english language arts 6-8

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Course of Study

Department of

English

Grades 6-8

2012

Board Approved: July 23, 2012

Eatontown School District

Eatontown, New Jersey

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EATONTOWN PUBLIC SCHOOLS

EATONTOWN, NJ 07724

BOARD OF EDUCATION

OF THE BOROUGH OF EATONTOWN

MEMBERS

Mrs. Donna Mazzella-Diedrichsen, President

Mrs. Julie Robertson, Vice-President

Mr. John Bennett

Mrs. Sharyn Chasey-Palenzuela

Mr. Robert English

Mrs. Toni Fornicola

Mr. Mark Kramer

Mr. Carl Lawson

Mr. Peter Siino

ADMINISTRATION

Mr. Scott T. McCue, Superintendent of Schools

Mrs. Kathleen Mandeville, Business Administrator

Mr. Lee Lasser, Supervisor of Special Services

PRINCIPALS

Mr. Ronald Danielson, Memorial School

Mrs. Valerie Cioffi, Meadowbrook

Mr. Kevin Iozzi, Vetter School

Mrs. Kimberly Muir, Woodmere

ENGLISH GRADES 6-8 COURSE OF STUDY UNIT DESIGNERS

Ms. Lindsey DeVito, Mrs. Jamie Johnson, Mrs. Lara Neary, Ms. Maureen Dischley, Ms. Jill Britton,

Mrs. Karen Wyckoff, Mrs. Nicole Vonfrolio, Mrs. Nichole Collins, Mrs. Robin Caroppolo, Mrs. Kim

Muir

Mr. Joseph D. Mazzarella, JM Curriculum Solutions, LLC

Michael C. Brown, Technology Coordinator

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Table of Contents

Eatontown Vision of Curriculum Excellence ………………………………………………….…...5

Statement of Philosophy …………………………………………………………………………....6

NJ Core Curriculum Content Standards for English Language Arts…………………………......7-15

Cross Curriculum Content Standards ………………………………………………………………16

Career Education/Consumer Family Life Skills …………………………………………………...17

Methodology………………………………………..………………………………………………18

Grade 6 Essential Questions………………………………………………………………………..19

Reading: Literature………………………...……………………………………….......20-27

Reading Informational Text…..…………………………………………………............28-35

Writing…………………………………………………………………………………...36-44

Speaking and Listening………………………………………………………………......45-52

Language…………………..……………………………………………………….........53-61.

Grade 7 Essential Questions………………………………………………………………………...62

English Language Arts MP 1…………………………………………………………......63-70

English Language Arts MP 2.……………………………………………………............71-78

English Language Arts MP 3..……………………………………………………………79-86

English Language Arts MP 4...……………………………………………………….......87-94

Reading MP 1………….…………………………………………………………..........95-102

Reading MP 2…………………………………………………………………………..103-110

Reading MP 3…………………………………………………………………………..111-118

Reading MP 4…………………………………………………………………………..119-126

Grade 7 Core Content Standards……………………………………………………………….127-129

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Grade 8 Essential Questions……………………………………………………………….............130

English Language Arts MP 1………………...………………………………...............131-138

English Langage Arts MP 2……………………………………………………….........139-146

English Language Arts MP 3…………………………………………………………...147-154

English Language Arts MP 4………………………………………………………......155-162

Reading MP 1…..………………………………………………………………...........163-170

Reading MP 2…………………………………………………………………………..171-178

Reading MP 3…………………………………………………………………………..179-186

Reading MP 4…………………………………………………………………………..187-194

Grade 8 Core Content Standards……………………………………………………………….195-197

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Eatontown’s Vision of Curriculum Excellence

We, the educators of the Eatontown Public School System, hold forth this vision of the curriculum of

excellence we desire for all our students. We have a dream of a curriculum that is. . .

Designed to develop a community of lifelong learners where children have healthy self-esteem,

respect and compassion for others, essential and technological knowledge, and the creative problem-

solving skills needed to meet the challenges of successful citizenship in an ever-changing multi-

cultural global society.

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I) STATEMENT OF PHILOSOPHY

The English Language Arts Curriculum for Eatontown Public Schools was developed around the Common Core State

Standards. These standards were approved by the New Jersey State Board of Education on June 16, 2010. The Common Core

State Standards for English Language Arts create the foundation for the curriculum, pedagogy, assessments, and materials used

in the educational process for the teaching as well as the learning of valuable, relevant, and meaningful academic skills and

content.

The English Language Arts Curriculum is divided into four major strands: Reading, Writing, Speaking and Listening,

and Language. A brief summary of each strand is listed below:

The Reading Strand establishes a “staircase” of increasing complexity in order that all students are ready for the demands

of college and career level reading. The standards also require the progressive development of reading comprehension skills

in order that students advancing through the grades are able to gain more information from the various types of text they

read. Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a

range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their

intellectual perspective.

The Writing Strand focuses on students’ ability to write logical arguments based on substantive claims, sound reasoning,

and relevant evidence. Research, both short, focused projects and longer term in depth research, is emphasized throughout

the standards but most prominently in the Writing standards. Students are expected to write and to support their arguments,

informational/explanatory texts, and narratives in the various grade levels.

The Speaking and Listening Strand requires that students gain, evaluate, and present increasingly complex information,

ideas, and evidence through listening and speaking as well as through media. An important focus of the Speaking and

Listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are

one important way such discussion occurs, but value is also placed on the more informal conservation that occurs as

students collaborate to answer questions, build understanding, and solve problems.

The Language Strand expects that students will cultivate their vocabularies through a mixture of conversations, direct

instruction, and reading. These standards help students determine word meanings, appreciate the nuances of words, and

steadily expand their repertoire of words and phrases in order to prepare students for real life experience at college and in

21st century careers. The standards recognize that students must not only be able to use formal English in their writing and

speaking, but that they also must be able to make informed, skillful choices among the many ways to express themselves

through language.

The Eatontown Public Schools Curriculum anchored in the Common Core State Standards provides an important

educational framework for teachers to ensure they are preparing students for success in college and career. The curriculum helps

teachers develop and implement effective strategies and content for their students by providing benchmarks in each of the four

strands articulated above for skills and knowledge that their students should have by the end of each year. In a global economy,

students must be prepared to compete with not only their American peers, but with students from around the world. The

curriculum that follows was developed by teachers with the Common Core State Standards in mind. The district’s belief is that

this curriculum will prepare students with the content knowledge, academic skills, and educational experiences they need to

succeed in future college and career opportunities.

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II) COMMON CORE ENGLISH LANGUAGE ARTS STANDARDS

6th Grade English Language Arts CCCS

Standards in this strand:

RL.6.1,2,3,4,5,6,7,8,9,10

Key Ideas and Details

RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the

text distinct from personal opinions or judgments.

RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond

or change as the plot moves toward a resolution.

Craft and Structure

RL.6.4. 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.

RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the

development of the theme, setting, or plot.

RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text.

Integration of Knowledge and Ideas

RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or

live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive

when they listen or watch.

RL.6.8. (Not applicable to literature)

RL.6.9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories)

in terms of their approaches to similar themes and topics.

Range of Reading and Level of Text Complexity

RL.6.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text

complexity band proficiently, with scaffolding as needed at the high end of the range.


RI.6.1,2,3,4,5,6,7,8,9,10


RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text

distinct from personal opinions or judgments.

RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through

examples or anecdotes).

Craft and Structure

RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical

meanings.

RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes

to the development of the ideas.

RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.


RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to

develop a coherent understanding of a topic or issue.

RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and

evidence from claims that are not.

RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a

biography on the same person).

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RI.6.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently,

with scaffolding as needed at the high end of the range.


W.6.1,2,3,4,5,6,7,8,9,10

Text Types and Purposes

W.6.1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s) and organize the reasons

and evidence clearly.

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the

topic or text.

Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from the argument presented.

W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the

selection, organization, and analysis of relevant content. Introduce a topic; organize ideas, concepts, and information,

using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,

headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate transitions to clarify the relationships among ideas and concepts.

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


Provide a concluding statement or section that follows from the information or explanation presented.

W.6.3. 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.

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.

Production and Distribution of Writing

W.6.4. 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.6.5. 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.

W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;

demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Research to Build and Present Knowledge

W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when

appropriate.

W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or

paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information

for sources.

W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 6 Reading

standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical

novels and fantasy stories] in terms of their approaches to similar themes and topics”).

Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text,

distinguishing claims that are supported by reasons and evidence from claims that are not”).

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Range of Writing

W.6.10. 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.6.1,2,3,4,5,6

Comprehension and Collaboration

SL.6.1. 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.

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.

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

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or

issue under discussion.

Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it

contributes to a topic, text, or issue under study.

SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence

from claims that are not.

Presentation of Knowledge and Ideas

SL.6.4. 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.6.5.. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify

information.

SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or

appropriate.


L.6.1,2,3,4,5,6

Conventions of Standard English

L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Ensure that pronouns are in the proper case (subjective, objective, possessive).

Use intensive pronouns (e.g., myself, ourselves).

Recognize and correct inappropriate shifts in pronoun number and person.*

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to

improve expression in conventional language.*

L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*

Spell correctly.

Knowledge of Language

L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Vary sentence patterns for meaning, reader/listener interest, and style.*

Maintain consistency in style and tone.*

Vocabulary Acquisition and Use

L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and

content, choosing flexibly from a range of strategies.

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.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory,

audible).

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.

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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.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., personification) in context.

Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the

words.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping,

economical, unwasteful, thrifty).

L.6.6. 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.

7th Grade English Language Arts CCCS

Reading


RL.7.1,2,3,4,5,6,7,8,9,10


RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn

from the text.

RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an

objective summary of the text.

RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Craft and Structure

RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;

analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem

or section of a story or drama.

RL.7.5.. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.


RL.7.7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the

effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).


RL.7.9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a

means of understanding how authors of fiction use or alter history.


RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text



RI.7.1,2,3,4,5,6,7,8,9,10


RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn

from the text.

RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an

objective summary of the text.

RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events,

or how individuals influence ideas or events).

Craft and Structure


meanings; analyze the impact of a specific word choice on meaning and tone.

RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to

the development of the ideas.

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RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position

from that of others.


RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of

the subject (e.g., how the delivery of a speech affects the impact of the words).

RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence

is relevant and sufficient to support the claims.

RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by

emphasizing different evidence or advancing different interpretations of facts.


RI.7.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently,

with scaffolding as needed at the high end of the range.

Writing

• W.7.1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge

alternate or opposing claims, and organize the reasons and evidence logically.

• Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an

understanding of the topic or text.

• Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

• Establish and maintain a formal style.

• Provide a concluding statement or section that follows from and supports the argument presented.

• W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through

the selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow;

organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and

cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding

comprehension.

• Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

• Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

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

• Establish and maintain a formal style.

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

• W.7.3. 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

point of view 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.

• 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 capture the action and convey

experiences and events.

• Provide a conclusion that follows from and reflects on the narrated experiences or events.

• W.7.4. 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.7.5. 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.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to

interact and collaborate with others, including linking to and citing sources.

• W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional

related, focused questions for further research and investigation.

• W.7.8. 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.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 7

Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a

historical account of the same period as a means of understanding how authors of fiction use or alter history”).

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• Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a

text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

• W.7.10. 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.

Language :

• L7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• Explain the function of phrases and clauses in general and their function in specific sentences.

• Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among

ideas.

• Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

• L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing.

• Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,]

green shirt).

• Spell correctly.

• L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and

redundancy.*

• L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7

reading and content, choosing flexibly from a range of strategies.

• 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.

• Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent,

bellicose, rebel).

• Consult general and specialized 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.

• 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).

• words.

• L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

• Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the

words.

• Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined,

respectful, polite, diplomatic, condescending).

• L.7.6. 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.

Speaking & Listening

• SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with

diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• 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.

• Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles

as needed.

• Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and

ideas that bring the discussion back on topic as needed.

• Acknowledge new information expressed by others and, when warranted, modify their own views.

• SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually,

quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

• SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the

relevance and sufficiency of the evidence.

• SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent

descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

• SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and

emphasize salient points.

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• SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or

appropriate.


RL.8.1,2,3,4,5,6,7,8,9,10


RL.8.1. Cite the textual evidence 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.


RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script,

evaluating the choices made by the director or actors.


RL.8.9. 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.


RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8

text complexity band independently and proficiently.


RI.8.1,2,3,4,5,6,7,8,9,10


RI.8.1. Cite the textual evidence 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).

Craft and Structure


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

RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and

refining 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. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present

a particular topic or idea.

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.

RI.8.9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the

texts disagree on matters of fact or interpretation.


RI.8.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band

independently and proficiently.

14


W.8.1,2,3,4,5,6,7,8,9,10

Text Types and Purposes

W.8.1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge and

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

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an

understanding of the topic or text.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and

evidence.


Provide a concluding statement or section that follows from and supports the argument presented.


selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow;

organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g.,

charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

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



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

W.8.3. 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 point of view and

introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to

another, and show the relationships among experiences and events.

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences

and events.

Provide a conclusion that follows from and reflects on 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.

Research to Build and Present Knowledge

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. 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”). 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”).

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.

15


SL.8.1,2,3,4,5,6

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.

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.

Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual

roles as needed.

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

observations, and ideas.

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.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of

the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas

SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid

reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add

interest.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.


L.8.1,2,3,4,5,6

Conventions of Standard English

L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

Form and use verbs in the active and passive voice.

Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

Recognize and correct inappropriate shifts in verb voice and mood.*

L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

Use an ellipsis to indicate an omission.

Spell correctly.

Knowledge of Language


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 the 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.

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.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

Consult general and specialized 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.

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.

Interpret figures of speech (e.g. verbal irony, puns) in context.

Use the relationship between particular words to better understand each of the words.

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.

16

III) CROSS-CURRICULUM CONTENT STANDARDS

Common Core Technology MATH Science Art PE & Health WL Consumer & Life Skills Social Studies

ELA

Reading X X X X X X X X

Literature

Reading X X X X X X X X

Informational

Text

Writing X X X X X X X X

Speaking and X X X X X X X X

Listening

Language X X X X X X X X

17

IV) TECHNOLOGY AND 21ST CENTURY LIFE AND CAREERS STANDARDS

TECHNOLOGY STANDARDS

STANDARD 8.1: EDUCATIONAL TECHNOLOGY ALL STUDENTS WILL USE DIGITAL

TOOLS TO ACCESS, MANAGE, EVALUATE, AND SYNTHESIZE INFORMATION IN ORDER

TO SOLVE PROBLEMS INDIVIDUALLY AND COLLABORATIVELY TO CREATE AND

COMMUNICATE KNOWLEDGE.

8.2: TECHNOLOGY EDUCATION, ENGINEERING AND DESIGN ALL STUDENTS WILL

DEVELOP AN UNDERSTANDING OF THE NATURE AND IMPACT OF TECHNOLOGY,

ENGINEERING, TECHNOLOGICAL DESIGN AND THE DESIGNED WORLD AS THEY

RELATE TO THE INDIVIDUAL, GLOBAL SOCIETY, AND THE ENVIRONMENT.

21ST CENTURY LIFE SKILLS

STANDARD 9.1: 21ST CENTURY LIFE SKILLS

ALL STUDENTS WILL DEMONSTRATE CREATIVE, CRITICAL THINKING,

COLLABORATION AND PROBLEM SOLVING SKILLS TO FUNCTION SUCCESSFULLY AS

GLOBAL CITIZENS AND WORKERS IN DIVERSE ETHNIC AND ORGANIZATIONAL

CULTURES.

STANDARD 9.2: PERSONAL FINANCIAL LITERACY

ALL STUDENTS WILL DEVELOP SKILLS AND STRATEGIES THAT PROMOTE PERSONAL

AND FINANCIAL RESPONSIBILITY RELATED TO FINANCIAL PLANNING, SAVINGS,

INVESTMENT, AND CHARITABLE GIVING IN THE GLOBAL ECONOMY.

STANDARD 9.3: CAREER AWARENESS, EXPLORATION, AND PREPARATION

ALL STUDENTS WILL APPLY KNOWLEDGE ABOUT AND ENGAGE IN THE PROCESS OF

CAREER AWARENESS, EXPLORATION AND PREPARATION IN ORDER TO NAVIGATE

THE GLOBALLY COMPETITIVE WORK ENVIRONMENT OF THE INFORMATION AGE.

STANDARD 9.4: CAREER AND TECHNICAL EDUCATION

ALL STUDENTS WHO COMPLETE A CAREER AND TECHNICAL EDUCATION PROGRAM

WILL ACQUIRE ACADEMIC AND TECHNICAL SKILLS FOR CAREERS IN EMERGING

AND ESTABLISHED PROFESSIONS THAT LEAD TO TECHNICAL SKILL PROFICIENCY,

CREDENTIALS, CERTIFICATES, LICENSES, AND/OR DEGREES.

18

V) METHODOLOGY

Teachers should use a variety of instructional techniques, including, but not limited to the various

components provided by the publisher. These techniques include, but are not limited to the following:

• Textbooks

• Testing materials

• Computer software

• Audio visual materials

• Videos

• CDs/ DVDs

• Audio tapes

• Projector

• Testing materials

• Internet sites provided by the program

• ELA Prompts

Teachers select/develop activities that encourage students to develop the ability to locate information

used in answering questions; use appropriate tools, equipment, and experiences to extend their

senses; gather, analyze, and interpret data and art performance; construct reasonable explanations and

communicate their findings about investigations; demonstrate basic motor skills; achieve lifelong

wellness skills through knowledge, skills, attitudes, and practices. These activities include, but are

not limited to the following:

• Demonstrations

• Power point presentations

• Cooperative learning groups

• Internet websites

• Student projects

• Student interviews

• Student surveys

• Peer interaction

• Teacher developed activities

• Text book examples

• Writing/art activities

• Student critique of production art/assignments

Students will be able to demonstrate their knowledge of ELA content and process skills through a

variety of assessment formats. These activities include, but are not limited to the following:

• Rubrics

• Oral assessments

• Student projects and presentations

• Student reports

• Teacher observation

• Written evaluation

• Acuity/StudyIsland

19

Grade 6 Essential Questions

•How will one comprehend, gain insight and make inferences through text?

•How will one identify theme through personal opinions?

•How will one determine the elements and events that caused a change in plot?

•How will one determine the meanings of figurative language and word choice in a text?

•How will one develop point of view of a speaker or narrator?

•How will one compare/contrast fine print reading versus multimedia watching and/or listening?

•How will one compare/contrast similar themes across different genres?

•How will one analyze and gain insight and make inferences through text?

•How will one identify central idea through personal opinions or judgments?

•How will one analyze how key individuals, events, or ideas are introduced and how they contribute to the

development of ideas?

•How will one determine the meanings of figurative language and word choice in a text?

•How will one develop point of view of a speaker or narrator?

•How will one compare/contrast fine print reading versus multimedia watching and/or listening?

•How will one evaluate an argument in text?

•How will one compare and contrast one author’s presentation of events with another?

•How will one introduce and support claims?

•How will one write an explanatory text to examine a topic?

•How will one write a narrative to develop real or imagined experiences using effective techniques?

•How will one strengthen their writing with guidance and support?

•How will one conduct short research projects using relevant information from print and digital sources?

•How will one gather information from literary or informational texts to support analysis, reflection, and

research?

•How will one write regularly over a variety of different time spans?

•How will one prepare and participate in discussions?

•How will one interpret information from various media and formats?

•How will one interpret arguments and break apart claims?

•How will one present claims and sequence ideas to interpret main ideas or themes using multimedia sources?

•How will one adapt speech to a variety of contexts?

•What are some ways one can demonstrate the command of the conventions when writing or speaking?

•How will one use proper mechanics when writing?

•How will one determine multiple-meaning words and phrases within context?

•How will one demonstrate understanding of figurative language?

•How will one apply grade-appropriate words and phrases to express thoughts?

•Are you able to identify various types of poetry?

•Are supporting details included in your open-ended responses?

•Are you able to identify and utilize the three types of figurative language in your writing samples?

•Are you able to utilize new vocabulary words and appropriate compositional risks in your writing?

•Can you identify the author’s purpose?

•Can you identify who is telling the story and from what point of view?

20

Unit Title: Reading Literature Grade Level: 6

Subject/Topic Areas: Comprehension, Decoding, Vocabulary, Fluency

Key Words: Reasoning, Inferencing, Drawing Conclusions, Predicting, Theme, Central Idea,

Literary Elements, Compare/Contrast, Genre, Sequencing, Fact/Opinion, Cause/Effect

Unit Designer/s: ELA Curriculum Committee Time Frame: All Year

School District: Eatontown Public Schools School: Meadowbrook, Vetter and Woodmere

Link to Common Core Standards/Interdisciplinary Standards

Brief Summary of Unit

COVER

Grade 6

Reading:

Literature

PAGE

RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward

a resolution. RL.6.4. 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.

RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text.

RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.


RL.6.9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

RL.6.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with

scaffolding as needed at the high end of the range. 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and

collaboratively and to create and communicate knowledge.

9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem- solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

In this unit, students will be able to understand and master skills through reading and exploring various types of literature. Rigor also is

infused through the requirement that students read increasingly complex tasks throughout this grade level. Technology-infused lessons

will include Internet, PowerPoint, ActivInspire, word processing, and other computer-assisted instructional activities.

UNIT

21

What overarching understandings What are the overarching “essential”

are desired? questions?

What will students understand What “essential” and “unit” questions

as a result of this unit? will focus this unit?

IDENTIFY DESIRED

RESULTS

Grade 6 Reading: Literature

Textual Inferencing/Comprehension

Theme or Central Idea of a Text

Literary Elements

Figurative Language & Word Choice

Point of View

Compare/Contrast reading fine print versus

multimedia

Compare/Contrast different genres

How will one comprehend, gain insight and make inferences

through text?

How will one identify theme through personal opinions?

How will one determine the elements and events that caused a

change in plot?

How will one determine the meanings of figurative language

and word choice in a text?

How will one develop point of view of a speaker or narrator?

How will one compare/contrast fine print reading versus

multimedia watching and/or listening?

How will one compare/contrast similar themes across different

genres?

Students will understand:

How to comprehend and draw

inferences based on evidence from

textual support

How to summarize theme and

make judgments based upon text

How to identify and analyze a

developing plot

How to determine word meanings

and phrases in text

How to develop point of view in a

text

How to compare and contrast

reading texts versus watching or

listening to a live version

How to compare and contrast

similar themes of different genres

Using textual support, how will one comprehend

and determine appropriate inferences?

Using personal insight and judgments, how will

one determine theme?

Using series of episodes in a story’s plot, how

will one determine how a character changes as

the plot unfolds due to a series of events and/or

a particular chapter scene?

Using figurative language and specific word

choice, how will one analyze the impact of

meaning and tone in a text?

Using a narrator’s voice in a text, how will one

identify the point of view of the speaker?

Using multimedia and fine print resources, how

will one compare and contrast what they

perceive while watching or listening to simply

reading?

Using approaches to similar themes and topics,

how will one compare and contrast similar

themes and topics?

22

What evidence will show that students understand literature?

Performance Tasks, Projects

Quizzes, Tests, Academic Prompts

Unprompted Evidence, Observations, Work Samples Student Self-Assessment

DETERMINE ACCEPTABLE

EVIDENCE


Journal response to reading

Graphic organizers/Venn diagrams

Open-Ended response questions & comprehension questions

Oral reading

Vocabulary using charts, pictures, sentences, stories

Response to oral questions

Literature circles

Interactive on-line games

PowerPoint presentations

Book reviews

Story maps

Comprehension skill tests

Lesson tests

Vocabulary tests

Open-ended response questions

Anecdotal records

Running records

Teacher observation

Checklists

Rubrics

23

Task Title: Reading a Fiction Novel Approximate Time Frame: 6-8 weeks

What desired understanding/content standards will be assessed through this task?

What is the purpose of this assessment task? X Formative X Summative

Through what authentic performance task will students demonstrate understanding?

What student products/performances will provide evidence of desired understandings?

By what criteria will student products/performances be evaluated?

What type of scoring tools will be used for evaluation?

X Analytic Rubric X Holistic Rubric X Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT


RL.6.1

RL.6.2

RL.6.3

RL.6.4

RL.6.5

RL.6.6

RL.6.7

RL.6.8

RL.6.9

RL.6.10

8.1

9.1

Students will be able to decode, read with fluency, comprehend text, summarize,

retell a story, make inferences, draw conclusions, compare and contrast, make story

predictions, familiarize themselves with a variety of genres, and develop vocabulary.

Open-ended response Student created project Performance during

activity

Ability to apply skill, skill assessment, informal teacher observation, teacher-created

materials

24

What other evidence will be collected during this unit?

What will be assessed? X Performance Skill X Understanding X List

How will evidence be collected?

X Quiz/Test X Teacher notes X Assignment

What type of assessments will be used?

X Selected Response

X Academic Response

X Brief Constructed Responses

X Observation

X Work Sample

Other:

What is the assessment’s purpose?

X Diagnostic X Formative X Summative

What types of scoring tools will be used for evaluation?

X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Students will be able to cooperatively respond to published material, teacher created

materials, oral reading assessments, and other tasks applicable to each novel. Students

will incorporate multimedia within their unit of study. They will demonstrate

responsibility by completely this task in a timely fashion. Examples of appropriate

assessments include but are not limited to: a typed book review, PowerPoint

presentation, and compare/contrast through ActivInspire.

25

Given the targeted understandings, other unit goals, and the assessment evidence identified,

what knowledge and skills are needed?

What sequence of teaching and learning experiences will equip students to develop and

demonstrate THE TARGETED UNDERSTANDINGS?

PLAN LEARNING EXPERIENCES

AND INSTRUCTION


1. State the objectives.

2. Build background.

3. Activate prior knowledge.

4. Set purpose for reading.

5. Vocabulary development.

6. Preview and make predictions.

7. Apply metacognitive skills while reading.

8. Students generate and respond to student developed questions.

9. Incorporate Question-Answer Relationship (QAR) strategy throughout the

novel.

10. Recognize story structure.

11. Summarize.

12. Written/oral response to literature.

Students will need to know…

Concepts about print

Phonological awareness

Decoding and word recognition

Fluency

Reading strategies

Vocabulary development

Comprehension skills

Response to text

Inquiry and research

Students will be able to …

Comprehend/analyze fictional text

Identify literary elements

Create and revise predictions

Infer and draw conclusions

26

Books:

Harcourt StoryTown-Grade 6 Student Edition

Grade-level novels

StoryTown-Grade 6

Harcourt leveled readers

Number the Stars, Where the Red Fern Grows, From the Mixed Up Files of Mrs. Basil E.

Frankweiler, Pictures of Hollis Woods, When You Reach Me, Conductor on the

Underground Railroad

Weekly Readers

Accelerated Reader

SUPPLEMENTAL RESOURCES

Suggested Student Reading:

Manuals:

StoryTown-Grade 6 Teacher’s Edition

27

Microsoft Word, PowerPoint, Publisher, ActivInspire, Study Island


Computer Software:

Other References: Teacher-based materials;

Understanding by Design, McTighe & Wiggins

Web References:

Eatontown Public School eBoards

www.prometheanplanet.com

www.harcourtschool.com/storytown

http://www.prometheanplanet.com/

http://www.harcourtschool.com/storytown

28

Unit Title: Informational Text Grade Level: 6

Subject/Topic Areas: Comprehension, Decoding, Vocabulary, Fluency

Key Words: Reasoning, Inferencing, Drawing Conclusions, Predicting, Central Idea, Literary

Elements, Compare/Contrast, Genre, Sequencing, Fact/Opinion, Cause/Effect





UNIT

COVER

Grade 6

Reading:

Informational

Text

PAGE

RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). RI.6.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end

of the range.

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem- solving skills needed to function successfully as both global citizens and

workers in diverse ethnic and organizational cultures.

In this unit, students will be able to understand and master skills through reading and exploring various types of informational

literature. Rigor also is infused through the requirement that students read increasingly complex tasks throughout this grade level.

Technology infused lessons will include Internet, PowerPoint, ActivInspire, word processing, and other computer assisted instructional

activities.

29



What will students understand as a result What “essential” and “unit” questions

of this unit? will focus on this unit?

IDENTIFY DESIRED

RESULTS

Grade 6 Reading: Informational Text

Textual inferencing/comprehension

Central idea of a text

Key individuals, events and development of ideas

Figurative language, connotative and technical

meanings

Point of view

Compare/contrast reading fine print versus

multimedia

Evaluate arguments or claims in text

Compare/contrast different authors’ presentations of

text

How will one analyze and gain insight and make inferences

through text?

How will one identify central idea through personal opinions or

judgments?

How will one analyze how key individuals, events, or ideas are

introduced and how they contribute to the development of ideas?

How will one determine the meanings of figurative language and

word choice in a text?

How will one develop point of view of a speaker or narrator?

How will one compare/contrast fine print reading versus

multimedia watching and/or listening?

How will one evaluate an argument in text?

How will one compare and contrast one author’s presentation of

events with another?


How to analyze and draw inferences

based on support from textual evidence

How to summarize central idea and

make judgments based upon text

How to identify and analyze key

individuals, events or ideas

How to determine word meanings and

phrases in text

How to develop point of view in a text

How to compare and contrast reading

texts versus watching or listening to a

live version

How to distinguish claims that are

supported by reasons and evidence from

claims that are not

How to compare and contrast author’s

presentation with that of another

Using textual evidence, how will one analyze and

determine appropriate inferences?

Using personal insight and judgments, how will one

determine central idea?

Using critical thinking skills, one will analyze how key

individuals, events, or ideas are introduced and how they

contribute to the development of ideas

Using figurative language and specific word choice, one

will analyze the impact of meaning and tone in a text?

Using the overall structure of a text, how will one

identify the point of view or purpose and analyze how it

contributes to the overall development of ideas?

Using multimedia and fine print resources, how will one

compare and contrast what they perceive while

watching, listening, or simply reading?

Using an evaluation of arguments and claims, one will

identify the difference from supported claims and

unsupported claims

Using multiple authors’ presentations of events, how will

one compare and contrast the differences between one

other?

30

What evidence will show that students understand informational text?





EVIDENCE


Journal response to reading

Graphic organizers

Open-ended response questions & comprehension questions

Oral reading

Vocabulary using charts, pictures, sentences, stories

Response to oral questions

Literature circles

Interactive on-line games

PowerPoint presentations

Book reviews

Class discussion

Comprehension skill tests

Lesson tests

Vocabulary tests

Open-ended response questions

Anecdotal records

Running records

Teacher observation

Checklists

Rubrics

31

Task Title: Read a Non-Fiction Novel Approximate Time Frame: 6-8 weeks








PERFORMANCE TASK

BLUEPRINT


RI.6.1

RI.6.2

RI.6.3

RI.6.4

RI.6.5

RI.6.6

RI.6.7

RI.6.8

RI.6.9

RI.6.10

8.1

9.1

Students will be able to decode, read with fluency, comprehend text, summarize,

retell a story, make inferences, draw conclusions, compare and contrast, make story

predictions, be familiar with a variety of genres, and develop vocabulary.

Open-ended responses Student created project Performance during

activity

Ability to apply skill, skill assessment, informal teacher observations, running records

32






X Selected Response

X Academic Response


X Observation

X Work Sample

Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Students will be able to respond to published material, teacher created materials, oral

reading assessments, and other tasks applicable to each novel. Students will incorporate

multimedia within their unit of study. They will demonstrate respect by listening and

responding to their peers. Examples of appropriate assessments include but are not

limited to: a typed book review or response, PowerPoint presentation, and

compare/contrast through ActivInspire.

33






AND INSTRUCTION


1. State the objectives.

2. Build background.

3. Activate prior knowledge.

4. Set purpose for reading.

5. Vocabulary development.

6. Preview and make predictions.

7. Apply metacognitive skills while reading.

8. Students generate and respond to student-developed questions.

9. Incorporate Question-Answer Relationship (QAR) strategy throughout the

reading selection.

10. Recognize story structure.

11. Summarize.

12. Written/oral response to literature.

13. Class discussion.


Concepts about print

Phonological awareness

Decoding and word recognition

Fluency

Reading strategies

Vocabulary development

Comprehension skills

Response to text

Inquiry and research


Comprehend/analyze

informational text

Identify literary elements

Create & revise predictions

Infer & draw conclusions

34

Books:


Grade-level novels

Harcourt Social Studies Textbook

Scott Foresman Science Textbook

StoryTown-Grade 6

Harcourt leveled-readers

Online magazines and newspaper sites

Weekly Reader

Conductor on the Underground Railroad by Ann Petry

StoryTown-Grade 6 Teacher’s Edition



Manuals:

35

Microsoft Word, PowerPoint, Publisher, ActivInspire, Study Island, Accelerated Reader


Computer Software:



Web References:



www.brainpop.com

www.discoveryeducation.com


http://www.brainpop.com/

http://www.discoveryeducation.com/

36

Unit Title: Writing Grade Level: 6

Subject/Topic Areas: Writing as a Process, Writing as a Product, Spelling

Key Words: Argumentative, Explanatory, Narrative, Planning, Research, Pre-writing, Revising,

Editing, Writing, Publishing




UNIT

COVER Grade 6

Writing

PAGE

W.6.1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s) and organize the

reasons and evidence clearly.

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of

the topic or text.

Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.


Provide a concluding statement or section that follows from the argument presented.


selection, organization, and analysis of relevant content. Introduce a topic; organize ideas, concepts, and information, using

strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings),

graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate transitions to clarify the relationships among ideas and concepts.



Provide a concluding statement or section that follows from the information or explanation presented.

W.6.3. 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.

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.

37


In this unit, students will demonstrate increasing sophistication in all aspects of language

use, from vocabulary and syntax to the development and organization of ideas, and they

should address increasingly demanding content and sources. Technology infused lessons

will include Internet, PowerPoint, ActivInspire, word processing, and other computer

assisted instructional activities.

W.6.4. 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.6.5. 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.

W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate

with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single

sitting.

W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry

when appropriate.

W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and

quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic

information for sources.

W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 6

Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and

poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in

a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

W.6.10. 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.

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize

information in order to solve problems individually and collaboratively and to create and communicate knowledge.

9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to

function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

38





IDENTIFY DESIRED

RESULTS

Grade 6 Writing

Arguments with clear evidence

Informative/Explanatory texts

Narrative texts

Clear and coherent writing

Strengthen writing

Technology to publish writing

Short research projects

Gather information from multiple sources

Draw evidence from literary/informational

texts for support

Writing routinely over a time frame

How will one introduce and support claims?

How will one write an explanatory text to examine a topic?

How will one write a narrative to develop real or imagined

experiences using effective techniques?

How will one strengthen their writing with guidance and support?

How will one conduct short research projects using relevant

information from print and digital sources?

How will one gather information from literary or informational

texts to support analysis, reflection, and research?

How will one write regularly over a variety of different time

spans?


How to introduce and support claims with

clear evidence

How to write explanatory texts to introduce a

topic and organize ideas

How to write a narrative in order to develop

real or imagined experiences

How to develop and strengthen writing

How to conduct short research projects

How to gather information from literary or

informational texts

How to write routinely over a variety of time

frames

Using arguments to support claims, how will one introduce, organize,

and support evidence formally from credible sources while clarifying

the relationship with a concluding summary?

Using different strategies to develop the topic, how will one write an

explanatory text to introduce a topic and organize ideas with relevant

information and transitions using formal, precise language and

vocabulary with a concluding section?

Using effective techniques and relevant descriptive details, how will

one engage the reader with clear and coherent writing with

appropriate purpose and audience including characters, logical

sequencing, dialogue, transitions, precise words and phrases, and a

concluding paragraph?

With guidance from adults, peers, and technology, how will one type

a clear and coherent three page paper?

With relevant information, how one will conduct short research

projects from multiple sources with bibliographic information while

quoting or paraphrasing the information and avoiding plagiarism?

Using evidence from literary or informational texts, how will one

apply grade 6 Reading Standards to literature in order to evaluate

which arguments are supported with evidence from those that are not?

Using time constraints, how will one write routinely for a variety of

different tasks, purposes, and audiences?

39

What evidence will show that students understand writing concepts?





EVIDENCE

Grade 6 Writing

Written response to reading selections

Essays and stories

Write a job description

Open-ended responses

Graphic organizers

On-line interactive games

Journal writing

Research projects

District writing prompts


Writing portfolio

Standards Solution material

Prompt, word, and/or poem of the day

Class participation

Teacher observation

Anecdotal records

Writing Checklists

Writing Rubrics

40

Task Title: Research Project Approximate Time Frame: 4-6 weeks








PERFORMANCE TASK

BLUEPRINT

Grade 6 Writing

W.6.1

W.6.2

W.6.3

W.6.4

W.6.5

W.6.6

W.6.7

W.6.8

W.6.9

W.6.10

8.1

9.1

Students will choose an approved topic to explore and research. They will gather and

recall information from various printed and digital sources to present in a typed 3 page

essay. The students will provide an attached Works Cited listing the various sources used

to avoid plagiarism. Students will demonstrate trustworthiness by putting information in

their own words and exercising appropriate summarization skills.

Research project Performance during

activity Clear evidence of

research

Ability to apply skill, skill assessment using teacher created rubric, teacher

observation

41






X Selected Response

X Academic Response


X Observation

X Work Sample

Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE

Grade 6 Writing

Students will be able to use the writing process and apply research skills to create a

clear and coherent piece of writing using a variety of sources. The students will display

honesty by responsibly completing their research paper without plagiarizing.

42






AND INSTRUCTION

Grade 6 Writing

1. Set the purpose.

2. Generate ideas.

3. Plan and organize.

4. Gather sources.

5. Apply writing process.

6. Conference with teacher.

7. Type final product.

8. Respectfully share and reflect.


Writing as a process

Writing as a product

Spelling and mechanics

Various writing forms

Audiences and purposes

Research and inquiry

Students will be able to…

Identify the purpose of

writing

Use the writing process to

create a clear and coherent

finished product

43

Books:


Books relevant to topic of choice


MLA Format

Accelerated Reader

Harcourt StoryTown-Grade 6 Teacher’s Edition



Manuals:

44

Microsoft Word, PowerPoint, Publisher, ActivInspire, Study Island



www.brainpop.com



Computer Software:



Web References:


http://www.prometheanplanet.com/




45

Unit Title: Speaking and Listening Grade Level: 6

Subject/Topic Areas: Verbal response, Presentation, Choral Reading, Active Listening, Listening

Comprehension, Tone

Key Words: Discussion, communication, enunciation





UNIT

COVER Grade 6

Speaking and

Listening

PAGE

SL.6.1. 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.

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.

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

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under

discussion.

Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a

topic, text, or issue under study.

SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims

that are not.

SL.6.4. 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.6.5.. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve

problems individually and collaboratively and to create and communicate knowledge.

9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as

both global citizens and workers in diverse ethnic and organizational cultures.

In this unit, students will gain adequate mastery of skills and application by participating in

discussions, while actively listening to others. Technology infused lessons will include Internet,

PowerPoint, ActivInspire, word processing, and other computer assisted instructional activities.

46





IDENTIFY DESIRED

RESULTS

Grade 6 Speaking and Listening

Collaborative discussions

Interpret information

presented diversely

Interpret information

Distinguish and present

claims

Present claims

Include multimedia

Adapt speech

appropriately

How will one prepare and participate

in discussions?

How will one interpret information

from various media and formats?

How will one interpret arguments and

break apart claims?

How will one present claims and

sequence ideas to interpret main ideas

or themes using multimedia sources?

How will one adapt speech to a variety

of contexts?


How to engage effectively in

a range of collaborative

discussions

How to explain and interpret

information

How to break apart claims

while interpreting arguments

How to present claims and

include multimedia sources

How to differentiate speech

accordingly

Using effective collaboration and guidelines,

how will one come to discussions prepared,

respectively respond to the remarks of

others, and review key ideas through

reflection and paraphrasing?

Using diverse media and formats, how will

one interpret and explain information and

how it contributes to a topic or issue?

Using pertinent details, how will one break

apart a speaker’s arguments distinguishing

supported from unsupported claims?

Using multimedia sources and visual

displays, how will one present claims,

sequence ideas appropriately and use facts

and details in order to elaborate the main

idea with appropriate eye contact, volume,

and pronunciation?

Using formal English when appropriate,

how will one adapt speech to a variety of

contexts and tasks?

47

What evidence will show that students understand concepts of speaking and listening?





EVIDENCE


Literature Circles

Oral response to questions posed in classroom discussions

Oral presentations

Readers’ Theatre

Oral reading with fluency

Job interviews

Student presentation

Participation

Running records

Constructive oral critiques

Teacher observation

Teacher made rubrics

Literature Circle assessment

Video recording

Rubric

Audio recording

48

Task Title: Reader’s Theatre Approximate Time Frame: 1-2 weeks








PERFORMANCE TASK

BLUEPRINT


SL.6.1

SL.6.2

SL.6.3

SL.6.4

SL.6.5

SL.6.6

8.1

9.1

The students will be able to participate in a Reader’s Theatre by cooperatively acting

out various roles amongst their peers for a work of literature.

Performance during task Presentation Enunciation

Informal teacher observation, checklists, teacher-made rubric

49






X Selected Response

X Academic Response

Brief Constructed Responses

X Observation

X Work Sample

Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Students will be able to speak clearly during the presentation, as well as actively listen

when watching their peers perform. The students will demonstrate respect by listening

to their peers perform and ask appropriate questions about the presentation.

50






AND INSTRUCTION


1. State objective.

2. Set purpose.

3. Know your audience.

4. Plan, organize, and gather materials.

5. Responsibly practice within groups.

6. Present.

7. Follow up discussion and reflection.


Who the audience is

Expectations

How to engage

effectively in a range

of collaborative

discussions


Incorporate audio and visual

aids in their presentation

Actively listen and recall

information

Speak clearly and

appropriately

51

Books:


Harcourt StoryTown Intervention Readers


Leveled readers

Readers’ Theatre text

Accelerated Reader

Harcourt StoryTown-Grade 6 Teacher’s Edition



Manuals:

52

Microsoft Word, PowerPoint, Publisher, ActivInspire, Study Island, Microphone


Computer Software:



Web References:


www.promentheanplanet.com


www.brainpop.com


http://www.promentheanplanet.com/




53

Unit Title: Language Grade Level: 6

Subject/Topic Areas: Conventions, figurative Language, Mechanics, Word-Relationship, Multiple-

Meaning Words

Key Words: capitalization, punctuation, spelling, nuances




UNIT

COVER Grade 6

Language

PAGE

L.6.1. Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

Ensure that pronouns are in the proper case (subjective, objective, possessive).

Use intensive pronouns (e.g., myself, ourselves).

Recognize and correct inappropriate shifts in pronoun number and person.*

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

Recognize variations from standard English in their own and others' writing and speaking, and

identify and use strategies to improve expression in conventional language.*

L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.

Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*

Spell correctly.


Vary sentence patterns for meaning, reader/listener interest, and style.*

Maintain consistency in style and tone.*

54


In this unit, students will gain adequate mastery of a range of skills and conventions of

standard English grammar. Technology infused curriculum lessons will include Internet,

PowerPoint, ActivInspire, word processing, and other computer assisted instructional

activities.

L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grade 6 reading and content, choosing flexibly from a range of

strategies.

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.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the

meaning of a word (e.g., audience, auditory, audible).

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.

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.6.5. Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.

Interpret figures of speech (e.g., personification) in context.

Use the relationship between particular words (e.g., cause/effect, part/whole,

item/category) to better understand each of the words.

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

(definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

L.6.6. 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.

8.1 Educational Technology All students will use digital tools to access, manage,

evaluate, and synthesize information in order to solve problems individually and

collaboratively and to create and communicate knowledge.

9.1 All students will demonstrate the creative, critical thinking, collaboration, and

problem-solving skills needed to function successfully as both global citizens and

workers in diverse ethnic and organizational cultures.

55





IDENTIFY DESIRED

RESULTS

Grade 6 Language

Command of conventions

Mechanics

Language conventions

Multiple-meaning words

Figurative language

Grade appropriate words

and phrases

What are some ways one can demonstrate the

command of the conventions when writing or

speaking?

How will one use proper mechanics when

writing?

How will one determine multiple-meaning

words and phrases within context?

How will one demonstrate understanding of

figurative language?

How will one apply grade-appropriate words and

phrases to express thoughts?


How to demonstrate and apply

command of the conventions of

English grammar

How to use mechanics correctly

How to clarify multiple-meaning words

How to demonstrate knowledge of

figurative language

How to acquire and use grade

appropriate general and specific words

and phrases

Using commands of convention, how will one

ensure proper usage of pronouns and

recognize variations from standard English in

their own and others’ writing?

Using proper mechanics, how will one

demonstrate correct punctuation,

capitalization, and spelling?

Using reference materials and context clues,

how will one interpret multiple meaning

words and phrases?

Using interpretation of figurative language,

how will one demonstrate an understanding

and apply it in their writing?

Using grade appropriate academic and

domain-specific words and phrases, how will

one apply them appropriately to their writing?

56

What evidence will show that students understand language?





EVIDENCE

Grade 6 Language

Written response to a reading selection

Compositions and stories

Write a job description


On-line interactive games

Journal writing

District writing prompts


Writing portfolios

Skill tests

Prompt, word, and or poem of the day

Daily Language Review

Teacher observation

Anecdotal records

Writer’s

Checklists

Rubrics

57

Task Title: Write an Autobiographical Picture Book Approximate Time Frame: 6-8 weeks








PERFORMANCE TASK

BLUEPRINT

Grade 6 Language

L.6.1

L.6.2

L.6.3

L.6.4

L.6.5

L.6.6

8.1

9.1

Students will be able to use the writing process to illustrate and publish an

autobiography depicting major events in their lives. Students will present books to

their peers.

Performance during

activity Presentation Final product

Informal teacher observation, checklist, ability to apply skills using a teacher-created

rubric, and skill assessment

58




Quiz/Test X Teacher notes X Assignment


X Selected Response

X Academic Response

Brief Constructed Responses

X Observation

X Work Sample

X Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE

Grade 6 Language

Students will be able to gather information from multiple sources, such as family

interviews and pictures, to create an autobiography to present to their peers. The

students will demonstrate responsibility by completing their autobiography in a timely

fashion and meeting a deadline.

59






AND INSTRUCTION

Grade 6 Language

1. Set purpose.

2. Model examples.

3. Generate ideas.

4. Plan and organize.

5. Gather sources.

6. Apply writing process.

7. Publish final product.

8. Respectively share and reflect.


Chronological order

Transition words

Proper grammar usage

and mechanics

Figurative language

Proper voice and tone

How to use reference

materials


Peer revise and edit

Apply the writing process

Peer review

Present with proper tone and

voice

Present information in a

chronological sequence

60

Books:


Harcourt StoryTown-Grade 6 Teacher Edition




Leveled readers

Autobiographies

Accelerated Reader

Manuals:

61

Microsoft Word, Publisher, PowerPoint, ActivInspire, Study Island


Computer Software:

Other References: Teacher- materials;


Web References:




www.brainpop.com





62

Grade 7 Essential Questions

•What are the pre-writing strategies for select prompts?

•What are the capitalization and punctuation rules?

•What is a sentence?

•What is speculative, explanatory, and persuasive writing?

•What are the elements of a good essay?

•What are the common compositional risks?

•Can media be used as an impetus for writing?

•What is the difference between revise/edit?

•What are the elements of a good essay?

•What is a run-on sentence?

•What are complex sentences?

•What are essential research skills?

•How can we use writing in other subjects?

•What are the pre-writing strategies for select prompts?

•What are the elements of a good essay? (speculative, explanatory, persuasive)

•What are the common compositional risks?

•Are nouns and verbs used properly?

•How can writing be expanded through descriptions and details?

•What are the four main types of essays and their components?

•What are the suggested pre-writing strategies?

•What are some compositional risks?

•How can writing be used in other content areas?

•Are you able to identify the key elements of fiction and/or non-fiction?

•Are you able to read and create various types of graphs?

•Are you able to utilize your new vocabulary words in your daily writing?

•Compare and contrast various compositional risks?

•Are you able to define and identify a thesis statement?

•Are you able to preview, question, and reflect upon your work?

•Is the author trying to entertain, inform, or persuade?

•Are you able to identify various types of compositional risks?


•Are you able to utilize your new vocabulary words in your daily writing?

•Does your thesis statement reflect your main idea?

•Were you able to draw inferences from the selected reading?

•Were you able to recognize one trait that a character should or should not possess?

•Are you able to identify various types of compositional risks being used in the story?


•Are you able to utilize new vocabulary words in your writing?

•Does your thesis statement include a subject and a statement of opinion?

•Were you able to draw inferences from the selected reading?

•Were you able to determine the cause/effect in the reading?

•Are you practicing the reading process?

•Can you identify what character traits the character is displaying or lacking?

63

Unit Title: Marking Period 1 Grade Level: 7

Subject/Topic Areas: The sentence, Capitalization and Punctuation, Personal Narrative, Persuasive,

Explanatory Prompts with a Quote and Familiar Topic, Pre-writing strategies, Revising/Editing, 5

Paragraph Essay, Run-ons/Fragments, Compositional Risk Techniques, Writing across the

Curriculum, other media for Writing Prompts

Key Words: Subject/Predicate, Capitalization, Punctuation, Research Techniques, Technology, Five

Paragraph Essay, Compositional Risks, Figurative Language

Unit Designer/s: ELA Curriculum Committee Time Frame: September-November

School District: Eatontown Public Schools School: Memorial



UNIT

COVER

Grade 7

English

Language

Arts: MP1

PAGE

Writing: W.7.1, W.7.2, W.7.3, W.7.4, W.7.5, W.7.6, W.7.7, W.7.8, W.7.9, W.7.10

Speaking and Listening: 7.1 -7.6

Language: 7.1, 7.2, 7.3, 7.4

Technology: 8.1.8A.1, 8.1.8.A3, 8.1.8.A.4, 8.1.8.A.5 & 8.1.8.D.3

21st Century Life Skills: 9.1.8.A1

(See End of Unit for Standards)

(See appendix)

Marking Period 1 begins with the introduction of speculative (narrative) writing and the

five paragraph essay format, including the definitions of revise/edit. Research techniques

will be introduced using MLA format. Grammar emphasis will focus on the sentence and

sentence parts. Capitalization and punctuation will be reviewed and reinforced in

assignments and essay writing. Technology will be infused where applicable in order to

aid in the writing process. Portfolios will be arranged for seventh grade.

64





IDENTIFY DESIRED

RESULTS

Grade 7 English LA: MP 1

Pre-writing strategies for selected prompts

Capitalization and punctuation rules

Sentence structure

Essay formats- Explanatory, Speculative, and

Persuasive

Revise and Edit

Media used as a writing prompt

Compositional risk techniques

What are the pre-writing strategies for select

prompts?

What are the capitalization and punctuation

rules?

What is a sentence?

What is speculative, explanatory, and persuasive

writing?

What are the elements of a good essay?

What are the common compositional risks?

The importance of pre-writing

strategies and how to use them

How to implement punctuation and

capitalization in writing effectively

Differentiate between explanatory,

persuasive, and speculative prompts

Importance of proofreading

Identify and attempt compositional

risks in writing

Understand the various types of

media writing can stem from

What are capitalization and

punctuation rules used in

sentences?

Where do these rules occur in

writing?

What does each paragraph in an

essay contain?

Where do capitalization and

punctuation rules apply in other

content areas?

65

What evidence will show that students understand the concept/ topic area?




EVIDENCE

Grade 7 English: MP1

“Who am I?” Essay (3 copies)

Study Island/Benchmark

Portfolio Writing Samples

Teacher generated tests

Partner students to score essays for each other

Identify plot, character, setting, time in story-writing

Use Compositional Risk Techniques (alliteration, simile, metaphor, etc.)

Research Techniques

Homework Assignments

Five- paragraph essays

Teacher generated tests, Benchmark 1

Speculative, Explanatory, Persuasive

Class Notes

“Who am I?” writing and presentation

Modeling essays

Class participation

Holistically score essays

Portfolios

Peer Editing

Writer’s Checklist

66

Task Title: ELA M.P. 1 Approximate Time Frame: September - November


What is the purpose of this assessment task? X Formative Summative






PERFORMANCE TASK

BLUEPRINT


Writing: 7.1, 7.2, 7.4, 7.5

Speaking & Listening: 7.1, 7.5




Cross curriculum writing

“Who am I?” writing and presentation

Compositional Risk Techniques

Persuasive, Explanatory, Speculative

Correct sentences for capitalization/punctuation

“Who am I?” writing and

presentation

Poem and essay writing

using compositional risks Oral presentations with visual

aids

Teacher generate tests and worksheets classroom observations

Computer program assessments

67


What will be assessed? X Performance Skill X Understanding List




X Selected Response

X Academic Response


X Observation

X Work Sample

X Other:




X Analytic Rubric

X Holistic Rubric

Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Describe the assessments and state the prompts: Benchmark 1 Test, State rubrics,

Essays- Explanatory, Persuasive, and Speculative

68






AND INSTRUCTION


1. Students will be able to use capitalization and punctuation rules through correct usage in

writing in English as well as in other content areas.

2. Multiple copies of writing will reflect revising/editing changes done through teacher,

self, and in peer evaluations.

3. Compositional risk techniques will be applied in all content areas.

4. Study Island computer program will reflect evidence of mastery in the areas covered in

Marking Period 1 in English.

5. Using different media as an impetus for writing will be reflected with better writing

scores due to more sentence variety and enhanced descriptions.


Pre-writing strategies

Format of explanatory,

persuasive, and speculative

prompts


Basic research skills

Capitalization and Punctuation

rules


Use capitalization rules correctly

Apply compositional risk techniques

Use a variety of sentences in writing

Identify essay formats

Apply all the above to the other

content areas

69

Books:

The Language Network, Grade 7 (McDougal Littell)

Grammar Usage and Mechanics Network

Purpose in Literature

Teacher selected short stories with emphasis on literary devices (flashback, foreshadow, irony,

etc.)

Current online resources such as newspapers and magazines

Manuals:

The Language Network, Grade 7 (McDougal Littell) Teacher’s Edition

The Language Network, Grade 7 (McDougal Littell): Teacher’s Edition Resource Package



70

Microsoft Word

Microsoft PowerPoint

Inspiration

PowerPoint presentations CD-ROM (McDougal Littell)

Study Island

Easy Planner CD-ROM (McDougal Littell)


Computer Software:

Other References:

Teacher-based materials

Understanding by Design, McTigh & Wiggins

Remember the Titans- Video

Web References: Eatontown Public School eBoards

McDougal Littell Website and Class Zone Access: www.mcdougallittell.com

MLA Citation Tutorial: http://www.umuc.edu/library/tutorials/mla_citation/

MLA Citation Maker: http://www.oslis.org/MLACitations/secondary/index.php

http://www.mcdougallittell.com/

http://www.umuc.edu/library/tutorials/mla_citation/

http://www.oslis.org/MLACitations/secondary/index.php

71

Unit Title: MP2 Grade Level: 7

Subject/Topic Areas: The sentence, Capitalization and Punctuation, Nouns, Personal Narrative,

Persuasive, Explanatory Prompts with a Quote and Familiar Topic, Pre-writing strategies,

Revising/Editing, 5 Paragraph Essay, Run-ons/Fragments, Compositional Risk Techniques, Writing

across the Curriculum, other media for Writing Prompts

Key Words: Subject/Predicate, Sentence and Its parts, Capitalization, Punctuation, Research

Techniques, Technology, Five Paragraph Essay, Compositional Risks, Figurative Language

Unit Designer/s: LAL Curriculum Committee Time Frame: November-February




UNIT

COVER

Grade 7

English ELA:

MP2

PAGE

Writing: 7.1, 7.2, 7.4, 7.5





Marking Period 2 emphasizes the five paragraph essay process, including the difference between revise and

edit. Research techniques will continue to be reinforced through projects with some additional help from the

librarian. Technology will be integrated where appropriate in order to aid in the writing process. Emphasis in

grammar will continue with the sentence, forming complex sentences, uses of nouns. Compositional risk

techniques will continue to be integral.

72





IDENTIFY DESIRED

RESULTS


Other media used for writing

Combining sentences


Complex sentences

Noun usage

Edit/Revise

Research Techniques

Can media be used as an impetus for

writing?

What is the difference between revise/edit?

What are the elements of a good essay?

What is a run-on sentence?

What are complex sentences?

What are essential research skills?

How can we use writing in other subjects?

The purpose of writing from

different media sources

Appropriate noun usage and noun

functions


Identifying and attempting to

implement compositional risks in

writing

When and how to use information

for support in writing

What are the suggested components

of a speculative, persuasive, and

explanatory essay?

What is the difference between

revise/edit?

What are the compositional risk

techniques and their definitions?

How can other media be used for

writing?

73






EVIDENCE


Study Island/Benchmark



Partner students to score essays for each other

Identify plot, character, setting, time in story-writing

Use Compositional Risk Techniques (alliteration, simile, metaphor, etc.)

Research Techniques


Class Notes

Modeling essays

Class participation

Class notes

Essays/assignments

Modeling essays

Class participation

Holistically score essays

Portfolios

Peer Editing


74

Task Title: ELA Marking Period 2 Approximate Time Frame: November-February








PERFORMANCE TASK

BLUEPRINT


Writing: 7.1, 7.2, 7.4, 7.5






Speculative, Explanatory with Quote

Character Education using Word Wall



Correct sentences for capitalization/punctuation

Oral presentations with

visual aids

Selected writing prompts

Poems, short stories

Teacher generated tests Classroom observations

Computer Program assessments

75






X Selected Response

X Academic Response


X Observation

X Work Sample

X Other:




X Analytic Rubric

X Holistic Rubric

Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE

Grade 7 English: MP 2

Describe the assessments and state the prompts: Benchmark 2 Test, State Rubrics,

Explanatory, Persuasive, and Speculative essays, teacher generated tests

76






AND INSTRUCTION

Grade 7 English: MP 2

1. Students will be able to use nouns through correct usage in writing in English

as well as in other content areas.

2. Students will be able to recognize and use independent and dependent clauses.

(Chapter 8)

3. Compositional risk techniques will continue to be evident in writing.

4. Writing will reflect complex sentence usage.

5. Research techniques will be applied in all content areas.

6. Study Island will reflect evidence of mastery in the areas covered in Marking

Period 2 in English.

7. Other media will be used as an impetus for writing to improve scores due to

more sentence variety and enhanced descriptions.


Noun usage

Sentence structure

Complex sentences

Audience

Implement story

elements in writing


Use nouns correctly

Identify and use complex sentences

Vary sentences types

Target intended audience

Use compositional risk techniques

and story elements

77

Books:




Teacher selected short stories with emphasis on literary devices (flashback, foreshadow, iron






Manuals:

78

Microsoft Word


Inspiration


Study Island







Computer Software:

Other References:



The Language of Literature. Textbook. “Names and Nombres”

Personal Essay page 45- Combining Sentences




79


Subject/Topic Areas: General Writing Process-Five Paragraph essay format, the Sentence, Nouns,

Verbs, Complex sentences, compositional risk techniques, pre-writing strategies, essay formats-

narrative, explanatory, persuasive

Key Words: Complex sentence, Writing Process, Nouns, Verbs, Research Techniques, Technology,

writing elements, pre-writing strategies

Unit Designer/s: ELA Curriculum Committee Time Frame: February-April



Brief Unit Summary

UNIT

COVER Grade 7:

English LA

MP 3 PAGE

Writing: 7.1, 7.2, 7.4, 7.5





Marking Period 3 continues to emphasize on the writing process through the explanatory,

speculative, and persuasive prompts, including the difference between revise and edit. Research

techniques will continue to be reinforced individually and with guidance from the media

specialist. Technology will be integrated where appropriate. Emphasis in grammar will continue

with the sentence, sentence combining, complex sentences, uses of nouns, uses of verbs, and

compositional risk techniques.

80





IDENTIFY DESIRED

RESULTS



Identify and complete a variety of writing

prompts


Uses of nouns and verbs

Joint media for writing

What are the pre-writing strategies for

select prompts?

What are the elements of a good

essay? (speculative, explanatory,

persuasive)

What are the common compositional

risks?

Are nouns and verbs used properly?

The purpose of writing from different

media sources

Appropriate noun usage and noun

functions


Identifying and attempting to implement

compositional risks in writing

When and how to use information for

support in writing

Are connections made to personal

experience, historical events or people,

literature, and/or society?

What are the definitions of these

compositional risk techniques: simile,

metaphor, alliteration, irony, flashback,

personification, imagery, exaggeration?

What are the specific characteristics of

nouns and verbs?

81






EVIDENCE

Grade 7 English LA: MP3

Study Island




Identify plot, setting, character


Research Techniques



Benchmark 3

Writing Prompts- Speculative, Explanatory, Persuasive

Poetry

Class notes

Modeling essays

Class participation

Holistically scored

essays


Peer/self -editing

Portfolios

82

Task Title: ELA Marking Period 3 Approximate Time Frame: February-April







X Analytic Rubric Holistic Rubric X Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT

Grade 7 English: MP3

Writing: 7.1, 7.2, 7.4, 7.5







Correct sentences for noun and verb usage

Essays including but not limited to: speculative, persuasive, explanatory


visual aids

Essays Implementation of

compositional risks in

writing


Classroom program assessments Classroom observations

83






X Selected Response

X Academic Response


X Observation

X Work Sample

X Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Describe the assessments and state the prompts: Benchmark 3 Test, State rubrics,

teacher generated tests

84






AND INSTRUCTION


1. Students will be able to differentiate between types of essays: persuasive,

explanatory, and speculative.

2. Utilize pre-writing strategies and understand the importance of planning

before writing.

3. Writing will reflect usage of compound/complex sentences.

4. Study Island computer program reflect mastery in areas covered in MP3.

5. Compositional Risks will be evident in writing.


Types of essays: persuasive,

explanatory, speculative

Compound/complex

sentences

Compositional risk

techniques


Compose a variety of essays

Pre-write

Use verbs correctly

Use compositional risks

85

Books:



The Language Network, Grade 7 (McDougal Littell) Teacher Edition and materials.




Teacher selected short stories with emphasis on literary devices (flashback, foreshadow, irony)


Manuals:

86

Microsoft Word


Inspiration



Computer Software:

Other References:










87


Subject/Topic Areas: General Writing Process-Five Paragraph essay format, the Sentence, Nouns,

Verbs, Complex sentences, compositional risk techniques, pre-writing strategies, essay formats-

narrative, explanatory, persuasive

Key Words: Pronouns, Adjectives, Adverbs, Research Techniques, Essays- Persuasive, Explanatory,

Speculative

Unit Designer/s: ELA Curriculum Committee Time Frame: April-June




UNIT

COVER Grade 7

English LA

MP4

PAGE

Writing: 7.1, 7.2, 7.4, 7.5





Marking Period 4 emphasizes the enhancement of writing through sentence variety and

expansion, good descriptive words, and details making connections to literature, society, and/or

personal experience. Technology will be infused when appropriate to aid in the writing process.

Use of compositional risks will continue.

88





IDENTIFY DESIRED

RESULTS


Identify a variety of essay types

Pre-writing Strategies

Sentence variety

Other media used as a writing prompt


Pronoun, adjective, adverb, and

preposition usage

Edit/Revise

How can writing be expanded through

descriptions and details?

What are the four main types of essays

and their components?

What are the suggested pre-writing

strategies?

What are some compositional risks?

How can writing be used in other

content areas?

The different elements of each type of

essay


Importance of sentence variety

Media variety

How can compositional risk

techniques be used to expand all

essays?

How do pre-writing strategies aid in

effective essay writing?

Why is writing a variety of essay

types important?

How can other media be used as

writing prompts?

89






EVIDENCE


Study Island




Identify plot, setting, character


Research Techniques



Study Island

BM4/Final Exam

Class notes

Modeling essays

Class participation

Holistically score

essays- Writer’s

Checklist

Peer/Self-Editing

Portfolios

90

Task Title: ELA M.P. 4 Approximate Time Frame: April - June







X Analytic Rubric Holistic Rubric X Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT


Writing: 7.1, 7.2, 7.4, 7.5





Essays- Pre-writing Strategies and Elements


Revise/Edit

Essays Oral presentations with

visual aids

Poetry, short stories,

projects

Rubrics, teacher generated tests, classroom observations

91


What will be assessed? X Performance Skill X Understanding List




X Selected Response

X Academic Response


X Observation

X Work Sample

X Other: Rubric




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Benchmark 4/Final Exam

State Rubrics


92






AND INSTRUCTION


1. Writing will reflect proper identification of types of essays and prewriting

strategies.

2. Writing will reflect editing/revising changes done through teacher, self, and

peer evaluation.

3. Compositional risk techniques will be evident in writing.

4. Research techniques will continue to be applied in all content areas.

5. Study Island computer program will reflect evidence in the areas covered in

MP 4.

6. Other media will continue to be used as an impetus for writing.

7. Writing will reflect sentence combining.

8. Writing strategies will be used in other content areas.


Types of essays: persuasive,

explanatory, speculative

Compound/complex

sentences

Compositional risk

techniques


Compose a variety of essays

Pre-write

Use verbs correctly

Use compositional risks


visual aids

93

Books:










Manuals:

94

Microsoft Word


Inspiration






Computer Software:

Other References: Teacher-based materials; Understanding by Design, McTighe & Wiggins





95

Unit Title: Reading Marking Period 1 Grade Level: 7

Subject/Topic Areas: Reading Literature, Writing, Informational Text, Speaking & Listening,

Introduction to Reading and the Reading Process (Active Reading); How to read understand graphics

and understand various novels and textbooks; Understand the elements of fiction, non-fiction and

informational text; Understand author’s purpose and build vocabulary according to grade level

Key Words: Fantasy, fiction, non-fiction, graphics, thesis statement, vocabulary, plot structures,

figurative language, theme, novels and textbooks

Unit Designer/s: ELA Curriculum Committee Time Frame: September - November




UNIT

COVER

Grade 7

Reading

Marking

Period 1

PAGE

Reading Literature: 7.1, 7.2, 7.3, 7.6, 7.7, 7.9, & 7.10

Reading Informational: 7.1, 7.3, 7.4, 7.7, 7.10

Writing: 7.1, 7.2, 7.4, 7.5





At the end on marking period 1, students will be able decipher the difference between various types of literature. The students

also will be able to identify and describe the elements of fiction (character traits, plot, and setting). As a result they will be able

to create responses to open-ended questions related to character development. They will build a vocabulary according to their

academic level and use their words in various writing selections. Students will be able to incorporate active reading strategies

and finally, they will identify types of compositional risks and identify what a thesis statement is.

96





IDENTIFY DESIRED

RESULTS

Grade 7 Reading: Marking Period 1

Identify elements of fiction, non-fiction

Understand and utilize graphs (Timelines, bar graphs,

sequencing)

Expand vocabulary

Identify and define various types of literature.

To define and identify a thesis statement

To infuse technology where applicable

Implement active reading strategies

Identify author’s purpose

Are you able to identify the key elements of fiction and/or non-

fiction?

Are you able to read and create various types of graphs?

Are you able to utilize your new vocabulary words in your daily

writing?

Compare and contrast various compositional risks?

Are you able to define and identify a thesis statement?

Are you able to preview, question, and reflect upon your work?

Is the author trying to entertain, inform, or persuade?

How to decipher the difference between

fiction and non-fiction books and

selections.

How to read and design various types of

graphs.

How to select unfamiliar words and

determine their meaning through context

clues or reference books.

Understand the different types of genres

Explain that a thesis statement is an

opinion supported by proof points.

Through different technological

resources students can complete

assignments.

To be an active reader and learner

Understand the three purposes of writing.

Are you able to determine the setting, plot,

and main characters in a selected reading?

Can you integrate your new vocabulary

words into a story/essay?

Can you identify and explain how to utilize a

bar, pie and line graph?

Are you able to identify and define the

following compositional risks: figurative

languages, flashback, foreshadow imagery,

and exaggeration?

Are you able to identify the main idea of a

story and answer open-ended questions

using the RSSE format?

Can you decipher between a well-write and

a poorly written thesis statement?

Did you integrate technology into your

assignments?

Did you identify the author’s purpose?

97

What evidence will show that students understand the subject/topic areas?





EVIDENCE


Teacher generated handouts/tests

Class discussions

Compare and contrast movie/novel

Create various types of graphs/timelines

Reenact scenes from selected readings

Portfolio writings


Homework assignments

Five paragraph essays Study Island or Acuity– computer-based technology programs

Vocabulary quizzes (related to readings)

Benchmark test

Book exams

Rubrics

Checklists


Portfolios

Peer-editing

Teacher observations

Notebook Organization

Self-reflection

Portfolios

Rubric scores based

on NJHS

98

Task Title: Reading - M.P. 1 Approximate Time Frame: September - November







Analytic Rubric X Holistic Rubric X Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT




Writing: 7.1, 7.2, 7.4, 7.5





Students will be able to identify elements of fiction and non-fiction; expand vocabulary

according to instructional level; identify what a thesis statement is; read independently a

variety of literature, utilize learning computer based technology programs, identify and create

various types of graphs/timelines, create five paragraph essays, identify and incorporate

compositional risks into writing selections; and finally students will identify the author’s

purpose in a given text.

Five paragraph essays

(include content-area

assignments)

Persuasive letter for

Tuck Everlasting

Comprehend and utilize

information on various types of

graphs –timeline, bar, column, and

pie

Informal teacher observations, teacher’s notes, comprehension worksheets, notebooks,

quizzes, tests, and five paragraph essays

99






X Selected Response

X Academic Response


X Observation

X Work Sample

X Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


The students will be able to respond to teacher generated tests/materials, published

tests/materials, orally respond to class discussions and questions, create five paragraph

essays, utilize computer technology programs, and define and utilize vocabulary

according to instructional level.

100






AND INSTRUCTION


1. Introduce the steps in the Reading Process.

2. Utilize vocabulary into daily writings.

3. Identify and create graphs/timelines.

4. Reenact scenes from reading.

5. Emphasize compositional risks in creative writing pieces.

6. Create stories using exaggeration and imagery.

7. Identify elements of fiction.

8. Identify elements of non-fiction.

9. Describe the problem and solution.

10. Present projects/speeches orally to classmates.

11. Identify and explain theme.

12. Make connections between real life and stories read in class.

13. Write five paragraph essays on selected topics.

14. Use supporting details in creative writing pieces.

15. Portray characters in a story.

16. From Tuck Everlasting, evaluate the motivations and choices of characters.

Students will need to know… The reading process

Elements of fiction

Elements of non-fiction

Types of graphs

How to write five paragraph

essays

What a thesis statement is

Author’s purpose

Students will be able to … Understand and utilize sections of a text

Recognize character, plot, setting and theme

Sequence based on historical context

Recognize and present information in graphic

form

Incorporate compositional risks into a five

paragraph essay

Define and recognize a thesis statement

Identify if the author’s purpose was to inform,

entertain , or persuade

101

Books:

The Language of Literature, Grade 7 (McDougal Littell)

Bridges to Literature, Grade 7 (McDougal Littell)

The Interactive Reader Plus, Grade 7 (McDougal Littell)

Bridges to Literature (McDougal Littell)

The Reader’s Handbook

The Student Anthology, (Globe Fearon)

Tuck Everlasting, Natalie Babbitt

The Lottery Rose, Irene Hunt

Roll of Thunder, Hear My Cry, Mildred Taylor (video available)

Stargirl, Jerry Spinelli

A Bridge to Terabithia, Katherine Patterson (video available)

Short Stories:

“Thank You Ma’am” – Language of Literature (video available)

“A Day’s Wait” – Language of Literature (Applying strategies)

“Ashputtle” – Language of Literature (Fantasy & Audio Available)

“Cinder Edna” –Bridges to Literature Book 3 (Fantasy & Audio Available)

“Introduction to Chapters in Texts” – Language of Literature (Informational Text)

NJ ASK Readings (Narrative & Informational)


The Language of Literature, Grade 7 (McDougal Littell): Teacher’s Edition 2006

The Language of Literature, Grade 7 (McDougal Littell): Teacher’s Resource Package

Bridges to Literature, Grade 7 (McDougal Littell): Teacher’s Edition 2006

The Interactive Reader Plus, Grade 7 (McDougal Littell): Teacher’s Edition

Reading Toolkit, Grade 7 (McDougal Littell)

Literature in Performance Video & Resource Book (McDougal Littell)

The Student’s Anthology, (Globe Fearon): Teacher’s Edition 1992



Manuals:

102

Microsoft Word


Inspiration

Audio Library CD Package (McDougal Littell)

Selection Summaries Audio CD Package (English) (McDougal Littell)

Selection Summaries Audio CD Package (Spanish) (McDougal Littell)

Power Presentations CD-ROM (McDougal Littell)


Test Generator CD-ROM Kit w/User’s Guide (McDougal Littell)


Computer Software:

Other References:



Scope Magazine

Web References:


McDougal Littell Website & Class Zone Access: www.mcdougallittell.com

MLA Citation Tutorial: http://www.umuc.edu/library/tutorials/mla_citation

MLA Citation Maker: http://www.oslis.org/MLACitations/secondary/ondex.php


http://www.umuc.edu/library/tutorials/mla_citation

http://www.oslis.org/MLACitations/secondary/ondex.php

103

Unit Title: Reading – M.P. 2 Grade Level: 7

Subject/Topic Areas: Reading Literature, Informational text, Writing, Speaking & Listening; Introduction to poetry

with the emphasis on concrete poetry; identify and create traditional tales; emphasize compositional risks such as

figurative language (simile, metaphor and personification), irony, foreshadow, and exaggeration. Build vocabulary

according to grade level. Continue to identify and utilize a thesis statement in a research paper. Continue to identify the

theme and explain it in writing

Key Words: Traditional tales, poetry, figurative language, theme, author’s purpose, active reading

Unit Designer/s: ELA Curriculum Committee Time Frame: November - February





UNIT

COVER

Grade 7

Reading:

Marking

Period 2

PAGE



Writing: 7.1, 7.2, 7.4, 7.5





Throughout marking period 2, students will be able to decipher the difference between simile, metaphor, and personification. They will

identify and present poetry in written and oral forms. They will be able to identify traditional tales and stories from varies cultures. As a

result they will create and present their own stories to the class. Students will be able to create responses to open-ended questions using

supporting details. They will continue writing five paragraph essays while identifying and their explaining their thesis statement. Infuse

technology where applicable. Finally, they will expand their vocabulary according to their academic level and use words in various writing

selections.

104





IDENTIFY DESIRED

RESULTS


Identify figurative language (Simile, metaphor, and

personification)

Expand vocabulary

Identify and define traditional themes

Emphasize compositional risks

Recall information from selected readings

Define thesis statement and use in selected

assignments.


Identify point of view

Are you able to identify various types of poetry?

Are supporting details included in your open-ended

responses?

Are you able to identify and utilize the three types of

figurative language in your writing samples?

Are you able to utilize new vocabulary words and

appropriate compositional risks in your writing?

Can you identify the author’s purpose?

Can you identify who is telling the story and from what point

of view?

Understand that figurative language is

used to help the reader visualize and are

not literal concepts.


determine their meaning through

context clues or reference books.

Understand that the purpose of traditional

tales is used to explain aspects of

nature.

How to identify and attempt to use them

in their writing selections.

Through active reading students will be

able to recall information.

Explain that a thesis statement is an

opinion supported by proof points.

Understand the three purposes of writing.

Identify who is telling the story.

Are you able to compose an open-ended

response using supporting details?

Can you create a concrete poem using

figurative language?

How will you present your poem to the class?

What storytelling techniques did you utilize in

your presentation (props, eye-contact,

audience, participation, repetition, etc.)?

Can you write a complete sentence using the

vocabulary word in the correct context?

Are you able to identify and define the

following compositional risks: foreshadow

irony and exaggeration?

Are you able to identify the theme and support

your answer with examples from the story?

Can you reenact a scene from a selected

reading that demonstrates character traits and

point of view?

What lessons can you learn from the

experiences of the characters in a novel (anti-

bullying theme)?

105






EVIDENCE


Teacher generated handouts

Class discussions

Comprehension sheets

Compare and contrast the readings from Just So Stories by Rudy Kipling

Create memory boxes


Give oral presentations

Create five paragraphs essays

Build vocabulary list based on academic level

Include main idea/thesis statements in selected assignments.

Study Island or Acuity - technology based programs

Vocabulary quizzes (related to reading)

Benchmark test

Book exams

Rubrics

Checklists



Portfolios

Peer-editing

Peer feedback

Notebook organization

Portfolios

Rubric

106

Task Title: Reading M.P. 2 Approximate Time Frame: November - February








PERFORMANCE TASK

BLUEPRINT




Writing: 7.1, 7.2, 7.4, 7.5





Students will respond to oral/written comprehension questions about the text. They will expand vocabulary

using appropriate strategies and techniques, such as word analysis and context clues, and phonemic analysis.

Students will read a variety of literature independently. They will create and present poems, integrating

figurative language. Students writing should emphasize compositional risks. A well-developed thesis

statement and proof points will be included in selected assignments. Students will demonstrate mastery of skills

through Study Island and Acuity technology programs. Students will identify the elements of bullying (What is

a bully? , Who is a bully?, Who is a target?)

Storytelling, present poems

and give oral presentations.

Comprehension sheets on

stories read in class; recall on

quiz/test; teacher observation

Identify figurative language in

poems; Create anti-bullying posters/slogans

Informal teacher observation, teacher’s notes, comprehension worksheets, teacher created

tests/materials, published tests/materials, holistic scoring, peer evaluation, self-assessment

107


What will be assessed?

X Performance Skill X Understanding X List




X Selected Response

X Academic Response


X Observation

X Work Sample

X Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


The students will be able to respond to teacher created materials, published materials, oral

response questions and discussions applicable to each theme. Students will focus on developing

their thesis statement and writing a five paragraph essay. Students should utilize technology

when appropriate to their assignments and projects. Students will create and share

poems/traditional tales. They will be able to identify and explain the elements of bullying.

Finally students will be able to expand their vocabulary according to their instructional level.

108






AND INSTRUCTION


1. Present poems orally to class.

2. Create a “Memory Box” as an oral book report.

3. Write poetry including examples of simile, metaphor, and personification.

4. Self-select traditional tales that include exaggeration and irony.

5. Write creative writing pieces that include a main idea and supporting details.

6. Interpret stories in the Just So Stories by Rudyard Kipling.

7. Define flashback and foreshadow and identify examples of each in text.

8. Study Island or Acuity - computer based programs.


How to read poetry

Types of poetry

Characteristics of

Traditional tales

How to write a thesis

statement

Elements of Bullying

Identify and explain

the theme.


Recognize types of figurative language

Decipher between concrete and abstract

poetry

Recognize foreshadow, exaggeration,

irony and supporting details

Include a thesis statement and proof

points in research projects

Identify and provide examples of

bullying

Explain and connect themes to life

experiences

109

Books:




Bridges to Literature, (McDougal Littell)

The Reader’s Handbook,

The Student’s Anthology, (Globe Fearon)

Just So Stories, Rudyard Kipling

Shemiel and Other Fools of Chelm

Grandfather Tales, Richard Chase

Crash, Jerry Spinelli

Accelerated Reader/Student Choice

Three Cups of Tea, Greg Mortenson

Lottery Rose, Irene Hunt

Short Stories:

“Pecos Bill” – Language of Literature

“Rikki Tikki Tavi” – Interactive Workbook

“Ships that Could Sink” – Bridges to Literature # 3

“Out of the Ball Park” – Language of Literature (Informational Text)

NJ ASK Sample Reading (Narrative & Informational)








The Student’s Anthology, (Globe Fearon): Teacher’s Edition1 1992



Manuals:

110

Microsoft Word


Inspiration








Computer Software:

Other References:



Scope Magazines

Web References:


McDougal Littell Website & ClassZone Access: www.mcdougallittell.com






111

Unit Title: Reading – M.P. 3 Grade Level: 7

Subject/Topic Areas: Reading Literature, Informational Text, Writing, and Speaking & Writing; Expand

vocabulary, make inferences persuasive techniques, editorials, historical fiction, mysteries, technology, and compositional

risks.

Key Words: Persuasion, outlining, mysteries, editorials, author’s purpose, theme, and compositional risks.

Unit Designer/s: ELA Curriculum Committee Time Frame: February – April




UNIT

COVER Grade 7

Reading

Marking

Period 3 PAGE



Writing: 7.1, 7.2, 7.4, 7.5



21st Century Life Skills: 9.1.8.A1, 9.1.8.C1, 9.1.8.C2


By the end of marking period 3, students will be able to effectively utilize compositional risks in their five paragraph essays.

Students will include techniques of persuasion in writing pieces, including bandwagon, testimonial, transfer, and compare and

contrast. They will reenact a scene from a selected reading. They will be able to make inferences, draw conclusions and identify

and define author bias in selected readings. Identify and explain at least one character trait that should/should not be displayed in

a story. Students will prepare for standardized testing by reading narrative and everyday texts and responding to multiple choice

and open-ended questions. Students will continue to work with technology when applicable. Finally, they will study vocabulary

related to the text and include an effective thesis statement and proof points in research projects and essays.

112





IDENTIFY DESIRED

RESULTS

Grade 7 Reading –Marking Period 3

Review figurative language

Expand vocabulary according to ability

Prepare for NJASK


Infuse technology where applicable

Make inferences and draw conclusions

on any given topic.

Identify character traits

Are you able to identify various types of compositional risks?

Are supporting details included in your open-ended responses?

Are you able to utilize your new vocabulary words in your

daily writing?

Does your thesis statement reflect your main idea?

Were you able to draw inferences from the selected reading?

Were you able to recognize one trait that a character should or

should not possess?

Define and find examples of figurative

language in various types of writing.




Define and find examples of

compositional risks in various types of

writing.

Through different technological resources

students can complete assignments.

Inferences are used when prior

knowledge and evidence from the text are

combined.

Relate character traits to character

education.

Are you able to compose an open-ended response

using supporting details and compositional risks?

How creative can you be when reenacting a scene

from a selected reading?

Can you identify the author’s purpose for writing

his/her piece of work?

Can you draw conclusions from the selection you

just have read?

Did you follow the rubric when writing a

persuasive essay?

Are you able to identify the main idea and support

your answer with examples from the story?

Can you formulate a correct thesis statement?

Are you able make inferences about the information

you have read/discussed?

When you completed your interview, what new

facts did you learn?

Can you identify and explain character traits?

113






EVIDENCE


Classroom discussions


Compare and contrast editorials

Write business letters in response to an editorial or in reference to a product.

Reenact scenes from selected readings.

Oral presentations

Create business cards that reflect independent reading

Infuse technology when and where applicable

Recognize fact and opinion in an argument

Draw an original editorial cartoon

Use MS Word Letter Wizard to format letter and envelope

Vocabulary quizzes (based on readings)

Benchmark test

Book exams

Rubrics

Checklists



Portfolios

Peer-editing

Peer feedback


Self-reflection

Portfolios

Rubrics

114

Task Title: Marking Period 3 Approximate Time Frame: February-April







Analytic Rubric Holistic Rubric X Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT




Writing: 7.1, 7.2, 7.4, 7.5




(See Back of Unit for Standards)

Respond to oral/written comprehension questions about the text. Expand vocabulary using

appropriate strategies and techniques, such as word analysis and context clues, and phonemic

analysis. Read independently a variety of literature. Identify at least one character trait that a

character possess. Reenact scenes from selected stories. Emphasize compositional risks in daily

writing. Include main idea/thesis statement in research projects. Identify author bias and his/her

purpose for writing. Make inferences and draw conclusions from selected reading.

Reenact scene from story,

movie review, complete

interview, and respond to

editorial

Comprehension sheets on stories

read in class; recall on quiz/test;

teacher observation, writings based

on NJHSR; class discussions


in open-ended responses and

five paragraph essays

Informal teacher observation, comprehension worksheets, teacher created tests/materials, published

tests/materials, holistic scoring, peer evaluation, self-assessment

115






X Selected Response

X Academic Response


X Observation

X Work Sample

X Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE



response questions and discussions applicable to each theme. Students will respond to

editorials by analyzing the main idea and the strength of the supporting details. Students

will focus on developing their thesis statement and proof points in writing a five paragraph

essay. Students will demonstrate mastery of skills through Study Island and Acuity

computer-based programs. They will identify character traits and finally the students will

expand their vocabulary according to their instructional level.

116






AND INSTRUCTION


1. Determine the author’s purpose of writing the given selection.

2. Reenact a scene from reading revealing character traits, motives and point of

view.

3. Orally share interviews that were conducted related to career orientation or

lifetime experiences during memorable events in history.

4. Write or orally present a book review.

5. Draw conclusions and make inferences related to mystery stories read in

class.

6. Identify and create graphic outline; may utilize Inspiration software.

7. Utilize vocabulary words in daily writings.

8. Discuss and use compositional risks in writing.

9. Discuss and complete NJASK handouts to better prepare students for

NJASK state assessment test.

10. Include thesis statement and proof points in essays.

11. Use story elements of plot, character and setting in creative writing pieces.

12. Compare text and movie versions of a novel read.


The importance of graphic

outlines

Inferences are evidenced-based

guesses

Persuasion techniques

Author’s bias

Character Traits


Organize information in

graphic organizers

List information from text to

support inferences.

Recognize details and draw

conclusions

Respond to editorials and the

author’s opinion

Identify character traits

117

Books:







So Be It, Sarah Weeks

Roll of Thunder, Hear My Cry, Mildred Taylor

Crash, Jerry Spinelli

Something Upstairs, Avi

Al Capone Does My Shirts, Gennifer Choldenko

October Sky, Homer Hickman (Video Available) (Cross-cuuricular)

The House of Dies Drear, Virginia Hamilton (Video Available)


Short Stories:

A Slave, Bridges to Literature #3

Nelson Mandela, Language of Literature

Harriet Tubman, Language of Literature

Fugitive Slave, Language of Literature

NJ ASK Sample Readings (Narrative & Informational)




Manuals:







The Student’s Anthology, (Globe Fearon): Teacher’s Edition1 1992

118

Microsoft Word


Inspiration








Computer Software:

Other References:



Scope Magazine

Web References:








119

Unit Title: Reading M.P. 4 Grade Level: 7

Subject/Topic Areas: Reading Literature, Informational text, Writing, Speaking & Listening; Expand vocabulary;

identify various elements of style, compositional risks, cause/effect, and sequencing.

Key Words: Flashback, foreshadow, symbolism, theme. Sequencing, cause/effect and compositional risks

Unit Designer/s: ELA Curriculum Committee Time Frame: April - June




UNIT

COVER Grade 7

Reading:

Marking

Period 4 PAGE


Reading Informational: 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8, 7.9, 7.10

Writing: 7.1, 7.2, 7.4, 7.5





By the end of marking period 4, students will be able to identify and utilize compositional risks in their five paragraph essays.

They will continue to reenact scenes from selected readings focusing on character and plot development. They will be able to

identify and include various elements of style in their writing selections, including irony, compare and contrast, exaggeration and

cause and effect. Students will organize their writing selections according to cause/effect and sequencing objectives. Students

will continue creating pieces of writing and proofreading finished pieces based on the NJHSR. They will be able to write a

thesis statement with supporting details. Finally, they will build a vocabulary according to ability.

120





IDENTIFY DESIRED

RESULTS


Review figurative language

Expand vocabulary according to ability

Identify and utilize elements of style in one’s

writing


Identify cause/effect and sequencing.

Include thesis statement in research projects.

Recognize the relationships among the

characters in a story.

Effectively utilize the reading process

Recognize character traits

Are you able to identify various types of compositional risks

being used in the story?

Are supporting details included in your open-ended responses?

Are you able to utilize new vocabulary words in your writing?

Does your thesis statement include a subject and a statement of

opinion?

Were you able to draw inferences from the selected reading?

Were you able to determine the cause/effect in the reading?

Are you practicing the reading process?

Can you identify what character traits the character is

displaying or lacking?

Define and find examples of figurative

language in various types of writing.




Define and find examples of style and

compositional risks in various types of

writing.

Identify text structures.

Create their own thesis statements in

research projects.

Relate character traits to character

education.

How to independently implement the

reading process.

Are you able to compose an open-ended response

using supporting details and compositional risks?

When re-enacting a scene from a selected reading

can you portray characters and elements of the plot?

Did you include examples of foreshadow/flashback

in your writing selection?

Did you infuse technology where applicable?

Did you follow the Rubric when writing an essay?

Are you able to state your thesis and support your

answer with examples from the story?

Are you able to describe the events in the story that

attributed to the cause/effect?

Can you identify and explain why the character

possess or lacks certain character traits within the

story?

121






EVIDENCE


Classroom discussions


Utilize vocabulary in writing selections

Study Island and Acuity technology programs


Oral presentations

Recognize relationships among the characters in a selected reading

Portfolio writings


Research projects

Vocabulary quizzes (based on readings)

Benchmark test

Book exams

Rubrics checklists



Portfolios

Peer-editing

Peer feedback


Teacher observation

Research reports

Portfolios

Rubric Scoring

122

Task Title: Reading M.P. 4 Approximate Time Frame: April - June








PERFORMANCE TASK

BLUEPRINT



Reading Informational: 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8, 7.9, 7.10

Writing: 7.1, 7.2, 7.4, 7.5





Respond to oral/written comprehension questions about the text; expand vocabulary using appropriate

strategies and techniques, such as word analysis and context clues, and phonemic analysis; read

independently a variety of literature; reenact scenes from stories emphasize compositional risks in

writing; include main idea/thesis statement in research projects; identify character traits; identify the

following elements of style – flashback, foreshadow, theme, and symbolism; and determine the

cause/effect in reading.

Reenact scene from story;

Create graphic organizers to

demonstrate understanding



quiz/test; teacher observation,

writings based on NJ HSR.

Emphasize compositional

risks in open-ended

responses and five paragraph

essays.

Informal teacher observation, comprehension worksheets, teacher created tests/materials,

published tests/materials, holistic scoring, peer evaluation, self-assessment

123






X Selected Response

X Academic Response


X Observation

X Work Sample

X Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE



response questions and discussions applicable to each theme. Students will focus on identifying

their thesis statement and proof points in writing a five paragraph essay. Students will integrate

technology into their assignments and projects where appropriate. They will include

compositional risks and elements of style in their writing pieces. They will be able to identify

and explain at least one character trait. Finally they will expand their vocabulary according to

their instructional level.

124






AND INSTRUCTION


1. Compare and contrast novels.

2. Integrate vocabulary words into writing assignments.

3. Emphasize compositional risks in creative writing pieces.

4. Include examples of flashback, foreshadow, and or symbolism into your

writings.

5. Identify and explain the cause and effect relationships found in a story.

6. Recognize changes in the characters in a story.

7. Integrate technology when and where applicable.

8. Present projects and reports orally to class.

9. Use details and facts from as to support a thesis statement.


Styles of genre

The importance of

organizing information

Author’s purpose

Character Traits

Theme


Recognize flashback,

foreshadow, symbolism and

theme

Determine cause/effect and be

able to sequence the information

based on the story’s history.

Organize information in

outlines, graphs, tables…

Compare and contrast novels

read in class

Explain character traits

125

Books:







Tuck Everlasting, Natalie Babbitt (Video Availabe)

Something Upstairs, Avi

Roll of Thunder, Hear My Cry, Mildred Taylor

The House of Dies Drear, Virginia Hamilton (video available)

The Dark is Rising, Susan Cooper

Al Capone Does My Shirts, Gennifer Choldenko












Manuals:

126

Microsoft Word


Inspiration












Computer Software:

Other References:



Scope Magazines

Web References:




127

7th

Grade English Language Arts CCSS

Reading Literature:

RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly

as well as inferences drawn from the text.

RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of

the text; provide an objective summary of the text.

RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the

characters or plot).

RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative

and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g.,

alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RL.7.5.. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to

its meaning.

RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or

narrators in a text.

RL.7.7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or

multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting,

sound, color, or camera focus and angles in a film).


RL.7.9. Compare and contrast a fictional portrayal of a time, place, or character and a historical

account of the same period as a means of understanding how authors of fiction use or alter history.

RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and

poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high

end of the range.

Informational Text:

RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as

well as inferences drawn from the text.

RI.7.2. Determine two or more central ideas in a text and analyze their development over the course

of the text; provide an objective summary of the text.

RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas

influence individuals or events, or how individuals influence ideas or events).

RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative,

connotative, and technical meanings; analyze the impact of a specific word choice on meaning and

tone.

RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections

contribute to the whole and to the development of the ideas.

RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author

distinguishes his or her position from that of others.

RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing

each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the

words).

RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the

reasoning is sound and the evidence is relevant and sufficient to support the claims.

RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of

key information by emphasizing different evidence or advancing different interpretations of facts.

128

RI.7.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text


Writing

W.7.1. Write arguments to support claims with clear reasons and relevant evidence. Introduce

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

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and

demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),

reasons, and evidence.



W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content. Introduce a topic

clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such

as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,

headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information

and examples.

Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.



Provide a concluding statement or section that follows from and supports the information or

explanation presented.

W.7.3. 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 point of view 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.

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 capture the

action and convey experiences and events.


W.7.4. 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.7.5. 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.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite

sources as well as to interact and collaborate with others, including linking to and citing sources.

W.7.7. Conduct short research projects to answer a question, drawing on several sources and

generating additional related, focused questions for further research and investigation.

129

W.7.8. 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.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and

research. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional

portrayal of a time, place, or character and a historical account of the same period as a means of

understanding how authors of fiction use or alter history”).

Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and

specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and

sufficient to support the claims”).

W.7.10. 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 & Listening

SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and

expressing their own clearly.

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.

Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define

individual roles as needed.

Pose questions that elicit elaboration and respond to others’ questions and comments with relevant

observations and ideas that bring the discussion back on topic as needed.

Acknowledge new information expressed by others and, when warranted, modify their own views.

SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,

visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the

reasoning and the relevance and sufficiency of the evidence.

SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with

pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and

clear pronunciation.

SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and

findings and emphasize salient points.

SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English

when indicated or appropriate.

130

Grade 8

Essential Questions

•Are the proper elements used for the correct writing prompt?

•How is each of the four sentence types punctuated?

•How do you use nouns, verbs, and capitalization correctly?

•What are the conventions of writing?

•What is ironic about the story (plus other literary devices)?











•How is each different sentence type written?

•Are gerunds attempted?

•Are gerunds used successfully?

•What kind of support would be effective for your thesis?

•When are literary devices and compositional risks appropriate?

•What are the steps in the reading process?

•What is the difference between an index and a table of contents?

•Can you describe the character based on traits?

•What is an example of internal/external conflict?

•Why is the ending of the story an example of irony?

•Can you identify the three types of irony?

•Can you identify the author’s purpose?

•Did you actively read?

•Can you explain the Holocaust and when it occurred?

•Based on the author’s description, what can you infer about life in the past?

•Can you identify allusions to Greek mythology in everyday life?

•Can you identify one example of tolerance, acceptance or perseverance?

•Can you identify and explain the author’s purpose?

•How does the author use symbolism in the story?

•Compare and contrast today’s society with the setting in the story in terms of how we accept

individuals who are different. (Race, gender, mentally disabled…)

•Explain how the character changes during the course of the story.

•Identify one or more character traits a character displayed in the book.

•Are you actively reading?

•Can you explain the purpose of the article?

•What elements in your life help you to understand the thoughts and feelings of the characters in the

book?

•What is learned about the search of an Utopian Society?

•Which reference sources did you use in order to develop and support your thesis statement?

•Can you identify the author’s opinion about the topic?

131

Unit Title: ELA Marking Period 1 Grade Level: 8

Subject/Topic Areas: The sentence, capitalization/punctuation, general writing process, identifying

types of writing prompts, prewriting strategies, editing, proofreading, compositional risks in writing,

persuasive techniques, use of literary devices, and research conventions

Key Words: Sentence structure, writing process, grammar, mechanics, literary devices, research

conventions

Unit Designer/s: ELA Curriculum Committee Time Frame: Marking Period 1




UNIT

COVER

Grade 8

English LA:

MP1

PAGE

Writing: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10

Language: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6

Speaking and Listening: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6

Technology: 8.1A1-5

21st Century Life Skills: 9.1


Through various assignments in grammar book, students will learn and apply strategies of constructing sentences correctly

and using mechanics correctly. Also, students will be reinforcing prior knowledge of parts-of-speech and using these parts

of speech in their own sentences. Students also will be focusing on the conventions of a five paragraph essay: introduction,

supporting paragraphs, and a conclusion. Students will also identify the differences between prompts and know what

elements should be implemented. For example, make connections to personal experience, history and/or historical figures,

and society. Literary devices will be taught in context: poetry, short stories, and movies. Students will begin the research

process: formulating thesis statements choosing facts appropriate to task.

132





IDENTIFY DESIRED

RESULTS


Essay prompts: Explanatory, persuasive,

speculative

Constructing sentences for each sentence

type

Using various parts-of-speech correctly

Applying writing process

Using literary devices in context

Choosing important facts for research

Are the proper elements used for the

correct writing prompt?

How is each of the four sentence types

punctuated?

How do you use nouns, verbs, and

capitalization correctly?

What are the conventions of writing?

What is ironic about the story (plus

other literary devices)?

Understand the different elements of a

variety of essay prompts

The importance of sentence variety

How to use noun and verbs properly


How to implement literary devices in

various types of writing

How is an interrogative, imperative,

exclamatory, and declarative sentence

punctuated?

What is a noun and verb?

When do we capitalize?

What information goes into each type of

writing prompt/essay?

How do you end an original story with

irony?

How do you use flashback in context?

133

What evidence will show that students understand literature?





EVIDENCE


Literature

Projects on background in which a novel is set

Timelines or other graphic features

Poetry

Multiple essays

Sentence types

Punctuation regarding various sentence types

Teacher-generated tests and book tests

Rubrics and checklists per assignment (persuasive, speculative, explanatory)

Notebook tests (organization)

Writing Portfolio, NJHSR

Writing Portfolios

Oral reports with visual aids


Portfolio reflection

sheet, writer’s checklist

Student review of

graded tests and projects

134

Task Title: ELA Marking Period 1 Approximate Time Frame: Sept- Nov








PERFORMANCE TASK

BLUEPRINT


Writing: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10

Language: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6


Technology: 8.1A1-5



Answer and perform tasks regarding sentence structure.

Expand knowledge of sentence types using appropriate capitalization and

punctuation.

Write essays appropriately aligned to writing prompt- persuasive, explanatory, and

speculative and follow effective writing practices criteria.

Grammar tests Essays Various research

projects with visual aids

Informal teacher observations teacher-generated tests/materials graded essays

(teacher, peer, self)

135






X Selected Response

X Academic Response


X Observation

X Work Sample

X Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Describe the assessments and state the prompts: the students will create written material

based on teacher instruction, modeling, other samples of work, oral responses to

material, discussion, and applications of material. Technology will be used to help

students draft responses.

136






AND INSTRUCTION


1. Continue with sentence structure using different sentence types in context.

2. Various essays will be written in all three genres: explanatory, persuasive, and

speculative.

3. Literary devices are used in context in poetry, persuasive, explanatory, and

speculative writing.

4. Compositional risk techniques will be attempted in writing selections

mentioned above.


The differences between

explanatory, speculative, and

persuasive prompts

A variety of sentence writing


Elements of a short story

Thesis statement


Pre-write and write essays

appropriate to the prompt

assigned

Use a variety of sentences in

writing

Apply compositional risk

techniques

137

Books:

The Language Network, Grade 8 (McDougal Littel)

Grammar Usage and Mechanics Workbook



Accelerated Reader Books





Manuals:


138





Computer Software:

Microsoft Word


Inspiration


Study Island


Other References:



Selected media used for writing

Web References:





139


Subject/Topic Areas: Nouns, complex/compound sentences, plurals, appositives, function of verbal

phrases, verbs in active, passive voice, and mood, holistic scoring, editing, compositional risks in

writing, persuasive techniques, use of literary devices, and research conventions

Key Words: Sentence structure, writing process, grammar/mechanics, literary devices, thesis

statement

Unit Designer/s: ELA Curriculum Committee Time Frame: Marking Period 2




UNIT

COVER

Grade 8

English LA:

MP 2

PAGE

Writing: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10

Language: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6


Technology: 8.1A1-5



(See appendix)

Through various assignments in the grammar book, students will learn and apply strategies of constructing sentences

correctly and using mechanics correctly. Also, students will be reinforcing prior knowledge of parts-of-speech and

using these parts of speech in their own sentences. Students also will be focusing on the conventions of a five paragraph

essay: introduction, supporting paragraphs, and a conclusion. Students will also identify the differences between

prompts (persuasive, explanatory, and speculative) and know what elements should be implemented. For example,

make connections to personal experience literature, history and/or historical figures, and society. Literary devices will

be taught in context: poetry, short stories, and movies. Students will begin the research process: formulating thesis

statements while choosing facts appropriate to task.

140





IDENTIFY DESIRED

RESULTS


Essay prompts: Explanatory,

persuasive, speculative

Constructing sentences for each

sentence type

Using various parts-of-speech

correctly



Choosing important facts for

research

Are the proper elements used

for the correct writing prompt?

How is each of the four

sentence types punctuated?

How do you use nouns, verbs,

and capitalization correctly?

What are the conventions of

writing?

What is ironic about the story

(plus other literary devices)?

Understand the different

elements of a variety of essay

prompts

The importance of sentence

variety

How to use noun and verbs

properly


How to implement literary

devices in various types of

writing

How to select relevant evidence

and facts to support a thesis and

/or topic

How is an interrogative,

imperative, exclamatory,

and declarative sentence

punctuated?



What information goes into

each type of writing

prompt/essay?

How do you end an original

story with irony?

How do you use flashback

in context?

141






EVIDENCE


Classroom discussion

Observation of written work: sentences, oral presentations

Classroom participation

A variety of essay samples

Teacher-generated tests and book tests

Teacher-generated checklist based on objectives of assignment (persuasive,

speculative, explanatory)

Rubrics per assignment (focus on voice, facts, etc.)

Writing portfolio, NJHSR

Writing portfolios

Oral reports


Portfolio reflection

sheet

Writer’s checklist

Peer-editing

Student review of

graded tests

142

Task Title: ELA Marking Period 2 Approximate Time Frame: Nov-Jan








PERFORMANCE TASK

BLUEPRINT


Writing: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10

Language: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6


Technology: 8.1A1-5



Respond to questions regarding above parts of speech

Expand used parts of speech

Combine sentences in short responses

Become familiar with NJHSR and desired results: the rubric

Use literary devices and compositional risk techniques in writing selections

Grammar tests Essays Poetry, short stories,

projects

Informal teacher observation, tests, essay scores, comparing with samples, peer-

editing, writing of various poems, portfolio assessment

143






X Selected Response

X Academic Response


X Observation

X Work Sample

X Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE






144






AND INSTRUCTION


1. Infuse noun usage into sentence structure.

2. Continue with sentence structure using different sentence types in context.

3. Various essays will be written in all three genres: explanatory, persuasive, and

speculative.

4. Literary devices are used in context in poetry, persuasive, explanatory, and

speculative writing.

5. Compositional risk techniques will be attempted in writing selections

mentioned above.

Students will need to know… The differences between

explanatory, speculative, and

persuasive prompts

A variety of sentence writing


Elements of a short story

Thesis statement

Students will be able to … Are the proper elements used for

the correct writing prompt?

How is each of the four sentence

types punctuated?

How do you use nouns, verbs, and

capitalization correctly?


writing?



145

Books:










Manuals:

146

Microsoft Word


Inspiration

PowerPoint presentations CD-ROM (McDougal Littel)

Study Island






Computer Software:

Other References:



Web References:





147


Subject/Topic Areas: Nouns, complex/compound sentences, plurals, appositives, function of verbal

phrases, verbs in active, passive voice, and mood, holistic scoring, editing, compositional risks in

writing, persuasive techniques, use of literary devices, and research conventions

Key Words: Sentence structure, writing process, grammar/mechanics, literary devices

Unit Designer/s: ELA Curriculum Committee Time Frame: February-April




UNIT

COVER Grade 8

English LA:

MP3

PAGE

Writing: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10

Language: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6


Technology: 8.1A1-5



Through various assignments in the grammar book, students will learn and apply strategies of

constructing sentences correctly and using mechanics correctly. Also, students will be reinforcing prior

knowledge of parts-of-speech and using these parts of speech in their own sentences. Students also will

be focusing on the conventions of a five paragraph essay: introduction, supporting paragraphs, and a

conclusion. Students will also identify the differences between prompts (persuasive, explanatory, and

speculative) and know what elements should be implemented. For example, make connections to

personal experience literature, history and/or historical figures, and society. Literary devices will be

taught in context: poetry, short stories, and movies. Students will begin the research process: formulating thesis statements while choosing facts appropriate to task.

148





IDENTIFY DESIRED

RESULTS


Essay prompts: Explanatory,

persuasive, speculative

Using various parts-of-speech

correctly use verbal phrases



Choosing important facts for research

Are the proper elements used for

the correct writing prompt?

How is each of the four sentence

types punctuated?

How do you use nouns, verbs,

and capitalization correctly?


writing?




The differences between types of essays

and the elements of a good essay

How to improve writing quality by adding

various parts of speech and using verbal

phrases correctly

Use literary devices effectively in writing

How to select relevant evidence and

facts to support a thesis and /or topic

How is an interrogative,

imperative, exclamatory, and

declarative sentence

punctuated?



What information goes into

each type of writing

prompt/essay?

How do you end an original

story with irony?

How do you use flashback in

context?

149






EVIDENCE


Classroom discussion

Observation of written work: sentences, oral presentations, class

participation, group projects

Examples of essays

Teacher-generated test and book tests

Teacher-generated checklists (persuasive, explanatory, speculative)

Rubrics per assignment (focus on voice, facts, etc)


Writing portfolios

Oral reports


Portfolio reflection sheet


Peer-editing

Student review of graded tests

150

Task Title: ELA Marking Period 3 Approximate Time Frame: January- April








PERFORMANCE TASK

BLUEPRINT


Writing: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10

Language: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6


Technology: 8.1A1-5








Written poetry, short stories Various essays Various projects

Informal teacher observations, teacher-generated tests and materials, graded essays,

graded poetry, teacher-generated rubrics and objectives

151






X Selected Response

X Academic Response


X Observation

X Work Sample

X Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE






152






AND INSTRUCTION

Grade 8: English LA MP3

1. Continue writing essays in the persuasive, explanatory, and speculative genres.

2. Use imagery, similes, metaphors, etc. in creative writing.

3. Continue to master thesis statement and effective support of thesis statement.

4. Use irony effectively in short stories and essays.

5. Generate reports which reflect a specific time period in history and are

connected to literature which was written then.


Historical time periods

Research strategies

Compositional risk

techniques

Revise/Edit

Thesis statements


Relate time periods to novel

settings

Utilize research strategies

Use compositional risk

techniques

Revise/Edit

Write a thesis statement

153

Books:




Teacher selected short stories with emphasis on literary devices (flashback, foreshadow, irony),






Manuals:

154

Microsoft Word


Inspiration


Study Island



Computer Software:

Other References:



Web References:








155


Subject/Topic Areas: Function of verbal phrases, verbs in active, passive voice, and mood, holistic

scoring, editing, compositional risks in writing, persuasive techniques, use of literary devices, and

research conventions

Key Words: Sentence structure, writing process, grammar/mechanics, literary devices

Unit Designer/s: ELA Curriculum Committee Time Frame: April-June




UNIT

COVER Grade 8

English LA

MP4

PAGE

Writing: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10

Language: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6


Technology: 8.1A1-5



Through various assignments in the grammar book, students will learn and apply strategies of constructing

sentences correctly and using mechanics correctly. Also, students will be reinforcing prior knowledge of

parts-of-speech and using these parts of speech in their own sentences. Students also will be focusing on the

conventions of a five paragraph essay: introduction, supporting paragraphs, and a conclusion. Students will

also identify the differences between prompts (persuasive, explanatory, and speculative) and know what

elements should be implemented. For example, make connections to personal experience literature, history

and/or historical figures, and society. Literary devices will be taught in context: poetry, short stories, and

movies. Students will begin the research process: formulating thesis statements while choosing facts

appropriate to task. Portfolios finalized for the high school English Language Arts Department.

156





IDENTIFY DESIRED

RESULTS


Write using proper sentence

construction and parts-of-speech

Continue writing process for high

school portfolios by creating a series

of types of essays

Use thesis effectively with strong

support

Use literary devices and

compositional risk techniques in

writing effectively

How is each different sentence type

written?

Are gerunds attempted?

Are gerunds used successfully?

What kind of support would be

effective for your thesis?

When are literary devices and

compositional risks appropriate?


How to apply grammar and mechanics

effectively in writing

How to differentiate between an effective

essay and an ineffective essay and reflect

on a piece of writing

Literary devices and compositional risks

in multiple texts

The purpose of a thesis statement

What are the “jobs” of an adjective and

adverb?

How are pronouns used in context?

How many compositional risks were used

in an essay?

How would you determine a score of an

essay based on the NJHSR?

Can you locate support that correlates

with the thesis?

Are you able to identify the literary

devices?

Can you identify compositional risks

within reading?

157






EVIDENCE


Observation of written Classroom discussion

Observation of written work: sentences, oral presentations, class

participation, group projects

Examples of essays

Teacher-generated test and book tests

Teacher-generated checklists (persuasive, explanatory, speculative)

Rubrics per assignment (focus on voice, facts, etc)


Writing portfolios

Oral reports


Portfolio reflection sheet


Peer-editing

Student review of graded tests

158

Task Title: ELA Marking Period 4 Approximate Time Frame: April-June







Analytic Rubric Holistic Rubric X Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT


Writing: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10

Language: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6


Technology: 8.1A1-5








Written essays Projects Written and oral

speeches

Informal teacher observations, teacher-generated tests and materials, graded essays,

graded poetry, graded speeches, (oral and written) teacher-generated rubrics and

objectives

159






X Selected Response

X Academic Response


X Observation

X Work Sample

X Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Describe the assessments and state the prompts: The students will create written work

based on teacher instruction, modeling, other samples of written work, oral responses to

material discussion and applications of acquired knowledge to material discussion and

applications of acquired knowledge: research topics, graduation speech, poetry, and

written scenes. Technology will be used to help students draft responses.

160






AND INSTRUCTION


1. Synthesize all writings via various essays, speeches, and projects.

2. Each writing assignment will be modeled, and samples of previously written material will be

made available.

3. Students will continue to use all compositional risk and writing techniques.

4. Formulation of thesis statements in almost every form of writing except when not applicable.

5. Information gathered should support the thesis statement strongly at this point.


Techniques for

writing research

papers and writing

forms

Compositional risk

techniques

Sentence structure

Character Education

themes


Write effective speeches

Create original poetry

Show evidence of correct grammatical

usage in writing

Implement thematic words related to

character education when writing

explanatory prompts with a quote

161

Books:








Manuals:


162

Computer Software

Microsoft Word


Inspiration


Study Island





Other References:







163


Subject/Topic Areas: Reading Literature, Informational text, Writing, Speaking & Listening,

Technology & 21st Century Life Skills

Key Words: Active Reading, character traits, motives and functions, irony, exaggeration, conflict,

compositional risks, genre, flashback, foreshadow, allusion, genre, simile, metaphor, personification,

non-fiction, fiction

Unit Designer/s: ELA Curriculum Committee Time Frame: September - November




UNIT

COVER

Grade 8

Reading:

Marking

Period 1

PAGE

Reading Literature: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, & 8.10

Reading Informational: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6., 8.7, 8.10

Writing: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.9, & 8.10

Speaking & Listening: 8.1, 8.2, 8.3, 8.5, 8.6




At the end on marking period 1, students will be able to define the term genre and explain the difference between various

types of literature. The students also will be able to identify and describe the elements of fiction and non-fiction. As a

result they will be able to create responses to open-ended questions related to those genres and will be able to describe

characters based on their character traits. They will build a vocabulary according to their academic level and use these words

in various writing selections. Students will be able to incorporate active reading strategies and finally, they will identify

types of compositional risks and identify what a thesis statement is.

164





IDENTIFY DESIRED

RESULTS


Utilize the reading process

Implement active reading strategies

Locate and use parts of a textbook

Identify types of conflict (plot

development)

Identify theme

Identify irony (3 types)

Understand author’s purpose

What are the steps in the reading process?

What is the difference between an index and a table

of contents?

Can you describe the character based on traits?

What is an example of internal/external conflict?

Why is the ending of the story an example of irony?

Can you identify the three types of irony?

Can you identify the author’s purpose?

Understand and incorporate the reading

process into their daily reading.

How to mark up stories by writing

questions, making comments and taking

notes while reading.

To know how to use textbooks as a resource

and to locate information quickly.

How to identify and explain differences

between internal and external conflicts.

How to define, identify, and explain the

theme in a variety of stories.

Identify what type of irony is explained in

the story.

Determine if the author‘s purpose for

writing this story was to inform,

persuade, or entertain.

Are you implementing the reading

process?

Can you identify the areas of the

text?

Why did the author include this

character in the story?

What function does the character

serve?

An important choice faced by a

character is an example of which

type of conflict?

Can you explain the irony of the

story?

Can you identify and explain the

author’s purpose?

165






EVIDENCE



Class discussions


Create various types of graphs/timelines


Portfolio writings




Study Island or Acuity– computer-based technology programs

MSWord – Naming and Saving Documents


Benchmark test

Book exams

Rubrics

Checklists


Portfolios

Peer-editing



Self-reflection

Portfolios

Rubric scores based

on NJHS

166

Task Title: Reading M.P. 1 Approximate Time Frame: September - November








PERFORMANCE TASK

BLUEPRINT




Writing: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.9, & 8.10





Students will be able decipher the difference between various types of literature and describe the

elements of fiction and non-fiction. They will be able to create responses to open-ended questions

that include an attempt to extend to themes. Students will build their vocabulary and use their words

in various writing selections. They will be able to incorporate active reading strategies and finally,

they will identify types of compositional risks and identify the difference between a well written and

a poorly written thesis statement.

5 paragraph essays

(Compare/Contrast –

O.Henry)



quiz/test; teacher observation

Independent Reading

Packet – The Outsiders



167






X Selected Response

X Academic Response


X Observation

X Work Sample

X Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE




essays, utilize computer technology programs to help develop effective reader

strategies, identify irony and theme, and define and utilize vocabulary according to

instructional level.

168






AND INSTRUCTION


1. Review parts of textbook and complete tasks designed to familiarize students with their Science

and Social Studies textbooks.

2. Review and practice the steps of the reading process.

3. Utilize vocabulary into writing pieces.

4. Review Story Elements: Character, Plot and Setting.

5. Expand character development to include motives, functions and traits.

6. Identify point of view.

7. Analyze problem and solution through conflict.

8. Define exaggeration and types of irony. Identify irony in selected reading and short stories.

9. Compare and contrast examples in two works written by O. Henry.

10. Read the novel, The Outsiders, independently; analyze the plot development, conflict, character

motives and functions, and develop setting through cultural studies of the 1960’s.

11. Identify literary devices.

12. Identify elements of fiction and non-fiction.

13. Make connections from novel to real life.

14. Identify and explain theme.


Reading Process

How to effectively use a

textbook

Types of conflict: Internal and

External

Characterization

Author’s Purpose


Set a purpose, reread and apply

knowledge

Use index; table of contents,

headings

Recognize problem and solution

Identify character motives,

functions, and traits


(Entertain, inform, persuade)

169

Books:







Short Stories by O. Henry, O. Henry

The Outsiders, S.E. Hinton

Hunger, Richard Wright

“Richard Wright and the Library Card”, Bridges to Literature # 2 (Allusion &

Inferences)

“Almost Human”, Bridges to Literature #2 (Irony)

“Writing Workshop”, Language of Literature (How to compare/contrast)

“Charles”, Shirley Jackson

The Face on the Milk Carton, Caroline B. Cooney













Manuals:

170

Microsoft Word


Inspiration








Computer Software:

Other References:



Full House – Video CD on O. Henry

Scope Magazine

Web References:


McDougal Littell Website & Class Zone Access: www.mcdougallittell.com






171



Technology, and Consumer Life Skills

Key Words: Active Reading, character motives and functions, sequence, inference,

compare/contrast, allusion, allegory, tolerance, acceptance, perseverance, loyalty, foreshadow,

flashback, figurative language

Unit Designer/s: ELA Curriculum Committee Time Frame: November – February




UNIT

COVER

Grade 8

Reading: Marking

Period 2

PAGE



Writing: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.9, & 8.10





Throughout marking period 2, students will read non-fiction materials, with an emphasis on Holocaust studies. They will be

able to identify and define the words tolerance, acceptance and perseverance. In addition, they will learn about Greek

Mythology and how it reflects on human behavior. Students will respond to open-ended questions using supporting details and

compositional risks. They will continue to write five paragraph essays while identifying and explaining the thesis statement.

Students will infuse technology where applicable. Finally, they will use vocabulary into their various writing selections.

172





IDENTIFY DESIRED

RESULTS


Continue Active Reading

Recognize similarities and differences between

present and past

Historical events of the Holocaust

Greek mythology explained events in nature

Recognize the importance of Greek mythology in

everyday life.

Make inferences based on historical events


Theme (character education)

Did you actively read?

Can you explain the Holocaust and when it

occurred?

Based on the author’s description, what can you infer

about life in the past?

Can you identify allusions to Greek mythology in

everyday life?

Can you identify one example of tolerance,

acceptance or perseverance?

How to incorporate active reading

independently.

Illustrates understanding of events

through the use graphic organizers.

Identify and explain that led up to the

Holocaust and resulted in this tragedy.

Understand the purpose of Greek

Mythology and its explanations to

nature.

Identify the author’s message about a

topic.

Identify them and relate it to character

education.

How do types of historical writing and

non-fiction literature differ from fictional

literature?

How did the Holocaust affect people’s

lives globally?

What is the purpose of studying the

Holocaust?

What is a company suggesting about

their product by using a mythological

reference?

Can you identify acts of kindness and

humanity in in-humane conditions?

Can you identify and explain the author’s

purpose?

173






EVIDENCE



Class discussions


Build vocabulary list based on instructional level

Portfolio writings





MSWord – Letter Wizard

Include main idea/thesis statements in selected assignments

Complete computer based program – Children in the Ghetto (ghetto.galim.org)

Vocabulary quizzes (related to reading)

Benchmark test

Book exams

Rubrics

Checklists



Portfolios

Peer-editing

Peer feedback


Portfolios

Rubric

174

Task Title: Reading M.P. 2 Approximate Time Frame: November - January








PERFORMANCE TASK

BLUEPRINT




Writing: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.9, & 8.10





Students will be able to identify and describe the elements of fiction and non-fiction. They will be able to create

responses to open-ended questions while including the theme and relating to character development. As they

respond they will make inferences and relate their writings to historical events and society as a whole. In addition,

they will learn the importance of Greek mythology in everyday life. Students will build their vocabulary and use

their words in various writing selections. Students will be able to incorporate their active reading strategies into their

daily work and finally, they will identify types of compositional risks and identify and explain the difference

between a well written and a poorly written thesis statement.

Timeline: Historical events

during Holocaust



teacher observation; essays

oral

Independent Reading Packet:

Teacher’s choice (Night or

Milkweed)

Informal teacher observation, teacher’s notes, comprehension worksheets, teacher created tests/materials,

published tests/materials, holistic scoring, peer evaluation, self-assessment

175






X Selected Response

X Academic Response


X Observation

X Work Sample

X Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE




essays, utilize computer technology programs to enhance reading strategies, identify

irony and theme, and define and utilize vocabulary according to instructional level.

176






AND INSTRUCTION



2. Actively respond to novels and short stories.

3. Expand character development to include motives, functions and traits

4. Identify point of view

5. Analyze problem and solution through conflict.

6. Connect Greek mythological references to everyday life.

7. Read a novel, Night, Milkweed, and or Dairy of Anne Frank, independently;

analyze the plot development, conflict, character motives and functions, and

develop setting through cultural studies of the 1930’s.

8. Identify and explain literary devices

9. Identify elements of fiction and non-fiction


11. Identify and explain theme (connect to character education: tolerance, acceptance,

perseverance).

12. Make inferences and support your ideas with specific evidence from the text.

Students will need to know… How to actively respond to

various texts.

Historical writing can be

organized in various ways

Inferences to historical events

How to connect Greek

mythological references to

everyday life

Compare/contrast life in the

past to current day

Character education terms

(tolerance, acceptance,

perseverance, respect)

Students will be able to … Write ideas, questions, and

responses about text.

Recognize the differences between

sequential order, cause/effect,

compare and contrast, and fact

opinion.

List evidence from text to support

inferences and thesis statements.

Explain references made to Greek

Mythology

Identify and understand what the

Holocaust is, when it happened and

why it occurred.

177

Books:







The Heroes, Gods and Monsters of Greek Mythology, Bernard Evslin

Night, Elie Wiesel (video available – includes interview)

Anne Frank: The Diary of a Young Girl, Anne Frank (video available)

Terrible Things – “An Allegory of the Holocaust”,Eve Bunting

“Speech”, Parson Martin Niemoller – Bridges to Literature #3

“Acceptance” – Bridges to Literature #3 (Informational Text)

“All But My Life” – Language of Literature (non-fiction)

“A Diary from another World” – Language of Literature

Accelerated reader/student choice


Current online resources such as newspapes and magazines



Manuals:








178

Microsoft Word


Inspiration








Computer Software:

Other References:



Scope Magazine

Web References:


Holocaust Glossary – www.fcit.usf.edu/holocaust/resource

Children in the Ghetto – www.ghetto.galim.org




http://www.fcit.usf.edu/holocaust/resource

http://www.ghetto.galim.org/




179




Key Words: Active Reading, inference, flashback, character development, foreshadow, historical

fiction, figurative language, idiom, metaphor, symbolism, compositional risks, personification, theme

Unit Designer/s: ELA Curriculum Committee Time Frame: February – April




UNIT

COVER Grade 8

Reading:

Marking Period

3 PAGE



Writing: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.9, & 8.10





Throughout marking period 3, students will be expected to utilize the active reading strategies independently. Historical Fiction

stories will be read and students will need to make inferences and support their ideas with details from the text. They also will

focus on how character development and identify and explain the use of symbolism and theme in the story. In addition, students

will create responses to open-ended questions using supporting details and compositional risks. They will continue to write five

paragraph essays while identifying and explaining the thesis statement. Students will infuse technology where applicable and

finally, they will use vocabulary into their various writing selections.

180





IDENTIFY DESIRED

RESULTS


Identify and explain author’s purpose

Define and identify examples of symbolism

Recognize elements of Historical Fiction

Character development – is the character

dynamic or static

Identify examples of character education

(perseverance, tolerance, acceptance,

responsibility)

Can you identify and explain the author’s purpose?

How does the author use symbolism in the story?

Compare and contrast today’s society with the

setting in the story in terms of how we accept

individuals who are different. (Race, gender,

mentally disabled…)

Explain how the character changes during the

course of the story.

Identify one or more character traits a character

displayed in the book.

Formulate judgments regarding the

author’s purpose and use details from

story to support answer. Identify symbolism and why the author

used it.

Understand that the author used

historical events as a basis for a

fictional story.

Explain how and why/why not a

character changes.

Examine the character traits and relate

them to personal experiences.

Did the author mostly inform,

persuade, or entertain?

How does Historical Fiction reflect

the actual events of the time and

place?

Can you identify and explain

symbolism used in the story?

Can you explain at least one way the

character has grown?

Describe the protagonist at the

beginning of the story and at the end.

How has this character changed?

Do you think people in society are

more tolerant today than in the past?

Explain why or why not?

181






EVIDENCE



Class discussions



Portfolio writings





Oral presentations with visual aides


Independent reading

Cross-curricular activities


Benchmark test

Book exams

Rubrics

Checklists


Class Discussions

Portfolios

Peer-editing



Self-reflection

Portfolios

Rubric scores based on NJHS

182

Task Title Reading M.P. 3 Approximate Time Frame: February - April








PERFORMANCE TASK

BLUEPRINT




Writing: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.9, & 8.10





Students will be able to identify and describe the elements of historical fiction and compare the

events in the past to today’s society. They also will make inferences about that time era and explain

their ideas with supporting details. They will be able to provide both oral and written responses to

open-ended questions related to character development. In addition, they will learn the importance

of tolerance, responsibility, and acceptance in everyday life. Students will continue to build their

vocabulary and use their words in various writing selections. They will be able to incorporate their

active reading strategies into their daily work and finally, they will identify types of compositional

risks and will incorporate a well written thesis statement into their writing pieces.


(include compositional risks,

thesis statement…)



quiz/test; teacher observation;

Independent Reading

Packet: Teacher’s

Choice; AR Test



183






X Selected Response

X Academic Response


X Observation

X Work Sample

X Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE




essays, utilize computer technology programs to enhance reading strategies, define and

identify examples of symbolism, flashback, character education and theme, and finally

define and utilize vocabulary words according to instructional level.

184






AND INSTRUCTION




3. Expand character development to include motives, functions and traits

4. Define symbolism and identify examples in the story

5. Identify Static and Dynamic characters. Cite evidence of change in dynamic characters.

6. Read a selected novel independently; analyze the plot development, conflict, character

motives and functions, and develop setting through cultural studies of that time era.

7. Identify examples of compositional risks and incorporate those devices into selected writing

pieces.

8. Identify elements of historical fiction


10. Identify and explain theme (connect to character education: tolerance, acceptance,

perseverance, and responsibility).

11. Make inferences and support your ideas with specific evidence from the text

12. Identify and explain the author’s purpose.

Students will need to know… How to identify and explain author’s

purpose

Define and identify examples of

symbolism

Recognize elements of Historical Fiction

How Historical Fiction reflects society’s

attitude toward diversity in different

settings.


dynamic or static

Recognize attributes of character

education (perseverance, tolerance,

acceptance, responsibility)

Compositional Risks

Students will be able to … Explain, with supporting details, the author’s

purpose.

Identify the author’s use of symbolism in the

story.

Research and present facts about the

historical culture of the novel.

Compare and contrast today’s society with

the setting in the story in terms of how we

accept individuals who are different. (Race,

gender, mentally disabled…)

Present evidence from the text to show how

characters change during the course of the

novel.

Make connections to character education.

Utilize compositional risks in writing

185

Books:
















To Kill a Mockingbird, Harper Lee (Video available – includes interview)

Silent Boy, Lois Lowry

True Confessions of Charlotte Doyle –

“Priscilla and the Wimp”

“The King and His Shirt”

“The Three Spinsters”

“Acceptance” – Bridges to Literature # 3

“If I Could Stop One Heart from Breaking”, Emily Dickson

NJ ASK Sample Readings (Narrative, Informational, Persuasive, Poetry)


Manuals:

186

Microsoft Word


Inspiration












Computer Software:

Other References:



Scope Magazine

Web References:




187




Key Words: Active Reading, author’s purpose, bias, inference, science fiction, satire, theme,

metaphor, symbolism, simile, personification, fact/opinion, persuasion. Controversial issues, MLA

Citations, Compositional risks

Unit Designer/s: ELA Curriculum Committee Time Frame: April - June




UNIT

COVER Grade 8 Reading:

Marking Period

4 PAGE



Writing: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.9, & 8.10





Throughout marking period 3, students will be expected to utilize the active reading strategies independently. Science

Fiction stories will be read and students will need to make inferences and support their ideas with details from the text.

They also will focus on how character development and identify and explain the use of author’s bias displayed in the

story. In addition, students will create responses to open-ended questions using supporting details and compositional

risks. They will continue to write five paragraph essays while identifying and explaining the thesis statement. Students

will infuse technology where applicable and finally, they will use vocabulary into their various writing selections.

188





IDENTIFY DESIRED

RESULTS


Identify and explain author’s purpose

Define and identify an Utopian Society

Recognize elements of Science Fiction


dynamic or static

Identify examples of character education


responsibility)

Understand author’s bias

Did you include your thesis statement in your

writing selection?

Are you actively reading?

Can you explain the purpose of the article?

What elements in your life help you to understand the

thoughts and feelings of the characters in the book?

What is learned about the search of an Utopian Society?

Which reference sources did you use in order to develop

and support your thesis statement?

Can you identify the author’s opinion about the topic?

How the author’s purpose affects

students reading strategies.

Understand conflicts that may occur

while striving for a Utopian Society.

Understand Science Fiction reflects

fears and concerns in society usually

through technology and futuristic

settings.

Explain ways the character in the

story may or may not have changed.

Relate character education traits to

the characters in the story.

Identify and explain if the author has

a biased opinion towards the topic.

Be able to identify a thesis statement.

Compare and contrast elements of the novel with

elements of our society? (i.e., individuality vs.

sameness)

How can you determine which websites to avoid and

which to utilize when researching a topic?

Explain how a character has developed since the

beginning of the story?

What is your opinion regarding a controversial issue

discussed in the text?

Provide evidence to support your opinions and cite

your reference sources.

189






EVIDENCE



Class discussions



Portfolio writings





Oral presentations with visual aides


Independent reading

Cross-curricular activities


Benchmark test

Book exams

Rubrics

Checklists


Class Discussions

Portfolios

Peer-editing



Self-reflection

Portfolios

Rubric scores based

on NJHS

190

Task Title: Reading M.P. 4 Approximate Time Frame: April - June








PERFORMANCE TASK

BLUEPRINT




Writing: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.9, & 8.10





Students will be able to identify and describe the elements of science fiction and compare the events in the

past to today’s society. They will also make inferences about that time era and explain their ideas with

supporting details. They will be able to provide both oral and written responses to open-ended questions

related to character development. In addition, they will learn the importance of tolerance, responsibility, and

acceptance in everyday life. Students will continue to build their vocabulary and use their words in various

writing selections. They will be able to incorporate their active reading strategies into their daily work and

finally, they will identify types of compositional risks and will incorporate a well written thesis statement.

into their writing pieces

Five paragraph essay


visual aides

Research: document sources

using MLA citations and a

thesis statement



teacher observation



191






X Selected Response

X Academic Response


X Observation

X Work Sample

X Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE




essays, utilize computer technology programs, define and identify examples of

symbolism, flashback, character education and author’s bias, and finally define and

utilize vocabulary words according to instructional level.

192






AND INSTRUCTION




3. Expand character development to include motives, functions and traits.

4. Define symbolism and identify examples in the story.

5. Identify Static and Dynamic characters. Cite evidence of change in dynamic characters.

6. Read a selected novel independently; analyze the plot development, conflict, character motives.

and functions, and develop setting through cultural studies of that time era.

7. Identify examples of compositional risks and incorporate those devices into selected writing

pieces.

8. Identify elements of science fiction.


10. Identify and explain theme (connect to character education: tolerance, acceptance, perseverance,

and responsibility).

11. Make inferences and support your ideas with specific evidence from the text. 12. Identify and explain the author’s purpose and his/her opinion expressed in the story.

13. When researching include thesis statement and a Works Cited Page.


Author’s purpose

How to define and identify an Utopian

Society

Elements of Science Fiction

Character development – is the

character dynamic or static

Examples of character education


responsibility)

Author’s bias

How to include a thesis statement in

their writing selection?

How actively respond to stories


Actively respond to texts

Explain the purpose of the article/story being

read.

Compare and contrast today’s society with the

setting in the story in terms of how we accept

individuals who are different. (Race, gender,

mentally disabled…)

Identify and provide examples of an Utopian

Society?

Find reference sources that will support their

thesis statement.

Identify the author’s opinion about the topic.

Explain how a character has changed.

193

Books:







Elements of Literature – Grade 8 (Holt)



The Giver, Lois Lowry

The Guardian of Isis, Monica Hughes

“Flowers for Algernon” (Interactive Workbook) (Video Available Charly)

“The Virtuoso”

“The Roswell Incident” bridges to Literature #3

“Introduction Ray Bradbury” – Holt textbook

“Fog Horn” – Ray Bradbury

“Found Money” – Language of Literature


NJ ASK Sample Readings (Narrative, Informational, Persuasion, & Poetry)


Manuals:








Elements of Literature, Grade 8 (Holt): Teacher’s Edition 2007

194


Computer Software:

Microsoft Word


Inspiration







Other References:



Scope Magazine

Web References:








195

8th

Grade English Language Arts CCSS

Reading Literature:

RL.8.1. Cite the textual evidence 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.

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.

RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to

or departs from the text or script, evaluating the choices made by the director or actors.


RL.8.9. 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.

RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and

poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Informational Text:

RI.8.1. Cite the textual evidence 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 in detail the structure of a specific paragraph in a text, including the role of

particular sentences in developing and refining 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. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital

text, video, multimedia) to present a particular topic or idea.

196

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.

RI.8.9. Analyze a case in which two or more texts provide conflicting information on the same topic

and identify where the texts disagree on matters of fact or interpretation.

RI.8.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades

6–8 text complexity band independently and proficiently

Writing

W.8.1. Write arguments to support claims with clear reasons and relevant evidence. Introduce

claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize

the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and

demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),

counterclaims, reasons, and evidence.



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. Introduce a topic

clearly, previewing what is to follow; organize ideas, concepts, and information into broader

categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when

useful to aiding comprehension.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other

information and examples.

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas

and concepts.



Provide a concluding statement or section that follows from and supports the information or

explanation presented.

W.8.3. 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 point of view and introducing a narrator and/or characters; organize an

event sequence that unfolds naturally and logically.

Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop

experiences, events, and/or characters.

Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one

time frame or setting to another, and show the relationships among experiences and events.

Use precise words and phrases, relevant descriptive details, and sensory language to capture the

action and convey experiences and events.


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.)

197

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. 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”).

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”).

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.

Speaking & Listening:

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.

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.

Follow rules for collegial discussions and decision-making, track progress toward specific goals and

deadlines, and define individual roles as needed.

Pose questions that connect the ideas of several speakers and respond to others’ questions and

comments with relevant evidence, observations, and ideas.

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.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the

reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is

introduced.

SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with

relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,

adequate volume, and clear pronunciation.

SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen

claims and evidence, and add interest.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English

when indicated or appropriate.