eighth grade language arts - trenton public schools curriculum attachment 1-q… · eighth grade...

CAR © Bormann and Wright 2009, 2011

TRENTON PUBLIC SCHOOLS

Eighth Grade Language Arts

Curriculum Framework

CURRICULUM OFFICES – TRENTON BOARD OF EDUCATION

108 N. Clinton Avenue

3rd Floor ~ Room 301

Dr. Fredrick H. McDowell, Jr., Superintendent of Schools

Elizabeth DeJesus, Chief Academic Officer

Leslie Septor, Humanities Supervisor

Adopted August 28, 2017

Mission Statement

All students will graduate with a vision for their future, motivated to learn

continually and prepared to succeed in their choice of college or career.

ATTACHMENT 1-QQ


Unit: 1 Grade Level: 8

Timeframe: 10 weeks Overarching Theme: Dramatically Speaking

Reading: Literature Writing: Narrative

Essential Questions

• How do writers construct an effective narrative?

• How can a reader see character development through dialogue?

• How do writers vary their writing for different purposes and audiences?

• What are the essential components of a narrative?

• What are the necessary techniques when reading drama aloud?

• How does drama differ from other literary genres?

• What are the key elements of a drama?

• What makes a presentation great?

New Jersey Student Learning Standards (NJSLS)

Reading Standards for Unit 1 Reading Key Ideas and Details RL.8.1Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Craft and Structure RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. RL.8.6.Analyze how differences in the points of view of the characters and the audience or reader (e.g. created through the use of dramatic irony) create such effects as suspense or humor. RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Integration of Knowledge and Ideas


RL.8.7. Evaluate the choices made by the directors and actors by analyzing the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script. RL 8.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how a modern work of fiction draws on themes, patterns or events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. Writing Standards for Unit 1 Writing: Narrative Text Types and Purposes W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

A. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. C. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. D. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. E. Provide a conclusion that follows from the narrated experiences or events. Production and Distribution of Writing

W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. Range of Writing

W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking and Listening: Comprehension and Collaboration

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. C. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations and ideas.


D. Acknowledge new information expressed by others and when warranted qualify or justify their own views in light of the evidence presented. SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g. social, commercial, political) behind its presentation. Presentation of Knowledge and Ideas

SL.8.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language: Conventions of Standard English L.8.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. C. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. L.8.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. A. Use punctuation (comma, ellipse, dash) to indicate a pause or break. C. Spell correctly L.8.3 Use knowledge of language and its conventions when writing, speaking, reading or listening. A. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g. emphasizing the actor or action; expressing uncertainty or describing a state contrary to fact). Vocabulary Acquisition and Use

L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. A. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret figures of speech (e.g. verbal irony, puns) in context. C. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Standard SLO- WALT Formative Assessment Activities and Resources Reflection

Instructional Plan

Reflection

Pre-assessment- Ed Connect, GATES, Student notes and contribution to class discussion; Instructional Model- Do Now, Mini Lesson/I do (Modeling), We do (Whole Group Guided Practice), You Do (Independent Practice). Utilize Holt McDougal Literature Grade 8 Textbook for Short Stories Listed Under Resources Copyright 2012 Academic Vocabulary- Affect, Conclude, Evident, Imply, Initial, Dramatic irony, irony, scene, passage, characteristic, stage directions, articulate, antagonist, climax, comedy, exposition, genre, monologue, protagonist, rising action, tragedy, dialogue, conflict, setting, falling action, denouement. Possible Read Aloud Text: Drums , Girls and Dangerous Pie by Jordan Sonnenblick Thirteen-year-old Steven has a totally normal life: he plays drums in the All-Star Jazz band, has a crush on the hottest girl in the school, and is constantly annoyed by his five-year-old brother, Jeffrey. But when Jeffrey is diagnosed with leukemia, Steven's world is turned upside down. He is forced to deal with his brother's illness and his parents' attempts to keep the family in one piece. Salted with humor and peppered with devastating realities, DRUMS, GIRLS, AND DANGEROUS PIE is a heartwarming journey through a year in the life of a family in crisis. Additional Possible Read Aloud and Shared Texts : Mildred Taylor. Roll of Thunder, Hear my Cry. Mark Twain. The Adventures of Tom Sawyer, Louisa May Alcott. Little Women Edgar Allan Poe. Tell Tale Heart, William Shakespeare. Romeo and Juliet Anne Frank. The Diary of a Young Girl

Week One- Focus Standards: RL.8.1 Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RL 8.5 Compare and contrast the structure of two or more texts and analyze how the differing

Formative Questions- What is a key feature in narrative

Holt McDougal Literature


structure of each text contributes to its meaning and style.

text? How does dialogue present in a narrative? What are elements of narrative text? Do Now’s/Check for Understanding/Exit Ticket Ideas Identify the narrator and discuss how the choice of first or third person point of view contributes to the reader’s enjoyment and understanding. Discuss similarities and Differences between the texts. Describe/identify the structure and key features.

myrhw.com Read Unit 1 Holt McDougal Lit Short Story “Clean Sweep” page 66 Construct an analysis of how the structure of a specific paragraph in a text, including the role of particular sentences aids in developing and refining a key concept Provide an analysis of how the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic, aids in developing and refining a key concept Analyze why the author chose a particular structure Analyze the impact that the structure choice has on the reader Evaluate the effectiveness of the structure an author uses to develop and to refine


a key concept

RL.8.1 Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Formative Questions- What is text evidence? How can we prove our thinking? What is an inference? How can we make an inference and provide evidence of our thinking? Do Now’s/Check for Understanding/Exit Ticket Ideas Use strategies: questioning, determining importance, looking for patterns to extract quality evidence to support a claim Make a personal connection, make connections to other text, and/or global connections when relevant Paraphrase and directly quote evidence from text

Holt McDougal Literature myrhw.com Read the short story “Raymond’s Run” Unit I Holt McDougal Text page 36 Closely read the text: Utilize Close Read Annotations Utilize sentence stems. On page____ the text states that_(insert inference). In paragraph 3 line 4, the author says ______, this means that ________. In line _ in (insert text title) the author states____, this shows that______, I know this because (connection/prior knowledge) Utilize highlighters and post it’s to make connections and show thinking. Utilize R.A.C.E. for text dependent questions Restate


Answer Cite Explain Gather evidence from the text to support inferences or explicit meaning

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Formative Questions- What is theme? How can a reader determine the theme? Does every text have a theme? What is another word for theme? How does the theme usually present itself? What is a summary? How do you construct a summary? Do Now’s/Checks for Understanding/ Exit Tickets

Holt McDougal Literature myrhw.com Read “The Diary of Ann Frank” in Holt McDougal Lit page 544 Exercise selectively in summarizing the information in a text (most important information or ideas and facts focused by the reader’s purpose)

Construct summaries that are concise and reflect the important and overarching ideas and information in texts 5W’s and H. Who, what, when, where, why, and How. GIST statements


Teach theme as the moral or lesson to be taken away from the story. Utilize (The)me(ssage) to evoke a device to remember theme. Theme= The Message in the story.

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Formative Questions- Why is it important to be able to summarize? How can a good summary help you determine the theme? Do Now’s/Checks for Understanding/ Exit Tickets State an interpretation of the writer’s underlying messages (themes) Infer themes and ideas from illustrations in graphic text Infer the big ideas or themes of a text

Holt McDougal Literature myrhw.com Read “The Diary of Ann Frank” page 544 Notice how the writer reveals the underlying messages or the theme of a text (through a character, through plot and events) Derive and critique the moral lesson of a text

RL.8.1 Cite the textual evidence and make relevant connection that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Formative Questions- How can you use connections from your experiences to shape your thinking in a text? Why is it important to interact our thoughts and background knowledge while reading? Do Now’s/Checks for Understanding/

Holt McDougal Literature myrhw.com Use the text “The Diary of Ann Frank” page 544 Correctly cite evidence


Exit Tickets Discuss inferences and the connection to text evidence.

Use evidence from the text to make and check predictions when reading Probe a segment of text in order to study and evaluate its multiple, deeper, and varied meanings. Have students write their inference on plot and characters then underline the text hat proves it.

Week Two Focus Standards: RL.8.1 Cite the textual evidence and make relevant connection that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Formative Questions- What is dialogue? What is plot? How can the characters speech reveal the plot? What is characterization? How does dialogue help aide characterization? Do Now’s/Checks for Understanding/ Exit Tickets

Holt McDougal Literature myrhw.com Page 28-35 Identify Types of Conflict Read the short story “The Ransom of Red Chief” in Holt McDougal Lit Textbook page 50 Focus on Conflict, Resolution, and Predictions.


Make predictions on an ongoing basis (progression of the plot, characteristics of the setting, actions of characters) Draw conclusions from dialogue, including language with double-meaning (satire) Notice and interpret dialogue and the meanings that are implied by it Follow complex plots, tracking multiple events on chart paper and gathering information about many characters and their traits and relationships Identify and discuss the problem, the events of the story and the resolution on chart paper/white board.

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Formative Questions- What is figurative language? What is word choice? How can we determine words and phrases without knowing their

Holt McDougal Literature myrhw.com Read “The Tell-Tale Heart“ in Holt McDougal


meaning prior while reading? Do Now’s/Checks for Understanding/ Exit Tickets

Lit textbook page 80 Focus on Suspense and Evaluating the Narrator Figurative Language Anchor Charts Teach the definitions of literary elements and the deeper meaning of poetry and prose texts (symbolism, allusion, irony) Comment on the author’s word choice and use of language to create subtle shades of meaning and to create the mood Analyze definitions of complex words in order to derive new meanings for them or understand the figurative or connotative use Understand words used in a symbolic or satirical way

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative

Formative Questions- How can figurative language be used



and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

for emphasis? How can word choice affect tone and mood? Do Now’s/Check for Understanding/Exit Ticket Ideas Describe and comment on the writer’s use of language in a satirical way or to convey irony Describe in your own how a writer uses language to evoke sensory images Class discussion: Recognize and comment on how a writer uses language to create symbolic meaning

myrhw.com Read “The Tell-Tale Heart “from Holt McDougal textbook page 80 Demonstrate the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) Provide an analysis of the impact of specific word choice on meaning and/or tone Identify analogies and allusions

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Formative Questions- What can dialogue reveal? Do Now’s/Check for Understanding/Exit Ticket Ideas In texts with multiple complex characters, infer traits, motivations and changes through examining how the writer describes them, what they do, what they say and think and what other characters say about them In fiction, infer characters thinking processes and struggles at key decisions points in their lives

Holt McDougal Literature myrhw.com Read “The Treasure of Lemon Brown” in Holt McDougal Textbook page 176. Infer Characters’ Motivations. Note aspects of the writer’s craft, including word selection, choice of narrator (first, second or


third person), use of symbolism, leads dialogue, definition of terms within the text and use of description Model and provide examples of the ways writers select words to convey precise meaning Identify significant events and tell how they are related to the problem of the story of the solution

RL.8.1 Cite the textual evidence and make relevant connection that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Formative Questions- How do the characters actions help us make inferences? Do Now’s/Check for Understanding/Exit Ticket Ideas

Combine text information and prior knowledge (personal experience and/or previous reading) to create new information in the form of inferences Refer to the text for support when analyzing and drawing inferences

Holt McDougal Literature myrhw.com Read “The Treasure of Lemon Brown” in Holt McDougal Textbook page 176. Anchor Charts Sentence Stems Evidence and inference Matching Practice Sets


Week Three Focus Standards: RL.8.6.Analyze how differences in the points of view of the characters and the audience or reader (e.g. created through the use of dramatic irony) create such effects as suspense or humor. RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RL.8.7. Evaluate the choices made by the directors and actors by analyzing the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script. RL 8.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how a modern work of fiction draws on themes, patterns or events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Formative Questions- How do we determine the author’s point of view? What evidence points us to author’s point of view? How does the author’s purpose influence the point of view? Do Now’s/Check for Understanding/Exit Ticket Ideas

Determine how one or more differences in the points of view can create bias in fiction and nonfiction text Recognize and compare multiple points of view Explain how the author acknowledges and responds to counterarguments.

Holt McDougal Literature myrhw.com Close Reading Continue Reading Read “The Treasure of Lemon Brown” in Holt McDougal Textbook page 176. Or begin “Rules of the Game” Page 230 in textbook. Annotating Text Provide/Model a statement of an author’s point of view and author’s purpose in a fiction and/or nonfiction text Evaluate additional texts and determine point of view/authors purpose via class discussion, small group, or partner pairs.


In fiction or biography infer character’s or subjects thinking processes and struggles as key decisions points in their lives

RL8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g. created through the use of dramatic irony) create such effects as suspense or humor.

Formative Questions- What is point of view? What is the point of view of the character(s)? Do Now’s/Check for Understanding/Exit Ticket Ideas

Analyze how the author uses literary devices to develop effects such as suspense or humor Analyze the impact of the author’s point of view or purpose choices on the reader Evaluate the effectiveness of the author’s point of view or purpose choices

Holt McDougal Literature myrhw.com Read “Rules of the Game” Page 230 in HM textbook. Identify/Recognize the narrator and discuss how the choice of first or third person point of view contributes to the reader’s enjoyment and understanding Critique realistic fiction texts in terms of authenticity of characters, accurate portrayal of current or historical issues, and appropriate voice and tone Analyze a text or a group of texts to reveal insights into the writer’s craft (the way the writer reveals characters or


uses symbolism, humor, irony, suspense) Compare to Tell-Tale Heart

RL8.7 Evaluate the choices made by the directors and actors by analyzing the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script.

Formative Questions- How do Great Stories Begin? How does a video or movie adaptation differ from the text? Are they always the same? Do Now’s/Check for Understanding/Exit Ticket Ideas

Model and Comment on how layout and the form of a text contribute to the meaning, effectiveness and artistic quality of both fiction and nonfiction. Recognize and discuss the artistic aspects of a movie /text, including how illustrations and narrative form a cohesive whole.

Holt McDougal Literature myrhw.com Read an excerpt of “The sisterhood of the Traveling Pants” Watch the film clip from Holt McDougal Media Smart page 110 Read excerpts or whole play of Romeo and Juliet Watch and Evaluate Audio/Visual Version Make connections between plays, scripts, and narratives Work cooperatively with others (reading groups/small groups) to reach consensus on the meaning of a text and how to interpret it through performance Create a Storyboard with descriptions and dialogue


Examine and Discuss as a class the knowledge of strategies used by media games, video, radio/TV, broadcasts, and websites to entertain and influence people. Make connections between the text and other texts that have been read, or heard (particularly texts with diverse settings) Assess and reflect upon the similarities and differences between text and dramatic productions Reflect upon the similarities and differences between initial understandings derived from the original text and those created from visual interpretation Observe how closely details in the portrayal align with the details in the text that created their initial visual image


Analyze the reason behind omission and alterations Identify and analyze the reasons for the artistic choices made by the film or play's director, such as the choice of particular lighting, staging, costuming, and even casting Analyze why directors or actors stay faithful or depart from the text or script Analyze the impact of the actor or director’s choices on the viewer Evaluate the effectiveness of the actor’s or director’s choices to stay faithful or depart from the text or script

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Formative Questions- How does knowing author’s point of view help us comprehend a text? Do Now’s/Check for Understanding/Exit Ticket Ideas

Holt McDougal Literature myrhw.com Use Text Analysis Workshop: Character and Point of View page


Identify the purpose/POV. Identify the sources of conflict in fiction texts and draw implications for the issues of today.

170 in HM text. Infer and describe a writer’s attitudes toward social issues as revealed in texts. In texts with multiple complex characters, inner traits, motivations and changes through examining how the writer describes them, what they do, what they say and think and what other character’s say about them (DDAT Characterization Chart) Sarah Tantillo Resources online

RL.8.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how a modern work of fiction draws on themes, patterns or events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Formative Questions- How do author’s draw on history to write and make connections to modern day? Do Now’s/Check for Understanding/Exit Ticket Ideas Connect and compare all aspects of texts within and across genres. Discuss how information is framed by the source’s point of view and use this to discuss point of view and bias.

Holt McDougal Literature myrhw.com Read “Pandora’s Box/Loo Wit, The Fire Keeper” in HM textbook page 474 or 480 Class discussion to build meaning across several texts (fiction and nonfiction). Make connections among informational texts and historical fiction and content area


study, using information from one setting to assist comprehending in the other. Engage in critical thinking across a writer’s body of work or across works on the same content and write/discuss/share out findings. Critique texts in terms of the quality of writing, accuracy, the logic of conclusions and the coherence of the organization Analyze texts to determine the writer’s point of view or bias, identifying specific language that reveals bias or qualifies as propaganda

Week Four Focus Standards: W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

A. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. C. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.


D. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. E. Provide a conclusion that follows from the narrated experiences or events. W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

W.8.3A W.8.3B W.8.4 W.8.5 W.8.10

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Formative Questions- How do we write narratives? Where do we get inspiration to write a story? What are narrative features? How do you identify a narrative prompt? Do Now’s/Check for Understanding/Exit Ticket Ideas Analyze prompts whole group so students can identify narrative prompts to determine purpose, audience and genre (story, essay, persuasive, letter) Use a writer’s notebook or booklet as a tool for collecting ideas, experimenting, planning, sketching, or drafting. Gather a variety of entries (character map, timeline, sketches, observations, free writes, drafts, lists) in a writer’s notebook.

Holt McDougal Literature myrhw.com Read Writing Workshop: Personal Narrative HM textbook page 148. Brainstorm whole group Use the previous unit texts you have read to present real life scenarios to provide a starting point for a narrative prompt. Discuss and identify the use of well-crafted transitions to support the pace and flow of narrative writing. Complete Graphic Organizers Model the Stages of the Writing Process


(Model for the student the beginning of a narrative) Introduce “hook” and figurative language to start a narrative introduction. Introduce and demonstrate transition words and phrases that are narrative specific that focus on organizing plot events in time such as (One summer day, one winter night, last night, then, next, later, eventually) Construct/Produce (draft) narratives that are engaging, honest and reveal the person behind the writing (voice)

W.8.3 W.8.3A W.8.3B W.8.4 W.8.5 W.8.10

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Formative Questions- What makes writing organized? How do we respond to open ended questions? Do Now’s/Check for Understanding/Exit Ticket Ideas Model/Demonstrate /Identify the use literary language (powerful nouns and verbs, figurative language) Discuss whole group fiction narratives as a short story about an event in the

Holt McDougal Literature myrhw.com Graphic Organizers Utilize dialogue and action to draw readers into the story Compose a narrative with setting, dialogue, plot or conflict, main characters, specific details, and a satisfying


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ●

life of a main character Teach point of view by writing in first or third person.

ending Write a clear and focused written response that will be easy for anyone to understand Vary language and style as appropriate to audience. (Teach formal and informal tone)*email/ text talk versus written academic language

W.8.3 W.8.3C W.8.3D W.8.3E W.8.4 W.8.5 W.8.10.

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. Provide a conclusion that follows from the narrated experiences or events. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting,

Formative Questions- What makes a narrative great? Do Now’s/Check for Understanding/Exit Ticket

Holt McDougal Literature myrhw.com Identify the use of concrete sensory details and descriptive language to develop plot (tension and problem resolution) and setting in fiction Reread writing in partner/small groups to check for clarity and purpose Write in second person


or trying a new approach, focusing on how well purpose and audience have been addressed. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

to talk directly to the reader or for literary effect Select precise words to reflect what the writer is trying to say Model and utilize descriptive language and dialogue to present characters that appear and develop in fiction. Use transitional words for time flow (next, meanwhile, In the end)

W.8.5 W.8.10

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

●

Formative Questions- What is revising? What is editing? Why are the stages of writing important? What can we learn from revising and rewriting? Do Now’s/Check for Understanding/Exit Ticket Ideas Hold Writer’s Conferences Editing/Peer Editing Model revision using small sentences with errors. Free write/Journal Writing (Moi Journals)-All about me with student generated topics to develop students’ view of themselves as a writer. Write with initiative, investment, and independence

Holt McDougal Literature myrhw.com Hold Writers Conferences Teach writing as a process. P149-157 Discuss how writing displays our thoughts. (Editing/Proofreading) Demonstrate and discuss peer editing and proofreading. Utilize peer editing guides for narrative.(checklist) Apply grammar/punctuation conventions.


Class discussion on how revision as a means for making written messages stronger and clearer to readers Reorganize paragraphs or sections for better sequence or logical progression of ideas

Change writing in response to peer or teacher feedback Demonstrate via modeling and think aloud that a writer rereads and revises while drafting (recursive process) Reorganize paragraphs or sections for better sequence or logical progression of ideas Write in a variety of genres across the year

W.8.5 W.8.4 W.8.10.

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Formative Questions- Why must you see a teacher to check in with your writing? Why should you have multiple reviews of your writing? Do Now’s/Check for Understanding/Exit Ticket Ideas Identify an initiating event in a narrative with a series of events flowing from it. Use a flow chart to extract events to show sequence and flow. Identify vague parts in sample student narratives and change the language or

Holt McDougal Literature myrhw.com Pages 148-157 Hold Writer’s Conferences Provide feedback and targeted small group instruction. Group Share Out/Author’s Chair Self-evaluate own writing and talk about what is good about it and what techniques


content to be more precise, to the point, or be more specific.

were used State what was learned from each piece of writing (in portfolio) Implement time for students to be productive as a writer; write a specified quantity within a designated time period (for example: one piece each week or one time each day for 10 minutes)

Week Five Focus Standards: R.L.8.1 Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new"). W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Formative Questions- How does technology help us convey our thoughts and writing? Do Now’s/Check for Understanding/Exit Ticket Ideas How do we use a variety of technology tools (dictionary, thesaurus, grammar checker,

Holt McDougal Literature myrhw.com Identify the use of technology in writing. Publish Writing Using technology


calculator, bibliography generator, spell checker) to maximize the accuracy of technology-produced products?

Model/Utilize an exemplar presentation PPT of an anchor text to help students make a connection for wider use of computer skills, including PowerPoint, in presenting texts (tables, layouts, graphics, and multimedia) Model One Drive Use/Google Classroom to write/edit/share in real time. Utilize word-processing with understanding of how to produce and vary text (layout, font, special techniques) Use word-processor to get ideas down, revise, edit, and publish Communicate knowledge through multimedia presentations, desktop published reports, and other electronic media Send and respond to email messages, adjusting style to audience.


Create/Utilize Kahoot

W.8.9 W.8.1

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new").

Formative Questions- How can you use evidence in your writing? Do Now’s/Check for Understanding/Exit Ticket Ideas Respond/Answer Open Ended Questions with text evidence

Holt McDougal Literature myrhw.com Respond to a narrative story with drawing from text evidence. Write a critical review of the narrative story. (one read already) Publish Writing Using technology

W.8.9 W.8.1 W.8.10

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new"). Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Formative Questions- How can we use evidence from the text in ways to support our thoughts and writing? Do Now’s/Check for Understanding/Exit Ticket Ideas Respond/Answer Open Ended Questions with text evidence

Holt McDougal Literature myrhw.com


a. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new"). Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

W.8.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Formative Questions- How can we edit/review/evaluate our writing? Do Now’s/Check for Understanding/Exit Ticket

Holt McDougal Literature myrhw.com Peer Editing Lessons Teacher led revision Writers Conferences

W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Formative Questions- How can we determine a rough draft versus a final copy? Do Now’s/Check for Understanding/Exit Ticket

Holt McDougal Literature myrhw.com Peer Editing Lessons Teacher led revision Writers Conferences

Week Six Focus Standards: SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. C. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations and ideas. D. Acknowledge new information expressed by others and when warranted qualify or justify their own views in light of the evidence presented.


SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g. social, commercial, political) behind its presentation.

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Formative Questions- What can you gain from written response/ discussion of text? Do Now’s/Check for Understanding/Exit Tickets.

Holt McDougal Literature myrhw.com Choose a text/texts from the unit to discuss. Questions.

SL.81 a-d Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. C. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations and ideas. D. Acknowledge new information expressed by others and when warranted qualify or justify their own views in light of the evidence presented.

Formative Questions- Why is it necessary to construct questions as we read? Do Now’s/Check for Understanding/Exit Tickets.

Holt McDougal Literature myrhw.com Class generate 3 questions each from the text. Socratic Seminars Class Whole Group Discussions

:

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on

Formative Questions- What can you gain from forming questions as you read and responding to them?



others’ ideas and expressing their own clearly. A. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. C. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations and ideas. D. Acknowledge new information expressed by others and when warranted qualify or justify their own views in light of the evidence presented.

Do Nows/Exit Tickets/ CFU

Socratic Seminars Class Whole Group Discussions

SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g. social, commercial, political) behind its presentation.

Formative Questions- How can we identify the purpose of a movie/commercial/speech? Do Nows/CFU/Exit Tickets

Holt McDougal Literature myrhw.com Watch movie trailers/ clips of narratives read, whats the motive? Watch speeches Watch commercials/advertisements

SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g. social, commercial, political) behind its presentation.

Formative Questions- s there a connection between written work and how it is presented in screen? Do nows/CFU/Exit Tickets

Holt McDougal Literature myrhw.com Continue watching clips/trailers/speeches/advertisements

Week Seven Focus Standards:


SL.8.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. Oral, Visual, and Technological Communication (Presentation) SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SL.8.4 SL.8.6 W.8.10

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. Oral, Visual, and Technological Communication (Presentation) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Formative Questions- Is there more emotional impact presenting a narrative? Do Nows/Exit Tickets/ CFU Discuss organization Teach Expression, Tone, Pitch

Holt McDougal Literature myrhw.com Adapt written narrative from earlier this unit to an Oral Narrative Speaking and Listening Workshop in HM textbook. Page 158 Narrative writing engages and orients the reader by establishing a context and point of view and introducing a narrator and/or characters as well as organizing an event sequence that unfolds naturally and logically. Use technology (slides, video, etc) as an integral part of presentations Use visual displays (diagrams, charts, illustrations, video, multimedia and all available technology) in


ways that illustrate and extend the major points of the presentation

SL.8.4 SL.8.6 W.8.10


Formative Questions- What is an oral narrative? What makes it different from a written narrative? Do Now/CFUS/Exit Tickets Discuss with students how they tell stories to their friends all the time. (What they did over the weekend is an oral narrative)

Holt McDougal Literature myrhw.com Teach common core traits of a strong oral narrative -Focus on a single meaningful experience -Contains well chosen details that allow the listener to visualize the events. People. Places. - Has a clear sequence of events that allow the listener to follow the story. -Holds listeners attention through nonverbal and verbal strategies. -

SL.8.4 SL.8.6 W.8.10

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. Oral, Visual, and Technological Communication (Presentation) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or

Formative Questions- What are verbal and nonverbal techniques in presenting an oral narrative? Exit Tickets/Do Nows/ CFU

Holt McDougal Literature myrhw.com Discuss-Teach Verbal/nonverbal techniques on page 159. Role Play Model -Volume,Tone, Pitch, Rate, Facial Expressions,


two) for a range of discipline-specific tasks, purposes, and audiences.

Gestures, Appearance.

SL.8.4 SL.8.6 W.8.10


Formative Questions- What does a good listener act like/sound like? Exit Tickets/Do Nows/ CFU

Holt McDougal Literature myrhw.com Present and Deliver Oral Narratives

SL.8.4 SL.8.6

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. Oral, Visual, and Technological Communication (Presentation) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Formative Questions- How can we rate/evaluate our peers oral presentations/show our enjoyment? Exit Tickets/ Do Nows/ CFU

Holt McDougal Literature myrhw.com Present and Deliver Oral Narratives


Week Eight Focus Standards: L.8.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. C. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. L.8.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. A. Use punctuation (comma, ellipse, dash) to indicate a pause or break. C. Spell correctly L.8.3 Use knowledge of language and its conventions when writing, speaking, reading or listening. A. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g. emphasizing the actor or action; expressing uncertainty or describing a state contrary to fact).

L8.1 L8.1C

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. ●

Formative Questions- What is a sentence fragment? How can we avoid sentence fragments? Do Nows/CFU/Exit Tickets

Holt McDougal Literature myrhw.com Go back to page 49 from a previously read text/ review Grammar on page 44 and discuss sentence fragments, Practice exercises Anchor Charts Practice Sheets

L8.3 L8.3A

● Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. ● Use knowledge of language and its conventions when writing, speaking, reading or listening. A. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g. emphasizing the actor or action; expressing uncertainty or describing a state contrary to fact).

Formative Questions- How do we use the correct verb tense? Do Nows/CFU/Exit Tickets Use correct verb agreement (tense, plurality, verb to object) Correctly use verbs that are often

Holt McDougal Literature myrhw.com Go back to the text “The Treasure of Lemon Brown” or utilize it and on page 189 discuss verb tense. Past, present, and future.


miscued (lie, lay, rise, raise)

Anchor Charts Practice sheets/materials from HMH

L 8.2 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Formative Questions- How do we avoid run on sentences? What is a run-on sentence? Do Nows/CFU/Exit Tickets

Holt McDougal Literature myrhw.com Teach and review punctuation Make purposeful choices for punctuation to reveal the intended meaning

L 8.2 a-c L.8.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. A. Use punctuation (comma, ellipse, dash) to indicate a pause or break. C. Spell correctly

Formative Questions- How does punctuation help our readers understand? Explain words have different meanings with different marks. What is a semicolon? Identify period, comma, question mark (review) Do Nows/CFU/Exit Tickets Ideas: Understand and use ellipses to show pause or anticipation, usually before something surprising Spell a large number of high-frequency words, a wide range of plurals and base words with inflectional endings

Holt McDougal Literature myrhw.com Review the text The Ransom of Red Chief review/teach page 65 Grammar in Context Teach punctuation with kinesthetic activities. (read alouds) Jump for exclamation, pause (stop for period) …. Etc. Vocab Words from the text

L8.1 c Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Formative Questions- When do you use a period, semi colon, or coordinating conjunction?



Do Nows/CFU/Exit Tickets

Reading-Writing Connection page 65 Writing Prompt. Revising Tips Analyze the work from the writing prompt for errors.

Week Nine Focus Standards: L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. A. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret figures of speech (e.g. verbal irony, puns) in context. C. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L.8.4A L.8.4C L.8.4D

Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. A. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word

Formative Questions- What are context clues? How do we use them? Do Nows/CFU/Exit Ticket Ideas Context Clues Activities Prefix Suffic Word Work

Holt McDougal Literature myrhw.com Use the context of the sentence, paragraph, or whole text to help determine the precise meaning of a word Introduce Prefix Suffix


or determine or clarify its precise meaning or its part of speech. D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

from The text “The Ransom of red Chief”. Use knowledge of Greek and Latin roots in deriving the meaning of words while reading texts Study/Analyze the vocab form the text. (Pre fix –Com and –Multi) Distinguish between multiple meanings of words when reading texts Recognize and use the different types of dictionaries, general, specialized (synonyms, abbreviations, theme or topic, foreign language, thesaurus, electronic)

L.8.5 L.8.5A L.8.5C

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret figures of speech (e.g. verbal irony, puns) in context. C. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

Formative Questions- What is a Similie? What is a Metaphor? How are they alike? Do Nows/CFU/Exit Tickets

Holt McDougal Literature myrhw.com Utilize The Treasure of Lemon Brown for Simile word work. Page 176 Figurative Language

L.8.6.

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge

Formative Questions- Can a suffix form a noun? What does that mean?



when considering a word or phrase important to comprehension or expression.

Review- words that end in –ness. Happiness, Likliness, What does it mean? Do Nows/CFU/Exit Ticket Ideas Notice new and useful words and intentionally record and remember them to expand oral and written vocabulary. Create a sentence with a word from the vocab in the text.

Utilize the Text the “Clean Sweep” Review page 78 Vocab Strategy. Suffixes that form nouns. HMH worksheets and materials online resources from HMH.

L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Formative Questions- What is a suffix? How does it differ from a prefix? Do Nows/CFU/Exit Tickets

Holt McDougal Literature myrhw.com Anchor Charts Review the suffixes –ness -ment -age ion -ance Discuss how they mean “the state or process; quality of HMH worksheets and materials online resources from HMH.

Week Ten, Benchmark Assessment: Review select (teacher chosen) Focus Standards

RI.8.1

RI.8.2

RI 8.3

RI.8.4

RI.8.5

RI.8.6

-Review Chosen Standards from Unit 1 (Review and focus as necessary per class)

Formative Questions- What are the features of fiction, drama, and a narrative? Do Nows/CFU/Exit Tickets

Assessment Practice Page 160 HM textbook Whole class and/or small group discussion Open-ended questions Independent and/or

http://www.corestandards.org/ELA-Literacy/RI/8/1/





W.8.3A,B,C,D,E W.8.4 W.8.5 W.8.6 W.8.10 W.8.9A,B SL.8.1A,B,C,D SL.8.2 SL.8.4 SL.8.6 L.8.1C L.8.2A,C L.8.3A L.8.4A,C,D L.8.5A,C L.8.6

small group completion of vocabulary activities Independent and/or small group completion of graphic organizers Independent completion of projects related to texts and/or class activities Completion of narrative process writing


Formative Questions- What must we remember when reading/writing fiction? Do Nows/CFU/Exit Tickets

Holt McDougal Literature myrhw.com Practice test online/Worksheets/Teacher review. Close Read of new fiction text Repeated practice Directed Questioning and Responses

http://www.corestandards.org/ELA-Literacy/W/8/4/


http://www.corestandards.org/ELA-Literacy/L/8/1/


Sequence Tasks from Easy to Difficult Individual/Small-Group/Whole Class Instruction Think Aloud


Formative Questions- Do Nows/CFU/Exit Tickets

Holt McDougal Literature myrhw.com “The Hitchhiker” by Lucille Fletcher Poetry “Paul Revere’s Ride” by Henry Wordsworth Longfellow Text Evidence Inferencing Practice Identify Conflict/Plot Structure Close Read of new fiction text Repeated practice Directed Questioning and Responses


Formative Questions- How do you analyze a text? Do Nows/CFU/Exit Tickets

Holt McDougal Literature myrhw.com Review Practice Tests Review Vocab from the unit Supplemental Texts


Close Read “Mother to Son” by Langston Hughes “Speech to the Young” and “Speech to the Progress”-Toward by Gwendolyn Brooks


Formative Questions- What makes a story worth telling? Do Nows/CFU/Exit Tickets Ideas Discuss previously read texts Ask why did you like that story so much? What made it special?

Holt McDougal Literature myrhw.com Identify elements of good fiction. Review and discuss events, drama, action, and characters. Review any and all previous read texts Make inferences and cite evidence Quick Writes Writing Prompts from previous texts and new. “Black Ships Before Troy: The Story of the Iliad” by Rosemary Sutcliff

Benchmark Assessment: Unit 1 Benchmark. HMH unit exams and benchmarks

Summative Written Assessments

1. District Benchmark 2. Other Assessment Measures- Response to open-ended questions; pre-writing/planning, first drafts, and revisions of writing; completion of graphic organizers, Do Now’s, and Checks for Understanding. Final draft of writing; teacher created vocabulary assessments; end of unit reading assessment


Summative Performance Assessment

Summative – Narrative Task: Write an alternate ending to a selection read in Unit 3 using details about characters and events from the narrative. Students should use dialogue to complete their narrative writing. Narrative Task CHOICE 2: Write a poem or prose narrative about a personal experience using narrative techniques such as dialogue, pacing, description and reflection, to develop experiences, events, and/or characters. Characterization Project; Text Features Project;



Timeframe: 10 weeks

Overarching Theme: American Voices

Unit Focus: Informational Text and Research Simulation Task

Essential Questions

*Why must nonfiction be approached differently than fiction reading? What makes each different? * How is nonfiction important to our lives? * What is the difference between explicit and inferred information? * How does learning history through literature differ from learning through informational text??


RI.8.1. Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RI.8.5. Analyze the structure an author uses to organize a specific paragraph in a text, including the role of particular sentences, to develop and to refine a key concept. RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RI.8.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A. Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia). B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.


C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal style/academic style, approach, and form. F. Provide a concluding statement or section that follows from and supports the information or explanation presented. W.8.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. B. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”). SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

A. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. C. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. D. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

A. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. B. Use an ellipsis to indicate an omission. C. Spell correctly.

L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. A. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.


B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Standard

SLO- WALT Formative Assessment Activities and Resources Reflection

Instructional Plan

Reflection

Pre-assessment- Online diagnostic through Connect

Week One- Focus Standards RI.8.1. Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

RI 8.5

Describe, analyze and write critically about a text as an integrated whole, including how text, illustrations and other features work together to convey meaning. (Nonfiction Text Features)

Formative Questions How does informational text look different from narrative text? Why does it look different? How is reading an informational text different from reading a narrative text? Why do authors use certain features in informational text that are not typically used in narrative text? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for understanding

Text feature scavenger hunt Informational Text Features Anchor Chart Strategies for previewing informational text- THIEVES method (anchor charts) T=title H=headings I=Introduction E=every first sentence V=Visuals and Vocabulary E=End of chapter questions S=summaries iReady Readworks

RI 8.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence

Formative Questions What is a central idea? How can you tell if something is a central idea versus a supporting

Holt McDougal Literature myrhw.com “Harriet Tubman: Conductor on the Underground Railroad”


when writing or speaking to support conclusions drawn from the text. (Central Idea)

detail? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for understanding

“The Mysterious Mr. Lincoln” Cartoon Tribute to John Henry, Comic Strip “Over the Top: The True Adventures of a Volcano Chaser”, Magazine Article “The Spider Man Behind Spider Man” Central Idea Anchor Charts Summary Anchor Charts Nonfiction Text Features iReady Readworks

RI 8.2 Determine the central idea of a piece of informational text. (Central Idea)

Formative Questions What is a central idea? How can you tell if something is a central idea versus a supporting detail? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for understanding

Holt McDougal Literature myrhw.com “Harriet Tubman: Conductor on the Underground Railroad” “The Mysterious Mr. Lincoln” Cartoon Tribute to John Henry, Comic Strip “Over the Top: The True Adventures of a Volcano Chaser”, Magazine Article “The Spider Man Behind Spider Man” Central Idea Anchor Charts Summary Anchor Charts Nonfiction Text Features iReady Readworks

RI 8.2 Differentiate between the central idea of a text versus the supporting details of a text. (Central Idea/Supporting Details)

Formative Questions What is a central idea? How can you tell if something is a central idea versus a supporting detail? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com “Harriet Tubman: Conductor on the Underground Railroad” “The Mysterious Mr. Lincoln” Cartoon Tribute to John Henry, Comic Strip “Over the Top: The True Adventures of a Volcano Chaser”, Magazine Article “The Spider Man Behind Spider Man” Central Idea Anchor Charts Nonfiction Text Features iReady Readworks


RI 8.2 Evaluate how the writer has used illustrations and print to convey big ideas. (Central Idea/Text Features)



RI 8.2 Analyze how a writer develops a central idea in a piece of informational writing through the use of supporting details. (Central Idea/Supporting Details)



RI 8.2

Summarize informational text to include the central ideas and the most important supporting details. (Writing Summaries)

Formative Questions What is a central idea? How can you tell if something is a central idea versus a supporting detail? What are the elements of a strong summary? Checks for Understanding Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions

Holt McDougal Literature myrhw.com “Harriet Tubman: Conductor on the Underground Railroad” “The Mysterious Mr. Lincoln” Cartoon Tribute to John Henry, Comic Strip “Over the Top: The True Adventures of a Volcano Chaser”, Magazine Article “The Spider Man Behind Spider Man” Central Idea Anchor Charts Summary Anchor Charts Nonfiction Text Features


Exit Tickets iReady Readworks

Week Two- Focus Standards RI.8.5. Analyze the structure an author uses to organize a specific paragraph in a text, including the role of particular sentences, to develop and to refine a key concept. W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

RI 8.5 Notice how the writer has organized an informational text (categories and subcategories, sequence and others) and evaluate the coherence of the organization

Formative Questions How can information be organized in nonfiction text? Why do authors choose some organizational patterns over others? How do transition words signal organizational patterns? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com “Harriet Tubman: Conductor on the Underground Railroad” “The Mysterious Mr. Lincoln” Cartoon Tribute to John Henry, Comic Strip “Over the Top: The True Adventures of a Volcano Chaser”, Magazine Article Nonfiction Text Features “The Spider Man Behind Spider Man” Text Organizational Patterns Chart iReady Readworks

RI 8.5 Describe, analyze and write critically about a text as an integrated whole, including how text, illustrations and other features work together to convey meaning

Formative Questions How can information be organized in nonfiction text? Why do authors choose some organizational patterns over others? How do transition words signal organizational patterns? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com “Harriet Tubman: Conductor on the Underground Railroad” “The Mysterious Mr. Lincoln” Cartoon Tribute to John Henry, Comic Strip “Over the Top: The True Adventures of a Volcano Chaser”, Magazine Article “The Spider Man Behind Spider Man” Text Organizational Patterns Anchor Chart Nonfiction Text Features iReady Readworks

RI 8.1 Cite the textual evidence and make relevant connections that

Formative Questions How can information be organized



most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

in nonfiction text? Why do authors choose some organizational patterns over others? How do transition words signal organizational patterns? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

“Harriet Tubman: Conductor on the Underground Railroad” “The Mysterious Mr. Lincoln” Cartoon Tribute to John Henry, Comic Strip “Over the Top: The True Adventures of a Volcano Chaser”, Magazine Article “The Spider Man Behind Spider Man” Central Idea Anchor Charts Summary Anchor Charts Nonfiction Text Features iReady Readworks

RI 8.4 Learn new words and the meanings for known words from the context of the texts.

Formative Questions How can information be organized in nonfiction text? Why do authors choose some organizational patterns over others? How do transition words signal organizational patterns? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets

Holt McDougal Literature myrhw.com “Harriet Tubman: Conductor on the Underground Railroad” “The Mysterious Mr. Lincoln” Cartoon Tribute to John Henry, Comic Strip “Over the Top: The True Adventures of a Volcano Chaser”, Magazine Article “The Spider Man Behind Spider Man” Context Clues Anchor Charts iReady Readworks


W 8.2A

Write on a topic and use one or more of the organizational structures students have learned (Cause/Effect, Problem/Solution, etc.) (Short Informational Piece)

Formative Questions How can information be organized in nonfiction text? Why do authors choose some organizational patterns over others? How do transition words signal organizational patterns? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

Holt McDougal Literature myrhw.com Text Organizational Patterns Anchor Charts Nonfiction Text Features iReady

W 8.4 Organize writing appropriately as an informational piece


Holt McDougal Literature myrhw.com Text Organizational Patterns Anchor Charts Nonfiction Text Features iReady


W 8.2C

Utilize transition words in our writing that are appropriate to the genre, topic and organizational structure we are using. (Short Informational Piece)


Holt McDougal Literature myrhw.com Text Organizational Patterns Anchor Charts Nonfiction Text Features Lists of Transition Words iReady

Week Three- Focus Standards RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization and analysis of relevant content.

RI 8.3 In fiction or biography, infer characters of subject’s’ thinking processes and struggles at key decisions points in their lives

Formative Questions How are biographies and autobiographies similar and different from narrative texts? How can we make and support inferences? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com “Harriet Tubman: Conductor on the Underground Railroad” “The Mysterious Mr. Lincoln” Cartoon Tribute to John Henry, Comic Strip “Over the Top: The True Adventures of a Volcano Chaser”, Magazine Article Inferences Anchor Charts iReady Readworks

W 8.2B Develop a topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Formative Questions How can information be organized in nonfiction text? Why do authors choose some organizational patterns over

Holt McDougal Literature myrhw.com Text Organizational Patterns Anchor Charts Writing Process Anchor Charts Lists of Transition Words


(Short Informational Piece) others? How do transition words signal organizational patterns? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Revised Drafts Checks for Understanding Individual Conferencing

iReady

W 8.2C Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

Formative Questions How do transitions signal organizational patterns? How can we use transition words effectively in our own writing? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Revised drafts Checks for Understanding Individual Conferencing

Holt McDougal Literature myrhw.com Text Organizational Patterns Anchor Charts Writing Process Anchor Charts Lists of Transition Words iReady

W 8.2D Use precise language and domain-specific vocabulary to inform about or explain the topic.

Formative Questions Why is word choice so important in informational text? How can we find stronger words to convey our ideas in our own writing? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Revised Drafts Checks for Understanding Individual Conferencing

Holt McDougal Literature myrhw.com Text Organizational Patterns Anchor Charts Writing Process Anchor Charts Lists of Transition Words iReady Readworks


W8.2e Establish and maintain a formal style/academic style, approach, and form.

Formative Questions Why is it important to choose a style (formal or informal) prior to writing? What is the relationship between style and topic? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Revised Drafts Checks for Understanding Individual Conferencing

Holt McDougal Literature myrhw.com Text Organizational Patterns Anchor Charts Writing Process Anchor Charts Lists of Transition Words iReady

W8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

Formative Questions Why is important to have a strong conclusion for a piece of informational writing? What are some strategies writers use to conclude their pieces? What kind of conclusion would best fit your piece of writing? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Revised Drafts Checks for Understanding Individual Conferencing

Holt McDougal Literature myrhw.com Text Organizational Patterns Anchor Charts Writing Process Anchor Charts Lists of Transition Words Conclusion Strategies Anchor Charts iReady

Week Four- Focus Standards RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

RI 8.6 Derive the author’s purpose and beliefs even when not explicitly stated

Formative Questions What do we mean by author’s purpose? Why do writers write? How can we determine an author’s purpose when reading a

Holt McDougal Literature myrhw.com “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris ”Eureka: Scientific Twists of Fate”,


piece of text? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

“Basic Blues: An American Art Form” from Fortune’s Bones “The Great Chicago Fire of 1871” “Guide to Computers” “The Heckscher Playground” from “Never Get Lost on the Trail” “Kabul’s Singing Sensation” “Letter from New Orleans: Leaving Desire” “The Monty Hall Debate” “Musicians Know the Blues” “Nuclear Energy: Does It Make Sense for the Environment?” from Odd Couples “The Other Riders” “Over the Top: The True Adventures of a Volcano Chaser” “Position on Dodgeball in Physical Education” “Robo-Legs” “Should the Driving Age Be Raised to 18?” “The Simple Commandments of Journalistic Ethics” “The Story of an Eyewitness Timeline” “Evolution of the Blues ““The Weak Shall Inherit the Gym” Author’s Purpose Anchor Charts Inferences Anchor Charts iReady Readworks

RI 8.6 Derive and discuss the author’s purpose (even if not explicitly stated) and hypothesize reasons for it

Formative Questions What do we mean by author’s purpose? Why do writers write? How can we determine an author’s purpose when reading a piece of text? Formative Strategies Pre-Assessment Diagnostic

Holt McDougal Literature myrhw.com “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris ”Eureka: Scientific Twists of Fate”, “Basic Blues: An American Art Form” from Fortune’s Bones “The Great Chicago Fire of 1871”


Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding

“Guide to Computers” ”The Heckscher Playground” from “Never Get Lost on the Trail” “Kabul’s Singing Sensation” ”Letter from New Orleans: Leaving Desire” “The Monty Hall Debate” “Musicians Know the Blues” “Nuclear Energy: Does It Make Sense for the Environment?” from Odd Couples ”The Other Riders” “Over the Top: The True Adventures of a Volcano Chaser” ”Position on Dodgeball in Physical Education” “Robo-Legs” “Should the Driving Age Be Raised to 18?” “The Simple Commandments of Journalistic Ethics” “The Story of an Eyewitness Timeline” “Evolution of the Blues ““The Weak Shall Inherit the Gym” Author’s Purpose Anchor Charts Inferences Anchor Charts iReady Readworks

RI 8.6 Recognize bias in fiction or nonfiction texts and hypothesize the writer’s point of view

Formative Questions What is point of view? What is bias? How can we determine an author’s point of view and bias? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris ”Eureka: Scientific Twists of Fate”, “Basic Blues: An American Art Form” from Fortune’s Bones “The Great Chicago Fire of 1871” “Guide to Computers” “The Heckscher Playground”


from “Never Get Lost on the Trail” “Kabul’s Singing Sensation” “Letter from New Orleans: Leaving Desire” “The Monty Hall Debate” “Musicians Know the Blues” “Nuclear Energy: Does It Make Sense for the Environment?” from Odd Couples “The Other Riders” “Over the Top: The True Adventures of a Volcano Chaser” “Position on Dodgeball in Physical Education” “Robo-Legs” “Should the Driving Age Be Raised to 18?” “The Simple Commandments of Journalistic Ethics” “The Story of an Eyewitness Timeline” “Evolution of the Blues, Timeline” “The Weak Shall Inherit the Gym” Author’s Purpose Anchor Charts Inferences Anchor Charts iReady Readworks

RI 8.6 Analyze the texts to determine the writer’s point of view or bias, identifying specific language that reveals bias or qualifies as propaganda

Formative Questions What is point of view? What is bias? How can we determine an author’s point of view and bias? How do an author’s words reveal his/her point of view and or bias? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris ”Eureka: Scientific Twists of Fate”, Holt McDougal Literature myrhw.com “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris ”Eureka: Scientific Twists of Fate”, “Basic Blues: An American Art Form” from Fortune’s Bones


“The Great Chicago Fire of 1871” “Guide to Computers” “The Heckscher Playground” from “Never Get Lost on the Trail” “Kabul’s Singing Sensation” “Letter from New Orleans: Leaving Desire” “The Monty Hall Debate” “Musicians Know the Blues” “Nuclear Energy: Does It Make Sense for the Environment?” from Odd Couples “The Other Riders” “Over the Top: The True Adventures of a Volcano Chaser” “Position on Dodgeball in Physical Education” “Robo-Legs” “Should the Driving Age Be Raised to 18?” “The Simple Commandments of Journalistic Ethics” “The Story of an Eyewitness Timeline” “Evolution of the Blues, Timeline” “The Weak Shall Inherit the Gym” Author’s Purpose Anchor Charts Inferences Anchor Charts iReady Readworks Author’s Purpose Anchor Charts Inferences Anchor Charts iReady Readworks

W 8.7 Select own topics for informational writing and show through writing what is important about the topic (Research Writing Task)

Formative Questions How does an author find and choose topics for informational writing? What inspires informational writing? Why do authors choose certain

Lists of topics for writing Graphic Organizers


topics? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding Brainstorming Conferencing

W 8.7 Form questions and locate sources for information about topic (Research Writing Task)

Formative Questions What steps are taken when writing a research paper? What questions do I have about my topic? Where can I find information on my topic? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding Brainstorming Conferencing

Lists of topics for writing Graphic Organizers Online Resources: Teacher Tube - Counterclaims and rebuttalshttp://www.teachertube.com/video/counterclaims-and-rebuttals-371017 Writing Fix: Word Choice Resourceshttp://writingfix.com/6_traits/word_choice.htm Writing Resources by Strandhttps://learnzillion.com/resources/57263-writealong-for-6th-grade Word Choice YouTubehttps://www.youtube.com/watch?v=NlaeV-TH8WE PARCC Writing Resources Harvard College Writing Centerhttp://writingcenter.fas.harvard.edu/pages/counter-argument Writing Exemplars by Grade Level and Aspects to Consider in Writinghttp://www.corestandards.org/assets/Appendix_C.pdf Thesis Writing Discussion, Planning and Questioning Purdue OWL Writing Labhttps://owl.english.purdue.edu/owl/ Grammar


Week Five-Focus Standards RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

RI 8.4 Explore and comment on complex definitions for new words including figurative and connotative uses (Tone)

Formative Questions What is tone? What is meant by connotative meaning? How does an author convey his/her tone? How does word choice contribute to tone? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris ”Eureka: Scientific Twists of Fate”, Holt McDougal Literature myrhw.com “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris ”Eureka: Scientific Twists of Fate”, “Basic Blues: An American Art Form” from Fortune’s Bones “The Great Chicago Fire of 1871” “Guide to Computers” “The Heckscher Playground” from “Never Get Lost on the Trail” “Kabul’s Singing Sensation” “Letter from New Orleans: Leaving Desire” “The Monty Hall Debate” “Musicians Know the Blues” “Nuclear Energy: Does It Make Sense for the Environment?” from Odd Couples “The Other Riders” “Over the Top: The True Adventures of a Volcano Chaser” “Position on Dodgeball in Physical Education” “Robo-Legs” “Should the Driving Age Be Raised to 18?” “The Simple Commandments of Journalistic


Ethics” “The Story of an Eyewitness Timeline” “Evolution of the Blues, Timeline” “The Weak Shall Inherit the Gym” Author’s Purpose Anchor Charts Inferences Anchor Charts iReady Readworks Figurative Language Anchor Charts Denotative and Connotative Meaning Anchor Charts iReady Online resources- Mr. Sato 411 Readworks

RI 8.4 Identify and understand new meanings of words when they are used as similes and metaphors and apply these understandings to analyzing the whole text in terms of deeper meanings (Tone)

Formative Questions What is tone? What is meant by connotative meaning? How does an author convey his/her tone? How does word choice contribute to tone? How does understanding and analyzing the tone help us better understand what the author is saying? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris ”Eureka: Scientific Twists of Fate”, Holt McDougal Literature myrhw.com “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris ”Eureka: Scientific Twists of Fate”, “Basic Blues: An American Art Form” from Fortune’s Bones “The Great Chicago Fire of 1871” “Guide to Computers” “The Heckscher Playground” from “Never Get Lost on the Trail” “Kabul’s Singing Sensation” “Letter from New Orleans: Leaving Desire” “The Monty Hall Debate” “Musicians Know the Blues” “Nuclear Energy: Does It Make Sense for the Environment?”


from Odd Couples “The Other Riders” “Over the Top: The True Adventures of a Volcano Chaser” “Position on Dodgeball in Physical Education” “Robo-Legs” “Should the Driving Age Be Raised to 18?” “The Simple Commandments of Journalistic Ethics” “The Story of an Eyewitness Timeline” “Evolution of the Blues, Timeline” “The Weak Shall Inherit the Gym” Author’s Purpose Anchor Charts Inferences Anchor Charts iReady Readworks Figurative Language Anchor Charts Denotative and Connotative Meaning Anchor Charts Online resources- Mr. Sato 411

RI 8.4 Demonstrate awareness of and sensitivity to words that impute stereotypes (race, gender, age) in general as well as to a particular audience. (Tone)

Formative Questions How might an author change his/her tone based on the topic or the audience? How can we as readers evaluate the appropriateness of the authors tone? How does an author convey his/her tone? What does the author’s tone reveal about the author? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets

Holt McDougal Literature myrhw.com “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris “Eureka: Scientific Twists of Fate”, Holt McDougal Literature myrhw.com “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris ”Eureka: Scientific Twists of Fate”, “Basic Blues: An American Art Form” from Fortune’s Bones “The Great Chicago Fire of 1871” “Guide to Computers”


Checks for Understanding “The Heckscher Playground” from “Never Get Lost on the Trail” “Kabul’s Singing Sensation” “Letter from New Orleans: Leaving Desire” “The Monty Hall Debate” “Musicians Know the Blues” “Nuclear Energy: Does It Make Sense for the Environment?” from Odd Couples “The Other Riders” “Over the Top: The True Adventures of a Volcano Chaser” “Position on Dodgeball in Physical Education” “Robo-Legs” “Should the Driving Age Be Raised to 18?” “The Simple Commandments of Journalistic Ethics” “The Story of an Eyewitness” “Evolution of the Blues” ”The Weak Shall Inherit the Gym” Figurative Language Anchor Charts Denotative and Connotative Meaning Anchor Charts iReady Online resources- Mr. Sato 411 Readworks

RI 8.4 Demonstrate awareness of words that have connotative meaning relative to social values (Tone)

Formative Questions What does tone and word choice suggest about the social values and background of the author? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris ”Eureka: Scientific Twists of Fate”, “Basic Blues: An American Art Form” from Fortune’s Bones “The Great Chicago Fire of 1871” “Guide to Computers” ”The Heckscher Playground”


from “Never Get Lost on the Trail” “Kabul’s Singing Sensation” ”Letter from New Orleans: Leaving Desire” “The Monty Hall Debate” “Musicians Know the Blues” “Nuclear Energy: Does It Make Sense for the Environment?” from Odd Couples ”The Other Riders” “Over the Top: The True Adventures of a Volcano Chaser” ”Position on Dodgeball in Physical Education” “Robo-Legs” “Should the Driving Age Be Raised to 18?” “The Simple Commandments of Journalistic Ethics” “The Story of an Eyewitness” “Evolution of the Blues” ”The Weak Shall Inherit the Gym” Figurative Language Anchor Charts Denotative and Connotative Meaning Anchor Charts iReady Online resources- Mr. Sato 411 Online resources- Mr. Sato 411 Readworks

RI 8.4 Notice and provide examples of the ways writers select words to convey precise meaning (Tone)

Formative Questions Why is precise word choice so important? How can the tone and meaning of a text shift with different word choices? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets

Holt McDougal Literature myrhw.com “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris ”Eureka: Scientific Twists of Fate”, “Basic Blues: An American Art Form” from Fortune’s Bones “The Great Chicago Fire of 1871” “Guide to Computers” ”The Heckscher Playground”


Checks for Understanding from “Never Get Lost on the Trail” “Kabul’s Singing Sensation” ”Letter from New Orleans: Leaving Desire” “The Monty Hall Debate” “Musicians Know the Blues” “Nuclear Energy: Does It Make Sense for the Environment?” from Odd Couples ”The Other Riders” “Over the Top: The True Adventures of a Volcano Chaser” ”Position on Dodgeball in Physical Education” “Robo-Legs” “Should the Driving Age Be Raised to 18?” “The Simple Commandments of Journalistic Ethics” “The Story of an Eyewitness” “Evolution of the Blues” ”The Weak Shall Inherit the Gym” Figurative Language Anchor Charts Denotative and Connotative Meaning Anchor Charts iReady Online resources- Mr. Sato 411 Readworks

SL 8.4 Use expression, tone, and pitch, where appropriate to emphasize aspects of events or people

Formative Questions How can the human voice convey tone similarly and differently than just the written word? How can meaning change when tone of voice changes? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris ”Eureka: Scientific Twists of Fate”, “Basic Blues: An American Art Form” from Fortune’s Bones “The Great Chicago Fire of 1871” “Guide to Computers” ”The Heckscher Playground” from “Never Get Lost on the Trail”


“Kabul’s Singing Sensation” ”Letter from New Orleans: Leaving Desire” “The Monty Hall Debate” “Musicians Know the Blues” “Nuclear Energy: Does It Make Sense for the Environment?” from Odd Couples ”The Other Riders” “Over the Top: The True Adventures of a Volcano Chaser” ”Position on Dodgeball in Physical Education” “Robo-Legs” “Should the Driving Age Be Raised to 18?” “The Simple Commandments of Journalistic Ethics” “The Story of an Eyewitness” “Evolution of the Blues” ”The Weak Shall Inherit the Gym” Figurative Language Anchor Charts Denotative and Connotative Meaning Anchor Charts iReady Online resources- Mr. Sato 411 Readworks

L 8.5 Distinguish among the connotations (associations) of words with similar denotations (definitions)

Formative Questions What is the difference between denotative and connotative meaning? How can we determine the connotative meanings of a word? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris “Eureka: Scientific Twists of Fate”, Online Article Figurative Language Anchor Charts Denotative and Connotative Meaning Anchor Charts iReady Online resources- Mr. Sato 411 Readworks


W 8.7 Conduct research to gather information in planning a writing project (for example: live interviews, internet, artifacts, articles, books) (Research Writing Task)

Formative Questions What do good researchers do? What is meant by reliable sources for research? How can I tell if something is a reliable source? How can I best keep track of and organize my research? What does it mean to have a direct quote versus paraphrasing? What is the difference between quoting, paraphrasing and summarizing? Why is it important to have a variety of sources? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Pre-writing Graphic Organizers Checks for Understanding Conferencing

Library Resources EBSCO Kids Search Readworks Online Resources: Teacher Tube - Counterclaims and rebuttalshttp://www.teachertube.com/video/counterclaims-and-rebuttals-371017 Writing Fix: Word Choice Resourceshttp://writingfix.com/6_traits/word_choice.htm Writing Resources by Strandhttps://learnzillion.com/resources/57263-writealong-for-6th-grade Word Choice YouTubehttps://www.youtube.com/watch?v=NlaeV-TH8WE PARCC Writing Resources Harvard College Writing Centerhttp://writingcenter.fas.harvard.edu/pages/counter-argument Writing Exemplars by Grade Level and Aspects to Consider in Writinghttp://www.corestandards.org/assets/Appendix_C.pdf Thesis Writing Discussion, Planning and Questioning Purdue OWL Writing Labhttps://owl.english.purdue.edu/owl/ Grammar

W 8.7 Search for appropriate information from multiple sources (books and other print materials, websites, interviews) (Research Writing Task)

W 8.7 Understand the importance of multiple sites and resources for research (Research Writing Task)

Week Six- Focus Standards RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

RI 8.8 Recognize and compare/contrast multiple points of view

Formative Questions How can points of view on similar topics vary?

Holt McDougal Literature myrhw.com “Zoos: Myth and Reality“


How can we compare and contrast points of view on the same topic? How do authors try to influence readers with their point of view? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

“Zoos Connect Us to the Natural World” “Basic Blues: An American Art Form” “The Great Chicago Fire of 1871” “The Monty Hall Debate” “Musicians Know the Blues” “Nuclear Energy: Does It Make Sense for the Environment?” “Position on Dodgeball in Physical Education” “Should the Driving Age Be Raised to 18?” “The Story of an Eyewitness” “Evolution of the Blues” “The Weak Shall Inherit the Gym” iReady Online resources- Mr. Sato 411 Readworks

RI 8.8 Infer and describe a writer’s attitude toward social issues as revealed in text

Formative Questions Why might two people have a different point of view on the same topic? What does point of view reveal about the author? How do authors try to influence readers with their point of view? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com “Zoos: Myth and Reality“ “Zoos Connect Us to the Natural World” “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris ”Eureka: Scientific Twists of Fate”, “Basic Blues: An American Art Form” from Fortune’s Bones “The Great Chicago Fire of 1871” “Guide to Computers” “The Heckscher Playground” from “Never Get Lost on the Trail” “Kabul’s Singing Sensation” “Letter from New Orleans: Leaving Desire” “The Monty Hall Debate” “Musicians Know the Blues” “Nuclear Energy: Does It Make Sense for the Environment?” from Odd Couples “The Other Riders”


“Over the Top: The True Adventures of a Volcano Chaser” “Position on Dodgeball in Physical Education” “Robo-Legs” “Should the Driving Age Be Raised to 18?” “The Simple Commandments of Journalistic Ethics” “The Story of an Eyewitness” “Evolution of the Blues” “The Weak Shall Inherit the Gym” iReady Online resources- Mr. Sato 411 Readworks

RI 8.8 Differentiate between evidence and opinion

Formative Questions How do authors support their points of view? What is the difference between evidence and opinion? Which is more convincing: evidence or opinion? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com “Zoos: Myth and Reality“ “Zoos Connect Us to the Natural World” “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris ”Eureka: Scientific Twists of Fate”, “Basic Blues: An American Art Form” from Fortune’s Bones “The Great Chicago Fire of 1871” “Guide to Computers” “The Heckscher Playground” from “Never Get Lost on the Trail” “Kabul’s Singing Sensation” “Letter from New Orleans: Leaving Desire” “The Monty Hall Debate” “Musicians Know the Blues” “Nuclear Energy: Does It Make Sense for the Environment?” from Odd Couples “The Other Riders” “Over the Top: The True Adventures of a Volcano Chaser”


“Position on Dodgeball in Physical Education” “Robo-Legs” “Should the Driving Age Be Raised to 18?” “The Simple Commandments of Journalistic Ethics” “The Story of an Eyewitness” “Evolution of the Blues” “The Weak Shall Inherit the Gym” iReady Online resources- Mr. Sato 411 Readworks

RI 8.8 Recognize and address opposing points of view on an issue or topic

Formative Questions How can we recognize and evaluate multiple points of view? What criteria can we use to judge the validity of an argument? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com “Zoos: Myth and Reality“ “Zoos Connect Us to the Natural World” “Ellis Island and I” by Isaac Asimov “The Sanctuary of School” by Lynda Barry “Us and Them” by David Sedaris ”Eureka: Scientific Twists of Fate”, “Basic Blues: An American Art Form” from Fortune’s Bones “The Great Chicago Fire of 1871” “Guide to Computers” “The Heckscher Playground” from “Never Get Lost on the Trail” “Kabul’s Singing Sensation” “Letter from New Orleans: Leaving Desire” “The Monty Hall Debate” “Musicians Know the Blues” “Nuclear Energy: Does It Make Sense for the Environment?” from Odd Couples “The Other Riders” “Over the Top: The True Adventures of a Volcano Chaser” “Position on Dodgeball in Physical Education”

RI 8.8 Think critically about informational text in terms of quality of writing, accuracy, and the logic of conclusions


“Robo-Legs” “Should the Driving Age Be Raised to 18?” “The Simple Commandments of Journalistic Ethics” “The Story of an Eyewitness” “Evolution of the Blues” “The Weak Shall Inherit the Gym” iReady Online resources- Mr. Sato 411 Readworks

W 8.7 Conduct research to gather information in planning a writing project (for example: live interviews, internet, artifacts, articles, books) (Research Writing Task)

Formative Questions What do good researchers do? What is meant by reliable sources for research? How can I tell if something is a reliable source? How can I best keep track of and organize my research? What does it mean to have a direct quote versus paraphrasing? What is the difference between quoting, paraphrasing and summarizing? Why is it important to have a variety of sources? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Pre-writing Graphic Organizers Checks for Understanding Conferencing

Library resources EBSCO EXPLORA Holt McDougal Literature Online Resources: Teacher Tube - Counterclaims and rebuttalshttp://www.teachertube.com/video/counterclaims-and-rebuttals-371017 Writing Fix: Word Choice Resourceshttp://writingfix.com/6_traits/word_choice.htm Writing Resources by Strandhttps://learnzillion.com/resources/57263-writealong-for-6th-grade Word Choice YouTubehttps://www.youtube.com/watch?v=NlaeV-TH8WE PARCC Writing Resources Harvard College Writing Centerhttp://writingcenter.fas.harvard.edu/pages/counter-argument Writing Exemplars by Grade Level and Aspects to Consider in Writinghttp://www.corestandards.org/assets/Appendix_C.pdf Thesis Writing Discussion, Planning and Questioning Purdue OWL Writing

W 8.7 Search for appropriate information from multiple sources (books and other print materials, websites, interviews) (Research Writing Task)

W 8.7 Understand the importance of multiple sites and resources for research. (Research Writing Task)


Labhttps://owl.english.purdue.edu/owl/ Grammar

W 8.2 Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia). (Research Writing Task)

Formative Questions How do good writers begin to piece their research together into an organized piece of writing? What is a thesis statement? Why is it important to have a strong thesis? How does a thesis help writers organize their writing? How can writers use transition words to help them flow from one topic to the next? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets First drafts Graphic Organizers Checks for Understanding Conferencing

Library resources EBSCO EXPLORA Holt McDougal Literature Online Resources: Teacher Tube - Counterclaims and rebuttalshttp://www.teachertube.com/video/counterclaims-and-rebuttals-371017 Writing Fix: Word Choice Resourceshttp://writingfix.com/6_traits/word_choice.htm Writing Resources by Strandhttps://learnzillion.com/resources/57263-writealong-for-6th-grade Word Choice YouTubehttps://www.youtube.com/watch?v=NlaeV-TH8WE PARCC Writing Resources Harvard College Writing Centerhttp://writingcenter.fas.harvard.edu/pages/counter-argument Writing Exemplars by Grade Level and Aspects to Consider in Writinghttp://www.corestandards.org/assets/Appendix_C.pdf Thesis Writing Discussion, Planning and Questioning Purdue OWL Writing Labhttps://owl.english.purdue.edu/owl/ Grammar

W 8.2 Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. (Research Writing Task)

Library resources EBSCO EXPLORA Holt McDougal Literature Online Resources:


W8.4 Organize writing appropriately as an informational piece

Teacher Tube - Counterclaims and rebuttalshttp://www.teachertube.com/video/counterclaims-and-rebuttals-371017 Writing Fix: Word Choice Resourceshttp://writingfix.com/6_traits/word_choice.htm Writing Resources by Strandhttps://learnzillion.com/resources/57263-writealong-for-6th-grade Word Choice YouTubehttps://www.youtube.com/watch?v=NlaeV-TH8WE PARCC Writing Resources Harvard College Writing Centerhttp://writingcenter.fas.harvard.edu/pages/counter-argument Writing Exemplars by Grade Level and Aspects to Consider in Writinghttp://www.corestandards.org/assets/Appendix_C.pdf Thesis Writing Discussion, Planning and Questioning Purdue OWL Writing Labhttps://owl.english.purdue.edu/owl/ Grammar

Week Seven- Focus Standards RI.8.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization and analysis of relevant content.

RI 8.9 Build meaning across several texts (fiction and nonfiction)

Formative Questions What is point of view? How can point of view influence different accounts of the same event? Why is it important to read several points of view in order to

Holt McDougal Literature myrhw.com “Zoos: Myth and Reality“ “Zoos Connect Us to the Natural World” “Basic Blues: An American Art Form” from Fortune’s Bones “The Great Chicago Fire of 1871”

RI 8.9 Make connections among informational texts and historical fiction and content area study, using information from one setting to assist comprehending


in the other understand historical events and form our own opinions? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

“Kabul’s Singing Sensation” “Musicians Know the Blues” “Nuclear Energy: Does It Make Sense for the Environment?” ”Position on Dodgeball in Physical Education” “Should the Driving Age Be Raised to 18?” “The Story of an Eyewitness” “Evolution of the Blues” “The Weak Shall Inherit the Gym” iReady Online resources- Mr. Sato 411 Readworks

RI 8.9 Recognize that information is framed by the source’s point of view and use this

:

RI 8.9 Analyze texts to determine the writer’s point of view or bias, identifying specific language that reveals bias or qualifies as propaganda

W 8.2 Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal style/academic style, approach, and form. F. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Formative Questions How do good writers begin to piece their research together into an organized piece of writing? What is a thesis statement? Why is it important to have a strong thesis? How does a thesis help writers organize their writing? How can writers use transition words to help them flow from one topic to the next? What is meant by a formal style? What does a formal style look like in an informational piece? Why are concluding statements important? What are some strategies for concluding research-based informational pieces? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets

Holt McDougal Literature Online Resources: Teacher Tube - Counterclaims and rebuttalshttp://www.teachertube.com/video/counterclaims-and-rebuttals-371017 Writing Fix: Word Choice Resourceshttp://writingfix.com/6_traits/word_choice.htm Writing Resources by Strandhttps://learnzillion.com/resources/57263-writealong-for-6th-grade Word Choice YouTubehttps://www.youtube.com/watch?v=NlaeV-TH8WE PARCC Writing Resources Harvard College Writing Centerhttp://writingcenter.fas.harvard.edu/pages/counter-argument Writing Exemplars by Grade Level and Aspects to Consider in Writinghttp://www.corestandards.org/assets/Appendix_C.pdf Thesis Writing Discussion, Planning and Questioning Purdue OWL Writing


First drafts Graphic Organizers Checks for Understanding Conferencing

Labhttps://owl.english.purdue.edu/owl/ Grammar

Week Eight RI.8.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. W.8.4 Produce clear and coherent writing in which the development, organization, voice, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3)

RI 8.9 Analyze texts to determine the writer’s point of view or bias, identifying specific language that reveals bias or qualifies as propaganda

Formative Questions What is point of view? What is bias? How can we determine an author’s point of view and bias? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com “Zoos: Myth and Reality“ “Zoos Connect Us to the Natural World” “Basic Blues: An American Art Form” from Fortune’s Bones “The Great Chicago Fire of 1871” “Kabul’s Singing Sensation” “Musicians Know the Blues” “Nuclear Energy: Does It Make Sense for the Environment?” ”Position on Dodgeball in Physical Education” “Should the Driving Age Be Raised to 18?” “The Story of an Eyewitness” “Evolution of the Blues” “The Weak Shall Inherit the Gym” iReady Online resources- Mr. Sato 411 Readworks

RI 8.9 Engage in critical thinking across a writer’s body of work or across works on the same content and discuss findings or produce a literary essay

Formative Questions What does writing reveal about a writer? When making generalizations about a writer, why is it important to to look at his/her body of work? What factors influence writers? Formative Strategies

Holt McDougal Literature myrhw.com “Zoos: Myth and Reality“ “Zoos Connect Us to the Natural World” “Basic Blues: An American Art Form” from Fortune’s Bones “The Great Chicago Fire of 1871” “Kabul’s Singing Sensation” “Musicians Know the Blues”


Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

“Nuclear Energy: Does It Make Sense for the Environment?” ”Position on Dodgeball in Physical Education” “Should the Driving Age Be Raised to 18?” “The Story of an Eyewitness” “Evolution of the Blues” “The Weak Shall Inherit the Gym” iReady Online resources- Mr. Sato 411 Readworks

RI 8.9 Critique informational texts in terms of the quality of writing, accuracy, the logic of conclusions and the coherence of the organization

Formative Questions What criteria can we/should we use to evaluate writing? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com “Zoos: Myth and Reality“ “Zoos Connect Us to the Natural World” “Basic Blues: An American Art Form” from Fortune’s Bones “The Great Chicago Fire of 1871” “Kabul’s Singing Sensation” “Musicians Know the Blues” “Nuclear Energy: Does It Make Sense for the Environment?” ”Position on Dodgeball in Physical Education” “Should the Driving Age Be Raised to 18?” “The Story of an Eyewitness” “Evolution of the Blues” “The Weak Shall Inherit the Gym” Online resources- Mr. Sato 411 Readworks

W 8.4 Organize the text appropriately as a narrative or informational piece.

Formative Questions What are the features of different types of writing? What is a thesis statement? Why is it important to have a strong thesis? How does a thesis help writers

Holt McDougal Literature Online Resources: Teacher Tube - Counterclaims and rebuttalshttp://www.teachertube.com/video/counterclaims-and-rebuttals-371017 Writing Fix: Word Choice Resourceshttp://writingfix.com/6_traits/wor

W8.4 Write for a specific purpose: to inform, entertain, persuade, reflect, instruct, retell, maintain relationships, plan


W8.4 Write with a specific reader or audience in mind.

organize their writing? How can writers use transition words to help them flow from one topic to the next? What is meant by a formal style? What does a formal style look like in an informational piece? Why are concluding statements important? What are some strategies for concluding research-based informational pieces? How can we improve our writing to make it more clear? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets First drafts Graphic Organizers Checks for Understanding Conferencing

d_choice.htm Writing Resources by Strandhttps://learnzillion.com/resources/57263-writealong-for-6th-grade Word Choice YouTubehttps://www.youtube.com/watch?v=NlaeV-TH8WE PARCC Writing Resources Harvard College Writing Centerhttp://writingcenter.fas.harvard.edu/pages/counter-argument Writing Exemplars by Grade Level and Aspects to Consider in Writinghttp://www.corestandards.org/assets/Appendix_C.pdf Thesis Writing Discussion, Planning and Questioning Purdue OWL Writing Labhttps://owl.english.purdue.edu/owl/ Grammar

W8.4 Identify vague parts and change the language or content to be more precise, to the point, or specific

Week Nine W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

W 8.5 Understand the role of the writer, teacher or peer writer in a conference

Formative Questions What is good writing? What does it look like? How do we know? How can we use conferencing to improve our writing? What strategies and tools can we use to make our writing better? What does it mean to revise our writing? How does revision

Holt McDougal Literature Online Resources: Teacher Tube - Counterclaims and rebuttalshttp://www.teachertube.com/video/counterclaims-and-rebuttals-371017 Writing Fix: Word Choice Resourceshttp://writingfix.com/6_traits/word_choice.htm Writing Resources by

W 8.5 Understand revision as a means for making written messages stronger and clearer to readers

W8.5 Understand that a writer rereads and revises while drafting (recursive process)


W 8.5 Change writing in response to peer or teacher feedback

happen? Why is important to understand and use accepted language conventions when writing? How can technology help us become better writers? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets First drafts Revised Drafts Graphic Organizers Checks for Understanding Conferencing

Strandhttps://learnzillion.com/resources/57263-writealong-for-6th-grade Word Choice YouTubehttps://www.youtube.com/watch?v=NlaeV-TH8WE PARCC Writing Resources Harvard College Writing Centerhttp://writingcenter.fas.harvard.edu/pages/counter-argument Writing Exemplars by Grade Level and Aspects to Consider in Writinghttp://www.corestandards.org/assets/Appendix_C.pdf Thesis Writing Discussion, Planning and Questioning Purdue OWL Writing Labhttps://owl.english.purdue.edu/owl/ Grammar

W 8.5 Understand that the writer shows respect for the reader by applying what is known about conventions

W 8.6 Use word-processing with understanding of how to produce and vary text (layout, font, special techniques)

W 8.6 Use word-processor to get ideas down, revise, edit, and publish

W 8.6 Use a variety of technology tools (dictionary, thesaurus, grammar checker, calculator, spell checker) to maximize the accuracy of technology-produced products

Week Ten, Benchmark Assessment: W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

W 8.5 Reorganize paragraphs or sections for better sequence or logical progression of ideas

Formative Questions What is good writing? What does it look like? How do we know? How can we use conferencing to improve our writing? What strategies and tools can we use to make our writing better? What does it mean to revise our writing? How does revision happen? Why is important to understand

Holt McDougal Literature Online Resources: Teacher Tube - Counterclaims and rebuttalshttp://www.teachertube.com/video/counterclaims-and-rebuttals-371017 Writing Fix: Word Choice Resourceshttp://writingfix.com/6_traits/word_choice.htm Writing Resources by Strandhttps://learnzillion.com/resources/57263-writealong-for-6th-grade

W 8.5 Reread writing to heck for clarity and purpose

W 8.5 Know how to use an editing and proofreading checklist

W 8.6 Use word-processing with understanding of how to produce and vary text (layout, font, special techniques)


W 8.6 Use word-processor to get ideas down, revise, edit, and publish

and use accepted language conventions when writing? How can technology help us become better writers? Why is it important to be clear in our writing? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets First drafts Revised Drafts Graphic Organizers Checks for Understanding Conferencing

Word Choice YouTubehttps://www.youtube.com/watch?v=NlaeV-TH8WE PARCC Writing Resources Harvard College Writing Centerhttp://writingcenter.fas.harvard.edu/pages/counter-argument Writing Exemplars by Grade Level and Aspects to Consider in Writinghttp://www.corestandards.org/assets/Appendix_C.pdf Thesis Writing Discussion, Planning and Questioning Purdue OWL Writing Labhttps://owl.english.purdue.edu/owl/ Grammar

W 8.6 Use a variety of technology tools (dictionary, thesaurus, grammar checker, calculator, spell checker) to maximize the accuracy of technology-produced products

Benchmark Assessment: Informational Text and Research Simulation Task


3. District Benchmark


Focusing on the connections among individuals, ideas, and events, choose an event from America’s past to research. In order to find multiple perspectives on the event, draw on several sources, including a variety of literary, informational, primary, secondary, and multimedia texts. Write an informative/explanatory essay and, as you draft your essay, work with classmates to strengthen its quality. Be sure to cite your sources accurately using the standard bibliographic format preferred by your teacher. Prior to publishing, integrate multimedia and/or visual displays into your report to clarify information and strengthen your claims with evidence. Edit your writing for form and use of verbs in the indicative, imperative, interrogative, conditional, and subjunctive moods, as well as for spelling and punctuation when paraphrasing and including direct quotations. Present your report to the class


Unit: 3 Grade Level: 8th

Timeframe: 10 weeks

Overarching Theme: Great Storytellers Feb-April

Reading Literature/Informational

Writing Literary Analysis

Essential Questions · How can students compare and contrast literary genres? · How can the theme of a text be determined? · How does the setting of a story affect the plot? · How will students use the writing process to analyze literary works? · How do writers construct an effective narrative? · How do students utilize nonfiction strategies to comprehend informational text? · How do writers find meaning by studying the relationships between character and theme? · How do writers use various types of evidence to support their claim? · How do writers structure and organize literary essays?

· How do writers connect evidence to their claim to create cohesion?


Primary Focus Standards: RL.8.1 RI.8.1 RL.8.2 RI.8.2 RL.8.3 RI.8.3 RL.8.4 RI.8.4 RL.8.6 RI.8. 6 Writing Primary Focus Standards: W.8.2A,B,C,D,E,F W.8.4 W.8.5 W.8.6 W.8.10 Select at least one from W.8.7, 8.8, 8.9A,B Speaking and Listening Primary Focus Standards: SL.8.1A,B,C,D SL.8.4 SL.8.6 Language Primary Focus Standards: L.8.1A L.8.2C L.8.4A,C,D L.8.6 Text Type: (fiction and nonfiction) ● 1 - 2 Extended Texts ● 4-8 shorter texts depending upon length and complexity Writing Genre: ● Informational/Explanatory ● Literary Analysis/Research ● Routine Writing Task Types: ● Small and whole group discussions These standards are embedded within the writing process Reading Information Key Ideas and Details


RL.8.1/R.I.8.1 Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.2/R.I.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.8.4/RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.6.Analyze how differences in the points of view of the characters and the audience or reader (e.g. created through the use of dramatic irony) create such effects as suspense or humor. RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Writing: Literary Analysis Text Types and Purposes W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia). B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal style. F. Provide a concluding statement or section that follows from and supports the information or explanation presented. W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ( W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new"). Range of Writing W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Writing (Test Writing) · Speaking and Listening: Comprehension and Collaboration SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A. Come to discussions


prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. C. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations and ideas. D. Acknowledge new information expressed by others and when warranted qualify or justify their own views in light of the evidence presented. Presentation of Knowledge and Ideas SL.8.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language: Conventions of Standard English L.8.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. A. Explain the function of verbs (gerunds, participles, infinitives) in general and their function in particular sentences Writing (Conventions) · L.8.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. C. Spell correctly Vocabulary Acquisition and Use L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. A. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Instructional Plan

Reflection

Pre-assessment- GATES- Previous Unit 1 and 2 Benchmarks. The 80 Minute Reading Workshop Block

• Mini‐Lesson (10‐15 minutes)

• Guided Reading (50 minutes: two groups with 25 minutes dedicated to each group)


• Conferring (15 minutes: conference calls with three students)

• Sharing (if time permits) Students will first read 1-2 extended texts or 4-8 short stories with the reading standards over the course of 1-2 weeks. They will then write a literary analysis over 1-2 weeks. Weeks 4-6 they will read and respond while focusing on writing and language standards. Weeks 6-8 they will focus on writing, speaking, listening as they follow the readers/writers workshop model. Weeks 8-10 is a review/reteach of focus standards and a summative assessment and/or benchmark exam. The goal of this unit it to Build background knowledge with a critical reading lens and writing capability of the literary analysis as a piece of writing. A literary analysis discusses the interpretation of a piece of literature. Students need to carefully examine and evaluate an aspect of a work of literature (Read/Analyze), draw a conclusion(s) from that analysis (Gather Details), and then write an essay (Write). The texts should be explored to reflect how we analyze what we read, cite details and make notes (close reading), and then the process of writing in the Writer’s Workshop model. Literary analysis requires critical thinking skills to evaluate a piece of literature. Utilize Close reading and Active reading strategies assist in comprehension of textual features. Teach and tell students to take note that Explicit information is stated clearly in the text, while inferred information has to be found through meaningful text exploration. Understanding an author’s purpose enhances student understanding of varied texts. Be sure to teach and review Author’s Purpose. Writers use the knowledge of language and its convention when writing, speaking, reading and listening. Non Negotiable Core Text: Holt McDougal Literature 8 Academic Vocabulary to review for the unit: genre, context clues, setting, plot, conflict, character, protagonist, antagonist, characterization, conflict, perspective, point of view, author’s craft, literary elements, climax, falling action, minor characters, theme, resolution, short story, novel Possible Suggested Readings (if not read in Unit 1) “Raymond’s Run” by Toni Cade Bambara “The Tell-Tale Heart” by Edgar Allen Poe “The Treasure of Lemon Brown” by Walter Dean Myers “Rules of the Game” by Amy Tan “Eleven” by Sandra Cisneros Possible Read Aloud Text: 13 Reasons Why by Jay Asher Book Summary: Clay Jensen returns home from school to find a mysterious box with his name on it lying on his porch. Inside he discovers several cassette tapes recorded by Hannah Baker--his classmate and crush--who committed suicide two weeks earlier. On tape, Hannah explains that there are thirteen reasons why she decided to end her life. Clay is one of them. If he listens, he'll find out how he made the list. Through Hannah and Clay's dual narratives, debut author Jay Asher weaves an intricate and heartrending story of confusion and desperation that will deeply affect teen readers. Discussion guide and questions located at the following website:


http://thirteenreasonswhy.com/book.php Utilize Holt McDougal Literature and my.hrw.com for texts, resources, PowerPoint’s, and activities. Possible Read Aloud and Shared Texts for Unit 3: “The Elevator” by William Sleator My First Free Summer” by Julia Alvarez Charles Dickens. A Tale of Two Cities Alice Walker. The Color Purple Laurie Halse Anderson. Speak S.E Hinton. The Outsiders Walter Dean Meyers. Monster

Week One

RL/RI

8.1

Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Formative Questions: What are the benefits of citing textual evidence? DO NOWS/CFUS Exit Tickets

Holt McDougal Literature Read Out of Bounds/ or The Monty Hall Debate Discuss gathering details and the importance of how it helps your reading and writing later. Text evidence anchor charts/activities RACER Do a Close read of the text Use strategies: questioning, determining importance, looking for patterns to extract quality evidence to support a claim Identify and analyze author’s purposeful use of language and

http://thirteenreasonswhy.com/book.php


literary devices Make personal connections, make connections to other text, and/or global connections when relevant Gather evidence from the text to support inferences or explicit meaning Paraphrase and directly quote evidence from text

RL/RI

8.1

Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly

as well as inferences drawn from the text.

Formative Questions: What does the text evidence do when responding to literature? Do Now’s/CFUS

Holt McDougal Literature Read any suggested text or Out of

Bounds/ Monty Hall Debate Teach/Discuss inferences and

cultural conflict. Inferences Anchor chart/sentence

stems Use sentence stems to teach how to Correctly cite evidence Use evidence from the text to make and check predictions when reading (utilize close reading annotations to teach this) Read and analyze a variety of literary genres and informational texts Probe a segment of text in order to study and evaluate its multiple, deeper, and varied meanings Combine text information and prior knowledge (personal experience


and/or previous reading) to create new information in the form of inferences Refer to the text for support when analyzing and drawing inferences

RL/RI

8.2

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Formative Questions: What is an objective summary? Do Now’s/CFUS Exit Tickets

Holt McDougal Literature Exercise selectively in summarizing the information in a text (most importantly information or ideas and facts focused by the reader’s purpose) 5’ws and H = Who, what, when, where, why, and how.

Analyze how the theme or central idea relates to the characters, setting, and/or plot or important details and facts Summarize the text objectively, capturing the main ideas

RL/RI

8.2

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Formative Questions: How can we analyze a text and its development? Do Now’s/CFUS Exit Tickets

Holt McDougal Literature Provide a statement of a theme or central idea of a fictional or informational text, based on textual evidence Analyze the development of the


theme or central idea over the course of the fictional or informational text

RL/RI

8.1

Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Formative Questions: What is an open-ended question? How do we use evidence to answer it? Do Now’s/CFUS Exit Tickets


Use suggested reading to create response to lit questions

Review RACER

Week Two

RL/RI

8.3

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Formative Questions: How do characters speech reflect their feelings/actions? Can characters change? How? Do Now’s/CFUS

Holt McDougal Literature Use dialogue journals Use focused questions and journal entries to track character change, motivation, and/or effects of change Analyze literature/Sticky Notes Chart Character Change Determine how specific events or dialogue significantly impact the development of a story Determine critical turning points of the plot, analyzing choices made by characters, or examining external and internal conflicts -- all of which build the momentum of the story


Explain the cause/effect result of specific lines or incidents in relation to the story’s plot or development Analyze how particular lines of dialogue or incidents in a story or drama propel the action, provoke a decision, and/or reveal aspects of a character Explain why the author chose to include the dialogue or incidents

Analyze the impact of the dialogue or incidents on the reader

RL/RI

8.3

RI 8.6


Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Formative Questions: Can we compare characters and their point of views? What is conflict? Do NOWS/CFUS Exit Tickets

Holt McDougal Literature Recognize and compare multiple points of view Identify the sources of conflict in fiction texts and draw implications for the issues of today Infer and describe a writer’s attitudes toward social issues as revealed in texts Evaluate the author’s effectiveness in using particular lines of dialogue or incidents to propel the action, reveal aspects of a character, or provoke a decision Use a note taking structure to track key individuals, events, and/or ideas in informational texts


Understand how different text structures present and link information.

Reflect on how the writer’s choice of structure relates to the overall central idea or purpose Generalize how specific genres of informational texts tend to rely on particular structures to determine relationships between individuals, ideas, or events Analyze a writer’s style and presentation to determine the relationship between individuals, ideas, or events In texts with multiple complex characters, inner traits, motivations and changes through examining how the writer describes them, what they do, what they say and think and what other character’s say about them In fiction or biography infer character’s or subjects thinking processes and struggles as key decisions points in their lives

RL/RI

8.4

L8.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone,

Formative Questions: What do we do when we encounter new/unfamiliar words? How can we use the context to define them?

Holt McDougal Literature (Suggested readings) Close Read/ Model and have students Circle Identify all


L8.6 including analogies or allusions to other texts.

Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

A. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Do NOWS/CFUS Exit Tickets

unfamiliar words, use a t chart for contextual definitions and use the glossary to check confirm definitions. Demonstrate the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) Provide an analysis of the impact of specific word choice on meaning and/or tone Identify analogies and allusions Analyze why the author chose to include specific word choice, including analogies or allusions Analyze how specific word choice, including analogies and allusions, impacts the reader Evaluate the effectiveness of the author’s point of view or purpose choices

RL/RI

8.4

L8.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Determine or clarify the meaning of unknown and multiple-meaning words or phrases based

Formative Questions: How does being able to use contextual clues help you comprehend the text? Why is comprehension important when later asked to respond orally or written analysis of a text?


Use the context of the sentence, paragraph, or whole text to help determine the precise meaning of a word Use knowledge of Greek and Latin


L8.6 on grade 8 reading and content, choosing flexibly from a range of strategies.

A. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Do Now’s/ CFUS Exit Tickets

roots in deriving the meaning of words while reading texts Distinguish between multiple meanings of words when reading texts Recognize and use the different types of dictionaries, general, specialized (synonyms, abbreviations, theme or topic, foreign language, thesaurus, electronic) Notice new and useful words and intentionally record and remember them to expand oral and written vocabulary

RL 8.6 Analyze how differences in the points of view

of the characters and the audience or reader

(e.g. created through the use of dramatic

irony) create such effects as suspense or

humor.

Formative Questions: Can characters have differing points of view? How? Explain Do Now’s/ CFUS Exit Tickets

Holt McDougal Literature Suggested Readings for Unit Teach the various point of views Identify and Recognize the narrator and discuss how the choice of first or third person point of view contributes to the reader’s enjoyment and understanding Critique realistic fiction texts in


terms of authenticity of characters, accurate portrayal of current or historical issues, and appropriate voice and tone Analyze a text or a group of texts to reveal insights into the writer’s craft (the way the writer reveals characters or uses symbolism, humor, irony, suspense)

Analyze why the author chose to make connections and distinctions between particular individuals, ideas, or events Analyze the impact of the connections and distinctions between ideas, individuals, and events on the reader Analyze the effectiveness of the connections and distinctions between ideas, individuals, and events in communicating the author’s central idea

RI 8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Formative Questions: What is point of view? How does it differ from Purpose? Do Now’s/CFUS Exit Tickets

Holt McDougal Literature Close Read of Mi Madre/Canyon de Chelly or other unit suggested informational readings

Provide a statement of an author’s point of view and author’s purpose in a fiction and nonfiction text Determine how one or more differences in the points of view can create bias in fiction and


nonfiction text Explain how the author acknowledges and responds to counterarguments Analyze how the author uses literary devices to develop effects such as suspense or humor Analyze the impact of the author’s point of view or purpose choices on the reader Evaluate the effectiveness of the author’s point of view or purpose choices

Week Three

W8.9

W 8.2 A-F

W 8.4

L8.1A

L8.2

Draw evidence from literary or informational

texts to support analysis, reflection, and

research.

a. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new").

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

A. Introduce a topic clearly, previewing what is to follow; organize ideas,

Formative Questions: What is a literary analysis? Do Now’s/ CFUS Exit Tickets


Writing Workshop: Literary Analysis page 758

Discuss/Teach/Review the definition of Thesis statement and how you “prove” your thesis.

Teach/Review Purpose/Audience/Format

Analyze prompts to determine purpose, audience and genre (unpack the prompt) Turn Literary Analysis Prompts into “How questions”.


concepts, and information using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia). B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal style.

F. Provide a concluding statement or

section that follows from and supports the

information or explanation presented.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards above.)

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

A. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences

Discuss the format/hand out/post up what a lit analysis essay looks like.Paragraph 1: Thesis statement

● Paragraph 2: Body paragraph dealing with Text 1


● Paragraph 4: Body paragraph dealing with similarities

● Paragraph 5: Wrap up all of the above can include a One-sentence punchy conclusion


Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing

W.8.9.

W 8.2 A-

F

W 8.4

L8.1A

L8.2



research.



A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia). B. Develop the topic with relevant, well-chosen facts, definitions, concrete

Formative Questions: How can we respond to literature/identify literary analysis structure? Do Now’s/ CFUS Exit Tickets

Holt McDougal Literature Teach students the skill of turning

the writing prompt into a question.

Utilize the skill to answer fully the

prompt in detail

Example Prompt: Where the Red Fern Grows and “The Lighthouse

Lamp” are written from different points of view. Write

an essay analyzing the impact of point of view on events in the

passage from Where the Red Fern Grows and the impact of point of view on events in the poem, “The Lighthouse Lamp.” Use specific

examples from BOTH texts to support your answer.

-> Question: How do the different points of view in Where the Red Fern Grows and “The Lighthouse Lamp” affect the events in each

text? Write an essay explaining the impact of the point of view on

events in each text.


details, quotations, or other information and examples. C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal style.









W 8.2 A-

F

W 8.4


A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia). B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal style.




Formative Questions: Why must we gather details while reading to include in our writing? How does this help us as writers? Do Now’s/ CFUS Exit Tickets


Close Read of a new/ previous text to gather relevant details.

Create a T-Chart with the students

Discuss how you use the details to answer the prompt The question you created) Model Thesis and 1-2 Paragraphs. Have students begin writing 1-2 paragraphs. Check in/Writer’s Conferences

W 8.2 A-

F


Formative Questions: After reading two texts how can we write a coherent Literary Analysis?


Lit Analysis Prompt








Use the T-chart and model how and why to put checkmarks next to

notes that show similarities between both texts.

Consider providing a pre-completed T-chart on some other

topic and have students insert checkmarks for practice. Show students the thesis

statement template: Thesis statement model:

Both [Text 1] and [Text 2] deal with

__________________________________ [TOPIC/THEME], but they do

so in different ways.

Utilize anchor charts and exemplars

Use the format for Lit Analysis

Have students move into body paragraphs 3-4 using the details.

Writer’s Conferences

W 8.2 A-

F


Formative Questions: How can we ensure our literary analysis is clear and concise?

Holt McDougal Literature Notes from two texts







What makes writing effective? Do Now’s/ CFUS Exit Tickets

Peer editing/read aloud Have students check their paragraphs and writing to see if it makes sense answering the prompt and if it is clear according to the essay structure. The overall structure of the essay will be: ● Paragraph 1: Thesis statement (see Lesson #4)



● Paragraph 4: Body paragraph dealing with similarities

● Paragraph 5: One punchy conclusion

Week Four

W 8.2 A-

F

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,

Formative Questions: Why do we do a rough draft first?

Holt McDougal Literature for new/old texts


W.8.4.

L8.1

L8.2

organization, and analysis of relevant content. A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia). B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal style.






A. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in


Teacher can choose a new prompt or continue the one from last week picking up to Teach Conclusion for

lit analysis. Model an effective conclusion

Review stages of the writing

process. Understand the role of the writer, teacher or peer writer in a conference Understand revision as a means for making written messages stronger and clearer to readers Change writing in response to peer or teacher feedback Understand that a writer rereads and revises while drafting (recursive process)


particular sentences


W 8.2 A-

F

W.8.4.

L8.1

L8.2





Formative Questions: Why is it important to review your writing before publishing it? Do Now’s/ CFUS Exit Tickets

Holt McDougal Literature Reorganize paragraphs or sections for better sequence or logical progression of ideas Identify vague parts and change the language or content to be more precise, to the point, or specific Reread writing to check for clarity and purpose

Review punctuation for peer

editing

Mini lessons on grammar and

frequently misspelled words. Use

correct verb agreement (tense,

plurality, verb to object)

Review- Homophones/Homographs-Correctly use verbs that are often







miscued (lie, lay, rise, raise) Focus on spelling correctly.-Mini lesson on editing with spelling.

W 8.2 A-

F

W.8.4.


A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.)

Formative Questions: What about our essays can we learn about the text and the writing process? Point to compare/contrasting/critical lens and editing (drafting) Do Now’s/ CFUS

Holt McDougal Literature Understand that the writer shows respect for the reader by applying what is known about conventions. Review formal/informal language. Know how to use an editing and proofreading checklist


L8.1

L8.2

and text features (e.g., headings, graphics, and multimedia). B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal style.








Exit Tickets

Discuss the benefits of a writer having another person do a final edit. Use word-processing with understanding of how to produce and vary text (layout, font, special techniques) Use word-processor to get ideas down, revise, edit, and publish Select precise words to reflect what the writer is trying to say Use transitional words for time flow (next, meanwhile)


W 8.2 A-

F

W.8.4.

L8.1

L8.2






Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types

Formative Questions: What makes our published essay different from our first draft? Do Now’s/ CFUS Exit Tickets

Holt McDougal Literature Do a side by side of rough draft vs.

published piece.

Get computers to show students typing basics.

Use word-processing with understanding of how to produce and vary text (layout, font, special techniques) Use word-processor to get ideas down, revise, edit, and publish

Have students type/ write, review, and read aloud their essays.


are defined in standards above.)




W 8.2 A-

F

W.8.4.

L8.1

L8.2


A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia). B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. C. Use appropriate and varied transitions to create cohesion and clarify the

Formative Questions: How are reading and writing connected in the process of writing a literary analysis? Do Now’s/ CFUS Exit Tickets

Holt McDougal Literature Allow the students time to write a

sticky note of reflection.

A Literary analysis essay is___________. I learned

___________ from writing a literary analysis essay.

Keep/Create Lit Analysis anchor

charts.

Review the model of the lit analysis again.

Read, Gather Details, Write.


relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal style.








Have students write, review, and read aloud their essays.

Engage in self-reflection to reveal

the writer’s unique perspective


Week Five

SL.8.1.

SL8.6

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

E. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

F. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

G. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations and ideas.

H. Acknowledge new information expressed by others and when warranted qualify or justify their own views in light of the evidence presented.

Adapt speech to a variety of contexts and

tasks, demonstrating command of formal

English when indicated or appropriate.

Formative Questions: How can we create collaborative presentations that are informative and well organized? Discussion and Presentation of Essays Project Do Now’s/ CFUS Exit Tickets

Holt McDougal Literature Discussion and Presentation of Essays Project Create student groups arranged by various texts and lit analysis essays. Discuss why they need to have “discussions” to create a group based on the prompts and written essays from the literary analysis in a presentation. Use expression, tone, and pitch, where appropriate to emphasize aspects of events or people Speak directly to the audience, making eye contact with individuals

SL.8.1.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’

Formative Questions: What makes a presentation great? How must we speak in front

Holt McDougal Literature Review- Discuss the need for clear speech, photos, text/font size/, use

of visual aids.


SL8.6 ideas and expressing their own clearly.

A. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

C. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations and ideas.

D. Acknowledge new information expressed by others and when warranted qualify or justify their own views in light of the evidence presented.




of the class? Do Now’s/ CFUS Exit Tickets

Watch videos on teacher Tube of

student discussions.

Hold a Socratic seminar or debate.

Use technology (slides, video, etc.) as an integral part of presentations. Use visual displays (diagrams, charts, illustrations, video, multimedia and all available technology) in ways that illustrate and extend the major points of the presentation Scan materials, such as photos, to incorporate into presentations

SL.8.1.

SL8.6

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

A. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by

Formative Questions: What can we learn by asking questions? How can we break down our discussions and presentations by questions?

Holt McDougal Literature Work on student project groups/ Hold Socratic seminars. Explore the idea that questions lead to discussion and discussion leads to collaboration and deeper thought. Model this deeper thought by


referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

C. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations and ideas.

D. Acknowledge new information expressed by others and when warranted qualify or justify their own views in light of the evidence presented.





asking questions about the text. Remind students to communicate knowledge through multimedia presentations, desktop published reports and other electronic media. Have students create questions (regarding format/style/how to write lit analysis format and texts read) to create a Kahoot and play it. Model the ability to select important information for a concise presentation.

Demonstrate understanding through a full development of a topic using evidence and details.

Speak in formal language Model informal language to show

the distinction.

SL.8.4.

SL.8.6.

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Formative Questions: Where can we find (create) claims n our presentation? Do Now’s/ CFUS Exit Tickets

Holt McDougal Literature Speaking and Listening Workshop.

PRESENTATION DAYS Have student present their essays

visually.

Teach that claims in the presentation is just the (thesis

statement) and be sure to use text evidence and details

Model to students a presentation via web/teacher tube to use voice


quality and volume to reflect inferences as to characters’ attributes, feelings, and underlying motivations

Present claims and ideas from body paragraphs in the presentation to create a visual presentation of the

essay.

SL.8.4

SL8.6

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Formative Questions: How would you rate a presentation? What must it always have? Why? Do Now’s/ CFUS Exit Tickets

Holt McDougal Literature Demonstrate interpretation and personal style when reading aloud Demonstrate a personal style as a speaker Deliver both formal and informal presentations in a dynamic way Speak at an appropriate rate to be understood in a dynamic way

Week Six

RL 8.4

RL 8.5


Formative Questions: What is style, voice, and tone? Do Now’s/ CFUS Exit Tickets

Holy McDougal Literature Unit 6 “Text Analysis Workshop: Style. Voice, and Tone” page 688

Read The Lady, or The Tiger?

Discuss definitions of terms and teach paraphrasing.

RL 8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone,

Formative Questions: What is paraphrasing? How can we paraphrase certain phrases with figurative


Read The Lady, or The Tiger? Discuss definitions of terms and


including analogies or allusions to other texts.

language? Do Now’s/ CFUS Exit Tickets

teach paraphrasing.

RI 8.4

L8.6

Determine the meaning of words and phrases

as they are used in a text, including figurative,

connotative, and technical meanings; analyze

the impact of specific word choices on meaning

and tone, including analogies or allusions to

other texts.

Formative Questions: How does voice, style, and tone affect the meaning of words and phrases? Do Now’s/ CFUS Exit Tickets

Holt McDougal Literature Read Roughing it a memoir by

Mark Twain Model the skill voice and style

Discuss voice and style/ model the reading strategy monitor and

clarify.

Model how the “tone” of writing mimics the writer’s voice.

:

RL 8.4


Formative Questions: How does understanding the historical context help our comprehension when reading? Do Now’s/ CFUS Exit Tickets


Read O Captain! My Captain/I Saw Old General at Bay Compare the two

Watch the History Channel link at thinkcentral.com

L 8.6 Acquire and use accurately grade-appropriate

general academic and domain-specific words

and phrases; gather vocabulary knowledge

when considering a word or phrase important

to comprehension or expression.

Formative Questions: How can we compare two pieces of writing from the same author? What should we look for? How can knowing the academic words and phrases help us with text analysis? Do Now’s/ CFUS


Read/ Finish reading O Captain! My Captain/I Saw Old General at Bay

Extract unknown words and phrases,

Teach and review the unit academic vocabulary.

Tone/speaker/context/ Discuss style in poetry, extended


Exit Tickets

metaphor. Analyze Visuals from the poem

Synthesize the poem and what they have learned about the historical

context.

Week Seven

RL 8.1 Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Formative Questions: What is a text dependent question? What is an open-ended question? How do we respond to one? Do Now’s/ CFUS Exit Tickets


Read aloud teacher selected readings from suggestions or novel

and utilize text dependent questions for RACER.

Have students practice extracting evidence from the text to create

text dependent questions.

Close read an excerpt of another paired text.

Use close read annotations to

identify evidence and make inferences.

Write summaries of the text.

RL 8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Formative Questions: What is theme? How does theme help us understand a text? Do Now’s/ CFUS Exit Tickets


Teach/Review theme and writing summaries.

State an interpretation of the writer’s underlying messages (themes)


Infer themes and ideas from illustrations in graphic text Think deeply about social issues as revealed in realistic and historical fiction and discuss ideas with others

RL 8.3


Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Formative Questions: Why are the characters, narrator important in a story? How do they impact the meaning of the text? Why are their actions important? Do Now’s/ CFUS Exit Tickets


Extract Dialogue and discuss the implications it has on the

characters “change” or the characters actions.

Make predictions and identify story

structure.

Note aspects of the writer’s craft, including word selection, choice of narrator (first, second or third person), use of symbolism, leads dialogue, definition of terms within the text and use of description Notice and provide examples of the ways writers select words to convey precise meaning. Discuss word choice. Extract words and do “replacement” word games. Discuss “banned” words in writing, and why they aren’t “Wow” words or words that don’t contribute feeling or meaning to a text. Model word choice. Using an


activity of “Tabletop Twitter” or “Advertisement Twitter” Students must respond to “tweets” about the text using 140 characters or less. To “choose” words wisely so that are meaningful and have an impact. (Reveal character, reveal plot)

Identify the conflict

Identify and discuss the text to self/world/text connections.

Chart out connections

Have student discuss similarities and differences in characters

speech/story structure/literary elements.

RL 8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Formative Questions: How do the differences in the points of view impact the tone and mood of a text? Do Now’s/ CFUS Exit Tickets

Holt McDougal Literature Refer back to Romeo and Juliet if Read excerpts from Aristotle to compare the differences of pity,

fear, moral sensibilities.

Point of View anchor chart

Depending on characters point of view depends on if it is a

tragedy/irony .etc.

Point of View practice discussing how one character/reader can have an impact on the lit elements in the

text.


Teach/review irony and dramatic irony.

RI 8.6 Determine an author's point of view or purpose

in a text and analyze how the author

acknowledges and responds to conflicting

evidence or viewpoints.

Formative Questions: Are point of view and purpose the same? Why? How? Discuss Do Now’s/ CFUS Exit Tickets


Use texts to chart out and identity the author’s purpose and to discuss

how it is evident (or not) in the text.

Week Eight

W 8.10


Formative Questions: How can paired texts even from different genres be similar? How can they be different? Do Now’s/ CFUS Exit Tickets


Utilize previous texts to create T- Charts of literary elements. How

are they the same/different?

Utilize fiction and non-fiction texts. Pair texts and ask for gathering

relevant details.

W8.10

W8.9




research.

a. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible,

Formative Questions: How can we draw evidence from a text after we read them? Do Now’s/ CFUS Exit Tickets


Review the following prompt.

Discuss the need to evidence and details to create and support a

thesis.

Model writing to guide students.

TASK: While reading the short stories in this unit, explore your

own style of writing. Compare and contrast the following aspects of the stories: Which author orients the reader to a story in a manner


including describing how the material is rendered new").

that is similar to your own? What sensory details do authors use that you like to use too? How does the author incorporate setting as an integral part of the story? Also, what new vocabulary words can you incorporate into your story? How will your story end? Write

your own short story about a real or imagined experience that

effectively explores the effect of an urban setting on characters and

plot. (You may conduct brief research on a city of choice and incorporate facts about that city into your story, if you wish.) Edit

your writing for gerunds, participles, infinitives, commas,

ellipses, and dashes. Publish your story as a podcast or on a class blog

and request feedback on your literary style from your classmates.

W8.10

W.8.9.




research.

a. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional

Formative Questions: Do Now’s/ CFUS Exit Tickets



stories, or religious works such as the Bible, including describing how the material is rendered new").

W8.10

W8.9




research.


Formative Questions: What have you noticed about including evidence/facts from paired readings in your writing? Do Now’s/ CFUS Exit Tickets


Use previous prompt or new Lit Analysis prompts.

Use the mental model that lit

analysis essays are like building houses. Roof is the thesis and the

bottom half supports the roof. (Bottom half=evidence and details

form the texts) Compare contrast, characters,

phrases, points of view, and plot events, topics.

W8.10

W8.9


Formative Questions: What can we learn from looking at exemplar essays? How can we become stronger writers by using models?


Close Read of an exemplar Lit analysis essay.

Model what “good” writing looks




research.



like. Identify the pieces of an exemplar

lit analysis essay.

Continue writing Lit Analysis Essays from previous texts

Struggling Writers have check ins/conferences with all kids

Status Checks

Review Writing Workshop Lit Analysis Unit 6

Review and Discuss Lit Analysis

Format

Week Nine

RL.8.4/R

I.8.4


Formative Questions: What is abstract versus literal concrete? What is figurative language? What are multiple meaning words? Do Now’s/ CFUS Exit Tickets

Holt McDougal Literature Figurative Language Review

Use prior texts to identify/extract

uses of figurative language

In Informational text find use of word choice/allusions to other

events and texts.

Teach Simile/Metaphor/personification

Teach Multiple meaning words/

connotation and denotation/Latin roots/foreign words in English

pages 702, 7115, 737, 750.


RL 8.1

RL 8.5

Cite textual evidence to support an analysis of

what the text says explicitly.

Analyze how the structure of a text contributes

to its meaning and style.

Formative Questions: How does style, sequence, and context impact a text? Do Now’s/ CFUS Exit Tickets

Holt McDougal Literature Read New York Day Women

Define style, sequence, and

context.

Model the skills sequence via a flow chart.

Extract and identify multiple

meaning words from the text.

Discussion Prompts for recall, infer, and speculate n pairs/small groups/

or whole group.

L 8.1

L8.2

Demonstrate command of grammar and usage when writing. Use knowledge of language when writing.

Formative Questions: How can we follow basic language conventions when writing? Do Now’s/ CFUS Exit Tickets

Holt McDougal Literature Respond to literature page 694

Quick Writes

“Who is the REAL You?

Review basic grammar expectations. (Capital letters,

punctuations)

DO physical punctuation activities during reader share out.

L8.4

L8.4a

Clarify the meaning of multiple meaning

words.

Use context as a clue to the meaning of a

word.

Formative Questions: How do words in context have a different meaning from words used in isolation? How do readers identify the meanings of a word? Do Now’s/ CFUS


Use words from text or vocab that are multiple meaning and change

meaning based upon context.

Focus on vocabulary in context for words. Ex(offense)- to take offense


Exit Tickets

/ offense in a sport.

Pre-teach vocabulary from vocab study.

Utilize my.hrw.com and thinkcentral.com

Week Ten, Benchmark Assessment: ~District Benchmark ~Summative Performance Assessment

Focus

Standar

ds




research.


Formative Questions: What is the basis of writing and responding to a text with a literary analysis essay? Do Now’s/ CFUS Exit Tickets


My.hrw.com

Review Unit Standards

Do practice assessment

Complete Benchmark

Peer Editing

Writer’s Review/Conferences

Improve prior essays

Complete Summative Assessments

Focus

Standar

ds




Formative Questions: What is the connection across genres that we find with lit analysis? Is it informational? Explanatory? Both? Can we read literature and information to gather details for a lit analysis?


Review Unit Standards

Do practice assessment

Complete Benchmark

Peer Editing


research.



Writer’s Review/Conferences

Improve prior essays

Complete Summative Assessments

Benchmark Assessment:


4. District Benchmark for Unit 3 on Ed Connect


Recommended Performance Task: Select a short story and write a literary analysis essay that analyzes how a particular literary element plays a part in the essence and workings of the chosen story. (Ex: Conflict) State your thesis clearly and include at least three pieces of evidence to support it. Your teacher may give you the opportunity to write your first draft and receive feedback from classmates before publishing.

Required Performance Task: As you read the novels and/or short stories from this unit, take notes in your reading journal or on a spreadsheet about the story characters, plot, theme, and setting. As you take notes about these categories, think about how the setting affects the story. Be sure to note page numbers with relevant information that is explicitly stated or implied, so you can cite the text during class discussion.

• Who are the major character(s)? • What is the problem faced by the character(s)? How does he/she/they resolve the problem? • What is the theme of the novel? (i.e., good vs. evil, overcoming challenges, etc.) • What is the effect of the setting(s) on the characters? • Is the effect of the setting stated or implied?

What unique words and phrases does the author use to describe the setting(s)? How does the setting affect the stories?



Timeframe: 10 weeks

Overarching Theme: Moments That Matter

Unit Focus: Informational Text/Argumentative Writing

Essential Questions

• How do you effectively argue your viewpoint while acknowledging other perspectives?

• How does an individuals’ power influence decisions that are made for the masses?

• How does learning history through literature differ from learning through informational text?

• Why is the structure of a text relevant to its content?

• How do writers vary their writing for different purposes and audiences?


RI.8.1. Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RI.8.5. Analyze the structure an author uses to organize a specific paragraph in a text, including the role of particular sentences, to develop and to refine a key concept. RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RI 8.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

RI 8.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. RI.8.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

A. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.


B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. D. Establish and maintain a formal style. E. Provide a concluding statement or section that follows from and supports the argument presented.

W.8.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. B. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”). SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

B. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. C. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. D. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

E. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. F. Use an ellipsis to indicate an omission. G. Spell correctly.

L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. A. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a


word or phrase. B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

H. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).


Instructional Plan

Reflection

Pre-assessment- Online diagnostic through EdConnect

Week One- Introducing Informational Text, Central Idea, Summaries

RI.8.6 WALT to identify and analyze what makes something persuasive or argumentative

Formative Questions What does it mean to argue? What does it mean to persuade? What are the elements of argument and persuasion? Why do people write to argue or persuade? Formative Strategies Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for understanding Graphic Organizers

From Holt McDougal Literature Unit 9 Argument and Persuasion Elements of Persuasive text 982-985 “Should the Driving Age Be Raised to 18?” “Zoos: Myth and Reality” “Zoos Connect Us to the Natural World” “Star Wars Ad Campaign” “Position on Dodgeball in Education” “The Weak Shall Inherit the Gym” “The Sanctuary of School” “Educating Sons” “The First Americans” “What to the Slave is the Fourth of July” Assessment Practice- “Nuclear Energy: Does it Make Sense for the Environment?” Unit 7 Political Cartoons Reading Handbook Lesson 7- Reading Persuasive Text

RI 8.2

RI 8.6

RI 8.8

WALT to identify and analyze the elements of an argument including claim, reason, evidence and counterargument.

Formative Questions What is persuasion? How do people persuade others? What are some modes of persuasion? Why would an author choose one mode of



persuasion over another? Formative Strategies Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for understanding Graphic Organizers

pages R20-26 Writing Workshop Persuasive Essay 1038-1046 Preparing a Persuasive Speech 1048-1049 Other Sources Youtube videos on ethos, pathos, logos other persuasive techniques commercials iReady

RI 8.1

RI 8.2

RI 8.6

RI 8.8

WALT to define, identify and analyze the persuasive modes of ethos, pathos and logos.

W 8.1 A

W 8.1 B

WALT to compose our own examples of ethos pathos and logos.

RI 8.1

RI 8.2

RI 8.6

RI 8.8

WALT to define, identify, analyze and evaluate persuasive techniques such as bandwagon, plainfolks, expert opinion, etc.

W 8.1 A

W 8.1 B

WALT to compose our own examples of persuasive techniques: bandwagon, flag waving, expert opinion, etc.

Week Two- Understanding, Analyzing Text Structure

RI 8.1

RI 8.2

RI 8.6

RI 8.8

WALT close read persuasive texts to identify and analyze the author’s claim, supports, reasons, evidence and counterarguments.

From Holt McDougal Literature Unit 9 Argument and Persuasion Elements of Persuasive text 982-985 “Should the Driving Age Be Raised to 18?” “Zoos: Myth and Reality” “Zoos Connect Us to the Natural World” “Star Wars Ad Campaign” “Position on Dodgeball in

RI 8.1

RI 8.6

RI 8.8

WALT close read persuasive texts to identify, analyze and evaluate examples of ethos, pathos, logos and other persuasive strategies.

RI 8.1

RI 8.6

RI 8.8

WALT define, identify and analyze examples of inductive and deductive reasoning.


RI 8.1

RI 8.6

RI 8.8

WALT close read persuasive texts to identify, analyze and evaluate examples of inductive and deductive reasoning.

Education” “The Weak Shall Inherit the Gym” “The Sanctuary of School” “Educating Sons” “The First Americans” “What to the Slave is the Fourth of July” Assessment Practice- “Nuclear Energy: Does it Make Sense for the Environment?” Unit 7 Political Cartoons Reading Handbook Lesson 7- Reading Persuasive Text pages R20-26 Writing Workshop Persuasive Essay 1038-1046 Preparing a Persuasive Speech 1048-1049 Other Sources Youtube videos on ethos, pathos, logos other persuasive techniques commercials iReady

RI 8.1

RI 8.6

RI 8.8

WALT utilize strategies for evaluating the soundness of inductive and deductive arguments.

Week Three

W8.1 A WALT brainstorm topics for our own argumentative writing.

W 8.8 WALT to use print and online sources to research evidence to use in our argumentative writing.


Week Four

RI 8.6 WALT identify, analyze and evaluate examples of bias and propaganda in the media

Week Five

Week Six

:


Week Seven

●

●

●

Week Eight

●

●

Week Nine

●

●

●

●

Week Ten, Benchmark Assessment:

●


●

Benchmark Assessment:


5. District Benchmark


Required Task:

Students will analyze information from multiple texts and video concerning the Holocaust. Students will write informational texts

to demonstrate their ability to determine the central idea of a text and analyze its development though the course of multiple

texts. Students will write an argument essay demonstrating their ability to cite evidence to support a position with the topic such

as “What were the motivations of the perpetrators?”

.


Unit 4: Moments that Matter

Unit Overview

Primary Focus Standards:

RL.8.1 RI.8.1

RL.8.2 RI.8.2

RL.8.3 RI 8.3

RL.8.4 RI.8.4

RL.8.5 RI.8.5

RL. 8.6 RI.8.6

R.I.8.10

RL.8.10


W.8.1 A, B, C, D, E

W.8.2 A, B, C, D, E, F

W.8.4

W.8.5

W.8.6

W.8.10

W.8.7


SL.8.1 A, B, C, D

SL.8.2

SL.8.5

SL.8.6


L.8.1 D

L.8.2 C

L.8.4 A, B, C, D

L.8.6

Text Types: (poetry, fiction,

and nonfiction)

● 1 - 2 Extended Texts

● 4-8 shorter texts

depending upon length

and complexity

Writing Genre:

● Informative and

Explanatory/Research

● Argument

● Routine Writing

Task type:

● Socratic Seminars and

Debates

These standards are embedded

within the writing process

Stage 1 Desired Results

New Jersey State Learning Standards

Reading Information:

Key Ideas and Details

RI.8.1 Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as

well as inferences drawn from the text

Thinking Beyond the Text







http://www.corestandards.org/ELA-Literacy/L/8/1/


• Support thinking beyond the text with specific evidence based on personal experience, or knowledge or evidence from the text

• Consistently make predictions before, during and after reading using evidence from the text to support thinking or from knowledge or

genre

•

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting

ideas; provide an objective summary of the text.

Thinking Within the Text

• Exercise selectively in summarizing the information in a text ( most importantly information or ideas and facts focused by the reader’s

purpose)

• Construct summaries that are concise and reflect the important and overarching ideas and information in texts


• State an interpretation of the writer’s underlying messages (themes)

• Recognize underlying political messages in fiction and nonfiction texts

• Infer the big ideas or themes of a text (some texts with mature themes and issues and assess how they are applicable to people’s lives

today

Thinking About the Text

• Notice how the writer reveals the underlying messages or the theme of a text (through a character, through plot and events)

• Evaluate how the writer has used illustrations and print to convey big ideas

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e/g through comparisons,

analogies or categories)


• In texts with multiple complex characters, infer traits, motivations and changes through examining how the writer describes them, what

they do, what they say and think and what other characters say about them

• In fiction or biography, infer characters of subject’s’ thinking processes and struggles at key decisions points in their lives

• Reflect inferences about the main and supporting characters feelings, motivations, attitudes and decisions based on information from the

text (also for subjects of biography)




• Give close attention to an informational text to look for particular features (signal words, comparisons) and use the information gained to

produce readers’ theater scripts

• Notice and compare the traits and development of characters within and across genres (well-developed characters vs. flat characters,

heroic, multidimensional, etc)

• Become critical of the subjects of biography (decisions, motivations, accomplishments)

Craft and Structure

RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze

the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.


• Learn new words and the meanings for known words from the context of the texts

• Notice interesting words and discuss origins or roots

• Explore and comment on complex definitions for new words including figurative and connotative uses

• Using word-solving strategies, background knowledge, graphics, text content and readers’ tools (glossaries, dictionaries) to solve words,

including content-specific and technical words


• Show evidence of connections to other texts (theme, plot, characters, structure, writing style)

• Identify and understand new meanings of words when they are used as similes and metaphors and apply these understandings to analyzing

the whole text in terms of deeper meanings

• Demonstrate awareness of and sensitivity to words that impute stereotypes (race, gender, age) in general as well as to a particular audience

• Demonstrate awareness of words that have connotative meaning relative to social values


• Notice and provide examples of the ways writers select words to convey precise meaning

• Notice the writer’s choice of words that are not English and reflect on the reasons for these choices and how those words add to the

meaning of a text

• Look closely at the written language to discover relationships among words and writing techniques



RI.8.5 Analyze the structure an author uses to organize a specific paragraph in a text, including the role of particular sentences, to

develop and to refine a key concept.


• Notice how the writer has organized an informational text (categories and subcategories, sequence and others) and evaluate the coherence

of the organization

• Describe, analyze and write critically about a text as an integrated whole, including how text, illustrations and other features work together

to convey meaning

• Analyze the structure of complex plots in fiction and organization of the text in nonfiction

RI.8.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting

evidence or viewpoints.


• Actively see diverse perspectives and search for understating of other cultures while listening, writing and discussing texts


• Recognize bias in fiction or nonfiction texts and hypothesize the writer’s point of view

• Derive and discuss the author’s purpose (even if not explicitly stated) and hypothesize reasons for it

• Respond to and critique the author’s moral lesson of a text

• Analyze the texts to determine the writer’s point of view or bias, identifying specific language that reveals bias or qualifies as propaganda

• Critique the biographer’s presentation of a subject, noticing bias

• Derive the author’s purpose and beliefs even when not explicitly stated

• Identify contradiction

Range of Reading and Level of Text Complexity

RI.8.10 By the end of the year read and comprehend literary nonfiction (see Appendix A) at grade level text-complexity (see Appendix A)

or above, with scaffolding as needed.

Text Complexity Grade 8 and 6-8



• Lexile Ranges Aligned to CCR Expectations: 955-1155

• Benchmark Assessment Instructional Level Aligned to CCR Expectations Level Z (end of 8th grade)

Reading Literature:

Key Ideas and Details

RL.8.1 Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as

well as inferences drawn from the text.


• Provide evidence of understanding complex plot with multiple events and characters in responses to reading or in-text summaries


• Infer what the writer means but has not stated using evidence from the text

• Support thinking beyond the text with specific evidence based on personal experience, or knowledge or evidence from the text

• Make and support predictions before, during, and after reading with evidence from the text or from knowledge of genre


• Provide specific examples and evidence to support statements about the quality, accuracy, or craft of the text

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the

characters, setting and plot; provide an objective summary of the text


• Exercise selectively in summarizing the information in a text ( most importantly information or ideas and facts focused by the reader’s

purpose)

• Construct summaries that are concise and reflect the important and overarching ideas and information in texts


• State an interpretation of the writer’s underlying messages (themes)

• Infer themes and ideas from illustrations in graphic text


• Think deeply about social issues as revealed in realistic and historical fiction and discuss ideas with others


• Infer the big ideas or themes of a text (some texts with mature themes and issues and assess how they are applicable to people’s lives

today


• Notice how the writer reveals the underlying messages or the theme of a text (through a character, through plot and events)

• Derive and critique the moral lesson of a text

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or

provoke a decision.


• Follow complex plots, tracking multiple events and gathering information about many characters and their traits and relationships

• Identify and discuss the problem, the events of the story and the resolution

• Keep flexible definitions of complex words in order to derive new meanings for them or understand the figurative or connotative use

• Understand words used in a symbolic or satirical way


• Make predictions on an ongoing basis (progression of the plot, characteristics of the setting, actions of characters)

• Draw conclusions from dialogue, including language with double-meaning (satire)

• Notice and interpret dialogue and the meanings that are implied by it

• In texts with multiple complex characters, infer traits, motivations and changes through examining how the writer describes them, what

they do, what they say and think and what other characters say about them

• In fiction or biography, infer characters of subject’s’ thinking processes and struggles at key decisions points in their lives

• Identify significant events and tell how they are related to the problem of the story of the solution


• Note aspects of the writer’s craft, including word selection, choice of narrator (first, second or third person), use of symbolism, leads

dialogue, definition of terms within the text and use of description



• Appreciate poetic and literary texts of language, sentence or phrase constructions and organization of the text

Craft and Structure

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the

impact of a specific word choice on meaning and tone, including analogies or allusions to other texts.


• Understand words used in a symbolic or satirical way

• Keep flexible definitions of complex words in order to derive new meanings for them or understand figurative or connotative use


• Understand the deeper meaning of poetry and prose texts (symbolism, allusion, irony)



• Appreciate poetic and literary texts of language, sentence or phrase construction and organization of the text

• Look closely at the written language to discover relationships among words and writing techniques

• Comment on the author’s word choice and use of language to create subtle shades of meaning and to create the mood

• Recognize and comment on the writer’s use of language in a satirical way or to convey irony

• Recognize and comment on how a writer uses language to evoke sensory images

• Recognize and comment on how a writer uses language to create symbolic meaning

RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its

meaning and style.


• Show evidence of connections to other texts (theme, plot, character’s, structure writing style)

• Describe connections between fiction and nonfiction texts, historical fiction and content area study, fantasy and realism

• Connect and compare all aspects of texts within and across genres



• Notice and understand when the writer uses describe, temporal sequence, comparison and contrast, cause and effect and problem and

solution

• Recognize the differentiation of plot structures for different purposes and audiences

• Recognize and comment on aspects of narrative structure (beginning, series of events, high point of the story, ending)

• Analyze the structure of complex plots in fiction and organization of the text in nonfiction

• Identify similarities across texts (concepts, theme, style, organization, perspective)

RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of

dramatic irony) create such effects as suspense or humor.


• Recognize and compare multiple points of view

• Identify the sources of conflict in fiction texts and draw implications for the issues of today

• Infer and describe a writer’s attitudes toward social issues as revealed in texts

• In texts with multiple complex characters, inner traits, motivations and changes through examining how the writer describes them, what

they do, what they say and think and what other character’s say about them

• In fiction or biography infer character’s or subjects thinking processes and struggles as key decisions points in their lives


• Recognize the narrator and discuss how the choice of first or third person point of view contributes to the reader’s enjoyment and

understanding

• Critique realistic fiction texts in terms of authenticity of characters, accurate portrayal of current or historical issues, and appropriate voice

and tone

• Analyze a text or a group of texts to reveal insights into the writer’s craft (the way the writer reveals characters or uses symbolism, humor,

irony, suspense)

Range of Reading and Level of Text Complexity

RL.8.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-complexity (see

Appendix A) or above, scaffolding as needed.

http://www.corestandards.org/ELA-Literacy/RL/8/6/


Text Complexity Grade 8 and 6-8

• Lexile Ranges Aligned to CCR Expectations: 955-1155

• Benchmark Assessment Instructional Level Aligned to CCR Expectations Level Z (end of 8th grade)

Writing

Text Types and Purposes

W.8.2 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.A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information using text structures (e.g.,

definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia).

W.8.2.B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

W.8.2.C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

W.8.2.D. Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.8.2.E. Establish and maintain a formal style.

W.8.2.F. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are defined in standards 1–3.)

Writing (Hybrid Texts-Mixed Genres)

• Select different genres with a clear purpose in mind

Writing (Organization)

• Organization the text appropriately as a narrative or informational piece

Writing (Rehearsing/Planning)

• Understand how the purpose of the writing influences the selection of genre

• Write for a specific purpose: to inform, entertain, persuade, reflect, instruct, retell, maintain relationships, plan



• Write with a specific reader or audience in mind

• Write for a broader, unknown audience

• Select from a variety of forms the kind of text that will fit the purpose (books with illustration and word; alphabet books, label books

poetry books, question and answer books, illustration-only books)

Writing (Drafting/Revising)

• Identify vague parts and change the language or content to be more precise, to the point, or specific

W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.


• Use sketches, webs, lists, diagrams and free-writing to think about, plan for and try out writing

• Plan for a story by living inside the story, gaining insight to the characters so that the story can be written as it happens

• Take audience and purpose into account when choosing a topic or addressing a theme

• Observe carefully events, people, settings, and other aspects of the world to gather information on a topic or to make a story and characters

true to life

• Get ideas from other books and writers about how to approach a topic


• Understand the role of the writer, teacher or peer writer in a conference

• Understand revision as a means for making written messages stronger and clearer to readers

• Change writing in response to peer or teacher feedback

• Understand that a writer rereads and revises while drafting (recursive process)

• Reorganize paragraphs or sections for better sequence or logical progression of ideas

• Identify vague parts and change the language or content to be more precise, to the point, or specific

• Reread writing to heck for clarity and purpose

• Reshape writing to make the text into different genre (for example: personal narrative to poem)


Writing (Editing/Proofreading)

• Understand that the writer shows respect for the reader by applying what is known about conventions

• Know how to use an editing and proofreading checklist

• Understand that a writer can ask another person to do a final edit (after using what is known)


• Use sketches, webs, lists, diagrams and free writing to think about, plan for and try out writing

• Plan for a story by living inside the story, gaining insight to the characters so that the story can be written as it happens

• Observe carefully events, people, setting and other aspects of the world to gather information on topic or to make a story and characters

true to life

• Get ideas from other books and writers about how to approach a topic

• Take audience and purpose into account when choosing a topic or addressing a theme

W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas

efficiently as well as to interact and collaborate with others.

Writing (Handwriting/Word Processing)

• Use word-processing with understanding of how to produce and vary text (layout, font, special techniques)

• Use word-processor to get ideas down, revise, edit, and publish

• Make wider use of computer skills, including PowerPoint, in presenting texts (tables, layouts, graphics, and multimedia)

Oral, Visual, and Technological Communication (General Communication)

• Send and respond to email messages, adjusting style to audience

• Participate in online learning groups

• Understand the concept of networking and be able to identify various components of a computer system

Oral, Visual and Technological Communication (General Communication)


• Send and respond to email messages

• Participate in online learning groups

• Understand the concept of networking and be able to identify various components of a computer system

Oral, Visual, and Technological Communication (Publishing)

• Communicate knowledge through multimedia presentations, desktop published reports, and other electronic media

• Use a variety of technology tools (dictionary, thesaurus, grammar checker, calculator, spell checker) to maximize the accuracy of

technology-produced products

W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

A. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or

character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered

new”

B. Apply grade 8 Reading standards to literary nonfiction e.g., “Delineate and evaluate the argument and specific claims in a text,

assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”.

Writing About Reading (Thinking Within the Text)

• Continuously check with the evidence in a text to ensure that writing reflects understanding

Writing about Reading (Thinking Beyond the Text)

• Make connections between historical and cultural knowledge and a text

• Support thinking beyond the text with specific evidence from the text or personal knowledge

• Show evidence of connections to other texts (theme, plot, characters, structure, writing style)

• Describe connections between fiction and nonfiction texts, historical fiction and content area study, fantasy and realism

Writing about Reading (Thinking About the Text)

• Critically analyze the quality of a poem or work of fiction or nonfiction offering rationales for points

• Critique the author’s use of argument and persuasion

• Analyze a text or group of texts to reveal insights in the writer’s craft (the way the writer reveals characters or uses symbolism, humor,

irony, suspense)


• Show evidence of ability to analyze an author’s use of mood, imagery, plot, structure and personification

Writing (Essay)

• Provide details, examples, and images that develop and support thesis

Writing (Test Writing)

• Respond to a text in a way that reflects analytic or aesthetic thinking

• State a point of view and provide evidence

Range of Writing

W.8.10 Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter

time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Writing (Test Writing)

• Analyze prompts to determine purpose, audience and genre (story, essay, persuasive, letter)

• Write a clear and focused response that will be easy for the evaluator to understand

Writing (Language Use)

• Vary language and style as appropriate to audience and purpose

Writing (Voice)

• Produce expository writing that is persuasive and well-constructed and reveals the stance of the writer toward the topic

• Produce narratives that are engaging, honest and reveal the person behind the writing


• Use a writer’s notebook or booklet as a tool for collecting ideas, experimenting, planning, sketching, or drafting

• Gather a variety of entries (character map, timeline, sketches, observations, freewrites, drafts, lists) in a writer’s notebook


• Understand revision as a means for making written messages stronger and clearer to readers

Writing (Editing/Proofreading)


• Understand that the writer shows respects for the reader by applying what is known about conventions

Writing (Viewing Self as a Writer)

• Write in a variety of genres across the year

• View self as a writer

• Write with initiative, investment and independence

• Self-evaluate own writing and talk about what is good about it and what techniques were used

• State what was learned from each piece of writing

• Be productive as a writer; write a specified quantity within a designated time period (for example: one piece each week)

Writing:

Text Types and Purposes

Writing (Essay)

• Begin with a title or opening that tells the reader what is being argued or explained–a clearly stated thesis

• Provide a series of clear arguments or reasons to support the argument

• Use opinions supported by facts

• Write well-crafted sentences that express the writer’s convictions

Writing (Organization)

• Bring the piece to closure, to a logical conclusion, through an ending or summary statement

• Support ideas with facts, details, examples, and explanations from multiple authorities

Writing (Voice)

• Produce expository writing that is persuasive and well-constructed and reveals the stance of the writer toward the topic


• Add words, phrases, sentences and paragraphs to clarify meaning

• Add transitional words and phrases to clarify meaning and make the writing smoother

Oral, Visual, and Technological (Communication Word Choice)


• Use specific vocabulary to argue, draw contrasts, indicate agreements and disagreement

Oral, Visual and Technological (Ideas and Content)

• Make persuasive presentations that present a clear logical argument

• Recognize and address opposing points of view on an issue or topic

• Support the argument with relevant evidence

Speaking and Listening:

Comprehension and Collaboration

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8

topics, texts, and issues, building on others' ideas and expressing their own clearly.

SL.8.1.A. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to

evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SL.8.1.B. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define

individual roles as needed.

SL.8.1.C. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence,

observations, and ideas.

SL.8.1.D. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the

evidence presented.

SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the

motives (e.g., social, commercial, political) behind its presentation.

Reading/Discussion (Thinking Beyond the Text)


Reading/Discussion (Thinking About the Text)

• Derive and discuss the author’s purpose (even if not explicitly stated)

Reading/Discussion (Thinking Within the Text)

• Notice and make note of or summarize significant information from illustrations or graphics; include information from graphics in writing


summaries of texts

• Write statements that reflect understanding of both the text body and graphics and the integration of the two

Oral, Visual, and Technological Communication (Speaking and Listening)

• Critique presentations with regard to logic or presentation of evidence for arguments

• Examine information regarding the credibility of the speaker (or media messages)

• Recognize faulty reasoning and bias in presentations and media messages

• Identify, analyze and critique persuasive techniques

Oral, Visual, and Technological Communication (Technology)

• Draw information from both text (print) and nontext (photos, sound effects, animation, illustrations, variation in font and color) elements

• Demonstrate knowledge of strategies used by media games, video, radio/TV broadcasts, websites to entertain and influence people

SL. 8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add

interest.

Oral, Visual and Technological Communication (Presentation)

• Use technology (slides, video, etc.) as an integral part of presentations

• Use visual displays (diagrams, charts, illustrations, video, multimedia and all available technology) in ways that illustrate and extend the

major points of the presentation

• Scan materials, such as photos, to incorporate into reports and nonlinear presentations

• Select appropriate forms of graphics to represent particular types of data (for example, bar or line graphs)

• Communicate knowledge through multimedia presentations, desktop published reports and other electronic media

SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Reading (Thinking Within the Text)

• Read with accuracy, fluency and phrasing in unison with others and in solo parts

• Reflect meaning with the voice through pause, stress, phrasing, and intonation

• Use dramatic expression where appropriate to communicate additional meaning of a text

Reading (Thinking Beyond the Text)

• Use voice quality and volume to reflect inferences as to characters’ attributes, feelings, and underlying motivations


Reading (Thinking About the Text)

• Use the voice to reflect literary features such as exaggeration, imagery, or personification

Oral, Visual, and Technological Communication (Presentation)

• Demonstrate interpretation and personal style when reading aloud

• Demonstrate a personal style as a speaker

• Deliver both formal and informal presentations in a dynamic way

• Speak at an appropriate rate to be understood in a dynamic way

• Demonstrate the use of specific language for different kinds of presentation (dramatic, narrative, reports, news programs)

• Have an audience in mind before planning the presentation

• Demonstrate as awareness of the knowledge base and interests of the audience

• Select genre of oral presentation with audience in mind

• Use language appropriate to oral presentation words (rather than slang or overall formal dense prose)

• Deliver both formal and informal presentations and vary content, language, and style appropriately

Language:

Conventions of Standard English

L.8.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

L.8.1.D.Recognize and correct in appropriate shifts in verb voice and mood.

Writing (Conventions)

• Identify verbs in reading and writing pieces

• Make purposeful choices for punctuation to reveal the intended meaning

Writing (Grammar)

• Use correct verb agreement (tense, plurality, verb to object)

• Correctly use verbs that are often misused (lie, lay, rise, raise)

L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


L.8.2.C. Spell correctly.

Writing (Spelling)

• Apply common rules and patterns to spell words correctly

• Spell a large number of high-frequency words, a wide range of plurals and base words with inflectional endings

L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content,

choosing flexibly from a range of strategies.

L.8.4.A. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the

meaning of a word or phrase.

L.8.4.B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

L.8.4.C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or

determine or clarify its precise meaning or its part of speech.

L.8.4.D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a

dictionary).

Phonics, Spelling, and Word Study (Word-Solving Actions)

• Use the context of the sentence, paragraph, or whole text to help determine the precise meaning of a word

• Use knowledge of Greek and Latin roots in deriving the meaning of words while reading texts

• Distinguish between multiple meanings of words when reading texts

• Recognize and use the different types of dictionaries, general, specialized (synonyms, abbreviations, theme or topic, foreign language,

thesaurus, electronic)

L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary

knowledge when considering a word or phrase important to comprehension or expression.

Reading (Thinking Within the Text)

• Notice new and useful words and intentionally record and remember them to expand oral and written vocabulary

• Understand and apply conversational, academic, and domain specific vocabulary

• Interpret unknown words and their meanings, using context clues, understanding Greek and Latin roots, and applying grammatical

knowledge


Essential Questions Enduring Understandings

• How do you effectively argue your

viewpoint while acknowledging other

perspectives?

• How does an individuals’ power influence

decisions that are made for the masses?

• How does learning history through

literature differ from learning through

informational text?

• Why is the structure of a text relevant to

its content?

• How do writers vary their writing for

different purposes and audiences?

Students will understand that:

• One argues their viewpoint by presenting valid and credible evidence from reliable

sources while acknowledging others’ perspectives.

• Students will recognize that individual power must be maintained responsibly in

order to make appropriate decisions for the masses.

• Learning through literature presents a unique perspective on events that were

significant throughout history

• Recognizing common text structures can help students monitor their comprehension.

Reading Critical Knowledge Skills

Reading Critical Knowledge:

Students will know how to:

Reading Critical Skills:

Students will be able to:

Determine central ideas or themes of a text and

analyze their development; summarize the key

supporting details and ideas.

Read closely to determine what the text says

explicitly and to make logical inferences from it;

cite specific textual evidence when writing or

speaking to support conclusions drawn from the

text.

Interpret words and phrases as they are used in a

text, including determining technical, connotative,

and figurative meanings, and analyze how specific

word choices shape meaning or tone.

• Closely read the text

• Use strategies: questioning, determining importance, looking for patterns to extract

quality evidence to support a claim

• Identify and analyze author’s purposeful use of language and literary devices

• Make personal connections, make connections to other text, and/or global

connections when relevant

• Gather evidence from the text to support inferences or explicit meaning

• Paraphrase and directly quote evidence from text

• Correctly cite evidence

• Use evidence from the text to make and check predictions when reading

• Read and analyze a variety of literary genres and informational texts

• Probe a segment of text in order to study and evaluate its multiple, deeper, and varied

meanings

• Combine text information and prior knowledge (personal experience and/or previous

reading) to create new information in the form of inferences

• Refer to the text for support when analyzing and drawing inferences

• Provide a statement of a theme or central idea of a fictional or informational text,


Analyze the structure of a paragraph

based on textual evidence

• Analyze the development of the theme or central idea over the course of the fictional

or informational text

• Analyze how the theme or central idea relates to the characters, setting, and/or plot or

important details and facts

• Summarize the text objectively, capturing the main ideas

• Determine how specific events or dialogue significantly impact the development of a

story

• Determine critical turning points of the plot, analyzing choices made by characters,

or examining external and internal conflicts -- all of which build the momentum of

the story

• Explain the cause/effect result of specific lines or incidents in relation to the story’s

plot or development

• Analyze how particular lines of dialogue or incidents in a story or drama propel the

action, provoke a decision, and/or reveal aspects of a character

• Explain why the author chose to include the dialogue or incidents

• Analyze the impact of the dialogue or incidents on the reader

• Evaluate the author’s effectiveness in using particular lines of dialogue or incidents to propel the action, reveal aspects of a character, or provoke a decision

• Use a note taking structure to track key individuals, events, and/or ideas in

informational texts

• Understand how different text structures present and link information.

• Reflect on how the writer’s choice of structure relates to the overall central idea or

purpose

• Generalize how specific genres of informational texts tend to rely on particular

structures to determine relationships between individuals, ideas, or events

• Analyze a writer’s style and presentation to determine the relationship between

individuals, ideas, or events

• Analyze why the author chose to make connections and distinctions between

particular individuals, ideas, or events

• Analyze the impact of the connections and distinctions between ideas, individuals,

and events on the reader

• Analyze the effectiveness of the connections and distinctions between ideas, individuals, and events in communicating the author’s central idea

• Demonstrate the ability to determine the meaning of words and phrases as they are

used in a text (e.g., figurative, connotative, technical)

• Provide an analysis of the impact of specific word choice on meaning and/or tone

• Identify analogies and allusions


• Analyze why the author chose to include specific word choice, including analogies or

allusions

• Analyze how specific word choice, including analogies and allusions, impacts the

reader

• Evaluate the effectiveness of the author’s choice to use specific word choice

• Provide a statement of an author’s point of view and author’s purpose in a fiction and

nonfiction text

• Determine how one or more differences in the points of view can create bias in

fiction and nonfiction text

• Explain how the author acknowledges and responds to counterarguments

• Analyze how the author uses literary devices to develop effects such as suspense or

humor

• Analyze the impact of the author’s point of view or purpose choices on the reader

• Evaluate the effectiveness of the author’s point of view or purpose choices

Writing Critical Knowledge and Skills

Writing Critical Knowledge:

Students will know how to:

Write informative and explanatory texts.

Write for a variety of purposes using grade 8 skills

and standards.

Use technology and multiple texts

Writing Critical Skills:

Students will be able to:

• Focus writing on thoroughly describing or explaining a topic

• Identify the defining elements of this specific writing genre

• Explore topics from their content area classes

• Write an introduction that clearly outlines ideas to follow

• Organize ideas and information using text structures and text features

• Write a thesis statement

• Select facts, definitions, concrete details, quotations, or other information and

examples

• Use transitional words and phrases

• Choose specific vocabulary and language

• Develop and use a consistent style, approach and form for the task

• Write a conclusion to close the ideas in the text

• Create language that is appropriate to one's audience and a formal tone

• Identify defining characteristics of a variety of writing tasks

• Utilize strategies to unpack a writing prompt

• Write for a specific purpose and audience

• Select an appropriate text structure or format for the task

• Use language that is precise and powerful to create voice


• Create a tone that is appropriate for one’s audience

• Revise and edit intentionally to improve writing

• Generate ideas to develop topic

• Revise writing with a partner or self-editing checklists

• View writing from the vantage point of the audience in order to determine the

effectiveness of their words, organization, etc.

• Use technological resources to enhance writing

• Use technology to broaden research base

• Use evidence found online to support ideas

• Give and receive feedback using technology

• Seek out authentic publishing opportunities

• Explore inquiry topics through short research projects

• Compose student-generated questions focused around areas of interest or content

studies

• Research and synthesize information from several sources

• Develop research questions

• Determine keywords or topics for each question

• Conduct research and synthesize multiple sources of information

• Compose follow-up research questions based on the initial search

• Use search terms effectively

• Write a clear thesis statement

• Draw evidence from multiple texts to support thesis

• Assess the credibility and accuracy of each source

• Select direct and indirect quotations that relate to the topic as evidence

• Follow MLA guidelines to cite direct and indirect quotations

• Identify examples of plagiarism in writing

• Avoid plagiarism in writing

Stage 2

Assessment Evidence

What evidence will show that students understand?

Required Task:

Students will analyze information from multiple texts and video concerning the Holocaust. Students will write informational texts to demonstrate

their ability to determine the central idea of a text and analyze its development though the course of multiple texts. Students will write an argument


essay demonstrating their ability to cite evidence to support a position with the topic such as “What were the motivations of the perpetrators?”

Recommended Task:

Students trace the line of argument in Winston Churchill’s “Blood, Toil, Tears and Sweat” address to Parliament and evaluate his specific claims

and opinions in the text, distinguishing which claims are supported by facts, reasons, and evidence, and which are not.

I say to the House as I said to ministers who have joined this government, I have nothing to offer but blood, toil, tears, and sweat. We have before

us an ordeal of the most grievous kind. We have before us many, many months of struggle and suffering. You ask, what is our policy? I say it is to

wage war by land, sea, and air. War with all our might and with all the strength God has given us, and to wage war against a monstrous tyranny

never surpassed in the dark and lamentable catalogue of human crime. That is our policy. You ask, what is our aim? I can answer in one word. It is

victory. Victory at all costs - Victory in spite of all terrors - Victory, however long and hard the road may be, for without victory there is no

survival. I take up my task in buoyancy and hope. I feel sure that our cause will not be suffered to fail among men. I feel entitled at this juncture, at

this time, to claim the aid of all and to say, “Come then, let us go forward together with our united strength.”

Recommended Task:

What has been the most memorable portrayal of a “moment that maters” that you have read? What made it memorable to you? Did your

familiarity with the topic help or hinder the powerful effect of the piece you chose? Write a well-developed paper that includes an engaging

opening statement of your position, at least three clear reasons, and relevant evidence cited from the text. (If needed, you may conduct brief

research on your area choice and incorporate those facts into your argument.) Edit your writing for active and passive voice. Publish your story

and request feedback on the strength of your argument from your classmates and others outside your class.

Recommended Task:

Choose your favorite poem from the unit. Talk with a classmate about the meaning of the poem chosen. Practice reading it, changing the words

emphasized and inflection used. Memorize and/or recite the poem for your class, choosing two different interpretations. Be sure you can articulate

how the different interpretations change the tone and mood of the poem. Record yourself using a video camera, not only so you can evaluate your

performance, but also so you can see the different interpretations for yourself. Use these experiences to help you articulate how different

recitations may change the way listeners interpret the poem. Write a literary analysis of the poem.


Key Criteria:

Pre and Formative – Student notes and contribution to class discussion; response to open-ended questions; pre-writing/planning, first drafts, and

revisions of writing; completion of graphic organizers

Summative - Other assessment measures - Characterization Project; Text Features Project; Final draft of writing; teacher created vocabulary

assessments; end of unit reading assessment

Other Evidence:

Quizzes

Academic prompts

Observations

Readers/Writers Notebooks

Student Reflection

Anecdotal records

Conferring

Graphic Organizers

Portfolio

Reading Logs

Entrance/Exit Tickets


Stage 3 Learning Plan

Instructional Activities/Strategies to enable students to achieve desired results:

Your classroom library should include a selection of narrative/fictional texts: chapter books (fantasy, and historical fiction), drama/plays, and

poetry that represent the culture and interests of your students.

The 80 Minute Reading Workshop Block

• Mini‐Lesson (10‐15 minutes)

• Guided Reading (50 minutes: two groups with 25 minutes dedicated to each group)

• Conferring (15 minutes: conference calls with three students)

• Sharing (if time permits)

The Essential Elements of Guided Reading:

The Teacher:

• selects the text

• previews the text

• provides an introduction for the text selected

• introduces the whole text or unified sections of the text with attention to the text complexity and demands of the text and the knowledge,

experiences, and skills of the readers

• discusses the text with students and encourages them to discuss the text with each other

• invites students to ask questions about the text to expand their understanding

• requires students to respond in writing (reader response) to focusing/organizing questions based on the text’s theme, ideas, characters,

problem, solution, etc.


• engages students in word work based on the text to increase word knowledge and automaticity in word solving

Mini‐lesson Application (the following mini lessons focus on literal understanding and details of text)

• notice the characteristics of a book so students can identify its genre

• identify the genre of a book so students can know what to expect as they read

• retell the story using textual evidence

• notice the time and place (setting) and the importance to the story

• notice who are the most important characters (main characters) in a story

• think about the order of events in a story

• think about the problem in the story

• think about the important events in a story

Additional Activities can include:

Book Talk

Reading Log Review

Post‐it Note and/or Organize Your Thought Sheet Review

Letter Writing

Breaking down the task

Providing step-by-step prompts

Repeated practice

Directed Questioning and Responses

Sequence Tasks from Easy to Difficult

Individual/Small-Group/Whole Class Instruction


Think Aloud

Peer Editing/Revising

Active Participation

Warm-Up Activities

Meaningful Real Life Connections

Whole class and/or small group discussion

Open-ended questions

Independent and/or small group completion of vocabulary activities

Independent and/or small group completion of graphic organizers

Independent completion of projects related to texts and/or class activities

Completion of narrative process writing

Modeling - Teachers demonstrates, student uses models to problem solve

Technology

To assist in attaining proficiency in the SLO’s, teachers may use multiple texts:

Non Negotiable Core Text: Holt McDougal Literature Grade 8 (2012)

Note: Other editions may be available

Academic Vocabulary for Unit 4:

Argument, nonfiction, biography, autobiography, first-person point of view, essay, expository essay, personal essay, informative article, news

story, argumentative essay, preview, summarize, clarify, evaluate, text structure, text features, headings, main idea, fact, opinion, bias, captions


Non Negotiable Core Text choices: McDougall Littell

Literature connecting SLO’s and theme (Moments that Matter):

“from The Last Seven Months of Anne Frank” by Willy Lindwer

“A Diary from Another World” by Gerda Weissmann Klein

“Who are the Ninety-Nine?” Internet Article found in text

“Block Party” by Jewell Parker Rhodes

“Flying” by Reeve Lindbergh

“Diary Entry” by Anne Morrow Lindbergh

Suggested Read Aloud and Text Shared Texts for Unit 4:

A Long Way Gone by Ishmael

Doreen Rappaport. Beyond Courage: The Untold Story of Jewish Resistance During the Holocaust

Elie Wiesel. Night

Chris Crowe. Getting Away with Murder: The True Story of the Emmett Till Case

Mark Mathabane. Kaffir Boy: The True Story of a Black Youth's Coming of Age in Apartheid South Africa

Sampson Davis. The Pact: Three Young Men Make a Promise and Fulfill a Dream

Mark Twain. The Adventures of Tom Sawyer

Louisa May Alcott. Little Women


Poetry

“Paul Revere’s Ride” by Henry Wordsworth Longfellow

“Mother to Son” by Langston Hughes

“Speech to the Young” and “Speech to the Progress”-Toward by Gwendolyn Brooks

Stories

Mildred Taylor. Roll of Thunder, Hear my Cry.

Edgar Allan Poe. Tell Tale Heart

William Shakespeare. Romeo and Juliet

Professional Resources

Comprehension Through Conversation: The Power of Purposeful Talk in the Reading Workshop by Maria Nichols. (2006).

Conferring with Readers: Supporting Each Student’s Growth and Independence by Jennifer Serravallo and Gravity Goldberg. (2007).

The Continuum of Literacy Learning: Grades PreK-8: Behaviors and Understandings to Notice, Teach, and Support by Gay Su Pinnell and Irene

C. Fountas. (2011).

Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy by Gay Su Pinnell and Irene C. Fountas. (2000).

Notebook Connections: Strategies for the Reader’s Notebook by Aimee E. Buckner. (2009).

The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers by Nancie Atwell. (2007).

Shared Reading for Grades 3 and Beyond by Sue Brown. (2004).

Teaching Reading in Middle School by Laura Robb. (2000).

Thinking Through Genre; Units of Study in Reading and Writing Workshops Grades 6-12 by Heather Lattimer. (2003).

You Gotta BE the Book, Teaching Engaged and Reflective Reading with Adolescents by Jeffry Wilhelm. (2008).

Writing About Reading: From Book Talk to Literary Essays, Grades 3-8 by Janet Angelillo.(2003).


The Author Study Handbook: Helping Students Build Powerful Connections to Literature by Laura Kotch and Leslie Zackman. (1995)

You Gotta Be the Book, Teaching Engaged and Reflective Reading with Adolescents by Jeffry Wilhelm (2008)

Summarizing, Paraphrasing and Retelling: Skills for Better Reading, Writing and Test Taking by Emily Kissner

Accommodations for ELL and Special Education Students:

(Additional references available on the DOE website):

Learning Supports:

Partner Work

Word Wall

Visuals

Native Language Texts

L1 support

Adapted Text

Story Map

Character Web

Sentence Frames

Manipulatives

Triads or Small Groups

Video Clips/Films

Dramatizations

Dialogue lines

Gestures


KWL Chart

T-chart

Outlines

Story Board

Phrase captions

Cloze sentences

Bilingual Dictionary

Discussion

Graphic Organizer

Pictures/Photographs

Unit Resources:

The Common Cores State Standards for English Language Arts and Literacy in History and Social Studies, Science and Technological Subjects

Assessing Writers by Carl Anderson

Making Content Comprehensible for English Learners: The SIOP Model, 4th Edition By Jana J. Echevarria, MaryEllen J. Vogt, Deborah J. Short

The Continuum of Literacy Learning Grades Pre K-8 Behaviors to Notice, Teach and Support by Gay Su Pinnell and Irene C. Fountas. (2011)

Don’t Forget to Share, The Crucial Last Step in the Writing Workshop by Leah Mermelstein. (2007)

Everyday Editing: Inviting Students to Develop Skill and Craft in Writer’s Workshop by Jeff Anderson. (2007)

Guiding Readers and Writers: Teaching Comprehension, Genre and Content Literacy by Gay Su Pinnell and Irene C. Fountas. (2001)

Literary Essays: Writing About Reading by Lucy Calkins and Medea McEvoy. (2006)

Making Revision Matter: Strategies for Guiding Students to Focus, Organize, and Strengthen Their Writing Independently by Janet Angelillo.

(2005)

Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop by Jeff Anderson. (2005)


The Revision Toolbox: Teaching Techniques that Work by Georgia Heard. (2002)

Thinking Through Genre: Units of Study in Reading and Writing Workshops 4-12 by Heather Lattimer. (2003)

Writing About Reading: From Book Talk to Literary Essay by Janet Angelillo. (2003)

http://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdf

http://ttms.org/

Technology Integration

http://readwritethink.org

http://readinglady.com

www.teachingchannel.org

www.slideshare.net

www.readworks.org

www.time4kids.org

www.classzone.com

www.discoveryeducation.com

http://www.corestandards.org/

http://www.nj.gov/education/modelcurriculum/ela\

http://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdf

http://ttms.org/

http://readwritethink.org/

http://readinglady.com/

http://www.teachingchannel.org/

http://www.slideshare.net/

http://www.readworks.org/

http://www.time4kids.org/

http://www.classzone.com/

http://www.discoveryeducation.com/


Suggested Online Educational Resources, Grade 8 English Language Arts, Units 1-4

Reading

● Close In on Close Readinghttp://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/Closing-in-on-Close-Reading.aspx

● Deeply Analyze Texthttps://www.teachingchannel.org/videos/deeply-analyze-texts

● Analyze an Argumenthttp://www.brainfuse.com/jsp/alc/resource.jsp?s=gre&c=37192&cc=108840

● Understanding and Analyzing an Argumenthttp://www.pdesas.org/module/content/resources/19409/view.ashx

● Informational Text Strategieshttp://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/2446/text strategies.pdf

● How to Write Literary Analysis

Essayhttp://www.bucks.edu/media/bcccmedialibrary/pdf/HOWTOWRITEALITERARYANALYSISESSAY_10.15.07_001.pdf

● YouTube Reading Lessons Middle

Schoolhttps://video.search.yahoo.com/search/video;_ylt=A2KLqIKRUtNVTkYABNr7w8QF;_ylu=X3oDMTBsaGExcWVyBHNlYwNzZWFyY2gEdnRp

ZANCMDUwMw--

;_ylc=X1MDOTY3ODEzMDcEX3IDMgRiY2sDNDJnZDlwOWFwODdhMSUyNmIlM0Q0JTI2ZCUzRFlFRVZ0bzVwWUVMOHhrQklzQzFUWVBNa

mNWSW9Rd3hmVFNrZy53LS0lMjZzJTNENXYlMjZpJTNELmJjRmRKSjI0TlloX2JOczZSZDkEZnIDYWFwbHcEZ3ByaWQDdW1BYTlkY0xUdDJ

YWjNzR0lJLlQyQQRtdGVzdGlkA1VJMDElM0RCMDUwMwRuX3JzbHQDNjAEbl9zdWdnAzAEb3JpZ2luA3ZpZGVvLnNlYXJjaC55YWhvby5jb20

EcG9zAzAEcHFzdHIDBHBxc3RybAMEcXN0cmwDMzcEcXVlcnkDWW91dHViZSBSZWFkaW5 -

id=37&vid=9f61838a213a6e18873b13e5cf566b45&action=view

● Common Core Strategieshttps://www.learninga-z.com/commoncore/close-reading.html

● Teaching Reading

● Close Reading Model Lessonshttp://www.edutopia.org/blog/modeling-close-reading-videos-webinars-janice-dole

● Writing Character Analysishttp://eolit.hrw.com/hlla/writersmodel/pdf/W_S0702.pdf

● Analyzing Themehttp://www.learner.org/interactives/literature/read/theme1.html

● Vocabulary Connotations - Interview with a Vocabulary Wordhttp://www.vocabulary.com/articles/wordshop/getting-at-connotation-by-interviewing-a-

word/

● Connotative/Denotative Video

http://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/Closing-in-on-Close-Reading.aspx

http://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/Closing-in-on-Close-Reading.aspx

https://www.teachingchannel.org/videos/deeply-analyze-texts

https://www.teachingchannel.org/videos/deeply-analyze-texts

http://www.brainfuse.com/jsp/alc/resource.jsp?s=gre&c=37192&cc=108840

http://www.brainfuse.com/jsp/alc/resource.jsp?s=gre&c=37192&cc=108840

http://www.pdesas.org/module/content/resources/19409/view.ashx

http://www.pdesas.org/module/content/resources/19409/view.ashx

http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/2446/text%20strategies.pdf

http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/2446/text%20strategies.pdf

http://www.bucks.edu/media/bcccmedialibrary/pdf/HOWTOWRITEALITERARYANALYSISESSAY_10.15.07_001.pdf



https://video.search.yahoo.com/search/video;_ylt=A2KLqIKRUtNVTkYABNr7w8QF;_ylu=X3oDMTBsaGExcWVyBHNlYwNzZWFyY2gEdnRpZANCMDUwMw--;_ylc=X1MDOTY3ODEzMDcEX3IDMgRiY2sDNDJnZDlwOWFwODdhMSUyNmIlM0Q0JTI2ZCUzRFlFRVZ0bzVwWUVMOHhrQklzQzFUWVBNamNWSW9Rd3hmVFNrZy53LS0lMjZzJTNENXYlMjZpJTNELmJjRmRKSjI0TlloX2JOczZSZDkEZnIDYWFwbHcEZ3ByaWQDdW1BYTlkY0xUdDJYWjNzR0lJLlQyQQRtdGVzdGlkA1VJMDElM0RCMDUwMwRuX3JzbHQDNjAEbl9zdWdnAzAEb3JpZ2luA3ZpZGVvLnNlYXJjaC55YWhvby5jb20EcG9zAzAEcHFzdHIDBHBxc3RybAMEcXN0cmwDMzcEcXVlcnkDWW91dHViZSBSZWFkaW5nIExlc3NvbnMgbWlkZGxlIHNjaG9vbAR0X3N0bXADMTQzOTkxMjYxNAR2dGVzdGlkA0IwNTAz?gprid=umAa9dcLTt2XZ3sGII.T2A&pvid=rXas8zk4LjFBQanKVZQdQQqOMTYwLgAAAADGp2s0&p=Youtube+Reading+Lessons+middle+school&ei=UTF-8&fr2=p%3As%2Cv%3Av%2Cm%3Asa&fr=aaplw#id=37&vid=9f61838a213a6e18873b13e5cf566b45&action=view









https://www.learninga-z.com/commoncore/close-reading.html

https://www.learninga-z.com/commoncore/close-reading.html

http://teachingreadingandla.pbworks.com/f/How_to_Teach_a_Novel_45_pp.pdf

http://www.edutopia.org/blog/modeling-close-reading-videos-webinars-janice-dole

http://www.edutopia.org/blog/modeling-close-reading-videos-webinars-janice-dole

http://eolit.hrw.com/hlla/writersmodel/pdf/W_S0702.pdf

http://eolit.hrw.com/hlla/writersmodel/pdf/W_S0702.pdf

http://www.learner.org/interactives/literature/read/theme1.html

http://www.learner.org/interactives/literature/read/theme1.html

http://www.vocabulary.com/articles/wordshop/getting-at-connotation-by-interviewing-a-word/



https://www.flocabulary.com/word-choice/


Writing/Language

● Teacher Tube - Counterclaims and rebuttalshttp://www.teachertube.com/video/counterclaims-and-rebuttals-371017

● Evidence Based Argumentshttp://www.readwritethink.org/professional-development/strategy-guides/developing-evidence-based-arguments-31034.html

● Writing Fix: Word Choice Resourceshttp://writingfix.com/6_traits/word_choice.htm

● Writing Resources by Strandhttps://learnzillion.com/resources/57263-writealong-for-6th-grade

● Word Choice YouTubehttps://www.youtube.com/watch?v=NlaeV-TH8WE

● Argumentative Writing YouTubehttps://www.youtube.com/watch?v=tAmgEa1B1vI

● Writing Exemplars - Argument/Opinionhttp://achievethecore.org/content/upload/ArgumentOpinion_K-12WS.pdf

● PARCC Writing Resources

● Harvard College Writing Centerhttp://writingcenter.fas.harvard.edu/pages/counter-argument

● Writing Exemplars by Grade Level and Aspects to Consider in Writinghttp://www.corestandards.org/assets/Appendix_C.pdf

● Thesis Writing

● Discussion, Planning and Questioning

● Literary Analysishttp://www.bucks.edu/media/bcccmedialibrary/pdf/HOWTOWRITEALITERARYANALYSISESSAY_10.15.07_001.pdf

● Perdue Owl Literary Analysishttps://owl.english.purdue.edu/owl/resource/697/1

● Edutopia Teaching Literary Analysishttp://www.edutopia.org/blog/reaching-literary-analysis-rusul-alrubail

● Purdue OWL Writing Labhttps://owl.english.purdue.edu/owl/

● Grammar

● Narrative Essay Writing

Speaking & Listening

● Inquiry Based Learning (Edutopia)http://www.edutopia.org/blog/strategies-for-inquiry-based-learning-john-mccarthy

● Engaging Students Using Discussionhttp://teachingcommons.depaul.edu/Classroom_Activities/discussion.html

● Strategies for Student Centered Discussion

● Socratic Seminar: ReadWriteThinkhttp://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html

http://www.teachertube.com/video/counterclaims-and-rebuttals-371017

http://www.teachertube.com/video/counterclaims-and-rebuttals-371017

http://www.readwritethink.org/professional-development/strategy-guides/developing-evidence-based-arguments-31034.html

http://www.readwritethink.org/professional-development/strategy-guides/developing-evidence-based-arguments-31034.html

http://writingfix.com/6_traits/word_choice.htm

http://writingfix.com/6_traits/word_choice.htm

https://learnzillion.com/resources/57263-writealong-for-6th-grade

https://learnzillion.com/resources/57263-writealong-for-6th-grade

https://www.youtube.com/watch?v=NlaeV-TH8WE

https://www.youtube.com/watch?v=NlaeV-TH8WE

https://www.youtube.com/watch?v=tAmgEa1B1vI

https://www.youtube.com/watch?v=tAmgEa1B1vI

http://achievethecore.org/content/upload/ArgumentOpinion_K-12WS.pdf

http://achievethecore.org/content/upload/ArgumentOpinion_K-12WS.pdf

http://www.parcconline.org/assessments/test-design/ela-literacy/test-specifications-documents

http://writingcenter.fas.harvard.edu/pages/counter-argument

http://writingcenter.fas.harvard.edu/pages/counter-argument

http://www.corestandards.org/assets/Appendix_C.pdf

http://www.corestandards.org/assets/Appendix_C.pdf

https://www.youtube.com/watch?v=wCzuAMVmIZ8

https://www.youtube.com/watch?v=-CnJV8iMAOc



https://owl.english.purdue.edu/owl/resource/697/1

https://owl.english.purdue.edu/owl/resource/697/1

http://www.edutopia.org/blog/reaching-literary-analysis-rusul-alrubail

http://www.edutopia.org/blog/reaching-literary-analysis-rusul-alrubail

https://owl.english.purdue.edu/owl/

https://owl.english.purdue.edu/owl/

http://www.eduplace.com/kids/hme/6_8/grammar/

https://owl.english.purdue.edu/owl/resource/685/04/

http://www.edutopia.org/blog/strategies-for-inquiry-based-learning-john-mccarthy

http://www.edutopia.org/blog/strategies-for-inquiry-based-learning-john-mccarthy

http://teachingcommons.depaul.edu/Classroom_Activities/discussion.html

http://teachingcommons.depaul.edu/Classroom_Activities/discussion.html

https://www.youtube.com/watch?v=zxTuPVtayOI

http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html

http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html


● Fishbowl Strategyhttps://www.facinghistory.org/for-educators/educator-resources/teaching-strategy/fishbowl

● Stems on Fostering Class Discussionhttp://www.edutopia.org/blog/rethinking-whole-class-discussion-todd-finley

● Fishbowl Strategies: Teach Like Thishttps://www.youtube.com/watch?v=xkWl9b0FZSE

● Accountable Talk

● AVID Socratic Seminar

Critical Thinking

• Levels of Thinking in Bloom’s and Webb’s Depth of Knowledgehttp://www.ccresa.net/wp-content/uploads/2012/06/dok_blooms_comparison.pdf

● Cognitive Rigor Charthttp://www.ccresa.net/wp-content/uploads/2012/06/Blooms-DOK_ELA_3.pdf

● 5 Strategies For Middle School Classroomshttp://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0132-dec05/VM0132Middle.pdf

Spectrum of Standards by Grade; Breakdown of Standards and Sample Lessons

https://www.facinghistory.org/for-educators/educator-resources/teaching-strategy/fishbowl

https://www.facinghistory.org/for-educators/educator-resources/teaching-strategy/fishbowl

http://www.edutopia.org/blog/rethinking-whole-class-discussion-todd-finley

http://www.edutopia.org/blog/rethinking-whole-class-discussion-todd-finley

https://www.youtube.com/watch?v=xkWl9b0FZSE

https://www.youtube.com/watch?v=xkWl9b0FZSE

https://www.youtube.com/watch?v=gDPXInhu5nA

https://www.youtube.com/watch?v=oG64GWpE9Jo

http://www.ccresa.net/wp-content/uploads/2012/06/dok_blooms_comparison.pdf

http://www.ccresa.net/wp-content/uploads/2012/06/dok_blooms_comparison.pdf

http://www.ccresa.net/wp-content/uploads/2012/06/Blooms-DOK_ELA_3.pdf

http://www.ccresa.net/wp-content/uploads/2012/06/Blooms-DOK_ELA_3.pdf

http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0132-dec05/VM0132Middle.pdf

http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0132-dec05/VM0132Middle.pdf

https://learnzillion.com/common_core/ela

eighth grade language arts - trenton public schools curriculum attachment 1-q… · eighth grade...

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