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Grade 8 ELA – Curriculum Planning Guide – 2014-2015First Nine Weeks

Theme: Move Toward Freedom (Collection 3)

Standards ResourcesReading

Literature&

ReadingInformation

alTexts

RL.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.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.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.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.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.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. 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.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.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.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas;

Move Toward FreedomAnchor Text – Autobiography by Fredrick DouglasAnchor Text – The Drummer Boy of Shiloh

Required Novel – Soldier’s Heart

Suggested Reading SelectionsPoems: O Captain My Captain - Textbook “Barbara Frietchie”

(http://www.poetryfoundation.org/poem/174751)

Paul Revere’s Ride by Henry Wadsworth Longfellow (http://www.poets.org/viewmedia.php/prmMID/15640)

I Know Why the Caged Bird Sings by Maya Angelou (http://www.poemhunter.com/poem/i-know-why-the-caged-bird-sings/)

Sympathy by Paul Lawrence Dunbar (http://www.poets.org/viewmedia.php/prmMID/16071)

I, Too, Sing America by Langston Hughes (http://www.poets.org/viewmedia.php/prmMID/15615)

Non-Fiction: From Harriett Tubman - Textbook From Bloody Times: The Funeral of

Abraham Lincoln - Textbook Gettysburg Address –

(http://www.abrahamlincolnonline.org/lincoln/speeches/gettysburg.htm)

Civil War Journal – Close Reader A Mystery of Heroism – Close Reader My Friend Douglas – Close Reader Preamble & 1st Amendment to the

Constitution (http://constitutionus.com/)

Paul Revere’s Ride by David Hackett Fisher (

Anderson School District Five July 1, 2014



Standards Resourcesprovide an objective summary of the text.

http://www.slps.org/cms/lib03/MO01001157/Centricity/Domain/2503/Booknotes-P%20Revere.pdf)

ReadingLiterature

&Reading

Informational

Texts

RI.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

RI.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.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.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.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 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.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.

Art, Music, Media: www.Learntheaddress.org The Midnight Ride by Grant Wood

(http://picturingamerica.neh.gov/downloads/pdfs/Resource_Guide_Chapters/PictAmer_Resource_Book_Chapter_3A.pdf)

Retroactive 1 by Robert Rauschenberg (http://www.warhol.org/education/resourceslessons/Robert-Rauschenberg/ )

Resource for Individual Selections – Digital Overview on page 142b-142c in teacher’s edition of textbook.

Suggested Resources: Soldier’s Heart novel unit

Taken from Common Core Curriculum Maps English Language Arts, Grades 6-8● Grade 8, Unit 3 – Looking Back on

America Sample Activity #6 (RL.1, RL.2,

RL.4, RL.5) (SL.1, SL.3, L.3) Sample Activity #7 (RL.5, RL.9)

(SL.6, L.3) Sample Activity #12 – Note the

Essential Question● Grade 8, Unit 5 – Dramatically

Speaking Sample Activity #6 (RL.2, RL.4,

RL.5, RL.6) Sample Activity #7 (RL.5) (SL.1a,

SL.1b, SL.1c, SL.1d, SL.3, L.5a, L.5b, L.5c)

Sample Activity #8 (RL.1, RL.5) (SL.1)


http://www.warhol.org/education/resourceslessons/Robert-Rauschenberg/

http://www.warhol.org/education/resourceslessons/Robert-Rauschenberg/

http://www.Learntheaddress.org/



Standards Resources

Writing W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.3a 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.

W.3b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

W.3c 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.

W.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Writing Workshop Introduction—Grammar, Mechanics, Usage, Content and Development, Organization, Voice, and Spelling

Potential Resources: National Writing Project: A menu of

writing topics for teaching writing (audience, grammar, responding to writing, style & rhetoric, specific genres, writing processes, etc.): http://www.nwp.org/cs/public/print/resource_topic/teaching_writing

Teaching that Makes Sense: A website with a plethora of downloads consisting of “Welcome to Writer’s Workshop,” “The Writing Teacher’s Strategy Guide,” What is Good Writing?” “Assessing Writers; Assessing Writing,” “An Introduction to the Writing Process,” “K-12 Student Writing Samples: Authentic Work Compiled by CCSSI,” and much more! Also posters and handouts for the writing classroom! http://www.ttms.org

Writing Fix: Excellent resources are provided by northern Nevada’s Writing Project. Here you can find: Mentor Text Lessons, Writing Genre Lessons, Writing Process Lessons, etc. Also contains a link to Corbett Harrison’s “Always Write” website. www.writingfix.com

Trail of Breadcrumbs: website with teacher writing resources (under




Standards ResourcesW.3e Provide a conclusion that follows from

and reflects on the narrated experiences or events.

W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.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.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.

“Teaching”): http://www.trailofbreadcrumbs.net/

Ms. McClure’s Class: This webpage encompasses many lessons which fall into 4 distinct categories, including lessons about: topics, principles of writing, genre, conventions. http://msmcclure.com/?page_id=3937 (for more lesson ideas from this teacher, click the words “Language Arts” at the top of the page)

BrainPop (your school may have a subscription to this online resource): when you log in to the website (brainpop.com), choose English. From the next menu, choose Writing to view the list of topics that are available. For each topic you can find a video and several activities.

Writing W.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 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 standard format for citation.

W.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.

Thinking Through Genre (This book may be in your professional library): Contains actual unit plans for a variety of reading and writing genres. For a more detailed description and additional writing process resources, see this website: http://www.ohiorc.org/record/6028.aspx

Personal Narrative: Suggested Units:● The Collections textbook has a teacher

website (https://my.hrw.com/dashboard/home#) where you can view additional lesson ideas. Under “Interactive Writing Lessons” you can find several resources for Narrative Writing by clicking the purple buttons

● Narrative Writing Resources on Writing Fix: http://writingfix.com/genres/narrative.htm

● A Pearson unit on Personal Narrative Writing: http://ptgmedia.pearsoncmg.com/imprint_downloads/merrill_professional/images/PersonalNarrativeTeachingStrategies.pdf

● The Noyce Foundation Personal Anderson School District Five July 1, 2014



Standards ResourcesNarrative Unit: http://www.insidewritingworkshop.org/profdev/materials/bw_reading.pdf

● LearnZillion Videos: http://learnzillion.com/lessons?utf8=%E2%9C%93&filters%5Bsubject%5D=ela&query=Personal+narrative&filters%5Bgrade%5D%5B%5D=6&filters%5Bstrand%5D=&filters%5Bstandard%5D

Collection 3 Performance Tasks● Visual Presentation● Literary Analysis

Unit 3—Literary Analysis—Common GroundLocated in the Common Core Assessment SupplementAlso Research Simulation Task 3 from Unit 4

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

L.1a Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

L.1b Form and use verbs in the active and passive voice.

L.1c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

L.1d Recognize and correct inappropriate shifts in verb voice and mood.

L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.2a Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

L.2b Use an ellipsis to indicate an omission.

L.2c Spell correctly.

Suggested Resources for Teaching Grammar throughout the year● ReadWriteThink Grammar Lessons: A

menu of general grammar lessons that would be useful during the writing workshop as well as throughout the year: http://www.readwritethink.org/search/?sort_order=relevance&q=Grammar&srchgo.x=-201&srchgo.y=-223&old_q=&srchwhere=full-site

● Four Level Analysis (Michael Clay Thompson): These .pdf files provide a short explanation and examples of this grammar strategy that can be introduced at the beginning of the year and continued throughout the year (bellringers, daily practice, etc.): http://www.scgifted.org/4LevelPlus.pdf

● The Magic Lens by Michael Clay Thompson (most A5 Schools should have a copy of this in their professional library): This is Thompson’s book that introduces parts




Standards ResourcesL.3 Use knowledge of language and its

conventions when writing, speaking, reading, or listening.

L.3a 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).

L.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

L.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

L.4d 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.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.5a Interpret figures of speech (e.g., verbal iron, puns) in context.

L.5b Use the relationship between particular words to better understand each of the words.

of speech and basic grammar concepts using four-level analysis (above). This is a comprehensive method of teaching grammar that could be used throughout the year, but must be introduced in the first few weeks.

● Mechanically Inclined by Jeff Anderson (book – may be available in your school’s library) This book helps teachers find ways of making the mechanics of English meaningful to middle school students. Also has a website: http://www.writeguy.net/ with downloads for teachers.

● BrainPop (your school may have a subscription to this online resource): when you log in to the website (brainpop.com), choose English. From the next menu, choose Grammar to view the list of topics that are available. For each topic you can find a video and several activities.

Language

L.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

L.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.




Standards Resources

SpeakingAnd

Listening

SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.1a 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.

**Speaking and Listening activities should be centered in the content being taught. For suggested activities, see the Collections textbook and individual novel units for The Outsiders and Soldier’s Heart

Additional Resources:● Toastmasters: Tips & Techniques for

Public Speaking: toastmasters.org● “Video”: How to Give an Awesome

Presentation: https://www.youtube.com/watch?v=i68a6M5FFBc#t=13




Standards ResourcesSL.1b Follow rules for collegial discussions

and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

SL.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

SL.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

SL.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.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.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.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

● Video: 5 Basic Public Speaking Tips: https://www.youtube.com/watch?v=AykYRO5d_lI&list=PL51B13391A176E8F5


Grade 8 ELA – Curriculum Planning Guide – 2014-2015Second Nine Weeks

Theme: Thrill of Horror (Collection 2)


Literature&

ReadingInformationa

lTexts







RL.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.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.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

The Thrill of HorrorAnchor Text -- “The Tell-Tale Heart” by PoeAnchor Text – “What is the Horror Genre” by Russell

Required Novel Selection Options:● Fall of the House of Usher and other

stories by Poe (separate text)● Dracula by Bram Stoker● Any other novel from Optional

Selections list

Suggested Reading SelectionsPoems:● Frankenstein by Edward Field

(textbook)● The Raven by Poe

(http://www.poetryfoundation.org/poem/178713)

Fiction:● The Outsiders by Lovecraft (close

reader)● The Monkey’s Paw by Jacobs

(textbook)● Fall of the House of Usher and other

stories by Poe (separate text)

Non-Fiction:● Scary Tales by Jackie Torrence

(Essay) (textbook)● Man-made Monsters by Daniel

Cohen (Essay) (close reader)

Art, Music, Media:● Film clip from The Monkey’s Paw in

textbook digital collection● Film clip from The Simpsons episode

parody of The Raven (http://www.teachertube.com/viewVideo.php?video_id=251203)

● BrainPop on Edgar Allan Poe● Edgar Allan Poe Virtual Museum Tour

(http://www.poemuseum.org/about-360.php)

● Dracula, The Ballet (http://columbiacityballet.com/production/dracula/) (you can find a variety of videos of performances of this ballet




Standards Resourcescomplexity band independently and proficiently.

on the internet)

ReadingLiterature

&Reading

Informational

Texts


RI.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.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.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text

The Value of WorkAnchor Text – From The Adventures of Tom Sawyer by Mark TwainAnchor Texts (poems) – Chicago by Carl Sanburg, Find Work by Rhina P. Espaillat, My Mother Enters the Workforce by Rita Dove

Fiction:● The Flying Machine by Ray Bradbury

(close reader)● There Will Come Soft Rains by Ray

Bradbury (http://www.elizabethskadden.com/files/therewillcomesoftrainsbradbury.pdf)

Non-Fiction:● One Last Time (memoir) by Gary Soto

(textbook)● The Real McCoy by Jim Haskins (close

reader)● Teens Need Jobs, Not Just Cash by

Anne Michaud (argument) (textbook)● Teens at Work (textbook)● The Deadly Consequences of Nuclear

War (http://www.nucleardarkness.org/warconsequences/hundredfiftytonessmoke/)

Poems:● To Be of Use by Marge Piercy (close

reader)● A Story of How a Wall Stands by

Simon J. Ortiz (close reader)

Art, Music, & Media:● The Flying Machine by Ray Bradbury

(graphic story)● BrainPop on The Great Wall (to go

with The Flying Machine)




Standards Resourcescomplexity band independently and proficiently.

Writing W.1 Write arguments to support claims with clear reasons and relevant evidence.

W.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

W.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

W.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

W.1d Establish and maintain a formal style.W.1e Provide a concluding statement or

section that follows from and supports the argument presented.



W.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 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions

Unit 1—Argumentative Essay – Teen CultureFound in Common Core Assessment SupplementPlus Research Simulation Task 1 from Unit 4

Suggested Resources:*In addition to the suggestions below, please refer back to writing resources listed in the “Writing Workshop” unit in the First Nine Weeks● Teaching Argument by George

Hillocks (this book can be found in your school’s professional library): This book teaches not only what an argument is, but how we should teach it and why we should. The first chapter is available online for free here: http://www.heinemann.com/shared/onlineresources/e01396/introandchapter1.pdf

● ReadWriteThink Article on “Developing Evidence-based Arguments from Texts”: http://www.readwritethink.org/professional-development/strategy-guides/developing-evidence-based-arguments-31034.html

● LearnZillion Videos on Argument Writing: http://learnzillion.com/lessons?filters%5Bsubject%5D=ela&query=Argument+writing

Collection 2 Performance Tasks● Persuasive Speech● Literary Analysis

Collection 6 Performance Tasks● Short Story (optional)● Argument




Standards Resourcesthat allow for multiple avenues of exploration.

W.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.

Writing

W.9a 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”).





Standards Resources




L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and



● Four Level Analysis (Michael Clay Thompson): These .pdf files provide a




Standards Resourcesspelling when writing.


L.2b Use an ellipsis to indicate an omission.L.2c Spell correctly.L.3 Use knowledge of language and its





L.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

L.4c 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.



short explanation and examples of this grammar strategy that can be introduced at the beginning of the year and continued throughout the year (bellringers, daily practice, etc.): http://www.scgifted.org/4LevelPlus.pdfhttp://www.sinclair.edu/centers/tlc/pu

● The Magic Lens by Michael Clay Thompson (most A5 Schools should have a copy of this in their professional library): This is Thompson’s book that introduces parts of speech and basic grammar concepts using four-level analysis (above). This is a comprehensive method of teaching grammar that could be used throughout the year, but must be introduced in the first few weeks.



Language L.5a Interpret figures of speech (e.g., verbal iron, puns) in context.

Speaking and

Listening


SL.1a Come to discussions prepared, having


Additional Resources:● Toastmasters: Tips & Techniques for




Standards Resourcesread or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SL.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.








Public Speaking: toastmasters.org● “Video”: How to Give an Awesome

Presentation: https://www.youtube.com/watch?v=i68a6M5FFBc#t=13



Grade 8 ELA – Curriculum Planning Guide – 2014-2015Third Nine Weeks

Theme: Approaching Adulthood (Collection 4)


Literature&

ReadingInformationa

lTexts







RL.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.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

Approaching AdulthoodAnchor Text – Marigolds by Eugenia CollierAnchor Text – When Do Kids Become Adults by Steinberg, Cheng, Kitman, Hofer, Thompson

Required Novel – The Outsiders

Suggested Reading Selections:Poems:● Nothing Gold Can Stay by Robert

Frost● Stopping by the Woods on a Snowy

Evening by Robert Frost● The Road Not Taken by Robert Frost● Fire and Ice by Robert Frost● Birches by Robert Frost● Hanging Fire by Audrey Lorde

(textbook)● Teenagers by Pat Mora (textbook)● Identity by Julio N. Polanco (close

reader)● Hard on the Gas by Janet S. Wong

(close reader)● We Real Cool● We Wear the Masque

Fiction:● The Whistle by Anne Estevis (close

reader)

Non-Fiction:● Much Too Young to Work So Hard by

Naoki Tanaka (textbook)● Is Sixteen Too Young To Drive a Car?

By Robert Davis (textbook)● Fatal Car Crashes Drop for 16 year

olds, Drop for Older Teens by Allison Aubrey (textbook)

Art, Music, Media● Your Phone Can Wait (Public Service

Announcement) with video clip in Digital Collection (textbook)

● Driving Distracted (poster) also in Digital Collection (textbook)

Suggested Resources:● The Outsiders novel unit




Standards Resourcesband independently and proficiently.

ReadingLiterature

&Reading

Informational

Texts









RI.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.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

Taken from Common Core Curriculum Maps English Language Arts, Grades 6-8● Grade 8, Unit 6 – “The Road Not

Taken” Sample Activity #1 (RL.2, RL.4)

(SL.5) Sample Activity #14 (RL.5, RL.7)

(SL.6) Sample Activity #15 (RL.2, RL.4)

(SL.6) Sample Lesson Plan, pp. 190-192




Standards Resourcesproficiently.







W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.2a 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.


W.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

W.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.2e Establish and maintain a formal style.W.2f Provide a concluding statement or

section that follows from and supports the information or explanation presented.

Collection 4 Performance Tasks● Literary Analysis● Multi-media campaign

Informative Writing: Suggested Resources:● Writing Fix Informative Writing

Resources: http://writingfix.com/genres/informative.htm

● Explanation of Expository Writing: http://www.stanford.edu/~arnetha/expowrite/info.html

● Essay Info on Expository Essay Writing: http://essayinfo.com/essays/expository_essay.php

● Internet4Classrooms: A few of the options here are on expository writing (the list is in alphabetical order): https://www.internet4classrooms.com/lang_write.htm

● PowerPoint on Informational Writing: http://sitemaker.umich.edu/katemiller/files/informational_writingday1.ppt

● Video on Planning Informational Text: http://learnzillion.com/lessons/1088-plan-writing-for-an-informational-text

Unit 2—Informative Essay – Shaping the EarthFound in Common Core Assessment SupplementPlus Research Simulation Task 2 from Unit 4




Standards ResourcesW.3a 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.


Writing W.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 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.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9a Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

W.9b Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the




Standards Resourcesreasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).






L.1d Recognize and correct inappropriate shifts in verb voice and mood.*



L.2b Use an ellipsis to indicate an omission.L.2c Spell correctly.L.3 Use knowledge of language and its




L.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a



● Four Level Analysis (Michael Clay Thompson): These .pdf files provide a short explanation and examples of this grammar strategy that can be introduced at the beginning of the year and continued throughout the year (bellringers, daily practice, etc.): http://www.scgifted.org/4LevelPlus.pdf


● Mechanically Inclined by Jeff Anderson (book – may be available in your school’s library) This book helps teachers find ways of making the mechanics of English meaningful to middle school students. Also has a website: http://www.writeguy.net/




Standards Resourcesclue to the meaning of a word or phrase.




with downloads for teachers.● BrainPop (your school may have a

subscription to this online resource): when you log in to the website (brainpop.com), choose English. From the next menu, choose Grammar to view the list of topics that are available. For each topic you can find a video and several activities.

Language

L.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.




Standards Resources

Speaking and

Listening


SL.1a Come to discussions prepared, having read or researched material under


Additional Resources:




Standards Resourcesstudy; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.









● Toastmasters: Tips & Techniques for Public Speaking: toastmasters.org

● “Video”: How to Give an Awesome Presentation: https://www.youtube.com/watch?v=i68a6M5FFBc#t=13



Grade 8 ELA – Curriculum Planning Guide – 2014-2015Fourth Nine Weeks

Theme: Culture and Belonging (Collection 1)


Literature&

ReadingInformationa

lTexts






RL.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.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact

Culture & BelongingAnchor Text – My Favorite Chaperone by Jean Davies OkimotoAnchor Text – from The Latehomecomer by Kao Kaila Yang

Options for the Required Novel Selection:● The Legacy of Anne Frank

(Collection 5 – textbook) (drama)● Much Ado About Nothing by

Shakespeare (drama)● Pigman (novel)● Clover (novel)● Bronx Masquerade (novel)● Death Be Not Proud (novel)● Son of the Mob (novel)

Suggested Reading Selections:Poems:● The Powwow at the End of the

World by Sherman Alexie (textbook)

Fiction:● Golden Glass by Alma Luz

Villanueva (close reader)

Non-Fiction:● Bonne Annee by Jean-Pierre

Benoit (textbook)● A Place to Call Home by Bittle &

Rochkind (textbook)● What to Bring by Naisha Jackson

(textbook)● Museum Indians by Susan Power

(close reader)

Art, Music, Media● New Immigrants Share Their

Stories by Lisa Gossels (media analysis – documentary)

● Additional Media found in Digital Collection




Standards Resourcesof specific word choices on meaning and tone, including analogies or allusions to other texts.

ReadingLiterature

&Reading

Informational

Texts





RI.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.




Standards Resources







W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.2a Introduce a topic clearly, previewing what is to follow; organize ideas,

Collection 1 Performance Tasks● Expository Essay● Personal Narrative (optional)

Collection 5 Performance Tasks● Expository Essay (optional)




Standards Resourcesconcepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.


W.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

W.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.2e Establish and maintain a formal style.W.2f Provide a concluding statement or

section that follows from and supports the information or explanation presented.

W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.3a 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.

Writing W.3b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

W.3c 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.

W.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

W.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.


W.5 With some guidance and support from Anderson School District Five July 1, 2014



Standards Resourcespeers 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 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.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Writing W.9a Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

W.9b 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.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,




Standards Resourcesand audiences.





L.1d Recognize and correct inappropriate shifts in verb voice and mood.*



Suggested Resources for Teaching Grammar throughout the year● ReadWriteThink Grammar

Lessons: A menu of general grammar lessons that would be useful during the writing workshop as well as throughout the year: http://www.readwritethink.org/search/?sort_order=relevance&q=Grammar&srchgo.x=-201&srchgo.y=-223&old_q=&srchwhere=full-site

● Four Level Analysis (Michael Clay Thompson): These .pdf files provide a short explanation and examples of this grammar strategy that can be introduced at the beginning of the year and continued throughout the year (bellringers, daily practice, etc.):




Standards ResourcesL.2b Use an ellipsis to indicate an omission.L.2c Spell correctly.L.3 Use knowledge of language and its






L.4c 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.


http://www.scgifted.org/4LevelPlus.pdf




Language L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.5a Interpret figures of speech (e.g., verbal iron, puns) in context.

L.5b Use the relationship between particular words to better understand each of the words.

L.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when




Standards Resourcesconsidering a word or phrase important to comprehension or expression.

Speaking and

Listening

SL.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.



SL.3 Delineate a speaker’s argument and


Additional Resources:● Toastmasters: Tips & Techniques

for Public Speaking: toastmasters.org

● “Video”: How to Give an Awesome Presentation: https://www.youtube.com/watch?v=i68a6M5FFBc#t=13

● Video: 5 Basic Public Speaking Tips:




Standards Resourcesspecific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.




https://www.youtube.com/watch?v=AykYRO5d_lI&list=PL51B13391A176E8F5


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