Grade 8 ELA

Courage and Persuasive Writing

Wilson Middle School
March 2-April 8, 2020

Carolyn McKee
University of Lethbridge
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Table of Contents
Class Description.....................................................................................................................3
Unit Rationale.........................................................................................................................4
Unit Organizer.........................................................................................................................5
ELA 8 Unit Plan Calendar.........................................................................................................6
Unit Assessment Plan............................................................................................................13
Resources..............................................................................................................................14
Worksheets and Handouts.....................................................................................................16
Lesson Plan 1 – Romance.......................................................................................................25
Lesson Plan 2 – Romance.......................................................................................................28
Lesson Plan 3 – Romance.......................................................................................................30
 3

Class Description

Wilson Middle School is on the north side of Lethbridge, and has 661 students. My two

core classes, for which I teach ELA and Social Studies, are made up of two groups of students

for a total of sixty-four students, while in my Drama class there are fourteen students. Many of

these students come from a turbulent background with an unstable home life, as my Teacher

Associate described to me as we went through the class list on orientation day. Sitting with her

that day was an eye-opening experience, as I listened to story after story of the experiences some

of the children had been through. I thought I was adequately prepared to hear about students’

trials, but it is one thing to hear about potential trials you may hear about in your classroom, and

a whole other thing to hear these stories as they actually happened. I know that I have a “fix it

all” approach, and this will be a learning experience regarding recognizing my simultaneously

large and limited effect I am going to be able to have over these kids’ lives.

There are nine ELL students in my two core classes, six with ISPs, thirteen with

suspected behavior disorders or mental illnesses but who have not received testing yet, a severely

visually impaired student, and one student with a behavior code (two other students have not yet

received coding testing). The make up of this class, as strongly emphasized by my TA, requires

me to cultivate a strong foundation with them on the first day. My focus that day will be on my

expectations, rules, and developing a foundation of trust and respect. These aspects are critical if

I am to have adequate control over the classroom.

The area this school covers is an area that has families of a generally lower

socioeconomic status. That, combined with the unstable home lives of some of the students,

requires that I limit the amount of homework and home support my teaching necessitates. The
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situation my students will be going home to will be different and I want to ensure that each

student is getting the same level of support in order for my forms of assessment to be valid.

Unit Rationale

Prior to preparing this unit, my Teacher Associate and I discussed the needs of the

classroom. My TA recommend I select a theme and focus my learning objectives around that

theme. I decided to refrain from engaging with a anchor novel, and instead chose to focus on

shorter textual pieces including a short story, poetry, and biographies, with a film being the

“long” text. The theme I selected, courage, led to a high focus within this unit on the meta-

concept of the Hero’s Journey, which I will use throughout the unit to guide the students’

engagement with each text. Text creation will involve letter writing, poetry, and persuasive

writing, culminating in the students’ writing a persuasive essay, taking a position on which

factors are most important when creating a hero, and using evidence form two of the texts we

study to substantiate that claim. Our focus on persuasive writing in this unit will prepare them for

future essay writing endeavours while raising their awareness of using language to persuade

others.

Essential Question:
How are heroes defined by and depicted in literature?
Sub-questions:
What factors create a hero?
Are heroes born or made?
What is the “Hero’s Journey”?
What is the connection between real and fictional heroes?
What aspects of the hero’s journey require courage?
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Unit Organizer
Romance:
 Major focus will be developing relationships with the students
 Reflecting on heroes and their defining characteristics
 Reflecting on what “having courage” means
 Introducing persuasive writing

Precision
 Looking at courage in real life
 Using prior knowledge and author information to increase understanding of text
 Reading, reflecting, and writing heartsongs
 Applying the Hero’s Journey to various texts
 Exploring aspects of persuasive writing
 Reading short story and creating plot web/ character cluster to reflect on the use of the
hero cycle and characterization
 Watch film and analyze which aspects reflect the hero cycle
 Read biographies of Elders and create persuasive paragraph on the use of the hero cycle
in real life

Generalization
 Write persuasive essay on factors that create a hero
ELA 8 Unit Plan Calendar
Monday March 2 Tuesday March 3 Wednesday March 4 Thursday March 5 Friday March 6
(52 min) (52 min) (43 min) (52 min) (38 min)
EQ: How is courage EQ: How can I connect a EQ: What is EQ: What is the Hero’s EQ: How does
depicted in literature? text to my own life? persuasive writing, Journey? knowledge of the
GLO: 1, 2 GLO:1,2 and how can I use it to GLO: 1,2 author’s situation
SLO: 1.1.1, 2.2.1,2.4.1 SLO: 1.1.2, 1.2.3, 2.2.1 share information? SLO: 1.1.1, 1.2.2, 2.2.2 affect my
Materials: intro Materials:8x11 paper, What character traits Materials: interpretation of the
slideshow, painter’s Koala Lou, Rhetoric ppt define a hero? Activities: text?
tape, , Get to know you Activities: GLO:2, The Hero’s Journey! What figurative
grid Review expectations. SLO:2.3.1, 3.1.1 language can I use
Activities: Materials: I’m going to tell a story, when writing a
Play one line story game. Activities: then I want you guys to tell poem?
Intro slide show Argument Sketch me what story that is. GLO:2
Read Koala Lou video SLO:2.2.2,2.2.3, 2.4
Lay out expectations - as I read this story, Introduce persuasive Tell “hero’s journey” story. Materials:
reflect on a time when writing - We are Activities: Mattie J.T.
Centre line game you had to do something working towards Tell me what story you Stepanek
Last question – I have that you were afraid to do creating a persuasive thought that was?
done something that essay. What did we talk about
scared me, but I did it Hand out response sheet Forms of rhetoric Introduce, display Hero’s yesterday?
Tea Party!
anyway. - about a time that they - ethos, pathos, logos Journey Copy “Three Spirit
were afraid and did it - use advertisements to Discuss archetypes. Wishes” – cut apart each
“Get to Know You” anyway talk about how it Discuss each aspect of the line. Give each student
grid - about a time when they persuades people journey. one line, they walk
received help from - Use WWII around, read their liens to
each other, try and figure
someone propaganda to show Who are some heroes that out what the poem is
- when they provided how they persuaded you know? about. Bring them back
someone with help people Brainstorm Heroes, pick 3 together – thoughts?
or 4, each group gets one What is it about? Display
and read poem to them.
 When we write, which and you fill out a blank
one do we want to hero’s cycle worksheet OR This poem was written by
a boy named Mattie
use? Do one as a class. Stepanek. Play Oprah
video. As we watch the
video, pay attention to
Lucy Calkins – Essay parts of his life that could
Structure boot camp be a part of the hero
cycle.
(box and bullets pg 2) What parts from the hero
Come up with own cycle were also apparent
topic and evidence. in mattie’s life?
Will use this to Read same poem again –
structure persuasive does our understanding of
it change now that we
paragraph. know a little more about
him?

Let’s talk about some of

the traits Mattie
displayed. Is Mattie J.T. a
hero? Does he show
courage? Why or why
not?

Optional: Read his poems

in groups. Look for
themes of positivity,
hope. Select one you
would like to structure
your Heartsong around.
(or just write a “three
spirit wishes” poem on
Monday)

March 9 March 10 March 11 March 12 March 13

EQ: What figurative EQ: What is persuasive EQ: How is courage EQ: How is courage EQ: What is
language can I use writing, and how can I depicted in literature? depicted in literature? How persuasive writing,
when writing a poem? use it to share What pre-reading can I use a graphic and how can I use it
GLO: 2 information? activities improve my organizer to improve my to share
SLO:2.2.2,2.2.3, 2.4 GLO:2,3 understanding of the understanding of a story? information?
Materials: SLO: 2.4.1, 3.1.1, 3.3.3 text? GLO: 1,2 GLO:2
Activities: Materials: GLO:1,2 SLO: 2.2.2, 2.2.3 SLO:2.3.3
Re-read three spirit Activities: SLO: 1.1.1, 2.2.2 Materials: Materials:
wishes. Gallagher – Four Square Materials: Copies of Activities: Activities:
Write three wishes you argument chart “The Birds” Review and finish reading
would want to write a Activities: the story. Try to leave open for
poem about. 10 min. The Birds cleaning up the week.
**Come up with What happens when
examples, then write the hero cycle is not What are some similarities Work on Story Web,
with them as they fulfilled? you see between the trailer hero’s cycle chart or
write** and the short story? Social study guide
Pre-reading – scan, Think-pair-share.
Come together, share look for words you What are some differences? If we are all caught
some of our wishes. don’t know, circle Think-pair-share. up - Lucy Calkins –
words that have to do Connecting evidence
Now write why? Why with birds. Create story web for “The
those wishes? Share Birds”
example, model Give Daphne du
writing. Maurier biography
Show trailer then read
Provide a structure for story
them to follow. Read first half of the
story. Pay attention to
how courage is
depicted – or not. Pay
attention to similarities
between The Blitz and
The Birds.
March 16 March 17 March 18 March 19 March 20
EQ: How can I use a EQ: How can I use my EQ: EQ: How can I use my PD DAY - NO
graphic organizer to notes to create original GLO: notes to create original SCHOOL
improve my text? SLO: text?
understanding of a GLO:2 Materials: GLO:2
story? SLO: 2.2.2, 2.2.3, 2.3.2, Activities: SLO:2.4.2
GLO:2 2.4.2 Social test Materials:
SLO: 2.2.2, 2.2.3 Materials: Activities:
Materials: Activities: Letter work period – double
Activities: DOUBLE PERIOD period
Finish Story Web. Using story web and
character cluster, write
Introduce Letter letter from on character
assignment. to a specific audience –
trying to persuade them
Create character cluster that we need resources,
for a character that you or you don’t need
want to write the story resources, or you need to
on. find protection, or you
don’t need protection.
Flocabulary video,
response, and quiz on
persuasive language

March 23 March 24 March 25 March 26 March 27

EQ: What is persuasive EQ: What aspects of the EQ: EQ: How is courage EQ: How is courage
writing, and how can I hero’s journey can I find GLO: depicted visually? depicted visually?
use it to share in non-fictional texts? SLO: GLO:2,3 How can I use notes
information? GLO:2 Materials: SLO:2.1.1, 3.3.3 to improve my
GLO:2 SLO:2.2.1 Activities: Materials: understanding of a
SLO:2.3.1 Materials: BOOK Activities: film?
Materials: LAPTOPS Wisdom from 1 – introduce japan – Watch shrek. GLO:2,3
Activities: Our First Nations all slides, double SLO:2.1.1, 3.3.3
Assign persuasive Activities: social Double period shrek Materials:
essay. Due April 6. We The hero cycle in real life Activities:
will have lots of class As we watch, pay attention Wrap up Shrek film.
time to do it in. Persuasive language – to how courage plays a role Review answers
Flocabulary in the film, when courage is written on response
Lucy Calkin – Return Choose one of the stories used or not, how the hero sheet. (come up with
to Boot camp (68) to write a persuasive cycle is fulfilled. response sheet – tool
paragraph on. Hand out blank Hero they can use in their
Read FNMI To convince someone to Journey template to connect essay)
biographies – do you bring justice, share the parts of the plot with the Courage in the film
see aspects of the hero problem. Journey.
cycle? Identify the injustice –
write a persuasive
Circle groups – 5 or 6 paragraph.
Print out pictures of Or pick their own
elders to go with copies injustice – cell phones in
of their stories. the class, dress code.
Give each group 10ish Convince me in 4-8
minutes – leave blank sentences what needs to
paper to write down change. Write to the
their emotional reaction authority figure.
to the story.Take note Print and hand in at the
of the strong emotional end of that period.
words that are in that
bio, and add your own Combine with Writing a
reactions to the stories. thesis statement. It’s a
Discuss the reactions – formula “In the novel,
group one, what are short story, biography,
some of the reactions this person shows
on there? courage by making hard
Me- right down the choices, accepting the
words as they say it. call to adventure, and
Guys look at these dark,
gritty, real words. If too much time, read.
Choose one of these
words – journal for 20
minutes. No lifting the
pen up.
March 30 March 31 April 1 April 2 April 3
EQ: What factors EQ: What factors EQ: What are review EQ: What revision EQ: What revision
contribute to making an contribute to making an techniques I can use techniques can I use to techniques can I use
hero? hero? on my own and others’ improve my paper? to improve my
GLO:2,3 GLO:2,3 paper? GLO:4 paper?
SLO:2.4.1, 3.1.1, 3.3.3 SLO: 2.4.1, 3.1.1, 3.3.3 GLO:4,5 SLO: 4.1.1, 4.1.2 GLO:4
Materials: Materials: Laptops SLO:4.1.1, 5.2.1 Materials: Laptops SLO: 4.1.1, 4.1.2
Activities: Activities: Materials: Activities: Materials:
Brainstorm for essay. Writing first draft in Activities: Essay revision Activities:
Lucy Calkins – Flash class. Peer review Essay work period
drafting Literary Essays Use stick figure graphic
(The Literary Essay pg organizer, or Peer review video. Culminating activity
108) Print draft for peer Go through checklist – In small groups,
review next day in class. in groups of three. what was one idea,
concept, activity,
quote, text that really
resonated with you?
Bring back to whole
class discussion.
April 6 April 7 April 8
EQ: How is the Hero’s EQ: How is the Hero’s EQ: How is the
Journey depicted in Journey depicted in film? Hero’s Journey
film? GLO:1,2 depicted in film?
GLO: 1,2 SLO: 1.1.1, 2.2.3 GLO:1,2
SLO:1.1.1, 2.2.3 Activities: SLO: 1.1.1, 2.2.3
Activities: Film study Activities:
Hand in essay Last day!
Start Life of Pi or The Literacy games.
Birds film study
Unit Assessment Plan
Assessments
Write letter from Film
Learning Heart Create Story Character Persuasive Persuasive Persuasive
Title character’s Workshee
song Web Cluster Paragraph Writing Essay
Outcome perspective t
Workshops
s Type Form
(Formative/Summative)
Form Form Form Summ Summ Summ Summ
Weighting N/A N/A N/A 20% 20% 15% N/A 45%
1.1. Discover and Explore
1.1.1 Express ideas and
develop
understanding X X X X X X X X
1.1.2 Experiment with
language and forms
1.1.3 Set goals
2.1 Use Strategies and Cues
2.1.1. Use prior knowledge
2.1.2 Use comprehension X X X X X X X X
strategies

2.2 Respond to Texts

2.2.1 Experiences various texts
2.2.2 Construct meaning from
texts X X X X X X x

2.2.3 Appreciate the artistry of

texts
2.4 Create Original Text
2.4.1 Generate ideas
2.4.2 Elaborate on the X X X X X X
expression of ideas

3.3 Organize, Record and X X X

Evaluate
3.3.1 Organize information X
3.3.2 Record information
3.3.3 Evaluate information
 Assessmen
Assessment Assessment
t
Brief Description FOR
OF
Tool Learning
Learning

After reading several poems by Mattie Stepanek, students will

create their own Heartsong. This assignment is intended for them
Heartsong X
to engage with a form of courage that is focused on positivity and
hope.
While and after reading “The Birds”, students will complete a
story web that will demonstrate their understanding of plot
Story Web elements and how those elements are expressed in this short X
story. They will use this worksheet when rewriting the short
story.
Similar to the story web, students will create a topic focuses web
Character that focuses on one character from “The Birds” (other than the
X
Cluster protagonist). They will then use this information to help direct
their writing for the rewrite short story assignment.
Write Letter
For this assignment, students will write a letter from one
from
character in the story to another. The writer will be trying to X
Character’s
persuade the reader to do or not do something.
Perspective
This is a scaffolding activity to prepare them for the persuasive
Persuasive essay they will be writing. I will lead essay writing workshops, and
X X
Paragraph they will use this information to write a persuasive paragraph
regarding the hero journey in real life.

This worksheet will be used to ensure engagement with the film

Film
as we watch it as a class. It will require students to record X
Worksheet
elements of the Hero’s Journey as seen through Shrek’s story.

Persuasive Throughout the unit, we will have four Persuasive Writing

Writing Workshops (March 3, 10, 13, 23). I will take in various completed X
Workshops in-class assignments on these days to ensure understanding.
To conclude the unit, the students will write a two page
Persuasive persuasive essay on the following prompt: Using two different
X
Essay texts we have explored in class, discuss what factors contribute
to creating a hero.

Resources
Teacher Resources
Calkins, L., Hone, K.B., Gillette, Cory. Boxes and Bullets: Personal and Persuasive Essays.
(2013.) Heinemann.
Calkins, L., Tolan, K., Marron, A. The Literary Essay: Writing About Fiction. (2013).
Heinemann.
I will be using the Lucy Calkins programs for persuasive writing and writing literary
essays to structure my mini-lessons and workshops on essays.

Milner, J.O., Milner, L.M., & Mitchell, J.F. (2008). Bridging English, Pearson.
Bridging English provided ideas for classroom discussion formats and short story
activities.
Tompkins, G.E. 50 Literacy Strategies. (1998). Pearson.
I used Tompkins’ text to judge what type and what depth of activities would be suitable
within a Grade 8 ELA class.

Student Resources
Bing wall. (13 May 2013). The Birds (1963) [Trailer] [Video]. YouTube.
https://www.youtube.com/watch?v=0fJh2gIBOto
This video will be used to compare differences between textual and visual representation
of plot and characters.
Clements, R., and Musker, J. (Director). (1997). Hercules [Film]. Disney.
The students will watch Hercules to interpret the Hero’s Journey in a new format.
Du Maurier, D. (1999). “The Birds”. The Dream and Other Stories. (1999). Penguin Books Ltd.
Reading “The Birds”, students will experience the short story format and engage with
character and perspective in literature.
Fox, Mem. Koala Lou.
This picture book will depict the theme of courage and give the students an opportunity
to create a personal response to a text.
Monty Python. (2015). Argument Clinic – Monty Python’s Flying Circus [Video]. DailyMotion.
https://www.dailymotion.com/video/x2hwqn9
This video will provide a hook when we begin exploring persuasive writing and what it
means to present an argument.
OWN. (22 June 2014). How Mattie Stepanek’s Words Inspired Millions [Video]. YouTube.
https://www.youtube.com/watch?v=ZxD-U1rY0vw
This short video elaborate on Mattie Stepanek’s life and provides context for the students,
and will lead to reflection on how understanding context around literature provides a
deeper understanding.
Sigafus, K, and Ernst, L. Wisdom from our First Nations. (2015). Second Story Press.
Students will engage with reading biographies of FNMI Elders and identifiying aspects of
the Hero’s journey within non-fiction.
Stepanek, M.J.T. (2001). Heartsongs.
-- Reflections of a peacemaker. (2005).
--. Hope through Heartsongs. (2002).
A collection of poems will be taken form these anthologies and read in class.

Visuals
Worksheets and Handouts
 Name_____________________
Story Web

Setting: Characters:
Title:

Author:

Conflict: Resolution:

Name___________________
Date________________
 Character Cluster

Feelings/Opinions Description

Character
Behaviour Personality
 Persuasive Letter
Due Date: Thursday, March 19, 2020

Task: You will select one character from the

short story “The Birds”, and write a letter
from their perspective to someone else. The
purpose of the letter will be to persuade the
audience to join you in your position on the
birds

Remember, depending on the character you

chose, your perspective will change. This is
not a letter from you, this is a letter from a character from “The
Birds”.

The letter must include the following components:

 A short introduction of the character.
 An explanation of why that character is writing to that
audience/person.
 The character’s opinion or position regarding the birds.
 Evidence from the story that supports the character’s
position.

Arguments that could be made include:

 Writing to the government asking for supplies and resources
 Convincing a neighbor that the birds are not dangerous
 Convincing a neighbor that the birds are dangerous
 Jill convincing her father that she should be able to play with
her friends outside

You do not have to choose one of these arguments, you may

create any argument you can think of, as long as you do so
convincingly from that character’s point of view.
 Persuasive Letter Rubric
 
Position and Character Argument (x3) Mechanics (x1)
Perspective (x3) Introduction (x2)

Excellent 4 Character’s Background Argument is 1-2 grammatical

position is clear information convincingly stated errors.
and compelling. provides pathos. and provides
excellent evidence
from text.

Proficient 3 Character’s Background Argument is clearly Less than 5

position is clear information is stated and strongly grammatical
and descriptive. relevant and supported with errors.
purposeful. evidence from text.

Acceptable 2 Character’s Background Argument is Grammatical

position is information is apparent, with errors do not
apparent. relevant to the some evidence distract from
purpose of the provided from the purpose of the
letter. text. assignment.

Unacceptable No clear Background No apparent Amount of

1 position taken. information argument made. grammatical
does not errors makes
contribute to text difficult to
the purpose of comprehend.
the letter.
 Persuasive Essay
Due Date: April 6, 2020
Weight: 30%

Task:
You will write a two-page essay on the following topic:

Not all heroes have been bitten by a spider or wear a cape. Drawing from at least one text
that we have studied in class, describe how unlikely heroes can show courage at different
points within their Hero’s Journey.

Introduction – One Paragraph

The introduction paragraph will include:
 An engaging first sentence
 Your thesis statement
 2-3 sentences that lay out the “road map” of your essay

Body – Three Paragraphs

In the first two paragraphs, you will:
 Select ONE part of the Hero Cycle
 Explain how is it demonstrated in a text that that we have read or watched in class

Fourth paragraph will include:

 A description of courage in your own words, and explain the role that it played in EACH
of the 2 parts of the Hero Cycle that you wrote about in the previous two paragraphs

Conclusion – One Paragraph

The conclusion will include:
 Your restated opinion, supported by references to the examples you used in the body
paragraphs

The whole essay must have:

 Supporting evidence (examples) from the texts that you choose
 Clear introduction, three body paragraphs, and conclusion
 No slang or contractions (it’s  it is; couldn’t  could not)
 Double spaced, Times New Roman size 12 or Calibri size 11
 Follow Modern Language Association (MLA) formatting (example on the next page)
Name
Class (ELA 8C/D)
Teacher’s name
Date the assignment is due
Title: Centered and Capitalized

The first paragraph will begin one line below the title. The first sentence of each

paragraph must be indented. Your introductory sentence and each topic sentence will provide a

preview for the reader so that they have an idea of what next to expect. The conclusion sentence

of each paragraph will sum up what we have learned in that paragraph. We have explored the

format of the paragraph, and, in the next paragraph, will unpack what the general format of the

essay will be.

The paragraphs will be double spaced and typed in Times New Roman size 12 or Calibri

size 11. You must have 2-3 major points, or reasons, within your essay, and each reason must

have supporting examples, or evidence, from the text you chose.

Persuasive Essay Rubric

4 3 2 1
Structure Essay has Essay has Essay has Attempted
(x3) introduction, three introduction, three introduction, separation of
body paragraphs, body paragraphs, body, and ideas is
and conclusion, and conclusion. conclusion. apparent.
with clear topic
sentences.
Content Student uses at Student uses at Student uses 1 Student uses 1
(x3) least 1 text to least 1 text to text to explore text to explore 1
explore 2 parts of explore 2 parts of 1-2 parts of the part of the Hero
the Hero Cycle. the Hero Cycle. Hero Cycle. Cycle.
Thorough Brief explanation Clear connection Connection
explanation of the of the connection between courage between courage
connection between courage and the selected and the selected
between courage and the 2 selected aspects of the aspects of the
and the 2 selected aspects of the Hero Hero Cycle. Hero Cycle is
aspects of the Hero Cycle. weak.
Cycle.
Mechanic Few spelling, 5-6 spelling, 6-7 mechanical The amount of
s punctuation, or punctuation, or errors. MLA mechanical
grammatical errors. grammatical errors. format is errors distracts
(x1)
MLA format is MLA format is partially from the content
followed. mostly accurate. followed. of the essay.
MLA format is
not followed.

Grade: /28
Lesson Plan 1 – Romance
Teacher Name Carolyn McKee Date March 2, 2020
Subject Area ELA Grade 8
Topic Class Intro Time 52 min

Learning Objectives: Students will:

(SMART: Specific,
Measurable, Attainable,
1. Begin to connect with the new student teacher
Realistic, Timely) 2. Engage in literacy based “get to know you” game
3. Reflect upon and record a time when they were required to have
courage
General Learning: 1: Students will listen, speak, read, write, view and represent to explore
Outcomes thoughts, ideas, feelings and experiences.
2: Students will listen, speak, read, write, view and represent to
comprehend and respond personally and critically to oral, print and other
media texts.
Specific Learning: 1.1.1 - Express ideas and develop understanding
Outcomes 2.2.1 – Use Strategies and Cues
2.4.1 – Generate Ideas

Materials Consulted: Painter’s tape, “get to know you” grid

(any props, resources,
links, etc.)
Key Questions What similarities and differences do we have in our classroom?
Before Lesson Print attendance sheet, print “Get to know you” grid, set up intro slide
show, write agenda on board
Introduction Time
Introduction Greet each student as they come in. Take note of seating plan,
ensure kids are in the correct seats. Ensure there are no back
packs, no cell phones in sight.
Introduce myself,
Agenda Attendance, intro slideshow, expectations, Line game, Letter
name game, get to know you grid
Body Notes Time
Activity 10 min
Attendance
Go through the attendance list, making note of
seating plan, eye contact with each student.
Activity 10 min
Intro slideshow and expectations
- review Mrs. Granberg’s rules – these rules still hold
up while I am here
- Respect
- talking while I’m talking
- noise level
- open channels of communication. I am more than
willing to work with you through challenges that you
may be having in the class room, whether that’s with
schoolwork or anything else. But I can’t help you
with things I don’t know about. You are always free
to come talk to me before or after class, I want to
have open channels of communication.
Activity 10 min
Line Game
Ask students to move the desks to the sides of the
room. Tape line down the middle of the room. I am
going to read a question, if that statement describes
you, you step on the line.

Activity 15 min
Lesson Plan 2 – Romance
Grade/Subject ELA 8 Date March 3
Unit Courage/Persuasive Time 52 min
Writing

Learning Students will

Objectives 1. Reflect on the meaning of courage
2. Experience visual and textual literacy
3. Participate in creative writing
General 1, 2 Specific 1.1.2 – Experiment with languages and forms
Learning Learning 1.2.3 – Extend understanding
Objectives Objectives 2.2.1 – Experience various texts

Materials and Koala Lou, writer’s journals

Resources
Key Questions How can I connect texts to my life?
Before Lesson Check writer’s journals, have Koala Lou ready
Introduction Time
Introduction
Agenda Class expectations, read Koala Lou, personal reflection about
courage.
Body
Activity Class expectations 10 min
Ask students for reminders of the expectations I laid out in class
yesterday.
Noise levels, respect, speaking out of turn/over me, no cell phones,
open channels of communication.
What were some of the expectations we talked about yesterday in
class?
Write them on the board as students reflect. Provide clarification
if necessary.
Formative
Assessment
Activity Reading Koala Lou as a class 10 min
We are going to be reading a story about a koala bear. When was
the last time you read a picture book? Talk about how good
literature is good literature, it’s not restricted to one form or genre.
As we read this book, pay attention to Koala Lou’s feelings and
actions, and what changes from the beginning of the book to the
end.
Formative Signs of listening
Assessment
Activity What was Koala Lou’s first response? Second? And how did it 20 min
end?
What kind of feelings did she have? (fear, scared, hope, courage)
 What are some things that we might have to do that might make us
feel scared? My experience – I was starting a new job, and I had
no guidance as to what to do. I was in a new city, doing
programming for something I was not familiar with, and I was
really scared. I was scared of letting people down, of messing up.

We are going to do some writing responses to this book. I want

you to think, don’t share it, just reflect on a time when you had to
do something that you were afraid to do. You can structure it any
way you want to, let’s talk about some things we might include:
- an event; how you felt about it; how it ended up, or if it has been
resolved; who it involves; your feelings

Differentiation
Formative
Assessment
Conclusion
Review and What big character trait did Koala Lou display? Is this a character 5 min
Connections trait that we have?
Assessment Formative – handed in Koala Lou sheet
Dismissal
Reflection

Lesson Plan 3 – Romance

Grade/Subject ELA 8 Date March 3
Unit Courage/Persuasive Writing Time 43 min

Learning Students will

Objectives 1. Reflect on the meaning of courage
2. Experience visual and textual literacy
3. Participate in creative writing
General 2, 3 Specific Learning 2.3.1 – Understand forms and genres
Learning Objectives 3.1.1 – Focus attention
Objectives
Materials and Writer’s journals, Lucy Calkins Bullets and Boxes, rhetoric ppt
Resources
Key Questions What is persuasive writing, and how can I use it to share information?
What character traits define a hero?
Before Lesson Set up power point, ensure everyone has their journal in class
Introduction Time
Introduction Good morning everyone, greet everyone, ensure headphones and 5 min
cell phones are away.
Agenda Introduce rhetoric, paragraph workshop.
Body
Activity Introducing persuasive writing 10 min
Our final project for this unit will be writing a persuasive essay, so
within this unit we will be focusing on persuasive writing.

What is the purpose of persuasive writing

- define “persuade” – to convince someone to change their opinion
or position on a matter

Rhetoric Powerpoint
- when we write we use rhetoric – the ability to persuade someone
through argument
- when we watch the video, pay attention to when the client
defines an argument
- discuss the differences between academic argument vs a life
argument (evidence, not a fight, being open minded)
- ethos – take a look at this ad. Who is in it? What is he
advertising? Why might the ad agency want Steph Curry in their
ad?
- pathos – how does this video play with your emotions? Why
would they make an ad that manipulates your emotions?
- logos – using evidence and facts to persuade you.
We can use all three forms of rhetoric when we write our
persuasive essays, but mostly we want to use logos. Why do you
think that is? (because we want to use evidence and facts within
our essays)

Activity Lucy Calkins – Essay structure Bootcamp 20 min

We are going to review the structure of essays. I know you have

written essays in the past, but we are going back to the very basics
of writing essays. We are going to create the skeleton of an essay
together.
When we write essays about our opinions, which is was persuasive
essays are, writers structure their essays so that the thesis
statement (their position or idea) and their reasons for that
position. We are going to call this structure “boxes and bullets”.
We are going to create the skeleton of an essay together, and then
you will create one on your own.
Thesis statement – I love ice cream.
Three supporting reasons – It is refreshing to eat on a hot day. So
many flavors. Can be used to make milkshakes. I enjoy eating it
after a hard day.
 Now, we used ice cream, what are some other favorites we could
use in our box? Have class provide ideas.
In the second set, come up with your own thesis statement.

If there is time - Topic Sentence: It is refreshing to eat on a hot

day. Ice cream is cold, and makes me cold when I eat it. One time
last summer I had been outside all day and I could think of was
eating a bowl of ice cream. When I went inside, that’s what I did,
and I went from being way too hot to a delightful brain freeze.

Once you have finished your second box and bullets, bring it to
me. If it is not done you will have to come it at lunch to finish it.
Formative Completed “boxes and bullets” worksheet.
Assessment
Differentiation
Assessment
Conclusion
Review and What are the three main forms of rhetoric? 5 min
Connections What form do we want to mostly use in persuasive essays?
What is the purpose of persuasive writing?
Assessment
Dismissal
Reflection

Lesson Plan 4
Grade/Subject ELA 8 Date March 5
Unit Courage/Persuasive Writing Time 52 min

Learning Students will

Objectives 1. Watch a video on the hero’s journey
2. Brainstorm stories that have the hero’s journey in them
3. Fill a blank hero’s journey worksheet with parts of the plot
General Specific Learning
Learning Objectives
Objectives
Materials and Hero’s journey video (https://www.youtube.com/watch?v=6eNun-
Resources x_s2Y&t=22s. ) Blank hero’s journey worksheet,
Key Questions What is an archetype? What parts of the hero’s journey have I seen in
literature?
Before Lesson Set up video, print blank hero’s journey sheet, print Hero’s journey handout
x65, deck of cards to split kids into groups
Introduction Time
Introduction Good morning everyone, greet everyone, ensure headphones and 5 min
cell phones are away.
Agenda Take attendance, tell a story, introduce hero’s journey, watch
video, brainstorm a few examples of heroic stories from pop
culture,
Take attendance 3 min
Body
Activity I am going to tell you a story, a famous story, but I will not tell 10 min
you the title or use names. Your task, is to try to figure out what
story I’m telling you. (while I am telling this story, the ppt is
playing behind, revealing films one at a time.)
There once was a main character, who, at the beginning of our
story, was just living their life. But, before very long, the conflict
of the story began, and they received a call to adventure,
something that motivated them to start out on their journey. But
don’t worry, they didn’t have to answer the call by themselves.
They meet a mentor, and they meet a helper, who help them on
their way. During the story, they cross the threshold from the
known world to the unknown world, having completely new
experiences and figuring out how to work through them. They
learn new skills, and it looks like they might make it… but they
are then faced with a huge choice. It might mean betrayal, it might
mean sacrifice, but this choice will direct the rest of their story.
Finally, after the hero makes their choice, the hero has an eye-
opening, life-changing experience, and finally returns to the
known world as a different person.
Which story did I tell? Could have been any of them. Each of the
main characters of each of these texts followed this archetype. An
archetype is: a typical character, an action, or a situation that
seems to represent universal patterns of human nature. 

The archetype that we are focusing on is the Hero’s journey.

Not every section of the hero cycle will necessarily be filled, but
each
Activity Watch hero’s journey video. 15 min
As we watch this video, think of a film you have seen, or a book
you have read, that has the hero’s cycle in it. He mentions a few.

Divide the room into four sections. Assign each section a quadrant 15 min.
 of the hero’s journey. Tell them to choose a film or book, and then
write which part of the plot aligns with the parts of the cycle that is
in your quadrant.
Conclusion
Review and The hero cycle is an archetype that many, many, many stories 5 min
Connections follow. There is a character trait that is an essential part of the hero
cycle – what might that be? Courage. Why might going through
the hero’s cycle require courage? Think about Koala Lou. Did it
take courage to go through with the race when she was still a little
afraid? We are going to be looking at courage and how it plays a
role in the hero’s cycle. Tomorrow we are going to be reading
poetry and talking about the context of a text, and talking about
real life heroes.
Assessment
Dismissal
Reflection