Text Set: Slam, Dunk, & Hook Dates: October 27 - November 7, 2025 Benchmarks: Instructional Guidance: Priority Benchmarks: ELA.8.R.1.4 ELA.8.R.3.1 Stacked Benchmarks: ELA.8.V.1.1 ELA.K12.EE.1.1 ELA.K12.EE.2.1 ELA.K12.EE.3.1 ELA.K12.EE.4.1 ELA.K12.EE.5.1 ELA.K12.EE.6.1 Resources: BEST ELA Standards Question Stems UDL Interactive Notebooks AVID Resources Language Goals PLC Resources ELA Data Analysis Routine Sentence Activities-Q2 Learning Progressions: ELA.8.R.1.4-anchor chart ELA.8.R.3.1-anchor chart ELA.8.R.1.4-student ELA.8.R.3.1-student Accessing Texts in StudySync: • Log on to ConnectEd in Classlink and open the StudySync dashboard • Select Core ELA at the top of the screen -> select grade 8 • Scroll down to Unit 2: Past and Present and select the Core ELA Unit button • In the Unit Overview screen, select Integrated Reading and Writing along the left-hand side • Find Slam, Dunk, & Hook -> select the arrow on the right to open all resources provided with this text • Find the appropriate resource according to the curriculum guidance listed below Building Background Knowledge (1/2 day) Learning Targets: ELA.K12.EE.1.1: I can make inferences to support comprehension. ELA.K12.EE.4.1: I can use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations. • Born on April 29, 1947, in Bogalusa, Louisiana, Yusef Komunyakaa is a celebrated American poet. • He is the son of a carpenter and was raised during the civil rights era, which shaped much of his perspective and poetic voice. • Komunyakaa served in the Vietnam War, an experience that deeply influenced his writing, leading to his renowned collection "Dien Cai Dau." • His work is known for its jazz-influenced rhythms and its deep dive into personal and collective experiences, especially regarding race and war. • Awards and Recognition: Komunyakaa has been honored with numerous awards, including the Pulitzer Prize for Poetry in 1994 for his book "Neon Vernacular. • As an African American, he faced challenges feeling welcome in his community. • His poetry often reflects his experiences and emotions from this time. • As an African American, he faced challenges feeling welcome in his community. • His poetry often reflects his experiences and emotions from this time. • QuickWrite / Think-Write-Pair-Share: o What is belonging? It's feeling accepted and comfortable in a group or community. o Why is belonging important? o Can you think of a time when you felt like you truly belonged? ▪ Think about that experience and provide a summary in your interactive notebook. Be prepared to share. • Introduction video: o Show the video to students o Ask them to make a prediction about the text. Vocabulary (1/2 day) Learning Target: ELA.8.V.1.1: I can integrate academic vocabulary appropriate to grade level in speaking and writing. • Explicitly teach Vocabulary, AS NEEDED: (found in the “Close Read” section) o Strategically select vocabulary terms you feel require direct instruction. o Refer to Selecting Academic Vocabulary for Direct Instruction in Appendix D: Vocabulary of the BEST ELA Resource. ▪ insignia ▪ labyrinth ▪ metaphysical ▪ poised ▪ rhythm o Utilize interactive notebooks to record information and make connections ▪ Provide the visuals in the StudySync Scaffolds as needed. ▪ Encourage students to identify synonyms of the terms ▪ Provide cognates and translation as needed Shared Reading Overview (1 day) Learning Targets: ELA.K12.EE.1.1: I can cite evidence to explain and justify reasoning. ELA.K12.EE.2.1: I can read and comprehend grade-level complex texts proficiently. ELA.K12.EE.3.1: I can make inferences to support comprehension. Suggested use of paper copy of the text at this time to allow for student interaction, engagement, and developing comprehension • Monitor progress: o At stopping points, utilize the text-based questions provided to formatively assess comprehension and key points. o Propose these questions DURING the reading process. • Utilize engagement strategies when discussing responses (Turn and Talk, Think/Pair/Share) • Encourage students to add to their annotations based on discussions. • Consider multiple reads of the poem to support students in understanding the message(s) StudySync Skill lesson: Poetry (1 day) Learning Target: ELA.8.R.1.4: I can analyze structure, sound, imagery, and figurative language in poetry. • Introduce Learning Progression to students o ELA.8.R.1.4-anchor chart o ELA.8.R.1.4-student • Distribute progression to students to paste in their interactive notebook • After reviewing with students, ask students to identify where they believe they currently fall on the progression, and ask them to make a goal to achieve o Sample sentence stems: ▪ I am currently a Level ____ on the Learning Progression for this Benchmark. My goal is to be a Level ____ and I plan on achieving this goal by _______________________________. ▪ I need to learn ______________________________ in order to achieve a Level _____ or higher on this Benchmark. • Ask students to engage in an AVID Focus Strategy to share their goal and how they intend to achieve it with their peers. Suggested use of paper copy or digital version of the text Skill: Poetry • Explicitly teach poetry, AS NEEDED: o Create an anchor chart o Explicitly teach structural and sound elements o Model using the strategy with examples and provide practice opportunities. o Refer to the Clarifications in the Benchmark o Use Turn and Talk questions from lesson plan • Explicitly teach Vocabulary, AS NEEDED: o In most cases, these terms do NOT require direct instruction. o Refer to Selecting Academic Vocabulary for Direct Instruction in Appendix D: Provide examples of each vocabulary term for students to notate on their copy of the chart from Appendix D ▪ Provide cognates and translation as needed ▪ Utilize interactive notebooks • Model: o Ask students to take notes from key points of the Checklist. o Display the Model for students and review. • Your Turn: o Students will complete the Your Turn activity • Writing Opportunity: o The poet is intentional with the words that appear at the end of lines. Reread lines 21-33 and analyze the line breaks in this section of the poem. What effect do they have on the meaning and imagery of the poem? StudySync Skill lesson: Figurative Language (1 day) Learning Target: ELA.8.R.3.1: I can analyze how figurative language contributes to meaning and explain examples of symbolism in text(s). • Introduce Learning Progression to students o ELA.8.R.3.1-anchor chart o ELA.8.R.3.1-student • Distribute progression to students to paste in their interactive notebook • After reviewing with students, ask students to identify where they believe they currently fall on the progression, and ask them to make a goal to achieve o Sample sentence stems: ▪ I am currently a Level ____ on the Learning Progression for this Benchmark. My goal is to be a Level ____ and I plan on achieving this goal by _______________________________. ▪ I need to learn ______________________________ in order to achieve a Level _____ or higher on this Benchmark. • Ask students to engage in an AVID Focus Strategy to share their goal and how they intend to achieve it with their peers. Suggested use of paper copy or digital version of the text Skill: Interpreting Figurative Language • Explicitly teach/review different types of figurative language, AS NEEDED: o Create an anchor chart o Model using the strategy with examples and provide practice opportunities. ▪ See the Secondary Figurative Language chart in Appendix B: Reading of the BEST ELA Resource. ▪ Provide copies of the chart for students to paste in their notebook o Explicitly teach symbolism o Refer to the Clarifications in the Benchmark o Use Turn and Talk questions from lesson plan • Explicitly teach Vocabulary, AS NEEDED: o In most cases, these terms do NOT require direct instruction. o Provide examples of each vocabulary term for students to notate on their copy of the chart from Appendix D ▪ Provide cognates and translation as needed o Utilize interactive notebooks • Model: o Ask students to take notes from key points of the Checklist. o Lead students through the process of identifying figurative language found in the text and discussing the meaning of the examples o Display the Model for students and review. • Your Turn: o Students will complete the Your Turn activity • Writing Opportunity: o Analyze lines 3-6 of the poem. What two different types of figurative language are found in these lines? How does each type contribute to the poem’s tone and meaning?