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Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

▪ 80% of our students will graduate from high school college or career ready

▪ 90% of students will graduate on time

▪ 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

How to Use the Literacy Curriculum Maps

Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

|The TNCore Literacy Standards |

|The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): |Teachers can access the TNCore standards, which are featured throughout this curriculum map and |

| |represent college and career ready student learning at each respective grade level. |

|Shift 1: Regular Practice with Complex Text and its Academic Language |

|Student Achievement Partners Text Complexity Collection: |Teachers can learn more about how to select complex texts (using quantitative, qualitative, and |

| |reader/task measures) using the resources in this collection. |

|Student Achievement Partners Academic Work Finder: |Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 |

| |academic vocabulary contained within the text. |

|Links to Support Vocabulary Instruction & Development | |

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|-Tier-3-Terms-for-ELA-and-Math.pdf | |

|Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text |

|Student Achievement Partners Text-Dependent Questions Resources: |Teachers can use the resources in this set of resources to craft their own text-dependent questions |

| |based on their qualitative and reader/task measures text complexity analysis. |

|Shift 3: Building Knowledge through Content-Rich Non-fiction |

|Student Achievement Partners Text Set Projects Sequenced: |Teachers can use this resource to learn about how to sequence texts into “expert packs” to build |

| |student knowledge of the world. |

Using the Curriculum Maps, Grades 6-8

• Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.”

• Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.

• Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.

• Plan your weekly and daily objectives, using the evidence statements to help.

• Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.

• Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.

• Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.

• Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

|Second Quarter |TN State Standards | |SPIs, GLEs, Evidence Statements |Content |

|Weeks 1-3 | | | |

|Reading Selections |

|The Narrative of the Life of Frederick Douglass, An American Slave (Lexile 1080; text exemplar Appendix B autobiography) |

| |

|Big Question: How much Information is enough? (Unit 3) |

|Reading Complex Texts |Informational |Informational |Prentice Hall Literature – Reading Selections |

| | | | |

| |RI.8.3 |Evidence Statements |Unit 3: Types of Nonfiction |

| |Analyze how a text makes connections among and distinctions |Provides an analysis of how a text makes connections among and|Determining the Author’s Point of View |

| |between individuals, ideas, or events (e.g., through |distinctions between individuals, ideas, and events (e.g. |Analyzing Structure in Nonfiction |

| |comparisons, analogies, or categories). |through comparisons, analogies, or categories) RI.8.3 | |

| |RI.8.4 | |Extended Text – Informational |

| |Determine the meaning of words and phrases as they are used in|Demonstrates the ability to determine the meaning of words and| |

| |a text, including figurative, connotative, and technical |phrases as they are used in a text (e.g., figurative, |The Narrative of the Life of Frederick Douglass, An American |

| |meanings; analyze the impact of specific word choices on |connotative) and/or provides an analysis of the impact of |Slave (Lexile 1080; text exemplar Appendix B; autobiography) |

| |meaning and tone, including analogies or allusions to other |specific word choice on meaning and/or tone. RI.8.4 |RI.8.3, RI.8.4, RI.8.5, RI.8.6 |

| |texts. | |(See Unit on the weebly) scsliteracy. |

| |RI.8.5 |Provides a detailed analysis of the structure of a specific |(found under 8th grade ELA curriculum) |

| |Analyze in detail the structure of a specific paragraph in a |paragraph in a text, including the role of particular |Skill Focus: textual evidence, fact and opinion, argumentative|

| |text, including the role of particular sentences in developing|sentences in developing and refining a key concept. RI.8.5 |essay, main idea and details, point of view, author’s purpose,|

| |and refining a key concept. | |word choice, figurative language (connotative, denotative, |

| |RI.8.6 |Provides a statement of an author’s point of view in a text. |analogies) organizational structure |

| |Determine an author’s point of view or purpose in a text and |RI.8.6 |List of Tier 3 Domain Specific Words |

| |analyze how the author acknowledges and responds to |Provides a statement of an author’s purpose in a text. RI.8.6 |

| |conflicting evidence or viewpoints. |Provides an analysis of how the author acknowledges and |media/documents/List-of-Tier-2-and-Tier-3-Terms-f|

| | |responds to conflicting evidence and/or viewpoints. RI.8.6 |or-ELA-and-Math.pdf |

| |Review | |See pages 26-71 for ELA Tier 3 |

| |RI.8.2 |Review |Next Generation Glossary of Informational and Literary terms |

| |Determine a central idea of a text and analyze its development|Provides a statement of a central idea of a text. RI.8.2 |See scsliteracy. |

| |over the course of the text, including its relationship to |Provides an analysis of the development of the central idea |(found on the middle school page) |

| |supporting ideas; provide an objective summary of the text. |over the course of the text. RI.8.2 | |

| | |Provides an objective summary of a text. RI.8.2 |Text Dependent Questions |

| |These standards are constant and should be taught throughout | |(See Unit on the weebly) scsliteracy. |

| |each quarter: | |(found under 8th grade ELA curriculum) |

| |Cite Evidence: RL1, RI1 | |Douglass Unit Overview |

| |Analyze Content: RL/RI.8.2-9 | | |

| | | |Resources |

| | | |(See Unit on the weebly) scsliteracy. |

| | | |(found under 8th grade ELA curriculum) |

| | | |Douglas Text and Task Template |

| | | |Douglass Pacing Guide |

| | | |Douglass Unit Overview |

| | | |Douglass Curriculum Map |

| | | |(Introducing types of nonfiction) |

| | | |Prentice Hall Interactive Digital Path |

| | | |(Determining central ideas) |

| | | |Prentice Hall Reading Toolkit p.102-103 |

| | | |(Fact vs. opinion, proposition and support, word choice, tone,|

| | | |author’s purpose/style) |

| | | |Prentice Hall Reading Toolkit p. 126-135 |

| | | |(Identifying strong textual evidence templates) |

| | | |Prentice Hall Common Core Companion p. 103-110 |

| | | |(Developing central ideas student template) |

| | | |Prentice Hall Common Core Companion p. 111-112 |

| | | |(Analyzing paragraph structure student template) |

| | | |Prentice Hall Common Core Companion p. 150-151 |

| | | | |

| | | |Additional Resources |

| | | |(Practice with citing textual evidence) |

| | | |

| | | |3-CommonCore.pdf |

| | | |(Analyzing author’s point of view/purpose) |

| | | |

| | | |/style-defining-exploring-author-209.html?tab=4#tabs |

| |WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. |

| |Model Performance Indicator for RI8.3 - Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or |

| |categories.) |

| |Level 1 (Entering) |Level 2 (Emerging) |Level 3 (Developing) |Level 4 (Expanding) |Level 5 (Bridging) |

| | | | | | |

| |Find single word responses to |Locate main ideas regarding a central |Identify explicit information about a |Arrange selected paragraphs from a |Arrange selected paragraphs |

| |WH-questions regarding the central idea |idea of a text in a series of simple |central idea of a text in selected, |text in sequential order, and identify|from a text in sequential |

| |of an illustrated text and/or point to |sentences working with a partner |highlighted paragraphs working with a |passages in the text which suggest a |order, and identify passages in|

| |appropriate places in the illustrated | |partner. |central idea and one passage which |the text which suggest a |

| |text working with a partner | | |summarizes the text with a partner. |central idea and one passage |

| | | | | |which summarizes the text. |

| |Language – Vocabulary |Language – Vocabulary |Vocabulary |

| | | | |

| |L8.5 |Evidence Statements |Tier 2 Academic Vocabulary – analyze, determine, distinguish, |

| |Demonstrate understanding of figurative language, word |Demonstrates the ability to interpret figures of speech in |demonstrate, form, convey |

| |relationships, and nuances in word meanings. |context (e.g., verbal irony, puns). L.8.5, L.8.5a |List of Tier 2 Academic Vocabulary (referred to as Tier 2 |

| |L8.5a |Demonstrates the ability to determine the relationship between |Academic Terms  by Marzano) |

| |Interpret figures of speech (e.g. verbal irony, puns) in |particular words. L.8.5b |

| |context. |Demonstrates the ability to determine the connotations |media/documents/List-of-Tier-2-and-Tier-3-Terms-f|

| |L8.5b |(associations) of words with similar denotations (definitions) |or-ELA-and-Math.pdf |

| |Use the relationship between particular words to better |(e.g., bullheaded, willful, firm, persistent, resolute). L.8.5c |See pages 1-25 for Tier 2 |

| |understand each of the words. | | |

| |L8.5c |Reviewed throughout the quarter: |Literary Analysis Workshop |

| |Distinguish among the connotations (associations) of words |Synonyms/antonyms |Skills: Acquire and use academic vocabulary |

| |with similar denotations (definitions) (e.g., bullheaded, |Affixes- Latin roots | |

| |willful, firm, persistent, resolute). |Context clues |Interactive Digital Path |

| | |Analogy and word relationships |Vocabulary Central |

| |These standards are constant and should be taught throughout|Word parts and families |Vocabulary Workshop: Multiple Meaning Words |

| |each quarter: | | |

| |Study and apply vocabulary - L.8.4-6 | |Extended Text – Autobiography |

| | | |The Narrative of the Life of Frederick Douglass, An American |

| | | |Slave |

| | | |See Unit on the weebly |

| | | |scsliteracy. |

| | | |Douglass Unit Overview |

| | | |Douglass Curriculum Map |

| | | | |

| | | |Resources |

| | | |(Videos showing strategies for teaching academic vocabulary in|

| | | |context) |

| | | |

| | | |5-3c4e1a540f7c/academic-vocabulary-in-the-common-core-middle-s|

| | | |chool-english-language-arts/ |

| | | |(Videos showing how to implement the stages of vocabulary |

| | | |instruction) |

| | | |

| | | |7-f4d2c6f94a35/academic-vocabulary-in-the-common-core-an-intro|

| | | |duction/ |

| | | |(Understanding connotations, figurative language, and |

| | | |technical terms) |

| | | |Common Core Companion p. 123-130, 351-355 |

| | | |(Vocabulary building online games) |

| | | | |

| | | |Most Common Suffixes and Prefixes |

| | | |

| | | |/pdf/prefixes_suffixes.pdf |

| | | |

| | | |19/Most%20Common%20Suffixes.pdf |

| | | | |

| | | |Greek and Latin roots |

| | | |

| | | |_English |

| | | |Word Benches pg. 57-61 (Greek and Latin affixes) |

| | | |affixes) |

| | | |

| | | |g_3081.pdf |

| | | |Which words do I teach? |

| | | |

| | | |cle.pdf |

| | | |Vocabulary and the Common Core - Which words do I teach 6-8? |

| | | |

| | | |ore-detail-pg |

| | | |11 Tips on Teaching Common Core Vocabulary |

| | | |

| | | |-marilee-sprenger |

| | | |55 critical words students should know and understand |

| | | | |

|Writing to Texts |Writing |Writing |Writing |

| | | | |

| |W8.2 (informative/explanatory) |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Write informative/explanatory texts to examine a topic and |Development of Ideas | |

| |convey ideas, concepts, and information through the |Response addresses the prompt and provides effective and |Routine Writing (text-dependent): (See Unit on the weebly) |

| |selection, organization, and analysis of relevant content. |comprehensive development of the claim, topic and/or narrative |scsliteracy. |

| |W8.2a |elements by using clear and convincing reasoning, details, |Journal entries |

| |Introduce a topic clearly, previewing what is to follow; |text-based evidence, and/or description; the development is |Analytic Summaries |

| |organize ideas, concepts, and information into broader |consistently appropriate to the task, purpose, and audience. |Graphic Organizers |

| |categories; include formatting (e.g., headings), graphics |Organization |Daily Editing Practice |

| |(e.g., charts, tables), and multimedia when useful to aiding|Response demonstrates purposeful coherence, clarity, and cohesion|Annotation |

| |comprehension. |and includes a strong introduction, conclusion, and a logical, | |

| |W8.2b |well-executed progression of ideas, making it easy to follow the |Analysis (inform/explain) |

| |Develop the topic with relevant, well-chosen facts, |writer’s progression of ideas. |(See Unit on the weebly) |

| |definitions, concrete details, quotations, or other |Clarity of Language |scsliteracy. |

| |information and examples. |Response establishes and maintains an effective style, while |Write an essay analyzing how over the course of the text the |

| |W8.2c |attending to the norms and conventions of the discipline. The |author develops the theme/main idea. Draw evidence from the |

| |Use appropriate and varied transitions to create cohesion |response uses precise language consistently, including |text to support your analysis and reflection. Develop your |

| |and clarify the relationships among ideas and concepts. |descriptive words and phrases, sensory details, linking and |topic with relevant, well-chosen facts, concrete details, or |

| | |transitional words, words to indicate tone, and/or |other information and examples. Demonstrate command of the |

| |W8.2d |domain-specific vocabulary. |conventions of standard English, capitalization, punctuation, |

| |Use precise language and domain-specific vocabulary to | |and spelling in your response. |

| |inform about or explain the topic. |Knowledge of Language and Conventions |Write an essay that summarizes and analyzes how the key idea |

| |W8.2e |Response demonstrates command of the conventions of standard |is introduced, illustrated, and elaborated in the text. Be |

| |Establish and maintain a formal style. |English consistent with effectively edited writing. Though there |sure to cite evidence from the text to support your analysis. |

| |W8.2f |may be a few minor errors in grammar and usage, meaning is clear |Follow the conventions of standard written English. |

| |Provide a concluding statement or section that follows from |throughout the response. | |

| |and supports the information or explanation presented. | |Resources |

| |W.8.9 |Reviewed throughout the quarter |(See Unit on the weebly) scsliteracy. |

| |Draw evidence from literary or informational texts to |Writing sentences, Topic sentences and supporting details, Essay |Douglas Text and Task Template |

| |support analysis, reflection, and research. |organization and structure, Thesis statement, Writing paragraphs,|Douglass Pacing Guide |

| | |Performance Tasks |Douglass Unit Overview |

| | | |Douglass Curriculum Map |

| | | |The Informational/Explanatory Rubric |

| | | |

| | | |c-Gr6-8.pdf |

| | | |Teaching the Informational/Explanatory Rubric’s Traits |

| | | |The Scoring Guides and Sample Student Responses |

| | | |

| | | |ources/2013-14scoringresources/2013-14p1scoringmaterials.aspx |

| | | |Explanation of terms per trait |

| | | | |

| |Language |Language |Conventions (See Unit on the weebly) |

| | | | |

| |L.8.1 |Evidence Statements |Note: Grammar instruction should be embedded in the teaching |

| |Demonstrate command of the conventions of standard English |Use punctuation (ellipsis) to indicate a pause, break, or |of writing. |

| |grammar and usage when writing or speaking. |omission L.8.2a, L.8.2b | |

| |L.8.1b |Form and use verbs in active and passive voice L.8.1b |Prentice Hall Literature- Pearson Publishing |

| |Form and use verbs in active and passive voice | |Integrated Language Arts: |

| |L.8.2 |Review when writing: |Principal Parts pg. 588 |

| |Demonstrate command of the conventions of standard English |Sentence writing |Verb Tense p. 242 |

| |capitalization, punctuation, and spelling when writing. |Correct spelling |Reading Application |

| |L.8.2a |Gerunds |Writing Application |

| |Use punctuation (comma, ellipsis, dash) to indicate a pause |Participles |Prentice Hall Writing Coach |

| |or break. |Infinitives | |

| |L.8.2b |Commas with compound sentences, introductory words, phrases |Elements of Language- Holt Publishing |

| |Use an ellipsis to indicate an omission. | |Ellipsis |

| | | |Principal parts of verbs |

| |These standards are constant and should be taught throughout| |Verb tense |

| |each quarter. | | |

| |Study and apply grammar - L.8.1-3 | |Resources |

| | | |(Practice using commas, ellipsis in context) |

| | | |

| | | |Fpdf_common_core%2FCommas-Ellipses-Dash-ELA-iteracy.L.8.2a.pdf|

| | | |&x=60&y=10 |

| | | |(Practice using ellipsis in context) |

| | | |

| | | |ew/ |

| | | |(Practice with ellipsis in context) |

| | | |

| | | |e/ |

| | | |(Edit ellipsis in context) |

| | | | |

| |Speaking and Listening |Speaking and Listening |Speaking and Listening |

| | | | |

| |SL.8.1 |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Engage effectively in a range of collaborative discussions |Engage in various modes of discussions on grade 8 topics, texts, | |

| |(one-on-one, in groups, and teacher-led) with diverse |and issues. SL.8.1 |Activity |

| |partners on grade 8 topics, texts, and issues, building on |Explain the claims and analyze the soundness of reasoning and |Speaking and Listening pg. 631 Task #4 – Analyze and Discuss |

| |others’ ideas and expressing their own clearly. |relevance of evidence. SL.8.1 |Word Choice – Lead a small group discussion in which you |

| |SL.8.5 |Develop a presentation with multimedia and visual displays to |analyze the word choice in a nonfiction work from this unit. |

| |Integrate multimedia and visual displays into presentations |create interest, clarify understanding, and strengthen claims. |OR |

| |to clarify information, strengthen claims and evidence, and |SL.8.5 |Speaking and Listening pg. 631 Task #5 – Analyze the |

| |add interest. | |Development of a Text – With a partner, deliver a presentation|

| | |Reviewed throughout the quarter |in which you analyze the development of the central idea in a |

| |These standards are constant and should be taught throughout|Accountable talk |nonfiction work from this unit. |

| |each quarter: |Classroom routines and procedures | |

| |Analyze Content: SL.8.2-3 |Group behaviors and discussions |Resources |

| |Study and apply grammar: SL.8.6 | |(See Unit on the weebly) |

| |Conduct Discussions: SL.8.1 | |Prentice Hall- Strategies for Presenting a Research Report- p.|

| |Report Findings: SL.8.4-6 | |993 |

| | | |Group roles and responsibilities |

| | | |

| | | |DB_enUS641US641&ion=1&espv=2&ie=UTF-8#q=group%20roles%20and%20|

| | | |responsibilities |

| | | |Classroom talk |

| | | |

| | | |res-for-Classroom-Talk.aspx |

| | | |Accountable Talk |

| | | |

| | | |alk |

| | | |Accountable Talk Toolkit |

| | | |

| | | |toolkit_10-09.pdf |

| | | |Accountable Talk Teacher moves |

| | | | |

| | | |Accountable Language Stems |

| | | |

| | | |eTalkFeaturesandLanguageStems.pdf |

|Weeks 4-6 | | | |

|Reading Selections |

|“A Poem for My Librarian, Mrs. Long” exemplar and “Describe Somebody/Almost Summer Sky (poem) |

|“The Drum (for Martin Luther King, Jr.), “Ring Out, Wild Bells “, “Thumbprint” (poems) |

|“Concrete Mixers”, “Harlem Night Song”, and “The City Is So Big” (poems) |

| |

|Big Question: What is the secret to reaching someone with words? (Unit 4) |

|Reading Complex Texts |Literature |Literature |Prentice Hall Literature – Reading Selections |

| | | | |

| |RL.8.4 |Evidence Statements |Unit 4: Elements of Poetry, Analyzing Poetic Language and the |

| |Determine the meaning of words and phrases as they are |Demonstrates the ability to determine the meaning of words and |Impact of Word Choice |

| |used in text, including figurative and connotative |phrases as they are used in a text (e.g., figurative, | |

| |meanings; analyze the impact of specific word choices on |connotative) and/ or provides an analysis of the impact of |Literary Analysis Workshop RL8.4, RL8.5 |

| |meaning and tone, including analogies or allusions to |specific word choice on meaning and/or tone. RL.8.4 |Elements of Poetry |

| |other texts. |Provides a comparison and contrast of the structure of two or |Analyzing Poetic Language |

| |RL.8.5 |more texts. RL.8.5 |Close Read: Analyzing the Impact of Word Choice |

| |Compare and contrast the structure of two or more texts |Provides an analysis of how the differing structure of each text |Model Exemplar Text: “A Poem for My Librarian, Mrs. Long” |

| |and analyze how the differing structure of each text |contributes to its meaning and style. RL.8.5 |exemplar p. 643-644 |

| |contributes to its meaning and style. | |Independent Practice - “Describe Somebody/Almost Summer Sky |

| | |In review: |(poem) p. 645-646, p.647 |

| |In review: |Provides textual evidence that most strongly supports analysis of|Skills Focus: tone, word choice, figurative language, |

| |RL.8.1 |what the text says explicitly. RL.8.1 |multi-meaning words, context clues, sound devices, paraphrase,|

| |Cite textual evidence that most strongly supports an |Provides textual evidence that most strongly supports analysis of|forms of poetry, imagery |

| |analysis of what the text says explicitly as well as |inferences drawn from the text. RL.8.1 |List of Tier 3 Domain Specific Words |

| |inferences drawn from the text. |Provides a statement of a theme or central idea of a text, based |

| |RL.8.2 |on textual evidence. RL.8.2 |media/documents/List-of-Tier-2-and-Tier-3-Terms-f|

| |Determine a theme or central idea of a text and analyze |Provides an analysis of the development of the theme or central |or-ELA-and-Math.pdf |

| |its development over the course of the text, including its|idea over the course of the text. RL.8.2 |See pages 26-71 for ELA Tier 3 |

| |relationship to the character, setting, and plot; provide |Provides an analysis of how the theme or central idea relates to |Next Generation Glossary of Informational and Literary terms |

| |an objective summary of the text. |the characters, setting, and/or plot. Provides an objective |See scsliteracy. |

| | |summary of a text. RL.8.2 |(found on the middle school page) |

| |These standards are constant and should be taught | | |

| |throughout each quarter: | |After You Read: Text Dependent Questions |

| |Cite Evidence: RL1, RI1 | |(Key Ideas and Details) What does the speaker know about Eric |

| |Analyze Content: RL/RI.8.2-9 | |that others do not? (Infer) Why would Eric be mad if the class|

| | | |knew this information> |

| | | |(Craft and Structure) What tells you these poems are written |

| | | |in free verse? How is the free-verse structure well suited to |

| | | |convey the speaker of these poems? |

| | | | |

| | | |Resources |

| | | |Interactive Digital Path |

| | | |Background Videos |

| | | |Read aloud texts or summaries of text |

| | | | |

| | | |Poetry Collection 2 RL8.4 |

| | | |“The Drum (for Martin Luther King, Jr.) (poem) |

| | | |p. 663 |

| | | |“Ring Out, Wild Bells “(poem) p. 664-665 |

| | | |“Thumbprint” (poem) p. 666 |

| | | |Skills Focus: tone, word choice, figurative language, |

| | | |multi-meaning words, context clues, sound devices, paraphrase,|

| | | |forms of poetry, imagery |

| | | |Before You Read |

| | | |Reading Skill: Using Context |

| | | |Literary Analysis: Sound Devices |

| | | |Critical Thinking: Text Dependent Questions |

| | | |(Key Ideas and Details) What kinds of people and drums are |

| | | |mentioned in “The Drum”? (Interpret) Why is a drummer a good |

| | | |symbol for a leader like Martin Luther Kings, Jr.? |

| | | |(Integration of Knowledge and Ideas) How do sounds and rhythms|

| | | |of “The Drum” help the poet communicate her ideas? |

| | | |After You Read |

| | | |Reading Skill: Using Context |

| | | |Literary Analysis: Sound Devices |

| | | | |

| | | |Poetry Collection 3 RL8.4 |

| | | |“Concrete Mixers” (poem) p. 674-676 |

| | | |“Harlem Night Song” (poem) p. 677 |

| | | |“The City Is So Big” (poem) p.678 |

| | | |Skills Focus: tone, word choice, figurative language, |

| | | |multi-meaning words, context clues, sound devices, paraphrase,|

| | | |forms of poetry, imagery |

| | | |Before You Read |

| | | |Reading Skill: Context Clues |

| | | |Literary Analysis: Figurative Language |

| | | |Critical Thinking: Text Dependent Questions |

| | | |(Key Ideas and Details) In “Harlem Night Song,” which phrases |

| | | |are repeated? (Analyze) How does the repetition emphasize the |

| | | |joyful mood of the poem? |

| | | |(Key Ideas and Details) In “The City Is So Big,” what three |

| | | |unusual events does the speaker say he has seen? (Interpret) |

| | | |In your own words, explain what the speaker has actually seen.|

| | | | |

| | | |After You Read |

| | | |Reading Skill: Context Clues |

| | | |Literary Analysis: Figurative Language |

| | | | |

| | | |Resources |

| | | |Common Core Companion |

| | | |Understanding Connotation and figurative language p. 42 |

| | | |Comparing/Contrasting Texts Structures p. 54-55 |

| | | |Unit 4 Resource Book |

| | | |Analyzing Figurative Language |

| | | |Analyzing Sound Devices |

| | | |(Strategies for reading poetry for students) |

| | | |

| | | |-and-analyze-poetry |

| | | |(Graphic organizers for poetry analysis) |

| | | | |

| | | |(Conducting a poetry analysis gallery walk) |

| | | |

| | | |walk |

| |WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. |

| |Model Performance Indicator for RL8.5 - 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. |

| |Level 1 (Entering) |Level 2 (Emerging) |Level 3 (Developing) |Level 4 (Expanding) |Level 5 (Bridging) |

| |Recognize the concepts of different |Recognize the concepts of different |Recognize the concepts of different |Recognize the concepts of different |Recognize the concepts of |

| |text structures such as a poem and a |text structures such as a poem and a |text structures such as a poem and a |text structures such as a poem and a |different text structures such |

| |short story by matching given text |short story by highlighting or listing|short story by highlighting or listing|short story by using wordles with text|as a poem and a short story by |

| |features such as stanzas, rhymes, |text features such as stanzas, rhymes,|text features such as stanzas, rhymes,|features such as stanzas, rhymes, |creating a wordle that contains|

| |indentations, paragraphing, etc. from |indentations, paragraphing, etc. from |indentations, paragraphing, etc. onto |indentations, paragraphing, etc. to |text features such as stanzas, |

| |an annotated model onto a graphic |an annotated model onto a graphic |a graphic organizer with a partner. |create an annotated model. |rhymes, indentations, |

| |organizer with a partner |organizer with a partner. | | |paragraphing, etc. from model |

| | | | | |texts. |

| |Language – Vocabulary |Language – Vocabulary |Vocabulary |

| | | | |

| |L8.4a |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Use context (e.g., the overall meaning of a sentence or |Demonstrates the ability to use context (e.g., the overall | |

| |paragraph; a word’s position or function in a sentence) as|meaning of a sentence or paragraph; a word’s position or function|Tier 2 Academic Vocabulary – compare, contrast, cite, |

| |a clue to the meaning of a word or phrase. |in a sentence) as a clue to the meaning of a word or phrase. |recognize, acquire |

| |L8.5b |L.8.4a |List of Tier 2 Academic Vocabulary (referred to as Tier 2 |

| |Use the relationship between particular words to better |Demonstrates the ability to determine the relationship between |Academic Terms  by Marzano) |

| |understand each of the words. |particular words. L.8.5b |

| |L.8.6 |Provides a statement demonstrating accurate meaning and use of |media/documents/List-of-Tier-2-and-Tier-3-Terms-f|

| |Acquire and use accurately grade-appropriate general |grade‐appropriate general academic words and phrases. L.8.6 |or-ELA-and-Math.pdf |

| |academic and domain-specific words and phrases; gather | |See pages 1-25 for Tier 2 |

| |vocabulary knowledge when considering a word or phrase |Reviewed throughout the quarter: | |

| |important to comprehension or expression. |Synonyms/antonyms |Literary Analysis Workshop |

| | |Affixes- Latin roots |Acquire and use accurately grade-appropriate general academic |

| |These standards are constant and should be taught |Context clues |and domain-specific words and phrases |

| |throughout each quarter: |Analogy and word relationships |Introducing the Big Question: Learning Big Question Vocabulary|

| |Study and apply vocabulary - L.8.4-6 |Word parts and families |pg. 637 |

| | | |Vocabulary Development pg. 640 |

| | | | |

| | | |Poetry Collection 2 |

| | | |Skills: Latin prefix im- |

| | | |Making Connections: Vocabulary pgs. 660 |

| | | |Vocabulary Development pg. 660, 652, 654 |

| | | |After You Read: Vocabulary pgs. 667 |

| | | | |

| | | |Poetry Collection 3 |

| | | |Skills: Latin suffix -ous |

| | | |Making Connections: Vocabulary pgs. 672 |

| | | |Vocabulary Development pg. 672, 674, 676 |

| | | |After You Read: Vocabulary pg. 679 |

| | | | |

| | | |Unit 4 Resource Book |

| | | |Vocabulary Warm-Ups |

| | | |Writing about the Big Question |

| | | |Reading Ahead to Determine Meaning from Context |

| | | |Vocabulary Builder |

| | | | |

| | | |Interactive Digital Path |

| | | |Vocabulary Central |

| | | | |

| | | |Resources |

| | | |(Videos showing strategies for teaching academic vocabulary in|

| | | |context) |

| | | |

| | | |5-3c4e1a540f7c/academic-vocabulary-in-the-common-core-middle-s|

| | | |chool-english-language-arts/ |

| | | |(Vocabulary building online games) |

| | | | |

| | | |(Strategies for teaching Common Core vocabulary) |

| | | |

| | | |-marilee-sprenger |

| | | |(Semantic maps for vocabulary) |

| | | |

| | | |s/Semantic-Map-Printables-Instructions.html |

| | | |Most Common Suffixes and Prefixes |

| | | |

| | | |/pdf/prefixes_suffixes.pdf |

| | | |

| | | |19/Most%20Common%20Suffixes.pdf |

| | | | |

| | | |Greek and Latin roots |

| | | |

| | | |_English |

| | | |Word Benches pg. 57-61 (Greek and Latin affixes) |

| | | |affixes) |

| | | |

| | | |g_3081.pdf |

| | | |Which words do I teach? |

| | | |

| | | |cle.pdf |

| | | |Vocabulary and the Common Core - Which words do I teach 6-8? |

| | | |

| | | |ore-detail-pg |

| | | |11 Tips on Teaching Common Core Vocabulary |

| | | |

| | | |-marilee-sprenger |

| | | |55 critical words students should know and understand |

| | | | |

|Writing to Texts |Writing |Writing |Writing |

| | | | |

| |W8.1 (Argumentative) |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Write arguments to support claims with clear reasons and | | |

| |relevant evidence. |Development of Ideas |Routine Writing (text-dependent) |

| |W8.1a |Response addresses the prompt and provides effective and |Writing About the Big Question pg. 652 and 672 |

| |Introduce claim(s), acknowledge and distinguish the |comprehensive development of the claim, topic and/or narrative |Critical Thinking and After You Read |

| |claim(s) from alternate or opposing claims, and organize |elements by using clear and convincing reasoning, details, |Journal entries, Graphic Organizers, Daily Language Practice, |

| |the reasons and evidence logically. |text-based evidence, and/or description; the development is |Summaries and Other text dependent questions |

| |W8.1b |consistently appropriate to the task, purpose, and audience. | |

| |Support claim(s) with logical reasoning and relevant |Organization |Analysis (Informational) |

| |evidence, using accurate, credible sources and |Response demonstrates purposeful coherence, clarity, and cohesion|Using examples from poems “The Drum,” “Ring Out, Wild Bells,” |

| |demonstrating an understanding of the topic or text. |and includes a strong introduction, conclusion, and a logical, |or “Thumbprint”, explain how at least one of the following |

| |W8.1c |well-executed progression of ideas, making it easy to follow the |sound devices contributes to the mood, tone, and meaning of a |

| |Use words, phrases, and clauses to clarify the |writer’s progression of ideas. |poem: alliteration, onomatopoeia, rhyme, or meter. |

| |relationships among claim(s) and reasons. |Clarity of Language |Poetry – Write a poem that uses rhythm and sound devices. pg. |

| |W8.1d |Response establishes and maintains an effective style, while |669. |

| |Establish and maintain a formal style. |attending to the norms and conventions of the discipline. The |Using “Concrete Mixers,” “Harlem Night Song,” and “The City Is|

| |W8.1e |response uses precise language consistently, including |So Big,” cite the various ways each poet uses language to |

| |Provide a concluding statement or section that follows |descriptive words and phrases, sensory details, linking and |communicate the sights, sounds, and experiences of a city. |

| |from the argument presented |transitional words, words to indicate tone, and/or |Poem – Write a study for a poem about one of two settings – a |

| | |domain-specific vocabulary. |busy city or the countryside. Your study should plan for the |

| |W8.2 (Informative) |Knowledge of Language and Conventions |figurative language that will work best in your poem. If you |

| |Write informative/explanatory texts to examine a topic and|Response demonstrates command of the conventions of standard |wish, use one of the poems in Poetry Collection 3 as a model. |

| |convey ideas, concepts, and information through the |English consistent with effectively edited writing. Though there |pg. 689. |

| |selection, organization, and analysis of relevant content.|may be a few minor errors in grammar and usage, meaning is clear | |

| | |throughout the response. |Informational/ Explanatory Resources |

| |W8.2a | |The Informational/Explanatory Rubric |

| |Introduce a topic clearly, previewing what is to follow; |Reviewed throughout the quarter: |

| |organize ideas, concepts, and information into broader |Writing Sentences, Thesis statement |c-Gr6-8.pdf |

| |categories; include formatting (e.g., headings), graphics |Essay organization and structure |Teaching the Informational/Explanatory Rubric’s Traits |

| |(e.g., charts, tables), and multimedia when useful to |Topic sentences and supporting details |The Scoring Guides and Sample Student Responses |

| |aiding comprehension. |Writing paragraphs, Performance tasks |

| |W8.2b | |ources/2013-14scoringresources/2013-14p1scoringmaterials.aspx |

| |Develop the topic with relevant, well-chosen facts, | |Writing the Informative Essay |

| |definitions, concrete details, quotations, or other | | |

| |information and examples. | |

| |W8.2c | |xamples-structure.html |

| |Use appropriate and varied transitions to create cohesion | |Writing the Explanatory Essay |

| |and clarify the relationships among ideas and concepts. | | |

| |W8.2d | |

| |Use precise language and domain-specific vocabulary to | |alExpositoryEssay.pdf |

| |inform about or explain the topic. | |Writing Graphic Organizers |

| |W8.2e | | |

| |Establish and maintain a formal style. | |

| |W8.2f | |ing.html |

| |Provide a concluding statement or section that follows | |

| |from and supports the information or explanation | |ml |

| |presented. | |

| |W.8.9 | | |

| |Draw evidence from literary or informational texts to | | |

| |support analysis, reflection, and research. | |Argumentative Writing Tasks |

| | | |Which of the three poems—“Thumbprint,” “The Drum,” or “Ring |

| | | |Out, Wild Bells”—do you think is the most musical? State your |

| | | |opinion in a short essay. Then, support your opinion with |

| | | |examples of the poem’s sound devices, such as alliteration, |

| | | |onomatopoeia, rhythm, and rhyme. |

| | | |Which of the poems in this section—“Concrete Mixers,” “The |

| | | |City Is So Big,” or “Harlem Night Song”—best uses words to |

| | | |create a vision or idea of the city? In an essay, state your |

| | | |opinion, and then support it with words and phrases from the |

| | | |poem. |

| | | | |

| | | |Argumentative Resources |

| | | |The Argumentative Rubric |

| | | |

| | | |-Gr6-8.pdf |

| | | |Teaching the Argumentative Rubric’s Traits |

| | | |The Scoring Guides and Sample Student Responses |

| | | |

| | | |ources/2013-14scoringresources/2013-14p3scoringmaterials.aspx#|

| | | |G68 |

| | | |Explanation of terms per trait |

| |Language |Language |Conventions |

| | | | |

| |L.8.1 |Evidence Statements |Note: Grammar instruction should be embedded in the teaching |

| |Demonstrate command of the conventions of standard English|Use punctuation (dash) to indicate a pause, break, or omission |of writing. |

| |grammar and usage when writing or speaking. |L.8.2a, L.8.2b | |

| |L.8.1b |Form and use verbs in active and passive voice L.8.1b |Prentice Hall Literature- Pearson Publishing |

| |Form and use verbs in active and passive voice | |Skills: Using the dash, active and passive voice |

| |L.8.2 |Review when writing: |Integrated Language |

| |Demonstrate command of the conventions of standard English|Sentence writing |Reading Application |

| |capitalization, punctuation, and spelling when writing. |Correct spelling |Writing Application p. 711 |

| |L.8.2a |Gerunds |Prentice Hall Writing Coach |

| |Use punctuation (comma, ellipsis, dash) to indicate a |Participles |Elements of Language- Holt Publishing |

| |pause or break. |Infinitives |Dashes p. 403 |

| | |Commas with compound sentences, introductory words, phrases |Active and Passive Voice p. 246 |

| | |Ellipsis | |

| |These standards are constant and should be taught |Principal parts |Common Core Companion |

| |throughout each quarter. | |Dashes p. 335 |

| |Study and apply grammar - L.8.1-3 | |Active and Passive Voice p. 329, 341 |

| | | | |

| | | |Resources |

| | | |(Editing active/passive voice in context) |

| | | |

| | | |ce/view/ |

| | | |Grammar and Common Core (article) |

| | | |

| | | |df |

| | | |

| | | |y_wp_v4_final.pdf |

| | | | |

| | | |

| | | |context=lajm |

| |Speaking and Listening |Speaking and Listening |Speaking and Listening |

| | | | |

| |SL.8.1 |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Engage effectively in a range of collaborative discussions|Engage in various modes of discussions on grade 8 topics, texts, | |

| |(one-on-one, in groups, and teacher-led) with diverse |and issues. SL.8.1 |Activity |

| |partners on grade 8 topics, texts, and issues, building on|Present a speech based on the context and task using the rules of|Introducing the Big Question: Exploring the Big Question pg. |

| |others’ ideas and expressing their own clearly. |formal and standard English SL.8.6 |636 |

| |SL.8.6 | |(Poetry Collection 2) Listening and Speaking pg. 669 – Choose |

| |Adapt speech to a variety of contexts and tasks, |Possible Suggestions throughout the quarter: |a poem to present in a poetry recitation. Memorize a poem that|

| |demonstrating command of formal English when indicated or |Group roles and responsibility, Accountable talk, Classroom |uses sound devices effectively. You may choose a poem from |

| |appropriate. |routines and procedures, Group behaviors and discussions, Target |these collections or a favorite poem or song. |

| | |audience, Oral presentation, Informal Debate, News Story, | |

| |These standards are constant and should be taught |Delivering an Oral Summary, Dramatic Readings |Resources |

| |throughout each quarter: | |Group roles and responsibilities |

| |Analyze Content: SL.8.2-3 | |

| |Study and apply grammar: SL.8.6 | |DB_enUS641US641&ion=1&espv=2&ie=UTF-8#q=group%20roles%20and%20|

| |Conduct Discussions: SL.8.1 | |responsibilities |

| |Report Findings: SL.8.4-6 | |Classroom talk |

| | | |

| | | |res-for-Classroom-Talk.aspx |

| | | |Accountable Talk |

| | | |

| | | |alk |

| | | |Accountable Talk Toolkit |

| | | |

| | | |toolkit_10-09.pdf |

| | | |Accountable Talk Teacher moves |

| | | | |

| | | |Accountable Language Stems |

| | | |

| | | |eTalkFeaturesandLanguageStems.pdf |

| | | | |

| | | | |

| | | | |

| | | | |

|Weeks 7-9 | | | |

|Reading Selections |

|“Old Man” by Ricardo Sanchez, “Runagate Runagate” by Robert Hayden, and “Blow, Blow, Thou Winter Wind” by William Shakespeare |

|“Using Your Answering Machine” and “Limited Warranty for Answering Machine” |

|“The Road Not Taken” exemplar and “O Captain! My Captain!” exemplar |

| |

|Big Question: What is the secret to reaching someone with words? (Unit 4) |

|Reading Complex Texts |Literature and Informational |Literature and Informational |Prentice Hall Literature – Reading Selections |

| | | | |

| |RL8.5 | |Unit 4: Elements of Poetry, Analyzing Poetic Language and the |

| |Compare and contrast the structure of two or more texts |Evidence Statements |Impact of Word Choice |

| |and analyze how the differing structure of each text |Provides a comparison and contrast of the structure of two or | |

| |contributes to its meaning and style. |more texts. RL.8.5 |Poetry Collection 5 pg. 714 RL8.5 |

| | |Provides an analysis of how the differing structure of each text |“Old Man” by Ricardo Sanchez pg. 718 |

| |In review: |contributes to its meaning and style. RL.8.5 |“Runagate Runagate” by Robert Hayden pg. 720 |

| |RL/RI.8.4 | |“Blow, Blow, Thou Winter Wind” by William Shakespeare pg. 723 |

| |Determine the meaning of words and phrases as they are |In review: |Skill Focus: paraphrase, forms of poetry (lyric or narrative),|

| |used in a text, including figurative, connotative, and |Demonstrates the ability to determine the meaning of words and |tone, word choice, figurative language, multi-meaning words, |

| |technical meanings; analyze the impact of specific word |phrases as they are used in a text (e.g., figurative, |context clues, sound devices, paraphrase, forms of poetry, |

| |choices on meaning and tone, including analogies or |connotative) and/ or provides an analysis of the impact of |imagery |

| |allusions to other texts. |specific word choice on meaning and/or tone. RL/RI.8.4 |List of Tier 3 Domain Specific Words |

| |RL/RI.8.1 |Provides textual evidence that most strongly supports analysis of|

| |Cite textual evidence that most strongly supports an |what the text says explicitly. RL/RI.8.1 |media/documents/List-of-Tier-2-and-Tier-3-Terms-f|

| |analysis of what the text says explicitly as well as |Provides textual evidence that most strongly supports analysis of|or-ELA-and-Math.pdf |

| |inferences drawn from the text. |inferences drawn from the text. RL/RI.8.1 |See pages 26-71 for ELA Tier 3 |

| | | |Next Generation Glossary of Informational and Literary terms |

| |These standards are constant and should be taught | |See scsliteracy. |

| |throughout each quarter. | |(found on the middle school page) |

| |Cite Evidence: RL1, RI1 | | |

| |Analyze Content: RL/RI.8.2-9 | |Before You Read |

| | | |Reading Skill: Paraphrase |

| | | |Literary Analysis: Forms of Poetry |

| | | |Critical Thinking – Text Dependent Questions |

| | | |(Interpret) Interpret the meaning and significance of the |

| | | |following lines, “Old Man” (lines 8-14); “Runagate Runagate” |

| | | |(lines 1-2); “Blow, Blow …” (line 8). (Discuss) In a small |

| | | |group, discuss your response. Then, share your ideas with the |

| | | |class. |

| | | |(Integration of Knowledge and Ideas) Compare word choice and |

| | | |language patterns in the contemporary poem “Old Man” with |

| | | |those in Shakespeare’s “Blow, Blow, Thou Winter Wind.” Does |

| | | |the fact that the poems reflect different times influence your|

| | | |response? |

| | | |After you read |

| | | |Reading Skill: Paraphrase |

| | | |Literary Analysis: Forms of Poetry |

| | | | |

| | | |Analyzing Functional Texts |

| | | |Reading for Information (functional text) RI8.4 |

| | | |Skill: Analyzing Technical Directions |

| | | |Using Your Answering Machine p. 767-768 |

| | | |Limited Warranty for Answering Machine p.769-770 |

| | | |Skills Focus: modes of writing, text features |

| | | |After You Read: Text Dependent Questions |

| | | |(Integration of Knowledge and Ideas) – In what ways do both |

| | | |the technical directions and the warranty help readers to make|

| | | |better use of a complex mechanical device? |

| | | |In what ways are these two documents different? Explain your |

| | | |response. |

| | | | |

| | | |Comparing Literary Works: Comparing Types of Description RL8.1|

| | | |RL8.4 |

| | | |Skill: descriptive writing, literal meaning, figurative |

| | | |meaning, analogies |

| | | |“The Road Not Taken” exemplar p. 774-775 |

| | | |“O Captain! My Captain!” exemplar p. 777-778 |

| | | |Skills Focus: figurative language, analogies, symbolism, tone,|

| | | |critical view of medium, characterization |

| | | |Critical Thinking: Text Dependent Questions |

| | | |In the first five lines, where does the speaker remember |

| | | |being? (Infer) Based on these lines, what can you tell about |

| | | |the speaker’s character and attitude toward life? |

| | | |How does the language Frost uses let him reach a wide |

| | | |readership with his message? How might Frost answer the Big |

| | | |Question? |

| | | |After You Read |

| | | | |

| | | |Resources |

| | | |Common Core Companion |

| | | |Understanding connotation and figurative language p. 42 |

| | | |Comparing/Contrasting Texts Structures p. 54-55 |

| | | | |

| | | |Interactive Digital Path |

| | | |Background Videos |

| | | |Literary Analysis |

| | | |Read aloud texts or summaries of text |

| | | | |

| | | |Unit 4 Resource Book |

| | | |Comparing Types of Descriptions |

| | | |Resources |

| | | |(Resources for teaching “O Captain! My Captain!”) |

| | | |file/612 |

| | | |(20 poems and strategies for analyzing) |

| | | | |

| | | |(Strategies for reading poetry for students) |

| | | |

| | | |-and-analyze-poetry |

| | | |(Graphic organizers for poetry analysis) |

| | | | |

| | | |(Classroom resources for teaching poetry) |

| | | |

| | | |e_type=6&grade=16&q=poetry&sort_order=alpha |

| |WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. |

| |Model Performance Indicator for RL8.5 - 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. |

| |Level 1 (Entering) |Level 2 (Emerging) |Level 3 (Developing) |Level 4 (Expanding) |Level 5 (Bridging) |

| |Recognize the concepts of different |Recognize the concepts of different |Recognize the concepts of different |Recognize the concepts of different |Recognize the concepts of |

| |text structures such as a poem and a |text structures such as a poem and a |text structures such as a poem and a |text structures such as a poem and a |different text structures such |

| |short story by matching given text |short story by highlighting or listing|short story by highlighting or listing|short story by using wordles with text|as a poem and a short story by |

| |features such as stanzas, rhymes, |text features such as stanzas, rhymes,|text features such as stanzas, rhymes,|features such as stanzas, rhymes, |creating a wordle that contains|

| |indentations, paragraphing, etc. from |indentations, paragraphing, etc. from |indentations, paragraphing, etc. onto |indentations, paragraphing, etc. to |text features such as stanzas, |

| |an annotated model onto a graphic |an annotated model onto a graphic |a graphic organizer with a partner. |create an annotated model. |rhymes, indentations, |

| |organizer with a partner |organizer with a partner. | | |paragraphing, etc. from model |

| | | | | |texts. |

| |Language – Vocabulary |Language – Vocabulary |Vocabulary |

| | | | |

| |L8.4a |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Use context (e.g., the overall meaning of a sentence or |Demonstrates the ability to use context (e.g., the overall | |

| |paragraph; a word’s position or function in a sentence) as|meaning of a sentence or paragraph; a word’s position or function|Tier 2 Academic Vocabulary – examine, clarify, establish, |

| |a clue to the meaning of a word or phrase. |in a sentence) as a clue to the meaning of a word or phrase. |engage, integrate |

| |L8.5b |L.8.4a |List of Tier 2 Academic Vocabulary (referred to as Tier 2 |

| |Use the relationship between particular words to better |Demonstrates the ability to determine the relationship between |Academic Terms  by Marzano) |

| |understand each of the words. |particular words. L.8.5b |

| |L8.6 |Provides a statement demonstrating accurate meaning and use of |media/documents/List-of-Tier-2-and-Tier-3-Terms-f|

| |Acquire and use accurately grade-appropriate general |grade‐appropriate general academic words and phrases. L.8.6 |or-ELA-and-Math.pdf |

| |academic and domain-specific words and phrases; gather |Reviewed throughout the quarter: |See pages 1-25 for Tier 2 |

| |vocabulary knowledge when considering a word or phrase |Synonyms/antonyms, Affixes- Latin roots, Context clues, Analogy | |

| |important to comprehension or expression. |and word relationships, Word parts and families |Poetry Collection 5 |

| | | |Skill: Latin prefix in- |

| |These standards are constant and should be taught | |Making Connections: Vocabulary pg. 716 |

| |throughout each quarter. | |Vocabulary Development pgs. 718, 722 |

| |Study and apply vocabulary - L.8.4-6 | |After You Read: Vocabulary pg. 725 |

| | | | |

| | | |Reading for Information |

| | | |Content Area Vocabulary pg. 766 |

| | | |After You Read: Content-Area Vocabulary pg. 771 |

| | | | |

| | | |Interactive Digital Path |

| | | |Vocabulary Central |

| | | | |

| | | |Unit 4 Resource Book |

| | | |Vocabulary Warm-Ups |

| | | |Writing about the Big Question |

| | | |Reading Ahead to Determine Meaning from Context |

| | | |Vocabulary Builder |

| | | | |

|Writing to Texts |Writing |Writing |Writing |

| | | | |

| |W8.1 (Argumentative) |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Write arguments to support claims with clear reasons and | | |

| |relevant evidence. |Development of Ideas |Routine Writing (text dependent questions) |

| |W8.1a |Response addresses the prompt and provides effective and |Writing About the Big Question pg. 716 and 773 |

| |Introduce claim(s), acknowledge and distinguish the |comprehensive development of the claim, topic and/or narrative |Critical Thinking and After You Read |

| |claim(s) from alternate or opposing claims, and organize |elements by using clear and convincing reasoning, details, |Journal entries |

| |the reasons and evidence logically. |text-based evidence, and/or description; the development is |Graphic Organizers, Daily Language Practice, Summaries and |

| |W8.1b |consistently appropriate to the task, purpose, and audience. |Other text dependent questions |

| |Support claim(s) with logical reasoning and relevant |Organization | |

| |evidence, using accurate, credible sources and |Response demonstrates purposeful coherence, clarity, and cohesion| |

| |demonstrating an understanding of the topic or text. |and includes a strong introduction, conclusion, and a logical, |Narrative |

| |W8.1c |well-executed progression of ideas, making it easy to follow the |Writing pg. 739 – Write a lyric or narrative poem about an |

| |Use words, phrases, and clauses to clarify the |writer’s progression of ideas. |admirable person form history or from your own life. |

| |relationships among claim(s) and reasons. |Clarity of Language | |

| |W8.1d |Response establishes and maintains an effective style, while |Analysis (informational) |

| |Establish and maintain a formal style. |attending to the norms and conventions of the discipline. The |(Reading for Information) Timed Writing: Expository text: |

| |W8.1e |response uses precise language consistently, including |Explanation pg. 771. Choose an answering machine function from|

| |Provide a concluding statement or section that follows |descriptive words and phrases, sensory details, linking and |the technical directions you have read. For example, you might|

| |from the argument presented |transitional words, words to indicate tone, and/or |choose “Recording Your Announcement.” Then, write a few |

| | |domain-specific vocabulary. |paragraphs explaining how to use that function. Refer to the |

| |W.8.2 (Informative) |Knowledge of Language and Conventions |source document for the steps, but use you own words. |

| |Write informative/explanatory texts to examine a topic and|Response demonstrates command of the conventions of standard |(Comparing Literary Works) Timed Writing: Expository text: |

| |convey ideas, concepts, and information through the |English consistent with effectively edited writing. Though there |Essay pg. 779. The insights of both Frost’s and Whitman’s |

| |selection, organization, and analysis of relevant content.|may be a few minor errors in grammar and usage, meaning is clear |poems are expressed through figurative description. In an |

| |W.8.2a |throughout the response. |essay, explain whether these descriptions remain relevant and |

| |Introduce a topic clearly, previewing what is to follow; | |help convey ideas important to readers today. |

| |organize ideas, concepts, and information into broader |Reviewed throughout the quarter: | |

| |categories; include formatting (e.g., headings), graphics |Writing Sentences, Thesis statement |Argumentative |

| |(e.g., charts, tables), and multimedia when useful to |Essay organization and structure |Both “The Road Not Taken” and “O Captain! My Captain!” use |

| |aiding comprehension. |Topic sentences and supporting details |words to get a message across to readers. In an essay, explain|

| |W.8.2b |Writing paragraphs, Performance tasks |the poems’ messages, and then tell which poem impacted you |

| |Develop the topic with relevant, well-chosen facts, | |most strongly and why. Cite words and phrases that helped |

| |definitions, concrete details, quotations, or other | |communicate the message. |

| |information and examples. | | |

| |W. 8.2c | |Resources |

| |Use appropriate and varied transitions to create cohesion | |The Informational/Explanatory Rubric |

| |and clarify the relationships among ideas and concepts. | |

| |W. 8.2d | |c-Gr6-8.pdf |

| |Use precise language and domain-specific vocabulary to | |Teaching the Informational/Explanatory Rubric’s Traits |

| |inform about or explain the topic. | |The Scoring Guides and Sample Student Responses |

| |W8.2f | |

| |Provide a concluding statement or section that follows | |ources/2013-14scoringresources/2013-14p1scoringmaterials.aspx |

| |from and supports the information or explanation | |Writing the Informative Essay |

| |presented. | | |

| | | |

| |W8.3 (Narrative) | |xamples-structure.html |

| |Write narratives to develop real or imagined experiences | |Writing the Explanatory Essay |

| |or events using effective technique, relevant descriptive | | |

| |details, and well-structured event sequences. | |

| |W8.3a | |alExpositoryEssay.pdf |

| |Engage and orient the reader by establishing | |Writing Graphic Organizers |

| |a context and point of view and introducing a | | |

| |narrator and/or characters; organize an event | |

| |sequence that unfolds naturally and logically. | |ing.html |

| |W8.3b | |

| |Use narrative techniques, such as dialogue, | |ml |

| |pacing, description, and reflection, to develop | |

| |experiences, events, and/or characters. | | |

| |W8.3c | | |

| |Use a variety of transition words, phrases, and clauses to| |Argumentative Resources |

| |convey sequence, signal shifts from one time frame or | |The Argumentative Rubric |

| |setting to another, and show the relationships among | |

| |experiences and events. | |-Gr6-8.pdf |

| | | |Teaching the Argumentative Rubric’s Traits |

| | | |The Scoring Guides and Sample Student Responses |

| | | |

| | | |ources/2013-14scoringresources/2013-14p3scoringmaterials.aspx#|

| | | |G68 |

| | | |Explanation of terms per trait |

| |Language | Language |Conventions |

| | | | |

| |L.8.1 |Evidence Statements |Note: Grammar instruction should be embedded in the teaching |

| |Demonstrate command of the conventions of standard English|Use punctuation (dash) to indicate a pause, break, or omission |of writing. |

| |grammar and usage when writing or speaking. |L.8.2a, L.8.2b | |

| |L.8.1b |Form and use verbs in active and passive voice L.8.1b |Prentice Hall Literature- Pearson Publishing |

| |Form and use verbs in active and passive voice | |Skills: Using the dash, active and passive voice |

| |L.8.2 |Review when writing: |Integrated Language |

| |Demonstrate command of the conventions of standard English|Sentence writing |Reading Application |

| |capitalization, punctuation, and spelling when writing. |Correct spelling |Writing Application p. 711 |

| |L.8.2a |Gerunds |Prentice Hall Writing Coach |

| |Use punctuation (comma, ellipsis, dash) to indicate a |Participles | |

| |pause or break. |Infinitives |Elements of Language- Holt Publishing |

| | |Commas with compound sentences, introductory words, phrases |Dashes p. 403 |

| |These standards are constant and should be taught |Ellipsis |Active and Passive Voice p. 246 |

| |throughout each quarter. |Principal parts | |

| |Study and apply grammar - L.8.1-3 | |Common Core Companion |

| | | |Dashes p. 335 |

| | | |Active and Passive Voice p. 329, 341 |

| | | | |

| | | |Resources |

| | | |(Practice with active/passive voice in context) |

| | | |

| | | |arts/gpw/8gpw2.pdf |

| | | |(Editing active/passive voice in context) |

| | | |

| | | |ce/view/ |

| |Speaking and Listening |Speaking and Listening |Speaking and Listening |

| | | | |

| |SL.8.4 |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Present claims and findings, emphasizing salient points in|Present findings, focusing on significant points in a unified | |

| |a focused, coherent manner with relevant evidence, sound |manner with sound and relevant details. SL.8.4 |Activities |

| |valid reasoning, and well-chosen details; use appropriate |Engage an audience using appropriate eye contact, volume, and |Assessment Workshop: Poetry pg. 797 |

| |eye contact, adequate volume, and clear pronunciation. |annunciation. SL.8.4 |Performance Task #1: Speaking and Listening |

| |SL.8.1 |Engage in various modes of discussions on grade 8 topics, texts, |Analyze Word Choice by Doing a Close Reading – Read aloud a |

| |Engage effectively in a range of collaborative discussions|and issues. SL.8.1 |poem from Unit 4. Then, discuss the meaning of specific words |

| |(one-on-one, in groups, and teacher-led) with diverse | |and phrases in that poem. |

| |partners on grade 8 topics, texts, and issues, building on|Possible Suggestions throughout the quarter: |Performance Task # 5: Speaking and Listening |

| |others’ ideas and expressing their own clearly. |Group roles and responsibility, Accountable talk, Classroom |Read Two Poems Aloud to Compare Their Structure – Read two |

| | |routines and procedures, Group behaviors and discussions, Target |poems aloud. Then, discuss how their structures affect the |

| |These standards are constant and should be taught |audience, Oral presentation, Informal Debate, News Story, |poems’ meaning and style. |

| |throughout each quarter. |Delivering an Oral Summary, Dramatic Readings | |

| |Analyze Content: SL.8.2-3 | |Resources |

| |Study and apply grammar: SL.8.6 | |Group roles and responsibilities |

| |Conduct Discussions: SL.8.1 | |

| |Report Findings: SL.8.4-6 | |DB_enUS641US641&ion=1&espv=2&ie=UTF-8#q=group%20roles%20and%20|

| | | |responsibilities |

| | | |Classroom talk |

| | | |

| | | |res-for-Classroom-Talk.aspx |

| | | |Accountable Talk |

| | | |

| | | |alk |

| | | |Accountable Talk Toolkit |

| | | |

| | | |toolkit_10-09.pdf |

| | | |Accountable Talk Teacher moves |

| | | | |

| | | |Accountable Language Stems |

| | | |

| | | |eTalkFeaturesandLanguageStems.pdf |

|Research Project |Research |Research |Research |

| | | | |

|Reading and Writing |SL.8.5 |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Integrate multimedia and visual displays into |Create a research report that integrates audiovisual aids to | |

| |presentations to clarify information, strengthen claims |enhance the understanding of information presented. |Activities |

| |and evidence, and add interest. |Engage in various modes of discussions on grade 8 topics, texts, |Research and Technology pg. 689 – Build and Present Knowledge |

| |SL.8.1 |and issues. |– Different poems speak to different people. Follow your own |

| |Engage effectively in a range of collaborative discussions|Demonstrate the ability to develop a topic with relevant, |personal interests to help you create a mini-anthology, a |

| |(one-on-one, in groups, and teacher-led) with diverse |well-chosen facts, definitions, concrete details, quotations, or |collection of three poems on a similar topic or theme. |

| |partners on grade 8 topics, texts, and issues, building on|other information and examples. | |

| |others’ ideas and expressing their own clearly. |Development of Ideas | |

| |W8.4 |Response addresses the prompt and provides effective and | |

| |Produce clear and coherent writing in which the |comprehensive development of the claim, topic and/or narrative | |

| |development, organization, and style are appropriate to |elements by using clear and convincing reasoning, details, | |

| |task, purpose, and audience. |text-based evidence, and/or description; the development is | |

| |(Grade-specific expectations for writing types are defined|consistently appropriate to the task, purpose, and audience. | |

| |in standards 1–3 above) |Organization | |

| |W8.7 |Response demonstrates purposeful coherence, clarity, and cohesion| |

| |Conduct short research projects to answer a question |and includes a strong introduction, conclusion, and a logical, | |

| |(including a self-generated question), drawing on several |well-executed progression of ideas, making it easy to follow the | |

| |sources and generating additional related, focused |writer’s progression of ideas. | |

| |questions that allow for multiple avenues of exploration. |Clarity of Language | |

| | |Response establishes and maintains an effective style, while | |

| |These standards are constant and should be taught |attending to the norms and conventions of the discipline. The | |

| |throughout each quarter. |response uses precise language consistently, including | |

| |Analyze Content: SL.8.2-3 |descriptive words and phrases, sensory details, linking and | |

| |Study and apply grammar: SL.8.6 |transitional words, words to indicate tone, and/or | |

| |Conduct Discussions: SL.8.1 |domain-specific vocabulary. | |

| |Report Findings: SL.8.4-6 |Knowledge of Language and Conventions | |

| | |Response demonstrates command of the conventions of standard | |

| | |English consistent with effectively edited writing. Though there | |

| | |may be a few minor errors in grammar and usage, meaning is clear | |

| | |throughout the response. | |

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