Download Persuasion Writing - Jefferson School District 251

Rigby Middle School CURRICULUM MAP
English Language Arts 8th Grade, Trimester C
Unifying Concept: Propaganda and Persuasion-Expository Writing (Citing Sources)
Big Ideas
Reading:
The effects of persuasion and propaganda
continue to affect people world-wide.
Writing:
Expository writing seeks to inform an audience
about a given topic using factual evidence as
support.
ESSENTIAL QUESTION:
Reading:
What is propaganda?
Why is propaganda important in
literature?
How does propaganda differ from
persuasion?
How are propaganda and persuasion
similar?
Writing:
How does the use of persuasive
techniques impact writing?
What elements do accomplished
writers use in expository writing?
Selected Readings of Complex Texts
Literature Choices
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“Defining Moments the Attack on Pearl Harbor”
Farewell to Manzanar (Japanese Internment Camps)- by Jeanne Watkatsuki-Houston and James
D. Houston (excerpts or novel)
"The Wise Old Woman" (Japanese Folktale) - In Text - Pages 466-472
"Old Grandfather and His Little Grandson" (Russian Folk Tale) - In Text - Pages 464-465
The Diary of Anne Frank (drama/play) - In Text - Pages 486-543
"Willow and Ginkgo" (Introduction to Poetry: Simile, Metaphor, Stanza) - In Text - Page 584585
Informational Text Choices
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Documents and Photographs Related to Japanese Relocation during WWII
D-Day Message from General Eisenhower to General Marshall
Newspaper Article - "A Diary from Another World" - In Text - Pages 545-546
Interview - "The Last Seven Months of Anne Frank" - In Text - Pages 547-552
1940's Recipes
Home Construction: 1940's
Suggested Writing Choices
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Write for Assessment - In Text - Page 993
Sentence Structur (Parallelism) - In Text - Page 1015
Emotional Appeals - In Text - Pages 1021,1022
Active Voice - In Text - Page 1022
Poetry/Song Choices
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"Lesson of the Moth" - In Text - Pages 598-600
"Identity" - In Text - 601
"It's all I have to bring today" - In Text - Pages 606-607
"We Alone" - In Text - Pages 608-609
"Willow and Ginkgo" (Introduction to Poetry: Simile, Metaphor, Stanza) - In Text - Page 584585
CCSS Standards
LA8-RI-10
Focus Standards
By the end of the
year, read and
comprehend literary
nonfiction at the high
end of the grades 6–8
text complexity band
independently and
proficiently.
LA8-RL-1
Focus Standards
Cite the textual
evidence that
most strongly
supports an
analysis of what
the text says
explicitly as well
as inferences
drawn from the
text.
LA8-RI-2
LA8-RL-5
Focus Standards
Focus Standards
Determine a central Compare and
idea of a text and
contrast the
analyze its
structure of two
development over the or more texts
course of the text,
and analyze how
including its
the differing
relationship to
structure of each
supporting ideas;
text contributes
provide an objective to its meaning
summary of the text. and style.
LA8-W-2-B
Focus Standards
Develop the topic
with relevant,
well-chosen facts,
definitions,
concrete details,
quotations, or
other information
and examples.
LA8-W-2-D
Focus Standards
Use precise
language and
domain-specific
vocabulary to
inform about or
explain the topic.
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American Songs of WWII
Suggested Learning Practices:
Academic Vocabulary:
Reading Vocabulary:
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card stacking
glittering generalities
hyperbole
idiom
metaphor
name calling
name calling
persuasion
plain folks
propaganda
simile
testimonial
Writing Vocabulary:
Six Traits of Writing
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Ideas and Content
Organization
Word Choice
Sentence Fluency
Voice
Conventions
Resources: See attachments
Skills:
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RL.1
Cite the textual evidence that most strongly supports an analysis of what the text says.
Identify inferences drawn from the text.
RL.4
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings.
Analyze the impact of specific word choices on meaning and tone, including analogies or allusions to
other texts.
RL.5
Compare and contrast the structure of two or more texts.
Analyze how the differing structure of multiple texts contribute to meaning and style.
RI.2
Determine a central idea of a text.
Analyze main idea development over the course of the text, including its relationship to supporting
ideas.
Provide an objective summary of the text.
RI.10a
By the end of the year, read and comprehend informational and functional text, including
history/social studies, science, and technical texts, in the grades 6–8 text complexity band
independently and proficiently.
W.4a
Produce clear and coherent functional writing (e.g., formal letters, experiments, notes/messages,
labels, timelines, graphs/tables, procedures, charts, envelopes, maps, captions, diagrams) in which
the development and organization are appropriate to task, purpose, and audience.
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Performance Assessments:
Formative
"Inaugural Address"
"Rocketball" Advertisement
"Using Corn for Cars"
Analyzing Propaganda
Camera Advertisement
Poetry Assessment
Poetry Peer Feedback Form
Poetry Writing Rubic II
Summative
Anne Frank - Reading Check
Diary of Anne Frank - Final Exam
Poetry Rubric 2
Propaganda Quiz
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Political cartoons - use current events for
motives and messages
Create an advertisement - sell / persuade
society about a given topic
Letter to the editor compliment/complain/request something of an
editor
Travel brochure - persuade a specific
demographic to feel the need to attend a
specific travel destination
Pro/Con website - partner/group website
creation about a debatable issue
Graphic organizer - text features
Class discussion- differences between narrative
and expository text
Powerpoint - persuasive text
Title sort - propaganda techniques
Reciprocal reading - Paired reading with
verbalized/written responses documented
Quick Write - Teacher-directed promt for each
day's focus
Teacher/Student Think Alouds - Think, pair,
share