readington township public schools · 2016. 4. 18. · re 52 r adingt eight readin eadington w li...
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RE
52 R
EADINGT
Eight
ReadinReadington
w
Li
TON PUB
th Grade
ngton Town Road, Wwww.read
iteracyC
BLIC SCH
Literacy C
wnship PuWhitehousdington.kl
Curricul
HOOL DI
Curriculu
Au
Reviewe
ublic Schose Stationl2.nj.us
lum8th
ISTRICT
um
uthored by: KJanet Howar
d by: Superin
Ap
Members
DavCher
ools n, NJ 0888
Grade
Kari McGann, rd, and Nicole
tendent Dr. B
pproval Date
of the Board
vid Livingstoryl Filler, Vi Barbara
W
WilliaVi
L E
89
Elise Zuegnere Maraventano
Barbara Sargen
: August 2014
of Education
on, Presidenice-Presiden
a DobozynskWayne Doran
Ray Egberam Goodwinncent PanicoLaura Simon
Eric Zwerling
1
r, o
nt
4
n:
nt nt ki n rt n o n g
I. P
incluapprofocusgradegenrebiogrfictioand astudemedi
In theconvewith desigwith intervwriteby endiscip II. C
The c
ReadThe rmini-partn Minithan teachthinkan opstratetogeth Studeteachstudeselectteachalso b Mid-Wdifficwork
PURPOSE A
The Readdes study of oach. By the s on reading tee band level ases; narratives, raphies, memoon, and graphias film. Poetryents will read ia sources on a
In writerse study of vocersation and rthe means (c
gned to be respreading and
vals to informers, speakers, lngaging with wpline.
COMPONE
components o Reading W Writing W Word Stud
ding Workshoreading works-lesson, indep
nership, or boo
-Lesson- The 15). Students
hing point for king with thempportunity to pegy independeher.
ent Independehers divide theents meet to tated just-right
her moves arobe leading a st
Workshop Teculty students kshop teaching
AND OVER
dington Schooauthentic an
time our studexts in the 6-8s “stretch” tex dramas, poetroirs, historicalc novels. Stuy in for form oexpositive as
a range of topis workshop stucabulary studereading and byontext, word ponsive to thewriting exper
m their instruclisteners, and words of qual
ENTS OF B
f a successful Workshop Workshop
dy/Vocabular
op: (Approximshop is one copendent readiok club discuss
mini lesson ta should be gat that lesson.
m as the teachpractice the skently, as neede
ent Reading Te work time bealk with their rbooks that m
ound the classtrategy small g
eaching Point- are having og point can be
RVIEW
ol District midd rich literatudents are in e
8 grade band lexts (30 percentry, and informl fiction, mystdents will be eof narrative powell as argum
ics. udents focus oents focus bothy being taugh analysis, ande developmenriences appropctional decisiolanguage userlity and substa
BALANCED
balanced liter
ry Instruction
mately 40 minuomponent of aing time withsions.
akes place at ththered at a ce The teacher er demonstratkill or strategyed. Finally, th
Time with Coetween privatereading partne
match the specroom, conferr
group reading
- Many times aor that most se used either to
Li
ddle school liure, and expeeighth grade thevel (70 percet), which will
mational text. teries, folktaleexposed to draoems, lyrical p
ment in the fo
on specific texh on understant them directl
d so on) so thntal stages. Opriate to theirons. Instructiors. Students wance. They w
D LITERA
racy program i
utes daily) a balanced literh conferring,
he beginning oentral locationthen models tes exactly why during the mhe students ar
onferring and e time, when sers (5-10 min.
cified unit of sring with indi lessons during
as teachers arstudents seem o clarify confu
iteracyC
iteracy prograerience and phey are able t
ent) independe require scaffo At this grade
es, legends, fabamas at this lepoems, free verm of essays,
xt types: narranding words ay. Students w
hat they can seOur differentiatr point in devon focuses onwill build a bawill respond to
ACY
in the middle
racy program. a mid-work
of the reading n for the mini-
the skill or sthat they want mini-lesson, wh
e given a chan
Small Group students read q) or book clubstudy being stividuals, or mg this time.
e conferring w to grasp the usion, or to ex
Curricul
am provides apractice in effto handle indently as well aolding by teache level studentsables, tall talesevel that incluerse, odes, bal opinion piece
ative, informaand their nuanwill grow to uelect words bted workshop
velopment, ann assisting stuase of knowledo the varying
school setting
. The readingkshop teachin
g workshop an-lesson. Durintrategy they a students to lehile receiving
ance to practic
Work- In mquietly to thembs (5-10 min.)tudied. Stude
meeting with p
with students, concept and xpand upon a
lum8th
a balanced inffective writingdependently dias sustained prhers. Students will read subs, myths, fantaude one-act anllads, and epices as well as o
ative and explnces and on acunderstand thebased on the sp approach allnd our teacherudents to buildge across a wdemands of a
g include the fo
g workshop is ng point, and
nd should last ang this time, tare teaching aearn to do as r support. Latece the skill or
ost forty-five mselves, (20 m. After the ments read privpartnerships o
they notice th are ready to strategy to pu
Grade
nstructional apg traits withiifficult texts. ractice with tets will read a wbgenres of advasy, science fi
nd multi-act plcs will be readother docume
anatory text, acquiring new we proper meansituation. Ourlows students rs assess studeld independenwide range of audience, task
ollowing:
comprised of d finally a te
about 10 minuthe teacher cleand involves treaders. Studer, readers wi strategy while
minute readinmin.) and partn
ini-lesson studvately and quior clubs. The
hat there is eit move on. Tush students t
2
pproach whichn a workshop Students wilexts in the 9-10wide variety oventure storiesiction, realistilays bot as tex. At this level
ents and digita
and argumentwords through
nings of wordsr curriculum i to be engagedents at regula
nce as readers subject matte
k, purpose, and
f four parts; theaching share
utes (no longeearly states ththe students in
dents then havll draw on thie still gathered
ng workshopsner time, whendents read selfietly while th teacher migh
her a commonThus, the mido go further in
2
h p ll 0
of s, c
xt l, al
t. h s, is d
ar s, er d
e e,
er e n e is d
s, n f-e
ht
n d-n
their relevaworktake narea. Teachwrapworkworkher repartn Smalstudeteach It’s imand i This Bookanothin thereadeaboulevel. demoof lesproma groread manystrate time,what bookconn A sug
ReaAc20 Ind(ab
reading. It cance, to instru
kshop teachingno more than
hing Share/Pa up the day’s
k from that dak and to share eading work.
nerships or boo
ll Group Instrents read, teachers have a sep
mportant that instruction. O
Book Clubstructure allo
k clubs generaher, usually abeir texts, studeers to read mot the issue tha. The group p
Interactive
onstrate a readssons or work.
mpt for good reoup or in a par
aloud texts, ty mini-lessonsegies; thinking
Close Rea but rather wh a text is sayin
k, article, etc. ect the work w
ggested scheduMonday
ad-Aloud and countable Talk minutes)
dependent Readbout 25 minutes
can also allowuct students ag point is mos few minutes,
artnerships/Bwork with a t
ays’ workshop their new insi The share shok clubs to dis
ruction- Smalchers confer wparate time blo
small group wOne format for
bs- Book clubsws a teacher
ally meet abobout 15-20 minents assign theore. Usually tat is at the foreprofits if the gr
e Read Aloudding strategy. . Short texts oeading and intrtnership. Theacher aim tos within a ung about the tex
ading- Anothehen the teacheng to them asthat is central
with the larger
ule for an 80 b
(about
ding )
Mi10 IndReamin ShaPar5 m
w us to correcabout their upt often decide during which
ook Clubs- Ateaching share. It’s used to ights or discovould last no mscuss the readi
ll group readiwith a coupleocked for addi
work not subs small group i
s in the middlto teach readiut two times nutes at a tim
emselves severthere is an expefront of the croup members
d- Read aloud Teachers scheoften work weterpretation. Dhese partnersho include a rannit of study. xt, questioning
er method of rer wants them
s a reader. In l to the themer work of study
block of literacTuesday
ni-lesson (aboumin)
dependent ading (about 30nutes)
are and/or rtner Talk (abou
min)
Li
ct misconceptipcoming partned during the w students gene
t the end of a e. Many time share ways inveries. The temore than a feing work they
ing instruction of readers anitional work w
titute for readnstruction in t
e school settining skills whil a week, som
me. Since the cral chapters a npectation that conversation. reflect diversi
d in 8th grade edule an “anc
ell for these reaDuring this timips may be innge of levels, The interact
g, content, text
read aloud is tom to closely ex 8th grade close of a unit. ying the autho
cy; 40 minutes
ut
0
ut
WednRead-AlouAccountab(about 20 m
IndependeReading (amin)
iteracyC
ions, to reminner work, or tworkshop anderally stay in t
workshop, afs the point a tn which studeeacher sometimew minutes. have been do
n fits into thend them meet
with small grou
ding workshopthe middle sch
ng involve foule small group
metimes more,conversation rnight. Book c club member Members of aity of gender a
consists of mhor experiencad alouds, or eme, students dnformal (“turn
genres, tonestive read-alout type, purpos
o do a close rexamine the spse readings are Teachers pro
or’s craft.
s in Readers Wesday
ud and ble Talk min)
nt about 25
Minmin Ind(ab ShaTal
Curricul
nd students ofto rally reade
d comes as a rtheir reading s
fter reading timteacher makesents have income retells a coThis is also th
oing (anywhere
e reading wort with a smalups of readers
p, but instead, hool grades is
ur or five readeps of students, to discuss arelies heavily oclubs provide trs will prepareany one club nand ethnicity.
mentor texts thce” that is an inexcerpts that a
discuss their thn to your neigh, and authors
ud lessons prose, and genre c
eading sessionpecific strategiee often done aompt students
Workshop is asThursday
ni-lesson (aboun)
dependent Readbout 30 min)
are and/or Partlk (about 5 min)
lum8th
f a previous ders to work haresult of teachspots rather tha
me, the teaches in the share
orporated that onference or ahe time wheree from 5-15 m
rkshop curricull group. In
s.
offer addition in the form of
ers who talk as read, talk, ana text they areon students hateachers with e for conversatneed to be fai
hat are selectenteractive reaare self-contaihoughts and idhbor”) or long. Often the r
ovide instructicharacteristics
n. Students does of a writer as a class on as to look close
s follows:
ut 10
ding
tner )
Indepenmin; 10minute Small-G(about
Grade
day’s lesson tharder or longeer observationan reconvene
er takes a coucomes from s day’s mini-le
asks a student e students can
minutes).
ulum framewosome classroo
nal opportunitf book clubs.
across a wholend write aboue reading in aving read to tanother opportions by doingirly well-match
d by the teachd aloud to intrined enough todeas about theger-lasting. Wread aloud texion for stude are just a few
o not do close or to mull ova poem, primely at one spe
Friday ndent Reading 0 minute mini lees reading)
Group Work 10 minutes)
3
hat has speciaer. The midn. This should in the meeting
uple minutes tospecific studenesson into thei to share his on meet in thei
ork. Often aoms, however
ties for reading
e line of booksut shared textssync with onthe same poinrtunity to pushg some writinghed by reading
her in order toroduce a serieo illustrate ande text, either a
When choosingxt is integral tonts in reading
w.
reading all thver and rethinkary documentecific text, and
(about 45 esson and 35
3
al d-d g
o nt ir
or ir
as r,
g
s. s. e
nt h g g
o es d
as g o g
e k t, d
WritWritiTo unworkbeginwritesuppoby thpoint Minithan stratetext ithe skage ogradeanchopract Indepstratework Mid-Wdifficworktheir obser Sharesharesharework Interatool. text t A sug
Read-Accou(abou Writin(abou
ing Workshoping for differenderstand wha
kshop will affons with a minie about self-selort. At times
he teacher, wht, and a teachi
-Lesson- The 15). During
egy they are tein order to fockill or strategyof the student e teachers are or charts are tice the skill or
pendent Writiegy that has bk they are doin
Workshop Teculty students kshop teaching writing. Thervation. This
e/Partnershipe. Many timee should last nk they are doin
active Read-A Interactive retype, purpose,
ggested schedu
Monday -Aloud and untable Talk
ut 20 minutes)
ng About Readut 25 minutes)
p: (Approximnt purposes inat it means to
ord students boi-lesson and islected topics a the teacher mhich often seting share.
mini lesson ta this time, theeaching throucus on a singly together. M and 30% of t modeling theoften created
r strategy in th
ing Time/Conbeen taught inng as writers. T
eaching Point- are having, og point can bee mid-workshoshould take no
s - At the endes the point a no more than ng as writers.
Alouds – Unitead-aloud less and genre cha
ule for an 80 b
ing
Mini-le (about
IndepenWritingminutesmini lesminutes Share aTalk (ab
mately 40 minn different form write well stuoth of these ths followed by as the teacher
meets with indits up partners
akes place at the teachers cle
ugh his/her owe skill or strat
Modeled writinthe time usingeir own writin as a tool to
heir own indep
nferring- At tn that days’ mThis is also tim
- Many times aor that most se used either toop teaching poo more than 5
d of a worksho teacher make 5 minutes. T
ts of study somsons provide waracteristics.
block of literac
Tuesday esson 10 min)
ndent g (about 30 s total; 10 minusson and 20 s of writing)
and/or Partner bout 5 min)
Li
nutes daily) ms for differe
udents need timhings. Just like
independent w conferences oividual studenhip sharing. T
he beginning oarly state the
wn writing. Oftegy. Teachersng should be wg a topic/scenng with topics further mode
pendent writin
his time, studmini-lesson. D
me for small g
as teachers arstudents seemo clarify confuoint is most o
5 minutes.
op, the teachees in the shareThis is also th
metimes beginwriters with m
cy; 40 minutes
W
ute
Read-AloAccounta20 min)
Writing A(about 25
iteracyC
nt audiences ime to study the reading workwriting withinor pulls togeth
nts. At the endThe teacher o
of the writing teaching poinften times a ms will model twritten 70% ofnario that is res that are relevel the teachin
ng.
dents are worDuring this timgroup strategy
e conferring wm to grasp theusion, or to exoften decided
er takes a coupe comes from
he time where
n with immermodels of fluen
s in Writers W
Wednesday oud and able Talk (about
About Reading 5 min)
Curricul
is something ehe art of writinkshop, the wr
n a specific geher small groud of the writin
often stops co
workshop annt for that da
mini-lesson withe skill or strf the time usinelevant to the vant, and in t
ng point. Fin
rking independme, the teacher
lessons.
with students, e concept andxpand upon a during the wo
ple minutes tom specific stude students can
rsion using picnt reading, thi
Workshop is as
Thu
t
Mini-lessonmin) Independen(about 30 m10 minute mand 20 minwriting) Share and/Talk (about
lum8th
eighth gradersng and the timriting workshonre of writingups of writers ng workshop, onferencing tim
d should last aay. The teachill include a clrategy and guing a topic/sce age of the tethe moment fnally, the stud
dently, most r is conferenc
they notice thd are ready to strategy to puorkshop and c
o wrap up the ent work from
n meet in their
cture books oinking about a
s follows:
ursday n (about 10
nt Writing minutes total; mini lesson
nutes of
/or Partner t 5 min)
Grade
s need to be pme to write. Haop is compriseg. During this who need the there is a teacme, mid-work
about 10 minuher then modlose reading uide students aenario that is acher. For efor 8th gradersdents are give
often practicicing with stud
hat there is eito move on. Tush students tcomes as a re
day’s work wm that days’ wr partnerships
or text excerpta text, questio
FridIndependent (about 30 miminutes totalmini lesson aminutes of w Small-Group(about 10 mi
4
prepared to doaving a writingd of 4 parts. Is time studente same type oching share ledkshop teaching
utes (no longeels the skill ousing a mentoas they practicrelevant to thexample, in 8t
s. In additionen a chance to
ng the skill odents about th
her a commonThus, the mido go further in
esult of teache
with a teachingworkshop. Th to discuss th
ts as a strategyoning, content
day Writing n; about 30 l; 10 minute and 20
writing)
p Work nutes)
4
o. g It ts of d g
er or or e e th
n, o
or e
n d-n
er
g e e
y t,
VocaVocalanguinstruinstru20 munknthe cabilitmakeinclufocusthat ainto swordDurinWord
Word
abulary/Wordabulary instrucuage arts curriuction to helpuction is a com
minutes. In 8nown and mulontent of the ties to interpree distinction ading informal
s on “Tier 2” ware specific anstudents’ inde
d study as theyng grade 8 tead Meaning Figurative
Recognize Idioms
Recognize(raining cat
Word OriUnderstan
Words WUnderstangrad, hab, jvid, voc
Words wiUnderstanology, mete
d Structure Syllables
Recognizesyllables wV-V patter
Plurals Understan–es ( whenman/men, singular anand o (radi
Verb EndiRecognize
Endings foRecognizeRecognizewords; -ab
Nouns Recognizewords that
Adverbs Recognize
Suffixes
d Study: ction is part oiculum in 8th gp students leamponent for ea
th grade studeltiple-meaningparagraph in
et a variety ofamong wordsl talk, discussiword and phra
nd important tependent ready read or writeaching and ins
e Language e and use word
e and use mets and dogs) igins nd many Engli
With Latin Roond many Engl ject, lit, loc, ma
ith Greek Roond many Engler, micro, phon,
e and use syllawith vowel comrn (ri-ot), syllab
nd the conceptn words end in mouse/mice, nd plural formios, rodeos, kangings e and form varfor Adjectives e and use endie and use endbel for whole w
e and use nout end in silent
e and use adve
of a balancedgrade encouraarn essential ach grade andents continue g words. The which the wo
f figurative lan based on coion, and respoases (those thao particular d
ding and writine on their owntruction focus
ds as metapho
taphors that h
ish words are ots lish words havan,mem, miss,
ots ish words hav photo, phs, pol
ables: open symbinations (pobles with doub
t of plurals ann d, ch, sh, s, ss,woman/women
m (deer, lamb, shgaroos, zeroes, h
rious tenses by ings for adjectidings for adjecwords) and som
uns that are fo e or y
erbs that end in
Li
literacy progages the appre
academic vod every level o to make use repertoire incord appears annguage found onnotation. Sonding to textat most commisciplines). It ng. To do th.
ses on word m
ors and similes
have become
derived from
ve Latin roots mob, mimr, pe
ve Greek rootsl, scope, sphere,
yllable (ho-tel),oi-son, cray-on)ble consonants
nd plural form, tch, zz); chann); adding anheep, mouse) adheroes, potatoes
y adding endin
ives that add mctives that addme exceptions
ormed by addi
n e (keep or dr
iteracyC
gram where vciation and cucabulary term
of reader and we of a range ocludes considend the overarc in what they
Students will at as well as be
monly appear i is important f
his, teacher co
meaning, word
s to make com
traditional sa
new invention
s- ab, and, bened, pens, port, p
s- aer, arch, ast tel
closed syllabl), syllables wits (lad-der), syll
s: adding –s (nging –y to –I n unusual suffdd either –s ors, volcanoes)
ngs (-es, -e, -ing
meaning or chd meaning or
ing –tion, -ion,
rop the e: truly
Curricul
vocabulary is furiosity for woms used throuwriter. In gradof strategies tering the wordching structur read, verify tacquire new eing taught woin spoken langfor word study
oach students
structure, and
mparisons
ayings and in
ns, technology
ne, cap, ce, cide,pos, prim,uet, sc
ter, bio, centr, c
le (lem-on), sylth a vowel andlables with con
(dogs, cats, appland adding –efix (ox/oxen, cr -es in words
g, -d, -ful) to ve
hange the adjer change the a
, -sion, -ment, -
y, merely, ), tha
lum8th
focused on anords and theirughout the ude 8, this instrto determine d’s use in a brre of the text. their inferencewords througords directly. guage), “Tier 3y and vocabul to draw on w
d word-solving
n which the co
y, or current ev
, cor, cred, dic, scub, sep, sist, sp
chron, eye, dem
llables with a d r (corn-er, cir-nsonant and le
les, cans, desks,es; changing schild/students),s that end in a
erbs
ective to an adadjective to a
-ant, -ity, -ence
at end in –ic (t
Grade
nd specificallyr meanings, as
units of studyruction can beand clarify throader contex Students wiles with word mgh interactive This include3” words and lary developmwhat they’ve l
g actions.
omparisons a
vents
duce, equa, facpec, train, tract
m, derm, geo, gr
vowel and silr-cus), syllablese (ta-ble).
, faces, trees, mospelling (foot/f, keep the sam vowel and o o
dverb (-ly, -ally) noun (-tion, -
e, -ance, -ure, -t
tragically, franti
5
y taught. Ths well as direc
y. Vocabularye limited to 15he meaning oxt that includel develop theimeanings, and language usees a continuing phrases (thos
ment to transfelearned during
are not eviden
c, fer, form, gract, val, ven, vens
ram, graph, dyd
lent e (hope-ful)s in words with
onkeys); addingfeet, goose/geeseme spelling inor a consonan
) -ible for partia
ture, including
ically)
5
e ct y
5-of es ir d e, g e
er g
nt
c, s,
d,
), h
g e, n
nt
al
g
An avocab
30 miExtenwith WDiscu 30 miReadi 15 miabout 5-10 mVocabExplo III. Read
Key ICCSSCite tfrom
Recognizer, -ing, -ily,
ContractiRecognize
PossessiveRecognizegirl/girl’s, an s (studen
Prefixes Recognizesuper-, maldec-, mon-, Recognize(address, ap(distinguish
AbbreviatRecognize
Word SolvUse the coConnect wUse the diDistinguisRecognizeforeign lanUnderstanUse knowUse know
alternative reabulary/word s
Monday inutes nded Read AlouWhole Class ussion
inutes Independing
inutes Writing t Reading
minutes bulary/Word oration
GOALS (L
ding Standard
Ideas and DetaiS.ELA-LITERthe textual evi the text.
e and use suffi-able, -ible, -ar,ons e and understaes e and use pos boy/boy’s), thants/children’s; m
e and use coml-, ex-, per-, circ multi-, con-, pee and use assipproach, aggresh, difference), extions e and use abbrving Actions
ontext of the sewords that are ictionary; an esh between mue and use the nguage, thesaund the concept
wledge of Greekwledge of prefix
aders/writers study instructi
ud
dent
10 minu 30 MinuReading 35 minu (10 mlesson awriting) 5-10 miVocabuExplora
Linked to C
s for Reading
ils: RACY.RL.8.1idence that mo
ixes that chang -less, -ness, -ou
and multiple c
ssessives that at its does not men/men’s)
mmon prefixes cum-, in-, ad-, oent-, poly-, quadimilated prefixssive), ob- (obst
x-(expand, expos
reviation (state entence, parag related to eac
electronic or a ultiple meanindifferent type
urus, electronit of analogy ank and Latin roxes, root word
workshop scion is as follow
Tuesday ute mini-lesson
utes Independeg
utes Writing minute mini and 25 minutes )
inutes ulary/Word ation
Core Curricu
g Literature:
1 ost strongly su
Li
ge verbs and nut, -coius, -tious)
contractions w
add an aposuse an apostro
(re-, un-, im-, iob-, sujb-, com-,d-, semi-) xes that changtruct, opportunse, eccentric, effi
e names; weig
graph, or whoch other becau hard copy to
ngs of words wes of dictionaric)
nd its use in disoots in derivinds, and suffixe
chedule for aws:
W
nt
of
30 minuteExtended with WhoDiscussio 25 minuteReading 20 minuteReading 5-10 minuVocabularExploratio
ulum Conte
upports an ana
iteracyC
nouns for diffe)
with not and ha
strophe and aophe, and that
in-, il-, dis-0, no dis-, ex-) as w
ge form to maity), sub-(subtra
ficient)
ghts; Sr., Jr., Ph
ole text to helpuse they have t
discover wordwhen reading tries: general,
scovering relang the meanings to derive the
an 80-85 min
ednesday es Read Aloud
ole Class n
es Independent
es Writing abou
utes ry/Word on
ent Standar
alysis of what
Curricul
erent function
ave (shouldn’t’ve
an s to a sinat a plural poss
on-, mis-, trans-well as prefixes
atch the root wract, suppose, su
h.D.)
p determine ththe same base d history texts specialized (s
ationships betwg of words whe meaning of w
nutes block o
Th
ut
10 minute 25 MinuteReading 40 minute (10 minand 25 miwriting) 10 minuteVocabularExploratio
rds)
the text says e
lum8th
ns, such as adje
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n book clubs):A Separate PeaceHonors Only)
Fahrenheit by Honors Only)
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December.
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nt for any studrk in October.
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ve with complion, change, a
ation and placext for the storbrewing, a timt of many poin
he story, hint ain the story, in but the ideas.l phrases to aleassage of timef the story, to it, to raise quesg that continueaning and thatissue, idea, moe. ence of eventsged and clear. evelop a consid. f fantasy and/
shop Unit 6
f study f study ill once unit of analyze readers writers. how to m and minor
arrative stories writers. fts they
ntastical objects lism to tations, fantasy e most s write
lex and an
e and hint ry (issues
me in nts of
at what ncluding . ert e, to imply stions. es to t suggests oral,
that is istent
or science
PosBenFinSign
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6 Science March/A
Fourth M
ssible Mini-Lend 1: Collectinding Story Idnificance Write to genedrawing upogenerating idWrite with q“What would“How can I kthe real worl
nd 2: Developntastical Yet Bots
nd 3: Editing ry for ReaderWrite to giveby showing cof one of the Use narrativetime, changefor dramatic structure thatparallel narraWrite to elaband inner thimoral, or lessDevelop a cesetting and ththe setting. Convey the pcharacters asdreams. Reland how theyDevelop charwho change.Use specific datmosphere athe characterVary pacing time. Match languthe tone of pacharacters. Use punctuaof the story, ctension in thedialogue andPunctuate co
Literacy
Fiction, DyApril (3-4 wMarking Per
essons ing Ideas for F
deas that Have
erate possible n students’ pa
deas for realistquestions in mid make a greakeep my fantad?”
ping Your StoBelievable Ch
and Publishinrs e the readers acharacter chan problems. e paragraphs t
e, shifts in setti impact. Writet may offer shatives. borate action, inking to deveson or theme.
entral charactehe character’s
pressures that s well as their hate actions to y tend to beharacters that ar details to showand how it chars. to increase ten
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story ideas wast experience tic fiction storiind such as,
at story?” and asy grounded i
ory: Shaping haracters and
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a sense of closunge or a resolu
to clarify dialoing or mood, ae with narrativ
hifts in time or
dialogue, detaelop an issue, i
er, as well as th relationship t
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Teacher Writing FAmbitionWriting MWriting F AssessmSay to yoabout fanknow whwriting ffantasy Severythinstrong naknow ab CommonWriting College
hGrade
Narratives
Texts (Instruc
Books: nd the Dragons in the Mirror bDragons by JerdRides the Unico
ies by Laura K
ories: Wings; Dragond West by Janet’s Another Story
of Unicorns by
Resources:
Fiction: Big Drns Magic by Gail Fiction by Calk
ment: our students, “ntasy writing. hat you know fantasy storiesSmall Momenng you know aarratives and e
bout fantasy.”
n Assessment Scored with Narrative Ru
38
s
ctional Read
by Jane Yoleny Allen Say dine Nolen
orn by Adrian
Krauss Melmed
n Tales from e Yolen ry by Sandy
Bruce Coville
reams, Tall
Carson Levinkins and Cruz
“Our unit was I would love about . Please write
nt story, includabout writing everything you
t in NarrativeTeachers
ubric
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s all e to
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Under
als: unit of study
ome more indeing skills that hss elementary es while learnraging strategied the expectamunities. Eigs on deep undunit texts and cle, web source long and stroible themes th
dents will pay ails in critical s
ne their thinkin originally nam
comes
Finding centraInterpreting otWriting with ptheme Reading closescenes where tRead closely fand what it reAnnotate fromAdopt a literaUse conferencsearch for whaGenerate a claReturning to twhere theme iReading closethe text helps central problemtheme.
Write
rstandings
leads studentsependent with have been acq and middle sc
ning new, highies that will mations of high ghth graders wderstanding of an outside tex
ce, etc.). They ong collecting hey see in a texattention to smcenes to help tng about the thmed.
al problems inther possible tpersonal voice
ely to note crittheme is evidefor purposeful veals about th
m text ary scholar’s voces to guide reat’s not workinaim about the the text for detis evident in a
ely to identify wthe reader intem, message, a
ers Worksh
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L
hop Unit 7 April
Third/Four
aching Points
1: Thematic e
ntifying themewe read ding messages What is the a
dy authors crary devices, figudy author’s craal developmendy author’s crance variation erve how crafty about theme
2: Authors Cr
rching for crafntifying authord closely for e
alyzing craft foting about powolism ding enduring ply an essayists
3: Comparativ
cting a text to rch for theme
mpare craft as nerate comparahlight steps fomand.
Literacy
Literary Al (4-6 weeksrth Marking
s (Possible Mi
essay
e all around us
in the centralauthor intendin
ft through meurative languaaft of structurent of setting anaft in word cho
ft makes a reade.
raft Essay
ft in the txt r’s deliberate c
excellent craft
or patterns werful craft su
relevance for s tone
ve Essay
serve as a comas well as craf
well as themeative claims r writing comp
yCurricu
Analysis thrs) g Period
ini-Lessons)
s and in all the
l problems in ng to teach
entor texts: age. e choices and nd character. oice and
der think
choices moments in
uch as
theme
mparative textft in the new
e
mparative essay
ulum8th
rough Essay
Me
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t
ys
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Literary essprogression
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esources: y Essay Analyzinucy Calkins, K
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t:
ay scored withn and rubric.
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n numeral pagein The Literary
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39
Resources
onal Read Alo
he Bones Freein by Natalie
aomi Shabib Na Day by Ray
ng Craft and Kate Roberts,
h the Argume
writing
e ix for y Essay AnalyziCalkins, Kate
how.
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ing
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ite in more ys by incorporcraft and techn
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m or explain anes and audien
a wide range ot students will great changesin societies du
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dding anecdoteers of persuasiveader thinkingsion. Eighth g as a speechwange someonethe audience.
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hor’s craft andrisks rary devices anve language te ideas and find big thn lives
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op Unit 8 P May/J
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Tea(Possibl
Good writeto find out Good writecollect ideaGood writepositive perGood writeGood writeGood writecarefully toGood writeconnectionauthenticityGood writepersonal phdialogue, rhanecdotes, examples aGood writedeliver the Good writeinsights expcompose anbelieve.
Literacy
Powerful SJune (4 weeMarking Pe
aching Points le Mini-Lesso
ers reflect on t what is imporers use promptas ers know and nrsonal beliefs ers organize thers add audieners choose woo convey meaners make a per
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Cherry Smoky N Rememb
School InMorrison
The YelloDeedy
A Long WBeth
Faithful ETsuchiya
A River RCherry
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Core Curriculhttp://www.cstandards/engstandards
Assessment: 8th Grade Spe
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eve
or Texts/Reso
s (Instruction
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Night by Eve Ber: The Journ
ntegration by Tn ow Star by Ca
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l The Story o R. Strauss Text to the sonacklemore
ources: ted.com/a-ted-11-tips-for-rio-on-stage/
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eech
40
ources
nal Read
Writer’s Soul nd Gardner by Avi
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Bunting ney to Toni
armen Agra
Ishmael
Yukio
Lynne
of Water on
ng: Wings by
d-speaker-ight-
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roject.com/
Standards s.org/the-e-arts-
top related