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 plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map 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.To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts?to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile levels are listed on the Curriculum Maps. Additionally, qualitative evidence is provided in the textbooks for anchor texts and should be used to inform planning.In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block, teachers should use the following times: Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills, or concepts; this often includes teacher modeling and practice.Small-Group Instruction (estimated time 45-60 minutes)- During this time, students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills learned previously. Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the day’s lesson. This may include a quick assessment of students’ learning. The above represents guidelines, but professional judgment should always be used when planning and instructing.5092700161925How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms: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.-58344300355Throughout 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, here are some high-leverage resources around each of the three shifts that teachers should consistently access.The Tennessee State Literacy StandardsThe Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards): can access the Tennessee State 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: can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Word Finder: to Support Vocabulary Instruction & Development Teachers 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: 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 Project: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Read- and Think-Alouds, Shared Reading, Guided Reading, Vocabulary Teachers can use these resources to enhance interactive read- and think-aloud practices. VocabularyFor each text, there is a direct link to the ACADEMIC WORD FINDER for the specific text. Teacher can access high-impact words, definitions, and examples to provide directly to students. Please note that words should be taught in context of the text, even if direct definitions and examples are provided. It is certainly appropriate to provide definitions and examples of the meaning of words and phrases, and to discuss how that word is used within the text itself. Students may also discuss the meaning of the word as it may apply to a variety of contexts within and outside of the text. If providing direct definitions, please create a glossary to give directly to students and/or project the definitions. Ideally, students will have online access and regular practice with technology, for they can access the ACADEMIC WORD FINDER and click on words as they read the text. Because copying the definitions of words is not a cognitive task, we assert that time is better spent discussing the meaning of the word, given its definition and context. Here are some resources to provide support for vocabulary instruction: 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 your school’s preferred lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.Key Terms:Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.Academic Language or Vocabulary: The language of schools and books; language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.Text Complexity: A tool used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task. All three factors are taken into consideration when determining the complexity level and grade appropriateness of literary and informational texts.Evidence Statements: Statements taken directly from the standards that describe the knowledge and skills students should be able to demonstrate when completing an assessment item or task. Because the evidence statements usually divide each standard into individual skills, the statements can be used to support the crafting of objectives. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.Essential Questions: Specific questions to the text(s) that often summarize the “big understanding” of what students should receive from the text(s) for the unit of study. They are open-ended questions that do not have a single, correct answer, require support and evidence from the text, and often call for higher-order thinking.Skills Based and Meaning Based CompetenciesIn early grade classrooms especially, there is a need for both skills based and meaning based competencies. Both types of instruction are equally important– instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary. Our comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson. Quarter 4 At-a-GlanceBe sure to review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 4. Adhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During this quarter, students will read literary and informational texts about knowledge and intelligence to gain a deeper understanding of what happens when humans try to manipulate the minds of others?and how our understanding of intelligence has evolved over time. Students will express their understanding of these ideas by exploring how authors draw on traditional stories and develop characters and themes to teach us about ourselves and others.8th Grade ELA, Quarter 4Texts RecommendationsWeek 1“Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook) anchor text“The Story of Prometheus” (1040L, fiction) from Old Greek Stories by James BaldwinIn addition to clicking any of the hyperlinks included in the map, all teacher resources for the quarter, including texts, TDQ’s, and student materials are found online here: Week 2“Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook) anchor text“What is an Inkblot? Some Say, Not Much” (1120L, informational text) from The New York Times by Erica Goode Week 3“Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook) anchor text“What is an Inkblot? Some Say, Not Much” (1120L, informational text) from The New York Times by Erica GoodeWeek 4“Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook) anchor textWeek 5“Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook) anchor textExcerpt from “Chapter 4” of Frankenstein (1170L, fiction) by Mary ShelleyIn addition to clicking any of the hyperlinks included in the map, all teacher resources for the quarter, including texts, TDQ’s, and student materials are found online here: state testing schedules, quality of reading, writing, tasks, and instruction, this unit may extend beyond the designated time frame. Planning and thorough review of lesson suggestions is highly recommended. Week 6“Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook) anchor text Excerpt from “Chapter 13” of Frankenstein (1170L, fiction) by Mary ShelleyWeek 7“Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook) anchor text“The Story of Prometheus” (1040L, Greek myth) from Old Greek Stories by James Baldwin Excerpt from “Chapter 4” of Frankenstein (1170L, fiction) by Mary ShelleyExcerpt from “Chapter 13” of Frankenstein (1170L, fiction) by Mary Shelley“Open, Relentless Search” from Charly (film clip)“I’d Like to be Smarter” from Charly (film clip)Week 8 “Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook anchor textWeek 9“Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook) anchor textOptional Text Set: “Does IQ Test Really Measure Intelligence” (980L, informational text) from by Denise Mann“IQ Tests are ‘Meaningless and too Simplistic’ Claim Researchers (1080L, informational text) from by Nicholas McDermottWeeks 1 – 5Reading Selections Week 1: “Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook) anchor text“The Story of Prometheus” (1040L, fiction) from Old Greek Stories by James BaldwinWeek 2:“Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook) anchor text“What is an Inkblot? Some Say, Not Much” (1120L, informational text) from The New York Times by Erica GoodeWeek 3:“Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook) anchor text“What is an Inkblot? Some Say, Not Much” (1120L, informational text) from The New York Times by Erica GoodeWeek 4:“Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook) anchor textWeek 5:“Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook) anchor textExcerpt from “Chapter 4” of Frankenstein (1170L, fiction) by Mary ShelleyEssential Questions: Is ignorance bliss? How do intellect (IQ) and character contribute to identity? How do different levels of intelligence, emotional and intellectual, lead to different types of interactions with people and society?Performance Task: Students will respond to the following prompt by the end of Week 5: Write a progress report from the view of Dr. Nemur, Dr. Strauss, or Miss Kinnian about Charlie’s progress following the surgery. The progress report should provide additional details that Charlie does not provide, describe or explain situations that Charlie does not understand, and use the point of view and style of the narrator you choose. Include elements from “Flowers for Algernon,” but elaborate on them from your narrator’s perspective. Use relevant descriptive details and sensory language to capture the action and convey experiences from the story.Week 1TN Ready StandardsEvidence StatementsContentReading Complex TextsReading: LiteratureRL.8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3 Analyze how particular lines of a dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provide a decision. RL.8.4 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.RL.8.9 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.LanguageL.8.3 Use knowledge of language and its conventions when writing, speaking, reading, and listening.L.8.4 Determine or clarify the meaning of unknown and multi-meaning words and phrases based on grade 8 reading and content, choosing flexibility from a range of strategiesL.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Speaking & ListeningSL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.8.2 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.WritingW.8.1 Write arguments to support claims with clear reasons and relevant evidence.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization and analysis of content.W.8.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.Reading: LiteratureRL.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.8.2 Provides a statement of a theme or central idea of a text. (1)RL.8.2 Provides an analysis of how a theme or central idea develops over the course of the text, including its relationship to the characters, setting, and plot. (2) RL.8.2 Provides an objective summary of a text. (3)RL.8.3 Provides an analysis of how and why individuals, events, and ideas develop and interact over the course of the text. RL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., technical, figurative, connotative) and provides an analysis of how specific word choice shapes meaning and/or tone.RL.8.9 Provides an analysis of how an author draws on themes, patterns of events, or character types to describe the material included in a specific work.LanguageL.8.3 Demonstrates the knowledge of language and its conventions when writing, speaking, reading, and listening.L.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5b Demonstrates the ability to use word relationships to better understand word meaning.L.8.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).Speaking & ListeningSL.8.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.8.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)SL.8.2 Demonstrates ability to integrate multiple sources of information presented in diverse media or formats.SL.8.2 Demonstrates ability to evaluate the credibility and accuracy of each source used when integrating information from multiple sources.WritingDevelopment of IdeasThe student 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 anizationThe student 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 LanguageThe student 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 ConventionsThe student 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.Texts “The Story of Prometheus” (1040L) from Old Greek Stories by James Baldwin “Flowers for Algernon” (910L) by Daniel Keys (p. 347-380 of textbook) Anchor Text Complexity Analysis-Lexile- 910LMeaning: Moderately ComplexText Structure: Moderately ComplexLanguage Features: Moderately ComplexKnowledge Demands: Moderately ComplexAlthough the quantitative measures suggest placement in the 6th grade, the qualitative measures and reader and task considerations suggest that the text is best placed in the 8th grade complexity level. This is due in part to the structure of daily journal entries, difficulty in language and vocabulary as before and after Charlie’s intelligence increases, and the multiple meanings and themes that students must interpret throughout the text.Tasks:Multiple reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s Click on the following links for daily lesson suggestions:Lesson One- (Day 1 & 2) Summarize a Greek mythStudents summarize "The Story of Prometheus" and revise their summaries to incorporate grade-level sentence constructions.Lesson Two- (Day 3) Analyze vocabulary in Greek mythStudents reread "The Story of Prometheus" and work with the language to analyze how the author’s word choice impacts tone and meaning.Lesson Three- (Day 4) Analyze characters’ actions in Greek mythsStudents engage in a discussion about "The Story of Prometheus" to demonstrate understanding of the text and write a thematic analysis paragraph.Lesson Four- (Day 5) Character analysis in “Flowers for Algernon”Students read the first three progress reports of “Flowers for Algernon” by Daniel Keyes. Vocabulary: Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities/lessons in prepared materials, including TDQs. Text-Dependent Questions: Below is a sampling of TDQs present for these lessons. See teacher materials for more questions.Which words in the paragraph relate to key events of the text?How might an author’s tone change the way you view a character? After reading the paragraph with your replacement words, what is the tone? Explain how it has changed by using your own words.What is the author’s attitude toward Prometheus’s actions versus the gods’ actions?Which words from the text helped you make this determination?Why does Jupiter refuse to give humans fire? What does this reveal about Jupiter’s character?What motivates Prometheus to defy Jupiter? What does this reveal about Prometheus’s character?How are humans influenced by Prometheus’s decision to defy Jupiter?What is Jupiter’s punishment for man? What does it symbolize?What does the quote “It is best for [humans] to be poor and ignorant, so that we Mighty Ones may thrive and be happy” reveal about Jupiter?Based on this quote, are the gods truly mighty? Explain why or why not.Week 2TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsReading: LiteratureRL.8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3 Analyze how particular lines of a dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provide a decision. RL.8.4 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.RL.8.5 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.Reading: Informational TextsRI.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.RI.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.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone, including analogies and allusions to other texts.RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role particular sentences in developing and refining a key concept. LanguageL.8.4 Determine or clarify the meaning of unknown and multi-meaning words and phrases based on grade 8 reading and content, choosing flexibility from a range of strategiesL.8.5 Demonstrate 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.Speaking & ListeningSL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.8.2 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. WritingW.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization and analysis of content.W.8.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.Reading: LiteratureRL.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.8.2 Provides a statement of a theme or central idea of a text. (1)RL.8.2 Provides an analysis of how a theme or central idea develops over the course of the text, including its relationship to the characters, setting, and plot. (2) RL.8.2 Provides an objective summary of a text. (3)RL.8.3 Provides an analysis of how and why individuals, events, and ideas develop and interact over the course of the text. RL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., technical, figurative, connotative) and provides an analysis of how specific word choice shapes meaning and/or tone.RL.8.5 Demonstrates the ability to compare and contrast the structure of two or more texts. (1)RL.8.5 Provides an analysis of how the differing structure of each text contributes to its meaning and style. (2)Reading: Informational TextsRI.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.8.2 Provides a statement of central idea(s) of a text. (1)RI.8.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (2)RI.8.3 Provides an analysis of how a text makes connections among and distinctions between individuals, ideas, and events (e.g. through comparisons, analogies, or categories)RI.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.RI.8.5 Provides a detailed analysis of how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).LanguageL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5b Demonstrates the ability to use word relationships to better understand word meaning.L.8.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).L.8.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.Speaking & ListeningSL.8.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.8.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)SL.8.2 Demonstrates ability to integrate multiple sources of information presented in diverse media or formats.SL.8.2 Demonstrates ability to evaluate the credibility and accuracy of each source used when integrating information from multiple sources.WritingDevelopment of IdeasThe student 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 anizationThe student 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 LanguageThe student 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 ConventionsThe student 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.Texts“What is an Inkblot? Some Say, Not Much” (1120L) from The New York Times by Erica Goode “Flowers for Algernon” (910L) by Daniel Keys (p. 347-380 of textbook) TasksMultiple reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s Click on the following links for daily lesson suggestions:Lesson Five- (Day 1 & 2)“What is an Inkblot? Some Say, Not Much”Students read “What is an Inkblot? Some Say, Not Much” and analyze the academic vocabulary.Lesson Six- (Day 3) Understand an ArgumentStudents reread “What is an Inkblot? Some Say, Not Much” to understand the controversy surrounding the use of projective tests.Lesson Seven- (Day 4 & 5) Analyze an argumentStudents reread “What is an Inkblot? Some Say, Not Much” and analyze the argument to determine a central idea and then develop written claims.Vocabulary: Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities/lessons in prepared materials, including TDQs. Text-Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.What does it mean it a test is flawed?Based on evidence from the text, explain why the author suggests the debate over the Rorschach test will become more heated.What are the characteristics of the Rorschach and other projective tests, and why do those characteristics make the tests a focus of debate?What is the controversy surrounding the use of projective tests? Include evidence from “Flowers for Algernon” and the article to support your response.What is commonly accepted about projective tests despite their controversy? Which word in paragraph 11 signals a limitation to the use of projective tests? Explain your response.Locate instances in “What is an Inkblot? Some Say, Not Much” where the author shifts between opposing viewpoints.Describe how the author recognizes opposing or conflicting viewpoints.What is the central idea of the article?What is her purpose in writing it? Week 3TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsReading: LiteratureRL.8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.3 Analyze how particular lines of a dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provide a decision. RL.8.4 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.RL.8.6 Analyze how differences in points of view of characters and the audience or reader (e.ge., created through the use of dramatic irony) create such effects as suspense or humor. Reading: Informational TextsRI.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.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.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone, including analogies and allusions to other texts.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how an author acknowledges and responds to conflicting evidence or viewpoints. RI.8.8 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.LanguageL.8.4 Determine or clarify the meaning of unknown and multi-meaning words and phrases based on grade 8 reading and content, choosing flexibility from a range of strategiesL.8.5 Demonstrate 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.Speaking & ListeningSL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.8.2 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. WritingW.8.1 Write arguments to support claims with clear reasons and relevant evidence.W.8.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.5 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.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two). Reading: LiteratureRL.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.8.3 Provides an analysis of how and why individuals, events, and ideas develop and interact over the course of the text. RL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., technical, figurative, connotative) and provides an analysis of how specific word choice shapes meaning and/or tone.RL.8.6 Provides and analysis of how differences in points of view of the characters and the audience create effects such as suspense or humor.Reading: Informational TextsRI.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.8.3 Provides an analysis of how a text makes connections among and distinctions between individuals, ideas, and events (e.g. through comparisons, analogies, or categories)RI.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.RI.8.6 Provides a statement of an author’s point of view in a text. (1)RI.8.6 Provides a statement of an author’s purpose in a text. (2)RI.8.8 Provides a delineation of the argument and specific claims in a text.RI.8.8 Provides an assessment of whether the reasoning in the argument is valid.RI.8.8 Provides an assessment of whether the evidence is relevant and sufficient to support the claims.RI.8.8 Demonstrates the ability to recognize when irrelevant evidence is introduced.LanguageL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5b Demonstrates the ability to use word relationships to better understand word meaning.L.8.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).L.8.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.Speaking & ListeningSL.8.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.8.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)SL.8.2 Demonstrates ability to integrate multiple sources of information presented in diverse media or formats.SL.8.2 Demonstrates ability to evaluate the credibility and accuracy of each source used when integrating information from multiple sources.WritingDevelopment of IdeasThe student 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 anizationThe student 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 LanguageThe student 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 ConventionsThe student 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.Texts“What is an Inkblot? Some Say, Not Much” (1120L) from The New York Times by Erica Goode “Flowers for Algernon” (910L) by Daniel Keys (p. 347-380 of textbook) Tasks:Multiple reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s Click on the following links for daily lesson suggestions:Lesson 8- (Days 1 & 2) Applying Knowledge to “Flowers for AlgernonStudents locate evidence to support a claim they’re making about the usefulness of the projective tests used on Charlie. They engage in a discussion and then write the first draft of a response.Lesson 9- (Day 3) Revise a written response to defend a claim about a literary textStudents revise their written responses from the previous lesson to incorporate additional relevant evidence and/or acknowledge an?opposing viewpoint.Lesson 10- (Day 4) How has Charlie changed?Students read Progress Reports 4-8 of “Flowers for Algernon” and analyze Charlie’s character and the author’s use of irony to develop meaning.Lesson 11- (Day 5) What is intelligence? Students consider different definitions of intelligence and discuss how Charlie defines “being smart.”Vocabulary: Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities/lessons in prepared materials, including TDQs. Text-Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.How does Charlie’s experience with the Rorschach tests support the controversy surrounding the tests?Develop a claim in response to the following question: How useful are projective tests in determining Charlie’s suitability for the experiment? Locate evidence from both texts that supports AND conflicts with your claim.How do the author’s choices contribute to your understanding of the ways Charlie has changed and how those changes have impacted Charlie?What claim does each character make about Charlie and whether he should or should not be used for the operation?What can we infer about Charlie’s doctors based on the way they are speaking in front of him?What is the significant of Charlie’s statement, “After the operashun Im gonna try to be smart. Im gonna try awful hard?” What does the quote teach us about him?Using evidence from the text to support your answer, describe how Charlie defines “being smart”?Week 4TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsReading: LiteratureRL.8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.4 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.RL.8.5 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.RL.8.6 Analyze how differences in points of view of characters and the audience or reader (e.ge., created through the use of dramatic irony) create such effects as suspense or humor. LanguageL.8.4 Determine or clarify the meaning of unknown and multi-meaning words and phrases based on grade 8 reading and content, choosing flexibility from a range of strategiesL.8.5 Demonstrate 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.Speaking & ListeningSL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.8.2 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.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.WritingW.8.1 Write arguments to support claims with clear reasons and relevant evidence.W.8.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two). Reading: LiteratureRL.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., technical, figurative, connotative) and provides an analysis of how specific word choice shapes meaning and/or tone.RL.8.5 Demonstrates the ability to compare and contrast the structure of two or more texts. (1)RL.8.5 Provides an analysis of how the differing structure of each text contributes to its meaning and style. (2)RL.8.6 Provides and analysis of how differences in points of view of the characters and the audience create effects such as suspense or humor.LanguageL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5b Demonstrates the ability to use word relationships to better understand word meaning.L.8.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).L.8.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.Speaking & ListeningSL.8.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.8.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)SL.8.2 Demonstrates ability to integrate multiple sources of information presented in diverse media or formats.SL.8.2 Demonstrates ability to evaluate the credibility and accuracy of each source used when integrating information from multiple sources.SL.8.3 Demonstrates ability to evaluate a speaker’s point of view.SL.8.3 Demonstrates ability to evaluate a speaker’s reasoning and use of relevant evidence. SL.8.3 Demonstrates the ability to evaluate a speaker’s use of irrelevant evidence.SL.8.4 Demonstrates ability to present claims, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning.SL.8.4 Demonstrates ability to use appropriate eye contact, adequate volume, and clear pronunciation when speaking to an audience.SL.8.6 Determines when to adapt speech to a variety of contexts and tasks.SL.8.6 Demonstrates command of formal English when indicated or appropriate.WritingDevelopment of IdeasThe student 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 anizationThe student 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 LanguageThe student 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 ConventionsThe student 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.Texts“Flowers for Algernon” (910L) by Daniel Keys (p. 347-380 of textbook) Tasks:Multiple reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s Click on the following links for daily lesson suggestions:Lesson 12- (Day 1 & 2) How structure impacts character development and plotStudents analyze the structure of “Flowers for Algernon” to determine how it contributes to the development of the reader’s understanding of Charlie and the events of the story.Lesson 13- (Day 3) Impact of irony on character developmentStudents learn how irony impacts the reader and contributes to the development of character and events of the story. They also gather evidence in preparation for a Socratic seminar about whether Charlie is better off as a result of the surgery.Lesson 14- (Day 4) Conduct a Socratic seminarStudents engage in a Socratic seminar to discuss whether Charlie is better off as a result of the surgery.Lesson 15- Analyze character development and irony in “Flowers for Algernon”Students continue reading “Flowers for Algernon” and continue filling out the before/after surgery chart and the irony tracker.Vocabulary: Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities/lessons in prepared materials, including TDQs. Text-Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.What differences do you see in the spelling and grammar from Progress Report 1 and Progress Report 9? What do those differences illustrate?Consider the length of Charlie’s sentences in the progress reports. Which quotation has longer, more sophisticated sentences? What do those differences show us about Charlie?Which quotation has more deep thinking? Explain how you know.What are some other examples from this section of the text that show Charlie is becoming more intelligent?How does the structure of the text contribute to the reader’s understanding of Charlie?How does the point of view and format of the text contribute to our understanding the events of the text?How has Charlie’s understanding of Joe and Frank changed? What does this understanding reveal about the changes in Charlie’s character?What does Charlie understand now that he didn’t understand before? How does that understanding change the way he feels, thinks, and acts?How have Charlie’s self-realizations affected his attitude and motivation?What happens when Charlie goes to the first party with Joe and Frank on April 2? Is there something the reader understands about there events that Charlie doesn’t? In progress reports from April 16 and 17, what does Charlie do wrong? Explain how this demonstrates dramatic irony.Charlie wants nothing more than to be “normal” and accepted by others. Given his desire, what is ironic about his statements in Progress Reports 10 and 11? Include evidence from the text to support your answer.Week 5TN Ready StandardsEvidence StatementsContentReading Complex TextsReading: LiteratureRL.8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3 Analyze how particular lines of a dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provide a decision. RL.8.4 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.RL.8.5 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. LanguageL.8.4 Determine or clarify the meaning of unknown and multi-meaning words and phrases based on grade 8 reading and content, choosing flexibility from a range of strategiesL.8.5 Demonstrate 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.Speaking & ListeningSL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.8.2 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. WritingW.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization and analysis of content.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.W.8.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two).Reading: LiteratureRL.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.8.2 Provides a statement of a theme or central idea of a text. (1)RL.8.2 Provides an analysis of how a theme or central idea develops over the course of the text, including its relationship to the characters, setting, and plot. (2) RL.8.2 Provides an objective summary of a text. (3)RL.8.3 Provides an analysis of how and why individuals, events, and ideas develop and interact over the course of the text. RL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., technical, figurative, connotative) and provides an analysis of how specific word choice shapes meaning and/or tone.RL.8.5 Demonstrates the ability to compare and contrast the structure of two or more texts. (1)RL.8.5 Provides an analysis of how the differing structure of each text contributes to its meaning and style. (2)LanguageL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5b Demonstrates the ability to use word relationships to better understand word meaning.L.8.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).L.8.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.Speaking & ListeningSL.8.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.8.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)SL.8.2 Demonstrates ability to integrate multiple sources of information presented in diverse media or formats.SL.8.2 Demonstrates ability to evaluate the credibility and accuracy of each source used when integrating information from multiple sources. WritingDevelopment of IdeasThe student 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 anizationThe student 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 LanguageThe student 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 ConventionsThe student 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.Texts“Flowers for Algernon” (910L) by Daniel Keys (p. 347-380 of textbook)Excerpt from “Chapter 4” of Frankenstein (1170L) by Mary ShelleyTasks:Multiple reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s Click on the following links for daily lesson suggestions:Lesson 16- (Day 1) Summarize FrankensteinStudents read an excerpt from Chapter 4 of?Frankenstein. They ask questions about excerpt and write a brief summary.Lesson 17- (Day 2) Determine Dr. Frankenstein’s motivationsStudents reread the excerpt from Chapter 4 of Frankenstein and analyze its language to reveal aspects of Frankenstein's character.Lesson 18- (Day 3) Analyze language to determine tone and meaningStudents analyze the language of the excerpt from?Frankenstein?to determine how it contributes to the tone and meaning of the passage. They also use the language a models for their own writing.Lesson 19- (Day 4) Compare the structure of two textsStudents compare and contrast the structure of “Flowers for Algernon” and the excerpt?from?Frankenstein?to determine how each contributes to similar meanings.Mid-term Performance Task (Day 5) Write a new progress reportVocabulary: Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities/lessons in prepared materials, including TDQs. Text-Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.Explain why Dr. Frankenstein is obsessed with dead bodies.Describe how Dr. Frankenstein discovers the secret of human life and why he won’t share the secret.Explain how Victor Frankenstein is affected by his experiment.Based on the text, what motivates Dr. Frankenstein?Explain how the characters in “Flowers for Algernon” are similar to the Chapter 4 excerpt from Frankenstein.What words or phrases most reveal how Dr. Frankenstein’s attitude toward his work changes over time? Do they have a positive or negative connotation?What does the change in language communicate about how the work impacts Frankenstein?What outside text does the April 30th Progress Report in “Flowers for Algernon” reference? What similarities exist between the texts and what message is the author trying to send?What are Dr. Frankenstein’s motivations for gaining knowledge? How are they different from Charlie’s motivations? Using this understanding, what message is each text exploring about artificially gaining knowledge?Mid-Term Performance TaskStudents should complete the following writing task at the end of Week 5:Write a progress report from the view of Dr. Nemur, Dr. Strauss, or Miss Kinnian about Charlie’s progress following the surgery. The progress report should provide additional details that Charlie does not provide, describe or explain situations that Charlie does not understand, and use the point of view and style of the narrator you choose. Include elements from “Flowers for Algernon,” but elaborate on them from your narrator’s perspective. Use relevant descriptive details and sensory language to capture the action and convey experiences from the story.Weeks 6 – 9Reading SelectionsWeek 6:“Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook) anchor text Excerpt from “Chapter 13” of Frankenstein (1170L, fiction) by Mary ShelleyWeek 7:“Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook) anchor text“The Story of Prometheus” (1040L, Greek myth) from Old Greek Stories by James Baldwin Excerpt from “Chapter 4” of Frankenstein (1170L, fiction) by Mary ShelleyExcerpt from “Chapter 13” of Frankenstein (1170L, fiction) by Mary Shelley“Open, Relentless Search” from Charly (film clip)“I’d Like to be Smarter” from Charly (film clip)Week 8:“Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook anchor textWeek 9:“Flowers for Algernon” (910L, fiction) by Daniel Keys (p. 347-380 of textbook) anchor textOptional Text Set: “Does IQ Test Really Measure Intelligence” (980L, informational text) from by Denise Mann“IQ Tests are ‘Meaningless and too Simplistic’ Claim Researchers (1080L, informational text) from by Nicholas McDermottEssential Questions: Is ignorance bliss? How do intellect (IQ) and character contribute to identity? How do different levels of intelligence, emotional and intellectual, lead to different types of interactions with people and society?Performance Tasks: Students should complete this culminating writing task at the end of the quarter:Consider how Charlie has changed from the beginning of “Flowers for Algernon.” How does the surgery improve or worsen his quality of life? Write an argumentative essay in which you state and logically support a claim about the impact of the surgery on Charlie’s life and distinguish your claim from opposing claims. Be sure to use proper grammar, conventions, spelling, and grade-appropriate words and phrases. Cite several pieces of relevant textual evidence, including direct quotations with citations.Week 6TN Ready StandardsEvidence StatementsContentReading Complex TextsReading: LiteratureRL.8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3 Analyze how particular lines of a dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provide a decision. RL.8.9 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.LanguageL.8.4 Determine or clarify the meaning of unknown and multi-meaning words and phrases based on grade 8 reading and content, choosing flexibility from a range of strategiesL.8.5 Demonstrate 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.Speaking & ListeningSL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.8.2 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. WritingW.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization and analysis of content.W.8.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.5 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.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two).Reading: LiteratureRL.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.8.2 Provides a statement of a theme or central idea of a text. (1)RL.8.2 Provides an analysis of how a theme or central idea develops over the course of the text, including its relationship to the characters, setting, and plot. (2) RL.8.2 Provides an objective summary of a text. (3)RL.8.3 Provides an analysis of how and why individuals, events, and ideas develop and interact over the course of the text. RL.8.9 Provides an analysis of how an author draws on themes, patterns of events, or character types to describe the material included in a specific work.LanguageL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5b Demonstrates the ability to use word relationships to better understand word meaning.L.8.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).L.8.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.Speaking & ListeningSL.8.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.8.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)WritingDevelopment of IdeasThe student 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 anizationThe student 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 LanguageThe student 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 ConventionsThe student 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.Texts“Flowers for Algernon” (910L) by Daniel Keys (p. 347-380 of textbook) Excerpt from “Chapter 13” of Frankenstein (1170L) by Mary ShelleyTasks:Multiple reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s Click on the following links for daily lesson suggestions:Lesson 23- (Day 1) Finish reading “Flowers for Algernon”Students finish reading “Flowers for Algernon” and complete their before/after surgery chart.Lesson 24- (Day 2-3) Understand a theme in “Flowers for Algernon”Students work collaboratively to determine a theme in “Flowers for Algernon” and analyze its development over the course of the text.Lesson 25- (Day 4-5) Compare “Flowers for Algernon” and FrankensteinStudents read an excerpt from Chapter 13 of Frankenstein and then work in pairs to select a quotation that reveals aspects of both the monster and Charlie, and then compare a theme of both texts.Vocabulary: Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities/lessons in prepared materials, including TDQs. Text-Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.Using textual evidence, describe how Charlie changes in the progress reports from May 23-July 28.Is Charlie better off as a result of the surgery? Defend your stance with evidence from the text.Summarize the events of “Flowers for Algernon” and determine a theme based on what the text teaches us about a topic or idea.Identify a theme in “Flowers for Algernon” that is similar to a theme in Frankenstein. Describe how the character, structure, and/or events of each text contribute to a similar theme.Week 7TN Ready StandardsEvidence StatementsContentReading Complex TextsReading: LiteratureRL.8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.3 Analyze how particular lines of a dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provide a decision. RL.8.4 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.RL.8.7 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.RL.8.9 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.LanguageL.8.4 Determine or clarify the meaning of unknown and multi-meaning words and phrases based on grade 8 reading and content, choosing flexibility from a range of strategiesL.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.Speaking & ListeningSL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.8.2 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.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.WritingW.8.1 Write arguments to support claims with clear reasons and relevant evidence.W.8.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.8 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.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.Reading: LiteratureRL.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.8.3 Provides an analysis of how and why individuals, events, and ideas develop and interact over the course of the text. RL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., technical, figurative, connotative) and provides an analysis of how specific word choice shapes meaning and/or tone.RL.8.7 Demonstrate the ability to evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.RL.8.9 Provides an analysis of how an author draws on themes, patterns of events, or character types to describe the material included in a specific work.LanguageL.8.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.L.8.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.Speaking & ListeningSL.8.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.8.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)SL.8.2 Demonstrates ability to integrate multiple sources of information presented in diverse media or formats.SL.8.2 Demonstrates ability to evaluate the credibility and accuracy of each source used when integrating information from multiple sources.SL.8.3 Demonstrates ability to evaluate a speaker’s point of view.SL.8.3 Demonstrates ability to evaluate a speaker’s reasoning and use of relevant evidence. SL.8.3 Demonstrates the ability to evaluate a speaker’s use of irrelevant evidence.SL.8.4 Demonstrates ability to present claims, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning.SL.8.4 Demonstrates ability to use appropriate eye contact, adequate volume, and clear pronunciation when speaking to an audience.WritingDevelopment of IdeasThe student 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 anizationThe student 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 LanguageThe student 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 ConventionsThe student 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.Texts“Flowers for Algernon” (910L) by Daniel Keys (p. 347-380 of textbook) “The Story of Prometheus” (1040L) from Old Greek Stories by James Baldwin Excerpt from “Chapter 4” of Frankenstein (1170L) by Mary ShelleyExcerpt from “Chapter 13” of Frankenstein (1170L) by Mary Shelley“Open, Relentless Search” from Charly (film clip)“I’d Like to be Smarter” from Charly (film clip)Tasks:Multiple reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s Click on the following links for daily lesson suggestions:Lesson 26- (Day 1-2) Prepare for a Socratic seminarStudents prepare for a Socratic seminar by comparing and contrasting the myths of Prometheus and Pandora, excerpts from?Frankenstein, and “Flowers for Algernon.”Lesson 27- (Day 3) Conduct a Socratic seminarStudents engage in a Socratic seminar to discuss whether Keyes draws on traditional stories to tell a hopeful story or a cautionary tale.Lesson 33- (Day 4 & 5) Compare different forms of a textStudents compare and contrast “Flowers for Algernon”?with clips of a film adaptation in order to evaluate the choices made by the director and the lead actor.Vocabulary: Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities/lessons in prepared materials, including TDQs. Text-Dependent Questions: Below is a sampling of TDQs present for these texts. See teacher materials for more questions.Does Keyes draw from traditional stories to tell a hopeful story or a cautionary tale? Explain using evidence from all the texts in the unit.Based on the clips from Charly, how faithful is the film to “Flowers for Algernon”?Why might the director have chosen the playground and the college campus for the opening of Charly? What is he trying to show us about Charlie without telling us directly?Consider the point of view of the text and film. What do we learn from watching Charlie that we also learn through reading his progress reports? What is the difference about the way the film presents information in the second clip about the Rorschach tests and Charlie racing Algernon and how it is written in “Flowers for Algernon? Why might more be needed in writing than is provided in the film?Week 8TN Ready StandardsEvidence StatementsContentReading Complex TextsReading: LiteratureRL.8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.3 Analyze how particular lines of a dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provide a decision. RL.8.6 Analyze how differences in points of view of characters and the audience or reader (e.ge., created through the use of dramatic irony) create such effects as suspense or humor. LanguageL.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, and listening.L.8.5 Demonstrate 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.Speaking & ListeningSL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.WritingW.8.1 Write arguments to support claims with clear reasons and relevant evidence.W.8.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.5 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.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two).Reading: LiteratureRL.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.8.3 Provides an analysis of how and why individuals, events, and ideas develop and interact over the course of the text. RL.8.6 Provides and analysis of how differences in points of view of the characters and the audience create effects such as suspense or humor.LanguageL.8.1 Demonstrates a command of the conventions of standard English grammar and usage with writing and speaking.L.8.2 Demonstrates a command of the conventions of standard English capitalization, punctuation, and spelling with writing.L.8.3 Demonstrates the knowledge of language and its conventions when writing, speaking, reading, and listening.L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.8.5b Demonstrates the ability to use word relationships to better understand word meaning.L.8.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).L.8.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.Speaking & ListeningSL.8.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.8.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)WritingDevelopment of IdeasThe student 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 anizationThe student 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 LanguageThe student 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 ConventionsThe student 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.Texts“Flowers for Algernon” (910L) by Daniel Keys (p. 347-380 of textbook) Tasks:Multiple reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Engagement in pair/share with TDQ’s Click on the following links for daily lesson suggestions:Writing Workshop (Day 1) Culminating writing task claim and evidenceStudents begin the writing process to answer the culminating assessment argumentative writing prompt.Writing Workshop (Day 2-3) Culminating writing task first draftStudents continue the writing process by creating a first draft to answer the culminating assessment argumentative writing prompt.Writing Workshop (Day 4) Review culminating writing task exampleStudents annotate and score an example response to establish expectations for their own writing in response to the culminating task.Writing Workshop (Day 5) Review additional culminating writing task examplesStudents continue annotating and scoring example responses and then revise their own writing in response to the prompt.Week 9TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsCulminating Writing TaskReading: LiteratureRL.8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3 Analyze how particular lines of a dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provide a decision. RL.8.6 Analyze how differences in points of view of characters and the audience or reader (e.ge., created through the use of dramatic irony) create such effects as suspense or humor. RL.8.9 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.Reading: Informational TextsRI.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.RI.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.8.6 Determine an author’s point of view or purpose in a text and analyze how an author acknowledges and responds to conflicting evidence or viewpoints. RI.8.8 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.RI.8.9 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.LanguageL.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, and listening.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.WritingW.8.1 Write arguments to support claims with clear reasons and relevant evidence.W.8.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.8 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.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.Reading: LiteratureRL.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.8.2 Provides a statement of a theme or central idea of a text. (1)RL.8.2 Provides an analysis of how a theme or central idea develops over the course of the text, including its relationship to the characters, setting, and plot. (2) RL.8.2 Provides an objective summary of a text. (3)RL.8.3 Provides an analysis of how and why individuals, events, and ideas develop and interact over the course of the text. RL.8.6 Provides and analysis of how differences in points of view of the characters and the audience create effects such as suspense or humor.RL.8.9 Provides an analysis of how an author draws on themes, patterns of events, or character types to describe the material included in a specific work.Reading: Informational TextsRI.8.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.8.2 Provides a statement of central idea(s) of a text. (1)RI.8.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (2)RI.8.3 Provides an analysis of how a text makes connections among and distinctions between individuals, ideas, and events (e.g. through comparisons, analogies, or categories)RI.8.6 Provides a statement of an author’s point of view in a text. (1)RI.8.6 Provides a statement of an author’s purpose in a text. (2)RI.8.8 Provides a delineation of the argument and specific claims in a text.RI.8.8 Provides an assessment of whether the reasoning in the argument is valid.RI.8.8 Provides an assessment of whether the evidence is relevant and sufficient to support the claims.RI.8.8 Demonstrates the ability to recognize when irrelevant evidence is introduced.RI.8.9 Provides an analysis of two or more texts in which conflicting information on the same topic is provided and identify where the texts disagree.LanguageL.8.1 Demonstrates a command of the conventions of standard English grammar and usage with writing and speaking.L.8.2 Demonstrates a command of the conventions of standard English capitalization, punctuation, and spelling with writing.L.8.3 Demonstrates the knowledge of language and its conventions when writing, speaking, reading, and listening.L.8.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.WritingDevelopment of IdeasThe student 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 anizationThe student 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 LanguageThe student 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 ConventionsThe student 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.Texts“Flowers for Algernon” (910L) by Daniel Keys (p. 347-380 of textbook) Optional texts:“Does IQ Test Really Measure Intelligence” (980L) from by Denise Mann“IQ Tests are ‘Meaningless and too Simplistic’ Claim Researchers (1080L) from by Nicholas McDermottTasks:Multiple reads of text; focus on close read, conceptual annotation, and comprehension. Complete formal writing task according to the guidelines of the state argumentative writing rubric found at the following link: Culminating Performance TaskStudents should complete a final draft of following writing task at the end of the quarter:Consider how Charlie has changed from the beginning of “Flowers for Algernon.” How does the surgery improve or worsen his quality of life?Write an argumentative essay in which you state and logically support a claim about the impact of the surgery on Charlie’s life and distinguish your claim from opposing claims. Be sure to use proper grammar, conventions, spelling, and grade-appropriate words and phrases. Cite several pieces of relevant textual evidence, including direct quotations with citations.Optional Cold-Read Performance TaskAs an additional means of summative assessment, students can complete the following optional task. Note: The task focuses on a cold-read of two new texts about intelligence. Part 1: Assess students’ ability to read, understand, and express their understanding of two new texts about intelligence and IQ tests. Students are expected to read and annotate the texts and then complete several text-dependent questions to begin demonstrating mastery of the skills. Sample TDQs are listed below:Which sentence best summarizes Denise Mann’s “Does IQ Test Really Measure Intelligence?”How does the author of “Does IQ Test Really Measure Intelligence?” develop her central idea?What is the author’s purpose in “IQ Tests are ‘Meaningless and Too Simplistic’ Claims Researchers”?What statement provides information from McDermott’s “IQ Tests are ‘Meaningless and Too Simplistic’ Claims Researchers” that contradicts information from Mann’s “Does IQ Test Really Measure Intelligence?”Part 2: Continue assessing students’ ability to read, understand, and express their understanding of two new texts about intelligence and IQ tests. Additionally, students will be required to use evidence from both articles and “Flowers for Algernon” to address the following writing prompt:Read these sentences from Progress Report 10 (April 21) from “Flowers for Algernon”.I’m not sure what an I.Q. is. Dr. Nemur said it was something that measured how intelligent you were- like a scale in the drugstore weighs pounds. But. Dr. Strauss had a big argument with him and said an I.Q. didn’t weigh intelligence at all. He said an I.Q. showed how much intelligence you could get, like the numbers on the outside of a measuring cup. You still had to fill the cup up with stuff. Then when I asked Burt […] he said that both of them were wrong […] Burt says that the I.Q. measures a lot of different things including some of the things you learned already, and it really isn’t any good at all.Write a multi-paragraph essay that explains which character’s opinion (Dr. Nemur, Dr. Strauss, or Burt) is most supported by “Does IQ Test Really Measure Intelligence?” and “IQ Tests are ‘Meaningless and Too Simplistic’ Claims Researchers.” Cite evidence from both texts to support your response. Be sure to observe the conventions of standard English. ................
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