8th grade language arts - dmps secondary literacy -...

8th Grade Language Arts 2016-2017

http://secondaryliteracy.dmschools.orghttp://grading.dmschools.org Version: Beta

Course NumbersLA801/802 (and LA801IB/802IB)

LA8010/8020 (and LA8010IB/8020IB)

http://grading.dmschools.org/

http://secondaryliteracy.dmschools.org/


Course Description8th grade language arts, often called ELA8, is the Des Moines Public Schools core curricular course for students in 8 th grade in the study of reading, writing, speaking, and listening. Students grapple with increasingly complex texts in both fiction and non-fiction genres while studying the craft of skillful authors. Additionally, students in ELA8 focus their writing efforts on argumentative writing as they learn to become more effective communicators and critical consumers of information.

Read the full language of the Core Standards here.

Standards-Referenced Grading BasicsThe teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3.

When identifying a Topic Score, the teacher looks at all evidence for the topic. The table to the right shows which Topic

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The common core state standard code is located on each

The Learning Goal is the complete Level 3 of the scale. Each lettered bullet point represents one Learning Target.

Evidence shows the student can...

Topic Scor

eDemonstrate all learning targets from Level 2, Level 3, and Level 4 4.0Demonstrate all learning targets from Level 2 and Level 3 with partial success at Level 4

3.5

Demonstrate all learning targets from Level 2 and Level 3 3.0Demonstrate all Level 2 learning targets and some of the Level 3 learning targets

2.5

Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3

2.0

Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets

1.5

Demonstrate none of the learning targets from Level 2 or Level 3 1.0Produce no evidence appropriate to the learning targets at any level 0*Students who demonstrate success at Level 3 learning targets but not Level 2 learning targets are the students for whom additional investigation and multiple opportunities are most vital.

Scale Level SymbolsThe targets on this level can be changedTargets on this level can not be changedMore targets can be added to this levelNo targets are written at this level

https://iowacore.gov/sites/default/files/k-12_literacy_0.pdf

8th Grade Language Arts 2016-2017Score is entered based on what the Body of Evidence shows. Only scores of 4, 3.5, 3, 2.5, 2, 1.5, 1, and 0 can be entered as Topic Scores.

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Course Map

UnitEstimate

d Duration

Content Standards Grading Topics Year-Long Standards

Unit One: Making

Meaning8 Weeks

Reading Literature 1 Reading Informational

Text 1 Analyzing Textual

EvidenceCollected & Reported: Constructing Writing [W4, W5]

Collected & Reported Unscored: Comprehending Text [RL10, RI10]

Collected But Not Reported: Applying Grammar and Mechanics

[L1, L2, L3] Mastering Vocabulary [RL4, RI4,

L4]

Reading Informational Text 2


Analyzing Central Idea

Unit Two:Elements

of Literature

10 Weeks Reading Literature 2 Analyzing Theme

Reading Literature 3 Reading Literature 6

Analyzing Story Elements

Unit Three:

Argument12 Weeks




Evaluating Arguments and Purpose

Collected & Reported: Mastering Vocabulary [RL4, RI4,

L4] Constructing Writing [W4, W5] Applying Grammar and Mechanics

[L1, L2, L3] Comprehending Text [RL10, RI10]

Writing 1 Writing ArgumentsUnit Four:

The Author’s

Craft6 Weeks

Reading Literature 5 Reading Informational

Text 5 Analyzing Text

Structure

Grade Fall MAP Winter MAP Spring MAP8 October 7 January 31 May 19

Course Texts

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8th Grade Language Arts 2016-2017ELA8 uses a literature textbook that mirrors that of ELA7, with a supplemental teacher’s edition aligned with English I and English II. ELA8 also uses a writing and grammar textbook aligned to all courses from ELA6 through English II.

Student Literature: McDougal Littell Literature Grade 8 © 2008 Teacher Literature: Holt McDougal Literature Grade 8 © 2012 Grammar and Writing: Prentice Hall Writing Coach Grade 8 © 2012

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http://successnetplus.com/

http://classzone.com/


Year-Long Language Arts Grading TopicsCCSS: RL8.4, RI8.4, L8.4

Grading Topic:Mastering Vocabulary [Post ONLY in Semester 2]

4In addition to score 3.0 performance, students demonstrate they have the ability to:

A. Analyze the impact of a specific word choice on meaning and tone in a text, including analogies or allusions to other textsB. Use common Greek or Latin affixes and roots as clues to the meaning of a word

3 Students demonstrate they have the ability to:A. Determine the meaning of words and phrases as they are used in a text, including technical meaningsB. Use context as a clue to the meaning of a word or phraseC. Interpret figures of speech in context in a textD. Distinguish among the connotations (associations) of words with similar denotations (definitions) in a text

Learning Goal

2Students demonstrate they have developed the ability to:

A. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening

B. Identify specific words that have an impact on meaning and tone in a textC. Identify figures of speech in a textD. Demonstrate the use of context clues in structured sentences in isolation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.No District Tiered Assessments.

Topic Guidance Questions for Students... Advice for Teachers...

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Year-Long Language Arts Grading Topics, ContinuedCCSS:RL8.10, RI8.10

Grading Topic:Comprehending Text [Post in Semester 1 AND Semester 2]

4 Students demonstrate they have the ability to: Read text at the 1270+ Lexile Level (Advanced) MAP to be

administered three times

(Fall, Winter, and Spring).

MAP provides students with

a Lexile Range. The

actual Lexile score used to determine a score on this scale is the

lowest number in the

range plus 100.

3.5

Students demonstrate they have the ability to: Read text at the 1170-1269 Lexile Level (Proficient)

3 Students demonstrate they have the ability to: Read text at the 1070-1169 Lexile Level (Proficient)Learning

Goal

2.5

Students demonstrate they have the ability to: Read text at the 1000-1069 Lexile Level (Basic)

2 Students demonstrate they have the ability to: Read text at the 930-999 Lexile Level (Basic)

1.5

Students demonstrate they have the ability to: Read text at the 465-929 Lexile Level (Below Basic)

1 Students demonstrate they have the ability to: Read text at the BR-464 Lexile Level (Below Basic)

Topic GuidanceQuestions for Students... Finding the Lexile Range in MAP

1. Access the MAP Teacher site: HERE2. Open the CLASS REPORT or the STUDENT GOAL

SETTING WORKSHEET3. Find the student’s Lexile Range on whichever of these reports

you chose to use4. Take the lowest score and add 100 to it5. Find the resulting number on this Topic Scale to determine

the student’s Topic Score in Comprehending TextOnly change this Topic Score when a new MAP test (lowest Lexile + 100) would indicate an INCREASE in Topic Score—we

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https://teach.mapnwea.org/

8th Grade Language Arts 2016-2017will always use the highest score a student has earned when reporting this topic

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Year-Long Language Arts Grading Topics, ContinuedCCSSW8.4, W8.5

Grading Topic: Constructing Writing [Post in Semester 1 AND Semester 2]

4 In addition to score 3.0 performance, the student demonstrates a command of voice and style that rises above formulaic writing.

3 Students demonstrate they have the ability to:A. Produce clear and coherent writing in which the development, organization, and style are appropriate the task, purpose, and

audience (for example, opinion, informative/explanatory, narrative, and research writing)B. Strengthen writing by planning, revising, and editing

Learning Goal


A. Describe the task, purpose, and audience for a given writing taskB. Describe how to modify samples of writing for a specific task, purpose, and audienceC. Plan writing using a template or graphic organizer

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.No District Tiered Assessments


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Year-Long Language Arts Grading Topics, ContinuedCCSS:L8.1, L8.2, L8.3

Grading Topic:Applying Grammar and Mechanics [Post ONLY in Semester 2]

4Students demonstrate they have command of the conventions of standard English capitalization, punctuation, grammar and usage when writing or speaking to:

A. Use parallel structureB. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses

(independent, dependent, noun, relative, adverbial) to convey specific meaningsC. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects

3 Students demonstrate they have command of the conventions of standard English capitalization, punctuation, grammar and usage when writing or speaking to:

A. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas [Modified L7.1]

B. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers [Modified L7.1]C. Appropriately use commas and dashes in writingD. Appropriately use an ellipsis to indicate an omission in quotations

Learning Goal


A. Use grammar and usage in isolationB. Recognize and correct inappropriate verb usage [Modified L8.1]C. Use conventions in isolationD. Use capitalization conventions, including in letters, abbreviations, acronyms, and initials

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.No District Tiered Assessments


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UNIT ONE: Making Meaning 8 weeksOrganizing Principles: A shorter unit focused on determining the message of a text, including both fiction and non-fiction pieces.

Overview of Unit MaterialsTextbook Resources Commonly Used Full-Length Texts Supplemental Material

Material is drawn from McDougal Littel Grade 8 Literature Book ©2008 and ©2012. Material that appears ONLY in the 2012 book is denoted with an asterisk (*).

The Spider Man Behind Spider-Man (p. 884)

Robo-Legs (p. 928)

No specific text from this list is required, but these are texts most commonly taught in this course in DMPS.

Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:

Scholastic Magazines (Scope, Upfront, etc.)

The Giver Nothing But the Truth The Outsiders Unwind Catching Fire Bud, Not Buddy

Crossing the Wire The Adoration of Jenna

Fox Peak Red Glass Endangered Touching Spirit Bear

Planning Guide to Year-Long StandardsMastering Vocabulary Constructing Writing Applying Grammar and

MechanicsComprehending Text

Text-specific vocabulary from short pieces and full-length texts read throughout the unit

Writing tasks that support Analyzing Textual Evidence

Writing tasks that support Analyzing Central Idea

Revision of significant tasks

The following chapters of Writing Coach are appropriate to the requirements of this topic: 19.1, 19.2, 19.3, 20.4, 21.3, 25.2, 25.8

At minimum, Unit 1 should work on Phrases, Clauses, Sentence Structure, and foundational skills needed to support all three.

Fall MAP administered during this unit

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NOTE: Teachers may wish to introduce Argumentative Writing (formally part of Unit 3) in this unit in order to provide initial, foundational instruction on the style and form of argumentative writing. Since other content areas also focus on argumentative writing at the 8th grade level, this allows ELA teachers the opportunity to set the tone and direction of that instruction.

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Unit 1 Topic ScalesCCSSRL8.1, RI8.1

Grading Topic: Analyzing Textual Evidence

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the learning goal.

3 Students demonstrate they have the ability to:A. Support analysis with inferences and evidence paraphrased from textB. Support analysis with inferences and evidence cited directly from text using MLA citation

Learning Goal


A. Recognize or recall specific vocabulary such as: evidence, inference, cite, paraphrase, sourceB. When provided with an inference, evaluate and select quality textual evidence to support that inference

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Tiered Assessment: ELA8-QI


3B requires students to use MLA in-line citation format (following the quote with author name and page number or setting up the quote with author name and then following with page number in parentheses). Single page or website sources do not require the page number, though the root of the URL may be appropriate (ex: CNN.com)

Easybib.com

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Unit 1 Topic Scales, ContinuedCCSSRI8.2, RI8.3

Grading Topic: Analyzing Central Ideas


3 Students demonstrate they have the ability to:A. Analyze development of a central idea over the course of a non-fiction textB. Distinguish between relevant and irrelevant evidence in a textLearning

Goal


A. Recognize or recall specific vocabulary such as: analyze, central idea, relevant, irrelevantB. Determine central idea of a non-fiction textC. Recognize examples of irrelevant evidence in isolation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Tiered Assessment: ELA8-CI


newsela.com can be a great source for text

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UNIT TWO: Elements of Literature 10 weeksOrganizing Principles: A longer unit focused on analysis of literature. This unit should include a novel or literature circle to give students rich and substantive text upon which to base their analysis.



The Elevator (p. 27) Raymond’s Run (p. 32) The Tell-Tale Heart (p.

76) The Treasure of Lemon

Brown (p. 168) The Monkey’s Paw (p.

358) Abuela Invents the Zero

(p. 445) Pandora’s Box (p. 454) The Old Grandfather and

His Little Grandson (p. 462)

The Wise Old Woman (p. 466)

The Ransom of Red Chief (p. 46)


Touching Spirit Bear Nothing But the Truth The Outsiders The Giver


Winter Hibiscus



Text-specific vocabulary from short stories and full-length texts read throughout the

Writing tasks that support Analyzing Theme

Writing tasks that support

The following chapters of Writing Coach are appropriate to the year-long

Winter MAP administered by the end of this unit

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8th Grade Language Arts 2016-2017unit Analyzing Story Elements

Revision of significant tasksrequirements for this topic: 19.1, 19.2, 19.3, 20.4, 21.3, 25.2, 25.8

At minimum, Unit 2 should work on Avoiding Sentence Problems, Troublesome Verbs, and foundational skills needed to support both.

Unit 2 Topic ScalesCCSS:RL8.2

Grading Topic:Analyzing Theme


3 Students demonstrate they have the ability to:A. Analyze the relationship between theme and the characters, setting, and plot in a textLearning

Goal


A. Recognize or recall specific vocabulary such as: themeB. Determine a theme of a text

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Tiered Assessment: ELA8-TC


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Unit 2 Topic Scales, ContinuedCCSS:RL8.3, RL8.6

Grading Topic:Analyzing Story Elements


3 Students demonstrate they have the ability to:A. Analyze how dialogue moves the story forward and provokes characters to make decisionsB. Analyze how events move the story forward and provoke characters to make decisionsC. Analyze how differences in points of view between characters create such effects as suspense and humor

Learning Goal


A. Recognize or recall specific vocabulary such as: characterization, conflict, dialogue, protagonist, antagonist, suspense, toneB. Identify significant dialogue or events in a work of literatureC. Identify how dialogue or events reveal information about a characterD. Determine different points of view within a story

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Tiered Assessment: ELA8-SE


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UNIT THREE: Argumentation 12 weeksOrganizing Principles: A robust unit focused on how argument works and is successfully made, this unit has many opportunities for larger project-driven work, from research to presentations, but all things work in service of argument, claims, and evidence.



Zoos (p. 968, 974) Dodgeball in Physical

Education (p. 984)


I Am Malala Nothing But the Truth The Outsiders The Hunger Games Unwind


Us and Them



Text-specific vocabulary from short passages and full-length texts read throughout the unit

Writing tasks that support Evaluating Arguments and Purpose


The following chapters of Writing Coach are appropriate to the year-long requirements for this topic: 19.1, 19.2, 19.3, 20.4, 21.3, 25.2, 25.8

At minimum, Unit 3 should work on Commas, Ellipses

No MAP administration during this unit

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8th Grade Language Arts 2016-2017and Dashes, and foundational skills needed to support both.

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Unit 3 Topic ScalesCCSS:RI8.6, RI8.8, RI8.9

Grading Topic:Evaluating Arguments and Purpose


3 Students demonstrate they have the ability to:A. Evaluate whether the reasoning is logical in a specific claim or an entire argumentB. Evaluate whether the evidence is sufficient in a specific claim or an entire argumentC. Analyze how an author acknowledges and refutes counterclaims in an argumentD. Analyze how two or more texts provide opposing information on matters of facts or interpretation of the same topic

Learning Goal


A. Recognize or recall specific vocabulary such as: argument, claim, evaluate, interpretation, reasoningB. Delineate the argument and specific claims in a textC. Determine an author’s point of view or purpose in a textD. Identify where two texts oppose on a matter of facts or interpretation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Tiered Assessment: ELA8-AR


procon.org can be a great resource here

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Unit 3 Topic Scales, ContinuedCCSS:W8.1

Grading Topic:Writing Arguments

4 In addition to score 3.0 performance, the student demonstrates a command of voice and style that rises above formulaic writing.

3Students demonstrate they have the ability to write multi-paragraph arguments to support claims with clear reasons and relevant evidence that:

A. Introduce the argument and claimsB. Acknowledge and refute a counterclaim within the argumentC. Organize reasons and evidence logicallyD. Support claims with logical reasoning and relevant evidence drawn from accurate, credible sourcesE. Use transitions to create cohesion and clarify relationships among claims, counterclaims, reasons, and evidenceF. Establish and maintain a formal styleG. Provide a conclusion that supports the argument

Learning Goal

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Students will perform basic processes, such as:A. Recognize and recall specific vocabulary such as: clarify, counterclaim, credible, refuteB. Write a claim on a topic and relevant reasons/examples to support that claimC. Generate relevant counterclaimsD. Write a concluding statementE. Write a paragraph with a clear claim and supporting evidenceF. Write a paragraph that presents and refutes a counterclaim

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Tiered Assessment: ELA8-AW


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UNIT FOUR: The Author’s Craft 6 weeksOrganizing Principles: An open unit designed to flexibly give up time to the meatier Argumentation unit before it, Unit 4 can be the home of a novel study with text rich in complex language or a place for further work on non-fiction. The focus is on an analysis of text structure and how the parts contribute to the meaning of the whole. This unit also provides ample opportunity for re-teaching and re-testing of previous topics.



Flowers for Algernon (p. 188)

Charly (p. 216) The Lesson of the Moth

(p. 596) Identity (p. 601)


The Giver Animal Farm


Pending



Text-specific vocabulary from articles, short stories, and full-length texts read throughout the unit

Writing tasks that support Analyzing Text Structure


The following chapters of Writing Coach are appropriate to the year-long requirements for this topic: 19.1, 19.2, 19.3, 20.4, 21.3,

Spring MAP administered during this unit.

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8th Grade Language Arts 2016-201725.2, 25.8

Unit 4 provides additional opportunity for assessment and extension on the year-long grammatical elements

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Unit 4 Topic ScalesCCSS:RL8.5, RI8.5

Grading Topic:Analyzing Text Structure


3 Students demonstrate they have the ability to:A. Analyze how the differing structure of two or more texts contributes to the meaning of each textB. Analyze in detail how specific sentences and paragraphs develop and refine key concepts in a textLearning

Goal


A. Recognize or recall specific vocabulary such as: develop, refine, structureB. Recognize signal words or phrases associated with text structure (examples: following, compared with, therefor, as a result

of) in a textC. Describe the structure of a specific paragraph in a text and the text as a wholeD. Compare and contrast the structure of two or more texts

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Tiered Assessment: ELA8-TX


Some useful resources can be found at ereadingworksheets.com

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