- I can use the passive voice in my writing. (L.8.1b, L.8.3a)
- I can write an effective literary summary of a novel. (RL.8.1, RL.8.2)
Focus Standards: These are the standards the instruction addresses.
- RL.8.1, RL.8.2, RL.8.10, W.8.9a, L.8.1b, L.8.3a
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RL.8.10, RI.8.10, W.8.10
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket
- Work Time A: End of Unit 1 Assessment: Analyze Passive Voice and Active Voice and Summarize Maus I (RL.8.1, RL.8.2, W.8.9a, W.8.10, L.8.1b, L.8.3a)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. End of Unit 1 Assessment: Analyze Passive Voice and Active Voice and Summarize Maus I (20 minutes) B. Discuss Development of Theme in Maus I - RL.8.2 (10 minutes) 3. Closing and Assessment A. Share Independent Research Reading - RI.8.10 (10 minutes) 4. Homework A. Determine Gist: Students complete Homework: Read a Poem and Determine Gist. |
Alignment to Assessment Standards and Purpose of Lesson
Opportunities to Extend Learning
How It Builds on Previous Work
Support All Students
Assessment Guidance
Down the Road
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In Advance
- Prepare
- Entrance Ticket: Unit 1, Lesson 10
- End of Unit 1 Assessment: Analyze Passive Voice and Active Voice and Summarize Maus I (see Assessment Overview and Resources)
- Ensure there is a copy of Entrance Ticket: Unit 1, Lesson 10 and students' Mid-Unit 1 Assessments with feedback at each student's workspace.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 8.I.C.11 and 8.I.C.12.
Important Points in the Lesson Itself
- To support ELLs, this lesson has an assessment with questions that are closely aligned to the tasks students have been carrying out throughout the unit. Students will answer selected and constructed response questions on the use of active and passive voice (L.8.1b, L.8.3b) and write a whole-text summary of Maus I.
- ELLs may find it challenging to write a whole-text summary, as most of their experience with summary writing has been with shorter texts and sections and chapters of books. Reassure students that the analysis and planning they carried out in Lessons 8 and 9 has prepared them to take on this task. Encourage them to stay focused on the overall story rather than details, and provide support in understanding the assessment directions to ensure that students have a clear understanding of what is being asked of them. Celebrate students' progress throughout the unit, and congratulate them on their learning.
Vocabulary
- integrity (A)
Key
(A): Academic Vocabulary
(DS): Domain-Specific Vocabulary
Materials from Previous Lessons
Teacher
Student
- Whole-Book Literary Summary Writing Plan graphic organizer (example for teacher reference) (from Module 3, Unit 1, Lesson 9, Closing and Assessment A)
- Gist, Plot, Character, and Emerging Theme anchor chart (for teacher reference) (from Module 3, Unit 1, Lesson 4, Closing and Assessment A)
- Gist, Plot, Character, and Emerging Theme anchor chart (one for display; from Module 3, Unit 1, Lesson 4, Closing and Assessment A)
- Work to Become Ethical People anchor chart (example for teacher reference) (from Module 1, Unit 1, Lesson 1, Work Time D)
- Work to Become Ethical People anchor chart (one for display; from Module 1, Unit 1, Lesson 1, Work Time D)
- Academic word wall (one for display; from Module 1, Unit 1, Lesson 1, Opening A)
- Independent Reading Sample Plans (for teacher reference) (see Tools page)
- Mid-Unit 1 Assessments with feedback (one per student; from Module 3, Unit 1, Lesson 7, Work Time B)
- Whole-Book Literary Summary Writing Plan graphic organizer (one per student; from Module 3, Unit 1, Lesson 9, Closing and Assessment A)
- Maus I (text; one per student; from Module 3, Unit 1, Lesson 2, Work Time A)
New Materials
Teacher
Student
- End of Unit 1 Assessment: Analyze Passive Voice and Active Voice and Summarize Maus I (answers for teacher reference) (see Assessment Overview and Resources)
- Homework Resource: Read a Poem and Determine Gist (answer for teacher reference) (see Homework Resources)
- Entrance Ticket: Unit 1, Lesson 10 (one per student)
- End of Unit 1 Assessment: Analyze Passive Voice and Active Voice and Summarize Maus I (one per student; see Assessment Overview and Resources)
- Homework Resource: Read a Poem and Determine Gist (one per student; see Homework Resources)
Assessment
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
Opening
Opening |
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A. Engage the Learner (5 minutes)
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Work Time
Work Time | Levels of Support |
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A. End of Unit 1 Assessment: Analyze Passive Voice and Active Voice and Summarize Maus I (20 minutes)
"I can use the passive voice in my writing." "I can write an effective literary summary of a novel."
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For Lighter Support
For Heavier Support
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B. Discuss Development of Theme in Maus I - RL.8.2 (10 minutes)
"What are the one or two most important or prominent themes you saw developed in Maus I? What makes you think that?" (Answers will vary but should be about perseverance, the human will to survive, and remembering.)
"How can we paraphrase these two themes? How would you state these themes in your own words?" (Answers will vary, but may include the following: Humans are determined to never give up, especially when their family or themselves are in danger. It is important to teach the youth about history.)
"How are these themes relevant to the real world? Why do you think the author wants the reader to understand these real world messages?" (They explain how humans experience life; the author thinks people should persevere to protect themselves and family, as well as teach youth about their history to learn from the mistakes of the past.) "How are these themes developed throughout Maus I?" (Art visits Vladek to hear his Holocaust story for his graphic novel, and throughout the course of the book, Vladek is educating his son about his painful past; throughout the book, Vladek finds ways to pay for his freedom and protect his family, hides in safe houses, and even sends his son away to protect him.)
"What is an example of a key plot element from Maus I that supports the theme 'There is a deep human will to persevere, to keep one's self and family alive, in the face of oppression'?" (Answers will vary but may include the following: Vladek pays a Polish woman to hide in her barn, then another Polish woman to hide in her cellar; Vladek uses jewelry he saved to pay influential people to hide him and Anja from the Gestapo and get him jobs to keep him alive.) "What is an example of a key plot element from Maus I that supports the theme 'It is important to remember a painful past in order to educate future generations'?"(Answers will vary but may include the following: Art wants his father to tell his story of the Holocaust; Vladek shows Art the valuables he hid during the Holocaust and managed to retrieve when the war was over. He tells Art he wants him to have his valuables after he dies.) "How do habits of character connect to this theme?" (Answers will vary, but could mention that it is important to practice empathy and learn about the experiences of others, even devastating experiences, in order for future generations to learn from the past.)
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Closing & Assessments
Closing | Levels of Support |
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A. Share Independent Research Reading - RI.8.10 (10 minutes)
"I behave with integrity. This means I am honest and do the right thing, even when it's difficult, because it is the right thing to do."
"Using the anchor chart as a guide, what does integrity mean in your own words?" (Being honest and doing the right thing.)
"What does integrity look like? What might you see when someone is showing empathy to someone else?" See Work to Become Ethical People anchor chart (example for teacher reference). "What does integrity sound like? What might you hear when someone is showing empathy to someone else?" See Work to Become Ethical People anchor chart (example for teacher reference).
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For Lighter Support
For Heavier Support
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Homework
Homework |
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A. Determine Gist
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