– Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
– Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
– Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
– Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
– Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
– Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
– Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
– Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
– By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
– Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
– Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
– Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
– Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
– Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
– Provide a conclusion that follows from and reflects on the narrated experiences or events.
– Students will determine the theme and central idea for three pieces of science fiction.
– Students will analyze science fiction.
– Students will write science fiction.
– Students will compare and contrast a written story to its filmed version.
– Students will use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters in their science fiction piece.
Monday, May 7 – “Harrison Bergeron” by Kurt Vonnegut, Jr. (Print & Film)
Tuesday, May 8 – “The Lottery” by Shirley Jackson (Print & Film)
Wednesday, May 9 – “All Summer in a Day” by Ray Bradbury
Spelling test – Periods 1&2
Thursday, May 10 – Civics EOC
Friday, May 11 – The Art of Writing Science Fiction
Spelling test – Period 3
Final project – The Outsiders is due
Monday, May 14 – Science Fiction Writing
Tuesday, May 15 – Complete Science Fiction Paper
Wednesday, May 16 – Periods 1 & 2 – Spelling Test
Thursday, May 17 – Scholastic’s SCOPE Magazine
Friday, May 18 – ThinkCERCA – Showdown at Separation Point
By Friday, May 11th – All work from The Outsiders should be completed. Vocabulary, short answer questions, plot diagram, chapter quizzes, and final project.
Spelling – Periods 1 & 2 on 5/9 Spelling Period 3 – 5/11 & Periods 1 & 2 – 5/15
1. Imploringly 1. Spruced
2. Sullenly 2. Mortal
3. Eluded 3. Grimacing
4. Vital 4. Ruefully
5. Indignant 5. Leery
6. Bleak 6. Stupor
7. Aghast 7. Delirious
8. Exploits 8. Idolized
9. Contemptuously 9. Liable
10. Reluctantly 10. Bewildered