Q2 8th Grade ELA Pacing Guides SY 2016-17

Q1

SY 17-18

Q2

SY 16-17

Q3

SY 16-17

Q4

SY 16-17

Overview

Module 2B

Title: A Midsummer Night's Dream and the Comedy of Control

 

ANet Resources

 

ANet Alignment:

The text types and writing tasks on A2 and Module 2B are matches.

  • Guided & Independent Reading Alignment to the Module Topic

    Grade 8 Recommended Texts

    This link provides a list of engaging and accessible texts with text difficulty ranging from grades 2-8 and Lexiles 630-1240. These texts give students opportunities to practice strategies taught during core instruction, build background knowledge around the Module topic, strengthen fluency, and engage in guided and/or independent reading. Keep in mind that these texts not only support independent and/or guided reading, but can also function as a supplemental resource to reteach standards students struggled with through small group instruction.

  • Week 1: November 7

    Module

    2B

    Unit

    1

    Lesson

    1

    7

    Standards Addressed in Week's Lessons

    1: RI.8.7

    7: RI.8.1, RI.8.2

     

    Weekly Notes

    Weekly Lesson Overview

    Students build background knowledge about Shakespeare and what continues to draw people to his work.

     

    Unit Alignment to the Performance Task

    Students read A Midsummer Night's Dream and contrast the written version with the film version of the play. Their deep understanding of the text through re-reading passages will assist them with writing a confessional narrative from the perspective of a character.

     

    Daily Notes

    Lesson 1

    Launching the Module: The Universal Appeal of Shakespeare, Part 1

    Instructional Protocol: Gallery Walk

     

    Lesson  7

    Launching A Midsummer Night’s Dream: The Universal Appeal of Shakespeare, Part 2

    Instructional Protocols: Gallery Walk, Chalkboard Splash

    Routines and Procedures:

    Lesson 7 is a continuation of Lesson 1, which also addresses Shakespeare's universal appeal.

     

    Omit Lesson 2

    Students are familiar with finding the gist and teachers can ask students to identify the gist of the entire article or specific paragraphs. Teachers can pull small groups for students who experience difficulty citing evidence to support authors' claims and use the close reading graphic organizer included in this lesson. Lesson 4 will also give all students further exposure to analyzing claims.

  • Week 2: November 14

    Module

    2B

    Unit

    1

    Lesson

    3

    4

    5

    6

    Assessment

    Biweekly Artifact #1:

    Lesson 6, Question #5

    Standards Addressed in Week's Lessons

    3. RI.8.6

    4. RI.8.2, RI.8.8

    5. RI.8.5, RI.8.8

    6. RI.8.2, RI.8.5, RI.8.6

    Weekly Notes

    Weekly Lesson Overview

    In Lessons 3-5, students will analyze author's perspective and claims as well as the text structure of "The Shakespeare Shakedown.”

     

    Daily Notes

    Lesson 3

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

    Instructional Protocols: Discussion Appointment, Chalk Talk

     

    Lesson 4

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

    Instructional Protocols: Jigsaw, Quiz Quiz Trade

     

    Lesson 5

    Analyzing Text Structure: “The Shakespeare Shakedown”

     

    Lesson 6

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

    Question #5 will serve as the biweekly artifact and assess RI.8.6. Students will identify an opposing viewpoint in the text and the claims that the author makes in support of it.

  • Week 3: November 21

    Module

    2B

    Unit

    1

    Lesson

    8

    9

    Standards Addressed in Week's Lessons

    8. RI.8.1, RL.8.3

    9. RL.8.3, RL.8.4

    Weekly Notes

    Books are not passed out for Lesson 8. Students interact with a passage from the text as they become acquainted with Shakespeare's language.

     

    Weekly Lesson Overview

    Students begin to read A Midsummer Night’s Dream and develop a basic understanding of the plot as they make meaning of Shakespeare's diction.

     

    Daily Notes

    Lesson 8

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

    Routines and Procedures:

    Set clear expectations for the Drama Circle (voice level, transitioning into a circle, sharing ideas, etc.).

     

    Lesson 9

    Reading Shakespeare: Understanding Shakespeare’s Language

    Instructional Protocol: Written Conversation

    Routines and Procedures:

    Review expectations for the Drama Circle.

  • Week 4: November 28

    Module

    2B

    Unit

    1

    Lesson

    10

    11

    12

    13

    Assessment

    Biweekly Artifact #2: Lesson 10, A Midsummer Night's Dream Structured Notes 1.1.130-257, Focus Question

    Standards Addressed in Week's Lessons

    10. RL.8.2, RL.8.3

    11. RL.8.7

    12. RL.8.2, RL.8.4

    13. RL.8.3

    Weekly Notes

    Weekly Lessons Overview

    Students analyze theme, author's craft, and character in lessons. They also compare the film version of A Midsummer Night's Dream with its written form.

     

    Daily Lessons

    Lesson 10

    Reading Shakespeare: Analyzing a Theme of A Midsummer Night’s Dream

    The focus question from A Midsummer Night's Dream Structured Notes 1.1.130-257 (What specific dialogue or incidents in this section provoke Helena to make the decision to reveal Hermia and Lysander’s plans to Demetrius? Be sure to cite specific evidence from the text to support your answer.) serves as the biweekly artifact to assess RL.8.3.

     

    Lesson 11

    Text to Film Comparison: Bottom the Fool

     

    Lesson 12

    Author’s Craft: The Poetry of the Play

    Routines and Procedures:

    The Drama Circle will function differently in this lesson. A whole class read aloud will take place first, followed by the traditional routine, where various students act out a scene.

     

    Lesson 13

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

    Instructional Protocol: Three Three's in a Row

  • Week 5: December 5

    Module

    2B

    Unit

    1

    Lesson

    14

    15

    16

    17

    Standards Addressed in Week's Lessons

    14. RL.8.2, RL.8.3, RL.8.4

    15. RL.8.2, RL.8.4

    16. RL.8.6, RL.8.7

    17. RL.8.2, RL.8.3, RL.8.4

    Weekly Notes

    Weekly Lesson Overview

    Students continue to analyze theme, author's craft, and character, comparing film segments of A Midsummer Night's Dream with the text while exploring the consequences that result from characters' decisions.

     

    Daily Notes

    Lesson 14

    Analyzing Language, Character, and Theme: World Café Discussion

    Instructional Protocol: World Cafe'

     

    Lesson 15

    Author’s Craft: Poetry and Prose

     

    Lesson 16

    Text to Film Comparison: Bottom’s Transformation

     

    Lesson 17

    Characters’ Decisions: The Flow of Consequences in Midsummer

  • Week 6: December 12

    Module

    2B

    Unit

    1

    2

    Lesson

    18

    1

    2

    3

    Assessment

    Biweekly Artifact #3: Unit 2, Lesson 2

    Three Threes in a Row Note-catcher (question in the middle square)

    Weekly Notes

    Weekly Lesson Overview

    Students take the end of Unit 1 assessment before launching into Unit 2, where they further analyze characters' motivations and themes in the play as it reaches a resolution.

     

    Unit Alignment to the Performance Task

    For the end of unit assessment, students produce an argument essay, using evidence from A Midsummer Night's Drea, in which they make a the claim that it is or is not possible to control someone else's action based on their perception of how effectively Shakespeare made this case in the play.

     

    Daily Notes

    Lesson 18

    End of Unit Assessment: Text to Film Comparison

    Routines and Procedures:

    Configure students' desk so that they are separated from one another and encourage an independent working environment. View the portion of the film that students will watch for the assessment in advance and prepare to discuss how they are expected to respond maturely (voice level zero) upon seeing the actors' revealing attire since they are in a testing environment and the clothing decisions were made by the director.

     

    Unit 2

    Lesson 1

    Characters and Consequences

    Instructional Protocol: Written Conversations

    Routines and Procedures:

    Students need structured notes from Unit 1 Lessons 9-17 for the I Have/Who Has vocabulary activity since they include the definitions for the words. Cut the strips for the I Have/Who Has activity in advance.

     

    Lesson 2

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

    Instructional Protocol: Three Three's in a Row

    Routines and Procedures:

    The center question (How does the structure of Shakespeare’s verse change in lines 418–421? How does the structure contribute to the meaning of these lines?) on the Three Threes in a Row Note-catcher will serve as Biweekly Artifact #3. The teacher will administer it as the exit ticket to assess RL.8.5. Tell students that they are not to answer the question on the center square. Instead they may find 3 three is a row above, below, or beside the central square. For a challenge/incentive/extra credit, students may also answer questions found in the four corners of the grid or the four questions surrounding the middle square. Create an exit ticket with the aforementioned question. Have students complete it independently. Substitute this exit ticket for the Closing and Assessment portion of the lesson, which students can complete for homework since they are familiar with the Evidence of Control Note-catcher.

     

    Lesson 3

    Analyzing the Resolution of the Play: World Café Discussion

    Instructional Protocol: World Cafe

    Standards Addressed in Week's Lessons

    18. RL.8.6, RL.8.7

    1. RL.8.2, RL.8.3

    2. RL.8.3

    3.RL.8.2, RL.8.3, RL.8.4

  • Week 7: December 19

    Module

    2B

    Unit

    2

    Lesson

    4

    5

    7

    Standards Addressed in Week's Lessons

    4. RL.8.4, RL.8.9

    5. RL.8.4, RL.8.9

    7. RL.8.5, RL.8.9

    Weekly Notes

    Weekly Lesson Overview

    Students primarily analyze the similarities and differences between Greek mythology and A Midsummer Night's Dream.

     

    Daily Notes

    Lesson 4

    Analyzing How Shakespeare’s Play Draws upon Greek Mythology: Part 1

    In this lesson, students will summarize (Lesson 6) "Pyramus and Thisbe"  as the find the gist (Lesson 4); and they will also be able to identify its narrative structure (Lesson 6). The teacher can draw students' attention to the plot and narrative structure as it meets their needs while teaching lesson 4.

     

    Lesson 5

    Reading Shakespeare: The Play within the Play

     

    Omit Lesson 6

    See Routines and Procedures notes in Lesson 4.

     

    Lesson 7

    Analyzing How Shakespeare’s Play Draws upon Greek Mythology: Part 3

    Instructional Protocols: Chalk Talk, Gallery Walk

  • Week 8: January 9

    Module

    2B

    Unit

    2

    Lesson

    8

    10

    11

    12

    Weekly Notes

    Weekly Lesson Overview

    Students complete the Unit 2's mid-unit assessment, finish reading A Midsummer Night's Dream, analyze the model essay, and develop a claim for their argument essay.

     

    Daily Notes

    Lesson 8

    Leaving the Play: All’s Well That Ends Well

    Instructional Protocol: Mix and Mingle

     

    Omit Lesson 9

    It assesses the same standards as Lesson 10.

     

    Lesson 10

    Mid-Unit Assessment: Author’s Craft: Analyzing Shakespeare’s Craft: Part 2

     

    Lesson 11

    Analyzing the Model Essay: Studying Argument

     

    Lesson 12

    Writing an Argument Essay: Evaluating the Model

    and Crafting a Claim

    Standards Addressed in Week's Lessons

    8. RL.8.2, RL.8.3

    10.RL.8.2, RL.8

    11. RI.8.6, RI.8.8, W.8.1

    12. RL.8.1, W.8.1, W.8.4

  • Week 9: January 16

    Module

    2B

    Unit

    2

    Lesson

    13

    14

    15

    16

    Weekly Notes

    Develop a system for students to conference with the teacher when writing. How can students indicate that they need peer/teacher support and by what time will they receive it? Determine which students need more frequent writing conferences based on attention span, engagement with the topic, etc.

     

    Weekly Lesson Overview

    Students write an argument essay, study the prompt for the performance task and decide upon which character and scene from A Midsummer Night's Dream to write their confessional narrative.

     

    Daily Notes

    Lesson 13

    Writing an Argument Essay: Peer Critique

    Instructional Protocol: Peer Critique

     

    Lesson 14

    Writing an Argument Essay: Planning the Essay

    Routines and Procedures:

    Be intentional when circulating to support students. Prioritize students who struggle to develop their ideas and/or articulate them in written form.

     

    Lesson 15

    End of Unit 2 Assessment, Part 1:Drafting the Argument Essay

     

    Lesson 16

    Launching the Performance Task: Prompt, Characters, Groups

    Standards Addressed in Week's Lessons

    13. W.8.1, W.8.4, W.8.5, W.8.9

    14. W.8.1, W.8.4

    15. W.9.1, W.8.4, W.8.9

    16. RL.8.2

     

     

  • Week 10: January 23

    Module

    2B

    Unit

    2

    3

    Lesson

    17

    18

    1

    Weekly Notes

    Prepare to distribute argument essays with feedback for students. They will need access to computers as they revise their argument essays in Lesson 18. If 1:1 technology is not available, make preparations to request use of a computer lab/cart in advance. Continue to use system developed to conference with each student about his/her writing. Since Unit 3 only consists of 4 lessons, the mid-unit assessment is the very first lesson.

     

    Weekly Lesson Overview

    Students create drafts of the confessional narratives and revise them, and defend the the character and scene they selected to write about in Unit 3's mid-unit assessment.

     

    Unit Alignment to Performance Task

    In Unit 3, students complete the actual performance task, the creation of a confessional narrative featuring one character and scene from A Midsummer Night's Dream.

     

    Daily Notes

    Lesson 17

    Planning the First Draft of the Character Confessional Narrative

    Instructional Protocol: Think-Write-Pair-Share

     

    Lesson 18

    End of Unit 2 Assessment, Part 2: Revise Essay Drafts

    Students are expected to have a final draft of their essay completed for homework. Determine the expectations for how students will complete an electronic version of their essay and how they will access their work from home (Google Classroom, Google Drive, etc.).

     

    Unit 3

    Lesson 1

    Mid-Unit Assessment: Justification for Character and Scene Selection

    Before drafting their narrative confessionals, students complete an assessment in which they defend the character and scene they selected to write about using text evidence.

    Assessment

    ANet

    Standards Addressed in Week's Lessons

    17. W.8.3, W.8.11b

    18. W.8.5

    1. RL.8.1, W.8.3, W.8.11b

     

     

     

  • Week 11: January 30

    Module

    2B

    Unit

    3

    Lesson

    2

    3

    4

    Standards Addressed in Week's Lessons

    2. W.8.3, W.8.4, W.8.5

    3. RL.8.2, RL.8.3, W.8.11

    4. RL.8.2, RL.8.3, W.8.4, W.8.11

     

     

     

    Weekly Notes

    Consider having students present their narratives to the school/neighborhood community this week. Technology can also be integrated to audio or video record students' narrative confessionals. Costumes and props can help the scenarios come alive and encourage students to get into character.

     

    Weekly Lesson Overview

    Students provide feedback for one another using the Peer Critique Protocol, write about how their narrative confessional aligns with A Midsummer Night's Dream, and present a portion or the entirety of their work.

     

    Daily Notes

    Lesson 2

    Character Confessions: Peer Critique of Narratives

    Instructional Protocol: Peer Critique

     

    Lesson 3

    End of Unit Assessment: Commentary on Confessional

    Instructional Protocol: Peer Critique

    Routines and Procedures:

    Students write about how their narrative confessional connects to A Midsummer Night's Dream before continuing with the Peer Critique Protocol and making final revisions for homework.

     

    Lesson 4

    Final Performance Task: Character Confessional Narrative

    Routines and Procedures:

    Listening and Speaking Standards can be embedded into this lesson and accompanied by self-assessment and peer assessment rubrics. The teacher can use the self-assessment rubric provided in the Supporting Materials for this lesson as a guide. Students can replay audio/visual of their own performance for homework and complete the rubric for their classmates after each performance (1-2 minutes allotted for completion.).