NewYorkStateCommonCore

EnglishLanguageArts
Curriculum

GRADE8Module3B
Unit3

StudentWorkbook

GRADE 8: MODULE 3B: UNIT 3: LESSON 1

Verbals
Name:
Date:
Verbals: A verbal is a word formed from a verb but functioning as a different part of speech.
Gerunds
A gerund is a verbal that ends in -ing and acts as a noun.
Purpose: used to make a verb a noun
Examples:

Nobody appreciates his singing. Swimming is a great sport.

Participles
A participle is a verbal that most often ends in -ing or -ed and acts as an adjective
(describes a noun).
Purpose: to tell more about the noun that follows
Examples:

My knees shaking, I walked

into the principals office.

The cracked windows need to

be fixed.

Infinitives
An infinitive is a verbal consisting of the word to plus a verb. It acts as a noun,
adjective, or adverb.
Purpose: to indicate the purpose or intention of an action.
Examples:

Now is the best time to start.

My sister agreed to give me a

ride.

TIP: Dont confuse verbals with verbs. Verbals look like verbs but dont act like verbs.

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NYS Common Core ELA Curriculum G8:M3B:U3:L1 June 2014 9

GRADE 8: MODULE 3B: UNIT 3: LESSON 1

Verbals
Directions: In each sentence from A Mighty Long Way below, underline the verbal(s) and identify
the type of verbal on the line to the right of each sentence.
1. Near the end of the party, a Santa presented each of us with
gifts and encouraging letters mailed from around the country
by the organizations members, who thanked us for our
bravery and courage (113).

________________________

2. With every step, the hooting and hollering got louder (70).

________________________
3. But Gloria had always felt grateful for those few moments in
class when Becky helped her to feel accepted, as though she
had at least one ally among her white classmates (121).
________________________

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NYS Common Core ELA Curriculum G8:M3B:U3:L1 June 2014 10

GRADE 8: MODULE 3B: UNIT 3: LESSON 1

Exit Ticket: Verbals

Just like in the practice earlier in the lesson, underline the verbal(s) and identify the type of verbal on
the line to the right of each sentence.
1. From the second-floor landing, I quickly looked up and saw
the guilty party, one of the black-leather boys with his lightcolored hair combed toward his smirking face (118).

________________________

2. Just before Labor Day, my great-uncle Emerald Holloway

stopped by the house with a surprise gift for me: cash to buy a
brand-new dress for my first day at Central (63).
________________________

3. The opening of the 1959-1960 sessionmy senior yearwas

set to begin August 12, three weeks earlier than the
traditional school opening after Labor Day (160).

________________________

4. What might one purpose of verbals?

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NYS Common Core ELA Curriculum G8:M3B:U3:L1 June 2014 12

GRADE 8: MODULE 3B: UNIT 3: LESSON 2

Word Connotation Score Sheet

Name:
Date:
Directions: Score the following word pairs by writing a number (15) next to each word.
1 = negative, 2 = somewhat negative, 3 = neutral, 4 = somewhat positive, and 5 = positive
The words marked with an asterisk on the Word Connotation score sheet are words Carlotta Walls
Lanier chose to use in this passage. The words without an asterisk are words with similar meanings,
but different connotations.
Word

Connotation Score (15)

Word

rumble*

mob*

sound

group

clutched*

contorted*

held

shaped

sticky*

surreal*

damp

dreamy

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Connotation Score (15)

NYS Common Core ELA Curriculum G8:M3B:U3:L2 June 2014 10

GRADE 8: MODULE 3B: UNIT 3: LESSON 2

Performance Task Prompt

SL.8.4: I can present claims and findings, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound reasoning, and well-chosen details; use appropriate eye contacts,
adequate volume, and clear pronunciation.
L.8.1: I can demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Films about real-life events highlight key events. If you were to take Carlottas memoir and use it to
make a film about the experiences of The Little Rock Nine as they went to Central High School, which
three photographed moments from Little Rock Girl 1957 would you lift up as key events to drive the
plot and theme of your film? Which of the civil rights songs would you want to feature in the
soundtrack?
Choose three photographs from Little Rock 1959, and a civil rights song. Prepare a presentation in
which you:
Describe what is happening in each of your three photograph choices, using evidence from A
Mighty Long Way to support your description.
Argue why each photograph deserves to be of focus in a film version, again using evidence from
the text to support your argument.
Describe the civil rights song you have chosen using lyrics from the song.
Argue how it is so relevant to the experiences of The Little Rock Nine using evidence from A
Mighty Long Way to support your claims.
Your presentation should be no more than 4 minutes long.

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Learning Outward Bound, Inc.

NYS Common Core ELA Curriculum G8:M3B:U3:L2 June 2014 11

GRADE 8: MODULE 3B: UNIT 3: LESSON 2

Photograph and Song Choice Note-Catcher

Name:
Date:
Photo
Page
No./Song
Choice

Description
(Use evidence from A Mighty Long
Way)

Why this one?

(Use evidence from A Mighty Long Way)

1.

2.

3.

Song:

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NYS Common Core ELA Curriculum G8:M3B:U3:L2 June 2014 15

GRADE 8: MODULE 3B: UNIT 3: LESSON 3

Mid-Unit 3 Assessment:
Analysis of Language Techniques
Name:
Date:
1. In the chart below, identify the function of each type of verbal.
Verbal

Function in sentence

infinitive
gerund
participle

Directions: Identify the type of verbal underlined in the sentences below.

2. _______________________ As she approached the school, all Carlotta could hear was the
segregationists jeering and yelling.

3. _______________________ Sirens and police cars wailed, crisscrossing downtown (168).

4. _______________________ Even though the bullying and harassment Carlotta experienced

could have dragged her down, she persevered.

5. _______________________ It was good to see Mrs. Bates during the festivities (249).

6. _______________________ When the crowd got more unruly, Smith ordered firemen to
open their hoses, unleashing a torrent of water streaming onto the crowd at half blast (161).

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NYS Common Core ELA Curriculum G8:M3B:U3:L3 June 2014 7

GRADE 8: MODULE 3B: UNIT 3: LESSON 3

Mid-Unit 3 Assessment:
Analysis of Language Techniques
Directions: Complete the sentences below with the correct subjunctive or conditional mood. Explain
your choice.

7. If Carlotta _____________ to snap and retaliate against the redheaded girl who stepped on her
heels, she could be suspended or even expelled.
Explain:
___________________________________________________________________
8. When the Nine arrived at Central High School on the first day, they thought they ____________
be protected by the soldiers at the doors.
Explain:
___________________________________________________________________
9. If Governor Faubus had not defied president Eisenhower, the National Guard ______________
not have been called to Little Rock.
Explain:
___________________________________________________________________

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NYS Common Core ELA Curriculum G8:M3B:U3:L3 June 2014 8

GRADE 8: MODULE 3B: UNIT 3: LESSON 3

Mid-Unit 3 Assessment:
Analysis of Language Techniques
Directions: In the sentence pairs below, determine which conveys meaning in the clearest way.
Explain why you chose the active or passive voice.
10.

a. Some white students wrote kind messages in Carlottas yearbook.

b. Kind messages were written by some white students in Carlottas yearbook.

Explain:
_____________________________________________________________________

11.

a. Emotions flooded Carlotta when she visited Central High School again with President Clinton.
b. Carlotta was flooded with emotions when she visited Central High School again with
President Clinton.

Explain:
_____________________________________________________________________
12.

a. Carlotta was overcome with fear when her house was bombed.
b. Fear overcame Carlotta when her house was bombed.

Explain:
_____________________________________________________________________

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

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Expeditionary Learning Outward Bound, Inc.

NYS Common Core ELA Curriculum G8:M3B:U3:L3 June 2014 9

GRADE 8: MODULE 3B: UNIT 3: LESSON 4

Civil Rights Song Note-Catcher

Name:
Date:
Song Title

Description
(What is the song about?)

Connections to Text
(Use evidence from A Mighty Long
Way)

1.

2.

3.

4.

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NYS Common Core ELA Curriculum G8:M3B:U3:L4 June 2014 8

GRADE 8: MODULE 3B: UNIT 3: LESSON 4

End of Unit 3 Assessment Prompt

I can write arguments to support claims with clear reasons and relevant evidence. (W.8.1)
I can write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content. (W.8.2)
For the Performance Task you are going to present three photographed moments that you would lift
up as key events in a movie based on A Mighty Long Way, and a song for the soundtrack. To develop
your thinking and prepare for a presentation, in this assessment you are going to organize your
thinking in writing.
In your writing for the End of Unit 3 assessment, you will do the following:
Describe what is happening in each of the three photographs you selected, evidence from A
Mighty Long Way to support your description.
Argue why each photograph merits focus in a film version, using evidence from A Mighty Long
Way to support your argument.
Describe the civil rights song you have selected to feature in your film, using lyrics from the
song in your description.
Argue how this song is particularly relevant to the experiences of The Little Rock Nine, using
evidence from A Mighty Long Way to support your claims.
Write a conclusion in which you summarize how both the particular events you selected and
your song of choice will help people who watch the film to better understand the experiences of
The Little Rock Nine at Central High School.

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NYS Common Core ELA Curriculum G8:M3B:U3:L4 June 2014 9

GRADE 8: MODULE 3B: UNIT 3: LESSON 4

Homework: Writing Plan

Name:
Date:
Paragraph 1:

Paragraph 2:

Paragraph 3:

Paragraph 4:

Paragraph 5:

Paragraph 6:

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NYS Common Core ELA Curriculum G8:M3B:U3:L4 June 2014 10

GRADE 8: MODULE 3B: UNIT 3: LESSON 4

Mid-Unit 3 Assessment:
Analysis of Language Techniques
Directions: In the sentence pairs below, determine which conveys meaning in the clearest way.
Explain why you chose the active or passive voice.
2.

a. Some white students wrote kind messages in Carlottas yearbook.

b. Kind messages were written by some white students in Carlottas yearbook.

Explain:
_____________________________________________________________________

3.

a. Emotions flooded Carlotta when she visited Central High School again with President Clinton.
b. Carlotta was flooded with emotions when she visited Central High School again with
President Clinton.

Explain:
_____________________________________________________________________
4.

a. Carlotta was overcome with fear when her house was bombed.
b. Fear overcame Carlotta when her house was bombed.

Explain:
_____________________________________________________________________

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.

13

NYS Common Core ELA Curriculum G8:M3B:U3:L4 June 2014 12

with descriptions, and an argument

for choosing them in a manner that
does not logically follow from the task
and purpose

song with a description, and

outlines an argument for
choosing them in a manner that
follows generally from the task
and purpose

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command of conventions with

some errors that may hinder
comprehension

demonstrates emerging

or section that follows generally

the claim and reasons presented

provides a concluding statement

conventions, with frequent errors

that hinder comprehension

demonstrates a lack of command of

section that is illogical or unrelated

to the claim and reasons presented

provides a concluding statement or

that is imprecise or inappropriate

for the text(s) and task

lacks a formal style, using language

establishes but fails to maintain

a formal style, with inconsistent

use of language and domainspecific vocabulary

organization, or attempts to
organize are irrelevant to the task

exhibits little attempt at

supports the claim and reasons

attempts to explain how evidence

evidence, but only develops ideas

with minimal, occasional evidence
that is generally invalid or
irrelevant

demonstrates an attempt to use

understanding of the topic

organization, with inconsistent

use of transitions

exhibits some attempt at

evidence supports the claim and

reasons

sometimes logically explains how

(claim and reasons) with the use

of some textual evidence, some of
which may be irrelevant

partially develops the argument

reasons demonstrate a literal

comprehension of the topic

descriptions, arguments and

introduces the photographs and song

introduces the photographs and

claim and reasons demonstrate little

assessment of
conventions
unreliable

minimal, making

concluding
statement or section

does not provide a

predominantly
incoherent or copied
directly from the
text(s)

uses language that is

of organization

exhibits no evidence

evidence supports
the claim and
reasons

does not explain how

or provides evidence
that is completely
irrelevant

provides no evidence

argument
demonstrate a lack
of comprehension of
the topic or task

description and

GRADE 8: MODULE 3B: UNIT 3: LESSON 5

End of Unit 3 Assessment Rubric

Scores 2 - 0

Name:

Date:

NYS Common Core ELA Curriculum G8:M3B:U3:L5 June 2014 7

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conventions, with few errors

demonstrates grade-appropriate command of

compelling and follows clearly from the claim and

reasons presented

provides a concluding statement or section that is

appropriate, stylistically sophisticated language and

domain-specific vocabulary with a notable sense of voice

establishes and maintains a formal style, using grade-

appropriate and varied transitions to create a unified

whole and enhance meaning

exhibits clear organization, with the skillful use of

the claim and reasons

skillfully and logically explains how evidence supports

definitions; concrete details; quotations; or other

information and examples from the text(s)

develops the argument with relevant, well-chosen facts;

insightful analysis of the topic

descriptions, arguments, and reasons demonstrate

conventions, with occasional errors that do not hinder

comprehension

demonstrates grade-appropriate command of

from the claim and reasons presented

provides a concluding statement or section that follows

language and domain-specific vocabulary

establishes and maintains a formal style using precise

transitions to create a unified whole

exhibits clear organization, with the use of appropriate

reasons

logically explains how evidence supports the claim and

facts, definitions, details, quotations, or other

information and examples from the text(s)

develops the argument (claim and reasons) with relevant

appropriate analysis of the topic

descriptions, arguments, and reasons demonstrate grade-

a description, and outlines an argument for choosing each

one in a manner that follows from the task and purpose

clearly introduces each photograph and song choice with

clearly introduces each photograph and song choice with

a description, and outlines an argument for choosing

each one in a manner that is compelling and follows
logically from the task and purpose

GRADE 8: MODULE 3B: UNIT 3: LESSON 5

End of Unit 3 Assessment Rubric

Scores 4 - 3

NYS Common Core ELA Curriculum G8:M3B:U3:L5 June 2014 8

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W.1, W.2

CONTROL OF CONVENTIONS:
the extent to which the essay demonstrates command of the
conventions of standard English grammar, usage, capitalization,
punctuation, and spelling

W.1, W.2

COMMAND OF EVIDENCE:
the extent to which the essay presents evidence from the provided
texts to support the authors argument

W.1, W.2

W.1, W.2

DESCRIPTIONS AND ARGUMENTS:

the extent to which the essay conveys complex ideas and information
clearly and accurately in order to logically support the authors
argument

COHERENCE, ORGANIZATION, AND STYLE:

the extent to which the essay logically organizes complex ideas,
concepts, and information using formal style and precise language

CCLS

Criteria

GRADE 8: MODULE 3B: UNIT 3: LESSON 5

End of Unit 3 Assessment Rubric

Criteria and CCLS

NYS Common Core ELA Curriculum G8:M3B:U3:L5 June 2014 9

GRADE 8: MODULE 3B: UNIT 3: LESSON 7

Performance Task Rubric

Name:
Date:

Assessment Criteria

Notes

Present argument in a focused, coherent

manner

Incorporate relevant facts, reasons,

descriptions, details, and examples to
support argument
Use appropriate eye contact

Use adequate volume

Use clear pronunciation

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NYS Common Core ELA Curriculum G8:M3B:U3:L7 June 2014 8

GRADE 8: MODULE 3B: UNIT 3: LESSON 8

Final Performance Task:
Presentation of Photograph and Song Selections

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound reasoning, and well-chosen details; use
appropriate eye contacts, adequate volume, and clear pronunciation. (SL.8.4)
I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L.8.1)

Supporting Learning Targets

Ongoing Assessment

I can describe the photographs and civil rights song I have chosen using evidence from A Mighty Long
Way.

Self-assessment of Performance Task

I can present an argument for why the three photographs I have chosen are key events to drive the plot
of a film about the experiences of The Little Rock Nine, citing evidence from A Mighty Long Way.
I can present an argument for why the song I have chosen is the best for a film soundtrack, citing
evidence from A Mighty Long Way.
I can present my ideas to an audience clearly.

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

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NYS Common Core ELA Curriculum G8:M3B:U3:L8 June 2014

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