw.
ELA / G8 / M2A / U1 / lesson 5

Analyzing the Author’s Perspective: “Equal Rights for Women” Shirley Chisholm

1 hour
Students analyze Shirley Chisholm’s perspective in “Equal Rights for Women.”
ELA / G8 / M2A / U1 / lesson 6

World Cafe: Analyzing Sojourner Truth’s “Ain’t I a Woman?”

1 hour
The text-dependent questions are based on the Making Evidence-Based Claims units developed by Odell Education.
ELA / G8 / M2A / U1 / lesson 7

Analyzing Excerpts from Lyndon Johnson’s Speech “The Great Society”

1 hour
If students finish the assessment early, consider having other independent activities they can work on.
ELA / G8 / M2A / U1 / lesson 8

Launching To Kill A Mockingbird

1 hour
This lesson launches students’ study of To Kill a Mockingbird.
ELA / G8 / M2A / U1 / lesson 9

Analyzing Character: Understanding Atticus

1 hour
Students write an essay and use evidence and details from the text.
ELA / G8 / M2A / U1 / lesson 10

Analyzing Text Structure: To Kill a Mockingbird (Chapter 2)

1 hour
Summary writing of To Kill a Mockingbird is introduced in this lesson.
ELA / G8 / M2A / U1 / lesson 11

Focusing on Taking a Stand (Chapter 2 cont.)

1 hour
Students continue to work with Chapter 2 in this lesson.
ELA / G8 / M2A / U1 / lesson 12

How Literature Draws Themes from the Bible and World Religions

1 hour
Students also view a short segment of the film version of To Kill a Mockingbird.
ELA / G8 / M2A / U1 / lesson 13

Making Inferences: The Golden Rule and Radley’s Melancholy Little Drama

1 hour
Students practice writing a summary of a literary work.
ELA / G8 / M2A / U1 / lesson 14

Inferring About Character: Atticus (Chapter 5)

1 hour
Students engage in Quiz-Quiz-Trade. Introduced in Module 2, Unit 1, Lesson 4.
ELA / G8 / M2A / U1 / lesson 15

Comparing Text Structures: To Kill a Mockingbird, “Those Winter Sundays”

1 hour
Poem text structure analysis is introduced in this lesson.
ELA / G8 / M2A / U1 / lesson 16

Jigsaw to Analyze Mood, Tone in To Kill a Mockingbird

1 hour
Remind students to keep in mind other elements of poetry to understand the meaning.
ELA / G8 / M2A / U1 / lesson 17

Text Comparisons: Comparing Text Structures and Text Types (Chapter 9)

1 hour
Students will practice the comparing and contrasting that they have learned in this unit.
ELA / G8 / M2A / U1 / lesson 18

World Café to Analyze Themes in To Kill a Mockingbird

1 hour
This lesson focuses on characterization of Atticus in particular.
ELA / G8 / M2A / U1 / lesson 19

Analyzing Author’s Craft in To Kill a Mockingbird

1 hour
Analyzing how the author uses the allusion to the Golden Rule in a new way.
ELA / G8 / M2A / U2 / lesson 1

Analyzing How Words and Actions Reveal Character

1 hour
Students will answer text-dependent questions about Chapters 11, 13 using Three Threes in a Row.
ELA / G8 / M2A / U2 / lesson 2

Text to Film Comparison: Taking a Stand at the Jailhouse

1 hour
This lesson features the last text to film comparison before the mid-unit assessment.
ELA / G8 / M2A / U2 / lesson 3

Analyzing Themes: The Golden Rule and Taking a Stand

1 hour
Students discuss the Little Rock Nine photograph in relation to the angry mob scene.
ELA / G8 / M2A / U2 / lesson 4

Text to Film and Perspective Comparison to Kill a Mockingbird

1 hour
This assessment addresses students’ ability to analyze the novel.
ELA / G8 / M2A / U2 / lesson 5

Fishbowl Comparing Atticus and Mr. Gilmer (Chapters 17-19)

1 hour
Students will be introduced and participate in a new protocol: Fishbowl.
ELA / G8 / M2A / U2 / lesson 6

Analyzing Word Choice: Atticus’s Closing Speech (Chapters 20-21)

1 hour
Students will synthesize and refer to the racial prejudice and tension that this trial represents.
ELA / G8 / M2A / U2 / lesson 7

Making Inferences: Analyzing Atticus (Chapters 22-23)

1 hour
Students continue to analyze Atticus’s character through examples of his dialogue.
ELA / G8 / M2A / U2 / lesson 8

Four Corners: Taking a Stand in To Kill a Mockingbird

1 hour
Students engage key quotes for the assessment in a Four Corners activity.
ELA / G8 / M2A / U2 / lesson 9

Analyzing the Model Essay

1 hour
The goal of argument writing is for the reader to acknowledge the validity of the claim.
ELA / G8 / M2A / U2 / lesson 10

Writing an Argument Essay

1 hour
Students use their Atticus note-catchers to craft the claim for their argument essay.
ELA / G8 / M2A / U2 / lesson 11

Critique with Rubric, Including Synthesis of Scenes in Previous Chapters

1 hour
Students are introduced to the Essay Planner at the end of this lesson.
ELA / G8 / M2A / U2 / lesson 12

Writing an Argument Essay: Planning the Essay

1 hour
Students review the rubric from their essay in Module 1.
ELA / G8 / M2A / U2 / lesson 13

Drafting The Argument Essay

1 hour
Students write the draft of their essay about Atticus’s decision to defend Tom Robinson.
ELA / G8 / M2A / U2 / lesson 14

Launching the Readers Theater Groups: Allocating Key Quotes and Scenes

1 hour
One of the key quotes from Lesson 8 is allocated to each Readers Theater group.
ELA / G8 / M2A / U2 / lesson 15

Writing the First Draft of the Readers Theater Script

1 hour
Students generate criteria of an effective Readers Theater script.
ELA / G8 / M2A / U2 / lesson 16

Revise Essay Drafts

1 hour
Have independent activities ready for students who finish revising early.
ELA / G8 / M2A / U3 / lesson 1

Readers Theater Scene Selection Justification and Peer Critique

1 hour
Students can explain how their script develops the main idea of the key quote.
ELA / G8 / M2A / U3 / lesson 2

Managing the Sequence of Events in Our Script

1 hour
Students continue to work on their Readers' Theatre scripts.
ELA / G8 / M2A / U3 / lesson 3

Readers Theater: Writing a Conclusion

1 hour
Students orally rehearse a conclusion together before writing.
ELA / G8 / M2A / U3 / lesson 4

Readers Theater Commentary

1 hour
Students write a commentary about the connections between their script and To Kill a Mockingbird.
ELA / G8 / M2A / U3 / lesson 5

Performance Task: Readers Theater Performance

1 hour
Students perform Readers Theater script for an audience.
ELA / G8 / M2B / U1 / lesson 1

The Universal Appeal of Shakespeare, Part 1

1 hour
As students engage in a Gallery Walk.
ELA / G8 / M2B / U1 / lesson 2

The Authorship of Shakespeare: “The Shakespeare Shakedown”

1 hour
Students build background knowledge about Shakespeare.
ELA / G8 / M2B / U1 / lesson 3

Analyzing the Author’s Perspective: “The Shakespeare Shakedown”

1 hour
Students set up “Discussion Appointments” with five peers.
ELA / G8 / M2B / U1 / lesson 4

Analyzing the Central Claim and Supporting Claims: “The Shakespeare Shakedown”

1 hour
Students engage in a jigsaw on the evidence-based claims in Schama’s article.
ELA / G8 / M2B / U1 / lesson 5

Analyzing Text Structure: “The Shakespeare Shakedown”

1 hour
Students continue to work with Simon Schama’s article.
ELA / G8 / M2B / U1 / lesson 6

Mid-Unit Assessment: Analyzing an Author’s Argument and Text Structure

1 hour
The Assessment text is excerpted from “The Top Ten Reasons Shakespeare Did Not Write Shakespeare.”
ELA / G8 / M2B / U1 / lesson 7

Launching A Midsummer Night’s Dream: The Universal Appeal of Shakespeare

1 hour
Part 2 of the study of universal appeal of Shakespeare begun in Lesson 1.
ELA / G8 / M2B / U1 / lesson 8

Launching A Midsummer Night’s Dream: Identifying the Characters, Settings, Conflicts

1 hour
 Students begin reading A Midsummer Night’s Dream.
ELA / G8 / M2B / U1 / lesson 9

Reading Shakespeare: Understanding Shakespeare’s Language

1 hour
Students now read the play from the beginning.
ELA / G8 / M2B / U1 / lesson 10

Author’s Craft: Analyzing Shakespeare’s Craft: Part 2

1 hour
The Mid-Unit 2 Assessment has two parts taking two lessons. Part 1 was completed previously.
ELA / G8 / M2B / U1 / lesson 11

Analyzing the Model Essay: Studying Argument

1 hour
Students begin the writing process Assessment, an argument essay on A Midsummer Night’s Dream.
ELA / G8 / M2B / U1 / lesson 12

Evaluating the Model and Crafting a Claim

1 hour
Continue preparing students to write their argument essay for their End of Unit 2 Assessment.
ELA / G8 / M2B / U1 / lesson 13

Analyzing Character and Theme: Tracking Control in A Midsummer Night’s Dream

1 hour
Drama Circle
ELA / G8 / M2B / U1 / lesson 14

Analyzing Language, Character, and Theme: World Café Discussion

1 hour
World Café protocol promotes discussion and leadership in students.
ELA / G8 / M2B / U1 / lesson 15

Author’s Craft: Poetry and Prose

1 hour
Students begin reading Act 3, Scene 1 of A Midsummer Night’s Dream,
ELA / G8 / M2B / U1 / lesson 16

Text to Film Comparison: Bottom’s Transformation

1 hour
Students read lines 76–208 of Act 3, Scene 1.
ELA / G8 / M2B / U1 / lesson 17

Characters’ Decisions: The Flow of Consequences in Midsummer

1 hour
Students are think about characters as setting up the flow of consequences in the play.
ELA / G8 / M2B / U1 / lesson 18

End of Unit Assessment

1 hour
Text to Film Comparison
ELA / G8 / M2B / U2 / lesson 1

Characters and Consequences

1 hour
Students continue to perform and read in the Drama Circle.
ELA / G8 / M2B / U2 / lesson 2

Tracking Control in A Midsummer Night’s Dream

1 hour
Students use discussions from the Three Threes in a Row activity.