Eighth Grade - ELA
1: Semester 1
Unit 1: Abigail Adams
Lesson 1
Getting to Know Abigail Adams
The lesson explicitly lists the CCSS RL.8.10 goal in the Skills section. Students read Chapters 1 and 2 of Abigail Adams: Witness to a Revolution and answer four comprehension questions that require inferencing and summary. Students complete pre-reading tasks (exploring front/back matter, table of contents, chronology) and vocabulary activities, and they write letters using target words to support comprehension and academic language use.
Lesson 2
John and Abigail Adams
Students read Chapters 3 and 4 of a full-length book and answer specific questions that require locating quoted sources and bibliographic information, demonstrating engagement with complex text features like endnotes and a bibliography. Students analyze paragraph structure by identifying topic sentences, supporting sentences, transitions, and concluding observations in selected paragraphs. Students compare primary-source correspondence and consider historical context (e.g., how letters influence historians), showing comprehension and synthesis of textual information.
Lesson 4
Continental Congress
Students are directed to read Chapters 7 and 8 of Abigail Adams: Witness to a Revolution and then answer comprehension questions that ask why John Adams wanted letters saved, what challenges Abigail faced, how faith shaped her responses, and how she supported the patriot effort. Students complete a vocabulary review activity that asks them to define or use domain-specific words from the text. Students also summarize how Abigail adapted to new responsibilities in the Wrapping Up section, which requires synthesis of information from the reading.
Lesson 6
Separation
Students are instructed to read Chapters 11 and 12 of Abigail Adams: Witness to a Revolution and to answer specific comprehension questions, including factual recall (reaction to the Declaration) and inferential responses (what Abigail may have felt). Students complete vocabulary work (crossword) using chapter words, which builds word knowledge tied to the reading. Students also perform paragraph editing that reinforces understanding of sentence meaning and verb forms related to the text.
Lesson 7
Education
Students are assigned to read Chapters 13 and 14 of Abigail Adams: Witness to a Revolution and answer specific reading comprehension questions (e.g., about John Adams' appointment and Abigail's actions). Students are asked to consider higher-level ideas (how individuals interact with historical events) and to perform paragraph analysis on a selected article, identifying sentence roles and connections. The activity pages require students to identify textual evidence (quotes with page numbers) and to explain meanings in their own words.
Lesson 8
Genre
Students are asked to read Chapters 15 and 16 of a biography (Abigail Adams: Witness to a Revolution) and answer comprehension questions, demonstrating literal understanding of the assigned text. Students complete a "Matching Genres" activity that requires them to categorize short book descriptions by genre, practicing genre identification. Students summarize a selected scene in their own words and then rewrite that scene in a chosen literary genre (historical fiction, mystery, or science fiction) or retell it as a graphic novel, practicing transformation of content across literary forms.
Lesson 9
The Vice Presidency
Students read Chapters 17 and 18 of Abigail Adams: Witness to a Revolution and answer targeted comprehension questions about characters, events, and author commentary. Students read original letters between Abigail Adams and Thomas Jefferson from the National Archives and complete a diary-entry writing task that requires summarizing topics, interpreting tone, and explaining influence. Students complete a genre-analysis activity that asks them to reimagine and describe the book in other genres, practicing interpretation and synthesis of textual choices.
Lesson 10
Presidential Politics
The Parent Plan explicitly lists the CCSS.ELA-Literacy.RL.8.10 skill as a program goal. Students are assigned to read Chapters 19 and 20 of Abigail Adams: Witness to a Revolution and answer specific comprehension questions about character perspectives, appointments, and events. Students also complete a compare-and-contrast chart about Federalists and Republicans and perform close-reading grammar tasks (the scavenger hunt) that require locating and analyzing textual examples.
Final Project
A One-Person Play
Students read and answer comprehension and paragraph-analysis questions about the biography Abigail Adams: Witness to a Revolution, including identifying evidence and interpreting a quoted passage. Students locate and quote at least one primary source and cite it for inclusion in their scripts, demonstrating work with historical texts. Students plan, write, rehearse, and perform a one-person play (a drama), summarizing scenes, stating dates, and explaining historical context to an audience.
Unit 2: Animal Farm
Lesson 1
What Is a Theme?
Students are asked to pre-read the material surrounding Animal Farm (title pages, table of contents, preface/introduction, back cover, and author biography) and answer specific comprehension questions about that material. Students complete an activity sorting provided phrases into topics, plots, and themes and justify those categorizations on student activity pages. The unit states that students will apply what they learned about topic, plot, and theme to Animal Farm in future lessons, implying scaffolded literary analysis practice.
Lesson 3
The Rebellion
Students are asked to read Chapter 2 of George Orwell's Animal Farm and answer specific comprehension questions about plot points and character actions. Students complete analytic activities that ask them to determine themes, provide objective summaries, and analyze how characters function as leaders and influence events. Students compare the Seven Commandments to the Bill of Rights and justify which rules or rights are most important, requiring textual evidence and critical evaluation.
Lesson 4
Work on the Farm
Students are assigned to read Chapter 3 of Animal Farm and answer specific comprehension questions (e.g., about the pigs' work, Boxer's motto, the flag, and the milk and apples). Students complete Activity 1 that requires them to compare farm work before and after the rebellion and to "use specific examples from the text to support your points." The Parent Plan explicitly lists skills for students to determine a theme or central idea, analyze its development in relation to characters/setting/plot, and provide an objective summary.
Lesson 5
The Battle of the Cowshed
Students read Chapter 4 of Animal Farm and answer specific comprehension questions about events (e.g., how the animals spread the word, farmers' reactions, Snowball's response, and what they did with the gun). Students are asked to reread the section about the Battle of the Cowshed, create a detailed map based on textual evidence, or write a speech that explains a character's role and draws lessons from the battle. The student activity includes a close-reading challenge that asks students to locate a pronoun in a specific paragraph and explain why it is a problem, demonstrating focused analysis of the text.
Lesson 6
Comrade Napoleon
Students are asked to read Chapter 5 of George Orwell's Animal Farm and answer specific comprehension questions about plot and character (e.g., Mollie's departure, differences between Snowball and Napoleon, how Napoleon seized power). Students research the Russian Revolution, complete worksheets linking historical figures to elements of the novel, and are prompted to provide "specific evidence" supporting their connections. Students complete a Pronoun Case activity that requires close reading of quoted sentences from the novel to determine grammatical function.
Lesson 7
Changes on the Farm
Students are instructed to read Chapter 6 of Animal Farm and answer targeted comprehension questions that require recalling facts (work hours, Boxer's slogan, trade needs) and making inferences (why Squealer is accompanied by dogs). Students complete a 'Leadership on the Farm' graphic organizer and answer prompts asking them to describe leadership styles, choose preferred leadership traits, and interpret Orwell's intentions about leadership and power. Students are asked to think about how characters, settings, and plots develop themes and to reflect on what Orwell might be saying about government and leadership.
Lesson 8
The End of the Rebellion
Students read Chapter 7 of Animal Farm independently and respond to literal and inferential comprehension questions (e.g., why the animals hid the food shortage; whether Snowball was really betraying the animals). Students analyze character and theme by summarizing Napoleon's leadership and composing persuasive advice from Napoleon's perspective, which requires synthesizing text details and inferring motives. Students perform higher-order tasks by deciding how Napoleon manages information, loyalty, and dissent and by defending interpretations in writing.
Lesson 9
The Battle of the Windmill
Students read Chapter 8 of Animal Farm and answer explicit comprehension and analytical questions (e.g., how animals reinforced Napoleon's leadership; evaluation of the credibility of claims about Frederick and Snowball). Students analyze literary devices by identifying and applying personification, then re-imagine a scene from another work with animal characters either in writing or art. Students practice textual application by composing a formal business letter from a character in the story, using details from the chapter to create a purpose-driven text.
Lesson 10
Boxer's Fate
Students are asked to read Chapter 9 of Animal Farm and answer specific comprehension questions about events and character treatment, demonstrating literal and inferential understanding. They diagram the plot (setting, rising action, climax) and are instructed to write an objective summary and identify themes in 1–2 sentences. Activities require students to cite textual evidence to support analyses and to analyze how theme develops in relation to characters, setting, and plot.
Lesson 11
The Farmers Pay a Visit
Students are asked to finish reading Animal Farm (read Chapter 10 and complete the novel) and to complete and revise a Plot Diagram, requiring comprehension of the full text. Students are asked to cite textual evidence and determine and analyze theme development over the course of the text (Parent Plan skills list and activities). Students fill in a table documenting how the Seven Commandments changed and answer reflective questions, and they write a paragraph applying themes to historical or modern situations, demonstrating analysis and synthesis of the novel's ideas.
Final Project
Animal Farm Letter
Students are asked to determine themes and analyze their development, provide objective summaries, and analyze how central characters influence theme (listed in the Skills section). Students plan and draft a multi-paragraph letter that must explain and support a central theme with examples from Animal Farm (Activity 2 and the Sample Outline). The rubric explicitly evaluates students' understanding of plot and themes and their use of appropriate textual evidence in the letter.
Unit 3: Einstein Adds a New Dimension
Lesson 8
Comparison and Contrast Writing
Students are asked to read challenging chapters (Chapters 33–35) and answer specific comprehension questions (e.g., the twin paradox, why Einstein rejected instantaneous gravity, and how scientists tested his theory). The Parent Plan lists skills students will practice that relate to comprehension: determining central ideas or conclusions, providing accurate summaries, and determining meanings of domain-specific words and phrases. The lesson also instructs students to re-read difficult passages, review bolded key points, and use a short video to clarify complex concepts, which supports engagement with complex text.
Unit 4: Adventures of Huckleberry Finn
Lesson 1
Introduction to Mark Twain and the Novel
Students are asked to read chapters of Adventures of Huckleberry Finn and answer comprehension questions (e.g., locate quotes, describe Huck's motives, and summarize Twain's biography) and to keep a journal for ongoing analysis. The Parent Plan lists targeted skills students will practice: determining central ideas, citing textual evidence, analyzing purpose in diverse media, determining word meanings in context, and evaluating dialect. Students complete vocabulary exercises from chapters 1–21, trace Huck and Jim's journey on maps while referencing the text, and analyze dialect through multimedia activities that require written responses in the journal.
Lesson 2
Point of View
Students read Chapters 3–7 of Adventures of Huckleberry Finn and answer specific comprehension questions about character relationships and events. Students complete activities that require identifying the author's point of view (multiple-choice passages and a classification chart) and analyze characters' perspectives through journal prompts and a sketching perspective exercise. Students practice using pronoun cues and textual dialogue to determine narrator perspective and character viewpoints and discuss their answers with a parent or teacher.
Lesson 3
What is Narrative Writing I
Students are asked to read Chapters 8–11 and answer comprehension questions that require recalling plot and character details. Students analyze author word choice and dialect (discussion of Pap's language and the n-word) and complete an activity that asks them to explain what quotes reveal about characters. Students practice showing vs. telling by writing short passages or a narrative with dialogue to reveal character emotions and point of view.
Lesson 4
What is Narrative Writing II
Students read Chapters 12–15 of a novel and answer direct comprehension questions about plot events (e.g., how Huck and Jim avoid being seen, what they discover on the steamboat). Students analyze multiple quoted dialogue passages (the "Miss Watson" passage and the "Speaking French" scenes), answer guided questions about what the dialogue reveals and how it propels action, and read a short web article about dialogue that supports their analysis. Students also produce a one-page narrative using dialogue to show character and propel action, applying skills from the close reading tasks.
Lesson 5
Expository Writing
Students read Chapters 16–18 of Adventures of Huckleberry Finn and answer targeted comprehension and analysis questions (e.g., how Huck convinces the men, analysis of Huck's morality, and comparison of life on the raft versus with adults). Students analyze a quoted passage and compare/contrast Huck and Jim using a Venn diagram, then write an evidence-based expository paragraph that requires citing dialogue or events from the text. Students take notes and identify types of writing, reinforcing their ability to distinguish literary purpose and to extract information from a literary text.
Lesson 6
The Power of Persuasion
Students are instructed to read Chapters 19–21 of a novel and answer targeted comprehension questions about plot and character (for example, how the Duke and King become part of the story and why Sherburn kills Boggs). Students perform text-analysis tasks on a separate persuasive student essay by identifying the thesis, reasons, and types of evidence used. Students also engage in short-answer and journal activities that require them to explain and cite evidence from texts.
Lesson 7
Persuasive Writing
Students are asked to read Chapters 22–25 of Adventures of Huckleberry Finn and answer text-dependent questions, including one that requires supporting an inference about Huck's changing view of Jim with a quoted passage. Students practice vocabulary taken from the novel and write sentences using each word in context, reinforcing meaning as used in the text. The persuasive writing activity requires students to form a thesis about an editorial change to the novel and support their position with evidence drawn from the reading and an external article.
Lesson 8
Hiding the Money
Students read Chapters 26–28 of Adventures of Huckleberry Finn and answer specific comprehension questions (e.g., why Huck hides the money, where he hides it, whom he blames). Students analyze symbolism by considering what the Mississippi River and the raft represent for Huck and Jim and discuss examples during wrap-up questions. Students also create a raft model and are asked to signify what the raft means to the main characters, which prompts interpretive thinking about themes.
Lesson 9
Irony
Students read Chapters 29–32 of Adventures of Huckleberry Finn and answer specific comprehension questions about characters and events. Students identify, categorize, and analyze examples of verbal, situational, and dramatic irony from the novel (cutting/gluing provided examples or finding their own) and explain why examples fit the definitions. Students create original examples of each type of irony, revise non-ironic situations to make them ironic, and record examples as they continue reading the novel.
Lesson 10
Figures of Speech
Students are asked to read Chapters 33–36 of Huckleberry Finn and answer specific comprehension questions about who Huck and Tom are pretending to be, Tom's motives, and supplies for the rescue. Students complete activities that require identifying and categorizing figurative language expressions taken directly from the novel (the "Figurative Language in the Novel" page) and explain how Mark Twain's use of figurative language impacts the reader. Students also practice interpreting figures of speech in context by underlining different types in a letter and by producing their own examples on activity pages.
Lesson 11
Mark Twain's Influence
Students read Chapters 37–40 of Adventures of Huckleberry Finn and answer specific comprehension questions about plot details (e.g., missing items, Tom's ideas, and how Tom is hurt). Students analyze Twain's techniques by explaining how figurative language, dialect, and plain speech affect readers and by interpreting Hemingway's quote in a short written response. Students listen to two slave narratives, take notes comparing life details and dialect to Jim, and annotate instances of figurative language. Students produce a one-page narrative using specified figurative devices, applying understanding of voice, point of view, and technique.
Lesson 12
The Movie Adaptation
Students are instructed to finish reading Adventures of Huckleberry Finn and answer specific comprehension questions about plot events, character development, and irony (Questions #1–#3). Students are asked to take notes while watching a film adaptation and compare and contrast the novel and movie, evaluating choices made by directors and actors regarding character, plot, language, setting, and dialect. The wrapping up and parent-plan prompts require students to explain similarities and differences and defend which medium they preferred and why.
Final Project
Cultural Biography
Students complete culminating reading tasks on Adventures of Huckleberry Finn, including a unit test and project work that require them to cite quotes, identify and use vocabulary, analyze figurative language (simile, idiom, hyperbole, pun), distinguish types of writing, and explain point of view and irony. Students answer reflective questions about themes, society, and character similarities/differences and are asked to copy and explain sentences from the text about slavery and dialect. Students create analytic products (bio poem, characterization symbols, expository sentences) that require comprehension and interpretation of the novel's content.
Unit 5: Elijah of Buxton
Lesson 2
The Preacher
Students read Chapters 3 and 4 of Elijah of Buxton and answer specific comprehension questions about plot, character actions, and events (e.g., what Elijah does after school, his special ability, the flashback in Chapter 4). Students analyze a primary-source excerpt from Frederick Douglass, identify vivid adjectives, underline repeated verbs, compare contrasting viewpoints (Fitzhugh vs. Douglass), and explain persuasive features of the text. Students also summarize events (flashback) and produce written work showing emotion and a short persuasive/oral presentation in the Welcome Basket activity.
Lesson 3
Creating a Character
Students read Chapters 5 and 6 of the novel Elijah of Buxton and answer targeted comprehension questions about characters, plot events, and settlement rules. Students complete a "Getting to Know Elijah" activity in which they skim the text to find and record textual evidence for physical appearance, thoughts, quotes, traits, and others' actions toward Elijah. Students create and present original character work (booklet, t-shirts, or monologue), applying narrative and descriptive strategies to demonstrate understanding of character development.
Lesson 4
Tone and Mood
Students are asked to read Chapters 7 and 8 of Elijah of Buxton and answer specific comprehension questions about events and character actions. Students complete analytic activities that require identifying tone and mood, citing words or sentences from the text, and explaining how word choice creates tone and mood. Students analyze primary-source excerpts and images about slavery and synthesize those with the novel, and they produce original poems or artwork responding to the text and historical materials.
Lesson 5
Colorful Language
Students read Chapters 9 and 10 of Elijah of Buxton and answer specific comprehension questions about plot and character (Questions #1–#4). Students identify and interpret figures of speech using a dedicated activity page and complete exercises that require determining meanings of words and phrases in context (e.g., idiom, simile, metaphor, personification, pun, hyperbole). Students practice analyzing authorial word choice through guided activities (sensory language, precise verbs, descriptive details) and produce a 6–8 sentence narrative using precise words and sensory detail.
Lesson 6
Symbolism
Students are asked to read Chapters 11 and 12 of Elijah of Buxton and answer specific comprehension questions (e.g., why newcomers hid, how they were coaxed out, Buxton's welcoming tradition). Students analyze symbolism in the novel by identifying the symbolic meaning of items (Liberty Bell, Emma's doll, Mr. Taylor's dagger) and by explaining how Elijah and the community function as symbols. Students practice comprehension-based writing by creating a personal symbol (sculpture) and writing 2-3 sentences explaining its symbolism, and by revising descriptions with precise language to convey meaning clearly.
Lesson 7
The Importance of Education
Students read Chapters 13 and 14 of Elijah of Buxton and answer specific comprehension questions that require summarizing, describing events, and inferring character growth. Students practice vocabulary-in-context by defining words from passages, comparing definitions, and categorizing words. Students analyze the theme of education, discuss historical context (forced illiteracy), and produce written work (an interview role-play or continue a scene from a play) to demonstrate understanding.
Lesson 8
Transitions and Characters
Students are instructed to read Chapters 15–17 of Elijah of Buxton and answer specific comprehension questions about plot and character (e.g., describing events with Theodore Highgate and Mr. Leroy's reaction). Students compare and contrast characters using a graphic organizer (Elijah vs. Huck or Cooter) and assign character-trait words, demonstrating analysis of character complexity. Students also identify and use transition words in passages and in writing tasks, which supports comprehension of text structure and sequencing.
Lesson 9
Transitions and Humor
Students are asked to read Chapters 18 and 19 of Elijah of Buxton and answer comprehension questions about plot and character (Questions 1–4). Students analyze themes and character responses in discussion prompts (compare/contrast community, Mr. Leroy, and Elijah) and identify authorial techniques by examining transitions and uses of humor. Students apply understanding by editing sentences for clarity and by writing or performing a humorous paragraph/newscast that requires use of multiple humor techniques tied to the text.
Lesson 10
Allusions and Authors
Students are instructed to read Chapters 20 and 21 of Elijah of Buxton and answer specific comprehension questions about plot events, character actions, and motivations. Students analyze and write 2–3 sentence explanations of allusions found in the text, using supplied biblical and literary passages (Mark, Joshua, Luke) to interpret meaning. Students discuss the author Q&A and choose an author-related or creative task (interview questions or planning a historical fiction setting), requiring synthesis of text information.
Lesson 11
Story Reflections
Students are asked to finish reading the novel Elijah of Buxton and answer detailed comprehension questions about plot events and character motivations, demonstrating literal and inferential understanding. Students create a plot diagram identifying main conflict, rising action (seven events), climax, falling action, and resolution, which requires analysis of story structure. Students complete a theme web for "freedom" and write a reflective paragraph connecting specific examples from the text to their personal responses, requiring synthesis and evidence-based interpretation.
Final Project
Personal Narrative
Students prepare for and take a unit test on Elijah of Buxton, using a review sheet and independent study strategies. Students answer comprehension and analysis questions on story structure (main conflict, climax, theme with textual examples), identify literary devices and figures of speech, and define vocabulary from the unit. Students plan and compose a first-person personal narrative using plot diagrams, flashbacks, transitions, mood/tone, symbols, and figures of speech, demonstrating application of narrative comprehension and craft.
2: Semester 2
Unit 1: The House of the Scorpion
Lesson 1
Cloning
Students are instructed to read Chapters 1–4 of The House of the Scorpion and answer specific comprehension questions (e.g., infer Eduardo's goal, describe Matt's life, explain reactions to Matt). They make textual connections (identifying that Matt is a clone) and respond to questions that require literal comprehension and some inference. The lesson also asks students to discuss themes and connections between the novel and the research on cloning, which requires interpretation of the text.
Lesson 2
Revising and Editing
Students are instructed to read Chapters 5 and 6 of The House of the Scorpion and to answer specific comprehension questions about Matt's living conditions, reactions to characters, impressions of El Patrón, and provisions made for him. Students study and practice vocabulary from the chapters through defined activities (posing figurines, writing analogies) and discuss thematic questions about power, loyalty, and human rights. Students also participate in discussion prompts and short-answer questions that require comprehension of events and character motivations.
Lesson 3
Cast of Characters
Students are asked to read Chapters 7–9 of The House of the Scorpion and answer specific comprehension questions that ask about plot events, character relationships, and revelations about setting and abilities. Students create a family tree and write brief character descriptions, which requires them to synthesize information about characters and their relationships. Discussion prompts and wrap-up questions ask students to analyze themes (e.g., human nature, freedom, effects of resources) and make connections among individuals and events.
Lesson 4
Rhetorical and Logical Fallacies
Students read Chapters 10–12 of The House of the Scorpion independently and respond to specific comprehension questions about plot and character (for example, Matt, Tom, Furball, and the clone in the hospital). Students analyze ethical dilemmas and how characters use power through discussion prompts and written responses. Students identify and interpret narrative events and character decisions, demonstrating literal and inferential comprehension of the novel.
Lesson 5
Arguing the Issue
Students are asked to read Chapters 13–15 of The House of the Scorpion and answer specific comprehension questions about plot and character (e.g., why Matt takes Maria's dog, what Tam Lim leaves, Celia's backstory, reactions at the funeral). Students practice analyzing how authors construct arguments and identifying logical and rhetorical fallacies through the "Arguing the Issue" activity, which requires summarizing two essays about cloning and noting fallacies. Students play a game and complete pages that require identifying and applying fallacy types, reinforcing critical-reading skills.
Lesson 6
Societal Comparisons
Students are directed to read Chapters 16–18 of The House of the Scorpion and answer specific comprehension questions about plot and character events. The Parent Plan lists the skill of citing textual evidence to support analysis, and activities require students to analyze themes, compare Opium to the United States, and explain the dystopian warning. Students are asked to write descriptive paragraphs or visually represent settings, which requires comprehension of the text's details and themes.
Lesson 7
One-Act Play
Students are asked to read Chapters 19–21 of The House of the Scorpion and answer specific comprehension questions, requiring textual understanding. The Parent Plan explicitly lists the skill of reading and comprehending literature at the high end of grades 6–8 text complexity. Students must analyze characters, setting, action, and dialogue and then transform a chosen scene into a one-act play, which requires interpretation and synthesis of the text. The lesson also asks students to practice and perform the scene, demonstrating applied comprehension and fluency with dramatic material.
Lesson 8
Family Crest
Students are asked to read Chapters 22–24 of The House of the Scorpion and to answer directed comprehension questions about plot and character motivation. Students complete analytic discussion prompts (comparing uses of power, considering how characters view Matt) and create a family crest that requires interpreting character traits and symbolism. Students study and use vocabulary from the chapters by finding dictionary definitions, confirming meanings from context, and producing sentences or illustrations to reinforce understanding.
Lesson 9
Science Fiction
Students are assigned to read chapters of The House of the Scorpion and answer specific comprehension questions about plot and character (Questions 1–4). Students complete an activity page that asks them to find and cite evidence from the novel for each characteristic of science fiction. The Parent Plan skills explicitly include citing textual evidence to support analysis and delineating and evaluating arguments, which requires reading comprehension and inference.
Lesson 10
Opium and Aztlán
The Parent Plan explicitly lists the target skill: "By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently." Students are instructed to read Chapters 28–30 of The House of the Scorpion independently and to answer specific comprehension questions about plot, character motivations, and details. Students also complete analytical activities (a Venn diagram comparing Opium and Aztlán and discussion prompts about themes and control) that require interpretation beyond literal recall.
Lesson 11
Wisdom and Love
Students are asked to read Chapters 31–33 of The House of the Scorpion and answer specific comprehension questions about character actions and plot events. Students analyze character change and thematic ideas (love, wisdom, conscience) by writing journal reflections using cited excerpts from earlier chapters. Students create an artistic representation of characters and discuss textual symbols, showing interpretive and evidence-based responses to the text.
Lesson 12
El Día de los Muertos
Students read Chapters 34–36 of The House of the Scorpion and answer targeted comprehension questions about plot events, character responses, and how truth is revealed (Questions 1–4). Students prepare for a unit test by reviewing vocabulary, genre characteristics (science fiction/utopia-dystopia), persuasive essay structure, and logical/rhetorical fallacies, and are encouraged to create self-quizzes or practice tests. Students read and respond to cultural material (El Día de Los Muertos) and create a commemorative artifact, connecting textual content to broader cultural understanding.
Lesson 13
Unit Test and Essay Reflections
Students are asked to read Chapters 37 and 38 of The House of the Scorpion and answer comprehension questions, showing direct engagement with the text. Students complete a unit test with short-answer prompts that require analysis (e.g., power and use in the novel, reasons for Tam Lin's death) and provide objective summaries and textual explanations. Students complete essay reflections that require them to reassess their position on cloning, evaluate rhetorical/fallacious reasoning in their own writing, and respond to vocabulary and genre/comprehension questions.
Unit 2: Watership Down
Lesson 1
Preparing to Read
Students use a map activity to identify and record important places on a grid and are instructed to recreate the rabbits' journey on the map as they read. Students complete vocabulary-cube tasks that require them to write definitions, alternate definitions, parts of speech, synonyms, and use words in sentences. Students also choose word meanings and parts of speech by matching context sentences taken directly from the novel.
Lesson 2
Foreshadowing
Students are assigned to read Chapters 1–8 of Watership Down and to record character details on character cards as they read, demonstrating independent reading and tracking comprehension. Students complete a Foreshadowing and Symbolism activity in which they read passages, identify what is being foreshadowed, and explain symbols and their meanings. The Parent Plan and activity pages require students to cite textual evidence, determine theme/central ideas, and provide objective summaries or quotes tied to character analysis.
Lesson 3
An Epic Journey
Students are asked to read Chapters 9–13 of Watership Down and add information to character cards, showing they practice reading and extracting information from a continuous literary text. Students create a "travel tracker" by drawing picture postcards of settings, which requires them to comprehend and summarize setting details from what they read. Students analyze genre and narrative elements (fantasy vs. epic), respond to discussion questions about theme and premonition, and write sentences or a poem using Lapine and borrowed words, demonstrating comprehension and application of language from the text.
Lesson 4
Comparing Rabbits
Students are assigned to read Chapters 14–17 of Watership Down independently and to add information to character cards, showing independent engagement with a literary text. Students perform comprehension and analysis tasks: as Connection Commander they write several sentences making text-to-self, text-to-world, and text-to-text connections, and they answer discussion questions about meaning and inference (e.g., Fiver's explanation of Cowslip's warren). Students practice analyzing and synthesizing textual details in the Strange Rabbits Venn-diagram activity and practice vocabulary-in-context using Latin roots, and the Parent Plan lists ‘Cite the textual evidence' as a targeted skill.
Lesson 5
Quotes and Creatures
Students are asked to read Chapters 18–21 of Watership Down independently and to update character cards with descriptions, traits, actions, quotes, and reactions, which requires close reading and comprehension. In Activity 1 students research and analyze the chapter-opening quotations (identify author, cultural/time period, themes) and explain how each quote relates to events and themes, requiring interpretation of allusion and thematic connections. Discussion prompts ask students to explain character changes, interpret dialogue (Hazel's lingua franca), and analyze Holly's commentary as social/political critique, which engages inferential and thematic comprehension skills.
Lesson 6
Dramatic Irony
Students are asked to read Chapters 22 and 23 of Watership Down and add to their character cards, demonstrating engagement with a continuous literary text. Students develop 3–5 big‑idea questions as the Questioner, and complete activities that require them to analyze dramatic irony by explaining what the reader knows, what characters believe, and the effect on the reader. Students also perform text‑based tasks (postcard or visual depiction) that require synthesizing meaning and emotional response to events in the story.
Lesson 7
Rabbit Societies
Students are assigned to read Chapters 24–27 of Watership Down independently and to add to character cards, which requires close reading of a complex literary text. The Parent Plan explicitly lists skills for determining a theme or central idea, analyzing its development in relation to characters, setting, and plot, and providing an objective summary. Students must locate two notable passages to discuss (Passage Practitioner), analyze leadership and society across multiple groups, and complete activities that require textual support and interpretation. Vocabulary activities require students to determine word meanings from context and verify meanings with a dictionary, supporting comprehension of complex language.
Lesson 8
Folktales and Fantasy
Students are assigned independent reading of Chapters 28–31 of Watership Down and are given the literary role of Summarizer to write a summary of Chapter 31. Students are asked to read summaries of El-ahrairah stories and to summarize and record observations about the story's importance and messages, practicing summary and analysis. The Parent Plan and Skills list explicitly require students to cite textual evidence, determine theme and analyze its development relative to characters, setting, and plot, and provide an objective summary.
Lesson 9
Characters
Students are assigned to read Chapters 32–34 of Watership Down and take on a reading role (Graphic Artist) that requires them to create illustrations tied to their comprehension of the text. Students analyze word meanings by completing a Denotations and Connotations activity that asks them to compare similar words in context, and they plan and describe 2–3 characters (names, personalities, quotes) for a fantasy story. Students are prompted to discuss plot events, character motives, and foreshadowing with a parent, indicating engagement with comprehension and literary analysis tasks.
Lesson 10
Setting
Students are assigned to read Chapters 35–37 and to add to their character cards, demonstrating direct practice with comprehension of a continuous literary text. Students take on the literary role of Questioner and generate 3–5 big‑idea discussion questions, requiring them to synthesize and analyze thematic elements rather than recall small details. Students compare and contrast two settings using a Venn diagram or artwork and write 2–4 sentence reflections, and they draw and label a map of an original setting while connecting setting to character and plot, all of which involve interpretive reading and text‑based reasoning.
Lesson 11
Conflict and Escape
Students are assigned to read Chapters 38–40 of Watership Down and complete role-based comprehension work (Travel Tracker) by making a simple map of settings encountered during the rabbits' escape. Students plan and diagram plot elements (conflict, rising action, climax, falling action) for their own fantasy story, directly practicing plot analysis. Students are asked to determine and analyze the theme of environmentalism in the novel and to produce an expressive response (visual art, poem, or song) that explains their understanding of the issue.
Lesson 12
Dramatic Enactment
Students are assigned to read Chapters 41–45 of Watership Down and update character cards with physical descriptions, traits, actions, quotes, and reactions, which requires comprehension of plot and character development. Students answer analytical discussion questions about leadership, pivotal decisions, and plot events (e.g., Hazel's leadership, Woundwort's critical juncture) that require inference and synthesis. Students write a 3–5 minute script and produce a dramatized scene, which requires them to interpret dialogue, actions, and make decisions about fidelity to the text and stage adaptation.
Lesson 13
A Fantasy Story
Students are instructed to finish reading Watership Down (including the Epilogue) and to discuss the ending and character development with a parent. Students complete study-guide activities and a unit test that ask them to define literary terms (denotation, connotation, foreshadowing, epic, dramatic irony, symbol, fantasy), identify types of conflict, analyze leadership in characters, and explain how story elements connect. Students also annotate character cards, read a sample animal fantasy, and use a rubric to evaluate content, organization, word choice, and conventions of narrative prose.
Unit 3: The Book Thief
Lesson 1
The Author and Narrator
Students are assigned an independent reading (Prologue and Part One to the end of Chapter 3) and are asked specific comprehension questions about the narration, color imagery, and plot (Questions #1-#3). Students analyze the narrator (Activity 3) and practice identifying and using figurative language and tone (Activity 4) through written and creative tasks. Students synthesize understanding of author, context, and character by researching the author, creating a promotional poster or radio spot, and completing personification and collage activities.
Lesson 2
Similes and Metaphors
Students are instructed to read Part One, Chapters 4–8 of the novel and answer comprehension questions about characters, events, and reactions. Students look up six vocabulary words, write definitions in their own words, and create a mini picture dictionary to deepen word meaning. Students analyze similes and metaphors by identifying the two things being compared, explaining whether phrases are similes or metaphors, describing their effect, and composing their own figurative language based on the text.
Lesson 3
Burning Books
Students are asked to read all of Part Two of The Book Thief and answer specific comprehension questions, showing direct practice in reading and understanding a continuous literary text. Students complete a "Historical References" activity page that requires researching links, interpreting historical context, and connecting those findings to the novel. Students analyze Nazi propaganda posters and record examples of propaganda from the text, practicing interpretation and evaluation of complex ideas and author choices.
Lesson 4
The Value of Books
Students are asked to read all of Part Three of the novel and then answer specific comprehension questions (Q1–Q4) about plot and character, which requires literal and inferential understanding. Students are instructed to mark and record examples of vivid imagery that appeal to each of the five senses and note page numbers, demonstrating close reading for figurative language and sensory detail. Students complete analytic and writing activities (Special Books and Five Senses Writing) that require using textual examples and descriptive language drawn from their reading.
Lesson 5
The Accordion Player
Students are instructed to read Part Four (pages 171–204) of The Book Thief and answer specific comprehension questions about who taught Hans the accordion, how Erik saved Hans, how Walter helped Max, and what Hans did to keep Max hidden. Students analyze the author's descriptive writing by identifying specific word choices, figurative phrases, and memorable details, and they complete the "Be Specific" activities to revise and improve passages adapted from the book. Students also interpret historical excerpts (Nuremberg Laws) and answer analytical questions linking the laws to characters' experiences, which requires understanding complex historical and literary information in the text.
Lesson 6
The Standover Man
Students are assigned to finish reading Part Four of The Book Thief and to reread the short story "The Standover Man," which requires independent reading of text. Students answer specific comprehension questions about character similarities, changes in Rosa, reasons for actions, and symbolism (e.g., Max as a bird). Students analyze what makes "The Standover Man" effective, record examples of propaganda from the reading, participate in discussion prompts about theme and character motivation, and produce a retelling/illustrated short story to demonstrate understanding.
Lesson 7
The Seven-Sided Die
Students are assigned to read Part Five (pages 240–277) of the novel and to write and answer four types of comprehension questions (Right There, Think and Search, Author and You, Opinion), which require locating explicit details, synthesizing across pages, and combining text information with prior knowledge. The skills list asks students to cite textual evidence that supports analysis and to read and comprehend works of exposition and argument, and the activities require students to analyze propaganda quotes and identify logical fallacies using textual support. Students complete analytical tasks (identifying emotions appealed to, explaining effectiveness) that demand higher-order comprehension and interpretation of complex historical and literary material.
Lesson 8
The Thief Strikes Again
Students are directed to finish reading Part Five of The Book Thief and answer text-based comprehension questions that require inference and interpretation (e.g., explain Max's drawings, Liesel's motive, Rudy's actions, how Liesel gets her name). Students analyze figurative language and tone by identifying and discussing the narrator's unique descriptive phrases and by completing a descriptive-writing activity that imitates the narrator's style. The lesson also asks students to consider how Max's drawings interpret propaganda and its effects, connecting textual details to thematic analysis.
Lesson 9
Close Calls
Students are instructed to read Part Six of The Book Thief and answer specific comprehension questions (Q1–Q4) about plot events (how Liesel learned Max was awake, how she warned Papa) and interpretive meaning (why Death's graphic descriptions set tone and relate to Liesel). Activity 1 directs students to find and record multiple examples of figurative language (personification, simile, metaphor, onomatopoeia) from the text, with explicit quotas for number of examples and an answer key with page citations. Activity 2 has students expand simple sentences into more detailed, text-related sentences, practicing close engagement with wording and tone.
Lesson 10
The Trilogy of Happiness
Students are assigned to read Part Seven of a historical fiction text (Liesel's story) and answer targeted comprehension and inference questions (e.g., identifying Liesel's "trilogy of happiness," explaining Rudy's disqualification, interpreting Death's comparison, and analyzing Max's figurative language). Students complete a Relationship Web that requires them to analyze interpersonal dynamics and describe the significance of relationships between characters. In Activity 2 students read linked historical journalism texts and newsreel footage and answer analytic questions about points of view, informational versus propaganda content, and how journalists create vivid literary pictures.
Lesson 11
The Word Shaker
Students read Part Eight of The Book Thief and additional primary-source excerpts (Anne Frank and Warsaw Ghetto writings) and answer targeted comprehension questions about characters, events, and plot. Students identify and record examples of effective adverbs, adjectives, and verbs from the text and explain why those choices are effective. Students analyze Max's short allegory by answering specific questions about symbolism (e.g., what Hitler is "planting" and what the conveyor-belt scene represents) and complete a comparison activity contrasting primary sources and historical fiction.
Lesson 12
The Teddy Bear
Students are asked to read Parts Nine and Ten up to page 505 independently and to jot down instances of figurative language (personification, simile, metaphor, onomatopoeia, allegory, and symbolism) as they read. Students answer specific comprehension questions about plot events and character motivations (e.g., why Rudy kept a teddy bear, how Hans avoided dying, why Himmel Street was bombed). Students synthesize understanding by creating a map or diagram of a character's physical and emotional journey or by interviewing someone about a significant journey and representing that journey visually.
Final Project
Think-Tac-Toe
Students are instructed to finish reading Part Ten and the Epilogue and to jot down especially effective instances of figurative language to use in their final project. Students select and complete multiple mini-projects that require close reading and analysis (identifying and illustrating figurative devices, transforming literal sentences into figurative language, describing characters/settings/events with sensory detail, composing a war-correspondent report, analyzing propaganda posters, and writing an essay/debate on censorship). Students revise and proofread a typed descriptive paragraph and compare the book to its movie adaptation, demonstrating synthesis and evaluative reading skills.
Unit 4: To Kill a Mockingbird
Lesson 1
Historical Context
Students read the first two chapters of To Kill a Mockingbird and answer specific comprehension questions about characters, setting, and events (e.g., Scout's family, Dill, the Radley house, Scout's first day of school). Students create a mind map linking historical details from a background video to the novel's setting, and they respond in a journal whether they would have wanted to live in Alabama in the 1930s. Students practice close reading of sentences from the book by identifying and marking independent and dependent clauses and various phrase types on activity pages.
Lesson 2
Home and School
Students are asked to read chapters 3 and 4 of To Kill a Mockingbird and respond with a 6–8 sentence literature response that refers to specific examples from the text. The Parent Plan lists a skill to "Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text," and discussion questions prompt students to analyze characters and values using text details. Students complete a vocabulary activity that requires determining word meanings from context and verifying them with a dictionary, supporting close reading of passages.
Lesson 3
The Mystery of Boo
Students are asked to read chapters 5–7 of To Kill a Mockingbird and answer specific comprehension questions about character actions and plot events. The Parent Plan lists a targeted skill: "Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text," and Activity 1 requires students to classify information as hearsay versus personal experience and develop a hypothesis about Boo Radley. Activity 2 and the discussion prompts ask students to analyze motives, context, and make inferences about characters and relationships.
Lesson 4
Snow and Fire
Students are instructed to read Chapters 8 and 9 of To Kill a Mockingbird and to record information on a Character Line-Up chart as they read, which engages them in tracking character development. After reading, students must write a literature response that includes at least one quotation from the section and explain its meaning and importance, and they are given discussion questions that require explanation and inference about characters and events.
Lesson 5
Surprising Talent
Students are assigned to read chapters 10–11 of To Kill a Mockingbird and to continue adding information to character Line-Up charts, requiring them to extract and track details from the text. Students answer specific comprehension questions (e.g., why Scout and Jem found their father less impressive, Miss Maudie's explanation about mockingbirds, and why Jem lost his temper with Mrs. Dubose) that require literal and some inferential understanding. Students discuss themes (courage, conscience, hidden talents) and produce responses (comic strip or skit) that require interpreting characters and motivations from the chapters.
Lesson 6
Separate
Students are asked to read chapters 12–13 of To Kill a Mockingbird and to write a 6–8 sentence literary response that refers to specific examples from the text. Students complete a focused activity on quoting, paraphrasing, and summarizing (Part I and II) with an answer key that requires them to identify and produce quotations, paraphrases, and summaries. Students respond to discussion questions and an image-based activity connecting segregation images to the book, analyzing character relationships, themes, and contrasts.
Lesson 7
A Moral Dilemma
Students are asked to read chapters 14–15 of To Kill a Mockingbird and answer specific comprehension questions about characters, events, and motivations. Students complete vocabulary activities that require defining words from the text and writing their own sentences using those words. Students analyze moral dilemmas and discuss mob mentality, engaging in short literary analysis and inferential reasoning about character choices and themes.
Lesson 8
Identity
Students are asked to read chapters 16–17 of To Kill a Mockingbird and answer specific comprehension questions about character attitudes, the town atmosphere, courtroom seating, and Atticus's tactics. Students analyze the theme of identity by connecting Scout and Jem's development to their own identities and choose a project (collage or grab-bag) to express that analysis. The Parent Plan explicitly lists the skill of determining a theme and analyzing its development over the course of the text and providing an objective summary.
Lesson 9
Order in the Court
Students are asked to read chapters 18–20 of To Kill a Mockingbird and to answer specific comprehension questions about character testimony, events, and motivations. Students complete activities that apply legal vocabulary to the novel (fill-in-the-blank 'The Trial' page and ordering the sequence of trial events) and discuss interpretive questions about character reactions and likely jury behavior. The lesson also asks students to review and diagram sentences from the reading, reinforcing close reading of sentence-level structure.
Lesson 10
Equal Rights?
Students read chapters 21–23 of To Kill a Mockingbird and are asked to write a focused 7–9 sentence summary that identifies the most important events. Students respond to discussion questions about the jury's verdict, characters' reactions, and whether the law produced justice or injustice. Students analyze Jim Crow laws by reading historical examples and creating a found poem from those texts, connecting historical context to the novel's themes.
Lesson 11
The Mockingbird
Students are asked to read chapters 24–26 of To Kill a Mockingbird and answer specific comprehension questions about events (Tom Robinson's death, reactions in Maycomb, Scout's comparison to Hitler). Students analyze the mockingbird symbol and complete a graphic organizer listing examples of innocence being threatened or destroyed across the novel. Discussion prompts and the Parent Plan indicate students identify themes and analyze their development in relation to characters and events.
Lesson 12
Wise Words
Students are asked to read chapters 27–28 of To Kill a Mockingbird and answer comprehension questions about plot events (e.g., foreshadowing, the attack, and deaths). Students analyze and paraphrase important quotes, explain meanings in their own words, and create a memorized, creative display of a quote. Students practice perspective-taking by writing a diary entry or creating a Venn diagram comparing two characters' points of view and explaining how scenes look from different characters' perspectives.
Lesson 13
Text and Film
Students complete reading To Kill a Mockingbird (chapters 29–31 and the remainder of the novel) and answer specific comprehension questions about plot and character (Questions #1–#4). Students watch the 1962 film adaptation and use a two-column activity page to keep a running list of similarities and differences between the book and film, and they answer higher-order comparison questions (e.g., director choices, effects, and major changes). Students produce extended responses or projects (design a poster or write/rehearse a deleted-scene script) that require synthesis of theme, character, and plot across the novel and the film.
Final Project
Oral Book Presentation
Students read To Kill a Mockingbird and complete tasks that require comprehension and analysis: selecting powerful quotations, paraphrasing lines, summarizing passages, identifying symbolism, and explaining how themes are developed with three textual examples. The unit test asks students to read a passage and answer literary-analysis questions; the study guide and rubric require students to explain historical context, character development, plot, and themes using specific textual references. The final project and rubric require students to present interpretations that connect responses to the writer's techniques and provide supported inferences about effects on the audience.
Unit 5: Great American Poets
Lesson 1
Poetry Basics
Students are taught and practice active poetry-reading strategies: they read poems aloud, read them more than once, annotate lines for devices, and look up unfamiliar words (Activity 2). Students analyze specific poems and perform comprehension tasks such as labeling rhyme scheme, identifying line breaks and refrains, marking stressed syllables, and noting figurative language using multiple student activity pages (Activities 1 and 3). Students work with a range of poems (examples and excerpts from Robert Frost, D.H. Lawrence, Sara Teasdale, Anne Bradstreet, Jean Toomer, and directions referencing Prufrock and The Raven) to apply these strategies.
Lesson 2
Early American Poetry
Students read multiple poems from 101 Great American Poems (p. 1–13), read them slowly and aloud, mark images, and answer comprehension questions about rhyme, theme, and poetic celebration. Students compare Longfellow's "Paul Revere's Ride" to a first-person historical account using a Venn diagram and guided prompts that ask them to note differences in form, purpose, and use of figurative language. Students complete activities that analyze word choice (thesaurus work with Frost and Whitman), examine tone and mood, and practice close reading of poetic lines.
Lesson 3
Figurative Language
Students are asked to look up and read specific poems in 101 Great American Poems and answer analytic questions about those texts (e.g., comparing the openings of "Hope is the thing with feathers" and "There is no frigate like a book"). Students analyze stanzas for figurative language and imagery (for example, identifying personification in "Paul Revere's Ride" and irony in Poe's "For Annie"). Students write their own poetic lines using simile, metaphor, personification, and multi-sensory imagery, and they create concrete poems that require close attention to language and structure.
Lesson 4
Poetic Forms
Students read and analyze multiple poems (Longfellow's sonnet, "To My Dear and Loving Husband," "John Henry," and Frost's "Snow-storm"/"Birches") and answer targeted questions about form and meter. Students mark patterns of unstressed and stressed syllables to determine iambic pentameter, decide whether a poem is a sonnet, compare rhyme schemes, and identify features that make a poem a ballad or blank verse. Students also read haiku and limerick examples and write their own poems following strict syllable, rhyme, and rhythm rules.
Lesson 5
Edgar Allan Poe
Students are asked to read pp. 13-19 of a poetry anthology that contains multiple Poe poems and to answer targeted comprehension questions (irony in "Alone," mood in "The Conqueror Worm," and internal rhyme in "The Raven"). Students analyze Poe's own essay excerpt on "The Poetic Principle" by identifying Poe's focus and citing lines from two poems that demonstrate that focus. Students produce written work by completing analysis pages, answering written explanations for comma usage in lines from the poems, and composing an original poem modeled on Poe's themes and structures.
Lesson 6
Meaning in Poetry
Students read multiple Civil War–era poems (pages 20–29) by Whitman, Melville, and Holmes and answer targeted comprehension questions about mood, purpose, and imagery. Students summarize literal meanings stanza-by-stanza and identify symbolic meanings and allusions (for example, recognizing that the "Captain" in Whitman's poem represents Lincoln). Students analyze word denotation and connotation, identify figurative language (similes, metaphors, personification), and practice close reading by explaining how specific word choices create mood and tone. Students also apply reading skills by rereading texts to identify patterns in free verse and by producing written responses (activity pages) that show comprehension of poem meaning.
Lesson 7
Poetry Analysis
Students are instructed to read specific poems from 101 Great American Poems (pages 29–40) and to read selected poems multiple times, including aloud. Students complete a detailed Poem Analysis page that asks them to identify rhyme, sound devices, figurative language, imagery, tone, mood, literal and symbolic meanings, and to write extended responses. Students answer comprehension questions about poem types and meanings and practice vocabulary with card-matching and definition/example activities. Students also write their own narrative poem applying structure, rhyme, and rhythm elements they studied.
Lesson 8
Robert Frost
Students are asked to read pages 41-52 in 101 Great American Poems, including multiple Robert Frost poems and Gertrude Stein's "Susie Asado," and then answer analytic questions about form, imagery, symbolism, and rhyme scheme (e.g., identifying a sonnet form, selecting images that suggest a dream-like state, and explaining the chain rhyme scheme). Activities require students to analyze poetic devices (assonance, alliteration, simile/metaphor) and the effects of hyphens and dashes in poetry, and to compare Stein's poem to Cubist art. The Parent Plan explicitly lists the skill "Read and analyze poetry" and asks students to produce original poems and visual/poetic responses based on close reading.
Lesson 9
Memorizing Poetry
Students are assigned independent reading of multiple poems (pp. 53–63 of 101 Great American Poems) and answer comprehension and analysis questions about those poems. Students compare and contrast poetic structure and style (e.g., Sandburg vs. Whitman), analyze meaning (e.g., "Euclid" and "Gubbinal"), and complete a Student Activity Page with targeted questions about elegies and villanelles. Students also practice oral delivery by selecting, memorizing, and reciting a 4–6 stanza poem, which reinforces close reading and expressive comprehension.
Lesson 10
Poems about Poetry
Students read a challenging selection (pages 63–73 of 101 Great American Poems) that includes complex poems such as "The Love Song of J. Alfred Prufrock," "Poetry" by Marianne Moore, and "Ars Poetica" and answer targeted comprehension questions about character traits, irony, and author background. Students analyze and interpret lines and images by underlining phrases, looking up key words, and answering guided questions on a student activity page that asks for meanings of stanzas, identification of effective images, and comparison of the two poems. Students also practice related skills (analyzing metaphors, similes, idioms, and comparing text structures) and complete activities that require explanation and preference justification, demonstrating engagement with complex poetic language and form.
Lesson 11
Editing Your Work
Students are asked to read pages 74–80 in 101 Great American Poems and follow web links to poems by E.E. Cummings and Maya Angelou, indicating independent reading of multiple poems. Students answer analytical questions that require comprehension and interpretation (e.g., analyzing Cummings' capitalization choices, explaining the final image in "Dream Deferred," and identifying techniques in "Incident"). Activities require students to compare structure and analyze word choice and tone (compare "Sympathy" and "Caged Bird") and to explain why they used punctuation marks in their own poems, demonstrating text-based analysis.
Final Project
Poetry Journal
Students read and analyze multiple poems and poets (e.g., skimming 101 Great American Poems and poetry cards on Longfellow, Poe, Whitman, Dickinson, Frost, Williams, Cummings, Hughes). Students answer focused comprehension and analysis questions on poems (rhyme scheme, figurative language, mood, punctuation) and complete a unit test with matching and multiple-choice items about poetic forms and devices. Students also memorize and recite a poem, create poet cards, and compile a poetry journal that demonstrates engagement with various poetic subgenres.