Unit-at-a-Glance Detail | EL Education Curriculum

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ELA 2012 G8:M2A:U1

Building Background Knowledge: Taking a Stand

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Launching The Module: Taking A Stand

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Gallery Walk (13 minutes)

B. Review Learning Targets (5 minutes)

2. Work Time

A. Building Background Knowledge: Taking a Stand (10 minutes)

B. Taking a Stand: Frayer Model (10 minutes)

3. Closing and Assessment

A. Debrief Learning Targets (2 minutes)

B. Preview Homework (5 minutes)

4. Homework

A. Write about what you learned from the photographs about taking a stand.

B. Evaluate the advantages and disadvantages of learning about taking a stand by only looking at photographs.

  • Taking a Stand: Frayer Model
  • Building Background Knowledge
  • Gallery Walk

Lesson 2Taking a Stand: “Equal Rights for Women”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader (3 minutes)

B. Review Learning Targets (2 minutes)

2. Work Time

A. Reading for the Gist: “Equal Rights for Women” by Shirley Chisholm (10 minutes)

B. Text-Dependent Questions (25 minutes)

3. Closing and Assessment

A. Debrief Learning Targets and Preview

4. Homework (5 minutes)

A. Why is Shirley Chisholm taking a stand for women’s rights rather than African American rights?

  • Student Note-catcher with text-dependent questions

Lesson 3Analyzing Text Structure and Summarizing Text: “Equal Rights for Women” by Shirley Chisholm

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

 A. Introducing Discussion Appointments (8 minutes)

 B. Review Learning Targets (2 minutes)

2. Work Time

 A. Guided Practice: Analyzing Paragraph Structure (15 minutes)

 B. Annotating the Text of “Equal Rights for Women” by Shirley Chisholm (15 minutes)

3. Closing and Assessment

 A. Debrief Learning Targets and Preview Homework (5 minutes)

4. Homework

 A. Based on Chisholm’s speech, add to your Taking a Stand: Frayer Model handout.

  • Annotated text “Equal Rights for Women”
  • Discussion Appointment

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

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

 A. Engaging the Reader: Vocabulary in “Equal Rights for Women” (8 minutes)

 B. Review Learning Targets (2 minutes)

2. Work Time

 A. Jigsaw, Part 1: Evaluating Evidence-based Claims (15 minutes)

 B. Jigsaw, Part 2: Sharing Analysis of Evidence-based Claims (10 minutes)

3. Closing and Assessment

 A. Summarizing “Equal Rights for Women” (10 minutes)

4. Homework

 A. Using the Summary Writing graphic organizer, write a summary paragraph of the speech. 

  • Highlighting in student copies of “Equal Rights for Women”`
  • Jigsaw
  • Quiz-Quiz-Trade

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

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

 A. Engaging the Reader: Share Homework Summaries (3 minutes)

 B. Review Learning Targets (2 minutes)

2. Work Time

 A. Chalk Talk: Questioning Texts, Perspective (18 minutes)

 B. Close Reading: Analyzing Conflicting Viewpoints (17 minutes)

3. Closing and Assessments

 A. Revisit Learning Targets and Reflect on Close Reading (5 minutes)

4. Homework

 A. Take your copy of “Equal Rights for Women” home with you and complete the vocabulary task.

  • “Equal Rights for Women”: Lesson 5 Close Reading
  • Chalk Talk
  • Think-Pair-Share

Lesson 6World Cafe: Analyzing Sojourner Truth "Ain't I a Woman?"

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

 A. Engaging the Reader: Vocabulary in “Equal Rights for Women” (5 minutes)

 B. Review Learning Targets (3 minutes)

2. Work Time

 A. Introduce “Ain’t I a Woman?” (7 minutes)

 B. World Café: Analyzing “Ain’t I a Woman?” (25 minutes)

3. Closing and Assessment

 A. Preparing for Summary Writing (5 minutes)

4. Homework

 A. Write a summary paragraph of “Ain’t I a Woman?”

  • Summary Writing graphic organizer
  • World Café

Lesson 7Mid-Unit Assessment: Analyzing Excerpts of Lyndon Johnson’s Speech “The Great Society”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

 A. Engaging the Reader: Sharing Homework Summaries (3 minutes)

2. Work Time

 A. Mid-Unit 1 Assessment (40 minutes)

3. Closing and Assessment

 A. Preview Homework (2 minutes)

4. Homework

 A. QuickWrite: Based on the speeches by Shirley Chisholm, Sojourner Truth, and President Lyndon Johnson, you have learned a lot about what it   means to “take a stand.” Have you ever taken a stand on something? If so, what and why? If not, is there an issue that you can see yourself   taking a stand about? When and why? Please explain, providing evidence from your own experience.

  • Mid-Unit 1 Assessment

Lesson 8Launching To Kill a Mockingbird: Establishing Reading Routines (Chapter 1)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

 A. Engaging the Reader: Homework Discussion (5 minutes)

 B. Review Learning Targets (2 minutes)

2. Work Time

 A. Launching the Novel: Story Impressions (5 minutes)

 B. Reading To Kill a Mockingbird: Read-aloud and Modeling Structured Notes with First Half of Chapter 1 (28 minutes)

3. Closing and Assessment

 A. Preview Homework (5 minutes)

4. Homework

 A. Complete a first read of the second part of Chapter 1. Take notes on the Structured Notes graphic organizer.

  • Structured Notes graphic organizer
  • Think-Pair-Share

Lesson 9Analyzing Character: Understanding Atticus (Chapter 1, cont.)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

 A. Engaging the Reader: Structured Notes (12 minutes)

 B. Review Learning Targets: Homework Discussion (3 minutes)

2. Work Time

 A. Character Analysis: Introducing the Atticus Note-catcher (25 minutes)

3. Closing and Assessment

 A. Debrief Learning Targets and Preview Homework (5 minutes)

4. Homework

 A. Complete a first read of Chapter 2. Take notes on the Structured Notes graphic organizer.

  • Structured notes for Chapter 1 (from homework)

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

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

 A. Engaging the Reader and Review Learning Targets: Vocabulary (5 minutes)

2. Work Time

 A. Analyzing Narrative Structure (20 minutes)

 B. Analyzing How Structure Contributes to Meaning (15 minutes)

3. Closing and Assessment

 A. Debrief Learning Targets and Preview Homework (5 minutes)

4. Homework

 A. Summarize Chapter 2 based on the Narrative Structure graphic organizer.

  • Narrative structure
  • Revised Summary Writing handout

Lesson 11Close Reading: Focusing on Taking a Stand (Chapter 2, cont.)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

 A. Engaging the Reader: Guided Practice with Vocabulary Square (10 minutes)

2. Work Time

 A. Review Learning Targets and Rereading: Scout Taking a Stand for Walter (25 minutes)

 B. Identifying Theme: Taking a Stand Anchor Chart (5 minutes)

3. Closing and Assessment

 A. Exit Ticket and Preview Homework (5 minutes)

4. Homework

 A. Complete a first read of Chapter 3. Take notes using the Structured Notes graphic organizer. 

  • Structured notes for Chapter 2 (from Lesson 9 homework)
  • Summary Writing handout (from Lesson 10 homework)
  • Vocabulary square
  • Answers to text-dependent questions
  • Exit ticket
  • Admit and Exit Ticket
  • Discussion Appointment

Lesson 12Analyzing How Literature Draws on Themes from the Bible and World Religions: The Golden Rule (Chapter 3)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

 A. Engaging the Reader and Review Learning Targets: Vocabulary Square (5 minutes)

2. Work Time

A. Gallery Walk: Golden Rule in World Religions (15 minutes)

B. Text to Film Comparison: Walking around in Another Person’s Skin (20 minutes)

3. Closing and Assessment

 A. Debrief Learning Targets and Preview Homework (5 minutes)

4. Homework

 A. Complete a first read of Chapter 4. Take notes using the Structured Notes graphic organizer.

  • Structured notes, Chapter 3 (from homework)
  • Vocabulary square
  • Golden Rule Note-catcher
  • Text to Film Comparison Note-catcher
  • Discussion Appointment
  • Gallery Walk

Lesson 13Making Inferences: The Golden Rule and the Radleys’ Melancholy Little Drama (C

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

 A. Engaging the Reader and Review Learning Targets: Summarizing (10 minutes)

2. Work Time

 A. Listening to a TED Talk: The Golden Rule (15 minutes)

 B. Understanding the Radleys’ Melancholy Little Drama: Networking Sessions (15 minutes)

3. Closing and Assessment

 A. Reflecting on Atticus’s Character (5 minutes)

4. Homework

 A. Complete a first read of Chapter 5. Take notes using the Structured Notes graphic organizer. 

  • Structured notes, Chapter 4 (from homework)
  • Chapter 4 summary
  • Golden Rule Note-catcher
  • Networking Sessions Note-catcher
  • Discussion Appointment
  • Think-Pair-Share

Lesson 14Inferring about Character: Atticus (Chapter 5)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

 A. Engaging the Reader and Reviewing Learning Targets: Vocabulary (5 minutes)

2. Work Time

 A. Read-aloud: Miss Maudie’s View on Atticus and the Radleys (5 minutes)

 B. Chalk Talk: Text-Dependent Questions about Chapter 5 (23 minutes)

3. Closing and Assessment

 A. Exit Ticket: “Stop Tormenting the Man” (10 minutes)

 B. Debriefing Learning Targets and Previewing Homework (2 minutes)

4. Homework

 A. Complete a first read of Chapters 6 and 7. Take notes using the Structured Notes graphic organizer. 

  • QuickWrite
  • Discussion Appointment
  • Quiz-Quiz-Trade
  • Admit and Exit Tickets
  • Chalk Talk

Lesson 15Comparing Text Structures: To Kill a Mockingbird and “Those Winter Sundays” (Chapters 6 and 7)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

 A. Engaging the Reader and Reviewing Learning Targets: Narrative Structure Chapter 6 (8 minutes)

2. Work Time

A. Close Read of “Those Winter Sundays” (25 minutes)

 B. Comparing and Contrasting Text Structures (10 minutes)

3. Closing and Assessment

 A. Debrief Learning Targets and Preview Homework (2 minutes)

4. Homework

 A. Complete a first read of Chapter 8. Take notes using the Structured Notes graphic organizer. 

  • Close Reading “Those Winter Sundays” Note-catcher
  • Comparing and Contrasting Text Structures Note-catcher
  • Discussion Appointment

Lesson 16Jigsaw to Analyze Mood and Tone in To Kill a Mockingbird (Chapter 8)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

 A. Engaging the Reader and Reviewing Learning Targets: Reading “Incident” (5 minutes)

2. Work Time

 A. Analyzing Text Structure in “Incident” (15 minutes)

 B. Close Reading Jigsaw: Scout’s Perspective about Boo Radley (22 minutes)

3. Closing and Assessment

 A. Debriefing Learning Targets and Previewing Homework (3 minutes)

4. Homework

 A. Complete a first read of Chapter 9. Take notes using the Structured Notes graphic organizer.

  • Analyzing Scout’s Perspective about Boo Radley Note-catcher
  • Jigsaw
  • Discussion Appointment

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

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader and Reviewing Learning Targets (5 minutes)

2.  Work Time

A.  Comparing and Contrasting Text Structures (15 minutes)

B.   Text to Film Comparison: Atticus Explains Defending Tom (10 minutes)

3.  Closing and Assessment

A.  Written Conversation (10 minutes)

B.  Adding to Taking a Stand Anchor Chart (5 minutes)

4.  Homework

A.  Complete a first read of Chapter 10. Take notes using the Structured Notes graphic organizer. 

  • Comparing and Contrasting Text Structures Note-catcher
  • Text to Film Comparison Note-catcher
  • Written Conversation Note-catcher
  • Discussion Appointment
  • Written Conversation

Lesson 18World Café to Analyze Themes in To Kill a Mockingbird (Chapter 10)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

 A. Engaging the Reader and Reviewing Learning Targets (8 minutes)

2. Work Time

 A. World Café Preparation (10 minutes)

 B. World Café (20 minutes)

3. Closing and Assessment

 A. Exit Ticket: Selected Response on the Golden Rule in Chapter 10 (5 minutes)

 B. Debriefing Learning Targets and Previewing Homework (2 minutes)

4. Homework

 A. Complete a first read of Chapter 11. Take notes using the Structured Notes graphic organizer. 

  • Exit ticket
  • World Café
  • Admit and Exit Tickets
  • Discussion Appointment

Lesson 19End of Unit Assessment: Analyzing Author’s Craft in To Kill a Mockingbird: Allusions, Text Structure, Connections to Traditional Themes, and Figurative Language

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Review Learning Targets (2 minutes)

2. Work Time

A. End of Unit 1 Assessment (40 minutes)

3. Closing and Assessment

A. Debrief and Preview Homework (3 minutes)

4. Homework

A. Complete a first read of the Chapter 12 summary and a first read of Chapter 13 in the novel. Take notes using the Structured Notes graphic organizer.

  • End of Unit 1 Assessment

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