reading pacing guide 8

Reading/Writing Guide

Eighth Grade

Committee Members Introduction Grade 8 Language Arts Standard Course of Study Year Long Reading Instructional Plan Writing/Reading Alignment Grammar Vertical Alignment Assessments Reading Resources Link to Grade 8 Reading Comprehension Sample Selections & Items Additional Resources

Revised July 2008

2008-2011

Mapping/Alignment/Resources

6-8 Reading/Writing Guides Committee Members

Special recognition and acknowledgement to the dedicated professionals who prepared and revised the 6-8

Chatham County Reading/Writing Guides.

Sixth Grade Team Trista Pyeatt, 8th Grade Language Arts Teacher, North Chatham School

JoAnne Robb, K-8 Curriculum Coach, North Chatham School

Seventh Grade Team Joelle Brummitt-Yale, 7th Grade Language Arts Teacher, Chatham Middle School

Beth Campbell, 7th/8th Grade Language Arts Teacher, Chatham Middle School Ellen Hadley, 6th/7th/8th Grade Language Arts Teacher, Horton Middle School

Eighth Grade Team

Emily Collins, 6th/7th/8th Grade Language Arts Teacher, Bennett School Sherry Elmore, 7th/8th Grade Language Arts Teacher, Bonlee School Cindy Gurley, 6th/7th Grade Language Arts Teacher, Bonlee School

Carrie Smith, 8th Grade Language Arts Teacher, Chatham Middle School

Central Office Support Lillie Goldston, Clerical Assistant to K-8 Instruction, Horton Staff Development Building

Sherri Homan, 6-8 Mathematics Teacher, Bennett School Kim Lilly, Administrative Assistant, Curriculum and Instruction, Central Office

Spencer Register, K-12 Differentiation Resource Teacher, Horton Staff Development Building

Elisabeth Rogers, EC Administrative Assistant, Central Office Carlene White, K-8 Language Arts Resource Teacher, Horton Staff Development

Building Jean Blackmon-Brauer, Director of Elementary and Middle Grades, Central Office

2008-2011

Grades 6-8 Reading/Writing Alignment Guide Introduction

The North Carolina English/Language Arts Standard Course of Study establishes competency goals and objectives for the teaching and learning of language arts at each grade level. The goal is to ensure that all students learn how to use language effectively in order to function as individuals and contributing members of society. The Guide is separated into four nine weeks grading periods and encompasses reading and writing pacing guides, along with a yearly grammar study/focus. It aligns the Holt Elements of Literature Series with the North Carolina Language Arts Standard Course of Study (2004). In addition, the guide aligns with resources provided by the North Carolina Department of Public Instruction, includes teacher activities, and integrates with technology where appropriate. The sample essential questions and key vocabulary should be used to guide lessons and provide a focus for the students. Teachers must ensure that all objectives are covered. The Writing Guide is designed to “guide” teacher instruction in the writing workshop structure of a balanced literacy framework. Resources listed below and referenced in this document are available to Chatham County middle school language arts teachers to assist with implementing writing workshop within their classrooms:

• Lessons That Change Writers – Nancie Atwell (classroom) • Naming the World – Nancie Atwell (classroom) • Elements of Literature – Holt, Rinehart and Winston (classroom) • CRAFT Lessons, Teaching Writing, by JoAnn Portalupi and Ralph Fletcher (professional

library in Media Center) • NonFiction Craft Lessons, Teaching Information Writing K-8, by JoAnn Portalupi and Ralph

Fletcher (professional library in Media Center) • Teaching the Qualities of Writing, by JoAnn Portalupi and Ralph Fletcher (professional

library in Media Center) • NC Middle Grades Exemplars NCDPI (resources online at NCDPI) • Write…for the Future, Jane Buckner and Melba Johnson (classroom)

Teachers are required to provide writing samples in the writing portfolio for all middle grade students. See the “Writing Portfolio Grades K-8” and “Grade 6-8 Writing Portfolio Checklist” located in this Guide behind the Assessment tab. Teachers may use a writing assessment system that includes authentic and/or on demand (prompt) writing assignments appropriate to the grade level. Teachers, with your colleagues, are encouraged to plan a mock writing assessment environment that includes the use of the North Carolina Scoring Rubric. Teachers may use writing prompts provided by the C&I Department or they may choose to write prompts to be administered as a practice tool and/or for at-risk students who did not reach proficiency in writing the previous year. Local student accountability standards (SAS) require that a reading “performance level” score of I, II, III, or IV be shared with parents a minimum of two times a year, once by the end of the second nine weeks, and again no later than the end of the third nine weeks. Teachers are required to include student performance scores, from each of the three quarterly reading assessments, in each student’s reading portfolio. A reading portfolio must be kept for every student in grades 3, 4, 5, 6, 7, and 8. No single literature or grammar textbook is completely aligned with the North Carolina Language Arts Standard Course of Study. A teacher should not teach the Holt Elements of Literature Series or any other textbook from cover to cover. Some entire chapters and portions of other chapters in the Holt Literature Series cover objectives that are not in the North Carolina Language Arts Standard Course of Study. Chatham County teachers are committed to teaching the North Carolina Language Arts Standard Course of Study, rather than teaching an entire textbook cover to cover!

English/Language Arts Eighth Grade

Strands: Oral Language, Written Language, and Other Media/Technology Competency Goal 1: The learner will use language to express individual perspectives through analysis, of personal, social, cultural, and historical issues. 1.01 Narrate an expressive account (e.g. memoir, narrative poem) which:

• creates a coherent, organizing structure appropriate to purpose, audience, and context. • establishes a point of view and sharpens focus. • uses remembered feelings. • selects details that best illuminate the topic. • connects events to self/society.

1.02 Explore expressive materials that are read, heard, and/or viewed by: • monitoring comprehension for understanding of what is read, heard, and/or viewed. • reviewing the characteristics of expressive works. • determining the importance of literary effects on the reader/viewer/listener. • making connections between works, self and related topics. • drawing inferences. • generating a learning log or journal. • maintaining an annotated list of works that are read or viewed, including personal reactions. • taking an active role in and/or leading formal/informal book/media talks.

1.03 Interact in group activities and/or seminars in which the student: • shares personal reactions to questions raised. • gives reasons and cites examples from text in support of expressed opinions. • clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion.

1.04 Reflect on learning experiences by: • evaluating how personal perspectives are influenced by society, cultural differences, and historical issues. • appraising changes in self throughout the learning process. • evaluating personal circumstances and background that shape interaction with text.

Competency Goal 2: The learner will use and evaluate information from a variety of sources. 2.01 Analyze and evaluate informational materials that are read, heard, and/or viewed by:

• monitoring comprehension for understanding of what is read, heard, and/or viewed. • recognizing the characteristics of informational materials. • summarizing information. • determining the importance and accuracy of information.

• making connections to related topics/information. • drawing inferences and/or conclusions. • generating questions. • extending ideas.

2.02 Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms by: • determining purpose, audience, and context. • understanding the focus. • recognizing and/or choosing a relevant topic. • recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience. • evaluating information for extraneous detail, inconsistencies, relevant facts, and organization. • researching and organizing information to achieve purpose. • using notes and/or memory aids to structure information. • supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources. • noting and/or citing sources used. • recognizing the use of and/or employing graphics such as charts, diagrams, and graphs to enhance the communication of information.

Competency Goal 3: The learner will continue to refine the understanding and use of argument. 3.01 Explore and evaluate argumentative works that are read, heard and/or viewed by:

• monitoring comprehension for understanding of what is read, heard and/or viewed. • analyzing the work by identifying the arguments and positions stated or implied and the evidence used to support them. • identifying the social context of the argument. • recognizing the effects of bias, emotional factors, and/or semantic slanting. • comparing the argument and counter-argument presented. • identifying/evaluating the effectiveness of tone, style, and use of language. • evaluating the author’s purpose and stance. • making connections between works, self and related topics. • responding to public documents (such as but not limited to editorials, reviews, local, state, and national policies/issues including those with a historical context).

3.02 Continue to explore and analyze the use of the problem-solution process by: • evaluating problems and solutions within various texts and situations.

Revised 12/2004 Implementation Year 2005-2006 (due to clarification revision only)

Eighth grade students use oral language, written language, and other media and technology for expressive, informational, argumentative, critical, and literary purposes. They continue to refine their study of language and grammar in order to speak and write effectively. Although emphasis in eighth grade is placed on using information for a specific task, students also: • Express individual perspectives through analysis and personal response. • Refine understanding and use of argument. • Critically analyze print and non-print communication. • Use effective sentence construction and edit for improvements in sentence formation, usage, mechanics, and spelling. • Interpret and evaluate a wide range of literature.

English/Language Arts Eighth Grade

• utilizing the problem-solution process within various contexts/situations. • constructing essays/presentations that respond to a given problem by proposing a

solution that includes relevant details. • recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.

3.03 Evaluate and create arguments that persuade by: • understanding the importance of the engagement of audience by establishing a context, creating a persona, and otherwise developing interest. • noting and/or developing a controlling idea that makes a clear and knowledgeable judgement. • arranging details, reasons, and examples effectively and persuasively. • anticipating and addressing reader/listener concerns and counterarguments. • recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.

Competency Goal 4: The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials. 4.01 Analze the purpose of the author or creator and the impact of that purpose by:

• monitoring comprehension for understanding of what is read, heard, and/or viewed. • evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques. • evaluating the underlying assumptions of the author/creator. • evaluating the effects of author’s craft on the reader/viewer/listener.

4.02 Analyze and develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communication by: • using knowledge of language structure and literary or media techniques. • drawing conclusions based on evidence, reasons, or relevant information. • considering the implications, consequences, or impact of those conclusions.

4.03 Use the stance of a critic to: • consider alternative points of view or reasons. • remain fair-minded and open to other interpretations. • constructing a critical response/review of work/topic.

Competency Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes. 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive

literacy program by: • using effective reading strategies to match type of text. • reading self-selected literature and other materials of interest to the individual. • reading literature and other materials selected by the teacher. • assuming a leadership role in student-teacher reading conferences. • leading small group discussions. • taking an active role in whole class seminars. • analyzing the effects of elements such as plot, theme, characterization, style, mood, and tone.

• discussing the effects of such literary devices as figurative language, dialogue, flashback, allusion, irony, and symbolism. • analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues. • extending understanding by creating products for different purposes, different audiences, and within various contexts. • analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences.

5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through: • reading a variety of literature and other text (e.g., young adult novels, short stories, biographies, plays, free verse, narrative poems). • evaluating what impact genre-specific characteristics have on the meaning of the text. • evaluating how the author’s choice and use of a genre shapes the meaning of the literary work. • evaluating what impact literary elements have on the meaning of the text.

Competency Goal 6: The learner will apply conventions of grammar and language usage. 6.01 Model an understanding of conventional written and spoken expression by:

• using a variety of sentence types, punctuating properly, and avoiding fragments and run-ons. • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence. • applying the parts of speech to clarify language usage. • using pronouns correctly, including clear antecedents and case. • using phrases and clauses correctly, including proper punctuation (e.g., prepositional phrases, appositives, dependent and independent clauses). • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words. • extending vocabulary knowledge by learning and using new words. • evaluating the use and power of dialects in standard/nonstandard English usage. • applying correct language conventions and usage during formal oral presentations.

6.02 Continue to identify and edit errors in spoken and written English by: • using correct spelling of words appropriate in difficulty for eighth graders and refining mastery of an individualized list of commonly misspelled words. • producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format. • self correcting errors in everyday speech. • independently practicing formal oral presentations.

Revised 12/2004 Implementation Year 2005-2006 (due to clarification revision only)

Year Long Reading Instructional Plan 2006-2007 Grade 8

Week # Skill Focus Related Skills Genre Focus

1. Plot, setting, basic comprehension: details,

sequence

Exposition, rising action, falling action, climax,

internal conflict, external conflict, resolution,

foreshadowing, flashback, sequence, setting

Fiction: short story, fable, myth, legend, folktale, novel: fantasy, science

fiction, realistic (contemporary), historical

2. Add characterization, compare and contrast

Indirect characterization, direct characterization,

modes of characterization (static, dynamic, minor,

major, protagonist, antagonist, hero, heroine,

flat and round

Same

3. Point of view, author’s purpose, vocabulary

development (context clues)

First person, third person, omniscient, inform,

entertain, persuade, explain, describe, mood, tone

Same



4. Add theme, main idea, continue vocabulary (context

clues)

Summarizing, generalizing, paraphrasing, retelling, inferences, note-taking,

moral

Same

5. Reading for relevant information, continue theme, and irony (heavy emphasis in

7th & 8th grades)

Situational irony, dramatic irony, verbal irony

Non-fiction and fiction (include all from above)…add – biography, autobiography, memoirs, essay, editorial,

diary, journal 6. Book parts, continue main

idea, vocabulary development (analogies), reading for relevant information

Index, glossary, epilogue, forward, preface,

illustrations, table of contents, subheadings,

headings, subtitles, title page, graphs, charts, maps, tables, bold print, topics, subtopics, italics, graphic

organizers, footnote

Same



7. Continue book parts, continue analogies, cause and

effect, predictions

Graphic organizers, inferences,

Same

8. Review and assess reading All of the above Same 9. Reviewing and assessing

writing, remediating reading and writing as necessary

All of the above Same

10. Fact and opinion, generalization, inference,

and propaganda

Bias, stereotype, bandwagon, persuasive techniques, cause and effect, slogan, product comparison, testimonial, loaded language, snob

appeal, symbols, allusion, emotional appeal, plain folks,

satire, judgment

Informational


Week # Skill Focus Related Skills Genre Focus 11. Continue propaganda,

continue inference, and Reference materials

Atlas, encyclopedia, internet, dictionary,

thesaurus, primary and secondary sources,

interviews, credibility, electronic database,

biographies, text features, diagrams, and bibliographies

Same

12. Continue reference materials, summarizing, outlining, vocabulary development (multiple

meaning words)

Roman numerals, paraphrase, citation, direct quote, work

cited, bibliography, chronological order, title

page, summary

Same

13. Two day review and “catch-up” week

All of the above Review


Week # Skill Focus Related Skills Genre Focus 14. Cumulative study covering all

elements of fiction, non-fiction, and research,

including a research writing component. Examples include: novel study,

literature circles, research project, thematic integrated

unit, etc.

All of the above Fiction, non-fiction, informational

15. Same as above Same as above Same 16. Same as above Same as above Same 17. Same as above Same as above Same 18. Finish cumulative study and

review and assess reading All of the above Review

19. Remediate reading, review and assess writing

All of the above Review


Week # Skill Focus Related Skills Genre Focus 20. Vocabulary (roots, prefixes,

suffixes); author’s tone and mood

Affix (prefix, suffix), root word, tone, mood, voice,

dialect, style, connotation, denotation, diction

Poetry

21. Continue mood and tone, vocabulary continued

(prefixes, suffixes, roots), introduce elements of poetry

(structure)

Line, stanza, speaker, rhyme, rhyme scheme,

refrain, repetition, meter

Same

22. Types of poetry Ballad, epic, narrative, lyric, ode, sonnet, couplet, quatrain, free verse,

limerick, haiku, concrete, elegy

Same

23. Continue types of poetry, add figurative language

Simile, metaphor, extended metaphor, personification,

hyperbole, imagery, symbolism

Same


Week # Skill Focus Related Skills Genre Focus 24. Continue types of poetry and

figurative language, add sound devices

Alliteration, assonance, onomatopoeia, dialect

Same

25. Writing assessment and/or portfolio writing examples (poetry response, compare

and contrast, poetry notebook, poet study, etc.)

All of the above Same

26. Elements of drama Stage directions, act, scene, cast of characters,

playwright, script, props, narrator, monologue,

soliloquy, tragedy, comedy, suspense, skit, teleplay

Drama

27. Continue elements of drama Same as above Same 28. Finish elements of drama,

review and assess reading

All of the above Cumulative review


Week # Skill Focus Related Skills Genre Focus 29. Oral presentation: reader’s

theatre, public speaking, monologues, storytelling,

book talks, debates, poetry recitation, role play, radio/TV broadcast

Tone, eye contact, gestures, body language, voice

projection, visuals, props

Drama

30. Genre review: fiction, review sequence, elements of fiction

and their impact

Short stories, narratives, novel, fantasies, fairy tales, folktales (legends, myths, tall tales, fables), science fiction, historical fiction, realistic fiction, mystery –

see first nine weeks

Fiction


Week # Skill Focus Related Skills Genre Focus 31. Genre review: nonfiction Expository nonfiction,

narrative nonfiction (biography, autobiography),

diary, journal, article, memoir, essay, editorial, interviews, letters – see

first nine weeks

Nonfiction

32. Genre review: informational texts

Review main idea Review supporting details

Content area texts, reference materials, maps, charts, graphs, recipes,

manual, brochure, schedule, instructions, illustrations See second nine weeks

Informational

33. Genre review: drama Review author’s purpose,

mood and tone

See third nine weeks Drama

34. Genre review: poetry Review figurative language

and sound devices

See third nine weeks Poetry


Week # Skill Focus Related Skills Genre Focus 35. Review inferences, drawing

conclusions, generalizations, context clues

All of the above All of the above

36. Review compare and contrast, cause and effect,

analogies

All of the above All of the above

37. EOG TESTING 38. Teacher determined project

and Gateway remediation

39. Teacher determined project; close out school year

Eighth Grade First Nine Week’s Writing Focus

Narrative, Literary Response, Review Problem-Solution & Evaluative Eighth Grade 1st 9 Weeks Emphasis

set up writing routines, review writing process/criteria (focus, support/elaboration, style, conventions) SCOS OBJECTIVES

1.01, 1.02, 3.02, 3.03, 6.01, 6.02 Modes Sample Resources/Texts Conventions

Narrative Literary Response Problem-Solution Evaluative Nonfiction

Personal Narrative - EOL p.16 – 40 (Ch. 1) - HL p. 116 - HL p. 239 “The Green Mamba”

(example) - HL p. 250 “In Trouble” (example)

Narrative Leads

- Atwell p.50 – 61 (Lesson 12) Fiction

- Atwell p. 21 – 25 (Lesson 5) - Atwell p. 101 – 120 “A Course of

Study” Character Analysis

- HL p. 602 – 607 Refer to Tab in Notebook

- See selection questions and ancillary materials

- HL p. 809 – 817 - HL p. 835 – 840 - Refer to Tab

- EOL p. 116 – 142 (Ch. 4) - Atwell p. 166 – 171 (Book Reviews)

Memoir

- Atwell p. 14 – 16 (Lesson 3) - Atwell p. 44 – 47 (Lesson 10) - Atwell p. 93 – 100 (Lesson 27)

Diagnostic test (verbal or written) End-marks Sentence Types (declarative, interrogative, exclamatory, imperative) Fragments/run-ons

Key: EOL = Holt: Elements of Language, HL = Holt Literature, Atwell – Lessons that Change Writers

Chatham County Schools Reading/Writing Guide

8TH GRADE Week # 1 Genre Focus - Fiction

short story, fable, myth, legend, folk tale, novel, fantasy, science fiction, realistic, contemporary, historical SCOS

Suggested Specific Skills

Sample

Essential Questions

Suggested Instructional

Strategies

Sample Resources/Texts

Key Vocab/Phrases

5.02 Plot Setting 1.01, 5.01, 5.02 Basic comprehension: details, sequence

How does understanding literary elements make you a good reader? How do good readers use details to understand a selection?

“The Legend of Sleepy Hollow” (from Adventures in Literature old text p.168) good for teaching mood/atmosphere, suspense, foreshadowing Students can begin writing a narrative (tie in with Young Author’s stories); focus on story elements: What makes a good story? Catchy opener, vivid story details, suspense, students can share stories. • Graphic organizers • Retell • Teacher modeling • Role play • Small group instruction • Whole group

Introduction- pg. 2-3 in Holt *EOL Focus on summarizing plot pg. 4 *EOL Suggested Stories: *EOL “The Wise Old Woman” pg. 5 *EOL “Retelling” story pgs. 14,15 *EOL “Broken Chain” pg. 17 *EOL letter writing pg. 26 *EOL grammar link (apostrophes) pg. 28 *EOL “Analyzing Proposition and Support” pgs. 29-31 *EOL Story Elements Resources pg. 98 “Flowers for Algernon” pg. 32 *EOL to teach summarizing (see handout for summarizing progress reports) Resources pgs. 99-100 “The Landlady” pg. 72 *EOL teach foreshadowing “The Monkey’s Paw” pg. 84 *EOL “The Third Wish” pg. 101 *EOL (both teach “motif” and compare & contrast both stories pg. 109 *EOL) “The Tell-Tale Heart” (from Collection 5) good for teaching suspense, mood, irony, foreshadowing, character motivations.

Exposition (introduction), rising action, falling action, climax, conflict (internal, external), resolution, foreshadowing, flashback, sequence, setting





Sample

Essential Questions


Strategies


Key Vocab/Phrases

5.01 Add: characterization 5.02, 1.01 Compare – contrast

How do good readers analyze characters? Why do good readers compare and contrast when reading?

Share examples of narrative poems. Students write narrative poems. Novel Study: The Outsiders Focus heavily on theme/character study/point-of-view; students can write an essay on what they perceive as the theme of the novel. Write a character sketch of favorite character and make a collage using pictures from magazines to symbolize their chosen character (character collage). • Graphic organizers • Retell • Teacher modeling • Role play • Small group instruction • Whole group

Collection 2 (Character) – *EOL pgs. 133-135 Suggested stories “Harriet Tubman” pg. 142 *EOL (inferences, character traits) “Barbara Frietchie” pgs. 64-71 *EOL (narrative poem) Collection 3 “Analyzing Setting and Its Influence on Mood and Tone” pgs. 235-237 *EOL Inferences pg. 238 *EOL Suggested stories “The Green Mamba” pg. 239 *EOL“In Trouble” pg. 251 *EOL focus on cause/effects “There Will Come Soft Rains” pg. 265 *EOL (Science Fiction) “Understanding Text Structures: A Magazine” pgs. 275-279 *EOL

Indirect character, direct character, modes of character, (static, dynamic, minor, major, protagonist/ antagonist, hero, heroine, flat, round)





Sample

Essential Questions


Strategies


Key Vocab/Phrases

4.03, 5.01, 5.02 Point of View 4.01 Author’s purpose 6.01 Vocabulary development (context clues)

How and why do good readers determine point of view? What strategies do good readers use to determine authors purpose? How do good readers use context clues to determine the meanings of unfamiliar words?

• Graphic organizers • Retell • Teacher modeling • Role play • Small group instruction • Whole group

(see Mock Trial Script – “B.B. Wolf (a/k/a Big Bad Wolf) v. Curly Pig”) Resources pgs. 101-109 SCOPE magazine

1st person, 3rd person, omniscient, inform, entertain, persuade, explain, describe, mood, tone





Sample

Essential Questions


Strategies


Key Vocab/Phrases

5.01, 5.02 Theme 1.02, 2.01, 3.01, 5.02 Main idea 6.01 Continue vocabulary development (context clues)

How do good readers determine theme of a selection? What strategies do good readers use to determine main idea?


Story Elements Resources pgs. 110-112

Summarizing, generalizing, paraphrasing, retelling, inferences, note-taking, moral


8TH GRADE Week # 5 Genre Focus – Nonfiction, Fiction

Fiction continues, Nonfiction: biography, auto biography, memoirs, essay, editorial, diary, journal SCOS


Sample

Essential Questions


Strategies


Key Vocab/Phrases

2.01 Reading for relevant information 5.01, 5.02, 1.02, 3.01 Continue theme 5.01 Irony

What strategies do good readers use to determine relevant information in selections? How do good readers determine theme of a selection? How does understanding types of irony provide good readers with a deeper level of understanding?

• Graphic organizers • Retell • Teacher modeling • Role play • Small group instruction • Whole group (see handout on “Irony”) http://www.ezl.com/~fireball/Disaster01.htm or Goggle it: Sinking of the Sultana

Situational irony, dramatic irony, verbal irony


8TH GRADE Week # 6 Genre Focus - Nonfiction, Fiction



Sample

Essential Questions


Strategies


Key Vocab/Phrases

2.01 Book parts 1.02, 3.01, 5.02 Main idea (continued) 4.02 Vocabulary development – analogies Reading for relevant information

How do good readers use book parts to increase their understanding and locate information? What strategies do good readers use to determine main idea? How do good readers interpret the structure of analogies?

• Graphic organizers • Retell • Teacher modeling • Role play • Small group instruction • Whole group see Daily Language Notebook - Analogies

Index, glossary, epilogue, forward, preface, illustrations, table of contents, subheadings, headings, subtitles, title page, graphs, charts, maps, tables, bold print, topics, subtopics, italics, graphic organizers, bridge map, foot note





Sample

Essential Questions


Strategies


Key Vocab/Phrases

2.01 Book parts continued 4.02 Analogies continued 1.02, 2.01 Cause and effect 2.01, 3.01 Prediction

What strategies do good readers use to determine relevant information in selections? What strategies do good readers use to determine relationships in analogies? Why do good readers analyze cause and effect relationships in selections? Why is it important for good readers to make predictions?


Graphic organizers, inferences





Sample

Essential Questions


Strategies


Key Vocab/Phrases

1.01, 1.02, 2.01, 3.01, 4.01 4.02, 4.03, 5.01, 5.02, 6.01 Review and assess reading



8TH GRADE Week # 9 Genre Focus - Review

SCOS


Sample

Essential Questions


Strategies


Key Vocab/Phrases

Review and assess writing Remediate reading and writing if necessary


Eighth Grade Second Nine Week’s Writing Focus Informational Research and Persuasive Writing

2nd 9 Weeks Emphasis review criteria (focus, support/elaboration, style, conventions), review writing process

SCOS OBJECTIVES 1.01, 1.02, 2.01, 2.02, 3.02, 3.03, 4.01, 4.02, 6.01, 6.02

Modes Sample Resources/Texts Conventions

Informational Research Persuasive

- EOL p. 156 – 191 (Ch. 5) - HL p. 218 – 223 - Atwell p. 172 – 186 - “Effective

Essays” - Atwell p. 30 – 32 - Refer to Tab in notebook

- EOL p. 202 – 229 (Ch. 6) - HL p. 338 – 343 - Refer to Tab in notebook




8TH GRADE Week # 10 Genre Focus - Informational

SCOS


Sample

Essential Questions


Strategies


Key Vocab/Phrases

2.01, 2.02 Fact/opinion 2.01, 4.02 Generalizations 1.02, 2.01, 4.02 Inference 4.01 Propaganda

How do good readers distinguish between facts and opinions? Why should good readers generalize information? How do good readers use inferences to develop critical thinking? Why is it important for good readers to recognize propaganda techniques?

Give students different ads and have groups go through the ads to find examples of persuasion. Then have students decide which propaganda techniques are being used by putting examples onto chart paper labeled with techniques Handout for students to analyze TV ads looking for propaganda techniques Propaganda Project – Give students a product and two audiences and have students design ads for their product based on the audience Teacher model Whole group instruction Introduction “The Diary of Anne Frank” “What is Propaganda?” Resources pgs. 113-114 Persuasive Techniques handout (to introduce types of techniques used) Write to the Future – handout Resources pgs. 116-119 “Writing the Persuasive Essay”, use to teach persuasive writing Resources readwritethink pgs. 120-123 Resources “Persuasive Writing Webquest” pgs. 124-129 Resources “Persuasion Through Advertising” Scholastic.com pg. 130

“Drawing Inferences, Drawing Conclusions, and Making Inferences”, pgs. 294-296, Holt “The Circuit”, pgs. 280-286, Holt “The Green Mamba”, pg. 238, Holt Holt Literacy Book, pgs. 996-997 “Persuasive Images in the Media” “Media Images”, video from United Streaming “The Diary of Anne Frank” The Holt Reader, pgs. 124 & 145 (good page to help teach generalizations) Internet site on propaganda: http//propaganda.mrdonn.org/techniques/html

Bias, stereotype, band wagon, persuasive techniques, cause and effect, slogan, product comparison, testimonial, loaded language, snob appeal, symbols, allusion, emotional appeal, plain folks, satire, judgment



SCOS


Sample

Essential Questions


Strategies


Key Vocab/Phrases

4.01 Propaganda continued 1.02, 2.01, 4.02 Inference continued 2.01, 2.02 Reference materials

How do good readers use reference materials to locate information?

“Do the Right Thing” project where students research a person (famous or not) who made good decisions (ex. Abraham Lincoln) Divide students into groups to make up an advertisement using persuasive techniques; students perform advertisements in class (video record) Persuasive Writing continued Internet research Encyclopedia/books research

Worksheet – “Advertisement” Resources pg. 131 “Persuasive Techniques” handout Resources pg. 115 “Propaganda and Advertisement” worksheet (from Anne Frank) Resources pg. 132 Begin drama – “The Diary of Anne Frank” – Holt (literacy book), pg. 364 or The Holt Readers, pg. 124 (for scenes 1 & 2) Teach that a diary is a primary source Students will research a World War II topic (see handout for suggested topics) Resources pg. 133

Atlas, encyclopedia, internet, dictionary, thesaurus, primary and secondary sources, interviews, credibility, electronic database, biographies, text features, diagrams, bibliography



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2.01, 2,02 Reference materials continued 2.01 Summarizing 2.01, 2.02 Outlining 6.01 Vocabulary: multiple meaning of words

How do good readers organize and summarize information found in reference materials? How do good readers use strategies to define words with multiple meanings?

Worksheets for “Beginning a Research Project” Write for the Future handouts, Resources pgs. 134-139 Bibliography Listing Resources pg. 140 Citing the Internet Resources pgs. 141-142

Continue research of World War II topic Continue with drama of Anne Frank

Roman numerals, paraphrase, citation, direct quote, works cited, bibliography, chronological order, title page, summary



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Two day review and catch up week

Graphic organizer – focus on summarizing and outlining information collected from research

Continue research of World War II topic Continue reading “The Diary of Anne Frank”


8TH GRADE Week # 14 Genre Focus – Fiction, Nonfiction, Informational

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1.03, 1.04, 2.01, 2.02, 3.01 Cumulative study covering all elements of fiction, non-fiction, and research including a researched writing component Examples: novel study, literature circles, research project, thematic/integrated unit

Where the Lilies Bloom portfolio project where students are responsible for setting evaluations, character journal, character evaluations, research wildcrafting, etc.) Where the Lilies Bloom book club (begin)

Folk Tales: Prentice Hall book Where the Lilies Bloom Finish drama of Anne Frank Begin drafting stage of research report/project



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Continue

Continue novel study and portfolio

Continue drafting stage of research project Watch video (The Diary of Anne Frank) as a follow up of the study and reading of the play



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Continue

Continue novel study and portfolio Persuasive writing – see handout “Sincerely, Santa” Resources pg. 143 Students choose a persuasive topic to write about

Finalize research reports (edit/revise; present final copy of report)



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Continue

Continue novel study and portfolio Introduction multi-media Power Point project; students will organize information from research projects and create a power point to present to class. Students will learn about each other’s topic and research findings

See handout on “power point” directions,



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Finish cumulative study Review and assess nine weeks

Complete novel study Complete portfolio project

Continue with power point projects


8TH GRADE Week # 19 Genre Focus - None

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Remediate reading Review: writing Nine week assessment

Present multi-media projects if finished


8TH GRADE Week # 20 Genre Focus - Poetry

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6.01 Vocabulary: roots, prefixes, suffixes 5.01, 3.01 Author’s tone/mood

How does knowledge of word parts help good readers grow? How do good readers identify author’s tone and mood?

Students will write important prefixes/suffixes to know (from pg. 315) in notebook and learn these for a test. (see handout of prefixes/suffixes for ex. test)

Elements of Literature (Holt) pg. 315

Affixes (prefix, suffix), root word, tone, mood, voice, dialect, style, connotation, denotation, diction

Eighth Grade Third Nine Week’s Writing Focus Poetry, Continue With Response to Literature

3rd 9 Weeks Emphasis review criteria, review writing process

SCOS OBJECTIVES 1.02, 5.01, 5.02, 6.01, 6.02


Poetry Response to Literature

- HL p. 688 – 693 - Atwell p. 17 – 20 (Lesson 4) - Atwell p. 26 – 29 (Lesson 6) - Atwell p. 121 – 165 - HL p. 616 – 697 - Refer to Tab in notebook

- Refer to Tab in notebook





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3.01, 4.01, 5.01 Mood and Tone continued 6.01 Vocabulary continued (prefixes, suffixes, and root words) 5.02 Introduction of elements of poetry (structure)

How does author’s mood and tone impact the meaning of a selection? How does a knowledge of word parts help good readers grow? Why is it important for good readers to understand the structure of poetry?

Have students bring in a poem that represents what they think poetry should be. In groups, have students read their poem and tell why they chose it. As a group, they will then come up with a list of what they think poetry is and what it can do. Then discuss as a whole group. Introduce poetry (whole group)

“Ode to Pablo’s Tennis Shoes” • discuss mood, form and figurative language “Cottontail” • form, imagery, word choice Read “How to Read a Poem” by Kylene Beers (pg. 919 in literacy book). Read “Riding Lessons” (pg. 620) and complete “Using the Strategy” prompts. Collection 6 – pg. 615 (from Holt Literacy book) Elements of Poetry – pgs. 616-617 How to Read a Poem – pg. 619 Using the Strategy “Riding Lesson” – pgs. 620-621 Poetry: Sound and Sense (Holt Reader) – pg. 205

Line, stanza, speaker, rhyme, rhyme scheme, refrain, repetition, meter



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5.01 5.02 Types of poetry

How does the form of a poem affect it’s meaning?

Use The Holt Reader; apply and understand the characteristics of lyric poetry. Use specific strategies (pg. 206) to read a poem Intro. Narrative Poetry Compare a narrative (story) to a narrative poem. Students will write a narrative poem. Explain a mock-heroic poem. Understanding Summaries using “Casey At the Bat”, pgs. 654-656, good for analyzing summaries by comparing the original text with the summary.

The Holt Reader – pgs. 206-209 “Valentine for Ernest Mann” Focus – Lyric Poetry Narrative Poetry – The Holt Reader pgs. 210-218 “Paul Revcre’s Ride” Story Map – pg. 217 Comprehension quest. – pg. 218 “Casey At the Bat” (Holt - Elements of Lit.) pgs. 650-653 “A Little Girl’s Poem” by Gwendolyn Brooks. • have students read as a choral poem where one person plays the pare of the narrator and the other gives the responses. • discuss how the emotion changes by reading it this way. “The Red Gloves” • form, structure, imagery, figurative language. “The Telling Tree” • imagery and word choice “A Room In the Past” • character, figurative language, sound devices.

Ballad, epic, narrative, lyric, ode, sonnet, couplet, quatrain, free verse, limerick, haiku, concrete, elegy



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5.01, 5.02 Types of poetry continued 5.01, 5.02 Figurative language

How does the form of a poem affect it’s meaning? How does figurative language enhance the meaning of a selection?

Analyze the various literary devices, including figurative language, imagery, and symbolism Analyzing characteristics of different types of poetry, including an epic. Share examples of odes; student will write an ode for Valentine’s Day. - Give each group a different poem. Have them go through the poem and identify figurative language, imagery, sound devices, etc. They will then present their findings to the class by reading their poem to the class and explaining what the poem is talking about and poetic devices.

Holt – Elements of Literature – pgs. 636-641 “The Cremation of Sam McGee”, “The Dying Cowboy”, and “Maiden Savin Sam”. (examples of tall tale and ballads) Holt - Elements of Literature – pgs. 647-649 (from Beowulf) - pgs. 657-659 – Holt literacy book - Buckle Down (poetry) - “O Captain! My Captain!”, “I Hear America Singing”, and “I Too” • discuss the figurative language used and the similarities in themes across the poems. - “Casey at the Bat” (pg. 650 literacy book) - “Paul Revere’s Ride” (pg. 629 literacy book)

Simile, metaphor, extended metaphor, personification, hyperbole, imagery, symbolism



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5.01, 5.02 Types of poetry continued 5.01, 5.02 Figurative language continued 5.01, 5.02 Sound devices

How do sound devices enhance the meaning of a selection?

Explain/show the different sound devices in these poems (alliteration, onomatopoeia, imagery, figures of speech, and rhythm). Explain how a sonnet poem has a different form. Use internet to locate examples of poems not in text or other poetry books. - Students can do a poetry scavenger hunt using the internet.

Holt – Elements of Literature has examples of a sonnet, elegy, extended metaphor, and free verse poems. (pgs. 662-672) “The Road Not Taken” by Robert Frost • model paraphrasing “The Centaur” • narrative poetry

Alliteration, assonance, onomatopoeia, dialect



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1.02, 5.01, 5.02 Third nine weeks writing assessment and/or portfolio writing examples: poetry, response, compare/contrast, poetry notebook, poet study


8TH GRADE Week # 26 Genre Focus - Drama

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5.01, 5.02 Elements of drama

How do the elements of drama assist a good reader in understanding the genre of drama?

Begin “The Diary of Anne Frank” (pg. 369 literacy book) – students will make play bills based on the scenes and acts of the play.

“The Governess” (pgs. 176-181 old literacy book)

Stage directions, act, scene, cast of characters, playwright, script, props, narrator, monologue, soliloquy, tragedy, comedy, suspense, skit, teleplay



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5.01, 5.02 Elements of drama continued

Continue with “The Diary of Anne Frank” and play bills


8TH GRADE Week # 28 Genre Focus - Cumulative Review

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Finish elements of drama Review and assess third nine weeks

Complete “The Diary of Anne Frank” – watch video



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1.02, 1.03 Oral presentation: • Reader’s Theatre • Public Speaking • Monologues • Story Telling • Book Talks • Debates • Poetry Recitation • Role Play • Radio/T.V. Broadcast

What strategies enhance oral presentations?

Tone, eye contact, gestures, body language, voice projection, visuals, props

Eighth Grade Fourth Nine Week’s Writing Focus Creative Writing

4th 9 Weeks Emphasis Teacher’s Choice: Refer to Writing Portfolio Checklist

SCOS OBJECTIVES Depends on choice of writing


Teacher determined - Refer to Tabs and/or portfolio checklist





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5.01, 5.02 Review genre: fiction Review: sequence Review: elements of fiction and their impact

“The Ransom of Red Chief” story mapping (review elements of a short story) Irony (point out examples of irony from story) Use lessons to reteach literacy skills.

Holt lit. book – pg. 579 Holt lit. book pg. 843A (reteaching lessons) Test Prep workbook from Holt NC End of Grade Coach “Analyzing Characters, Analyzing Plots, Author’s Craft, Literacy Devices” “Broken Chain” (pg. 17: Holt)

Short stories, narratives, novel, fantasy, fairy tales, folk tales (legends, myths, tall tales, fables), science fiction, historical fiction, realistic fiction, mystery See first nine weeks


8TH GRADE Week # 31 Genre Focus - Nonfiction

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5.01, 5.02 Review genre: nonfiction 2.01, 2.02, 5.01, 5.02 Review elements of nonfiction

Buckle Down Coach (supplementary materials/books) Test Prep workbook from Holt

Expository non-fiction, narrative non-fiction, (biography and auto biography), diary, journal, article, memoir, essay, editorial, interviews, letters See first nine weeks



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2.01, 2.02 Review genre: informational text 1.02, 2.01, 2.02 Review main idea Review supporting details

Use unit to read, analyze, and explain informational articles.

“Reading for Life” Collection 8 – pgs. 799- 834 Holt Literature book

Content area texts, reference materials, maps, charts, graphs, recipes, manual, brochure, schedule, instructions, illustrations



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5.01, 5.02 Review genre: drama 3.01, 4.01, 5.01, 5.02 Review: author’s purpose, tone, mood

Reader’s Theater - students will read aloud

Use Scope from Scholastic to review drama. Buckle Down Coach (supplementary materials) Test Prep workbook

See third nine weeks



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5.01, 5.02 Review genre: poetry 5.01 Review: figurative language, sound devices

Buckle Down Coach Test Prep workbook


8TH GRADE Week # 35 Genre Focus - All

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1.02, 2.01 Review: inferences, drawing conclusions/generalizations 6.01 Review context clues

Group Activity: give each group a scenario to role play (teenagers at a concert they love, at a piano recital they hate, etc.) Each group will act out their scenarios and the rest of the class will draw conclusions based on their clues and then make generalizations.

Buckle Down Coach Test Prep workbook



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1.02, 2.01 Review: compare– contrast, cause– effect 6.01 Review: analogies

Buckle Down Coach EOG released test from DPI Test Prep workbook



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EOG

Testing


8TH GRADE Week # 38 Genre Focus – Teacher Choice

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Key Vocab/Phrases

Teacher determined projects/gateway remediation


8TH GRADE Week # 39 Genre Focus – Teacher Choice

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Key Vocab/Phrases

Teacher determined projects/close out school year

Reading Portfolios

Grades K-8

Grade of Student Reading Portfolio Math Portfolio Writing Portfolio K-2 Yes (Red Literacy File) Yes Yes (Red Literacy File) 3rd Yes Yes Yes 4th Yes Yes Yes 5th Yes Yes Yes 6th Yes Yes Yes 7th Yes Yes Yes 8th Yes Yes Yes

Who Should Have a Reading Portfolio in Chatham County Schools? All students in grades K- 8 should have a reading portfolio.

What is a Reading Portfolio and what should be included in a Chatham County Reading Portfolio? A reading portfolio is a collection of a student’s reading across subject areas. It should include a variety of reading samples that demonstrate how the student’s reading has developed over time. Portfolio information may be used to support promotion/retention decisions. A Reading Portfolio should include Personalized Education Plan (PEP) if a student is at-risk for academic failure in reading.

• Grades K-2 Literacy/Writing Portfolio: K-2 teachers should complete the required literacy assessments for each K-2 student. The literacy assessments serve as a portfolio to guide instruction. The red, pocketed K-2 Literacy Portfolio/File is designed to hold K, 1st, and 2nd grade Literacy Profile folder and work samples.

• Grades 3-8 Reading Portfolio: In addition to the reading samples in the reading portfolio

for all grade 3-8 students, any student who is working below grade level and is in danger of scoring a level I or II on the North Carolina Reading EOG Test in grade 3-8, should have a Personalized Education Plan that addresses reading. Three Developmental Reading Assessments (DRA) should be included in the Reading Portfolio of at-risk-students. (See PEP Section for Guidelines of the Chatham County Student Accountability Procedure Manual).

Following are some suggested items to include in a Reading Portfolio that should show an accurate reflection of the student’s work, document growth, demonstrate that a student is/is not performing on grade level (level III+):

• Nine week reading assessments and/or performance level • Teacher-made assessments • Response to literature • Commercial-made assessments • At least two DRA Teacher Observation Guides (for at-risk student only, one at the

beginning of the school year and another at end of the school year). Drafted 7/17/08

Grades K-8 Reading Portfolio Checklist for Student Work Samples Chatham County Schools

Directions for Reading Portfolio: K-8 Reading portfolios must be kept for all K-8 students. K-2 Literacy assessments in grades K-2 act as literacy portfolios; however, for at-risk students, additional documents may be added. For grades 3-8 Use the following checklist as a guide; however, for at-risk students, additional documents may be added.

• All 3-8 students, at risk of failing reading must have a Personal Education Plan (PEP). PEP should be placed in the front of the student reading portfolio.

• Samples should show student performance over time in a variety of content areas. • Papers must be scored and placed in chronological order with the most recent work on

top.

Required Assessment Items: Curriculum ______At least two DRA Reading Assessments (for at-risk students only, one at the beginning of the school year and another at end of the school year) ______At least one teacher-made assessment per nine weeks ______Score sheets for Chatham County Nine Week Reading Benchmarks (1st, 2nd, 3rd nine weeks) ______At least one commercial-made assessment per nine weeks (examples)

• Scott Foresman Reading Street (Assessment Handbook, Unit Benchmarks, Selection Tests)

• Holt Elements of Literature (Skills Review, Supplemental Materials (choose at least one) ______Study Island ______ClassScape ______Blast-Off, Buckle Down, Competitive Edge ______Other Language Arts/or Other Content Areas ______response to literature ______book report/review ______retelling profile ______any other pertinent sample to show growth in reading Optional ______reading quizzes (examples: Weekly Reader, Scholastic News, Time for Kids) ______technical reading assignment This portfolio is intended to:

• Be an accurate reflection of student’s work • Demonstrate that a student is/is not performing on grade level (level III+) • Document growth

(7/16/08)

Writing Portfolios

Grades K-8

Grade of Student Reading Portfolio Math Portfolio Writing Portfolio K-2 Yes Yes Yes (Red Literacy File) 3rd Yes Yes Yes 4th Yes Yes Yes 5th Yes Yes Yes 6th Yes Yes Yes 7th Yes Yes Yes 8th Yes Yes Yes

Who Should Have a Writing Portfolio in Error! Contact not defined.? All students in grades K- 8 should have a writing portfolio. What is a Writing Portfolio and what should be included in a Chatham County Writing Portfolio? A writing portfolio is a collection of a student’s writing across subject areas. It should include a variety of writing samples that demonstrate how the student’s writing has developed over time. Portfolio information may be used to support promotion/retention decisions. A Writing Portfolio should include a Personalized Education Plan (PEP) if a student is at-risk for academic failure in writing.

• Grades K-2 Literacy/Writing Portfolio: K-2 teachers should complete the required writing assessments for each K-2 student. The writing assessments serve as a portfolio to guide instruction. The red, pocketed K-2 Literacy Portfolio/File is designed to hold K, 1st, and 2nd grade Literacy Assessment Profile Sheet and work samples. • Grades 3-8 Writing Portfolio: In addition to the writing samples in the writing portfolio for all grade 3-8 students, any student whose proficiency in writing is below grade level (levels I or II), should have a Personalized Education Plan that addresses writing. When a student shows competent growth and proficiency in writing (level III or IV) either through on demand writing (timed prompt) or authentic writing, the teacher can declare a student proficient. In that case, the teacher should place the proficient writing sample in the student’s cumulative folder to document proficiency. At this point the student no longer needs a PEP but must have an active portfolio. However, if at any point during grades 3 – 8 a student struggles with writing assignments, the student needs a PEP as well as the active portfolio to document intervention and growth. Writing portfolios are to be kept and passed to the next teacher until students demonstrate writing proficiency. During gateway years 5 and 8, a Review Committee considers a student’s writing score and portfolio if that student has not passed the reading EOG. A checklist to guide the collection of writing samples to include in the writing portfolio in grades 3-8 is provided.

(7/16/08)

Grades 6, 7, and 8 Writing Portfolio Checklist Student Work Samples

Chatham County Schools

Directions for Writing Portfolio: Checklist(s) and PEP (if needed) should be attached to the front of the student writing portfolio. Writing samples should show student performance over time in a variety of content areas. At least six different types of writing samples should be included with a maximum of eight samples. Some

writing samples should be chosen from the Writing Workshop Units. Three teacher-administered, teacher-scored, timed writing tests (on demand) for grades 6, 7, and 8 may be

used for practice and or intervention throughout the school year (October, January, and February/April). At least one of these may be used as a writing sample.

Writing Sample Date Completed Score/Grade Expressive (Choose two) _________________ _____ Narrative/fictional account _________________ _____ Friendly letter _________________ _____ Journal _________________ _____ Diary _________________ _____ Poetry _________________ _____ News story _________________ _____ Autobiography _________________ _____ Self-evaluation _________________ _____ Personal response _________________ _____ Historical episode Informational (Choose one) Article _________________ _____ Report _________________ _____ Interview _________________ _____ Business letter _________________ _____ Caption _________________ _____ Classified advertisement _________________ _____ Essay _________________ _____ Magazine or newspaper article _________________ _____ Survey _________________ _____ Pamphlet/brochure _________________ _____ Diagram Argumentative (Choose two) Letter to editor __________________ _____ Letter of complaint __________________ _____ Essay __________________ _____ Debate __________________ _____ Speech __________________ _____ Presentation __________________ _____ Newspaper article __________________ _____ Critical Environment (Choose one) Media reviews __________________ _____ Book reviews __________________ _____ Product reviews __________________ _____ Essays --Critical analysis __________________ _____ (7/17/08)

Reading EOG Sample Items at NCDPI

Web Resources

http://www.ncpublicschools.org/accountability/testing/eog/reading/

Web Resources http://www.webenglishteacher.com/writing.html http://www.readwritethink.org/ Printing press in read write and think website for making brochures, booklets, etc… http://interactives.mped.org/view_interactive.aspx?id=110&title= http://www.writingfix.com/ http://www.ttms.org/ http://www.nytimes.com/learning/index.html http://www.learnnc.org/ Writing workshops and research ideas are available here http://www2.scholastic.com/ http://trackstar.4teachers.org www.actden.com.pp/ Comprehensive grammar site http://chompchomp.com/terms.htm http://www.kimskorner4teachertalk.com/grammar/menu/html http://rubistar.4teachers.org http://thewritesource.com/ http://www.dpi.state.nc.us/accountability/testing/ http://www.onestopenglish.com Writing Fix: 6 Trait Writing Lessons Inspired by Picture Books -http://writingfix.com/picture_book_prompts.htm Best Practices for Effective Writing Instruction www.ncrel.org/enguage/resource/techno/whatworks/sec2.htm Using Writing to Teach Course Content www.mwp.hawaii.edu/resources/workshop_teachcontent2001spring.pdf Writing an approach paper for To Kill a Mockingbird http://www.studyguide.org/approachpaper.htm Process for writing a summary http://lea.stcloudstate.edu/acadwrite/summary.html Database of narratives, oral histories, etc… http://www.inthefirstperson.com/firp/index.shtml

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Caucusing in the middle school classroom http://www.learnnc.org/lp/editions/artspersuade/633 Reviews of various kinds http://www.pluggedinonline.com and at http://teenink.com/Reviews/ Reviews written by students http://www.student.com/allreviews.php

Text Resources The Comprehensive Expository Writing Guide (Narrative and Persuasive available also). Mariconda, B. and Auray, Dea Paoletta. Empowering Writers. 2nd Edition. Lessons are designed to teach specific skills of a good writer. Skill lessons are scaffolded in logical sequence and cover focus, elaboration, effective introductions, well-deveoped paragraphs, and powerful conclusions. Lessons are coded to targeted grade levels. Teaching the Qualities of Writing, Portalupi, J. and Fletcher, R. Heinemann Publishers. 2004. Teacher guide provides information as to different ways you can use lesson cards in writing classes. Lessons are provided by pre-arranged cycles or teacher’s can build their own lessons based on the needs of the students. Teacher’s guide and cards can be found in school’s media center. See sample lesson at Narrative Tab. Other Resources Used in this document are available to all Chatham County 6 – 8 language arts teachers:

• Lessons That Change Writers – Nancie Atwell • Naming the World – Nancie Atwell • Elements of Literature – Holt, Rinehart and Winston • CRAFT Lessons, Teaching Writing – by JoAnn Portalupi and Ralph Fletcher • NC Middle Grades Exemplars – NCDPI • Write … for the Future – Jane Buckner and Melba John

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reading pacing guide 8

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