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Recommended Instructional Timeline

8 Grade English Language Arts/Reading 8.2B - 2nd Six Weeks /Weeks 9-12

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Description *Each unit should be approached with multiple genres to encourage examination of the theme of "Sense of Place" TEKS/SEs taught during this period

While students continue to develop critical thinking skills and good reading habits through reading and interpreting short stories during these weeks, they will focus more closely on writer's craft in the writing of fictional short stories. Continuing to focus on the importance of place, the reading will focus on text structure and language usage (style, mood, imagery, symbolism), as well as the development of plot through conflict, and an ongoing study of character development and motivation. Using the information and knowledge gained from the analysis, the student will plan and compose an original fictional short story/narrative. Anti-bullying week occurs during this period. Through the study and discussion of bullying using literature as a springboard, students will be able to access school, community, and media resources to help them counteract bullying. Reading Emphasis: The reading emphasis will be a continued practice of skills introduced in previous weeks. As they analyze and discuss the different elements, they will be making observations about the way the author manipulated those elements to create specific effects and the overall effect of the story. 10D describe mental images that text descriptions evoke 10I find similarities and differences across texts such as in treatment, scope, or organization 12F analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo 12I analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically, 12J recognize and interpret literary devices such as flashback, foreshadowing, and symbolism, 12K recognize how style, tone, and mood contribute to the effect of the text Writing Emphasis 15E select and use voice and style appropriate to audience and purpose 15G use literary devices effectively such as suspense, dialogue and figurative language 17D use adjectives and adverbs to make writing vivid 17E use prepositional phrases to elaborate written ideas Other TEKS focusing on grammar and usage to be considered are listed as ongoing. 18F use available technology to support aspects of creating, revising, editing, and publishing texts 18G refine selected pieces frequently to "publish" for general and specific audiences 19D analyze published examples as models for writing 21C identify challenges faced by published authors and strategies they use to compose text (fictional short stories)

Bold TEKS/SEs are assessed on TAKS

(Refer to the ARRC for the detailed specifications for each TEKS/SE)

Listening and Speaking 3A (continued/ongoing) Listen to proficient examples of oral reading

Vocabulary/Spelling All vocabulary rules and skills will become ongoing as they are introduced and will be practiced on a weekly basis. · Word walls (Every teacher is expected to have a working word wall in their classroom.) · Focused development in their reading and writing

1 © Round Rock ISD 8/2/2007

Recommended Instructional Timeline

8 Grade English Language Arts/Reading 8.2B - 2nd Six Weeks /Weeks 9-12

Tested TEKS/SEs on District Benchmarks and State Assessments Refer to the ARRC for the detailed specifications for each TEKS/SE Skills-based Learning Goals: Generalizations & E.Q.s The following TEKS/SEs are tested on the 8th grade assessment (writing TEKS/SEs on the benchmark only): 10I, 12F, 12I, 12J, 12K, 15E, 15G, 17D, 17E

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According to our district data, 12K, 15E, 15G, 17D, and 17E are considered high stakes TEKS/SEs.

Generalization(s): Anti-bullying Generalizations: All social behaviors are controllable behaviors with consequences that affect everyone. Bullying and teasing are controllable behaviors with consequences that affect everyone. Essential Questions: Can negative situations be changed into positive outcomes? (C) Are social behaviors controllable? (C) Generalization: Effective readers recognize and analyze how text structure can create a specific effect in a fictional narrative. Essential questions: What is flashback? (F) What is foreshadowing? (F) How do foreshadowing and flashback impact plot? (C) How can the progression of the plot, such as the introduction and resolution of conflicts, create effect? (C) What is narrative poetry? (F) What are the elements of a narrative poem? (F) How can the plot of a narrative have a different impact when told in poetic form? (C) Generalization: Effective readers recognize and analyze how the use and effectiveness of the different literary elements can create a specific effect in a fictional narrative. Essential questions: What is suspense? (F) How does an author manipulate language to create suspense in a story? (C) How does a reader recognize the effective use of language to create suspense? (C) Why is it important to recognize the effect of suspense in a story? (C) What is imagery? (F) How can images suggested by written text add to the mood of a story and reveal the author's style? (C) What is symbolism? (F) How can symbolism impact the plot and add to the mood of a story as well as reveal the author's style? (C) Generalization: Writers understand that authors use tools to affect interpretation of meaning and create a specific effect in their writing. Essential questions: How can reading and analyzing texts serve as a model for fictional narrative writing? (C) What is author's craft?

In addition to these, teachers should continue to integrate literature based generalizations and E.Q.s in their unit maps

2 © Round Rock ISD 8/2/2007

Recommended Instructional Timeline

8 Grade English Language Arts/Reading 8.2B - 2nd Six Weeks /Weeks 9-12

How does an author manipulate language to create suspense in a story? (C) How does the use of imagery impact the mood or general feeling of the narrative? How does author's use of symbolism reveal his/her style and impact meaning? How can the author's style impact the mood or general feeling of the narrative? Ongoing 1A, 1B, 2A, 2D, 2E, 3A, 4A, 5A, 5B, 5D, 5E, 5F, 6C, 7A-F, 8A-C, 9A, 9B, 9C, 9F, 9G, 10A-D, 10E-G, 10H, 10I, 10K, 10L, 10M, 11B, 11C, 12B, 12F-G, 12I, 12K, 14A, 15A, 15C, 15D, 15F, 15H, 16A-B, 16E-F, 17A-G, 18A, 18B, 18C, 18D, 18E, 18F, 18G, 18H, 18I, 19A, 19B, 19C, 19D, 19E, 22A, 24A Reading Graphic organizers: · Chronology · Cause/effect · Conflict Students will demonstrate understanding of author's craft through analysis of the effect of suspense, dialogue, imagery Continue working on supporting responses to questions with text. Examine and evaluate art selections that complement stories read using the O.P.T.I.C system Produce art/visual to represent the text. Narrative Poetry: · Read teacher selected poems · Analyze elements of narrative poetry Writing Plot pre-write--determine structure of text (Organization and Ideas) Suspenseful fictional narrative · Plot · Conflict development/resolution · Character development/motivation · Dialogue Focus on revision for voice, word choice (style, mood, suspense). Practice grammar and usage skills through proofreading. Demonstrate understanding of symbolism by writing a literary essay.

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Assessments

Curricular Connections Extensions Students imitate an author's style in their own writing. Students can find art to complement their own short story. Students can find narrative poetry to complement stories read in class or their own stories. Strategies · Guided reading to practice identifying author's craft · Close reading · Use art to complement the study of language in the short stories. Graphic Organizers · Two column notes · Timeline · Conflict web Writing 6+1 Traits mini lessons · Voice · Word Choice Anti-bullying: Contract on bullying: http://www.tolerance.org/teach/activities/activity. jsp?ar=301 Bullying reality quiz: http://www.education-world.com/a_lesson/002/lp2064.shtml A unit plan using The Bully; can be easily adapted to middle school. http://www.readwritethink.org/lessons/lesson_vi ew.asp?id=390 Excellent unit plan: http://www.readwritethink.org/lessons/lesson_vi ew.asp?id=935 Various lessons on anti-bullying: http://www.marcopolosearch.org/mpsearch/Sea rch_Results.asp?orgn_id=9&log_type=1&hdnFil

Engaged Learning Options

3 © Round Rock ISD 8/2/2007

Recommended Instructional Timeline

8 Grade English Language Arts/Reading 8.2B - 2nd Six Weeks /Weeks 9-12

ter=+AND+%28%7Bsubject_languagearts%241 %7D%29&hdnPerPage=15&txtSearchFor=the+ bully&selUsing=all Middle school novels that address with bullying (can be used throughout the year): · Tangerine by Edward Bloor · Crash by Jerry Spinelli · Maniac Magee by Jerry Spinelli · Stargirl by Jerry Spinelli · Tangerine by Edward Bloor · Holes by Louis Sachar · The Outsiders by S.E. Hinton

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Textbook Resources

The Language of Literature (MacDougal Littell) Textbook supplementInteractive Reader Writing and Grammar (Prentice Hall)

Short stories (such as): · "The Monkey's Paw" · "The Lady or the Tiger?" · "The Tell-Tale Heart" Narrative Poetry

Additional Instructional Resources

Writing Mini Lessons for Revision: How to Teach Writing Skills, Language Usage, Grammar, and Mechanics in the Writing Process by Susan Geye Mechanically Inclined by Jeff Anderson Nudges: Thinking, Writing, Vocabulary, and Spelling by Paula Brock 6 + 1 Traits of Writing: (http://www.kent.k12.wa.us/curriculum/writing/elem_writing/Bib/6traits.htm) General:

http://www.readwritethink.org/lessons/index.asp?grade=3&strand=0&engagement=0&display.x=47&display.y=12

(Also see Additional Instructional Resources from previous timelines.) Viewing/Interpretation: OPTIC system: http://college.hmco.com/collegesurvival/pauk/how_to_study/8e/instructors/ppt/ppt08.ppt from How to Study in College (7th ed.) by Walter Pauk Language of Instruction Author's craft, fiction, text structure, plot, conflict development, conflict resolution, character development, character motivation, dialogue, suspense, imagery, bully (bullying), conflict, resolution, violence, gossip, exclusion, physical bullying, verbal bullying

*ALL students should have the same standards (TEKS) and demonstrate understanding of the same concepts. Classroom activities, both teacher-directed and student-centered, should be planned and/or adapted to meet the needs of the diverse learners.

4 © Round Rock ISD 8/2/2007

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