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Winston-Salem Forsyth County SchoolsEnglish Language Arts Unit GuideGradeUnit of StudyQuarterDaysGrade 8Unit 1Quarter 1 15 daysStandardsObjectivesVocabularyStemsBalanced LiteracyStandards:RL 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RI 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL 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 characters, setting, and plot; provide an objective summary of the text.RI 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.Priority:RL. 1RI. 1RL. 2RI. 2Non-Priority: Standard Snapshots:Resources and Lesson Planning RL. 1RI. 1RL. 2RI. 2The students will be able to:RL1 and RI1Draw conclusions about a text.Identify text evidence to support conclusions.Make appropriate inferences about a character or text detail.Determine when an inference lacks textual support.Distinguish between prior knowledge and text-explicit knowledge.RI2 and RL2 Summary: Summarize individual paragraphs. Summarize a whole text with brevity. Create an objective text summary. Distinguish between facts, opinions, and judgments. Determine the key information in a text. Central Idea: Determine the key information in a text. Support central ideas with details from the text. Prioritize text details. Theme: Create accurate theme statements. Support theme statements with text details. Determine the impact of specific phrases on the reader. Determine the impact of specific words on the reader.Explain the cumulative impact of text details.Analyze ArticulateAttributeClarifyConveyDemonstrateDevelopmentExplicit / ImplicitExemplifyIndicateInferential / Infer/ ImplyInsinuateConclude / DeducePotentialReason (verb)RelationshipTextual evidenceAssume / assumptionsContributeRevealDevelopEffectEvolveIllustrateLiteralTheme UniversalEvidencePerceiveRecurJustifyDetermine Central ideaSupporting detailsObjective, SubjectiveIllustrates / SuggestsOpinions, JudgmentsEstablishCommentWhat information is stated explicitly in the text?What inferences can you draw from the text? What evidence can you provide from the text to support your inferences?What evidence leads you to this conclusion?What evidence is most supportive of your analysis? 9. Which event creates dramatic changes on Padre Island?12. Why are sea oats considered to be a pioneer species? 26. According to the selection, why is English one of the world’s most well documented languages? 27. Why was Webster unable to convince people to accept his spellings of certain words?44. According to the selection, what explains the significance of restoring the Walnut Street Bridge as part of the renewal project?What is the theme of this text?Which evidence from the text supports the development of the theme of ____?Which line from the text best conveys the theme?Which of the following statements develops the theme of ___?What is an objective summary of this text?What qualities make a summary objective?Which detail from the selection supports the development of the central idea?Which statement summarizes the selection?In the selection, how does the bird contribute to the theme?3. According to the selection, what did the man seek from the valley?6. In the sentence below, why did the man feel foolish? “It had been a foolish whim to come at all-foolish, because the object of his quest was not found there or elsewhere”Which detail from the selection supports the development of the central idea?Which statement summarizes the selection?In the selection, how does the bird contribute to the theme?Teacher Directed Reading:Pre, during, and post reading activities.Pre-test and post testDirect instructionSelf-Selected:Teacher models selectionReading conferences about themeGoal setting Writing: Writing to learnWriting in response to textSmall Flexible groups:Investigation of sentence significance Word Study: Concept mapping of the term “theme”Accountable Talk: Text dependent discussions Providing textual evidence to support claims Sample ProductsEnglish Language Learners Quick Writes Objective summaries Theme statements Inference webs / text mapsClose reading of cold texts Key Vocabulary:Define the following terms:analyzedetailscentral ideaobjectivesummaryLanguage Function:Explain connection between literary elements and central idea.Language Skills:Complete a graphic organizer based on central idea.Language Structures:Use context clues to determine the meaning of words.Language Tasks:Complete an objective summary.Language Learning Strategies:Share their objective summary with a partner or in a group.Winston-Salem Forsyth County SchoolsEnglish Language Arts Unit GuideGradeUnit of StudyQuarterDaysGrade 8Unit 2Quarter 1 15 daysStandardsObjectivesVocabularyStemsBalanced LiteracyStandards:RL 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL 3. Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.RL 6. Explain how an author develops the point of view of the narrator or speaker in a text.RL 5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Priority:RL. 1RL. 3RL. 6 Non-Priority: RL. 5Standard Snapshots:Resources and Lesson Planning RL. 1RL. 3RL.5RL. 6The students will be able to: RL1Draw conclusions about a text.Identify text evidence to support conclusions.Make appropriate inferences about a character or text detail.Determine when an inference lacks textual support. Distinguish between prior knowledge and text-explicit knowledge.RL3Chunk a text into series.Track character changes in each new episode.Determine the key incidents in a story.Determine the key lines of dialogue in a story.Analyze how dialogue promotes a change in the conflict of a story.Describe the organization of events or moments in a selection.Identify several events connected to each character’s choice.Describe a character’s emotional, physical, social, and mental responses to people and events.Describe how and why a character’s relationship with others evolves.Analyze the complexity of characters based on a given principle.RL6Identify and explain various points of view.Understand and explain the development of the narrator’s or speaker’s point of view.Determine the effect of differing points of view.Recognize and understand text devices and effects.Explain why the writer made certain choices about diction, tone, and setting to achieve point of view and/or purpose.RL5Identify structures of texts.Describe how structures are similar and different.Explain the meaning of texts.Analyze how the structure of a text contribute to its meaning.Predict how a text’s meaning would have been different if it were written following another structure/form. AuthorPoint of viewDevelopNarrator/speakerOmniscientSubjectiveObjectiveDramatic ironyEffectSuspenseIronyEvidence ToneMoodAnalyze/examineText structureContributeCompareContrastDistinguishDifferStyleDialogueDescribe Report Represent DialogueEpisode Incident EvolveSeries Complex Progress (verb)Affect/EffectRepresentReflectResolutionReactionEvolveDevelopmentTrait How does the author create excitement in the text?What effect does the author create by including the poem in the story?17. How does the use of descriptive language affect the reader?4. What is the effect of the author’s use of foreshadowing in paragraph 4?9. How does line ____ affect the reader’s understanding of the rest of the selection?14. Why did the author include the ___ stanza?25. What is the purpose of the ___ section?45. In the last paragraph, why did the author include the quoteIn the sentence below, why did the man feel foolish? What do the sentences below reveal about the character? What does the dialogue between Ann Maria and Alexandra reveal about their relationship?What does the tour of the people’s house reveal about Anna Maria?What textual evidence did you identify to support your analysis of the text? Cite several examples.What inferences can you draw from our analysis of the text?Which quote from the text makes you think that?What textual evidence most strongly supports your analysis?3. According to the selection, what did the man seek from the valley?6. In the sentence below, why did the man feel foolish? “It had been a foolish whim to come at all-foolish, because the object of his quest was not found there or elsewhere”Teacher Directed Reading: Close readingCollecting of text-based evidence Pre test, post testSelf-Selected:Reading of leveled text Reading conferences about structureWriting: Structured writingModeled writing about textSmall Flexible groups: Investigation of word and sentence significanceWord Study: Word learning instructionAccountable Talk:Discussing text in deepening levels of understanding Sample ProductsEnglish Language Learners Text mapText based essayText outline Key Vocabulary:Define the following terms:dialogueincidentmotivationLanguage Function:Analyze effect of key lines of dialogue or incidents in a text.Language Skills:Distinguish key lines of dialogue or incidents in a text.Language Structures:Use the relationship between particular words to better understand the words.Language Tasks:Complete a graphic organizer independently.Language Learning Strategies:Share their graphic organizer with a partner or in a group.Winston-Salem Forsyth County SchoolsEnglish Language Arts Unit GuideGradeUnit of StudyQuarterDaysGrade 8Unit 3Quarter 114 daysStandardsObjectivesVocabularyStemsBalanced LiteracyStandards:RI 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.L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.W3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8?here.)SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.Priority:RI.6Non-Priority: L.1, L.2, L.3W3, W4, W5SL.1Standard Snapshots:Resources and Lesson Planning RI.6The students will be able to: RI6Identify the point of view of a complex text.Identify the purpose of a complex text.Determine words, structures, or other elements that suggest a certain point of view or purpose in a text.Identify conflicting viewpoints in text.Analyze how an author addresses conflicting evidence or viewpoint.Language Demonstrate command of grammar when writing or speaking.Demonstrate command of capitalization, punctuation, and spelling when writing.Use knowledge of language and its conventions when writing, speaking, reading, or listening.Writing Write narratives to develop events using effective technique, relevant descriptive details, and well-structured event sequences.Produce clear writing. Organize writing so that style is appropriate to task, purpose, and audience. Strengthen writing by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Speaking Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues.Build on the ideas of others.Express ideas clearly. Point of viewPurposeAnalyzeAcknowledgeRespondConflictingEvidenceViewpointLoaded languageQualify (How does the author qualify their argument by acknowledging an opposing viewpoint )What was the author’s purpose in writing this selection?What is the author’s purpose in writing the selection?Which statement supports the author’s claim below?Which statement from the selection supports the author’s position about Chattanooga being a place other towns should mimic? Teacher Directed Reading: Close reading of cold textsCollection of text based evidence Self-Selected:Reading conferences about point of view Writing:Modeled writingMini lessons Connecting their writing to other textsIn class revisions Small Flexible groups: Text based activities with assigned rolesSelf-assessing Word Study: Using high level vocabulary in discussion and writingAccountable Talk: Structured conversations to scaffold to more independent speaking tasksSample ProductsEnglish Language LearnersWritten analysis of a text Succinct Narrative Written pieces free of grammatical errors Collaborative speech outline Speech outline Key Vocabulary:Define the following terms:moodsensory languagetoneLanguage Function:Explain conflicting evidence or viewpoints.Language Skills:Take notes on assigned text prior to classroom discussion.Language Structures:Use punctuation to indicate a pause or break.Language Tasks:Engage in structured classroom discussions analyzing point of view and author’s purpose.Language Learning Strategies:Edit their narrative for clear point of view.Winston-Salem Forsyth County SchoolsEnglish Language Arts Unit GuideGradeUnit of StudyQuarterDaysGrade 8Unit 4Quarter 2 23 daysStandardsObjectivesVocabularyStemsBalanced LiteracyStandards: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.RI 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.L4.a 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.L5.a Interpret figures of speech (e.g. verbal irony, puns) in context.RL 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.Priority:RL.4RI.4L.4.aL.5.aNon-Priority: RL.5Standard Snapshots:Resources and Lesson PlanningRL.5 RL.4RI.4 The students will be able to: RI4 and RL4Determine the effect of an author’s diction on tone.Determine the effect of an author’s diction on time and place.Assess the impact of connotation on the author’s message (or purpose).Discuss the impact of an author’s language choices.Analyze the effect of figurative language in a particular line/stanza.Analyze the author’s tone by citing textual evidence.Analyze the author’s purpose by citing textual evidence.L4Use context to determine the meaning of a word or phrase.L5Use context to determine the meaning of figure language.RL5Identify structures of textsDescribe how structures are similar and differentExplain the meaning of textsAnalyze how the structure of a text contribute to its meaningPredict how a text’s meaning would have been different if it were written following another structure/formFigurativeConnotativeTechnicalSpecificToneAllusionSelectionAnalogies (similes and metaphors) Allusions Extended Metaphor Symbol Personification DictionAnalyze/examineText structureContributeCompareContrastDistinguishDifferStyle Based on the sentence below, what does _______mean?In the sentence below, what is conveyed by comparing the sound of the wind to a murmur?Based on the sentence below, how does the author’s personification of ____ emphasize the author’s point?Which phrase from the sentence below helps the reader determine the meaning of the word subtle?Why does the author compare ___ to ___?What is the impact of line ____ on the meaning of the poem?What does the simile in lines ___ mean?What is the meaning of the poem’s extended metaphor? What does the phrase ____ mean?What does the author mean by linguistic as used in the sentence below?In the second stanza, what does the phrase ____ mean?What word could replace enlivens in the sentence below?Teacher Directed Reading:Reading of complex excerptsAnnotating textClose reading Collecting of text based evidence Self-Selected:Reading conferences around word and phrase meaning and significance Reading of texts with elevated and unique writing stylesWriting:Writing to learnResponding to significant lines and phrases in a textSmall Flexible groups: Investigation of word and sentence significance Word Study: Interactive word wall Root word studyAccountable Talk:FishbowlLow stakes opportunities for speaking Sample ProductsEnglish Language Learners Analysis of a writer’s style through the reading of multiple piecesRecreation of a poem or piece with new language choices Blackout poetry to highlight prevalent tone and connotation Key Vocabulary:Define the following terms: Figurative Connotation Denotation Language Function:Distinguish between the figurative and literal meaning.Language Structures:Distinguish among the connotations of words with similar denotations.Language Tasks:Participate in classroom discussion based on inference skills.Language Learning Strategies:Review the classroom discussion with a partner or in a group.Winston-Salem Forsyth County SchoolsEnglish Language Arts Unit GuideGradeUnit of StudyQuarterDaysGrade 8Unit 5Quarter 2 23 daysStandardsObjectivesVocabularyStemsBalanced LiteracyStandards:RI 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI 5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.R1 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.W2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.W6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.W7. Conduct 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.W8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.Priority:RI.3RI.5Non-Priority: RI. 9W2, W4, W5, W6, W7, W8Standard Snapshots:Resources and Lesson Planning RI.3RI.5The students will be able to: RI3Identify the subject, content, or focus of the text--people, events and ideas.Describe the connection(s) that the author is trying to make in the text.Explain the techniques the author uses to make connections or distinctions between different elements.Determine the key people, events and ideas in a text.Chunk a text into key ideas.Track idea changes in each new paragraph.Track people changes in each new paragraph. Describe the organization of ideas in a selection.Analyze the organization of ideas in a selection (Why were they organized that way?).Identify several ideas connected to a larger idea.Describe an idea’s change throughout a text (How did the idea change?).Analyze an idea’s change throughout a text (Why did the idea change?).Recognize how key ideas are introduced in a text.RI5Understand and analyze text structureUnderstand and analyze paragraph structureIdentify key concept(s)Describe how key concepts are developedDetermine which sentences specifically help develop the conceptRI9Analyze a case in which two or more texts provide conflicting information on the same topic.Identify where two texts disagree on matters of fact or interpretation.Writing Write informative/explanatory texts to examine a topic and convey ideas.Select, organize and analyze relevant content.Produce clear and coherent writing. Strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.Use technology to produce and publish writing.Present the relationships between information and ideas efficiently.Interact and collaborate with others.Conduct short research projects to answer a question (including a self-generated question). Draw on several sources and generate additional related, focused questions that allow for multiple avenues of exploration.Gather relevant information from multiple print and digital sources, using search terms effectively.Assess the credibility and accuracy of each source. Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. ExampleAnecdote Foreshadowing Analyze Deconstruct Examine Illustrate Elaborate Key individual Key event/actionKey ideaAdvance/propelDistinctionDevelop InteractExamineDetailStructureSpecific TextRoleDevelopRefineConceptText features Which sentence clarifies the idea that ___?What new information does paragraph present about ___?What does the following quote help you understand about ___?Which sentence from the text best illustrates ___?How does the anecdote about ___ help clarify _____?Which sentence develops the idea that ___?How does the author develop the idea of ___ in the article?From released test:9. Which event creates dramatic changes on Padre Island?13. Why does the author compare the natural beauty of Padre Island to the island’s legendary hidden treasures?24. How does the author unfold her ideas in the first paragraph?43. Why did the author include paragraph 6?How are the bullet points used to further the author’s purpose?How does paragraph 5 refine the author’s idea?Teacher Directed Reading: Collecting text evidenceReading a variety of genresSelf-Selected: Teacher modeling Maximize time in textReflection Writing: Focused mini lessonsModeled writing Writing conferences FeedbackSmall Flexible groups: Selection of appropriate sourcesWord Study: Domain specific vocabulary instructionAccountable Talk: Modeled talkStudent led seminar Sample ProductsEnglish Language Learners Brief and extended synthesis writing Informative or explanatory research text Multi-genre research project with writing as a key focus. Sources should be appropriately cited. Progressive writing Key Vocabulary:Define the following terms:citationdictionquotationtopic definitionLanguage Function:Explain the effect of key paragraphs or sentences.Language Skills:Develop a self-generated question.Language Structures:Verify the preliminary determination of a word in context.Language Tasks:Complete a short research paper with clear reasons and evidence.Language Learning Strategies:Summarize their research paper with a partner or in a group.Winston-Salem Forsyth County SchoolsEnglish Language Arts Unit GuideGradeUnit of StudyQuarterDaysGrade 8Unit 6Quarter 3 21 daysStandardsObjectivesVocabularyStemsBalanced LiteracyStandards:RL 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 characters, setting, and plot; provide an objective summary of the text.RL 7. Analyze 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 actors.RI 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. RL 9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.SL 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.Priority:RL. 2Non-Priority:RL. 7RI.7RL. 9SL. 1 Standard Snapshots:Resources and Lesson Planning RL. 2The students will be able to: RL2 Summary:Summarize individual paragraphsSummarize a whole text with brevity Create an objective text summary.Distinguish between facts, opinions, and judgmentsDetermine the key information in a text Central Idea:Determine the key information in a textSupports central ideas with details from the text Theme:Create accurate theme statements Support theme statements with text details Determine the impact of specific phrases on the readerDetermine the impact of specific words on the readerExplain the cumulative impact of text details RL7Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script.Evaluate the choices made by the director or actors.RI7Evaluate the advantages and disadvantages of using different mediums to present a particular topic or ideaRL9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible.Describe how old material is rendered new.Speaking Engage effectively in a range of collaborative discussions with diverse partners.Build on the ideas of others.Expressing ideas mentContributeConvey Determine DevelopEffectEstablishEvolveIllustrateInferredLiteralTheme Central ideaObjective, Subjective Illustrates Opinions, Judgments EvidenceIdentifyImageryDefinePerceiveRecurRevealSuggestUniversalMedium Source Genre What is the theme of this text? Which evidence from the text supports the development of the theme of ____? Which line from the text best conveys the theme? Which of the following statements develops the theme of ___? What is an objective summary of this text? What qualities make a summary objective?Which detail from the selection supports the development of the central idea?Which statement summarizes the selection?In the selection, how does the bird contribute to the theme?Teacher Directed Reading:Pre, during and post reading activities Close readingSelf-Selected: Variety of genresWriting:Writing in response to text Small Flexible groups:Text dependent tasks Word Study: word learning instruction Accountable Talk:Modeled speaking Planned speaking Sample ProductsEnglish Language LearnersObjective summaries Analysis writing Speech / presentation Key Vocabulary:Define the following terms:actoradaptationdirectorgenremediumssource materialLanguage Function:Analyze different mediums of a story.Language Skills:Use graphic organizer to refer to evidence from text.Language Structures:Use verbs in active and passive voice when speaking.Language Tasks:Complete a compare and contrast graphic organizer based on text in different mediums.Language Learning Strategies:Review their graphic organizer with a partner or in a group.Winston-Salem Forsyth County SchoolsEnglish Language Arts Unit GuideGradeUnit of StudyQuarterDaysGrade 8Unit 7Quarter 325 daysStandardsObjectivesVocabularyStemsBalanced LiteracyStandards:RI 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. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. W1. Write arguments to support claims with clear reasons and relevant evidenceW4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.?W6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.W8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.SL 2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.SL 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.SL 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 5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.SL 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3?here?for specific expectations.)Priority:RI. 2RI.8 Non-Priority:RI 7 W1W4W5W6W8W9SL 2SL 3SL 4SL 5SL 6Standard Snapshots:Resources and Lesson Planning RI. 2RI.8The students will be able to: RI2 Summary:Summarize individual paragraphs.Summarize a whole text with brevity.Create an objective text summary.Distinguish between facts, opinions, and judgments.Determine the key information in a text. Central Idea:Determine the key information in a text.Support central ideas with details from the text.Prioritize text details.RI8Identify the arguments and claims in text.Determine the validity of reasoning.Evaluate relevance.Decide if sufficient evidence is given to support an argument or claim.Recognize irrelevant evidence.Writing Write arguments to support claims.Use clear reasons and relevant evidence in writing.Produce clear and coherent writing.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Use technology to produce and publish writing and present the relationships between information and ideas efficiently.Interact and collaborate with others.Gather relevant information from multiple print and digital sources.Use search terms effectively.Assess the credibility and accuracy of sources.Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.Draw evidence from literary or informational texts to support analysis, reflection, and research.Speaking Analyze the purpose of information presented in diverse media and formats.Evaluate the motives behind diverse presentations.Delineate a speaker's argument and specific claims by evaluating the soundness of the reasoning and relevance and sufficiency of the evidence.Identify when irrelevant evidence is introduced.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.Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.DelineateEvaluateArgumentSpecific ClaimText AssessReasoningSoundEvidenceRelevant/pertinentIrrelevantConvey Determine Central ideaSupporting detailsObjective SubjectiveIllustrates OpinionsJudgmentsEstablish Which statement provides an objective summary of the selection?Which quotation summarizes the central idea of this selection?Which sentence summarizes the election officials’ solution to the issue of voting rules?Which summarizes the information about quark-gluon plasma in paragraph 11?Which claim made by the author has insufficient evidence to support its accuracy?How does the author prove her claim that English users resist simplifying English spelling?Which statement is irrelevant to the author’s claim that “Chattanooga keeps getting better”?Teacher Directed Reading:Reading of complex texts Close reading Reading with a defined purposeCold readingSelf-Selected: Thematic reading Goal settingWriting: Modeled writing Structured writingIn class revision and feedbackMini- lessonsSmall Flexible groups:Literacy stations Word Study: Domain specific word instruction Accountable Talk:Text based speaking Productive and supportive text based debateSample ProductsEnglish Language Learners Analysis of text based argumentsFormal speeches and presentations Formal argument writing Key Vocabulary:Define the following terms:copyrightin-text citationplagiarismsource credibilityworks citedLanguage Function:Apply clear reasons and evidence in a research paper.Language Skills:Summarize their research in a multimedia presentation.Language Structures:Use a consistency of verb tenseLanguage Tasks:Complete a full research paper with clear reasons and evidence.Language Learning Strategies:Present their research in a multimedia presentation.Winston-Salem Forsyth County SchoolsEnglish Language Arts Unit GuideGradeUnit of StudyQuarterDaysGrade 8Unit 8Quarter 4 30 daysStandardsObjectivesVocabularyStemsBalanced LiteracyStandards: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.RI 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.L4.a 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.L5.a Interpret figures of speech (e.g. verbal irony, puns) in context.SL 2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. Priority:RL. 4RI. 4L.4.aL.5.aNon-Priority:SL. 2Standard Snapshots:Resources and Lesson PlanningRL. 4RI. 4The students will be able to: RL4 and RI4Determine the effect of an author’s diction on tone.Determine the effect of an author’s diction on time and place.Assess the impact of connotation on the author’s message (or purpose).Discuss the impact of an author’s language choices.Analyze the effect of figurative language in a particular line/stanza.Analyze the author’s tone by citing textual evidence.Analyze the author’s purpose by citing textual evidence.L4Use context as a clue to the meaning of words and phrases. L5Use context to determine the meaning of figurative language.Speaking Analyze the purpose of information presented in diverse media and formats.Evaluate the motives (e.g., social, commercial, political) behind diverse presentations. FigurativeDenotationConnotativeTechnicalSpecificToneAnalogyAllusionSelectionExtended Metaphor Symbol Personification Figurative Tone Diction Based on the sentence below, what does _______mean?In the sentence below, what is conveyed by comparing the sound of the wind to a murmur?Based on the sentence below, how does the author’s personification of ____ emphasize the author’s point?Which phrase from the sentence below helps the reader determine the meaning of the word subtle?Why does the author compare ___ to ___?What is the impact of line ____ on the meaning of the poem?What does the simile in lines ___ mean?What is the meaning of the poem’s extended metaphor? What does the phrase ____ mean?What does the author mean by linguistic as used in the sentence below?In the second stanza, what does the phrase ____ mean?Teacher Directed Reading:Regular reading of complex texts Read a variety of genres Self-Selected: Reflection Maximize time in textWriting: Writing in response to textSmall Flexible groups: Literacy stations Group rolesInteractive word walls Word Study: Context studyAccountable Talk: Socratic seminar Fishbowl Sample ProductsEnglish Language Learners Literary analysis using cumulatively learning concepts of all reading standards Key Vocabulary:Define the following words:allusionanalogyconnotationdenotationfigurative languageLanguage Function:Explain the impact of specific word choices.Language Skills:Analyze the purpose of information presented in figurative language Language Structures:Interpret figures of speech in context.Language Tasks:Use an online application to create a product including analogies or allusions.Language Learning Strategies:Present their product to a partner or a group. ................
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