Subject: 8th Grade ELA Unit : __I___, Lesson #___3_

Key Questions:

Text: Stop the Sun text by Gary Paulson (Glencoe textbook pp 607)

TEKS:

1. How does point of view reflect the authors purpose? 2. How is linear plot developed by the author? 3. How is central conflict resolved? 4. What qualities of the central character influence theme in a fictional work? Fiction TEKS (6) Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) analyze linear plot development (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved; (B) Analyze how the central characters qualities influence the theme of a fictional work and reolution of the central conflict; and (C) analyze different forms of point of view, including limited versus omniscient, subjective versus objective. Fiction TEKS (8) Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an authors sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the effects of similes and extended metaphors in literary text. (19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses.

ELPS:

4(J)demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, finding supporting text evidence commensurate with content-area needs 4(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content-area and grade-level needs Reading: Conflict Grammar: Subject verb agreement

Concepts / Skills to be taught:

TEKS Vocabulary:

Conflict Subject verb agreement Stop the Sun text by Gary Paulson (Glencoe textbook pp 607) Stop the Sun Text PDF Stop the Sun Packet Co-Teach Pre-teach vocabulary http://www.sd113a.org/vimages/shared/vnews/stories/48317e3b4e1cb/Stop%20t he%20Sun%20-%20vocabulary%20ws.pdf Read aloud

Literature / Resources:

Considerations for Struggling Students:

 ELL

Reread the same text multiple times Repeat, use other words, and summarize all key points

While reading the story, the class will use Choral Reading to build ELLs fluency and confidence. See the link below for a brief definition and example of Choral Reading. o http://teachertube.com/viewVideo.php?video_id=234456&title=Choral_R eading o http://www.readwritethink.org/classroom-resources/lessonplans/video/constructing-understanding-through-choral-1121.html

Lesson:

Vocabulary in Text persist founder inert chant Before Reading Mini-Lesson on Subject Verb Agreement from ReadWriteThink Whats My Subject Defining Terms Use the Plot Structure PowerPoint to introduce terms and definitions, while students take notes. If no projector is available, write the terms on the board. Anticipatory Set Ask students to share their ideas about what war is like based on depictions from movies and the media. Have students discuss in pairs or in small groups and then lead a class discussion. Ask students how they would feel if they were soldiers in a war. What types of emotions would they experience? View video segment on United Streaming Fighting the Vietnam War Preview Text Have students preview the text by looking at the title and pictures. Have them make a prediction in the Previewing Texts section of the packet. Begin filling out the K and W boxes of the K-W-L chart with the students and have them complete it on their own. Pre-reading Vocabulary Give students the definitions for the words in the Pre reading Vocabulary section of the packet.

During Reading Read the text with the students using the Oral Cloze technique. Use Choral Reading occasionally with shorter paragraphs to practice fluency. o Oral Cloze is when the instructor reads to the students and leaves out strategic words, which the class is expected to fill in. This gives students a task of accountability and encourages them to listen to the instructors fluency and intonation. While reading, the instructor should give hints as to which words will be omitted by slowing down and using voice inflection. This discourages passive listening. Choral Reading is when the whole class reads a passage in unison. This is effective for building fluency and confidence. However, it is not recommended to read an entire text chorally, as it can be time consuming and difficult for students.

 Discuss the conflict between father and son. After Reading Stop to answer the questions in the Questions for Thought section of the packet. Group Work Have students break into groups or work in pairs to complete the Plot Diagram and Character Chart .

Independent Practice: Have students complete the Literary Focus section of the packet on their own. Have students complete the writing assignment in the Critical Thinking section of the packet on their own. Additional Resources:

Assessment/Evalua tion

Literary Focus Critical Thinking