Overview - Buffalo Public Schools · Web viewDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze

NYS Common Core ELA & Literacy Curriculum D R A F T Grade 8 • Summer School

8 Summer School

Close Reading and Analysis of How an Author Develops Theme Through Characterization, Setting and

PlotTexts Texts: Code Talker by Joseph Bruchac

“World War II: Navajo Code Talkers”

Number of Days in Module

20 (including Module Performance Assessment)

OverviewThis unit focuses on Code Talker. This historical fiction novel tells the story of a young Navojo Indian who is sent away from his reservation so that he can learn English and learn more about the white man’s laws. He eventually enlists in the Marine Corps during World War II and becomes a code talker. This is an elite team of men who use their Navajo language to create a secret code used to communicate back and forth to aid in the conflict with Japan. This unit builds on students’ examination of how the literary elements of plot, setting, and character interact and how one or more of these elements contribute to the development of a theme (RL.8.2).

Literacy Skills & Habits

Read closely for textual details

Annotate texts to support comprehension and analysis

Engage in productive, evidence-based conversations about text

Craft a literary analysis essay

Revise writing

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Assessed Standards

CCS Standards: Reading—Literature

RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

CCS Standards: Reading – Informational Text

RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

CCS Standards: Writing

W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the

information or explanation presented.

W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCS Standards: Language

L.8.1 Demonstrate command of the conventions of standard English grammar and usage




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when writing or speaking.L.8.2 Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Addressed Standards

These standards will be addressed at the unit or module level, and may be considered in assessment, but will not be the focus of extended instruction in this module.

CCS Standards: Reading – Informational Text

RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

CCS Standards: Writing

W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

CCS Standards: Speaking & Listening

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCS Standards: Language

L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening

Module Performance Assessment

Prompt




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Literary Analysis—Writing about the author’s development of a chosen theme.This assessment has two parts. Students respond to the following prompt “How has Joseph Bruchac used character, setting, and plot to develop a theme in the novel, Code Talker? After reading the novel and the article, “World War II: Navajo Code Talkers”, write an essay that addresses the development of a chosen theme. Support your discussion with evidence from the text you have read. Part 1 is students’ best on-demand draft, and centers on RL.8.1, RL.8.2, RL.8.3, W.8.2, and W.8.4. This draft will be assessed before students receive peer or teacher feedback so that their individual understanding of the texts and their writing skills can be observed. Part 2 is the students’ final draft, revised after peer and teacher feedback. Part 2 adds standards W.8.5, L.8.1 and L.8.2

Pre-Assessment

Independently read chapters one and two of Code Talker. Students will answer a short constructed response.Choose one literary element (character, setting, etc.) and how it contributes to the main character’s struggle. Use textual evidence to support your claim.

Close Reading Questions/Suggestions

Questions for “World War II: Navajo Code Talkers” and for pairing with Code Talker.

1. What purpose do the first two paragraphs serve in the overall structure of the text?

2. Why was it necessary for the United States to develop a better code with which to communicate during the war?

3. For what reasons is the Navajo language so effective as a secret code?

4. According to the author, what characteristics made the Navajo men such desirable recruits?

5. Discuss the strengths the Navajo soldiers displayed on the front lines of battle as well as the challenges they encountered.

6. According to the author, what was life like for the Navajo soldiers after the war as they returned to the reservation?

7. How important was Philip Johnson to the United States war effort?

8. Were the Navajo’s recognized for the service they provided for the United States during the war? Use evidence from the article to support your claim.




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Possible discussion questions for Code Talker chapters 1-9

1. What impressions does the author give the reader of the young boy and his family in chapter 1? What words and phrases create the impressions?

2. At the end of chapter 3 the narrator states, ”Thus it was, grandchildren, that I began my day as Kii Yazhi and ended it as Ned Begay.” What is the significance of this statement?

3. In chapter 4 Ned says, ”If anything, rather than taking my language away from me, boarding school made me more determined never to forget it.” What does this statement reveal about the character? What events of the chapter support this?

4. On the sign in front of Ned’s mission school is the motto: “Tradition is the enemy of “Progress.” What does this motto mean to the teachers at the school?

5. As soon as Ned learns of the war, he wants to enlist as a Marine. Why is it so important for Ned to become a Marine?

6. From Ned’s perspective, what does Johnny Manuelito represent? What does this reveal about the narrator?

7. For what purpose might the author have included chapter 9 in the novel? What does the reader learn in this chapter that helps to understand the narrator?

Chapters 10-16

8. Compare Ned’s experiences in boot camp with his life at the mission school. How did each environment shape his character?

9. For what reasons does Ned believe, “We Navajo Marines were tough and determined, perhaps even more so than most of the non-Indian Marines who later served by our sides?”

10. As Ned continues his training in Hawaii and in Guadalcanal, how are his surroundings, fellow Marines and new experiences affecting him?

Chapters 17-23

11. One of the Marine generals writes a report saying, “The Navajos have proved to be excellent Marines, intelligent, industrious, easily taught to send and receive by key and excellent in the field.” Why is Ned so surprised to read this report?

12. At the end of chapter 19 Ned states, “Being a Navajo and keeping to our Navajo Way helped me survive not just the war, but all those times of quiet and anxious waiting that were not yet peace.” What does he mean?

13. Ned is surrounded by friends like Georgia Boy and Smitty during the war. What impact did these and others have on Ned’s thoughts, feelings and experiences while fighting on the islands?

Chapters 24-29

14. Throughout his time in training and in the Marines, Ned carries a pouch of pollen with him. Why is




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it significant and what does this reveal about his character?

15. Joseph Bruchac uses direct address in his novel. What effect does it have on the reader when the narrator breaks away from the story and speaks directly to his grandchildren?

Resources: The following resources should be used with this module and can be found on the BPS website under the Grade 8 Summer School tab.

rubrics “World War II: Navajo Code Talkers” Discussion questions for “World War II: Navajo Code Talkers”

8 Summer School Module-at-a-Glance Calendar

Week

Objectives/Standards

Activities/ Skills/ Strategies/Vocabulary

Materials/ Text

Assessment:

1 RI.8.1

RI.8.2

RI.8.4

RL.8.1

RL.8.2

RL.8.3

L.8.1

L.8.2

L.8.3

SL.8.1

W.8.2

W.8.4

Read closely for textual details

Annotate texts to support comprehension and analysis

Engage in productive, evidence-based conversations about text

Craft a literary analysis essay

Revise writing

Possible Vocabularyhogan p.5, exile p.9,despite p.28, dismay p.33, reverberated p.47, recruit p.48

See discussion suggestions for pp. 1-57, questions 1-7 Code Talker andQuestions 1-8 for “World War II: Navajo Code Talkers”

“World War II: Navajo Code Talkers”

Code Talker(1-56)

Exit tickets should be utilized at the end of each lesson to assess student learning and be aligned to the final performance assessment. They can take the form of short responses related to reading/discussion,graphic organizers to gather evidence and organize thinking, or oral responses related to reading/discussion of the lesson.

*For week one, exit tickets could be related to close read questions 1-7(Code Talker) and questions 1-6 for the information article.




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W.8.5 Sample Exit Ticket:How has the narrator changed since the beginning of the novel? Cite specific evidence to support your claim.

2 RL.8.1

RL.8.2

RL.8.3

L.8.1

L.8.2

L.8.3

SL.8.1

W.8.2

W.8.4

W.8.5

Possible Vocabulary

cadence p.62, embarkation p.89, liberating p. 102, reinforcements p.107, honed p.109

See discussion suggestions for pp.57-112, questions 8-10.

Code Talker(57-112)

*For week two, exit tickets could be related to questions 8-10.

3 RL.8.1

RL.8.2

RL.8.3

L.8.1

L.8.2

L.8.3

SL.8.1

W.8.2

W.7.4

W.7.5

Possible Vocabulary

salvaged p.131, propaganda p.144, pulverized p.147, skirmishing p.154,scorned p.169, insubordination p.171

See discussion suggestions for pp.113-171, questions 11-13.

Code Talker(113-171)

*For week three, exit tickets could be related to questions 11-13.

4 RL.8.1

RL.8.2

RL.8.3

W.8.2

W.8.4

W.8.5

L.8.1

Possible Vocabularyricocheted p.183, ominous p.198, sanction p.205

See close read suggestions for pp. 172-214, questions 14-15.

Code Talker(172-214)

*For week four, exit tickets could be related to questions 14-15.

Performance Assessment




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L.8.2

L.8.3

SL.8.1




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Documents

Overview - Buffalo Public Schools · Web viewDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze