Q1W7, 09/23/2019

TeacherGinger Barnhart
Subject AreaELA
Grade Level8
Week #09/23/2019
Unit of InstructionCulture & Belonging
Standard(s) Taught

LAFS.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence

LAFS.8.W.1.1a Introduce claim, distinguish from opposing claim, organize reasons and evidence logically

LAFS.8.W.1.1b Support claim with logical reasoning and relevant evidence

LAFS.8.W.1.1c Use words, phrases, and clauses to create cohesion

LAFS.8.W.1.1d Establish and maintain formal style

LAFS.8.W.1.1e Provide concluding section that follows from and supports the argument presented

LAFS.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

LAFS.8.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research

LAFS.8.SL., 1.2 Analyze the purpose of information presented in diverse media

LAFS.8.RI.3.7 Determine the advantages and disadvantages of media

LAFS.8.RI.1.1 Cite textual evidence that supports inferences

LAFS.8.RI.1.3 Analyze how a text makes connections

LAFS.8.RI.2.6 Determine an author’s point of view and purpose

Learning Targets and Learning Criteria

To make predictions about text

To build background knowledge

To identify imagery in text

To reflect on language in text

To engage effectively in a collaborative discussion, building on others’ ideas and expressing your own clearly.

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

Determine a theme or central idea of a text and analyze its development over the course of the text

Determine author’s purpose

To determine filmmaker’s purpose and main ideas

To make connections between texts and film

To analyze the purpose of information presented in diverse media

To choose relevant supporting evidence to support a claim

Classroom Activities

Define vocabulary using base words and context clues

Teacher-led reading The House on Mango Street, discussion of language and themes

The House on Mango Street double-entry journal

Close Reader Workbook: ‘What to Bring’

Silent/Independent reading

Station rotations/blended learning

Watch ‘New Immigrants Share Their Stories’ documentary

Class discussion on film’s themes, students’ reactions, and documentary as a medium


Assignments Due

New Immigrants Share Their Stories quiz

ThinkCERCA direct instruction lesson

Performance Assessment book pages annotated

Close Reader “What to Bring” 

Additional Resources


My.hrw.com for ‘New Immigrants Share Their Stories’ documentary

Collections Textbook: ‘New Immigrants Share Their Stories’

Closer Reader Workbook

The House on Mango Street novel