Shelby County Schools



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, 80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs. How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.471741545529500This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:(1) Regular practice with complex text and its academic language.Reading, writing, and speaking grounded in evidence from text, both literary and informational. Building knowledge through content-rich nonfiction.Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access: The TNCore Literacy StandardsThe TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Work Finder: Links to Support Vocabulary Instruction & Development can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Using the Curriculum Maps, Grades 6-8Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.”Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the evidence statements to help.Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.Resources to Help Prepare Students for the TNReady AssessmentsThe following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:The Item Sampler (MICA) can be found here: TDOE TNReady Practice Tools homepage: A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady: Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOETNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks. Text Complexity for 6-12Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. ?The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. ?The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The textbook was rated as meeting all non-negotiable criteria and some indicators of superior quality.?Non-negotiable criteria are Foundational Skills (as applicable),?Complexity of Texts,?Quality of Texts, and?Text-Dependent Questions. ?All schools have access to these textbooks, so the Curriculum Maps draw heavily from them. Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts, have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.Third QuarterTN State StandardsSPIs, GLEs, Evidence Statements ContentWeeks 1-3Reading SelectionsLiterary Analysis Workshop: from “Kindertransport” (drama) and from “Anne Frank & Me” (drama)“The Diary of Anne Frank, Act I” (Lexile 1080; drama; See text complexity measures pgs. 848-849)“The Diary of Anne Frank, Act II” (Lexile 1080; drama; See text complexity measures pgs. 916-917)Big Question: Is it our differences or our similarities that matter most? (Unit 5)Weeks 1-3Sample MICA Items on RL 8.4 and RL 8.6 an exam using the paired texts “Ocean Watch” and “Into the Artic,” including question IDs 44497, 44499, and 44494.Reading Complex TextsLiterature RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.8.4Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RL.8.6Analyze how differences in the points of view of the characters and the audience or reader (e.g. created through the use of dramatic irony) create such effects as suspense or horror.RL.8.7Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.ReviewRL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the character, setting, and plot; provide an objective summary of the text.These standards are constant and should be taught throughout each quarter:Cite Evidence: RL1, RI1Analyze Content: RL/RI.8.2-9Literature Evidence StatementsProvide an analysis of how particular lines of dialogue or incidents in a story or drama propel the action. RL.8.3Demonstrate the ability to determine the meaning of words and phrases as they are used in a text (e.g. figurative, connotative) and/or provide an analysis of the impact of specific word choice on meaning and/or tone, including analogies or allusions to other texts. RL.8.4Provide an analysis of how one or more differences in the points of view of the characters and the audience and/or reader (e.g. through the use of dramatic irony) create such effects as suspense or humor. RL.8.6Provide an analysis of the extent to which a filmed production of a story or drama stays faithful to or departs from the text or script, including an evaluation of the choices made by the director or actors. RL.8.7Review Provides an analysis of how the theme or central idea relates to the characters, setting, and/or plot. Provides an objective summary of a text. RL.8.2Prentice Hall Literature – Reading SelectionsUnit 5: Drama - Elements of Drama, Analyzing Dramatic Elements, and Character, Action, and ThemeLiterary Analysis Workshop pg. 804-813Skills Focus: characterization, plot, theme, dialogue, cause-effect relationship, irony, types of drama, point of view RL.8.3 RL.8.4 RL.8.6Next Generation Glossary of Informational and Literary termsSee scsliteracy. (found on the middle school page)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Close Read: Character, Action, and Theme Model: from “Kindertransport” (drama) p.809Independent: from “Anne Frank & Me” (drama) p.810-812After You Read pg. 813: Text Dependent Questions (Key Ideas and Details) In what city does the train journey begin? What are the conditions on the train? Why are the people treated this way?(Infer) Read the short biography of Anne Frank on page 969 and the excerpts from her diary on pages 970-974. (Opinion) Does Cherie Bennett’s Anne Frank seem like the real Anne Frank? Explain. Compare your answers with a partner. “The Diary of Anne Frank, Act I” (Lexile 1080; drama) exemplar p. 854-915 RL.8.3, RL.8.4, RL.8.6Skills Focus: cause/effect, moral dilemma, setting, characterization, flashback, critical view of medium, symbolism, dialogueNext Generation Glossary of Informational and Literary termsSee scsliteracy. (found on the middle school page)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Before You Read pg. 849. (Act I) Reading Skill: Cause and EffectLiterary Analysis: DialogueCritical Thinking pg. 912: Text Dependent Questions(Key Ideas and Details) In Scene 1, what objects does Mr. Frank find in the secret rooms? (Infer) How are these objects connected with the rest of the act?(Arguments) What does Mr. Frank’s reaction to the crisis involving the thief reveal about his personality, as compared with Mr. Van Daan’s? In general, what do the stresses faced by the families tend to bring out more – their differences or their similarities? Support your answer with specific examples. After You Read pg. 913 (Act I) Reading Skill: Cause and EffectLiterary Analysis: Dialogue“The Diary of Anne Frank, Act II” (Lexile 1080; drama) exemplar p. 916-915 RL.8.3, RL.8.7Skill Focus: cause and effect, character’s motivation, moral dilemma, setting, characterization, flashback, critical view of medium, symbolism, dialogueNext Generation Glossary of Informational and Literary termsSee scsliteracy. (found on the middle school page)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Before You Read pg. 917 (Act II) Reading Skill: Cause and EffectLiterary Analysis: Character’s MotivationCritical Thinking pg. 916 (Act II): Text Dependent Questions (Key Ideas and Details) What is the time span of Act II? (Infer) How have the characters changed since the end of Act I? How do you know that Anne has changed?(Integration of Knowledge and Ideas) How has Anne been able to preserve her dignity despite her suffering? (Opinions) From Anne’s statements in Act II, do you think that she believed that differences – or similarities- matter most? What does Mr. Frank mean when he says of Anne: “She puts me to shame”?After You Read pg. 917 (Act II) Reading Skill: Cause and EffectLiterary Analysis: Character’s MotivationResourcesThe Secret Annex virtual tour (headphones needed unless viewed as a whole class) questions to use in conjunction with the virtual tour: First floor questions- What is the purpose of the first floor? Name the five rooms located on the first floor and explain what happens in each room. Outside of office hours, why do the people in the secret annex use the first floor?Second floor questions- Name the rooms located on the second floor and describe who uses each room. Third floor questions- Describe the rooms on this floor and explain who hid in each one. If you had to hide in this building, which room would you choose and why?More websites with units, lessons, companion texts with questions, writing prompts for journals, etc. for the Holocaust: resources:(nonfiction texts from daily news stories; all articles available in 5 different comprehension levels for varying reading abilities)(online teacher’s edition plus much more) (Reading Strategies and graphic organizers) Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.Level 1 (Entering) Circle the pronouns in selected sentences which show the author’s point of view. Also, use a collection of cartoons that give model examples of different types of irony or humor and suspense, and have students match types of irony to the cartoons with a partner.Level 2 (Emerging) Categorize a collection of cartoons that are model examples of different types of irony or humor and suspense, and have students match types of irony to the cartoons. Students will read sentences in an item bank using a resource sheet modeling 1st and 3rd person points of view that describe the scenes in the cartoons and will match the sentences and the cartoons with a partner.Level 3 (Developing)Analyze the effect of changing the author’s point of view or using suspenseful/humorous techniques on the audience’s perception of a text’s message by reading paragraphs written in different points of view and matching them with cartoons.Level 4 (Expanding) Distinguish between an author’s attempts to produce suspense or humor by classifying similar cartoons which have paragraphs describing the scenes.Level 5 (Bridging)Distinguish between an author’s attempts to produce suspense or humor by classifying similar cartoons which have extended texts describing the scenesLanguage – VocabularyL.8.4bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.These standards are constant and should be taught throughout each quarter:Study and apply vocabulary - L.8.4-6Language – VocabularyEvidence StatementsDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.8.4bProvides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.8.6Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabularyTier 2 Academic Vocabulary – create, evaluate, categorizeList of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms? by Marzano) pages 1-25 for Tier 2Prentice Hall Literature- Pearson Publishing Literary Analysis WorkshopIntroducing the Big Question pg. 803Learning Big Question Vocabulary“The Diary of Anne Frank, Act I”Making Connections: Vocabulary pg. 852 Greek suffix –istVocabulary Development pgs. 852, 854, 856, 858, 860, 864, 866, 868, 874, 880, 882, 884, 892, 894, 896, 898, 900, 902, 904, and 910After You Read: Vocabulary pg. 913 “The Diary of Anne Frank, Act II”Making Connections: Vocabulary pg. 918Latin prefix in-Vocabulary Development pgs. 918, 920, 922, 926, 930, 934, 936, 938, 942, 944, 946, 952, 954After You Read: Vocabulary pg. 957Resources(Create quizzes, flashcards, and review games to use with student devices)(Vocabulary Central , Reading Kit) (Vocabulary strategies and word benches) (15 vocabulary strategies) strategies and graphic organizers to TextsWritingW.8.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.Provide a concluding statement or section that follows from and supports the argument presented.W.8.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.Use appropriate transitions to clarify the relationships among ideas and concepts.Use precise language and domain-specific vocabulary to inform about or explain the topic.Establish and maintain a formal style.Provide a concluding statement or section that follows from the information or explanation presented.W.8.3Write narratives to develop real or imaginedexperiences or events using effective technique, relevant descriptive details, and well-structured event sequences.W.8.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WritingEvidence StatementsDevelopment of Ideas Response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization Response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of Language Response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone2, and/or domain-specific vocabulary. Knowledge of Language and Conventions Response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Reviewed throughout the quarter:Essay organization and structureTopic sentences and supporting detailsWriting paragraphsTransitional wordsWriting FundamentalsPrentice Hall Literature- Pearson Publishing Routine Writing (text-dependent):Writing about the Big Question pgs. 852 and 918Summaries, Graphic Organizers Journal entries- Using “Anne Frank & Me,” analyze the stage directions and dialogue in this scene to identify details that make Anne and Nicole believable characters. How do these elements help you understand both characters?Daily Language PracticeAnalysis (Argumentative)Anne Frank wrote, “Despite everything, I believe that people are really good at heart.” Using evidence from her diary, write whether you agree or disagree with that statement. Be sure to use logic and reason, not emotion. Cite evidence from the text to support your answer. Performance Task #1 pg. 1002: Analyze the Development of Theme – Write an essay in which you focus on the impact of character on theme in one of the drama selections in this unit. Analysis (informational)Performance Task pg. 1002 – Analyze Characterization – Analyze characterization in a play in this unit. Select one the plays in this unit with an interesting character. Tell what you found interesting about this character. Determine your character’s function in the play-central character, antagonist, and so on. Cite specific plot events and dialogue that reveal aspects of your character. Explain and cite evidence from the text to support your answer.Using evidence from the text, determine the historical cause that forces the Franks into hiding, and what impact it has on their daily lives.How was Anne able to preserve her dignity despite her suffering? Based on Anne’s statements in Act II, do you think that she believed that differences- or similarities- matter most? Cite evidence from the text to support your answer.Give three examples of how the setting of the play affects the characters and their actions.Writing pg. 959 – Informative text – In preparation for writing a film review, watch a film version of The Diary of Anne Frank. Take notes, and draft a review. Be sure to highlight the differences between the filmed and the written versions, and explain which one you thought was more effective. Compare and contrast Anne’s relationship with her mother to that with her father. Cite evidence from the text to support your pare Anne and Margot. Do their differences ever cause problems? Cite evidence from the text to support your answer.NarrativeTo explore the perspectives of two characters other than Anne in “The Diary of Anne Frank,” write two diary entries about an event from the play using evidence from the text to support your ideas. pg. 915(See Resources in Complex Texts section for more Holocaust texts and writing prompts).Argumentative Writing Resources(The Argumentative Rubric)(How to write an argumentative essay) (How to write an argumentative essay) (How to write an argumentative essay) (argumentative essay frame) resources See weebly for writing prompt templates. scsliteracy.(How to organize an essay) (how to write a thesis statement) The TNReady Informational/Explanatory Rubric TNReady Narrative Rubric the Informative Essay the Explanatory Essay Graphic Organizers a Compare and Contrast Essay and Contrast Graphic Organizer Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.8.1-3 Language Evidence StatementsDemonstrate the ability to use gerunds and participial phrases correctly within context when speaking or writing. L.8.1Demonstrate the ability to employ a variety of appropriate sentence-combining techniques (i.e., clauses) within context when speaking or writing. L.8.1ConventionsNote: Grammar instruction should be embedded in the teaching of writing.Prentice Hall Literature- Pearson Publishing Elements of Language- Holt PublishingParticipial and gerund phrasesDangling and Misplaced ModifiersClauses – independent, subordinate (dependent)Prentice Hall Literature- Pearson Publishing Integrated Language Arts pg. 826, 914, and 958Reading ApplicationWriting ApplicationPrentice Hall Writing CoachResources(Practice with specific language conventions/usage/ vocabulary standards, or choose specific grammar and usage games)(Instructional games available for grammar and usage skill development)(Instructions and quizzes for individual or group development of grammar and usage skills)(Instructional tools for ELL students) and ListeningSL.8.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.8.2-3Study and apply grammar: SL.8.6Conduct Discussions: SL.8.1Report Findings: SL.8.4-6Speaking and ListeningEvidence StatementsDemonstrate an ability to adapt speech to a variety of contexts and tasks, showing the ability to use formal English when indicated or appropriate. SL.8.6Speaking and ListeningPossible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsPrentice Hall Literature- Pearson Publishing ActivitiesUse the photos, descriptions, and major events of the play, along with original research, to present a guided tour of daily life in the “Secret Annex.” pg. 915Choose a soliloquy (solo speech) from the play. Vary your voice, use props, and employ dynamic gestures and appropriate tone to achieve the atmosphere of “The Secret Annex” to your audience.ResourcesTeaching Soliloquies roles and responsibilities talk Talk Talk Toolkit Talk Teacher moves Language Stems QuarterTN State StandardsSPIs, GLEs, Evidence StatementsContentWeeks 4-6Reading SelectionsLiterary Analysis Workshop: from Peter and Rosa (short story) and “An Hour with Abuelo” (short story)“Tears of Autumn” by Yoshiko Uchida (short story; 1160 lexile) “The Tell-Tale Heart” (short story; 860 Lexile; Qualitative 4)See text complexity pgs. 244-245, 276-277Big Question: Does Every Conflict Have a Winner? (Unit 2)Weeks 4-6Sample MICA Items on RL 8.2 and 8.3 an exam using the text “Undefeated,” including question IDs 43502, 43504, 43505, 43823, 43824, 43825, 43831 and 43828. This item set also includes RL 8.4 and 8.6 to reinforce Weeks 1-3.Reading Complex TextsLiteratureRL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the character, setting, and plot; provide an objective summary of the text.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.These standards are constant and should be taught throughout each quarter:Cite Evidence: RL1, RI1Analyze Content: RL/RI.8.2-9Literature Evidence StatementsProvide an analysis of the development of the theme or central idea over the course of a text. RL.8.2Provide an analysis of how theme or central idea relates to the characters, setting, and/or plot. RL.8.2Provide an objective summary of a text. RL.8.2Provide an analysis of how particular lines of dialogue or incidents in a story or drama propel the action. RL.8.3Provide an analysis of how particular lines of dialogue or incidents in a story or drama provoke a decision. RL.8.3Provide an analysis of how particular lines of dialogue or incidents in a story or drama reveal aspects of a character. RL.8.3Prentice Hall Literature – Reading SelectionsUnit 2: Short Story - Elements of Short Story, Analyzing Plot and Character Development, Determining Themes in Short StoriesLiterary Analysis WorkshopSkills Focus: setting, characters, plot, conflict, dialogue, irony, themeNext Generation Glossary of Informational and Literary termsSee scsliteracy. (found on the middle school page)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Close Read: Elements of a Short Story pg. 236Model: from Peter and Rosa (short story) p. 237Independent: “An Hour with Abuelo” (short story) p. 238-242 RL.8.2, RL.8.3After You Read pg. 243: Text Dependent Questions (Infer) What concerns does the story of Abuelo’s life raise for the narrator?(Infer) In what way does Abuelo surprise the narrator?(Infer) How is the narrator changed by the events of the story?(Craft and Structure) Complete a diagram like the one shown by comparing and contrasting Arturo and Abuelo.“Tears of Autumn” by Yoshiko Uchida (short story; 1160 lexile) pgs. 264-272 RL.8.2Skills Focus: Compare and contrast, critical viewing, plot, draw conclusions (make inferences), settingNext Generation Glossary of Informational and Literary termsSee scsliteracy. (found on the middle school page)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Before You Read pg. 245Reading Skill: Compare and ContrastLiterary Analysis: SettingCritical Thinking pg. 272: Text Dependent Questions(Key Ideas and Details) In what ways is Hana’s life in Japan unsatisfying to her? (Infer) How do these details explain Hana’s decision to marry?(Key Ideas and Details) What happens when Hana meets Taro? (Infer) What does Taro’s behavior toward Hana suggest about his personality?After You Read pg. 273Reading Skill: Compare and ContrastLiterary Analysis: Setting“The Tell-Tale Heart” (short story 860 Lexile; Qualitative 4) p. 294-302 RL.8.3Skills Focus: Compare and contrast, characterization (character traits), critical viewing, plot, draw conclusions (make inferences)Next Generation Glossary of Informational and Literary termsSee scsliteracy. (found on the middle school page)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Before You Read pg. 276Reading Skill: Compare and ContrastLiterary Analysis: Character traitsCritical Thinking pg. 302: Text Dependent Questions (Key Ideas and Details) Why does the narrator kill the old man? (Infer) What does the narrator fear? What details in the story indicate his fears?(Integration of Knowledge and Ideas) What conflicts does the narrator experience before and after the crime? (Opinions) What leads to his final breakdown? Has his conflict been resolved? Explain. After You Read pg. 303Reading Skill: Compare and ContrastLiterary Analysis: Character traitsOptional Reading Selection“Black Cat” by Edgar Allen Poe an online version of another Edgar Alan Poe short story.Skills focus: analyze plot, setting, draw conclusions, make inferences, and compare/contrast the main characters from each short story.Resources(Online teacher’s edition plus much more) (More short stories by Edgar Alan Poe to use to develop reading and writing skills)(Reading Strategies and graphic organizers) (Tears of Autumn Unit) of Autumn lesson plan Tale Heart study guide Tale Heart Summary and Analysis Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decisionLevel 1 (Entering) Match given lines of dialogue from a text or incidents in an illustrated text to actions, characters, or events which provoke a decision and which are listed on the chart with a partner.Level 2 (Emerging)Complete a chart by matching given lines of dialogue from a text or incidents in selected sentences from a text to actions, characters, or events which provoke a decision and which are listed on the chart with a partnerLevel 3 (Developing)Identify lines of dialogue in selected text passages or incidents in the selected text which propel the action, reveal aspects of a character, or provoke a decision with a partner.Level 4 (Expanding)Identify lines of dialogue in a text or incidents in the text which propel the action, reveal aspects of a character, or provoke a decision with a partner.Level 5 (Bridging)Identify and analyze how lines of dialogue in a text or incidents in the text propel the action, reveal aspects of a character, or provoke a decision.Language – VocabularyL.8.4bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).L.8.5b Use the relationship between particular words to better understand each of the words.L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.These standards are constant and should be taught throughout each quarter:Study and apply vocabulary - L.8.4-6Language – VocabularyEvidence StatementsDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.8.4bDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.8.5bDemonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). L.8.5bProvide a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.8.6Reviewed throughout the quarter:Synonyms/antonymsAffixes - Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabularyTier 2 Academic Vocabulary – gather, produce, adaptList of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms? by Marzano) pages 1-25 for Tier 2Prentice Hall Literature- Pearson Publishing Literary Analysis Workshop: from Peter and Rosa (short story) and “An Hour with Abuelo” (short story)Introducing the Big Question: Learning Big Question Vocabulary pg. 231Vocabulary Development pgs. 236, 238“Tears of Autumn” by Yoshiko Uchida (short story; 1160 lexile) L.8.6Making Connections: Vocabulary pg.262Latin prefix de-Vocabulary Development pgs. 262, 264, 268, 270After You Read pg. 273: VocabularyLatin prefix de-“The Tell-Tale Heart” L.8.4b, L.8.5bMaking Connections: Vocabulary pg.292Latin suffix –ityVocabulary Development pgs. 292, 294, 296, 298, 300After You Read pg.303: VocabularyLatin suffix –ityResourcesTears of Autumn vocabulary words Tell Tale Heart quizlet(Create quizzes, flashcards, and review games to use with student devices)(Vocabulary Central , Reading Kit) (Vocabulary strategies and word benches) (15 vocabulary strategies) strategies and graphic organizers to TextsWritingW.8.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.Provide a concluding statement or section that follows from and supports the argument presented.W.8.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.Use appropriate transitions to clarify the relationships among ideas and concepts.Use precise language and domain-specific vocabulary to inform about or explain the topic.Establish and maintain a formal style.Provide a concluding statement or section that follows from the information or explanation presented.W.8.9Draw evidence from literary or informational texts to support analysis, reflection, and research.WritingEvidence StatementsDevelopment of Ideas Response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization Response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of Language Response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone2, and/or domain-specific vocabulary. Knowledge of Language and ConventionsResponse demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Reviewed throughout the quarter:Writing Sentences, Thesis statementEssay organization and structureTopic sentences and supporting detailsWriting paragraphsPerformance tasksWriting FundamentalsPrentice Hall Literature- Pearson Publishing Routine Writing (text dependent questions) Writing About the Big Question pg. 278Critical Thinking and After You ReadJournal entries, Graphic Organizers, Daily Language Practice, Summaries and Other text dependent questions Analysis (Argument)Performance Task #1: Analyze the Development of Theme – Write an essay in which you focus on the impact of character on theme in one of the selections that you’ve read. Identify the theme of your chosen short story. Focus on one or more of the main characters. Explain how each character’s words or actions relate to or help develop the theme. Cite evidence from the text that supports your claims. Throughout Edgar Allan Poe’s short story, “The Tell-Tale Heart,” the reader is left to wonder whether or not the narrator is sane when he commits the murder of the old man. While there is no question that the narrator committed the act, in a modern courtroom, there is a possibility that he might not be found guilty of murder. Based on what you have read or learned from other classmates in the various articles and the evidence you compiled from “The Tell-Tale Heart,” write an argumentative essay that states and defends whether the narrator is sane (and therefore guilty of murder) or insane (and therefore not guilty by insanity). Please see the link below for more information. (Inform/Explain)Citing details from the beginning, middle, and end of the story, explain how the author helps increase your understanding of Abuelo.Writing: Informative Text (“Tears of Autumn) pg. 275 – Write a description based on “Tears of Autumn”. Describe Hana’s new home in America. Include details about the setting. Writing pg. 305 – Write a character profile of the main character in “The Tell-Tale Heart”. Explain how the character’s traits affect the story’s plot and resolution. Using “The Tell-Tale Heart,” compare and contrast the perspectives of the narrator and the old man on the night of the murder. Citing evidence from the text, identify the ways the reader knows what the old man is thinking and pare/contrast the two main characters from “A Tell-Tale Heart” and “The Black Cat”. Cite evidence from both texts to explain your comparisons.Argumentative Writing Resources(The Argumentative Rubric)(How to write an argumentative essay) (How to write an argumentative essay) (How to write an argumentative essay) (argumentative essay frame) (Writing Strategies and graphic organizers) weebly for writing prompt templates. scsliteracy.(How to organize an essay) (how to write a thesis statement) The TNReady Informational/Explanatory Rubric the Informative Essay the Explanatory Essay Graphic Organizers a Compare and Contrast Essay and Contrast Graphic Organizer Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.8.1aExplain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.8.1-3Language Evidence StatementsDemonstrate the ability to use verbs, participial and gerund phrases correctly within context when speaking or writing L.8.1ConventionsNote: Grammar instruction should be embedded in the teaching of writing.Prentice Hall Literature- Pearson Publishing Elements of Language- Holt PublishingVerbs – action and linking, principal parts of regular verbsParticipial and gerund phrases, Dangling and Misplaced Modifiers, Clauses – independent, subordinate (dependent)Prentice Hall Literature- Pearson Publishing Integrated Language Arts pg. 304Reading ApplicationWriting ApplicationPrentice Hall Writing CoachResources(Practice with specific language conventions/usage/ vocabulary standards, or choose specific grammar and usage games)(Instructional games available for grammar and usage skill development)(Instructions and quizzes for individual or group development of grammar and usage skills)(Instructional tools for ELL students) and ListeningSL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.8.2-3Study and apply grammar: SL.8.6Conduct Discussions: SL.8.1Report Findings: SL.8.4-6Speaking and ListeningEvidence StatementsDemonstrate the ability to present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.4Speaking and ListeningPossible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsPrentice Hall Literature- Pearson Publishing ActivitiesComprehension and Collaboration – Prepare and present an oral response to the short story you read. pg. 305In small groups, create a short film, either based on one of Poe’s stories, or one that the group has written. The film should be 10 minutes or less, and ready to present, using the rubric provided. (See link for rubric); ResourcesCreating Short films roles and responsibilities talk Talk Talk Toolkit Talk Teacher moves Language Stems QuarterTN State StandardsSPIs, GLEs, Evidence StatementsContentWeeks 7-9Reading SelectionsReading for Information: Summary of “The Tell-Tale Heart” (expository texts)“The Story-Teller” by Saki (Lexile 1110; short story) See text complexity pgs. 384-385Big Question: Does Every Conflict Have a Winner? (Unit 2)Weeks 7-9Sample MICA Items on RI 8.3Create an exam using the text “New Year’s Day” including question ID 43376. Consider adding additional items for standards taught earlier in the year.For writing practice, consider sample MICA Items on W 8.1 and/or 8.2 an exam using question IDs 43996 or 43997. Both the informational and explanatory prompts are based on the same text. ID 43942 is an editing task.Reading Complex TextsInformationalRI.8.3Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).LiteratureRL.8.2Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.RL.8.6Analyze how differences in the points of view of the characters and the audience or reader (e.g. created through the use of dramatic irony) create such effects as suspense or horror.These standards are constant and should be taught throughout each quarter:Cite Evidence: RL1, RI1Analyze Content: RL/RI.8.2-9InformationalEvidence StatementsProvides an analysis of how a text makes connections among and distinctions between individuals (e.g., through comparisons, analogies, or categories). Provides an analysis of how a text makes connections among and distinctions between ideas (e.g., through comparisons, analogies, or categories). Provides an analysis of how a text makes connections among and distinctions between events (e.g., through comparisons, analogies, or categories). RI.8.3LiteratureProvides a statement of a theme or central idea of a text, based on textual evidence. Provides an analysis of the development of the theme or central idea over the course of the text. Provides an analysis of how the theme or central idea relates to the characters, setting, and/or plot. Provides an objective summary of a text. RL.8.2Provide an analysis of how one or more differences in the point of view of the characters and the audience and/or reader (e.g., through the use of dramatic irony) creates such effects as suspense or humor. RL.8.6Prentice Hall Literature – Reading SelectionsElements of a Short Story/Analyzing Plot and Character Development/Determining Theme in Short StoriesAnalyzing Expository Texts Reading for Information: Summaries of “The Tell-Tale Heart” (expository texts) p. 309-310Reading Skill: Compare Summaries to an Original Text RI.8.3After You Read pg. 311: Text Dependent Questions(Key Ideas and Details) What are four details that appear in both summaries? What are four details that you found in the second summary but not in the first?(Structure) Explain how reading a summary differs from reading the full text. “The Story-Teller” by Saki (Lexile 1110; short story) RL.8.1, RL.8.2, RL.8.6Skills Focus: plot, making inferences, point of view, theme, draw conclusions, compare and contrastNext Generation Glossary of Informational and Literary termsSee scsliteracy. (found on the middle school page)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Before You Read pg. 385Reading Skill: Make InferencesLiterary Analysis: ThemeCritical Thinking pg. 402: Text Dependent Questions(Key Ideas and Details) What questions do the children ask their aunt? (Analyze) Why are the children unsatisfied with her answers? How well does the aunt understand children? Explain.(Infer) Why do the children like the bachelor’s story better than the aunt’s?After Read pg. 403Reading Skill: Make InferencesLiterary Analysis: ThemeAdditional resources: (Online teacher’s manual)Storyteller study guide in print(Nonfiction texts from daily news stories; all articles available in 5 different comprehension levels for varying reading abilities)(Reading Strategies and graphic organizers) – VocabularyL.8.4bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,?precede, recede, secede)L.8.5b Use the relationship between particular words to better understand each of the words.L.8.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.These standards are constant and should be taught throughout each quarter:Study and apply vocabulary - L.8.4-6Language – VocabularyEvidence StatementsDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.8.4bDemonstrates the ability to determine the relationship between particular words in written or spoken texts. L.8.5bProvides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.8.6Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabularyTier 2 Academic Vocabulary – support, conduct, developList of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms? by Marzano) pages 1-25 for Tier 2Prentice Hall Literature- Pearson Publishing Reading for Information: Summaries of “The Tell-Tale Heart” (expository texts)Content Area Vocabulary pg. 308 Vocabulary Development pg. 310After You Read: Vocabulary pg. 303 and 311Root crit-“The Story-Teller” by SakiMaking Connections: Vocabulary pg. 394Latin prefix pre-Vocabulary Development pgs. 394, 396, 398, 400After You Read: Vocabulary pg. 403Latin prefix pre-Resources(Create quizzes, flashcards, and review games to use with student devices)(Vocabulary Central , Reading Kit) (Vocabulary strategies and word benches) (15 vocabulary strategies) strategies and graphic organizers to TextsWritingW.8.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.8.2aIntroduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.8.2bDevelop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.W. 8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.W. 8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.W.8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.W.8.2e Establish and maintain a formal style.W.8.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.Provide a concluding statement or section that follows from and supports the argument presented.W.8.9Draw evidence from literary or informational texts to support analysis, reflection, and research.W.8.3Write narratives to develop real or imaginedexperiences or events using effective technique, relevant descriptive details, and well-structured event sequences.WritingEvidence StatementsDevelopment of Ideas Response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization Response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of Language Response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone2, and/or domain-specific vocabulary. Knowledge of Language and ConventionsResponse demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Reviewed throughout the quarter:Writing SentencesEssay organization and structureThesis statementTopic sentences and supporting detailsWriting paragraphsPerformance tasksWriting FundamentalsPrentice Hall Literature- Pearson Publishing Routine Writing (text-dependent):Writing About the Big Question After You Read Journal entriesSummariesDaily Language PracticeGraphic OrganizersOther ResourcesAnalysis (Inform/Explain)Timed Writing: Expository Text: Evaluation pg. 311 (Reading for Information) – Write an essay in which you evaluate the two summaries of “The Tell-Tale Heart.” First, compare the summaries, and accuracy. Then, assess each summary to determine how effective each summary is. Performance Task #1 pg. 454 – Analyze the Development of Theme – Write an essay in which you analyze the importance of plot events and characters’ actions to the development of a story’s theme. Performance Task #3 pg. 454: Analyze Point of View – Write an essay in which you analyze how point of view affects readers’ knowledge of characters and events in a story. Analysis (Argumentative)Writing Workshop: Write an Argument: Response to Literature: Critical Review pg. 326 – Write a critical review of two or more works of literature that are linked by theme or topic. Narrative Writing: Narrative Text pg. 405: Write a brief personal essay showing how a theme of “The Story-Teller” applies to everyday life. Resources(Writing Strategies and graphic organizers) TNReady Informational/Explanatory Rubric TNReady Argumentative Rubric TNReady Narrative Rubric Writing Resources (How to write an argumentative essay) (How to write an argumentative essay) (How to write an argumentative essay) (argumentative essay frame) (Writing Strategies and graphic organizers) weebly for writing prompt templates. scsliteracy.(How to organize an essay) (how to write a thesis statement) Writing the Informative Essay the Explanatory Essay Graphic Organizers a Compare and Contrast Essay and Contrast Graphic Organizer. 8.1cForm and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.L. 8.1d Recognize and correct inappropriate shifts in verb voice and mood.These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.8.1-3Language Evidence StatementsDemonstrate an understanding of appropriate shifts in verb voice and mood in written and spoken texts. L.8.1dConventionsNote: Grammar instruction should be embedded in the teaching of writing.Prentice Hall Literature- Pearson Publishing Elements of Language- Holt PublishingVerbs – simple tense, tenses, and moodPrentice Hall Literature- Pearson Publishing Integrated Language Arts pg. 382 and 404Reading ApplicationWriting ApplicationPrentice Hall Writing CoachResources(Practice with specific language conventions/usage/ vocabulary standards, or choose specific grammar and usage games)(Instructional games available for grammar and usage skill development)(Instructions and quizzes for individual or group development of grammar and usage skills)(Instructional tools for ELL students) and ListeningSL.8.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL. 8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.8.2-3Study and apply grammar: SL.8.6Conduct Discussions: SL.8.1Report Findings: SL.8.4-6Speaking and ListeningEvidence StatementsDemonstrate an ability to engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts and issues, building on others’ ideas and expressing their own clearly. SL.8.1Demonstrate an ability to come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.8.1aDemonstrate the ability to follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. SL.8.1bDemonstrate the ability to pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. SL.8.1cDemonstrate the ability to acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SL.8.1dSpeaking and ListeningPossible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsPrentice Hall Literature- Pearson Publishing ActivitiesPerformance Task #6 pg. 455 – Compare Point of View in Two Different Texts – Compare two stories in this unit with different points of view and evaluate the impact of point of view on the reader.ResourcesGroup roles and responsibilities talk Talk Talk Toolkit Talk Teacher moves Language Stems Research Project (Reading and Writing- Begins in 3rd Grade for PARCC accountability)ResearchW.8.7Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.W.8.2bDevelop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.8.2-3Study and apply grammar: SL.8.6Conduct Discussions: SL.8.1Report Findings: SL.8.4-6Research Evidence StatementsDemonstrate the ability to conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.Demonstrate the ability to develop a topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Research Prentice Hall Literature- Pearson Publishing ActivitiesResearch and Technology: Build and Present Knowledge pg. 383 – Write a summary of an article on either of the following topics: A child’s adjustment to kindergartenHuman intelligence and the development of the brain. Create a PowerPoint, Prezi, Powtoon, etc. about Rorschach tests. (How are Rorschach tests used, and how has that use changed over time? Explain why the tests are considered controversial. What is the validity of these tests? What are the reasons that some question the tests’ validity? What is the value of comparing the validity of the Rorschach tests with medical tests like ultrasounds and MRIs? Why are the Rorschach tests “projective” tests? For what reasons and purposes do psychologists disagree on the use of these tests?) ................
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