Road Map To History Unit - 8

Unit 8
How can we use what

we have learned to make good
decisions in the future?
Unit 8
How can we use what we have learned to make good decisions in the future?
OVERVIEW Suggested Pacing: 15 instructional days
Key Concepts
1: Discussing our experiences and opinions can help others make decisions.
2: Reading different works by the same author can help us recognize patterns in style and
theme.
3: The lessons we learn today can help us anticipate and prepare for the decisions we will face
in the future.
Unit Performance Assessment

Review a Favorite Author
Teacher’s notes, activity sheet, and rubric, pp. 653–675
Students will further investigate a favorite author from the year’s reading selections, write a
review comparing two or more of this author’s works, and create a graphic display introducing
the author to next year’s incoming grade 6 students.
EdVantage
Throughout this unit, students will develop skills that are essential to lifelong learning, such as
how to express their opinions and listen to the opinions of others, make educated decisions, choose
interesting and appropriate books to read, and collect information from online resources. When
students select their own texts to read and review, they also address the Self-Directed Pursuit of
Knowledge Strategic Objective, and the principle that individuals are responsible for their choices
and actions is reinforced.
602 MANATEE CORE CURRICULUM

General Notes
During Unit 8, students will have the chance to reflect and build upon the reading and writing
experiences they have had over the course of the school year by studying the work of an author
who they have previously read in the class. While deciding which author to investigate and which
text to read, students will apply the research skills they learned in Unit 3. They will also apply the
comprehension strategies they learned throughout the year while independently reading their selected
texts. Finally, they will use their knowledge of the writing process, peer review, and text features to
write author reviews and create graphic displays. Throughout this process, students will have the
chance to consider how the lessons they learned over the course of the year will serve them in the
years to come.
Work closely with your school media specialist to achieve the objectives of this unit. Before
beginning the unit, schedule time for students to visit the media center and computer lab to
complete the research-based instructional approaches described in Key Concept 1. At the conclusion
of the unit, your students might exhibit their completed graphic displays in the media center.
A list of suggested text selections is included on pp. 672–675.
Prerequisites
• Students should have been exposed to the practice of evaluating an author’s work.
• Students should have been exposed to the skills required to successfully evaluate and collect
information from Web sites.
• Students should be able to independently apply such reading comprehension strategies as
adjusting reading rate, rereading, checking context clues, note taking, summarizing, using graphic
organizers, predicting, and questioning.
• Students should have explored how such text features as diagrams, illustrations, captions,
headings, and subheadings aid the reader’s understanding.
• Students should have had experience with providing, receiving, and using constructive feedback to
revise their writing.
LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 603

Focus Content and Skills
Reading Writing
• Identify recurring themes • Book review
• Analyze style • Using peer review and checklists to refine
• Make generalizations and connections across writing
texts
• Evaluate different works by the same author Grammar and Mechanics
• Interjections
• Comprehensive grammar review
Vocabulary
• Comprehensive vocabulary review
Sunshine State Standards
Focus Benchmarks
The following is a list of the state benchmarks addressed most frequently and in the greatest depth
during this unit. Other benchmarks may be addressed from time to time, aligned to specific learning
objectives.
Reading Process
LA.6.1.6.4, LA.6.1.6.5, LA.6.1.7.3, LA.6.1.7.7, LA.6.1.7.8
Literary Analysis
LA.6.2.1.3, LA.6.2.1.4, LA.6.2.1.6, LA.6.2.1.7, LA.6.2.1.10, LA.6.2.2.1, LA.6.2.2.5
Writing Process
LA.6.3.1.3, LA.6.3.2.3, LA.6.3.3.1, LA.6.3.3.2, LA.6.3.3.4, LA.6.3.5.2
Writing Applications
LA.6.4.2.3, LA.6.4.3.1
Information and Media Literacy
LA.6.6.2.1, LA.6.6.2.2

Teacher’s Notes

Unit 8
KEY CONCEPT 1
Discussing our experiences and opinions can help others make decisions.
Learning Objectives
Students will be able to…
8-1 Use interest, the recommendation of others, and available technology to select fiction and/
or nonfiction texts to read. (LA.6.2.1.10, LA.6.2.2.5, LA.6.3.1.1, LA.6.6.3.2, LA.6.6.4.1)
8-2 Select an author as a topic of inquiry, using information from a variety of sources to justify
that decision. (LA.6.6.1.2, LA.6.6.2.1)
8-3 Research an author by collecting, recording, evaluating, and summarizing information
from multiple sources. (LA.6.4.2.2, LA.6.6.2.2)
8-4 Identify interjections and use punctuation correctly when including interjections in
writing. (LA.6.3.4.4)
8-5 Relate new vocabulary to familiar words. (LA.6.1.6.5)
Resources
Teach! Strategies and Resources (TSR)
Holt Elements of Literature (Elements)
McDougal Littell Language Network
Review a Favorite Author activity sheet
Review a Favorite Author scoring rubrics
Justify a Decision activity sheet
Author Bibliography activity sheet
Web sites
Student learning logs
Classroom dictionaries and thesauruses
Index cards
*You may need to schedule time in your school’s computer lab or media center in advance of this
Key Concept.
Vocabulary
Below is a list of subject-specific and/or state assessment words relating to this Key Concept. You
might use word walls, vocabulary journals, games, and graphic organizers to support vocabulary
building.
A selection of vocabulary words from online and print resources, collected while gathering
information about an author of the student’s choice. See Vocabulary, p. 610, for more information.

Unit 8
Unit 8
KEY CONCEPT 1
KEY CONCEPT AT A GLANCE

The following represents one possible path through the recommended Instructional Approaches. You
are encouraged to adapt this path to best meet your pacing needs, as well as your students’ specific
needs, interests, and ability levels. A blank version of this planning chart is on p. 615.
Day Learning Objectives Instructional Approaches Resources
1 8-1 Introducing the Key Concept TSR, “Quickwrite,”

8-2 Introducing the Unit Performance pp. 201–202
Assessment Elements textbooks
activity sheet
scoring rubrics
2 8-1 Think about It; Read about It Elements textbooks

8-2 Justify a Decision
8-3 activity sheet
Author Bibliography
activity sheet
Computers with Internet
access
3 8-1 Talk about It Elements textbooks

8-2 Justify a Decision
8-3 activity sheet
4 8-1 Gather Information TSR, “Vocabulary Note

8-3 Vocabulary Cards,” pp. 131–132;
8-4 Grammar “Admit and Exit Slips,”
8-5 pp. 283–284
Language Network,
“Interjections,” p. 157
Classroom dictionaries
and/or thesauruses
Index cards (three per
student)
Computers with Internet
access
5 Review, Remediate, Enrich, or Assess

Unit 8: How can we use what we have learned to make good decisions in the future?
KEY CONCEPT 1: Discussing our experiences and opinions can help others make decisions.
Learning Objectives
8-1: Use interest, the recommendation of others, and available technology to select fiction and/or nonfiction texts to read. (LA.6.2.1.10,
LA.6.2.2.5, LA.6.3.1.1, LA.6.6.3.2, LA.6.6.4.1)
8-2: Select an author as a topic of inquiry, using information from a variety of sources to justify that decision. (LA.6.6.1.2, LA.6.6.2.1)
8-3: Research an author by collecting, recording, evaluating, and summarizing information from multiple sources. (LA.6.4.2.2, LA.6.6.2.2)
8-4: Identify interjections and use punctuation correctly when including interjections in writing. (LA.6.3.4.4)
8-5: Relate new vocabulary to familiar words. (LA.6.1.6.5)
Introducing the Key Concept 10 min Introducing the

Unit Performance Assessment 30 min
Individual Brainstorming: Ask students to
quickwrite a response to the following prompt Learning Objective(s): 8-1, 8-2
in their learning logs: Direct Instruction: Use the Review a Favorite
Author activity sheet and scoring rubrics to
• Think back over everything we have read
introduce the Unit Performance Assessment.
over the course of the year. Which books,
stories, or essays have you enjoyed the most? Individual Brainstorming: Give students time
What did you learn from these texts? to review the authors by looking through their
Elements textbooks, reading author Web sites,
Resources talking with one another, or reviewing books in
TSR, “Quickwrite,” pp. 201–202 the library.
Student learning logs Partner Discussion: Have pairs compare their
top three choices.
Adaptations and Notes
Additional Support: You may wish to have a Resources
list of everything students have read during the Elements textbooks
year displayed on the board or overhead. Review a Favorite Author activity sheet, p. 663
Review a Favorite Author scoring rubrics,
pp. 659–661

EdVantage: Have students record three
goals for their work on the Unit Performance
Assessment in order to address the Goal Setting
Strategic Objective.
Teacher Note: Copy the activity sheet and
scoring rubrics onto an overhead transparency
to project while you introduce the Unit
Performance Assessment.
Teacher Note: You may wish to make
arrangements in advance to conduct the first
three class periods of this Key Concept in the
school library or computer lab.

Unit 8
KEY CONCEPT 1
Think about It; Read about It 40 min Talk about It 30 min
Learning Objective(s): 8-1, 8-2, 8-3 Learning Objective(s): 8-1, 8-2, 8-3
Individual Brainstorming: Have students Individual Brainstorming: Have students
complete the first two parts of the Justify a complete the final part of the Justify a Decision
Decision activity sheet, which directs them to activity sheet, which directs them to discuss
think and read about three authors they might three authors they might like to research. By
like to research. (See Model Lesson.) the conclusion of the activity, students should
submit the author they have selected for the
Resources focus of further inquiry.
Elements textbooks
Justify a Decision activity sheet, p. 621 Resources
Elements textbooks
Author Bibliography activity sheet, p. 672
Justify a Decision activity sheet, p. 621
Computers with Internet access
Adaptations and Notes Adaptations and Notes

Teacher Note: Consider inviting your school’s
Additional Support: Have students focus on
media specialist to discuss these authors with
two, rather than three, research options. You
students.
may also wish to provide students with a list of
author Web sites to consult, or review how to
use key words to focus an online search.
Teacher Note: You may wish to conduct this
instructional approach in the school library or
computer lab.

Learning Objectives
LA.6.2.2.5, LA.6.3.1.1, LA.6.6.3.2, LA.6.6.4.1)
Gather Information 40 min Vocabulary and Grammar

Learning Objective(s): 8-1, 8-3
Individual Research: Have students collect
Vocabulary
Learning Objective(s): 8-5
biographical information about their selected
authors and identify other works by those While students are completing the Gather
authors that they might like to read. Clarify Information approach, require them to identify
that students will have two to three days to read three unknown words, and to use their
in class, in addition to any time they are willing vocabulary strategies (knowledge of affixes and
to devote to reading outside of class. root words, context clues, dictionaries and/or
thesauruses) to complete vocabulary note cards.
Individual Writing: Have students write exit
Each note card should include (at minimum)
slips responding to the following prompt:
• Which text will you read, and why? Provide the vocabulary word, its definition and part of
speech, two scenarios in which students might
at least three reasons for your choice, using
use the word in the future, and three familiar
the information you gathered from various
words that the new word reminds them of in
sources to justify your decision. Where will
some way.
you get a copy of the work, and how long
do you think it will take you to read it?
(See Sample Student Work.)
Grammar
Resources • Use “Interjections” to review this part
TSR, “Admit and Exit Slips,” pp. 283–284
of speech with students, then go around
Computers with Internet access the room, asking each student to offer an
interjection to add to a class list.
Additional Support: Have students create a • Have students write three sentences that use
reading plan, mapping out how much reading interjections and are either about or written
they will need to do each day in order to finish in the voice of their selected authors.
the text by the end of Key Concept 2.
Resources
Teacher Note: Remind students that they will TSR, “Vocabulary Note Cards,” pp. 131–132
use the biographical information they collect
when they write their reviews and create their Language Network, “Interjections,” p. 157
graphic displays in Key Concepts 2 and 3. Classroom dictionaries and/or thesauruses
Index cards (three per student)

Unit 8
KEY CONCEPT 1
Connections
EdVantage
Core Values: The approaches in this Key
Concept underscore the importance of taking
responsibility for your choices and actions.
Self-Directed Pursuit of Knowledge: This
Strategic Objective is addressed by having
students select their own authors to research
and texts to read.
Community
To supplement the resources available in your
school library, direct students to the Manatee
County Library System, which has facilities in
Bradenton, Ellenton, Palmetto, and Holmes
Beach.
Technology
While students are collecting information,
consider directing them to the TeachingBooks
Web site (www.teachingbooks.net), which
contains a great deal of information about most
of the authors read over the course of the year.
The password “Freedom” will give them access
as students in the Manatee County School
System.
Be sure to schedule computer access for
students in advance of this Key Concept. If
students do not have access to the Internet,
collaborate with your media specialist to put
together a cart of related print resources.

Learning Objectives
LA.6.2.2.5, LA.6.3.1.1, LA.6.6.3.2, LA.6.6.4.1)
Advanced Pathway Additional Support Pathway

Consult the UPA Teacher’s Notes section on Consult the UPA Teacher’s Notes section on
p. 655 for suggestions on how to adapt the Unit p. 655 for suggestions on how to adapt the Unit
Performance Assessment to differentiate for Performance Assessment to differentiate for students
advanced students. You may also wish to use one or needing additional support. You may also wish to
more of the following suggestions to enrich students’ use one or more of the following suggestions to help
study of the learning objectives in this Key Concept: students attain the learning objectives in this Key
Concept:
• Challenge especially proficient readers to read
lengthy works, works written at a higher difficulty • Selecting the right text to read will be essential
level, or more than one additional work. to students’ success. Remind them that they will
have two to three days in class to read whichever
• If possible, take students on a field trip to one
text they select, along with any time they will be
of the libraries in the Manatee County Library
willing to commit to reading outside of class. For
System (see Additional Resources).
suggestions on which texts may be especially well
• Have students collaborate to create a document suited to striving readers, consult the Teacher’s
called “Guidelines for Finding Something Good Notes section.
to Read” that might be posted on a class Web site,
• Prior to having students conduct online research,
on a bulletin board outside of your room, or in
give a mini-lesson in which you review the
the school newspaper.
research skills and strategies that students applied
• Over the course of the next two Key Concepts, during Unit 3.
invite students to create and consult a
• Have students who are interested in the same
“Recommended Readings” display in your
authors research in pairs or small groups before
classroom. To do so, students should record the
selecting the additional texts they would like to
titles, authors, and one-sentence summaries of
read.
their favorite books on sticky notes, then post the
notes on one of the walls in your room. (Be sure • During the Gather Information approach, limit
to add your favorite titles to this display as well!) students to the TeachingBooks Web site, which is
This will help students select the books that they an outstanding resource that connects students to
might want to read during summer vacation. a great deal of information about various authors
read over the course of the school year.
Resources
TeachingBooks
www.teachingbooks.net

Unit 8
KEY CONCEPT 1
Additional Resources Additional Information
The Author Bibliography activity sheet on
Textbook pp. 672–675 has been included for your use.
Elements, “Reading for Life: Independent Reading,” You may wish to consider the following before
p. 164; “Reading for Life: Searching the determining how you will use this resource in your
Internet,” p. 308 classroom:
Language Network, Chapter 26: “Finding • The texts listed may represent only a selection
Information,” pp. 437–450 of an especially prolific writer’s works. Sid
Fleischman, Walter Dean Myers, and Gary
Web Sites Paulsen have all written more works than could be
Author information is available at TeachingBooks: listed here.
• Many of the authors on this list have written
Manatee County Library System:
books for mature or adult readers. You may
www.co.manatee.fl.us/library/master.html
wish to require students to get permission or
Author Web sites: your approval to read any additional text that
www.marjoriecowley.com they select, or you might only require this step
www.carlhiaasen.com with specific authors. The following authors
www.zksnyder.com have written works with adult content: Robert
www.randomhouse.com/features/garypaulsen Cormier, Luci Tapahonso, Walter Dean Myers,
www.sidfleischman.com Carl Hiaasen, Sandra Cisneros, and Gwendolyn
www.walterdeanmyers.net Brooks.
www.eduplace.com/kids/hmr06 (click on
“Authors and Illustrators,” then select “Russell • If you are concerned about the content of the texts
Freedman” from the index) your students choose to read on their own, you
www.scu.edu/fjimenez may wish to prescreen the suggested titles and
www.angelvigil.com restrict their choices.

Teacher’s Notes

Unit 8
Key Concept Planning Template
KEY CONCEPT 1
Use this Key Concept planning chart to map out a path of Instructional Approaches for your
students.

Unit 8
Model Lesson
KEY CONCEPT 1
How do we learn more about the texts we might like to read?
This Model Lesson includes instructions for an activity in which students think about, read about,
and talk about the authors that most interest them in preparation for selecting additional works to
read for their Unit Performance Assessment.
Rationale
Learning to independently make informed, well-researched decisions is
central to two EdVantage Strategic Objectives: Democratic Processes and
the Self-Directed Pursuit of Knowledge. This lesson will also give students
another opportunity to apply the research skills they began to hone in
Unit 3, and underscores the understanding that discussion can be central
to the decision-making process.
Learning Objectives
8-1: Use interest, the recommendation of others, and available technology
to select fiction and/or nonfiction texts to read. (LA.6.2.1.10, LA.6.2.2.5,
LA.6.3.1.1, LA.6.6.3.2, LA.6.6.4.1)
8-2: Select an author as a topic of inquiry, using information from a variety

of sources to justify that decision. (LA.6.6.1.2, LA.6.6.2.1)
8-3: Research
an author by collecting, recording, evaluating, and
summarizing information from multiple sources. (LA.6.4.2.2, LA.6.6.2.2)
Materials
• Computers with Internet • Student learning logs
access* * You may need to
• Copies of the Justify a schedule time in your
school’s computer lab or
Decision activity sheet,
p. 621 (one per student) media center in advance
of this lesson.
• Copies of the Author
Bibliogr aphy activity
sheet, p. 672 (one per
student)

Before
Warm-Up
Individual Reflection: Have students respond to the following prompt in
Teacher Note
their learning logs:
Consider conducting this
lesson in your school’s library, • Prompt: How might picking out a book to read be similar to shopping
media center, or computer lab.
for a new bike or video game?
• Have students volunteer to share their ideas with the class. During
a brief discussion, help students understand that whether they are
selecting something new to read or deciding on a major purchase, it is
important to think carefully about what they know about their options,
collect more information about their options, and talk about their
options with others.
• Explain to students that they will be spending the upcoming class
Additional Support
period thinking and reading about authors they may want to learn more
Have copies of the textbook
and the core readings
about.
available for students to use
to help them remember what
they liked and disliked about
During
the authors read over the • Distribute the Author Bibliography activity sheet and the Justify a
school year. Decision activity sheet to students.
Additional Support Individual Brainstorming: Have students review the Author Bibliography
activity sheet and then identify three favorite authors from the year’s
Allow students to focus on
two authors, rather than three. reading selections whom they may want to learn more about. Have
Consider allowing them to students write these three names in columns 1, 2, and 3 of their Justify a
do their initial brainstorming
work with a partner.
Decision activity sheet.
• Give students time to remember and record what they know and like
Technology about each of the three authors they have listed, and to identify what
Direct students to else they would like to learn about each author. Allow them to use their
(password “freedom”), which
textbooks or copies of the core texts to jog their memories.
is a Web site dedicated to
connecting students with
Individual Research: Have students access the Internet and/or peruse
more information about their the author sidebars included in the Elements textbook to collect more
favorite authors. information about their selected authors. Have them record what they
learn in the “Read about It” section of their Justify a Decision activity
Advanced sheet.
Work with a librarian or media
specialist in advance and • Explain that in the next class period, students will have the chance to
arrange to have additional discuss their options and share their opinions with one another.
print resources for each major
author available for student
reference.

Unit 8
After
KEY CONCEPT 1
Teacher Note
Partner Reflection: Have students turn to a partner and share three Consider having students
things that they learned while gathering information during today’s class. write a persuasive essay in
which they try to convince
others to read the texts they
Homework and Assessment have selected, using the
• Have students interview three friends from other grades, family information they gathered in
the Justify a Decision activity
members, or teachers about what their favorite books are and how they sheet.
go about the process of finding something new to read.
Making Connections
EdVantage
Self-Directed Pursuit of Knowledge: This Model Lesson helps students
acquire the skills they will need to promote their own growth as lifelong
learners.
Community: Consider taking a field trip to one of the libraries in the
Manatee County Library System.

Name Date
Justify a Decision
Objective: Consult multiple sources in order to gather information needed to make a
decision.
ACTIVITY SHEET
Step 1: Explore your options.
Author 1 Author 2 Author 3

Think about It
What do you already

know about this author
and his or her work?
What do you like most

about this author and his
or her work?
What else would you

like to learn about this
author?

Name Date
Justify a Decision, continued

Author 1: Author 2: Author 3:
Read about It Source(s): Source(s): Source(s):
ACTIVITY SHEET
Read about each author

(in the textbook or
online). List at least three
new facts you’ve learned
about each author.
What else have these

authors written that you
might want to read?

Name Date
Justify a Decision, continued

Author 1: Author 2: Author 3:
Talk about It Source(s): Source(s): Source(s):
ACTIVITY SHEET
Ask a classmate, teacher,
or librarian what they
think about each of these
authors. Record their
opinions in the chart.
List something new you’ve

learned about each author
from this source.
Step 2: Justify your decision.

Which author will you investigate further?

Name Date
Why? Provide at least three reasons to explain your choice.

ACTIVITY SHEET

Sample Student Work
This sample student work represents a proficient, grade-level-appropriate response to the
Instructional Approach “Gather Information”:
Individual Writing: Have students write exit slips responding to the

following prompt:
• Prompt: Which text will you read, and why? Provide at least three
reasons for your choice, using the information you gathered from
various sources to justify your decision. Where will you get a copy of the
work, and how long do you think it will take you to read it?
I think that I want to read the book Guts by Gary Paulsen.q It just looks really good to me. It’s
nonfiction, and I really like that.w We read My Life in Dog Years for Lit Circles, and I really liked
how Paulsen writes. The description of the book I read on Gary Paulsen’s Web site also makes
it sound really cool. It says it is about survival skills and real adventures that people had in the
wilderness. That sounds awesome. we There’s one chapter called “Eating Eyeballs or Guts or
Starving” that I think sounds really really good! I also looked at the reviews people wrote about
the book on Amazon.com, and it did really well.we People gave it 4.5 stars out of 5. It also says
that it is connected to a book called Hatchet that some of my friends at a different school read
and I think I want to read that one this summer.w
Mrs. Jenkins says that we have two copies of the book in the library, so I will go check it out from
there right away after school.r I found out that the book is 148 pages long, which is kind of long
for me, but I think that I will have a lot of time to start reading it this weekend, because we are
going on a road trip up to see my brother and we will have a lot of time to read in the car. I think
I will have most of it read by the end of the weekend, and then I can finish it when we read during
class next week.t
Commentary on Sample Student Work

q Identifies the additional text selected.
w Explains rationale for selecting this text.
e Incorporates information from print or online resources or other people to support this decision.
r Anticipates where the student will get a copy of the selected text.
t Makes a plan for reading.

Unit 8
KEY CONCEPT 2
Reading different works by the same author can help us recognize patterns in style and theme.
Learning Objectives
8-5 Relate new vocabulary to familiar words. (LA.6.1.6.5)
8-6 Listen to, read, and discuss familiar and conceptually challenging text. (LA.6.1.6.2)
8-7 Apply reading comprehension strategies while reading grade-appropriate text. (LA.6.1.7.1,
LA.6.1.7.8)
8-8 Compare and contrast elements across two or more works by the same author.
(LA.6.1.7.3, LA.6.1.7.7, LA.6.2.1.3, LA.6.2.1.4, LA.6.2.1.7, LA.6.3.2.3)
8-9 Use strategies and tools to generate and organize ideas before drafting. (LA.6.3.1.3)
8-10: Edit writing for correct use of spelling, capitalization, punctuation, and grammar.
(LA.6.3.4.1, LA.6.3.4.2, LA.6.3.4.3, LA.6.3.4.4, LA.6.3.4.5)
Resources
Holt Elements of Literature (Elements)
Preparing to Write the Review activity sheet
Student-selected texts
A Dr. Seuss book of your choice
Index cards
Key Concept.
Vocabulary
information about an author of the student’s choice, as described in the Vocabulary approach.

Unit 8
Unit 8
KEY CONCEPT 2

1 8-6 Introducing the Key Concept TSR, “Quickwrite,”

8-8 pp. 201–202
Making Comparisons Across Texts
Elements, “The
Sneetches,”
pp. 380–383
A Dr. Seuss book of your
choice
2 8-6 Applying Reading Strategies TSR, “Concept Map,”

8-7 pp. 166–167
Grammar
8-10
3 8-5 In-Class Reading TSR, “Vocabulary Note

Cards,” pp. 131–132
Vocabulary
Classroom dictionaries
and thesauruses
Index cards (three per
student)
4 8-6 Grammar Language Network,

8-8 “Quick-Fix Editing
Brainstorming and Drafting
8-9 Machine,” pp. 239–259
8-10
Preparing to Write the
Review activity sheet

KEY CONCEPT 2: Reading different works by the same author can help us recognize patterns in style and theme.
Learning Objectives
8-6: Listen to, read, and discuss familiar and conceptually challenging text. (LA.6.1.6.2)
8-7: Apply reading comprehension strategies while reading grade-appropriate text. (LA.6.1.7.1, LA.6.1.7.8)
8-8: Compare and contrast elements across two or more works by the same author. (LA.6.1.7.3, LA.6.1.7.7, LA.6.2.1.3, LA.6.2.1.4, LA.6.2.1.7,
LA.6.3.2.3)
Introducing the Key Concept 5 min Making Comparisons

Across Texts 35 min
Individual Reflection: Have students
quickwrite in their learning logs in response to Learning Objective(s): 8-6, 8-8
the following prompt:
Whole-Group Shared Reading: Read a
• Prompt: If you were to describe a person’s Dr. Seuss book of your choice aloud. Discuss
“style,” what sort of things would you the story’s main idea.
mention? How might describing a person’s
Small-Group Inquiry: Have students review
style be similar to describing an author’s
“The Sneetches” from Unit 1 and then discuss
writing style?
any similarities in the content of the two works
Resources as well as what the two works reveal about the
TSR, “Quickwrite,” pp. 201–202 author’s style. Direct them to focus specifically
on the tone of the two works and on the
Student learning logs author’s use of figurative language and poetic
devices.
Resources
Elements, “The Sneetches,” pp. 380–383
A Dr. Seuss book of your choice

Additional Support: Provide groups with a
handout listing the specific components that
they should be comparing (e.g., content, use of
figurative language, tone, theme).
Teacher Note: The Butter Battle Book, Horton
Hears a Who!, Hunches in Bunches, The Lorax,
or “The Zax” may make for the most fruitful
comparisons.

Unit 8
KEY CONCEPT 2
8-9: Use strategies and tools to generate and organize ideas before drafting. (LA.6.3.1.3)
8-10: Edit writing for correct use of spelling, capitalization, punctuation, and grammar. (LA.6.3.4.1, LA.6.3.4.2, LA.6.3.4.3, LA.6.3.4.4,
LA.6.3.4.5)
Applying Reading Strategies 40 min In-Class Reading 30 min
Learning Objective(s): 8-6, 8-7 Learning Objective(s): 8-5

Whole-Group Brainstorming: Collaborate Individual Reading: Have students continue
to create a concept map showing the strategies reading their selected texts. During this time,
students should employ before, during, and remind them to:
after reading.
• apply reading strategies to support their
Individual Reading: Allow students to read comprehension
their texts in class. During this time, they
• identify similarities in theme or style between
should: the new text and the familiar text
• apply at least one of the reading strategies you
reviewed Resources
• identify similarities in theme or style between
the new text and the familiar text Adaptations and Notes
Additional Support: You may wish to have
Resources students keep double-entry notebooks (TSR,
TSR, “Concept Map,” pp. 166–167 pp. 168–169) while they read, quoting passages
Student-selected texts from the text in the left column and explaining
what the quotations reveal about the author’s
Adaptations and Notes style in the right column.
Reading Skills: While brainstorming, coach
students to recall the following strategies, which Check-In: Circulate while students read,
are all listed in the Sunshine State Standards: briefly checking in to make sure they are
adjusting reading rate, making predictions, making sufficient progress.
summarizing, rereading, paraphrasing, note
taking, using graphic organizers, questioning,
clarifying by checking other sources, and
checking context clues.
Check-In: If students have not selected texts
by this time, you may wish to assign them the
two stories by Hans Christian Anderson that
are included in the Elements textbook.
(See Additional Resources.)

Learning Objectives
LA.6.3.2.3)
Brainstorming and Drafting 40 min Vocabulary and Grammar
Learning Objective(s): 8-6, 8-8, 8-9 Vocabulary

Direct Instruction: Conduct a mini-lesson on Learning Objective(s): 8-5
the elements of a book review, and then share a As students read their selected texts, require
selection of examples. them to identify three unknown words and
to use their vocabulary strategies (knowledge
Individual Brainstorming: Have students
of affixes and root words, context clues,
complete the Preparing to Write the Review
dictionaries and/or thesauruses) to complete
activity sheet in order to generate and organize
vocabulary note cards. Each note card should
ideas for their written reviews. Then ask
include (at minimum) the vocabulary word,
students to draft their book reviews.
its definition and part of speech, two scenarios
in which students might use the word in the
Resources
future, and three familiar words that the new
Preparing to Write the Review activity sheet,
word reminds them of in some way.
p. 665
Student-selected texts Grammar
Adaptations and Notes Begin reviewing some key conventions
Teacher Note: See Additional Resources for a of grammar, spelling, punctuation, and
list of Web sites that feature student-written capitalization that you want students to
book reviews. The Building Rainbows Web demonstrate in their written reviews. For
site (www.buildingrainbows.com) also includes example, during this Key Concept, consider
guidelines for writing a book review. reviewing subject-verb agreement, verb tenses,
Teacher Note: You may wish to have students and pronoun reference problems. During Key
write rough drafts of their reviews for Concept 3, review varying sentence structure
homework. and length. Use the “Quick-Fix Editing
Machine” to support instruction.
Resources
TSR, “Vocabulary Note Cards,” pp. 131–132
Language Network, “Quick-Fix Editing
Machine,” pp. 239–259
Index cards (three per student)

Unit 8
KEY CONCEPT 2
LA.6.3.4.5)
Connections
EdVantage
Core Values: By reading the texts they
selected in Key Concept 1, students are taking
responsibility for their choices and actions.
At the same time, by learning how to select
reading materials and reviewing how to apply
reading strategies, students are equipping
themselves with skills that are essential for
lifelong learning.
Community
Consider using sample book reviews taken
from the Entertainment section of the Sarasota
Herald-Tribune. Recent book reviews, along
with a feature that allows readers to search the
New York Times book reviews since 1996, can
be found at www.heraldtribune.com.

Learning Objectives
LA.6.3.2.3)

Consult the UPA Teacher’s Notes section on Consult the UPA Teacher’s Notes section on
p. 655 for suggestions on how to adapt the Unit p. 655 for suggestions on how to adapt the Unit
Performance Assessment to differentiate for Performance Assessment to differentiate for students
advanced students. You may also wish to use one or needing additional support. You may also wish to
more of the following suggestions to enrich students’ use one or more of the following suggestions to help
study of the learning objectives in this Key Concept: students attain the learning objectives in this Key
Concept:
• Students should do the bulk of the reading
outside of class. Devote class time to completing • You might use the short, playful poems included
additional research, locating and reading author in “A Nash Menagerie” as an alternative to the
interviews, analyzing book reviews from local Dr. Seuss texts suggested in the Making
and national newspapers, and seeking out Comparisons Across Texts approach. As an
opportunities for students to publish their book alternative to having students read new texts as
reviews. part of this approach, have students recall the
similarities in Carl Hiaasen’s Flush and “Counties
• Before conducting the Brainstorming and
Flush Dirty Water into the Ocean,” which were
Drafting approach, have students work in small
both read in Unit 3.
groups to compare an assortment of strong and
weak sample book reviews and then generate a • Consider having English language learners and
list of the characteristics of a well-written book students who are reading substantially below
review. grade level listen to the audio recordings of two
works by the same author, which can be accessed
• Have students compile a list of additional
at the Tumblebooks Web site.
titles that they would like to read over summer
vacation.
Resources
Elements, “A Nash Menagerie,” p. 299
Read-along audio books:
www.tumblebooks.com

Unit 8
KEY CONCEPT 2
LA.6.3.4.5)
Additional Resources
TSR
“General Reading Strategies,” pp. 81–83
Textbook
Elements, “A Nash Menagerie,” p. 299
Web Sites
A Web tutorial for writing book reviews:
http://teacher.scholastic.com/writewit/bookrev/
index.htm
Scholastic’s “Share What You’re Reading” resource
(reading and writing reviews):
http://teacher.scholastic.com/activities/swyar/
index.asp
Collections of student-written book reviews:
www.buildingrainbows.com
www.bookhooks.com
www.spaghettibookclub.org
Book reviews included in the Books section of the
Sarasota Herald-Tribune:
www.heraldtribune.com (move mouse pointer
over “Entertainment,” then select “Books” from
the drop-down menu that appears)
Audio/Visual
Reading skills:
www.brainpop.com (click on “English,” then
search “reading”)

Teacher’s Notes

Unit 8
KEY CONCEPT 2
students.

Unit 8
KEY CONCEPT 3
The lessons we learn today can help us anticipate and prepare for the decisions we will face in
the future.
Learning Objectives
8-8 Compare and contrast elements across two or more works by the same author. (LA.6.1.7.3,
LA.6.1.7.7, LA.6.2.1.3, LA.6.2.1.4, LA.6.2.1.7, LA.6.3.2.3)
8-10 Edit writing for correct use of spelling, capitalization, punctuation, and grammar.
(LA.6.3.4.1, LA.6.3.4.2, LA.6.3.4.3, LA.6.3.4.4, LA.6.3.4.5)
8-11 Write a book review that compares and evaluates two or more works by the same author.
(LA.6.1.7.7, LA.6.2.1.6, LA.6.4.2.1, LA.6.4.3.1, LA.6.6.2.3)
8-12 Listen to, provide, and use constructive suggestions for improving a rough draft.
(LA.6.3.3.4, LA.6.5.2.1)
8-13 Revise a draft after evaluating its ideas and content, logical organization, voice, point
of view, word choice, and sentence variation. (LA.6.3.3.1, LA.6.3.3.2, LA.6.3.3.3,
LA.6.3.3.4)
8-14 Use elements of spacing and design to create a graphic display. (LA.6.2.2.3, LA.6.3.5.1,
LA.6.3.5.2)
8-15 Categorize vocabulary and identify salient features. (LA.6.1.6.4)
Resources
Review a Favorite Author activity sheet
Going Graphic activity sheet
Written Review scoring rubric
Graphic Display scoring rubric
Comprehensive vocabulary list
Assorted materials for graphic displays
Key Concept.
Vocabulary
information about an author of the student’s choice, as described in the Vocabulary approach.

Unit 8
Unit 8
KEY CONCEPT 3

1 8-8 Introducing the Key Concept Language Network,

8-11 Grammar “Quick-Fix Editing
8-12 Writers Workshop: Peer Review Machine,” pp. 239–259
8-13 Review a Favorite Author
activity sheet
Written Review scoring
rubric
Rough drafts of
students’ book reviews
2 8-14 Going Graphic Going Graphic activity

8-15 Vocabulary sheet
activity sheet
Graphic Display scoring
rubric
Comprehensive
vocabulary list
3 8-10 The Final Edit Language Network,

8-11 Grammar “Quick-Fix Editing
8-12 In-Class Work Time Machine,” pp. 239–259
8-13 Revised drafts of
students’ book reviews
Assorted materials for
graphic displays
4 8-14 Gallery Walk TSR, “Admit and Exit

Final Reflection Slips,” pp. 283–284;
“Gallery Walk,”
pp. 288–290
Completed graphic
displays

KEY CONCEPT 3: The lessons we learn today can help us anticipate and prepare for the decisions we will face in the
future.
Learning Objectives
LA.6.3.2.3)
LA.6.3.4.5)
8-11: Write a book review that compares and evaluates two or more works by the same author. (LA.6.1.7.7, LA.6.2.1.6, LA.6.4.2.1, LA.6.4.3.1,
LA.6.6.2.3)
Introducing the Key Concept 10 min Writers Workshop: Peer Review 30 min
Individual Reflection: Have students respond Learning Objective(s): 8-8, 8-11, 8-12, 8-13
to the following prompt in their learning logs: Direct Instruction: Present a mini-lesson
• Prompt: Why is it important to think about reviewing the elements of a well-written book
what we have learned from an experience? review.
(See Model Lesson.) Writers Workshop: Have students work in
small groups to read one another’s rough drafts
Resources and offer constructive feedback. (See Model
Lesson.)
Resources
Review a Favorite Author activity sheet,
pp. 663–664
Written Review scoring rubric, p. 659
Rough drafts of students’ book reviews

Additional Support: Have students who have
not yet completed drafting their reviews work
independently during this class session. Follow
up by asking how their decision not to finish
their rough drafts on time will affect their
finished work.
Management: You may wish to assign students
to specific writing groups, making sure that
each group contains students of different
writing levels and learning styles.
Teacher Note: Consider using “Peer Editing
for Focus and Organization,” (TSR, p. 242) to
help focus students’ revision efforts.

Unit 8
future.
KEY CONCEPT 3
8-12: Listen to, provide, and use constructive suggestions for improving a rough draft. (LA.6.3.3.4, LA.6.5.2.1)
8-13: Revise a draft after evaluating its ideas and content, logical organization, voice, point of view, word choice, and sentence variation.
(LA.6.3.3.1, LA.6.3.3.2, LA.6.3.3.3, LA.6.3.3.4)
8-14: Use elements of spacing and design to create a graphic display. (LA.6.2.2.3, LA.6.3.5.1, LA.6.3.5.2)
8-15: Categorize vocabulary and identify salient features. (LA.6.1.6.4)
Going Graphic 40 min The Final Edit 30 min
Learning Objective(s): 8-14 Learning Objective(s): 8-10, 8-11, 8-12, 8-13

Direct Instruction: Provide a mini-lesson on Direct Instruction: Conduct a mini-lesson
the basic elements of effective graphic design. on how to edit a revised draft for spelling,
capitalization, punctuation, and grammar.
Individual Brainstorming: Have students
generate ideas for their graphic displays by Writers Workshop: Have students return to
listing what they would like to include in their original writers workshop groups to edit
their displays and then creating sketches that one another’s nearly final drafts. Afterward,
illustrate their design ideas. provide time in class for students to work on
their graphic displays.
Resources
Going Graphic activity sheet, pp. 670–671 Resources
Review a Favorite Author activity sheet, Revised drafts of students’ book reviews
pp. 663–664 Assorted materials for graphic displays
Graphic Display scoring rubric, p. 661
Adaptations and Notes Additional Support: You may wish to use
Teacher Note: You may wish to collaborate Proofreading Symbols and Editor’s Marks,
with other teachers in your subject area and (TSR, pp. 238–239) and/or Peer Editing for
grade level to refine the list of specific graphic Grammar and Punctuation (TSR, p. 241) to
elements you would like students to include in help focus students’ editing efforts.
their graphic displays.
Teacher Note: You may or may not wish to
have students include a copy of their written
reviews on their graphic displays.
Teacher Note: Collect strong examples of
student work each year to share with students
during this mini-lesson.

future.
Learning Objectives
LA.6.3.2.3)
LA.6.3.4.5)
LA.6.6.2.3)
Gallery Walk 20 min Final Reflection 20 min
Learning Objective(s): 8-14 Individual Writing: Have students complete

final exit slips responding to the following
Whole-Group Reflection: Have students
prompt:
arrange their finished graphic displays around
the classroom, then participate in a gallery walk • Identify one lesson that you have learned
activity. during this unit (e.g., about researching,
writing a book review, or creating a graphic
Resources display), and one more lesson that you
TSR, “Gallery Walk,” pp. 288–290 learned at some point during the school year,
Completed graphic displays whether it be a skill that helped you become
a better reader/writer or a life lesson from
Adaptations and Notes one of the texts you have read. Explain how
Advanced: Have students write a paragraph or these two lessons will equip you to make
short essay that compares and contrasts two of better decisions in the future. (See Sample
the graphic displays. Student Work.)
Check-In: For a fun way to solicit peer
evaluation, give each student three stars
Resources
TSR, “Admit and Exit Slips,” pp. 283–284
(stickers, cut-outs, etc.) and invite them to post
one star on each of their three favorite displays. Adaptations and Notes
At the end of the activity, consider awarding a Advanced: Have students write formal
small prize to the creators of the three favorite reflective expository essays in place of this
displays. informal exit slip.
Teacher Note: Students also participated in a
gallery walk during Unit 1. You may remind
students of this before beginning the activity,
and then have them take a moment to consider
how much they have grown as readers and
writers since the beginning of the year.

Unit 8
future.
KEY CONCEPT 3
(LA.6.3.3.1, LA.6.3.3.2, LA.6.3.3.3, LA.6.3.3.4)
Vocabulary and Grammar Connections
Vocabulary Across Grades

Learning Objective(s): 8-15 Grade 7: Consider sharing students’ work
• Present students with a comprehensive list with the Language Arts 2 teachers, who might
also help you evaluate the finished graphic
of vocabulary words drawn from across the
displays. This would give teachers a preview of
year. Challenge them to work individually or
next year’s students, and give your students the
with a partner to organize these words into
added incentive to prove that they are ready to
no fewer than three categories, and then to
work successfully at the next grade level.
write a paragraph justifying their decisions.
Grammar Community
Learning Objective(s): 8-10, 8-13 • Consider having all of the grade 6 students
post their graphic displays in the school
• Before conducting each of the two writers library. During the Gallery Walk approach,
workshop sessions, review the key grammar, have students review all of the completed
spelling, capitalization, and punctuation displays rather than just those from their
rules that you want students to especially own class.
watch for in one another’s work. For
example, before the Writers Workshop: Peer • Have students select the best book reviews
from each class period to be posted on a
Review approach, review how to combine
class or school Web site, or published in a
sentences to improve tone; before The Final
school or community newspaper. You might
Edit, review common errors in sentence
also submit them to NCTE, which features
structure and punctuation.
student-written reviews in their journal
• Have students use the “Quick-Fix Editing for middle school teachers, Voices from the
Machine” for support during and after the Middle. (See Additional Resources.)
writers workshop sessions.
Resources
Language Network, “Quick-Fix Editing
Machine,” pp. 239–259

future.
Learning Objectives
LA.6.3.2.3)
LA.6.3.4.5)
LA.6.6.2.3)

Consult the Teacher’s Notes section on p. 655 for Consult the Teacher’s Notes section on p. 655 for
suggestions on how to adapt the Unit Performance suggestions on how to adapt the Unit Performance
Assessment to differentiate for advanced students. Assessment to differentiate for students needing
You may also wish to use one or more of the additional support. You may also wish to use one or
following suggestions to enrich students’ study of the more of the following suggestions to help students
learning objectives in this Key Concept: attain the learning objectives in this Key Concept:
• Instead of creating graphic displays, challenge • Require students to take notes, answer specific
students to design and create actual Web sites. If questions about each author, or fill out simple
the technology for this is not available, they can evaluation rubrics during the Gallery Walk
create mock Web sites on paper instead. approach in order to encourage them to view one
another’s work more carefully.
• Have students create glossaries of vocabulary
words and phrases specifically associated with • Before the Gallery Walk approach, quickly review
graphic design (e.g., “rule,” “white space,” the basic elements of design so that they will
“gutter”). Alternatively, prior to the Going be fresh in students’ minds as they evaluate one
Graphic approach, assign each student one another’s work.
design-related term or concept, and have them
• Provide English language learners and/or students
independently determine its meaning and reading and writing substantially below grade
significance. Have students deliver a teach-back level with a template for their graphic displays.
(TSR, pp. 270–271), reporting on their findings in You might also provide part of the writing for
lieu of a teacher-directed mini-lesson. students, and have them fill in the remaining
• After the gallery walk, have students identify information using a variation of the Cloze
books that they would like to read over summer technique (TSR, pp. 113–114).
vacation.

Unit 8
future.
KEY CONCEPT 3
(LA.6.3.3.1, LA.6.3.3.2, LA.6.3.3.3, LA.6.3.3.4)
Additional Resources Additional Information

Take into account the amount of space you have in
TSR your classroom to post students’ graphic displays.
“Revisions and Editing,” pp. 234–242 Provide students with formatting guidelines
“Readers and Writers Workshop,” pp. 555–556 (including details about size and layout) or a
common template for their graphic displays in
Textbook order to make sure you have the space to present all
ATE Literature, “Language, Grammar, and Style students’ work. Consider using a hallway or other
Resource,” pp. 889–910 common area for additional display space.
BK English, “Evaluation Checklist for Revising,”
p. C30; “Editing Checklist,” p. C31;
“Proofreading Symbols,” p. C32; “Process of
Writing a Book Report,” pp. C348–C353;
“A Writer Writes: A Book Review,” p. C354
Elements, “Persuasive Writing: Evaluation,”
pp. 480–484
Web Sites
Information about the elements of graphic design:
www.online.tusc.k12.al.us/tutorials.htm (select
“Basics of Graphic Design” under “Advanced
and Special Interest Tutorials”)
Publishing student-written book reviews:
www.ncte.org (search “Guidelines for Student
Book Review Submissions”)

KEY CONCEPT 3: The lessons we learn today can help us anticipate and prepare for the decisions we will face in the future.
Teacher’s Notes

Unit 8
KEY CONCEPT 3
students.

Unit 8
Model Lesson
KEY CONCEPT 3
How can we use what we know about writing to help others?
This Model Lesson includes instructions for conducting a writers workshop session aimed at peer
revision.
Rationale
By reading the work of their peers, students have the opportunity to
informally compare their work with other student-written samples. This
process also requires them to apply what they have learned about the
elements of a book review, the components of strong writing, and the act
of providing constructive feedback.
Learning Objectives
8-8: Compare and contrast elements across two or more works by the same
author. (LA.6.1.7.3, LA.6.1.7.7, LA.6.2.1.3, LA.6.2.1.4, LA.6.2.1.7, LA.6.3.2.3)
8-11: Write a book review that compares and evaluates two or more works
by the same author. (LA.6.1.7.7, LA.6.2.1.6, LA.6.4.2.1, LA.6.4.3.1, LA.6.6.2.3)
8-12: Listen to, provide, and use constructive suggestions for improving a
rough draft. (LA.6.3.3.4, LA.6.5.2.1)
8-13: Revise a draft after evaluating its ideas and content, logical
organization, voice, point of view, word choice, and sentence
variation. (LA.6.3.3.1, LA.6.3.3.2, LA.6.3.3.3, LA.6.3.3.4)
Materials
• TSR, “Revision and • Written Review scoring
Editing,” pp. 234–242 rubric, p. 659
• Language Network , • Rough drafts of student s’

“Quick- Fix Editing book reviews
Machine,” pp. 239–259 • Small-g roup assignments
• Review a Favorite • Student learning logs
Author activity sheet,
pp. 663–664

Before
Warm-Up
Individual Reflection: Have students respond to the following prompt in
their learning logs:
• Prompt: Why is it important to think about what we have learned from
an experience?
• Invite students to share their responses.
• Discuss how reflecting on lessons learned makes it more likely that we
Additional Support
will apply those lessons in the future. Help students understand that the
Have students look back on
the Review a Favorite Author
reflection process can also involve sharing the lessons we have learned
activity sheet, which lists with others, who can then benefit from the experiences we have had.
the components of a book
review. Alternatively, display
a poster of these elements During
in the classroom for student Whole-Group Brainstorming: Ask students to recall what they have
reference throughout this unit.
learned about book reviews. Recreate a class list of the components of a
strong book review.
Whole-Group Brainstorming: Ask students to recall what they have
Teacher Note
learned about writers workshop. You may wish to ask such questions as,
As students should have
engaged in writers workshops
“What is the purpose of a writers workshop?” and “When you are working
and peer review over the in a small group to read one another’s work and offer revision suggestions,
course of the year, frame what behaviors can help your group be more successful?”
this brainstorming session
as a time to activate prior • Using Language Network, identify and review specific elements of
knowledge.
grammar and mechanics for students to look for as they review each
other’s work.
Small-Group Writers Workshop: Have students break into small groups
and proceed to read and review one another’s work.
• Display an overhead transparency that lists the members of each small
Additional Support group. Point out where each group will be located in the classroom.
Display a list of possible
guiding questions for student • Have students move into their small groups and rearrange the desks
reference. (if necessary) so that group members are facing one another.
• Have students write two or three guiding questions on the top of their
papers in order to focus their reviewers’ efforts on areas of specific
concern (such as, “Do you understand the main idea of my review?” and
“Do I have any sentence fragments or run-on sentences?”)

Unit 8
Have students pass their reviews to the group member on their left. Give
KEY CONCEPT 3
Advanced
students approximately five minutes to read the review they have received
If time permits, have
and to write constructive suggestions. students spend more time
(10–15 minutes) reviewing
• After five minutes, have students pass the papers they have been reading each paper in order to provide
to the group member on the left. Repeat the pass-and-review process more thorough revision
suggestions.
until students have read all of the reviews written by the members of
their group.
Additional Support
• Have students return the reviews to the original writer, then give
Alternatively, you may wish to
students time to read over all of the constructive suggestions written on use Peer Editing for Focus and
their papers. Organization (TSR, p. 242)
to focus students’ revision
efforts.
After
Individual Reflection: Have students make revision plans by listing the
parts of their book reviews that they are going to revise. Remind them to
draw from the suggestions made by their peers as well as from any ideas
they came up with while reviewing other students’ work.
Homework and Assessment Check-In

• Have students revise their rough drafts for homework. When students submit their
final drafts, have them attach
their rough drafts and their
Making Connections revision plans.
EdVantage
Core Values: The writers workshop structure reinforces the idea that all
people have value and can add value.
Democratic Processes: Learning to provide constructive feedback to the
members of a group addresses this Strategic Objective.
Across Grades
Grades 7–8: Students will be using a writers workshop model of peer
review in Language Arts 2 and 3.
Community
Suggest that students solicit additional feedback from a friend or family
member.

Sample Student Work
This sample student work represents a proficient, grade-level-appropriate response to the
Instructional Approach “Final Reflection”:
Individual Writing: Have students complete final exit slips responding to

the following prompt:
• Identify one lesson that you have learned during this unit (e.g., about
researching, writing a book review, or creating a graphic display), and
one more lesson that you learned at some point during the school year,
whether it be a skill that helped you become a better reader/writer or a
life lesson from one of the texts you have read. Explain how these two
lessons will equip you to make better decisions in the future.
During this unit, the biggest thing I learned was that there are lots of Web sites out there that
you can use to read reviews of all sorts of books.q I use the computer a lot, but have never used
it for this before! I think this will help me in the future because I know in high school they make
you pick out books to read all the time, and I think this will help me pick ones that I actually want
to read for a change!w
The second lesson I learned is from back when we read Dar and the Spear Thrower. What really
stood out to me when we read that book was how Dar realized he had lots of responsibilities
to other people. He could have just stayed with that other tribe and been an important carver.
But he didn’t do that. He went home to help his uncle and grandma, and to teach everyone else
what he learned. The lesson I learned here was that sometimes your obligations to other people
are the most important thing.e I think this will be important for me to remember in the future
because sometimes I think I forget to help my Mom as much as I should. If I was more like Dar I
think I would be better about that.
Commentary on Sample Student Work

q Identifies one lesson learned over the course of Unit 8.
w Explains how that lesson might help them make better decisions in the future.
e Identifies one lesson learned at some point during the school year.

Unit 8
UNIT PERFORMANCE ASSESSMENT
Unit 8
Unit
PERFORMANCE ASSESSMENT
Learning Objectives
8-1, 8-2, 8-3, 8-6, 8-7, 8-8, 8-9, 8-10, 8-11, 8-12, 8-13, 8-14, 8-15
Teacher’s Notes
This Unit Performance Assessment requires students to write a review
of two or more works by the same author and then to create a graphic
display that presents that author to the incoming group of Grade 6
students. Completing this two-part task will require students to consult
multiple sources in order to decide which author from the year’s reading
selections to investigate and which additional work(s) to read. Students
will also conduct a brief period of online and/or print research to gather
biographical information about their chosen author.
This Unit Performance Assessment allows students to reflect on the
readings they have completed and the lessons they have learned over the
course of the year. By writing author reviews, students will build upon the
skills that were introduced as they wrote book reviews in Unit 5. They will
also demonstrate their increased mastery of the writing process, and apply
what they have learned about literary elements, the elements of an author’s
style, and making connections across texts. By creating graphic displays,
students will share what they have learned about a favorite author while
demonstrating what they have learned about the use of text elements and
the elements of graphic design. Use these graphic displays at the beginning
of the next academic year to introduce incoming students to the authors,
texts, and themes of the Grade 6 curriculum.
Before beginning this unit, you may need to schedule time in your school’s
media center, computer lab, or library, and/or invite your school librarian
to discuss the various authors and texts with students as they research
their options. Consider sharing the Author Bibliography activity sheet
(pp. 672–675) with your school librarian well in advance of this unit, in
order to give him or her ample time to gather as many of these titles as
possible.
By selecting their own authors to research and texts to read, students are
engaging in the EdVantage Self-Directed Pursuit of Knowledge Strategic

Objective. Students will also engage in a period of discussion, in which
they will share their opinions and experiences in order to help one another
make informed decisions. This process of learning from one another’s
experiences is central to the Democratic Processes Strategic Objective.
Finally, students will need to take responsibility for their own choices and
actions while completing this Unit Performance Assessment, which is an
EdVantage Core Value.
Pacing
Students are introduced to the Unit Performance Assessment during Key
Concept 1. They will consult multiple sources in order to select an author
to research and a text to read. Students will also conduct online and/or
print research in order to gather biographical information about their
selected authors. It is important that students have chosen an author to
work with by the end of this Key Concept. Students who have enrolled
mid-year or require additional support may need further assistance when
selecting an author. You may even wish to assign these students an author
to study.
In Key Concept 2, students will have time in class to read their selected
texts. Instructional approaches have also been included that directly teach
students how to make comparisons and generalizations across multiple
texts in order to analyze an author’s style. At the end of this Key Concept,
students will brainstorm ideas and write the rough drafts of their reviews.
In Key Concept 3, students will engage in a writers workshop in order to
help one another revise and edit their written reviews. After participating
in mini-lessons aimed at reviewing the elements of graphic design, students
will create their graphic displays. The unit will culminate with a gallery
walk activity that allows students to share their work with one another.
Evaluation
Two scoring rubrics have been included for your use: a Written Review
scoring rubric and a Graphic Display scoring rubric. Use each of these
rubrics to clarify your expectations when you first introduce the Unit
Performance Assessment; again in Key Concepts 2 and 3 as students write,
revise, and edit their written reviews and graphic displays; and again at the
end of the unit to evaluate students’ finished work.
Resources
Review a Favorite Author activity sheet, p. 663
Written Review scoring rubric, p. 659
Graphic Display scoring rubric, p. 661
Preparing to Write the Review activity sheet, pp. 665–669
Going Graphic activity sheet, pp. 670–671
Author Bibliography activity sheet, pp. 672–675

Unit 8
There are endless ways to adapt this Unit Performance Assessment to
differentiate for the diverse needs and ability levels of your students. The
most obvious way is around text selection. Challenge advanced students
to select and read a full-length novel or nonfiction work, while inviting
mainstream students or those requiring additional support to read a short
story (or two) or a collection of poems. Remember that this project is not
about the length or difficulty of the texts students decide to read, but
about the acts of making informed decisions, collecting information, and
making connections across texts.
Additional Support: There are hundreds of outstanding short stories from
which to choose. Some possible combinations include having students
compare “Rumpelstiltskin” with other fairy tales by the Brothers Grimm,
or comparing Angel Vigil’s “Blanca Flor” with one of the myths or legends
included in his anthologies The Eagle on the Cactus: Traditional Stories from
Mexico, or The Corn Woman: Stories and Legends of the Hispanic Southwest.
You might also have students compare the two fables by Aesop that are
included as Reader’s Theater selections in the Elements textbook: “The
Fox and the Crow” and “The Wolf and the House Dog.” Lastly, students
who read My Life in Dog Years as their literature circles selection in Unit
7 may choose to compare that novel to “Storm,” from Woodsong, which is
included in the Elements textbook.
Additional Support: Consider having students compare multiple poems
by the same poet. For example, if students enjoyed Jack Prelutsky’s
“Anklyosaurus,” they might compare it to one or more of the poems found
in The New Kid on the Block or The Dragons Are Singing Tonight. Fans of
Gary Soto’s “Ode to Mi Gato” may draw comparisons with one or more of
the poems found in Canto Familiar, Neighborhood Odes, or Fearless Fernie.
Additional Support: Striving readers may be more attracted to reading
the sports-themed novels of Thomas J. Dygard (author of “Just Once,”
which students read in Unit 1) or Walter Dean Myers (author of The
Greatest: Muhammad Ali, which was a Literature Circles selection in Unit
7), or to the adventure novels of Gary Paulsen (author of My Life in Dog
Years, which was a Literature Circles selection in Unit 7) or Sid Fleischman
(author of Escape! The Story of the Great Houdini, which was also a
Literature Circles selection in Unit 7).
Advanced: There are dozens of excellent novels from which to choose.
Some possible combinations include comparing Marjorie Cowley’s Dar and
the Spear-Thrower to Anooka’s Answer or The Golden Bull; Carl Hiaasen’s
Flush with Hoot; or Zilpha Keatley Snyder’s The Egypt Game with Cat
Running, The Witches of Worm, The Headless Cupid, or The Changeling. Be
sure to remind advanced readers that they will need to commit to reading
much of their selected text outside of class.

Advanced: Many young adult authors have published works in different
genres. Having students draw connections across poems and novels, or
across fiction and nonfiction works, will introduce an added degree of
complexity to the task. For example, students who enjoyed Gary Soto’s
poem, “Ode to Mi Gato” may enjoy one of his many short stories, such as
those found in Baseball in April, Facts of Life, Local News, or Petty Crimes.
Other particularly challenging novels might include those by Robert
Cormier, who wrote the short story, “President Cleveland, Where Are
You?” which students may have read in Unit 1; or the novel The Glory
Field, by Walter Dean Myers (author of The Greatest: Muhammad Ali,
which was a Literature Circles selection in Unit 7).
Advanced: Challenge students to read Gary Paulsen’s short story excerpt,
“Storm,” from Woodsong, provided in the Elements textbook, in addition to
the novel Hatchet. Students who read My Life in Dog Years, also by Gary
Paulsen, for their Literature Circles selection will have an additional point
of comparison from which to draw.
Advanced: Invite students to study works by authors they have read
independently, outside of class, in order to introduce their peers to a wider
range of new authors.
Advanced: If students are especially proficient readers, consider requiring
them to read and compare two novels written by a Newbery Medal winner
of their choice, such as Jerry Spinelli, Sharon Creech, Cynthia Voigt, Avi,
or Christopher Paul Curtis.
Teacher Note: You might choose to limit students’ choice of authors
based on the texts that are available in your classroom library. Or, you may
choose to assign one author to the entire class.
Technology: The Tumblebooks Web site (www.tumblebooks.com)
features an online read-along collection of books for elementary, middle
school, and high school readers. Students reading substantially below grade
level or English language learners might listen to two titles by the same
author. You might also have advanced students listen to and compare two
grade-appropriate classic works, such as those by Robert Lewis Stevenson,
Jules Verne, or Mark Twain.

Unit 8
In addition to using text selection to differentiate this Unit Performance
Assessment for students, consider the following adaptations:
Additional Support: If time or technology does not allow you to have
students select their own texts to read, assign all students the same reading
selections to compare. For example, you can have the entire class read the
two stories by Hans Christian Anderson that are included in the Elements
textbook: “The Nightingale” and “The Emperor’s New Clothes.”
Additional Support: Consider extending students’ Literature Circle
experiences from Unit 7 by having them work in the same Literature
Circle groups to select an additional work to read by the same author or
subject of their Literature Circles text. Students could then work together
to brainstorm ideas for their written reviews, and to produce one graphic
display together as a group.
Additional Support: Provide students with an essay frame or template to
use while drafting written reviews.
Additional Support: Consider grading only the written or the graphic
component of the assessment, giving students more time and opportunity
to develop a quality product. You might provide credit for completion of
the other component.
Additional Support: You may wish to reduce the emphasis on research,
especially if resources are limited. It is often possible to find information
about authors in the texts themselves (e.g., book blurbs, prefaces) and
students can make choices about other texts they will read by their authors
based on recommendations by their peers.
Advanced: Have students apply the letter-writing skills they have honed
over the course of the year to writing letters to the authors they have
researched. Most of the authors included in this curriculum are still alive
and would welcome letters from admiring students.
Advanced: Have students submit their work for publication in a local
newspaper. Additionally, you might inquire if the Manatee County Library
System has a newsletter in which they might consider publishing student
reviews.
Technology: Have students post their written reviews online, at either
a major online book retailer (such as Amazon.com or Powells.com) or at
the Spaghetti Book Club Web site (found at www.spaghettibookclub.org).
You might also consider creating a Web page within the Manatee District
Schools Web site where students can share their reviews across schools.

Unit 8
Scoring Rubric: Written Review
Discuss the following rubric with students so they know what is expected of them:

6 Points – The main idea is clearly stated, persuasive, and richly supported with evidence from more
than one work. The student has carefully and insightfully drawn comparisons across an author’s work in
order to identify similarities and patterns in style and theme. The tone of the review is personal, and the
student’s writing is easy and enjoyable to read. Ideas are organized to show a logical progression of ideas,
and transitions effectively move the reader through a clear introduction, middle, and conclusion. The
student demonstrates a mature command of language and a precision of word choice. There are few, if
any, errors in grammar, spelling, capitalization, and punctuation.
5 Points – The main idea is clearly stated, persuasive, and supported with evidence from more than
one work. The student has carefully drawn comparisons across an author’s work in order to identify
similarities and patterns in style and theme. The tone of the review is personal. Ideas are organized
logically, and transitions move the reader through an introduction, middle, and conclusion. The student
demonstrates a mature command of language, but precision may be lacking. There are generally few, if
any, errors in grammar, spelling, capitalization, and punctuation.
4 Points – The main idea is generally clear, persuasive, and supported with evidence from more than one
work, but some evidence may lack specificity or relevance. The student has drawn comparisons across
an author’s work in order to identify similarities and patterns in style and theme. The tone of the review
is generally personal. An organizational pattern is apparent and strengthened by use of transitions.
The student demonstrates an adequate command of language, but precision may be lacking. There are
generally few errors in grammar, spelling, capitalization, and punctuation.
3 Points – The main idea is generally clear and persuasive, but the supporting evidence may be uneven
or nonspecific. The student has attempted to draw comparisons across an author’s work, and may have
identified some similarities and patterns in style and theme. The tone of the review may be inconsistent.
While an organizational pattern has been demonstrated, the review may lack transitions or a logical
progression of ideas. The student demonstrates an adequate command of language, but precision may be
lacking. Errors in grammar, spelling, capitalization, and punctuation may occur.
2 Points – The main idea may be unclear or unpersuasive, and the supporting evidence may be erratic,
nonspecific, redundant, or lacking altogether. Extra or loosely related material distracts the reader from
the topic. The student may not have drawn comparisons across more than one text, and may have
identified few similarities and patterns in style and theme. The tone of the review may be inappropriate.
The organizational pattern may include a beginning, middle, and end, but each part may be brief or
poorly developed. Word choice may be limited, predictable, or vague. Errors in grammar, spelling,
capitalization, or punctuation may frequently occur.
1 Point – The main idea is unclear and unpersuasive, and the supporting evidence is erratic, nonspecific,
redundant, or lacking altogether. Extra or loosely related material distracts the reader from the topic.
Little attempt to draw comparisons across more than one text is apparent, and no similarities and
patterns in style and theme have been clearly identified. The writing may be simply a summary
of that author’s life and work. The tone of the review may be inappropriate, and word choice may
obscure meaning. There may be no apparent organizational pattern, or the review might be a list of
generalizations. Errors in grammar, spelling, capitalization, or punctuation may be frequent and blatant.
Unscorable – The writing is not related to the assigned task, or is simply a restatement of the assigned
prompt. The review is a copy of a published work, illegible, or written in a foreign language. The
student may have refused to write, or may have arranged words in a way that is incomprehensible to the
reader. The writing may be too insufficient to determine the student’s intention.

Unit 8
Scoring Rubric: Graphic Display
Discuss the following rubric with students so they know what is expected of them:
6 Points – The main idea is clearly and prominently displayed. All of the additional elements of the
display are informative and related to the main idea. The display features an effective balance of text and
pictures. The basic elements of graphic design, such as color, font styles and sizes, lines, boxes, and white
space, are used creatively, deliberately, and effectively in order to create unity and group together similar
kinds of information. The finished display is clearly the result of focused research, careful work, and
outstanding effort. Few, if any, errors exist in grammar, spelling, punctuation, or mechanics.
5 Points – The main idea is clearly and prominently displayed. Most of the additional elements of the
display are informative and related to the main idea. The display features an effective balance of text and
pictures. Most of the basic elements of graphic design, such as color, font styles and sizes, lines, boxes,
and white space, are generally used deliberately and effectively in order to create unity and group together
similar kinds of information. The finished display is the result of focused research, careful work, and
solid effort. Few, if any, errors exist in grammar, spelling, punctuation, or mechanics.
4 Points – Most of the information presented in the display is related to a main idea. The display
incorporates text and pictures. Some basic elements of graphic design, such as color, font styles and sizes,
lines, boxes, and white space, are used to create unity and group together similar kinds of information.
The finished display is the result of some focused research, careful work, and good effort. Some errors
may exist in grammar, spelling, punctuation, or mechanics.
3 Points – Most of the information presented in the display is generally related to a main idea, although
some unrelated or loosely related details may be included. The display may be lacking sufficient text or
pictures. While some basic elements of graphic design, such as color, font styles and sizes, lines, boxes,
and white space, are used to group together similar kinds of information, some elements may be used
inconsistently or without purpose. The finished display is the result of some research, careful work, and
good effort. Some errors may exist in grammar, spelling, punctuation, or mechanics.
2 Points – The display may lack a noticeable main idea, or loosely related or unrelated information
distracts the reader from the purpose of the display. The display lacks sufficient text or pictures. While
some basic elements of graphic design, such as color, font styles and sizes, lines, boxes, and white space,
are used to group together similar kinds of information, some elements are used inconsistently or without
purpose. The finished display may be the result of minimal research, careless work, or little effort. Errors
exist in grammar, spelling, punctuation, or mechanics.
1 Point – The display lacks a noticeable main idea, and includes a great deal of unrelated information that
distracts the reader from the purpose of the display. The display lacks sufficient text and pictures. Few
basic elements of graphic design, such as color, font styles and sizes, lines, boxes, and white space, are
used to group together similar kinds of information, while most elements are used not at all or without
purpose. The finished display suggests that it is the result of little or no research, careless work, and little
effort. Frequent errors exist in grammar, spelling, punctuation, or mechanics.
Unscorable – The graphic display is not related to the assigned task, or is simply a restatement of the
assigned prompt. The display is a copy of a published work, illegible, or written in a foreign language.
The student may have refused to write, or may have arranged words and graphic elements in a way that is
incomprehensible to the reader. The finished product may be too insufficient to determine the student’s
intention.

Name Date

Objective: Investigate a favorite author, read an additional work by that author, and share
with others what you have learned.
ACTIVITY SHEET
Ready to wrap things up? For the final Unit Performance Assessment of the year, you have
some important decisions to make.
First, you must select and research an author from the list of all the authors you have read
throughout this school year. Next, you must select something else that this author has
written and read it. You’ll show off everything you have learned about this author in two
ways: by writing a book review that compares the two works, and by creating a graphic
display that includes your book review and the most important biographical information
about your selected author.
These graphic displays will be shared with two audiences: with your classmates during a
final gallery walk, and with next year’s incoming Grade 6 students as your teacher presents
the goals, objectives, and text selections for Language Arts 1.
Your written reviews should do the following:

• Have a clear purpose of persuading another student to read (or to avoid) this author’s
works.
• Be your own original work.
• Be free of errors in grammar, spelling, punctuation, and mechanics.
• In the first paragraph:
• Provide the name of the author being reviewed, the titles of the works on which the
review is based, and a thesis statement that expresses your overall opinion of the
author’s work.
• In the body of the review:
• Describe the author’s style and explain your opinions about that style.
• Use evidence from at least two works to support your ideas and opinions. Include
direct quotations from both works.
• Include some of the biographical information you gathered while researching the
author.
• Avoid giving away the ending or any surprise twists in the plot.
• In the conclusion:
• Restate your overall opinion of the author’s work, and emphasize your main purpose
for writing (i.e., that future readers should take a look at or avoid works by this
author).

Name Date
Your graphic displays should do the following:

• Display a main idea about your author.
• Support that main idea with related facts and images.
• Include the information you gathered while researching in order to teach readers about
the life, writing style, and accomplishments of your selected author.
• Make effective use of the elements of basic graphic design (such as color, font styles
and sizes, lines, boxes, and white space).
ACTIVITY SHEET
• Be neat, eye-catching, and easy to read.

• Be your own original work.
• Be free of errors in grammar, spelling, punctuation, and mechanics.

Name Date
Preparing to Write the Review

Objective: Generate and organize your ideas for your written review.
Take this opportunity to collect your thoughts and figure out what you would like to say in
ACTIVITY SHEET
your review. Before you get started, remember your main goal:
Goal
Use evidence from at least two different works to make an argument that persuades future
readers to take a look at or stay away from a specific author.
The best reviews are not just summaries of what you read. Instead, they are statements
of what you did and did not like about the texts that you read, and how this affects your
opinion of the author’s overall work. If this sounds difficult, just think about all of the reviews
you’ve given informally in the past. Have you ever raved about a favorite movie to a friend?
Complained about a hated dinner to a parent? Well, those were reviews. This is a review that
you will put in writing.
Step 1: Draw Conclusions.

You can use the questions provided here to help you use what you have read to analyze the
author’s style.
1. Overall, what do you want to say about this author? (You may want to answer this
question later.)
2. Which works (books, stories, poems, or plays) did you read?
When you compare these works, what conclusions can you make about the author’s style?

Name Date
3. What genres does the author seem to prefer (mystery, historical fiction, action, etc.)?
ACTIVITY SHEET
4. What topics does the author address (sports, animals, environment, etc.)?
5. What themes does the author seem interested in sharing?
6. Who is the author’s intended audience?
7. What point of view does the author use?
8. Does the author use similar types of characters, and if so, how?

Name Date
9. Are the author’s stories set in a similar time or place, and if so, when and where?
ACTIVITY SHEET
10. Does the author usually write with a specific tone (humorous, sarcastic, suspenseful,
etc.)? Describe it.
11. Does the author use figurative language or poetic devices in the same way across
works?
12. What are your opinions about the author’s style? Are there any aspects of the author’s
style that you especially enjoy?
13. Are there any aspects of the author’s style that you especially dislike?

Name Date
14. Does any of the information you collected during your research support your positive
or negative review of the author?
ACTIVITY SHEET
Now, return to Question 1 and decide what the main idea of your review will be.
Step 2: Gather Support.

Look back at the works you read to find evidence that supports the main points you would
like to make.
Main Points to
Evidence from Evidence from Evidence from
Support your
Work 1 Work 2 Work 3 (optional)
Main Idea

Name Date
Step 3: Organize.
Create an outline or concept map to decide what information will go in each paragraph of
your review.
ACTIVITY SHEET

Name Date
Going Graphic
Objective: Review the basic elements of good graphic design.
ACTIVITY SHEET
Step 1: Before you begin work on your graphic display, answer the following
questions:
o Who is your audience?
o What is your purpose?
o What components (kinds of information) do you want to display?
Step 2: Design the layout of your display. Keep in mind the following guidelines:
o Make the most important element that you want readers to notice the largest; make
the least important element the smallest.
o Use lines and boxes to separate information into groups. But be careful: overuse of
these elements can make your display look cluttered.
o Make headlines larger or darker than regular text.
o Select a font and font size that is easy to read; or write as neatly as possible.
o Use different font sizes for different elements.
o Use only one or two different fonts to create unity. If you use two different fonts, pick
fonts that are very different from one another.
o Use color to emphasize important information, create a mood or tone, or group
together similar kinds of information.
o Put lists of information in a sidebar or in a shaded or outlined box.
o Line up photos and text along grid lines.
o Generally, keep white space (space without any text or graphic elements) to the
outside of the layout. Avoid “trapped white space,” which looks like holes of white
surrounded by text in the middle of your layout.
o Enlarge small pictures to make them easier for readers to see.
o Avoid using too many or too few pictures. Aim for a balance between text and
pictures.

Name Date
Create a sketch of your graphic display here or on a separate page.
ACTIVITY SHEET
Step 3: Proofread and Refine.
After you’ve brought together the text and graphic elements of your graphic display, take a
second look at your work.
o Is everything spelled, capitalized, and punctuated correctly?
o Is the main idea the first thing a reader will see?
o Does every element of the display relate to the main idea?
o Have you used an effective balance of pictures and text?
o Should any headlines or pictures be bigger or smaller?
o Do the fonts and colors you have used work well together?

Name Date
Author Bibliography
Objective: Use this bibliography of selected works to help you choose the additional text
that you would like to read.*
ACTIVITY SHEET
Author/Poet/Essayist Additional Novels Additional Nonfiction

and the Work You Have Works or Poetry,
Already Read Short Story, or Essay
Anthologies
Gwendolyn Brooks, “Cynthia “We Real Cool” (poem)
in the Snow” Bronzeville Boys and Girls
(poetry)
Robert Cormier, “President The Chocolate War Eight Plus One (short stories)
Cleveland, Where Are You?” Tunes for Bears to Dance To I Have Words to Spend:
Reflections of a Small-Town
Editor (autobiography)
Marjorie Cowley, Dar and Anooka’s Answer
the Spear-Thrower The Golden Bull
Thomas J. Dygard, “Just Second Stringer
Once” Infield Hit
Running Scared
River Danger
Running Wild
The Rebounder
Outside Shooter
Soccer Duel
Sid Fleischman, Escape! The The Entertainer and the The Trouble Begins at 8: A Life
Story of the Great Houdini Dybbuk of Mark Twain in the Wild,
The White Elephant Wild West
The Giant Rat of Sumatra: or The Abracadabra Kid: A
Pirates Galore Writer’s Life (autobiography)
The Whipping Boy
Bandit’s Moon
By the Great Horn Spoon!

Name Date

Anthologies
Russell Freedman, The Voice Lincoln: A Photobiography
that Challenged a Nation or (NF)
ACTIVITY SHEET
“The Mysterious Mr. Lincoln” Martha Graham: A Dancer’s
Life (NF)
The Wright Brothers: How
They Invented the Airplane
(NF)
Immigrant Kids (NF)
Children of the Wild West (NF)
Franklin Delano Roosevelt
(NF)
Eleanor Roosevelt: A Life of
Discovery (NF)
Kids at Work: Lewis Hine and
the Crusade Against Child
Labor (NF)
The Life and Death of Crazy
Horse (NF)
Brothers Grimm, The Complete Grimm’s Fairy
“Rumpelstiltskin” Tales (Brothers Grimm and
Josef Scharl)
Carl Hiaasen, Flush Hoot
Francisco Jimenez, The La Mariposa
Circuit Breaking Through
Charles Malam, “Steam Wagon Weather: Poems by
Shovel” Charles Malam (poetry; out
of print)
Spring Plowing (poetry; out
of print)

Name Date

Anthologies
Lillian Morrison, “The Sprints and Distances
Sidewalk Racer” (poetry)
ACTIVITY SHEET
The Sidewalk Racer and

Other Poems of Sports and
Motion (poetry)
Way to Go! Sports Poems
(poetry)
Walter Dean Myers, The Somewhere in the Darkness Jazz (poetry)
Greatest: Muhammad Ali The Glory Field Blues of Flats Brown
Slam! Now Is Your Time! The
Game African-American Struggle for
Autobiography of My Dead Freedom (NF)
Brother I’ve Seen the Promised Land:
The Life of Dr. Martin Luther
King, Jr. (NF)
Gary Paulsen, My Life in Dog Hatchet How Angel Peterson Got His
Years Woodsong Name (NF)
Nightjohn Caught by the Sea: My Life on
Lawn Boy Boats (NF)
The Amazing Life of Birds Guts (NF)
Father Water, Mother Woods
(NF)
Jack Prelutsky, It’s Raining Pigs and Noodles
“Anklyosaurus” The New Kid on the Block
The Dragons Are Singing
Tonight
The Frogs Wore Red
Suspenders
If Not for the Cat
William Jay Smith, The Golden Journey: Poems
“The Toaster” for Young People (poetry)
Laughing Time: Collected
Nonsense (poetry)

Name Date

Anthologies
Zilpha Keatley Snyder, The Cat Running
Egypt Game The Birds of Summer
ACTIVITY SHEET
A Fabulous Creature
The Witches of Worm
The Headless Cupid
The Changeling
Luci Tapahonso, “Yes, It Was “Hills Brothers Coffee”
My Grandmother” (poem)
Sáanii Dahataal: The Women
Are Singing (poetry)
Blue Horses Rush In: Poems
and Stories
Seasonal Woman (poetry)
A Breeze Swept Through
(poetry)
Angel Vigil, “Blanca Flor” The Eagle on the Cactus,
Traditional Stories from
Mexico
The Corn Woman: Stories
and Legends of the Hispanic
Southwest
*Teachers: See Additional Information on p. 613 for more information about the titles
included in this bibliography.
(NF) Nonfiction

Road Map To History Unit - 8

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Road Map To History Unit - 8

Uploaded by

Copyright:

Available Formats

Unit 8

How can we use what

OVERVIEW Suggested Pacing: 15 instructional days

Unit Performance Assessment

602 MANATEE CORE CURRICULUM

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 603

Sunshine State Standards

604 MANATEE CORE CURRICULUM

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 605

606 MANATEE CORE CURRICULUM

KEY CONCEPT AT A GLANCE

Day Learning Objectives Instructional Approaches Resources

1 8-1 Introducing the Key Concept TSR, “Quickwrite,”

2 8-1 Think about It; Read about It Elements textbooks

3 8-1 Talk about It Elements textbooks

4 8-1 Gather Information TSR, “Vocabulary Note

5 Review, Remediate, Enrich, or Assess

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 607

Introducing the Key Concept 10 min Introducing the

Adaptations and Notes

608 MANATEE CORE CURRICULUM

Adaptations and Notes Adaptations and Notes

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 609

Gather Information 40 min Vocabulary and Grammar

610 MANATEE CORE CURRICULUM

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 611

Advanced Pathway Additional Support Pathway

612 MANATEE CORE CURRICULUM

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 613

614 MANATEE CORE CURRICULUM

Day Learning Objectives Instructional Approaches Resources

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 615

8-2: Select an author as a topic of inquiry, using information from a variety

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 617

618 MANATEE CORE CURRICULUM

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 619

Author 1 Author 2 Author 3

What do you already

What do you like most

What else would you

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 621

Justify a Decision, continued

Read about each author

What else have these

622 MANATEE CORE CURRICULUM

Justify a Decision, continued

List something new you’ve

Step 2: Justify your decision.

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 623

Why? Provide at least three reasons to explain your choice.

624 MANATEE CORE CURRICULUM

Individual Writing: Have students write exit slips responding to the

Commentary on Sample Student Work

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 625

626 MANATEE CORE CURRICULUM

KEY CONCEPT AT A GLANCE

Day Learning Objectives Instructional Approaches Resources

1 8-6 Introducing the Key Concept TSR, “Quickwrite,”

2 8-6 Applying Reading Strategies TSR, “Concept Map,”

3 8-5 In-Class Reading TSR, “Vocabulary Note

4 8-6 Grammar Language Network,

5 Review, Remediate, Enrich, or Assess

LANGUAGE ARTS 1 LESSON PLANNING MATERIAL 627