Unit 1

The Diary of Anne Frank: Guaranteed Curriculum Unit

 

Grade 8

ELA

Unit Length and Description:

 

24 Instructional Days

 

Students begin the year examining Holocaust literature, a topic both familiar and engaging with the potential for cross-curricular support. They will examine the potential of conflict to rob innocence while forging identity and note heroic figures who arose during the tragedies. Teachers will use excerpts from the anchor text (and potentially the film) along with related non-fiction and poetry to introduce course expectations related to reading, writing, and speaking and listening standards. Examples of strategies introduced include annotating, SOAPSTone analysis, writing frames, and accountable talk. This mini unit will build student capacity for future Guidebook coursework.

 

Standards:

 

Reading Literature (Review appropriate absent standards):

1. Cite the relevant textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

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.

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.

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.

 

Reading Informational Texts (Review appropriate absent standards):

1. Cite the relevant textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

 

Writing (Review appropriate absent standards):

2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

 

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

Speaking and Listening (Review appropriate absent standards):

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

 

Language (Review appropriate absent standards):

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

b. Form and use verbs in the active and passive voice.

c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

d. Recognize and correct inappropriate shifts in verb voice and mood.

 

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

b. Use an ellipsis to indicate an omission.

c. Spell correctly.

 

Enduring Understandings:

 

·         Human courage and strength are qualities of overcoming adversity.

·         Adversity affects all people, and it must be overcome through perseverance.

·         Human courage and strength are universal qualities for overcoming adversity.

·         Some literature is timeless and parallels what is happening in our own world today.

 

Essential Questions:

 

·         What are human strength and courage?

·         How is perseverance used to overcome adversity?

·         How do certain stories reflect a true example of human courage and strength?

·         How does some literature parallel what is happening in our world today?