Page 110 - SpringBoard_ELA_CA_Smapler_Flipbook

UNIT 4
Have students read the goals for the unit and mark any words that are unfamiliar to them. Have students add these words to the classroom Word Wall, along with definitions.
You may also want to post these goals in a visible place in the classroom for the duration of this unit, allowing you and your students to revisit the goals easily and gauge progress toward achieving goals throughout the unit.
VOcaBULarY DeVeLOPMeNT
Important terms in this unit are divided into Academic Vocabulary (those words that are used in multiple curriculum areas) and Literary Terms, which are specific to the student of literature and language arts.
Adding to vocabulary knowledge is essential for reading fluency. Students will encounter new vocabulary in this course in multiple ways:
• Academic Vocabulary
• Literary Terms
• Academic Vocabulary in Context
(unfamiliar terms glossed in text
selections)
• Word Connections
• Oral discussions
By now, the Reader/Writer Notebook should be a familiar tool that students use as they study key vocabulary terms in depth. The Reader/Writer Notebooks are not listed as part of the materials for each activity, but the expectation is that students will have access to them. Encourage students to continue their study of new words and their connection to unit concepts and to the broader use of academic terms. Remind students that the Reader/Writer Notebook may also be used for Independent Reading questions and observations.
Because students have become more familiar with using graphic organizers to explore the meaning of a word, you may want them to create their own graphic organizers as they near the end of the year.
LaNGUaGe & WrITer’S craFT
Each unit includes Language and Writer’s Craft features as well as Grammar & Usage content. Encourage
248 SpringBoard® English Language Arts Grade 8 eLL Support (continued)
English Language Development Standards
ELD.PI.8.1 Bridging* Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building
on responses, and providing useful feedback. ELD.PI.8.5 Expanding* Demonstrate active listening in oral presentation activities by asking and answering detailed questions with
occasional prompting and moderate support. ELD.PI.8.8 Expanding* Explain how phrasing or different words with similar meanings or figurative language produce shades of meaning and different effects on the audience. ELD.PI.8.10a Bridging* Write longer and
more detailed literary and informational texts collaboratively and independently using appropriate text organization and growing understanding of register. ELD.PI.8.10b Bridging* Write clear and coherent summaries of texts and experiences using complete and
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248 SpringBoard® English Language Arts Grade 8
UNIT 4
The Challenge of Comedy
aCademIC VoCabUlary
juxtaposition derision denounce caricature
literary Terms
persona satire irony dialect hyperbole yarn alliteration
Goals:
• To analyze how a variety of authors create humor in print and nonprint texts
• To analyze how humor is used to reveal a universal truth (theme)
• To write a well-developed analysis of a humorous text
• To analyze and perform a scene from a Shakespearean comedy
• To understand verbals and how they are used in writing
Contents
Activities:
4.1 4.2
4.3 4.4
4.5 4.6
4.7 4.8
4.9
4.10
Previewing the Unit ................................................................ 250 Understanding the Complexity of Humor .................................251
Essay: “Made You Laugh,” by Marc Tyler Nobleman
Classifying Comedy ................................................................ 260
Introducing the Strategy: RAFT
Humorous Anecdotes .............................................................. 264 Essay: from “Brothers,” by Jon Scieszka
Introducing the Strategy: TWIST
Finding Truth in Comedy ......................................................... 272 Essay: “I’ve got a few pet peeves about sea creatures,”
by Dave Barry
Satirical Humor ....................................................................... 277 Online Article: “Underfunded Schools Forced to Cut Past Tense from Language Programs,” from The Onion
Elements of Humor: Comic Characters and Caricatures .......... 282 Short Story: “The Open Window,” by Saki
Elements of Humor: Comic Situations ..................................... 288 Novel: “A Day’s Work” from The Adventures of Tom Sawyer,
by Mark Twain
Elements of Humor: Hyperbole ............................................... 296 Poetry: “They Have Yarns,” by Carl Sandburg
Poetry: “Mooses,” by Ted Hughes
Poetry: “El Chicle,” by Ana Castillo
Elements of Humor: Comic Wordplay ...................................... 304 Poetry: “Is Traffic Jam Delectable?” by Jack Prelutsky
*Comedic Skit: “Who’s on First?” by Bud Abbott
and Lou Costello (available online)
4.11
Embedded Assessment 1 Writing an Analysis of a Humorous Text.....315
Planning and Revising an Analysis of a Humorous Text .......... 308 Student Expository Essay: “The Power of Pets,” by Isha Sharma
M
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.