Unit Plan 15 (Grade 8 ELA): Performance Reading & Speaking
8th graders transform reading into performance by mastering prosody, pacing, and emphasis. Students rehearse and present poems or scenes, analyze filmed interpretations, and design multimedia supports that enhance meaning and audience engagement.
Focus: Prosody; performing poems/dramatic scenes; multimedia supports
Grade Level: 8
Subject Area: English Language Arts (Speaking/Listening; Literature—Media & Performance)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
This week turns close reading into live meaning. Students will mark texts for prosody (phrasing, emphasis, pace, pause), rehearse and perform short poems or dramatic scenes, analyze director/actor choices in a filmed/live rendition versus the written text, and design multimedia supports that clarify and enhance their interpretation.
II. Objectives and Standards
Learning Objectives — Students will be able to…
- Present a focused interpretation with clear organization, purposeful voice/gesture, and coherent reasoning about choices (SL.8.4).
- Integrate multimedia/visuals (images, minimal-text slides, audio cues) to clarify information and strengthen claims and evidence in a performance talk (SL.8.5).
- Analyze how a filmed/live performance stays faithful to or departs from a script/poem and evaluate the effect of director/actor choices (RL.8.7).
Standards Alignment — CCSS Grade 8
- SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
- SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
- RL.8.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors or designers.
Success Criteria — student language
- I use prosody (pace, pause, emphasis) to express meaning, with audible, clear delivery.
- I can name a specific performance choice (mine or a director’s) and explain its effect on meaning.
- My slides/visuals clarify and don’t distract; they support my interpretation.
- My performance intro and closing are organized and coherent.