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Warren County SchoolsGrade 8 English Language Arts Pacing Guide

ELA Grade 8

2013-2014

“Putting Our Children First!”

Created September 2013


#Reading Informational Text (42-46%)

Approximately 25 out of 56 questions on the EOG will come from the highlighted standards.

1st 9Weeks

2nd 9Weeks

3rd 9Week

s

4th 9Week

s

1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly aswell as inferences drawn from the text.

X X X

2 Determine a central idea of a text and analyze its development over the course of the text, including itsrelationship to supporting ideas; provide an objective summary of the text.

X X X

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

X X X X

4 Determine the meaning of words and phrases as they are used in a text, including figurative,connotative, and technical meanings; analyze the impact of specific word choices on meaning andtone, including analogies or allusions to other texts.

X X X

5 Analyze in detail the structure of a specific paragraph in a text, including the role of particularsentences in developing and refining a key concept.

X X X

6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledgesand responds to conflicting evidence or viewpoints.

X X

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.

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

9 Analyze a case in which two or more texts provide conflicting information on the same topic andidentify where the texts disagree on matters of fact or interpretation.

X

10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 textcomplexity band independently and proficiently.



#Reading Literary Text (31-35 %)


1st 9Weeks

2nd 9Weeks

3rd 9Weeks

4th 9Weeks

1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitlyas well as inferences drawn from the text.

X X X

2 Determine a theme or central idea of a text and analyze its development over the course of thetext, including its relationship to the characters, setting, and plot; provide an objective summaryof the text.

X X X

3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, revealaspects of a character, or provoke a decision.

X X

4 Determine the meaning of words and phrases as they are used in a text, including figurative andconnotative meanings; analyze the impact of specific word choices on meaning and tone,including analogies or allusions to other texts.

X X X

5 Compare and contrast the structure of two or more texts and analyze how the differing structureof each text contributes to its meaning and style.

X X

6 Analyze how differences in the points of view of the characters and the audience or reader (e.g.,created through the use of dramatic irony) create such effects as suspense or humor.

X X

7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to ordeparts from the text or script, evaluating the choices made by the director or actors.

8 (not applicable to literature)

9 Analyze how a modern work of fiction draws on themes, patterns of events, or character typesfrom myths, traditional stories, or religious works such as the Bible, including describing howthe material is rendered new.

X

10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, atthe high end of grades 6–8 text complexity band independently and proficiently.



#Writing

A minimum of 2 formal writing assignments per nine weeks is a suggested expectation for writing:(2-3) research (2-3) informative/explanatory (2-3) argumentative (1-2 narrative)

1st 9Week

s

2nd 9Weeks

3rd 9Weeks

4th 9Weeks

1 Write arguments to support claims with clear reasons and relevant evidence.

2 Write informative/ explanatory texts to examine a topic and convey ideas, concepts, andinformation through the selection, organization, and analysis of relevant content.

X X X

3 Write narratives to develop real or imagined experiences or events using effective technique,relevant descriptive details, and well-structured event sequences.

X X X X

4 Produce clear and coherent writing in which the development, organization, and style areappropriate to task, purpose, and audience.

X X

5 With some guidance and support from peers and adults, develop and strengthen writing as neededby planning, revising, editing, rewriting, or trying a new approach, focusing on how well purposeand audience have been addressed.

X X

6 Use technology, including the Internet, to produce and publish writing and present therelationships between information and ideas efficiently as well as to interact and collaborate withothers.

7Conduct short research projects to answer a question (including a self-generated question),drawing on several sources and generating additional related, focused questions that allow formultiple avenues of exploration.

X

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

X

9 Draw evidence from literary or informational texts to support analysis, reflection, and research. X X

10 Write routinely over extended time frames and shorter time frames for a variety of purposes



#Language (20-24 %)


1st 9Weeks

2nd 9Weeks

3rd 9Weeks

4th 9Weeks

1 Demonstrate command of the conventions of standard English grammar and usage whenwriting or speaking.

X X

2 Demonstrate command of the conventions of standard English capitalization, punctuation, andspelling when writing.

X X

3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. X X X

4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases basedon grade 8 reading and content, choosing flexibly from a range of strategies.

X X X

5 Demonstrate understanding of figurative language, word relationships, and nuances in wordmeanings.

X

6 Acquire and use accurately grade-appropriate general academic and domain-specific words andphrases; gather vocabulary knowledge when considering a word or phrase important tocomprehension or expression.



#Speaking & Listening

A minimum of 3 formal presentations is a suggested expectation:(1-2) includes multimedia (1-2) focused on argument

1st 9Weeks

2nd 9Weeks

3rd 9Weeks

4th 9Weeks

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

X X

2 Analyze the purpose of information presented in diverse media and formats (e.g., visually,quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind itspresentation.

X X

3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoningand relevance and sufficiency of the evidence and identifying when irrelevant evidence isintroduced.

X X

4 Present claims and findings, emphasizing salient points in a focused, coherent manner withrelevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,adequate volume, and clear pronunciation.

5 Integrate multimedia and visual displays into presentations to clarify information, strengthenclaims and evidence, and add interest.

X X X X

6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal Englishwhen indicated or appropriate.



Unit/Texts

1st 9 weeks

Bolded texts

are

Common

Core Text

Exemplars

Theme: Global Literature

Literary:

Africa

Excerpt: “Things Fall Apart” Chapters 1 & 2 by Chinua Achebe (novel)

Drama:

“Kinjeketile” by Ebrahim N. Hessein

Poems:

“The Trees”

“ Saturday”

“Little Rich Boy” by Charles Mungoshi

Folktales:

“Gizo and the Lizard”

“The Man and the Lioness”

“The Tiger & the Frog”

Websites: http//www.exploringafricamatrix.msu.edu

Asia

Excerpts: Bible: Song of Solomon; Genesis

Legend: “Savitri: A Tale of Ancient India”

Poems: “The Tale of a Frog” Vietnam

Fable: “The Camel Dances”

Excerpts: “A Single Shard” (novel);

Short Story: “EDO”Japan legend

Excerpt: The Subterranean Army of Emperor Qin Shi Huang

South America

Poem: “Beyond the Chagres” by James Gilbert Panama

Novel: The Pearl by John Steinbeck (1010 Lexile)

Informational:


http://www.google.com/url?q=http%3A%2F%2Fwww.exploringafricamatrix.msu.edu&sa=D&sntz=1&usg=AFQjCNHWR3V2Q-CJLm4AiI-U4-AUHN7FNQ


Map Skills Africa

Timbuktu (SAS Curriculum Pathway)

Inventory 809 Persia “A Kings Wealth” Asia

Hammurabi’s Code, Asia

Fine Art Transparencies Volume 1 Prentice Hall (Asia, Africa, South America)

● www.downmemorylane.com (history of African hair)

● www.nationalgeographic.com (faces of Africa)

Time Frame(Days/weeks)

1st 9 weeks

Common

Core

Standards

RI/RL.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/RL.2 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and

technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to

other texts.

RI .3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through

comparisons, analogies, or categories).

RL.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.

RI/RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative

meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other

texts.

RI.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in

developing and refining a key concept.

RL.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text

contributes to its meaning and style.

RI.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.

RL.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the


http://www.google.com/url?q=http%3A%2F%2Fwww.downmemorylane.com&sa=D&sntz=1&usg=AFQjCNFKVj3-xkBDOlPpbU4Wr1sNnAwv6Q

http://www.google.com/url?q=http%3A%2F%2Fwww.nationalgeographic.com&sa=D&sntz=1&usg=AFQjCNF21Ch8_MxEk6kiKWjmpt5lDJu_0Q


use of dramatic irony) create such effects as suspense or humor.

L.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and

content, choosing flexibly from a range of strategies.

L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SL.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.

SL.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence,

and add interest.

KNOW

Academic

Vocabulary

& Facts

Content Specific: analogies, characters/characterization, connotative/denotative meaning, explicit textual evidence,

genre, implicit textual evidence, literal vs. figurative language, plot: exposition, rising action, climax, falling action,

resolution, setting, theme, drama,

Academic: collaborate, connotation, denotation, evidence, explicit, implicit, reflection, relevance, response,

significance, technique, arguments, counter arguments

Bloom’s Revised Taxonomy: remember, describe/explain, apply analyze evaluate create

“Powerful” Words: analyze compare, contrast, describe, evaluate, explain, formulate, infer, predict, summarize, support,

trace

UNDERSTAND

Essential

Questions &

Big Ideas

● How does what I read about the various continents affect and impact what I think and how I would react to other

cultures?

● How does culture shape literature globally?

● How does understanding literary devices impact our appreciation of literature from other cultures?

● How can we connect the characters and information from our own lives to better understand global culture?

● How do you write an effective response to cultural literature?

● How does understanding diversity foster change and improve global relationships?

● How do we read and analyze a play?

● How does oral language affect the preservation of cultural stories?

● How does the English grammar compare to the grammatical structures of other cultures?



● How are different gestures and tone significant to communication with other cultures?

● How has the history of other cultures influence our culture today?

● Create an expository writing regarding the information obtained over the duration of the Unit.

● View a slideshow or a video and then create a poem or essay writing from an African Animal’s perspective

regarding its species endangerment

DO

Learning

Outcomes

&

Learning

Activities

● Read and discuss a variety of fiction and nonfiction, specifically what these genres reveal about life in Africa, Asia,

South America.

● Write a variety of responses to literature, poetry, and informational text.

● Compare and contrast story characters, plots, themes, and settings from stories about Africa, Asia, and South

America.

● Analyze different accounts of the same event.

● Write poetry (concrete or haiku) and perform it for classmates.

● Define relationship between words.

● Participate in group discussions.

● Compare and contrast the different facial features and facial throughout the continent of Africa and discuss

significance of environment and how it impacted those features.

● Make connections between the hairstyles of the African American through the history of African hairstyles

(origins)

● Compare and contrast West African and South African music and dance focusing on the economical impact of both

regions.

● Identify common foods found in Africa and prepare simple recipes to share.

● Re-enact the play Kinjeketile

● Participate in Paideia seminars.



Unit/Texts

2nd 9 weeks

Bolded texts

are Common

Core Text

Exemplars

Literary: INNOVATION AND CREATIVITY

Excerpts: The Inventor’s Daughter by S.E. Hunt; 20,000 Leagues Under the Sea by Jules Verne

Poems: “The Inventor” by R.W. Emerson, “The Black Inventors” by ; “Your Very Own Design” by Besty Franco

Anthology: Imaginative Inventions: The Who, What, Where, When, and Why of Roller Skates, Potato Chips, Marbles and

Pie

Excerpts: Chitty Chitty Bang Bang and Back to the Future (movies)

Informational:

Excerpts: “John Deere”, “Henry Ford”,” Steve Jobs”,” Sarah Breedlove” (autobiographies)

www.enchantedlearning.com (Inventions)

Copyright application, Patent application

Episode of “The Shark”

Video clips from “Great Inventors” “The History Channel”

www.arlingtonrobinson.weebly.com/toy.-inventions


2nd 9 weeks

Common Core

Standards



through the use of dramatic irony) create such effects as suspense or humor.



other texts.





texts.


http://www.google.com/url?q=http%3A%2F%2Fwww.enchantedlearning.com&sa=D&sntz=1&usg=AFQjCNHc2tD_RXtgB7jHEVRrsP58iUHuTw

http://www.google.com/url?q=http%3A%2F%2Fwww.arlingtonrobinson.weebly.com%2Ftoy.-inventions&sa=D&sntz=1&usg=AFQjCNHt8oS9IeqWnqGmq7e-Yl-aZ78rog




RL.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through

the use of dramatic irony) create such effects as suspense or humor.

L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.


choosing flexibly from a range of strategies.

W.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.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive

details, and well-structured event sequences.


purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.

W.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.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.



SL.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally)

and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and

sufficiency of the evidence and identifying when irrelevant evidence is introduced.





KNOW

Academic

Vocabulary

& Facts

Content Specific: innovation, creativity, patent, patent lawyers, copyright, marketing, commerce, commercial,

advertisement, political, marketable, globally viable, universal

Academic: technical, textual evidence, analysis, explicit, inference, cite, central idea, relationship, supporting

summary, distinction, comparison, analogy,

Bloom’s Revised Taxonomy:

analyze, demonstrate, construct, assess, denote, devise, derive, interpret, define, design,

Powerful Words:

formulate, infer, summarize, predict, support, trace, compare and contrast

UNDERSTAND

Essential

Questions &

Big Ideas

● What is the driving force behind innovation and creativity?

● How has need fostered creativity?

● How many times do you fail before you succeed?

● What innovations have influenced or impacted your life (general/technical)?

● If you could invent something to make life more productive, what would you invent?

● How universal would your invention be when analyzing other world cultures?

● Which of your creations is useful, the most simplistic in design, and cost effective to produce?

● How do you patent and copyright innovations?

● How would you make your product marketable?

DO

Learning

Outcomes &

Learning

Activities

● Class discussion on “Necessity is the Mother of Invention”

● Read an article (historical aspect of inventions).

● Participate in Paideia seminars to discuss the issue of the “driving force” for innovation.

● Read articles, stories, and excerpts from biographies about famous inventors and their inventions.

● Research inventors and their trials and tribulations in getting their product to the market.

● Analyze the connection between innovations and the personal lives of students by having them write an

expository essay regarding “life without” a specific object.

● Invention idea survery www.about.com with an explaniation for the ideas that they describe.

● Research other cultures to see how your invention would be useful or not to other nations.


http://www.google.com/url?q=http%3A%2F%2Fwww.about.com&sa=D&sntz=1&usg=AFQjCNEd4qiuiMMthoCu5aWLujUzVABxqg


● Create a powerpoint or Prezi featuring the birth of your design explaining its usefulness, simplicity, and cost

effectiveness (group product).

● Review Library of Congress website and complete a copyright application.

● Review Patent website and fill out an excerpt from a patent application.

● Analyze and create an advertisement that would best market your product.

● Present your project before the Sharks of Warren County Middle School which consists of two staff members and

three students.

● Interact, collaborate and publish with peers on an innovative product.

● Communicate information and ideas effectively to multiple audiences.

● Process data and report results.

● Identify and define authentic problems and important questions for resolutions.

● Develop a conclusion about a need.

● Research primary source documents.



Unit/Texts

3rd 9 weeks

Bolded texts

are

Common

Core Text

Exemplars

Theme: America- The History

Literary:

Poems: “Paul Revere’s Ride” by Henry Wadsworth Longfellow

“I, Too Sing America” by Langston Hughes

“America the Beautiful” by Katharine Lee Bates

Novel Excerpts:

I Know Why the Caged Bird Sings by Maya Angelou (Prentice Hall)

The Adventures of Tom Sawyer by Mark Twain (Complete Curriculum)

The Pioneers by James Fenimore Cooper

“Three Views of Irish Immigration” from Out of Ireland by Kerby Miller and Paul Wagner

Up From Slavery by Booker T. Washington

Drama: “Sorry Wrong Number” by Louise Fletcher

Folk Tale: The Spider Woman (Navajo)

Informational:

“Letters on Thomas Jefferson” John Adams

“Narrative of the Life of Frederick Douglass an American Slave” autobiography

“The Evolution of the Grocery Bag” by Henry Petroski

“California Invasive Plant Council” (Agricultural Info)

“Two Descriptions of the MIddle Passage”

” Mayflower Compact”

“Letters on Independence”

“Washington’s Farewell Address” by George Washington

“The Gettysburg Address” by Abraham Lincoln

“A Southerner Looks to the Future” from Through Some Eventful Years by Susan Bradford Eppes

“Suffrage for Women” by Carrie Chapman Catt




3rd 9 weeks

Common

Core

Standards



RI.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the

texts disagree on matters of fact or interpretation.

RL.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional

stories, or religious works such as the Bible, including describing how the material is rendered new.






W.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 Gather relevant information from multiple print and digital sources, using search terms effectively; 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.

SL.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence,

and add interest.

KNOW

Academic

Vocabulary

& Facts

Content Specific:

Character types, historical fiction, patterns of events, point of view - 1st, 2nd, 3rd person, author’s perspective, primary and

secondary source, chronology, literary genres, historical documents, speeches, elements of poetry, stereotypes

Academic:

collaborate, evidence, connotation, denotation, explicit, implicit, interpret, observe, reflect, relevance, irrelevant,

significance, technique, technical


remember, describe, explain, analyze, apply, evaluate, create



Powerful Words:


UNDERSTAND

Essential

Questions

&

Big Ideas

● What special challenges faced slaves as found in the Frederick Douglass Narratives?

● How do you write an effective historical fiction story based on a historical document?

● What information was commonly cited thorough throughout text on immigration?

● What primary and secondary sources provide to support evidence to support literary text and informational?

● What are the stereotypes, limitations, and strengths of a movie vs the written text?

● What rules/standards do we use to complete a research assignment on historical events in the USA skills/culture?

● What life skills/culture connections can we make to ourselves to analyze various text fictional and nonfictional text

about the USA?

DO

Learning

Outcomes

&

Learning

Activities

● Read and discuss a variety of fiction and nonfiction about events from

America’s past.

● Compare and contrast story characters, plots, themes, and settings from stories about American history.

● Analyze how historical fiction draws on themes, patterns of events, or character types from myths or traditional

stories.

● Write a variety of responses to literature, poetry, and informational texts, notably the Constitution.

● Determine an author’s point of view in a text and discuss the impact that has on what was written.

● Recite poetry with classmates.

● Conduct an in-depth research project on a historical event of choice, followed by a multimedia report that includes

insights from historical fiction.

● Participate in group discussions.

● Create a scrapbook of a historical figure who is not well known and use the researched information to create a

historical fiction story.




Unit/Texts

4th 9 weeks

Bolded texts

are Common

Core Text

Exemplars

Theme: North Carolina

Literary:

Excerpts:

Where the Lilies Bloom

Cold Mountain

The Legend of Buddy Bush

Blood Done Sign My Name

Folk Tales/Legends/Pourquoi: Cherokee Legends

“The Brown Mountain Lights”

“The Gray Man of Hatteras”

“ Virginia Dare”

“ The White Doe’’

Family Tree by Katherine Ayres

Informational:

“The Cherokee Removal”

Encyclopedia of North Carolina

“The Wright Brothers”

“The History of Krispy Kreme Doughnuts”

“Sequoyah, Inventor of Cherokee Language” (www.learnnc.org)

“Cherokee Legends and the Trail of Tears” by Underwood, Thomas Bryan, and John G. Burnett

Learn NC Andy Griffith (historical)

Video, Who do you think you are

“Finding Your Roots” from PBS

Through the Eyes of Your Ancestors

“My family Tree Workbook: Genealogy for Beginners”

www.Americanancestors.org Family History Fun for Children.

“The Myth of the Welfare Queen”


http://www.google.com/url?q=http%3A%2F%2Fwww.learnnc.org&sa=D&sntz=1&usg=AFQjCNEIZY12Q8kzCCkwEgpY4YGulmvClQ

http://www.google.com/url?q=http%3A%2F%2Fwww.learnnc.org%2Flp%2Fpages%2F6525%3Fref%3Dsearch&sa=D&sntz=1&usg=AFQjCNHYGSfk4Xnz0gZLcP3hEhLJhUAZhQ

http://www.youtube.com/watch?v=1wS4AmNZMvM&list=TLhcaK9kZJJhM

http://www.google.com/url?q=http%3A%2F%2Fvideo.pbs.org%2Fvideo%2F2232502424%2F&sa=D&sntz=1&usg=AFQjCNHUT9Sf6W32FhqZRVAG-o-VFZLLeA

http://www.google.com/url?q=http%3A%2F%2Fwww.americanancestors.org&sa=D&sntz=1&usg=AFQjCNHMfaYjWV0ZBKSH_6-ER3ZoZ6xB0Q


Time Frame

Days/weeks

4th 9 Weeks

Common Core

Standards





other texts.



RL.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.



texts.



RL.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text

contributes to its meaning and style.

RI.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.

RL.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through

the use of dramatic irony) create such effects as suspense or humor.

RL.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the

texts disagree on matters of fact or interpretation.

L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.



content, choosing flexibly from a range of strategies.








purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.

W.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.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.



SL.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally)

and evaluate the motives (e.g., social, commercial, political) behind its presentation.





KNOW

Academic

Vocabulary

& Facts

Content Specific:

indigenous, native, cultivate, bias, primary/secondary sources, piedmont, coastal, plains, mountainous(regions), social

issues, political issues, national identity, historical narrative, historical perspective, historical interpretation, historical

evidence, founding principles, historical inquiry, ancestral, genealogy, environmental issues, historical figures, diversity,

chronological thinking, cultural values

Academic: context, implicit, passive, obvious, pertinent, publish, statistic, restrict require, segments, sequence,

chronology, verbal, transmit, verify, obtain, initial, evident, data, crucial


analyze, demonstrate, construct, assess, denote, devise, derive, interpret, define, design,

Powerful Words:




UNDERSTAND

Essential

Questions &

Big Ideas

● What is the relationship between North Carolina’s people and their agriculture environment?

● What role did the colonists play in the shaping of North Carolina (Native-American, African-American,

European-American)?

● What is the connection between the cultural aspects of Where the Lilies Bloom to life in rural Warren County.?

● How does the use of narrative writing produce stories about the culture of North Carolina?

● What has the PCB Dump project affected the growth of the economy and the citizens of Warren County?

● What literary elements are identified in Where the Lilies Bloom?

● What is an autobiography?

● How do various people respond to racial injustices?

● What is the relationship between the text and the film from Blood Done Sign my Name as it relates to how it is

written and literary devices used.

DO

Learning

Outcomes

&

Learning

Activities

● Compare, infer, synthesize and make connections excerpts from Where the Lilies Bloom to make a personal

connection to text.

● Use language structure, vocabulary, and figurative language to create a text, related to, a Native American

experience in North Carolina.

● Research, gather, and critique information related to the Wright Brother’s first flight.

● Identify text features and text structures to facilitate clarification of a North Carolina historical document.

● Use a variety of vocabulary words, rules, and conventions of language to create an argumentative essay of the

colonization of North Carolina.

● Define and identify setting, characterization, irony, personification, metaphors, symbolism, conflicts in the

fictional novel, The Legend of Buddy Bush.

● Present a well-organized oral report with effective visual technology on agricultural North Carolina.

● Research individual genealogy, create a timeline, and write an autobiography.

● Learn how to copyright your own work.

● Collaborate with the school librarian and the public librarian on information about Warren County’s community’s

history.

● Create family scrapbook that depicts their ancestors with captions and research information.



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