Www.scsk12.org



IntroductionIn 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 ready90% of students will graduate on time100% 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. 548068511620500How to Use the Literacy Curriculum MapsOur 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.Reading, writing, and speaking grounded in evidence from text, both literary and informational. 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 TN Core Literacy StandardsThe TN Core Literacy Standards (also known as the College and Career Ready Literacy Standards): Teachers can access the TN Core 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 LanguageStudent 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 Word Finder: Links to Support Vocabulary Instruction & Development can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent 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-fictionStudent Achievement Partners Text Set Projects Sequenced: 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 6-8Begin by examining the text(s) selected for the week. Read the text(s) carefully and become familiar with all 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.Plan your weekly and daily objectives, using the evidence statements to help.Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.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 activities differentiated by process for small-group instruction and literacy stations.Using the WIDA MPIsWIDA 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.Weeks 1-3Anchor Texts:“Emancipation” from Lincoln: A Photobiography (1010L, historical essay) p. 600-604“Brown vs. Board of Education” (1160L, historical essay) p. 605-612Supplementary Texts:Text Set 1Nonfiction essay about how emancipation has impacted American society Adapted newspaper article about the struggle for equality 150 years after Lincoln’s assassination (1080L, non-fiction)Text Set 2Nonfiction article analyzing the current trends regarding the minority achievement gap in the US Adapted newspaper article about the current segregation problems facing K-12 public schools (1030L, non-fiction)Essential Question: How does one accomplish change in society?TN State StandardsEvidence StatementsContentReading Complex TextsInformationalRI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.ReviewRI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.These standards are constant and should be taught throughout each quarter:Cite Evidence: RL1, RI1Analyze Content: RL/RI.8.2-9InformationalEvidence StatementsProvides an analysis of how a text makes connections among and distinctions between individuals, ideas, and events (e.g. through comparisons, analogies, or categories) RI.8.3Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone. RI.8.4Provides a statement of an author’s purpose in a text. RI.8.6Review Provides a statement of a central idea of a text. RI.8.2Provides an analysis of the development of the central idea over the course of the text. RI.8.2Provides an objective summary of a text. RI.8.2Prentice Hall Literature – Reading SelectionsInformational Text- Elements of nonfiction, Determining Author’s Purpose, Analyzing word choice, meaning, and tone, Comparing Literary Focus RI.8.3, RI.8.4, RI.8.6 Skill Focus: elements of nonfiction, forms of non-fiction, fact and opinion, central idea, author’s purpose, word choice, figurative language (connotative, denotative, analogies), tone, comparing literary worksList of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Next Generation Glossary of Informational and Literary termsClose Read: Comparing Literary Works- ToneExemplar Text: “Emancipation from Lincoln: A Photobiography” Skill Focus: elements of nonfiction, author’s purpose, word choice, tone, comparing literary worksBefore You ReadReading Skill: Comparing Tone pg. 598Critical Thinking: Text Dependent QuestionsWhy does Lincoln hesitate to issue a wartime proclamation emancipating slaves?Due to his hesitation, what can you infer from the text about Lincoln’s power as president?What details does the author use to convince readers that Lincoln was forced to emancipate the slaves to end the war? What is the purpose of Lincoln’s message to Congress?How does the organization of details and word choice add to the dramatic tone of the text?How do the statistics on p. 604 contribute to the author’s tone?Independent Practice: “Brown vs. Board of Education” Skill Focus: elements of nonfiction, author’s purpose, word choice, tone, comparing literary worksCritical Thinking: Text Dependent QuestionsDescribe how school segregation differed in different sections of the US between 1865 and the early 1950.How were seven-year-old Linda Brown’s views on the case different from those of the African American parents involved in the case?Using evidence from the text, explain why Thurgood Marshall was/was not a good choice to lead the NAACP’s legal team.Explain how the author’s tone changes in the third paragraph, in comparison to the first two. Cite specific words and phrases from the text to support your answer.How does the sentence structure in the last paragraph on p. 606 contribute to the formal tone of the text?After You ReadComparing Tone pg. 613Literary Analysis: Explanatory EssayReading Strategies and graphic organizers Pearson Online Resources: 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)Find single word responses to WH-questions regarding the central idea of an illustrated text and/or point to appropriate places in the illustrated text working with a partnerLevel 2 (Emerging)Locate main ideas regarding a central idea of a text in a series of simple sentences working with a partnerLevel 3 (Developing)Identify explicit information about a central idea of a text in selected, highlighted paragraphs working with a partner.Level 4 (Expanding)Arrange selected paragraphs from a text in sequential order, and identify passages in the text which suggest a central idea and one passage which summarizes the text with a partner.Level 5 (Bridging)Arrange selected paragraphs from a text in sequential order, and identify passages in the text which suggest a central idea and one passage which summarizes the text.Language – VocabularyL8.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L8.5aInterpret figures of speech (e.g. verbal irony, puns) in context.L8.5bUse the relationship between particular words to better understand each of the words.L8.5cDistinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).These standards are constant and should be taught throughout each quarter:Study and apply vocabulary - L.8.4-6Language – VocabularyEvidence StatementsDemonstrates the ability to interpret figures of speech in context (e.g., verbal irony, puns). L.8.5, L.8.5aDemonstrates the ability to determine the relationship between particular words. L.8.5bDemonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). L.8.5cReviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabulary“Emancipation” from Lincoln: A Photobiography (historical essay)Vocabulary Development p. 598, 604“Brown vs. Board of Education” (historical essay)Vocabulary Development p. 610, 612Interactive Digital PathVocabulary CentralVocabulary Workshop: Multiple Meaning Words p. 622-623Other Resources - Vocabulary centralCommon Core Companion p. 123-130, 351-355Greek and Latin roots Benches pg. 57-61 (Greek and Latin affixes) to TextsWritingW8.2 (informative/explanatory)Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W8.2aIntroduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W8.2bDevelop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.W8.2cUse appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.W8.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.W8.2eEstablish and maintain a formal style.W8.2fProvide a concluding statement or section that follows from and supports the information or explanation presented.W.8.9Draw evidence from literary or informational texts to support analysis, reflection, and research.WritingEvidence StatementsDevelopment of Ideas Response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization Response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of Language Response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. 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. Reviewed throughout the quarterWriting sentences, Topic sentences and supporting details, Essay organization and structure, Thesis statement, Writing paragraphs, Performance TasksWriting Prentice Hall Literature- Pearson Publishing Routine Writing (text-dependent): Journal entriesAnalytic SummariesGraphic OrganizersDaily Editing PracticeAnnotationAnalysis- Anchor Texts (inform/explain)The tone of a literary work is the author’s attitude toward his or her audience and subject. Specific words and phrases and their connotations are critical to establishing the tone. What tone does Freedman develop with words such as demanding, hesitated, worried, pressure, and argued? What tone does Myers develop with the words struggle, challenge, warriors, cause, and battles? Write an explanation of what each authors’ purpose is for writing the texts and how the tone may have changed if his purpose was different.Analysis- Supplementary Text Set 1 (argument)After reading supplementary text set one, write an essay arguing whether or not Lincoln’s emancipation proclamation has had a positive impact on society or if the nation still faces the same negative prejudices as it did before his abolishment of slavery. You must use evidence from both supplementary texts to defend your stance.Analysis- Supplementary Text Set 2 (argument)After reading supplementary text set two, write an essay explaining the current trends in public education regarding the achievement gap among minorities and the role “re-segregation” plays in that trend. Use evidence, including statistical data, from both supplementary texts to support your rmative Writing Resources: page/504/common-core-informative-explanatory-writing Argumentative Writing Resources Scoring Guides and Sample Student Responses command of the conventions of standard English grammar and usage when writing or speaking.L.8.1bForm and use verbs in active and passive voiceL.8.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.8.2aUse punctuation (comma, ellipsis, dash) to indicate a pause or break.L.8.2bUse an ellipsis to indicate an omission.These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.8.1-3Language Evidence StatementsUse punctuation (ellipsis) to indicate a pause, break, or omission L.8.2a, L.8.2bForm and use verbs in active and passive voice L.8.1bConventions Prentice Hall Literature- Pearson Publishing Principal Parts pg. 588Verb Tense p. 242Revising Sentences by Combining with Conjunctions p. 619Elements of Language- Holt PublishingEllipsisPrincipal parts of verbsVerb tenseResources(Practice using commas, ellipsis in context) (Practice with ellipsis in context)(Edit ellipsis in context) Speaking and ListeningSL.8.1Engage 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.These standards are constant and should be taught throughout each quarter:Analyze Content: SL.8.2-3Study and apply grammar: SL.8.6Conduct Discussions: SL.8.1Report Findings: SL.8.4-6Speaking and ListeningEvidence StatementsEngage in various modes of discussions on grade 8 topics, texts, and issues. SL.8.1Explain the claims and analyze the soundness of reasoning and relevance of evidence. SL.8.1Reviewed throughout the quarterAccountable talkClassroom routines and procedures Group behaviors and discussionsSpeaking and ListeningPrentice Hall Literature- Pearson Publishing ActivitySpeaking and Listening pg. 631 Task #4 – Analyze and Discuss Word Choice – Lead a small group discussion in which you analyze word choice in the anchor texts and how they impact the tone of the texts.ResourcesClassroom talk Accountable Talk Accountable Talk Toolkit 4-6Reading SelectionsLiterary Analysis Workshop p. 234-235from “Peter and Rose” (short story) p.236-237“An Hour with Abuelo”(Lexile 860, short story) p. 238-242Anchor Texts:“The Tell-Tale Heart” (short story) p. 294-302Summaries of “The Tell-Tale Heart” (expository texts) p.309-310Supplementary Texts:Article addressing the harmful and helpful ways stress and anxiety impact teens (910L, non-fiction)Article about how brain development may explain why teenagers make impulsive decisions (1090L, non-fiction)Essential Question: Can all conflicts be resolved?TN State StandardsEvidence StatementsContentReading Complex TextsLiterature RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the character, setting, and plot; provide an objective summary of the text.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).In review:RL.8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the character, setting, and plot; provide an objective summary of the text.These standards are constant and should be taught throughout each quarter:Cite Evidence: RL1, RI1Analyze Content: RL/RI.8.2-9Literature Provide a statement of a theme or central idea of a text, based on textual evidence. RL.8.2Provide an analysis of the development of the theme or central idea over the course of a text. RL.8.2Provide an analysis of how theme or central idea relates to the characters, setting, and/or plot. RL.8.2Provide an objective summary of a text. RL.8.2Provide an analysis of how particular lines of dialogue or incidents in a story or drama propel the action. RL.8.3Provide an analysis of how particular lines of dialogue or incidents in a story or drama provoke a decision. RL.8.3Provide an analysis of how particular lines of dialogue or incidents in a story or drama reveal aspects of a character. RL.8.3InformationalProvide an analysis of how a text makes connections among and distinctions between individuals (e.g., through comparisons, analogies, or categories). RI.8.3Provide an analysis of how a text makes connections among and distinctions between ideas (e.g., through comparisons, analogies, or categories). RI.8.3Provide an analysis of how a text makes connections among and distinctions between events (e.g., through comparisons, analogies, or categories). RI.8.3In review: Provides textual evidence that most strongly supports analysis of what the text says explicitly. RL.8.1Provides textual evidence that most strongly supports analysis of inferences drawn from the text. RL.8.1Provides a statement of a theme or central idea of a text, based on textual evidence. RL.8.2Provides an analysis of the development of the theme or central idea over the course of the text. RL.8.2Provides an analysis of how the theme or central idea relates to the characters, setting, and/or plot. Provides an objective summary of a text. RL.8.2Prentice Hall Literature – Reading SelectionsElements of a Short Story/Analyzing Plot and Character Development/Determining Theme in Short Stories Literary Analysis Workshop RL8.2, RL8.3From “Peter and Rosa” (short story) Skills Focus: plot, conflict, dialogue, irony, themeCritical Thinking: Text Dependent QuestionsWhat does the dialogue between the skipper and his wife reveal about their relationship, and how does their conversation move the plot of the story along?What ironic outcome develops as a result of the wife betraying her husband by stealing the jewels? Theme is the insight about life that the story conveys. What is the final note of irony in the story that develops the theme: betrayal of trust can shatter a relationship?“An Hour with Abuelo” (short story)Skills Focus: setting, characters, plot, conflict, dialogue, irony, themeCritical Thinking: Text Dependent QuestionsWhat does Arturo’s description of the setting reveal about Abuelo’s home and his own character traits?Explain the different views Arturo and his mother have about the value of spending time with Abuelo. What theme do the contrasting views suggest?How does Arturo’s mother’s use of Spanish reveal more about her character to the reader?What conflict does the war create for Abuelo, and what theme does this conflict suggest?How does the irony of the way Arturo’s visit ends with Abuelo develop the theme about the value of time?Give examples of three details from the text that develop character, and explain the significance of plete a Venn diagram comparing and contrasting Arturo and Abuelo.“The Tell-Tale Heart” (short story)Skills Focus: characterization, plot, conflict, point of view, settingCritical Thinking: Text Dependent QuestionsUse the TDQs developed in lessons 1-8 from EngageNY: Summaries of “The Tell-Tale Heart” (expository texts)Skills Focus: compare and contrast, summary vs. critiqueCritical Thinking: Text Dependent QuestionsComplete a Venn diagram comparing the original text of “The Tell-Tale Heart” with the summaries. Look for similarities and differences between the two.Citing evidence from the text, explain how reading a summary differs from reading the full story.Pearson Online Resources: 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)Recognize the concepts of different text structures such as a poem and a short story by matching given text features such as stanzas, rhymes, indentations, paragraphing, etc. from an annotated model onto a graphic organizer with a partnerLevel 2 (Emerging)Recognize the concepts of different text structures such as a poem and a short story by highlighting or listing text features such as stanzas, rhymes, indentations, paragraphing, etc. from an annotated model onto a graphic organizer with a partner.Level 3 (Developing)Recognize the concepts of different text structures such as a poem and a short story by highlighting or listing text features such as stanzas, rhymes, indentations, paragraphing, etc. onto a graphic organizer with a partner.Level 4 (Expanding)Recognize the concepts of different text structures such as a poem and a short story by using wordles with text features such as stanzas, rhymes, indentations, paragraphing, etc. to create an annotated model.Level 5 (Bridging)Recognize the concepts of different text structures such as a poem and a short story by creating a wordle that contains text features such as stanzas, rhymes, indentations, paragraphing, etc. from model texts.Language – VocabularyL8.4aUse context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L8.5b Use the relationship between particular words to better understand each of the words.L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.These standards are constant and should be taught throughout each quarter:Study and apply vocabulary - L.8.4-6Language – VocabularyEvidence StatementsDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.8.4a Demonstrates the ability to determine the relationship between particular words. L.8.5bProvides a statement demonstrating accurate meaning and use of grade‐appropriate general academic words and phrases. L.8.6Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabularyPrentice Hall Literature- Pearson Publishing Literary Analysis Workshop - from “Peter and Rosa” (short story) and “An Hour with Abuelo” (short story)Exploring the Big Question: Learning Big Question Vocabulary pg. 231Vocabulary Development p. 236, 238“The Tell-Tale Heart” (short story)Latin prefix -ityMaking Connections: Vocabulary p. 292Vocabulary Development pgs. 292, 294, 296, 298, 300After You Read: Vocabulary pg. 303Summaries of “The Tell-Tale Heart” (expository texts)Content-Area Vocabulary p. 308Vocabulary Development p. 310Other Resources - Vocabulary centralCommon Core Companion p. 123-130, 351-355Greek and Latin roots Benches pg. 57-61 (Greek and Latin affixes) to TextsWritingW8.2 (Informative)Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W8.2aIntroduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W8.2bDevelop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.W8.2cUse appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.W8.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.W8.2eEstablish and maintain a formal style.W8.2fProvide a concluding statement or section that follows from and supports the information or explanation presented.W.8.9Draw evidence from literary or informational texts to support analysis, reflection, and research.WritingEvidence StatementsDevelopment of Ideas Response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization Response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of Language Response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. 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. Reviewed throughout the quarter:Writing Sentences, Thesis statementEssay organization and structureTopic sentences and supporting detailsWriting paragraphs, Performance tasksWriting Prentice Hall Literature- Pearson Publishing Routine Writing (text-dependent): Journal entriesAnalytic SummariesGraphic OrganizersDaily Editing PracticeAnnotationSummarize- Literary Analysis Workshop (Inform/explain)Write an objective summary of “An Hour with Abuelo.” Include only the most important ideas and details. Do NOT include your personal opinion of the text. Analysis- “The Tell Tale Heart” (Inform/explain)Identify a central idea in “The Tell-Tale Heart” and discuss how point of view and structural choices contribute to the development of the central idea over the course of the text.Analysis- “The Tell Tale Heart” (Inform/explain)Compare and contrast the perspectives of the narrator and the old man on the night of the murder. Citing evidence from the text, identify the ways the reader knows what the old man is thinking and feeling.Analysis- Summaries of “The Tell Tale Heart” (Inform/explain)Write an essay in which you evaluate the two summaries of “The Tell-Tale Heart.” First, compare the summaries, noting their style, completeness, conciseness, and accuracy. Then, assess each summary to determine how effective each summary rmative Writing Resources: page/504/common-core-informative-explanatory-writing LanguageL.8.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.8.1-3LanguageEvidence StatementsDemonstrate the ability to use verbs, participial and gerund phrases correctly within context when speaking or writing L.8.1ConventionsPrentice Hall Literature- Pearson Publishing Verbs – action and linking, principal parts of regular verbs, Integrated Language p. 304 Elements of Language- Holt PublishingParticipial and gerund phrasesDangling and misplaced modifiersClauses – independent, subordinate (dependent)ResourcesPractice with specific language conventions/usage/ vocabulary standards, or choose specific grammar and usage gamesInstructional games available for grammar and usage skill development with specific language conventions/usage/ vocabulary standards, or choose specific grammar and usage games Speaking and ListeningSL.8.1Engage 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.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.These standards are constant and should be taught throughout each quarter:Analyze Content: SL.8.2-3Study and apply grammar: SL.8.6Conduct Discussions: SL.8.1Report Findings: SL.8.4-6Speaking and ListeningEvidence StatementsEngage in various modes of discussions on grade 8 topics, texts, and issues. SL.8.1Demonstrate the ability to present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.4Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsSpeaking and ListeningPrentice Hall Literature- Pearson Publishing ActivityComprehension and Collaboration p. 305– Prepare and present an oral response addressing whether or not “The Tell-Tale Heart” is as frightening as today’s horror films.In small groups, create a short film (10 minutes or less), based on “The Tell-Tale Heart”Other ResourcesRubric for short film project 7-9Anchor Texts:“A Poem for My Librarian, Mrs. Long” exemplar p.643-644 and “Describe Somebody/Almost Summer Sky (poem) p. 645-646/p. 647-648Poetry Collection 3- “Concrete Mixers”, “Harlem Night Song”, and “The City Is So Big” (poems) p. 675-678“The Road Not Taken” exemplar and “O Captain! My Captain!” exemplar p.774, p.777Essential Question: What is the secret to reaching someone with words? TN State StandardsEvidence StatementsContentReading Complex TextsLiterature and Informational RL.8.4Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.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.In review: RL/RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RL/RI.8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.8.2-9 Literature and InformationalEvidence StatementsDemonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/ or provides an analysis of the impact of specific word choice on meaning and/or tone. RL.8.4Provides a comparison and contrast of the structure of two or more texts. RL.8.5Provides an analysis of how the differing structure of each text contributes to its meaning and style. RL.8.5In review: Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/ or provides an analysis of the impact of specific word choice on meaning and/or tone. RL/RI.8.4Provides textual evidence that most strongly supports analysis of what the text says explicitly. RL/RI.8.1Provides textual evidence that most strongly supports analysis of inferences drawn from the text. RL/RI.8.1Prentice Hall Literature – Reading SelectionsElements of Poetry, Analyzing Poetic Language and the Impact of Word ChoiceLiterary Analysis Workshop RL8.4, RL8.5Close Read: Analyzing the Impact of Word ChoiceModel Exemplar Text: “A Poem for My Librarian, Mrs. Long” exemplar Skills Focus: tone, word choice, figurative language, multi-meaning words, context clues, sound devices, paraphrase, forms of poetry, imageryCritical Thinking: Text Dependent QuestionsHow can the reader tell “A Poem for My Librarian, Mrs. Long” is written in free verse?Which line from the poem expresses the speaker’s love for books?Describe the author’s tone in the last three lines of the poem.Independent Practice - “Describe Somebody/Almost Summer Sky (poem) Skills Focus: tone, word choice, figurative language, multi-meaning words, context clues, sound devices, paraphrase, forms of poetry, imageryCritical Thinking: Text Dependent QuestionsWhat details in the opening lines of “Describe Somebody” help the reader decide who the speaker is?Describe the speaker’s tone at the end of the poem.Explain how Rodney’s point of view compares and contrasts with Lonnie’s point of view in “Almost Summer Sky.”What idea does the poet convey by breaking up lines 45-48?What is the effect of the figurative language in the last stanza of the poem?What tells the reader these poems are written in free verse? How is the free-verse structure well suited to convey the speaker of these poems?Comparing Literary Works: Context Clues and Figurative Language RL.8.4“Concrete Mixers” (poem), “Harlem Night Song” (poem), “The City Is So Big” (poem)Skill Focus: tone, word choice, figurative language, multi-meaning words, context clues, sound devices, paraphrase, forms of poetry, imageryBefore You Read- p. 671Reading Skill: Context Clues and Literary Analysis: Figurative Language Critical Thinking: Text Dependent Questions Explain which context clues in lines 1-8 of “Concrete Mixers” help reveal the meaning of muck?In line 4, the concrete mixers are referred to as “elephant-bellied” and “elephant-nosed.” What type of figurative language is being used, and what tone does it suggest?Cite examples of how the speaker in “Harlem Night Song” use words to connect himself to the reader. Which phrases are repeated in the poem, and how does the repetition emphasize the joyful mood?In “The City Is So Big,” what three unusual events does the speaker say he has seen? In your own words, explain what the speaker has actually seen.After You Read- p. 679Reading Skill: Context CluesLiterary Analysis: Figurative LanguageComparing Literary Works: Comparing Types of Description RL8.1 RL8.4“The Road Not Taken” exemplar, “O Captain! My Captain!” exemplarSkills Focus: figurative language, analogies, symbolism, tone, critical view of medium, characterizationCritical Thinking: Text Dependent QuestionsUse TDQs from achievethecore (Frost): file/2321 Use TDQs from achievethecore (Whtman):file/612 After you Read- p. 779Comparing Types of DescriptionOther ResourcesCommon Core CompanionUnderstanding connotation and figurative language p. 42Comparing/Contrasting Texts Structures p. 54-55Unit 4 Resource Book(20 poems and strategies for analyzing) (Strategies for reading poetry for students)(Graphic organizers for poetry analysis) 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)Recognize the concepts of different text structures such as a poem and a short story by matching given text features such as stanzas, rhymes, indentations, paragraphing, etc. from an annotated model onto a graphic organizer with a partnerLevel 2 (Emerging)Recognize the concepts of different text structures such as a poem and a short story by highlighting or listing text features such as stanzas, rhymes, indentations, paragraphing, etc. from an annotated model onto a graphic organizer with a partner.Level 3 (Developing)Recognize the concepts of different text structures such as a poem and a short story by highlighting or listing text features such as stanzas, rhymes, indentations, paragraphing, etc. onto a graphic organizer with a partner.Level 4 (Expanding)Recognize the concepts of different text structures such as a poem and a short story by using wordles with text features such as stanzas, rhymes, indentations, paragraphing, etc. to create an annotated model.Level 5 (Bridging)Recognize the concepts of different text structures such as a poem and a short story by creating a wordle that contains text features such as stanzas, rhymes, indentations, paragraphing, etc. from model texts.Language – VocabularyL8.4aUse context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L8.5b Use the relationship between particular words to better understand each of the words.L8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.8.4-6Language – VocabularyEvidence StatementsDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.8.4aDemonstrates the ability to determine the relationship between particular words. L.8.5bProvides a statement demonstrating accurate meaning and use of grade‐appropriate general academic words and phrases. L.8.6Reviewed throughout the quarter:Synonyms/antonyms, Affixes- Latin roots, Context clues, Analogy and word relationships, Word parts and familiesVocabularyPrentice Hall Literature- Pearson Publishing Tier 2 Academic Vocabulary – examine, clarify, establish, engage, integrateList of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms? by Marzano) pages 1-25 for Tier 2Literary Analysis Workshop Introducing the Big Question: Learning Big Question Vocabulary pg. 637Vocabulary Development pg. 640Poetry Collection 3Skills: Latin suffix –ousMaking Connections: Vocabulary pgs. 672Vocabulary Development pg. 672, 674, 676After You Read: Vocabulary pg. 679“The Road Not Taken” and “O Captain! My Captain”Vocabulary Development p. 772, 778 Other Resources - Vocabulary centralGreek and Latin roots Benches pg. 57-61 (Greek and Latin affixes) to TextsWritingW8.1 (Argumentative)Write arguments to support claims with clear reasons and relevant evidence.W8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.W8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.W8.1cUse words, phrases, and clauses to clarify the relationships among claim(s) and reasons.W8.1dEstablish and maintain a formal style.W8.1eProvide a concluding statement or section that follows from the argument presentedW.8.2 (Informative)Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.8.2aIntroduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.8.2bDevelop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.W. 8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.W. 8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.W8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.WritingEvidence StatementsDevelopment of Ideas Response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization Response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of Language Response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. 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. Reviewed throughout the quarter:Writing Sentences, Thesis statementEssay organization and structureTopic sentences and supporting detailsWriting paragraphs, Performance tasksWriting Prentice Hall Literature- Pearson Publishing Routine Writing (text dependent questions) Writing About the Big Question pg. 672, 773Critical Thinking and After You ReadJournal entriesGraphic OrganizersDaily Language PracticeAnnotation Analysis- Literary Analysis Workshop (Inform/Explain) Write a free verse poem describing someone or a perfect moment. Use at least three literary devices found on p. 640-641.Analysis- Poetry Collection 3 (Argument) Analyze the examples of figurative language in each poem. Then write an argumentative essay discussing which of the poets most effectively use figurative language to appeal to the readers’ senses and emotions. Analysis- Poetry Collection 3 (Argument)Which of the poems 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.Analysis- ‘The Road Not Taken” and “O Captain! My Captain!” (Inform/Explain)The insights of both Frost’s and Whitman’s poems are expressed through figurative description. In an essay, explain whether these descriptions remain relevant and help convey ideas important to readers today. Analysis- ‘The Road Not Taken” and “O Captain! My Captain!” (Argument)Both “The Road Not Taken” and “O Captain! My Captain!” use words to get a message across to readers. In an essay, explain the poems’ messages, and then tell which poem impacted you most strongly and why. Cite words and phrases that helped communicate the rmative Writing Resources: page/504/common-core-informative-explanatory-writing Argumentative Resources the Argumentative Rubric’s TraitsThe Scoring Guides and Sample Student Responses Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L8.1aExplain the function of verbals (gerunds,participles, infinitives) in general and their function in particular sentences.These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.8.1-3 Language Evidence StatementsIdentify the correct use of prepositional phrases (place correctly according to the words they modify within the sentence) within context. L.8.1Identify the correct use of infinitives/ infinitive phrases within context. L.8.1aConventionsPrentice Hall Literature- Pearson Publishing Integrated Language Arts p. 738 and 762Reading ApplicationWriting Application p. 711Prentice Hall Writing Coach Elements of Language- Holt PublishingPrepositional phrasesInfinitive and infinitive phrasesResourcesPractice with specific language conventions/usage/ vocabulary standards, or choose specific grammar and usage gamesInstructional games available for grammar and usage skill development with specific language conventions/usage/ vocabulary standards, or choose specific grammar and usage games Speaking and ListeningSL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.SL.8.1Engage 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.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.8.2-3Study and apply grammar: SL.8.6Conduct Discussions: SL.8.1Report Findings: SL.8.4-6Speaking and ListeningEvidence StatementsPresent findings, focusing on significant points in a unified manner with sound and relevant details. SL.8.4Engage an audience using appropriate eye contact, volume, and annunciation. SL.8.4Engage in various modes of discussions on grade 8 topics, texts, and issues. SL.8.1Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsSpeaking and ListeningPrentice Hall Literature- Pearson Publishing ActivitiesChoose one of the poems in which the author has made several interesting word choices with literal, figurative, and connotative meanings. Hold a discussion with a small group, focusing on examples of similes, metaphors, and personification, distinguishing between literal and connotations of particular words, and how the connotations affect meaning of the overall poem. ResourcesTeaching strategies to improve cooperative learning skills Group roles and responsibilities Talk Toolkit Project Reading and WritingResearch W8.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.(Grade-specific expectations for writing types are defined in standards 1–3 above)W8.7Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.Research Evidence StatementsDemonstrate the ability to develop a topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. W.8.4, W.8.7Research Prentice Hall Literature- Pearson Publishing Activities- Investigation and AnalysisUsing the Internet and other sources, research and locate one article that addresses the importance of tone in writing and complete an objective summary of the text.Choose two of the works from the unit and write an informative essay that analyzes how each author’s tone helps to convey his or her attitudes and beliefs toward his or her topic. Also, compare and contrast how tone reflects each author’s purpose for writing. Develop a strong thesis statement, cite evidence from both texts in your response, and follow standard written English. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download