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CA Grade 8 Unit Planning Guide GRADE 8 | UNIT 1: Rites of PassageINSTRUCTIONAL MODELESSENTIAL QUESTION: What are some milestones on the path to growing up?224282083820IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. 00IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. WHOLE-CLASS LEARNINGASSESSMENTSSMALL-GROUP LEARNINGINDEPENDENT LEARNINGPERFORMANCE BASED ASSESSMENT: Nonfiction Narrative NOTES:Unit 1 OverviewIn this unit, students will explore milestones and rites of passage that pave the way to adulthood. Unit Goals Students will be able to: Read and analyze how authors express their points of view in nonfiction narrative. Expand your knowledge and use of academic and concept vocabulary. Write a nonfiction narrative in which you develop experiences or events using effective technique. Conduct research projects of various lengths to explore a topic and clarify meaning. Demonstrate command of the conventions of standard English grammar and usage, including the usage of the different moods of verb. Collaborate with team to build on the ideas of others, develop consensus, and communication.Integrate audio, visuals, and text in presentations.Selections & MediaLaunch TextRed Roses (560L)Whole-Class LearningAnchor Text: Short Story: The Medicine Bag, Jacqueline Woodson (920L)Media, Video: Apache Girl’s Rite of Passage, National GeographicSmall-Group LearningLetters: You Are the Electric Boogaloo, Geoff Herbach (760L)Letters: Just Be Yourself!, Stephanie Pellegrin (680L) Poetry Collection: Hanging Fire, Audre Lorde (NP)Poetry Collection: Translating Grandfather’s House, E.J. Vega (NP)Short Story: The Setting Sun and the Rolling World, Charles Mungoshi (800L)Independent LearningMemoir: Cub Pilot on the Mississippi, Mark Twain (890L)Autobiography: from I know why the Caged Bird Sings, Maya Angelou (1030L)News Article: Quinceanera Birthday Bash Preserves Tradition, Marks Passage to Womanhood, Natalie St. John (1290L)Reflective Essay: Childhood and Poetry, Pablo Neruda(910L)Short Story: The Winter Hibiscus, Minfong Ho (990L)Performance-Based Assessment Part 1 – Writing to Sources: Nonfiction NarrativeStudents will write a nonfiction narrative answering: What rite of passage has held the most significance for you or for a person you know well? Part 2 – Speaking & Listening: Oral Presentation Students use their nonfiction narrative as a foundation for a brief presentation. Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and rites of passage. DAY 1DAY 2DAY 3?DAY 4DAY 5UNIT INTRODUCTIONSE pp 2-5UNIT INTRODUCTIONSE pp 5-9OVERVIEWWhole-Class LearningSE pp 10-11SELECTIONAnchor TextThe Medicine BagVirginia Driving Hawk SneveSE p 12SELECTIONAnchor TextThe Medicine BagVirginia Driving Hawk SneveSE pp 12-16Unit GoalsStudents will deepen their perspective about rites of passages through reading, writing, speaking, listening, and presenting.Unit Goals VideoAcademic VocabularyAttribute, gratifying, persistent, notable, inspireHome Connection LetterSpanish Home Connection LetterUnit 1 Answer Key STANDARDSL.8.6; PIIILaunch TextStudents will read “Red Roses.” They will then be able to participate in discussions about rites of passages.Word NetworkStudents add new words to their Word Network as they read texts in the unit.Word NetworkSummaryStudents write a summary of the Launch Text.Launch Activity Students participate in an activity related to the unit theme.QuickWriteStudents write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom?Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Evidence LogPerformance-Based Assessment: Refining Your ThinkingEssential QuestionWhat are some milestones on the path to growing up?Whole-Class Learning StrategiesListen activelyClarify by asking questionsMonitor understandingInteract and share ideasWhole-Class Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.MAKING MEANINGConcept Vocabularywearily; straggled; fatigue; frail; sheepishlyFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioThe Medicine Bag: Accessible Leveled TextSTANDARDSRL.8.10MAKING MEANINGRead the SelectionSelection AudioThe Medicine Bag: Accessible Leveled TextSTANDARDSRL.8.10; PI.6myPerspectives EL Support Audio SummaryPersonalize for Learning English Language Support: Cognates(TE p 5)Audio SummaryThe Medicine Bag: Accessible Leveled Text Personalize for Learning English Language Support: Understanding Connotations(TE p 14)ELD Companion SupportUnit 1, Lesson 1Time to Read ?Read IndependentlyVocabularyOops: Nouns without PluralsWord Study: Introduce Compound WordsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4; PII.8.6Unit 1, Lesson 1Whole GroupPlan a Narrative EssayWork Time InstructionReteach: Compound WordsNarrative Essay: PlanWork Time AssignmentsWord Study: Compound WordsInteractive ReaderNarrative Essay: PlanStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4; PII.8.6Unit 1, Lesson 2Vocabulary Selection:?captivity, grooming Academic: computer, technicalRead Aloud, Think Aloud“Waikiki’s Story”Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 1, Lesson 3Time to Read ?Read IndependentlyVocabularyOops: Nouns without PluralsWord Study: Introduce ConnotationsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.3; PII.8.4; PII.8.6Unit 1, Lesson 3Work Time InstructionReteach: ConnotationsNarrative Essay: Plan the SettingWork Time AssignmentsWord Study: ConnotationsNarrative Essay: PlanStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.3; PII.8.4; PII.8.6DAY ?6DAY 7 DAY 8DAY 9DAY 10SELECTIONAnchor TextThe Medicine BagVirginia Driving Hawk SneveSE pp 17-20SELECTIONAnchor TextThe Medicine BagVirginia Driving Hawk SneveSE p 21SELECTIONAnchor TextThe Medicine BagVirginia Driving Hawk SneveSE pp 22-23SELECTIONAnchor TextThe Medicine BagVirginia Driving Hawk Sneve SE p 24SELECTIONAnchor TextThe Medicine BagVirginia Driving Hawk Sneve SE p 23MAKING MEANINGRead the SelectionSelection AudioThe Medicine Bag: Accessible Leveled TextSTANDARDSRL.8.10; PI.8 MAKING MEANINGComprehension CheckStudents complete comprehension questions.The Medicine Bag: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents choose something interesting from the text and formulate a research question.MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft & Structure: Figurative Meaning: SymbolismStudents will analyze symbols and their meanings and purpose in the story.Analyze Craft and Structure: Figurative Meaning: SymbolismAnalyze Craft and Structure: Figurative Meaning: Symbolism (RP)STANDARDSRL.8.4LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:wearily; straggled; fatigue; frail; sheepishlyWord Study: Animal WordsStudents complete activities relating to animal words.Concept Vocabulary and Word StudyWord Study: Animal Words (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.8.4.c; L.8.4.dLANGUAGE DEVELOPMENT Conventions: Verbs in Active and Passive VoiceStudents identify active and passive voice verbs.Conventions: Verbs in Active and Passive VoiceConventions: Verbs in Active and Passive Voice (RP)STANDARDSL.8.1.a; L.8.3.amyPerspectives EL SupportPersonalize for Learning English Language Support: Vocabulary(TE p 17)Analyze Craft and Structure: Figurative Meaning: Symbolism (RP)(TE p 23)Word Study: Animal Words (RP)(TE p 24)Conventions: Verbs in Active and Passive Voice (RP)(TE p 25)ELD Companion SupportUnit 1, Lesson 4Vocabulary Selection: sizable, enthusiasmAcademic: assume, transferRead Aloud, Think Aloud“Gabriel Angelo: A 12-Year-Old and His Trumpet” Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 1, Lesson 5Time to Read ?Read IndependentlyVocabularyWord Study: Compound WordsWord Study: ConnotationsStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4Unit 1, Lesson 5Whole GroupIdentify a Sequence of EventsWork Time InstructionWord Study Reteach: Compound Words and ConnotationsNarrative Essay: PlanWork Time AssignmentsWord Study: Compound Words and ConnotationsNarrative Essay: Draft StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4Unit 1, Lesson 6Time to Read ?Read IndependentlyVocabularyOops: Pronouns as Subjects and ObjectsWord Study: Introduce Silent Consonants in wr, kn, gn, st, mbStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.9-10.3; PIII.8Unit 1, Lesson 6Whole GroupDevelop Believable CharactersWork Time InstructionReteach: Silent ConsonantsNarrative Essay: Use Connecting Words Work Time AssignmentsWord Study: Silent Consonants Interactive Reader Narrative Essay: DraftStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.9-10.3; PIII.8DAY ?11DAY 12 DAY 13DAY 14DAY 15SELECTIONAnchor TextThe Medicine BagVirginia Driving Hawk Sneve SE p 26SELECTIONAnchor TextThe Medicine BagVirginia Driving Hawk SneveSE p 27SELECTIONMedia: VideoApache Girl’s Rite of PassageNational GeographicSE p 28-30SELECTIONMedia: VideoApache Girl’s Rite of PassageNational Geographic SE p 31SELECTIONMedia: VideoApache Girl’s Rite of PassageNational Geographic SE pp 32-33EFFECTIVE EXPRESSIONWriting to Sources: Retelling a StoryStudents write a retelling of the story “The Medicine Bag” from Grandpa’s point of view.Writing to Sources: Retelling a StoryWriting to Sources: Retelling a Story (RP)STANDARDSW.8.3.a; W.8.3.b; W.8.3.d; W.8.3.e; PI.6EFFECTIVE EXPRESSIONSpeaking and Listening:MonologueStudents write and present a monologue in which you reflect on how you came to understand the importance of the Lakota medicine bag.Speaking and Listening: Monologue Speaking and Listening: Monologue (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: The Medicine BagSTANDARDSSL.8.4MAKING MEANINGMedia Vocabularynarration; audio; close-up; contrast; pan; synchronization (sync)First Review Students Watch, Note, Connect, Respond as they watch the video the first time.First-Review Guide: Media: VideoWatch the SelectionSelection AudioComprehension CheckStudents complete comprehension questions.STANDARDSRI.6.10; L.8.6; PI.8MAKING MEANINGClose ReviewStudents will watch the video and record any new observations.Analyze the MediaStudents will respond to questions about the video.Media VocabularyStudents complete activities related to the Media Vocabulary words:narration; audio; close-up; contrast; pan; synchronization (sync)Media VocabularyEFFECTIVE EXPRESSIONWriting to Compare: Comparison-and-Contrast EssayStudents compare the rites of passage in the two selections about young Native Americans.Writing to Compare: Comparison-and-Contrast EssayEvidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRI.8.7; W.8.2.a; SL.8.2; PII.2myPerspectives EL SupportWriting to Sources: Retelling a Story (RP)(TE p 26)Personalize for Learning English Language Support: Considering Different Points of View(TE p 26)English Language Support Lesson: Point of View (On Realize)Speaking and Listening: Monologue (RP)(TE p 27)Audio SummaryPersonalize for Learning English Language Support: Media Vocabulary(TE p 28)Personalize for Learning English Language Support: Transitions(TE p 33)ELD Companion SupportUnit 1, Lesson 7Vocabulary Selection: founder, individualAcademic: annual, convinced, themeRead Aloud, Think Aloud”“Skateboarders” and “Douglas’s Win Sends Message to Kids”Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2; PII.8.4Unit 1, Lesson 8Time to Read ?Read IndependentlyVocabularyOops: Pronouns as Subjects and ObjectsWord Study: Introduce Multisyllabic wordsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4Unit 1, Lesson 8Work Time InstructionReteach: Multisyllabic WordsNarrative Essay: DraftWork Time AssignmentsWord Study: Multisyllabic WordsNarrative Essay: WriteStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4Unit 1, Lesson 9Vocabulary Selection: exclamation, straddlingAcademic: match, predictRead Aloud, Think Aloud“The Ride”Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.7Unit 1, Lesson 10Time to Read ?Read IndependentlyVocabularyWord Study: Silent consonants wr, kn, st, mbWord Study: Multisyllabic WordsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.9-10.1; PII.9-10.3; PII.10.4; PIII.8DAY 16DAY 17DAY 18?DAY 19DAY 20PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative SE pp 34-36PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative SE p 37PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative SE pp 38-39OVERVIEWSmall-Group LearningSE pp 40-43SELECTIONYou Are the Electric BoogalooGeoff HerbachJust Be YourselfStephanie PellegrinSE pp 44-49PERFORMANCE TASKWrite a Nonfiction NarrativeStudents write a narrative that answers this question: What event changed your understanding of yourself, or that of someone you know?PreWriting/PlanningStudents choose their topic, gather evidence, and connect across texts.DraftingStudents organize and write a first draft.STANDARDSW.8.3.a-eLANGUAGE DEVELOPMENTCreate Cohesion: TransitionsStudents choose transitions to show specific connections among ideas and events. STANDARDSW.8.3.c; PII.2PERFORMANCE TASKRevisingStudents evaluate and revise draft utilizing peer reviews.Editing and ProofreadingStudents edit for conventions and proofread for accuracies.Publishing and PresentingStudents create a final version of their narratives and share in small groups.ReflectingStudents reflect on their narrative essays.STANDARDSW.8.3.d; W.8.3.e; W.8.4; W.8.5Essential QuestionWhat are some milestones on the path to growing up?Small-Group Learning StrategiesPrepareParticipate FullySupport OthersClarifySmall-Group Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.Working as a TeamTake a positionList your rulesApply the rulesName your groupCreate a communication planMaking a ScheduleStudents make a schedule with group for completing tasks.Working on Group Projects Students choose specific roles for each member.MAKING MEANINGConcept Vocabularyimmense; majestic; numerousFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioYou Are the Electric Boogaloo/Just Be Yourself!: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.You Are the Electric Boogaloo/Just Be Yourself!: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.STANDARDSRI.8.10; L.8.5; PI.6myPerspectives EL SupportPersonalize for Learning English Language Support: Using Transitions(TE p 37)Audio SummaryYou Are the Electric Boogaloo/Just Be Yourself!: Accessible Leveled TextPersonalize for Learning English Language Support: Idioms(TE p 48)ELD Companion SupportUnit 1, Lesson 10Work Time InstructionWord Study Reader: Mystery WriterNarrative Essay: Draft Work Time AssignmentsWord Study: Silent Consonants and Multisyllabic Words Narrative Essay: DraftStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.9-10.1; PII.9-10.3; PII.10.4; PIII.8Unit 1, Lesson 11Time to Read ?Read IndependentlyVocabularyOops: Noun-Pronoun AgreementWord Study: Introduce Negative PrefixesStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5Unit 1, Lesson 11Whole GroupRevise and Edit WritingWork Time InstructionReteach: Negative PrefixesSmall Group Reteach: Write a Narrative EssayWork Time AssignmentsWord Study: Negative PrefixesInteractive ReaderNarrative Essay: Revise and EditStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5Unit 1, Lesson 12Vocabulary Selection: musicians, brilliantAcademic: interpret, mentalRead Aloud, Think Aloud”“The Chance”Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 1, Lesson 13Time to Read ?Read IndependentlyVocabularyOops: Noun-Pronoun AgreementWord Study: Introduce AntonymsStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5DAY 21DAY 22DAY 23DAY 24DAY 25SELECTION You Are the Electric BoogalooGeoff HerbachJust Be YourselfStephanie PellegrinSE pp 50-51SELECTION You Are the Electric BoogalooGeoff HerbachJust Be YourselfStephanie PellegrinSE pp 52-53SELECTION Hanging FireAudre LordeTranslating Grandfather’s HouseE.J. VegaSE pp 54-62SELECTION Hanging FireAudre LordeTranslating Grandfather’s HouseE.J. VegaSE pp 62-63SELECTION Hanging FireAudre LordeTranslating Grandfather’s HouseE.J. Vega SE p 64MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextConcept VocabularyStudents complete activities related to the Concept Vocabulary words:immense; majestic; numerousWord Study: Latin Suffix: -ousConcept Vocabulary and Word StudyWord Study: Latin Suffix: -ous (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:ToneStudents will analyze the purpose of paragraphs in the reading.Analyze Craft and Structure: ToneAnalyze Craft and Structure: Tone (RP)STANDARDSRI.8.4; L.8.4.b; L.8.4.c; L.8.5.c; PI.6LANGUAGE DEVELOPMENTConventions: Verb MoodsStudents identify verb moods.Conventions: Verb MoodsConventions: Verb Moods (RP)EFFECTIVE EXPRESSIONSpeaking and Listening: Visual PresentationStudents work with a group to research a visual presentation.Speaking and Listening: Visual PresentationSpeaking and Listening: Visual Presentation (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: You Are the Electric Boogaloo/Just Be Yourself!STANDARDSW.8.7; SL.8.4; SL.8.5; L.8.1.c; L.8.1.dMAKING MEANINGConcept Vocabularyhorizon; awakenings; beamingFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: PoetryRead the SelectionSelection AudioHanging Fire/Translating Grandfather’s House: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.Hanging Fire/Translating Grandfather’s House: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents choose interesting from the text and conduct research.STANDARDSRI.8.10; L.8.4.a; PI.6; PI.8MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextConcept VocabularyStudents complete activities related to the Concept Vocabulary words:horizon; awakenings; beamingWord Study: Etymology: horizon Concept Vocabulary and Word StudyWord Study: Etymology (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Forms of PoetryStudents will analyze the two forms of poetry.Analyze Craft and Structure: Forms of PoetryAnalyze Craft and Structure: Forms of Poetry (RP)STANDARDSRL.8.2; RL.8.5; L.8.4.b; PI.8LANGUAGE DEVELOPMENTAuthor’s Style: Word ChoiceStudents mark passages that are descriptive or interesting in some way.Author’s Style: Word ChoiceAuthor’s Style: Word Choice (RP)STANDARDSL.8.6myPerspectives EL SupportWord Study: Latin Suffix: -ous (RP) (TE p 50)Analyze Craft and Structure: Tone (RP)(TE p 51)Personalize for Learning English Language Support: Using Connotative Language(TE p 51)English Language Support Lesson: Connotation (On Realize)Conventions: Verb Moods (RP)(TE p 52)Speaking and Listening: Visual Presentation (RP)(TE p 53)Audio Summary Hanging Fire/Translating Grandfather’s House: Accessible Leveled TextPersonalize for Learning English Language Support: Idioms(TE p 56)Word Study: Etymology (RP)(TE p 62)Analyze Craft and Structure: Forms of Poetry (RP)(TE p 63)Personalize for Learning English Language Support: Musical Effects(TE p 63)Author’s Style: Word Choice (RP)(TE p 64)English Language Support Lesson: Word Choice (On Realize)ELD Companion SupportUnit 1, Lesson 13Work Time InstructionReteach: AntonymsNarrative Essay: Revise and EditWork Time AssignmentsWord Study: AntonymsNarrative Essay: Revise and EditStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5Unit 1, Lesson 14Vocabulary Selection: deliberate, means Academic: monitor, project, research, strategicallyRead Aloud, Think Aloud“Do You Think As an Economical Person?” Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2; PII.9-10.5Unit 1, Lesson 15Time to Read ?Read IndependentlyVocabularyWord Study: Negative PrefixesWord Study: AntonymsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5; PII.8.6; PII.8.7Unit 1, Lesson 15Work Time InstructionWord Study Reader: Ancient RomeNarrative Essay: PresentWork Time AssignmentsWord Study: Negative Prefixes and AntonymsNarrative Essay: PresentStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5; PII.8.6; PII.8.7Time to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4DAY 26DAY 27DAY 28DAY 29DAY 30SELECTION Hanging FireAudre LordeTranslating Grandfather’s HouseE.J. Vega SE p 65SELECTION The Setting Sun and the Rolling WorldCharles Mungoshi SE pp 66-71SELECTION The Setting Sun and the Rolling WorldCharles MungoshiSE pp 72-73SELECTION The Setting Sun and the Rolling WorldCharles MungoshiSE p 74SELECTION The Setting Sun and the Rolling WorldCharles MungoshiSE p 75EFFECTIVE EXPRESSIONSpeaking and Listening: Group DiscussionStudents conduct a group discussion about “Hanging Fire” and “Translating Grandfather’s House.”Speaking and Listening: Group DiscussionSpeaking and Listening: Group Discussion (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Poetry CollectionSTANDARDSSL.8.1.a; SL.8.1.c; SL.8.1.d MAKING MEANINGConcept Vocabularypatronized; obligations; psychologicalFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioThe Setting Sun and the Rolling World: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.The Setting Sun and the Rolling World: First Read Extension Questions Research to ClarifyStudents research one unfamiliar detail from the text.STANDARDSRL.6.10; L.6.5.b; PI.8MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Concept VocabularyStudents complete activities related to the Concept Vocabulary words:patronized; obligations; psychologicalWord Study: Greek Root: -psych-Concept Vocabulary and Word StudyWord Study: Greek Root: -psych- (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Point of View in FictionStudents will analyze key differences in the points of view of Old Musoni and Nhamo.Analyze Craft and Structure: Point of View in FictionAnalyze Craft and Structure: Point of View in Fiction (RP)STANDARDSRI.8.6; L.8.4.b; L.8.4.c; PI.6LANGUAGE DEVELOPMENT Conventions: Verb MoodsStudents rewrite sentences using correct verb moods.Conventions: Verb MoodsConventions: Verb Moods (RP)STANDARDSL.8.1.c; L.8.1.d; PII.3EFFECTIVE EXPRESSIONResearch: Informational ReportStudents research and write a report on Zimbabwean culture.Research: Informational ReportResearch: Informational Report (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. SELECTION TESTSelection Test: The Setting Sun and Rolling WorldSTANDARDSW.8.2.b; W.8.2.f; W.8.7; W.8.8myPerspectives EL SupportSpeaking and Listening: Group Discussion (RP)(TE p 65)Audio SummaryThe Setting Sun and the Rolling World: Accessible Leveled TextPersonalize for Learning English Language Support: Build Background Knowledge(TE p 67)Word Study: Greek Root: -psych- (RP)(TE p 72)Personalize for Learning English Language Support: Analyzing Point of View in Fiction(TE p 73)English Language Support Lesson: Point of View in Fiction (On Realize)Conventions: Verb Moods (RP)(TE p 74) Personalize for Learning English Language Support: Verb Moods(TE p 74)Research: Informational Report (RP)(TE p 75)ELD Companion SupportTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4DAY 31DAY 32DAY 33DAY 34DAY 35PERFORMANCE TASK: Speaking and Listening FocusPresent a Nonfiction NarrativeSE pp 76-77PERFORMANCE TASK: Speaking and Listening FocusPresent a Nonfiction NarrativeSE p 77INTRODUCE INDEPENDENT LEARNINGSE pp 78-79INDEPENDENT LEARNINGSE pp 80-82PERFORMANCE-BASED ASSESSMENTSE pp 83-85PERFORMANCE TASKSpeaking and Listening Focus: Present a Nonfiction NarrativeStudents create a series of nonfiction narratives about rites of passage.Plan With Your GroupStudents will analyze the text, gather evidence and media examples and organize ideas.Rehearse With Your GroupStudents practice with the group, fine-tune the content, improve the use of media, and brush up on presentation techniques.STANDARDSSL.8.4; SL.8.5PERFORMANCE TASKPresent and EvaluateStudents present as a group and use checklist items to evaluate.STANDARDSSL.8.4; SL.8.5Essential QuestionWhat are some of the milestones on the path to growing up?Independent Learning StrategiesCreate a SchedulePractice what you have learnedTake Notes Independent Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.ContentsMAKING MEANINGFirst-Read Guide Students Notice, Annotate, Connect, Respond as they read the selection the first time.First Read GuideClose-Read GuideClose Read GuideClose Read the Text Students will review the Close Read Model and complete the close read sections in the selection.Analyze the TextStudents will respond to questions about the text, citing textual evidence.Quick WriteStudents write about a paragraph that grabbed their interest.Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of how one generation learns from another.Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.8.10; RI.8.10; PI.6 PERFORMANCE-BASED ASSESSMENT PREPReview Notes for a Nonfiction NarrativeStudents evaluate the strength of their content.Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Writing to Sources: Nonfiction NarrativeStudents will write a nonfiction narrative responding to the prompt:What rite of passage has held the most significance for your or for a person you know well?Nonfiction Narrative RubricStudents use the rubric to guide their revisions.STANDARDSW.8.3.a-emyPerspectives EL SupportPersonalize for Learning English Language Support: Read Aloud and Confirm Predictions(TE p 81)Accessible Leveled Texts for Independent Learning Selections (On Realize)ELD Companion SupportTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4DAY 36PERFORMANCE-BASED ASSESSMENTSE pp 86-87PERFORMANCE-BASED ASSESSMENTSpeaking and Listening: Oral PresentationStudents will use their narrative as the foundation for a presentation.Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.Reflect on the UnitUnit TestSTANDARDSSL.8.4; SL.8.5ELD Companion SupportTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4GRADE 8 | UNIT 2: The Holocaust INSTRUCTIONAL MODELESSENTIAL QUESTION: How Do We Remember the Past? 218122596520IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. 00IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. WHOLE-CLASS LEARNINGASSESSMENTSSMALL-GROUP LEARNINGINDEPENDENT LEARNINGPERFORMANCE BASED ASSESSMENT: Explanatory Essay NOTES:Unit 2 OverviewIn this unit, students will read many texts relating to the Holocaust. Unit Goals Students will be able to: Read and analyze how authors discuss a cause, event, or condition that produces a specific result.Expand your knowledge and use of academic and concept vocabulary. Write an explanatory essay in which you show connections between historical events and a dramatic adaptation of a historical document.Conduct research projects of various lengths to explore a topic and clarify meaning. Demonstrate command of the conventions of standard English grammar and usage, including correct usage of verbs and conjunctions.Collaborate with your team to build on the ideas of others, develop consensus, and communicate.Integrate audio, visuals, and text in presentations.Selections & MediaLaunch TextThe Grand Mosque of Paris (990L)Whole-Class LearningAnchor Text, Drama: The Diary of Anne Frank, Act I, Frances Goodrich and Albert Hackett (NP)Anchor Text, Drama: The Diary of Anne Frank, Act II, Frances Goodrich and Albert Hackett (NP)Media, Timeline: Frank Family and World War II, TimelineSmall-Group LearningDiary Entries: from Anne Frank: The Diary of a Young Girl, Anne Frank (1010L)Speech: Acceptance Speech for the Nobel Peace Prize, Elie Wiesel (770L)Medio, Graphic Novel: from Maus, Art Spiegelmen Independent LearningTelevision Transcript: Saving the Children, Bob Simon (740L)Reflective Essay: A Great Adventure in the Shadow of War, Mary Helen Dirkx (1260L)Informative Article: Irena Sendler: Rescuer of the children of Warsaw, Chana Kroll (1130L)Historical Writing: Quiet Resistance, from Courageous Teen Resisters (910L)News Article: Remembering a Devoted Keeper of Anne Frank’s Legacy, Moni Basu (950L)First-Person Account: I’ll go Fetch Her Tomorrow from Hidden Like Anne Frank, Bloeme Emden with Marcel Prins (800L)Performance-Based Assessment Part 1 – Writing to Sources: Explanatory EssayStudents will write an explanatory essay answering the following question: How can literature help us remember and honor the victims of the Holocaust? Part 2 – Speaking & Listening: Oral PresentationStudents will use their explanatory essay as the foundation for an oral presentation.Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and how literature can help us remember and honor the victims of the Holocaust.DAY 1DAY 2DAY 3?DAY 4DAY 5UNIT INTRODUCTIONSE pp 88-91UNIT INTRODUCTIONSE pp 92-95OVERVIEWWhole-Class Learning SE pp 96-97SELECTIONAnchor TextThe Diary of Anne Frank, Act IFrances Goodrich and Albert HackettSE pp 100-125SELECTION Anchor TextThe Diary of Anne Frank, Act IFrances Goodrich and Albert HackettSE pp 126-150Unit GoalsStudents will deepen their understanding of the holocaust by reading, writing, speaking, listening, and presenting.Unit Goals VideoAcademic Vocabularytheorize; sustain; declaration; pronounce; enumerateHome Connection LetterSpanish Home Connection LetterUnit 2 Answer Key STANDARDSL.8.6; PIIILaunch TextStudents will read “The Grand Mosque of Paris.” Students then participate in discussions about the Holocaust.Word NetworkStudents add new words to their Word Network as they read texts in the unit.Word NetworkSummaryStudents write a summary of the Launch Text.Launch Activity Students participate in an activity related to the unit theme.QuickWriteStudents write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom?Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Evidence LogPerformance-Based Assessment: Refining Your ThinkingEssential QuestionHow do remember the past?Whole-Class Learning StrategiesListen activelyClarify by asking questionsMonitor understandingInteract and share ideasWhole-Class Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.MAKING MEANINGConcept Vocabularyanxiously; tension; restraining; quarrels; bickering; hystericallyFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioThe Diary of Anne Frank, Act I: Accessible Leveled Text STANDARDSRL.8.10; PI.7; PII.1MAKING MEANINGRead the SelectionSelection AudioThe Diary of Anne Frank, Act I: Accessible Leveled Text STANDARDSRL.8.10; PI.8; PII.1myPerspectives EL Support Audio SummaryPersonalize for Learning English Language Support: Cognates(TE p 91)Audio Summary The Diary of Anne Frank, Act I: Accessible Leveled Text Personalize for Learning English Language Support: Pacing (TE p 115)Personalize for Learning English Language Support: Plot (TE p 125)Personalize for Learning English Language Support: Translations(TE p 136)Personalize for Learning English Language Support: Archaic Words(TE p 139)ELD Companion SupportUnit 2, Lesson 1Time to Read ?Read IndependentlyVocabularyOops: Possessive PronounsWord Study: Introduce Consonant Spellings s, c, k, ck, chStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PIII.8Unit 2, Lesson 1Whole GroupPlan and Write an Explanatory EssayWork Time InstructionReteach: Consonant /s/ and /k/Explanatory Essay: Prewrite and BrainstormWork Time AssignmentsWord Study: Consonant /s/ and /k/Interactive ReaderExplanatory Essay: Prewrite and BrainstormStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PIII.8Unit 2, Lesson 2Vocabulary Selection:?prehistory, nomads Academic: concerned, preparedness, schemeRead Aloud, Think Aloud”“Discovering the Old Stone Age”Classroom Conversation Whole Class DiscussionStandardsPI.8.2; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 2, Lesson 3Time to Read ?Read IndependentlyVocabularyOops: Possessive PronounsWord Study: Introduce Inflected Endings –s, -ed, -ingStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PIII.8Unit 2, Lesson 3Whole GroupPlan WritingWork Time InstructionReteach: Inflected EndingsExplanatory Essay: Plan Work Time AssignmentsWord Study: Inflected EndingsExplanatory Essay: PlanStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PIII.8DAY ?6DAY 7 DAY 8DAY 9DAY 10SELECTIONAnchor TextThe Diary of Anne Frank, Act IFrances Goodrich and Albert HackettSE p 151SELECTIONAnchor TextThe Diary of Anne Frank, Act IFrances Goodrich and Albert HackettSE pp 152-153SELECTIONAnchor TextThe Diary of Anne Frank, Act IFrances Goodrich and Albert HackettSE pp 154-155SELECTIONAnchor TextThe Diary of Anne Frank, Act IIFrances Goodrich and Albert HackettSE pp 156-172SELECTIONAnchor TextThe Diary of Anne Frank, Act IIFrances Goodrich and Albert HackettSE pp 173-187MAKING MEANINGComprehension CheckStudents complete comprehension questions. The Diary of Anne Frank, Act I: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents choose something interesting from the text and formulate a research question.STANDARDSRL.8.1 MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft and Structure: Text Structures in DramaStudents will identify passages of dialogue that serve that purpose.Analyze Craft and Structure: Analyze Text Structures in Drama Analyze Craft and Structure: Analyze Text Structures in Drama (RP)STANDARDSRL.8.3; RL.8.6; PII.1LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:anxiously; tension; restraining; quarrels; bickering; hysterically Word Study: Latin Suffix:-ionStudents complete activities related to the Latin Suffix -ionConcept Vocabulary and Word Study: Latin Suffix: -ionWord Study: Latin Suffix: -ion- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Conventions: Principal Parts of Verbs Students complete activities identifying principal parts of verbs.Conventions: Principal Parts of Verbs Conventions: Principal Parts of Verbs (RP)STANDARDSL.8.1; L.8.4.b; L.8.4.d; L.8.5.bMAKING MEANINGConcept Vocabularyforeboding; intuition; rigid; apprehension; mounting; insistentFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioThe Diary of Anne Frank, Act II: Accessible Leveled Text STANDARDSRL.8.10; PI.8; PII.1MAKING MEANINGRead the SelectionSelection AudioThe Diary of Anne Frank, Act II: Accessible Leveled Text Comprehension CheckStudents complete comprehension questions. The Diary of Anne Frank, Act II: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents choose something interesting from the text and formulate a research question.STANDARDSRL.8.10myPerspectives EL SupportAnalyze Craft and Structure: Text Structures in Drama (RP)(TE p 153)Personalize for Learning English Language Support: Using Dialogue and Stage Directions(TE p 153)English Language Support Lesson: Dialogue (On Realize)Word Study: Latin Suffix: -ion (RP)(TE p 154)Conventions: Principal Parts of Verbs (RP)(TE p 155) Audio SummaryThe Diary of Anne Frank, Act II: Accessible Leveled Text Personalize for Learning English Language Support: Stage Directions(TE p 161)Personalize for Learning English Language Support: Figurative Language(TE p 167)ELD Companion SupportUnit 2, Lesson 4Vocabulary Selection: artifacts, carbon dating Academic: definition, necessaryRead Aloud, Think Aloud“Discovering the Old Stone Age” Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PII.8.12; PII.8.1; PII.8.2Unit 2, Lesson 5Time to Read ?Read IndependentlyVocabularyWord Study: Consonant Spelling s, c, k, ck, chWord Study: Inflected Endings –s, -ed, -ingStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PIII.8Unit 2, Lesson 5Work Time InstructionWord Study Reader: Immigration to the United StatesExplanatory Essay: DraftWork Time AssignmentsWord Study: Inflected Endings and Consonants /s/ and /k/Explanatory Essay: DraftStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PIII.8Unit 2, Lesson 6Time to Read ?Read IndependentlyVocabularyOops: Articles With Singular NounsWord Study: Introduce Closed Syllable Patterns: VC/V, VC/CVStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PIII.8Unit 2, Lesson 6Work Time InstructionReteach: Closed Syllable Patterns VC/V and VC/CV Explanatory Essay: Draft Work Time AssignmentsWord Study: Closed Syllable Patterns VC/V and VC/CV Interactive ReaderExplanatory Essay: DraftStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PIII.8DAY ?11DAY 12 DAY 13DAY 14DAY 15SELECTIONAnchor TextThe Diary of Anne Frank, Act IIFrances Goodrich and Albert HackettSE pp 188-189SELECTIONAnchor TextThe Diary of Anne Frank, Act IIFrances Goodrich and Albert Hackett SE pp 190-191SELECTIONAnchor TextThe Diary of Anne Frank, Act IIFrances Goodrich and Albert HackettSE pp 192-193 SELECTIONFrank Family and World War II Timeline SE pp 194-198SELECTIONFrank Family and World War II TimelineSE pp 199-201MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft and Structure: Characters’ MotivationsStudents will analyze characters’ motivations in Act II.Analyze Craft and Structure: Character MotivationAnalyze Craft and Structure: Character Motivation (RP)STANDARDSRL.8.1; RL.8.3; PI.6LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:foreboding; intuition; rigid; apprehension; mounting; insistent Word Study: Latin Suffix:-entStudents complete activities related to the Latin Suffix -entConcept Vocabulary and Word Study: Latin Suffix: -entWord Study: Latin Suffix: -ent (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Conventions: Simple Tenses of VerbsStudents complete activities identifying present, past, and future tense verbs.Conventions: Simple Tenses of VerbsConventions: Simple Tenses of Verbs (RP)STANDARDSL.8.1; L.8.4.b; L.8.4.c; L.8.4.d; L.8.3EFFECTIVE EXPRESSIONSpeaking and Listening: Dramatic ReadingStudents deliver a dramatic reading of a scene from The Diary of Anne Frank. Then students write a drama review of one of the performancesSpeaking and Listening: Dramatic ReadingSpeaking and Listening: Dramatic Reading (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. SELECTION TESTSelection Test: Warning: The Diary of Anne Frank, Act ISTANDARDSRL.8.7; W.8.2.b; W.8.2.f; SL.8.1.a; SL.8.b; SL.8.5; PI.10MAKING MEANINGMedia Vocabularyannotated; chronological; parallelFirst Read Students Notice, Annotate, Connect, and Respond as they review the media the first time.First Read Guide: NonfictionListen to the SelectionSelection AudioFrank Family and World War II Timeline: Accessible TextComprehension CheckStudents complete comprehension questions.Research to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents choose something interesting from the timeline and formulate a research question.STANDARDSRI.8.10; PI.8MAKING MEANINGClose ReadStudents will review the timeline and record any new observations.Analyze the MediaStudents will respond to questions about the drawings, citing textual evidence.LANGUAGE DEVELOPMENTMedia VocabularyStudents complete activities related to the Media Vocabulary words:annotated; chronological; parallelMedia VocabularyEFFECTIVE EXPRESSIONWriting to Compare: Comparison-Contrast EssayStudents write an essay comparing the two texts they read.Writing to Compare: Comparison-Contrast EssayEvidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRI.8.7; W.8.2.a; W.8.2.b; PII.1 myPerspectives EL SupportAnalyze Craft and Structure: Character Motivation (RP)(TE p 189)Personalize for Learning English Language Support: Identifying Character Motivation(TE p 188)English Language Support Lesson: Character Motivation (On Realize)Word Study: Latin Suffix: -ent (RP)(TE p 190)Conventions: Simple Tenses of Verbs(TE p 191)English Language Support Lesson: Word Choices (On Realize)Speaking and Listening: Dramatic Reading (RP)(TE p 193)Personalize for Learning English Language Support: Providing Support(TE p 193)Audio SummaryFrank Family and World War II Timeline: Accessible TextPersonalize for Learning English Language Support: Media Vocabulary(TE p 195)Personalize for Learning English Language Support: Timelines(TE p 199)ELD Companion SupportUnit 2, Lesson 7Vocabulary Selection: pharaoh, shrine Academic: argument, conversationRead Aloud, Think Aloud”“Ideas that Shaped Egyptian Life”Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 2, Lesson 8Time to Read ?Read IndependentlyVocabularyOops: Articles With Singular NounsWord Study: Introduce Meaning RelationshipsStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5; PII.8.6; PII.8.7Unit 2, Lesson 8Whole GroupRevise and Edit Writing Work Time InstructionReteach: Meaning RelationshipsExplanatory Essay: Write a ConclusionWork Time AssignmentsWord Study: Meaning Relationships Between WordsExplanatory Essay: Write a ConclusionStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5; PII.8.6; PII.8.7Unit 2, Lesson 9Vocabulary Selection: tomb, pyramidsAcademic: intentionally, mandatoryRead Aloud, Think Aloud“Ideas that Shaped Egyptian Life” Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 2, Lesson 10Time to Read ?Read IndependentlyVocabularyWord Study: Closed Syllable Patterns: VC/V, VC/CVWord Study: Meaning RelationshipsStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5; PII.8.6; PII.8.7; PIII.8DAY 16DAY 17DAY 18?DAY 19DAY 20PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay SE pp 202-204PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay SE p 205PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay SE pp 206-207OVERVIEWSmall-Group LearningSE pp 208-211SELECTIONfrom Anne Frank: The Diary of a Young GirlAnne FrankSE pp 212-216PERFORMANCE TASKWrite an Explanatory EssayStudents write an essay responding to the question: How are historical events reflected in the play The Diary of Anne Frank?PreWriting/PlanningStudents write a thesis, gather evidence, and take accurate notes.DraftingStudents organize and write a first draft.STANDARDSW.8.2.a; W.8.2.b; W.8.2.f; W.8.10LANGUAGE DEVELOPMENTAuthor’s Style: Revising Sentences by Combining with ConjunctionsStudents choose coordinating conjunctions that help connect important ideas and make writing smoother. STANDARDSL.8.1; L.8.2; L.8.3; PI.5PERFORMANCE TASKRevisingStudents evaluate and revise draft utilizing peer reviews.Editing and ProofreadingStudents edit for conventions and proofread for accuracies.Publishing and PresentingStudents create a final version of their essay and share in small groups.ReflectingStudents reflect on their essays.STANDARDSW.8.2.c; W.8.2.d; W.8.2.e; W.8.5; PII.2Essential QuestionHow do we remember the past?Small-Group Learning StrategiesPrepareParticipate FullySupport OthersClarifySmall-Group Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.Working as a TeamTake a positionList your rulesApply the rulesName your groupCreate a communication planMaking a ScheduleStudents make a schedule with group for completing tasks.Working on Group Projects Students choose specific roles for each member.MAKING MEANINGConcept Vocabularyforbidden; restrictions; sacrificesFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection Audiofrom Anne Frank: The Diary of a Young Girl: Accessible Leveled Text STANDARDSRI.8.10; L.8.4.a; PI.6myPerspectives EL Support Personalize for Learning English Language Support: Read Aloud(TE p 205)Personalize for Learning English Language Support: Punctuation(TE p 207) Audio Summaryfrom Anne Frank: The Diary of a Young Girl: Accessible Leveled Text Personalize for Learning English Language Support: Idioms(TE p 215)ELD Companion SupportUnit 2, Lesson 10Work Time InstructionWord Study Reader: Our North American NeighborsExplanatory Essay: ReviseWork Time AssignmentsWord Study: VC/C and VC/CVExplanatory Essay: ReviseStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5; PII.8.6; PII.8.7; PIII.8Unit 2, Lesson 11Time to Read ?Read IndependentlyVocabularyOops: Articles With Plural NounsWord Study: Introduce Words with the Schwa SoundStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PIII.8Unit 2, Lesson 11Work Time InstructionReteach: Words with SchwaExplanatory Essay: EditWork Time AssignmentsWord Study: Words with SchwaInteractive ReaderExplanatory Essay: EditStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PIII.8Unit 2, Lesson 12Vocabulary Selection: ?honor, guidanceAcademic: category, upgradeRead Aloud, Think Aloud”“Greek Myths”Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 2, Lesson 13Time to Read ?Read IndependentlyVocabularyOops: Articles With Plural NounsWord Study: Introduce Multiple-Meaning WordsStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4DAY 21DAY 22DAY 23DAY 24DAY 25SELECTION from Anne Frank: The Diary of a Young GirlAnne FrankSE p 217SELECTION from Anne Frank: The Diary of a Young GirlAnne FrankSE pp 218-219SELECTION from Anne Frank: The Diary of a Young GirlAnne FrankSE p 220SELECTION from Anne Frank: The Diary of a Young GirlAnne FrankSE p 221SELECTION Acceptance Speech for the Nobel Peace PrizeElie WieselSE pp 222-227MAKING MEANINGComprehension CheckStudents complete comprehension questions.from Anne Frank: The Diary of a Young Girl: First Read Extension QuestionsResearch to ClarifyStudents choose one unfamiliar scientific detail of the text to research.Research to ExploreStudents research young people that were affected by the war.MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextLANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:forbidden; restrictions; sacrificesWord Study: Latin Root: -strict-Concept Vocabulary and Word StudyWord Study: Latin Suffix: -strict- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Central Idea and Supporting DetailsStudents will analyze the central ideas and details in a paragraph from the reading.Analyze Craft and Structure: Central Idea and Supporting DetailsAnalyze Craft and Structure: Central Idea and Supporting Details (RP)STANDARDSRI.8.1; RI.8.2; RI.8.5; L.8.4.b; L.8.4.dLANGUAGE DEVELOPMENTAuthor’s Style: Word ChoiceAuthor’s Style: Word ChoiceAuthor’s Style: Word Choice (RP)STANDARDSRI.8.4; PI.8EFFECTIVE EXPRESSIONSpeaking and Listening: Group DiscussionStudents discuss what they learned from Anne Frank’s Diary entriesSpeaking and Listening: Group DiscussionSpeaking and Listening: Group Discussion (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: from Anne Frank: The Diary of a Young GirlSTANDARDSSL.8.1.a; SL.8.1.c; SL.8.1.dMAKING MEANINGConcept Vocabularyhumiliation; persecution; traumatizedFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioAcceptance Speech for the Nobel Peace Prize: Accessible Leveled Text Comprehension CheckStudents complete comprehension questions.Acceptance Speech for the Nobel Peace Prize: First Read Extension QuestionsResearch to ExploreStudents choose an historical figure mentioned in the speech and research the person.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextLANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:humiliation; persecution; traumatizedWord Study: Word Families Concept Vocabulary and Word StudyWord Study: Word Families (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Author’s Purpose and Point of View Students find evidence to support purpose and point of view.Analyze Craft and Structure: Author’s Purpose and Point of ViewAnalyze Craft and Structure: Author’s Purpose and Point of View (RP)STANDARDSRI.8.1; RI.8.4; RI.8.6; RI.8.10; L.8.4.b; L.8.4.c; L.8.4.d; PI.6myPerspectives EL SupportWord Study: Latin Suffix: -strict- (RP)(TE p 218)Analyze Craft and Structure: Central Idea and Supporting Details (RP)(TE p 219)Author’s Style: Word Choice ( RP)(TE p 220)Personalize for Learning English Language Support: Recognizing Word Choice(TE p 220)Speaking and Listening: Group Discussion (RP)(TE p 221)Audio SummaryAcceptance Speech for the Nobel Peace Prize: Accessible Leveled TextWord Study: Word Families (RP)(TE p 226)Analyze Craft and Structure: Authors Purpose and Point of View (RP)(TE p 227)Personalize for Learning English Language Support: Domain-Specific Vocabulary(TE p 225)ELD Companion SupportUnit 2, Lesson 13Work Time InstructionReteach: Multiple Meaning WordsExplanatory Essay: Respond to PresentationWork Time AssignmentsWord Study: Multiple Meaning WordsExplanatory Essay: PresentStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4Unit 2, Lesson 14Vocabulary Selection: aqueducts, contentAcademic: avoid, code, subject, surveyRead Aloud, Think Aloud“Greek Myths” Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 2, Lesson 15Time to Read ?Read IndependentlyVocabularyWord Study: Words with SchwaWord Study: Multiple-Meaning WordsStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PIII.8Unit 2, Lesson 15Work Time InstructionWord Study Reader: Taking Care of the Human BodyWork Time AssignmentsWord Study: Multiple Meaning Words and Words with SchwaExplanatory Essay: PresentStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PIII.8Time to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4DAY 26DAY 27DAY 28DAY 29DAY 30SELECTION Acceptance Speech for the Nobel Peace PrizeElie WieselSE pp 228-229SELECTION from MausArt SpiegelmanSE pp 230-235SELECTION from MausArt SpiegelmanSE pp 236-239SELECTION from MausArt SpiegelmanSE p 240SELECTION from MausArt SpiegelmanSE p 241LANGUAGE DEVELOPMENTConventions: Perfect Tenses of VerbsStudents analyze types of verb tenses.Conventions: Perfect Tenses of VerbsConventions: Perfect Tenses of Verbs (RP) EFFECTIVE EXPRESSIONSpeaking and Listening: Group Discussion Students discuss quotations from Elie Wiesel’s speech.Speaking and Listening: Group Discussion Speaking and Listening: Group Discussion (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Acceptance Speech for the Nobel Peace PrizeSTANDARDSSL.8.1.a; SL.8.1.b; L.8.1; PI.1; PII.3MAKING MEANINGMedia Vocabularypanel; encapsulation; speech balloonFirst Read Students Look, Note, Connect, Respond as they read the selection the first time.First-Read Review: Media-Art and PhotographyRead the SelectionSelection Audiofrom Maus: Accessible TextSTANDARDSRL.8.10; L.8.6; PI.6MAKING MEANINGRead the SelectionSelection Audiofrom Maus: Accessible TextComprehension CheckStudents complete comprehension questions.from Maus: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the graphic novel.Research to ExploreStudents research the plight of European Jews under the Nazis.STANDARDSRL.8.10; L.8.6; PI.6MAKING MEANINGClose ReviewStudents will review the graphic novel and record any new observations.Close ReviewAnalyze the MediaStudents will respond to questions about the drawings, citing textual evidence.Analyze the MediaMedia VocabularyStudents complete activities related to the Media Vocabulary words:panel; encapsulation; speech balloonSTANDARDSSL.8.2; L.8.6EFFECTIVE EXPRESSIONResearch: Informative ReportStudents write a report about the ways Spiegelman’s experiences are reflected in his graphic novel.Research: Informative ReportResearch: Informative Report (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: from MausSTANDARDSW.8.2.a; W.8.2.b; W.8.2.d; W.8.7; W.8.8myPerspectives EL SupportConventions: Perfect Tenses of Verbs (RP) (TE p 228)Speaking and Listening: Group Discussion (RP)(TE p 229)Personalize for Learning English Language SupportUsing Verb Tenses(TE p 228)Personalize for Learning English Language SupportTaking Part in Discussion(TE p 229)English Language Support Lesson: Group Discussion (On Realize)Audio Summaryfrom Maus: Accessible TextPersonalize for Learning English Language SupportSyntax(TE p 232)Personalize for Learning English Language SupportSyntax(TE p 234)Personalize for Learning English Language SupportSyntax(TE p 236)Research: Informative Report (RP)(TE p 241)ELD Companion SupportTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4DAY 31DAY 32DAY 33DAY 34DAY 35PERFORMANCE TASK: Speaking and Listening FocusDeliver a Multimedia PresentationSE pp 242-243PERFORMANCE TASK: Speaking and Listening FocusDeliver a Multimedia PresentationSE p 243INTRODUCE INDEPENDENT LEARNINGSE pp 244-245INDEPENDENT LEARNINGSE pp 246-248PERFORMANCE-BASED ASSESSMENTSE pp 249-251PERFORMANCE TASKDeliver a Multimedia PresentationStudents give a presentation answering the following question: How do the selections contribute to your understanding of the Holocaust and the ways in which we remember the past?Plan with Your GroupStudents analyze the texts, gather evidence, and organize your ideas.Rehearse with Your GroupStudents practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques.STANDARDSSL.8.4; SL.8.5; SL.8.6PERFORMANCE TASK Present and EvaluateStudents present as a group and use checklist items to evaluate.STANDARDSSL.8.4; SL.8.5; SL.8.6Essential QuestionHow do we remember the past?Independent Learning StrategiesCreate a SchedulePractice what you have learnedTake Notes Independent Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.ContentsMAKING MEANINGFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read GuideClose-Read GuideClose-Read GuideClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Analyze the TextStudents will respond to questions about the text, citing textual evidence.Quick WriteStudents write about a paragraph that grabbed their interest.Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism.Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.8.10; RI.8.10; SL.8.1 PERFORMANCE-BASED ASSESSMENT PREPReview Evidence for an Explanatory EssayStudents evaluate the strength of their evidenceEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Writing to Sources: Explanatory TextStudents will write an essay to answer the following: How can literature help us remember and honor the victims of the Holocaust? Explanatory Essay RubricStudents use the rubric to guide their revisions.STANDARDSW.8.2; W.8.2.b; W.8.10; PI.8myPerspectives EL Support Accessible Leveled Texts for Independent Learning Selections (On Realize)Personalize for Learning English Language Support: Define Key Terms(TE p 251)ELD Companion SupportTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4DAY 36PERFORMANCE-BASED ASSESSMENTSE pp 252-253PERFORMANCE-BASED ASSESSMENTSpeaking and Listening: Oral PresentationStudents will use their explanatory essay as the foundation for an oral presentation.Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.Reflect on the UnitUnit TestELD Companion SupportTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4GRADE 7 | UNIT 3: What MattersINSTRUCTIONAL MODELESSENTIAL QUESTION: When is it right to take a stand?2171700160020IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. 00IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. WHOLE-CLASS LEARNINGASSESSMENTSSMALL-GROUP LEARNINGINDEPENDENT LEARNINGPERFORMANCE BASED ASSESSMENT: ArgumentNOTES:Unit 3 OverviewIn this unit, students will read examples of what matters in people’s lives. Unit Goals Students will be able to: Evaluate written arguments by analyzing how authors state and support their claims.Expand your knowledge and use of academic and concept vocabulary.Write an argumentative essay in which you effectively incorporate the key elements of an argument.Conduct research projects of various lengths to explore a topic and clarify meaning. Demonstrate command of the conventions of standard English grammar and usage, including correct usage of nouns, pronouns, adjectives, adverbs, clauses, and sentence structure.Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations. Selections & MediaLaunch TextFreedom of the Press? (1000L)Whole-Class LearningAnchor Text, Magazine Article: Barrington Irving, Pilot and Educator, National Geographic (1110L)Anchor Text, Opinion Piece: Three Cheers for the Nanny State, Sarah Conly (1180L)Anchor Text, Opinion Pieces: Ban the Ban!, SidneyAnne Stone (930L)Anchor Text, Opinion Pieces: Soda’s a Problem but… Karin Klien (1250L)Small-Group LearningPersuasive Speech: Words Do Not Pay, Chief Joseph (830L)Nonfiction Narrative: from Follow the Rabbit-Proof Fence, Doris Pilkington (1160L)Media, Video: the Moth Presents: Aleeza Kazmi Independent LearningMemoir: from Through My Eyes, Ruby Bridges (920L)Poetry: The Unknown Citizen: W.H. Auden (NP)Biography: Harriet Tubman: Conductor on the Underground Railroad, Ann Petry (1000L)Performance-Based Assessment Part 1 – Writing to Sources: ArgumentStudents will write an argument answering the following question: Is it important for people to make their own choices in life? Part 2 – Speaking & Listening: Oral PresentationAfter writing their argument, students will use it as the foundation for a brief oral presentation. Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and what taught them the most about standing up for what matters. DAY 1DAY 2DAY 3?DAY 4DAY 5UNIT INTRODUCTIONSE pp 254-257UNIT INTRODUCTIONSE pp 258-261OVERVIEWWhole-Class Learning SE pp 262-263SELECTIONAnchor TextBarrington Irving, Piot and EducatorNational GeographicSE pp 264-269SELECTIONAnchor TextBarrington Irving, Piot and EducatorNational GeographicSE pp 270-271Unit GoalsStudents will deepen their perspective about what it means to stand up for the things that matter by reading, writing, speaking, listening, and presenting.Unit Goals VideoAcademic Vocabularyretort; candid; rectify; speculate; verifyHome Connection LetterSpanish Home Connection LetterUnit 3 Answer Key STANDARDSL.8.6; PIIILaunch TextStudents will read “Freedom of the Press?” Students will then be able to participate in discussions about modern technology.Word NetworkStudents add new words to their Word Network as they read texts in the unit.Word NetworkSummaryStudents write a summary of the Launch Text.Launch Activity Students participate in an activity related to the unit theme.QuickWriteStudents write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom?Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Evidence LogPerformance-Based Assessment: Refining Your ThinkingEssential QuestionWhen is it right to take a stand?Whole-Class Learning StrategiesListen activelyClarify by asking questionsMonitor understandingInteract and share ideasWhole-Class Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.MAKING MEANINGConcept Vocabularydetermination; pursue; accomplish; achieve; tackling; purposefulFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioBarrington Irving, Piot and Educator: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.Barrington Irving, Piot and Educator: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents choose something interesting from the text and formulate a research question.STANDARDSRI.8.10; PII.1MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft & Structure: Characterization in NonfictionStudents will identify examples of direct characterization.Analyze Craft and Structure: Characterization in NonfictionAnalyze Craft and Structure: Characterization in Nonfiction (RP)STANDARDSRI.8.1; RI.8.3; PI.8myPerspectives EL Support Audio SummaryPersonalize for Learning English Language Support: Cognates(TE p 257)Audio SummaryBarrington Irving, Piot and Educator: Accessible Leveled Text Personalize for Learning English Language Support: Structure(TE p 266)Analyze Craft and Structure: Characterization in Nonfiction (RP)(TE p 271)Personalize for LearningEnglish Language Support:Interpret(TE p 270)ELD Companion SupportUnit 3, Lesson 1Time to Read ?Read IndependentlyVocabularyOops: Articles with Proper NounsWord Study: Introduce Latin Root –rupt-StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8Unit 3, Lesson 1Whole GroupPlan an Argumentative EssayWork Time InstructionReteach: Latin Root –rupt-Argumentative Essay: PlanWork Time AssignmentsWord Study: Latin Root –rupt-Interactive ReaderArgumentative Essay: Plan StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8Unit 3, Lesson 2Vocabulary Selection:?opposed, racismAcademic: calculate, directionsRead Aloud, Think Aloud”“The King of the United States” and “Eleanor Roosevelt Takes a Stand”Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 3, Lesson 3Time to Read ?Read IndependentlyVocabularyOops: Articles with Proper NounsWord Study: Introduce SynonymsStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8Unit 3, Lesson 3Work Time InstructionReteach: SynonymsWork Time AssignmentsWord Study: Synonyms Argumentative Essay: PlanStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8DAY ?6DAY 7 DAY 8DAY 9DAY 10SELECTIONAnchor TextBarrington Irving, Piot and EducatorNational GeographicSE pp 272-273SELECTIONAnchor TextBarrington Irving, Piot and EducatorNational GeographicSE p 274SELECTIONAnchor TextBarrington Irving, Piot and EducatorNational GeographicSE p 275SELECTIONAnchor TextThree Cheers for the Nanny StateSarah ConlySE pp 276-281SELECTIONAnchor TextThree Cheers for the Nanny StateSarah ConlySE p 282LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words: determination; pursue; accomplish; achieve; tackling; purposeful Word Study: Old English Suffix: -fulConcept Vocabulary and Word StudyWord Study: Old English Suffix: -ful (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Conventions: Nouns and PronounsStudents identify examples of proper nouns, personal pronouns, possessive nouns, and possessive pronouns.Conventions: Nouns and PronounsConventions: Nouns and Pronouns (RP)STANDARDSL.8.1; L.8.2.b; L.8.4; L.8.5.b; PII.4EFFECTIVE EXPRESSIONWriting to Sources: Argumentative EssayStudents write an argument stating a claim in response to this statement:Having passion for a subject is more important than having knowledge about it.Writing to Sources: Argumentative EssayWriting to Sources: Argumentative Essay (RP)STANDARDSW.8.1.a; W.8.1.b; W.8.1.e; W.8.7EFFECTIVE EXPRESSION Speaking and Listening: Persuasive PresentationStudents create a presentation on one of the educational nonprofit organizations or programs mentioned in the article.Speaking and Listening: Persuasive PresentationSpeaking and Listening: Persuasive Presentation (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. SELECTION TESTSelection Test: Barrington Irving, Piot and EducatorSTANDARDSSL.8.3; SL.8.4 MAKING MEANINGConcept Vocabularyimpose; justifiable; status quo; rational; principleFirst Review Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioThree Cheers for the Nanny State: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.Three Cheers for the Nanny State: First Read Extension QuestionsResearch to ClarifyStudents choose one unfamiliar detail from the text to research.Research to ExploreStudents write a research question to find out more about the concept of the “nanny state.”STANDARDSRl.8.10; PI.7MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.STANDARDSRI.8.10myPerspectives EL SupportWord Study: Old English Suffix: -ful (RP)(TE p 272)Conventions: Nouns and Pronouns (RP)(TE p 273)Personalize for Learning English Language Support: Practicing with Nouns and Pronouns(TE p 273)English Language Support Lesson: Nouns and Pronouns (On Realize)Writing to Sources: Argumentative Essay (RP)(TE p 274)Speaking and Listening: Persuasive Presentation (RP)(TE p 275)Audio SummaryThree Cheers for the Nanny State: Accessible Leveled Text Personalize for Learning English Language Support: Difficult Concepts(TE p 278)ELD Companion SupportUnit 3, Lesson 4Vocabulary Selection: legal, entertainmentAcademic: advise, compareRead Aloud, Think Aloud“Taking a Stand for Civil Rights” Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PII.8.12; PII.8.1; PII.8.2Unit 3, Lesson 5Time to Read ?Read IndependentlyVocabularyWord Study: Latin Root -rupt-Word Study: SynonymsStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8Unit 3, Lesson 5Whole GroupWrite an Argumentative EssayWork Time InstructionWord Study Reader: VolcanoesArgumentative Essay: DraftWork Time AssignmentsWord Study: Latin Root –rupt- and SynonymsArgumentative Essay: Write StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8Unit 3, Lesson 6Time to Read ?Read IndependentlyVocabularyOops: Forms of “to be”Word Study: Introduce Plural NounsStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8Unit 3, Lesson 6Work Time InstructionReteach: Plural NounsArgumentative Essay: Draft Work Time AssignmentsWord Study: Plural Nouns Interactive ReaderArgumentative Essay: WriteStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8DAY ?11DAY 12 DAY 13DAY 14DAY 15SELECTIONAnchor TextThree Cheers for the Nanny StateSarah Conly SE p 283SELECTIONAnchor TextThree Cheers for the Nanny StateSarah Conly SE p 284SELECTIONAnchor TextThree Cheers for the Nanny StateSarah ConlySE p 285 SELECTIONAnchor TextBan the Ban!SidneyAnne StoneSoda’s a Problem but…Karin KleinSE pp 286-292SELECTIONAnchor TextBan the Ban!SidneyAnne StoneSoda’s a Problem but…Karin KleinSE pp 293-295MAKING MEANINGAnalyze Craft & Structure: Author’s ArgumentStudents will identify facts the author uses to support her argument.Analyze Craft and Structure: Author’s ArgumentAnalyze Craft and Structure: Author’s Argument(RP)STANDARDSRI.8.6; RI.8.8; PI.7LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words: impose; justifiable; status quo; rational; principleWord Study: Latin Root:-just-Concept Vocabulary and Word StudyWord Study: Latin Root:-just- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.8.1; L.8.2; L.8.4.b; L.8.4.dLANGUAGE DEVELOPMENT Conventions: ClausesStudents identify subordinate and relative clauses.Conventions: Clauses Conventions: Clauses (RP)STANDARDSL.8.5.b; PII.4MAKING MEANINGConcept Vocabularyimplemented; mandates; intervene; intentions; dictate; exemptionFirst Review Students Notice, Annotate, Connect, and Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioBan the Ban/Soda’s a Problem: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.Ban the Ban/Soda’s a Problem: First Read Extension QuestionsResearch to ExploreStudents formulate a research question relating to the concept of the “nanny state”.MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.MAKING MEANINGAnalyze Craft & Structure: Conflicting ArgumentsStudents will answer questions about the differing arguments.Analyze Craft and Structure: Conflicting ArgumentsAnalyze Craft and Structure: Conflicting Arguments (RP)LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words: implemented; mandates; intervene; intentions; dictate; exemptionWord Study: Latin Prefix:ex- Concept Vocabulary and Word StudyWord Study: Latin Prefix:ex- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSRI.8.1; RI8.8; RI.8.9; RI.8.10; PI.6LANGUAGE DEVELOPMENT Conventions: Basic Sentence StructuresStudents identify sentence structures and clauses.Conventions: Basic Sentence Structures Conventions: Basic Sentence Structures (RP)EFFECTIVE EXPRESSIONWriting to Compare: Argumentative EssayStudents write an argumentative essay about which argument they found most convincing.Writing to Compare: Argumentative EssayEvidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRI.8.9; W.8.1.b; W.8.1.c; W.8.10; W.8.9.b; PI.10; PII.1myPerspectives EL SupportAnalyze Craft and Structure: Author’s Argument(RP)(TE p 283)Personalize for Learning English Language Support: Important Terms(TE p 283)Word Study: Latin Root:-just- (RP)(TE p 284)Conventions: Clauses (RP)(TE p 285)Personalize for Learning English Language Support: Using Independent and Dependent Clauses(TE p 285)English Language Support Lesson: Independent and Dependent Clauses (On Realize)Audio SummaryBan the Ban/Soda’s a Problem: Accessible Leveled TextAnalyze Craft and Structure: Conflicting Arguments (RP)(TE p 291)Word Study: Latin Prefix:ex- (RP) (TE p 292)Personalize for Learning English Language Support: Idioms(TE p 290)Conventions: Basic Sentence Structures (RP)(TE p 293)Personalize for Learning English Language Support: Creating Compound and Complex Sentences(TE p 293)English Language Support Lesson: Compound and Complex Sentences (On Realize)Personalize for Learning English Language Support: Organization(TE p 294)ELD Companion SupportUnit 3, Lesson 7Vocabulary Selection: nervous, banAcademic: slog, wobbleRead Aloud, Think Aloud”“Ban the Bottle”Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 3, Lesson 8Time to Read ?Read IndependentlyVocabularyOops: Forms of “to be”Word Study: Introduce r-Controlled VowelsStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8Unit 3, Lesson 8Work Time InstructionReteach: r-Controlled VowelsArgumentative Essay: DraftWork Time AssignmentsWord Study: r-Controlled VowelsArgumentative Essay: WriteStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8Unit 3, Lesson 9Vocabulary Selection: equal, homelessAcademic: appreciation, preciselyRead Aloud, Think Aloud“Inequality in America” Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 3, Lesson 10Time to Read ?Read IndependentlyVocabularyWord Study: Plural NounsWord Study: r-Controlled VowelsStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8DAY 16DAY 17DAY 18?DAY 19DAY 20PERFORMANCE TASK: WRITING FOCUS Write an ArgumentSE pp 296-298PERFORMANCE TASK: WRITING FOCUS Write an Argument SE p 299PERFORMANCE TASK: WRITING FOCUS Write an Argument SE pp 300-301OVERVIEWSmall-Group LearningSE pp 302-305SELECTIONWords Do Not PayChief JosephSE pp 306-309PERFORMANCE TASKWrite an ArgumentStudents write an argument responding to the question: What is a problem you think needs to be solved? How would you solve it?PreWriting/PlanningStudents choose a focus, gather evidence, and connect across texts.DraftingStudents organize and write a first draft.STANDARDSW.8.1.a; W.8.1.b; W.8.1.c; W.8.1.eLANGUAGE DEVELOPMENTRevising for Pronoun-Antecedent AgreementStudents identify antecedents. STANDARDSL.8.1; L.8.2.cPERFORMANCE TASKRevisingStudents evaluate and revise draft utilizing peer reviews.Editing and ProofreadingStudents edit for conventions and proofread for accuracies.Publishing and PresentingStudents create a final version of their argument and share in small groups.ReflectingStudents reflect on their arguments.STANDARDSW.8.1.b; W.8.5; W.8.6; W.8.10; L.8.2.cEssential QuestionWhen is it right to take a stand?Small-Group Learning StrategiesPrepareParticipate FullySupport OthersClarifySmall-Group Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.Working as a TeamTake a positionList your rulesApply the rulesName your groupCreate a communication planMaking a ScheduleStudents make a schedule with group for completing tasks.Working on Group Projects Students choose specific roles for each member.MAKING MEANINGConcept Vocabularymisrepresentations; misunderstandingsFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: Nonfiction Read the SelectionSelection AudioWord Do Not Pay: Accessible Leveled Text Comprehension CheckStudents complete comprehension questions.Words Do Not Pay: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the speech.STANDARDSRI.8.10; L.8.4.b; L.8.4.dmyPerspectives EL Support Audio SummaryWords Do Not Pay: Accessible Leveled Text ELD Companion SupportUnit 3, Lesson 10Whole GroupRevise and Edit WritingWork Time InstructionWord Study Reader: The InternetArgumentative Essay: ReviseWork Time AssignmentsWord Study: : Plural Nouns and r-Controlled VowelsArgumentative Essay: ReviseStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8Unit 3, Lesson 11Time to Read ?Read IndependentlyVocabularyOops: Past Tense VerbsWord Study: Introduce Prefixes re- and -preStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8Unit 3, Lesson 11Work Time InstructionReteach: Prefixes re- and -preArgumentative Essay: EditWork Time AssignmentsWord Study: Prefixes re- and -preInteractive ReaderArgumentative Essay: EditStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8Unit 3, Lesson 12Vocabulary Selection: ?artery, veinAcademic: expand, method, primeRead Aloud, Think Aloud”“Human Body Systems”Classroom Conversation Partner ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 3, Lesson 13Time to Read ?Read IndependentlyVocabularyOops: Past Tense VerbsWord Study: Introduce Open Syllable Pattern CV/C, C + yStandardsPI.8.2; PI.8.5; PI.8.7; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PII.8.3; PIII.8DAY 21DAY 22DAY 23DAY 24DAY 25SELECTION Words Do Not PayChief JosephSE p 310SELECTION Words Do Not PayChief JosephSE p 311SELECTION Words Do Not PayChief JosephSE p 312SELECTION Words Do Not PayChief JosephSE p 313SELECTION from Follow the Rabbit-Proof FenceDoris PilkingtonSE pp 314-319MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextConcept VocabularyStudents complete activities related to the Concept Vocabulary words:misrepresentations; misunderstandingsWord Study: Old English Prefix: mis-Concept Vocabulary and Word StudyWord Study: Old English Prefix: mis- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSRI.8.4; L.8.4MAKING MEANINGAnalyze Craft & Structure:Persuasive Techniques and Word ChoiceStudents will analyze Chief Joseph’s persuasive techniques.Analyze Craft and Structure: Persuasive Techniques and Word ChoiceAnalyze Craft and Structure: Persuasive Techniques and Word Choice(RP)STANDARDSL.8.5.cLANGUAGE DEVELOPMENTAuthor’s Style: Rhetorical DevicesStudents identify and correctly use parallelism.Author’s Style: Rhetorical DevicesAuthor’s Style: Rhetorical Devices (RP)STANDARDSL.8.1; L.8.2; PI.10EFFECTIVE EXPRESSIONResearch: Research ReportStudents write report about Chief Joseph or the Nez Perce People.Research: Research ReportResearch: Research Report (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Words Do Not PaySTANDARDSW.8.2.a; W.8.2.b; W.8.2.f; W.8.7; W.8.8MAKING MEANINGConcept Vocabularyurgently; nervously; confidently; cautiouslyFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: Nonfiction Read the SelectionSelection Audiofrom Follow the Rabbit-Proof Fence: Accessible Leveled Text Comprehension CheckStudents complete comprehension questions.from Follow the Rabbit-Proof Fence: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.STANDARDSRI.8.10; L.8.4.c; PI.6myPerspectives EL SupportWord Study: Old English Prefix: mis- (RP)(TE p 310)Analyze Craft and Structure: Persuasive Techniques and Word Choice(RP)(TE p 311)Author’s Style: Rhetorical Devices (RP)(TE p 312)Personalize for Learning English Language Support: Justifying an Opinion Using Parallelism(TE p 312)English Language Support Lesson: Parallelism (On Realize)Research: Research Report (RP)(TE p 313)Audio Summaryfrom Follow the Rabbit-Proof Fence: Accessible Leveled Text Personalize for Learning English Language Support: Idioms(TE p 317)ELD Companion SupportUnit 3, Lesson 13Work Time InstructionReteach: Open Syllable Pattern CV/C, C + y Argumentative Essay: Respond to PresentationWork Time AssignmentsWord Study: Open Syllable Pattern CV/C, C + y Argumentative Essay: PresentStandardsPI.8.2; PI.8.5; PI.8.7; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PII.8.3; PIII.8Unit 3, Lesson 14Vocabulary Selection: trachea, esophagusAcademic: accurate, data, negativeRead Aloud, Think Aloud“Human Body Systems” Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2; PII.4Unit 3, Lesson 15Time to Read ?Read IndependentlyVocabularyWord Study: Prefix re- and pre-Word Study: Open Syllable Pattern CV/C, C + yStandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8Unit 3, Lesson 15Work Time InstructionWord Study Reader: Wind and Solar EnergyWork Time AssignmentsWord Study: Prefix re- and pre-and Open Syllable Pattern CV/C, C + yArgumentative Essay: Present StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8Time to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4DAY 26DAY 27DAY 28DAY 29DAY 30SELECTION from Follow the Rabbit-Proof FenceDoris PilkingtonSE p 320SELECTION from Follow the Rabbit-Proof FenceDoris PilkingtonSE pp 321-322SELECTION from Follow the Rabbit-Proof FenceDoris PilkingtonSE p 323SELECTION The Moth Presents: Aleeza KazmiSE pp 324-326SELECTION The Moth Presents: Aleeza KazmiSE p 327MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextConcept VocabularyStudents complete activities related to the Concept Vocabulary words:urgently; nervously; confidently; cautiouslyWord Study: Old English Suffix: -lyConcept Vocabulary and Word StudyWord Study: Old English Suffix: -ly (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.8.5MAKING MEANINGAnalyze Craft & Structure:Descriptive WritingStudents will analyze how the author’s use of description reveals his or her point of view and creates a specific mood, or emotional atmosphere.Analyze Craft and Structure: Descriptive WritingAnalyze Craft and Structure: Descriptive Writing (RP)LANGUAGE DEVELOPMENTConventions: Adjectives and AdverbsStudents identify adjectives and adverbs.Conventions: Adjectives and AdverbsConventions: Adjectives and Adverbs (RP)STANDARDSRI.8.4; RI.8.5; RI.8.6; L.8.6; PI.10; PII.5EFFECTIVE EXPRESSIONWriting to Sources: First-Person AccountStudents write a fictional retelling of the excerpt text.Writing to Sources: First-Person Account Writing to Sources: First-Person Account (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: from Follow the Rabbit-Proof FenceSTANDARDSW.6.3.a; W.6.3.b; W.6.3.d; W.8.5; W.8.7MAKING MEANINGMedia Vocabularyperformance; personal account; volume and pacingFirst ReviewStudents Watch, Note, Connect, Respond as they review the media the first time.First-Review Guide: Media-VideoRead the SelectionSelection AudioThe Moth PresentsComprehension CheckStudents complete comprehension questions.Close ReviewStudents will watch the video again and record any new observations.Analyze the MediaStudents will respond to questions about the video, citing evidence.Media VocabularySTANDARDSRI.8.10; L.8.6; PI.10EFFECTIVE EXPRESSIONSpeaking and Listening: Group DiscussionStudents participate in a discussion about Aleeza Kazmi’s story.Speaking and Listening: Group DiscussionEvidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSSL.8.1.a; SL.8.1.c; SL.8.1.d; Sl.8.2myPerspectives EL SupportWord Study: Old English Suffix: -ly (RP)(TE p 320)Analyze Craft and Structure: Descriptive Writing (RP)(TE 321)Conventions: Adjectives and Adverbs (RP)(TE p 322)Personalize for Learning English Language Support: Sensory Details(TE p 321)English Language Support Lesson: Sensory Details (On Realize)Personalize for Learning English Language Support: Adjectives and Adverbs(TE p 322)Writing to Sources: First-Person Account (RP)(TE p 323) Audio SummaryPersonalize for Learning English Language Support: Taking Notes(TE p 324)ELD Companion SupportTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4DAY 31DAY 32DAY 33DAY 34DAY 35PERFORMANCE TASK: Speaking and Listening FocusDeliver an Oral PresentationSE pp 328-329PERFORMANCE TASK: Speaking and Listening FocusDeliver an Oral PresentationSE p 329INTRODUCE INDEPENDENT LEARNINGSE pp 330-331INDEPENDENT LEARNINGSE pp 332-334PERFORMANCE-BASED ASSESSMENTSE p 335PERFORMANCE TASKDeliver an Oral PresentationAs a group, students prepare and deliver an oral presentation in response to the following question:When you take a stand, how much does winning matter?Plan with Your GroupStudents analyze the text, determine position and gather evidence, and organize ideas.Rehearse with Your GroupStudents practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques.STANDARDSSL.8.1.aPERFORMANCE TASK Present and EvaluateStudents present as a group and use checklist items to evaluate.STANDARDSSL.8.4Essential QuestionWhen is it right to take a stand?Independent Learning StrategiesCreate a SchedulePractice what you have learnedTake Notes Independent Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.ContentsMAKING MEANINGFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read GuideClose-Read GuideClose-Read GuideClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Analyze the TextStudents will respond to questions about the text, citing textual evidence.Quick WriteStudents write about a paragraph that grabbed their interest.Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism.Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.8.10; RI.8.10; SL.8.6 PERFORMANCE-BASED ASSESSMENT PREPReview Evidence for an ArgumentStudents evaluate the strength of their evidenceEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Writing to Sources: ArgumentStudents will write an argument to answer the following: Is it important for people to make their own choices in file?Argument RubricStudents use the rubric to guide their revisions.STANDARDSW.8.1.a; W.8.1.b; W.8.9; W.8.10; PI.10myPerspectives EL Support Accessible Leveled Texts for Independent Learning Selections (On Realize)Personalize for Learning English Language Support: Writing a Claim (TE p 337)ELD Companion SupportTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4DAY 36PERFORMANCE-BASED ASSESSMENTSE pp 338-339PERFORMANCE-BASED ASSESSMENTSpeaking and Listening: Oral PresentationStudents will use their argument as the foundation for an oral presentation.Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.Reflect on the UnitUnit TestSTANDARDSSL.8.4; SL.8.5ELD Companion SupportTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4GRADE 8 | UNIT 4: Human IntelligenceINSTRUCTIONAL MODELESSENTIAL QUESTION: In what different ways can people be intelligent?1974215112395IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. 00IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. WHOLE-CLASS LEARNINGASSESSMENTSSMALL-GROUP LEARNINGINDEPENDENT LEARNINGPERFORMANCE BASED ASSESSMENT: Informative TextNOTES:Unit 4 OverviewIn this unit, students will read texts about wisdom and what it means to have practical knowledge. Unit Goals Students will be able to: Gather information and ideas from a variety of texts. Expand your knowledge and use of academic and concept vocabulary.Write an informative essay in which you examine a topic and covey ideas, concepts, and information.Conduct research projects of various lengths to explore a topic and clarify meaning. Demonstrate command of the conventions of standard English grammar and usage, including correct agreement of nouns and verbs. Collaborate with your team to build on the ideas of others, develop consensus, and communicate.Integrate audio, visuals, and text in presentations.Selections & MediaLaunch TextThe Human Brain (1120L)Whole-Class LearningAnchor Text, Short Story: Flowers for Algernon, Daniel Keyes (830L)Script: from Flowers for Algernon, David RogersSmall-Group LearningMemoir: from Blue Nines and Red Words, from Born on a Blue Day, Daniel Tammet (1200L)Media, Infographic, The Theory of Multiple Intelligences Infographic, Howard GardnerPoetry Collection: Retort, Paul Laurence Dunbar (NP)Poetry Collection: from The People, Yes, Carl Sandburg (NP)Independent LearningArgument: Is Personal Intelligence Important?, John D. Mayer, Ph.D. (1230L)Blog Post: Why Is Emotional Intelligence Important for Teens?, Divya Parekh (1120L)Explanatory Essay: The More You Know, the Smarter You Are?, Jim Vega (1190L)Expository Nonfiction: from The Future of the Mind, Michio Kaku (1190L)Performance-Based Assessment Part 1 – Writing to Sources: Informative TextStudents will write a answering the following question: In what different ways can people be intelligent? Part 2 – Speaking & Listening: Speech Students will use their informative essay as the foundation for a short speech. Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and human intelligence. DAY 1DAY 2DAY 3?DAY 4DAY 5UNIT INTRODUCTIONSE pp 340-343UNIT INTRODUCTIONSE pp 344-347OVERVIEWWhole-Class Learning SE pp 348-349SELECTIONAnchor TextFlowers for AlgernonDaniel KeyesSE pp 350-353SELECTIONAnchor TextFlowers for AlgernonDaniel KeyesSE pp 354-358Unit GoalsStudents will deepen their perspective about human intelligence by reading, writing, speaking, listening, and presenting.Unit Goals VideoAcademic Vocabularyassimilate; tendency; integrate; observation; documentationHome Connection LetterSpanish Home Connection LetterUnit 4 Answer Key STANDARDSL.8.6; PIIILaunch TextStudents will read “The Human Brain”. Students will then be able to engage in discussions about human intelligence.Word NetworkStudents add new words to their Word Network as they read texts in the unit.Word NetworkSummaryStudents write a summary of the Launch Text.Launch Activity Students participate in an activity related to the unit theme.QuickWriteStudents write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom?Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Evidence LogPerformance-Based Assessment: Refining Your ThinkingSTANDARDSPI.8Essential QuestionIn what different ways can people be intelligent?Whole-Class Learning StrategiesListen activelyClarify by asking questionsMonitor understandingInteract and share ideasWhole-Class Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.MAKING MEANINGConcept Vocabularysubconscious; suspicion; despised; deterioration; introspective; regressionFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioFlowers for Algernon: Accessible Leveled TextSTANDARDSRL.8.10; PI.8MAKING MEANINGRead the SelectionSelection AudioFlowers for Algernon: Accessible Leveled TextSTANDARDSRL.8.10myPerspectives EL Support Audio SummaryPersonalize for Learning English Language Support: Cognates(TE p 342)Personalize for Learning English Language Support: Background Knowledge(TE p 347)Audio SummaryFlowers for Algernon: Accessible Leveled TextPersonalize for Learning English Language Support: Conventions (TE p 351)ELD Companion SupportUnit 4, Lesson 1Time to Read ?Read IndependentlyVocabularyOops: Progressive Tense VerbsWord Study: Introduce Latin RootsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.3Unit 4, Lesson 1Work Time InstructionReteach: Latin RootsWork Time AssignmentsWord Study: Latin RootsInteractive ReaderStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.3Unit 4, Lesson 2Vocabulary Selection:?autism, audaciousAcademic: creative, illegalRead Aloud, Think Aloud”“Computer Unlocks Autistic Teen’s Exceptional Voice”Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 4, Lesson 3Time to Read ?Read IndependentlyVocabularyOops: Progressive Tense VerbsWord Study: Introduce Syllables –ible and –ableStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.3; PIII.8Unit 4, Lesson 3Work Time InstructionReteach: Syllables –ible and –ableWork Time AssignmentsWord Study: Introduce Syllables –ible and –able StandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.3; PIII.8DAY ?6DAY 7 DAY 8DAY 9DAY 10SELECTIONAnchor TextFlowers for AlgernonDaniel KeyesSE pp 358-370SELECTIONAnchor TextFlowers for AlgernonDaniel KeyesSE pp 371-378SELECTIONAnchor TextFlowers for AlgernonDaniel KeyesSE p 379SELECTIONAnchor TextFlowers for AlgernonDaniel KeyesSE p 379SELECTIONAnchor TextFlowers for AlgernonDaniel KeyesSE p 380MAKING MEANINGRead the SelectionSelection AudioFlowers for Algernon: Accessible Leveled TextSTANDARDSRL.8.10; PII.1MAKING MEANINGRead the SelectionSelection AudioFlowers for Algernon: Accessible Leveled Text STANDARDSRL.8.10; PI.12MAKING MEANINGComprehension CheckStudents complete comprehension questions.Flowers for Algernon: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text to research.Research to ExploreStudents choose something interesting from the text and formulate a research industry.MAKING MEANINGComprehension CheckStudents complete comprehension questions.Flowers for Algernon: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text to research.Research to ExploreStudents choose something interesting from the text and formulate a research industry.MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.STANDARDSRL.8.1; PII.1myPerspectives EL SupportPersonalize for Learning English Language Support: Dialogue(TE p 369)Personalize for Learning English Language Support: Contractions(TE p 376)Personalize for Learning English Language Support: Organization(TE p 380)ELD Companion SupportUnit 4, Lesson 4Vocabulary Selection: conducting, sculptAcademic: contributed, majorRead Aloud, Think Aloud“The Magic of Special Effects” Classroom Conversation Small-Group DiscussionStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PII.8.12; PII.8.1; PII.8.2Unit 4, Lesson 5Time to Read ?Read IndependentlyVocabularyWord Study: Latin RootsWord Study: Suffixes –ible and -ableStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8Unit 4, Lesson 5Work Time InstructionWord Study Reader: FashionWork Time AssignmentsWord Study: Latin Roots and Suffixes –ible and -ableStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8Unit 4, Lesson 6Time to Read ?Read IndependentlyVocabularyOops: Subject-Verb AgreementWord Study: Introduce Consonant Digraphs sh, th, ph, ch, tch, ngStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.3; PIII.8Unit 4, Lesson 6Work Time InstructionReteach: Consonant Digraphs Work Time AssignmentsWord Study: Consonant DigraphsInteractive ReaderStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.3; PIII.8DAY ?11DAY 12 DAY 13DAY 14DAY 15SELECTIONAnchor TextFlowers for AlgernonDaniel KeyesSE p 310SELECTIONAnchor TextFlowers for AlgernonDaniel KeyesSE p 382SELECTIONAnchor TextFlowers for AlgernonDaniel KeyesSE p 383SELECTIONAnchor Textfrom flowers for AlgernonA play by David Rogers SE pp 384-387SELECTIONAnchor Textfrom flowers for AlgernonA play by David Rogers SE pp 388-389MAKING MEANINGAnalyze Craft & Structure:Development of ThemeStudents identify examples of point of view in the story.Analyze Craft and Structure: Development of ThemeAnalyze Craft and Structure: Development of Theme (RP)STANDARDSRL.8.2; RL.8.6; RL.8.9LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:subconscious; despised; introspective; suspicion; deterioration; regressionWord Study: Latin Prefix: sub-Concept Vocabulary and Word StudyWord Study: Latin Prefix: sub- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.8.4; L.6.4.b; L.8.5; L.8.6LANGUAGE DEVELOPMENT Conventions: Direct and Indirect ObjectsStudents identify the subject, verb, direct object and indirect object in sentences.Conventions: Direct and Indirect ObjectsConventions: Direct and Indirect Objects (RP)STANDARDSL.8.1; PII.2MAKING MEANINGConcept Vocabularypeak; clarity; unleashedFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection Audiofrom flowers for Algernon: Accessible TextComprehension CheckStudents complete comprehension questions.from flowers for Algernon: First Read Extension QuestionsClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:peak; clarity; unleashedSTANDARDSRL.8.7; RL.8.10; PI.6EFFECTIVE EXPRESSIONWriting to Compare: Comparison-and-Contrast EssayStudents write an essay identifying the unique characteristics of a short story and a script.Writing to Sources: Comparison-and-Contrast EssayEvidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.8.5; W.8.2.a; W.8.2.b; W.8.2.f; W.8.9myPerspectives EL SupportAnalyze Craft and Structure: Development of Theme (RP)(TE p 381)Word Study: Latin Prefix: sub- (RP)(TE p 382)Conventions: Direct and Indirect Objects (RP)Personalize for Learning English Language Support: Identifying and Using Direct and Indirect Objects(TE p 383)English Language Support Lesson: Direct and Indirect Objects (On Realize)Audio Summaryfrom Flowers for Algernon: Accessible TextPersonalize for Learning English Language Support: Word Meanings(TE p 385)ELD Companion SupportUnit 4, Lesson 7Vocabulary Selection: democracy, architecture Academic: cycle, portion, transportRead Aloud, Think Aloud”“Ancient Greece and Modern Culture”Classroom Conversation Partner ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 4, Lesson 8Time to Read ?Read IndependentlyVocabularyOops: Subject-Verb AgreementWord Study: Introduce Greek Word PartsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.3; PIII.8Unit 4, Lesson 8Work Time InstructionReteach: Greek Word Parts Work Time AssignmentsWord Study: Greek Word PartsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.3; PIII.8Unit 4, Lesson 9Vocabulary Selection: ideal, empireAcademic: channel, constantlyRead Aloud, Think Aloud“Ancient Greece and Modern Culture” Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 4, Lesson 10Time to Read ?Read IndependentlyVocabularyWord Study: Consonant Digraphs sh, th, ph, ch, tch, ngWord Study: Greek Word PartsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8DAY 16DAY 17DAY 18?DAY 19DAY 20PERFORMANCE TASK: WRITING FOCUS Write an Informative SpeechSE pp 390-392PERFORMANCE TASK: WRITING FOCUS Write an Informative SpeechSE p 393PERFORMANCE TASK: WRITING FOCUS Write an Informative SpeechSE pp 394-395OVERVIEWSmall-Group LearningSE pp 396-399SELECTIONfrom Blue Nines and Red WordsDaniel TammetSE pp 400-406PERFORMANCE TASKWrite an Informative SpeechStudents write a speech to answer this question:What has happened to you so far as a result of the experiment, and what do you predict will happen to you as time progresses?PreWriting/PlanningStudents focus on giving information, consider central ideas, gather evidence, and connect across texts.DraftingStudents organize and write a first draft.STANDARDSW.8.2.a; W.8.2.b; W.8.10LANGUAGE DEVELOPMENTSubject-Verb AgreementStudents use a variety of subjects and verbs in their writing. STANDARDSL.8.1.b; PII.3; PII.4PERFORMANCE TASKRevisingStudents evaluate and revise draft utilizing peer reviews.Editing and ProofreadingStudents edit for conventions and proofread for accuracies.Publishing and PresentingStudents create a final version of their speech and share in small groups.ReflectingStudents reflect on their speech.STANDARDSW.8.2.a; W.8.2.c; W.8.2.d; W.8.2.e; W.8.5; W.8.10Essential QuestionIn what different ways can people be intelligent?Small-Group Learning StrategiesPrepareParticipate FullySupport OthersClarifySmall-Group Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.Working as a TeamTake a positionList your rulesApply the rulesName your groupCreate a communication planMaking a ScheduleStudents make a schedule with group for completing tasks.Working on Group Projects Students choose specific roles for each member.MAKING MEANINGConcept Vocabularysymmetrical; spiral; aestheticFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection Audiofrom Blue Nines and Red Words: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.from Blue Nines and Red Words: First Read Extension QuestionsResearch to ClarifyStudents choose one unfamiliar detail from the text to research.STANDARDSRI.8.10; L.8.4; PI.8myPerspectives EL Support Personalize for Learning English Language Support: Subject-Verb Agreement(TE p 393)Audio Summaryfrom Blue Nines and Red Words: Accessible Leveled TextPersonalize for Learning English Language Support: Domain-Specific Vocabulary and Word Families(TE p 406)ELD Companion SupportUnit 4, Lesson 10Work Time InstructionWord Study Reader: Art and TechnologyWork Time AssignmentsWord Study: Consonant Digraphs and Greek Word PartsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8Unit 4, Lesson 11Time to Read ?Read IndependentlyVocabularyOops: Time, Money, Distance, and WeightWord Study: Introduce Suffixes –al, -ion, and -tionStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8Unit 4, Lesson 11Work Time InstructionReteach: Suffixes –al, -ion, and -tionWork Time AssignmentsWord Study: Suffixes –al, -ion, and -tion Interactive ReaderStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8Unit 4, Lesson 12Vocabulary Selection: ?towed, giggleAcademic: feature, layer, similarRead Aloud, Think Aloud”“2012 Sportskids of the Year: Conner and Cayden Long”Classroom Conversation Small-Group DiscussionStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 4, Lesson 13Time to Read ?Read IndependentlyVocabularyOops: Time, Money, Distance, and WeightWord Study: Introduce Vowel Sound in BallStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8DAY 21DAY 22DAY 23DAY 24DAY 25SELECTION from Blue Nines and Red WordsDaniel TammetSE p 407SELECTION from Blue Nines and Red WordsDaniel TammetSE p 408SELECTION from Blue Nines and Red WordsDaniel TammetSE p 409SELECTION from Blue Nines and Red WordsDaniel TammetSE pp 410SELECTION from Blue Nines and Red WordsDaniel TammetSE p 411MAKING MEANINGComprehension CheckStudents complete comprehension questions.from Blue Nines and Red Words: First Read Extension QuestionsResearch to ClarifyStudents choose one unfamiliar detail from the text to research.MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextConcept VocabularyStudents complete activities related to the Concept Vocabulary words:symmetrical; spiral; aestheticWord Study: Latin Suffix: -icalConcept Vocabulary and Word StudyWord Study: Latin Suffix: -ical (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.8.4.b; L.8.5.a MAKING MEANINGAnalyze Craft & Structure:Memoir and Reflective WritingStudents analyze Tammet’s use of reflective writing in the text.Analyze Craft and Structure: Memoir and Reflective WritingAnalyze Craft and Structure: Memoir and Reflective Writing (RP)STANDARDSRI.8.2; RI.8.3; RI.8.6LANGUAGE DEVELOPMENTConventions: Pronoun CaseStudents identify pronouns and their function in sentences.Conventions: Pronoun CaseConventions: Pronoun Case (RP)STANDARDSL.8.1; PI.12EFFECTIVE EXPRESSIONResearch: Informational ReportStudents research and write a brief informational report.Research: Informational ReportResearch: Informational Report (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: from Blue Nines and Red WordsSTANDARDSW.8.2.b; W.8.7; W.8.8; PI.12myPerspectives EL SupportWord Study: Latin Suffix: -ical (RP)(TE p 408)Analyze Craft and Structure: Memoir and Reflective Writing (RP)(TE p 409)Conventions: Pronoun Case (RP)(TE p 410)Personalize for Learning English Language Support: Pronoun Case(TE p 410)Research: Informational Report (RP)(TE p 411)Personalize for Learning English Language Support: Identifying Reliable Sources(TE p 411)English Language Support Lesson: Informational Report (On Realize)ELD Companion SupportUnit 4, Lesson 13Work Time InstructionReteach: Vowel Sound in ball Work Time AssignmentsWord Study: Vowel Sound in ballStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8Unit 4, Lesson 14Vocabulary Selection: habitats, species Academic: inferences, symbolRead Aloud, Think Aloud“Bird-Watching” Classroom Conversation Whole Class DiscussionStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 4, Lesson 15Time to Read ?Read IndependentlyVocabularyWord Study: Suffixes –al, -ion, and -tionWord Study: Vowel Sound in ballStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8Unit 4, Lesson 15Work Time InstructionWord Study Reader: The Origins of SportsWork Time AssignmentsWord Study: Suffixes –al, -ion, and -tionStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8Time to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4DAY 26DAY 27DAY 28DAY 29DAY 30SELECTION The Theory of Multiple Intelligences InfographicSE pp 412-415SELECTION RetortPaul Laurence DunbarFrom The People, YesCarl SandburgSE pp 416-421SELECTION RetortPaul Laurence DunbarFrom The People, YesCarl SandburgSE pp 422-423SELECTION RetortPaul Laurence DunbarFrom The People, YesCarl SandburgSE p 424SELECTION RetortPaul Laurence DunbarFrom The People, YesCarl SandburgSE p 425MAKING MEANINGMedia Vocabularyinfographic; icons; labels and captionsFirst ReviewStudents Look, Note, Connect, Respond as they review the media the first time.First Read Guide: NonfictionRead the SelectionSelection AudioThe Theory of Multiple Intelligences InfographicComprehension CheckStudents complete comprehension questions.Close ReviewStudents will review the infographic and record any new observations.Close ReviewAnalyze the MediaStudents will respond to questions about the video, citing textual evidence.Analyze the MediaEFFECTIVE EXPRESSIONSpeaking and Listening: Group DiscussionStudents take part in a discussion about the different types of intelligence shown on the infographic.Speaking and Listening: Group DiscussionEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: The Theory of Multiple Intelligences InfographicSTANDARDSRI.8.7; RI.8.10; L.8.6; PI.8MAKING MEANINGConcept Vocabularyart; tress; fairFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: PoetryRead the SelectionSelection AudioRetort/from The People, Yes: Accessible TextComprehension CheckStudents complete comprehension questions.Retort/from The People, Yes: First Read Extension QuestionsResearch to ClarifyStudents choose one unfamiliar detail from the text to research.STANDARDSRL.6.10; L.6.4.aMAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the Text Concept VocabularyStudents complete activities related to the Concept Vocabulary words:art; tress; fairWord Study: Multiple-Meaning WordsConcept Vocabulary and Word StudyWord Study: Multiple-Meaning Words (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Poetic StructuresStudents analyze the structure of poems.Analyze Craft and Structure: Poetic StructuresAnalyze Craft and Structure: Poetic Structures (RP)STANDARDSRL.6.4; RL.8.5; L.8.4.c; L.8.5.b; PI.8LANGUAGE DEVELOPMENTConventions: Participial and Infinitive PhrasesStudents identify participial phrases and the words they modify.Conventions: Participial and Infinitive PhrasesConventions: Participial and Infinitive Phrases (RP)STANDARDSL.8.1.aEFFECTIVE EXPRESSIONSpeaking and Listening: Multimedia Presentation Students develop a presentation on one of the poems from the collection.Speaking and Listening: Multimedia PresentationSpeaking and Listening: Multimedia Presentation (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Poetry CollectionSTANDARDSSL.8.1.a; SL.8.5myPerspectives EL SupportAudio SummaryThe Theory of Multiple Intelligences InfographicPersonalize for Learning English Language Support: Domain-Specific Words: Science(TE p 413)Audio SummaryRetort/from The People, Yes: Accessible TextWord Study: Multiple-Meaning Words (RP)(TE p 422)Analyze Craft and Structure: Poetic Structures (RP)(TE p 423)Personalize for Learning English Language Support: Understanding Multiple-Meaning Words(TE p 423)English Language Support Lesson: Multiple-Meaning Words (On Realize)Conventions: Participial and Infinitive Phrases (RP)(TE p 424)Speaking and Listening: Multimedia Presentation (RP)(TE p 425)ELD Companion SupportTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4DAY 31DAY 32DAY 33DAY 34DAY 35PERFORMANCE TASK: Speaking and Listening FocusDeliver a Multimedia PresentationSE pp 426-427PERFORMANCE TASK: Speaking and Listening FocusDeliver a Multimedia PresentationSE p 427INTRODUCE INDEPENDENT LEARNINGSE pp 428-429INDEPENDENT LEARNINGSE pp 430-432PERFORMANCE-BASED ASSESSMENTSE pp 433-435PERFORMANCE TASKPresent a Fictional NarrativeAs a group, students present a presentation answering this question: How does each selection highlight a different way to be intelligent?Plan with Your GroupStudents analyze the text, gather evidence, and organize ideas.Rehearse with Your GroupStudents practice the presentation, fine-tune the content, improve use of media, and brush-up on presentation techniques. STANDARDSSL.8.1.a; SL.8.1.b; SL.8.1.c; SL.8.5PERFORMANCE TASK Present and EvaluateStudents present as a group and use checklist items to evaluate.STANDARDSSL.8.1.d; SL.8.4; SL.8.5; SL.8.6Essential QuestionIn what different ways can people be intelligent?Independent Learning StrategiesCreate a SchedulePractice what you have learnedTake Notes Independent Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.ContentsMAKING MEANINGFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read GuideClose-Read GuideClose-Read GuideClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Analyze the TextStudents will respond to questions about the text, citing textual evidence.Quick WriteStudents write about a paragraph that grabbed their interest.Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism.Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.8.10; RI.8.10; SL.8.1PERFORMANCE-BASED ASSESSMENT PREPReview Evidence for an Informative Essay Students evaluate the strength of their evidenceEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Writing to Sources: Informative EssayStudents will write an essay to answer the following: In what different ways can people be intelligent?Informative Essay RubricStudents use the rubric to guide their revisions.STANDARDSW.8.2; W.8.9; W.8.10; PII.2 myPerspectives EL Support Accessible Leveled Texts for Independent Learning Selections (On Realize)Personalize for Learning English Language Support: Define Key Terms(TE p 435)ELD Companion SupportTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4DAY 36PERFORMANCE-BASED ASSESSMENTSE pp 436-437PERFORMANCE-BASED ASSESSMENTSpeaking and Listening: SpeechStudents will use their essays as the foundation for an oral presentation.Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.Reflect on the UnitUnit TestSTANDARDSSL.8.4ELD Companion SupportTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4GRADE 8 | UNIT 5: Invention INSTRUCTIONAL MODELESSENTIAL QUESTION: Are inventions realized through inspiration or perspiration?2021840112395IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. 00IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. WHOLE-CLASS LEARNINGASSESSMENTSSMALL-GROUP LEARNINGINDEPENDENT LEARNINGPERFORMANCE BASED ASSESSMENT: ArgumentNOTES:Unit 5 OverviewIn this unit, students will read many examples about invention and how they were realized through inspiration and perspiration. Unit Goals Students will be able to: Read a variety of texts to gain the knowledge and insight needed to write about inspiration and invention.Expand your knowledge and use of academic and concept vocabulary.Write an argumentative essay in which you effectively incorporate the key elements of an argument.Conduct research projects of various lengths to explore a topic and clarify meaning. Improve your writing by using gerund phrases and participial phrases to combine short, choppy sentences.Collaborate with your team to build on the ideas of others, develop consensus, and communicate.Integrate audio, visuals, and text in presentations.Selections & MediaLaunch TextInspiration Is Overrated! (850L)Whole-Class LearningAnchor Text, Novel Excerpt: Uncle Marcos, from The House of the Spirits, Isabel Allende, translated by Magda Bogin (1420L)Anchor Text, Essay: To Fly, from Space Chronicles, Neil deGrasse Tyson (1220L)Small-Group LearningBiography: Nikola Tesla: The Greatest Inventor of All?, Vicky Baez (860L)Novel Excerpt: from The Invention of Everything Else, Samantha Hunt (880L)Science Article: 25 Years Later, Hubble Sees Beyond Troubled Start, Dennis Overbye (1320L) Media, Video: Sounds of a Glass Armonica Independent LearningWeb Article: Ada Lovelace: A Science Legend, Amitai Etzioni (1320L)Web Article: Fermented Cow Dung Air Freshener Wins Two Students Top Science Prize, Kimberley Mok (1460)News Article: Scientists Build Robot That Runs, Call it “Cheetah”, Rodrique Ngowi (1380L)Novel Excerpt: from The Time Machine, H.G. Wells (830L)Myth: Icarus and Daedalus, retold by Josephine Preston Peabody (1100L)Performance-Based Assessment Part 1 – Writing to Sources: ArgumentStudents will write an argument addressing the following question: Which invention described in this unit has had the biggest impact on humanity? Part 2 – Speaking & Listening: SpeechStudents use their argument as the foundation for a three- to five-minute speech.Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and which activity taught them most about invention.DAY 1DAY 2DAY 3?DAY 4DAY 5UNIT INTRODUCTIONSE pp 438-441UNIT INTRODUCTIONSE pp 442-445OVERVIEWWhole-Class Learning SE pp 446-447SELECTIONAnchor TextUncle Marcos from The House of the SpiritsIsabel AllendeSE pp 448-457SELECTIONAnchor TextUncle Marcos from The House of the SpiritsIsabel AllendeSE pp 458-459Unit GoalsStudents will deepen their perspective about creativity and invention by reading, writing, speaking, listening, and presenting.Unit Goals VideoAcademic Vocabularyopponent; position; contradict; legitimate; dissentHome Connection LetterSpanish Home Connection LetterUnit 5 Answer Key STANDARDSL.8.6; PIIILaunch TextStudents will read “Inspiration is Overrated!” Students will then be able to engage in discussions about invention.Word NetworkStudents add new words to their Word Network as they read texts in the unit.Word NetworkSummaryStudents write a summary of the Launch Text.Launch Activity Students participate in an activity related to the unit theme.QuickWriteStudents write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom?Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Evidence LogPerformance-Based Assessment: Refining Your ThinkingSTANDARDSPI.12Essential QuestionAre inventions realized through inspiration or perspiration?Whole-Class Learning StrategiesListen activelyClarify by asking questionsMonitor understandingInteract and share ideasWhole-Class Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.MAKING MEANINGConcept Vocabularydecipher; contraption; ingenuity; invincible; newfangled; improvisationsFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioUncle Marcos: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.Uncle Marcos: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.STANDARDSRI.6.10; PI.8; PII.1MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft & Structure:Propelling the Action: CharacterStudents will identify main characters, character traits, round and flat characters and dynamic and static characters.Analyze Craft and Structure: CharacterAnalyze Craft and Structure: Character (RP)(TE p 459)STANDARDSRL.8.1; RL.8.3; PI.10myPerspectives EL Support Audio SummaryPersonalize for Learning English Language Support: Cognates(TE p 441)Personalize for Learning English Language Support: Descriptive Language(TE p 442)Audio SummaryUncle Marcos: Accessible Leveled Text Personalize for Learning English Language Support: Sentence Structure(TE p 450)Personalize for Learning English Language Support: Unfamiliar Words(TE p 453)Analyze Craft and Structure: Character (RP)(TE p 459)Personalize for Learning English Language Support: Characters(TE p 459)English Language Support Lesson: Characters (On Realize)ELD Companion SupportUnit 5, Lesson 1Time to Read ?Read IndependentlyVocabularyOops: Prepositions with TimeWord Study: Introduce Regular Plural NounsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4Unit 5, Lesson 1Whole GroupWrite an Opinion EssayWork Time InstructionReteach: Regular PluralsWork Time AssignmentsWord Study: Regular PluralsInteractive ReaderStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4Unit 5, Lesson 2Vocabulary Selection:?sensor, progressAcademic: equation, ethnic, goal, gradeRead Aloud, Think Aloud”“How Smart Are Your Clothes?”Classroom Conversation Whole Class DiscussionStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 5, Lesson 3Time to Read ?Read IndependentlyVocabularyPrepositions with TimeWord Study: Introduce AntonymsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12Unit 5, Lesson 3Work Time InstructionReteach: AntonymsWork Time AssignmentsWord Study: Antonyms StandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12DAY ?6DAY 7 DAY 8DAY 9DAY 10SELECTIONAnchor TextUncle Marcos from The House of the SpiritsIsabel AllendeSE p 460SELECTIONAnchor TextUncle Marcos from The House of the SpiritsIsabel AllendeSE p 461SELECTIONAnchor TextUncle Marcos from The House of the SpiritsIsabel AllendeSE p 462SELECTIONAnchor TextUncle Marcos from The House of the SpiritsIsabel AllendeSE p 463SELECTIONAnchor TextTo Fly from Space ChroniclesNeil deGrasse TysonSE pp 464-471LANGUAGE DEVELOPMENT Concept VocabularyStudents complete activities related to the Concept Vocabulary words:decipher; contraption; ingenuity; invincible; newfangled; improvisationsWord Study: Latin Suffix: -ityConcept Vocabulary and Word StudyWord Study: Latin Suffix: -ity (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.8.4.bLANGUAGE DEVELOPMENTConventions: Subject ComplementsStudents identify predicate nouns, pronouns, or adjectives in sentences.Conventions: Subject ComplementsConventions: Subject Complements (RP)STANDARDSL.8.1; PII.3; PII.4 EFFECTIVE EXPRESSIONWriting to Sources: Critical ReviewStudents write a critical review supporting your understanding of the character of Uncle Marcos.Writing to Sources: Critical ReviewWriting to Sources: Critical Review (RP)STANDARDSW.6.1.b; W.6.1.cEFFECTIVE EXPRESSIONSpeaking and Listening: Class DiscussionStudents will discuss how the episode involving Uncle Marcos and his mechanical bird draws on themes from the Greek myth of Icarus.Speaking and Listening: Class DiscussionSpeaking and Listening: Class Discussion (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. SELECTION TESTSelection Test: Uncle Marcos STANDARDSRL.8.9; SL.6.1.a; SL.6.1.b MAKING MEANINGConcept Vocabularyenable; foresight; prescient; myopic; naiveté; seminalFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioTo Fly: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.To Fly: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents choose something that interests them from the text and formulate a research question.STANDARDSRI.6.10; PI.6; PI.8myPerspectives EL SupportWord Study: Latin Suffix: -ity (RP)(TE p 460)Conventions: Subject Complements (RP)(TE p 461)Personalize for Learning English Language Support: Syntax(TE p 461)Writing to Sources: Critical Review (RP)(TE p 462)Speaking and Listening: Class Discussion (RP)(TE p 463)Audio SummaryTo Fly: Accessible Leveled Text Personalize for Learning English Language Support: Prefixes in-, un-, and im-(TE p 466)Personalize for Learning English Language Support: Idioms(TE p 468)ELD Companion SupportUnit 5, Lesson 4Vocabulary Selection: portable, kineticAcademic: authoritatively, indicate, reluctantly, versionRead Aloud, Think Aloud“Tech Inventions” Classroom Conversation Small-Group DiscussionStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PII.8.12; PII.8.1; PII.8.2Unit 5, Lesson 5Time to Read ?Read IndependentlyVocabularyWord Study: Regular Plural NounsWord Study: AntonymsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4Unit 5, Lesson 5Work Time InstructionWord Study Reader: Managing MoneyWork Time AssignmentsWord Study: Regular Plurals and AntonymsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.6Unit 5, Lesson 6Time to Read ?Read IndependentlyVocabularyOops: Prepositions with LocationWord Study: Introduce Vowel Patterns ei and eighStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8Unit 5, Lesson 6Work Time InstructionReteach: Inflected Endings Work Time AssignmentsWord Study: Vowel Patterns ei and eighInteractive ReaderStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8DAY ?11DAY 12 DAY 13DAY 14DAY 15SELECTIONAnchor TextTo Fly from Space ChroniclesNeil deGrasse TysonSE pp 472-473SELECTIONAnchor TextTo Fly from Space ChroniclesNeil deGrasse TysonSE p 474SELECTIONAnchor TextTo Fly from Space ChroniclesNeil deGrasse TysonSE p 475SELECTIONAnchor TextTo Fly from Space ChroniclesNeil deGrasse TysonSE p 476SELECTIONAnchor TextTo Fly from Space ChroniclesNeil deGrasse TysonSE p 477MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft & Structure:Text Structure: Expository WritingStudents will identify allusions, comparisons, contrasts, descriptions, and cause-and-effect methods to make ideas and information clear to readers.Analyze Craft and Structure: Expository WritingAnalyze Craft and Structure: Expository Writing (RP)STANDARDSRL.8.1; RL.8.3; PI.8; PI.10LANGUAGE DEVELOPMENT Concept VocabularyStudents complete activities related to the Concept Vocabulary words:enable; foresight; prescient; myopic; naiveté; seminalWord Study: Old English Prefix: fore-Concept Vocabulary and Word StudyWord Study: Old English Prefix: fore- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.8.4.bLANGUAGE DEVELOPMENTConventions: CapitalizationStudents identify capital letters.Conventions: CapitalizationConventions: Capitalization (RP)STANDARDSL.8.2.c EFFECTIVE EXPRESSIONWriting to Sources: Argumentative EssayStudents write an argument stating and defending their choice of sound to add to the record.Writing to Sources: Argumentative EssayWriting to Sources: Argumentative Essay(RP)STANDARDSW.8.1.b; W.8.1.e EFFECTIVE EXPRESSIONSpeaking and Listening: Informative PresentationStudents deliver a presentation on one of the historic flying feats or scientific principles discussed in the text.Speaking and Listening: Informative PresentationSpeaking and Listening: Informative Presentation(RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. SELECTION TESTSelection Test: To FlySTANDARDSSL.8.4; SL.8.5myPerspectives EL SupportAnalyze Craft and Structure: Expository Writing (RP)(TE p 473)Personalize for Learning English Language Support: Multiple-Meaning Words(TE p 472)Personalize for Learning English Language Support: Expository Writing(TE p 473)English Language Support Lesson: Expository Writing (On Realize)Word Study: Old English Prefix: fore- (RP)(TE p 474)Conventions: Capitalization (RP)(TE p 475)Writing to Sources: Argumentative Essay (RP)(TE p 476)Speaking and Listening: Informative Presentation(RP)(TE p 477)ELD Companion SupportUnit 5, Lesson 7Vocabulary Selection: traditional, disciplineAcademic: circumstances, decline, generation, optionRead Aloud, Think Aloud“Robots at Work” Classroom Conversation Small-Group DiscussionStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PII.8.12; PII.8.1; PII.8.2Unit 5, Lesson 8Time to Read ?Read IndependentlyVocabularyWord Study: Prepositions with LocationWord Study: Introduce Irregular Plural NounsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4Unit 5, Lesson 8Work Time InstructionReteach: Irregular Plurals Work Time AssignmentsWord Study: Irregular PluralsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4Unit 5, Lesson 9Vocabulary Selection: straining, tensionAcademic: acquired, convention, panel, promoteRead Aloud, Think Aloud“The Mystery of Sound” Classroom Conversation Collaborative Conversation StandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2 Unit 5, Lesson 10Time to Read ?Read IndependentlyVocabularyWord Study: Vowel Patterns ei and eighWord Study: Irregular Plural NounsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4; PIII.8DAY 16DAY 17DAY 18?DAY 19DAY 20PERFORMANCE TASK: WRITING FOCUS Write an ArgumentSE pp 478-480PERFORMANCE TASK: WRITING FOCUS Write an ArgumentSE p 481PERFORMANCE TASK: WRITING FOCUS Write an ArgumentSE pp 482-483OVERVIEWSmall-Group LearningSE pp 484-487SELECTIONNikola Tesla: The Greatest Inventor of All?Vicky BaezSE pp 488-491PERFORMANCE TASKWrite an ArgumentStudents write an argument answering the question:Which text – “Uncle Marcos” or “To Fly” – best describes the dream or fantasy of human flight?PreWriting/PlanningStudents write a claim, identify types of details, use direct quotations and paraphrases, and formatting direct quotations.DraftingStudents organize and write a first draft.STANDARDSW.8.1.a; W.8.1.b; W.8.1.e; W.8.9.b LANGUAGE DEVELOPMENTConventions: Revising to Combine Sentences Using Gerunds and ParticiplesStudents identify gerunds and participles and revise sentences. STANDARDSL.8.1.a; L.8.2.cPERFORMANCE TASKRevisingStudents evaluate and revise draft utilizing peer reviews.Editing and ProofreadingStudents edit for conventions and proofread for accuracies.Publishing and PresentingStudents create a final version of their argument and share in small groups.ReflectingStudents reflect on their argument.STANDARDSW.8.1.c; W.8.1.e; W.8.5; PI.2Essential QuestionAre inventions realized through inspiration or perspiration?Small-Group Learning StrategiesPrepareParticipate FullySupport OthersClarifySmall-Group Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.Working as a TeamTake a positionList your rulesApply the rulesName your groupCreate a communication planMaking a ScheduleStudents make a schedule with group for completing tasks.Working on Group Projects Students choose specific roles for each member.MAKING MEANINGConcept Vocabularyengineer; generators; currentFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioNick Tesla: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.Nick Tesla: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextConcept VocabularyStudents complete activities related to the Concept Vocabulary words:engineer; generators; currentLANGUAGE DEVELOPMENTWord Study: Multiple-Meaning WordsConcept Vocabulary and Word StudyWord Study: Multiple-Meaning Words(RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSRI.8.3; RI.8.10; L.8.4.c; L.8.5.b; L.8.6myPerspectives EL SupportPersonalize for Learning English Language Support: Transitions(TE p 482)Audio SummaryNikola Tesla: Accessible Leveled TextWord Study: Multiple-Meaning Words(RP)(TE p 491)ELD Companion SupportUnit 5, Lesson 10Work Time InstructionWord Study Reader: Earth’s MoonsWork Time AssignmentsWord Study: Vowel Pattern ei, eigh and Irregular PluralsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4; PIII.8Unit 5, Lesson 11Time to Read ?Read IndependentlyVocabularyOops: Pronouns in Prepositional PhrasesWord Study: Introduce Connotations and DenotationsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12 Unit 5, Lesson 11Work Time InstructionReteach: Connotations and DenotationsWork Time AssignmentsWord Study: Connotations and DenotationsInteractive ReaderStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12Unit 5, Lesson 12Vocabulary Selection: ?reunite, permanentAcademic: bellow, roar, shriek, stammerRead Aloud, Think Aloud”“High-Tech Pets”Classroom Conversation Partner ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 5, Lesson 13Time to Read ?Read IndependentlyVocabularyOops: Pronouns in Prepositional PhrasesWord Study: Introduce HomographsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8DAY 21DAY 22DAY 23DAY 24DAY 25SELECTION Nikola Tesla: The Greatest Inventor of All?Vicky BaezSE pp 492-493SELECTION from The Invention of Everything ElseSamantha HunSE pp 494-504SELECTION from The Invention of Everything ElseSamantha HuntSE p 505SELECTION from The Invention of Everything ElseSamantha HuntSE pp 506-507SELECTION from The Invention of Everything ElseSamantha HuntSE pp 508-509MAKING MEANINGAnalyze Craft & Structure:Text Structure: Biographical WritingStudents analyze examples of organization and development of ideas in a text.Analyze Craft and Structure: Biographical WritingAnalyze Craft and Structure: Biographical Writing (RP)LANGUAGE DEVELOPMENTConventions: Commas and SemicolonsStudents identify commas and semicolons.Conventions: Commas and SemicolonsConventions: Commas and Semicolons (RP)STANDARDSRI.8.3; RI.8.5; L.8.2.a; PI.10MAKING MEANINGConcept Vocabularydeficiencies; triumph; revolutionizedFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection Audiofrom The Invention of Everything Else: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.from The Invention of Everything Else: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the excerpt.STANDARDSRI.8.10; L.8.4.c; PII.1MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextLANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:deficiencies; triumph; revolutionizedWord Study: Denotation and ConnotationConcept Vocabulary and Word StudyWord Study: Denotation and Connotation (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.8.4.; L.8.5.cMAKING MEANINGAnalyze Craft & Structure:Word Choice: Figurative LanguageStudents analyze examples of figurative language.Analyze Craft and Structure: Figurative LanguageAnalyze Craft and Structure: Figurative Language (RP)LANGUAGE DEVELOPMENTConventions: Comparative and Superlative Forms of Adjectives and AdverbsStudents identify adjectives adverbs in each sentence.Conventions: Comparative and Superlative Forms of Adjectives and AdverbsConventions: Comparative and Superlative Forms of Adjectives and Adverbs (RP)STANDARDSRL.8.4; L.8.5.a; PI.8EFFECTIVE EXPRESSIONWriting to Compare: Compare-and-Contrast EssayStudents write an essay analyzing the ways in which each text reveals an aspect of Tesla’s life and personality.Writing to Compare: Compare-and-Contrast EssayEvidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Nikola TeslaSTANDARDSW.8.9; PI.10myPerspectives EL SupportAnalyze Craft and Structure: Biographical Writing (RP)(TE p 492)Conventions: Commas and Semicolons (RP)(TE p 493)Personalize for Learning English Language Support: Biographical Writing(TE p 492)English Language Support Lesson: Biographical Writing (On Realize)Audio Summaryfrom The Invention of Everything Else: Accessible Leveled TextPersonalize for Learning English Language Support: Syntax(TE p 496)Word Study: Denotation and Connotation (RP)(TE p 505)Analyze Craft: Figurative Language (RP)(TE p 506)Conventions: Comparative and Superlative Forms of Adjectives and Adverbs (RP)(TE p 507)Personalize for Learning English Language Support: Commonly Confused Words(TE p 507)Personalize for Learning English Language Support: Compare-and-Contrast Essay(TE p 509)English Language Support Lesson: Compare-and-Contrast Essay (On Realize)ELD Companion SupportUnit 5, Lesson 13Work Time InstructionReteach: HomographsWork Time AssignmentsWord Study: HomographsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8Unit 5, Lesson 14Vocabulary Selection: explorer, colonies Academic: acknowledge, apparently, assign, commentRead Aloud, Think Aloud“Adventure in the Americas” Classroom Conversation Collaborative ConversationStandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2Unit 5, Lesson 15Time to Read ?Read IndependentlyVocabularyWord Study: Connotations and DenotationsWord Study: HomographsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PIII.8Unit 5, Lesson 15Work Time InstructionWord Study Reader: People in PicturesWork Time AssignmentsWord Study: Connotations and Denotations and HomographsStandardsPI.8.2; PI.8.5; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PIII.8Time to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4DAY 26DAY 27DAY 28DAY 29DAY 30SELECTION 25 Years Later, Hubble Sees Beyond Troubled StartDennis OverbyeSE pp 510-515SELECTION 25 Years Later, Hubble Sees Beyond Troubled StartDennis OverbyeSE pp 516-517SELECTION 25 Years Later, Hubble Sees Beyond Troubled StartDennis OverbyeSE pp 518-519SELECTION Sounds of a Glass ArmonicaSE p 520-522SELECTION Sounds of a Glass ArmonicaSE p 523MAKING MEANINGConcept Vocabularydismay; controversy; outcryFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection Audio25 Years Later: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.25 Years Later: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the excerpt.Research to ExploreStudents conduct research on something from the text they find interesting.STANDARDSRI.8.10; L.8.4.b; PI.6MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextLANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:dismay; controversy; outcryWord Study: Latin Root: -vers-Concept Vocabulary and Word StudyWord Study: Latin Root: -vers- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Author’s Purpose: Diction and ToneStudents will analyze diction and tone.Analyze Craft and Structure: Diction and ToneAnalyze Craft and Structure: Diction and Tone (RP)STANDARDSRI.8.6; L.8.4.b; L.8.4.c; PI.10LANGUAGE DEVELOPMENTConventions: Dashes and EllipsesStudents identify dashes and ellipses.Conventions: Dashes and EllipsesConventions: Dashes and Ellipses (RP)EFFECTIVE EXPRESSIONSpeaking and Listening: DebateStudents conduct a debate responding to statements of opinion.Speaking and Listening: DebateSpeaking and Listening: Debate (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: 25 Years LaterSTANDARDSSL.8.1.a; SL.8.1.b; SL.8.1.c; SL.8.1.d; SL.8.5; L.8.2.a; L.8.2.bMAKING MEANINGMedia VocabularyZoom; video clip; focusFirst Review Students Watch, Note, Connect, Respond as they study the images.First Review Guide: Media VideoView the SelectionSelection AudioSounds of a Glass Armonica: Accessible TextComprehension CheckStudents complete comprehension questions.Close ReviewStudents will watch the video again and record any new observations.Analyze the MediaStudents will respond to questions about the clip.Analyze the MediaMedia VocabularySTANDARDSRI.8.10; SL.8.1; L.8.6; PI.8EFFECTIVE EXPRESSIONResearch: Multimedia PresentationStudents create a presentation highlighting a homemade or unusual musical instrument.Research: Multimedia PresentEvidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSW.8.5; SL.8.1.a; SL.8.1.b; SL.8.5myPerspectives EL SupportAudio Summary25 Years Later: Accessible Leveled TextPersonalize for Learning English Language Support: Make Predictions(TE p 510)Word Study: Latin Root: -vers- (RP)(TE p 516)Analyze Craft and Structure: Diction and Tone (RP)(TE p 517)Personalize for Learning English Language Support: Author’s Purpose(TE p 517)English Language Support Lesson: Authors Purpose (On Realize)Conventions: Dashes and Ellipses (RP)(TE p 518)Speaking and Listening: Debate (RP)(TE p 519)Audio SummaryPersonalize for Learning English Language Support: (TE p 520)ELD Companion SupportTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4DAY 31DAY 32DAY 33DAY 34DAY 35PERFORMANCE TASK: Speaking and Listening FocusConduct a DebateSE pp 524-525PERFORMANCE TASK: Speaking and Listening FocusConduct a DebateSE p 525INTRODUCE INDEPENDENT LEARNINGSE pp 526-527INDEPENDENT LEARNINGSE pp 528-530PERFORMANCE-BASED ASSESSMENTSE pp 531-533PERFORMANCE TASKConduct a Debate: Students conduct a debate taking a position on this question: Are inventions realized through inspiration or perspiration?Plan with Your GroupStudents gather details and media, organize their ideas, and set debate rules.Rehearse with Your GroupStudents practice the presentation, fine-tune the content, and improve debate technique.STANDARDSSL.8.1.a; SL.8.1.b; SL.8.1.c; SL.8.1.d; SL.8.3; SL.8.5PERFORMANCE TASK Present and EvaluateStudents present as a group and use checklist items to evaluate.STANDARDSSL.8.5Essential QuestionAre inventions realized through inspiration or perspiration?Independent Learning StrategiesCreate a SchedulePractice what you have learnedTake Notes Independent Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.ContentsMAKING MEANINGFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read GuideClose-Read GuideClose-Read GuideClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Analyze the TextStudents will respond to questions about the text, citing textual evidence.Quick WriteStudents write about a paragraph that grabbed their interest.Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism.Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.8.10; RI.8.10; SL.8.6 PERFORMANCE-BASED ASSESSMENT PREPReview Evidence for an ArgumentStudents evaluate the strength of their evidenceEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Writing to Sources: ArgumentStudents will write an argument to answer the following: Which invention described in this unit has had the biggest impact on humanity?Argument RubricStudents use the rubric to guide their revisions.STANDARDSW.8.1.a; W.8.1.b; W.8.1.c; W.8.1.d; W.8.1.emyPerspectives EL SupportAccessible Leveled Texts for Independent Learning Selections (On Realize)ELD Companion SupportTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4DAY 36PERFORMANCE-BASED ASSESSMENTSE pp 534-535PERFORMANCE-BASED ASSESSMENTSpeaking and Listening: SpeechStudents will use their argument as the foundation for a three- to five-minute speech.Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.Reflect on the UnitUnit TestSTANDARDSSL.8.4; SL.8.6ELD Companion SupportTime to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4 ................
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