ELA 7, UNIT FOUR: “INSPIRATIONS””
UNIT DURATION: NINE WEEKS— MARCH 25, 2019 — MAY 23, 2019 .
KEY QUESTION: “HOW DO LIFE EXPERIENCES INSPIRE INDIVIDUALS TO CREATE WORKS OF WRITING AND ART?”
STANDARDS ADDRESSED
CCSS.ELA-Literacy.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.8.2
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.
CCSS.ELA-Literacy.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
CCSS.ELA-Literacy.RL.8.7
Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
CCSS.ELA-Literacy.RL.8.10
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.
CCSS.ELA-Literacy.RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.8.2
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.
CCSS.ELA-Literacy.RI.8.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
CCSS.ELA-Literacy.RI.8.7
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
CCSS.ELA-Literacy.RI.8.10
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.
UNIT VOCABULARY
ACADEMIC—RESEARCH, REFLECTION, REVISION, PURPOSE, AUDIENCE, CONNECTIONS, DISTINCTIONS, CATEGORIES, MEDIUMS, PRINT, DIGITAL TEXT, VIDEO, OBSERVE.
CONTENT– DRAMA, HUMOR, MONOLOGUE, SCREENPLAY, SCRIPT, AUTOBIOGRAPHY, BIOGRAPHY, PLAYWRIGHT, STAGE DIRECTIONS/
RESOURCES/TEXTS: UPDATED LISTS TBD DUE TO INFLUX OF NEW AND REASSIGNED STAFF. IN THE PAST, SELECTIONS FROM THIS UNIT HAVE INCLUDED, “BRIAN’S SONG” BY WILLIAM BLINN, “THE OUTSIDERS” BY S.E. HINTON, “THE OKIES: BEYOND THE DUST BOWL” BY WILLIAM HOWARTH, “THE TAMING OF THE SHREW” BY WILLIAM SHAKESPEARE.
UNIT OVERVIEW:
IN THIS FINAL UNIT, STUDENTS STEP BACK AND REFLECT ON THEIR 8TH GRADE YEAR IN ENGLISH LANGUAGE ARTS. STUDENTS WILL CONSIDER THE THE SOURCES OF INSPIRATION FROM AUTHORS, POETS, PLAYWRIGHTS, ARTISTS, AND COMPOSERS, AS WELL AS THEMSELVES. STUDENTS ANSWER THE QUESTIONS: “WHAT IS THE SOURCE OF INSPIRATION?” AND “HOW DOES AN ARTIST/WRITER’S INSPIRATION IMPACT HIS/HER WORK?”
STUDENT LEARNING TARGETS:
I CAN CITE TEXTUAL EVIDENCE TO SUPPORT INFERENCES THAT I MAKE.
I CAN IDENTIFY THE THEME OF CENTRAL IDEA OF A TEXT AND ANALYZE ITS DEVELOPMENT.
I CAN READ AND COMPREHEND DIVERSE TEXTS AT A HIGH LEVEL.