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 frameworks/maps. To support students in developing independence with reading and communicating about complex texts, teachers should incorporate the following interconnected components of the CLIP Instructional Design into their instruction.PurposeThis curriculum framework or 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 framework 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 judgement 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, and additional information is cited, where available.In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ the CLIP instructional model in their daily lesson planning, including: Whole-Group Instruction (20-25 minutes)-This time is for grade-level instruction. Regardless of a student’s reading level, exposure to complex texts supports language and comprehension development which is necessary for continual reading growth. Small-Group Instruction (15-20 minutes)-This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. instruction for students learning to read based on their specific needs and using texts at their reading level; 2. instruction for different learners using grade-level texts to support whole-class instruction; 3. extension for proficient readers using challenging texts, and 4. practice with and applying skills. Whole-Group Closure (5-10 minutes)-This time is for closure of the day’s lesson and a time for a quick assessment of the students481330066675How 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:(1) Regular practice with complex text and its academic language.Reading, writing, and speaking grounded in evidence from text, both literary and informational. Building knowledge through content-rich nonfiction.Using the Curriculum Maps, Grades 6-8Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking.)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. As a reminder, standards and objectives are not synonymous and mastery of the standards develops over time. Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.Using your Pearson TE and other resources cited in the curriculum map, plan your week using the lesson plan designated by your administrator. Remember to include differentiated activities for teacher-led small group instruction and literacy stations. Note: Small-Group/Station Time (15-20 minutes)-This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. instruction for students learning to read based on their specific needs and using texts at their reading level; 2. instruction for different learners using grade-level texts to support whole-class instruction; 3. extension for proficient readers using challenging texts, and 4. practice with and applying skills. Whole-Group Closure (5-10 minutes)-This time is for closure of the day’s lesson and a time for a quick assessment of the students. Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access: The TN English Language Arts State StandardsThe TN ELA State Standards: can access the TN State Standards by clicking on the link. Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Work Finder: 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: Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Text Complexity in the Pearson TextbooksShelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. ?The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. ?The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. ?Though these textbooks have their weaknesses, all schools have access to them, so the Curriculum Maps draw heavily from them while identifying additional materials to purposefully address those weaknesses and meet the expectations of the CCR standards and related instructional shifts. Additionally, some schools are piloting new, CCR-aligned instructional materials (in lieu of the adopted textbook). Teachers in those sites will have access to additional maps and related materials.?Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts, ?have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.right11430KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)00KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.CLIP Differentiated Instructional Design Reading/ELA/WritingCore (Grade-Level Instruction for All Students)Whole Group(read aloud, shared reading, close reading, mini-lessons)I do (teacher models)We do (guided practice)Teach/model grade level standards, concepts, skillsSmall GroupTeacher led (skills focused lessons, guided reading/writing, shared reading/writing)I do (teacher models)We do (guided practice)Coach students with similar needsStudent led (reciprocal teaching, literature circles, stations)They do (they collaborate)You do (independent practice)Differentiated content, process, productsWhole GroupClosure Wrap Up what you’ve learned.Gradual Release of Responsibility Example BehaviorsTeacherStudentI do itModeled Instruction Provides direct instructionEstablishes goals and purposeModels the expectationThink aloud Actively listensTakes notes Asks for clarificationWe do itGuided Instruction / Guided Practice Interactive instruction Works with students Checks, prompts, clues Provides additional modeling Meets with needs-based groups Asks and responds to questions Works with teacher and classmates Completes process alongside othersThey do it togetherCollaborative Practice Provides feedbackMoves among groups Clarifies confusion Provides support Works with classmates, shares outcome Collaborates on authentic task Consolidates learning Completes process in small group Looks to peers for clarificationYou do itIndependentlyIndependent Practice Provides feedback Evaluates progress toward the learning expectation Works alone Relies on notes, activities, classroom learning to complete assignment Takes full responsibility for outcomeEvidence Statements describe the knowledge and skills that an assessment item or a task elicits from students. They can be used to guide the development of local curriculum, instruction, and assessment. The statements are aligned directly to the Common Core State Standards.Evidence statements are taken directly from the standards. The standards contain multiple skills. Because the evidence statements divide each standard into individual skills, the statements can be used as objectives which directly aligns to TEACH 1 of TEM. TEACH 1 says to “engage students in objective-driven lessons based on content standards.” If teachers use the statements as their objectives, then TEACH 1 is achieved because the objective comes directly from the standard. First QuarterTN State StandardsEvidence StatementsContentWeek 1-3Reading SelectionsOption 1 “What is the Electoral College?” by Elizabeth Deatrick (Lexile1140; informational) “Counterpoint: Why We Need the Electoral College” by Jeffrey Bowman and Tracey M. DiLascio (Lexile 1185; informational) Option 2from A Wrinkle in Time exemplar (Lexile 740; fiction) and The 11:59 (Lexile 1090 ; fiction)Autobiography of an Ex-Colored Man by James Weldon Johnson (lexile 1100)Big Question: Is the truth the same for everyone? (Unit 1)Reading ComplexTextsReading ComplexTextsReading ComplexTextsReading ComplexTextsInformationalRI8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RI8.2 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.RI8.6Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.Option 2Literature RL8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the character, setting, and plot; provide an objective summary of the text.These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.8.2-9 InformationalEvidence StatementsProvides textual evidence that most strongly supports analysis of what the text says explicitly. RI8.1Provides textual evidence that most strongly supports analysis of inferences drawn from the text. RI8.1 Provides a statement of a central idea of a text. RI8.2 Provides an analysis of the development of a central idea over the course of the text including its relationship to supporting ideas. RI8.2 Provides an objective summary of a text. RI8.2 Provides a statement of an author’s point of view in a text. Provides a statement of an author’s purpose in a text. Provides an analysis of how the author acknowledges and responds to conflicting evidence and/or viewpoints. RI8.6Option 2Literature Evidence StatementsProvides textual evidence that most strongly supports analysis of what the text says explicitly. RL8.1 Provides textual evidence that most strongly supports analysis of inferences drawn from the text. RL8.1 Provides a statement of a theme or central idea of a text, based on textual evidence. RL8.2Provides an analysis of the development of the theme or central idea over the course of the text. RL8.2 Provides an analysis of how the theme or central idea relates to the characters, setting, and/or plot. RL8.2Provides an objective summary of a text. RL8.2 Prentice Hall Literature- Reading SelectionsOption 1Analyzing Text for Comprehension“What is the Electoral College?” by Elizabeth Deatrick RI8.1, RI8.2 (Lexile 1140; informational) : elements of nonfiction, determining central ideas, making inferences, strategies for student analysis of textGlossary of Informational and Literary Terms Dependent QuestionsAccording to the text, how did the Founding Fathers develop the system for electing a president? What were their concerns and challenges as they developed the system? (General Understandings)How are electors allocated? (General Understandings)What is the central idea of the text? What key details does the author use to support the central idea? (Key Details)What is the difference between the popular vote and the Electoral College? (Vocabulary)What is the meaning of allocated as it is used in the text? What in the text helped you to understand this word? (Vocabulary)How does the author help us to understand the meaning of the Electoral College? (Vocabulary)What is the difference between the Electoral College vote and the popular vote? (Vocabulary)How did the author organize the ideas in the article as she explained the Electoral College?(Text Structure)What is most likely Deatrick’s purpose for writing this text? Provide one detail from the text to support your answer. (Author’s Purpose)At the end of the text, the author discusses the problems that exist with the Electoral College system. How does she feel about the possibility of reforming the Electoral College? Cite evidence from the text. (Author’s Purpose)After reading the text, what can the reader infer about the development of the electoral process for electing a president? Provide 2-3 details from the text to support your inference. (Inference)What makes voting for a president complicated? Cite evidence from the text. (Argument)Does the author prefer the Electoral College or voting for one candidate? Which line(s) in the text support(s) your answer? Identify the reasons that author gives to support this argument. (Argument)Additional QuestionsWhat is the author’s tone in the text? How do you know?What mood does the author create? What details in the text help to create the mood?“Counterpoint: Why We Need the Electoral College” by Jeffrey Bowman and Tracey M. DiLascioRI8.1, RI8.2, RI.8.6 (ATOS 11.0; informational) : elements of nonfiction, determining central ideas, making inferences, strategies for student analysis of text, point of viewGlossary of Informational and Literary Terms Dependent QuestionsGeneral Understandings and Key DetailsWhat claim do the authors make in the text? According to the text, what factor(s) were taken into consideration when the framers created a system to elect a president?Which two branches of government are involved in the process of electing a president?What were some contradictions to the process of electing a president?Vocabulary and StructureWhat is the meaning of framers as it is used in the text? Who are the framers? What in the text helped you to understand this word?How does the author help us to understand the meaning of dogged?How did the authors organize the ideas in the text?What is the author’s tone in the text? How do you know?Author’s PurposeWhat was the purpose of the footnote on the second page of the text? Explain the author’s perspective concerning the Electoral College. InferenceWhat inference can you make about how the author feesl about the idea of reforming the Electoral College? Cite evidence from the text to support your answer.Arguments and Intertextual ConnectionsExplain how the authors use reasons and evidence to support that the Electoral College system is necessary or not. Identify which reasons/evidence support which point(s).After reading the two articles “What is the Electoral College?” and “Counterpoint: Why We Need the Electoral College,” compare and contrast the most important points and key details presented in each text.Resources for Student Analysis of Text (Search)&utm_term=informational%20text%20lesson%20plan&utm_content=Informational%20Text 2Unit 1: Fiction and NonfictionLiterary Analysis Workshop Elements of Fiction pg. 4-5 RL8.2Determining Themes in Fiction pg. 6 RL8.2Skill focus: characters, conflicts, plot, forms of fiction (short stories, novels, novellas), theme (implied, stated), story details, story patternsGlossary of Informational and Literary Terms Read: Theme in Fiction pg. 8Skill focus: clues to theme (title, plot and conflict, setting, characters, statements, and symbols) RL8.2Model: from A Wrinkle in Time exemplar p.9-10 (Lexile 740; fiction)Independent Practice: The 11:59 (fiction) p.11-16 (Lexile 1090; fiction)After You Read pg. 23: Text Dependent QuestionsWrite an objective summary of ‘The 11:59”. Remember that an objective summary reports the most important ideas and details from a text but does not include your personal opinions. (key details)Explain the legend of the Death Train in “11:59”. (inferences)Extended Text – LiteratureAutobiography of an Ex-Colored Man by James Weldon Johnson (lexile 1100) See UnitSkills Focus: setting, plot, theme, characterization, theme, making predictions, inferences (drawing conclusions), conflict and resolution, summarize, compare and contrast, literary elementsText Dependent Questions See Unit OverviewWhat does the narrator find out about himself in chapter one that devastates him? How does he find out this information?(key details)Why is Uncle Tom’s Cabin important to the narrator? (inferences)Pearson Online ResourcesDiagnostic/Placement AssessmentsCommon Core CompanionResources(audio, summary) (teacher-designed, research-proven, and peer-reviewed literacy resources)(nonfiction texts from daily news stories; all articles available in 5 different comprehension levels for varying reading abilities) (writing software for storytelling with images) (classroom-ready, real-world, digital video resources and complex texts) (create quizzes, flashcards, and review games to use with student devices) (information and resources for educators of struggling adolescent readers and writers) (instructional tools to review today’s news stories) (keyboarding skills through online games) (free ebooks for student use) (full text, audio, and video database of the 100 most significant American political speeches of the 20th century) Reading Strategies (11 graphic organizers)Reading Strategies and graphic organizers “(Thinking Strategies for teaching comprehension skills) oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus) Reading strategies strategies Resources for Annotation Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RI8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.Level 1 (Entering) Point to the most important words or phrases from a text that cite evidence and draw inferences using an illustrated word bank. Level 2 (Emerging) Identify appropriate words/phrases to cite evidence and inferences drawn from illustrated text and/or simple sentences using sentence frames and a word bank. Level 3 (Developing) Highlight and select evidence from a text to support analysis of what the text says explicitly as inferences drawn from the text using two-column notes Level 4 (Expanding) Analyze the information from text inferences as well as explicit references using the evidence drawn from the text in cooperative groups, given a graphic support. Level 5 (Bridging)Analyze the information from inferences as well as explicit references using the evidence drawn from the text in pairs or with a partner, given class notes.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder Click on Transformed MPIs/ELAsLanguage – VocabularyL .8.4Determine or clarify the meaning of unknown and multiple‐meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategiesL.8.4b Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.8.4-6VocabularyEvidence StatementsDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.Provides a statement demonstrating accurate meaning and use of grade‐appropriate general academic words and phrases.Reviewed throughout the quarter:Synonyms/antonyms, Affixes- Latin rootsContext clues, Analogy and word relationshipsWord parts and familiesVocabulary Tier 2 Academic Vocabulary – cite, evidence, compare and contrastOption 1Analyzing Text for Comprehension“What is the Electoral College?” by Elizabeth Deatrick “Counterpoint: Why We Need the Electoral College” by Jeffrey Bowman and Tracey M. DiLascio Skill Focus: Tier II words Common Core Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms 2Literary Analysis Workshopfrom “A Wrinkle in Time” exemplar and “The 11:59”Skill focus: Acquire and use academic vocabulary L.8.6Introducing the Big Question: Learning Big Question Vocabulary pg.3Close Read: Themes in Fiction pg. 8Fluency pg. 9Vocabulary Development pg. 12Extended Text – LiteratureAutobiography of an Ex-Colored Man by James Weldon Johnson (lexile 1100) See UnitSkill focus: Synonyms and Antonyms, Affixes – Latin roots, Context Clues, Analogy and word relationships, Word parts and familiesResourcesVocabulary central (tools, activities, and songs for studying vocabulary)Online Dictionary Resources Workbook - Downloads: Editable Presentations and Editable Worksheets.Vocabulary Strategies and graphic organizers Organizers Strategies and Research(and%20_Popcorn_)%20Reading%20_%20Edutopia.pdf ReadingPearson textbook pg. 226Writing to TextsWritingW.8.2 (Informational)Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.8.2aIntroduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.8.2bDevelop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.W.8.1 Write arguments to support claims with clear reasons and relevant evidence.W.8.1.a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.W.8.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.WritingEvidence StatementsDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements1 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization The 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. Reviewed throughout the quarter:Writing Sentences, Thesis statement, Writing paragraphs, Essay organization and structure, Topic sentences and supporting detailsWriting Option 1The Informational/Explanatory Rubric the Informational/Explanatory Rubric’s TraitsThe Scoring Guides and Sample Student ResponsesExplanation of terms per trait pgs. 2-3(free, but must create an account)Routine Writing (text dependent questions)Text Dependent Questions (see more questions in the reading section)Journal entries, Summaries, Daily Language Practice, Graphic Organizers, Other ResourcesAnalysis (informational/explanatory focus)You have read “What is the Electoral College?” In this text, the author develops and discusses several ideas. Determine one central idea and write an essay that explains how the author develops the central idea over the course of the text. Be sure to cite evidence from the text to support your analysis. Follow the conventions of standard written English. RI.8.2The Argumentative Rubric the Argumentative Rubric’s TraitsThe Scoring Guides and Sample Student Responses Explanation of terms per trait (argumentative focus)You have now read two texts relating to the Electoral College.“What is the Electoral College?” by Elizabeth DeatrickCounterpoint: Write an argumentative essay that supports or opposes the idea of reforming the Electoral College. Be sure to cite evidence from both texts to support your grammar. Follow the conventions of standard written English. RI8.2Option 2Autobiography of an Ex-Colored Man by James Weldon JohnsonRoutine Writing (text-dependent):Text Dependent Questions(Autobiography of an Ex-Colored Man) Do you agree with the narrator that members of minority groups are more critical of themselves than anyone else is???Cite evidence from the text to defend your position.After You Read pg. 23Journal entries - Citing evidence from the text, explain how the description of Lester’s death makes his death part of the legend of “The 11:59”.Summaries, Graphic Organizers, Daily Language Practice, Other ResourcesAnalysis (Argument) See Unit(Autobiography of an Ex-Colored Man) Explain the thoughts and experiences that impact the narrator’s decision to “pass” for white. Do you fault him for his decision or believe it is justified? Cite evidence from the text to defend your position. RL.8.2Analysis (Informational)(Autobiography of an Ex-Colored Man) What does the author suggest about the reality of racism in the North versus racism in the South? How does his tone influence how he portrays the different regions? Cite evidence from the text to support your points. RL.8.2Writing the Informative Essay the Explanatory Essay Graphic Organizers and Contrast Resources Writing Resources(How to write an argumentative essay) (How to write an argumentative essay) (How to write an argumentative essay) (argumentative essay frame) ’LanguageL.8.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.8.1-3 LanguageEvidence StatementsIdentify the correct use of parts of speech, sentence parts (subject/predicate, phrases and clauses), and punctuation. Reviewed throughout the quarter:Sentence writingCorrect spellingLanguage Note: Grammar instruction should be embedded in the teaching of writing.Autobiography of an Ex-Colored Man by James Weldon Johnson (lexile 1100)Elements of Language- Holt PublishingSentence parts- subject and predicate, dependent and independent clausesWriting sentencesResources(noun definitions)(noun game) (noun activities) (noun lesson plan) (parts of speech worksheets) (teaching grammar through writing resource) (possessive noun packet) Verbs(linking and actions verb worksheet) (identifying types of verbs) (Using strong verbs to improve writing) (strong verbs list for students to use for writing) (list of strong verbs for writing) and ListeningSL.8.1 Engage in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.8.1.a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.8.1.b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.8.2-3Study and apply grammar: SL.8.6Conduct Discussions: SL.8.1Report Findings: SL.8.4-6Speaking and ListeningEvidence StatementsParticipate in one-on-one, group and teacher-led discussions. SL.8.1Discern which points are relevant to the topic/discussion SL.8.1aProvide a specific discussion structure, such as Socratic or Paideia Seminar, for engaging students in collaborative discussions SL 8.1aIdentify the claim a speaker is making and the evidence that supports the claimExplicitly draw on read and/or researched material by referring to evidence on the topic, from the text, and/or on the issue. SL.8.1bSpeaking and Listening Prentice Hall Literature- Pearson Publishing Literacy Analysis WorkshopExploring the Big Question pg. 2After You Read pg. 23 #6Extended Text – LiteratureAutobiography of an Ex-Colored Man by James Weldon Johnson (lexile 1100)See Unit Resources(work-shop: cooperative and collaborative learning) roles and responsibilities talk Talk Talk Toolkit Talk Teacher moves Language Stems 4-6Reading Selectionsfrom Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself exemplar and from The Baker Heater League (Lexile 1090; nonfiction) The American Dream by Martin Luther King, Jr. (speech) (1100 lexile)(See text complexity measures pgs. 156-157)Optional units on Dr. Martin Luther King Jr. informational text pieces "What Would You Do if You Found a Bag of Money?” (1010 lexile)"NFL Gets First Female Official” (1090 lexile)"Does Lightning Ever Strike Twice" (article and video, 1120 lexile)Big Question: Is the truth the same for everyone? (Unit 1)Reading Complex TextsReading Complex TextsReading Complex TextsInformational RI.8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the character, setting, and plot; provide an objective summary of the text.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.8.2-9 Informational Evidence StatementsProvides textual evidence that most strongly supports analysis of what the text says explicitly. Provides textual evidence that most strongly supports analysis of inferences drawn from the text. RI.8.1 Provides a statement of a central idea of a text. Provides an analysis of the development of a central idea over the course of the text, including its relationship to supporting ideas.Provides an objective summary of a text. RI.8.2 Provides a statement of an author’s point of view in a text. RI.8.6Provides a statement of an author’s purpose in a text. RI.8.6Prentice Hall Literature- Reading SelectionsUnit 1: Fiction and NonfictionLiterary Analysis WorkshopElements of Non-fiction pg. 4-5 RI.8.2Determining Central Ideas in Nonfiction pg. 7 RI.8.2Skill focus: elements of nonfiction, types of nonfiction (literary nonfiction, autobiographies, inspirational speeches, functional texts), central idea (implied and stated), paragraph structure, topic sentence, author’s purposeGlossary of Informational and Literary Terms Read: Central Idea in Nonfiction pg. 17RI.8.2Skills Focus: central ideas (stated and implied), identifying supporting details (statements of fact, statistics, expert testimony, examples, firsthand accounts, personal experiences, anecdotes, analogies)Model: from Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself exemplar p.18-19from The Baker Heater League (nonfiction) p. 20-22Text Dependent QuestionsWrite an objective summary of “The Baker Heater League”. (key details)What do you think is the author’s main purpose in writing “The Baker Heater League?” Explain. (Author’s purpose)How effective is the author’s use of these elements? (Inference)The American Dream by Martin Luther King, Jr. (speech) p.172 (1100 lexile) RI.8.6Skills Focus: author’s purpose, mood, author’s style, supporting details, central ideasBefore You Read pg. 157Reading Skill: Author’s PurposeLiterary Analysis: Author’s StyleCritical Thinking pg. 176 - Text Dependent QuestionsAccording to King, how has “our scientific genius” changed the world? (key details)What does King mean when he use the metaphor, “America is essentially a dream, a dream as yet unfulfilled”? (inferences)How well does he support this belief? (opinions and arguments)After You Read pg. 177Reading Skill: Author’s PurposeLiterary Analysis: Author’s StyleOptional units on Dr. Martin Luther King Jr. informational text pieces "What Would You Do if You Found a Bag of Money?” (1010 lexile)"NFL Gets First Female Official” (1090 lexile)"Does Lightning Ever Strike Twice" (article and video, 1120 lexile)Resources(online teacher’s edition plus much more) (Reading strategies and graphic organizers for informational text) (Reading strategies and graphic organizers for informational text) 's%20New/Strategies%20for%20Teaching%20With%20Non-Fiction%20Informational%20Texts.pdf(reading informational text using 3-2-1 Strategy) (Paired informational texts with evidence based question sets) (Reading informational texts with Common Core student templates) (Close reading informational texts with video examples for students) Teaching Author’s Purpose- Going Beyond Persuade, Inform, and Entertain's-purpose (11 graphic organizers)Reading Strategies and graphic organizers “(Thinking Strategies for teaching comprehension skills) oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus) Resources for Annotation ReadingPearson textbook pg. 226WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RI8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.Level 1 (Entering) Point to the most important words or phrases from a text that cite evidence and draw inferences using an illustrated word bank.Level 2 (Emerging) Identify appropriate words/phrases to cite evidence and inferences drawn from illustrated text and/or simple sentences using sentence frames and a word bank.Level 3 (Developing) Highlight and select evidence from a text to support analysis of what the text says explicitly as inferences drawn from the text using two-column notesLevel 4 (Expanding) Analyze the information from text inferences as well as explicit references using the evidence drawn from the text in cooperative groups, given a graphic support.Level 5 (Bridging)Analyze the information from inferences as well as explicit references using the evidence drawn from the text in pairs or with a partner, given class notes.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder Click on Transformed MPIs/ELAsLanguage – VocabularyL.8.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.8.4b Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.8.4-6VocabularyEvidence StatementsDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.Provides a statement demonstrating accurate meaning and use of grade‐appropriate general academic words and phrases.Reviewed throughout the quarter:Synonyms/antonyms, Affixes- Latin rootsContext clues, Analogy and word relationshipsWord parts and familiesVocabulary Tier II Academic Vocabulary - argument, claim, evidence, counter-claimPrentice Hall Literature- Pearson Publishing Literary Analysis Workshopfrom Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself exemplar and from The Baker Heater League (nonfiction) Introducing the Big Question: Learning Big Question Vocabulary pg. 3The American Dream by Martin Luther King, Jr. (speech) p.172 (1100 lexile)Skills: Affixes – Latin root –equi-, Synonyms and antonymsVocabulary Development pgs. 170, 172, 174Making Connections: Vocabulary pg. 170After You Read pg. 177Optional informational text piecesSkills: synonyms, antonyms, affixes, context cluesResources(Vocabulary Central, Reading Kit) (vocabulary strategies and word benches) (15 vocabulary strategies) (Solving word meaning strategies) (Videos that teach 300 SAT words by grade level) Writing to TextsWriting to TextsWritingW8.1 (Argumentative)Write arguments to support claims with clear reasons and relevant evidence.W8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.W8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.W8.1cUse words, phrases, and clauses to clarify the relationships among claim(s) and reasons.W8.1dEstablish and maintain a formal style.W8.1eProvide a concluding statement or section that follows from the argument presented.W.8.2 (Informational)Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.8.2aIntroduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.8.2bDevelop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.W.8.2cUse appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.W.8.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.W.8.2eEstablish and maintain a formal style.W.8.2fProvide a concluding statement or section that follows from and supports the information or explanation presented. WritingEvidence StatementsDevelopment of Ideas The 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 audience. Organization The 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 Language The 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 tone2, and/or domain-specific vocabulary. Knowledge of Language and Conventions The 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. Reviewed throughout the quarter:Essay organization and structureTopic sentences and supporting detailsWriting paragraphsWritingPrentice Hall Literature- Pearson Publishing Routine Writing (text-dependent):Text Dependent QuestionsWriting About the Big Question pg. 170Critical Thinking and After You ReadJournal entries- Using examples from the text, explain what elements of fiction are used in “The Baker Heater League.”Summaries, Graphic Organizers, Daily Language PracticeAnnotation (Argument)Using the text read, write an essay that argues the central idea of the text. Use Performance Task #1 pg. 224 as a reference. RL8.2/RI8.2Analysis (Informational) Using the text read, write an essay that analyzes the development of the central idea. Use Performance Task #2 pg. 224 as a reference. Writing – Explanatory Text pg. 179: Using the American Dream, write an entry for an observation journal. Write an entry in which you record thoughts about a troubling aspect of today’s society. First, identify the impression you want to make. In a sentence, state your main observation to focus your writing. Support it with descriptive details, anecdotes (brief stories), or examples. Organize these details logically to create a clear impression for your readers. Then, describe the feelings associated with your observation. Finally, summarize your observation and explain its significance. RI8.2ResourcesThe Argumentative Rubric the Argumentative Rubric’s TraitsThe Scoring Guides and Sample Student Responses of terms per trait pgs. 2-3The Informational/Explanatory Rubric the Informational/Explanatory Rubric’s TraitsThe Scoring Guides of terms per trait pgs. 2-3Resources the Informative Essay the Explanatory Essay Graphic Organizers and Contrast Resources Writing Resources(How to write an argumentative essay) (How to write an argumentative essay) (How to write an argumentative essay) (argumentative essay frame) ’LanguageL.8.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L8.1aExplain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.L8.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L8.2aUse punctuation (comma, ellipsis, dash) to indicate a pause or break. These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.8.1-3 LanguageUse punctuation (comma) to indicate a pause or break.Explain the function of gerunds and participles in general and their function in particular sentences.Use reflexive pronouns in context.Reviewed throughout the quarter:Sentence writingCorrect spelling ConventionsNote: Grammar instruction should be embedded in the teaching of writing.Prentice Hall Literature- Pearson Publishing Skill: comma usage and verbalscompound sentencesintroductory words, phrasesgerundsparticiplesIntegrated Language Arts: Reflexive Pronouns pg. 178 Reading ApplicationWriting ApplicationPrentice Hall Writing CoachIntegrated Language Arts: Comma Usage pg. 1060Reading ApplicationWriting ApplicationPrentice Hall Writing CoachCommon Core CompanionComma Usage-pg. 349-350Verbals-pg. 341-341Reading ToolkitComma Usage-pg. 260-261Verbals-pg. 214-217Elements of Language- Holt PublishingComma usageVerbalsOnline resources(practice using commas in context)(editing commas in writing)(gerunds and participles practice)(gerunds practice in context)(verbal practice in context) and ListeningSL.8.1 Engage in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL8.1.d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.8.2-3Study and apply grammar: SL.8.6Conduct Discussions: SL.8.1Report Findings: SL.8.4-6Speaking and ListeningEvidence StatementsCome to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect.Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as neededPose connections that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.Acknowledge new information expressed by others and, when warranted, qualify or justify their own views in light of the evidence presented. Speaking and ListeningPrentice Hall Literature- Pearson Publishing Research and Technology pg. 179– Build and Present KnowledgeWith a partner, create a brochure about the cities associated with Dr. King. List at least three sites explaining the significance of each one. Pearson Online ResourcesBenchmark and Unit AssessmentsUnit ResourcesCommon Core CompanionFirst QuarterTN State StandardsSPIs, GL S Evidence StatementsContentWeeks 7-9Reading SelectionsLiterary Analysis Workshop: “We the People” from Words We Live By exemplar p. 467 (1340 lexile) and “Making Tracks on Mars” (Lexile 1100; essay)“The Trouble with Television” (speech; 1160 lexile) and “The Television Age” or “On Woman’s Right to Suffrage” (speech; 1290 lexile)(See text complexity measures pgs. 554-555)Big Question: How much Information is enough? (Unit 3)Reading Complex TextsInformationalRI8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI8.5Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.RI8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.RI8.8 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.RI8.9 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.These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.8.2-9 InformationalEvidence StatementsDemonstrates 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, including analogies or allusions to other texts.RI8.4 Provides a detailed analysis of the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. RI8.5Provides a statement of an author’s point of view in a text. RI8.6 Provides a delineation of the argument and specific claims in a text. RI8.8 Provides an analysis of 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. RI8.9 Prentice Hall Literature- Reading SelectionsUnit 3: Types of NonfictionLiterary Analysis Workshop RI8.4, RI8.5, RI8.6 Elements of Literary Non-fiction Determining the Author’s Point of ViewAnalyzing Structure in Non-fictionClose Read: Point of View“We the People” from Words We Live By exemplar p. 467 (1340 lexile)Skills Focus: central idea, supporting details, point of view, organizational structureWords We Live By unit “Making Tracks on Mars” (Lexile 1100; essay) p.468-472Skills Focus: tone, supporting details, point of view, organizational structureText Dependent QuestionsWhat is the mission of the two rovers? (key details)What is Mishkin’s main purpose for writing about the mission? (author’s purpose)Identify three elements of the text that reflect that purpose. (opinions/arguments)“The Trouble with Television” (speech; 1160 lexile) and “The Television Age” p. 558-562 or “On Woman’s Right to Suffrage” (speech; 1290 lexile) p. 566-568 RI8.6, RI8.8, RI8.9 Skills Focus: central idea, fact/opinion, supporting details, persuasive techniques, point of view, organizational structure, main ideasThe Trouble with Television unit Dependent Questions (The Trouble with Television)What does MacNeil identify as the main trouble with television? (key details)How does this problem relate to the methods broadcasters use? (inter-textual connections)Do you agree or disagree with MacNeil’s criticism of television news? (opinions/ arguments)Text Dependent Questions (On Women’s Right to Suffrage)Of what crime is Anthony accused? (key details)How does she describe her actions? (inferences)How is her description connected to the Constitution? (inter-textual connections)Text Set on Too Much TV(online teacher’s edition plus much more) (Reading strategies and graphic organizers for informational text) (Reading strategies and graphic organizers for informational text) 's%20New/Strategies%20for%20Teaching%20With%20Non-Fiction%20Informational%20Texts.pdf(reading informational text using 3-2-1 Strategy) Sites about Women’s Suffrage: (used to compare/contrast, offer more practice with informational texts, to work on the annotation of texts, etc).spot/whmspeeches.htmlgos.sbc.edu/c/chisholm.html1888-frederick-douglass-woman-suffrage (click common core, ELA 8th grade. Click specific stands for online practice with texts).Independent ReadingPearson textbook pg. 226WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RI8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.Level 1 (Entering) Point to the most important words or phrases from a text that cite evidence and draw inferences using an illustrated word bank.Level 2 (Emerging) Identify appropriate words/phrases to cite evidence and inferences drawn from illustrated text and/or simple sentences using sentence frames and a word bank.Level 3 (Developing) Highlight and select evidence from a text to support analysis of what the text says explicitly as inferences drawn from the text using two-column notesLevel 4 (Expanding) Analyze the information from text inferences as well as explicit references using the evidence drawn from the text in cooperative groups, given a graphic support.Level 5 (Bridging)Analyze the information from inferences as well as explicit references using the evidence drawn from the text in pairs or with a partner, given class notes.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder Click on Transformed MPIs/ELAsLanguage – VocabularyL.8.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L. 8.4b Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).L8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.8.4-6VocabularyEvidence StatementsDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.Provides a statement demonstrating accurate meaning and use of grade‐appropriate general academic words and phrases.Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabulary Tier II Academic Vocabulary – objective, summaryPrentice Hall Literature- Pearson Publishing Literary Analysis WorkshopLearning Big Question Vocabulary pg. 461“The Trouble with Television” or “On Woman’s Right to Suffrage” Skills: Affixes – Latin root -vad-, -bellum-, -pass-, and -tract-Making Connections: Vocabulary pg. 556 or 564Vocabulary Development pgs. 556, 558, 560 or 564, 566After You Read pg. 563 or 569Resources(Vocabulary Central) (vocabulary strategies and word benches) Click vocabulary for practice with specific language conventions/usage/ vocabulary standards)Writing to TextsWritingW.8.1 Write arguments to support claims with clear reasons and relevant evidence.W.8.1.a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.W.8.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.W8.1bcUse words, phrases, and clauses to clarify the relationships among claim(s) and reasons.W8.1dEstablish and maintain a formal style.W8.1eProvide a concluding statement or section that follows from the argument presented.WritingEvidence StatementsDevelopment of Ideas The 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 audience. Organization The 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 Language The 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 Conventions The 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. Reviewed throughout the quarter:Essay organization and structureTopic sentences and supporting detailsWriting paragraphsWriting Prentice Hall Literature- Pearson Publishing Routine Writing (text-dependent):Text Dependent QuestionsWriting About the Big Question Critical Thinking and After You ReadJournal entryIn “The Trouble With Television,” what is one source MacNeil quotes to give his argument authority? Explain how he uses this source for support? Identify and explain one more persuasive technique.Graphic Organizers, Daily Language PracticeAnalytic Summaries and Other text dependent questions Analysis (Argument)Writing Workshop: Write ArgumentsPersuasion: EditorialWriting pg. 571 – Write an evaluation of either MacNeil’s speech or Anthony’s speech. RI8.8 orCite evidence from “On Woman’s Right to Suffrage” to answer the following questions: According to Anthony, how do dictionaries define citizen? How does Anthony use this definition to support her position? What is her conclusion about laws that discriminate against women? Do you agree or disagree? State your claim and support with evidence from the text. RI8.6Using either one of the texts you’ve read, what information in the language, style, ideas, attitudes, and subject matter lets the reader know when in history this speech or article was written? Cite evidence to support your claim. RI8.4Resources(Unit created to teach editorial writing using informational texts- created by New York City Public Schools) (PowerPoint created by Texas Public Schools to teach editorial writing) (Website designed to teach different writing styles, conventions, techniques) command of the conventions of standard English capitalization, punctuation, and spelling when writing.L8.2.aUse punctuation (comma, ellipsis, dash) to indicate a pause or break.These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.8.1-3 LanguageEvidence StatementsDemonstrates the ability to use adjectives and adverbs (i.e., comparative/ superlative) correctly within context when speaking or writing.Demonstrates the ability to use conjunctions (i.e., coordinating, correlative, subordinating) and interjections correctly within context when speaking or writing.Reviewed throughout the quarter:Sentence parts- subject and predicateWriting sentencesNouns – common/proper, singular/plural, possessiveVerbs- action, linking, helpingPronouns – personal , reflexive, possessive ConventionsNote: Grammar instruction should be embedded in the teaching of writing.Prentice Hall Literature- Pearson Publishing Skills: Adverbs, Conjunctions, PrepositionsIntegrated Language Arts: Adjectives and Articles, Adverbs, and Conjunctions pg. 498, 524, and 570Reading ApplicationWriting ApplicationPrentice Hall Writing Coach Elements of Language- Holt PublishingAdjectives and ArticlesAdverbsConjunctionsResources (Online practices to reinforce grammar/usage skills). (Different instructional games available for grammar and usage skill development) (Instructions and quizzes for the individual or group development of grammar and usage skills)(This site was developed for English as a second language students) and ListeningSL8.1 Engage in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL8.1.d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.8.2-3Study and apply grammar: SL.8.6Conduct Discussions: SL.8.1Report Findings: SL.8.4-6Speaking and ListeningEvidence StatementsDemonstrates the ability to engage effectively in a range of collaborative discussions (one-on-one, groups, and teacher-led) with diverse partners, building on others’ ideas and clearly expressing their own.Demonstrates the ability to acknowledge new information presented by others, and when warranted, qualify or justify their own views in light of evidence presented.Speaking and ListeningPrentice Hall Literature- Pearson Publishing Performance Task #6 Informational Text pg. 224Analyze a Paragraph – Prepare an oral presentation in which you closely read and analyze a paragraph from a nonfiction work in the unit. Discuss how to create and use a class blog for the work under Research.Resources(For teacher reference to better understand blogging)(Teaching strategies and tools for oral presentations) presentation rubric- Project ResearchSL8.1 Engage in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL8.1.d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.W8.7Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.8.2-3Study and apply grammar: SL.8.6Conduct Discussions: SL.8.1Report Findings: SL.8.4-6ResearchEvidence StatementsDemonstrates the ability to engage effectively in a range of collaborative discussions (one-on-one, groups, and teacher-led) with diverse partners, building on others’ ideas and clearly expressing their own. Demonstrates the ability to acknowledge new information presented by others, and when warranted, qualify or justify their own views in light of evidence presented. Demonstrate the ability to conduct short research projects to answer a question (including a self-generated question) drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.ResearchPrentice Hall Literature- Pearson Publishing Performance TaskResearch and Technology – Build and Present KnowledgeWith a group, create a snapshot of arguments based on the selection you read pg. 571. If you read “The Trouble with Television,” use internet resources to find an editorial or essay that argues that watching television can be beneficial or educational. Compare the piece you find with the O’Neil essay. If you read “On Woman’s Suffrage,” find a historical editorial or essay from the late nineteenth or early twentieth century that argues against granting women the vote. Compare this piece with the Anthony speech. Follow these steps to complete the assignment. Analyze the facts, logical arguments, appeals to authority, and statistics that each author uses to support his or her main argument. Write an overview of the arguments made by the “pro” and “con” authors. Use a class blog or message board to post your findings and discuss which argument is more effective. Find a historical essay, speech, or editorial from the same decade as the speech from the textbook that argues against the women’s rights. Compare this piece with the first text. Analyze the facts, arguments, appeal to authority, or statistics that each author uses to support his/her main argument. Write an overview of the two arguments made by the pro/con authors. Use a class blog to post findings and allow the class the opportunity to discuss.Resources(scaffolding methods for writing research reports)(research project handbook)(recipe for writing research reports)(writing a research report) ................
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