HCPS Blogs
Marking Period 1Category/StrandGrade 6—Growing and ChangingGrade 7—Independence and IdentityGrade 8—Coming of AgeCommunication6.1a Communicate as leader and contributor.7.1a Communicate ideas and information orally in an organized and succinct manner.8.1a Prepare and ask relevant questions for the interview.6.1b Evaluate own contributions to discussions.8.2g Assume shared responsibility for collaborative work.6.1c Summarize and evaluate group activities.7.1e Use a variety of strategies to listen actively.8.2h Use a variety of strategies to listen actively. 6.1d Analyze the effectiveness of participant interactions.8.1b Make notes of responses.6.2a Distinguish between fact and opinion.7.3b Distinguish between fact and opinion, and between evidence and inference.8.2c Use appropriate verbal and nonverbal presentation skills.6.2d Paraphrase and summarize what is heard.8.1c Compile, accurately report, and publish responses.6.2e Use language and vocabulary appropriate to audience, topic, and purpose.8.2e Differentiate between standard English and informal language.6.3a Compare and contrast auditory, visual, and written media messages.7.3d Compare and contrast the techniques in auditory, visual, and written media messages.8.2a Choose topic and purpose appropriate to the audience.6.3b Identify the characteristics and effectiveness of a variety of media messages.Reading/ Vocabulary6.4a Identify word origins and derivations.7.4a Identify word origins and derivations.8.4d Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling and usage of words.6.4b Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.7.4b Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.8.4c Use roots, affixes, cognates, synonyms and antonyms to determine the meaning of unfamiliar words and technical vocabulary.6.4c Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.7.4e Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.8.4b Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases.6.4f Extend general and specialized vocabulary through speaking, listening, reading, and writing.7.4f Extend general and specialized vocabulary through speaking, listening, reading, and writing.8.4f Extend general and specialized vocabulary through speaking, listening, reading, and writing.Reading/ Fiction6.5a Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.7.5a Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict.8.5c Explain how authors use characters, conflict, point of view, voice and tone to create meaning.6.5g Explain how character and plot development are used in a selection to support a central conflict or story line.7.5c Identify conventional elements and characteristics of a variety of genres.8.5d Understand the author’s use of conventional elements and characteristics within a variety of genres.7.5b Compare and contrast various forms and genres of fictional text.6.5e Use prior and background knowledge as context for new learning.7.5f Use prior and background knowledge as a context for new learning.8.5l Use prior and background knowledge as a context for new learning.6.5h Identify the main idea.7.5h Identify the main idea.8.5h Identify the main idea.6.5i Identify and summarize supporting details.7.5i Summarize text relating supporting details.8.5i Summarize text relating supporting details.6.5l Use reading strategies to monitor comprehension throughout the reading process.7.5l Use reading strategies to monitor comprehension throughout the reading process.8.5m Use reading strategies to monitor comprehension throughout the reading process.Reading/ Non-fiction6.6b Use prior knowledge and build additional background knowledge as context for new learning.7.6a Use prior and background knowledge as a context for new learning.8.6a Draw on background knowledge and knowledge of text structure to understand selections.6.6f Differentiate between fact and opinion.7.6e Differentiate between fact and opinion.8.6f Differentiate between fact and opinion.6.6g Identify main idea.7.6h Identify the main idea.8.6g Identify the main idea.6.6h Summarize supporting details.7.6i Summarize text identifying supporting details.8.6h Summarize the text identifying supporting details.6.6i Compare and contrast information about one topic, which may be contained in different selections.6.6l Use reading strategies to monitor comprehension throughout the reading process.7.6l Use reading strategies to monitor comprehension throughout the reading process.8.6l Use reading strategies to monitor comprehension throughout the reading process.Writing6.7b Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.7.7b Use a variety of prewriting strategies including graphic organizers to generate and organize idea.8.7b Use prewriting strategies to generate and organize ideas.6.7d Establish a central idea and organization.7.7d Establish a central idea and organization.8.7d Organize details to elaborate the central idea and provide unity.6.7e Compose a topic sentence or thesis statement if appropriate.7.7e Compose a topic sentence or thesis statement.8.7c Distinguish between a thesis statement and a topic sentence.6.7j Use computer technology to plan, draft, revise, edit, and publish writing.7.7k Use computer technology to plan, draft, revise, edit and publish writing.8.7h Use computer technology to plan, draft, revise, edit, and publish writing.6.8a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.7.8a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.8.8a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.6.8e Eliminate double negatives.7.8f Demonstrate understanding of sentence formation by identifying the eight parts of speech and their functions in sentences.6.8g Choose adverbs to describe verbs, adjectives, and other adverbs.7.8b Choose appropriate adjectives and adverbs to enhance writing.8.8e Use comparative and superlative degrees in adverbs and adjectives.6.8h Use correct spelling for frequently used words.7.8h Use correct spelling for commonly used words.8.8g Use correct spelling for frequently used words.Research6.9c Use technology as a tool to research, organize, evaluate, and communicate information.7.9c Use technology as a tool to research, organize, evaluate, and communicate information.8.9c Use technology as a tool to research, organize, evaluate, and communicate information.6.9d Cite primary and secondary sources.7.9d Cite primary and secondary sources.8.9e Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological Association (APA) style.Pacing Suggestions for this nine-week period:WeekMP 1 Pacing ActivitiesFormal Assessments1Set up writing portfolios (preferably online portfolios)*Pick and preview whole class novel with students; discuss individual reading requirements for the year*1st Writing Sample2Introduce Vocabulary Tools (list of activities students may use for vocabulary assignments this year)Notes on Pre-Writing and discuss Pre-Writing Tools (i.e. hamburger, four square, listing, clusters, etc.) for the year and explain purpose/when to use each with sample promptsGive second prompt and have students pre-write for portfolio (focus on prompt, topic and subtopics)Pre-Writing Quiz (m.c.)3*Start pulling vocabulary from texts for students each week*Review Parts of Speech (nouns, pronouns, verbs)Teach Basic Sentence DiagrammingPick out nouns and verbs in poem, non-fiction article and short storySummarize using the nouns and verbsCompare poem, non-fiction article and short storyGive third prompt and have students pre-write for portfolio (focus on prompt, topic and subtopics)Reading Pre-Test4*Continue pulling vocabulary from texts for students each week*Review fact and opinionDiscuss primary and secondary sourcesCreate packets with primary and secondary sources (make sure to include media items)—have students distinguish the primary from secondary sources, as well as pick out facts and opinions contained in eachGive fourth prompt and have students pre-write for portfolio (focus on subtopics (opinions) and details (facts))Pre-Writing Quiz (short answer)5*Continue pulling vocabulary from texts for students each week*Focus on Topic, Main Idea, Summary and ThemeNotes and anchor charts on Topic, Main Idea, Summary and ThemeIntroduce students to best tools to use to analyze Topic, Main Idea, Summary and Theme (i.e. RAP; Someone Wanted, But, So; Summary Cards, Summary Frames, etc.)Practice using toolsCompare topics, main ideas and details in a poem, non-fiction selection, print ads and a short storyGive fifth prompt and have students pre-write for portfolio focus on subtopics (opinions) and details (facts)) Fact and Opinion Quiz 6*Continue pulling vocabulary from texts for students each week*Focus on Narrative StructureIntroduce students to best tools to use to graph narrative structure (i.e. Story Map, Plot Chart, etc.)Practice using toolsCompare a narrative poem and short story Give sixth prompt and have students pre-write for portfolio (focus on topic sentences and thesis statement)Pre-Writing Quiz (short answer)7*Continue pulling vocabulary from texts for students each week*Review Parts of Speech (adjectives, adverbs)Expand basic Sentence Diagram to include adjectives and adverbsPick out adjectives and adverbs in horror and suspense poem, non-fiction article and short storySummarize textsCompare poem, non-fiction article and short storyGive seventh prompt and have students pre-write for portfolio (focus on topic sentences and thesis statement)Main Idea, Summary and Theme Quiz8Review MP 1 topics (preferably in stations)Writing WorkshopPre-Writing Quiz (topics and thesis statements)9Review MP 1 topics (preferably in stations)Writing WorkshopMP1 Reading Assessment Marking Period 2Category/Strand6th—Reaching Out7th—Common Threads8th—Extraordinary OccurrencesCommunication6.1a Communicate as leader and contributor.7.1a Communicate ideas and information orally in an organized and succinct manner.8.1b Make notes of (interview) responses.7.1b Ask probing questions to seek elaboration and clarification of ideas.8.1d Evaluate the effectiveness of the interview.6.1b Evaluate own contributions to discussions.7.1d Use language and style appropriate to audience, topic, and purpose.8.2b Choose vocabulary and tone appropriate to the audience, topic, and purpose.6.2e Use language and vocabulary appropriate to audience, topic, and purpose.7.2b Use nonverbal communication skills, such as eye contact, posture, and gestures to enhance verbal communication skills.8.2d Respond to audience questions and comments.6.1d Analyze the effectiveness of participant interactions.7.1e Use a variety of strategies to listen actively.8.2h Use a variety of strategies to listen actively.6.3b Identify the characteristics and effectiveness of a variety of media messages.7.3a Identify persuasive/informative techniques used in non-print media including television, radio, video, and Internet.8.3a Evaluate the persuasive/ informational technique being used in nonprint media including television, radio, video, and Internet.6.3a Compare and contrast auditory, visual, and written media messages.7.3d Compare and contrast the techniques in auditory, visual, and written media messages.8.2e Differentiate between standard English and informal language.8.2g Assume shared responsibility for collaborative work.Reading/ Vocabulary6.4a Identify word origins and derivations.7.4a Identify word origins and derivations.8.4d Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling and usage of words.6.4b Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.7.4b Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.8.4c Use roots, affixes, cognates, synonyms and antonyms to determine the meaning of unfamiliar words and technical vocabulary.6.4c Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.7.4e Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.8.4b Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases.6.4f Extend general and specialized vocabulary through speaking, listening, reading, and writing.7.4f Extend general and specialized vocabulary through speaking, listening, reading, and writing.8.4f Extend general and specialized vocabulary through speaking, listening, reading, and writing.6.4d Identify and analyze figurative language.7.4c Identify and analyze figurative language.8.4a Identify and analyze an author’s use of figurative language.6.4e Use word-reference materials.8.4e Discriminate between connotative and denotative meanings and interpret the connotation.Reading/ Fiction6.5g Explain how character and plot development are used in a selection to support a central conflict or story line.7.5c Identify conventional elements and characteristics of a variety of genres.8.5d Understand the author’s use of conventional elements and characteristics within a variety of genres.6.5k Identify transitional words and phrases that signal an author’s organizational pattern.7.5j Identify the author’s organizational pattern.8.5j Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.6.5d Describe cause and effect relationships and their impact on plot.7.5k Identify cause and effect relationships.8.5k Identify cause and effect relationships.6.5b Make, confirm, and revise predictions.7.5e Make, confirm, and revise predictions.6.5e Use prior and background knowledge as context for new learning.7.5f Use prior and background knowledge as a context for new learning.8.5l Use prior and background knowledge as a context for new learning.6.5f Use information in the text to draw conclusions and make inferences.7.5g Make inferences and draw conclusions based on the text.8.5b Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.7.5b Compare and contrast various forms and genres of fictional text.8.5f Compare and contrast author’s style.6.5j Identify and analyze the author’s use of figurative language.8.5a Explain the use of symbols and figurative language.6.5l Use reading strategies to monitor comprehension throughout the reading process.7.5l Use reading strategies to monitor comprehension throughout the reading process.8.5m Use reading strategies to monitor comprehension throughout the reading process.Reading/ Non-fiction6.6a Use text structures such as type, headings, and graphics to predict and categorize information in both print and digital texts.7.6b Use text structures to aid comprehension.8.6d Analyze the author’s use of text structure and word choice.6.6j Identify the author’s organizational pattern.7.6c Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.8.6i Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.6.6k Identify cause and effect relationships.7.6j Identify cause and effect relationships.8.6j Identify cause and effect relationships.6.6b Use prior knowledge and build additional background knowledge as context for new learning.7.6a Use prior and background knowledge as a context for new learning.8.6a Draw on background knowledge and knowledge of text structure to understand selections.6.6c Identify questions to be answered.8.6e Analyze details for relevance and accuracy.6.6d Make, confirm, or revise predictions.6.6e Draw conclusions and make inferences based on explicit and implied information.7.6d Draw conclusions and make inferences on explicit and implied information.8.6b Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.6.6i Compare and contrast information about one topic, which may be contained in different selections.8.6k Evaluate, organize, and synthesize information for use in written and oral formats.6.6l Use reading strategies to monitor comprehension throughout the reading process.7.6l Use reading strategies to monitor comprehension throughout the reading process.8.6l Use reading strategies to monitor comprehension throughout the reading process.Writing6.7a Identify audience and purpose.7.7a Identify intended audience.8.7a Identify intended audience.8.7e Select specific vocabulary and information for audience and purpose.6.7b Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.7.7b Use a variety of prewriting strategies including graphic organizers to generate and organize idea.8.7b Use prewriting strategies to generate and organize ideas.6.7c Organize writing structure to fit mode or topic.7.7c Organize writing structure to fit mode or topic.8.7g Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs.6.7f Write multi-paragraph compositions with elaboration and unity.7.7f Write multi-paragraph compositions with unity elaborating the central idea.8.8b Use and punctuate correctly varied sentence structures to include conjunctions and transition words.6.7j Use computer technology to plan, draft, revise, edit, and publish writing.7.7k Use computer technology to plan, draft, revise, edit and publish writing.8.7h Use computer technology to plan, draft, revise, edit, and publish writing.6.8a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.7.8a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.8.8a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.6.8b Use subject-verb agreement with intervening phrases and clauses.7.8d Use subject-verb agreement with intervening phrases and clauses.6.8c Use pronoun-antecedent agreement to include indefinite pronouns.7.8c Use pronoun-antecedent agreement to include indefinite pronouns.8.8c Choose the correct case and number for pronouns in prepositional phrases with compound objects.6.8d Maintain consistent verb tense across paragraphs.7.8e Edit for verb tense consistency and point of view.8.8d Maintain consistent verb tense across paragraphs.6.8h Use correct spelling for frequently used words.7.8h Use correct spelling for commonly used words.8.8g Use correct spelling for frequently used words.Research6.9c Use technology as a tool to research, organize, evaluate, and communicate information.7.9c Use technology as a tool to research, organize, evaluate, and communicate information.8.9c Use technology as a tool to research, organize, evaluate, and communicate information.6.9d Cite primary and secondary sources.7.9d Cite primary and secondary sources.8.9e Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological Association (APA) style.8.9a Collect and synthesize information from multiple sources including online, print and media.6.9e Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.7.9e Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.8.9g Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.8.9b Evaluate the validity and authenticity of texts.8.9d Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.Pacing Suggestions for this nine-week period:WeekMP 2 Pacing ActivitiesFormal Assessments1*Continue pulling vocabulary from texts for students each week**Pick and preview second whole class novel or literature circle novel choices with students; review individual reading**Start discussion on plagiarism as students will pull notes from sources this nine weeks*Notes and anchor charts on Text Structures (include word reference materials and large focus on cause/effect items)Create packets with primary and secondary sources (make sure to include media items)—have students distinguish the primary from secondary sources, as well as pick out key text structures elements and categorize sourcesHave students summarize each sourceGive list of prompts and have students categorize types of prompts—match prompts with appropriate primary or secondary source that could be used to support a thesis—highlight the facts in each source that support the thesisHave students pick one prompt to outline in portfolioPlagiarism and Research Pre-Quiz2*Continue pulling vocabulary from texts for students each week**Continue discussion on plagiarism as students will pull notes from sources this nine weeks*Discuss text types and purpose and audience for eachIntroduce students to tools to use to find and set up purpose and audience (i.e. SOAPS, RAFT, etc.)Give students functional texts, non-fiction articles and media items to analyze using the tools (7th and 8th—focus on persuasive techniques in the media)Give student list of complementary prompts to last week’s (i.e. same topic) and have students determine appropriate audience and purpose for each one that corresponds to the prompt they picked last week.Have students take chosen prompts--outline each in portfolioText Structures Quiz3*Continue pulling vocabulary from texts for students each week**Continue discussion on plagiarism as students will pull notes from sources this nine weeks*Notes and anchor charts on Agreement (subject-verb and pronoun-antecedent)Diagram sample sentences (pull from readings) to determine s-v and p-a agreement, as well as determine topics for readingsCreate holiday themed packets with primary and secondary sources (make sure to include media items)—have students distinguish the primary from secondary sources, as well as pick out key text structures elements (and persuasion in 7th and8th) and categorize sourcesCompare and contrast holiday texts by purpose and audienceHave students use RAFT to create their own stories that correspond to themes in chosen prompts this nine weeks—outline in portfolioPurpose and Audience Quiz4*Continue pulling vocabulary from texts for students each week**Continue discussion on plagiarism as students will pull notes from sources this nine weeks*Notes and anchor charts on Prediction, Drawing Conclusions and InferencePlay a quick inference game (i.e. Who’s trash is this)Have students use RAFT and create a story about the family from their inferences (or something similar based on the quick game) in portfolio Introduce students to inference tools (i.e. DRTA, QAR, Learning Log, etc.)Practice using tools Agreement Quiz 15*Continue pulling vocabulary from texts for students each week**Continue discussion on plagiarism as students will pull notes from sources this nine weeks*Pull student writings or rewrite texts with agreement errors. Have students correct issues, making sure to state problems as warm-upsContinue Practice using inference toolsContinue inference story (focus on consistent verb tense and agreement)Predictions/Drawing Conclusions/Inference Quiz 16*Continue pulling vocabulary from texts for students each week**Continue discussion on plagiarism as students will pull notes from sources this nine weeks*Notes on Figurative LanguageIntroduce students to best tools to use to analyze texts with figurative language (i.e. FIDDS, DIDLS, SIFTT, etc.) Practice using toolsCompare Figurative Language (be specific) in narrative poem, biographical text and short storyPlagiarism and Research Quiz7*Continue pulling vocabulary from texts for students each week**Continue discussion on plagiarism as students will pull notes from sources this nine weeks*Continue practice analyzing figurative languageFigurative Language Quiz8Review MP 2 topics (preferably in stations)Writing WorkshopAgreement Quiz 29Review MP 2 topics (preferably in stations)Writing WorkshopPredictions/Drawing Conclusions/Inference Quiz 2Marking Period 3Category/Strand6th—Proving Yourself7th—What Matters8th—Quest for JusticeCommunication6.1a Communicate as leader and contributor.7.1a Communicate ideas and information orally in an organized and succinct manner.8.1b Make notes of (interview) responses.6.1b Evaluate own contributions to discussions.7.1c Make statements to communicate agreement or tactful disagreement with others’ ideas.8.2f Critique oral presentations.6.1d Analyze the effectiveness of participant interactions.7.1d Use language and style appropriate to audience, topic, and purpose.8.2b Choose vocabulary and tone appropriate to the audience, topic, and purpose.8.2d Respond to audience questions and comments.7.1e Use a variety of strategies to listen actively.8.2h Use a variety of strategies to listen actively.6.2b Compare and contrast viewpoints.8.3b Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations.6.2c Present a convincing argument.7.3c Describe how word choice and visual images convey a viewpoint.8.2g Assume shared responsibility for collaborative work.6.2e Use language and vocabulary appropriate to audience, topic, and purpose.7.2a Use verbal communication skills, such as word choice, pitch, feeling, tone, and voice appropriate for the intended audience.8.2e Differentiate between standard English and informal language.6.3a Compare and contrast auditory, visual, and written media messages.7.3d Compare and contrast the techniques in auditory, visual, and written media messages.6.3b Identify the characteristics and effectiveness of a variety of media messages.8.3d Evaluate sources for relationships between intent and factual content.Reading/ Vocabulary6.4a Identify word origins and derivations.7.4a Identify word origins and derivations.8.4d Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling and usage of words.6.4b Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.7.4b Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.8.4c Use roots, affixes, cognates, synonyms and antonyms to determine the meaning of unfamiliar words and technical vocabulary.6.4c Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.7.4e Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.8.4b Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases.6.4f Extend general and specialized vocabulary through speaking, listening, reading, and writing.7.4f Extend general and specialized vocabulary through speaking, listening, reading, and writing.8.4f Extend general and specialized vocabulary through speaking, listening, reading, and writing.7.4d Identify connotations.Reading/ Fiction6.5c Describe how word choice and imagery contribute to the meaning of a text.7.5d Describe the impact of word choice, imagery, and literary devices including figurative language.6.5e Use prior and background knowledge as context for new learning.7.5f Use prior and background knowledge as a context for new learning.8.5l Use prior and background knowledge as a context for new learning.7.5c Identify conventional elements and characteristics of a variety of genres.8.5d Understand the author’s use of conventional elements and characteristics within a variety of genres.7.5b Compare and contrast various forms and genres of fictional text.8.5e Compare and contrast the author’s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts.8.5f Compare and contrast authors’ styles.8.5g Identify and ask questions that clarify various viewpoints.6.5l Use reading strategies to monitor comprehension throughout the reading process.7.5l Use reading strategies to monitor comprehension throughout the reading process.8.5m Use reading strategies to monitor comprehension throughout the reading process.Reading/ Non-fiction6.6b Use prior knowledge and build additional background knowledge as context for new learning.7.6a Use prior and background knowledge as a context for new learning.8.6a Draw on background knowledge and knowledge of text structure to understand selections.7.6g Describe how word choice and language structure convey an author’s viewpoint.8.6c Analyze the author’s qualifications, viewpoint, and impact.7.6f Identify the source, viewpoint, and purpose of texts.6.6i Compare and contrast information about one topic, which may be contained in different selections.8.6k Evaluate, organize, and synthesize information for use in written and oral formats.6.6l Use reading strategies to monitor comprehension throughout the reading process.7.6l Use reading strategies to monitor comprehension throughout the reading process.8.6l Use reading strategies to monitor comprehension throughout the reading process.Writing6.7b Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.7.7b Use a variety of prewriting strategies including graphic organizers to generate and organize idea.8.7b Use prewriting strategies to generate and organize ideas.6.7g Select vocabulary and information to enhance the central idea, tone and voice.7.7g Select vocabulary and information to enhance the central idea, tone, and voice.6.7h Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.7.7h Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.7.7i Use clauses and phrases for sentence variety.8.7f Use interview quotations as evidence.6.7i Revise sentences for clarity of content including specific vocabulary and information.7.7j Revise sentences for clarity of content including specific vocabulary and information.6.7j Use computer technology to plan, draft, revise, edit, and publish writing.7.7k Use computer technology to plan, draft, revise, edit and publish writing.8.7h Use computer technology to plan, draft, revise, edit, and publish writing.6.8a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.7.8a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.8.8a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.6.8f Use quotation marks with dialogue.7.8g Use quotation marks with dialogue.8.8f Use quotation marks with dialogue and direct quotations.6.8h Use correct spelling for frequently used words.7.8h Use correct spelling for commonly used words.8.8g Use correct spelling for frequently used words.Research6.9a Collect information from multiple sources including online, print, and media.7.9a Collect and organize information from multiple sources including online, print and media.8.9a Collect and synthesize information from multiple sources including online, print and media.6.9b Evaluate the validity and authenticity of texts.7.9b Evaluate the validity and authenticity of sources.8.9b Evaluate the validity and authenticity of sources.6.9c Use technology as a tool to research, organize, evaluate, and communicate information.7.9c Use technology as a tool to research, organize, evaluate, and communicate information.8.9c Use technology as a tool to research, organize, evaluate, and communicate information.6.9d Cite primary and secondary sources.7.9d Cite primary and secondary sources.8.9e Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological Association (APA) style.6.9e Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.7.9e Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.8.9g. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.8.9f Publish findings and respond to feedback.Pacing Suggestions for this nine-week period:WeekMP 3 Pacing ActivitiesFormal Assessments1*Have students pull their own vocabulary this week**Pick and preview third whole class novel or literature circle novel choices with students; review individual reading*Introduce Research Project—Short Story Authors, etc.Notes on evaluating sources and authenticity of textsHave students begin researching author—pull primary and secondary sources—pull facts from sources—categorize sources by text types*8th—Writing SOL Reviews*Review Quiz2*Have students pull their own vocabulary this week*Students should continue researching author—compare viewpoints in at least two literary reviews of the author’s writing style*8th—Writing SOL Reviews*Evaluating Sources Quiz3*Have students pull their own vocabulary this week*Have students read selections (min. 2) from chosen author—summarize, plot chart and conflicts, analyze character and figurative language*8th—Writing SOL Reviews*Review Quiz4*Have students pull their own vocabulary this week*Students should continue reading and analyzing selectionsHave students read selected poems for chosen author—analyze using one of the taught tools—compare two stories and poem*8th—Writing SOL Reviews*Review Quiz5*Have students pull their own vocabulary this week*Notes on imageryPractice imagery with research textsCreate or finds visuals/cartoons of imagery in researched texts*8th—Writing SOL Reviews*Review Quiz6*Have students pull their own vocabulary this week*Notes on dialogue and punctuation of dialogueHave students create story between themselves and a character from one of the readings—have students map character traits, plot and conflict as a pre-writing task--make sure students use dialogue in the story*8th—Writing SOL Reviews**SOL Writing Window*7Review MP 3 topics (preferably in stations)Reading/Writing Workshop 8Review MP 3 topics (preferably in stations)Reading/Writing WorkshopReview Quiz9PresentationsReview QuizMarking Period 4Category/Strand6th—Seeing It Through7th—Meeting Challenges8th—Meeting ChallengesCommunication6.1a Communicate as leader and contributor.7.1a Communicate ideas and information orally in an organized and succinct manner.8.1b Make notes of (interview) responses.6.1b Evaluate own contributions to discussions.7.1b Ask probing questions to seek elaboration and clarification of ideas.8.2g Assume shared responsibility for collaborative work.6.1d Analyze the effectiveness of participant interactions.7.1d Use language and style appropriate to audience, topic, and purpose.8.2e Differentiate between standard English and informal language.6.2e Use language and vocabulary appropriate to audience, topic, and purpose.7.1e Use a variety of strategies to listen actively.8.2h Use a variety of strategies to listen actively.6.3a Compare and contrast auditory, visual, and written media messages.7.2c Compare/contrast a speaker’s verbal and nonverbal messages.6.3b Identify the characteristics and effectiveness of a variety of media messages.7.3d Compare and contrast the techniques in auditory, visual, and written media messages.6.3c Craft and publish audience-specific media messages.7.3e Craft and publish audience-specific media messages.8.3c Use media and visual literacy skills to create products that express new understandings.Reading/ Vocabulary6.4f Extend general and specialized vocabulary through speaking, listening, reading and writing7.4f Extend general and specialized vocabulary through speaking, listening, reading, and writing.8.4f Extend general and specialized vocabulary through speaking, listening, reading, and writing.Reading/ Fiction6.5e Use prior and background knowledge as context for new learning.7.5f Use prior and background knowledge as a context for new learning.8.5l Use prior and background knowledge as a context for new learning.6.5l Use reading strategies to monitor comprehension throughout the reading process.7.5l Use reading strategies to monitor comprehension throughout the reading process.8.5m Use reading strategies to monitor comprehension throughout the reading process.7.5b Compare and contrast various forms and genres of fictional text.8.5e Compare and contrast the author’s use of word choice, dialogue, for, rhyme, rhythm, and voice in different texts.8.5f Compare and contrast authors’ styles.Reading/ Non-fiction6.6b Use prior knowledge and build additional background knowledge as context for new learning.7.6a Use prior and background knowledge as a context for new learning.8.6a Draw on background knowledge and knowledge of text structure to understand selections.6.6i Compare and contrast information about one topic, which may be contained in different selections.7.6k Organize and synthesize information for use in written formats.8.6k Evaluate, organize, and synthesize information for use in written and oral formats.6.6k Identify cause and effect relationships.7.6j Identify cause and effect relationships.8.6j Identify cause and effect relationships.6.6l Use reading strategies to monitor comprehension throughout the reading process.7.6l Use reading strategies to monitor comprehension throughout the reading process.8.6l Use reading strategies to monitor comprehension throughout the reading process.Writing6.7b Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.7.7b Use a variety of prewriting strategies including graphic organizers to generate and organize idea.8.7b Use prewriting strategies to generate and organize ideas.7.7i Use clauses and phrases for sentence variety.6.7j Use computer technology to plan, draft, revise, edit, and publish writing.7.7k Use computer technology to plan, draft, revise, edit and publish writing.8.7h Use computer technology to plan, draft, revise, edit, and publish writing.6.8a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.7.8a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.8.8a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.6.8h Use correct spelling for frequently used words.7.8h Use correct spelling for commonly used words.8.8g Use correct spelling for frequently used words.Research6.9c Use technology as a tool to research, organize, evaluate, and communicate information.7.9c Use technology as a tool to research, organize, evaluate, and communicate information.8.9c Use technology as a tool to research, organize, evaluate, and communicate information.6.9d Cite primary and secondary sources.7.9d Cite primary and secondary sources.8.9e Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological Association (APA) style.Pacing Suggestions for this nine-week period:WeekMP 4 Pacing ActivitiesFormal Assessments1*Continue pulling vocabulary from texts for students each week*Create packets with primary and secondary sources (make sure to include media items)—have students distinguish the primary from secondary sources, as well as pull out literary elements studied this year; have students compare and contrast passages within the packets. Don’t forget to include functional text items.Have students create media campaigns to showcase learningReview Quiz2*Continue pulling vocabulary from texts for students each week*Create packets with primary and secondary sources (make sure to include media items)—have students distinguish the primary from secondary sources, as well as pull out literary elements studied this year; have students compare and contrast passages within the packets. Don’t forget to include functional text items.Have students work on media campaigns to showcase learningReview Quiz3*Continue pulling vocabulary from texts for students each week*Review all SOL topics (preferably in stations)Have students work on media campaigns to showcase learningReview Quiz4*Continue pulling vocabulary from texts for students each week*Review all SOL topics (preferably in stations)Have students work on media campaigns to showcase learning *SOL Window*56789Presentations ................
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