grade 8 unit 1 priority ela plans

Priority ELA Plans G8 U1 REL 08-01-21

© 2021 Ashlock Consulting, Inc. Unlimited permission is granted for McDowell County Schools, Welch, WV to duplicate and distribute to employees within their district for use within their district. *HMH Into Literature is a registered trademark of Houghton Mifflin Harcourt Publishing, 125 High St., Boston, MA 02110. Houghton Mifflin Harcourt Publishing is not affiliated with and does not sponsor Ashlock Consulting, Inc. This applies to every page of this document.

1

Grade 8—Unit 1

Priority ELA Plans for use with HMH Into Literature*


© 2021 Ashlock Consulting, Inc. Unlimited permission is granted for McDowell County Schools, Welch, WV to duplicate and distribute to employees within their district for use within their district.

2

Key to Features Included in Reading Plans

"May Do" pieces of instruction that can be

done if time allows Shaded Text

Reference Ashlock Consulting's Reading

Strategy and Skill Resource

Mini versions of Charts

that accompany each week of instruction

Gradual Release of Responsibility Model Instruction with the

Reading Strategy and Skill Resource

Brain Break and/or

Movement Opportunity recommended

Gradual Release of Responsibility Model

Instruction

Priority Reading

Standard instruction or NOTES/ROUTINES for

the week

Time in Text Block Independent

(Teacher-Monitored) Reading



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Grade 8—Unit 1 Priority ELA Plans Overview

Practice Sets Practice Sets were developed to support students who are struggling with reading fluency connected to Foundational Skills Standards. Days 2-26 on the plans

contain Practice Sets (PS) that take approximately 5-10 minutes daily to present. Some are auditory tasks and others need to be visually displayed. Practice sets

that need to be displayed have corresponding documents that can be used as charts or slides. We refer to them as charts in these plans. Practice Sets were built

using a preteach pattern and are designed to be done on the day they are shown or before. Practice Sets can be used with an entire class or with individual

students if data indicates the students can benefit from this type of practice.

Vocabulary Review Many new vocabulary words are introduced throughout the selections. Some are content or story words, and other words are academic language students need

for success in school. A vocabulary review has been included in these plans, typically found on Days 2-30. It is recommended that you display the definition chart

for the review at some point in the period and use the routine on Task Card B to quickly have students review the new vocabulary.

Priority Standard I Can Statements Follow instructions from your district with respect to teaching grade level standards connected to the curriculum. For most selections included in the Priority Reading Plans at least one Priority Reading Standard has been chosen for depth of instruction. Take time to plan for Priority Standards instruction in addition to instruction provided in your grade level curriculum. Charts contain sample I Can Statements you can use with your class connected to these standards. Note that each chart indicates if the I Can Statement is Approaching Grade Level or At Grade Level. If you don't use one or more of these charts, you should create your own charts based on the Priority Standard. Revisit the I Can Statement(s) for the day at the end of the period.



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Grammar Lessons Several grammar lessons are embedded within the instruction connected to the thematic units. Additional lessons can be found online at:

HMH Ed

HMH Resources

o All Resources

o ! Grammar Lessons

Daily suggestions have been listed on the Flexible Group Days 27-35 of the ELA Priority Plans.

Writing Project A minimum of nine days has been placed on the Priority ELA Plan for the writing project. Use the plan as a guide to make sure you cover all phases of the

writing process. Based on the needs of your students, determine how much writing should be done in class and how much as homework. INCLUDE FLEX DAYS

WHERE APPROPRIATE.



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G8 U1 D2

PACING 5 minutes

PRACTICE SETS Practice Sets were developed to support students who are struggling with reading fluency connected to Foundational Skills

Standards. They were built using a preteach pattern and are designed to be done on the day they are shown.

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Signaling Box Example 1 Phoneme Deletion

Phoneme Manipulation

2

Template Card 3 (Irregular)

Word Reading Review 3

Template Card 10 and Multisyllabic Examples Word Reading Review MS

Provide opportunities for students to do complex phoneme tasks to strengthen

their phonological processors if they are struggling with decoding single syllable words. This is an oral task that does not

have a corresponding slide.

1. bright - /b/ = bite

2. blotch - /l/ = botch

3. bloom - /m/ = blew

4. clash: Change /k/ to /s/ = slash

5. crime: Change /k/ to /g/ =

grime

6. crone: Change /ō/ to /ā/ =

crane

1. in/ter/fere(s)

2. fu/ri/ous

3. un/in/her/it/ed

4. rub/bish

5. dis/cov/er(ed)

6. col/lec/tion

7. sto/rey(s)

8. sub/stance(s)

9. man/u/al/ly

10. chat/ter/y

11. nat/ter/y

12. mer/cu/ry

DO NOT WRITE SLASHES AND PARENTHESES FOR STUDENTS.



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G8 U1 D3

PACING 5 minutes



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2







1. blush - /b/ = lush

2. tree - /r/ = tea

3. clash - /l/ = cash

4. creek: Change /k/ to /d/ =

creed

5. cramp: Change /ā/ to /i/ =

crimp

6. drain: Change /d/ to /t/ = train

1. clev/er/est

2. nuk/ing

3. e/vac/u/at/ed

4. con/tain/ment

5. bi/o/haz/ard

6. fork/lift/ed

7. stu/pid/i/ty

8. in/her/it/ed

9. ma/te/ri/al(s)

10. in/con/sid/er/ate

11. ex/cep/tion/al

12. res/i/due




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G8 U1 D4

PACING 5 minutes



1

Signaling Box Example 6 Affix/Root Review

2 Signaling Box Example 7

Word Reading—Meaning Focused

Review the pronunciation and

meanings for the affixes and roots listed on the chart prior to using Signaling Box Example 6. Have

students read the sentence aloud and discuss the meaning of the

words with bold print.

Review the pronunciation and meanings for the affixes and

roots listed on the chart prior to using Signaling Box Example 7. Explain how adding affixes to

words changes their meaning or part of speech. Explain meanings

of words that are unknown for students.



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G8 U1 D5

PACING 5 minutes



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G8 U1 D6

PACING 5 minutes



1

Phonics/Decoding Strategy RSSR: Phonics/Decoding

After you have modeled how to use the strategy and students understand the process, the

emphasis should be on We Do and Y'all Do instruction.



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G8 U1 D7

PACING 5 minutes



1

Word Learning Strategy RSSR: Word Learning





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G8 U1 D8

PACING 5 minutes



1



2







1. chimp - /m/ = chip

2. clad - /k/ = lad

3. clamp - /p/ = clam

4. drool: Change /l/ to /p/ = droop

5. cracker: Change /k/ to /t/ =

tracker

6. crack: Change /a/ to /o/ = crock

1. pro/fes/sion/al

2. pol/i/ci(es)

3. ob/vi/ous

4. op/por/tu/ni/ti(es)

5. law/yer(s)

6. par/a/le/gal(s)

7. cor/po/rate

8. law/suit(s)

9. cen/sus

10. con/trib/ut/ing

11. ex/cep/tion(s)

12. re/quest(s)




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G8 U1 D9

PACING 5 minutes



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2







1. clamp - /k/ = lamp

2. clasp - /s/ = clap

3. clamp - /l/ = camp

4. clump: Change /k/ to /s/ =

slump

5. draft: Change /ã/ to /ï/ = drift

6. dress: Change /d/ to /s/ =

stress

1. dra/mat/i/cal/ly

2. man/u/fac/tur/ing

3. re/cep/tion/ist(s)

4. fre/quent/ly

5. ar/ti/fi/cial

6. pri/or/i/tiz/ing

7. e/lim/i/nate

8. sig/nif/i/cant

9. trans/ferr(ed)

10. cer/ti/fi/ca/tion

11. a/poc/a/lypse

12. con/ven/ience




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G8 U1 D10

PACING 5 minutes



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14

G8 U1 D11

PACING 5 minutes



1














15

G8 U1 D12

PACING 5 minutes



1






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G8 U1 D13

PACING 5 minutes



1






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G8 U1 D14

PACING 5 minutes



1



2







1. chest - /t/ = chess

2. clink - /k/ = link

3. clover - /l/ = cover

4. dread: Change /d/ to /t/ = tread

5. drift: Change /i/ to /a/ = draft

6. droves: Change /d/ to /g/ =

groves

1. in/cred/i/ble

2. a/vail/a/bil/i/ty

3. scru/ti/nize

4. dec/i/mat/ed

5. em/pha/siz/es

6. in/e/qual/i/ty

7. pri/or/i/tize

8. un/ pro/fes/sion/al

9. ob/vi/ous/ly

10. op/por/tun/is/tic

11. co/po/ra/tion

12. con/tri/bu/tion




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G8 U1 D15

PACING 5 minutes



1



2







1. clot - /k/ = lot

2. clot - /l/ = cot

3. clink - /n/ = click

4. droves: Change /ō/ to /ī/ =

drives

5. drink: Change /d/ to /b/ = brink

6. croak: Change /r/ to /l/ = cloak

1. dig/i/tal

2. ro/mance

3. ex/cite

4. vir/gin

5. cus/tom/iz(ed)

6. vir/tu/al

7. cel/lo/phane

8. con/trol

9. mes/sage

10. en/crypt

11. re/verse

12. de/cay




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G8 U1 D16

PACING 5 minutes



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G8 U1 D17

PACING 5 minutes



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G8 U1 D18

PACING 5 minutes



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G8 U1 D19

PACING 5 minutes



1






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G8 U1 D20

PACING 5 minutes



1



2







1. clock - /k/ = lock

2. cramp - /r/ = camp

3. cramp – /p/ = cram

4. drown: Change /ou/ to /aw/ =

drawn

5. dream: Change /d/ to /k/ =

cream

6. stop: Change /o/ to /e/ = step

1. pet/al(s)

2. in/com/plete

3. de/lete

4. bi/on/ic

5. ho/ri/zon

6. rev/o/lu/tion

7. fu/ture

8. e/lec/tri/cal

9. stim/u/la/tor(s)

10. en/cour/ag/ing

11. re/sult(s)

12. de/pres/sion




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G8 U1 D21

PACING 5 minutes



1



2







1. cluck - /k/ = luck

2. clone - /l/ = cone

3. clunky - /ē/ = clunk

4. drive: Change /ī/ to /ō/ = drove

5. diver: Change /d/ to /dr/ =

driver

6. crumpet: Change /t/ to /l/ =

crumple

1. ob/ses/sive

2. com/pul/sive

3. ob/vi/ous/ly

4. rel/a/tive/ly

5. ma/te/ri/al

6. so/phis/ti/cat/ed

7. con/troll(ed)

8. re/leas/ing

9. ar/ti/fi/cial

10. in/de/pen/dent/ly

11. in/ten/tion(s)

12. ex/tend/ing




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G8 U1 D22

PACING 5 minutes



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G8 U1 D23

PACING 5 minutes



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27

G8 U1 D24

PACING 5 minutes



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28

G8 U1 D25

PACING 5 minutes



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29

G8 U1 D1

PACING 35-40 min.

Into Literature INSTRUCTION The sections from your curriculum listed below are considered MUST DO pieces of reading instruction for your students. Literature and Informational Standards instruction connected to the Priority Standard(s) for the week need to be emphasized. Sections of instruction not listed or shaded should be considered MAY DO pieces of reading instruction and should be presented to students

based on teacher discretion and availability of time. READ ALL INSTRUCTION IN CURRICULUM MATERIALS. NOTES/ROUTINES ARE ADDITIONAL SUPPORTS

LESSON PAGES NOTES RSSR Elementary Connections

Spark Your Learning pp. 2-3

Make the Connection p. 2 Task Cards A & E Student Response/Student Engagement/Discussion

Think About the Essential Question p. 2 Task Cards A & E Student Response/Student Engagement/Discussion

Sound Like an Expert p. 2

Preview the Text p. 3 Have students preview the selections that are on the Priority Reading Plans: What Is the Horror Genre The Tell-Tale Heart The Aeneid of Virgil Hades: Lord of the Dead

I Wonder p. 3 Task Cards A & E Student Response/Student Engagement/Discussion

RSSR: ST: Connect to

Prior Knoweldge

PACING CHECK POINT—YOU SHOULD HAVE COMPLETED THE INSTRUCTION TO THIS POINT BY THE TIME YOU FINISH DAY 1.



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G8 U1 D2-D7

PRIORITY STANDARD INSTRUCTION FOR SELECTION: The Brave Little Toaster Follow instructions from your district about teaching grade level standard connected to the curriculum. For each week of instruction at least one Priority Reading Standard has been chosen for depth of instruction. Take time to plan for Priority

Standards instruction in addition to instruction provided in your grade level curriculum.

PRIORITY STANDARD(S)

CHARTS/SUPPORT

CCSS.ELA.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. © Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

ELA.8.2 (WV) Determine a theme or central idea of a literary 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.

Charts contain sample I Can Statements you can use with your class connected to the Priority Standard. Note that each chart indicates if the I Can Statement is Approaching Grade Level or At Grade Level. If you don't use one or more of these charts, you should create your own charts based on the Priority Standard. Revisit the I Can Statement(s) for the day at the end of the period.

SELECTION

I CAN STATEMENT PRIORITY STANDARD INSTRUCTION SUGGESTIONS

The Brave

Little Toaster

p. 7 ¶ 1-3

I can state the theme of a text or part of a text and analyze how it is developed over the course of the text.

In paragraphs 1-3, how does Mr. Toussaint's actions reveal the theme?

The Brave

Little Toaster

p. 8 ¶ 8-15


In paragraphs 8-15, what events help to develop the theme?

The Brave Little Toaster

pp. 7-10


In this selection, how does the setting contribute to the development of the theme?



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G8 U1 D2-D7


TEACH/GET READY: The Brave Little Toaster

pp. 4-15

Engage Your Brain p. 4

"Smart" or Not? RSSR: ST: Connect to Prior

Knowledge

Put Your Inventor's Hat On p. 4

Social & emotional Learning Self-Management

p. 4

Focus on Genre Science Fiction

p. 5 RSSR: Reading Pathways Genre

Analyze Plot p. 5 Gradual Release of Responsibility Model: EXPLAIN

RSSR: SK: Plot ST: Analyze/Evaluate

Analyze Science Fiction p. 5 Gradual Release of Responsibility Model: EXPLAIN

Annotation in Action Show How It's Done: Analyze Plot

p. 6



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G8 U1 D2-D7


TEACH/GET READY: The Brave Little Toaster (Continued)

pp. 4-15

Expand Your Vocabulary p. 6

Background p. 6

Preview the Text p. 7


Reading Added ADDED Remind students that before, during, and after reading, they should flexibly use Reading Strategies and Reading Skills to help them comprehend the text.

PRIORITY READING STANDARD INSTRUCTION

Added ADDED Include instruction connected to the Priority Reading Standard for the selection. See suggestions for this listed above.

Alternate Skill Analyze Character Motivation Possible Responses

p. 7 Task Cards A & E Student Response/Student Engagement/Discussion Gradual Release of Responsibility Model: I DO & WE DO

RSSR: SK: Character



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G8 U1 D2-D7


TEACH: The Brave Little Toaster

pp. 4-15

Analyze Plot Show How It's Done Possible Response

p. 8 Task Cards A & E Student Response/Student Engagement/Discussion Gradual Release of Responsibility Model: WE DO

RSSR: SK: Plot

Notice & Note/Again and Again Possible Response

p. 8

Task Cards A & E Student Response/Student Engagement/Discussion Gradual Release of Responsibility Model: WE DO Peer Coach Video: Again and Again


Vocabulary in Context chafe: Ask Students retract: Ask Students

p. 9



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G8 U1 D2-D7


TEACH: The Brave Little Toaster (Continued)

pp. 4-15

Analyze Science Fiction Possible Response

p. 9 Task Cards A & E Student Response/Student Engagement/Discussion Gradual Release of Responsibility Model: WE DO & Y'ALL DO & YOU DO

RSSR: SK: Draw Inferences

Quick Check Hand Signals Activity What If My Students Don't Get It?

p. 9

Vocabulary in Context ample: Ask Students reintegrate: Ask Students

p. 10

Notice & Note Aha Moment Possible Response

p. 10

Task Cards A & E Student Response/Student Engagement/Discussion Gradual Release of Responsibility Model: WE DO & Y'ALL DO & YOU DO Peer Coach Video: Aha Moments

RSSR: SK: Plot

Vocabulary Possible Response

p. 10 RSSR: ST: Word Learning



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G8 U1 D2-D7


TEACH: The Brave Little Toaster (Continued)

pp. 4-15

Quick Check Turn and Talk What If My Students Don't Get It?

p. 11

Assessment Practice p. 11


APPLY/RESPOND: The Brave Little Toaster

pp. 4-15

Analyze the Text Possible Responses

p. 12 Task Cards A & E Student Response/Student Engagement/Discussion Gradual Release of Responsibility Model: WE DO, Y'ALL DO & YOU DO

1. Draw Conclusions p. 12 RSSR: SK: Draw Conclusions

2. Analyze p. 12 RSSR: ST: Analyze/Evaluate

3. Interpret p. 12

4. Analyze p. 12 RSSR: ST: Analyze/Evaluate



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G8 U1 D2-D7


APPLY/RESPOND: The Brave Little Toaster (Continued)

pp. 4-15

5. Summarize p. 12 RSSR: ST: Summarize (N)


Choices p. 13

Writing Summarize a Story

o Two Thumbs Up

Media Create a Comic

o The Sequel

p. 13

Social & Emotional Learning Discuss with a Small Group

p. 13 Task Cards A & E Student Response/Student Engagement/Discussion

Expand Your Vocabulary Possible Response

p. 14

Vocabulary Strategy Context Clues Practice and Apply

p. 14 RSSR: ST: Word Learning




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G8 U1 D2-D7


APPLY/RESPOND: The Brave Little Toaster (Continued)

pp. 4-15

Watch Your Language! p. 15

Participles

Practice and Apply




38

G8 U1 D8

PACING 20 minutes

EXIT TICKET

Monitor students’ progress towards mastery of grade level Priority Reading Standards. Administer the Exit Ticket and use data to guide future flexible group differentiated instruction.

PACING 15 minutes

TIME IN TEXT BLOCK

Use the DIRECTED CHOICE METHOD described in your Reading Academy training to choose text for students to read at their high instructional or independent levels. Direct students to apply Reading Strategies, Reading Skills, and Priority Standards previously taught.

Display practice EXPECTATIONS FOR THE DAY (Gradual Release—You Do) using at least one I Can Statement

connected to previous or current instruction.

Consider posting different I Can Statements for different groups of students based on need.

Monitor students as they read. Ask students to flag their desk with a stick-um or another appropriate signal to indicate when then can explain

their application of a Reading Strategy, Reading Skill, or Priority Standard.

Take anecdotal NOTES/ROUTINES on students’ application of strategies, skills, and standards. Use this data to help guide future reteach

instruction.




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G8 U1 D9

PACING 20 minutes

FLEXIBLE GROUPS—DIFFERENTIATED INSTRUCTION

LESSON NOTES/ROUTINES RSSR Elementary Connections

OPTION 1 Use flexible groupings to provide small group or individualized WIN (What I Need) instruction. Prioritize instruction connected to Priority Reading Standards.

WIN (What I Need)

OPTION 2 Provide instruction from the Grammar, Language, and Composition Guide.

Grammar Lesson

Suggestion Online Lessons: The Simple Subject and the Simple Predicate

Grammar Lesson

OPTION 3 Lengthen the time some or all students spend reading at their independent level and follow the directions provided below for Time in Text segments.

Additional Time in Text



40

G8 U1 D9

PACING 15 minutes

TIME IN TEXT BLOCK








instruction.




41

G8 U1 D10-D15

PRIORITY STANDARD INSTRUCTION FOR SELECTION: The Automation Paradox Follow instructions from your district about teaching grade level standard connected to the curriculum. For each week of instruction at least one Priority Reading Standard has been chosen for depth of instruction. Take time to plan for Priority



CHARTS/SUPPORT

CCSS.ELA.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. © Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

ELA.8.12 (WV) Determine an author’s point of view or purpose in an informational text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.


SELECTION


The Automation

Paradox

p. 41 ¶ 2

I can state the author's or speaker's point of view.* In paragraph 2, what is the author's point of view on automation in the workplace?

The Automation

Paradox

p. 40 ¶ 1

I can state an author's point of view in part or all of a text and explain how the author acknowledges and responds to conflicting evidence or viewpoints.

In paragraph 1, what is an alternate viewpoint presented in the text?

The Automation

Paradox

p. 41 ¶ 4

I can state an author's purpose for part or all of a text and explain how the author acknowledges and responds to conflicting evidence or viewpoints.

In paragraph 4, how does the author address a conflicting piece of evidence regarding the legal industry to enhance his purpose?

*Approaching grade level



42

G8 U1 D10-D15


COLLABORATE & COMPARE The Automation Paradox Heads Up, Humans

pp. 36-63

Compare Arguments p. 36 Gradual Release of Responsibility Model: EXPLAIN

RSSR: SK: Compare/Contrast

Mentor Texts p. 36

TEACH/GET READY: The Automation Paradox

pp. 37-39


List It

Make a Prediction Gradual Release of Responsibility Model: EXPLAIN

RSSR: ST: Predict

Applying Academic Vocabulary o Turn and Talk

1. occupation 2. speculate

p. 37

Focus on Genre Argument


Analyze Claim and Evidence p. 38 Gradual Release of Responsibility

Model: EXPLAIN

RSSR: ST: Analyze/Evaluate



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G8 U1 D10-D15



pp. 37-49

Analyze Graphic Features p. 38 Gradual Release of Responsibility Model: EXPLAIN, I DO & WE DO

RSSR: SK: Text/Graphic Features

Annotation in Action Show How It's Done: Analyze

Claim and Evidence

p. 39


Background p. 39








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G8 U1 D10-D15



pp. 37-49

Vocabulary in Context redistribute: Ask Students

p. 40

Focus on the Mentor Text p. 40 Task Cards A & E Student Response/Student Engagement/Discussion

Cross-Curricular Connection Research the Industrial

Revolution

p. 40

Analyze Plot and Flashback Show How It's Done Possible Response

p. 41 Task Cards A & E Student Response/Student Engagement/Discussion Gradual Release of Responsibility Model: I DO

Vocabulary in Context robustly: Ask Students

p. 41

Vocabulary in Context expansive: Ask Students

p. 42

Close Read Screencast Modeled Discussion Activity

p. 42 RSSR: ST: Connect to

Prior Knowledge ST: Question ST: Word Learning



45

G8 U1 D10-D15



pp. 37-49

Analyze Graphic Features Possible Response

p. 42 Task Cards A & E Student Response/Student Engagement/Discussion Gradual Release of Responsibility Model: I DO & WE DO

RSSR: SK: Text/Graphic Features

Quick Check How do charts support author's

argument? What If My Students Don't Get It?

p. 43


Notice & Note/Numbers and Stats Possible Response

p. 43 Task Cards A & E Student Response/Student Engagement/Discussion Gradual Release of Responsibility Model: WE DO & Y'ALL DO & YOU DO Peer Coach Video: Numbers and Stats

Vocabulary in Context predominately: Ask Students collaborate: Ask Students

p. 44

Alternate Skill Analyze Tone

p. 44



46

G8 U1 D10-D15


APPLY/RESPOND: The Automation Paradox

pp. 37-49

Quick Check p. 45

Turn and Talk p. 45

Response Logs p. 45

What If My Students Don't Get It? p. 45

Assessment Practice

p. 45




1. Cite Evidence

p. 46

2. Analyze p. 46 RSSR: ST: Analyze/Evaluze

3. Analyze p. 46 RSSR:

ST: Analyze/Evaluate

4. Evaluate p. 46 RSSR: ST: Analyze/Evaluate

5. Critique p. 46



47

G8 U1 D10-D15


APPLY/RESPOND: The Automation Paradox (Continued)

pp. 37-49


Choices

p. 47

Writing Argue It

o Mock Debates

Media Sketchnote

p. 47

o Crowdsourced Sketchnotes

Social & Emotional Learning Prepare for the Future

o Responsible Decision-Making

p. 47

Expand Your Vocabulary Practice and Apply

1. redistribute 2. robustly 3. expansive 4. predominately 5. collaborate

p. 48

Vocabulary Strategy Use a Dictionary

p. 48




48

G8 U1 D10-D15


Watch Your Language! Transitional Words and Phrases

Practice and Apply

p. 49




49

G8 U1 D16

PACING 20 minutes

EXIT TICKET


PACING 15 minutes

TIME IN TEXT BLOCK








instruction.




50

G8 U1 D17

PACING 20 minutes

FLEXIBLE GROUPS—DIFFERENTIATED INSTRUCTION



WIN (What I Need)

OPTION 2 Provide instruction from the Grammar, Language, and Composition Guide.

Grammar Lesson

Suggestion Online Lessons: Compound Subjects and Compound Verbs

Grammar Lesson





51

G8 U1 D17

PACING 15 minutes

TIME IN TEXT BLOCK








instruction.




52

G8 U1 D18-D24

PRIORITY STANDARD INSTRUCTION FOR SELECTION: Heads Up, Humans Follow instructions from your district about teaching grade level standard connected to the curriculum. For each week of instruction at least one Priority Reading Standard has been chosen for depth of instruction. Take time to plan for Priority



CHARTS/SUPPORT

CCSS.ELA.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. © Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

ELA.8.4 (WV) Cite the textual evidence that most strongly supports an analysis of what the informational text says explicitly as well as inferences drawn from the text.


SELECTION


Heads Up, Humans

p. 54 ¶ 4

I can cite the strongest pieces of textual evidence to show what the text says explicitly and explain how or why the author used the textual evidence.

In paragraph 4, what is explicitly stated in the text about the trucking and taxi industries’ futures in our country? Cite the strongest pieces of evidence to support this.

Heads Up, Humans

p. 54 ¶ 6


What inference can you draw after reading paragraph 6, and what are the strongest pieces of evidence the author included to guide you to this inference? Explain why you think the author chose those specific facts or details.

Heads Up, Humans

p. 55 ¶ 9


In paragraph 9, what is the strongest piece of textual evidence the author uses to support her claim that automation poses a threat to the futures of human workers?



53

G8 U1 D18-D24


TEACH/GET READY: Heads Up, Humans

pp. 50-61


Photograph Preview

Make It Automatic!

Focus on Genre Argument


Evaluate Evidence p. 51 Gradual Release of Responsibility

Model: EXPLAIN

RSSR: SK: Face/Opinion

Analyze Rhetoric p. 51 Gradual Release of Responsibility Model: EXPLAIN

Annotation in Action Show How It's Done: Evaluate

Evidence

p. 52


Background p. 52



54

G8 U1 D18-D24


TEACH/GET READY: Heads Up, Humans

pp. 50-61






Focus on the Mentor Text p. 53 Task Cards A & E Student Response/Student Engagement/Discussion

Vocabulary Possible Response

p. 53

Notice & Note/Numbers and Stats Possible Response

p. 54 Task Cards A & E Student Response/Student Engagement/Discussion Gradual Release of Responsibility Model: WE DO Peer Coach Video: Numbers and Stats



55

G8 U1 D18-D24


TEACH: Heads Up, Humans

pp. 50-61

Vocabulary in Context sector: Ask Students

p. 54

Evaluate Evidence Possible Response

p. 54

Gradual Release of Responsibility Model: EXPLAIN

Analyze Rhetoric Possible Response

p. 55

Gradual Release of Responsibility Model: EXPLAIN

Vocabulary in Context exotic: Ask Students renowned: Ask Students

p. 55

Alternate Skill Identify Claims and Counterclaims Possible Response

p. 55 Gradual Release of Responsibility Model: EXPLAIN, I DO & WE DO

Evaluate Evidence Possible Response

p. 56 Gradual Release of Responsibility Model: EXPLAIN, I DO & WE DO

Connect to the Essential Question Does technology improve or

control our lives? Possible Response

p. 56 Task Cards A & E Student Response/Student Engagement/Discussion

RSSR: ST: Connect to Prior

Knowledge

Applying Academic Vocabulary o Turn and Talk

1. occupation 2. commentary

p. 56



56

G8 U1 D18-D24


APPLY/RESPOND: Heads Up, Humans

pp. 58-61

Quick Check What If My Students Don't Get It?

p. 57

Assessment Practice p. 57




1. Compare

p. 58 RSSR: SK: Compare/Contrast

2. Cite Evidence

p. 58

3. Critique p. 58

4. Evaluate p. 58 RSSR: ST: Analyze/Evaluate

5. Evaluate

p. 58 RSSR: ST: Analyze/Evaluate




57

G8 U1 D18-D24


APPLY/RESPOND: Heads Up, Humans (Continued)

pp. 58-61

Choices p. 59

Writing Create a Public Service Announcement

o Spread the Word

p. 59

Research My Future Job

o Panel Discussion

p. 59

Social & Emotional Learning Responsible Decision-Making

p. 59

Expand Your Vocabulary Practice and Apply

1. sector 2. exotic 3. renowned

p. 60

Vocabulary Strategy Use Greek Roots Practice and Apply

p. 60

Watch Your Language! Active and Passive Voice Practice and Apply

p. 61




58

G8 U1 D18-D24


RESPOND The Automation Paradox Heads Up, Humans

pp. 58-61

Compare Arguments p. 62

Analyze the Texts p. 62

1. Summarize RSSR: ST: Summarize (I)

2. Compare RSSR:

SK: Compare/Contrast

3. Connect RSSR: ST: Connect to Prior

Knowledge

4. Evaluate RSSR: ST: Analyze/Evaluate

Collaborate and Debate p. 63

1. Choose a Side

2. Gather Information

3. Prepare a Counterclaim

4. Conduct the Debate



59

G8 U1 D25

PACING 20 minutes

EXIT TICKET


PACING 15 minutes

TIME IN TEXT BLOCK








instruction.



60

G8 U1 D26

PACING 20 minutes

DIFFERENTIATED INSTRUCTION



WIN (What I Need)

OPTION 2

Grammar Lesson

Suggestion Online Lessons: Parts of Speech: Nouns, Pronouns, Adjectives Parts of Speech: Nouns, Pronouns, Adjectives:

Opener

Grammar Lesson





61

G8 U1 D26

PACING 15 minutes

TIME IN TEXT BLOCK








instruction.



62

G8 U1 D27-D35

PACING 35-40 min.

Into Literature INSTRUCTION

LESSON PAGES NOTES/ROUTINES RSSR

Elementary Connections

WRITING/WRITE AN ARGUMENT pp. 66-76

A minimum of nine days has been placed on the Priority ELA Plan for the writing project. Use the plan as a guide to make sure you cover all phases of the writing process.

Writing Prompt p. 66

Consider Your Sources p. 66

Social Emotional Learning Social Awareness

p. 66

Analyze the Prompt p. 67

Review the Rubric p. 67

1. PLAN YOUR ARGUMENT p. 68

Develop a Claim p. 68

Identify Support p. 68

Address Opposing Claims p. 69

Organize Ideas p. 69

Quick Check p. 69



63

G8 U1 D27-D35

PACING 35-40 min.




HMH Interactive Grammar Lessons Suggested Lessons: Common, Proper, Abstract, and Concrete

Nouns



64

G8 U1 D27-D35

PACING 35-40 min.





2. DEVELOP A DRAFT p. 70

Introduce a Claim p. 70

Examine the Mentor Text p. 70

Apply to the Draft p. 86

Cite Sources and Use Evidence Effectively

p. 71

Examine the Mentor Text p. 71

Apply to Your Draft p. 71

Quick Check p. 71

HMH Interactive Grammar Lessons

Suggested Lessons: Pronouns Demonstrative and Relative Pronouns



65

G8 U1 D27-D35

PACING 35-40 min.





3. REVISE YOUR ARGUMENT p. 72

Small Group Options p. 72 Prioritize areas of revision based on student need.

Quick Check p. 72

Peer Review in Action p. 73

Compare and Contrast Versions p. 73

Apply to Your Draft Sticky Note Peer Review

p. 73


Suggested Lessons: Adjectives Proper Adjectives



66

G8 U1 D27-D35

PACING 35-40 min.




WRITING/WRITE AN ARGUMENT

pp. 66-76

4. EDIT YOUR ARGUMENT p. 74

Watch Your Language p. 74 Prioritize areas of editing based on student need.

Use Transitional Words and Phrases

p. 74

Apply to Your Draft p. 90

Quick Check p. 90


Suggested Lessons: Parts of Speech: Verbs and Adverbs Parts of Speech: Verbs and Adverbs: Opener



67

G8 U1 D27-D35

PACING 35-40 min.




WRITING/WRITE AN ARGUMENT

pp. 82-91

5. PUBLISH YOUR ARGUMENT p. 90

Share It! p. 90 Prioritize areas of editing based on student need.


Suggested Lessons: Linking Verbs Helping Verbs

grade 8 unit 1 priority ela plans

Documents