Orange Board of Education English Language Arts, Grade 8
Unit I:
|Topic: |CCSS: |Goals: (The standards assessed for mastery at the end of the unit. For all standards to be taught during the unit, please |Projected # of days |
| | |see Unit 1 in the Model Curriculum Grade 6 Overview available at | |
| | |.) | |
|Fiction and |RL.6.1 |Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences |35 |
|Nonfiction | |drawn from a text. | |
| |RL.6.2 |Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text| |
| | |distinct from personal opinions or judgments. | |
| |RL.6.3 |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.6.4 |Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; | |
| | |analyze the impact of a specific word choice on meaning and tone. | |
| |RL.6.6 |Explain how an author develops the point of view of the narrator or speaker in a text. | |
| |W.6.3 |Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, | |
| | |and well-structured event sequences. | |
| | |Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event | |
| | |sequence that unfolds naturally and logically. | |
| | |Use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters. | |
| | |Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting | |
| | |to another. | |
| | |Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. | |
| | |Provide a conclusion that follows from the narrated experiences or events. | |
| |SL.6.6 |Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. | |
| |L.6.1 |Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | |
| | |Ensure that pronouns are in the proper case (subjective, objective, possessive). | |
| |L.6.3 |Use knowledge of language and its conventions when writing, speaking, reading, or listening. | |
| | |Vary sentence patterns for meaning, reader/listener interest, and style. | |
| |L.6.4 |Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, | |
| | |choosing flexibly from a range of strategies. | |
| | |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. | |
| | |Use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, | |
| | |audible). | |
| | |Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation| |
| | |of a word or determine or clarify its precise meaning or its part of speech. | |
| | |Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context | |
| | |or in a dictionary). | |
|Essential Questions: How do we decide what is true? |
|Assessments: |
|Formative: anecdotal records, annotations, discussion notes, double-entry journals, exit tickets, notes, reader/writer notebook entries, reader response journals, sticky notes, interest |
|inventories from PHLit. |
|Summative: Model Curriculum Unit 1 Assessment, District Writing Assessment #1 and Big Essential Question PHLit p. 171. |
|Authentic: portfolio entries (narrative, response to literature, response to informational text, literary analysis), and one Prentice Hall Performance Task from PHlit pp. 170-171. |
| |
|Interdisciplinary Connections: |
|Social Studies (PHLit p. 48 – Drive-In Movie), Web site (pp. 67 – 68: ASPCA), News Article (pp. 69 – 70: Rescuers to Carry Oxygen Masks for Pets), Science (PHLit p. 82 – Living Layers), |
|Humanities Connection (PHLit p. 99 – Twain Makes His Mark), Science (PHLit p. 126 – Spin Cycle), Atlas Entry (pp. 135 – 136: The Caribbean), Travel Brochure (pp. 137 – 138: The Florida Keys). |
|Technology Integration: |
|, SOLO 6, Spelling City, SmartBoard and responders |
|Key Vocabulary: |
|Big Question: PHLit p.3 related to the essential question: confirm, determine, evidence, fact, investigate, opinion, prove, study, test, decision, fantasy, fiction, realistic, true, unbelievable.|
|Related to texts: PHLit p.22 (more accessible: Stray) timidly, trudged, grudgingly, ignore, exhausted, starvation or PHLit p.30 (more complex: The Homecoming) escorting, charitable, distracted, |
|murmured, fascinated, recognize; PHLit p.44 (more accessible: The Drive-In Movies) prelude, pulsating, migrated, evident, winced, vigorously or PHLit p.52 (more complex: The Market Square Dog) |
|devoured, trotted, anxiously, classified, custody, bewildered; PHLit p. 94 (more accessible: My Papa, Mark Twain) striking, absent-minded, incessantly, consequently, impatient, peculiar or PHLit|
|p. 102 (more complex: Stage Fright) sympathy, compulsion, intently, awed, agonizing, hereditary; PHLit p. 112 (more accessible: Names / Nombres) mistook, pursue, transport, inevitably, chaotic, |
|inscribed or PHLit p. 122 (more complex: The Lady and the Spider) mode, frenzied, inhabited, equipped, dimensions, catastrophe. |
|Word Study: |
|Latin suffix –ation (PHLit p. 29), Latin prefix pre- (PHLit p. 51), Latin root –sequ or –sec (PHLit p. 101), Latin root –scribe or –script (PHLit p. 121). |
|Latin suffix –able (PHLit p. 39), Anglo Saxon prefix be- (PHLit p. 61), Latin root –pel or –pul (PHLit p. 107), Latin root –met or –mens (PHLit p. 129). |
|Literary Terms: |
|exposition, conflict, rising action, climax, falling action, resolution, prediction, symbols, symbolism, connotations. |
|Useful Sites: NJ Educator Resource Exchange (), In Common: Effective Writing for All students |
|(), Engage NY (, |
|, |
|) (This section should contain helpful sites for teachers to use as they plan their |
|lessons.) |
|Text Crosswalk: |
|Reading: Preparing to Read Complex Text-PHLit p. 173, Prentice Hall Reader’s Notebook, 3-5 short texts (literature 2-3 and informational 1- 2). |
|Writing: routine writing- description (PHLit pp. 47, 63, 86 – 91) narration (PHLit pp. 109, 131, 154 – 161) 4-6 analyses (PHLit pp. 72 – 85 Comparing Fiction and Nonfiction and pp. 140 – 148 |
|Comparing Literary Works), one narrative (PHLit pp. 154 - 161), and one brief research project (PHLit p. 41 or p. 109). |
|Speaking & Listening: (PHLit pp. 63, 131, 164 - 165). |
|Language: Integrated Language Skills (40, 62, 108, 130, 162 - 163). |
|Differentiated Instruction Resources: |
|Prentice Hall Unit 1 Resources (Leveled Vocabulary, Leveled Selection and Leveled Selection Tests, Graphic Organizers), SOLO 6 (additional resources can be found at |
|, ) |
Unit 2:
|Topic: |CCSS: |Goals: (The standards assessed for mastery at the end of the unit. For all standards to be taught during the unit, please |Projected # of days |
| | |see Unit 2 in the Model Curriculum Grade 6 Overview available at | |
| | |.) | |
|Types of | RI6.1 |Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |36 |
|Nonfiction | | | |
| | RI6.2 |Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct| |
| | |from personal opinions or judgments. | |
| | RI6.4 |Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical | |
| | |meanings. | |
| |RI6.5 |Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes | |
| | |to the development of ideas. | |
| |W6.2 |Write 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. | |
| |W6.4 |Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and | |
| | |audience. | |
|Essential Questions: What is Important to Know? |
|Assessments: |
|Formative: anecdotal records, annotations, discussion notes, double-entry journals, exit tickets, notes, reader/writer notebook entries, reader response journals, sticky notes |
|Summative: Model Curriculum Unit 2 Assessment and Big Essential Question PHLit p. 543. |
|Authentic: portfolio entries (informative / explanatory), response to literature, response to informational text, literary analysis) and one Prentice Hall Performance Task from PHLit pp. 542 – |
|543. |
| |
|Interdisciplinary Connections: |
|History Connection (page 455 – Making History), Science Connection (page 474 – Leaving the Nest). |
|Technology Integration: |
|, SOLO 6, Spelling City, SmartBoard and responders |
|Key Vocabulary: related to the essential question: concept, distinguish, examine, judge, measure, observe, purpose, question, refer, source, study, guess, knowledge, limit, narrow; related to the|
|selected texts: (more accessible: Water) imitate, persisted, fragments, sentiments, barriers, repentance or (more complex: Hard as Nails) idle, embedded, fulfilling, exhaust, sublime, immense; or|
|(more accessible: Jackie Robinson: Justice at Last) integrate, prejudiced, superb, petition, retaliated, dignity or (more complex: The Shutout) anecdotes, evolved, diverse, composed, irrational, |
|infamous; or (more accessible: Something to Declare) concludes, perplexities or (more complex: A Backwoods Boy) regarded, intrigued, treacherous; (more accessible: Turkeys) dilution, demise, |
|methods, sensible, descendants, vigilance or (more complex: Langston Terrace) applications, community, resident, choral, reunion, homey; (more accessible: La Leña Buena) engulfing, fragrant, |
|treacheries, revolution, confiscated, reluctantly or (more complex: The Pigman and Me) exact, demented, observant, undulating, distorted, condemnation; (more accessible: Letter From A |
|Concentration Camp) regret or (more complex: Letter to Scottie) documentation, misery. |
|Word Study: |
|Latin suffix –ance (page 403), Latin prefix sup- or super- (page 425), Latin suffix –ible (page 477), Latin root –volv (page 495). |
|Latin suffix –ity (page 415), Latin prefix ir- (page 433), Latin suffix –ent (page 485), Latin root –tort (page 507). |
|Literary Terms: |
|autobiography, autobiographical essay, memoir, point of view, tone, author’s purpose, main idea, detail. |
|Useful Sites: NJ Educator Resource Exchange (), In Common: Effective Writing for All students |
|(), , |
| . |
|Text Crosswalk: |
|Reading: Preparing to Read Complex Text-PHLit p. 545, Prentice Hall Notebook, 3-5 short texts (literature 2-3 and informational 1-2), Extended literary nonfiction, three to five short texts (two|
|to three informational and one to two literature) from Prentice Hall or other sources. |
|Writing: routine writing- explanatory: How-to-Essay (PHLit pp. 417, 435, 462 – 467), four analyses (PHLit pp. 444 - 461 and 516 - 525), one Informative / Explanatory (PHlit pp. 461, 525 |
|Explanatory Text: Essay), and one brief research project (PHLit pages 471, 487). |
|Speaking & Listening: PHLit pages 435, 509, 536 – 537, 543. |
|Language – Integrated Language Skills (PHLit pages 416, 434, 486, 508, 534 – 535. |
|Differentiated Instruction Resources: |
|Prentice Hall Unit 3 Resources (Leveled Vocabulary, Leveled Selection and Leveled Selection Tests, Graphic Organizers) Resources, SOLO 6 (additional resources can be found at |
|, ) |
Unit 3:
|Topic: |CCSS: |Goals: (The standards assessed for mastery at the end of the unit. For all standards to be taught during the unit, please |Projected # of days |
| | |see Unit 5 in the Model Curriculum Grade 6 Overview available at | |
| | |.) | |
|Poetry |RI 6.1 |Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |35 |
| |RI 6.2 |Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct| |
| | |from personal opinions or judgments. | |
| |RI 6.3 |Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. | |
| |RI 6.4 |Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical | |
| | |meanings. | |
| |RI 6.5 |Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes | |
| | |to the development of ideas. | |
| |RI 6.6 |Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. | |
| |W 6.1 |Write arguments to support claims with clear reasons and relevant evidence. | |
| | |Introduce claim(s) and organize the reasons and evidence clearly. | |
| | |Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the | |
| | |topic or text. | |
| | |Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. | |
| | |Establish and maintain a formal style. | |
| | |Provide a concluding statement or section that follows from the argument presented. | |
| |W 6.4 |Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and | |
| | |audience. | |
| |W 6.9b |Draw evidence from literary or informational texts to support analysis, reflection, and research. | |
| | |b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a | |
| | |text, distinguishing claims that are supported by reasons and evidence from claims that are not”). | |
|Essential Questions: |
|Do we need word to communicate well? |
|Assessments: |
|Formative: anecdotal records, annotations, discussion notes, double-entry journals, exit tickets, notes, reader/writer notebook entries, reader response journals, sticky notes |
|Summative: Model Curriculum Unit 3 Assessment and District Writing Assessment #2 and Big (Essential) Question task from pp. 685. |
|Authentic: portfolio entries (narrative, response to literature, response to informational text, literary analysis) and one Prentice Hall Performance Task from |
|Pages 684 - 685. |
| |
|Interdisciplinary Connections: |
|Technology Integration: , SOLO 6, Spelling City, SmartBoard and responders |
|Key Vocabulary: related to the essential question: communicate, correspond, quote, reveal, symbolize, visual, connection, dialogue, expression, gesture, language, message, nonverbal, share, |
|verbal; related to the selected texts: (more accessible: Adventures of Isabel, Wilbur Wright and Orville Wright, Ankylosaurus) ravenous, cavernous, rancor, horrid, inedible, minuscule or (more |
|complex: Dream Within a dream, Life Doesn’t Frighten Me, The Walrus and the Carpenter) deem, amid, pitiless, beseech, dismal, sympathize; (more accessible: Simile: Willow and Ginkgo, April Rain |
|Song, Fame is a Bee) crude, soprano, stubby, precious, thrives or (more complex: Abuelito Who, The World Is Not A Pleasant Place To Be, Child On Top of a Greenhouse) sour, pleasant, billowing, |
|accusers, plunging; (more accessible: Haiku, The Sidewalk Racer, Limerick) skimming, asphalt, flee, flaw) or (more complex: Haiku, Concrete Cat, Limerick) wintry, howl, rage, fellow; (more |
|accessible: No Thank You, Parade, Wind and Water and Stone) cuddly, gilded, leisurely, hollowed, dispersed, sculpted or (more complex: The Fairies Lullaby, Saying Yes, Cynthia in the Snow) |
|thorny, nigh, hence, offense, whirs; (more accessible: Alphabet) glisten, phrasings or (more complex: Childhood and Poetry) vaguely, furtively, persecution. |
|Word Study: |
|Latin root –min (page 569), suffix –ness (page 591), Old English suffix –less (page 627), suffix –ly (page 645). |
|Latin root –mal (page 581), suffix –ant (page 597),), suffix –ship (page 633), suffix –y (page 651). |
|Literary Terms: |
|poetry, rhythm, rhyme, structure, stanza, speaker, sound devices, repetition, alliteration, onomatopoeia, theme, narrative poem, lyric poem, concrete poem, haiku, limerick poem, free verse, |
|metaphor, simile, personification, connotation, figurative language, sensory language. |
|Useful Sites: NJ Educator Resource Exchange (), In Common: Effective Writing for All students |
|(), , |
| . |
|Text Crosswalk: |
|Reading – PHLit pages 600 – 601, 687 Prentice Hall Reader’s Notebook, full length work of literature, three to five short texts (two to three literature and one to two informational) from |
|Prentice Hall or other sources; Writing – routine writing (PHLit pages 583, 599, 614, 635, 653, 668), four analyses (PHLit pages 550 - 559), one narrative, and one brief research project; |
|Speaking & Listening – (PHLit pages 678 – 679); Language – Integrated Language Skills (PHLit pages 582, 598, 634, 652). PHLit pages 676 – 677. |
|Differentiated Instruction Resources: |
|Prentice Hall Unit 4 Resources (Leveled Vocabulary, Leveled Selection and Leveled Selection Tests, Graphic Organizers), SOLO 6 (additional resources can be found at |
|, ) |
Unit 4:
|Topic: |CCSS: |Goals: (The standards assessed for mastery at the end of the unit. For all standards to be taught during the unit, please |Projected # of days |
| | |see Unit 4 in the Model Curriculum Grade 6 Overview available at | |
| | |.) | |
|Drama | RL 6.1 | Cite textual evidence to support analysis of what text says explicitly as well as inferences drawn from the text. |34 |
| |RL 6.2 |Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text| |
| | |distinct from personal opinions or judgments. | |
| |RL 6.3 | 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 6.4 | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; | |
| | |analyze the impact of a specific word choice on meaning and tone. | |
| |RL 6.5 | 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. | |
| |W.6.3 |Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, | |
| | |and well-structured event sequences. | |
| | |Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event | |
| | |sequence that unfolds naturally and logically. | |
| | |Use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters. | |
| | |Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting | |
| | |to another. | |
| | |Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. | |
| |W.6.4 |Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and | |
| | |audience. | |
|Essential Questions: |
|How do we decide who we are? |
|Assessments: |
|Formative: anecdotal records, annotations, discussion notes, double-entry journals, exit tickets, notes, reader/writer notebook entries, reader response journals, sticky notes. |
|Summative: Model Curriculum Unit 4 Assessment and Big (Essential) Question task from PHLit page 817. |
|Authentic: portfolio entries (narrative, response to literature, response to informational text, literary analysis) and one Prentice Hall Performance Task from PHLit page 816. |
| |
|Interdisciplinary Connections: |
|Science (pages782 – 784) NASA Finally Goes Metric: Online News Article, Math (pages 785 – 786) Metric Metric: persuasive article, Culture Connection (page 710) Turnpike Tollbooth, Science |
|Connection (page 715) Measuring Time, Culture Connection (page 760). |
|Technology Integration: , SOLO 6, Spelling City, SmartBoard and responders |
|Key Vocabulary: |
|related to the essential question: diverse, perspective, reaction, reflect, respond, similar, inique, appearance, conscious, custom, expectations, ideals, individuality, personality, trend; |
|related to the selected texts: (more accessible: You’re a Good Man Charlie Brown, Happiness is a Charming Charlie Brown at Orlando) objectionable, civic, evoking, embody, abundantly or (more |
|complex: The Phantom Tollbooth Act I and Act II) ignorance, precautionary, unethical, ferocious, misapprehension, unabridged, dissonance, deficiency, admonishing, iridescent, malicious, |
|transfixed. |
|Word Study: |
|Latin root –eth (page 733), prefix –trans (page 777). |
|Literary Terms: |
|drama, characters, setting, conflict, plot, climax, resolution, theme, playwright / dramatist, script, dialogue, stage directions, acts, scenes, comedies, tragedies, tragic hero, tragic flaw, |
|screenplay, teleplay, radio play, monologue, soliloquy, aside, complex characters, external conflict, internal conflict. |
|Useful Sites: NJ Educator Resource Exchange (), In Common: Effective Writing for All students |
|(), , |
| . |
|Text Crosswalk: |
|Reading – PHLit pages 736 – 737, 780 – 781, 812 – 815, 819, Prentice Hall Reader’s Notebook, full-length work of literature, three to five short texts (two to three literature and one to two |
|informational) from Prentice Hall or other sources. |
|Writing – routine writing (PHLit pages 735, 779, 787, 799, 800 - 807), four analyses (PHLit pages 692 – 702, 788), one narrative (PHLit pages 738 - 743), and one brief research project. |
|Speaking & Listening – (PHLit pages 810 - 811). |
|Language – PHLit pages 808 – 809 Integrated Language Skills (pages 734, 778). |
|Differentiated Instruction Resources: |
|Prentice Hall Unit 5 Resources (Leveled Vocabulary, Leveled Selection and Leveled Selection Tests, Graphic Organizers), SOLO 6 (additional resources can be found at |
|, ) |
Unit 5:
|Topic: |CCSS: |Goals: (The standards assessed for mastery at the end of the unit. For all standards to be taught during the unit, please |Projected # of days |
| | |see Unit 3 in the Model Curriculum Grade 6 Overview available at | |
| | |.) | |
|Short Stories |RI 6.1 |Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |36 |
| |RI 6.2 |Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct| |
| | |from personal opinions or judgments. | |
| |RI 6.3 |Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. | |
| |RI 6.4 |Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical | |
| | |meanings. | |
| |RI 6.5 |Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes | |
| | |to the development of ideas. | |
| |RI 6.6 |Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. | |
| |W 6.1 |Write arguments to support claims with clear reasons and relevant evidence. | |
| | |Introduce claim(s) and organize the reasons and evidence clearly. | |
| | |Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the | |
| | |topic or text. | |
| | |Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. | |
| | |Establish and maintain a formal style. | |
| | |Provide a concluding statement or section that follows from the argument presented. | |
| |W 6.9b | Draw evidence from informational texts to support analysis, reflection, and research; apply grade 6 Reading standards to | |
| | |literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are | |
| | |supported by reasons and evidence from claims that are not”). | |
|Essential Questions: Is Conflict Always Bad? |
|Assessments: |
|Formative: anecdotal records, annotations, discussion notes, double-entry journals, exit tickets, notes, reader/writer notebook entries, reader response journals, sticky notes |
|Summative: Model Curriculum Unit 3 Assessment and District Writing Assessment #3 and Big (Essential) Question task from page 363. |
|Authentic: portfolio entries (narrative, response to literature, response to informational text, literary analysis) and one Prentice Hall Performance Task from PHLit page 390. |
| |
|Interdisciplinary Connections: Social Studies Connection (page 236 – Home on the Range), Social Studies (pages 244 – 246: The Seven Wonders of the World – Online Almanac & Art, Architecture, and |
|Learning in Egypt – Textbook Article, Geography Connection (page 278 – Agricultural Season), Geography Connection (page 309 – Gold Rush), History Connection (page 323 – Cossacks). |
|Technology Integration: , SOLO 6, Spelling City, SmartBoard and responders |
|Key Vocabulary: related to the essential question: argue, challenge, conclude, convince, defend, resolve, battle, compete, game, issue, lose, negotiate, resist, survival, win; related to the |
|selected texts: (more accessible: The Tail) vow, anxious, routine, gnawing, mauled, spasm or (more complex: Dragon, Dragon) plagued, ravaged, tyrant, enviously, reflecting, craned or (more |
|accessible: Zlateh the Goat) bound, astray, exuded, splendor, trace, flickering or (more complex: The Old Woman Who Lived With the Wolves) trespass, coaxed, traversed, scarce, mystified, |
|offensive; (more accessible: the Southpaw) former, unreasonable or (more complex: Becky and the Wheels-and-Brake Boys) menace, reckless, envy; (more accessible:The Circuit) or (more complex: the |
|All-American Slurp). |
|Word Study: |
|Latin prefix dis (page 203), Latin prefix ex- (page 231). |
|Latin prefix re- (page 215), Latin prefix in- (page 239). |
|Literary Terms: |
|plot, conflict, setting, theme, exposition, rising action, climax, falling action, resolution |
|Useful Sites: NJ Educator Resource Exchange (), In Common: Effective Writing for All students |
|(), |
|, . |
|Text Crosswalk: |
|Reading: (PHLit pages 242 – 243), Reader’s Notebook, full-length work of literature, three to five short texts (two to three literature and one to two informational) from Prentice Hall or other |
|sources. |
|Writing: Routine writing (PHLit pages 217, 241, 263), four analyses, one argument (Response to Literature) PHLit pages 264 - 269, and one brief research project (217). |
|Speaking & Listening: 299, 364 – 365. |
|Language: PHLit pp. 216, 240, 298. |
|Differentiated Instruction Resources: Prentice Hall Unit 4 Resources (Leveled Vocabulary, Leveled Selection and Leveled Selection Tests, Graphic Organizers), SOLO 6 (additional resources can be |
|found at , ) |
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