Overview

Students learn what it means to read a text closely by attending to and analyzing textual details. Students analyze visual-based texts.

• The teacher presents an overview of the unit, discussing the purposes and elements of close reading.

• Students are oriented to the idea of attending to details through examining images.

• Students use guiding questions to look closely for details in a text.

• Students use guiding questions to look closely for details in a multi-media text and write a few sentences explaining something they have learned.

• Students use guiding questions to independently explore a multi-media website. (optional)

This Topic is estimated to take 3-4 days. Overview Here

Standards

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.

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.

Materials

Texts #1-4

Guiding Questions Handout

Reading Closely Checklist

Lessons

Lesson 1: Introduction to the Unit (combine with lesson 2)

Lesson 2: Looking Closely for Details *Priority Lesson*

Lesson 3: Reading Closely for Details *Priority Lesson*

Lesson 4: Attending to details in Multi-media *Priority Lesson*

Lesson 5: Independent Reading/ Research

Overview

Students learn to use questions to guide their approach to, reading, and deeper analysis of texts. Students read and analyze informational texts.

• The teacher models how to use the Questioning Texts Tool to guide a process for close reading, and then pairs practice on a text they have read.

• Students listen to a new text and use the Questioning Texts Tool to guide their reading.

• The teacher guides the class through an analysis of the text using the Analyzing Details Tool.

• Students develop their own text-specific questions with which to analyze the text.

• Students write 1-3 sentences explaining their analysis of the text and list supporting textual details

This Topic is estimated to take 3 days. Overview here

Standards

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.

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.

Materials

Texts #1-5

Questioning Texts Tool

Analyzing Details Tool

Reading Closely Checklist

Guiding Questions Handout

Lessons

Lesson 1: How skillful Readers Approach Texts *Priority Lesson*

Lesson 2 Approaching a New Text *Priority Lesson*

Lesson 3: Analyzing Text with Text-Specific Questions *Priority Lesson*

Lesson 4: Posing Text-Specific Questions

Lesson 5: Independently Writing *Priority Lesson*

Overview

Students learn to analyze textual detail as a key to discovering meaning. Students read, analyze, and compare texts.

• Students listen to and then closely read and analyze a new text.

• The teacher guides and supports students in a comparative discussion of the texts.

• Students develop a comparative question in groups and individually write a paragraph answering their question.

• Students independently read texts using a guiding question

This Topic is estimated to take 3 days. Overview here

Standards

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.

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.

RI.8.6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Materials

Texts #1-6

Questioning Texts Tool

Analyzing Details Tool

Reading Closely Checklist

Guiding Questions Handout

Lessons

Lesson 1: Analyzing Textual Detail *Priority Lesson*

Lesson 2: Analyzing details across texts *Priority Lesson*

Lesson 3: Explaining and comparing texts *Priority Lesson*

Lesson 4: Independent Reading Activity

Overview

Students learn how to summarize and explain what they have learned from their reading, questioning, and analysis of texts. Students read and analyze three related texts.

• The teacher introduces the nal culminating text-centered writing and comparative discussion.

• Students listen to three related texts and discuss them as a class.

• Students select (or are assigned) one of the texts to discuss with a small group and then analyze independently.

• Students use their analysis to independently write a detail-based explanation of one of the texts.

• This Topic is estimated to take 3 days. Overview here.

Standards

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.

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.

RI.8.6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Materials

Texts #1-9

Questioning Texts Tool

Analyzing Details Tool

Guiding Questions Handout

Lessons

1) Analyzing Textual Details

2) Analyzing Details Across Texts

3) Explaining and Comparing Texts

• Lesson 3 part 2

4) Independent Reading Activity

Overview

Students learn the characteristics of an effective text-based discussion and demonstrate skills in leading and participating in one.

• The teacher leads students in a reflective conversation about productive, text centered discussions.

• Students discuss their analysis in groups and independently prepare for leading a text-centered discussion by crafting a comparative text-dependent question.

• Students lead and participate in text centered discussions with other students who have analyzed di5erent texts.

This Topic is estimated to take 3 days. Overview here

Standards

SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Materials

Texts #1-9

Questioning Texts Tool

Analyzing Details Tool

TCD Checklist

Lesson

Lesson 1: Understanding Text-centered discussions

Lesson 2: Identifying and organizing ideas

Lesson 3: Leading Text-centered discussion

Overview

Students learn the importance and elements of making evidence-based claims through a close reading of part of the text.

• The teacher presents the purpose of the unit and explains the skill of making EBCs.

• Students independently read part of the text with a text-dependent question to guide them.

• Students follow along as they listen to the text being read aloud and discuss a series of text-dependent questions.

• The teacher models a critical reading and thinking process for forming EBCs about texts.

This Topic is estimated to take 2-3 days.

Standards

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.

Materials

Forming EBC Handout

Forming EBC Tool EBC

Criteria Checklist I

Making EBC Tool

Lessons

Lesson 1: Introduction to the unit (combine with lesson 2)

Lesson 2: Independent Reading *Priority Lesson*

Lesson 3: Read Aloud and Class Discussion

Lesson 4: Model Forming EBC's

Overview

Students develop the ability to make evidence-based claims through a close reading of the text.

• Students independently read part of the text and look for evidence to support a claim made by the teacher.

• Students follow along as they listen to the text being read aloud and discuss a series of text-dependent questions.

• In pairs, students look for evidence to support claims made by the teacher.

• The class discusses evidence in support of claims found by student pairs. • In pairs, students make an EBC of their own and present it to the class.

This Topic is estimated to take 2-3 days.

Standards

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.

RI.8.6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Materials

Making EBC Tool

Forming EBC Handout

Forming EBC Tool EBC

Criteria Checklist I

TCD Checklist

Lessons

Lesson 1: Independent reading and finding supporting evidence

Lesson 2: Read aloud and Class discussion

Lesson 3: Find Supporting Evidence in Pairs

Lesson 4: Class Discussion of EBC's

Lesson 5: Forming EBC's in Pairs

Overview

Students expand their ability into organizing evidence to develop and explain claims through a close reading of the text.

• Students independently read part of the text and make an EBC.

• Students follow along as they listen to part of the text being read aloud.

• The teacher models organizing evidence to develop and explain claims using student EBCs.

• In pairs, students develop a claim with multiple points and organize supporting evidence.

• The class discusses the EBCs developed by student pairs.

This Topic is estimated to take 2-3 days.

Standards

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.

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.

Materials

Organizing EBC Tool

Forming EBC Tool

EBC Criteria Checklist I

Lessons

Lesson 1: Independent Reading and Forming EBC's

Lesson 2: Read Aloud

Lesson 3: Model Organizing EBC's

Lesson 4: Organizing EBC's in pairs

Lesson 5: Class Discussion of EBC's

Overview

Students develop the ability to express evidence-based claims in writing through a close reading of the text.

• Students independently review the text and develop an EBC.

• The teacher introduces and models writing EBCs using a claim from Part 3.

• In pairs, students write EBCs using one of their claims from Part 3.

• The class discusses the written EBCs of volunteer student pairs.

• The class discusses their new EBCs and students read aloud portions of the text.

• Students independently write EBCs.

This Topic is estimated to take 2-3 days.

Standards

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.

W.8.9b: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Materials

Writing EBC Handout

Forming EBC Tool

Organizing EBC Tool

EBC Criteria Checklist II

TCD Checklist

Lessons

Lesson 1: Intendent Reading and Making EBC's

Lesson 2: Model Writing EBC's

Lesson 3: Writing EBC's in Pairs

Lesson 4: Class Discussion of Written EBC's

Lesson 5: Read Aloud and Class Discussion

Lesson 6: Independent Writing of EBC's

Overview

Students develop the ability to express global evidence-based claims in writing through a close reading of the text.

• Students review the entire text and make a new EBC.

• The teacher analyzes volunteer student evidence-based writing from Part 4 and discusses developing global EBCs.

• Students discuss their new claims in pairs and then with the class.

• Students independently write a final evidence-based writing piece.

• The class discusses final evidence-based writing pieces of student volunteers.

This Topic is estimated to take 2-3 days.

Standards

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.

W.8.9b: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Materials

Forming EBC Tool

Organizing EBC Tool

Writing EBC Handout

EBC Criteria Checklist II

Evidence-Based Writing Rubric

Lessons

Lesson 1: Independent Reading and Making EBCs

Lesson 2: Class Discussion of Global EBC's

Lesson 3: Pairs Discuss their EBC's

Lesson 4: Independent Writing of Final Piece

Lesson 5: Class Discussion of Final Writing Pieces

Overview

Students continue to work with texts from the previous unit by reading speeches given by people who stand up for a cause to better others. These speeches include Shirley Chisholm’s “Equal Rights for Women” and Sojourner Truth’s “Ain’t I a Woman?” For both speeches, students will analyze the central idea and supporting details, how the structure contributes to the meaning and style, the speaker’s claims and supporting evidence, and how the speaker addresses counterclaims.

Learning Targets and Standards

I can objectively summarize informational text. (RI.8.2)

I can determine a theme or the central ideas of an informational text. (RI.8.2)

I can analyze the development of a theme or central idea throughout the text (including its relationship to supporting ideas). (RI.8.2)

I can analyze the structure of a specific paragraph in a text (including the role of particular sentences in developing and refining a key concept). (RI.8.5)

I can determine an author’s point of view or purpose in informational text. (RI. 8.6)

I can analyze how the author acknowledges and responds to conflicting evidence or viewpoints. (RI.8.6)

Lessons

• Lesson 1: Launching The Module: Taking a Stand *Priority Lesson*

• Lesson 2: Taking a Stand: Equal Rights for Women

• Lesson 3: Analyzing Text Structure & Summarizing Text: “Equal Rights for Women” *Priority Lesson*

• Lesson 4: Central Idea and Supporting Details: “Equal Rights for Women”

• Lesson 5: Analyzing the Author’s Perspective: “Equal Rights for Women” Shirley Chisholm *Priority Lesson*

• Lesson 6: World Cafe: Analyzing Sojourner Truth’s “Ain’t I a Woman?”

• Lesson 7: Analyzing Excerpts from Lyndon Johnson’s Speech “The Great Society”

• Lesson 8: Launching To Kill A Mockingbird *Priority Lesson*

• Lesson 9: Analyzing Character: Understanding Atticus *Priority lesson*

• Lesson 10: Analyzing Text Structure: To Kill a Mockingbird (Chapter 2) *Priority Lesson*

• Lesson 11: Focusing on Taking a Stand (Chapter 2 cont.) *Priority Lesson*

• Lesson 12: How Literature Draws Themes from the Bible and World Religions *Priority Lesson*

• Lesson 13: Making Inferences: The Golden Rule and Radley’s Melancholy Little Drama *Priority Lesson*

• Lesson 14: Inferring About Character: Atticus (Chapter 5) *Priority Lesson*

• Lesson 15: Comparing Text Structures: To Kill a Mockingbird, “Those Winter Sundays” *Priority Lesson*

• Lesson 16: Jigsaw to Analyze Mood, Tone in To Kill a Mockingbird *Priority Lesson*

• Lesson 17: Text Comparisons: Comparing Text Structures and Text Types (Chapter 9) *Priority Lesson*

• Lesson 18: World Café to Analyze Themes in To Kill a Mockingbird *Priority Lesson*

• Lesson 19: Analyzing Author’s Craft in To Kill a Mockingbird

Overview

In this unit, students begin to read Part 2 of the novel To Kill a Mockingbird, and they finish it before the unit’s end. As they read, students will continue to reflect on the reading by answering focus questions that attend to the theme of taking a stand, while also studying other important aspects of the novel involving character analysis and perspective. In order to track their thinking as they read the rest of the novel, students will continue to add to their Atticus Note-catchers from Unit 1 as well as the Taking a Stand anchor chart.

Learning Targets and Standards

I can objectively summarize literary text. (RL.8.2)

I can analyze how differences in points of view between characters and audience create effects in writing. (RL.8.6)

• I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)

I can analyze the development of a theme or central idea throughout the text (including its relationship to the characters, setting, and plot). (RL.8.2)

I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)

I can write arguments to support claims with clear reasons and relevant evidence. (W.8.1)

I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.8.4)

I can use evidence from informational texts to support analysis, reflection, and research. (W.8.9)

Lessons

• Lesson 1: Analyzing How Words and Actions Reveal Character *Priority Lesson*

• Lesson 2: Text to Film Comparison: Taking a Stand at the Jailhouse *Priority Lesson*

• Lesson 3: Analyzing Themes: The Golden Rule and Taking a Stand *Priority Lesson*

• Lesson 4: Text to Film and Perspective Comparison to Kill a Mockingbird

• Lesson 5: Fishbowl Comparing Atticus and Mr. Gilmer (Chapters 17-19) *Priority Lesson*

• Lesson 6: Analyzing Word Choice: Atticus’s Closing Speech (Chapters 20-21) *Priority Lesson*

• Lesson 7: Making Inferences: Analyzing Atticus (Chapters 22-23) *Priority Lesson*

• Lesson 8: Four Corners: Taking a Stand in To Kill a Mockingbird *Priority Lesson*

• Lesson 9: Analyzing the Model Essay

• Lesson 10: Writing an Argument Essay *Priority Lesson*

• Lesson 11: Critique with Rubric, Including Synthesis of Scenes in Previous Chapters *Priority Lesson*

• Lesson 12: Writing an Argument Essay: Planning the Essay *Priority Lesson*

• Lesson 13: Drafting The Argument Essay *Priority Lesson*

• Lesson 14: Launching the Readers Theater Groups: Allocating Key Quotes and Scenes (Helps Launch next Topic)

• Lesson 15: Writing the First Draft of the Readers Theater Script (Helps Launch next Topic)

• Lesson 16: Revise Essay Drafts

Overview

In this third unit, students will analyze key quotes that reflect the overarching themes they studied in Units 1 and 2. Students will form small groups and be assigned one of the quotes as the basis of a Readers Theater script. Students will craft their script by selecting critical scenes from the novel that develop the theme in the quote.

Learning Targets and Standards

• I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)

I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.8.3)

I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.8.4)

I can use evidence from informational texts to support analysis, reflection and research. (W.8.9)

Lessons

• Lesson 1: Readers Theater Scene Selection Justification and Peer Critique

• Lesson 2: Managing the Sequence of Events in Our Script

• Lesson 3: Readers Theater: Writing a Conclusion

• Lesson 4: Readers Theater Commentary

• Lesson 5: Performance Task: Readers Theater Performance

Overview

Students learn the purposes and processes of using inquiry and research to deepen understanding. Students initiate inquiry on a topic through collaboratively generating questions to direct and frame research. By the end of Part 1, students will have chosen an Area of Investigation and developed Inquiry Questions.

This Topic is estimated to take 3-4 days.

Standards

W.8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W.8.8: Gather relevant information from multiple print and digital sources, using search terms e5ectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9: Draw evidence from literary or informational texts to support analysis, re6ection, and research.

Materials

Texts #1-3

Student Research Plan

TCD Checklist

Exploring a Topic

Potential Sources

Area Evaluation Checklist

Posing Inquiry Questions

Research Criteria Matrix

Lessons

Lesson 1: Exploring A Topic

Lesson 2: Conducting Pre-Searchers

Lesson 3: Vetting Areas of Investigation

Lesson 4 - Generating Inquiry Questions

Overview

Students learn how to conduct searches, assess and annotate sources, and keep an organized record of their findings. By the end of Part 2, students will have framed their inquiry and gathered their main body of research material.

This Topic is estimated to take 3-4 days.

Standards

W.8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W.8.8: Gather relevant information from multiple print and digital sources, using search terms e5ectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9: Draw evidence from literary or informational texts to support analysis, re6ection, and research.

Materials

Texts # 2-6

Potential Sources

Assessing Sources Handout

Taking Notes

Posing Inquiry Questions

Research Frame

Research Criteria Matrix

Lessons

Lesson 1: Planning for searchers

Lesson 2: Assessing Sources

Lesson 3: Making and recording notes

Lesson 4: Building and Initial Research Frame

Lesson 5: Conducting searchers independently

Overview

Students analyze key sources through close reading to deepen their understanding and draw personal conclusions about their Area of Investigation. By the end of Part 3, students will have a series of evidence-based claims addressing each Inquiry Path of their Research Frame.

This Topic is estimated to take 2-3 days.

Standards

W.8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W.8.8: Gather relevant information from multiple print and digital sources, using search terms e5ectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9: Draw evidence from literary or informational texts to support analysis, re6ection, and research.

RI.8.7: Evaluate the advantages and disadvantages of using di5erent mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

RI.8.9: Analyze a case in which two or more texts provide con6icting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

RI.8.10: By the end of the year, read and comprehend literary and nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

Materials

Texts # 7-10

Research Frame

Assessing Sources Handout

Forming EBC

Forming EBC Handout

EBC Criteria Checklist

Writing EBC Handout

Connecting Ideas Handout

Research Criteria Matrix

Lessons

Lesson 1: Selecting Key Sources

lesson 2: Reading Sources Closely

Lesson 3: Discussing Types of Claims

Lesson 4: Writing Evidence-based claims about sources

Overview

Students analyze and evaluate their material with respect to their Research Frame and rene and extend their inquiry as necessary. By the end of Part 4, students will have an analyzed body of research addressing their Research Frame from which to develop and communicate an evidence-based perspective on their Area of Investigation.

This Topic is estimated to take 2-3 days.

Standards

W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W.8.8: Gather relevant information from multiple print and digital sources, using search terms e5ectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9: Draw evidence from literary or informational texts to support analysis, re6ection, and research.

RI.8.7: Evaluate the advantages and disadvantages of using di5erent mediums to present a particular topic or idea.

RI.8.9: Analyze a case in which two or more texts provide con6icting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

RI.8.10: By the end of the year, read and comprehend literary nonction at the high end of the grades 6–8 text complexity band independently and proficiently

Materials

Research Frame

Forming EBC

Organizing EBC

Synthesizing EBC

Connecting Ideas Handout

Research Evaluation

Research Criteria Matrix

Lessons

Lesson 1: Addressing inquiry paths

Lesson 2: Organizing Evidence

Lesson 3: Evaluating Research

Lesson 4: Refining and Extending inquiry

Overview

Students draw from their research and personal analysis to develop and communicate an evidence-based perspective. By the end of Part 5, students will have an organized body of research and have written an evidence-based perspective on their Area of Investigation to serve as a basis for a variety of purposes.

This Topic is estimated to take 3-4 days.

Standards

W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W.8.8: Gather relevant information from multiple print and digital sources, using search terms e5ectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9: Draw evidence from literary or informational texts to support analysis, re6ection, and research.

RI.8.7: Evaluate the advantages and disadvantages of using di5erent mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

RI.8.9: Analyze a case in which two or more texts provide con6icting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

RI.8.10: By the end of the year, read and comprehend literary nonction at the high end of the grades 6–8 text complexity band independently and proficiently.

Materials

Research Frame

Organizing EBC

Synthesizing EBC

Evidence-Based Perspective

EBC Criteria Checklist

Connecting Ideas Handout

Research Criteria Matrix

Lessons

Lesson 1: Reviewing Research Portfolios

Lesson 2: Expressing an Evidence-Based Perspective

Lesson 3: Writing a Bibliography

Lesson 4: Communicating Evidence-Based Perspective

Overview

Students apply their close reading skills to understand a societal issue as a context for various perspectives, positions, and arguments.

• The teacher presents an overview of the unit and its societal issue.

• Students read and analyze a background text to develop an initial understanding of the issue.

• Students read and analyze a second background text to expand and deepen their understanding of the issue.

• Students develop text-dependent questions and use them to deepen their analysis.

• Students develop and write an evidence-based claim about the nature of the issue.

This Topic is estimated to take 3-4 days.

Standards

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.

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.

RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Materials

Text Sets 1 and 2

Guiding Questions Handout

Forming EBC Tool

TCD Checklist

EBA Terms

Lessons

Lesson 1: Introducing the unit (combine with Lesson 2)

Lesson 2: Exploring the Issue

Lesson 3: Deepening understanding of the issue

Lesson 4: Questioning to refine understanding

Lesson 5: Writing an evidence-based claim about the nature of the issue

Overview

Students delineate and analyze the position, premises, reasoning, evidence and perspective of arguments.

• The teacher introduces the concept of an argumentative position.

• The teacher leads an exploration of the elements of argumentation.

• Student teams read and delineate arguments.

• The teacher leads an exploration of the concept of perspective.

• Students analyze and compare perspectives in argumentative texts.

• As needed, students read and analyze additional arguments related to the unit’s issue.

• Students write short essays analyzing an argument.

This Topic is estimated to take 5-6 days.

Standards

RI.8.6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to consisting evidence or viewpoints.

RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RI.8.9: Analyze a case in which two or more texts provide consisting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Materials

Text Sets 3-5

Forming EBC Tool

Delineating Arguments Tool

Model Arguments

TCD Checklist

EBA Terms

Lessons

Lesson 1: Understand Argumentative Position

Lesson 2: Identifying Elements of an Argument

Lesson 3: Delineating Argumentation

Lesson 4: Understanding Perspectives

Lesson 5: Comparing Perspectives

Lesson 6: Delineating Additional Arguments

Lesson 7: Writing to Analyze Arguments

Overview

Students evaluate arguments, determine which arguments they and most compelling, and synthesize what they have learned so far to establish their own position

• Students evaluate arguments using objective criteria and their own developing perspective of the issue.

• Students clarify their own emerging perspective and establish a position on the issue.

• If needed, students conduct further research to help develop and support their position.

• Students identify and write about an argument that supports their position.

• Students identify and write about argument that opposes their position.

This Topic is estimated to take 3-4 days.

Standards

RI.8.6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to consisting evidence or viewpoints.

RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RI.8.9: Analyze a case in which two or more texts provide consisting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

W.8.1: Write arguments to support claims with clear reasons and relevant evidence

W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Materials

Text Sets 3-5

Forming EBC Tool

Delineating Arguments Tool

EBA Criteria Checklist

TCD Checklist

EBA Terms

Lessons

Lesson 1: Evaluating Arguments

Lesson 2: Developing a Position

Lesson 3: Deepening Understanding

Lesson 4: Using Others' arguments to support a position

Lesson 5: Responding to opposing arguments

Overview

Students establish and sequence evidence-based claims as premises for a coherent, logical argument around a position related to the unit’s issue.

• Students review their notes and analysis to find evidence to develop and support their position.

• The teacher discusses logical models for building an argument for students to consider.

• Students review and write a sequence of claims to use as premises in their argument.

• Students determine evidence to support their premises.

• Students review and revise their plans for writing with their peers.

This Topic is estimated to take 3-4 days.

Standards

W.8.1: Write arguments to support claims with clear reasons and relevant evidence.

W.8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Materials

Forming EBC Tool

Organizing EBC Tool

Delineating Arguments Tool

TCD Checklist

EBA Terms

Lessons

Lesson 1: Identifying Supporting Evidence

Lesson 2: Determining a Logical Approach

Lesson 3: Developing and Sequencing claims as premises of the argument

Lesson 4: Organizing evidence to support claims

Lesson 5: Reviewing a plan for writing an argument

Overview

Students use a collaborative process to develop and strengthen their writing in which they use clear criteria and their close reading skills in text-centered discussions about their emerging drafts. Students learn and practice a collaborative, question-based approach to developing and improving writing, using criteria from the unit and guiding questions to begin the drafting and revision process.

Students use the collaborative process to revise their writing with a focus on:

• articulating their overall ideas with necessary information;

• the unity of their initial drafts, coherence among their ideas and information, and logic of their organizational sequence;;

• their selection, use, and integration of evidence

• the effectiveness of the connections and transitions they have made, and their use of transitional phrases

• the quality and variety of their sentences, the clarity of their vocabulary, and the impact of their word choices

• writing conventions; ◊ producing a final quality product.

This Topic is estimated to take 5-6 days.

Standards

W.8.1: Write arguments to support claims with clear reasons and relevant evidence.

W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Materials

Evidence-Based Writing Rubric

Connecting Ideas Handout

Organizing EBC Tool

EBA Criteria Checklist

TCD Checklist

EBA Terms

Lessons

Lesson 1: Strengthening writing collaboratively: Principles and Processes

Lesson 2: Focus on Content: Information and Ideas

Lesson 3: Focus on Organization: Unity, Coherence, and Logical Sequence

Lesson 4: Focus on Support: Integrating and Citing Evidence

Lesson 5: Focus on Linkages: Connections and Transitions

Lesson 6: Focus on Language: Clarity and Impact

Lesson 7: Focus on Conventions: Punctuation, G5rammar, and Spelling

Lesson 8: Focus on Publication: Final Editing and Formatting

Overview

In this first unit, students begin reading the central text A Mighty Long Way, by Carlotta Walls Lanier. This text builds background knowledge of the Little Rock Nine and provides insights into the personal journey of one of the Nine. Students will trace Carlotta’s journey for justice, as well as her emotional journey to come to terms with her experiences.

Learning Targets and Standards

Lessons

Lesson 1: Launching the Text: Building Background Knowledge of Jim Crow South

Lesson 2: Analyzing Experiences: Carlotta Walls

Lesson 3: Close Reading: Understanding Carlotta’s Journey

Lesson 4: Determining Central Ideas: The 14th Amendment

Lesson 5: Perspectives on Plessy v. Ferguson: Part 1

Lesson 6: Perspectives on Plessy v. Ferguson: Part 2

Lesson 7: Perspectives on Plessy v. Ferguson: Part 3

Lesson 8: On-Demand Writing – Conflicting Interpretations of the 13th and 14th Amendments

Lesson 9: World Cafe: Analyzing the Jim Crow Laws

Lesson 10: Studying Author’s Craft: Carlotta’s Journey

Lesson 11: End of Unit Assessment: Fishbowl Discussion, Part 1

Lesson 12: End of Unit Assessment: Fishbowl Discussion, Part 2

Overview

In this second unit, students will continue to closely examine the case study of the Little Rock Nine in A Mighty Long Way. They will expand their study as they learn about the role of various mediums in telling the story of the Little Rock Nine, including the introduction and reading of another text, Little Rock Girl 1957.

Learning Targets and Standards

Lessons

Lesson 1: The Desegregation of Schools and Brown v. Board of Education

Lesson 2: Close Reading: Brown v. Board of Education

Lesson 3: Understanding Brown v. Board of Education’s Impact on Carlotta’s Journey

Lesson 4: Advantages and Disadvantages of Various Mediums: The Montgomery Bus Boycott Speech

Lesson 5: Close Reading: The Montgomery Bus Boycott Speech

Lesson 6: Analyzing Language in a Speech: The Montgomery Bus Boycott Speech

Lesson 7: Analyzing the Power of Different Mediums: Little Rock Girl 1957

Lesson 8: Analyzing the Power of Different Mediums: A Mighty Long Way

Lesson 9: Analyzing Different Mediums: Advantages and Disadvantages

Lesson 10: Analyzing Events: Carlotta’s Journey

Lesson 11: Mid-Unit Assessment: Classifying and Evaluating Primary Sources

Lesson 12: Analyzing Author’s Craft: “I Have a Dream”

Lesson 13: Language Analysis: “I Have a Dream”

Lesson 14: Informational Essay Planning: Studying the Essay Prompt and Gathering Evidence

Lesson 15: Informational Essay Planning: Analyzing and Selecting Evidence

Lesson 16: Informational Essay Planning: Essay Rubric and Essay Planner

Lesson 17: Best First Draft of an Informational Essay

Lesson 18: Analyzing an Author’s Craft: Carlotta’s Journey to Justice

Lesson 19: Analyzing an Author’s Craft: Carlotta’s Journey to Justice

Lesson 20: Revising the Informational Essay

Overview

In this unit, students finish reading A Mighty Long Way and complete their study of Carlotta’s journey to justice. Students also study the ways in which Carlotta Walls Lanier decided to tell her own story by examining, in part, her use of language techniques.

Learning Targets and Standards

Lessons

• Lesson 1: Analyzing a Central Idea: Carlotta’s Journey to Justice

• Lesson 2: Launching the Performance Task

• Lesson 3: Analysis of Language Techniques

• Lesson 4: Choosing Songs for the Film Soundtrack

• Lesson 5: On-Demand Writing—Photograph and Song Choices for a Film

• Lesson 6: Mid-Unit Assessment: Single-Draft Narrative

• Lesson 7: End of Unit Assessment: Analysis of Language Techniques

• Lesson 8: Final Performance Task: Snapshot in a Journey