Subject: 8th Grade ELA

Unit : __I___, Lesson #___3_

Text: Stop the Sun text by Gary Paulson

(Glencoe textbook pp 607)

Key Questions:

TEKS:

ELPS:

Concepts /
Skills
to be taught:

1.
2.
3.
4.

How does point of view reflect the authors purpose?

How is linear plot developed by the author?
How is central conflict resolved?
What qualities of the central character influence theme in a fictional
work?
Fiction TEKS (6) Comprehension of Literary Text/Fiction. Students
understand, make inferences and draw conclusions about the structure
and elements of fiction and provide evidence from text to support their
understanding. Students are expected to:
(A) analyze linear plot development (e.g., conflict, rising action, falling
action, resolution, subplots) to determine whether and how conflicts
are resolved;
(B) Analyze how the central characters qualities influence the theme
of a fictional work and reolution of the central conflict; and
(C) analyze different forms of point of view, including limited versus
omniscient, subjective versus objective.
Fiction TEKS (8) Comprehension of Literary Text/Sensory Language.
Students understand, make inferences and draw conclusions about how an
authors sensory language creates imagery in literary text and provide
evidence from text to support their understanding. Students are expected
to explain the effects of similes and extended metaphors in literary text.
(19) Oral and Written Conventions/Conventions. Students understand the
function of and use the conventions of academic language when speaking
and writing. Students will continue to apply earlier standards with greater
complexity. Students are expected to: (C) use a variety of complete
sentences (e.g., simple, compound, complex) that include properly placed
modifiers, correctly identified antecedents, parallel structures, and
consistent tenses.

4(J)demonstrate English comprehension and expand reading skills by

employing inferential skills such as predicting, making connections
between ideas, drawing inferences and conclusions from text and graphic
sources, finding supporting text evidence commensurate with content-area
needs
4(K) demonstrate English comprehension and expand reading skills by
employing analytical skills such as evaluating written information and
performing critical analyses commensurate with content-area and gradelevel needs
Reading: Conflict
Grammar: Subject verb agreement

TEKS
Vocabulary:

Conflict
Subject verb agreement

Literature /
Resources:

Stop the Sun text by Gary Paulson (Glencoe textbook pp 607)

Stop the Sun Text PDF
Stop the Sun Packet

Considerations

Co-Teach

for Struggling
Students:

ELL

Lesson:

Pre-teach vocabulary
http://www.sd113a.org/vimages/shared/vnews/stories/48317e3b4e1
cb/Stop%20the%20Sun%20-%20vocabulary%20ws.pdf
Read aloud
Reread the same text multiple times
Repeat, use other words, and summarize all key points
While reading the story, the class will use Choral Reading to build
ELLs fluency and confidence.
See the link below for a brief definition and example of Choral
Reading.
o http://teachertube.com/viewVideo.php?
video_id=234456&title=Choral_Reading
o http://www.readwritethink.org/classroom-resources/lessonplans/video/constructing-understanding-through-choral1121.html

Vocabulary in Text
persist
founder
inert
chant
Before Reading
Mini-Lesson on Subject Verb Agreement from ReadWriteThink
Whats My Subject

Defining Terms Use the Plot Structure PowerPoint to introduce

terms and definitions, while students take notes. If no projector is
available, write the terms on the board.

Anticipatory Set Ask students to share their ideas about what

war is like based on depictions from movies and the media. Have
students discuss in pairs or in small groups and then lead a class
discussion. Ask students how they would feel if they were soldiers
in a war. What types of emotions would they experience?

View video segment on United Streaming Fighting the Vietnam

War

Preview Text Have students preview the text by looking at the

title and pictures. Have them make a prediction in the Previewing
Texts section of the packet. Begin filling out the K and W boxes
of the K-W-L chart with the students and have them complete it on
their own.

Pre-reading Vocabulary Give students the definitions for the

words in the Pre-reading Vocabulary section of the packet.

During Reading
Read the text with the students using the Oral Cloze technique. Use
Choral Reading occasionally with shorter paragraphs to practice
fluency.
o

Oral Cloze is when the instructor reads to the students and

leaves out strategic words, which the class is expected to fill

in. This gives students a task of accountability and
encourages them to listen to the instructors fluency and
intonation. While reading, the instructor should give hints
as to which words will be omitted by slowing down and using
voice inflection. This discourages passive listening.
o

Choral Reading is when the whole class reads a passage in

unison. This is effective for building fluency and confidence.
However, it is not recommended to read an entire text
chorally, as it can be time consuming and difficult for
students.

Discuss the conflict between father and son.

After Reading
Stop to answer the questions in the Questions for Thought section
of the packet.

Group Work Have students break into groups or work in pairs to

complete the Plot Diagram and Character Chart .

Independent Practice:
Have students complete the Literary Focus section of the packet
on their own.
Have students complete the writing assignment in the Critical
Thinking section of the packet on their own.
Additional
Resources:

Assessment/Ev
aluation

Literary Focus
Critical Thinking