Shelby County Schools



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. How 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.471741545529500This 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 TNCore Literacy StandardsThe 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 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 Work 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: 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 6-8Begin 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 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.Resources to Help Prepare Students for the TNReady AssessmentsThe following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:The Item Sampler (MICA) can be found here: TDOE TNReady Practice Tools homepage: A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady: Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOETNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks. Text Complexity for 6-12Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. ?The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. ?The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The textbook was rated as meeting all non-negotiable criteria and some indicators of superior quality.?Non-negotiable criteria are Foundational Skills (as applicable),?Complexity of Texts,?Quality of Texts, and?Text-Dependent Questions. ?All schools have access to these textbooks, so the Curriculum Maps draw heavily from them. Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts, have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.Fourth QuarterTN State StandardsSPIs, GLEs, Evidence StatementsContentWeeks 1-3Reading SelectionsLiterary Analysis Workshop: from The Adventure of Tom Sawyer exemplar p.1015-1017 and “Water Names” (fiction) p. 1018-1021“Chircoria” and “from The People, Yes”Reading for Information: Zora Neale Hurston: A life in Letters (Book review - expository text) and A Life in Letters: Contents and Index (book features - functional text)See text complexity rubrics on pgs. 1038-1039 Big Question: Are yesterday’s heroes important today? (Unit 6)Sample MICA Items on RI 8.3. an exam using the paired texts “How Humpbacks Go Fishing” and “The Secret World of Whales,” including question IDs 44654 and 44694. Note: these items also assess RI 8.6.Reading Complex TextsLiterature and InformationalRL.8.2 (In review)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.8.4Determine 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.RI.8.7Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or rmationalRI.8.3Analyze how text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).These standards are constant and should be taught throughout each quarter:Cite Evidence: RL1, RI1Analyze Content: RL/RI.8.2-9Literature and InformationalEvidence StatementsProvides a statement of a theme or central idea of a text, based on textual evidence. RL.8.2 Provides 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. RL.8.2Provides an objective summary of a text. RL.8.2Provides an analysis of how a text makes connections among and distinctions between individuals (e.g., through comparisons, analogies, or categories). RL.8.4Provides an analysis of the extent to which a filmed production of a story or drama stays faithful to or departs from the text or script, including an evaluation of the choices made by the director or actors. RL.8.7InformationalProvides an analysis of how a text makes connections among and distinctions between Ideas (e.g., through comparisons, analogies, or categories). RI.8.3Provides an analysis of how a text makes connections among and distinctions between events (e.g., through comparisons, analogies, or categories). RI.8.3Prentice Hall Literature – Reading SelectionsUnit 6: Themes in American StoriesLiterary Analysis Workshop pgs. 1010 - 1021Elements of the American Folk Tradition RL.8.2 Determining Themes in American Stories RL.8.2 Analyzing the Development of Theme RL.8.2 Skills Focus: storytelling and oral tradition techniques – hyperbole, understatement, personification, dialect, idioms, informal speech; themes and cultural context; universal themes; heroes; heroines; myths; fables; moral; trickster tales; tall tales; legends; epics; the American Folk Hero; character, setting, plot and conflictNext Generation Glossary of Informational and Literary termsSee scsliteracy. (found on the middle school page)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Close Read: Story Elements and ThemeSkills Focus: setting, plot, characterization, statement and observation, themeNext Generation Glossary of Informational and Literary termsSee scsliteracy. (found on the middle school page)Model: from The Adventure of Tom Sawyer exemplar p.1015-1017Independent Practice: “Water Names” (fiction) p. 1018-1021After You Read pg. 1021: Text Dependent Questions(Infer) What do you think is the climax, or high point of “Water Names?”(Infer) Why might the grandmother want to tell Chinese legends to her granddaughters? (opinions) Do you think these stories matter to the author and her sisters? Explain.“Chircoria” and “from The People, Yes”; RL.8.4, RL.8.7See text complexity rubrics on pgs. 1038-1039 Skills Focus:? summary (summarize), dialect, idioms, critical viewing, compare and contrast, theme, oral traditionNext Generation Glossary of Informational and Literary termsSee scsliteracy.(found on the middle school page)Before You Read pg. 1039Reading Skill: SummarizeLiterary Analysis: Oral TraditionCritical Thinking pg. 1058 – Text Dependent Questions(Key Ideas and Details) In “Chicoria,” how does the server respond when Chicoria says he expects to be fed well? (Infer) Why does Chicoria assume that he will eat at the rancher’s table?(Integration of Knowledge and Ideas) With a partner, interpret the meaning of the title The People, Yes. (Opinion) In what way does each character’s ability contribute to survival in a wild, new country?After You Read pg. 1059Reading Skill: SummarizeLiterary Analysis: Oral TraditionAnalyzing Argumentative and Expository Texts- Book Review and Book Features p. 1065-1068Reading for Information RI.8.3Zora Neale Hurston: A life in Letters (Book review - expository text) and A Life in Letters: Contents and Index (book features - functional text)Skills Focus:? evaluate structural patterns, critiqueNext Generation Glossary of Informational and Literary termsSee scsliteracy. (found on the middle school page)After You Read (Comparing Argumentative and Functional Texts) pg. 1069 - Text Dependent Questions(Craft and Structure) Explain how the book review distinguishes and connects different aspects of Zora Neale Hurston’s Life. Compare the purpose of a book review to that of a table of contents and an index. Explain how the structural patterns of each of these texts help you understand what a book is about. Resources(classroom-ready, real-world, digital video resources and complex texts) (create quizzes, flashcards, and review games to use with student devices)(information and resources for educators of struggling adolescent readers and writers)(lesson plans on oral traditions and storytelling) (Developing evidence-based arguments from texts) (Analyzing model argumentative essays) (Understanding connotations, figurative language, and technical terms)Common Core Companion p. 123-130, 351-355WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RL.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.Level 1 (Entering) Match pictures and meanings for highlighted words and phrases on a graphic organizer that are used in the text which are analogies, have figurative and connotative meanings, affect the tone, and/or give allusions to other texts with a partner and an illustrated glossary.Level 2 (Emerging) Find meanings for highlighted words and phrases that are used in the text which are analogies, have figurative and connotative meanings, affect the tone, and/or give allusions to other texts with a partner and an illustrated glossary.Level 3 (Developing)Define highlighted words and phrases that are used in the text which are analogies, have figurative and connotative meanings, affect the tone, and/or give allusions to other texts with a partner and a text selection.Level 4 (Expanding) Determine meanings of vocabulary words and phrases in a text which are analogies, have figurative and connotative meanings, affect the tone, and/or give allusions to other texts with a partner.Level 5 (Bridging)Draw conclusions about the impact of word choice in a text which includes analogies and figurative and connotative meanings and address how they affect the tone, and/or give allusions to other texts.Language – VocabularyL.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.L.8.4bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).L.8.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.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.8.4Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). L.8.4bDemonstrates the ability to interpret figures of speech (e.g. verbal irony, puns in context. L.8.5Demonstrate the ability to determine the relationship between particular words. L.8.6Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabularyTier 2 Academic Vocabulary – accentuate, anticipate, articulate, assertList of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms? by Marzano) pages 1-25 for Tier 2Prentice Hall Literature- Pearson Publishing Literary Analysis Workshop L.8.6 Introducing the Big Question: Learning Big Question Vocabulary pg. 1009Vocabulary Development pgs. 1014, 1020“Chircoria” and “from The People, Yes”; L.8.6Making Connections: Vocabulary pg. 1050suffix –eerVocabulary Development pgs. 1050, 1052, 1054, 1056After You Read: Vocabulary pg. 1059 suffix –eerReading for Information: Zora Neale Hurston: A life in Letters and A Life in Letters: Contents and Index L.8.4, L.8.6 Content Area Vocabulary pg.1064Vocabulary Development pg. 1066, 1068After You Read pg. 1069: Content-Area Vocabulary Resources(Create quizzes, flashcards, and review games to use with student devices)(Vocabulary Central , Reading Kit) (Vocabulary strategies and word benches) (15 vocabulary strategies) strategies and graphic organizers Writing to TextsWritingW.8.1Write arguments to support claims with clear reasons and relevant evidenceW.8.1cUse words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.W.8.1dEstablish and maintain a formal style.W.8.1eProvide a concluding statement or section that follows from and supports the argument presented.W.8.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.Use appropriate transitions to clarify the relationships among ideas and concepts.Use precise language and domain-specific vocabulary to inform about or explain the topic.Establish and maintain a formal style.Provide a concluding statement or section that follows from 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 FundamentalsPrentice Hall Literature- Pearson Publishing Routine Writing (text-dependent):Making Connection: Writing About the Question pg. 1050Critical Thinking, , Summaries, Daily Language Practice, Graphic OrganizersJournal entry - Write an objective summary of “Water Names.” In your summary, include only central ideas and key details from the story. Do not include your own personal opinions or judgments.Analysis (Argument)Using “Water Names,” what is one theme of the story? State your position citing details from the story that reveal the theme.Write a critical review of the stories you’ve read arguing how the language affects the tone, meaning, and mood in folk literature. Refer to writing assignment on pg. 1061 and the Writing Workshop-Argument: Critical Review on pg. 326(Reading for Information) – Timed Writing pg. 1064 – Explanatory Text: Explanation – Examine the table of contents and index, noting the ways in which they present the information. Then, write an explanation of the purpose of those books features and give tips for using them as reference tools. Use examples from the text to make your points clear. Argumentative Writing Resources(The Argumentative Rubric)(How to write an argumentative essay) (How to write an argumentative essay) (How to write an argumentative essay) (argumentative essay frame) Demonstrate 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.8.1-3Language Evidence StatementsDemonstrate the ability to employ a variety of appropriate sentence-combining techniques (i.e., clauses) within context when speaking or writing. L.8.1ConventionsNote: Grammar instruction should be embedded in the teaching of writing.Prentice Hall Literature- Pearson Publishing Elements of Language- Holt PublishingSentence Structure CommasRevising run-on sentences and sentence fragmentsPrentice Hall Literature- Pearson Publishing Integrated Language Arts pg. 1036 and 1060Reading ApplicationWriting ApplicationPrentice Hall Writing CoachResources(Practice with specific language conventions/usage/ vocabulary standards, or choose specific grammar and usage games)(Instructional games available for grammar and usage skill development)(Instructions and quizzes for individual or group development of grammar and usage skills)(Instructional tools for ELL students) 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.8.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.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 an ability to adapt speech to a variety of contexts and tasks, showing the ability to use formal English when indicated or appropriate. SL.8.6Possible 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 ActivitiesIntroducing the Big Question: Exploring the Big Question pg. 1008Comprehension and Collaboration pg. 1061 – Working with a group, conduct a storytelling workshop. Weeks 4-6Reading Selections “Ellis Island” (poem)“Choice: A Tribute to Martin Luther King, Jr.” (speech)“An Episode of War” (short story)See pgs. 1090-1091 and 1110-1111 for text complexity rubricsBig Question: Are yesterday’s heroes important today? (Unit 6)Sample MICA Items on RL 8.1 and RL 8.2. an exam using the poem “Keepsake Mill,” including question IDs 42890, 42894, 42877, and 42879. Note: these items also assess RL 8.3. Reading Complex TextsLiterature(In review)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. RL/RI.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 Evidence Statements(In review)Provides 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.8.1Provides a statement of a central idea of a text. RL/RI.8.2Provides an analysis of the development of a central idea over the course of the text, including its relationship to supporting ideas. RL/RI.8.2Provides an objective summary of a text. RL/RI.8.2Prentice Hall Literature – Reading SelectionsUnit 6: Themes in American Stories“Ellis Island” (poem) p. 1104-1106 RL8.1, RL.8.2 (in review)See pgs. 1090-1091 for text complexity rubricsSkills Focus:? purpose for reading, cultural context, summarize, make inferencesNext Generation Glossary of Informational and Literary termsSee scsliteracy.(found on the middle school page)Before You Read pg. 1091Reading Skill: Purpose for ReadingLiterary Analysis: Cultural ContextCritical Thinking pg. 1106 – Text Dependent Questions(Key Ideas and Details) What inspires the speaker to think of his ancestors? (Infer) How is the speaker’s relationship to his past reflected in the phrase “nine decades the answerer of dreams”?(Integration of Knowledge and Ideas) How does the speaker’s dual ancestry influence his feelings toward Ellis Island? What people from the past might Bruchac consider to be heroes in his life? Can the same people who are viewed as heroes by some by view as unheroic by others? Explain, using an example from the text. (Connect to the Big Question: Are yesterday’s heroes important today?)After You Read pg. 1107Reading Skill: Purpose for ReadingLiterary Analysis: Cultural Context“Choice: A Tribute to Martin Luther King, Jr.” (speech) p. 1114-1118 RL8.1, RL.8.2 (in review)See pgs. 1110-1111 for text complexity rubricsSkills Focus:? purpose for reading, author’s influences, cultural contextNext Generation Glossary of Informational and Literary termsSee scsliteracy.(found on the middle school page)Before You Read pg. 1111Reading Skill: Purpose for ReadingLiterary Analysis: Author’s InfluencesCritical Thinking pg. 1118 – Text Dependent Questions(Key Ideas and Details) Where is Walker making this speech? (Connect) What is significant about the location?(Key Ideas and Details) What impressed Walker when she first saw Martin Luther King, Jr.? (Infer) What did she realize about King’s significance for her own life?After You Read pg. 1119Reading Skill: Purpose for ReadingLiterary Analysis: Author’s Influences“An Episode of War” (short story) p. 1122-1128 RL8.1, RL.8.2 (in review)See pgs. 1110-1111 for text complexity rubricsSkills Focus:? purpose for reading, author’s influences, cultural context, summarize, make inferences, compare and contrast, critical viewing, interpret and evaluateNext Generation Glossary of Informational and Literary termsSee scsliteracy.(found on the middle school page)Before You Read pg. 1111 (review)Reading Skill: Purpose for ReadingLiterary Analysis: Author’s InfluencesCritical Thinking pg. 1128 – Text Dependent Questions(Key Ideas and Details) After he is hit, what does the lieutenant attempt to do with his sword? (Infer)Why does he feel the need to do this? (Craft and Structure) How does his action expose the absurd nature of warfare?After You Read pg. 1129Reading Skill: Purpose for ReadingLiterary Analysis: Author’s InfluencesResources(reading strategies, Pearson resources for selections)(Informational text on Ellis Island)(full text, audio, and video database of the 100 most significant American political speeches of the 20th century) Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RL.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.Level 1 (Entering) Match pictures and meanings for highlighted words and phrases on a graphic organizer that are used in the text which are analogies, have figurative and connotative meanings, affect the tone, and/or give allusions to other texts with a partner and an illustrated glossary.Level 2 (Emerging) Find meanings for highlighted words and phrases that are used in the text which are analogies, have figurative and connotative meanings, affect the tone, and/or give allusions to other texts with a partner and an illustrated glossary.Level 3 (Developing)Define highlighted words and phrases that are used in the text which are analogies, have figurative and connotative meanings, affect the tone, and/or give allusions to other texts with a partner and a text selection.Level 4 (Expanding) Determine meanings of vocabulary words and phrases in a text which are analogies, have figurative and connotative meanings, affect the tone, and/or give allusions to other texts with a partner.Level 5 (Bridging)Draw conclusions about the impact of word choice in a text which includes analogies and figurative and connotative meanings and address how they affect the tone, and/or give allusions to other texts.Language – VocabularyL.8.4bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).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.8.4bProvides 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 familiesVocabularyTier 2 Academic Vocabulary – alter, assess, associate, broadenList of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms? by Marzano) pages 1-25 for Tier 2Prentice Hall Literature- Pearson Publishing “Ellis Island” (poem) L.8.4bMaking Connections: Vocabulary pg. 1102Latin root –not-Vocabulary Development pgs. 1102, 1104After You Read: Vocabulary pg. 1106Latin root –not-“Choice: A Tribute to Martin Luther King, Jr.” (speech)L.8.4b, L.8.6Making Connections: Vocabulary pg. 1112Latin root –her-Vocabulary Development pgs. 1112, 1114, 1116After You Read: Vocabulary pg. 1119Latin root –her-“An Episode of War” (short story) L.8.4b, L.8.6Making Connections: Vocabulary pg. 1120Latin root –aud-Vocabulary Development pgs. 1120, 1126After You Read: Vocabulary pg. 1129Latin root –aud-Resources(Create quizzes, flashcards, and review games to use with student devices)(Vocabulary Central , Reading Kit) (Vocabulary strategies and word benches) (15 vocabulary strategies) strategies and graphic organizers to TextsWritingW.8.1Write arguments to support claims with clear reasons and relevant evidenceW.8.1cUse words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.W.8.1dEstablish and maintain a formal style.W.8.1eProvide a concluding statement or section that follows from and supports the argument presented.W.8.3Write narratives to develop real or imaginedexperiences or events using effective technique, relevant descriptive details, and well-structured event sequences.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 FundamentalsReviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Topic sentences and supporting details, Writing paragraphs, Performance tasksPrentice Hall Literature- Pearson Publishing Routine Writing (text dependent questions) Journal entries:In “An Episode of War,” what insight does the ending give the reader regarding attitudes toward wounded soldiers at the time of the story?SummariesDaily Language PracticeGraphic OrganizersAnalysis (Argument)Argumentative Text pg. 1131 - Write a persuasive speech in favor of building a memorial in honor of either Dr. King or Civil War soldiers.Are yesterday’s heroes important today? Write an argumentative essay supporting your position concerning the question citing evidence from “Ellis Island,” “Choice: A Tribute to Martin Luther King, Jr.,” and “An Episode of War.”NarrativeYou are an immigrant from Europe going through Ellis Island in 1907. Tell your story. Tell where you came from, why you came to America, your experiences aboard ship, how you first saw the American shore, what it was like going through Ellis Island, and what you hope for in the United States.Language L.8.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.8.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.These standards are constant and should be taught throughout each quarter:Study and apply grammar - L.8.1-3LanguageEvidence StatementsDemonstrate the ability to employ a variety of appropriate sentence-combining techniques (i.e., clauses) within context when speaking or writing. L.8.1Demonstrate the correct use of parts of speech, sentence parts (subject/predicate, phrases and clauses), and punctuation in the context of writing. L.8.2ConventionsNote: Grammar instruction should be embedded in the teaching of writing.Prentice Hall Literature- Pearson Publishing Elements of Language- Holt PublishingSemicolons and ColonsCapitalizationSentence Structure CommasRevising run-on sentences and sentence fragmentsPrentice Hall Literature- Pearson Publishing Integrated Language Arts pg. 1108 and 1130Reading ApplicationWriting ApplicationPrentice Hall Writing CoachSpeaking and ListeningSL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.RI. 8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.L. 8.3.a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).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 StatementsCreate a research presentation that integrates audiovisual aids to enhance the understanding of information presented. SL.8.5Provides an evaluation of the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea. RI.8.7Form and use verbs in active and passive voice to achieve particular effects in writing and speaking. L.8.1bSpeaking and ListeningPossible 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 ReadingsPrentice Hall Literature- Pearson Publishing ActivitiesCommunication Workshop pg. 1166-1167: Delivering a Persuasive (Argumentative) Speech Using MultimediaORSpeaking and Listening: Performance Tasks pg. 1173 – Tasks #4, 5, or 6 (Standards SL.8.1 and SL.8.4)Weeks 7-9Reading SelectionsFrom “Always to Remember: The Vision of Maya Ying Lin” (biographical essay) or from “I know Why the Caged Bird Sings” (autobiography) See pgs. 500-501 for text complexity measuresComparing Literary Works: “Forest Fire” (chronological essay), “Why Leaves Turn Color in the Fall” (cause and effect essay), and “The Season’s Curmudgeon Sees the Light” (Comparison-and-Contrast essay)See pgs. 536-537, 540-541, and 544-545 for text complexity rubricsBig Question: Does Every Conflict Have a Winner?Sample MICA Items on RI 8.3 and RI 8.5. and exam using ”Girls and ACL Injuries” including question IDs 43492, 43493, 43484, 43456, 43486, 43491, 43443, 44845, 44848, and 44849. Note: this set of question also reviews RI 8.1, RI 8.2, RI 8.4, and RI 8.8.Reading Complex TextsInformationalRI.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.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.5Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.These standards are constant and should be taught throughout each quarter:Cite Evidence: RL1, RI1Analyze Content: RL/RI.8.2-9InformationalEvidence StatementsProvides a statement of a central idea of a text. Provides an analysis of the development of a central idea over the course of the text, including its relationship to supporting ideas. Provides an objective summary of a text. RI.8.2 Provides an analysis of how a text makes connections among and distinctions between individuals (e.g., through comparisons, analogies, or categories). Provides an analysis of how a text makes connections among and distinctions between ideas (e.g., through comparisons, analogies, or categories). Provides an analysis of how a text makes connections among and distinctions between events (e.g., through comparisons, analogies, or categories). RI.8.3 Provides a detailed analysis of the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. RI.8.5Prentice Hall Literature – Reading SelectionsUnit 3: Types of Non-fiction - Determining the Author’s Point of View and Analyzing Structure and Theme in NonfictionFrom “Always to Remember: The Vision of Maya Ying Lin” (biographical essay) pg. 504 or from “I know Why the Caged Bird Sings” (autobiography) pg. 514 RI.8.2, RI.8.3 See pgs. 500-501 for text complexity measuresSkill Focus: main idea, biography and autobiography, point of view, supporting details, summary, organizational structureNext Generation Glossary of Informational and Literary termsSee scsliteracy.Before You Read pg. 501Reading Skill: Main IdeaLiterary Analysis: Biography and AutobiographyCritical Thinking pg. 510 (from Always to Remember) – Text Dependent Questions(Key Ideas and Details) Why did people think that a Vietnam memorial was necessary? (Infer) What kinds of balances did the design need to strike in order to accomplish its purpose?(Infer) Why did Maya Ying Lin enter the design competition? Why was her win so surprising?Critical Thinking pg. 522 (from I know Why the Caged Bird Sings) – Text Dependent Questions(Key Ideas and Details) What are two customers’ reactions when Marguerite weighs their goods on the scale? (Infer) How does she feel when a customer criticizes her? What does Marguerite’s reaction show about her character? (Craft and Structure) In a two-column chart, write words or phrases that describe how Marguerite felt about herself before and after her visit with Mrs. Flowers. After You Read pg. 511 (Always) pg. 523 (Caged Bird)Reading Skill: Main IdeaLiterary Analysis: Biography and AutobiographyComparing Literary Works: “Forest Fire” (chronological essay), “Why Leaves Turn Color in the Fall” (cause and effect essay), and “The Season’s Curmudgeon Sees the Light” (Comparison-and-Contrast essay) RI.8.5See pgs. 536-537, 540-541, and 544-545 for text complexity rubricsSkill Focus: comparing types of organization (chronological, cause and effect, comparison/ contrast), main idea, point of view, supporting details, summaryNext Generation Glossary of Informational and Literary termsSee scsliteracy.Critical Thinking pg. 539 (Forest Fire) – Text Dependent Questions(Key Ideas and Details) What possession does Nin rescue from the fire? How does she help other people during the ordeal? (Infer) What do her actions reveal about her? Critical Thinking pg. 544 (“Why Leaves Turn Color in the Fall”) – Text Dependent Questions(Key Ideas and Details) Identify two facts about leaves that are presented in the essay. (Infer) Do you think Ackerman’s scientific knowledge about leaves comes mostly from observation or research? Explain.Critical Thinking pg. 546 (“The Season’s Curmudgeon Sees the Light”) – Text Dependent Questions(Craft and Structure) On what type of information does Curtis base her impressions? What makes them subject to change? (Connect to the Big Question: How much information is enough?)After You Read pg. 547Comparing Types of Organization Resources(reading strategies, Pearson resources for selections)(Informational text on Ellis Island)(full text, audio, and video database of the 100 most significant American political speeches of the 20th century) – VocabularyL.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.L.8.4bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).L.8.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5bL.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 interpret figures of speech (e.g. verbal irony, puns in context). L.8.5Demonstrate the ability to determine the relationship between particular words. L.8.5Provides a statement demonstrating accurate meaning and use of grade appropriate general academic words and phrases. L.8.6Reviewed throughout the quarter:Synonyms/antonymsAffixesContext cluesLatin rootsAnalogy and word relationshipsWord parts and familiesVocabularyTier 2 Academic Vocabulary – collaborate, compose, compile, conceptualizeList of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms? by Marzano) pages 1-25 for Tier 2From “Always to Remember: The Vision of Maya Ying Lin” (biographical essay) L.8.5bMaking Connections: Vocabulary pg. 502Greek root –nym-Vocabulary Development pgs. 502, 504, 506, 508After You Read pg. 511Greek root –nym-orfrom “I know Why the Caged Bird Sings” (autobiography) L.8.5bMaking Connections: Vocabulary pg. 512Latin root –val-Vocabulary Development pgs. 512, 514, 518, 520After You Read pg. 523Latin root –val-Comparing Literary Works: “ “Why Leaves Turn Color in the Fall” (cause and effect essay), and “The Season’s Curmudgeon Sees the Light” (Comparison-and-Contrast essay) L.8.6Vocabulary Development (Forest Fire”) pgs. 534, 538, 518, 520Vocabulary Development (“The Season’s Curmudgeon Sees the Light”) pgs. 546After You Read pg. 546Comparing Types Organization Resources(Create quizzes, flashcards, and review games to use with student devices)(Vocabulary Central , Reading Kit) (Vocabulary strategies and word benches) (15 vocabulary strategies) strategies and graphic organizers command of the conventions of standard English grammar and usage when writing or speaking.L.8.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.These standards are constant and should be taught throughout each quarter:Study and apply grammar - L.8.1-3Language Evidence StatementsDemonstrate the ability to employ a variety of appropriate sentence-combining techniques (i.e., clauses) within context when speaking or writing. L.8.1Identify the correct use of parts of speech, sentence parts (subject/predicate, phrases and clauses), and punctuation. L.8.2ConventionsNote: Grammar instruction should be embedded in the teaching of writing.Elements of Language- Holt PublishingSentence Structure CommasRevising run-on sentences and sentence fragmentsWriting to TextsWritingW.8.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.Use appropriate transitions to clarify the relationships among ideas and concepts.Use precise language and domain-specific vocabulary to inform about or explain the topic.Establish and maintain a formal style.Provide a concluding statement or section that follows from 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 FundamentalsPrentice Hall Literature- Pearson Publishing Routine Writing (text-dependent)Journal entriesSummariesDaily Language PracticeGraphic OrganizersOther ResourcesAnalysis (Explanatory)(Remember or Caged Bird) Explanatory Text pg. 525– When Lin was inspired by Luthyen’s memorial and Maya Angelou was inspired by Dickens. (Comparing Literary Works) pg. 547-- Timed Writing –Explanatory Text: Essay – The author of these essays use specific organizational patterns to achieve their purposes, or reasons for writing. Choose one essay and write an in-depth analysis of its structure. Discuss the overall organization of the essay and explain whether it suits the author’s topic. Then analyze one important paragraph, explaining how it structured and the ways in which individual sentences work together to build meaning. Speaking and ListeningSL.8.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.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 StatementsDemonstrate an ability to adapt speech to a variety of contexts and tasks, showing the ability to use formal English when indicated or appropriate. SL.8.6Possible 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 Activity (Narrative)Communications Workshop pg. 996-997: Delivering a Narrative PresentationResearch Project (Reading and Writing- Begins in 3rd Grade for PARCC accountability)ResearchW.8.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant contentW.8.2bDevelop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.W.8.7Conduct 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.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.8.4-6ResearchEvidence 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.ResearchPrentice Hall Literature- Pearson Publishing ActivitiesResearch and Technology pg. 1109- Build and Present Knowledge – Write a letter that describes the experience of a migrant. If you read “Ellis Island”, write a letter to a friend back in Europe. Research and Technology pg. 1131- Build and Present Knowledge – Write a newspaper article on one of the following topics: If you read “Choice …,” write an article for Martin Luther King Day that looks at King’s career as a whole. Research his role in the civil rights movement and the hardships he faced.If you read “An Episode of War,” write an article about the experience and cost of fighting in the Civil War. You can use information from modern sources, but write the article from the perspective of someone during, or shortly after, the war. Resources(Newspaper clipping generator for projects/presentations)(Creating a classroom newspaper)(Interactive printing press for students newspapers and brochures) ................
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