Shelby County Schools



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts?to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile levels are listed on the Curriculum Maps. Additionally, qualitative evidence is provided in the textbooks for anchor texts and should be used to inform planning.In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block, teachers should use the following times: Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills, or concepts; this often includes teacher modeling and practice.Small-Group Instruction (estimated time 45-60 minutes)- During this time, students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills learned previously. Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the day’s lesson. This may include a quick assessment of students’ learning. The above represents guidelines, but professional judgment should always be used when planning and instructing.5092700161925How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:Regular practice with complex text and its academic language.Reading, writing, and speaking grounded in evidence from text, both literary and informational. Building knowledge through content-rich nonfiction.-58344300355Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, here are some high-leverage resources around each of the three shifts that teachers should consistently access.The Tennessee State Literacy StandardsThe Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards): can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Word Finder: to Support Vocabulary Instruction & Development Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Project: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Read- and Think-Alouds, Shared Reading, Guided Reading, Vocabulary Teachers can use these resources to enhance interactive read- and think-aloud practices. VocabularyFor each text, there is a direct link to the ACADEMIC WORD FINDER for the specific text. Teacher can access high-impact words, definitions, and examples to provide directly to students. Please note that words should be taught in context of the text, even if direct definitions and examples are provided. It is certainly appropriate to provide definitions and examples of the meaning of words and phrases, and to discuss how that word is used within the text itself. Students may also discuss the meaning of the word as it may apply to a variety of contexts within and outside of the text. If providing direct definitions, please create a glossary to give directly to students and/or project the definitions. Ideally, students will have online access and regular practice with technology, for they can access the ACADEMIC WORD FINDER and click on words as they read the text. Because copying the definitions of words is not a cognitive task, we assert that time is better spent discussing the meaning of the word, given its definition and context. Here are some resources to provide support for vocabulary instruction: the Curriculum Maps, Grades 6-8Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.”Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the evidence statements to help.Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.Using your Pearson TE and other resources cited in the curriculum map, plan your week using your school’s preferred lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.Key Terms:Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.Academic Language or Vocabulary: The language of schools and books; language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.Text Complexity: A tool used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task. All three factors are taken into consideration when determining the complexity level and grade appropriateness of literary and informational texts.Evidence Statements: Statements taken directly from the standards that describe the knowledge and skills students should be able to demonstrate when completing an assessment item or task. Because the evidence statements usually divide each standard into individual skills, the statements can be used to support the crafting of objectives. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.Essential Questions: Specific questions to the text(s) that often summarize the “big understanding” of what students should receive from the text(s) for the unit of study. They are open-ended questions that do not have a single, correct answer, require support and evidence from the text, and often call for higher-order thinking.Skills Based and Meaning Based CompetenciesIn early grade classrooms especially, there is a need for both skills based and meaning based competencies. Both types of instruction are equally important– instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary. Our comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson. Quarter 3 At-a-GlanceAdhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. Before reading the extended anchor text, “The Diary of Anne Frank,” at the end of the quarter, it is imperative for students to have a deeper understanding of the events impacting the Frank’s decision to go into hiding and the dire circumstances facing the Jewish family during World War II. Thus, students will examine several primary sources and nonfiction texts centered on Hitler’s rise to power, the Nazi agenda and how propaganda spread the political party’s negative messages, resistance to the Nazi regime, and other key factors influencing the persecution of the Jews during the Holocaust. Be sure to review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 3. The text sets use readings, primary source material, and short documentary film clips to examine the challenging history of the Holocaust and prompt reflection on how all those factors influenced the Frank family. Following the guide and engaging with the texts in the order in which they are presented is crucial to building student knowledge before reading “The Diary of Anne Frank.”8th Grade ELA, Quarter 3Texts RecommendationsWeek 1“The 25 Points of Hitler’s Nazi Party” (1290L, National Socialist German Workers’ Party political platform) “Timeline: Germany’s Transition from Democracy to Dictatorship” (1140L, From Facing History and Ourselves’ Holocaust and Human Behavior) See teacher resources linkAll teacher resources for the quarter, including texts, TDQ’s, and student materials are found online here: Week 2Education of Death: The Making of the Nazi (Propaganda film produced by Walt Disney)Excerpts from Education for Death by Gregor Ziemer (970L, Text focusing on the systematic indoctrination of German youth by the Nazi’s through the educational system.) See teacher resources linkEnrichment Texts“Young People in Nazi Germany” (1140L, Additional text focusing on the indoctrination of German youth). See teacher resources linkExcerpt from School for Barbarians (780L, Additional text focusing on the indoctrination of German youth) See teacher resources link“5 Disturbing Pieces of Nazi Education Propaganda” (N/A, Visual examples of Nazi propaganda aimed at children). See teacher resources linkWeek 3Nazi Anti-semitic Laws (read only p. 24-30) (1190L, Explanation of anti-semitic legislation in Nazi Germany).“Segregated From Its History, How ‘Ghetto’ Lost Its Meaning” (1080L, History of the word ‘ghetto’ from the early 19th century to today).Week 4“United States Immigration Policy and Hitler’s Holocaust” (1200L, Article detailing the poor efforts demonstrated by the US to help Jews and others being persecuted by the Nazis). See teacher resources link7a. “A Stateless People- Nowhere to Go (1020L, From Facing History and Ourselves’ Holocaust and Human Behavior)7b/c. Immigration and Emigration requirements for European Jews. 5“Why Do People Follow The Crowd?” (1030L, Informational text focusing on the recreation of behavioral science experiments)“The Milgram Experiment” (1290L, Informational text describing Stanley Milgram’s social psychology experiment)9a. Milgram Experiment video footage Enrichment Text“The Third Wave” (1260L, Informational text describing a teacher’s social experiment with students at a California high school)All teacher resources for the quarter, including texts, TDQ’s, and student materials are found online here: 6“The Courage of Le Chambon” (1020L, Informational text about a French community that became a hiding place for European Jews)“The Boys Who Fought the Nazis” (Nonfiction narrative about 3 teenage boys who risked their lives to fight the Nazis)Enrichment Texts“Courage in Denmark: Resistance to the Nazis in WWII” (1230L, Informational text about the Danish resistance during the Holocaust)“Danish Resistance During the Holocaust” (1420L, Informational text that dives deeper into how Denmark fought against the violence of the Nazi party)1943- The Fame of Denmark (short video clip about the Danish resistance)Week 7“The Diary of Anne Frank Act I” (anchor text) See textbook pgs. 854-956Week 8“The Diary of Anne Frank Act II” (anchor text) See textbook pgs. 854-956Week 9“Walking with Living Feet” (Personal narrative)13a. Oral reading of “Walking with Living Feet” 1 – 4Reading SelectionsText Set #1- The Nazis Rise to Power“The 25 Points of Hitler’s Nazi Party” (1290L, National Socialist German Workers’ Party political platform)“Timeline: Germany’s Transition from Democracy to Dictatorship” (1140L, From Facing History and Ourselves’ Holocaust and Human Behavior) See teacher resources linkText Set #2- Propaganda and Indoctrination of the German youthEducation of Death: The Making of the Nazi (Propaganda film produced by Walt Disney)Excerpts from Education for Death by Gregor Ziemer (970L, Text focusing on the indoctrination of German youth by the Nazi’s throughout the educational system.) See teacher resources linkEnrichment Texts“Young People in Nazi Germany” (1140L, Additional text focusing on the indoctrination of German youth). See teacher resources link Excerpt from School for Barbarians by Erika Mann (780L, Additional text focusing on the indoctrination of German youth) See teacher resources link“5 Disturbing Pieces of Nazi Education Propaganda” (Visual examples of Nazi propaganda aimed at school children). See teacher resources linkText Set #3- Restriction of Human RightsNazi Anti-semitic Laws (read only p. 24-30) (1190L, Explanation of anti-semitic legislation in Nazi Germany). “Segregated From Its History, How ‘Ghetto’ Lost Its Meaning” (1080L, History of the word ‘ghetto’ from the early 19th century to today).“United States Immigration Policy and Hitler’s Holocaust” (1200L, Article detailing the poor efforts demonstrated by the US to help Jews and others being persecuted by the Nazis. A PDF copy of the text is also included in the resources link).7a) “A Stateless People- Nowhere to Go (1020L, From Facing History and Ourselves’ Holocaust and Human Behavior) See teacher resources link7b/c) Immigration and Emigration requirements for European Jews Essential Questions: What factors contributed to Hitler and the Nazis’ rise to power after WWII? Why and how did the Jews become targets of state-sponsored discrimination by the Nazis? What obstacles stood in the way of Jews escaping Western Europe and the Nazi regime?Performance Task: Students will respond to ONE of the following prompts by the end of Week 4: Do you believe leaders or individuals/groups were responsible for the death of democracy and the rise of dictatorship in Germany before World War II? Write an argumentative essay is which you choose who was most instrumental in the demise of the Weimar Republic and the Nazis’ subsequent rise to absolute power. Be sure to address what happened to allow Hitler to become dictator of Germany and how others played a role in his political advancement. Support your position with claims that are developed with clear reasons and relevant evidence from the texts studied this quarter. Propaganda was one of the most important tools the Nazis used to shape the beliefs and attitudes of the German people, including children. Through posters, film, radio, and other media, they bombarded Germans with messages designed to build support for and gain acceptance of their vision for the future of Germany.? Citing evidence from the texts, write an explanatory essay in which you explain how the Nazis used propaganda to glorify some groups and stereotype others to German children. Week 1TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfiction Reading Complex TextsReading: Informational TextRI.8.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.8.2 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.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI.8.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section of chapter).RI.8.6 Determine an author’s point of view or purpose in a text and analyze how an author acknowledges and responds to conflicting evidence or viewpoints.LanguageL.8.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5b: Use the relationship between particular words to better understand each of the words.L.8.5c Distinguish among the connotations (associations) of words with similar denotations (definitions).Speaking and Listening SL.8.1 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.WritingW.8.1 Write arguments to support claims with clear reasons and relevant evidence.W8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.W8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.W8.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.W.8.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content. Reading: Informational TextRI.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.8.2 Provides a statement of central idea(s) of a text. (1)RI.8.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (2)RI.8.3 Provides an analysis of how a text makes connections among and distinctions between individuals, ideas, and events (e.g. through comparisons, analogies, or categories)RI.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.RI.8.5 Provides a detailed analysis of how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.8.6 Provides a statement of an author’s point of view in a text. (1)RI.8.6 Provides a statement of an author’s purpose in a text. (2)LanguageL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5b Demonstrates the ability to use word relationships to better understand word meaning.L.8.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).Speaking and ListeningSL.8.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.8.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Texts 1) “The 25 Points of Hitler’s Nazi Party” ) “Timeline: Germany’s Transition from Democracy to Dictatorship”Tasks:Multiple reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s See lesson activities and TDQs for each text here: : Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities in prepared materials, including TDQs.High-Value Vocabulary High-Value Words (with definitions) that are central to the understanding of the text and the broader knowledge demands of this text. Click on the link to access all high-leverage words for this text to share with students, ideally as they appear in context with support of verbal and/ or projected definitions and examples. Text #1: Text #2: Text-Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.Use the reading to answer the following comprehension questions:How do Nazis define a German citizen? Who do they believe should enjoy the rights of German citizenship?Which groups of people might be stripped of their citizenship if Nazis were in control?How will Nazis help Germans put food on the table for their families?What do the Nazis believe about race?The Nazi platform notes that education will teach the “science of citizenship.” What is the significance of using this phrase instead of simply referring to “citizenship”?How do the Nazis link nationalism and race in their platform? Does this connection make sense to you? Why or why not? Do you think people today connect national identity and race? What is inevitability? Based on the text, do you think that the failure of democracy in Germany was inevitable? What evidence can you cite from this timeline, as well as other readings and resources you have encountered, to support your position?What is opportunism? Are there any events in this timeline in which Hitler and the Nazis were opportunistic in their actions?Create a T-chart for both a democracy and a dictatorship. Using the characteristics you added to the charts, what conclusions can you draw about how life might be different in a dictatorship and a democracy?What weaknesses in the Weimar Republic (Germany’s governmental structure) did the Nazis exploit? What could have been done to strengthen democracy in Germany to protect against the rise of a dictatorship?What lessons can be learned from studying the destruction of democracy in Germany about the strength or fragility of democracy? What questions does this history bring up for you about democracy in the United States or elsewhere in the world today?Week 2TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsReading: Informational TextRI.8.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.8.2 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.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how an author acknowledges and responds to conflicting evidence or viewpoints.RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea.Language L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.Speaking and Listening SL.8.1 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.SL.8.2 Analyze the purpose of information presented in diverse media and formats and evaluate the motives (e.g., social, commercial, political) behind its presentation.WritingW.8.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.Reading: Informational TextRI.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.8.2 Provides a statement of central idea(s) of a text. (1)RI.8.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (2)RI.8.3 Provides an analysis of how a text makes connections among and distinctions between individuals, ideas, and events (e.g. through comparisons, analogies, or categories)RI.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.RI.8.6 Provides a statement of an author’s point of view in a text. (1)RI.8.6 Provides a statement of an author’s purpose in a text. (2)RI.8.7 Demonstrate the ability to evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.LanguageL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.Speaking and ListeningSL.8.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.8.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)SL.8.2 Demonstrates ability to integrate multiple sources of information presented in diverse media or formats. (1)SL.8.2 Demonstrates ability to evaluate the motives of information presented in diverse media or formats. (2)WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Texts3) Education of Death: The Making of the Nazi ) Excerpts from Education for Death by Gregor Ziemer (Text focusing on the systematic indoctrination of German youth by the Nazi’s through the educational system.) Enrichment Text(s) “Young People in Nazi Germany” (Additional text focusing on the indoctrination of German youth).Excerpt from School for Barbarians by Erika Mann (Additional text focusing on the indoctrination of German youth). “5 Disturbing Pieces of Nazi Education Propaganda” (Visual examples of Nazi propaganda aimed at school children). TasksMultiple reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s See lesson activities and TDQs for each text here: : Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities in prepared materials, including TDQs.High-Value Vocabulary High-Value Words (with definitions) that are central to the understanding of the text and the broader knowledge demands of this text. Click on the link to access all high-leverage words for this text to share with students, ideally as they appear in context with support of verbal and/ or projected definitions and examples. Text #4: See links belowExcerpt #1: Excerpt #2: Excerpt #3: Excerpt #4: Text-Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.State the title of the film and the year it was released. Then briefly describe what the film is about and the position that it advocates.Describe the progression of the film: how it begins, what stages it passes through, and how it concludes.List five points described in the film and explain how each point relates to the film’s premise or theme. Who was the primary audience for the film? What are the advantages and disadvantages of targeting this particular audience with propaganda in film rather than in written form? How did the filmmakers try to convince the viewer of the position that the film supports? Look for appeals to logic, emotion, and prejudice.Why does Ziemer say, “Education in Hitler’s schools is not the result of a gradual evolution, but of revolution.”? What evidence is there to support this claim? What do the assignments described in the reading have in common? What were teachers trying to teach their students? How effective do you think such assignments were? Enrichment TextSchool for Barbarians excerpt: HomeworkEnrichment texts may be assigned as homework. If a teacher has the space to stretch out the unit, these texts can be explored in class.Week 3TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsReading: Informational TextRI.8.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.8.2 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.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI.8.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section of chapter).LanguageL.8.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5b: Use the relationship between particular words to better understand each of the words.L.8.5c Distinguish among the connotations (associations) of words with similar denotations (definitions).Speaking and Listening SL.8.1 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.WritingW.8.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content. Reading: Informational TextRI.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.8.2 Provides a statement of central idea(s) of a text. (1)RI.8.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (2)RI.8.3 Provides an analysis of how a text makes connections among and distinctions between individuals, ideas, and events (e.g. through comparisons, analogies, or categories)RI.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.RI.8.5 Provides a detailed analysis of how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).LanguageL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5b Demonstrates the ability to use word relationships to better understand word meaning.L.8.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).Speaking and ListeningSL.8.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.8.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Texts5) Nazi Anti-semitic Laws (read only p. 24-30) (Explanation of anti-semitic legislation in Nazi Germany). 6) “Segregated From Its History, How ‘Ghetto’ Lost Its Meaning” (History of the word ‘ghetto’ from the early 19th century to today).Tasks:Multiple reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s See lesson activities and TDQs for each text here: : Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities in prepared materials, including TDQs.High-Value Vocabulary High-Value Words (with definitions) that are central to the understanding of the text and the broader knowledge demands of this text. Click on the link to access all high-leverage words for this text to share with students, ideally as they appear in context with support of verbal and/ or projected definitions and examples. Text #5: Text #6: Text-Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.Ask the following questions, which should be discussed first in groups and then as a class:Looking at the timeline, summarize how the persecution of the Jews increased over the years. What else can we learn about Nazi persecution of Jews from these laws? (Students should note that the legislation intruded into even the most apparently mundane areas of life). Next, ask the groups: Which law do you think had the most impact on Jewish life? Why? (Allow groups a few minutes to reach a decision and then collect feedback. Several laws may be considered important but it is likely that many will point to ‘Jews lose the rights of German citizens’ (September 1935) since this effectively provided a legal basis for the ensuing laws. Use this to introduce the Nuremberg Laws, their background and their implications to the class).Which period(s) do you think was (were) the most crucial turning point(s) in the legal persecution of Jews in Germany? (It is likely that most groups will point to the heavy concentration of laws in November and December 1938).Week 4TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsCulminating Writing TaskReading: Informational TextRI.8.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.8.2 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.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how an author acknowledges and responds to conflicting evidence or viewpoints.RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.LanguageL.8.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.Speaking and Listening SL.8.1 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.WritingW.8.1 Write arguments to support claims with clear reasons and relevant evidence.W8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.W8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.W8.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.W8.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Reading: Informational TextRI.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.8.2 Provides a statement of central idea(s) of a text. (1)RI.8.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (2)RI.8.6 Provides a statement of an author’s point of view in a text. (1)RI.8.6 Provides a statement of an author’s purpose in a text. (2)RI.8.8 Provides a detailed evaluation of an argument and the specific claims in a text, assessing whether the reasoning is sound and the evidence is sufficient.LanguageL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.Speaking and ListeningSL.8.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.8.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Texts7) “United States Immigration Policy and Hitler’s Holocaust” (Article detailing the poor efforts demonstrated by the US to help Jews and others being persecuted by the Nazis.)7a) “A Stateless People- Nowhere to Go (From Facing History and Ourselves’ Holocaust and Human Behavior) 7b/c) Immigration and Emigration requirements for European Jews (Copy and paste link into Google Chrome to open). reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s See lesson activities and TDQs for each text here: : Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities in prepared materials, including TDQs.High-Value Vocabulary High-Value Words (with definitions) that are central to the understanding of the text and the broader knowledge demands of this text. Click on the link to access all high-leverage words for this text to share with students, ideally as they appear in context with support of verbal and/ or projected definitions and examples. Text #7: Text #7A: Text-Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.The countries that sent representatives to the Evian Conference recognized that the Jews in Germany were increasingly in danger. What were their responses to this fact? Use evidence from the reading to support your answer. Which countries’ responses to the danger Jews faced in Germany were most surprising? Which were most troubling? Countries are sometimes referred to as states. How does Yepes define a stateless person? What might happen to one who is stateless? What are immigration laws? What purpose do they serve? Why do most nations have them? Mid-term Performance TaskStudents will respond to ONE of the following prompts at the end of Week 4:Do you believe leaders or individuals/groups were responsible for the death of democracy and the rise of dictatorship in Germany before World War II? Write an argumentative essay is which you choose who was most instrumental in the demise of the Weimar Republic and the Nazis’ subsequent rise to absolute power. Be sure to address what happened to allow Hitler to become dictator of Germany and how others played a role in his political advancement. Support your position with claims that are developed with clear reasons and relevant evidence from the texts studied this quarter. Propaganda was one of the most important tools the Nazis used to shape the beliefs and attitudes of the German people, including children. Through posters, film, radio, and other media, they bombarded Germans with messages designed to build support for and gain acceptance of their vision for the future of Germany.? Citing evidence from the texts, write an explanatory essay in which you explain how the Nazis used propaganda to glorify some groups and stereotype others to German children.Weeks 5 – 9Reading Selections/ Anchor TextsText Set #1- The Power of Conformity “Why do People Follow the Crowd?” (1030L, Informational text focusing on the recreation of behavioral science experiments)“The Milgram Experiment” (1290L, Informational text describing Stanley Milgram’s social psychology experiment)9a) Milgram Experiment video footage Enrichment Text“The Third Wave” (1260L, Informational text describing a teacher’s social experiment with students at a California high school)Text Set #2- Resistance to the Third Reich“The Courage of Le Chambon” (1020L, Informational text about a community that was a hiding place for Jews)“The Boys Who Fought the Nazis” (Nonfiction narrative about 3 teenage boys who risked their lives to fight the Nazis) Enrichment Texts“Courage in Denmark: Resistance to the Nazis in WWII” (1230L, Informational text about the Danish resistance during the Holocaust)“Danish Resistance During the Holocaust” (1420L, Informational text that dives deeper into how Denmark fought against the violence of the Nazi party)1943- The Fame of Denmark (short video clip about the Danish resistance)Text Set #3 Anchor Text“The Diary of Anne Frank, Acts I and II” (anchor text) See textbook pgs. 854-956 “Walking with Living Feet” (Personal narrative) 13a) Oral reading of “Walking with Living Feet” Essential Questions: What are the effects of following the crowd? Why do some people stand by in the face of injustice while others choose to intervene? How do people create change in the face of adversity? What causes some people to prevail while others fail during times of hardship and suffering? What is our responsibility to today’s world to ensure horrors like the Holocaust don’t happen again?Performance Tasks: Students should complete this culminating writing task at the end of the quarter:For the third quarter, you have been examining the tragic events of the Holocaust and their effect on all of humanity. You have spent time studying the historical and social circumstances, as well as personal accounts of experiences surrounding the Holocaust, and have made personal connections through activities, writing, and discussion.?Using historical and literary documents from this quarter as the sources of your evidence, you will write an explanatory essay that identifies a theme from the unit (examples include: Dehumanization, Resistance, Choice, Faith, Hope, Social Responsibility, Relationships, etc...) and examines how it is conveyed throughout the quarter. Finally, discuss how your study of this theme has informed your thinking about what our responsibility is to one another in this world to ensure atrocities like the Holocaust never happen again.Week 5TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsReading: InformationalRI.8.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.8.2 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.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI.8.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section of chapter).RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea.LanguageL.8.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.Speaking and Listening SL.8.1 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.SL.8.2 Analyze the purpose of information presented in diverse media and formats and evaluate the motives (e.g., social, commercial, political) behind its presentation.WritingW.8.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.Reading: InformationalRI.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.8.2 Provides a statement of central idea(s) of a text. (1)RI.8.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (2)RI.8.3 Provides an analysis of how a text makes connections among and distinctions between individuals, ideas, and events (e.g. through comparisons, analogies, or categories)RI.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.RI.8.5 Provides a detailed analysis of how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.8.7 Demonstrate the ability to evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.LanguageL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.Speaking and ListeningSL.8.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.8.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)SL.8.2 Demonstrates ability to integrate multiple sources of information presented in diverse media or formats. (1)SL.8.2 Demonstrates ability to evaluate the motives of information presented in diverse media or formats. (2)WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Texts8) “Why do People Follow the Crowd?” (Informational text focusing on the recreation of behavioral science experiments)9) “The Milgrim Experiment” (Informational text describing Stanley Milgram’s social psychology experiment).9A) Milgram Experiment video footage Enrichment text:“The Third Wave” (Informational text describing a teacher’s social experiment with students at a California high school)Tasks:Multiple reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s See lesson activities and TDQs for each text here: : Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities in prepared materials, including TDQs.High-Value Vocabulary High-Value Words (with definitions) that are central to the understanding of the text and the broader knowledge demands of this text. Click on the link to access all high-leverage words for this text to share with students, ideally as they appear in context with support of verbal and/ or projected definitions and examples. Text #8: Text #9: Enrichment Text: Text Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.In your own words, explain what the researchers’ fMRI results (discussed in paragraphs 25-29) indicate about human nature. Cite evidence from the text in your response. In Paragraph 19, what is meant by the phrase “gustatory familiarity”? How do the Primetime experiments relate to the Germans who followed Adolf Hitler?According to the text, “ordinary” people are more likely than not to follow an authority figure. Does this seem believable? Why or why not? ??In the context of this article, why do people do bad things? Use evidence from this text, your own experience, and other art, literature, or history in your answer. ?HomeworkEnrichment texts may be assigned as homework. If a teacher has the space to stretch out the unit, these texts can be explored in class.Week 6TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsReading: InformationalRI.8.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.8.2 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.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI.8.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section of chapter).RI.8.6 Determine an author’s point of view or purpose in a text and analyze how an author acknowledges and responds to conflicting evidence or viewpoints.LanguageL.8.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5b: Use the relationship between particular words to better understand each of the words.L.8.5c Distinguish among the connotations (associations) of words with similar denotations (definitions).Speaking and Listening SL.8.1 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.WritingW.8.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.Reading: InformationalRI.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.8.2 Provides a statement of central idea(s) of a text. (1)RI.8.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (2)RI.8.3 Provides an analysis of how a text makes connections among and distinctions between individuals, ideas, and events (e.g. through comparisons, analogies, or categories)RI.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.RI.8.5 Provides a detailed analysis of how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.8.6 Provides a statement of an author’s point of view in a text. (1)RI.8.6 Provides a statement of an author’s purpose in a text. (2)LanguageL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.Speaking and ListeningSL.8.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.8.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Texts10) “The Courage of Le Chambon” (Informational text about a French community that became a hiding place for European Jews)11) “The Boys Who Fought the Nazis” (Nonfiction narrative about 3 teenage boys who risked their lives to fight the Nazis)Enrichment text:“Courage in Denmark: Resistance to the Nazis in WWII” (Informational text about the Danish resistance during the Holocaust)“Danish Resistance During the Holocaust” (Informational text that dives deeper into how Denmark fought against the violence of the Nazi party)1943- The Fame of Denmark (short video clip about the Danish resistance)Tasks:Multiple reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s See lesson activities and TDQs for each text here: : Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities in prepared materials, including TDQs.High-Value Vocabulary High-Value Words (with definitions) that are central to the understanding of the text and the broader knowledge demands of this text. Click on the link to access all high-leverage words for this text to share with students, ideally as they appear in context with support of verbal and/ or projected definitions and examples. Text #10: Text Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.Magda Trocme wrote, “We had no time to think. When a problem came, we had to solve it immediately. Sometimes people ask me, ‘How did you make a decision?’ There was no decision to make. The issue was: Do you think we are all brothers or not? Do you think it is unjust to turn in the Jews or not? Then let us try to help!” Use evidence from the text to explain how Trocme had “no time to think.”Emile Durkheim, a French sociologist who lived in the early 1900s, believed that no society can survive unless its members are willing to make sacrifices for one another and their community. He argued that altruism is not a “sort of agreeable ornament to social life” but the basis of society. Would the people of Le Chambon agree? What evidence do you have to support your answer to this question?HomeworkEnrichment texts may be assigned as homework. If a teacher has the space to stretch out the unit, these texts can be explored in class.Week 7TN Ready StandardsEvidence StatementsContentReading Complex TextsReading: LiteratureRL.8.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.8.2: 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.RL.8.3: 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.RL.8.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RL.8.5: 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.RL.8.6 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.LanguageL.8.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5b: Use the relationship between particular words to better understand each of the words.L.8.5c Distinguish among the connotations (associations) of words with similar denotations (definitions).Speaking and Listening SL.8.1 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.WritingW.8.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.Reading: LiteratureRL.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.8.2 Provides a statement of a theme or central idea of a text. (1)RL.8.2 Provides an analysis of how a theme or central idea develops over the course of the text, including its relationship to the characters, setting, and plot. (2) RL.8.2 Provides an objective summary of a text. (3)RL.8.3 Provides an analysis of how and why individuals, events, and ideas develop and interact over the course of the text. RL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., technical, figurative, connotative) and provides an analysis of how specific word choice shapes meaning and/or tone.RL.8.5 Demonstrates the ability to compare and contrast the structure of two or more texts. (1)RL.8.5 Provides an analysis of how the differing structure of each text contributes to its meaning and style. (2)RL.8.6 Provides and analysis of how differences in points of view of the characters and the audience create effects such as suspense or humor.LanguageL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5b Demonstrates the ability to use word relationships to better understand word meaning.L.8.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).Speaking and ListeningSL.8.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.8.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Texts12) “The Diary of Anne Frank” (anchor text) pgs. 854-956Act I, Scenes 1-5See lesson activities and TDQs here: reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’sVocabulary: Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities in prepared materials, including TDQs.Text Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.Why does Mr. Frank tell Miep he is leaving Amsterdam in Scene One? Based on what you can infer from the text, how does he seem to feel about leaving? What is Mr. Frank’s first reaction to the papers that Miep gives him when he returns after the war?Based on what you’ve learned, what can you infer about life in the Franks’ household before they went into hiding? What frightens Anne the most about being in hiding? Explain how Mrs. Van Daan feels about the relationship between Anne and Peter?Do you think Mr. and Mrs. Frank would like Anne to be more like Margot? Why or why not? Explain your thoughts with evidence from the text.What are the major differences between how the Franks, the Van Daans and Mr. Dussel deal with the constant danger?What is the group’s main concern about the thief? Based on what you’ve learned in throughout this unit, are their fears justified? Explain.What text structure is used to tell the story? Why do you think the authors chose to use this structure, and do you think was it effective? Explain with evidence from the text.Week 8TN Ready StandardsEvidence StatementsContentReading Complex TextsReading: LiteratureRL.8.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.8.2: 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.RL.8.3: 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.RL.8.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RL.8.5: 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.RL.8.6 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.LanguageL.8.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5b: Use the relationship between particular words to better understand each of the words.L.8.5c Distinguish among the connotations (associations) of words with similar denotations (definitions).Speaking and Listening SL.8.1 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.WritingW.8.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.Reading: LiteratureRL.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.8.2 Provides a statement of a theme or central idea of a text. (1)RL.8.2 Provides an analysis of how a theme or central idea develops over the course of the text, including its relationship to the characters, setting, and plot. (2) RL.8.2 Provides an objective summary of a text. (3)RL.8.3 Provides an analysis of how and why individuals, events, and ideas develop and interact over the course of the text. RL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., technical, figurative, connotative) and provides an analysis of how specific word choice shapes meaning and/or tone.RL.8.5 Demonstrates the ability to compare and contrast the structure of two or more texts. (1)RL.8.5 Provides an analysis of how the differing structure of each text contributes to its meaning and style. (2)RL.8.6 Provides and analysis of how differences in points of view of the characters and the audience create effects such as suspense or humor.LanguageL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5b Demonstrates the ability to use word relationships to better understand word meaning.L.8.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).Speaking and ListeningSL.8.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.8.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Texts12) “The Diary of Anne Frank” (anchor text) pgs. 854-956Act II, Scenes 1-5See lesson activities and TDQs here: reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’sVocabulary: Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities in prepared materials, including TDQs.Text Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.Why is Anne concerned about Margot’s feelings toward Peter?What good news about the world does Miep bring to the annex?What does Anne look forward to when she gets out of the annex? Why is this an example of dramatic irony?What message do the authors seem to be sending with their description of Mr. and Mrs. Van Daan in the play? Explain.How believable is the description of Anne as a “woman with courage to meet whatever lies ahead”? Explain your opinion.In Act 2, Scene 1, Anne says to Peter, “We have problems that no other people our age have ever had.” What does Anne mean by this statement?In Act 1, Scene 4, and again in Act 2, Scene 3, Mr. and Mrs. Frank speak in German, but the conversations are only partially translated in the footnotes. Why do you think the author chooses not to translate them fully?How does reading Anne’s diary affect Mr. Frank’s emotionally? In her diary, Anne writes, “In spite of everything, I still believe that people are really good at heart.” What do these words reveal about Anne’s character?Week 9TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsCulminating Writing TaskReading: LiteratureRI.8.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.8.2 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.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI.8.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section of chapter).RI.8.6 Determine an author’s point of view or purpose in a text and analyze how an author acknowledges and responds to conflicting evidence or viewpoints.RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea.LanguageL.8.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5a: Interpret figures of speech (e.g., verbal irony, puns) in context.L.8.5b: Use the relationship between particular words to better understand each of the words.L.8.5c Distinguish among the connotations (associations) of words with similar denotations (definitions).Speaking and Listening SL.8.1 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.WritingW8.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two).Reading: LiteratureRI.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.8.2 Provides a statement of central idea(s) of a text. (1)RI.8.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (2)RI.8.3 Provides an analysis of how a text makes connections among and distinctions between individuals, ideas, and events (e.g. through comparisons, analogies, or categories)RI.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.RI.8.5 Provides a detailed analysis of how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.8.6 Provides a statement of an author’s point of view in a text. (1)RI.8.6 Provides a statement of an author’s purpose in a text. (2)RI.8.7 Demonstrate the ability to evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.LanguageL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5a Demonstrates the ability to interpret figures of speech in context.L.8.5b Demonstrates the ability to use word relationships to better understand word meaning.L.8.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).Speaking and ListeningSL.8.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.8.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specific vocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Texts13) “Walking with Living Feet” (Personal narrative)13a) Oral reading of “Walking with Living Feet” (to use as read aloud with text)Tasks:Multiple reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s See lesson activities and TDQs for each text here: : Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities in prepared materials, including TDQs.Text Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.What is the tone of this text? Provide at least 3 direct quotes as evidence of the tone. Explain why these words stood out to you and the role they played in you understanding the tone of the text.“Walking with Living Feet” is a first person reflective essay. How does the author’s point of view add to the power of the essay? Would the essay have been different if it was written from a different point of view? Explain and include evidence from the text to support your points.Culminating Performance TaskStudents should complete the following writing task at the end of the quarter:For the third quarter, you have been examining the tragic events of the Holocaust and their effect on all of humanity. You have spent time studying the historical and social circumstances, as well as personal accounts of experiences surrounding the Holocaust, and have made personal connections through activities, writing, and discussion.?Using historical and literary documents from this quarter as the sources of your evidence, you will write an explanatory essay that identifies a theme from the unit (examples include: Dehumanization, Resistance, Choice, Faith, Hope, Social Responsibility, Relationships, etc...) and examines how it is conveyed throughout the quarter. Finally, discuss how your study of this theme has informed your thinking about what our responsibility is to one another in this world to ensure atrocities like the Holocaust never happen again. ................
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