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Author: Capital Region BOCES

  • Kindergarten Math Unit 2

    Shapes (2D and 3D)

    Unit description: Students will describe, identify and sort items in their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They will use basic shapes and spatial reasoning to model objects in their environment and to construct construct two dimensional and three dimensional shapes. 

    Essential Outcomes

    Classify objects and count the number of objects in each category.

    K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)

    Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

    K.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above,below, beside, in front of, behind, and next to.

    K.G.2. Correctly name shapes regardless of their orientations or overall size.

    K.G.3. Understand the difference between two-dimensional (lying in a plane, “flat”) and three dimensional (“solid”) shapes.

    Understand simple patterns. 

    K.OA.6. Duplicate, extend, and create simple patterns using concrete objects.

    Other Standards Addressed in this Unit

    Analyze, compare, create, and compose shapes.

    K.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/”corners”) and other attributes (e.g., having sides of equal length).

    K.G.5. Model objects in their environment by building and/or drawing shapes.

    K.G.6. Compose larger shapes from simple shapes.

    Count to tell the number of objects. 

    K.CC.4. Understand the relationship between numbers and quantities up to 20

    • 4a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (1:1 correspondence) 
    • 4b. Understand that the last number name said tells the number of objects counted, (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted.
    • 4c. Understand the concept that each successive number name refers to a quantity that is one larger. 
    • 4d. Understand the concept of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers. 

    Essential Questions and Big Ideas

    What are the characteristics of two-dimensional and three dimensional shapes? 

      • Two-dimensional shapes are flat.
      • Three dimensional shapes are solid.
      • All shapes retain their attributes regardless of size and position.
      • Knowing the characteristics of shapes helps us to identify them in the world around us.

     How is mathematical language used to describe shapes?

      • Names of two-dimensional shapes (squares, circles, triangles, rectangles, hexagons) and their descriptions.
      • Names of 3-dimensional shapes (cubes, cones, cylinders, spheres) and their descriptions.
      • The location of objects are described by using positional words. 

    Prerequisite Standards

    Identify and describe shapes (squares, circles, triangles, and rectangles). 

    PK.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as top, bottom, up, down, above, below, in front of, behind, over, under, and next to. 

    PK.G.2. Name shapes regardless of size. 

    Explore and create two- and three-dimensional objects.

    PK.G.3. Explore two- and three-dimensional objects and use informal language to describe their similarities, differences, and other attributes. 

    PK.G.4. Create and build shapes from components.

    Sort objects and count the number of objects in each category. 

    PK.MD.2. Sort objects and shapes into categories; count the objects in each category.  (Note: Limit category counts to be less than or equal to 10.)

    Understand simple patterns. 

    PK.OA.2. Duplicate and extend simple patterns using concrete objects.(e.g., What comes next?)

    Count to tell the number of objects.

    PK.CC.3. Understand the relationship between numbers and quantities to 10; connect counting to cardinality. 

        • 3a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (1:1 correspondence)
        • 3b. Explore and develop the concept that the last number name said tells the number of objects counted, (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted.

    Download the complete Shapes (2D and 3D) framework to customize for your own planning.

  • Grade 7 Social Studies Unit 7

    Reform Movements

    Unit description: Social, political, and economic inequalities sparked various reform movements and resistance efforts. Influenced by the Second Great Awakening, New York State played a key role in major reform efforts. In this unit, students will define and explore the Second Great Awakening and the strong presence of reform movements during this time, with an emphasis on the abolitionist movement which worked to raise awareness of and generate resistance to the institution of slavery. Students will also investigate the presence of women in these movements as they fought for more rights.

    Download the complete Grade 7 Social Studies Unit 7 framework to customize for your own planning.

    Standards

    Standards: 1, 5; Themes: SOC, CIV, GOV

    Essential Questions and Big Ideas

    • Big idea of the unit: Social, political, and economic inequalities sparked various reform movements and resistance efforts.
    • What is the Second Great Awakening and how did it inspire people during this time period?
      • The Second Great Awakening, which had a strong showing in New York State, inspired reform movements.
    • What are some of the major reform movements sparked during this time period and the circumstances that lead to them?
      • The abolitionist movement worked to raise awareness of and generate resistance to the institution of slavery.
      • Women joined the movements for abolition and temperance and organized to advocate for women’s property rights, fair wages, education, and political equality.
      • The Anti-Rent movement in New York State was an attempt by tenant farmers to protest the land ownership system.
    • What were some of the ways the abolitionist movement worked to make change?
      • Enslaved Africans organized and resisted their conditions.
      • William Lloyd Garrison, Frederick Douglass, and Harriet Tubman worked to abolish slavery.
      • Uncle Tom’s Cabin on the public perception of slavery.
    • What was New York’s role in the abolitionist movement?
      • Harriett Tubman worked to set up stations of the Underground Railroad in New York State.
      • The seizure of the ship, La Amistad, carrying enslaved Africans, off the coast of Long Island and the resulting Supreme Court decision in United States v. The Amistad (1841)
    • How did women advocate for more rights and political equality?
      • Women joined the movements for abolition and temperance and organized to advocate for women’s property rights, fair wages, education, and political equality.

  • Grade 7 ELA Unit 2

    Narrative Texts

    Unit description: In this unit, students will read a variety of texts to make logical inferences, as well as identify and track the development of a theme across multiple works of fiction. Students will also utilize close reading skills to determine how certain sections of a text contribute to the development of the plot, theme, and other elements and techniques. Students will respond using various methods (verbally, in writing, etc.) to express their learning of the units’ texts, as well as draft their own narratives utilizing the tools learned within the unit.

    Download the complete Grade 7 ELA Unit 2 framework to customize for your own planning.

    Essential Outcomes

    Reading

    • 7R2: Determine a theme or central idea of a text and analyze its development over the course of the text; summarize a text.
    • 7R3: In literary texts, analyze how elements of plot are related, affect one another, and contribute to meaning. In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed
    • 7R6: In literary texts, analyze how an author develops and contrasts the point of view and the perspectives of different characters or narrators. In informational texts, analyze how the author distinguishes his or her position from that of others.

    Language

    • 7L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

    Writing

    • 7W1: Write arguments to support claims with clear reasons and relevant evidence
    • 7W3: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details and clear sequencing.

    Speaking and Listening

    • 7SL2: Analyze the central ideas and supporting details presented in diverse formats (e.g., including visual, quantitative, and oral) and explain how the ideas clarify and/or contribute to a topic, text, or issue under study.

    All Standards Addressed in this Unit

    • R1, R2, R3, R4, R6
    • L5,
    • W1, W3,
    • SL2

    Essential Questions and Big Ideas

    • How are stories told effectively?
      • Authors utilize many different techniques to captivate their readers
      • The narrative form is one way of telling stories
      • Authors choose to utilize different techniques to reach a certain effect- it’s up to readers to determine if this is effective or not
    • How do themes impact the outcome of a text?
      • Authors use themes to highlight a central message/ moral for a reader
      • There are many different ways themes can develop, and it’s our job as readers to track them
      • Themes impact the resolution of a text
    • How do I create my own narrative?
      • Good writers appropriate techniques and styles to craft their own writing
      • Playing with techniques allows good writers to craft their own style
      • Utilizing literary techniques and developing a clear theme through a sequence of events can produce a quality narrative

    Prerequisite Skills

    • Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • Cite explicit and implicit evidence in a text
    • Determine a theme or central idea and explain how it is supported by key details; summarize a text.
    • Draw evidence from literary or informational texts to respond and support analysis, reflection, and research
    • Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.

    Download the complete Grade 7 ELA Unit 2 framework to customize for your own planning.

  • Grade 8 Math Unit 2

    Concepts of Congruence

    Unit description: In this unit, students learn about translations, reflections, and rotations in the plane and how to use them to define the concept of congruence. They will learn to use and apply knowledge of rigid motions to determine similarity and congruence when solving real world problems. They will learn to identify a sequence of transformation that will map a figure onto itself. Students will learn to prove/disprove similarity/congruence using translations, reflections and rotations. Students will learn to use knowledge of angle pairs, degrees of a triangle and exterior angles to solve for missing angles. Students will learn to use the Pythagorean Theorem to find missing sides of a triangle, find distance in the coordinate plane, and solve real-world problems. 

    Essential Outcomes of the Unit

    Geometry- Understand congruence and similarity using physical models, transparencies, or geometry software.

    • 8.G.5. Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

    Standards

    Geometry: Understand congruence and similarity using physical models, transparencies, or geometry software.

    • 8.G.1. Verify experimentally the properties of rotations, reflections, and translations.
      • Verify experimentally lines are mapped to lines, and line segments to line segments of the same length.
      • Verify experimentally angles are mapped to angles of the same measure.
      • Verify experimentally parallel lines are mapped to parallel lines.
    • 8.G.2. Know that a two-dimensional figure is congruent to another if the corresponding angles are congruent and the corresponding sides are congruent. Equivalently, two two-dimensional figures are congruent if one is the image of the other after a sequence of rotations, reflections, and translations. Given two congruent figures, describe a sequence that maps the congruence between them on the coordinate plane.

    Geometry: Understand and apply the Pythagorean Theorem.

    • 8.G.6. Understand a proof of the Pythagorean Theorem and its converse.
    • 8.G.7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
    • 8.G.8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

    Essential Questions and Big Ideas

    • What are the properties of basic rigid motions?
      • Reflections, translations and rotations preserve congruence, size and sharpe, and therefore are called rigid transformations.
    • How do we map the sequence between two congruent figures on a coordinate plane?
      • By testing transformations of the original figure on the coordinate plane we can determine the sequence of transformations that creates a congruent figure.
    • How can we determine congruence using angle relationships?
      • Angle Sum Theorem can be used to determine congruence of angles in a triangle
      • Alternate Interior Angles Theorem can be used to determine congruence of  alternate interior angles of parallel lines cut by a transversal.
    • How does the Pythagorean Theorem help solve real world problems?
      • Pythagorean theorem to find the length of a diagonal of a rectangle.
      • Pythagorean theorem to find the missing length of the side of a right triangle.

    Prerequisite Standards

    Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

    • 7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
    • 7.G.6 Solve real-world and mathematical problems involving area of two-dimensional objects composed of triangles and trapezoids.

    Note: The inclusive definition of a trapezoid will be utilized, which defines a trapezoid as “A quadrilateral with at least one pair of parallel sides.” (This definition includes parallelograms and rectangles.)

    Solve surface area problems involving right prisms and right pyramids composed of triangles and trapezoids.

    Note: Right prisms include cubes.

    Find the volume of right triangular prisms, and solve volume problems involving three-dimensional objects composed of right rectangular prisms.

    Geometric measurement: understand concepts of angle and measure angles.

    • 4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
      • An angle that turns through 𝑛𝑛 one-degree angles is said to have an angle measure of 𝑛𝑛 degrees. 

    Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

    • 4.G.1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
    • 4.G.2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
    • 4.G.3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

    Download the complete Concepts of Congruence framework to customize for your own planning.

  • Kindergarten Social Studies Unit 2

    Civic Ideals and Practices

    Unit description: Students will learn about rights and responsibilities at home, at school, in the classroom, and in the community, both their own and those of their adult counterparts. Students will learn about the basic universal rights and protections they have. They will have the opportunity to learn about rules within these same environments, what would happen if rules were not followed, and how to ensure health and safety for all. Students will be given the opportunity to contribute to the development of rules or laws as needed for class activities.

    Standards Addressed in this Unit

    • Standard 5 – Civics, Citizenship and Gov’t

    Essential Questions and Big Ideas

    • BI: Governments create rules and laws in order to protect and respect citizens and communities
    • What are basic universal rights?
      • Universal rights are the things that all people in the world should have, like food, a home, being safe and having an education
    • What responsibilities do we have at home, school, in the classroom and community?
      • Children and adults both help to keep homes, classrooms, schools and community safe, clean and welcoming for all people.
    • How can we be responsible members of the classroom?
      • Students can help keep classrooms clean, safe and welcoming by following rules and routines.
    • What classroom routines do we have to ensure health and safety for all?
      • Routines for handwashing, keeping personal spaces clean and tidy and moving slowly in crowded spaces help to keep classrooms safe and healthy.

    Prerequisite Skills

    In kindergarten, students study “Self and Others.” The course is organized into five units of study — Individual Development and Cultural Identity; Civic Ideals and Practices; Geography, Humans, and the Environment; Time, Continuity, and Change; and Economic Systems. These units represent five of the unifying themes of social studies, and may be presented in any order.

    Download the complete Kindergarten Social Studies – Civic Ideals and Practices framework to customize for your own planning.

  • Grade 4 Science Unit 2

    Part I: Energy | Part II: Waves & Information

    Suggested Timeframe: Winter (Jan-March)

    Unit description: In Part I, Students explore how energy can be transferred by/from moving objects, sound, light, heat, or electric currents. When moving objects collide the object’s motion changes. Students learn about the different types of energy; where and how we find and use this energy. In Part II, students learn properties of waves and how we use this information to design high tech devices, and transmit digitized information.

    Download the complete Grade 4 Science Unit 2 framework to customize for your own planning.

    Essential Questions and Big Ideas

    Part I: Energy

    • Where do we find energy and how do we use it?
      • A given object possesses more energy of motion when it is moving faster. (4-PS3-1)
      • Energy can be transferred by moving objects or by sound, light, heat, or electric currents. (4-PS3-2), (4-PS3-3)
      • Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2),(4-PS3-3)
      • Energy can also be transferred by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. (4-PS3-2),(4-PS3-4)
      • When objects collide, the contact forces transfer energy so as to change the objects’ motions. (4-PS3-3)
      • The expression “produce energy” typically refers to the conversion of stored energy into a desired form for practical use. (4-PS3-4)
      • Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. (4-ESS3-1)
      • Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (secondary to 4-PS3-4)

    Part II: Waves & Information

    • How do we use waves in everyday life?
      • Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach.(4-PS4-1)
      • Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). (4-PS4-1)
      • Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—convert it from digitized form to voice—and vice versa. (4-PS4-3)
      • Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (secondary to 4-PS4-3)

    Prerequisite Skills/Science & Engineering Practices

    Use evidence to construct an explanation, make observations to provide evidence, ask questions and predict outcomes, apply scientific ideas to design, test and refine a device with a purpose, obtain and combine information to describe concepts, develop a model to describe patterns, generate and compare multiple solutions to a problem.

  • Kindergarten ELA Unit 2

    Becoming a Reader and Writer

    Unit description: Using a balance of fiction and nonfiction texts, students will explore different genres of text and develop their knowledge as readers and writers. Students will engage in group and individual reading and writing activities as well as engage in dictation, drawing for meaning, responding to writing, and other various skill building activities. 

    Essential Outcomes

    Reading

    • KR5: Identify literary and informational texts. 
    • KR7: Describe the relationship between illustrations and the text.

    Reading Foundations- Print Concepts and Fluency

    • Addressed in RF unit:
      • KRF3: Know and apply grade-level phonics and word analysis skills in decoding words.

    Language

    • KL2: Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    Writing

    • KW2: Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information.

    Speaking and Listening

    • KSL2: Participate in a conversation about features of diverse texts and formats. 
    • KSL6: Express thoughts, feelings, and ideas. 

    All Standards Addressed in this Unit

    • See Reading Foundations Units:
      • KR1, KR2, KR3, KR5
      • KR6, KR7,
      • KRF1, KRF2, KRF3, KRF4
      • KL1, KL2, KL4, KL6
      • KW2, KW3
      • KSL1, KSL2, KSL3, KSL6

    Essential Questions and Big Ideas

    • What is the difference between fiction and non-fiction texts?
      • Fictional texts have a character, setting and plot.
      • Nonfiction text features may include a table of contents, diagrams, labels, captions, glossary and/or an index.
    • What is the purpose of a fiction text? A non-fiction text? 
      • Fictional texts tell a story and use story elements.
      • Nonfiction texts contain facts and can be used for research.
    • How do pictures and words both tell a story?
      • Pictures and illustrations in texts help develop a deeper understanding of a text. 

    Prerequisite Skills

    • rhyming
    • one and two syllable words
    • can identify onsets and rimes
    • identifying author and illustrator 
    • concepts of print
    • dictated illustration 
    • on topic conversation
    • text features

    Download the complete Kindergarten ELA Unit 2 framework to customize for your own planning.

  • Earth Science – Human Impacts

    Students explore natural hazards, and how human activities have both a negative and positive impact on Earth Systems.

    Standards

    • MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. 
    • MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
    • MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.  

    Essential questions and big ideas of the unit

    • What can we do to plan and prepare for natural hazards?
      • Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2) 
    • What can humans do to care for and protect the Earth?
      • Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)  
      • Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise (MS-ESS3-4).

    Download the complete Earth Science – Human Impacts framework to customize for your own planning.

  • Grade 3 Science Unit 2

    Forces & Interactions

    Suggested timeframe: Winter (Jan-March)

    Unit description: Students explore the relationship between force and motion by observing patterns, cause and effect. Students study the relationship between objects and electric and magnetic forces.

    Essential Questions and Big Ideas

    What causes things to move?

      • Objects in contact exert forces on each other. (3-PS2-1)
      • Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (3-PS2-1)

    How can we use observations to predict motion and design solutions to engineering problems?

      • The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (3-PS2-2)

    How do we use electric and magnetic forces in everyday life?

      • Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. (3-PS2-3),(3-PS2-4)

    Prerequisite Skills/Science & Engineering Practices

    Plan and conduct an investigation to provide evidence, make observations/measurements to provide evidence, ask questions to determine cause and effect, define a simple design problem

    Download the complete Grade 3 Science Unit 2 framework to customize for your own planning.

  • Grade 8 ELA Unit 2

    Narrative Texts

    Unit description: Students will interpret, analyze, and evaluate narrative structures and techniques and their impact on a text(s). Students will analyze and interpret themes and motifs across and within texts to determine their effectiveness within the narrative form. Students will utilize this analysis to write a narrative that includes a clear structure and appropriate use of various narrative techniques.

    Essential Outcomes

    Reading

    • 8R1: Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences.
    • 8R2: Determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text.
    • 8R3: In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision. In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed.
    • 8R6: In literary texts, analyze how the differences between the point of view, perspectives of the characters, the audience, or reader create effects such as mood and tone. In informational texts, analyze how the author addresses conflicting evidence or viewpoints.

    Language

    • 8L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    • 8L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    • 8L6: Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.

    Writing

    • 8W3: Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details and clear sequencing.

    Speaking and Listening

    • n/a

    All Standards Addressed in this Unit

    • R1, R2, R3, R4, R5, R6, 8R7
    • L3, L4, L5, L6,
    • W3,
    • SL1, SL4, SL6

    Essential Questions and Big Ideas

    • How do authors use narrative strategies and techniques to explore universal questions and/or convey a message?
      • Authors use narrative techniques to enhance their writing
      • Characterization impacts a narrative in terms of plot arch, theme, events, and experiences.
      • Good readers look at the impact of narrative techniques and story elements to determine how they explore topics and issues
    • How do readers evaluate the effectiveness of a story or text?
      • Good readers use a created or established criteria for evaluating the effectiveness of a story or text
      • There are multiple ways to evaluate a text, and multiple purposes for doing so
    • How do I create my own narrative?
      • Good writers appropriate techniques and styles to craft their own writing
      • Playing with techniques allows good writers to craft their own style
      • Utilizing literary techniques and developing a clear theme through a sequence of events can produce a quality narrative

    Prerequisite Skills

    • Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences.
    • Determine a theme or central idea of a text and analyze its development over the course of the text; summarize a text.
    • Draw evidence from literary or informational texts to respond and support analysis, reflection, and research
    • Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details and clear sequencing.

    Download the complete Grade 8 ELA Unit 2 framework to customize for your own planning.