Unit 1: Suspense! - pemberton.k12.nj.us

 Subject: English Language Arts HonorsCourse: ELA 8 HonorsGrade Level(s): Grade 8 Written By: Susan Baldwin, Raymond McQuillen, Christine Mortensen, Amanda SchottDate: October 2018Course Description: Eighth Grade Language Arts Honors is a course that provides the student a broad overview of fictional and nonfictional texts, while offering ample analysis and writing opportunities. Students will be reading a plethora of texts including but not limited to short stories, poems, novels, and articles throughout the year. Additionally, students will be required to independently read a variety of novels outside of class. They will create writing throughout the entire spectrum of standards including narrative, expository, literary analysis, compare-contrast, and argumentative. There is an emphasis on community-based project learning as well as collaboration with peers with the desire to establish real-world connections and provide authentic learning experiences. Reviewed by: ____________________________________________________SupervisorApproved by: ____________________________________________________ Chief Academic OfficerApproved by:_____________________________________________________ Assistant Superintendent for SecondaryBoard of Education Approval:_________________________________________Unit 1: Suspense!Stage 1: Desired ResultsStandards & Indicators: Progress Indicators for Reading LiteratureRL.8.1. Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RL.8.6. Analyze how differences in 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.RL.8.7. Evaluate the choices made by the directors or actors by analyzing the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script. RL.8.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. RL.8.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, scaffolding as needed. Progress Indicators for Reading Informational TextRI.8.1. Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other text.RI.8.5. Analyze the structure an author uses to organize a specific paragraph in a text, including the role of particular sentences, to develop and to refine a key concept. RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RI.8.10. By the end of the year read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. Progress Indicators for WritingW.8.1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.W.8.2. Write 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 and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia). Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.Provide a conclusion that follows from and reflects on the narrated experiences or events.W.8.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.W.8.7. 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.W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).W.8.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Progress Indicators for Speaking and ListeningSL.8.1. 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 e 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.Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.Progress Indicators for LanguageL.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.Form and use verbs in the active and passive voice.Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.B. Use an ellipsis to indicate an omission. C. Spell correctly.L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.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.Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Interpret figures of speech (e.g. verbal irony, puns) in context.Use relationships 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.Progress Indicators for Career Ready PracticesCRP1. Act as a responsible and contributing citizen and employee.CRP2. Apply appropriate academic and technical skills.CRP4. Communicate clearly and effectively and with reason.CRP6. Demonstrate creativity and innovation.CRP7. Employ valid and reliable research strategies.CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.CRP9. Model integrity, ethical leadership and effective management.CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.Progress Indicators for Educational Technology8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. 8.1.8.A.1: Demonstrate knowledge of a real world problem using digital tools.8.1.8.A.2: Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.8.1.P.B.1: Create a story about a picture taken by the student on a digital camera or mobile device.8.1.2.B.1: Illustrate and communicate original ideas and stories using multiple digital tools and munication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.8.1.8.D.1: Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.8.1.8.D.2: Demonstrate the application of appropriate citations to digital content.8.1.8.D.3: Demonstrate an understanding of fair use and Creative Commons to intellectual property.8.1.8.D.4: Assess the credibility and accuracy of digital content.8.1.8.D.5: Understand appropriate uses for social media and the negative consequences of misuse.Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.Central Idea / Enduring Understanding: Imaginative texts can provide rich and timeless insights into universal themes, dilemmas and social realities of the world. Literary text represents complex stories in which the reflective and apparent thoughts and actions of human beings are revealed. Life therefore shapes literature and literature shapes life.Literary text, like all creative products, demonstrates style and craftsmanship. Readers can respond analytically and objectively to text when they understand the purpose or reason behind the author’s intentional choice of tools such as word choice, point of view and petent readers can synthesize information from a variety of sources including print, audio and visual. Comparing and contrasting text in a variety of forms or genres provides a full understanding of the author’s message/theme as well as the ideas being explored.In order to meet the rigorous demands of college and/or the workforce, students must be able to read and comprehend increasingly complex literary text. They must read widely and deeply from among a broad range of high-quality, challenging text and develop the skill, concentration and stamina to read these texts independently and proficiently.Knowledge-based information is an ever-changing genre, which encompasses daily communication. The ability to comprehend and analyze informational text develops critical thinking, promotes logical reasoning and expands ones’ sense of the world and rmational text, like all creative products, demonstrates style and craftsmanship. Readers can respond analytically and objectively to text when they understand the purpose or reason behind the author’s intentional choice of tools such as word choice, point of view and structure.Integrating knowledge and ideas from informational text expands the knowledge base and the perspectives found in text, which empowers the reader to make informed choices in life.To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging informational texts.Writers share information, opinions and ideas by using multiple techniques and text types. This knowledge allows them to communicate in appropriate and meaningful ways to achieve their intended purpose.Effective writing is the result of a multi-stage, reflective process in which the writer must develop, plan, revise, edit and rewrite work to evoke change or clarify ideas. The stages of these processes are enhanced with collaboration and technology.Writing is a tool for thinking and problem solving. In order to create new understandings, activating prior knowledge and engaging in the process of independent and shared inquiry are essential.To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events.Strong listening and speaking skills are critical for learning, communicating and allowing better understanding of the world. Applying these skills to collaboration amplifies each individual’s contributions and leads to new and unique understandings and solutions.Proficient speakers make deliberate choices regarding language, content and media to capture and maintain the audience in order to convey their message.Language is an essential tool for understanding our world. Effective written and oral communications rely upon understanding and applying the rules of standard English. Success in the post-secondary setting, as well as the workplace, requires effective communication.Language exists within the contexts of audience and purpose. Knowledge of language and skillful application of conventions and craft enhance expression and aid comprehension. Success in the post-secondary setting, as well as the workplace, requires effective communication.Words are powerful. Vocabulary knowledge is fundamental for learning, effective communication and celebrating language. Success in the post- secondary setting, as well as the workplace, requires effective communication.The research process requires the use of a variety of resources to ensure validity. Proficient researchers utilize various media, including Internet sources, to gather information. They also understand that sources can be misleading and therefore need to be carefully analyzed and critiqued for accuracy and reliability. The Internet is a vast world of information that needs to be evaluated for reliable information. The Internet has both advantages and disadvantages to its use. The Internet should be used in a safe and ethical manner to ensure privacy and safe use.Intellectual property belongs to the author/developer. Stealing intellectual property, just like stealing anything, is unacceptable and must be avoided. Technology is important, but human thought and purpose drives the impact of technology. A tool is only as good as the person using it. Technology can have positive or negative impact on both users and those affected by their use.Technology can be used in a variety of ways for learning and collaboration.Technology is constantly changing and requires continuous learning of new skills. Learning is a continuous process throughout life. In a global society, the need to continue to learn is of great importance. Essential/Guiding Question: What attracts us to stories of suspense?Why is it important to use background knowledge while reading?How do I read informational texts and fiction texts differently?How does identifying the main idea help me as a reader gain meaning from the text?(understand the author’s purpose)How does identifying key details help me as a reader gain meaning from the text?How do I read with understanding so I am able to analyze and summarize key ideas and details?How do you interpret various types of texts?How does the information you are exposed to help to form knowledge and ideas?How can independently reading deepen my understanding of the world around me?How does the audience influence the format of your writing?How does the purpose influence the format of your writing?Why is it important to produce and develop quality writing?How can technology be used in written communication?How does the information gathered and organized through research help to form a written argument?How does writing for varying periods of time strengthen my writing?How does writing for various audiences strengthen my writing?Why does writing for a variety of purposes help me become a better writer?How does having writing as part of my daily routine strengthen my writing?How does knowing my purpose and tasks help me determine the amount of time needed for the writing task?How do you listen?What impact does listening have?How do the visual materials send messages?How do visuals impact our thoughts and actions?How can technology help us communicate with others?Why is it important to speak effectively in a range of settings?What is the purpose of applying grammar and mechanics skills?Why is it important to use correct spelling and punctuation?Why is it important to understand language functions in different contexts?Content:Digital citizenship: internet safety, privacy online, cyberbullying, misinformation, credibility of sourcesTextsThe Monkey’s PawBlast: Make a WishSkill: ThemeClose Read: The Monkey's PawTell-Tale HeartSkill: Greek and Latin Affixes and RootsClose Read: The Tell-Tale HeartAnnabel LeeSkill: Poetic ElementsClose Read: Annabel LeeTen Days in a Mad-HouseClose Read: Ten Days in a Mad-HouseBlast: Mental Health, Then and NowKey Reading SkillsAuthor’s Purpose and Author’s Point of ViewThemeStory ElementsPlotTextual EvidenceCharacterPoetic ElementsWord MeaningGreek and Latin Affixes and RootsContext cluesMood and toneAllusionIronyKey Grammar SkillsFirst Read: The Tell-Tale Heart - Verb MoodsExtended Writing Project: Draft - Adjective SuffixesExtended Writing Project: Revise - Words Often ConfusedExtended Writing Project: Publish - Verb Moods ReviewVivid verbsApt AdjectivesKey Writing SkillsOrganize Narrative WritingIntroductionsNarrative Techniques and SequencingDescriptive DetailsWriting DialogueAudience and PurposeConclusionsTransitionsElaborated and mindfully-paced experiences and eventsElevated vocabularySuspenseful development of the rising actionMood and tone within writingCitation selection and analysisCounterargumentExtended Writing Projects:Narrative Writing: You have been reading and learning about stories of suspense, in addition to studying techniques authors use to generate a feeling of suspense in readers. Now you will use those techniques to write your own suspenseful narrative based on real or imagined experiences and events.Your narrative should include:a plot with a beginning, middle, and enda clear settingcharacters and dialoguea suspenseful themeArgumentative Writing: Students will create an argumentative essay synthesizing “The Tell-Tale Heart” and informational or literary text; the argumentative essay will contain a counterargument.Skills(Objectives):Explore background information about the use of lucky charms and traditions to make a wish.Research using hyperlinks a range of information about the history and practice of making wishes and using lucky charms.Learn the definition of theme.Practice using concrete strategies for identifying theme.Participate effectively in a range of conversations and collaborations to express ideas and build upon the ideas of plete a close reading of a short story.Practice and apply concrete strategies for identifying the story elements and analyzing the the theme of a short story.Prewrite, plan, and produce clear and coherent writing in response to a prompt.Learn the definition of Greek and Latin affixes and roots.Practice and apply concrete strategies for using Greek and Latin affixes and roots, as well as etymological information provided by a dictionary, as clues to the meanings of plete a close reading of a passage from literature.Practice and apply concrete strategies for analyzing a short story using textual evidence.Respond to a writing prompt in order to: Analyze the prompt and generate information for a suspenseful narrative.Prewrite, plan, and produce clear and coherent writing in response to a prompt.Discuss and demonstrate an understanding of the features of narrative writing.Practice and apply concrete strategies for identifying features of narrative writing.Discuss and demonstrate and understanding of organizational structure in narrative writing.Practice and apply concrete strategies for organizing narrative writing.Discuss and demonstrate understanding of narrative writing features.Discuss and demonstrate understanding of narrative introductions.Practice using concrete strategies for identifying elements of narrative introductions and apply this knowledge to the development of their own narrative introductions.Discuss and demonstrate an understanding narrative techniques and sequencing.Practice identifying narrative techniques and sequencing and apply this understanding to an original piece of writing.Plan a suspenseful narrative by sequencing events of rising action, climax, and falling action.Practice the narrative elements of descriptive details and sensory language as well as research using hyperlinks to a range of information about details and sensory language, including articles, videos, audio, as well as informational and educational perspectives.Discuss and demonstrate an understanding of the purpose and mechanics of dialogue in narrative writing.Practice identifying and writing dialogue in a piece of narrative writing.Discuss and demonstrate an understanding of narrative conclusions.Practice concrete strategies for identifying elements of narrative conclusions and apply this understanding to an original narrative piece.Identify and discuss the features of narrative writing: organization, narrative introductions, narrative techniques and sequencing, descriptive details, dialogue, audience and purpose, and narrative conclusions.Draft a narrative essay in response to a prompt.Discuss and demonstrate an understanding of the purpose and function of transitions in narrative writing.Practice concrete strategies for identifying and using transitions in narrative writing.Identify and discuss elements of a narrative writing.Revise a narrative to improve content and organization.Identify editing, proofreading, and publishing skills.Edit and proofread text to finalize plot, dialogue, descriptions, and organization, and to eliminate errors in grammar, punctuation, and spelling.Use technology to produce and publish writing.Interdisciplinary Connections:The texts in this unit inform students’ understanding of 21st Century Themes:X Global Awareness? Environmental Literacy? Health Literacy? Civic Literacy? Financial, Economic, Business, and Entrepreneurial Literacy21st Century Skills:X Creativity and InnovationX Critical Thinking and Problem SolvingX CommunicationX CollaborationStage 2: Assessment EvidencePerformance Task(s): End of Unit 1 AssessmentExtended Writing Projects:Tell-Tale Heart essay: integration of text evidence, counter argument paragraph, thesis statement, and overall must be six paragraphsHorror Story: must be at least 4 or more pages in length, demonstrates knowledge of dialogue formatting and appropriate use, character development, elevated word choice, and realistic pacing according to a story chart (i.e. no deus ex machina without artistic purpose). The study of horror and suspense within the unit should be used as mentor texts in order to craft the horror story.Mental Health Advocacy and Awareness FairTwo grade-level Independent Reading Books per marking periodOther Evidence:Reading AssignmentsWriting AssignmentsSkill AssignmentsBlast AssignmentsStage 3: Learning PlanLearning Opportunities/Strategies: First Reads: ?Instruction around each text begins with a First Read lesson. ?Each First Read lesson concludes with a series of short answer questions asking students to provide textual evidence to support their understanding of the text.StudySyncTV: ?Episodes are included in First Read lessons in each unit.Close Reads: ?Close Read lessons culminate the instructional reading routine. ?Close Read lessons begin with an emphasis on vocabulary instruction as student refine or confirm their analyses of vocabulary in the First Read. ?Close Read lessons then challenge students to apply skills and reading strategies as they re-read and annotate the text in preparation for writing their own short constructed response.Blasts: ?Students respond to the short informational texts and driving questions with 140-character or less Blast responses that allow them to practice clear concise writing. ?Students read and respond to one another’s Blasts, creating a social learning environment that teachers can easily mediate and monitor.Writing Skills: ?Skill lessons break the writing process down and aid students as they learn to “write routinely over extended and shorter time frames.”Resources:StudySync Program HYPERLINK "; HYPERLINK "; FlocabularyGoalbook - *Please note: Teachers who have students with 504 plans that require curricular accommodations are to refer to Struggling and/or Special Needs Section for differentiationHigh-Achieving StudentsOn Grade Level StudentsStruggling StudentsSpecial Needs/ELL Each lesson in the unit contains resources and guidance for teachers to enrich and extend activities for beyond grade-level learners. The lesson plans are divided into two parts: the Core Path, for core instruction; and the Access Path, for scaffolded instruction. The Core Path of each unit contains ten to twelve texts and text excerpts from a variety of genres and text types. Each unit contains at least one text drawn from the Common Core’s Appendix B list of exemplar texts. The instructional routines are developed around these texts to support best practices in reading instruction and aid students in meaning making, effective expression, language development and the acquisition of content knowledge and foundational skills.Each lesson in the unit contains resources and guidance for teachers to scaffold instruction for approaching grade-level learners. Each lesson plan is divided into two parts: the Core Path, for core instruction; and the Access Path, for scaffolded instruction.Access Path exercises break core instruction down into discrete tasks and home in on the language development and foundational skill aspects of an exercise that make it more difficult for approaching grade-level learners. The Access Path guides teachers on the best ways to leverage technology tools like Closed Captioning and Audio Text Highlight to engage and instruct learners, and makes helpful suggestions about how and when to alternate between whole group, small group, and one-on-one instruction. Access Path scaffolds go well beyond instructions to the teacher, though, as each lesson also includes a full complement of Access Handouts. These handouts are differentiated for all three levels of English learners and approaching grade-level learners. Access Handouts contain sentence frames, graphic organizers, glossaries, and many other activities so students have the scaffolds they need to complete core assignments alongside their on-grade level classmates.Each lesson in the unit contains resources and guidance for teachers to scaffold instruction for three levels of English learners (Beginning, Intermediate, and Advanced) and approaching grade-level learners. Each lesson plan is divided into two parts: the Core Path, for core instruction; and the Access Path, for scaffolded instruction. Access Path exercises break core instruction down into discrete tasks and home in on the language development and foundational skill aspects of an exercise that make it more difficult for English learners and/or approaching grade-level learners. The Access Path guides teachers on the best ways to leverage technology tools like Closed Captioning and Audio Text Highlight to engage and instruct learners, and makes helpful suggestions about how and when to alternate between whole group, small group, and one-on-one instruction. Access Path scaffolds go well beyond instructions to the teacher, though, as each lesson also includes a full complement of Access Handouts. These handouts are differentiated for all three levels of English learners and approaching grade-level learners. Access Handouts contain sentence frames, graphic organizers, glossaries, and many other activities so students have the scaffolds they need to complete core assignments alongside their on-grade level classmates.Any student requiring further accommodations and/or modifications will have them individually listed in their 504 Plan or IEP. These might include, but are not limited to: breaking assignments into smaller tasks, giving directions through several channels (auditory, visual, kinesthetic, model), and/or small group instruction for reading/writingELL supports should include, but are not limited to, the following:Extended timeProvide visual aids Repeated directionsDifferentiate based on proficiencyProvide word banksAllow for translators, dictionariesUnit 2: In Time of War Stage 1: Desired ResultsStandards & Indicators: Progress Indicators for Reading LiteratureRL.8.1. Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RL.8.6. Analyze how differences in 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.RL.8.7. Evaluate the choices made by the directors or actors by analyzing the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script. RL.8.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, scaffolding as needed. Progress Indicators for Reading Informational TextRI.8.1. Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI.8.5. Analyze the structure an author uses to organize a specific paragraph in a text, including the role of particular sentences, to develop and to refine a key concept. RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.RI.8.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. RI.8.10. By the end of the year read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. Progress Indicators for WritingW.8.1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.Establish and maintain a formal style.Provide a concluding statement or section that follows from and supports the argument presented.W.8.2. Write 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 and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia). Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.Provide a conclusion that follows from and reflects on the narrated experiences or events.W.8.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.W.8.7. 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.W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. B. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).W.8.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Progress Indicators for Speaking and ListeningSL.8.1. 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 e 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.Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.Progress Indicators for LanguageL.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.Form and use verbs in the active and passive voice.Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. Recognize and correct inappropriate shifts in verb voice and mood.L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. C. Spell correctly.L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.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.Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Interpret figures of speech (e.g. verbal irony, puns) in context.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.CRP1. Act as a responsible and contributing citizen and employee.CRP2. Apply appropriate academic and technical skills.CRP4. Communicate clearly and effectively and with reason.CRP6. Demonstrate creativity and innovation.CRP7. Employ valid and reliable research strategies.CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.CRP9. Model integrity, ethical leadership and effective management.CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.Progress Indicators for Educational Technology8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. 8.1.8.A.1: Demonstrate knowledge of a real world problem using digital tools.8.1.8.A.2: Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.8.1.P.B.1: Create a story about a picture taken by the student on a digital camera or mobile device.8.1.2.B.1: Illustrate and communicate original ideas and stories using multiple digital tools and munication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.8.1.8.D.1: Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.8.1.8.D.2: Demonstrate the application of appropriate citations to digital content.8.1.8.D.3: Demonstrate an understanding of fair use and Creative Commons to intellectual property.8.1.8.D.4: Assess the credibility and accuracy of digital content.8.1.8.D.5: Understand appropriate uses for social media and the negative consequences of misuse.Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.Progress Indicators for Cross-Curricular Reading and Writing: RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.RST.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.WHST.6-8.8.1.A: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.Central Idea / Enduring Understanding: Imaginative texts can provide rich and timeless insights into universal themes, dilemmas and social realities of the world. Literary text represents complex stories in which the reflective and apparent thoughts and actions of human beings are revealed. Life therefore shapes literature and literature shapes life.Literary text, like all creative products, demonstrates style and craftsmanship. Readers can respond analytically and objectively to text when they understand the purpose or reason behind the author’s intentional choice of tools such as word choice, point of view and petent readers can synthesize information from a variety of sources including print, audio and visual. Comparing and contrasting text in a variety of forms or genres provides a full understanding of the author’s message/theme as well as the ideas being explored.In order to meet the rigorous demands of college and/or the workforce, students must be able to read and comprehend increasingly complex literary text. They must read widely and deeply from among a broad range of high-quality, challenging text and develop the skill, concentration and stamina to read these texts independently and proficiently.Knowledge-based information is an ever-changing genre, which encompasses daily communication. The ability to comprehend and analyze informational text develops critical thinking, promotes logical reasoning and expands one's’ sense of the world and rmational text, like all creative products, demonstrates style and craftsmanship. Readers can respond analytically and objectively to text when they understand the purpose or reason behind the author’s intentional choice of tools such as word choice, point of view and structure.Integrating knowledge and ideas from informational text expands the knowledge base and the perspectives found in text, which empowers the reader to make informed choices in life.To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging informational texts.Writers share information, opinions and ideas by using multiple techniques and text types. This knowledge allows them to communicate in appropriate and meaningful ways to achieve their intended purpose.Effective writing is the result of a multi-stage, reflective process in which the writer must develop, plan, revise, edit and rewrite work to evoke change or clarify ideas. The stages of these processes are enhanced with collaboration and technology.Writing is a tool for thinking and problem solving. In order to create new understandings, activating prior knowledge and engaging in the process of independent and shared inquiry are essential.To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events.Strong listening and speaking skills are critical for learning, communicating and allowing better understanding of the world. Applying these skills to collaboration amplifies each individual’s contributions and leads to new and unique understandings and solutions.Proficient speakers make deliberate choices regarding language, content and media to capture and maintain the audience in order to convey their message.Language is an essential tool for understanding our world. Effective written and oral communications rely upon understanding and applying the rules of standard English. Success in the post-secondary setting, as well as the workplace, requires effective communication.Language exists within the contexts of audience and purpose. Knowledge of language and skillful application of conventions and craft enhance expression and aid comprehension. Success in the post-secondary setting, as well as the workplace, requires effective communication.Words are powerful. Vocabulary knowledge is fundamental for learning, effective communication and celebrating language. Success in the post- secondary setting, as well as the workplace, requires effective communication.The research process requires the use of a variety of resources to ensure validity. Proficient researchers utilize various media, including Internet sources, to gather information. They also understand that sources can be misleading and therefore need to be carefully analyzed and critiqued for accuracy and reliability. The Internet is a vast world of information that needs to be evaluated for reliable information. The Internet has both advantages and disadvantages to its use. The Internet should be used in a safe and ethical manner to ensure privacy and safe use.Intellectual property belongs to the author/developer. Stealing intellectual property, just like stealing anything, is unacceptable and must be avoided. Technology is important, but human thought and purpose drives the impact of technology. A tool is only as good as the person using it. Technology can have positive or negative impact on both users and those affected by their use.Technology can be used in a variety of ways for learning and collaboration.Technology is constantly changing and requires continuous learning of new skills. Learning is a continuous process throughout life. In a global society, the need to continue to learn is of great importance. Essential/Guiding Question: What does our response to conflict say about us?Why is it important to use background knowledge while reading?How do I read informational texts and fiction texts differently?How does identifying the main idea help me as a reader gain meaning from the text?(understand the author’s purpose)How does identifying key details help me as a reader gain meaning from the text?How do I read with understanding so I am able to analyze and summarize key ideas and details?How do you interpret various types of texts?How does the information you are exposed to help to form knowledge and ideas?How can independently reading deepen my understanding of the world around me?How does the audience influence the format of your writing?How does the purpose influence the format of your writing?Why is it important to produce and develop quality writing?How can technology be used in written communication?How does the information gathered and organized through research help to form a written argument?How does writing for varying periods of time strengthen my writing?How does writing for various audiences strengthen my writing?Why does writing for a variety of purposes help me become a better writer?How does having writing as part of my daily routine strengthen my writing?How does knowing my purpose and tasks help me determine the amount of time needed for the writing task?How do you listen?What impact does listening have?How do the visual materials send messages?How do visuals impact our thoughts and actions?How can technology help us communicate with others?Why is it important to speak effectively in a range of settings?What is the purpose of applying grammar and mechanics skills?Why is it important to use correct spelling and punctuation?Why is it important to understand language functions in different contexts?Content:TextsBlood, Toil, Tears, and SweatClose Read: Blood, Toil, and SweatHitler’s Declaration of War Against the United States of AmericaHitler Youth: Growing Up in Hitler’s ShadowClose Read: Hitler Youth The Boy in the Striped Pajamas Close Read: The Boy in the Striped PajamasClose Read: Nobel Acceptance SpeechFull-Text Studies:Maus by Art SpiegelmanThe Boy in the Striped Pajamas by John Boyne Key Reading SkillsTextual EvidenceCentral or Main IdeaInformational Text ElementsDramatic ElementsThemeMediaPoint of ViewCharacterArgument and ClaimCompare and ContrastReasons and EvidenceAuthor’s Purpose and Point of ViewInformational Text StructureEvaluating sources Key Grammar SkillsExtended Writing Project: Draft - Using the DashExtended Writing Project: Revise - Active and Passive VoiceExtended Writing Project: Publish - Verb MoodsKey Writing SkillsAudience, Purpose, and StyleResearch and Note-TakingThesis StatementOrganize Argumentative WritingSupporting DetailsIntroductions and ConclusionsTransitionsSources and CitationsExtended Writing Project Literary Analysis: According to each leader's speech, what will war mean for the people of each country and why should each country be involved? How does the main idea of each speech reveal their response to conflict, and what does this say about them? Support your writing with textual evidence from each speech. Your literary analysis should include:an introduction that states a claim, or an opinion, about the theme or other aspects of one or more literary works.body paragraphs with relevant evidence from a literary text or texts that support the claim or opinion.a conclusion paragraph that follows from the body of the essay and effectively wraps up your analysis.Presidential Essay: Why would you make a good Honors President? What character traits would make you a great representative of the Honors program? Use persuasive techniques, character traits, and evidence to support your claim and vision.In the final essay, the main candidate and his or her team will create a counterargument based off of the other candidates’ speeches.Skills(Objectives):Learn the definition of poetic elements.Practice using concrete strategies for identifying poetic elements.Participate effectively in a range of conversations and collaborations to express ideas and build upon the ideas of plete a close reading of a work of literature.Practice and apply concrete strategies for analyzing poetic elements in a poem.Prewrite, plan, and produce clear and coherent writing in response to a prompt.Learn the definition of author's purpose and author's point of view.Practice using concrete strategies for identifying author's purpose and author's point of plete a close reading of an informational text.Practice and apply concrete strategies for identifying author's purpose and author's point of view in Point/Counterpoint plete a close reading of an informational passage.Practice and apply concrete strategies for identifying textual evidence and the central or main idea in an informational text.Practice and apply concrete strategies for identifying informational text elements and analyzing reasons and evidence in a nonfiction plete a close reading of a biographical excerpt.Explore background information about conflicts in communities with a focus on the psychology of prejudice and ingroups and outgroups.Research using hyperlinks to a range of information about community and conflict.Practice and apply concrete strategies for analyzing character and point of view in an excerpt from The Boy in the Striped Pajamas: A Fable.Practice and apply concrete strategies for identifying and analyzing author’s purpose and point of view and media in an excerpt from the "Nobel Prize Acceptance Speech."Respond to a writing prompt in order to: Discuss and demonstrate an understanding of literary analysis as a writing form.Practice and apply concrete strategies for identifying features of a literary analysis.Discuss and demonstrate understanding of literary analysis writing features.Analyze the prompt and generate information for a literary analysis essay.Discuss and demonstrate understanding of thesis statements.Practice concrete strategies for identifying thesis statements and apply this knowledge to the creation of an original thesis statement for a literary analysis.Identify the features of argumentative writing, including the thesis statement, main points, and supporting details.Create a roadmap to outline a literary analysis essay in response to a prompt.Practice and apply concrete strategies for identifying audience and purpose and for addressing the needs of the audience and achieving the purpose of an original literary analysis.Discuss and demonstrate understanding of organization within a literary analysis.Practice identifying ways to organize information in argumentative writing and apply this knowledge to developing an organizational structure for an original literary analysis.Discuss and demonstrate understanding of supporting details.Practice and apply concrete strategies for using supporting details in argumentative writing, such as a literary analysis.Discuss and demonstrate understanding of the introduction in argumentative writing, such as a literary analysis.Use concrete strategies for identifying features of successful introductions and then apply this knowledge to the creation of an effective literary analysis introduction.Discuss and demonstrate understanding of transitions and their function.Practice identifying transitions in explanatory/informative text and analyzing how they clarify the relationship among claims, counterclaims, reasons, and evidence.Apply this knowledge of transitions to the revision of a body paragraph for a literary analysis essay.Discuss and demonstrate understanding of the conclusion in argumentative writing, such as a literary analysis.Identify the features of informative/explanatory writing: introduction, thesis statement, logical organization, supporting details, transitions, conclusion.Draft a literary analysis essay in response to a prompt, carefully considering audience and purpose while doing so.Use concrete strategies for identifying features of successful conclusions and then apply this knowledge to the creation of an effective literary analysis conclusion.Devise a plan for making revisions to a literary analysis essay.Revise a literary analysis essay in response to a prompt.Discuss and demonstrate understanding of style in a formal essay such as a literary analysis.Practice using concrete strategies for identifying and assessing style and apply this knowledge to an evaluation of style in a draft of a literary analysis essay.Identify and discuss the purpose and methods of citing sources in a literary analysis.Practice citing sources in a literary analysis.Interdisciplinary Connections:The texts in this unit inform students’ understanding of 21st Century Themes:X Global Awareness? Environmental Literacy? Health Literacy? Civic Literacy? Financial, Economic, Business, and Entrepreneurial Literacy21st Century Skills:X Creativity and InnovationX Critical Thinking and Problem SolvingX CommunicationX CollaborationStage 2: Assessment EvidencePerformance Task(s): End of Unit 2 AssessmentExtended Writing ProjectsLeadership Expository Essay: Students will create an essay examining the leadership of two of the following leaders and their purposes for war: Hitler, Churchill, and/or Roosevelt. Presidential Essay: Students will create a speech that will incorporate persuasive techniques, character traits, and evidence to support his or her Presidential Campaign. Two grade-level Independent Reading Books per marking periodOther Evidence:Reading AssignmentsWriting AssignmentsSkill AssignmentsBlast AssignmentsStage 3: Learning PlanLearning Opportunities/Strategies: First Reads: ?Instruction around each text begins with a First Read lesson. ?Each First Read lesson concludes with a series of short answer questions asking students to provide textual evidence to support their understanding of the text.StudySyncTV: ?Episodes are included in First Read lessons in each unit.Close Reads: ?Close Read lessons culminate the instructional reading routine. ?Close Read lessons begin with an emphasis on vocabulary instruction as student refine or confirm their analyses of vocabulary in the First Read. ?Close Read lessons then challenge students to apply skills and reading strategies as they re-read and annotate the text in preparation for writing their own short constructed response.Blasts: ?Students respond to the short informational texts and driving questions with 140-character or less Blast responses that allow them to practice clear concise writing. ?Students read and respond to one another’s Blasts, creating a social learning environment that teachers can easily mediate and monitor.Writing Skills: ?Skill lessons break the writing process down and aid students as they learn to “write routinely over extended and shorter time frames.”Resources:StudySync Program HYPERLINK "; HYPERLINK "; FlocabularyGoalbookDifferentiation - *Please note: Teachers who have students with 504 plans that require curricular accommodations are to refer to Struggling and/or Special Needs Section for differentiationHigh-Achieving StudentsOn Grade Level StudentsStruggling StudentsSpecial Needs/ELL Each lesson in the unit contains resources and guidance for teachers to enrich and extend activities for beyond grade-level learners. The lesson plans are divided into two parts: the Core Path, for core instruction; and the Access Path, for scaffolded instruction. The Core Path of each unit contains ten to twelve texts and text excerpts from a variety of genres and text types. Each unit contains at least one text drawn from the Common Core’s Appendix B list of exemplar texts. The instructional routines are developed around these texts to support best practices in reading instruction and aid students in meaning making, effective expression, language development and the acquisition of content knowledge and foundational skills.Each lesson in the unit contains resources and guidance for teachers to scaffold instruction for approaching grade-level learners. Each lesson plan is divided into two parts: the Core Path, for core instruction; and the Access Path, for scaffolded instruction.Access Path exercises break core instruction down into discrete tasks and home in on the language development and foundational skill aspects of an exercise that make it more difficult for approaching grade-level learners. The Access Path guides teachers on the best ways to leverage technology tools like Closed Captioning and Audio Text Highlight to engage and instruct learners, and makes helpful suggestions about how and when to alternate between whole group, small group, and one-on-one instruction. Access Path scaffolds go well beyond instructions to the teacher, though, as each lesson also includes a full complement of Access Handouts. These handouts are differentiated for all three levels of English learners and approaching grade-level learners. Access Handouts contain sentence frames, graphic organizers, glossaries, and many other activities so students have the scaffolds they need to complete core assignments alongside their on-grade level classmates.Each lesson in the unit contains resources and guidance for teachers to scaffold instruction for three levels of English learners (Beginning, Intermediate, and Advanced) and approaching grade-level learners. Each lesson plan is divided into two parts: the Core Path, for core instruction; and the Access Path, for scaffolded instruction. Access Path exercises break core instruction down into discrete tasks and home in on the language development and foundational skill aspects of an exercise that make it more difficult for English learners and/or approaching grade-level learners. The Access Path guides teachers on the best ways to leverage technology tools like Closed Captioning and Audio Text Highlight to engage and instruct learners, and makes helpful suggestions about how and when to alternate between whole group, small group, and one-on-one instruction. Access Path scaffolds go well beyond instructions to the teacher, though, as each lesson also includes a full complement of Access Handouts. These handouts are differentiated for all three levels of English learners and approaching grade-level learners. Access Handouts contain sentence frames, graphic organizers, glossaries, and many other activities so students have the scaffolds they need to complete core assignments alongside their on-grade level classmates.Any student requiring further accommodations and/or modifications will have them individually listed in their 504 Plan or IEP. These might include, but are not limited to: breaking assignments into smaller tasks, giving directions through several channels (auditory, visual, kinesthetic, model), and/or small group instruction for reading/writingELL supports should include, but are not limited to, the following:Extended timeProvide visual aids Repeated directionsDifferentiate based on proficiencyProvide word banksAllow for translators, dictionariesUnit 3: A MORAL COMPASSStage 1: Desired ResultsStandards & Indicators: Progress Indicators for Reading LiteratureRL.8.1. Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.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.RL.8.7. Evaluate the choices made by the directors or actors by analyzing the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script. RL.8.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. RL.8.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, scaffolding as needed. Progress Indicators for Reading Informational TextRI.8.1. Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI.8.5. Analyze the structure an author uses to organize a specific paragraph in a text, including the role of particular sentences, to develop and to refine a key concept. RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.RI.8.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. RI.8.10. By the end of the year read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. Progress Indicators for WritingW.8.1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.Establish and maintain a formal style.Provide a concluding statement or section that follows from and supports the argument presented.W.8.2. Write 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 and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia). Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and 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/academic style, approach, and form. Provide a concluding statement or section that follows from and supports the information or explanation presented. W.8.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.W.8.7. 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.W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).W.8.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Progress Indicators for Speaking and ListeningSL.8.1. 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 e 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.Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.Progress Indicators for LanguageL.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.C. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. D. Recognize and correct inappropriate shifts in verb voice and mood.L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Use punctuation (comma, ellipsis, dash) to indicate a pause or break.Use an ellipsis to indicate an omission.Spell correctly.L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.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.Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Interpret figures of speech (e.g. verbal irony, puns) in context.Use the relationship between particular words to better understand each of the words.Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).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.CRP1. Act as a responsible and contributing citizen and employee.CRP2. Apply appropriate academic and technical skills.CRP4. Communicate clearly and effectively and with reason.CRP6. Demonstrate creativity and innovation.CRP7. Employ valid and reliable research strategies.CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.CRP9. Model integrity, ethical leadership and effective management.CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.Progress Indicators for Educational Technology8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. 8.1.8.A.1: Demonstrate knowledge of a real world problem using digital tools.8.1.8.A.2: Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.8.1.P.B.1: Create a story about a picture taken by the student on a digital camera or mobile device.8.1.2.B.1: Illustrate and communicate original ideas and stories using multiple digital tools and munication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.8.1.8.D.1: Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.8.1.8.D.2: Demonstrate the application of appropriate citations to digital content.8.1.8.D.3: Demonstrate an understanding of fair use and Creative Commons to intellectual property.8.1.8.D.4: Assess the credibility and accuracy of digital content.8.1.8.D.5: Understand appropriate uses for social media and the negative consequences of misuse.Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.Central Idea / Enduring Understanding: Imaginative texts can provide rich and timeless insights into universal themes, dilemmas and social realities of the world. Literary text represents complex stories in which the reflective and apparent thoughts and actions of human beings are revealed. Life therefore shapes literature and literature shapes life.Literary text, like all creative products, demonstrates style and craftsmanship. Readers can respond analytically and objectively to text when they understand the purpose or reason behind the author’s intentional choice of tools such as word choice, point of view and petent readers can synthesize information from a variety of sources including print, audio and visual. Comparing and contrasting text in a variety of forms or genres provides a full understanding of the author’s message/theme as well as the ideas being explored.In order to meet the rigorous demands of college and/or the workforce, students must be able to read and comprehend increasingly complex literary text. They must read widely and deeply from among a broad range of high-quality, challenging text and develop the skill, concentration and stamina to read these texts independently and proficiently.Knowledge-based information is an ever-changing genre, which encompasses daily communication. The ability to comprehend and analyze informational text develops critical thinking, promotes logical reasoning and expands one's’ sense of the world and rmational text, like all creative products, demonstrates style and craftsmanship. Readers can respond analytically and objectively to text when they understand the purpose or reason behind the author’s intentional choice of tools such as word choice, point of view and structure.Integrating knowledge and ideas from informational text expands the knowledge base and the perspectives found in text, which empowers the reader to make informed choices in life.To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging informational texts.Writers share information, opinions and ideas by using multiple techniques and text types. This knowledge allows them to communicate in appropriate and meaningful ways to achieve their intended purpose.Effective writing is the result of a multi-stage, reflective process in which the writer must develop, plan, revise, edit and rewrite work to evoke change or clarify ideas. The stages of these processes are enhanced with collaboration and technology.Writing is a tool for thinking and problem solving. In order to create new understandings, activating prior knowledge and engaging in the process of independent and shared inquiry are essential.To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events.Strong listening and speaking skills are critical for learning, communicating and allowing better understanding of the world. Applying these skills to collaboration amplifies each individual’s contributions and leads to new and unique understandings and solutions.Proficient speakers make deliberate choices regarding language, content and media to capture and maintain the audience in order to convey their message.Language is an essential tool for understanding our world. Effective written and oral communications rely upon understanding and applying the rules of standard English. Success in the post-secondary setting, as well as the workplace, requires effective communication.Language exists within the contexts of audience and purpose. Knowledge of language and skillful application of conventions and craft enhance expression and aid comprehension. Success in the post-secondary setting, as well as the workplace, requires effective communication.Words are powerful. Vocabulary knowledge is fundamental for learning, effective communication and celebrating language. Success in the post- secondary setting, as well as the workplace, requires effective communication.The research process requires the use of a variety of resources to ensure validity. Proficient researchers utilize various media, including Internet sources, to gather information. They also understand that sources can be misleading and therefore need to be carefully analyzed and critiqued for accuracy and reliability. The Internet is a vast world of information that needs to be evaluated for reliable information. The Internet has both advantages and disadvantages to its use. The Internet should be used in a safe and ethical manner to ensure privacy and safe use.Intellectual property belongs to the author/developer. Stealing intellectual property, just like stealing anything, is unacceptable and must be avoided. Technology is important, but human thought and purpose drives the impact of technology. A tool is only as good as the person using it. Technology can have positive or negative impact on both users and those affected by their use.Technology can be used in a variety of ways for learning and collaboration.Technology is constantly changing and requires continuous learning of new skills. Learning is a continuous process throughout life. In a global society, the need to continue to learn is of great importance. Essential/Guiding Question: How can life experiences shape our values?Why is it important to use background knowledge while reading?How do I read informational texts and fiction texts differently?How does identifying the main idea help me as a reader gain meaning from the text?(understand the author’s purpose)How does identifying key details help me as a reader gain meaning from the text?How do I read with understanding so I am able to analyze and summarize key ideas and details?How do you interpret various types of texts?How does the information you are exposed to help to form knowledge and ideas?How can independently reading deepen my understanding of the world around me?How does the audience influence the format of your writing?How does the purpose influence the format of your writing?Why is it important to produce and develop quality writing?How can technology be used in written communication?How does the information gathered and organized through research help to form a written argument?How does writing for varying periods of time strengthen my writing?How does writing for various audiences strengthen my writing?Why does writing for a variety of purposes help me become a better writer?How does having writing as part of my daily routine strengthen my writing?How does knowing my purpose and tasks help me determine the amount of time needed for the writing task?How do you listen?What impact does listening have?How do the visual materials send messages?How do visuals impact our thoughts and actions?How can technology help us communicate with others?Why is it important to speak effectively in a range of settings?What is the purpose of applying grammar and mechanics skills?Why is it important to use correct spelling and punctuation?Why is it important to understand language functions in different contexts?Content:Texts:Abuela Invents the ZeroSkill: ThemeClose Read: Abuela Invents the ZeroMother to SonSkill: ToneClose Read: Mother to SonBorn Worker Close Read: Born WorkerBlast: Trickster’s Classroom Blast: Family MattersBullying Articles (NYT, The Guardian)A Rose Grew Out of Concrete by TupacIdentity by Julio Noboa PolancoBlast: Family Matters (Malala)Full Texts:Staying Fat for Sarah Byrnes by Chris CrutcherKilling Mr. Griffin by Lois DuncanBoy’s Life by Robert McCammonMonster by Walter Dean MyersKey Reading SkillsThemeCharacterMain or Central IdeaToneCompare and ContrastPlotPoint of ViewMediaStory StructureAllusionPoetic StructureFigurative LanguageConnotation and DenotationWord RelationshipsAuthor’s PurposeReasons and EvidenceKey Grammar SkillsFirst Read: Abuela Invents the Zero - Participles and Participial PhrasesPossessive FormsFirst Read: Born Worker - Using CommasExtended Writing Project: Draft - VerbalsExtended Writing Project: Revise - Verb MoodsExtended Writing Project: Publish - Commas, Ellipses, and DashesSemicolonsKey Writing SkillsThesis StatementAudience and PurposeOrganize Narrative WritingSupporting DetailsIntroductionsTransitionsConclusionsStyleSources and CitationsCareer DevelopmentExtended Writing ProjectExtended Writing Project: PoetryExtended Writing Project Directions:Students will create a two-voice poem with Grade 8 ELA Resource class.Argumentative Writing: Controversial topicsIn this complex and ever-changing world, it is now more important than ever to analyze controversial topics that may arise. Students will choose a controversial topic of interest and use argumentative techniques and text evidence in order to convey their claims and acknowledge the opposing side of said controversy. Students are also given the choice to complete the ELA Grade 8 prompt:Anti-bullying laws now exist in all 50 states; however, the scope and strength of the laws vary greatly from state to state. In some states, the definition of bullying varies, as well as the penalty; in some states the penalties are very weak. Some people believe a stricter federal anti-bullying law should be passed so all states have the same approach to bullying as well the same penalty. Should a federal anti-bullying law with uniform, more severe punishments be passed in the United States? Use evidence from the texts to support your claim.Your argumentative essay should include:an introduction that states a claim, or an opinion, about the other theme or other aspects of one or more informational text.body paragraphs with relevant evidence from a literary text or texts that support the claim or opinion.a conclusion paragraph that follows from the body of the essay and effectively wraps up your analysis.Skills(Objectives):Learn the definition of theme.Practice using concrete strategies for identifying theme.Participate effectively in a range of conversations and collaborations to express ideas and build upon the ideas of plete a close reading of a short story.Practice and apply concrete strategies for identifying theme and analyzing character in a short story.Learn the definition of tone.Practice using concrete strategies for identifying plete a close reading of a passage of literature.Practice and apply concrete strategies for analyzing toneComplete a close reading of a passage of literature.Practice and apply concrete strategies for identifying story structure and allusion in "Born Worker."Explore background information about tricksters and the lessons they teach.Use hyperlinks to research a range of information about tricksters, then and now.Explore background information about Malala Yousafzai and how her family shaped who she is.Research using hyperlinks to a range of information about Malala and her family.Respond to a writing prompt in order to: Read two passages arguing opposite sides of an issue, make inferences, and analyze text elements, providing textual evidence to support responses.Practice using context clues to define vocabulary words.Discuss and demonstrate an understanding of argumentative writing.Practice and apply concrete strategies for identifying features of argumentative writing.Generate information for an argumentative essay.Discuss and demonstrate understanding of argumentative writing features.Analyze the prompt and generate information for their argumentative essay.Discuss and demonstrate understanding of audience, purpose, and style in argumentative writing.Practice identifying audience, purpose, and style in persuasive text in order to consider how to address these elements in their own argumentative writing.Discuss and demonstrate understanding of how to conduct research and take notes.Identify and practice research and note-taking strategies.Practice using concrete strategies for identifying reasons and evidence.Discuss and demonstrate an understanding of the claim, or thesis statement, in argumentative writing.Practice and apply concrete strategies for writing a strong thesis statement.Read an excerpt from a nonfiction book and make inferences and analyze text elements, providing textual evidence to support responses.Discuss and demonstrate understanding of organizational structure in argumentative text.Practice concrete strategies for identifying organizational structure in argumentative writing and applying such structure to their own writing.Discuss and demonstrate understanding of the role that supporting details play in argumentative text.Practice using concrete strategies for identifying supporting details in argumentative writing and evaluating information gathered during the research process for an original argumentative essay.Discuss and demonstrate understanding of how to organize argumentative writing.Plan an argumentative essay by ensuring that reasons are presented in a logical order with organized and adequate supporting details.Discuss and demonstrate understanding of introductions and conclusions in argumentative text.Practice using concrete strategies for identifying elements of introductions and conclusions in argumentative writing, and apply this knowledge to the development of original introductory and concluding paragraphs for an argumentative essay.Discuss and demonstrate understanding of how writers use transition words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.Practice identifying transition words, phrases, and clauses and how these are used in argumentative writing.Identify the features of argumentative writing: consideration of audience and purpose, research and note-taking, logical organization, introduction, thesis statement, supporting details, transitions, formal style, and conclusion.Draft an argumentative essay in response to a prompt.Discuss and demonstrate understanding of how to properly cite sources in argumentative texts.Practice citing sources in argumentative writing.Discuss and demonstrate understanding of elements of a writing style appropriate to an argumentative essay.Revise an argumentative text to improve content and organization and to maintain a formal style.Discuss and demonstrate understanding of editing, proofreading, and publishing skills.Edit and proofread text to finalize information, style, and organization, and to eliminate errors in grammar, punctuation, and spelling.Interdisciplinary Connections:The texts in this unit inform students’ understanding of 21st Century Themes:X Global Awareness? Environmental Literacy? Health Literacy? Civic Literacy? Financial, Economic, Business, and Entrepreneurial Literacy21st Century Skills:X Creativity and InnovationX Critical Thinking and Problem SolvingX CommunicationX CollaborationStage 2: Assessment EvidencePerformance Task(s): End of Unit 3 AssessmentExtended Writing ProjectControversial topic argumentative essay: Students will complete a 6-paragraph argumentative essay with elevated word choice, counter argument, synthesis of multiple sources in analysis as well as text evidence, and students will take it upon themselves to research viable sources.Students will create a two-voice poem with Grade 8 ELA Resource class.Research Project: Controversial topic/bullyingTwo grade-level Independent Reading Books per marking periodOther Evidence:Reading AssignmentsWriting AssignmentsSkill AssignmentsBlast AssignmentsStage 3: Learning PlanLearning Opportunities/Strategies: First Reads: ?Instruction around each text begins with a First Read lesson. ?Each First Read lesson concludes with a series of short answer questions asking students to provide textual evidence to support their understanding of the text.StudySyncTV: ?Episodes are included in First Read lessons in each unit.Close Reads: ?Close Read lessons culminate the instructional reading routine. ?Close Read lessons begin with an emphasis on vocabulary instruction as student refine or confirm their analyses of vocabulary in the First Read. ?Close Read lessons then challenge students to apply skills and reading strategies as they re-read and annotate the text in preparation for writing their own short constructed response.Blasts: ?Students respond to the short informational texts and driving questions with 140-character or less Blast responses that allow them to practice clear concise writing. ?Students read and respond to one another’s Blasts, creating a social learning environment that teachers can easily mediate and monitor.Writing Skills: ?Skill lessons break the writing process down and aid students as they learn to “write routinely over extended and shorter time frames.”Resources:StudySync Program HYPERLINK "; HYPERLINK "; FlocabularyGoalbookDifferentiation - *Please note: Teachers who have students with 504 plans that require curricular accommodations are to refer to Struggling and/or Special Needs Section for differentiationHigh-Achieving StudentsOn Grade Level StudentsStruggling StudentsSpecial Needs/ELL Each lesson in the unit contains resources and guidance for teachers to enrich and extend activities for beyond grade-level learners. The lesson plans are divided into two parts: the Core Path, for core instruction; and the Access Path, for scaffolded instruction. The Core Path of each unit contains ten to twelve texts and text excerpts from a variety of genres and text types. Each unit contains at least one text drawn from the Common Core’s Appendix B list of exemplar texts. The instructional routines are developed around these texts to support best practices in reading instruction and aid students in meaning making, effective expression, language development and the acquisition of content knowledge and foundational skills.Each lesson in the unit contains resources and guidance for teachers to scaffold instruction for approaching grade-level learners. Each lesson plan is divided into two parts: the Core Path, for core instruction; and the Access Path, for scaffolded instruction.Access Path exercises break core instruction down into discrete tasks and home in on the language development and foundational skill aspects of an exercise that make it more difficult for approaching grade-level learners. The Access Path guides teachers on the best ways to leverage technology tools like Closed Captioning and Audio Text Highlight to engage and instruct learners, and makes helpful suggestions about how and when to alternate between whole group, small group, and one-on-one instruction. Access Path scaffolds go well beyond instructions to the teacher, though, as each lesson also includes a full complement of Access Handouts. These handouts are differentiated for all three levels of English learners and approaching grade-level learners. Access Handouts contain sentence frames, graphic organizers, glossaries, and many other activities so students have the scaffolds they need to complete core assignments alongside their on-grade level classmates.Each lesson in the unit contains resources and guidance for teachers to scaffold instruction for three levels of English learners (Beginning, Intermediate, and Advanced) and approaching grade-level learners. Each lesson plan is divided into two parts: the Core Path, for core instruction; and the Access Path, for scaffolded instruction. Access Path exercises break core instruction down into discrete tasks and home in on the language development and foundational skill aspects of an exercise that make it more difficult for English learners and/or approaching grade-level learners. The Access Path guides teachers on the best ways to leverage technology tools like Closed Captioning and Audio Text Highlight to engage and instruct learners, and makes helpful suggestions about how and when to alternate between whole group, small group, and one-on-one instruction. Access Path scaffolds go well beyond instructions to the teacher, though, as each lesson also includes a full complement of Access Handouts. These handouts are differentiated for all three levels of English learners and approaching grade-level learners. Access Handouts contain sentence frames, graphic organizers, glossaries, and many other activities so students have the scaffolds they need to complete core assignments alongside their on-grade level classmates.Any student requiring further accommodations and/or modifications will have them individually listed in their 504 Plan or IEP. These might include, but are not limited to: breaking assignments into smaller tasks, giving directions through several channels (auditory, visual, kinesthetic, model), and/or small group instruction for reading/writingELL supports should include, but are not limited to, the following:Extended timeProvide visual aids Repeated directionsDifferentiate based on proficiencyProvide word banksAllow for translators, dictionariesUnit 4: The Civil WarStage 1: Desired ResultsStandards & Indicators: Progress Indicators for Reading LiteratureRL.8.1. Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.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.RL.8.7. Evaluate the choices made by the directors or actors by analyzing the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script. RL.8.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, scaffolding as needed. Progress Indicators for Reading Informational TextRI.8.1. Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI.8.5. Analyze the structure an author uses to organize a specific paragraph in a text, including the role of particular sentences, to develop and to refine a key concept. RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.RI.8.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. RI.8.10. By the end of the year read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. Progress Indicators for WritingW.8.1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.Establish and maintain a formal style.Provide a concluding statement or section that follows from and supports the argument presented.W.8.2. Write 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 and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia). Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and 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/academic style, approach, and form. Provide a concluding statement or section that follows from and supports the information or explanation presented. W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.Provide a conclusion that follows from and reflects on the narrated experiences or events.W.8.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.W.8.7. 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.W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).W.8.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Progress Indicators for Speaking and ListeningSL.8.1. 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 e 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.Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.Progress Indicators for LanguageL.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.Form and use verbs in the active and passive voice.Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. Recognize and correct inappropriate shifts in verb voice and mood.L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Use punctuation (comma, ellipsis, dash) to indicate a pause or break.Use an ellipsis to indicate an omission.Spell correctly.L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.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.Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Interpret figures of speech (e.g. verbal irony, puns) in context.Use the relationship between particular words to better understand each of the words.Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).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.CRP1. Act as a responsible and contributing citizen and employee.CRP2. Apply appropriate academic and technical skills.CRP4. Communicate clearly and effectively and with reason.CRP6. Demonstrate creativity and innovation.CRP7. Employ valid and reliable research strategies.CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.CRP9. Model integrity, ethical leadership and effective management.CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.Progress Indicators for Educational Technology8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. 8.1.8.A.1: Demonstrate knowledge of a real world problem using digital tools.8.1.8.A.2: Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.8.1.P.B.1: Create a story about a picture taken by the student on a digital camera or mobile device.8.1.2.B.1: Illustrate and communicate original ideas and stories using multiple digital tools and munication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.8.1.8.D.1: Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.8.1.8.D.2: Demonstrate the application of appropriate citations to digital content.8.1.8.D.3: Demonstrate an understanding of fair use and Creative Commons to intellectual property.8.1.8.D.4: Assess the credibility and accuracy of digital content.8.1.8.D.5: Understand appropriate uses for social media and the negative consequences of misuse.Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.Progress Indicators for Cross-Curricular Reading and Writing: RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.WHST.6-8.7: 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.WHST.6-8.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Central Idea / Enduring Understanding: Imaginative texts can provide rich and timeless insights into universal themes, dilemmas and social realities of the world. Literary text represents complex stories in which the reflective and apparent thoughts and actions of human beings are revealed. Life therefore shapes literature and literature shapes life.Literary text, like all creative products, demonstrates style and craftsmanship. Readers can respond analytically and objectively to text when they understand the purpose or reason behind the author’s intentional choice of tools such as word choice, point of view and petent readers can synthesize information from a variety of sources including print, audio and visual. Comparing and contrasting text in a variety of forms or genres provides a full understanding of the author’s message/theme as well as the ideas being explored.In order to meet the rigorous demands of college and/or the workforce, students must be able to read and comprehend increasingly complex literary text. They must read widely and deeply from among a broad range of high-quality, challenging text and develop the skill, concentration and stamina to read these texts independently and proficiently.Knowledge-based information is an ever-changing genre, which encompasses daily communication. The ability to comprehend and analyze informational text develops critical thinking, promotes logical reasoning and expands one's’ sense of the world and rmational text, like all creative products, demonstrates style and craftsmanship. Readers can respond analytically and objectively to text when they understand the purpose or reason behind the author’s intentional choice of tools such as word choice, point of view and structure.Integrating knowledge and ideas from informational text expands the knowledge base and the perspectives found in text, which empowers the reader to make informed choices in life.To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging informational texts.Writers share information, opinions and ideas by using multiple techniques and text types. This knowledge allows them to communicate in appropriate and meaningful ways to achieve their intended purpose.Effective writing is the result of a multi-stage, reflective process in which the writer must develop, plan, revise, edit and rewrite work to evoke change or clarify ideas. The stages of these processes are enhanced with collaboration and technology.Writing is a tool for thinking and problem solving. In order to create new understandings, activating prior knowledge and engaging in the process of independent and shared inquiry are essential.To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events.Strong listening and speaking skills are critical for learning, communicating and allowing better understanding of the world. Applying these skills to collaboration amplifies each individual’s contributions and leads to new and unique understandings and solutions.Proficient speakers make deliberate choices regarding language, content and media to capture and maintain the audience in order to convey their message.Language is an essential tool for understanding our world. Effective written and oral communications rely upon understanding and applying the rules of standard English. Success in the post-secondary setting, as well as the workplace, requires effective communication.Language exists within the contexts of audience and purpose. Knowledge of language and skillful application of conventions and craft enhance expression and aid comprehension. Success in the post-secondary setting, as well as the workplace, requires effective communication.Words are powerful. Vocabulary knowledge is fundamental for learning, effective communication and celebrating language. Success in the post- secondary setting, as well as the workplace, requires effective communication.The research process requires the use of a variety of resources to ensure validity. Proficient researchers utilize various media, including Internet sources, to gather information. They also understand that sources can be misleading and therefore need to be carefully analyzed and critiqued for accuracy and reliability. The Internet is a vast world of information that needs to be evaluated for reliable information. The Internet has both advantages and disadvantages to its use. The Internet should be used in a safe and ethical manner to ensure privacy and safe use.Intellectual property belongs to the author/developer. Stealing intellectual property, just like stealing anything, is unacceptable and must be avoided. Technology is important, but human thought and purpose drives the impact of technology. A tool is only as good as the person using it. Technology can have positive or negative impact on both users and those affected by their use.Technology can be used in a variety of ways for learning and collaboration.Technology is constantly changing and requires continuous learning of new skills. Learning is a continuous process throughout life. In a global society, the need to continue to learn is of great importance. Essential/Guiding Question: What does our response to conflict say about us?Why is it important to use background knowledge while reading?How do I read informational texts and fiction texts differently?How does identifying the main idea help me as a reader gain meaning from the text?(understand the author’s purpose)How does identifying key details help me as a reader gain meaning from the text?How do I read with understanding so I am able to analyze and summarize key ideas and details?How do you interpret various types of texts?How does the information you are exposed to help to form knowledge and ideas?How can independently reading deepen my understanding of the world around me?How does the audience influence the format of your writing?How does the purpose influence the format of your writing?Why is it important to produce and develop quality writing?How can technology be used in written communication?How does the information gathered and organized through research help to form a written argument?How does writing for varying periods of time strengthen my writing?How does writing for various audiences strengthen my writing?Why does writing for a variety of purposes help me become a better writer?How does having writing as part of my daily routine strengthen my writing?How does knowing my purpose and tasks help me determine the amount of time needed for the writing task?How do you listen?What impact does listening have?How do the visual materials send messages?How do visuals impact our thoughts and actions?How can technology help us communicate with others?Why is it important to speak effectively in a range of settings?What is the purpose of applying grammar and mechanics skills?Why is it important to use correct spelling and punctuation?Why is it important to understand language functions in different contexts?Content:Texts:A House Divided Close Read: A House Divided Blast: Shots Heard Around the WorldPaul Revere’s RideFirst Read: Paul Revere’s RideClose Read: Paul Revere's RideSpeech to the Ohio Women’s Conference: And Ain’t I a Woman”Skill: Compare and ContrastClose Read: Speech to the Ohio Women’s ConferenceGettysburg AddressClose Read: Gettysburg AddressO Captain! My Captain!Skill: Poetic StructureClose Read: O Captain! Key Reading SkillsInformational Text StructureToneFigurative LanguageInformational Text ElementsCompare/ContrastCentral or Main IdeaArgument and ClaimCharacterMediaText EvidencePoetic StructurePoint of ViewThemeConnotation and DenotationFigurative LanguageKey Grammar SkillsFirst Read: House Divided Speech - Commas, Ellipses, and DashesExtended Writing Project: Draft - Verbals (Infinitives)Extended Writing Project: Revise - Active and Passive VoiceExtended Writing Project: Publish - Commas and Compound SentencesKey Writing SkillsThesis StatementAudience and PurposeOrganize Informative WritingSupporting DetailsIntroductionBody Paragraphs and TransitionsConclusionsStyleSources and CitationsExtended Writing Project Narrative Writing: Responding to the Model Speeches throughout Unit 4 Extended Writing Project Prompt and Directions:What advice would your eighth grade self tell your seventh grade self? What do you want to say to yourself in twelfth grade? What would you want to tell your peers about the experiences you shared in middle school? Paragraph 1: Introduction. Personal anecdote/famous quote/pivotal moment of 8th grade Paragraph 2: What advice would your eighth grade self tell your seventh grade self? Paragraph 3: What do you want to say to yourself in twelfth grade? Paragraph 4: What would you want to tell your peers about the experiences you shared in middle school? What would you put in a time capsule? How do those items represent the lessons you have learned throughout middle school, specifically about friendship, academics, and yourself? Paragraph 1: Introduction. Personal anecdote/famous quote/pivotal moment of 8th grade/theme of your time capsule Paragraph 2: How do those items represent the lessons you have learned throughout middle school, specifically about friendship? Paragraph 3: How do those items represent the lessons you have learned throughout middle school, specifically about academics? Paragraph 4: How do those items represent the lessons you have learned throughout middle school, specifically about yourself? What did you learn about yourself in terms of friendship, academics, and yourself? What are the lessons you’ve learned that would make you and your peers successful in high school? Paragraph 1: Introduction. Personal anecdote/famous quote/pivotal learning moment of 8th grade Paragraph 2: What did you learn about yourself in terms of friendship? Paragraph 3: What did you learn about yourself in terms of academics? Paragraph 4: What did you learn about yourself in terms of yourself? What are the lessons you’ve learned that would make you and your peers successful in high school?Your essay should include:an introduction with a messagebody that follow the prompted questionsa conclusion paragraph that effectively wraps up your speechSkills(Objectives):Complete a close reading of an informational text.Practice and apply concrete strategies for identifying the text structure and analyzing the tone of an informationalParticipate effectively in a range of conversations and collaborations to express ideas and build upon the ideas of others.Prewrite, plan, and produce clear and coherent writing in response to a prompt.Explore background information about the civil war in Syria.Research using hyperlinks to learn more about Syria and how its civil war may affect other countries.Use technology to produce and publish writing.Perform an initial reading of a text and demonstrate comprehension by responding to short analysis and inference questions with textual evidence.Practice defining vocabulary words using context plete a close reading of a passage of literature.Practice and apply concrete strategies for interpreting figurative language and word connotations.Learn the definition of compare and contrast.Provide students a usable framework for comparing and contrasting two versions of the same speech.Practice and apply strategies for comparing and contrasting information in two texts on the same topic.Practice and apply concrete strategies for identifying the central idea and an argument.Learn the definition of poetic structure.Interpret examples and demonstrate understanding of poetic structure in poetry.Practice and apply concrete strategies for interpreting figurative language, word connotations, and poetic structure in “O Captain! My Captain!”Respond to a narrative writing prompt in order to: Prewrite, plan, and produce clear and coherent writing in response to a narrative prompt.Identify theme.Discuss the roles audience and purpose play in shaping a text.Identify and discuss editing, proofreading, and publishing skills.Use technology to produce and publish writing.21st Century Themes: (Check all that apply)? Global Awareness? Environmental Literacy? Health Literacy? Civic Literacy? Financial, Economic, Business, and Entrepreneurial Literacy21st Century Skills:? Creativity and Innovation? Critical Thinking and Problem Solving? Communication? CollaborationStage 2: Assessment EvidencePerformance Task(s): End of Unit 4 AssessmentEnd-of-the-Year Reflective Speech: Students will complete an End-of-the-Year speech focusing on what they have learned throughout the year. They will use the famous speeches in this unit as a model for successful writing for public speaking. The speech should include a great deal of figurative language, elevated word choice, and culminate in four paragraphs in length.Two grade-level Independent Reading Books per marking periodOther Evidence:Reading AssignmentsWriting AssignmentsSkill AssignmentsBlast AssignmentsStage 3: Learning PlanLearning Opportunities/Strategies: First Reads: ?Instruction around each text begins with a First Read lesson. ?Each First Read lesson concludes with a series of short answer questions asking students to provide textual evidence to support their understanding of the text.StudySyncTV: ?Episodes are included in First Read lessons in each unit.Close Reads: ?Close Read lessons culminate the instructional reading routine. ?Close Read lessons begin with an emphasis on vocabulary instruction as student refine or confirm their analyses of vocabulary in the First Read. ?Close Read lessons then challenge students to apply skills and reading strategies as they re-read and annotate the text in preparation for writing their own short constructed response.Blasts: ?Students respond to the short informational texts and driving questions with 140-character or less Blast responses that allow them to practice clear concise writing. ?Students read and respond to one another’s Blasts, creating a social learning environment that teachers can easily mediate and monitor.Writing Skills: ?Skill lessons break the writing process down and aid students as they learn to “write routinely over extended and shorter time frames.”Resources:StudySync Program HYPERLINK "; HYPERLINK "; FlocabularyGoalbookDifferentiation - *Please note: Teachers who have students with 504 plans that require curricular accommodations are to refer to Struggling and/or Special Needs Section for differentiationHigh-Achieving StudentsOn Grade Level StudentsStruggling StudentsSpecial Needs/ELL Each lesson in the unit contains resources and guidance for teachers to enrich and extend activities for beyond grade-level learners. The lesson plans are divided into two parts: the Core Path, for core instruction; and the Access Path, for scaffolded instruction. The Core Path of each unit contains ten to twelve texts and text excerpts from a variety of genres and text types. Each unit contains at least one text drawn from the Common Core’s Appendix B list of exemplar texts. The instructional routines are developed around these texts to support best practices in reading instruction and aid students in meaning making, effective expression, language development and the acquisition of content knowledge and foundational skills.Each lesson in the unit contains resources and guidance for teachers to scaffold instruction for approaching grade-level learners. Each lesson plan is divided into two parts: the Core Path, for core instruction; and the Access Path, for scaffolded instruction.Access Path exercises break core instruction down into discrete tasks and home in on the language development and foundational skill aspects of an exercise that make it more difficult for approaching grade-level learners. The Access Path guides teachers on the best ways to leverage technology tools like Closed Captioning and Audio Text Highlight to engage and instruct learners, and makes helpful suggestions about how and when to alternate between whole group, small group, and one-on-one instruction. Access Path scaffolds go well beyond instructions to the teacher, though, as each lesson also includes a full complement of Access Handouts. These handouts are differentiated for all three levels of English learners and approaching grade-level learners. Access Handouts contain sentence frames, graphic organizers, glossaries, and many other activities so students have the scaffolds they need to complete core assignments alongside their on-grade level classmates.Each lesson in the unit contains resources and guidance for teachers to scaffold instruction for three levels of English learners (Beginning, Intermediate, and Advanced) and approaching grade-level learners. Each lesson plan is divided into two parts: the Core Path, for core instruction; and the Access Path, for scaffolded instruction. Access Path exercises break core instruction down into discrete tasks and home in on the language development and foundational skill aspects of an exercise that make it more difficult for English learners and/or approaching grade-level learners. The Access Path guides teachers on the best ways to leverage technology tools like Closed Captioning and Audio Text Highlight to engage and instruct learners, and makes helpful suggestions about how and when to alternate between whole group, small group, and one-on-one instruction. Access Path scaffolds go well beyond instructions to the teacher, though, as each lesson also includes a full complement of Access Handouts. These handouts are differentiated for all three levels of English learners and approaching grade-level learners. Access Handouts contain sentence frames, graphic organizers, glossaries, and many other activities so students have the scaffolds they need to complete core assignments alongside their on-grade level classmates.Any student requiring further accommodations and/or modifications will have them individually listed in their 504 Plan or IEP. These might include, but are not limited to: breaking assignments into smaller tasks, giving directions through several channels (auditory, visual, kinesthetic, model), and/or small group instruction for reading/writingELL supports should include, but are not limited to, the following::Extended timeProvide visual aids Repeated directionsDifferentiate based on proficiencyProvide word banksAllow for translators, dictionariesPACING GUIDEGrade 8 ELAResourceStandardsMP 1UNIT 1: Suspense!Days 51 StudySync Program HYPERLINK "; HYPERLINK "; FlocabularyGoalbookDigital Citizenship:. RL.8.2. RL.8.3. RL.8.4. RL.8.5. RL.8.6. RL.8.7. RL.8.9. RL.8.10. RI.8.1. RI.8.2. RI.8.3. RI.8.4. RI.8.5.RI.8.6. RI.8.7. RI.8.8. RI.8.9. RI.8.10.W.8.1. W.8.1.A. W.8.1.B. W.8.1.C. W.8.1.D. W.8.1.E. W.8.2.W.8.1.A. W.8.1.B. W.8.1.C. W.8.1.D. W.8.1.E. W.8.1.F. W.8.3. W.8.3.A. W.8.3.B. W.8.3.C. W.8.3.D. W.8.3.E. W.8.4. W.8.5. W.8.6. W.8.7. W.8.8. W.8.9. W.8.9.A. W.8.9.B. W.8.10.MP 2UNIT 2: In Time of War Days 51StudySync Program HYPERLINK "; HYPERLINK "; FlocabularyGoalbookRL.8.1. RL.8.2. RL.8.3. RL.8.4. RL.8.5. RL.8.6. RL.8.7. RL.8.9. RL.8.10. RI.8.1. RI.8.2. RI.8.3. RI.8.4. RI.8.5.RI.8.6. RI.8.7. RI.8.8. RI.8.9. RI.8.10.W.8.1. W.8.1.A. W.8.1.B. W.8.1.C. W.8.1.D. W.8.1.E. W.8.2.W.8.1.A. W.8.1.B. W.8.1.C. W.8.1.D. W.8.1.E. W.8.1.F. W.8.3. W.8.3.A. W.8.3.B. W.8.3.C. W.8.3.D. W.8.3.E. W.8.4. W.8.5. W.8.6. W.8.7. W.8.8. W.8.9. W.8.9.A. W.8.9.B. W.8.10.MP 3UNIT 3: A Moral CompassDays 50StudySync Program HYPERLINK "; HYPERLINK "; FlocabularyGoalbookRL.8.1. RL.8.2. RL.8.3. RL.8.4. RL.8.5. RL.8.6. RL.8.7. RL.8.9. RL.8.10. RI.8.1. RI.8.2. RI.8.3. RI.8.4. RI.8.5.RI.8.6. RI.8.7. RI.8.8. RI.8.9. RI.8.10.W.8.1. W.8.1.A. W.8.1.B. W.8.1.C. W.8.1.D. W.8.1.E. W.8.2.W.8.1.A. W.8.1.B. W.8.1.C. W.8.1.D. W.8.1.E. W.8.1.F. W.8.3. W.8.3.A. W.8.3.B. W.8.3.C. W.8.3.D. W.8.3.E. W.8.4. W.8.5. W.8.6. W.8.7. W.8.8. W.8.9. W.8.9.A. W.8.9.B. W.8.10.MP 4UNIT 4: The Civil WarDays 28StudySync Program HYPERLINK "; HYPERLINK "; FlocabularyGoalbookRL.8.1. RL.8.2. RL.8.3. RL.8.4. RL.8.5. RL.8.6. RL.8.7. RL.8.9. RL.8.10. RI.8.1. RI.8.2. RI.8.3. RI.8.4. RI.8.5.RI.8.6. RI.8.7. RI.8.8. RI.8.9. RI.8.10.W.8.1. W.8.1.A. W.8.1.B. W.8.1.C. W.8.1.D. W.8.1.E. W.8.2.W.8.1.A. W.8.1.B. W.8.1.C. W.8.1.D. W.8.1.E. W.8.1.F. W.8.3. W.8.3.A. W.8.3.B. W.8.3.C. W.8.3.D. W.8.3.E. W.8.4. W.8.5. W.8.6. W.8.7. W.8.8. W.8.9. W.8.9.A. W.8.9.B. W.8.10. ................
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