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Greenville Public School District 8th Grade ELA

Greenville Public School District Recommended Grade: Eighth Grade Curriculum MAP

2016-2017

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Topic: Time

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Standards/ Objectives

Essential Questions

Skills Suggested Activities (HOW will you teach it?)

Assessment (How will you know that you have achieved the

desired student outcome?)

Resources (What MATERIALS

will you need?)

Content Connection (How will you

integrate OTHER CONTENT AREAS into LITERACY core

content?)

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. 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.

Why does a reader use explicit and implicit evidence to support his or her analysis of literary text? How can I provide the best proof from the text to support meaning of the text?

Make inferences about what a text says but is not directly stated.

Evaluate evidence about what most strongly supports key ideas.

Cite evidence used to make inferences from the text

The teacher/student will introduce, define, and give examples of the key language, verbs, and terms related to the standard:

cite/citation

claim

explicit

implicit

paraphrase

textual evidence The teacher will explain, discuss, dictate notes, and/or model the following:

authors purposely include specific details and/or examples in literary texts and/or omit specific details and/or examples from literary texts to prompt students to ask and answer questions about the text.

details and examples authors provide in a literary text reveal meaning.

authors state information explicitly in a text to allow students to make a direct connection and/or implicitly to require students to draw inferences from a text.

authors provide evidence to support an analysis of what the text says

While introducing terms, the teacher can check for understanding by using the following CFU (Check’s For Understanding): Three Column Charts What I knew What I now know What I still don’t know/wish I knew To check for understanding of the notes given and skills modeled, the teacher can use Choral Response Teacher says, “What did I just say?” When the class all says it together, it keeps kids engaged and thinking. Hold your hand up to provide a cue as to when to respond together. Drop your hand when ready for

The following resources are recommended for use to teach the focus standard. Understand that other standards can be addressed and taught; however, the focus standard should be unpacked using these resources: “An Hour With Abuelo” “Flowers for Algernon” “The Story Teller” Monster https://learnzillion.com/lesson_plans/7505-make-inferences-using-textual-evidence

Social Science “Flowers of Algernon” Modern intelligence testing is based largely on the work of Alfred Binet and Théodore Simon, who in 1905 introduced the Binet-Simon Intelligence Scale as a way of detecting mental retardation. Later (in 1916), Binet’s work was developed by Lewis Terman into the Stanford-Binet Intelligence Test, which assigned children of all abilities to appropriate class groups and was

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explicitly and/or to support an analysis of inferences drawn from the text.

Student will participate in the following activities:

read, analyze, and annotate a literary text to comprehend what the author says explicitly and to discover the levels of meaning embedded deeply within complex literary texts.

conduct self-checks to ensure comprehension of the text, persevere through difficult sections, examine unfamiliar words or phrases and attempt to uncover the meaning of unknown words.

provide textual evidence that most strongly supports analysis of what the text says explicitly.

provide textual evidence that most strongly supports analysis of inferences drawn from the text.

Additional Strategies: Three Column Notes: This reading strategy is designed to help students distinguish between details and evidence that support their claims and those that do not. Students can use the organizer for this strategy during the reading process. 1) The instructor gives students sets of open ended questions in which a claim or argument must be made. 2) Students note possible answers in

class to respond. Non-verbal choral responses work also – “touch the word…put your finger under…” • Thumbs up/down • Heads Together – students in groups or 3 or 4, students set time limit for conversation around a question/topic, students discuss answer and teacher randomly selects one to share answer of group To check for comprehension of the selections in the suggested resources, teachers can use any of a combination of the following: Text dependent questions. As a first step in implementing the College and Career Readiness Standards for

https://learnzillion.com/lesson_plans/8506-asking-and-responding-to-questions-while-reading https://learnzillion.com/lesson_plans/7553-revise-thinking-based-on-new-details-and-information For graphic organizers on Citing Textual Evidence: Supporting an Analysis of Explicit Statement, Citing Textual Evidence: Supporting an Inference, Identifying Strong Textual Evidence and, Making Inferences use Pearson Common Core Literature

supposed to predict their abilities in the classroom. The child’s performance on the test resulted in a numerical value called an Intelligence Quotient, or IQ. The average IQ score is 100. People like Charlie (at the beginning of the story) usually score below 70.

Some people doubt that the tests are meaningful because studies have shown that cultural differences, rather than intelligence alone, help determine scores. Other critics point out that some people are intelligent in some areas but

https://learnzillion.com/lesson_plans/8506-asking-and-responding-to-questions-while-reading







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the second column of the organizer 3) Students list details that they feel support those answers or specific claims in the third column. 4) Students assess whether each piece of evidence cited in the third column closely supports the claim in the first, and then answer in Pairs Check (Eggen & Kauchak, 2006): Students can exchange their notes after they are completed. Each student will then discuss one another’s answers, agreeing, disagreeing, adding to, or changing their answers according to the discussion. Each pair must decide upon one set of answers and evidence to be submitted to the instructor. Writing to Comprehend: Students may use their question/answer/ evidence sheets to compose longer pieces of writing as the textual unit continues.

ELA/Literacy, focus on identifying, evaluating, and creating text dependent questions. The standards focus on students’ ability to read closely to determine what a text says explicitly and to make logical inferences from it. Rather than asking students questions about their prior knowledge or experience, the standards expect students to wrestle with text dependent questions: “questions that can only be answered by referring explicitly back to the text in front of them.” In a shift away from today’s emphasis on narrative writing in response to decontextualized prompts, students are expected to speak and write to

Companion Workbook. For selection support, including literary analysis, vocabulary builder, conventions practice, support writing and speaking and listening, support for research and technology, and note-taking organizers, use Pearson Common Core Literature Companion Workbook to accompany stories and information texts listed in resources. For selection worksheets and assessments, use Pearson Literature Print

not others—a person with weak language skills may still have strong musical skills, for example—so the tests, they claim, cannot possibly measure overall intelligence fairly.

DIRECTIONS: Write your answers to the following questions on the lines provided.

1. Do you think

we should

pursue means

for increasing

intelligence as

shown in the

experiment

involving

Charlie and

Algernon?

Why or why

not?

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sources – to use evidence from texts to present careful analyses, well defended claims, and clear information. Educators can start by learning how to distinguish between text dependent and non-text dependent, between quality and trivial questions, and by crafting their own text dependent questions. A lightweight way to begin implementing the ELA/literacy standards is to review existing ELA/literacy materials for text dependent questions and to in turn write new text dependent questions in response to texts used in ELA, science, and social studies classrooms.

http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/printable_resources/selection_worksheets_assess_08.html For easily customizable tests on reading selections and units and for beginning of the year, mid-year, and end of the year assessments, use Exam View Test Bank For accommodations, modifications, enrichment, and differentiation, use Pearson Common Core Literature Close Reading

2. Was Charlie

happier when

he became

smarter?

Explain your

answer.

3. Why might

intelligence

tests be helpful?

4. Why might

intelligence

tests be

harmful?

http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/printable_resources/selection_worksheets_assess_08.html










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To learn more about text dependent questions, consider using the Guide to Creating Text Dependent Questions for Close Analytic Reading and reviewing our library of Close Reading Exemplars.

Notebook.

RL.8.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an accurate summary of the text based upon this analysis. RI.8.2 Determine a

In what ways can I use the details of text and the lesson or message to recognize the genre and its purpose?

How can I briefly and accurately express the key elements/ideas of the story?

How does the narrator or characters’ behaviors contribute to the theme?

Understand theme and central idea of a text.

Know the literary elements (characters, setting, plot).

Objectively summarize a text

The teacher/student will introduce, define, and give examples of the following academic vocabulary words tied to this standard: theme, major theme, minor theme, central idea, analyze, analysis, convey, details, particular details, word choice, characterization, plot, setting, figurative language, literary devices, stylistic devices, summary, summarize, objective, fact, opinion, personal opinion, judgment, inference, literary genres, author’s purpose, read closely, annotate, evidence alludes, judgement, objective writing, subjective writing The teacher will explain, discuss, dictate notes, and/or model the following:

While introducing terms, the teacher can check for understanding by using the following CFU (Check’s For Understanding): Signal Cards Teacher can use whatever cards desired, but an easy place to start is with red, green, and yellow cards – this way students can signal if they are lost, confused, fully understand, complete, run-on, or fragments, saturated, semi surated, or

The following resources are recommended for use to teach the focus standard. Understand that other standards can be addressed and taught; however, the focus standard should be unpacked using these resources: “The Drummer Boy of Shiloh,” “John Henry,” from The Measure of a

Science: During the reading of “The measure of a Man,” research how close science is to creating an android as sophisticated as Data. Take notes from your sources and prepare a short report. History: As you read “Tears of Autumn,” resear4ch nineteenth-

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central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an accurate summary of the text based upon this analysis.

A central idea of a literary work is what the text is mostly about in its entirety and/or in various sentences, paragraphs or sections.

A theme is an element of a literary work that conveys a widespread and enduring message about life or human nature; readers often apply themes found in literary works to their own lives.

A literary work often contains both major themes and minor themes.

A major theme is a message that a writer usually repeats in a literary work; whereas, a minor theme is a message that appears only briefly in a literary work and concedes to other, often more prominent, themes.

A theme of a literary work may

be stated explicitly or may be implied, requiring students to draw inferences to determine a theme.

Determining a theme by

unsaturated, etc. To check for understanding of the notes given and skills modeled, the teacher can use Questioning- Asking better questions affords students an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of student understanding. Questions of this nature engage students in classroom dialogue that expands student learning. Questions should go beyond the typical factual questions requiring recall of facts or numbers. Paul Black, a noted authority on formative assess-ment, suggests that

Man, “Gentleman, of Rio en Medio,” “Tears of Autumn,” The Finish of Patsy Barnes by Paul Laurence Dunbar Determine a poem’s theme: https://learnzillion.com/lesson_plans/4876-determine-a-poem-s-theme-by-considering-imagery-sound-and-symbolism “Silver,” “Ring Out,” “Wild Bells,” “Cat!” “Thumbprint” For selection support, including literary analysis, vocabulary builder, conventions practice,

century and early- twentieth-century U.S. immigration from a country you choose. Take notes from your sources and write a short report to present to the class.

https://learnzillion.com/lesson_plans/4876-determine-a-poem-s-theme-by-considering-imagery-sound-and-symbolism








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drawing inferences requires students to attend closely to word choice, characterization, plot and other literary devices presented by the author.

Themes are often revealed by how the characters respond to challenges or by how the speaker in a poem reflects upon a topic.

Themes are present in novels, short stories, dramas, and poems.

The way authors express themes may vary according to the genre of literature.

Fables, folktales, and myths communicate central messages, lessons, and/or morals as themes.

The subject of a literary text and a theme of a literary text, although related, are two different concepts: the subject of the text is a topic (ex. war), while a theme of the text relates to the author’s presentation of the topic (ex. war is a plague for humanity).

A summary is a compilation of the main events in a literary text. It is chronologically structured, includes the central idea or theme, and refers to the main story elements.

"more effort has to be spent in framing questions that are worth asking: that is, questions which explore issues that are critical to the development of students' understanding." (Black et al., 2003) To check for comprehension of the selections in the suggested resources, teachers can use the following:

Discussion Classroom discussions can tell the teacher much about student learning and understanding of basic concepts. The teacher can initiate the discussion by presenting students with an open-ended question. The goal

support writing and speaking and listening, support for research and technology, and note-taking organizers, use Pearson Common Core Literature Companion Workbook to accompany stories and information texts listed in resources. For selection worksheets and assessments, use Pearson Literature Print http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/printable_resources/selection_worksheets_assess_08.html For easily











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A summary should be objective – free from personal opinions or judgments.

The students will

Closely read, analyze and annotate a literary text for evidence of central idea, theme, and summarizing of main points.

Determine a theme of a literary text or a section of a text.

Provide an analysis of the development of a theme over the course of a literary text, including how a theme relates to the characters, setting, and plot (e.g., how the theme is revealed through the plot)

Determine a central idea of a literary text or a section of a text.

Provide an analysis of the development of a central idea over the course of a literary text, including how a central idea relates to the characters, setting, and plot (e.g., how the central idea is revealed through the plot)

Provide an objective summary that traces character and plot development and retains overall meaning.

is to build knowledge and develop critical and creative thinking skills. Discussions allow students to increase the breadth and depth of their understanding while discarding erroneous information and expanding and explicating background knowledge (Black and Wiliam 1998; Doherty 2003). By activating students as learning resources for one another there is the possibility of some of the largest gains seen in any educational intervention (Slavin, Hurley and Chamberlain 2003). The teacher can assess student understanding by listening to the student responses and by taking

customizable tests on reading selections and units and for beginning of the year, mid-year, and end of the year assessments, use Exam View Test Bank For help with developing strategies in writing, grammar, usage, mechanics, and vocabulary, use Pearson Reality Central Real World Writing Journal For accommodations, modifications, enrichment, and differentiation, use Pearson Common Core Literature

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Additional Strategies: Elements of a Story: The instructor may need to pre-teach concepts related to the basic story elements ( plot, setting, character, conflict, exposition, climax, and resolution) in order for students to be able to connect these elements with a text’s theme. The following are strategies designed to help the students create these connections Synthesizing (Robb, 2010): Students can begin synthesizing theme and story elements by noting how each develops over the course of a text. Students can chart elemental changes by noting the differences that occur throughout the course of the text. See an example here. Summarizing Fiction: Somebody/Wanted/But/So—SWBS: (MacOn, Bewell, & Vogt, 1991) This is a reading strategy that encourages students not to simply retell every part of a story in a summary, but to carefully select the most significant parts. There are four columns in this chart, click here for more information. 1) Somebody (the name of the character) 2) Wanted—(students must make an inference about motivation) 3) But—(usually this is a conflict or pivotal event in the story)

anecdotal notes. To prepare students for the discussion, the teacher could have students complete the Decision Making Chart.

Teachers may also use selection tests in Exam View or www.pearsonrealize.com

Close Reading Notebook. For Interventions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention. Media Resources and Interactive Whiteboard Activities for each selection include: Big questions Videos, Background Videos, Interactive Writing activities, Virtual Tour activities, Grammar Tutorials, Writers at Work Series @ http://curriculum.media.pearsoncmg.com/cur

https://wvde.state.wv.us/strategybank/documents/DecisionMakingChart.doc

https://wvde.state.wv.us/strategybank/documents/DecisionMakingChart.doc

http://www.pearsonrealize.com/


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4) So—(the resolution of the conflict, or change in the character as a result)

Some-body

Wanted But So

riculum/literature_reading/Literature2015/g00/program_resource_library/media_resources/gr08/media_resources.html Pearson has partnered with Listen Current to bring real world public radio stories to the classroom. There are articles that align to each Text Set in 8th grade, which allows teachers to bring additional resources to engage students http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/current_events/current_events









http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/current_events/current_events_08.html








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_08.html

RL.8.3 Analyze how particular lines of dialogue or incidents in a literary text propel the action, reveal aspects of a character, or provoke a decision. RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

How do incidents or dialogue in a story or drama affect the pacing and engage the reader? How does the behavior of the characters cause an action or reactions in the text?

Identify elements of literature dialogue.

Identify elements of literature plot

The teacher/student will introduce, define, and give examples of the following academic vocabulary words tied to this standard: analyze, analysis, dialogue, incidents, story, drama, propel, reveal, provoke, interact, interactions, story elements, setting, plot structure, exposition, rising action, conflict, climax, turning point, falling action, solution, resolution, characterization, direct characterization, indirect characterization, archetypes, unfold, episodes, events, antagonist, aspects, plot, protagonist The teacher will explain, discuss, dictate notes, and/or model the following:

dialogue is conversation between characters.

authors intentionally include particular lines of dialogue to propel the action, reveal aspects of a character, or provoke a decision of a story or drama.

While introducing terms, the teacher can check for understanding by using the following CFU (Check’s For Understanding): Mini White Boards, Slates, Think Pads, etc.- Teacher can see at a glance who understands or has the correct answer or not when at a teacher signal, every student holds up their mini white board, slate, or pad. To check for understanding of the notes given and skills modeled, the teacher can use

The following resources are recommended for use to teach the focus standard. Understand that other standards can be addressed and taught; however, the focus standard should be unpacked using these resources: “Raymond’s Run,” “The Tell-Tale Heart,” “Thank You M’am, “How the Raven Stole the Sun” http://ccssela.weebly.com/uploads/1/3/4/8/134

Career Readiness: “Raymond’s Run” Squeaky is the fastest runner in her neighbor-hood, and she makes a serious effort to train for her races. She might be even faster, however, if she had a track coach. Athletic coaches can make the difference between a good athlete and a great one. They teach beginners the fundamentals of the sport, lead athletes through a season, and


http://ccssela.weebly.com/uploads/1/3/4/8/13487632/elements_of_plot.pdf



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particular lines of dialogue may explicitly propel the action, reveal aspects of a character, or provoke a decision of a story or drama.

particular lines of dialogue may implicitly propel the action, reveal aspects of a character, or provoke a decision of a story or drama.

authors intentionally include particular incidents in a story to propel the action, reveal aspects of a character, or provoke a decision of a story or drama.

particular incidents in a story may explicitly propel the action, reveal aspects of a character, or provoke a decision of a story or drama.

particular incidents in a story may explicitly propel the action, reveal aspects of a character, or provoke a decision of a story or drama.

authors develop a character through direct and/or indirect characterization through description of a character’s appearance, dialogue, thoughts, actions, reactions, interactions, and behaviors.

authors often develop characters using general

THE CONCEPTS OF "WAIT-TIME" AND "THINK-TIME"

The concept of "wait-time" as an instructional variable was invented by Mary Budd Rowe (1972). The "wait-time" periods she found--periods of silence that followed teacher questions and students' completed responses--rarely lasted more than 1.5 seconds in typical classrooms. She discovered, however, that when these periods of silence lasted at least 3 seconds, many positive things happened to students' and teachers' behaviors and attitudes. To attain these benefits,

87632/elements_of_plot.pdf The Diary of Anne Frank p. 530 “The Governess” Night For selection support, including literary analysis, vocabulary builder, conventions practice, support writing and speaking and listening, support for research and technology, and note-taking organizers, use Pearson Common Core Literature Companion Workbook to accompany stories and information texts listed in resources.

help world champions sharpen their skills. Coaches and instructors also help amateurs who simply want to increase their enjoyment of a sport or improve their exercise routine. Coaches can be found guiding teams and individuals at the professional and Olympic levels, at schools and colleges, and at local fitness centers, ice rinks, and swimming pools. All athletic coaches must be good teachers. They must know their sports thoroughly, keep up with the latest techniques, and develop an effective teaching method. Coaches at all levels must



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literary archetypes.

general literary archetypes.

authors develop elements of a story or drama to interact together.

all of the elements of a story shape the plot.

all of the elements of a drama shape the plot.

The students will

provide an analysis of how particular lines of dialogue propel the action in a story or drama.

provide an analysis of how particular lines of dialogue show what a character is like.

provide an analysis of how particular lines of dialogue provoke a character to make a decision.

provide an analysis of how key incidents in a story propel the action.

provide an analysis of how key incidents in a story show what a character is like.

provide an analysis of how key incidents in a story provoke a character to make a decision.

provide an analysis discussing the importance and influence of

teachers were urged to "wait" in silence for 3 or more seconds after their questions, and after students completed their responses (Casteel and Stahl, 1973; Rowe 1972; Stahl 1990; Tobin 1987). For example, when students are given 3 or more seconds of undisturbed "wait-time," there are certain positive outcomes: To check for comprehension of the selections in the suggested resources, teachers can use the following: Pinwheel Discussion > (https://www.teachingchannel.org/videos/high-school-literature-lesson-plan ) Students are divided into 4 groups. Three of

For selection worksheets and assessments, use Pearson Literature Print http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/printable_resources/selection_worksheets_assess_08.html For easily customizable tests on reading selections and units and for beginning of the year, mid-year, and end of the year assessments, use Exam View Test Bank For help with developing strategies in writing, grammar,

also be concerned with safety so that they can be sure their trainees maximize performance without injuring themselves. Athletic coaches who work in public and private schools are usually required to have a bachelor’s degree from an accredited college. Many other sports instructors also hold a college degree. Most coaches and instructors are skilled players of at least one sport. A. DIRECTIONS: Use the information in the preceding passage and your knowledge and experience to answer the

https://www.teachingchannel.org/videos/high-school-literature-lesson-plan

















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setting on characters, plot, theme, mood, tone, and meaning (e.g., how does the setting influence a character's outlook?)

provide an analysis of characters’ traits, responses, and motives and how the central character influences the plot or theme.

provide an analysis of how authors reveal characters (e.g., thoughts, dialogue, dialect).

provide an analysis of how setting influences and shapes the plot and characters.

provide an analysis of how characters' actions, thoughts, motivations, and relationships shape the plot.

Additional Strategies: Defining Moments (In dialogue): Students will read a text with the intention of isolating several “Defining Moments” in a novel or story in which dialogue or pivotal incidences are involved in propelling the action forward or revealing deeper characteristics of the main characters. 1. Students conduct a close read of the chapter or section of text, annotating and highlighting scenes in which the dialogue is particularly rich or the incidences portrayed are symbolic or revealing. 2. Students conduct an analysis of

these groups are assigned to represent specific points of view. Members of the fourth group are designated as “provocateurs,” tasked with making sure the discussion keeps going and stays challenging. One person from each group (the “speaker”) sits in a desk facing speakers from the other groups, so they form a square in the center of the room. Behind each speaker, the remaining group members are seated: two right behind the speaker, then three behind them, and so on, forming a kind of triangle. From above, this would look like a pinwheel. The four speakers introduce and discuss questions

usage, mechanics, and vocabulary, use Pearson Reality Central Real World Writing Journal For accommodations, modifications, enrichment, and differentiation, use Pearson Common Core Literature Close Reading Notebook. For Interventions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention. Media Resources and Interactive Whiteboard Activities for

following questions. 1. What are some duties of a middle-school athletic coach? 2. What are some job opportunities for coaches and sports instructors? 3. In your opinion, what personality traits should a coach have to be successful at his or her job? B. DIRECTIONS: Imagine that you are the principal of a large middle-school and you are looking to hire an athletic coach. Write down four questions that you would ask an applicant during

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these key scenes, and how they relate to other story elements (i.e. plot, conflict, character, setting, or theme) 3. Students may note these interactions by writing, discussing, or creating a graphic organizer like the one shown here. 4. Students will explain these connections and interactions in writing. Students may choose these “defining moments” and then creatively present their analyses to the class. Students may also use their work in this activity to prompt more formal paper topics for. Writing to Comprehend Students will choose several of their own “defining moments” and then write about them only through the use of dialogue, conflict, or symbolic imagery, for example. This can be accompanied by a pre-teaching activity which highlights the difference between “showing vs. telling” in writing. When students practice the skill of writing without “telling,” they can bring a greater level of understanding and experience to their own close reading processes.

they prepared ahead of time (this preparation is done with their groups). After some time passes, new students rotate from the seats behind the speaker into the center seats and continue the conversation.

To check for comprehension of the selections in the suggested resources, teachers may also use selection tests in Exam View or www.pearsonrealize.com

each selection include: Big questions Videos, Background Videos, Interactive Writing activities, Virtual Tour activities, Grammar Tutorials, Writers at Work Series @ http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g00/program_resource_library/media_resources/gr08/media_resources.html Pearson has partnered with Listen Current to bring real world public radio stories to the classroom. There are

an interview. Then, trade papers with a classmate, and answer each other’s questions














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articles that align to each Text Set in 8th grade, which allows teachers to bring additional resources to engage students http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/current_events/current_events_08.html

W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and

well‐structured event sequences. W.8.3a Engage and

Write narratives about real or imagined experiences Set out a problem or create a situation in a narrative Introduce or develop a narrator or characters in a

The teacher/student will introduce, define, and give examples of the key language, verbs, and terms related to the standard: effective techniques, narrative elements, tone, first person, orient, third person limited, third person omniscient, dialogue, inner monologue, motive, narrative techniques, pacing, reflection, suspense, tension, visual details, clarify, cohesion, time frame, transitions, varied, sensory, relevant, To teach students to write narratives about real or imagined experiences, do the following:

The primary assessment for essays should be the rubric used by MDE. MAP ELA Writing Rubric Interpretive Guide https://districtaccess.mde.k12.ms.us/studentassessment/Public%20Access/Statewide_Assessment_Programs/MAP-Mississippi%20Assessment%20Progra

“Raymond’s

Run”

pp. 22-35

“The Drummer

Boy of Shiloh”

pp. 112-124

“Julie and the

Turing Test

pp. 160-165

“Tears of

Autumn”

pp. 312-321

History: “Local Holocaust Survivors and Liberators Attend Opening Event for Exhibition” from the Florida Holocaust Museum

Before the Quick Write and Discuss: Read the










https://districtaccess.mde.k12.ms.us/studentassessment/Public%20Access/Statewide_Assessment_Programs/MAP-Mississippi%20Assessment%20Program/ELA-Rubric-Guide/ELA%20Rubric%20Guide%2013OCT15.pdf








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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.8.3b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. W.8.3c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and

narrative Use a range of narrative techniques to engage the reader Sequence events in a coherent way throughout a narrative

Read a diverse sampling of narratives similar to and slightly different from the sort you want them to write.

Guide students through the process of creating a story map, storyboard, or other graphic form that allows them to identify, discuss, and arrange the different events or scenes in the story.

Generate with students or provide a list of the elements of an effective narrative of the story you are assigning.

Consider allowing students to incorporate images in their narrative if they are appropriate and complement the narrative.

To teach students to set out a problem or create a situation in a narrative, do the following:

Establish a problem up front that the story will examine and the protagonist will solve after a series of scenarios richly imagined.

Ask students to imagine a situation in rich detail (perhaps one inspired by another book they have read or a subject or era they studied) and then describe how characters (or they, if it is a personal narrative)

m/ELA-Rubric-Guide/ELA%20Rubric%20Guide%2013OCT15.pdf To further assess the various writing activities, teachers can choose from the following assessment strategies: 1. Keep them in suspense - Keep the final grade of an assignment as a carrot dangling until the feedback is read, attempted, and proven. Make them solve some of the problems in the assignment based on your feedback, and trade their solutions for access to their score. 2. Feedback Note-taking - If the one who does the work is doing the learning, should not the student be the one writing down the feedback? You

“The Medicine

Bag”

pp. 452-463

“Cub Pilot on

The Mississippi”

pp. 464-475

“The Return of

the Multi-

Generational

Family

Household”

pp. 490-497

“Local Holocaust

Survivors and

liberators Attend

Opening Event

for Exhibition”

pp. 742-747

from Out the

Dust

pp. 794-805

My Name

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Time to Draft

Narrative

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following passage from the selection. Liberators: Unexpected Outcomes features 18 photographs of local U.S. troops who, as first responders and liberators at the end of WWII, witnessed the horrors behind camp gates. Without preparation or warning, these men happened upon unexpected and unimaginable scenes during regular military operations. Their stories are featured in photography by Coe Arthur Younger, as well as in an accompanying video that highlights the testimonies of several local





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show the relationships among experiences and events. W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. W.8.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

respond and changed over the course of the story.

Lead students through the creation of a detailed observation about an event, process or experience, guiding them by examples and questions that prompt them to add sensory details; then generate with them questions they should ask and apply to their narrative as they write the second part, which comments on the meaning or importance of what they observed.

Have students describe the same event or experience from multiple perspectives to explore how point of view affects one’s perception of an idea, event, or era or the people involved.

To teach students to introduce or develop a narrator or characters in a narrative, do the following:

Help students develop questions not only portray the character’s physical persona but also reveal the character’s personality and motivations within the context of the story.

Provide students with a list of archetypal characters as a starting place to help them imagine their own.

conference; they write. 3. Stagger due dates for your classes- There is no rule that says all 200 shoeboxes or flipbooks have to show up at your door on the same date. 4. And while you're at it, give them a way to give feedback to you. If they believe that teachers are reading their feedback, they will be more likely to read yours. Develop a survey, via hard copy or one on surveymonkey.comfor them to fill out at the end of a unit, quarter, semester, whatever. Ask them what worked and what didn't. Model your own comfort at criticism and they will work harder at

t

Setting the Stage

for a New School

Year

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Where In The

World Do You

Come From?

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Introducing Of

Mice and Men

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Learning The

Qualities of

Narrative

Writing

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Learning Craft

and Content

liberators and survivors.

During the Discussion: As you discuss each question, take notes on how your partner’s ideas either differ from or build upon your own.


















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Ask students, when writing personal narratives that involve people they know, to fill in a graphic organizer with boxes describing what the person says, does, thinks, and feels prior to writing.

To teach students to use a range of narrative techniques to engage the reader, do the following:

Introduce students to different plot lines and story structures, including the traditional linear format (exposition, rising action, conflict, falling action, and resolution) as well as more episodic or lyric narrative formats that string a series of impressions together as a way of telling a story about a person, an event, or an experience.

Have students analyze the dialogue and other techniques used in the stories they study for ideas they can use in their own.

To teach students to sequence events in a coherent way throughout a narrative, do the following:

Have students write on sticky notes or index cards key events or scenes in the narrative they are creating; then ask them to

their own.

Using Mentor

Texts

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Esperanza’s

Growing

Maturity

House On

Mango Street

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Foiled by Sally

House On

Mango Street

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Peer Response

Workshop

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Revising

Narratives:

Monologue and

Dialogue

















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arrange them in different ways, stopping to explain to others what they are thinking, until they find the sequence that best works with the story they are trying to tell.

Use a presentation software program to create the story ass a series of slides, with notes and images on the slides so they can manipulate and better understand the elements of their story

As an accommodation, give students the opportunity to draw out the story first as a cartoon strip with notes and caption and dialogue. If possible, give them the chance to tell their story before writing it.

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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

How do authors communicate tone in a text? What impact do analogies and allusions provide the reader? How does the author’s use of specific types of figurative language and connotation affect the

Identify figurative and connotative words and phrases.

Identify meaning and tone of a text.

Identify specific words that impact meaning and tone.

Identify

The teacher/student will introduce, define, and give examples of the following academic vocabulary words tied to this standard:

allusion

analogy

connotation

denotation

figurative language

stance

tone determine, figurative, connotation, connotative, analyze, analysis, word choice, meaning, tone, mood, literal, nonliteral, figurative language, simile,

While introducing terms, the teacher can check for understanding by using the following CFU (Check’s For Understanding): Hand Signals Similar to response cards, hand signals require engage-ment from the whole group and allow the teacher to check for under-standing in large

The following resources are recommended for use to teach the focus standard. Understand that other standards can be addressed and taught; however, the focus standard should be unpacked using these

Science: “Concrete Mixers”

Concrete, like that discussed in Patricia Hubbell’s poem, is made from a mixture of cement, water, and inert materials such as sand or gravel. The inert materials are





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texts. 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.

meaning of the text? How do analogies or illusions to other text impact tone and mood in the text?

analogies.

Identify allusions to other texts.

metaphor, hyperbole, personification, literary/biblical/mythological allusions, analogies, puns, idioms, regular beats, alliteration, rhymes, repeated lines, imagery The teacher will explain, discuss, dictate notes, and/or model the following:

Words and phrases with similar denotative meanings can carry different connotative meanings (e.g., sulk/brood; ally/comrade/best friend) in literary texts.

Authors purposely choose words possessing strong, weak, positive, negative, or neutral connotations to achieve particular effects in a text and in the reader.

Connotation refers to a reader’s emotion or association connected with a word.

Authors purposely use figurative language to achieve particular effects in a section of a text.

Sound devices (e.g., repetition, rhyme scheme, alliteration, assonance, consonance, onomatopoeia, rhythm) help to achieve particular effects in a section of a text.

An allusion in literature occurs

groups of students. To check for understanding of the notes given and skills modeled, the teacher can use Questioning Involve students in observing and describing an event or object by asking questions such as: "What do you notice here?" "Tell me about this" "What do you see?" To check for comprehension of the selections in the suggested resources, teachers can use following: Jigsaw- Assign sections of reading, split kids into different groups than they are normally paired with (for instance, assign numbers for seats then split into

resources: “Almost Summer Sky,” “The Sky Is Low, the Clouds are Mean,” “Concrete Mixers,” “Harlem Night Song,” “The City Is So Big,” “Grandma Ling,” “your little voice/Over the wires came leaping,” “New World,” “January” For accommo-dations and modifications, use Pearson Common Core Literature Close Reading Notebook. For graphic organizers on Using Connotations and Figurative

called aggregate. In a chemical process known as hydration, the cement reacts with the water (and the air that gets into the mixture naturally) to form a kind of paste that gradually hardens and holds together the inert materials, which do not participate in the reaction. The ancient Egyptians knew how to make concrete. So did the ancient Romans, who used it at the base of monuments. Over time, however, the process of making concrete was nearly lost. It was revived in

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when an author makes reference, often indirect, to a person, place, event, character, work of art or another piece of literature (e.g., Shakespeare’s plays, the Bible, etc.) within his own writing.

Specific word choice helps to achieve particular effects in a text and in the reader.

Figurative language helps to achieve particular effects in a text and in the reader.

Readers use context clues to determine what a word means in a given context.

Tone is the author’s attitude toward the audience, the subject, or the character. Tone is conveyed through the author’s words and details.

Mood is the emotions the reader feels while reading a text. Mood is created by the author’s word choice, imagery, dialogue, setting, and plot.

Readers determine tone and mood of a text clues presented in the context.

Tone or mood may change throughout a text. In effect, a text can have more than one tone or mood.

Authors often use figurative language to assist in

all 1’s, all 2’s, all 3’s, etc. to meet together). Assign a section of text to read, and assign jobs (clear and limited) so they can teach the other groups the content of their assigned section. Each group becomes the expert on their section of text in order to teach the other groups. Teacher must decide on which graphic organizer is most appropriate for groups to create and use to synthesize their information and teach other groups. Teacher must set the guidelines for teaching groups. Teacher can encourage the use of the board for groups as they are teaching the rest of the groups about their section of text. Other groups

Language and Analyzing Word Choices, use Pearson Common Core Literature Companion Workbook. For Interven-tions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention.

1824 when a new kind of cement, called portland cement, was developed. Today, concrete is the most widely used construction material in the world. There are three important factors in mixing concrete. The type of aggregate is one factor. Depending on the job, concrete is generally made with either a fine aggregate, such as sand, or a coarse aggregate, such as gravel. Generally, jobs requiring extremely strong concrete, like dams, need the coarsest aggregate. The

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developing the tone or mood of a text.

Figurative language uses words in some way other than their literal meanings to make a comparison, add emphasis, or say something in a fresh and creative way.

A metaphor compares two unlike things to illuminate a particular quality or aspect of one of the two things. Metaphors directly state that one thing is something else and do not use the words like or as.

A simile compares two unlike things using like or as to illuminate a particular quality or aspect of one of the two things.

An exaggeration is an extravagant statement that is not meant to be taken literally.

Some words used by authors allude to significant characters found in mythology (e.g., Herculean), the Bible (e.g., Adam and Eve).

Figurative meanings refer to words and phrases meant to be interpreted beyond the literal meaning of the word or words.

Literal language means exactly what the word or word say; whereas, nonliteral or figurative language does not mean

should be learning, taking notes, asking questions as teaching group teaches in order to glean the information from them. Teacher must model how to both learn from a teaching group and how to teach when you are the teaching group. Set the tone and expectations and guidelines. Progression Note. In coordination with this reading standard, a key progression in the writing standards is the need for students to show competency in using narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters

water/cement ratio—the amount of water compared with the amount of cement—is another factor in mixing concrete. The higher the water/cement ratio, the more easily the concrete will flow before it hardens; the lower the water/cement ratio, the stronger the concrete will be later. The final factor in the mixing process is heat: The temperature must be kept steady to avoid cracking problems later.

B. DIRECTIONS: Imagine that you are an engineer at a construction

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exactly what the word or words say, but instead uses comparison or emphasis to imply something different.

Students know that words and phrases (regular beats, alliteration, rhymes, repeated lines) provide rhythm and meaning in a story, poem, or song.

Students can identify words and phrases that suggest feelings or appeal to the senses.

The student will

Closely read, analyze and annotate a text for evidence of the meanings of words and phrases as they are used in a text.

Closely read, analyze and annotate a text for evidence of the impact of specific word choices on meaning and tone.

Closely read, analyze and annotate a text for evidence of the impact of a specific analogy on meaning and tone.

Closely read, analyze and annotate a text for evidence of the impact of a specific allusion on meaning and tone.

Determine the meaning of words and phrases based on

(W.8.3b). Students must also effectively 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.8.3c). Vocabulary. When checking for understanding of words and phrases, please pay special attention to advances in vocabulary assessment. For example, in Questar’s Grade 8 vocabulary assessment item prototype students are asked a 2-part question to display an understanding of the selected word. Part A is the traditional “What

site. List questions you need to ask before you mix the concrete.

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context.

Determine the figurative meaning of words and phrases based on context.

Determine the connotative meaning of words and phrases based on context.

Provide an analysis of how the author’s use of an analogy impacts or affects the meaning and tone of a literary text.

Provide an analysis of how the author’s use of allusions to other texts impacts the meaning and tone of a literary text.

Provide an analysis of the impact or effect of a wide range of literary devices used in literary texts such as allusion, analogy, irony, and symbolism, and explain their meanings and contributions to the texts

Provide an analysis of the impact or effect the connotations of words or phrases have on meaning and tone of a literary text (e.g., fancy/gaudy/intricate/ elaborate/overly complicated).

Additional Strategies: Analogies Organizer: Students should understand that analogies are more complex ways of describing the characteristics of a person, place, thing,

does this mean?” but Part B asks the student “Which of the phrases from the passage best helps the reader understand the meaning of “regal?” To further advance the skill of determining meaning from context, embed 2- part vocabulary questions within your curriculum which are extracted directly from appropriately complex texts. Check for understanding by having students respond to these questions while grappling with the text itself. Utilize objective prompting and feedback to keep learning moving forward.

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or idea. Analogies relate to metaphor and simile in this regard, but can take on a larger role as the central image of a poem or story. For example, In Carl Sandburg’s “Chicago” the speaker establishes these analogies from the beginning: “Hog Butcher for the World, / Tool Maker, Stacker of Wheat…” Students will use two column notes to identify and then describe the analogies in a poem or story. Allusion Group Investigation: Students should be able to recognize when an author uses allusion to enrich an image by juxtaposing it with another text. In this activity, students will identify the allusions for a poem and then research them briefly to provide a greater context for understanding the poem itself. Students will note the different allusions in a poem (e.g. “A Poem for My Librarian, Mrs. Long.”) and then conduct brief, group based research on each of these allusions. Students can use what they learn to further their understanding of the text.

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

How can differences in structure affect the meaning and style of a text? How does the text structure help me understand the

Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and

The teacher/student will introduce, define, and give examples of the following academic vocabulary words tied to this standard: compare, contrast, structure, form, sentence, chapter, scene, stanza, poem, play, drama, analyze, analysis, soliloquy, sonnet, elegy, ode, haiku, lyrical, contribute, meaning, style, sentence fluency, author’s voice

While introducing terms, the teacher can check for understanding by using the following CFU (Check’s For Understanding): Fingers up! Similar to thumbs up/down/middle –

The following resources are recommended for use to teach the focus standard. Understand that other standards can be addressed

History: Paul Revere is just one of a long list of American heroes. Heroes possess qualities that we admire. They are people

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style. RI.8.5 Analyze the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

text? Why does the structure of the text matter? How can text structures of different texts contribute to meaning and style?

manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

The teacher will explain, discuss, dictate notes, and/or model the following:

A text’s form and structure provide support for organizing the ideas and deepening understanding of the text.

Authors often use a soliloquy to convey a character’s inner thoughts or motivations to the audience.

A soliloquy is an uninterrupted speech delivered by a single character to the audience but not to the other characters in the scene.

A soliloquy can be very poetic and elegant in nature but is meant to be a personal communication of a character’s innermost thoughts presented as if the character were thinking aloud.

Sonnets are 14-line lyric poems, traditionally about love, that follow particular rhythm and rhyme scenes. Sonnets express a person’s emotions, as opposed to telling a story.

There are two distinct types of sonnets in English: (1) the Italian or Petrarchan form and (2) the English or

choose option or match using 1, 2, 3, 4, or 5 fingers held up with 1 meaning "I need a lot of help" and 5 meaning "I really get this." To check for understanding of the notes given and skills modeled, the teacher use A-B Partner Teach • Partner A turn to Partner B. • Tell your partner the two most important things you have learned so far about… • Switch roles. To check for comprehension of the selections in the suggested resources, teachers can use the following: Ambassadors • EACH team member actively

and taught; however, the focus standard should be unpacked using these resources: “The New Colossus,” “Blow, Blow, Thou Winter Wind,” “Paul Revere’s Ride,” House on Mango Street

“Analyzing Black Men And Public Space” http://betterlesson.com/common_core/browse/1681/ccss-ela-literacy-rl-8-5-compare-and-contrast-the-structure-of-two-or-more-texts-and-analyze-how-the-differing-structure-of-each?from=domain_core_container “What Is It to be a Woman in

whose actions inspire and help others. Our stories, poems, and films are filled with the deeds of heroes. They provide examples of noble behavior and lessons in how to overcome difficulties and rise to challenges. We also see heroes in our daily lives—the firefighter who risks his or her life to rescue someone from a burning building, the driver who stops to help people injured in a car accident, the surgeon who donates his skills to help cure a child in need. A closer look at our society’s heroes reveals a lot

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Shakespearean form.

Students know the structures of various forms of poetry (e.g., elegy, odes, lyrical, haiku).

Writers purposely include specific sentences, chapters, scenes, or stanzas that contribute to the development of the theme, setting, or plot.

Knowledge of common narrative structure provides support for organizing ideas and deepening understanding of the text.

Common narrative structure follows the elements of plot: exposition, rising action, climax, falling action, resolution.

Stories may be presented through common narrative structure, through common narrative structure without conflict, with flashbacks, through multiple character perspectives, or with stories within stories.

Students explain how specific chapters fit together to provide the overall structure of a story; specific scenes fit together to provide the overall structure of a drama; specific stanzas fit together to provide the overall structure of a poem.

Students know the structural

participates in a small group discussion. Each member takes their own notes and pays close attention since the “ambassador” is unknown at this point. • Check for understanding of each other within the small group to make sure each member can represent the group. • Ambassadors are chosen randomly by the teacher. The ambassadors get up and move to the closest group clockwise to your group. • The groups orally summarize the discussion, key findings, evidence, examples, etc. of their group to the ambassador. • Ambassadors bring “home” to

America” https://api.betterlesson.com/mtp/lesson/569302/print “Ain’t I a Woman” and “Still I Rise” “Nothing Gold Can Stay,” “O Captain! My Captain!” “Ain’t No Sunshine,” “The Road Not Taken,” “Twelfth Song of Thunder,” “A Poison Tree,” “Alone” http://betterlesson.com/lesson/579252/poetry-analysis-gallery-walk For accommo-dations and modifications, use Pearson Common Core Literature Close Reading Notebook.

about ourselves—about what we value, and why.

A.DIRECTIONS: Use your own

knowledge and

experience to

answer these

questions.

1. What are

some character

traits common

to American

heroes?

2. Why do you

think there are

more male than

female heroes

depicted in

American

history?

3. Do we have

heroes who are

artists, scholars,

physicians, or





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elements of poems, dramas, and prose and can refer to specific elements in writing and speaking.

Students can describe how each successive part of a poem, drama, or story builds on earlier sections.

The student will

Closely read, analyze and annotate two or more texts for evidence of how the differing structure of each text contributes to its meaning and style.

Provide a comparison and contrast of the structure of two or more literary texts.

Provide an analysis of how the differing structure of each text contributes to its meaning and style.

Additional Strategies: Central Question: The development of a central question is elemental in the process of designing a thematic literature unit. Once students understand that there is an umbrella question that unifies the texts within the unit, they can more readily compare the structural elements of each text to one another, as well as understand the relationship of structure to a macro theme. For example, if a unit is based around the central question: “Is history truly written by the winners?” the

their group something different from the “country” visited – a different opinion, example, point of view, etc. Progression Note. In coordination with this reading standard, a key progression in the writing standards is the need for students to show competency in introducing claim(s), acknowledging and distinguishing the claim(s) from alternate or opposing claims, and organizing the reasons and evidence logically (W.8.1a). Students must also display competency in using words, phrases, and clauses to create cohesion and clarify the relationships

For graphic organizers on Comparing and Contrasting Texts Structures, use Pearson Common Core Literature Companion Workbook. For Interven-tions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention.

scientists?

Explain.

4. Do you think

it is important

for a society to

have heroes?

Why?

5. Do you think

our idea of

heroism will

change in the

next hundred

years? Explain.

B.DIRECTIONS: Think of

someone you

consider a hero.

Your hero

might be

someone

famous or a

lesser-known

person from

your everyday

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teacher in an American Literature class can include texts that include multiple depictions of the same historical event, written from the perspective of both the colonists and the colonized peoples. Comparison and Synthesis (Structure): For this particular standard, students can draw comparisons between the structure of two works within a thematic unit, and then analyze their relation to a common theme. Graphic Organizers (Structure): Graphic Organizers can assist students in recognizing structural and thematic elements, while also encouraging them

to make inter-textual connections.

among claim(s), counterclaims, reasons, and evidence (W.8.1c).

life. Describe

this person’s

heroic qualities.

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

How do authors use point of view to create humor and suspense in their stories? How do different points of view within the story create suspense or humor?

Determine the author’s point of view or purpose.

Identify evidence the author uses to support his/her characters’ viewpoint/purpose.

Identify conflicting evidence or viewpoints

The teacher/student will introduce, define, and give examples of the following academic vocabulary words tied to this standard: analyze, point of view, develop, development, narrator, speaker, first person point of view, second person point of view, third person point of view, third person omniscient, third person limited, third person objective, subjective, influence, manipulate, author’s style, tone, perception, dramatic irony, irony, rhetorical device The teacher will explain, discuss, dictate notes, and/or model the

While introducing terms, the teacher can check for understanding by using the following CFU (Check’s For Understanding): Triangular Prism (Red, Yellow, Green) Students give feedback to teacher by displaying the color that corresponds to their level of understanding

The following resources are recommended for use to teach the focus standard. Understand that other standards can be addressed and taught; however, the focus standard should be unpacked using these resources:

History: Research Ruby Bridges and write a short report about how her heroic actions impacted history. History: Research The Montgomery Bus Boycott and create a multimedia presentation about why it happened and

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

presented in a given text.

Define dramatic irony, suspense, and humor.

following:

Point of view influences how the story is told and how the author develops the narrator and other characters (e.g., how Robert Cormier slowly reveals the narrator’s reality in I Am the Cheese).

Authors often include characters with opposing points of view for effect (e.g., to present conflict, show how characters see a situation differently).

Authors develop point of view through author’s style, tone, word choice, description, dialogue, thoughts, reflection, author or narrator commentary, illustrations.

Authors often direct readers’ attention to the exact detail, opinion, or emotion the author wants to stress by manipulating the point of view of the story.

Students understand the ways in which an author’s point of view influences content and style.

An author’s writing is influenced by his experiences, background, and values.

Authors use different points of view to offer different perceptions and to develop a

To check for understanding of the notes given and skills modeled, the teacher can use Compare and Contrast- • This technique requires the students to take two or more ideas and find the similarities and the differences. To do this, the students must be able to describe and analyze each topic individual to determine what the basic themes or ideas are and then to compare them. To check for comprehension of the selections in the suggested resources, teachers can use any of a combination of the following: Misconception Analysis This provides

Freedom Walkers: The Story of the Montgomery Bus Boycott The True Story of the Three Little Pigs http://www.learnnc.org/lp/pages/3187?ref=search “The Story of Ruby Bridges” by Robert Coles http://www.readwritethink.org/classroom-resources/lesson-plans/seeing-integration-from-different-816.html http://lrobisonnet.weebly.com/uploads/2/1/3/0/21304206/the_story_of_ruby_bridges_-_a4_-_robert_coles.pdf

how it impacted history then and now. Career Readiness Research the educational path of a lawyer. Hold a trial for the wolf and have witnesses to present possible testimonies as evidenced by the original story of The Three Little Pigs and as evidenced by The True Story of the Three Little Pigs.

http://www.learnnc.org/lp/pages/3187?ref=search




http://www.readwritethink.org/classroom-resources/lesson-plans/seeing-integration-from-different-816.html








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text based on the author’s purpose for writing.

A narrative point of view influences or affects a story or poem.

A narrator or speaker’s point of view influences how events are presented and affects the information revealed about the characters and events.

Students can distinguish their own point of view from that of the narrator’s point of view or other characters’ point of view.

Point of view is the perspective from which the story is presented.

There are three major types of point of view: first person, second person, and third person.

Third person point of view consists of three differing forms: third person omniscient, third person limited, and third person objective.

Readers notice the differences in the points of view of characters by speaking in a different voice for each character when reading dialogue.

Students can identify who is telling a story at different points in a text.

students an opportunity to discuss, often in small groups, misunderstandings that they have. To check for comprehension of selections in the suggested resources, the teacher can use Journal Entry Students record in a journal their understanding of the topic, concept or lesson taught. The teacher reviews the entry to see if the student has gained an understanding of the topic, lesson or concept that was taught. To check for comprehension of the selections in the suggested resources, teachers may also use selection tests in Exam View or

analyzing point of view video https://www.youtube.com/watch?v=_mfmtojhUMs Use the following children’s books to teach point of view: The Gardener by Sarah Stewart Voices in the Park by Anthony Browne Seriously, Cinderella Is So Annoying!: The Story as told by the Stepmother By Trisha Sue Speed Shaskan Believe Me, Goldilocks Rocks!: The Story of the Three Bears as Told By Baby Bear by Nancy

https://www.youtube.com/watch?v=_mfmtojhUMs




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Students know that authors tell the story in writing and illustrators provide pictures of different scenes in a story.

Readers understand that authors present narrators and characters as reliable or unreliable.

Readers understand that authors use differing points of view of the characters and the audience or reader to create specific effects (e.g., suspense, humor).

Readers understand that authors create suspense, humor, and other effects through tone, word choice, dialogue, thoughts, figurative language, literary devices, stylistic devices.

Readers understand that dramatic irony occurs when the audience or reader knows things that the other characters in the book do not know (e.g., the audience/reader knows about the plans of another character or about an awaiting danger).

Students will

Closely read, analyze and annotate a text for evidence of

www.pearsonrealize.com Applying Understanding Upgrade. Students enter responses to prompts within a Google Docs form. For example, after reading a section of text students are asked to respond to the following prompt: “What reader response did the author intend to elicit from this section of text?” During the last 15 minutes of class, students enter responses into a Google Doc form. These responses are submitted as exit slips. As the bell rings, the teacher quickly pastes the text from the compiled responses into a word cloud application (like Wordle). As

Loewen For accommo-dations and modifications, use Pearson Common Core Literature Close Reading Notebook. For graphic organizers on Analyzing Point of View, use Pearson Common Core Literature Companion Workbook. For Interven-tions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention.



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how differing points of view of the characters and the audience or reader create suspense or humor in a literary text.

Provides an analysis of how one or more differences in the points of view of the characters and the audience and/or reader (e.g., through the use of dramatic irony) create such effects as suspense or humor.

Provide an analysis of how the narrator's point of view and characterization affect the telling of the narrative (e.g., a biased, unreliable, or impaired first-person narrator).

Compare and contrast the effects of different points of view (e.g., first/third person, limited/omniscient, subjective/objective) on the plot or on the reader's perception.

Provide an analysis of how dramatic irony (i.e., when something is known to the audience or reader but unknown to the characters) or other devices create effects such as suspense or humor.

Additional Strategies: Point of View, pre-teaching activity: Students will understand narrative point of view by using an inductive strategy

students enter the room the following day, the word cloud is displayed on the board and used as a discussion starter for the first 15-20m of class. The Applying Understanding Upgrade is an excellent opportunity for students to “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.8.6). To take it a step farther, at the conclusion of the 15-20m discussion the following day, have students attach comments to anonymous responses within the spreadsheet

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and connecting the lesson content to their prior knowledge. 1. The instructor uses a hypothetical scenario that is relevant to the students in the class. (i.e. a fight in the hallway, an altercation with a teacher, or a report of the football game over the weekend) The instructor outlines the main points of the scenario first 2. The instructor gives the students’ options for re-telling the story from different perspectives (i.e. “tell the story of the fight from the perspective of a teacher braking it up, tell it from the perspective of the aggressor, tell it from the perspective of the passersby, tell it from the perspective of someone who wishes to make it seem humorous, or intense) 3. The instructor has students re-write the scenario in their own words, choosing to write it from one of the points of view chosen by the class previously 4. Have students read their writings, use their work as examples of how narrative voice can change depending upon the narrators intention for the audience or reader. Applying Understanding: Direct students to read the classroom text with an eye toward recognizing the narrator’s perspective, then have them create and complete a graphic organizer in which they will quote lines

populated by the Google form.

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of text and analyze them on the basis of narrative perspective, asking the questions: What is the narrator’s intended response from the reader? How does the narrator feel about the topic? What is the narrator’s motivation for creating this narrative voice here? Progression Note. In coordination with this reading standard, a key progression in the writing standards is the need for students to show competency in conducting 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.8.7).

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.

What is the purpose of a classification or process analysis essay? Why does the purpose change the way a write formats his/her essay?

Define and give examples of academic vocabulary tied to this standard. Define, identify, and distinguish informative/ explanatory texts.

The teacher/student will introduce, define, and give examples of the key language, verbs, and terms related to the standard: Classification, concepts, convey, expository, process analysis, purpose, formatting, graphics, organizational structure, previewing, thesis, citations, MLA format, paraphrasing, quotes, well-chosen facts, cohesion, transitions, varied, domain-specific vocabulary, precise language, formal style, purpose, tone, concluding statement

MAP ELA Writing Rubric Interpretive Guide https://districtaccess.mde.k12.ms.us/studentassessment/Public%20Access/Statewide_Assessment_Programs/MAP-Mississippi%20Assessment%20Program/ELA-Rubric-Guide/ELA%20Rub

Robots Get a

Feel for the

World at USC

Viterbi

pp. 166-171

From Harriet

Tubman:

Conductor on the

Underground

Railroad

210-223

History: from “Harriet Tubman: Conductor on the Underground Railroad” by Ann Petry Enrichment: Defining by Example Harriet Tubman could have stayed in Canada











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W.8.2a 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.8.2b Develop the topic with relevant,

well‐chosen facts, definitions, concrete details, quotations, or other information and examples. W.8.2c Use appropriate and varied transitions to

How do strategies such as organization and formatting aid in introducing a topic? How do these strategies also aid comprehension? How does a writer properly use well-chosen facts, concrete details, and other examples within a paper? How does a writer determine what to paraphrase and what to quote? What are ways transitions can be varied? Why is it

Format and integrate graphics and multimedia into text Develop topics with details, examples, and information Use precise language and academic vocabulary Establish and maintain the conventions for a discipline Write about historical events, procedures, processes, ore complex ideas

To introduce students to informative/explanatory texts, do the following:

Show them a range of examples – from students, professional writers, or even yourself – so they see what it is that you want them to do and get a sense of what they should include.

Discuss the contents, conventions, and other elements of the type of informational/ explanatory text you want them to write.

Give students a copy of a sample text and, if possible, display it on a screen so you can annotate portions of it while discussing the writer’s decisions and the text’s relevant features.

To teach students to format and integrate graphics and multimedia into the text, have students do the following:

Offer direct instruction to the whole class or a smaller group of students who need to learn how to use those features of the word processor or other software applications.

Give students step-by-step

ric%20Guide%2013OCT15.pdf To further assess the various writing activities, teachers can choose from the following assessment strategies: 1. Train students to give feedback to each other - Teach the students to give the first wave of feedback to each other. This saves teachers from having to repeatedly write the same basic comments that could have been easily caught by a peer. 2. "Comment rather than correct" - It's the students job to correct their errors. In fact, it would be even more powerful for them to identify the errors in the first place using

Why Leaves

Turn Color in the

Fall

pp. 264-274

From Travels

with Charley

pp. 290-299

“Thank You

M’am”

pp. 476-483

Little Red Riding

Hooks….

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ebly.com/upload

s/1/3/4/8/134876

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ng_hooks.pdf

Become a

Journalist ppst.1

https://drive.goo

gle.com/file/d/0B

2A1gcJTkuWJcj

VZazRaV2Y5M

GM/view?usp=s

haring

Become a

Journalist ppst.2

https://drive.goo

gle.com/file/d/0B

2A1gcJTkuWJL

V9vUUZET09j

or New Jersey, living her life as a free woman. She chose, instead, to undertake dangerous journeys time and again for the sake of slaves. Thomas Garrett and the German farmers could have turned the fugitives away, but they risked their own safety to provide food, shoes, and shelter. These actions show courage in life-threatening situations. Personal courage can take many forms. Sometimes being courageous means standing up for what you believe, even when the majority disagrees, or doing something that is difficult but not dangerous.



http://ccssela.weebly.com/uploads/1/3/4/8/13487632/little_red_riding_hooks.pdf





https://drive.google.com/file/d/0B2A1gcJTkuWJcjVZazRaV2Y5MGM/view?usp=sharing






https://drive.google.com/file/d/0B2A1gcJTkuWJLV9vUUZET09jWFE/view?usp=sharing




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create cohesion and clarify the relationships among ideas and concepts. W.8.2d Use precise language and

domain‐specific vocabulary to inform about or explain the topic. W.8.2e Establish and maintain a formal style. W.8.2f Provide a concluding statement or section that follows from and supports the

beneficial to vary transitions? How can precise language be connected with vocabulary within a paper? How can this connection improve writing? How can students change how similar information is presented in both the introduction and conclusion? How can repetition of information detract from the argument? What is a concluding statement or section? Why does an author write a conclusion in an

directions or create a link to a web tutorial they can watch if they do not know how.

Give them samples that show them different types of graphs, tables, and other options they might consider when incorporating information or data into their papers.

To teach students to develop their topic with details, examples, and information, have students do the following:

Work directly with them to generate ideas and gather evidence, data, examples, or other content: then develop with them criteria for how to evaluate and choose the best of the bunch to work into their writing.

Use sentences stems or templates from a book like They Say/I Say (by Graff and Birkenstein) to teach students how to introduce or frame the quotation and then comment on the meaning or importance of that quotation.

To teach students to use varied transitions to link ideas and create cohesion, do the following:

Generate with students or provide them a list of transition

hints provided by the teacher. In your essay, I see (general mistake) appear X-amount of times. In your history project, I see two comma errors. In your essay, I see numerous errors in mechanics. 3. Create a key of feedback symbols- Identify the most common errors that you predict you will see. Develop a key of symbols that you can use in the margins instead of writing in sentences or bullets. This will require students to translate as well, which embeds the lesson even further. 4. Outsource the grading - Sometimes, assignments will take a huge leap in quality when

WFE/view?usp=

sharing

Scientific

Investigation

https://drive.goo

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UXM/view?usp=

sharing

Dream Invention

https://api.betterl

esson.com/mtp/le

sson/617482/prin

t

What is the

Difference

Between

Argument and

Persuasion

https://api.betterl

esson.com/mtp/le

sson/518678/prin

t

Comparative

Analysis of

“Aint I a

Woman? And

“Still I Rise”

https://api.betterl

esson.com/mtp/le

sson/442835/prin

DIRECTIONS: Write an essay about a courageous person. He or she may be someone you know personally, or a public figure from the past or present. Explain why you consider that person courageous. Music: For “Thank You M’am,” listen to the song “Blue Suede Shoes” by Elvis Presley and compare and/or contrast the speaker’s love for his shoes and the main character’s love for the shoes he wanted.



https://drive.google.com/file/d/0B2A1gcJTkuWJNmFYTjN1VXZJUXM/view?usp=sharing

















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information or explanation presented.

informative or explanatory piece?

words and phrases specific to the type of writing they are doing (e.g., cause-effect, compare-contrast).

Have students go through their papers once they have a complete draft and highlight the first six words of each sentence, then they can evaluate existing transitions and add others where they would improve clarity and cohesion.

To teach students to use precise language and academic vocabulary, do the following:

Direct them to circle any words in their papers that are abstract, too general, or otherwise ineffective; then have them generate words that could replace weaker words or phrases.

Generate with the class words they might or should use when writing about a specific subject, procedure, event, or person; this might include specific verbs, nouns, and adjectives for use when, for example, explaining a process or procedure.

Provide examples of or demonstrate for them how to use other techniques such as

students think someone other than their own teacher is seeing them. Ask administrators to get involved, switch stacks with other teachers, assign your other periods to evaluate the work. Outsource occasionally, and you just might find the students stepping up their work.

t

Essay Analysis

https://api.betterl

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t

Informative

Text:

Organizational

Structures

https://api.betterl

esson.com/mtp/le

sson/551024/prin

t










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metaphors, similes, and analogies.

To establish and maintain the conventions for a discipline, have students do the following:

Establish for the class the proper tone, format, and other genre conventions for the type of discipline –specific writing assigned.

Give students a checklist or annotated sample that illustrates all the discipline-specific conventions they must include.

To prepare them to write about historical events, procedures, processes, or complex ideas, have students do the following:

Discuss the ideas, details, or other contents that they should include to help them generate new ideas about what to say and how to organize it when they begin to write.

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

How does an actor's or director's adaptation of a story or drama change its meaning? How do adaptations

Compare and contrast the text of a story or drama and the live or filmed production.

The teacher/student will introduce, define, and give examples of the following academic vocabulary words tied to this standard: Analyze, analysis, extent, film production,

live production/performances, story, drama,

departs, text, script, evaluate, evaluation,

director, actors, techniques, perceive,

While introducing terms, the teacher can check for understanding by using the following CFU (Check’s For Understanding):

The following resources are recommended for use to teach the focus standard. Understand that other

History: The Great Depression is the historical backdrop of the novel To Kill a Mockingbird. The Great

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text or script, evaluating the choices made by the director or actors. 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.

impact a student's perception of the story or text? How does a filmed or live production of a story differ from the written version of text?

Analyze the faithfulness or departure between the text of a story or drama and the live or filmed production.

Evaluate the outcome/impact of choices made by directors and actors

medium, adaptation, interpretation

The teacher will explain, discuss, dictate notes, and/or model the following:

Authors purposely use word choice, description, dialogue, thoughts, reflections, author or narrator commentary and illustrations, while directors purposely select lighting, sound, color, or camera focus and angles to achieve specific effects and influence the audience/reader’s perceptions.

Performed versions of texts affect audiences differently than the printed version.

Students can compare and contrast reading the text of a story, drama, or poem to listening or viewing a performed version, describing how each version affects the reader or viewer differently (e.g., explain whether the suspense is greater in the written or performed version of the text).

Students can describe the differences in a written story or drama and a performed story or drama.

Students can explain how a performed story or drama

Vote with Thumbs-Ask the class if they understand a concept. A thumbs up is “yes”, thumbs down is “no,” and “not sure,” is thumbs middle. To check for understanding of the notes given and skills modeled, the teacher use Debriefing- A form of reflection immediately following an activity. To check for comprehension of the selections in the suggested resources, teachers can use any of a combination of the following: Idea Spinner The teacher creates a spinner marked into 4 quadrants and

standards can be addressed and taught; however, the focus standard should be unpacked using these resources: “John Henry” p. 154 Excerpt from Out of the Dust p. 794 “The Tell-Tale Heart,” “The Tell-Tale Heart,” Animation https://www.youtube.com/watch?v=W4s9V8aQu4c&feature=player_embedded “The Tell-Tale Heart,” film production https://www.youtube.com/watch?feature=player_embedded&v=RpEIMERxgi

Depression, which began in 1929 was the greatest economic crisis in U.S. history. This period altered the political and economic institutions in the United States. The Great Depression brought with it deep social and personal problems, as well as new strains of thought and culture. The students should research the Great Depression and complete the following activities: Prompt To what extent did the Great Depression impact the United States? Tasks 1. Write an introduction in

https://www.youtube.com/watch?v=W4s9V8aQu4c&feature=player_embedded






https://www.youtube.com/watch?feature=player_embedded&v=RpEIMERxgi4





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represents a version of the written story or drama.

Visual and multimedia elements contribute to the meaning, tone, or beauty of a text.

Students can make connections between the text of a story or drama and a visual or oral presentation of the same story or drama, noting where each version reflects specific descriptions and directions in the text.

Students can show how a text’s illustrations contribute to what is expressed in words in a story.

Students use illustrations and words in a print or digital text to show understanding of a story’s characters, setting, or plot.

The student will

Closely read, analyze, take notes and/or annotate a text for evidence of the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text, noting specific choices made by the director or actors.

Provide an analysis of the extent to which a filmed production of a story or drama stays faithful to or departs from the text or script, including an evaluation of the choices made

labeled “Predict, Explain, Summarize, Evaluate.” After new material is presented, the teacher spins the spinner and asks spinner lands in the “Summarize” quadrant, the teacher might say, “List the key concepts just presented.” To check for comprehension of the selections in the suggested resources, teachers may also use selection tests in Exam View or www.pearsonrealize.com Progression Note. In coordination with this reading standard, a key progression in the writing standards is the need for students to show

4 To Kill a Mockingbird To Kill a Mockingbird https://www.engageny.org/resource/grade-8-ela-module-2a-unit-2-lesson-4 To Kill a Mockingbird To Kill a Mockingbird

Full movie https://www.youtube.com/watch?v=x8NEO1_qQt8&list=PLoGRHOir1bt5JCGrlYCdE2WR3lmHOblhd Dracula Film version https://www.youtube.com/watch?v=NEYQwZiHxGo Farewell to Manzanar Movie clips http://search.tb.

which you explain the background of the Great Depression. 2. End the introductory paragraph with a thesis sentence which takes a clear historical position. 3. Address at least three specific impacts of the Great Depression on the United States. 4. Write multiple body paragraphs in which you support your thesis with appropriate evidence. 5. Use evidence from multiple documents and cite sources. 6. Write a conclusion in which you restate your thesis and add any additional insight, historical




https://www.engageny.org/resource/grade-8-ela-module-2a-unit-2-lesson-4





https://www.youtube.com/watch?v=x8NEO1_qQt8&list=PLoGRHOir1bt5JCGrlYCdE2WR3lmHOblhd







https://www.youtube.com/watch?v=NEYQwZiHxGo




http://search.tb.ask.com/search/video.jhtml?n=781bb4f0&p2=%5EY6%5Exdm003%5EYYA%5Eus&pg=video&pn=1&ptb=E3C71F32-6EEE-4948-A211-57E1ED3DB0A9&qs=&searchfor=farewell+to+manzanar+full+movie&si=CLrVg4XGsMcCFUI2gQod_tYNpg&ss=sub&st=bar&vidOrd=1&vidId=w7GN6kvmGZ0

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by the director or actors.

Provide an analysis and evaluation of the choices made by directors, performers, and artists in departing from and/or interpreting the written text or script (e.g., explain differences in what each version emphasizes)

Provide an analysis of how the medium used contributes to the message conveyed in a filmed, performed, or multimedia version of a literary text (e.g., explain how a film director can emphasize the beauty of a natural setting by focusing on landscape and sound).

Additional Strategies: Note: The instructor may need to pre-teach or review story elements and literary devices (i.e. plot, setting, conflict, characterization, exposition, action, climax, and resolution) in order to compare the way that these elements are dealt with in both text and film formats. Thinking Critically about Adaptation (Roth, 2012): In this activity, students will recognize they key departures that a filmic adaptation of a text makes, and then evaluate whether those departures were well chosen, or poorly chosen by the director. Students will prioritize the

competency in conducting 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.8.7). Writing a Research Text (Comparison and Synthesis of Ideas). Students conduct a close read of “The Tale of the Mandarin Ducks” by Katherine Paterson. Upon completion they watch a video interpretation of the text (a YouTube version can be viewed. Standard RL.8.7 is then used as a guiding question for

ask.com/search/video.jhtml?n=781bb4f0&p2=%5EY6%5Exdm003%5EYYA%5Eus&pg=video&pn=1&ptb=E3C71F32-6EEE-4948-A211-57E1ED3DB0A9&qs=&searchfor=farewell+to+manzanar+full+movie&si=CLrVg4XGsMcCFUI2gQod_tYNpg&ss=sub&st=bar&vidOrd=1&vidId=w7GN6kvmGZ0 Up From Slavery Docu-Series http://search.tb.ask.com/search/video.jhtml?searchfor=up+from+slavery+movie&n=781bb4f0&p2=%5EY6%5Exdm003%5EYYA%5Eus&ptb=E3C71F3

significance, or connections to the present.






















http://search.tb.ask.com/search/video.jhtml?searchfor=up+from+slavery+movie&n=781bb4f0&p2=%5EY6%5Exdm003%5EYYA%5Eus&ptb=E3C71F32-6EEE-4948-A211-57E1ED3DB0A9&qs=&si=CLrVg4XGsMcCFUI2gQod_tYNpg&ss=sub&st=bar&tpr=sbt&ts=1463429336598










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key departures from the text, in order to evaluate with greater clarity whether the director’s creative choices were beneficial or detrimental to the original text. The instructor will distribute a change table and have the students follow these steps:

Students will highlight at least one change from the text to the film that played a pivotal role the formulation of their opinion. Students will discuss this in the first row

Students will choose two changes of moderate importance, discussing them and noting them in the middle rows.

Students will choose three changes of minor importance, noting them in the third row.

Movie Adaptation DVD Cover Project: Students will creatively display their understanding of filmic narrative choice by creating a visual representation of text and film version of a source novel. Students may choose between two options for a prompt.

Option One: Students will create a movie poster/DVD cover that best match a film that is completely loyal to the text.

Option Two: Students will create a move poster/DVD

conducting a short research project. While conducting the research, students clearly understand the task emphasis of “answering 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.8.7). Formative Assessment Tip. John Hattie outlines eight mind frames “that under pin our every action and decision in a school”. The following are 5 key questions that underlining Mind frame 1 that relate directly to formative assessment practices (Hattie, 2012, p.161): *‘How do I know

2-6EEE-4948-A211-57E1ED3DB0A9&qs=&si=CLrVg4XGsMcCFUI2gQod_tYNpg&ss=sub&st=bar&tpr=sbt&ts=1463429336598 Snow White and the Seven dwarfs Animated movie version http://www.princessmovies.tv/disney-princess/snow-white-seven-dwarfs.html later version Snow White and the Huntsman http://www.dailymotion.com/video/x2eolv2_watch-snow-white-and-the-huntsman-2012-720p-blu-ray-











http://www.princessmovies.tv/disney-princess/snow-white-seven-dwarfs.html






http://www.dailymotion.com/video/x2eolv2_watch-snow-white-and-the-huntsman-2012-720p-blu-ray-aflamonlinee-org-mkv_shortfilms








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cover that best exemplifies the changes that they would make to the text as a director of a filmic adaptation.

that this is working?’ *‘How can I compare “this” with “that”?’ *‘What is the merit and worth of this influence on learning?’ *‘What is the magnitude of the effect?’ *‘What evidence would convince me that I was wrong in using these methods and resources?’

aflamonlinee-org-mkv_shortfilms Snow White Snow White and the Huntsman movie https://www.youtube.com/watch?v=4k_qijFR0BY

For accommo-dations and modifications, use Pearson Common Core Literature Close Reading Notebook.

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

How does the author’s claims used in the text affect the outcome of an argument?

Why might an author use irrelevant evidence in an

Delineate the argument and specific claims of a text.

Classify evidence as relevant/ irrelevant in informational text.

The teacher/student will introduce, define, and give examples of the following academic vocabulary words tied to this standard:

argument

claims

delineate

evidence

irrelevant

While introducing terms, the teacher can check for understanding by using the following CFU (Check’s For Understanding): Flash Cards - After

10 minutes into a

lecture or concept

presentation, have

The following resources are recommended for use to teach the focus standard. Understand that other standards can be addressed and taught;

Science:

Both Walt Whitman and Isaac Asimov refer to astronomers in their writing about the beauty of the night sky.




https://www.youtube.com/watch?v=4k_qijFR0BY




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sufficient; recognize when irrelevant evidence is introduced.

argument?

Classify reasoning as sound/ unsound in informational text.

Classify evidence as sufficient/ insufficient in informational text.

Evaluate an argument in a text based on sound reasoning, and relevant and sufficient evidence.

reasoning

sound reasoning

valid The teacher will explain, discuss, dictate notes, and/or model the following:

The difference between sound and unsound reasoning.

Sound reasoning is based on facts, data, credible sources, etc.

Unsound reasoning refers to evidence presented from non-credible sources such as, blogs, self-authored cites, opinions, etc.

Some arguments may not be relevant (not appropriate or not closely connected) to the claim.

The difference between relevant or irrelevant evidence.

Relevant evidence is deeply connected and significant to the claim(s) and/or argument(s).

Irrelevant evidence does not apply and is insignificant to the claim(s) and/or argument(s).

A student should understand how to determine whether or not a speaker has provided enough relevant evidence to support his or her argument.

Some of the evidence

students create a

flash card that

contains the key

concept or idea.

Toward the end of

the class, have

students work in

pairs to exchange

ideas and review

the material.

To check for understanding of the notes given and skills modeled, the teacher use Think-Write-Pair- Share Students think individually, write their thinking, pair and discuss with partner, then share with the class. To check for comprehension of the selections in the suggested resources, teachers can use any combination of the following:

Reader’s

however, the focus standard should be unpacked using these resources: From “Trouble With Television” p. 237 “Science and the Sense of Wonder” p. 247 “Study Finds Americans Increasingly Rooted” by Cindy Weiss From “Remarks On A Visit to Buchenwald by Elie Wiesel From “The American Dream” by Dr. Martin Luther King, Jr. p. 853 “Now You Take ‘Banbi’ or ‘Snow White’”

Astronomers gather and study information about the planets, suns, stars, and galaxies in our universe. Many people who do not become astronomers are nevertheless fascinated by the sky. Thousands of amateur astronomers around the world observe the planets, suns, and stars through telescopes they set up in their backyards. They have created networks of communication for sharing their techniques and observations. Listed below are some of the most common questions people have

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presented may not be sufficient; the argument presented may be weak details that do not provide adequate support for the claim.

Sufficient refers to enough or adequate.

How to identify the speaker’s purpose and audience by analyzing the content and delivery.

Evaluate refers to making a judgment.

Delineate means to outline, trace, or describe.

the difference between a claim that is supported with reasons and evidence opposed to a claim this is unsupported.

How to identify a speaker’s claim(s) and explain how each claim is supported by the argument or arguments the speaker makes (the evidence).

A speaker uses reasons, facts, statistics, details, etc. to support his or her arguments for a claim or claims.

A claim is a statement of opinion the writer or speaker is trying to prove; a claim is a statement of opinion that the author is presenting as a fact.

Argument(s) is how the speaker supports his claim(s); argument is the main point or points a

Theater From an assigned text have students create a script and perform it. Marking the Text. Students annotate a digital version of an online text according to the same procedure. Students then utilize digital sticky notes to provide objective feedback for a peer. The teacher observes intently and uses trends in peer-to-peer feedback to develop hinge-point questions for the following day. EXPLANATION - Tier Two words (what the Standards refer to as general academic words)…appear in

“Campaigning for Fair Use: Public Service Announcements on Copyright Awareness http://www.readwritethink.org/classroom-resources/lesson-plans/campaigning-fair-public-service-939.html Entering History: Nikki Giovanni and Martin Luther King, Jr. http://www.readwritethink.org/classroom-resources/lesson-plans/entering-history-nikki-giovanni-963.html Myth and Truth: The “First Thanksgiving” http://www.readwritethink.org/cl

about what they see in the night sky. Use sources such as the Internet and encyclopedias to find answers to them. Then, add a question of your own, and find its answer. 1. Why do stars flicker or twinkle? 2. Why do stars appear to change color? 3. What are constellations, and how did they get their names? 4. How can someone tell the difference between a star and a planet?

http://www.readwritethink.org/classroom-resources/lesson-plans/campaigning-fair-public-service-939.html









http://www.readwritethink.org/classroom-resources/lesson-plans/entering-history-nikki-giovanni-963.html









http://www.readwritethink.org/classroom-resources/lesson-plans/myth-truth-first-thanksgiving-65.html


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speaker makes to provide supporting reasons and

Using the suggested resources, the students will

Closely read, analyze, take notes and/or annotate a text for evidence to use in assessing whether or not the reasoning is sound and the evidence is relevant and sufficient.

Closely read, analyze, take notes and/or annotate a text for evidence to recognize when irrelevant evidence is introduced.

Provide a delineation of the argument and specific claims in a text.

Provide an assessment of whether the reasoning of the argument is sound.

Provide an evaluation of whether the evidence is relevant and sufficient to support the claims.

Demonstrate recognition of when irrelevant evidence is introduced.

Provide an outline of a speaker’s claim(s) and supporting argument(s) (main points).

Create a list of all evidence and

all sorts of text: informational texts (words such as relative, vary, formulate, specificity, and accumulate)…Tier Two words often represent subtle ways to say relatively simple things – saunter instead of walk for example” (CCSS ELA & Literacy Appendix A, 33). It’s Up for Debate. Students author a formal argumenta-tive text to show competency with regards to reading comprehension, proper use of Tier II and III vocabulary, writing, and language use. A CCSS aligned rubric is used to assess writing and language skill, as well as to pinpoint targeted learning opportunities. To check for

assroom-resources/lesson-plans/myth-truth-first-thanksgiving-65.html “Who Wrote Shakespeare? http://premium.betterlesson.com/document/2567077/assessment-1-modified-nf-ri8-1-and-ri8-6-shakespeare-authorship-debate-docx For accommo-dations and modifications, use Pearson Common Core Literature Close Reading Notebook. For graphic organizers on citing textual evidence, use Pearson Common Core Literature Companion Workbook.







http://premium.betterlesson.com/document/2567077/assessment-1-modified-nf-ri8-1-and-ri8-6-shakespeare-authorship-debate-docx









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determine whether or not each piece is relevant to the claim(s) and/or argument(s) presented.

Distinguish facts from opinions, and evaluate the logic or validity of opinions and assertions in text such as editorials, essays, articles, and reviews.

Describe problems in an argument that affect its credibility (e.g., bias, unsupported inferences, outdated information).

Identify and describe a wider range of logical fallacies in an argument (e.g., loaded words, caricatures, leading questions, and false assumptions and premises).

Determine whether the biases an author brings to an argument affect the credibility or viability of that argument.

Analyze how an author responds to conflicting opinions in an argument.

Delineate and evaluate the argument and specific claims in a text and determine whether the reasoning is sound and the evidence is relevant and sufficient.

Additional Notes and Strategies:

comprehension of the selections in the suggested resources, teachers may also use selection tests in Exam View or www.pearsonrealize.com

For Interven-tions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention.



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Marking the Text. Marking the text requires students to cite/identify information in the text relevant to the reading purpose. The strategy has three steps: numbering paragraphs, underlining and circling (Adapted from Marzano, Pickering, & Pollock, 2001). 1. Number the paragraphs in the section you are reading. Like page numbers, paragraph numbers will act as a reference so you can easily refer to specific sections of the text. 2. Circle key terms, names of people, names of places and dates. In order to identify a “key term”, consider if the word is repeated, defined by the author, used to explain or represent an idea. 3. Underline an author’s argument/claim. Consider the following statements:

A claim may appear anywhere in the text

A claim may not appear explicitly in the argument, so the reader must infer it from the evidence presented in the text

Often, an author will make several claims throughout his/her argument

An author may signal his/her claim, letting you know that this is his/her position

It’s Up For Debate. This strategy will help students dissect the argument presented in a text and analyze the support presented through a debate. As

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students listen to or read a debate, they can note the claims, facts and evidence presented. After notes are taken, students can determine how direct the speaker’s topic was to the piece of evidence. For example, students may recognize that a number of texts cite data without having explained the original study or the speaker may have used irrelevant evidence. Marking the Text. Students annotate a digital version of an online text according to the same procedure. Students then utilize digital sticky notes to provide objective feedback for a peer. The teacher observes intently and uses trends in peer-to-peer feedback to develop hinge-point questions for the following day. EXPLANATION - Tier Two words (what the Standards refer to as general academic words)…appear in all sorts of text: informational texts (words such as relative, vary, formulate, specificity, and accumulate)…Tier Two words often represent subtle ways to say relatively simple things – saunter instead of walk for example” (CCSS ELA & Literacy Appendix A, 33). It’s Up for Debate. Students author a formal argumentative text to show competency with regards to reading comprehension, proper use of Tier II and III vocabulary, writing, and

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language use. A CCSS aligned rubric is used to assess writing and language skill, as well as to pinpoint targeted learning opportunities.

RL.8.9 Analyze how myths, traditional stories, or religious works such as the Bible influence themes, patterns of events, or character types in a modern work, including how the material is rendered. 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.

Why would an author draw on themes, patterns or events, or character types from traditional stories when writing a modern piece of fiction? How are traditional stories rendered new? How does a modern event relate to a classical text to create an updated account?

Compare and contrast themes in modern fiction to myth/traditional story/religious work.

Compare and contrast patterns of events in modern fiction to myth/ traditional story/religious work.

Compare and contrast character types in modern fiction to myth/ traditional story/religious work.

Evaluate how myths, traditional stories, or

The teacher/student will introduce, define, and give examples of the following academic vocabulary words tied to this standard: compare, contrast, genre, portrayal, draws

on, topic, historical fact, time period,

character, setting, events, alter history,

theme, epic, myth, source text, analyze,

analysis, character types, modern work of fiction, patterns of events, rendered new, traditional stories The teacher will explain, discuss, dictate notes, and/or model the following:

Authors of fiction often include elements of nonfiction in their writing.

A fictional text often reflects and is influenced by a historical time, place, event or person.

Stories are influenced by the genre an author chooses for his writing.

Multiple texts in different literary genres may address similar themes or topics.

Reading multiple literary texts addressing a similar theme or topic exposes students to

While introducing terms, the teacher can check for understanding by using the following CFU (Check’s For Understanding): Hand Gestures –

Thumbs-Up/

Thumbs-Down for

Agree/ Disagree or

True/ False. Teach

kids sign language

for letters to sign

answer to multiple

choice questions.

“Fist to Five” where

students show how

well they think they

understand the

information (1 is

low 5 is high).

To check for understanding of the notes given and skills modeled, the teacher use To check for

The following resources are recommended for use to teach the focus standard. Understand that other standards can be addressed and taught; however, the focus standard should be unpacked using these resources: The House on Mango Street https://api.betterlesson.com/mtp/lesson/540368/print Of Mice and Men https://betterlesson.com/lesson/575395/introducing-archetypes

Science: For the House on Mango Street, trees is a motif that runs throughout the story. Research the different types of trees found in the story and write a short report about them. History: Research the Latino experience in America and write a short report about how it might have influenced The House on Mango Street History: During the late 1930’s California was struggling not only with the economic problems of the





https://betterlesson.com/lesson/575395/introducing-archetypes





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religious works are rendered new

multiple perspectives and points of view.

A specific genre influences the way information is presented in a text.

Readers know how to describe and analyze aspects of the setting to explain how the setting affects the plot and characters.

Authors use situational literary archetypes in a variety of literary genres (e.g., journey, the initiation, good vs. evil, the fall).

To compare and contrast, readers must show both similarities and differences.

Readers can compare and contrast how stories within a particular genre deal with similar themes and topics.

Common literary character archetypes (e.g., the hero, the mother figure, the innocent youth, the doppelganger, the villain, the scapegoat) are often used by authors to develop characters.

Similar themes, topics, and patterns of events are found in stories, myths, and traditional literature from different cultures.

Authors often continue writing about characters they have

comprehension of the selections in the suggested resources, teachers can use any of a combination of the following: Whip Around The teacher poses a question or a task. Students then individually respond on a scrap piece of paper listing at least 3 thoughts/ responses/statements. When they have done so, students stand up. The teacher then randomly calls on a student to share one of his or her ideas from the paper. Students check off any items that are said by another student and sit down when all of their ideas have been shared with the group, whether or not they were the one to share them. The teacher continues

Determine the Similarities and Differences in a Literary Work https://api.betterlesson.com/mtp/lesson/601755/print The Illiad The Odyssey The Epic of Gilgamesh http://edsitement.neh.gov/lesson-plan/story-epic-proportions-what-makes-poem-epic The Aeneid https://www.memoriapress.com/wpc-content/uploads/samples/Aeneid%20Student%20Sample.pdf The Lord of the Rings http://www.houghtonmifflinbooks.com/feature

Great Depression, but also with severe labor strife. Labor conflicts occurred on the docks and packing sheds and fields. Steinbeck wrote movingly about the struggles of migrant farm workers in three successive novels, In Dubious Battle (1936), Of Mice and Men (1937), and The Grapes of Wrath (1939). Research the struggles of migrant workers during the 1930’s Write a short report and share it with the class.





http://edsitement.neh.gov/lesson-plan/story-epic-proportions-what-makes-poem-epic







https://www.memoriapress.com/wpc-content/uploads/samples/Aeneid%20Student%20Sample.pdf








http://www.houghtonmifflinbooks.com/features/lordoftheringstrilogy/lessons/



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developed through books in a series. In the series, authors may choose to alter the theme, setting, characters and/or plot of the books.

Multiple versions of the same story can be presented by different authors or from different cultures.

Literary themes have a timeless nature.

Students recognize allusions to and connections between modern literary texts and traditional and classic literature and myths.

A literary text reflects and is influenced by its historical setting.

The student will

Closely read, analyze, take

notes and/or annotate a text for evidence of how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious.

Provide an analysis of a modern literary text draws on themes, patterns of events, and/or character types, including describing how the material is rendered new.

Provide a description of how

to call on students until they are all seated. As the teacher listens to the ideas or information shared by the students, he or she can determine if there is a general level of understand-ing or if there are gaps in students’ thinking.” To check for comprehension of the selections in the suggested resources, teachers may also use selection tests in Exam View or www.pearsonrealize.com Formative Assessment Tip. Consider the following when applying formative assessment practices: “Modern advancement in assessment

s/lordoftheringstrilogy/lessons/ For accommo-dations and modifications, use Pearson Common Core Literature Close Reading Notebook. For graphic organizers on Analyzing citing textual evidence, use Pearson Common Core Literature Companion Workbook. For Interven-tions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention.





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the material in a modern text is rendered new.

Additional Strategies: Synthesizing Text and Source Material. Students should frame their reading of a text by comparing and synthesizing common themes in both the text and the source material from which it is drawn (e.g. Romeo and Juliet and The Tragical History of Romeus and Juliet) Students should return to the source material throughout a reading of the text to draw on common themes. Students can use an organizer to compare/contrast/synthesize the characteristics of the main character or characters. Archetypes/Archetypal Heroes in Literature. This strategy/lesson suggestion can be applied to any work of literature that draws on universal themes seen in previous works. The activity begins with a review of basic Hero Archetypes such as Hero, Anti-Hero, Code Hero, Byronic Hero, Villain, Trickster, Comic Stand-in, etc. Source materials from Carl Jung (who coined the term “Archetype”), Joseph Campbell’s The Power of Myth, and other World Literature texts discussing the emergence of archetypes are integrated into the activity. Comparison and Synthesis of Ideas: After the review, students may use a graphic organizer to compare and

design, delivery, statistical models and reporting systems has enabled the assessed to be nearly fully in control of the process of assessment and to self-evaluate against objective criteria. The persons being assessed can, therefore, have full ownership of the assessment” (MOK, 2009, p.2) Language Assessment within student writing. As students complete writing products throughout the year, strategically embed language standards into writing assessment rubrics. The following list contains the

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contrast the major characters in both the primary and source texts. This type of comparison and synthesis may form the basis for a more comprehensive written analysis for more than one work of literature that draws upon source material.

grammar, usage, and spelling portion of the language progressions within this grade:

Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. (L.8.1a)

Form and use verbs in the active and passive voice. (L.8.1b)

Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. (L.8.1c)

Recognize and correct inappropriate shifts in verb voice and mood. (L.8.1d)

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Use punctuation (comma, ellipsis, dash) to indicate a pause or break. (L.8.2a)

Use an ellipsis to indicate an omission. (L.8.2b)

Spell correctly. (L.8.2c)

W.8.1 Write arguments to support claims with clear reasons and relevant evidence. W.8.1.a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or

1. What are speaker, occasion, purpose and tone? 2. Why are speaker, occasion, purpose and tone necessary in developing an argument? W.8.1.a How does the organizational structure of an opinion piece affect the clarity of the writer’s

Define and give examples of academic vocabulary tied to this standard. Write arguments Evaluate others’ and make their own claims Use words, phrases, and clauses to clarify relationships

The teacher/student will introduce, define, and give examples of the key language, verbs, and terms related to the standard: Argument, counter argument, claim, evidence, occasion, purpose, speaker, stance, tone, alternate claims, opposing claims, proof, rebuttal, refute, counterclaim, credible, reasoning, cohesion, phrases, relationships, transitions, adapt, compose, dramatic, formal style, literary effect, conclusion 1. To help students understand and learn to write arguments, teachers can do the following:

Provide students with a range of sample arguments so they learn to distinguish between effective and ineffective

MAP ELA Writing Rubric Interpretive Guide https://districtaccess.mde.k12.ms.us/studentassessment/Public%20Access/Statewide_Assessment_Programs/MAP-Mississippi%20Assessment%20Program/ELA-Rubric-Guide/ELA%20Rubric%20Guide%2013OCT15.pdf To further assess the various writing activities, teachers can choose from the following

Use the

following

resources to

accomplish the

suggested

activities:

“Who Can

Replace a Man?”

pp. 140-159

from The

Measure of a

Man

“Gentlemen of

Rio en Medio”

pp. 300-305

“Study Finds

Americans

Increasingly”

Science: In combination with “Who Can Replace a Man,” read the article “Intelligent Robots Will Overtake Humans by 2100, Experts Say.” Outline the claims and write an argumentative essay expressing why you think robots will/will not replace humans.













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opposing claims, and organize the reasons and evidence logically. W.8.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. W.8.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

purpose? How can the writer use alternate or opposing claims to strengthen the argument? How can evidence be used to weaken an opposing claim? How is it effective in proving a writer’s own claim? What is the connection between claims and reasons? How do writers clarify relationships among claims in an argument?

Generate, evaluate, and use evidence Introduce and extend knowledge of other aspects of argument

arguments.

Have students read whole papers to see how writers use claims and evidence over the course of the whole text.

Keep and use both professional and student models for subsequent study of what to do – and what not to do.

Require student to label the e3lements of their argument (e.g., claim, evidence, reason, and evaluate the quality of each in light of whatever criteria are most appropriate on that occasion.

Help students establish and apply criteria for determining the quality of topics and texts, claims, and counterclaims, evidence and reasons.

Use structured note-taking formats (e.g., columns with headers such as claims, reason, evidence) in the early stages to help students understand the elements and see how they work together to support the argument.

To evaluate others’ and make their own claims, do the following:

Give students sets of claims with varying degrees of specificity and insight; ask them

assessment strategies:

1. Use Rubrics for Preemptive feedback:

Rubrics aren't just about summative feedback, "Here's how you did," they are also a sort of preemptive feedback, "Here's what you need to do."

2. Only focus feedback on one skill - Think about it from a student's point of view: it makes a greater impact and is less defeating to see specific notes on a single topic than to see the explosion of pen critiquing every past lesson missed.

3. Only focus feedback on one

332-335

Poetry Collection

“Grandma Ling,”

“Your Little

Voice/Over the

Wires Came

Leaping,” “New

World,” and

“January”

So You Think

You Can Argue

http://ccssela.we

ebly.com/upload

s/1/3/4/8/134876

32/argue_paper_

only_guided_wo

rksheet.pdf

So You Think

You Can Argue

Lesson

http://ccssela.we

ebly.com/upload

s/1/3/4/8/134876

32/argue_power_

point_teacher_m

aterials.pdf

Argument,

Persuasion, or

Propaganda?

http://ccssela.we

ebly.com/upload

s/1/3/4/8/134876

http://ccssela.weebly.com/uploads/1/3/4/8/13487632/argue_paper_only_guided_worksheet.pdf






http://ccssela.weebly.com/uploads/1/3/4/8/13487632/argue_power_point_teacher_materials.pdf






http://ccssela.weebly.com/uploads/1/3/4/8/13487632/argument-propaganda.pdf



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W.8.1.d Establish and maintain a formal style. W.8.1.e Provide a concluding statement or section that follows from and supports the argument presented.

Why must standard English conventions be used to establish a formal style? When is it appropriate to adapt the standard conventions? How can students change how similar information is presented in both the introduction and conclusion? How can repetition of information detract from the argument?

to evaluate each by some criteria or arrange them all on a continuum of quality.

Ask students to provide a list of possible counterclaims, alternative positions, values, or biases to consider when writing their claims or evaluating/responding to those of others.

Generate questions to help students analyze texts and topics, evidence and reasoning, and claims and counterclaims when developing or supporting their claims.

To use words, phrases, and clauses to clarify the relationships, do the following: Distribute highlighters or crayons, and then ask students to indicate those words that create cohesion by linking or serving as transitions between claims and reasons, reasons and evidence, and claims, and counterclaims. Together, examine sentences for a variety of style and syntax, especially as these help clarify and emphasize the relationships and general cohesion between the different elements. Generate words that are appropriate to the tone, topic, and type of argument, as well as the audience, occasion, and purpose; this can be done as a class in groups, or independently.

part of the assignment - Only comment on the first paragraph or only the first 5 questions of an assignment. Better yet, allow a student to choose the section or numbers they feel best represent their comprehension.

4. Rotate students to give deeper feedback to - Sure each student turns in the assignment, but do teachers really need to focus as intently on every student’s paper equitably every time? Rotate groups of students that get more percentage of the attention each time.

32/argument-

propaganda.pdf

Argumentative

Writing Vs.

Persuasive

Argument

http://ccssela.we

ebly.com/upload

s/1/3/4/8/134876

32/argumentwriti

ng2.pdf

For selection support, including literary analysis, vocabulary builder, conventions practice, support writing and speaking and listening, support for research and technology, and note-taking organizers, use Pearson Common Core Literature Companion Workbook to accompany



http://ccssela.weebly.com/uploads/1/3/4/8/13487632/argumentwriting2.pdf





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Invite students to use such techniques as backward outlining to assess the logic of their arguments within a paragraph or the whole text. Invite students to use such techniques as backward outlining to assess the logic of their arguments within a paragraph or the whole text. To teach students how to generate, evaluate, and use evidence, do the following: Have students investigate how they might use data – statistics, surveys, or other quantitative information – to support their claims; include in this discussion why they should or should not do so. Show students how to gather and evaluate evidence when preparing to write (e.g., during the research prewriting phase). To introduce or extend knowledge of other aspects of argument, do the following:

Discuss with students the formats and styles used by different disciplines or on special occasions.

Develop a guide or scoring rubric based on the Mississippi College and Career Readiness standard description for argument.

Think aloud about an effective

stories and information texts listed in resources. For selection worksheets and assessments, use Pearson Literature Print http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/printable_resources/selection_worksheets_assess_08.html For easily customizable tests on reading selections and units and for beginning of the year, mid-year, and end of the year assessments, use Exam View Test Bank For help with











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and ineffective model, or some portion (e.g., introducing the claims) of the paper; you might display it on a big screen as you walk through it and point out what is and is not effective and why that is.

Bring in other forms of argument – visual, infographic, and multimedia – to deepen their understanding of argument.

Avoid separating writing arguments from the equally important study of argument in reading and speaking.

developing strategies in writing, grammar, usage, mechanics, and vocabulary, use Pearson Reality Central Real World Writing Journal For accommodations, modifications, enrichment, and differentiation, use Pearson Common Core Literature Close Reading Notebook. For Interventions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention.

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Terms 1 & 2

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.8.10 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.

What strategies am I using to become an independent and proficient reader of literary texts?

Identify/understand key ideas and details.

Identify/understand craft and structure.

Identify/understand integration of knowledge.

Comprehend key ideas and details.

Comprehend craft and structure.

Comprehend integration of knowledge and ideas.

The teacher/student will introduce, define, and give examples of the following academic vocabulary words tied to this standard: comprehend, stories, dramas, poems, scaffolding, complexity band, independently, proficiently, range The teacher will explain, discuss, dictate notes, and/or model the following:

Accomplished readers self-monitor and adjust understanding of a literary text by visualizing unfamiliar situations, diagramming complex relationships, and applying skills from across the language arts.

Accomplished readers can explain the differences between different genres (e.g., short stories, poetry, drama) based on their characteristics and structural elements.

Accomplished readers know how to make and check predictions.

Accomplished readers know how to note important parts of a story.

The complexity of text increases as students progress through grade levels.

Accomplished readers

While introducing terms, the teacher can check for understanding by using the following CFU (Check’s For Understanding): Color Cards • Red = Stop, I need help. • Green = Keep going, I understand. • Yellow = I’m a little confused. To check for understanding of the notes given and skills modeled, the teacher can use Increasing Focus During Lesson • Stop every 3,5, or 10 minutes and… • Think about the last 3,5,10 minutes and do one or a few of the following: • Summarize it in your own words. • What do you think is the most….? • Answer this question…

The following resources are recommended for use to teach the focus standard. Understand that other standards can be addressed; however, the focus standard should be unpacked using these resources: Across Five Aprils The Hunger Games The Fault In Our Stars Where the Red Fern Grows The Adventures of Huckleberrry Finn Narrative of the Life of Frederick Douglass The Adventures of Tom Sawyer

Drama: For Across Five Aprils, choose a partner, and together recreate the conversation that might have taken place between John and Bill Creighton when John recognizes Bill among the Confederate prisoners. History: When studying The Adventures of Huckleberry Finn, teachers must acknowledge that, in addition to depicting slavery, the book contains negative racial stereotypes and offensive language, including frequent, casual use of the N-word. Child abuse and alcoholism are

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understand the importance of knowing the specific characteristics of different forms of literary texts (e.g., adventure stories, historical fiction, mystery, myths, science fiction, realistic fiction, allegory, parody, satire, drama, graphic novel, play, poetry, sonnet, ode, ballad, epic).

The student will

Closely read, comprehend, take

notes and annotate literary texts of increasing complexity within the Lexile range of 955- 1155 for the purpose of comprehension.

Monitor and adjust understanding of a literary text by recognizing when comprehension becomes unclear and applying corrective strategies automatically, including summarizing, paraphrasing, reviewing previous points, making connections to other texts and prior knowledge, determining word- and sentence-level meaning of confusing passages, and applying skills from across the language arts.

Use knowledge of the

• What connections can you make to other subjects? • How can you apply these ideas in your own life? • Predict the direction of this….. • Turn to your partner and see if he/she heard what you heard/. To check for comprehension of the selections in the suggested resources, teachers can use any of a combination of the following: Outside/Inside Circles Outside/Inside circles in a tactic that facilitates dialogue and builds community. It involves placing students in two circles, one inside the other, with each student in one circle facing a student in the other. A facilitator asks students to

Fahrenheit 451 Little Women I Know Why the Caged Bird Sings The Outsiders The Miracle Worker (access to full length novels, lesson plans, reading guides, teaching guides, activity sheets, and tests @ http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g00/program_resource_library/novel_resources/phlit15_novel_resources.html For accommo-dations and modifications, use Pearson Common Core Literature Close Reading

also depicted. Students should research the use of the N-world and hold a debate on whether it should or should not be used. History: Narrative of the Life of Frederick Douglass- Slavery was a central part of the colonial experience. As plantations expanded, the demand for slave labor grew. Not only did slave3ry provide a constant supply of workers, but owners had complete control over the slaves and faced few, if any, consequences for abusing them. Laws called slave codes controlled the enslaved

http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g00/program_resource_library/novel_resources/phlit15_novel_resources.html











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characteristics of different forms of literary texts to aid in comprehension of text.

Additional Notes and Strategies: Note: Standard ten asks that teachers continue to align their instruction and materials to the corresponding grade level text complexity band. This standard reminds educators to gradually increase the level of text complexity as students move upward by grade level. In this respect, each grade level teacher has a different responsibility with regard to either introducing a new level of text complexity (as indicated by the words “with scaffolding as needed”), or promoting proficiency at the end of that grade band (as indicated by the words “proficiently and independently.” Text Exemplars: The common core offers a list of text exemplars in appendix B, which may help to generate a better understanding of what kinds of texts are considered appropriate for each grade level. It should be noted however, that appendix B provides these only as examples of what an appropriate text might look like at each grade band. Measuring Text Complexity according to grade-bands: The Text Complexity Grade Bands are organized in a progressive fashion, and

discuss a problem or a question. The student on the outside tells the students on the inside how they would attempt to solve it, then the outside person extends the thinking. The outside students then rotates one to the left or right continuing the discussion or starting a new discussion for a new problem. The facilitator rounds off the discussion at an appropriate time by asking for volunteers from the circles to share their new learning/ideas. For students to comprehend increasingly complex text, they must be able to derive meaning from the academic vocabulary the

Notebook. For graphic organizers on Comprehend-ing Complex Textsciting textual evidence, use Pearson Common Core Literature Companion Workbook. For Interven-tions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention.

people requiring them to obey curfews and carry permission papers when traveling. Slave codes also barred them from voting, moving between states, and meeting in large groups. These laws made it difficult for slaves to overcome their oppressed condition. Some slaves tried to escape, but only a few succeed. Because of their color, slaves could not blend easily with free citizens. Not until the end of the Civil War in 1865 did Americans see the abolishment of more than 250 years of slavery for African Americans. Research slave

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as such, teachers from different grade levels will need to coordinate and discuss whether their standard ten asks them to introduce a new level of text complexity via scaffolding, or promote proficiency and independence within the same grade band. The following chart shows the progressions for standard ten at each grade level. Three Measures for Text Complexity: When deciding which grade band a text aligns to, the teacher should consider all three measures for text complexity, and make a decision based the textual factors that correspond to each. 1) Quantitative Measures 2) Qualitative Measures 3) Reader and Task Considerations

text contains. The progressive building of academic vocabulary is a key area of focus within the ELA/Literacy Common Core State Standards. The PARCC assessment will utilize assessment advances in an effort to check for understanding in this key area. For example, take a look at the PARCC prototype for measuring vocabulary within a 6th Grade Narrative Writing task. Notice the question contains two parts. Part A asks the student to match the correct meaning to the vocabulary word. Part B asks “which phrase from the passage best helps the reader understand the meaning” of the

codes and prepare a PowerPoint presentation including the different kinds of slave codes and how they affected life for slaves. Compare and/or contrast the difference today’s laws have made in the lives of African Americans.

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word. To assess student knowledge of academic vocabulary within your classroom, add a similar “Part B” to your vocabulary questions. In short, link vocabulary assessments directly to at-grade level text, ask students to define complex words and have them cite specific evidence from the text to support their answer. Doing so will build the ability to use context to determine meaning and simultaneously encourage students to supply evidence for reasoning. Asking text-dependent questions tied directly to the text is also a great way to check for understanding of increasingly

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complex text.

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