- I can determine the theme of a new poem and analyze its development over the course of the text. (RL.8.2)
- I can compare and contrast how the structural elements of two texts contribute to their meaning. (RL.8.5)
- I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings, and analyze the impact of specific word choices on tone and meaning (RL.8.4, L.8.5)
Focus Standards: These are the standards the instruction addresses.
- RL.8.1, RL.8.2, RL.8.4, RL.8.5, SL.8.1, L.8.1a, L.8.5a
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
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket
- Work Time A: Gist on sticky notes
- Work Time A: Compare and Contrast Structure and Meaning in a New Poem and Maus I (RL.8.1, RL.8.2, RL.8.4, RL.8.5, RL.8.10, L.8.1a, L.8.5a)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. Mid-Unit 2 Assessment: Compare and Contrast Structure and Meaning in a New Poem and Maus I (30 minutes) 3. Closing and Assessment A. Collaborative Discussion - RL.8.2 (10 minutes) 4. Homework A. Preread Text: Students complete Homework: Preread "Abe's Story: Excerpts and Synopsis" in preparation for studying the text in the next lesson. |
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 2, Lesson 7
- Module 3, End of Unit 1 Assessments with feedback
- Mid-Unit 2 Assessment: Compare and Contrast Structure and Meaning in a New Poem and Maus I (see Assessment Overview and Resources)
- Ensure there is a copy of Entrance Ticket: Unit 1, Lesson 7, along with students' Module 3 End of 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 is centered on a Mid-Unit 1 Assessment that contains questions that closely mirror the text-dependent questions students have done throughout the first half of the unit. Students will demonstrate their understanding of theme and structure in Maus I, comparing and contrasting these elements in the novel with a new poem. A whole class discussion during Closing and Assessment A of the lesson gives students the opportunity to build further understanding of the concepts they have encountered during this unit and on the assessment.
- ELLs may find it challenging to read a new poem independently and to identify theme and structure in the assessment text. Support ELLs by encouraging them to look for similarities in theme and structure between the assessment poem and other poems they have read. As time allows, consider reviewing strategies for answering selected and constructed response questions with students.
Vocabulary
- N/A
Materials from Previous Lessons
Teacher
Student
- Close Readers Do These Things anchor chart (one for display; from Module 1, Unit 1, Lesson 4, Opening B)
- Strategies to Answer Selected Response Questions anchor chart (one for display; from Module 1, Unit 1, Lesson 3, Opening B)
- Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 2, Lessons 4-5, Work Time D)
Module 3 End of Unit 1 Assessments with feedback (one per student; from Module 3, Unit 1, Lesson 10)
New Materials
Teacher
Student
- Mid-Unit 2 Assessment: Compare and Contrast Structure and Meaning in a New Poem and Maus I (answers for teacher reference) (see Assessment Overview and Resources)
- Collaborative Discussion Sentence Starters anchor chart (one for display)
- Entrance Ticket: Unit 2, Lesson 7 (one per student)
- Mid-Unit 2 Assessment: Compare and Contrast Structure and Meaning in a New Poem and Maus I (one per student; see Assessment Overview and Resources)
- Homework: Preread "Abe's Story: Excerpts and Synopsis: The Ghettos" Excerpt (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. Mid-Unit 2 Assessment: Compare and Contrast Structure and Meaning in a New Poem and Maus I (30 minutes)
"I can determine the theme of a new poem and analyze its development over the course of the text." "I can compare and contrast how the structural elements of two texts contribute to their meaning." "I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings, and analyze the impact of specific word choices on tone and meaning."
"In what ways can the Close Readers Do These Things anchor chart support you in an assessment?" (Responses will vary but may include that the anchor chart reminds us of the skills we've built as readers and we can apply them to an assessment.) "What strategies do you use when you are completed selected response questions?" (Answers will vary, but may include I think back to the text or I cross out answers that I know are incorrect.)
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For Lighter Support
For Heavier Support
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Closing & Assessments
Closing |
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A. Collaborative Discussion - RL.8.2 (10 minutes)
"What are the similarities or differences between the themes and structures we have encountered in Maus I, 'Often a Minute,' and 'The Action in the Ghetto of Rohatyn, March 1942'? How did the authors use language and structure to develop their themes?" (Answers will vary but may include the following: Spiegelman uses the father's chronological recounting of his life to portray this theme, while, in contrast, Kimel uses a rhetorical question and reflection on his own memories to convey this theme.)
"In what ways did you see your classmates exhibit this habit of character in the collaborative discussion?" (Answers will vary, but may mention they observed their classmates showing responsibility as they referred to the Collaborative Discussion Sentence Starters anchor chart and built upon each others' ideas, or that they saw their peers showing perseverance as they pushed themselves to participate in the discussion, even if it was difficult.)
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Homework
Homework |
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A. Preread Text
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