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Gloucester Township Public Schools

English Language Arts Grade 8 Curriculum

English Language Arts, Grade 8 1

ELA Grade 8

LAUNCH UNIT

Time Frame: Three – Four Weeks

Performance Task: PAARC-like Narrative Writing Assessments

Unit-Level Assessment: STAR assessment, Subjective / Formative Assessments, Observations, Quizzes,

Elements of Literature Tests

Description: The goal of the Launch Unit of study is to establish routines and procedures, review previous

year’s skills, and prepare students to be confident and successful throughout the year. The unit’s lessons set

expectations and provide careful modeling of the behaviors in action.

CCSS Target Skills Reading Writing Language Speaking and Listening

Reading strategies: visualizing,

inferring, questioning,

connecting, synthesizing,

summarizing, evaluating

Literary Terms –

Review :

6th

and 7th

grade (plot, character,

conflict, theme, setting, point of

view, internal external conflict,

direct and indirect

characterization, simile,

metaphor, personification,

hyperbole, onomatopoeia, 1st, 2

nd,

3rd

person POV, methods of

characterization, idioms,

repetition, and irony.)

Launch literary terms:

mood/tone, irony (verbal,

situational, dramatic) symbolism,

allusion, pun

Narrative Unit 1 of Latin and Greek roots

Review Parts of Speech: noun,

verb, pronoun, adjective, adverb,

preposition, conjunction,

interjection

Launch – using a comma,

ellipsis, and/or dash to indicate a

pause or break; using an ellipsis

to indicate an omission

Model collegial discussions

Benchmark and Cross Curricular

Key

__Red: ELA

__ Blue: Math

__ Green: Science

__ Orange: Social Studies

__ Purple: Related Arts

__ Yellow: Benchmark

Assessment


Launch Unit

Common Core “I Can” Statements Number Reading Standards for Literature

RL8.2 I can 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.

RL8.10 I can read and comprehend literature.

Number Reading Standards for Informational Texts

RI8.1 I can find textual evidence to support my analysis of the text and draw inferences.

RI8.3 I can identify the connections that are made between individuals, ideas and/or events in various texts.

RI8.6 I can determine an author’s point of view and the author’s purpose for writing a text.

Number Writing Standards

W8.3 I can write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive

details, and well-structured event sequences.

Number Speaking and Listening Standards

SL8.1 I can participate in collaborative discussions, building on other’s ideas and expressing my own ideas clearly.

Number Language Standards

L8.1 I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking

L8.2 I can demonstrate command of standard English capitalization, punctuation, and spelling at an eighth-grade level.

L8.4b I can use common Greek/Latin roots to figure out word meaning


Text/Media Sources Extended Texts Anthology Articles Media

None

GTPS Share drive

Elements of Literature:

“Broken Chain”,

“The Treasure of Lemon

Brown”

“Charles”

“Reward They Get Is

Just”

Prestwick House – Latin

& Greek roots – Book III

News ELA

https://newsela.com/articles/coolkids-

struggle/id/4368/

https://newsela.com/articles/teen-

study/id/4078/#articles/teen-study/id/4078/

Scholastic Articles

http://www.scholastic.com/parents/resource

s/article/stages-milestones/truth-about-lying

http://health.usnews.com/health-

news/family-health/brain-and-

behavior/articles/2009/05/18/were-all-lying-

liars-why-people-tell-lies-and-why-white-

lies-can-be-ok?page=2

http://www.readingresource.net/strategiesfor

readingcomprehension.html

http://rainierenglish10.weebly.com/uploads/

1/3/4/5/13453916/socratic_seminar_questio

n_stems.pdf

http://epat-

parcc.testnav.com/client/index.html#getitem

/7921

https://newsela.com/articles/coolkids-struggle/id/4368/


https://newsela.com/articles/teen-study/id/4078/#articles/teen-study/id/4078/


http://www.scholastic.com/parents/resources/article/stages-milestones/truth-about-lying


http://health.usnews.com/health-news/family-health/brain-and-behavior/articles/2009/05/18/were-all-lying-liars-why-people-tell-lies-and-why-white-lies-can-be-ok?page=2





http://www.readingresource.net/strategiesforreadingcomprehension.html


http://rainierenglish10.weebly.com/uploads/1/3/4/5/13453916/socratic_seminar_question_stems.pdf



http://epat-parcc.testnav.com/client/index.html#getitem/7921




Resources Elements of Literature

In the Middle by Nancy Atwell

NewsELA

Scholastic Scope magazines

The Outsiders

GTPS Share Drive

Assessments Formative Summative

*Benchmark* STAR reading

Teacher/student conferencing during reader’s workshop

Quiz/comprehension questions

Narrative writing

Latin & Greek Roots - Unit I Assessment


Scope and Sequence Skills

addressed Activities

Framework

Element Resources Standards

Establish

Routines and

Procedures

Set up Binder / Notebook

Review Rules and Expectations

Review Classroom Procedures

Establish Reader’s Workshop

expectations

Teacher Created Materials

Parts of

Speech

Review parts of speech at teacher discretion

(noun, pronoun, verb, adjective, adverb,

preposition, conjunction, interjection)

Do Now Elements of Language and/or teacher created

materials

L8.1

Standard English

grammar

Standard

Grammar

Launch use of comma, ellipsis and dash to

indicate a pause or break.

Launch use of an ellipsis to indicate an

omission.

Do Now Elements of Language and/or teacher created

materials

L8.2 (a,b,c)

Comma, ellipsis,

dash

Reading

Strategies

Launch reading strategies: visualizing,

inferring, questioning, connecting,

synthesizing, summarizing, evaluating

Reading

Workshop

http://www.readingresource.net/strategiesforread

ingcomprehension.html

RL8.10

Read and understand

grade-level text

Literary

Terms

Review terms from 6th and 7th grade (plot,

character, conflict, theme, setting, point of

view, internal/external conflict, direct and

indirect characterization, simile, metaphor,

personification, hyperbole, onomatopoeia,

1st, 2nd, 3rd person POV, methods of

characterization, idioms, repetition, and

irony.)

Launch: mood/tone, irony (verbal, situational,

dramatic) symbolism, allusion, pun

Reading

Workshop

Elements of Literature - Choose a story from the

Required Text list to identify the literary terms

reviewed and launched.

RL8.2

Identify theme and

elements of

literature

RL8.10

Comprehend grade-

level text

Narrative

Reading

Read one of the short stories from the list of

required texts

Reading

Workshop

Elements of Literature R8.10

Read grade-level

text




Skills


Framework


Narrative

Writing

Using one of the short stories you’ve read,

develop a narrative that continues the journey

of at least one of the characters. What further

conflicts might this character face, and what

actions might he take to overcome them? Be

sure to use details from the story.

Writing

Workshop

PARCC- http://epat-

parcc.testnav.com/client/index.html#getitem/792

1

Elements of Literature

W8.3

Write a narrative

Latin and

Greek Roots

– Unit 1

Work cooperatively through the first unit of

the Latin and Greek roots vocabulary book

Do Now Prestwick House Latin & Greek Roots, Book III L8.4b

Latin & Greek roots

Collegial

discussions

Read an informational text that relates to the

short story. Use the following questions (see

resources) to develop a collegial discussion

based on a text.

Socratic

Seminar

Possible articles:

“Reward They Get is Just” – Elements of

Literature

http://www.scholastic.com/parents/resources/arti

cle/stages-milestones/truth-about-lying (for use

with “Charles”)

http://health.usnews.com/health-news/family-

health/brain-and-

behavior/articles/2009/05/18/were-all-lying-

liars-why-people-tell-lies-and-why-white-lies-

can-be-ok?page=2 (for use with “Charles”)

https://newsela.com/articles/coolkids-

struggle/id/4368/ (for use with “Broken Chain”)

https://newsela.com/articles/teen-

study/id/4078/#articles/teen-study/id/4078/ (for

use with “The Treasure of Lemon Brown”)

Questions for collegial discussion:

http://rainierenglish10.weebly.com/uploads/1/3/4

/5/13453916/socratic_seminar_question_stems.p

df

SL8.1

Collaborative

discussions

RI8.1

Cite text evidence

RI8.3

Text-to-text

connections

RI8.6

Author’s purpose



















ELA Grade 8

Unit A Theme: Justice for All

Time Frame: 7-8 weeks

Performance Task: Argumentative Essay

Description: The extended classical text, The Outsiders, by S.E. Hinton deals with the challenges and rivalries that teens from different socio-

economic groups face in the 1960s in the Midwest. The novel Monster by Walter Dean Myers, (which is written in alternating screenplay and journal

formats) takes the reader through the legal proceedings of 16-year old Steve Harmon, who is on trial for murder. The fairness of our American justice

system and disparities among socioeconomic groups are the basis for the informational readings in this unit.

CCSS Target Skills

READING WRITING LANGUAGE SPEAKING AND LISTENING

Comprehending informational text Write argumentative essays

Connotation vs. denotation Delivering an oral presentation

Analyze explicit text and

inferences

Write prose constructed responses Prestwick House Latin & Greek

Roots, Book III, Units 2-5

Socratic Seminar

Identify strongest text evidence Write a compare and contrast

essay

Identifying verbals and verb

phrases

Compare and contrast media

Identify theme

Analyze and read poetry

Tier 2 Vocabulary


Unit A - Common Core “I Can” Statements Number Reading Standards for Literature

RL8.1 I can find textual evidence to support my ideas about a text.

RL8.2 I can determine the theme or central idea of a text.

I can analyze the development of the theme throughout the text.

RL8.3 I can analyze particular lines of dialogue or incidents in a story.

RL8.4 I can determine the meaning of words used in a text, including figurative and connotative meanings.

I can analyze the impact of specific word choices on meaning and tone.

RL8.5 I can compare and contrast the structure of two or more texts.

RL8.6 I can analyze the different points of view of characters in a text.

RL8.7 I can analyze whether or not a filmed version of a story stays true to the text or script.

RL8.10 I can read and comprehend literature.



RI8.2 I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary

of a text.


RI8.4 I can determine the meanings of words and phrases as they are used in a text, including figurative language.

I can analyze the specific word choice of an author and analyze its impact on the tone of a piece.

RI8.5 I can analyze the structure of paragraphs within a text, specifically the role of key sentences.


RI8.7 I can evaluate the advantages/disadvantages of using a particular medium to present a specific topic.


W8.1 I can write arguments to support my claims with clear reasons and relevant evidence.

a. I can introduce a claim, acknowledge the opposing claim, and organize my reasons logically.

b. I can support my claim with relevant evidence using credible sources.

c. I can use words, phrases, and clauses to create cohesion.

d. I can establish and maintain a formal style.

e. I can provide a conclusion that supports my argument.

W8.3c I can use transitional words, phrases, & clauses to convey sequence & signal shifts.

W8.3d I can use precise words & phrases; sensory details; language to convey experiences & events.

W8.4 I can produce clear and coherent writing for a specific task, purpose, and/or audience.

W8.5 I can develop and strengthen my writing with guidance from peers and adults.

W8.7 I can conduct short research projects to answer a question, using several sources.


Number Writing Standards Continued

W8.8 I can gather relevant information from multiple print and digital sources, assessing the credibility and accuracy of each

source.

I can quote and paraphrase while avoiding plagiarism.

I can follow a standard format to cite my sources.

W8.9 I can use evidence from literature to support analysis, reflection, & research in my writing.



SL8.2 I can analyze the purpose of information presented in diverse media and formats.

SL8.4 I can present claims and findings by emphasizing salient points in a focused, coherent manner.

I can use appropriate eye contact, adequate volume, and clear pronunciation.

SL8.5 I can integrate multimedia and visual displays into presentations.

SL8.6 I can adapt my speech to a variety of contexts and tasks, demonstrating command of formal English.


L8.1 I can demonstrate an 8th

grade level of command of the conventions of standard English grammar and usage when writing

or speaking.

L8.3 I can use my knowledge of language and its conventions when writing, speaking, reading, or listening.

L8.5.c

L8.6

I can distinguish among the connotations of words with similar denotations.

I can use vocabulary appropriate to 8th

grade topics


Text/Media Sources Extended Texts Anthology Articles

The Outsiders

by S.E. Hinton

OR

Monster

by Walter Dean Myers


“Stay Gold” by Stevie Wonder

“I Hear America Singing” by Walt Whitman

“I, Too, Sing America” by Langston Hughes

“Nothing Gold Can Stay” by Robert Frost –

Short literary text

Occupy Wall Street

http://dealbook.nytimes.com/2012/09/17/occup

y-wall-street-a-frenzy-that-

fizzled/?pagewanted=print

Informational Articles

http://www.scholastic.com/content/collateral_r

esources/pdf/a/abota_stu_repro_5.pdf

http://www.britannica.com/EBchecked/topic/1

34197/Constitution-of-the-United-States-of-

America/219002/Civil-liberties-and-the-Bill-

of-Rights

http://learning.blogs.nytimes.com/2012/01/17/y

our-moneys-worth-examining-facts-and-

attitudes-about-income-inequality/

http://threedoctors.com/the-

books/webeatthestreets/

http://dealbook.nytimes.com/2012/09/17/occupy-wall-street-a-frenzy-that-fizzled/?pagewanted=print



http://www.scholastic.com/content/collateral_resources/pdf/a/abota_stu_repro_5.pdf


http://www.britannica.com/EBchecked/topic/134197/Constitution-of-the-United-States-of-America/219002/Civil-liberties-and-the-Bill-of-Rights




http://learning.blogs.nytimes.com/2012/01/17/your-moneys-worth-examining-facts-and-attitudes-about-income-inequality/



http://threedoctors.com/the-books/webeatthestreets/



Text/Media Sources Media

“We Real Cool” by Gwendolyn Brooks

Audio recording:

http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=8680

Video clip – Occupy Wall Street

http://www.youtube.com/watch?v=A__Q5Fg-31M

Analyzing Poetry Website

http://www.scholastic.com/teachers/lesson-plan/strategies-read-and-analyze-poetry

Movie: The Outsiders directed by Francis Ford Coppola

http://www.readwritethink.org/files/resources/lesson_images/lesson1098/BookMovieComp.pdf

http://www.readwritethink.org/classroom-resources/lesson-plans/cover-cover-comparing-books-1098.html

http://www.readwritethink.org/files/resources/lesson_images/lesson1098/PreferenceChart.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson1098/DVDCoverProject.pdf

Poetry Websites

http://www.poets.org/viewmedia.php/prmMID/15752


Stevie Wonder’s lyrics Stay Gold

http://www.azlyrics.com/lyrics/steviewonder/staygold.html

https://www.youtube.com/watch?v=Y3QhA2WiyFI











https://www.youtube.com/watch?v=Y3QhA2WiyFI



Elements of Language

Prestwick House, Greek and Latin Roots, Book III

News ELA

Scholastic Scope

GTPS Share Drive


Prose Constructed response

Reflective response to movie version

Compare/Contrast essay

Collegial Discussion

Elements of Language Test: Parts of Speech

*Benchmark* End of Unit Assessment

Argumentative essay



Addressed Activities

Framework


Reading and

listening to

poetry

Students will read the poem “We Real

Cool” by Gwendolyn Brooks. The last line

of the poem will be missing. It will be up

to the students to write a feasible final line

of the poem. Share final lines and discuss

the following:

Did you want to continue the rhyme

pattern? Did the line fit the theme of the

poem? What is the theme of the poem?

After the actual final line is revealed

students will analyze its effect on the tone

and mood of the poem.

Students will then listen to a clip of

Gwendolyn Brooks reading the poem

dramatically to analyze for sound, noting

when she stops and where her voice

changes. Example questions:

1. How does Brooks’ rhythm and emphasis

add to her reading of the poem?

2. How does her reading emphasize the

alliteration and rhyme of the poem?

3. How does the layout of her poem match

her reading of the poem?

4. Why do you think Gwendolyn pauses

after the word “We”?

Skill lesson: Analyze and read poetry

Reading

Workshop

“We Real Cool” by Gwendolyn Brooks

Audio recording:

http://www.poetryarchive.org/poetryarchive/sing

lePoem.do?poemId=8680

Skill material:

http://www.scholastic.com/teachers/lesson-

plan/strategies-read-and-analyze-poetry

RL8.1

Cite text evidence

RL8.2

Central idea

RL8.4

Analyze word

choice

SL8.2

Analyze diverse

formats

SL8.4

Support ideas with

well-chose details






Skills


Framework


Making

connections

Students will respond to the quote by

Theodore Roosevelt, “This country will not

be a good place for any of us to live in

unless we make it a good place for all of us

to live in.”

What can you do to make this society a

“good place for all of us”?

Journaling Video clip – Theodore Roosevelt

http://www.youtube.com/watch?v=A__Q5Fg-

31M

W8.10

Routine Writing

Comparing

Texts

Students will read the poems “I Hear

America Singing” by Walt Whitman and

“I, Too, Sing America” by Langston

Hughes. Students will analyze how the

time period in which each poem was

written affects the authors’ view of

America.

Reading

Workshop


5752


5615

RL8.1

Cite text

RL8.5

Compare/contrast

RL8.6

Point of view

Reading

literature

Students will read The Outsiders (or

Monster) as a class.

*Reading should be a combination of

read-aloud/modelling, collaborative

reading/small groups, and independent

reading.*

Reading

Workshop

RL8.10

Read grade-level

texts

Participating

in Reader’s

Theater

Students will closely study the author’s

word choice in The Outsiders (or Monster)

and compare the language used with

contemporary connotations. Students will

then use these modern interpretations to

prepare for a reader’s theater assignment in

groups. Each group must select a crucial

scene, rewrite the dialogue and perform the

scene.

Reading

Workshop Skill materials: http://www.k12reader.com/reading-fluency-and-

instruction/

RL8.3 Analyze story

development

RL8.4 Connotation

SL8.6 Adapt speech

for purpose

W8.3c Write

narrative

W8.4 Produce clear

and coherent writing

L8.5c

Connotation vs.

denotation







http://www.k12reader.com/reading-fluency-and-instruction/

http://www.k12reader.com/reading-fluency-and-instruction/


Skills


Framework


Reading

Informational

Text & Writing

Prose

Constructed

Responses

Students will read an informational article

about Occupy Wall Street and watch a

video.

Answer the following Prose Constructed

Response:

Write an essay that provides an analysis of

how economics play an important role in

our society.

Remember to use evidence from the article,

“Occupy Wall Street: A Frenzy that

Fizzled” and the video link, “Thousands

Protest on Occupy Wall Street: 1 year

Anniversary”, as well as The Outsiders.

Reading

Workshop

“Thousands Protest on Occupy Wall Street: 1

year Anniversary”

http://www.youtube.com/watch?v=9evQqmFlaG

o

Informational Article – Occupy Wall Street

http://dealbook.nytimes.com/2012/09/17/occupy

-wall-street-a-frenzy-that-

fizzled/?pagewanted=print

RI8.1

Cite text

RI8.2

Central idea

RI8.3

Make connections

RI8.6

Author’s purpose

Argumentative

Writing

Students will compose an argumentative

essay focusing on the skill of incorporating

a counterargument. Students may choose

one of the possible topics, or students can

use this as a springboard to develop their

own argumentative topics, following the

writing process to publish a final piece.

Students should be given mentor texts to

read and analyze for use of persuasive

techniques, identifying which techniques

they can use in their own writing.

Skill lesson: Writing arguments

Writing

Workshop Possible topics:

1. Which group was more of a menace to

society... the Greasers or the Socs? Take a

position, explain using examples from the story,

and refute possible counterarguments.

2. Were any of the Greasers heroes? Take a

position and explain using examples of the

character's thoughts and actions in the story.

Refute any possible

counterarguments.

3. The Outsiders was once on the banned book

list. Do you think it is a valuable novel for

middle school students to read? Refute any

possible counterarguments.

RL8.1

Cite text evidence

W8.1

Write arguments

W8.4

Write clearly and

coherently

W8.5

Writing process

W8.9

Support analysis

http://www.youtube.com/watch?v=9evQqmFlaGo

http://www.youtube.com/watch?v=9evQqmFlaGo





Skills


Framework


Drama and

text

comparison

Students will view the film version of The

Outsiders and analyze the extent to which

the film stays faithful to the original text.

What changes does the director make and

how do they impact the story? How do the

characters differ from a movie and piece of

literature?

Some possible assignment options:

Compare/contrast essay

Design new DVD cover w/ related

insert

Reflective response to movie

version

Reading

Workshop

The Outsiders directed by Francis Ford Coppola

Teacher Resources:

http://www.readwritethink.org/classroom-

resources/lesson-plans/cover-cover-comparing-

books-1098.html

http://www.readwritethink.org/files/resources/les

son_images/lesson1098/PreferenceChart.pdf


son_images/lesson1098/DVDCoverProject.pdf

RL8.1

Cite text

RL8.2

Development of text

RL8.6

Point of view

RL8.7

Film vs. text

RI8.7

Various media

evaluation

W8.5

Writing process

Comparing

Text vs. Film

Students will watch the movie, The

Outsiders and compare & contrast it to the

novel. Complete a graphic organizer.

Writing

Workshop

The Outsiders directed by Francis Ford Coppola


son_images/lesson1098/BookMovieComp.pdf

RL8.5

Compare/contrast

Identifying

Key Ideas and

Details

Students will read an informational piece

about a case that violates the 7th

Amendment and answer the questions that

follow.

Students will be asked to make a

connection between this case and The

Outsiders (or Monster)

Review the rights that are guaranteed by

the US Constitution. Were any of the

Greasers (or Harmon and King)

constitutional rights violated? Explain.

Reading

Workshop

Journaling

http://www.scholastic.com/content/collateral_res

ources/pdf/a/abota_stu_repro_5.pdf

http://www.britannica.com/EBchecked/topic/134

197/Constitution-of-the-United-States-of-

America/219002/Civil-liberties-and-the-Bill-of-

Rights

RL8.1

Cite evidence

RI8.1

Cite evidence

RI8.3

















Skills


Framework


Conducting

Research

Collegial

discussions

New York Times Learning Network:

What does income inequality say about

contemporary American society? What

should be done to address income

inequality? In this lesson, students examine

Times info graphics about income and

wealth distribution in the United States and

discuss what this information says about

society.

When this work is complete, they will

work together to complete this sentence:

“Today, America is…” and then select five

pieces of data from the info graphics they

just examined to support the claim they

make in their sentence about contemporary

American society.

Have each group share their graphics and

explain them to the class. Then have the

pairs post their claims around the room,

and read aloud and examine all of the

claims as a class.

After conducting the research, students will

participate in a Socratic Seminar to answer

the following:

What have you learned today that might

help you answer these questions? What

struck you as you listened to your peers’

interpretations of the info graphics? What

questions do you have leaving class today?

Writing

Workshop

Socratic

Seminar

http://learning.blogs.nytimes.com/2012/01/17/yo

ur-moneys-worth-examining-facts-and-attitudes-

about-income-inequality/

RI8.2

Determine central

idea

W8.7

Short research

projects

W8.8

Multiple sources

SL8.1

Collaborative

discussions

SL8.4

Present findings

SL8.5

Use multimedia





Skills


Framework


Informational

Text

Compare and contrast the writers’ styles in

the three excerpts from We Beat the

Streets, paying particular attention to the

author’s word choice and its impact on the

tone of the excerpt.

Compose a compare/contrast essay

analyzing the purpose and tone of each

excerpt.

Reading

Workshop

Writing

Workshop

http://threedoctors.com/the-

books/webeatthestreets/

RI8.4

Connotation

RI8.5

Analyze structure

RI8.6

Point of view

W8.4

Clear and coherent

writing

Reading Poetry Analyze the structure, elements, style and

purpose of” Stay Gold” by Stevie Wonder.

Reading

Workshop

Stevie Wonder’s lyrics Stay Gold

http://www.azlyrics.com/lyrics/steviewonder/sta

ygold.html

http://www.youtube.com/watch?v=Y3QhA2Wiy

FI

RL8.5

Compare/contrast

Poetry

Comparison

Students will read the following poems

focused on the theme of “being golden”

and compare and contrast their structure,

word choice and rhythm. Students will

compare/contrast the 3 pieces “Stay

Gold”,” Nothing Gold Can Stay”, and “All

That is Gold Does Not Glitter.”

Reading

Workshop

Robert Frost’s “Nothing Gold Can Stay”


9977

J. R. R. Tolkien's "All That is Gold Does Not

Glitter”

http://web.cs.dal.ca/~johnston/poetry/all_that_is

_gold.html

RL8.4

Figurative language

RL8.5

Compare/contrast

RL8.10

Read grade level

texts

Vocabulary

Study

Connotation vs. Denotation Do Now http://www.scholastic.com/teachers/lesson-

plan/connotation-effective-word-choice

L8.5c

Connotation vs.

denotation





http://www.youtube.com/watch?v=Y3QhA2WiyFI

http://www.youtube.com/watch?v=Y3QhA2WiyFI



http://web.cs.dal.ca/~johnston/poetry/all_that_is_gold.html

http://web.cs.dal.ca/~johnston/poetry/all_that_is_gold.html

http://www.scholastic.com/teachers/lesson-plan/connotation-effective-word-choice

http://www.scholastic.com/teachers/lesson-plan/connotation-effective-word-choice


Skills


Framework


Using standard

grammar &

mechanics

Skill Lesson: Identifying verb phrases

Skill Lesson: Recognize that verbs express

mood

Do Now Identifying verb phrases:

Holt Elements of Language:

Verbals & Verb Phrases – pgs. 421-422

The Participial Phrase – pgs. 422-425

The Gerund – pgs. 425-426

The Gerund Phrase – pgs. 426-428

The Infinitive – pgs. 428-429

The Infinitive Phrase – pgs. 429-430

Chapter Review, p. 431-432

L8.1.a, b, c, d

Form and use of

verbs


ELA Grade 8

Unit B Topic: Where I Belong


Performance Task: Literary Analysis

Description: The “Where I Belong” unit centers around the idea of self-discovery in a world that constantly asks one to question his or her true

character. Students will read and create poetry based on where they are from and where they belong. The novel, Elsewhere by Gabrielle Zevin,

focuses on sixteen-year-old Liz as she adjusts to the world of Elsewhere following her death. It is not until she dies that she truly lives, finding out

where she belongs. Students will have the opportunity to analyze the setting and its impact on the tone and mood of the novel. Students will examine

the author’s craft in terms of symbolism and characterization. Students will research death rituals from various cultures and compare and contrast

these views to that of America. Students will also read the short story, “The Curious Case of Benjamin Button” by F. Scott Fitzgerald. The focused

writing piece for this unit will be a literary analysis essay, where students will self-select topics.

CCSS Target Skills

Reading Writing Language Speaking and Listening

Comprehending informational text Write literary analyses Prestwick House Latin & Greek

Roots, Book III, Units 6-9

Delivering an oral presentation

Identifying literary elements in

fiction

Write prose constructed responses Figurative language Fluency

Identify strongest text evidence Journal entries Academic vocabulary Compare and contrast film clips

Analyze author’s craft Writing poetry


Research and technology

Interpret and compare media

Tier 2 Vocabulary


Unit B - Common Core “I Can” Statements

Number Reading Standards for Literature

RL8.1 I can cite textual evidence that strongly support my inferences and analysis of the text.

RL8.2 I can determine the theme of a text, analyze the theme’s development, and its relationship to characters, setting, and plot.

RL8.3 I can analyze how dialogue or specific incidents reveal information about characters or move the plot forward.

RL8.4 I can determine the figurative & connotative meaning of words & phrases based on how they are used in a text. I can analyze the

impact word choice on the meaning or tone of a text.

RL8.5 I can compare and contrast the structure of two or more texts. I can analyze how the form or structure of a text contributes to its

meaning and style.

RL8.7 I can analyze how a production of a text differs from the written text and evaluate the choices made by the directors/actors.

RL8.9 I can analyze how a modern work of fiction uses themes, patterns, or character types from traditional stories, myths, and/or the

Bible.

RL8.10 I can read and comprehend literature at the eighth grade level.


RI8.1 I can cite textual evidence that strongly supports my inferences and analysis of the text.

RI8.2 I can determine two or more central ideas and analyze their development over the course of the text, including how supporting

ideas are used.

RI8.4 I can determine the figurative, connotative, or technical meaning of words or phrases in a grade 8 text.


W8.4 I can produce clear, coherent writing in which the development, organization, and style are appropriate for eighth grade tasks,

purposes, and audiences.

W8.5 I can use guidance from my peers and adults to plan, revise, and edit my writing.

W8.7 I can conduct short research projects that use several sources to answer a specific question. I can generate additional focused

questions, if needed, during my research.

W8.8 I can gather information from multiple sources (print and digital) and assess credibility and accuracy of those sources.

W8.9 I can use evidence from literature to support analysis, reflection, and research in my writing.

W8.10 I can write for a range of time, tasks, purposes, and audiences.


SL8.1 a: I can prepare for a class discussion and participate by referring to my findings during discussion.

b: I can follow agreed-upon rules for class discussions, track progress towards stated goals, and define individual roles if needed.

c: I can ask questions that connect ideas of several speakers and respond to others with relevant evidence or ideas.

d: I can acknowledge new ideas expressed in discussion and modify my views if needed.

SL8.2 I can analyze the purpose of information expressed in diverse media and evaluate the motives behind the presentation.


Number Speaking and Listening Standards, Continued

SL8.4 I can present important findings in a coherent manner using relevant evidence, valid reasoning, and appropriate details. I can use

appropriate eye contact, adequate volume, and clear pronunciation.

SL8.5 I can include multimedia projects or visual displays when they will be helpful in clarifying and emphasizing information.

SL8.6 I can adapt my speech to a variety of tasks and contexts. I can demonstrate a command of formal English when appropriate.


L8.4 a: I can use context clues to figure out word meanings.

b: I can use common Greek and Latin affixes and roots to figure out word meanings.

c: I can use reference materials to determine pronunciation, meaning, or part of speech of a word.

d: I can verify what I think a word means by looking it up.

L8.5 a: I can interpret figures of speech in context.

b: I can use the relationships between words to better understand each word’s meaning.

c: I can distinguish among connotations and denotations of words.

L8.6 I can use vocabulary appropriate to eighth grade topics. I can use resources to gather word knowledge when needing a word

important for comprehension and/or expression.


Text/Media Sources Extended Texts Anthologies Articles

Elsewhere by Gabrielle

Zevin (extended text)

“The Curious Case of

Benjamin Button” by F.

Scott Fitzgerald (short

story)

“The 5 Stages of Grief” by Julie Axelrod

http://psychcentral.com/lib/the-5-stages-of-loss-and-grief

http://www.selectedfuneralhomes.org/customs

http://www.pbs.org/witheyesopen/after_teachers_612.html

http://www.pbs.org/wnet/onourownterms/articles/cultural.html

Media

“The Curious Case of Benjamin Button” by F. Scott Fitzgerald (Found on Share Drive)

http://www.penguinreaders.com/pdf/downloads/par/teachers-notes/TN-BenjaminButton.pdf

“Cats in the Cradle” by Cat Stevens

Link for Lyrics:

http://www.sing365.com/music/lyric.nsf/Cats-in-the-Cradle-lyrics-Cat-Stevens/108CCBC26BD96CF748256FAB0005F867

Poetry

http://www.poetryfoundation.org/poem/173523#poem

http://www.poetryfoundation.org/poem/177119

Mood and Tone:

http://www.brainpop.com/english/writing/moodandtone/

“Stages of Grief – Sprinkles and Bridget”

https://www.youtube.com/watch?v=bcNQGNUncd4

Analyzing Literature

https://www.teachingchannel.org/videos/sift-method-analyze-literature

http://snowyrangeacademy.org/uploads/docs/ms%20resources/Literary%20Analysis%20Guide.pdf
















Prestwick House, Latin & Greek Roots, Book III

Elsewhere by Gabrielle Zevin

GTPS Share Drive


Text Annotation

Teacher Observation

Poetry

Journaling

Presentation (Group or Individual)

Research

Literary Analysis Essay



Scope and Sequence

Skills


Framework


Read a Short

Story

Students will read “The Curious Case of

Benjamin Button” by F. Scott Fitzgerald as a

collaborative read between teacher and

students.

Reading

Workshop

“The Curious Case of Benjamin Button” by F.

Scott Fitzgerald (Found on Share Drive)

Teacher Resource:

http://www.penguinreaders.com/pdf/downloads/

par/teachers-notes/TN-BenjaminButton.pdf

RL8.2

Analyze text

development

RL8.4

Analyze word

choice

Analyzing

Text and

Making

Connections

Students will read, annotate, analyze, and

listen to “Cats in the Cradle” by Cat Stevens.

Students will make inferences and draw

comparisons to the short story, “The Curious

Case of Benjamin Button”.

Students will discuss their ideas in a Socratic

Seminar.

Socratic

Seminar

“Cats in the Cradle” by Cat Stevens

Link for Lyrics:

http://www.sing365.com/music/lyric.nsf/Cats-in-

the-Cradle-lyrics-Cat-

Stevens/108CCBC26BD96CF748256FAB0005F

867

SL8.1

Collaborative

discussions

Comparing

texts

Writing

Poetry

Students will read the poem “After Apple

Picking” by Robert Frost and “Because I

Could not Stop for Death” by Emily

Dickinson and analyze how the author’s use

of extended metaphor describes life

fulfillment. They will compare/contrast the

depiction of death/afterlife.

Students will then compose their own poem

that uses an extended metaphor to describe

their life, hopes, and/or dreams.

Skill Lesson: Interpret and compare poetry,

Extended Metaphor

Reading

Workshop

Writing

Workshop

http://www.poetryfoundation.org/poem/173523#

poem


http://www.ehow.com/how_7764533_write-

extended-metaphor-poems.html

RL.8.4

Figurative language

and word choice

RL.8.5

Compare and

contrast structure

and style










http://www.ehow.com/how_7764533_write-extended-metaphor-poems.html

http://www.ehow.com/how_7764533_write-extended-metaphor-poems.html


Skills


Framework


Reading

Literature

Students will read Elsewhere by Gabrielle

Zevin.

*Reading should be a combination of read-

aloud/modelling, collaborative


reading.*

Reading

Workshop

Elsewhere by Gabrielle Zevin RL8.9

Analyze modern

work of fiction and

its use of traditional

stories

RL.8.10

Read grade level

texts

Routine

Writing

Students will answer teacher-generated

journal prompts and questions based on their

reading of Elsewhere.

Journaling Elsewhere by Gabrielle Zevin W.8.10

Routine writing

Identifying

Mood and

Tone

Using textual evidence students will analyze

how the setting of Elsewhere affects the tone

and mood of the story. Students will analyze

the mood and tone of three places from the

story.

To review mood and tone, show the BrainPop

video.

Students will create a six panel chart

sketching the mood and tone for each

location. Students will also find a quote for

each location to use to support and illustrate

the mood and tone of each setting.

Reading

Workshop

Mood and Tone:

http://www.brainpop.com/english/writing/mooda

ndtone/

RL.8.1

Cite text

RL.8.3

Analyze specific

lines




Skills


Framework


Writing a

prose

constructed

response

Students will independently read and

annotate “The 5 Stages of Grief and Loss” by

Julie Axelrod.

Watch the video clip – Stages of Grief –

Sprinkle and Bridget

Respond to the following prose constructed

response: Identify how Liz experiences each

of the 5 stages of grief in Elsewhere.

Compare and contrast the process for Liz

versus Bridget. Cite evidence from the

article, the novel, and the video.

Reading

Workshop

“The 5 Stages of Grief” by Julie Axelrod

http://psychcentral.com/lib/the-5-stages-of-loss-

and-grief

“Stages of Grief – Sprinkles and Bridget”

https://www.youtube.com/watch?v=bcNQGNUn

cd4

RL8.1

Cite text evidence

RI8.1

Cite text evidence

W8.4

Clear and coherent

writing

W8.9

Draw evidence from

literature and non-

fiction sources

Analyzing

Media

Students will analyze film clips from The

Curious Case of Benjamin Button, Ghost,

Whatever Dreams May Come, and The

Lovely Bones. Students will make and draw

comparisons between Elsewhere and the

various film clips. Some areas of focus are

setting, communication between dead and

living, mood, and tone.

Class Discussion/Fish Bowl

Reading

Workshop

The Curious Case of Benjamin Button (Teacher

Selected):

http://movieclips.com/search/?q=benjamin%20b

utton#p=1– “Be Whoever You Want to Be” clip

The Lovely Bones (Teacher Selected):

http://movieclips.com/tAicm-the-lovely-bones-

movie-shes-gone/– “She’s Gone” clip

Ghost:Communication:

http://www.youtube.com/watch?v=5fLlgS6aO9k

What Dreams May Come:

Trailer: http://movieclips.com/2Dcg-what-

dreams-may-come-movie-trailer-1/

What Dreams May Come:

Setting:

http://www.youtube.com/watch?v=OdgGxgg91T

c

RL8.7

Film vs. Text





http://movieclips.com/search/?q=benjamin%20button#p=1

http://movieclips.com/search/?q=benjamin%20button#p=1

http://movieclips.com/tAicm-the-lovely-bones-movie-shes-gone/

http://movieclips.com/tAicm-the-lovely-bones-movie-shes-gone/

http://www.youtube.com/watch?v=5fLlgS6aO9k

http://movieclips.com/2Dcg-what-dreams-may-come-movie-trailer-1/

http://movieclips.com/2Dcg-what-dreams-may-come-movie-trailer-1/

http://www.youtube.com/watch?v=OdgGxgg91Tc

http://www.youtube.com/watch?v=OdgGxgg91Tc


Skills


Framework


Collegial

discussions

and working

collaborative

ly

Students will be given the following prompt:

It is the year 2006 in Elsewhere. John F.

Kennedy, Princess Diana, Tupac, and John

Lennon are having a picnic. How old is each

person in Elsewhere age? Based on their

Elsewhere age, explain what each person

would be doing or discussing.

Students will research the significant tasks of

each person and calculate his or her

Elsewhere age. In groups, students will create

a dialogue between the four people having a

picnic lunch based on student research.

Student groups will be required to present

their dialogue.

Writing

Workshop

SL.8.1b

Collegial

discussions

RL.8.3

Analyze dialogue

Writing

Literary

Analysis

Essay

Students will write a formal literary analysis

essay on a self-selected topic. (Ideas to

consider: symbolism in Elsewhere, character

analysis of Elsewhere, allusions in

Elsewhere, irony in Elsewhere, etc.)

Students should read teacher-selected mentor

texts to identify elements of literary analysis

prior to brainstorming ideas for own writing

piece. Students will use the writing process

to publish a final piece.

Writing

workshop Teacher Resources:

https://www.teachingchannel.org/videos/sift-

method-analyze-literature

http://snowyrangeacademy.org/uploads/docs/ms

%20resources/Literary%20Analysis%20Guide.p

df

RL8.9

Analyze modern

fiction

W8.4

Produce clear and

coherent writing

W.8.5

Writing process

W8.9

Cite evidence from

literature







Skills


Framework


Conducting

research

Students will research a variety of different

funeral customs. (Groups or Individual)

1. Ask students to find and record ten pieces

of information from a culture’s custom that

they choose to research.

2. Have the students prepare a brief

presentation to share what they have learned

with the class.

3. Create a class chart to compare and

contrast the various beliefs of the cultures

that were researched.

4. Discuss how each of these customs

informs our understandings of the beliefs,

values, and attitudes of different cultures

toward death.

5. Generate a list of funeral customs that exist

in our society.

6. Essay topic - What does this list tell us

about some of our beliefs, values, and

attitudes toward death?

Writing

workshop Teacher Resources:


http://www.pbs.org/witheyesopen/after_teachers

_612.html

http://www.pbs.org/wnet/onourownterms/articles

/cultural.html

W8.7

Research projects

W8.8

Multiple sources

W8.9

Use evidence to

support

Using

academic

vocabulary

Determining

meanings in

context

Teacher generated vocabulary from

Elsewhere

Latin & Greek roots

Do Now Prestwick House, Latin & Greek Roots, Book

III, Units 6-9

L8.4

Use Context clues

L8.5

Figurative language

L8.6

Academic

vocabulary







ELA Grade 8

Unit C Topic: The Secrets Behind What You Eat

Time Frame: 7 – 8 weeks

Performance Task: Research/Informational Writing

Description: The “Secrets Behind What you Eat” by Michael Pollan describes how parallel food chains (industrialized food; alternative or "organic"

food; and home-gathered food) reflect differences and similarities in our ecology of eating. It also includes a fascinating look behind the labels and

what we should and shouldn’t eat. Through the use of graph, charts, essays, and supplemental materials students will recognize that nutritional habits

affect both the quality and quantity of life and understand what constitutes good nutrition. Students will begin the unit by creating a KWL chart

regarding good nutrition, read Omnivore’s Dilemma with these questions in mind, and at the end research their unanswered questions. Throughout

the unit students will respond both in writing and through discussion as they learn to use the text to provide evidence to support their interpretations.

CCSS Target Skills


Compare and analyze multiple

genres

Write explanatory/informative

essays Words from Foreign languages Deliver an oral presentation

Analyze and synthesize primary

sources Write prose constructed response

Prestwick House Latin &

Greek Roots, Book III, Units 10 -

13

Participate in Socratic seminars

Interpret media for bias Identify and use domain specific

vocabulary

Determine central idea

Identify strongest text evidence


Tier 2 vocabulary


Unit C - Common Core “I Can” Statements

Number Reading Standards for Literature (“The Circuit”)

RL8.1

I can find textual evidence to support my ideas about a text.

RL8.2 I can determine the theme or central idea of a text and analyze its development over the course of the text.

RL8.3 I can analyze how & why individuals, events, & ideas develop & interact over the course of a text.

RL8.4 I can interpret words & phrases as they are used in a text, including determining technical and connotative meanings.

I can identify the mood & tone of a text, and the meaning & impact of word choice on the mood & tone of the text.



RI8.2 I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary

of a text.


RI8.4 I can determine the meanings of words and phrases as they are used in a text, including figurative language.

I can analyze the specific word choice of an author and analyze its impact on the tone of a piece.

RI8.5 I can analyze the structure of paragraphs within a text, specifically the role of key sentences.


RI8.7 I can evaluate the advantages and disadvantages of using different mediums to present a topic.

RI8.8 I can recognize & articulate the argument or claims made within the text.

I can identify & pull specific quotes or passages from the text & explain how they contribute to the argument or claim.

RI8.9 I can identify when texts disagree and analyze the conflicting information.

RI8.10 I can read and comprehend literary non-fiction independently.


W8.2 I can write informative and explanatory texts to examine a topic and convey ideas.

a. I can introduce a topic clearly, organize my ideas, and use text features such as headings, charts, tables, and/or

multimedia.

b. I can develop my topic with well-chosen facts and details.

c. I can use varied transitions.

d. I can use domain-specific vocabulary

e. I can establish and maintain a formal style

f. I can provide a concluding statement that supports my writing.

W8.4 f. I can produce clear and coherent writing for a specific task, purpose, and/or audience.




W8.8 I can gather relevant information from multiple print and digital sources, assessing the credibility and accuracy of each

source.

I can quote and paraphrase while avoiding plagiarism.

I can follow a standard format to cite my sources.

W8.10 I can write over different time frames for a range of tasks, purposes, and audiences.



SL8.2 I can analyze the purpose of information presented in diverse media & formats & evaluate the motives behind its

presentation.

SL8.3 I can delineate a speaker’s argument & specific claims, evaluating the soundness of the reasoning & relevance of that

evidence. I can also identify when irrelevant evidence is used.





L8.6 I can use domain-specific vocabulary.

I can gather vocabulary knowledge when a word or phrase is important to my comprehension of the text.


Texts / Media Sources Extended Texts Anthologies Articles

Omnivore’s Dilemma

by Michael Pollan


“The Circuit” by Francisco Jimenez

Articles

http://michaelpollan.com/wordpress/wp-

content/uploads/2010/05/omnivore_young_readers_excerpt.pdf

“Our Year Without Groceries”

http://letsgather.chick-fil-a.com/articles/our-year-without-groceries

http://www.calclingpeach.com/html/rcpe_consum/TimeMagazineARtileDr.Oz.pdf

GTPS Share (scanned documents)

Writing to Persuade by Karen Caine – “Is America’s Food Supply Safe?”

Eureka! Jamestown Publisher – “What’s for Breakfast?”

Texts and Lessons for Content-Area Reading – “Boss Hog – Part 1-5”

“The Superbug in your Supermarket – Part 1-2”; \

“Fact Sheet #13B: CAFO Requirements for Large Swine Operations”

Media Sources

Back to the Start – Chipotle commercial

http://www.youtube.com/watch?v=aMfSGt6rHos

Sample Unit Plans

http://commoncoresuccess.elschools.org/curriculum/ela/grade-8/module-4/unit-1

http://libraryschool.libguidescms.com/content.php?pid=213225&sid=1776091

Videos

http://www.youtube.com/watch?v=-T_EAoYE5aw&edufilter=Eruq43lhlLaEmcrPkgvWnA

http://www.youtube.com/watch?v=MSpkLk0vYmk

http://michaelpollan.com/wordpress/wp-content/uploads/2010/05/omnivore_young_readers_excerpt.pdf







http://www.youtube.com/watch?v=-T_EAoYE5aw&edufilter=Eruq43lhlLaEmcrPkgvWnA





Prestwick House, Latin & Greek Roots, Book III

Omnivore’s Dilemma by Michael Pollan

GTPS Share Drive


Text Annotation

Teacher Observation

Poetry

Journaling

Presentation (Group or Individual)

Research

Informative/Research Essay





Framework


Listening &

Viewing

Activating

Prior

Knowledge -

KWL

Students will watch the video “Back to the

Start” Chipotle commercial as anticipatory

to reading the book Omnivore’s Dilemma.

Complete a KWL on the food industry –

what do you know about the food you

eat…

Writing

Workshop

“Back to the Start” video

http://www.youtube.com/watch?v=aMfSGt6rHo

s

KWL chart

SL8.2 – analyzing

purpose of info

presented

W8.10

Write routinely

Reading

Informational

Text - Jigsaw

Jigsaw – Read & annotate the 5 articles (1

per group) - Texts and Lessons for

Content-Area Reading – “Boss Hog – Part

1-5”

Jigsaw – assign reading

Text annotation

Sketching through the text

Group share

Class share

Focus on the reading strategy

“Reading with a Question in Mind”

Reading

Workshop

Texts and Lessons for Content-Area Reading –

“Boss Hog – Part 1-5”–

Found on the GTPS Share (includes resources on

using a Jigsaw strategy and Reading with a

Question in Mind)

RI8.1 – find textual

evidence

RI8.2 – determine

central message

RI8.6 – author’s

purpose

RI8.8 – pull specific

quotes from passage

SL8.1 –

collaborative

discussion

RL8.4 – present

information

Viewing – book

intro

Watch the video – “America's Food Crisis:

THE OMNIVORE'S DILEMMA”

Class discussion – introduce The

Omnivore’s Dilemma

Reading

Workshop

https://www.youtube.com/watch?v=-

T_EAoYE5aw&edufilter=Eruq43lhlLaEmcrPkg

vWnA

SL8.2 – author’s

purpose in diverse

media



https://www.youtube.com/watch?v=-T_EAoYE5aw&edufilter=Eruq43lhlLaEmcrPkgvWnA




Skills


Framework


Close Reading

of

informational

text

Read and annotate the introduction of The

Omnivore’s Dilemma.

On page 5, Michael Pollan introduces the

reader to 4 types of meals. Which of these

would you choose to feed your family?

Why?

Reading

Workshop

Journaling

Link to full text of introduction to make copies

for every student.

http://michaelpollan.com/wordpress/wp-

content/uploads/2010/05/omnivore_young_reade

rs_excerpt.pdf

RI8.10

Read grade level

non-fiction

Reading

Informational

Text

Domain

Specific

Vocabulary

Students will read The Omnivore’s

Dilemma, using various strategies to tackle

informational texts.

*Reading should be a combination of

read-aloud/modelling, collaborative


reading.*

Students will use context clues to

determine meaning of domain-specific

vocabulary.

Reading

workshop

Grade 8 Model Unit Plan:

http://commoncoresuccess.elschools.org/curricul

um/ela/grade-8/module-4/unit-1

RI8.4

Specific word choice

RI8.5

Text structure

L8.6

Domain Specific

vocabulary

Using

Propaganda

and Effective

word choice

After reading Part I (pages 9-107) create an

advertisement for corn. (directions on link

in resources.)

Students present their billboard redesigns.

Class Discussion: Discuss this line from

the book.

"There are some forty-five thousand items

in the average American supermarket and

more than a quarter of them now contain

corn."

- The Omnivore's Dilemma Journal Entry:

So what? Why is it bad if corn is in most

of our food?

Writing

workshop

Journaling

“Corn in America”

http://libraryschool.libguidescms.com/content.ph

p?pid=213225&sid=1776091

SL8.5

Visual displays









Skills


Framework


Close Readings

Working

collaboratively

Identifying

Author’s

Claim

Writing

Counterargum

ents

Reread pages 161-166, or pages 240-245

and identify the claim Michael Pollan

makes and the evidence he uses to support

his claim.

Write the claim and supporting evidence on

a stick note.

Work with a group to determine the

validity of his claim.

Write the counterargument to refute his

claim

Reading

Workshop

Writing

Workshop

Guidelines for this activity can be found in the

sample unit plan:

http://commoncoresuccess.elschools.org/curricul

um/ela/grade-8/module-4/unit-1

SL8.3

Delineate speaker’s

argument & claims

W8.4f

Clear & coherent

writing

Reading

Literature and

Writing Prose

Constructed

Responses

Using context

clues

After reading Part III, read “The Circuit.”

(Use context clues to determine foreign

language words)

Reread pgs. 34-39 of The Omnivore’s

Dilemma (Under the heading “Rich field,

Poor farmers) Answer the following prose

constructed response:

Write a narrative about Panchito on a

modern day American farm. Be sure to

describe the setting in detail. What

conflicts might he face? What might he say

and/or do to solve these problems?

Reading

Workshop

Elements of Literature pg. 658 RL8.1

Cite text

RL8.2

Determine central

idea

RL8.3

Analyze story

development

RL8.4

Interpret words &

phrases

L8.4

Use context clues to

determine foreign

language words

Writing

narratives

Read the afterword “Vote With Your Fork”

(pgs. 279-283).

Name one way you can “vote with your

fork.”

Journaling RI8.3

Text connections




Skills


Framework


Synthesizing

Collaborative

discussions

Revisit the journal entry from the

beginning of the unit: Which of the four

meals would you feed your family? Has

your perspective about this changed? Why

or why not?

Look over the outline of the 4 meals.

Which is most closely aligned with the way

your family eats? Based on The

Omnivore’s Dilemma, is this the “right

way” to eat? Explain.

Read and annotate “Our Year Without

Groceries.” Is this a feasible plan for you

and your family? Why or why not?

Discuss in a Socratic Seminar.

Reading

Workshop

leading to…

Socratic

Seminar

4 possible meals - GTPS Share

“Our Year Without Groceries”

http://letsgather.chick-fil-a.com/articles/our-

year-without-groceries

SL8.1

Collaborative

discussions

RI8.1

Text evidence

RI8.6

Author’s purpose

Identifying

Bias

Analyze various media sources and

author’s intent to determine the credibility

of information found on the Internet.

Student activity – complete graphic

organizer that analyzes author’s intent

Writing

workshop

Video clip - Food: The Ultimate Secret Exposed

– PartI:

http://www.youtube.com/watch?v=MSpkLk0vY

mk

“Give (Frozen) Peas a Chance – and Carrots

Too” by Dr. Mehmet Oz

http://www.calclingpeach.com/html/rcpe_consu

m/TimeMagazineARtileDr.Oz.pdf

RI8.7

Evaluate media

RI8.9

Identify conflicting

information








Skills


Framework


Informational/

Explanatory

Writing

Conducting

Research

Using the KWL chart that was used

throughout this unit, discuss what questions

students still have that were unanswered.

Use this as a springboard to generate a list

of topics to research. Use the writing

process to publish an informational

research paper on the selected topic.

Students should be given access to mentor

texts to read and analyze for informational

text structure and non-fiction text features.

Writing

workshop

GTPS Share Drive

Writing Rubric

KWL chart

W8.2

Write informative

and explanatory

texts

W8.7

Conduct research

W8.8

Multiple sources

Vocabulary Teacher generated vocabulary

Greek & Latin roots


III, Units 10-13

L.8.4

Vocabulary

Acquisition

Grammar Mini lessons on domain specific

vocabulary

Do Now GTPS Share Drive


L8.6

Domain Specific

Materials


ELA Grade 8

Unit D Topic: HOPES AND DREAMS


Performance Task: Memoir Writing

Description: This unit focuses on the theme of ‘Hopes and Dreams’ and the lengths one will go to in order to achieve them. Students will begin by

reading and analyzing Randy Pausch’s inspiring memoir, The Last Lecture. Professor Pausch’s memoir will serve as a model for students in the

creation of their own personal memoirs. Students will also read “The Diary of Anne Frank” (the play) and analyze how a writer uses real-life

experiences in his writing.

CCSS Target Skills


Comprehending informational

text Writing memoir

Determine word meaning using

context clues Delivering an oral presentation

Analyze explicit text and

inferences Prose constructed responses

Prestwick House Latin & Greek

Roots, Book III, Units 14-17 Peer evaluation of speeches

Identify strongest text evidence Journaling

Analyze author’s craft



Interpret media

Tier 2 vocabulary


Unit D - Common Core “I Can” Statements Number Reading Standards for Literature

RL8.1 I can find textual evidence to support my ideas about a text.

RL8.2 I can determine the theme or central idea of a text.

RL8.4 I can determine the meaning of words and phrases as they are used in a text.

RL8.5 I can compare and contrast the structure of two or more texts.

RL8.10 I can read and comprehend literature independently.





RI8.7 I can evaluate the advantages and disadvantages of using different mediums to present a topic.


W8.3 I can write narratives (real or imagined) using effective technique, relevant descriptive details, and well-structured event

sequences. a. I can engage and orient the reader by establishing a context and point of view

b. I can use narratives techniques such as dialogue, pacing, description, and reflection

c. I can use a variety of transitions to signal shifts in time

d. I can sue precise words and phrases, relevant descriptive details, and sensory language

e. I can provide a conclusion that reflects on the narrated experiences.

W8.4 I can produce clear and coherent writing for a specific task, purpose, and/or audience.


W8.10 I can write over different time frames for a range of tasks, purposes, and audiences.



SL8.2 I can analyze the purpose of information presented in diverse media and evaluate the motives behind its presentation.





L8.2 I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. a. I can use punctuation (comma, ellipsis, dash) to indicate a pause or break.

b. I can use an ellipsis to indicate and omission.

c. I can spell correctly.

L8.5 I can demonstrate understanding of figurative language.


Text/Media Sources Extended Texts Anthologies Articles

The Last Lecture by Randy Pausch


“The Diary of Anne Frank” – drama

Pakistan's Malala: Global symbol, but still just a kid by

Ashley Fantz – Short informational text Articles

http://www.archives.gov/press/exhibits/dream-speech.pdf

http://webtv.un.org/watch/at-un-malala-yousafzai-rallies-

youth-to-stand-up-for-universal-education/2542492853001/

http://www.cnn.com/2012/10/15/world/malala-profile

http://scope.scholastic.com/issues/09_01_13

Media

Videos

http://webtv.un.org/watch/malala-yousafzai-un-youth-assembly/2542094251001/

http://www.tcm.com/mediaroom/video/486890/Diary-Of-Anne-Frank-The-Movie-Clip-A-Great-Adventure.html

https://www.youtube.com/watch?v=Wn9L4CxAaQY

http://www.youtube.com/watch?v=CjEdyxo_z5k


http://webtv.un.org/watch/at-un-malala-yousafzai-rallies-youth-to-stand-up-for-universal-education/2542492853001/









Resources NEWSela

Scholastic Scope


The Last Lecture by Randy Pausch

Prestwick House – Latin & Greek roots – Book III

GTPS Share


Prose constructed response

Socratic Seminar

Memoir

End of Unit Performance Task

*Benchmark* STAR Reading




Framework


Memoir

Writing

Students will read Ernest Hemingway’s

famous six word memoir, analyzing the

author’s word choice.

Using Hemingway’s memoir as a model

students will construct their own Six word

memoirs and submit them to

www.Smithteen.com

Writing

Workshop

Ernest Hemingway: For Sale, Baby Shoes Never

Worn: http://news.rapgenius.com/Ernest-

hemingway-six-word-story-lyrics#note-1223461

Post the memoir on a webpage:

www.Smithteens.com

W.8.3.d

Use precise words to

write narratives

Viewing a

Speech

Students will watch an excerpt from Randy

Pausch’s “Last Lecture” to determine

author’s purpose before reading the memoir.

Reading

Workshop

The Last Lecture – DVD (educational version)

OR

https://www.youtube.com/watch?v=Wn9L4CxA

aQY

SL8.2

Analyze purpose of

information

Reading a

Memoir

Students will read The Last Lecture. Students

will respond to questions about the text using

evidence to support their answers. *Reading

should be a combination of read-

aloud/modelling, collaborative


reading.*

Reading

Workshop

The Last Lecture- Randy Pausch

RL8.2

Analyze text

Routine

Writing

Quick Writes- Students quickly react to

quotes from the text and write short

connection pieces in their writer’s notebooks.

Journaling The Last Lecture- Randy Pausch W.8.10

Write routinely

Memoir

Writing

Students will learn about SOAPTone

(Subject, Occasion, Audience, Purpose, and

Tone) and discuss these for a memoir.

Using SOAPTone students will write their

own memoirs. Students should have access to

mentor texts to analyze the possible structure

of a memoir.

Using the writing process, students will

publish a final piece.

Writing

Workshop

SOAPTone:

http://apcentral.collegeboard.com/apc/public/pre

ap/teachers_corner/45200.html

Skill materials: http://teacher.scholastic.com/writeit/memoir/teac

her/

W.8.3

Write narratives

(real or imagined)

http://www.smithteen.com/

http://news.rapgenius.com/Ernest-hemingway-six-word-story-lyrics#note-1223461

http://news.rapgenius.com/Ernest-hemingway-six-word-story-lyrics#note-1223461

http://www.smithteens.com/



http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/45200.html

http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/45200.html


Skills


Framework


Reading a

Drama

Students will read the play, The Diary of

Anne Frank.

Students will keep their own diaries to record

responses to particular lines of dialogue and

how they propel the action of the play

Reading

Workshop

Journaling

The Diary of Anne Frank (Holt) page 346 RI.8.3

Analyze text

connections

W.8.10

Write routinely

Reading a

drama

After reading the play, “The Diary of Anne

Frank”, students will respond to the

following:

Before The Diary of Anne Frank was

performed, Otto Frank wrote in a letter to the

actor who would portray him, “Please don’t

play me as a ‘hero’… Nothing happened to

me that did not happen to thousands upon

thousands of other people.” What is a hero?

Do you see anyone in the play as a hero?

Why? Think about your definition of a hero.

Cite evidence to support your response.

Socratic Seminar to discuss

Socratic

Seminar

SL8.1

Collaborative

discussions

Compare

/contrast

Watch excerpts from The Diary of Anne

Frank.

Compare and contrast the text to the filmed

version. Complete a graphic organizer.

Reading

Workshop

http://www.tcm.com/mediaroom/video/486890/

Diary-Of-Anne-Frank-The-Movie-Clip-A-Great-

Adventure.html

RL8.7

Film vs. text





Skills


Framework


Speech

Analysis

Read and annotate the “I Have a Dream”

speech by Dr. King.

Watch the video clip from his speech.

Identify the purpose of each speech, words

the speaker chose that reflect the tone,

identify the extended metaphors, and evaluate

the motives behind each presentation.

Compare and contrast Dr. King’s and Prof.

Pausch’s delivery. Revisit SOAPTone

(Subject, Occasion, Audience, Purpose, and

Tone).

Focus question - How does the author’s

choice of words impact the meaning and tone

of the speech?

Class discussion

Reading

Workshop

“I Have a Dream” – Elements of Literature (Pg.

678) OR

http://www.archives.gov/press/exhibits/dream-

speech.pdf

Watch video excerpt of: I Have a Dream

Speech- Martin Luther King


Rewatch the Randy Pausch video:

https://www.youtube.com/watch?v=Wn9L4CxA

aQY

SL.8.4

Present ideas clearly

SL.8.2

Analyze diverse

media

L.8.5

Understand nuances

RI.8.6

Author’s purpose

W.8.4

Produce clear and

coherent writing

Photo

Analysis

Students will write down descriptive words

or phrases that come to mind when they look

at the photo. Discuss why was these pictures

were chosen for this book?

Complete the photo analysis worksheet for

one selected image from the book.

Skill lesson: Analyzing primary sources

Reading

Workshop

Remember by Toni Morrison

(Photo Book)

http://www.archives.gov/education/lessons/work

sheets/photo_analysis_worksheet.pdf

RI8.7

Advantages of

different mediums







Skills


Framework


Answering

Prose

Constructed

Responses

Hopes and Dreams of Malala – Read

Scholastic article plus one additional article

and watch the video clips.

Answer the following prose constructed

response: Based on your reading of the two

article and the viewing of the videos, analyze

Malala’s crusade. What are her hopes and

dreams for the future?

Reading

Workshop

Speech to UN from July 12, 2013

http://webtv.un.org/watch/malala-yousafzai-un-

youth-assembly/2542094251001/ ;

article from the United Nations, explaining the

occasion of the speech

http://webtv.un.org/watch/at-un-malala-

yousafzai-rallies-youth-to-stand-up-for-

universal-education/2542492853001/;

article about Malala shortly after she was shot:

http://www.cnn.com/2012/10/15/world/malala-

profile

Scholastic Scope:


RI.8.6

Author’s purpose

RI.8.7

Evaluate various

mediums

Vocabulary Teacher generated vocabulary

Greek & Latin roots


III, Units 14-17

L.8.4

Clarify word

meanings

Grammar Mini lessons on punctuation (comma, ellipsis,

dash) to indicate a pause or break; mini

lessons on using an ellipsis to indicate and

omission.

Do Now Teacher Appendix


L8.2

Conventions of

English










Appendix A Adaptations for Special Education Students, English Language Learners, and Gifted and Talented Students

Making Instructional Adaptations

Instructional Adaptations include both accommodations and modifications.

An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for

any student.

Usually a modification means a change in what is being taught to or expected from a student.

-Adapted from the National Dissemination Center for Children with Disabilities

ACCOMMODATIONS MODIFICATIONS

Required when on an IEP or 504 plan, but can be implemented for any student to support their learning.

Only when written in an IEP.

Special Education Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity.

Teachers shall implement any instructional adaptations written in student IEPs.

Teachers will implement strategies for all Learning Styles (Appendix B)

Teacher will implement appropriate UDL instructional adaptations (Appendix C)

Gifted and Talented Instructional Accommodations

Use the Wonders Science/Social Studies Workstation Cards green activity.

Teacher will implement Adaptations for Learning Styles (Appendix


Teacher will implement appropriate UDL instructional adaptations (Appendix

English Language Learner Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity.

Teachers will implement the appropriate instructional adaptions for English Language Leaners (Appendix E)


APPENDIX B

Learning Styles Aadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)

Accommodating Different Learning Styles in the Classroom: All learners have a unique blend of sequential, precise, technical, and confluent learning styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic. It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class. Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.

Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons Watch videos to learn information and concepts Encourage students to visulaize events as they read Study using flash cards Model by demonstrating tasks or showing a finished product Have written directions available for student

Audio Allow students to give oral presentations or explain concepts verbally Present information and directions verbally or encourage students to read directions aloud to themselves. Utilize read alouds Utilize songs, rhymes, chants and choral response,

Kinesthetic Act out concepts and dramatize events Trace words/sounds on paper, sand, or water Use manipulatives Allow students to depen knowledge through hands on projects


Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan

work carefully, and complete the assignment from beginning to end without interruptions. Accommodations: Repeat/rephrase directions Provide a checklist or step by step written directions Break assignments in to chunks Provide samples of desired products

Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts

Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed

notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner. Accommodations: Provide detailed directions for assignments Provide checklists Provide frequent feedback and encouragement

Help precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts

Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The

learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiences Accommodations: Allow to work independently or as a leader of a group Give opportunities to solve problems and not memorize information Plan hands-on tasks Explain relevance and real world application of the learning Will be likely to respond to intrinsic motivators, and may not be motivated by grades

Help technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures


Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The

learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises. Accommodations: Allow choice in assignments Encourage creative solutions to problems Allow students to experiment or use trial and error approach Will likely be motivated by autonomy within a task and creative assignments

Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail


APPENDIX C

Universal Design for Learning Adaptations

Adapted from Universal Design For Learning

Teachers will utilize the examples below as a menu of adaptation ideas.

Provide Multiple Means of Representation

Strategy #1: Options for perception

Goal/Purpose Examples To present information through different modalities such as vision, hearing, or touch.

Use visual demonstrations, illustrations, and models Present a power point presentation.


Strategy #2: Options for language, mathematical expressions and symbols

Goal/Purpose Examples To make words, symbols, pictures, and mathematical notation clear for all students.

Use larger font size Highlight important parts of text

Strategy #3: Options for Comprehension

Purpose Examples To provide scaffolding so students can access and understand information needed to construct useable knowledge.

Use KWL strategies or charts. Provide written notes

Make predictions Graphic organizers and concept maps


Provide Multiple Means of Action and Expression

Strategy #4: Options for physical action

Purpose Examples To provide materials that all learners can physically utilize

Use of computers to type when available Provide help with cutting, pasting, or other physical tasks Preferential or alternate seating Provide assistance with organization


Strategy #5: Options for expression and communication

Purpose Examples To allow the learner to express their knowledge in different ways

Allow oral responses or presentations Students show their knowledge with webs, charts, graphs, or non-linguistic representations

Strategy #6: Options for executive function

Purpose Examples To scaffold student ability to set goals, plan, and monitor progress

Provide clear learning goals, scales, and rubrics Modeling skills and tasks Utilize checklists Give examples of desired finished product Chunk longer assignments into manageable parts Teach and practice organizational skills


Provide Multiple Means of Engagement

Strategy #7: Options for recruiting interest

Purpose Examples To make learning relevant, authentic, interesting, and engaging to the student.

Provide choice and autonomy on assignments Use colorful and interesting designs, layouts, and graphics on written documents Use games, challenges, or other motivating activities Provide positive reinforcement for effort


Strategy #8: Options for sustaining effort and persistence

Purpose Examples To create extrinsic motivation for learners to stay focused and work hard on tasks.

Show real world applications of the lesson Utilize collaborative learning Incorporate student interests into lesson Praise growth and effort Recognition systems Behavior plans

Strategy #9: Options for self-regulation

Purpose Examples To develop intrinsic motivation to control behaviors and to develop self-control.

Give prompts or reminders about self-control Self-monitored behavior plans using logs, records, journals, or checklists Ask students to reflect on behavior and effort


Appendix D

Gifted and Talented Instructional Adaptations

How do the State of NJ regulations define gifted and talented students?

Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.

What types of instructional accommodations must be made for students identified as gifted and talented?

The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..

What is differentiation?

Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:

Prior knowledge Cognitive Level

Learning Rate Learning Style

Motivation Strength or Interest

And various curriculum components:

Nature of the Objective Teaching Activities

Learning Activities Resources

Products

Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom

management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted

learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).


Gifted & Talented Accommodations Chart

Adapted from Association for Supervision and Curriculum Development

Teachers will utilize the examples below as a menu of adaptation ideas.

Strategy Description Suggestions for Accommodation

High Level Questions

Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.

Require students to defend answers

Use open ended questions

Use divergent thinking questions

Ask student to extrapolate answers when given incomplete information

Tiered assignments

In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.

Use advanced materials

Complex activities

Transform ideas, not merely reproduce them

Open ended activity

Flexible Skills Grouping

Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.

Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance

Gifted learners develop advanced knowledge and skills in areas of talent

Independent Projects

Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic

Primary Interest Inventory

Allow student maximum freedom to plan, based on student readiness for freedom

Use preset timelines to zap procrastination

Use process logs to document the process involved throughout the study


Learning Centers

Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.

Develop above level centers as part of classroom instruction

Interest Centers or Interest Groups

Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.

Plan interest based centers for use after students have mastered content

Contracts and Management Plans

Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications.

Allow gifted students to work independently using a contract for goal setting and accountability

Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.

Use pretesting and formative assessments

Allow students who complete work or have mastered skills to complete enrichment activities


Appendix E

English Language Learner Instructional Accommodations

Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State

of NJ Department of Education Bilingual

Language Arts

Instruction: Assign a buddy (who might speak same language).

Simplify language, clarify or explain directions.

Read directions in native language (may use online translator)

Provide translated test items. Translated test items can be read by the student and/or another bilingual individual.

Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful.

Pre-teach proper nouns, difficult vocabulary, and pronunciation (ask students to repeat and pronounce back correctly)

Highlight key words or phrases.

Read aloud the text, using a slower rate of speech, as the student follows along.

Allow ELL students to hear the text twice and have a second opportunity to check their answers.

Keep a student’s linguistic ability in mind when selecting reading assignments

Allow ELL students extended time

Provide specific seating arrangement (close proximity for direct instruction and teacher assistance).

Response:

Allow for oral response instead of written response.

Provide bilingual dictionaries.

Allow the use of word walls and vocabulary banks.

Allow ELL students to use graphic organizers.

Allow flexibility in oral presentations (e.g. notes, presentation aides, or small group setting).

Read assessments aloud, not including the reading assessments.

Allow ELL students to discuss and clarify understanding of the writing assessment to the student so that the student can identify areas for

revision. The ELL student may also independently read aloud their writing assessment for the same purpose.

Read aloud the text using a slower rate of speech, as the student follows along immediately prior to the district fluency assessments and

practice.


Science

Instruction:

Assign a buddy (who might speak same language)

Pre-teach difficult vocabulary





Read aloud questions and possible answers, using a slower rate of speech, as the student follows along.


Allow ELL students extended time.

Provide specific seating arrangement (close proximity for direct instruction and teacher assistance).

Response:

Allow flexibility in oral presentations (e.g. presentation aides, or small group settings).

Allow for oral response instead of written response (Provide bilingual directions).

Allow ELL’s multiple ways to show scientific concepts (pictures, act out, model, label)


Social Studies

Instruction:

Assign a buddy (who might speak same language)

Simplify language clearly or explain directions.

Read directions in native language.



Pre-teach difficult vocabulary


Read aloud text, questions and possible answers using a slower rate of speech as the student follows along,


Allow ELL students extended time.

Give more frequent breaks as needed during instruction and assessments.

Provide specific seating arrangements (close proximity for direct instruction and teacher assistance).


Response:

Allow for oral response instead of written response


Allow ELL students to use graphic organizers.

Allow flexibility in oral presentation (e.g. notes, presentation aides, or small group setting).

Allow student to build a model, draw a picture, or make a collage to demonstrate knowledge of the topic

Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment, to make the text meaningful.

Read assessment aloud.

Allow ELL students to discuss and clarify understanding performance prompt prior to starting the assessment

Provide bilingual dictionaries

.

Math

Instruction:

Provide bilingual dictionaries.


Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment make the text meaningful.

Pre-teach difficult vocabulary.

Highlight key word or phrases.

Allow ELL students to hear word problems twice and have a second opportunity to check their answers.

Allow ELL students extended time for word problems.

Provide specific seating arrangement (close proximity for direct instruction, teacher assistance, and buddy).

Response:

Allow for oral explanations


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