GRADE 8 First Six Weeks Analyzing Fiction

Weeks 2 Analyzing Setting and Plot StructureTextbook Resources: ReadingModel Creation of Plot Diagram and written summary of plot using a short, narrative passage such as:Raymond's Run, Holt McDougal pgs. 38-46Clean Sweep, Holt McDougal pgs. 68-76The Treasure of Lemon Brown, Holt McDougal pgs. 178-186Textbook Resources: English Organization, Texas Write Source, pgs. 38-39Creative Writing, Texas Write Source, pgs. 364-376Vocabulary/Word Study

TEKS: 8.2A; 8.2B; 8.2EUtilize a Word Wall that includes an image in addition to the definition for skill vocabulary words such as Exposition, Rising Action, Climax, Falling Action or Resolution.

Create a poster size symbol (running shoe for Raymond’s Run) in which students can place unfamiliar vocabulary words for use in their vocabulary word development (Marzano).

Reading EnglishRaymond’s Run by, Toni Cade BambaraTEKS: 8.6A; 8.6B; Fig.19A-ETEKS FOCUS

Plot Make Inferences

Reader/Writer Notebook Lesson Contents

Big Question: What’s worth the EFFORT? Pg.36Before Reading: Skills: pg, 36Meet the Author: pg. 37Raymond's Run pgs. 38-46After Reading: Questions: pg. 47Vocabulary in Context: pg. 48Conventions in Writing: pg. 49 Lesson Resources

Student Copy MastersSummary ……………………. . . . . . . . . . . . . . . . 17Literary Analysis: Plot.. . . . . . . . . . . . . . . . . . . . . 19Reading Skill: Make Inferences. . . . . . . . . . . . .

TEKS: 8.14A; 8.14B; 8.14C;8.14D; 8.14E; 8.15Ai-v;8.16A, 8.17C;8:19iii; 8:19iv;8:19B;8:19C;8:20A; 8:20i;8:21A;8:28ATexas Write Source Writing and Grammar textOrganization: pgs. 38-39 (Raymond’s Run)6 + 1 Writing Trait: OrganizationKey Question – Does the organizational structure enhance the ideas and make the piece easier to understand?

An enticing lead Transitions and sequencing Controlled pacing A satisfying conclusion An appropriate structure for purpose and

audience Content that’s reflected in an original title (if

required)Read Aloud Mentor Text (Fiction/Nonfiction) books

Creative Writing:Writing Focus – Stories and Poems

..21Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . .. 23Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . .24Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . .. 25Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . .. 26Question Support . . . . . . . . . . . . . . . . . . . . . . . . .27Grammar in Writing . . . . . . . . . . . . . . . . . . . . . . ..28Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . . 29

Clean Sweep by, Joan BauerTEKS: 8.6A; 8.6B; Fig.19A-ETEKS FOCUS

Conflicts and Subplots Sequence

Reader/Writer Notebook Lesson Contents

Big Question: When does trash become TREASURE? Pg. 66Before Reading: Skills: pg, 66Meet the Author: pg. 67Clean Sweep: pgs. 68-76After Reading: Questions: pg. 77Vocabulary in Context: pg. 78Conventions in Writing: pg. 79 Lesson Resources

Student Copy MastersSummary ……………………. . . . . . . . . . . . . . . . 61Literary Analysis: Conflicts and Subplots………..63

Texas Write Source Writing and Grammar textPgs. 364-376Reading and Writing Connection:The selected reading will allow students to identify and analyze concrete examples of the elements of Plot, Exposition, Rising Action, Climax, Falling Action, and Resolution in their Readers/Writers Journals.

Teachers should introduce the expectations of the Reader’s/Writer’s Journal in which students comment, question or connect to text to encourage response to literature and collaboration.

By analyzing a selection’s plot students will understand how an author constructs a believable fictional text, as well as understand the components of plot structure.

Teachers should discuss how diction and word choice aids in creating an appropriate setting, develop characters, and set mood.

As students are reading their selections ask them to jot down specific events on Post-Its. Students will then share within their groups and to the class their events. As students share their events they will place them on large Plot Chart.

Reading Skill: Sequence…………………………. 65Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . ..67Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . 68Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . 69Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . ..70Question Support . . . . . . . . . . . . . . . . . . . . . . . . 71Grammar in Context . . . . . . . . . . . . . . . . . . . . . . 72Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . .73

The Treasure of Lemon Brown by, Walter Dean MyersTEKS: 8.6A; 8.6B; Fig.19A-ETEKS FOCUS

Third-Person Point of View Infer Characters’ Motivations

Reader/Writer Notebook Lesson Contents

Big Question: What do you CHERISH? Pg. 176Before Reading: Skills: pg, 176Meet the Author: pg. 177The Treasure of Lemon Brown: pgs. 178-186After Reading: Questions: pg. 18Vocabulary in Practice: pg. 188Conventions in Writing: pg. 189 Lesson Resources

Student Copy MastersSummary ……………………. . . . . . . . . . . . . . . .

19Literary Analysis: Third-Person Point of View…..21Reading Skill: Infer Characters'……….………….23Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . ..25Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . 26Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . 27Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . ..28Question Support . . . . . . . . . . . . . . . . . . . . . . . . 29Grammar in Context . . . . . . . . . . . . . . . . . . . . . . 30Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . .31

Strategies for Student Engagement:

Students work in groups of two to four in reading selections and making comments, questions, or connections in their Reader Writer Journals (It is recommended to introduce one set of starters at a time, (Make a Comment, Ask a Question, or Make a Connection).

Best Practices (ELPS, GT, Differentiation) :

Utilize Google Documents to keep a class record of the Say Somethings per period (one person in each group can be the technical recorder). Using a shared Google Document increases collaboration as all students will be connected and be able to collaborate with one another.

Fluency: Students should be speaking, reading and listening every day in class. Students can select interesting dialogue or text from the selection that contribute to the plot and discuss with a partner or small group how it adds to the plot and then share their ideas with the class.

Anchors of Support:

Plot Diagram:Sample Discussion Questions: What a "good" summary? What is the relationship between the plot diagram and a good summary of narrative text? Can you summarize narrative text without describing the elements