Dr. Nathan A.

Pitts-Ashburton Elementary – Middle School

7th /8th Grade – English Language Arts - Ms. Wensen

Quarter 2 – February 9, 2018

Text/Materials Extended Text: Nothing but the Truth by Avi
Extended Text: The Diary of Anne Frank: The Play by Goodrich and Hackett

Habits of Mind – Striving for Accuracy, Listening with Empathy, Manage Impulsivity, Persisting

Social Justice Pivot

Poetry ‘Calling on All Silent Minorities’ by June Jordan
Informational Text – ‘Opinion: For black girls in America, schools are failing in a big way’ by Alex
Laughlin
Standards CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.W.8.4 - Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.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.

Objective Students will be able to explore the topic on equity in education and express their opinions through
poetry or opinion paragraph by interact with both structures and applying aspects of HOM.

Culminating 8th - What are the consequences of individual actions?

Focus 7th - How do relationships affect an individual?
Question
Final After reading Nothing but the Truth by Avi and other texts, write an essay in which you discuss the actions
LDC of Philip and Miss Narwin, and argue whether or not the consequences of their actions were fair and
Writing reasonable. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or texts.
Task
How do relationships affect an individual? After reading The Diary of Anne Frank: The Play by Francis
Goodrich and Alfred Hackett and other texts, write an essay in which you discuss Anne’s relationships and
argue which one had the greatest impact on her throughout the play. Support claim(s) with logical
reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding
of the topic or texts.

Skills LDC Connection: Anotating/Close Reading – Text Engagement through Modeling skill

Homework Homework Packet 1 – DUE TODAY

Vocabulary – Quiz 2 on Monday, February 12
AGENDA

ASSESSMENT
DONOW What is Social Justice? You do not need a formal definition –a student definition and an
Vocabulary example is sufficient.
Word Study
Introduction & Review Objective and Set Expectations
Set Purpose Connection to the Essential Question:
What are the consequences of individual actions?
How do relationships affect an individual?
Intro to New Terminology:
Material
What content-specific vocabulary terms do students need to know
in order to successfully complete module tasks?

Academic Terminology Content Terminology Literary Terminology

 Impact  Actions  Essay

 Examine  Choice(s)  Genre
 Support  Consequences  Documentary Novel
 Evidence  Individual  Setting
 Communicate  Influential  Dialogue
 Annotation  Passive Acceptance  Conflict
 Close Reading

Academic Terminology Content Terminology

 Analyze  Anti-Semitism
 Determine  Persecution
 Compare  Resent
 Contrast  Tension
 Evidence  Quarrel
 Support  Gratitude
 Impact  Makeshift
 Point of view  Endanger
 Inferences  Fatalist
I-W-Y Warm- Up - Poetry
“Calling on All Silent Minorities’ by June Jordan
Read Write
Teacher will model annotations and make connections related to students’ review of social
Discuss
justice. Following students will be provided time to write out their initial reactions.

Quick Write – How does poem relate to our focus on social justice and habits of mind?

Group Work - Opinion Article

Students will work in collaborative groups to read for understanding and then answer a
comprehension question
-Which sentence from the article states the article’s main idea?
-What is the main idea of the section ‘More Likely To Be Punished’?
-What is the MOST LIKELY reason why Morris wrote the book about bblack girls?
-Why does Morris think black girls are not treated well at school?

Following initial comprehension check – students will work together comparing and
contrasting the structures and ideas expressed.

Independent Students will be assessed through their writing – Students are provided a choice to express their
Assessment opinion on the day’s topics through composing a poem OR paragraph.
Exit Routine Straighten desks, clean up. Line up. Students walked by Ms. Wensen.
Name: February 9, 2018

Quarter 3 – Social Justice

DONOW

What is Social Justice? You do

not need a formal definition –a
student definition and an
example is sufficient.

Warm-Up

Quick Write – How does poem relate to our focus on social justice and habits of mind?

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Opinion Article

Main Idea
Key Words and Phrases

Student Thoughts/Opinions

Question:

Compare and Contrast structure of two texts and analyze how differing structure of each text contributes to its meaning
and style

Poem Article
Compare

Contrast
Name:

After comparing and contrasting the two texts –

choose a format EITHER a poem OR an opinion paragraph to express your thoughts on the subject matter.

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 TEACHER EXAMPLE - MODEL

HABITS OF MIND IMPACT OUR COMMUNITY

By Ms. Wensen

LISTEN

HEAR

What are they saying to us? WHAT HABIT OF MIND

How are do they speak to me? DO THESE EXAMPLES
RELATE TO? EXPLAIN
USING EVIDENCE
How do I keep trying…. FROM THE RESPONSE
to be understood, to be heard. TO JUSTIFY.

HEAR

LISTEN

OR

In my opinion, the author brings up a lot of good points. However, when we focus on one gender, we are leaving

out half of the equation! I don’t think that girls at school are treated any worse than boys! In fact, I bet that consequences

are harsher for boys than girls! In my opinion, schools should focus on having conversations and understanding with their

students before they even think about punishments.