DeKalb County School District
8th Grade English Language Arts Curriculum Map
DeKalb Alternative School 2016-2017 School Year
Keysha Lee
Unit 1 Overview
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8TH grade ELA UNIT 1: Perseverance (5 weeks)
Tentative Dates – August 10– September 9
8TH grade ELA UNIT 1: Perseverance (5 weeks)
Tentative Dates – August 10– September 9
|Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |
|ELACCSL8.1 Engage effectively in a range | |ELACCSL8.1 Engage effectively in a range |ELACCSL8.1 Engage effectively in a range of|ELACCSL8.1 Engage effectively in a range of|
|of collaborative discussions (one –on- |ELACCSL8.1 Engage effectively in a range of|of collaborative discussions (one –on- |collaborative discussions (one –on- one, in|collaborative discussions (one –on- one, in|
|one, in groups, and teacher-led) with |collaborative discussions (one –on- one, in|one, in groups, and teacher-led) with |groups, and teacher-led) with diverse |groups, and teacher-led) with diverse |
|diverse partners on grade 8 topics, texts,|groups, and teacher-led) with diverse |diverse partners on grade 8 topics, |partners on grade 8 topics, texts, and |partners on grade 8 topics, texts, and |
|and issues, building on others’ ideas and |partners on grade 8 topics, texts, and |texts, and issues, building on others’ |issues, building on others’ ideas and |issues, building on others’ ideas and |
|expressing their own clearly. |issues, building on others’ ideas and |ideas and expressing their own clearly. |expressing their own clearly. |expressing their own clearly. |
| |expressing their own clearly. | | | |
|First Days of School (FDOS) | |First Days of School | |First Days of School |
|Introductions |First Days of School |Review rules/procedures |First Days of School |Bio Poem |
|Discuss Classroom Norms, Rules, |Complete FDOS forms |Weekly Sponge Sheet |Unpack & Discuss GSE Unit 1 | |
|Expectations, & Routines |Review Classroom Norms, Rules, |Return Course Syllabus |Vocabulary activity-Standards Language | |
|Course Pre-Assessment |Expectations, & Routines | | | |
|Discuss and Explore Syllabus |Course Pre-Assessment |3rd period ELT | | |
| |Review Syllabus |-Multiple Intelligence Survey | | |
|Complete FDOS forms | |-Learning Style Inventory | | |
|-Student Info Sheet |3rd period ELT |-FLP conference form | | |
|-Student Survey |-Multiple Intelligence Survey |-STANDARDS QUIZ | | |
|-Classroom Rules Quiz |-Learning Style Inventory | | | |
|-How I Spent My Summer Vacation Writing |-FLP conference form | | | |
|Sample |-Pre-Test | | | |
|Day 6 |Day 7 |Day 8 |Day 9 |Day 10 |
|ELAGSE8W2: |ELAGSE8W2: | |ELAGSE8W2: |ELAGSE8W2: |
|Write informative/explanatory texts to |Write informative/explanatory texts to |ELAGSE8W2: |Write informative/explanatory texts to |Write informative/explanatory texts to |
|examine a topic and convey ideas, |examine a topic and convey ideas, concepts,|Write informative/explanatory texts to |examine a topic and convey ideas, concepts,|examine a topic and convey ideas, concepts,|
|concepts, and information through the |and information through the selection, |examine a topic and convey ideas, |and information through the selection, |and information through the selection, |
|selection, organization, and analysis of |organization, and analysis of relevant |concepts, and information through the |organization, and analysis of relevant |organization, and analysis of relevant |
|relevant content. |content. |selection, organization, and analysis of |content. |content. |
| | |relevant content. | | |
|Unit 1: Perseverance |Unit 1: Perseverance | |Unit 1: Perseverance |Unit 1: Perseverance |
|Quick Write activity |Watch clips on Holocaust survivors. |Unit 1: Perseverance |Independence Practice on Perseverance |Choose a quote and cite specific examples |
|Group discussion |Complete viewing guide |Complete web on Perseverance, compare |Write a journal reflection. |from video clips to explain quote. |
|Definition of Perseverance in your own | |with groups and present. | | |
|words. | | | | |
| | | | | |
|Day 11 |Day 12 |Day 13 |Day 14 |Day 15 |
|ELACCRI8.2 Determine a central idea of a |ELACCRI8.2 Determine a central idea of a |ELACCRI8.2 Determine a central idea of a |ELACCRI8.2 Determine a central idea of a |ELACCRI8.2 Determine a central idea of a |
|text and analyze its development over the |text and analyze its development over the |text and analyze its development over the|text and analyze its development over the |text and analyze its development over the |
|course of the text, including its |course of the text, including its |course of the text, including its |course of the text, including its |course of the text, including its |
|relationship to support ideas: provide an |relationship to support ideas: provide an |relationship to support ideas: provide an|relationship to support ideas: provide an |relationship to support ideas: provide an |
|objective summary of the text. |objective summary of the text. |objective summary of the text. |objective summary of the text. |objective summary of the text. |
| | | | | |
|Unit 1: Perseverance |Unit 1: Perseverance |Unit 1: Perseverance |Unit 1: Perseverance |Unit 1: Perseverance |
|Vocabulary Activity |Selected short story and answer targeted |Selected short story and answer questions|Present ideas on how the character or |Literary analysis of the stories. |
|Family member Interview |passages. |based on targeted passages. |subject persevered. | |
| |Favorite athlete or celebrity interview. | | | |
|Day 16 |Day 17 |Day 18 |Day 19 |Day 20 |
|Day 21 |Day 22 |Day 23 |Day 24 |Day 25 |
-----------------------
Perseverance
In this unit students examine how text structures contribute to meaning, identify and explain the characteristics of different genres, and begin writing arguments to support a point of view. This unit ends with an argumentative essay with an engaging opening statement of their position, at least three clear and logical reasons, and relevant evidence cited from various text.
Essential Questions:
1. As an effective reader, how can I analyze text for structure, purpose, and viewpoint to gain insight and strengthen my understanding? (CLI 1, 4, 7)
2. What active reading strategies can I use to make sense of key ideas and details presented in text? (CLI 2, 4,)
3. How can I analyze and evaluate content, reasoning, and claims in diverse formats to gain insight into the integration of knowledge and ideas? (CLI 1, 4)
4. How do I focus and organize my writing to clearly and effectively communicate my ideas to the reader? (CLI 3, 4)
5. Can I use the collaborative process to enhance comprehension by sharing and evaluating ideas? (CLI 3, 4, 5, 7) 6. How can I use knowledge of the structure and context of language to acquire, clarify, and appropriately use vocabulary? (CLI 1)
Enduring Understandings:
1. Analyzing texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding.
2. Effective readers use a variety of active reading strategies to make sense of key ideas and details presented in text.
3. Effective readers analyze and evaluate content, reasoning, and claims in diverse formats to gain insight into the integration of knowledge and ideas.
4. Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the reader.
5. Comprehension is enhanced through a collaborative process of sharing and evaluating ideas. 6. Effective readers and writers use knowledge of the structure and context of language to acquire, clarify, and appropriately use vocabulary.
6. Effective readers and writers use knowledge of the structure and context of language to acquire, clarify, and appropriately use vocabulary.
GSE Standards Addressed:
ELACCRL8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
ELACCRI8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to support ideas: provide an objective summary of the text.
ELACCRI8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea ELACCW8.1 Write arguments to support claims with clear reasons and relevant evidence.
ELACCSL8.1 Engage effectively in a range of collaborative discussions (one –on- one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
ELACCSL8.1(c) Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarity, verify, or challenge ideas and conclusion; and promote divergent and creative perspectives.
ELACCSL8.1(d) Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
ELACCL8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
ELACCL8.4(c) Consult general and specialized reference material (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Key Vocabulary:
▪ Plot Structure
▪ Characterization
▪ Dialogue
▪ Antagonist
▪ Protagonist
▪ Conflict
▪ First Person Narrative
▪ Third Person Narrative
▪ Omniscient
▪ Setting
▪ Tone
▪ Mood
▪ Thesis
▪ Writing Process
Suggested Learning Resources
1.
2.
3. Explore Learning Gizmos
4. Interactive Notebooks
5. Manipulatives
6. GA DOE Framework Tasks
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