Honors English 8

Unit III: Conflict and Unrest

Overview of Unit

This unit focuses on the analysis of the concept of conflict as it exists in fiction and non-fiction. With an emphasis on students developing understandings that surpass the superficial definitions of "internal/external" and "man vs. man or self" conflicts, this unit introduces an array of conflict types and levels found in a variety of texts.


Essential Questions:

  • Is conflict necessary?

  • What is the value in considering multiple perspectives?

  • What is the effect of conflict?

  • What is worth fighting for?



Enduring Understandings:
  • Conflict is an invitation to contemplate a complicated world.

  • Change is driven by conflict.


Reading Selections:


  • Fahrenheit 451 by Ray Bradbury
  • Book Club Options
    • Down the Rabbit Hole
    • Tomorrow When the War Began
    • Silent to the Bone
    • House of the Scorpion
    • Additional options include:
      • Boy Who Saved Baseball
      • Dark is Rising
      • Extraordinary Adventures of Alfred Kropp
      • Heat
      • Hope Was Here
      • Keeper of the Night
      • Last Book in the Universe
      • Les Miserables
      • Schwa Was Here
      • Stand Tall
      • Step from Heaven
      • Storm Before Atlanta
      • Thief
      • Thwonk
      • Truesight
  • "The Phantom of the Opera" by Arthur Kopit (teleplay)
  • various poems



**This unit will take all of the 4th Six Weeks and part of the 5th Six Weeks to complete.

Unit III Pacing Calendar

Please be aware that dates are subject to change.

4th Six Weeks Grades

Assignments in the yellow boxes reflect daily grades, whiles those in the orange boxes reflect major grades. All redos and retakes must be completed by February 12th.

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SSR Reflections

Time spent reading and discussing self-selected books is one of the most important experiences students can have in the school setting. Extensive research shows that this type of reading is engaging and motivating, increases comprehension, fluency, and vocabulary, and – perhaps even more importantly – grows students who find joy in reading.


Students spend 10 minutes a day reading their SSR novels during English class, and they should be reading for at least an additional hour, if not more, over the course of each week.


Each six weeks, students are required to complete activities from SSR Response options (two daily grades worth), which are focused on discussing novels they read during the Six Weeks.


These items may be completed at any point during the Six Weeks but must be completed by February 12, 2016.

Reading Schedule for Fahrenheit 451

Part I, January 15th - 25th


Tracking for: Similarities between the story’s society and our society


Reading Method: In class, out loud w/ student self-monitoring of comprehension


Discussion: Comprehension


Product: Record whole class discussion ideas in writer’s notebooks



Part II, January 26th - 29th


Tracking for: All the conflicts found in the story – from the personal to the societal


Reading method: Independent, marking for conflicts


Discussion: Small book club groups, comprehension and interpretation


Product: Record of book club discussions in writer’s notebooks, shared Post-it notes with one-sentence summaries of discussion points.



Part III, February 1st - 5th



Tracking for: Any one self-selected over-arching idea (use notes and shared ideas to select tracking concept, confer with teacher)


Reading method: Independent, while collected key quotes that support the self-selected tracking

idea.


Discussion: Small and whole group, interpretation


Key question: What does this text attempt to tell us about human nature?


Product: Dialectical journal focused on self-selected tracking topic



Novel Test: February 8th -9th

Study Guide provided, with advance information on short-essay topic.