Chapter Book Literacy Units. Here you'll find a large selection of activities to use with the most popular chapter books. Titles include Tales of a Fourth Grade Nothing, Magic Treehouse, Charlotte's Web, Cam Jansen, The Boxcar Children, Bunnicula, and many others. For example, in English Language Arts, you might ask students to Sketch one visual symbol that represents the text’s main theme. Write out two quotations that show the author’s style. Include a sketch and a sentence representing the setting. Make connections between the text and current events using sketches and text. Or grade levels). 9.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Standards in this strand:
Conventions of Standard English:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
Form and use verbs in the active and passive voice.
Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
Recognize and correct inappropriate shifts in verb voice and mood.*
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
Use an ellipsis to indicate an omission.
Knowledge of Language:
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
Vocabulary Acquisition and Use:
Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g. verbal irony, puns) in context.
Use the relationship between particular words to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
SpringBoard’s English Language Arts offers a full curriculum with a flexible framework so you can use its units and resources as needed.
Why It Helps
Beginning in grade 6, SpringBoard English Language Arts students develop and refine skills in critical thinking, close reading, writing in various genres, and doing research.
Over the course of the program, they read and analyze a wide range of texts in genres including poetry, novels, plays, biographies, nonfiction narratives, speeches, and films. They also learn to write in forms including essays, personal narratives, argumentative texts such as editorials, and research papers.
How It Works
Each grade level uses complex, grade appropriate texts that allow students to examine an idea from multiple points of view while working with a variety of genres. Students progress from guided reading through collaborative projects to confident, independent work.
In units built around the theme “Change,” students will:
- Read work by Langston Hughes, John Steinbeck, and Sandra Cisneros
- Write narrative, explanatory, and argumentative texts
- Learn strategies for planning, drafting, revising, and editing their own writing
- Explore the fundamentals of research, including citations and how to evaluate the credibility of sources
- Deepen their understanding of topics through film and multimedia
In units built around the theme “Choice,” students will:
- Read work by Nelson Mandela, Robert Frost, Sojourner Truth, and Shakespeare
- Learn close reading strategies to discover the explicit and implicit content of texts
- Write in argumentative, explanatory, and narrative modes
- Examine how ideas are conveyed in film and multimedia
In units built around the theme “Challenges,” students will:
- Read work by Ray Bradbury and Walt Whitman, an essay about Civil War heroes, narratives about the Holocaust, and Elie Wiesel’s Nobel Prize acceptance speech
- Learn about the hero archetype and hero’s journey narratives
- Write narrative, explanatory, argumentative, and other texts
- Research an issue in current events and then create a multimedia presentation
- Read scenes from Shakespeare’s A Midsummer Night’s Dream, then watch the scenes on film and analyze how the adaptation differs from the source
In units that examine the uses of language, students will:
Chapters 30328th Grade Ela Page
- Read works by authors such as Margaret Atwood, Louise Erdrich, William Shakespeare, Joshua Bennett, Toni Morrison, as well as selected nonfiction
- Learn to gather evidence from texts and incorporate it into written and oral responses
- Write in argumentative, informational, narrative, and other modes
- Research and present findings around a current issue
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In units that study the power of language to persuade, students will:
- Read works such as Chinua Achebe’s Things Fall Apart, Sophocles’ Antigone, Susan B. Anthony’s “On Women’s Right to Vote,” and Kofi Annan’s Nobel Prize acceptance speech
- Examine how culture influences worldview
- Incorporate textual evidence into a written argument
- Write in argumentative, narrative, information, and other modes
- Research a culture and present findings in a collaborative presentation using digital media
In units built around the theme “The American Dream,” students will:
- Read foundational documents such as the Declaration of Independence and Lincoln’s Second Inaugural Address, essays by Henry David Thoreau and Ralph Waldo Emerson, and Zora Neale Hurston’s novel Their Eyes Were Watching God
- Write an expository essay defining what it means to be an American
- Write a synthesis essay arguing whether or not America still provides access to the American Dream
- Write in a variety of modes and genres
- Compare print and film versions of Arthur Miller’s play The Crucible
- Create a news outlet based on real-world news organizations
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In units built around the theme “Perspective,” students will:
- Read works such as James Baldwin’s “Stranger in the Village,” George Orwell’s “Shooting an Elephant,” Shakespeare’s Othello, and George Bernard Shaw’s Pygmalion
- Apply multiple perspectives to complex texts
- Apply various types of literary criticism: archetypal, Marxist, feminist, historical, cultural, and reader response
- Perform rigorous reading and writing that synthesizes learning
- Analyze how historical contexts have influenced performances of Othello, and compare multiple film versions of the drama