Week 1 Quarter 2 November 2 – 6, 2020

TeacherMelissa Forney
Subject AreaELA/Reading
Grade Level8
Week #10
Unit of InstructionAnalyzing the Development of a Central Idea, theme, character, discuss argumentative texts and writing
Standard(s) Taught

LAFS.8.RL.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.8.RL.1.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters,
setting, and plot; provide an objective summary of the text.

LAFS.8.RL.1.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

LAFS.8.RL.2.4: 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, including analogies or allusions to other texts.

LAFS.8.RL.2.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

LAFS.8.RL.2.6: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony)
create such effects as suspense or humor.

Learning Targets and Learning Criteria

My students will compare two pieces of literature from similar characters but different points of view.

My students will discuss the symbolism of marigolds.

My students will learn 15 new vocabulary words and be tested on them for Friday.

My students will demonstrate that they know the theme of the text we have read.

My students will cite examples of the text the prove the points we discuss as a class.

Classroom Activities

Monday – Work on Edgenuity

Tuesday – Teacher Duty Day

Wednesday – Watch marigold video, read Marigolds p. 213 Collections. You may read from your book or join us online at my.hrw.com. We will stop for words you don’t know or don’t know how to pronounce. We will go over vocabulary. You will have a Vocabulary Test (Summative) on Friday. Read your chapter book! Your 2nd oral book report will be next Monday, November 9. You must have finished your book in order to get credit.

Thursday – Finish Marigolds p. 213 Collections. Argumentative writing, Review Vocabulary. Compare this text with a portion of I Know Why the Caged Bird Sings.

Friday – Vocabulary Test, Argumentative writing, Kahoot,

Assignments Due

Vocabulary Words: Test on Friday

  1. abstract – nonrealistic
  2. incongruency – different, not the same as
  3. skein  – a length of yarn, loosely coiled
  4. nostalgia – a sentimental longing for the past
  5. futile – pointless, an idea that won’t work
  6. amorphous – without a clearly defined shape
  7. The Great Depression – Worldwide economic collapse following the stock market crash in 1929, in which unemployment remained high for a long time and many businesses failed.
  8. poignantly – touching
  9. vastly – greatly
  10. ostensibly – supposed
  11. ramshackled – run down
  12. enraged – angered
  13. retribution – payback
  14. perverse – wrong and harmful
  15. phony bravado – pretending to be brave
Additional Resources

On I Know Why the Caged Bird Sings by Maya Angelou

In the first six chapters of “I Know Why The Caged Birds Sing”, many events happen. One event in particular was the poor white children, also known as the “powhitetrash” children, disrespected Momma. When Marguerite was ten-years-old, three “powhitetrash” children approached the Store. As they walked closer, Momma told her to head inside. The children mocked Momma by imitating all her body gestures and stance. They also referred to Momma by her first name, which was very disrespectful considering the fact that she was an elder.

Marguerite showed more anger towards the situation than Momma did. Marguerite wanted Momma to fight back. Even though the poor white children continued to make fun of Momma, she said nothing. The only thing she did was hum gospel hymns. When Momma entered the Store after the whole incident, Marguerite was still furious. After a few moments, she finally realized what Momma was doing.

Instead of fighting back with anger, she fought back with kindness. Momma’s reaction towards the three white children shows that there are other ways to fight back racism. She refused to show any sign of anger because she felt no need to feel out of place. The children’s attempt in trying to threaten Momma’s authority failed because she showed them that she was much better and stronger than them. Despite the disrespect she received, she was still respectful towards the “powhitetrash” children. She set an example for her grandchildren, Bailey and Marguerite.

Accommodations:
ESE – Special Considerations based on IEP
504– Special Considerations based on Accommodation Plan
ESOL – Appropriate printed material, pre-teaching activities, various instructional approaches, student engagement and thinking activities, differentiation, check for content comprehension, resources for assistance, reinforce study skills, linguistic modifications, specific vocabulary, alternative assessment.

Read passages aloud, help correct words that were mispronounced, explain the meanings of words, offer different ways to express knowledge, stay after other students have left to work on assignments to work one-on-one with students or to answer their questions or solve problems for them, offer longer times to complete assignments, break learning into smaller chunks, play learning games that teach new information or reinforce information already taught