day 6- grade 8- english language arts (ela) · day 6 grade 8 ela day 6- grade 8- english language...

Day 6 Grade 8 ELA

Day 6- Grade 8- English Language Arts (ELA)

Standards

RL.5.1: Cite the evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text. W.1.1.c: Support claims using valid reasoning and a variety of relevant evidence from accurate, verifiable sources.

Learning Targets/ I Can Statements

RL.5.1: I can cite evidence that most strongly supports analysis of what the text says. RL.5.1: I can make inferences based of what the text says. W.1.1.c: I can support claims with valid reasoning. W.1.1.c: I can support claims using a variety of relevant evidence.

Essential Question(s)

How do authors use the resources of language to impact the audience?

Resources

1. Connection Word document 2. Textual Evidence Notes 3. excerpt from Kim 4. Identifying the Best Textual Evidence Assignment 5. Closure Word document

Learning Activities or Experiences

In the lesson you will focus on choosing the BEST pieces of textual evidence to support a claim or opinion. 1. Step One: Locate Connection Document

Locate the Day 6_Grade 8_Connection Word document

2. Step Two: Respond to Connection

Respond to the questions using as much description as possible.

3. Step Three: Locate Textual Evidence Notes

Locate the Day 6_Grade 8_Notes PDF

4. Step Four: Read Notes

Read through the notes

5. Step Five: Locate excerpt from Kim Text

Locate the Day 6_Grade 8_ Text Word document

6. Step Six: Read excerpt from Kim

Read through the text and the prompt at the bottom of the text. 7. Step Seven: Locate Identifying the Best Textual Evidence Assignment

Locate the Day 6_Grade 8_Assignment Word document 8. Step Eight: Complete Graphic Organizer

Complete the assignment using the text and prompt

9. Step 9: Locate Closure Document

Locate the Day 6_Grade 8_Closure Word document

10. Step 10: Respond to Closure

Day 6 Grade 8 ELA

Respond to the closure question in complete sentences. Due:

Connection

Textual Evidence Assignment Closure

Day 6 Grade 8 ELA

Textual Evidence Assignment

Directions:

1. Read the excerpt from “Kim”

2. Read the prompt

3. Answer the prompt in the box

4. Examine each piece of textual evidence

5. In the ranking column, rank each piece of evidence as Excellent, Above Average, or

Average

6. In the rationale column, explain why you ranked the piece of textual evidence the way

you did.

Prompt: Why does the narrator plant the seeds? What do the seeds mean to

her?

Evidence Ranking Rationale

“I was nine years old and still

hoped perhaps that his eyes

might move.”

Click or tap here to enter text.

“I vowed to myself that those

beans would thrive.”



“Then I told myself that I must

show my bravery.”



“But in that vacant lot he would

see me…he would see my

patience and my hard work.”



“I had no such memories to cry

over. I had been born eight

months after he had died.”



“I would show him that I could

raise plants as he had. I would

show him that I was his

daughter.”




Day 6 Grade 8 ELA

Closure

Directions: Reflect on the lesson today and respond to each of the questions.

What is one thing already knew about textual evidence before completing this

lesson?


What is one new thing you learned about textual evidence after completing this

lesson?


What questions do you have about textual evidence after completing this lesson?


Day 6 Grade 8 ELA

Connection

Directions: Take a few minutes to reflect on each question below and respond in complete

sentences.

How would you describe someone or something that is excellent? Be as detailed as possible.


How would you describe someone or something that is above average? Be as detailed as

possible.


How would you describe someone or something that is average? Be as detailed as possible.


Identifying the Best Textual Evidence

What is textual

evidence?

In real life, people who can back up an opinion their thoughts, ideas, and opinions with evidence are taken more seriously than people who can only give a reason of “just because.” The same is true when interacting with a text.

When we have ideas about what we read, we need to cite textual evidence to support our ideas.

When we read, we often are asked to answer questions or express our ideas about the text. In order to let people know we understand what we have read, textual evidence should be used to support our opinions or answers.

Providing Textual

Evidence

There are two ways to provide textual evidence:

1. Explicit Textual Evidence

2. Inferencing

What does explicit textual

evidence mean?

When you are asked to cite textual evidence to support your thought, you

may use what is known as explicit textual evidence.

What does this mean?Explicit = direct

Textual = from the text

Evidence = support for your answer, opinion, or idea

What about inferencing?

An inference is something that you think is true based on information that you have.

An inference is NOT directly written in the text

To make an inference, we use evidence from the text and our prior knowledge.

Sometimes we have to “read between the lines.” Authors don’t always tell us everything. We need to use textual evidence and prior knowledge to understand the text better.

Identifying the BESTtextual

evidence

When providing textual evidence, you want to think about which piece(s) of

text evidence best support your thoughts, ideas, and opinions.

Think about textual evidence as being

Excellent

Above average

Average

Excellent Textual

Evidence

Use these guiding questions to help you determine if the textual evidence is excellent:

Does the textual evidence provide a clear connection between the prompt/question and your claim?

Is the textual evidence the most relevant piece to provide an appropriate amount of information to answer the prompt and support your claim?

Above Average Textual

Evidence

Use these guiding questions to help you determine if the textual evidence is above

average:

Does the textual evidence relate to the prompt/question and your claim?

Is the textual evidence providing a minimal amount of information to answer the prompt and support your claim?

Average Textual

Evidence

Use these guiding questions to help you determine if the textual evidence is average:

Does the textual evidence relate to the prompt/question and your claim?

Is the textual evidence too broad or too specific to answer the prompt and support your claim?

Day 7 Grade 8 ELA


Standards

RI.5.1 Cite evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development. RI.8.2 Analyze the impact of text features and structure on authors’ similar ideas or claims about the same topic.


RI.5.1: I can cite evidence that most strongly supports an analysis of what the text says explicitly. RI.5.1: I can cite evidence that most strongly supports analysis of what the text says based on the inferences I make. RI.6.1: I can write an objective summary of a text with two or more central ideas. RI.6.1: I can cite key supporting details to analyze the development of two or more central ideas in a single text. RI.8.2: I can analyze the impact of text structure on author’ similar ideas or claims about the same topic.


How can an individual mature and change through heroic actions?

Resources

1. Connection Word document 2. “Spying on the South” Informational Text PDF 3. Responding to Informational Text Questions Assignment Word document 4. Closure Word document


In this lesson you will ready about Mary Richards, a young African American woman born into slavery, and how she helped the Union defeat the Confederate South—and end enslavement in America. After reading, you will answer questions multiple choice and written response questions. Step One: Locate Connection Document

Locate the Day 7_Grade 8_Connection Word document

1. Step Two: Respond to Connection

Respond to the questions in complete sentences.

2. Step Three: Locate Text PDF

Locate the Day 7_Grade 8_Text PDF document 3. Step Four: Read Text

Read the informational text and underline key dates and sequence words and

phrases such as “within days” as you read to help you understand how Mary’s story

unfolds.

4. Step Five: Locate Questions Document

Locate the Day 7_Grade 8_Questions Word document

5. Step Six: Answer Questions

Make sure to read each question thoroughly and refer to the text when answering.

Day 7 Grade 8 ELA

6. Step Seven: Locate Closure Document

Locate the Day 7_Grade 8_Closure Word document

7. Step Eight: Respond to Closure

Respond to the closure question in complete sentences. Due:

Connection

Article with underlining Responding to Informational Text Questions Assignment Closure

Day 7 Grade 8 ELA

Closure

Directions: Reflect back on your response to the connection question and answer the question

below in complete sentences.

What risks did Mary Richards face as a spy during the Civil War?


Thinking about your response to the connection question at the start of this lesson and the risks

Mary Richard’s took, how can risks change a person? Are these changes always for the better?

Explain.


Day 7 Grade 8 ELA

Connection

Directions: Respond to the questions below in complete sentences.

Describe a time you took a risk. What made it risky?


How did you decide the risk was worth taking?


Looking back, would you do anything differently?


Day 7 Grade 8 ELA

Responding to Informational Text Questions

Directions: Read each question carefully and choose the correct answer choice.

1. Which conclusion about Mary Richards can you draw from the article?

A. She worked to bring justice to black people after the Civil War.

B. She always tried to show her true self.

C. She was a secret Confederate sympathizer.

D. The Union couldn’t have won the Civil War without her.

Answer: Click or tap here to enter text.

2. Details about Civil War spies in other cities would best fit in which section of the

article? A. “The War Over Slavery”

B. “The Fight in Richmond”

C. “Richards in the Spy Ring”

D. “Life After Wartime” Answer: Click or tap here to enter text.

3. What does elusive mean in this sentence? “Mary Richards was ‘the most fabled—and

most elusive’ of the Richmond spies.”

A. famous

B. forgettable

C. mysterious

D. successful


4. Which statement is an opinion?

A. A The Civil War could have been avoided.

B. Richards was unhappy as a missionary in Liberia.

C. Slavery was once common in the U.S.

D. Richards used many different names over the years.


Directions: Using the text you just read, respond to the questions below using complete

sentences. Use textual evidence to support your responses.

5. How does the author create suspense (excitement about what is to come) in the first

paragraph? Click or tap here to enter text.

Day 7 Grade 8 ELA

Why do you think the author chose to create suspense in the first paragraph? What is

the impact on the reader?


6. How does the author use text structure to develop the idea that through Mary’s

actions to help end enslavement in the America she became a hero? Click or tap here to enter text.

JUNIOR.SCHOLASTIC.COM 17

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SPYING ON THE SOUTH

During the Civil War, a young black woman born into slavery helped the Union defeat the Confederate South—and end enslavement in America.

BY TONYA BOLDEN

Civil War

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WHAT YOU NEED TO KNOW

THE CIVIL WAR The bloodiest conflict on American soil erupted in 1861 when 11 Southern states, called the Confederacy, attempted to secede from the rest of the United States, or the Union. The war devastated the young nation. By the time of the Confederacy’s defeat in 1865, the war had taken more than 750,000 lives, about 2 percent of the U.S. population.

Troops operatea cannon on anorthern Virginiabattlefield in 1861.

Mary Richards’s heart was

pounding. She raised her

fist to rap on the door of

the mansion. For several seconds,

everything was silent. Then the door

began to creak open. Her next

mission was about to begin.

Throughout the Civil War (1861-

65), Richards had been spying on the

enemy: the Southern Confederacy.

Helping the Union Army was

dangerous anywhere in the South.

But it was especially so in Richmond,

Virginia. That was the Confederate

capital. It also was where Richards

lived. Now, in August 1864, she was

about to enter a very dangerous place,

the White House of Confederate

President Jefferson Davis.

Spying for the North was especially

meaningful for Richards. She was

black and had been born enslaved in

Richmond. The 24-year-old would do

anything she could to help the Union

forces win the war.

Getting into the enemy’s

headquarters was going to be tricky.

When the door to the house opened,

she pretended to be a washerwoman.

She asked if the household had any

laundry. After being told to wait,

Richards found herself in a room that

appeared to be Davis’s study. Quickly,

she began to search the drawers of a

cabinet. She hoped to find information

that might help the Union Army.

Could there be Confederate battle

plans? A map showing troop

movements? People said Richards

had a photographic memory. So she

could carry away many details of

anything that she saw.

Suddenly, someone entered the

room. It was a tall, thin man. He was

blind in one eye. Richards froze. It

was Jefferson Davis himself.

“Who are you? What do you want?”

he barked at her sternly.

Richards swallowed hard. But she

had a trick up her sleeve. She knew

white people like Davis wrongly

believed black people were too stupid

to be spies. So she played dumb. She

mumbled as if she had lost her way.

She backed out of the room. Then she

backed out of the house altogether, to

safety. She had survived another day

as part of a spy ring that would soon

help the Union win the Civil War.

Richards was considered a nobody.

She was invisible in the eyes of most

white people. But this young black

woman played a crucial role in one of

the great struggles of American history.

Born Into SlaveryLittle is known about Richards’s

beginnings. She was born about 1841,

into slavery. From a young age, she

was enslaved by a wealthy Richmond

merchant.

He died in 1843. Richards was left to

his widow and their grown daughter,

Elizabeth Van Lew. The women hated

slavery. They may have tried to free the

child. But according to Virginia law,

anyone they freed would have to leave

the state, says historian Elizabeth

Varon. The Van Lews might have freed

Richards secretly so the girl could still

live with them, Varon believes.

Richards was an exceptionally

bright child. She was very special to

Elizabeth Van Lew. Van Lew had

Richards baptized in a white church.

She later sent the girl north to be

educated. This was extremely rare for

a black child in the South.

Richards had been born enslaved. She would do

anything to help the Union win.

As You Read, Think About: How did Mary Richards help the Union during the Civil War? What might have motivated her to take risks?

18 JANUARY 27, 2020


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In 1855, Van Lew arranged for the

14-year-old to travel as a missionary

to the African nation of Liberia. But

Richards was unhappy there. In 1859,

Van Lew brought her home.

When Richards returned, tensions

over slavery in the United States had

reached a fever pitch. The country was

about to come apart in the Civil War.

The War Over SlaverySlavery had once been common

throughout the country. But by 1804,

states in the North had all passed laws

to end it. Some, however, did so only

gradually. States in the South became

concerned that slavery might be

abolished in the U.S. Their economies

relied on the labor of enslaved people

to grow cotton. That was the South’s

most important crop.

Over time, the issue became

increasingly heated. In the South,

some people began to call for states

that allowed slavery to secede, or

break off, from the Union. Between

November 1860 and February 1861,

seven states did so. They formed their

own nation: the Confederate States of

America. Many Virginians favored

joining the growing rebellion.

On April 12, 1861, Confederate

forces fired on the Union-held Fort

Sumter in Charleston, South Carolina.

When the people of Richmond heard

the news, they celebrated in the

streets. War had come.

Within days, Virginia joined the

Confederacy. Three more states

followed by June. That made a total of

11. In the Van Lew household, each

day’s news was received with dread.

The Fight in RichmondFrom the start, Richmond was at the

center of the war. Northerners

thought that if they could capture the

Confederate capital, the conflict

could be over quickly. By mid-1862,

the Union Army had pushed nearly to

the outskirts of the city. This sent

Richmond’s people into a panic.

But Southern troops under

General Robert E. Lee rallied to

defend their capital. There was a

series of clashes in June. Lee’s troops

pushed the Northern troops back

nearly to the Union’s capital in

Washington, D.C. Richmond was

soon flooded with thousands of

Union soldiers who had been taken

prisoner. The city was overwhelmed.

It turned old warehouses into

makeshift prisons to hold them.

Van Lew was a secret Union

sympathizer. She bribed Confederate

officials so that she could deliver food

and medicine to the prisoners. She

even helped some prisoners escape.

She hid them in her attic, then sped

them on their way north.

At the same time, Van Lew began

putting together a well-organized spy

ring to aid the Union. No one would

prove more important to this secret

society than Mary Richards.

Richards in the Spy RingSpying was essential to the efforts of

both the Union and the Confederacy

during the Civil War. In the South,

black people were especially valuable

in gathering intelligence for the

Union. White officials and

Hiding in plain sight, black people were especially effective at spying on Confederate officers.

KEY MOMENTS

The Civil War

1861Fort Sumter

Months after South Carolina seceded from the U.S., Union troops continue to hold this fort in Charleston. Then in

April 1861, Confederate troops take the fort by force. The

Civil War has begun.

1865Lee Surrenders

On April 9, Confederate General Robert E. Lee

surrenders his army to Union General Ulysses S. Grant at Appomattox Court House,

Virginia. After four years, the Civil War is effectively over.

1863Gettysburg

After key early victories, Confederate forces attempt an

invasion of the North. But in July 1863, Union troops win a decisive battle at Gettysburg, Pennsylvania. It proves to be the turning point of the war.

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military officers would speak or work

openly in the presence of black

people. They could not imagine that

black people could understand what

was happening. So black spies could

effectively hide in plain sight.

In Norfolk, Virginia, for example,

a black housekeeper named Mary

Touvestre worked for a white

engineer. He was designing an early

kind of submarine. Touvestre stole

a set of his plans. She made the

dangerous journey to deliver them to

Union officials in Washington, D.C.

By late 1863, the Richmond spy

ring had grown to include both white

and black men and women. “The Van

Lew mansion became the nerve

center of the underground network,

reaching beyond the city and into the

neighboring counties,” Varon has

said. The ring’s operatives gathered

information on Confederate troop

movements. They used code names.

And they carried secret messages to

Union commanders on nearby

battlefields. Some of the messages

were written in invisible ink and

hidden in their clothing.

Richards was everywhere. She

took coded messages to and from

Van Lew and members of the spy

ring. Other times, her mission was to

uncover fresh intelligence. Time and

again, she delivered the goods.

“When I open my eyes in the

morning, I say to the servant, ‘What

news, Mary?’” Van Lew wrote in her

diary. Richards “never fails,” Van

Lew noted.

The End of the WarGeneral Ulysses S. Grant was the

Union Army’s top commander. By

the summer of 1864, he had laid siege

to the town of Petersburg. That was

only 25 miles from Richmond. Union

troops had also cut off supplies to

Richmond. How long could

Confederate forces defend it?

The spy ring scoured the city for

information about Confederate plans

to give to the Union commanders.

Richards did her part. She even

managed to slip into the chambers

of the Confederate Senate. She hid

in a closet and listened in on a secret

session. Later, in nearby

Fredericksburg, Richards gave Union

forces the information they needed

to capture two Confederate officers.

Richards was everywhere, taking coded

messages to and from members of the spy ring.

20 JANUARY 27, 2020


NEBRASKATERRITORY

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Fort SumterApril 12-13, 1861

AppomattoxCourt HouseApril 9, 1865

PetersburgJune 15, 1864, to April 2, 1865Seven Days’ BattlesJune 25 to July 1, 1862

GettysburgJuly 1-3, 1863

Union capital

Confederate capital

Remained in the Union,slavery was not legal

Remained in the Union,allowed slavery

Withdrew from the Unionand allowed slavery

Territory during the war

Key battle sites*Slavery was outlawed during the war. Note: West Virginia was admitted into the Union during the war.

RICHMOND

The Confederacy By June 1861, 11 states had seceded from the Union to form the Confederate States of America.

On April 2, 1865, Grant’s

Union troops pushed through the

Confederate lines at Petersburg. Lee’s

Confederate Army abandoned

Richmond. Soon afterward, Northern

troops marched triumphantly through

the streets. “Richmond at last!” one

white woman heard a black Union

soldier shout, much to her horror.

A week later, Lee surrendered to

Grant at Appomattox Court House,

near Richmond. The Civil War was

all but over. The following December,

slavery was finally abolished by the

ratification of the 13th Amendment

to the U.S. Constitution.

Life After WartimeAfter the war, the U.S. government

showed its appreciation to Van Lew.

“You have sent me the most valuable

information received from Richmond

during the war,” Grant wrote to her.

But still largely unknown to him were

the scores of people, many of them

enslaved, who had risked death to serve

as the eyes and ears of the Richmond

spy ring. They have remained unknown

to generations of Americans since.

The people who risked their lives

included Mary Richards. After the

war, she was legally free. She left Van

Lew’s house to strike out on her own.

Since the fall of Richmond, she had

been teaching black people there.

Later that year, she traveled to New

York City. There, she gave lectures on

her adventures as a Union spy.

Her audiences were spellbound.

According to one account, “She urged

the educated young men and women

to go South.” She urged them to set

up schools to help formerly enslaved

people on the “road to freedom.”

Slavery was over. But there was much

work to be done to bring justice to

black people, she said.

Richards practiced what she

preached. In 1867, she ran a school in

Georgia for the Freedmen’s Bureau.

That agency was created by Congress

to help poor Southerners, black and

white, who were devastated by the

war. But the school was faced with a

lack of funds and with anger from

local white people. It had to close

after several months.

The Most Fabled SpySoon after, the details of Richards’s

life become a mystery. At times, it is

even difficult to know which name to

use for her. Many historians call her

Mary Bowser. That name is from a

brief period in which she was married.

But Richards used many other names

for herself through the years.

Why? For one thing, Richards had

used many different names in her

years as a spy. Also, growing up as a

black person in the South, she may

have learned early in life that it was

safer to hide her true self and put on

an act in front of white people. Always

hiding in plain sight.

Mary Richards was “the most

fabled—and most elusive” of the

Richmond spies, writes Varon. Even

in her mystery, she made history. ◆

Write About It! What risks did Mary Richards face as a spy during the Civil War? Include examples fromthe article to support your ideas.

Tonya Bolden is the author of more than 40 books. Her most recent is the historical novel Saving Savannah.

Rapid Write

Examine the following image and write a short story.

_____________________________________________________________________________________

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Closure

The Minute Paper

Take a minute and describe the most interesting thing you’ve read today. Give your response in at least

2 sentences.


Standards R.I. 12 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.


R.I.12.1 Engage in whole and small group reading with purpose and understanding. R.I. 12.2 Read independently for sustained periods of time. R.I.12.3 Read and respond according to task and purpose to become self-directed,

critical readers and thinkers.


How can I build my reading strength?

Resources

1. Day 8 Connections word document 2. https://www.scdiscus.org/ 3. (any appropriate grade level text or article) 4. Day 8 Reading Log word document 5. Day 8 Closure word document


In this lesson you will build on your reading stamina. 1. Step One: Locate Rapid Write

Locate the Day 8_Grade 8_Connection Word document 2. Step Two: Respond to Rapid Write

Examine the image and write a shot story about what could possibly be happening.

3. Step Three: Locate Book

Select a book from https://www.scdiscus.org/ you may also select an appropriate book/magazine/articles you may have at home.

4. Step Four: Read

Read for 35 minutes.

5. Step Five: Locate Reading Log

After reading locate Day 8 Reading Log.

6. Step Six: Complete Reading Log

Complete all sections of the reading log based on book or article

7. Step Eleven: Locate Closure Document

Locate the Day 8_Grade 8_Closure Word document. 12. Step Twelve: Respond to Closure

Respond to the closure question in complete sentences.

https://www.scdiscus.org/

https://www.scdiscus.org/

Due:

Connection

Graphic Organizer

Closure

Reading Log (Library Day Contract edited)

1. Name:

2. Date:

3. Name of book/article:

4. Reading Start Time: End Time:

5. Author of book/ article:

6. Summary of the book/article (120 words):

7. Vocabulary (At least 3 unfamiliar or difficult words)

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