grade 8- ela pacing guide 2012

of 24 April 2012

College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Literature)

Level: Grade 8

Anchor Standards

Specific Grade Standard

Instructional Strategies/Activities The Learner Will

Blooms Level

Possible Resources Sample Summative Assessments Formative

1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Essential Question Why is textual evidence necessary to support analysis?

RL 1. Cite Textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

- Construct a model to demonstrate how it looks or works (analysis and inference)

- Make up a puzzle or game about the reading topic.

- Use a Double Bubble Map to show how 2 topics are the same and different,

- Locate clues from the text to determine authors purpose.

- Make a family tree of characters relationships

- List specific examples from the text that support a central message.

- Create your own Medicine Bag that symbolizes your life.

- Identify key words the author uses to establish tone.

- Journaling

Creating

Vocabulary: Symbol/symbolism Authentic Procession Unseemly Textual strength Analysis Authors purpose Infer Explicit

Prentice Hall Literature textbook - The Medicine Bag p.390

The Book Whisperer

Readers Handbook

Read in the Middle

Selection Tests (multiple choice and essay) from textbook

Constructed model may also be used as summative; finished products and presentations

2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas.

Essential Question How does a theme or central idea develop throughout the course of the text? How do characterization, setting, plot influence the theme?

RL 2. Determine a theme or central idea over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

- Write a diary entry

- Determine theme of text.

- Make a diorama to illustrate an event

- Identify interpersonal conflict between characters.

- Make a cartoon strip showing the sequence of events in the story

- Retell the reading selection in your own words

- Trace the plot elements that lead to theme development.

- Top Ten: List the Top 10 Morals you learn from Thank You Mam

- Critique the setting and how it influences theme.

- Journaling

Creating

Vocabulary: Theme Inference Connections Contact Presentable Barron Interpersonal Conflict Thematic development Exposition Rising/Falling action

Prentice Hall - Literature textbook - Thank You Mam p.356

The Book Whisperer

Readers Handbook

Read in the Middle


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Level: Grade 8

Anchor Standards



Blooms Level


3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Essential Question How does dialogue or events significantly impact a story?

RL 3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Craft and Structure.

- Compare/Contrast with other works by Poe

- Draw Poster advertising Poes work(s)

- Analyze how particular elements of a story interact.

- Journaling

- Identify critical turning points in the plot.

- Outline main points of text.

- List characters choices that impact plot.

- Write and perform a play based on the story

- Recall conflict to distinguish whether conflict is internal or external.

- Make a time line

- Make an acrostic poem about

Analyzing

Creating

Vocabulary: Compare Contrast Character traits And perspective Round/Flat Characters Internal conflict External Conflict

Acute Distinctness Ceased Derision Critical turning Points

Prentice Hall - Literature textbook - The Tell-Tale Heart p.265

The Black Cat (Poe)

Internet: http://KnowingPoe.thinkport.org

The Book Whisperer

Readers Handbook

Read in the Middle


Outlines

Drama performances

Timelines

4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific words choices shape meaning or tone.

Essential Question How do words or phrases impact the meaning and tone of a text?

RL 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

- Make a flow map

- Name words or phrases that show analogies in a text.

- Create a questionnaire

- Name words/phrases that refer to allusions.

- Invent your own onomatopoeia dictionary

- Make a poetry Book

- Explain how analogies and illusions affect meaning and tone.

Applying

Creating Vocabulary: Imagery Paraphrase Synonym Antonym Alliteration Onomatopoeia Rhyme Rhythm Explicit Analogies Allusions Allegory

Prentice Hall - Literature textbook -January p.678 -Cat! p.602 - Your World p.605 - Thumbrint p.609

The Book Whisperer

Readers Handbook

Read in the Middle


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Level: Grade 8

Anchor Standards



Blooms Level


5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Essential Question How does the structure influence the meaning and style of texts?

RL 5. Compare and contract the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Make a flow map to show critical stages. Survey classmates to find out their reaction to specific parts/words in the text. Write a summary report of the event i.e. news reporter on the scene

Compare and Contrast journal formats with a Double Bubble Map/Venn Diagram

Journaling

Analyze how a chapter, scene, or stanza fits into the overall structure including dramas, poetry and analyze how the structure contributes to its meaning.

Compare/contrast the structure of two or more texts and analyze how the structure contributes to meaning.

Analyzing

Vocabulary: Narration Inference Point of view 1st person 3rd person Refute Obscure Introspective

Vocabulary: Foreshadowing Plot Exposition Conflict Rising action Climax Falling action Resolution Prologue Epilogue Prodigy Flashback Poetic devices

Prentice Hall - Literature textbook - Flowers for Algernon p.310

- Raymonds Run p.39

The Book Whisperer

Readers Handbook

Read in the Middle


Summary, Presentations/News Reports

6. Assess how point of view or purpose shapes the content and style of a text.

Essential Question How does point of view relate to mood and tone? How do differing points of view create effects such as suspense or humor?

RL 6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Paideia Seminar (perspectives)

Journaling

Explain why the character solved the problem a particular way.

Analyze how an author develops and contrasts the point of view of different characters or narrators in a text.

Interpret each point of view and demonstrate how it serves as a lens of a story.

Analyzing Creating

Vocabulary: Inference Point of view 1st person 3rd person Vocabulary Renounced Simultaneously Incredulously Irony Tone Mood Lens

Prentice Hall - Literature textbook - Charles p.345

The Book Whisperer

Readers Handbook

Read in the Middle


Story Rewrites/Presentations or dramas

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Level: Grade 8

Anchor Standards



Blooms Level

Possible Resources

Sample Summative Assessments Formative

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Essential Question How do the actions of the director/actors in a production affect the authenticity of the story?

RL 7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

- Discussion

- Compare/Contrast book and movie analyzing the effects of techniques utilized (lighting, sound, color, etc.)

-You be the Director (e.g. scenes to delete/insert and why support with evidence from texts)

- Journaling

- Use a double bubble map to show how the pieces of the plot are the same and different

- Write a letter to the author or director; prepare a list of criteria to judge

Analyzing

Evaluating

Vocabulary Plot, authenticity Character Developing Characters Flat/round Characters Exposition Rising action Conflict -internal -external Climax Resolution

NOVELS: (with movies available) Hunger Games, Little Women, Adventures of Tom Sawyer, Hounds of Baskervilles, Diary of Anne Frank, Flowers for Algernon, The Miracle Worker, Jacob Have I Loved, Johnny Tremain, The Hobbit, and The Great Gatsby

Book Report

Discussion Notes

Presentation

PowerPoint

Presentations,

Thinking Maps

Letters

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

8. (not applicable to literature)

N/A

N/A

N/A

N/A

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Essential Question How do modern works incorporate themes, patterns and characters from traditional forms of literature and presented in contemporary context?

RL 9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types form myths, traditional stories, including describing how the material is rendered new.

- Create a TRUE STORY based on photoshopped images (start a myth) Create character, plot, events, etc.

- Make a double bubble map or Venn diagram to compare elements of the plot.

- Conduct an investigation to produce information to support a viewpoint by authors.

- Journaling

- Compare/contrast a fictional portrayal of a time, place, character and historical account of the same period to show how fictional authors alter history.

Analyzing

Vocabulary Main Idea Mythology Myth

Whitecaps Crochet

Commotion Shanties Bellowing Heroes

- Different urban myths/legends

- Harry Potter (and Greek Mythology)

Internet Lore and Photoshopped images

Prentice Hall Literature Text - Why the Waves Have Whitecaps p.932 - Paul Bunyon p.976

(student work) Write a modern representation of an old myth/legend

Foldable of character or theme

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College and Career Readiness Anchor Standards for Reading Range of Reading and Level of Text Complexity- Literature

Level: Grade 8

Anchor Standards



Blooms Level

Possible Resources


10. Read and comprehend complex literary and informational texts independently and proficiently.

Essential Question Why is it important to become an independent and proficient reader?

RL 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band independently and proficiently.

Create your own poetry product based on lessons learned. * differentiate expectations for product length (from one original poem to an entire book of original works)

- Journaling

- Read and comprehend literature including stories, dramas, and poems.

Creating

Vocabulary: Simile Metaphor Context clues

Rut Gratitude Lyrics Poem Speaker Paraphrase

Diverged Analogy Literal and figurative meanings

Teacher Tube

Prentice Hall - Literature textbook - The Sky is Low, the Clouds are Mean p.631

- Little Exercise p.630

- Blow, Blow Thou Winter Wind p.659

- The Road not Taken p.704


Student work (poetry book)

of 24 April 2012

College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Informational)

Level: Grade 8

Anchor Standards



Blooms Level


1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Essential Question Why is textual evidence necessary to support analysis?

RI 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Journaling

Reading Log

Graphic Organizers

Write a diary entry using textual phrases to characterize or support your entry. Conduct an investigation to produce information to support a view or inference.

Locate clues from the text to determine authors purpose and tone.

Applying

Vocabulary: Tone, Alienate Compensate Humiliating Textual strength Textual evidence Theme Authors purpose Analysis Explicit

Prentice Hall Literature textbook - Emancipation (from Lincoln: A Photobiography) p.552

Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, classroom library sets, AR and STAR


Technology driven presentations, 3 dimensional graphic representation of evidence

2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas.

Essential Question How does a central idea develop throughout the course of a text? How do authors purpose, structure and supporting ideas develop the central idea?

RI 2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Journaling

Reading Log

Graphic Organizers

Prepare a debate to support opposite opinions or judgments. Explain why the problem or issue was solved in a certain way.

Compile textual evidence to determine support for central ideas.

Understanding

Vocabulary: Autobiographical Main Idea Fiscal Benign Infuse Intolerant Cause/effect Footnotes Charts/graphs Text features (boldface/italics, heading, subheadings, underlines, hyphen, parenthesis)

Prentice Hall - Literature textbook - From I Know Why the Caged Bird Sings p.462



Debate process, Paideia seminar

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Level: Grade 8

Anchor Standards



Blooms Level


3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Essential Question How are the relationships between individuals, ideas, or events affected by the writers style?

RI 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Journaling

Reading Log

Graphic Organizers

Make a timeline of important events in the selection. Cut out or draw pictures to illustrate the event or information in the selection. Complete a decision making matrix to choose a product or course of action

Analyzing

Vocabulary: Ignorance Evaded Devices Main idea Narrative essay Analogies Connections Interaction relationships

Prentice Hall - Literature textbook - Baseball p.453



Time Line posters or PowerPoint shows

4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific words choices shape meaning or tone.

Essential Question How do words or phrases impact the meaning and tone of a text?

RI 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone, including analogies or allusions to other texts.

Debate Paidaeia Seminar Compare/Contrast Graphic Organizers Recognize words/phrases that refer to allusions. Make a diorama or clay model to illustrate word or phrase meanings as used in the text. Create a foldable to show multiple meanings or interpretations of vocabulary terms.

Understanding

Vocabulary: Persuasive Techniques Repetition Rhetorical Questions Fact/opinion Generalization Overgeneralization Diverts Pervading Trivial Analogies Allusions

Prentice Hall - Literature textbook - The Trouble with Television p.519

Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, classroom library sets, AR/ STAR


Prentice Hall Literature textbook EOG p.171

Interpretation of political cartoon, illustrations and circle maps

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Level: Grade 8

Anchor Standards



Blooms Level


5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Essential Question How does the author construct a paragraph to build meaning?

RI 5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Graphic Organizers

Select an excerpt and identify what concept this illustrates SUPPORT Make a puzzle with portions of the text on each piece showing correct sequence or meaning when assembled. Paraphrase the selection.

Analyzing

Vocabulary Connotation Denotation Fact/opinion Author support Exultingly Desolate Cosmic

Prentice Hall Literature textbook - Science and a Sense of Wonder p.535



Student work

Create an informational flyer for any competitive team (i.e. sports, Battle of the Books, competitive choral group, etc) using the organizational style and clearly communicating relevant information

6. Assess how point of view or purpose shapes the content and style of a text.

Essential Question How does the authors point of view shape the text?

RI 6. Determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Prepare a case to prevent the selection from the point of view of an assigned character. Extend by having opposing characters present to the class and students question/take sides to support their opinions

Determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or view points.

Analyzing

Vocabulary: Biographical essays Main idea Make connections Criteria Harmonious Eloquent Unanimous Authors perspective Bias

Prentice Hall Literature textbook - Always to Remember: The Vision of Maya Ling p.473



Debates or speeches

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College and Career Readiness Anchor Standards for Reading Integration of knowledge and ideas (Informational)

Level: Grade 8

Anchor Standards



Blooms Level


7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Essential Question How do mediums present a topic differently?

RI 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text. Video, multimedia) to present a particular topic or idea.

Discuss the criteria for judging a medium and analyze its effectiveness in reaching the audience.

Create a presentation illustrating something you have discord with (i.e.; dress code, school hours, etc) taking into account the BEST format/media to achieve success consider the audience.

Make a double bubble map comparing the text to audio. Form a panel to discuss viewpoints from various selections. Create a new product and give it a name and a plan to market it

Evaluating

Vocabulary: Fact/opinion Generalization Overgeneralization Persuasive Techniques Repetition Rhetorical Question

Posterity Oligarchy Dissension


Prentice Hall - Literature textbook - On Womans Right to Suffrage p.514

Video Iron-Jawed Angels


Presentation of marketing plans

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Essential Question Why is it necessary to examine the support for an argument?

RI 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Paideia Seminars

Journaling

Editorial Cartoons

Sell an idea. Create a jingle to advertise a product. Write a persuasive speech or argument for or against something in the text

Dissect the argument by tracking claims, facts and evidence, taking notes of your findings.

Evaluating

Creating

Vocabulary Fact/opinion Author support Connotation Denotation Delineate Aspiration Deferred Compassionate

Prentice Hall - Literature textbook - Sharing the American Dream p.530

Goldsboro News-Argus, Raleigh News and Observer and other print media

Editorial Cartoons

Internet news sites



Persuasive writing piece

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College and Career Readiness Anchor Standards for Reading Integration of knowledge and ideas (Informational)

Level: Grade 8

Anchor Standards



Blooms Level


9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Essential Question Why is it necessary to compare 2 or more texts on the same topic?

RI 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

- Paideia Seminars

- Graphic Organizers/Charts

- Journaling

Create a T-chart or Venn diagram to compare the selections

Analyzing

Vocabulary Sensationalize Discrepancy Credibility Propaganda

- Advertisements - Political Papers - Voting Issues

Analysis of Political Debate on a current issue

10. Read and comprehend complex literary and informational texts independently and proficiently.

Essential Question Why is it important to become an independent and proficient reader of informational text?

RI 10. By the end of year, read and comprehend literature nonfiction in the grades 6-8 text complexity band independently and proficiently.

- Journaling

- PowerPoint presentations

- Nonlinguistic representations

Use Think/Pair/Share to allow students to summarize what they have learned. Create your own test for the topic, Use graphic organizers to display conceptual understanding and generate brochures.

Analyzing

Vocabulary Journalism Technical, economic accounts Memoir Historical accounts Scientific accounts

Prentice Hall - Literature textbook - The Seasons Curmudgeon Sees the Light p.499 - Harriet Tubman: Guide to Freedom p.440

NCDPI Appendix B - The Life of Frederick Douglass: An American Slave


- Student Work

- PowerPoint

- Brochure

of 24 April 2012

College and Career Readiness Anchor Standards for Writing Text Types and Purposes

Level: Grade 8

Anchor Standards



Blooms Level


1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Essential Question Why is it important to write clear and concise arguments that are well supported?

W 1. Write arguments to support claims with clear reasons and relevant evidence. 1a Introduce claims(s),

acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

1b Support claim (s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim (s)

1d Establish and maintain a formal style.

1e Provide a concluding statement or section that follows from and supports the argument presented.

Construct a tree map for organizing ideas about a topic. Create a T-chart with pros and cons and evaluate student position on topic.

Create argumentative essays based on rubric. The essays should support claims with logical reasoning and relevant evidence using accurate, credible sources and demonstrating an understanding of the topic or text.

All levels

Vocabulary: Argument Support Elaboration Audience Point of view Perspective Persuasive

Prentice Hall Literature Text p.190

Write for the Future, Thinking Maps, Write in the Middle, magazines and advertising circulars, text resources, ACRE website and resources, news articles and websites, foldables, Kathy Bumgardner books and website

Argumentative Essays, Speeches

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Level: Grade 8

Anchor Standards

Specific Grade Standard Instructional Strategies/Activities The Learner Will

Blooms Level

Possible Resources


2. Write informative/explanatory text to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Essential Question Why is it important to convey ideas, concepts and information when writing informative/explanatory text?

W 2. Write informative/explanatory text to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 2a Introduce a topic clearly,

previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.

2bDevelop the topic with relevant, well chosen facts, definitions, concreted details, quotations, or other information and examples.

2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

2d Use precise language and domain-specific vocabulary to inform about or explain the topic

2e Establish and maintain a formal style.

2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

Create directions for simple tasks (write instructions for making a sandwich or how to tie a shoe). Design a flow chart showing

sequence of steps. Use reverse mapping of writing. Classify your favorite hobbies or

pastimes and give supporting details for each one. See Specific Grade Standards for

specific directions.

Creating

Vocabulary: Order Informative Explanatory



Writing portfolio

of 24 April 2012


Level: Grade 8

Anchor Standards


Blooms Level


3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Essential Question Why do we need to write narratives about real or imagined events? Who should we include when writing narratives?

W 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 3a Engage and orient the reader by

establishing a context and point of view and introducing a narrator and /or characters; organize and event sequence that unfolds naturally and logically.

3b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

3c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

Write autobiographical essay (p.190)

- Write about an event that had an effect on your attitude or helped you see the world differently.

- Brainstorm using circle map (graphic organizers).

- Write in consistent 1st person point of view.

- Plan a clear sequence of time events from your life.

- free writing - make a blueprint p.191

Revise the ending of a literature selections

Use Circle maps to describe characters And Tree maps with transition words and phrases

Create a flow map to emphasize a sequence of events or directions.

p.235 Writing write a brief description of futuristic setting. - include details of the land, the people , and advances in technology - use colorful adjectives to create vivid descriptions

Create an alternate ending to the story.

Creating

Evaluating

Vocabulary: Brainstorm Description Create Elaboration Details Adjectives Consistent

Prentice Hall textbook p.190

Vocabulary workbooks and resources, literature text resources, class novels, internet resources, AR vocabulary tests

Student Work

Writing portfolio

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College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing

Level: Grade 8

Anchor Standards



Blooms Level


4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Essential Question Why is it important to produce clear and coherent writing?

W 4. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above).

Model Writing process for argumentative, explanatory/informative, and narrative writing.

List the criteria for each.

Analyzing

Vocabulary: Brainstorming Drafting Editing Proofreading Publishing

Thinking Maps Essays

Writing portfolio

5. Develop and strengthen writing as needed by planning, rewriting, or trying a new approach

Essential Question Why do writers use a writing process?

W 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, focusing on how well purpose and audience have been addressed.

Proofread and Edit

Build a paragraph

Use Peer editing and Computer based editing/use word processor to create and publish documents

Review skills needed for editing.

Analyzing

Vocabulary: Transition words Proofreading

Internet: http://grammar.quickanddirtytips.com

Write for the Future, Thinking Maps, Write in the Middle, magazines and advertising circulars, text resources, ACRE website and resources, news articles and websites, foldables, Kathy Bumgardner books and website.

Student work

Writing portfolio

6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

Essential Question What defines an authentic piece of writing? What are the benefits of interaction and collaboration on a written piece?

W 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Research an issue in todays world choose a side to write a paper backing your choice

Examine the effects of collaboration and interaction on written pieces through a reflective discussion.

Creating Analyzing

Vocabulary: Search engines Citations Organizational Technique Topic sentence Authentic writing


Student work

Group and individual technology presentations

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College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge

Level: Grade 8

Anchor Standards



Blooms Level


7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Essential Question How do questions lead to a focused research process?

W 7. Conduct short research projects to answer a question, (including a self generated question), drawing on several sources and generating additional related focused questions that allow for multiple avenues of exploration.

Create a brochure

Integrate writing projects from science or social studies

Grade-specific research paper

Steps to follow in the writing process: Select topic List questions about the

topic and then focus on one question

Locate resources Sequence research Organize paper Write conclusion

Creating

Vocabulary: Source Research Citation Organizational tools Transition words Content Vocabulary (based on research topic)

Write for the Future, Thinking Maps, Write in the Middle, magazines and advertising circulars, text resources, ACRE website and resources, news articles and websites, Kathy Bumgardner books and website, internet search engines, NCWiseOwl

Brochure, PowerPoint presentation, essay

Writing Portfolios

8. Gather relevant information from multiple print and digital sources, assesses the credibility and accuracy of each source, and integrates the information while avoiding plagiarism.

Essential Question How do you access sources for accuracy and credibility?

W 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Create a t-chart comparing credible and unreliable resources

Use newspapers to practice paraphrasing without plagiarism

Multiple step paraphrasing activities

Grade-specific research paper

Creating

Evaluating

Vocabulary: Edit Source Article Plagiarism Paraphrase Accuracy Credibility Plagiarism paraphrase

Write for the Future, Thinking Maps, Write in the Middle, magazines and advertising circulars, text resources, ACRE website and resources, news articles and websites, Kathy Bumgardner books and website, internet search engines, NCWiseOwl

Final papers/presentations

Writing Portfolios

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College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge

Level: Grade 8

Anchor Standards



Blooms Level


9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

Essential Question Why is textual evidence necessary?

W 9. Draw evidence from literary or informational texts to support analysis, reflection and research. 9a Apply grade 8

Reading standards to literature (e.g., Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths and traditional stories including describing how the material is rendered new)

9b Apply grade 8 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is introduced.

Write a Research paper related to a body of literature using the standards for grade 8 writing.

Creating

Vocabulary:

Topic sentence Paraphrase Cohesion Themes Support

Write for the Future, Thinking Maps

Write in the Middle, magazines and advertising circulars, text resources, ACRE website and resources, news articles and websites, foldables, Kathy Bumgardner books and website

Completed charts and presentations

of 24 April 2012

College and Career Readiness Anchor Standards for Reading Range of Writing

Level: Grade 8

Anchor Standards



Blooms Level


10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

W 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Daily Reading Log reflection & analysis

Include writing samples in Writing Portfolio.

Creating

Vocabulary: Reflect Analyze Editing Audience Revise Purpose

Write for the Future, Thinking Maps, Write in the Middle, magazines and advertising circulars, text resources, ACRE website and resources, news articles and websites, foldables,

Kathy Bumgardner books and website: www.kbumreading.com

Writing portfolio

Student work (formal and informal drafts)

of 24 April 2012

College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration

Level: Grade 8

Anchor Standards


Blooms Level

Possible Resources


1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively.

Essential Question What does diversity add to a collaborative discussion?

SL 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others ideas and expressing their own clearly. 1a Come to discussions prepared

having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

1c Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas.

1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

Use appointment clock to set partner discussion.

List rules to follow in discussions. (e.g. listening, taking turns, volume, etc.)

Participate in the following:

Think-Pair-Share

Literacy Circles/Stations

Paedeia Seminars

Mock Debate

Mock Trials

Analyzing

Vocabulary: Debate Collaborate Express Persuade Justify Evidence Relevant

Text resources, Paideia Seminar training/techniques, magazine articles, newspapers

Teacher Manuals - Literature - Science - Social Studies

Writing Rubrics

Speeches, Group Presentations, Self-Assessments, Rubric Activities

Discussion notes

Exit tickets

Debate voting results

of 24 April 2012

College and Career Readiness Anchor Standards for Speaking and Listening Presentation of Knowledge and Ideas

Level: Grade 8

Anchor Standards



Blooms Level

Possible Resources


2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Essential Question How is the motive essential to understanding the information presented?

RL 2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitative, orally) and evaluate the motives (e.g., social commercial, political) behind its presentation.

Choose a topic and present information from various sources related to the topic. (i.e. video documentaries, websites, TeacherTube, etc.) Have students analyze the presentation techniques and evaluate their effectiveness.

Evaluate

Vocabulary Evaluate Support Present Integrate Collaborate Manipulate bias

Video Clips about the topic, text resources, magazine articles, Newspapers and websites

Student graded presentations and rubrics

3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.

Essential Question Why is it important to evaluate point of view?

RL 3. Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Create outlines, reverse mapping, multi flow and cause effect maps

Listen to a speaker and evaluate what the point of view was?

Evaluate

Vocabulary Organize Evaluate Rhetoric Connections

Video Clips about the topic, text resources, magazine articles, Newspapers and websites

Invite a speaker

Presentations, charts

of 24 April 2012

College and Career Readiness Anchor Standards for Speaking and Listening Presentation of Knowledge and Ideas

Level: Grade 8

Anchor Standards



Blooms Level

Possible Resources


4. Present Information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Essential Question What are the characteristics of an effective presentation?

RL 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Model presentations

Create a propaganda style advertisement or informational flyer.

Analyze advertisements from different time periods.

Make presentations

Participate in Paideia seminars

Design a presentation and critique it. Practice and reflect with a partner. Present findings.

Creating

Vocabulary: Propaganda Advertise Emphasize Relevant points Support audience Body language Eye contact Posture

FBLA and 4-H programs for public speaking, students works such as personal poetry

Student work presentation of original advertisement

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Essential Question How do visuals enhance a presentation?

RL 5. Integrate multimedia and visual displays into presentation to clarify information, strengthen claims and evidence, and add interest.

Investigate multimedia to determine what is best for your presentation. (Wordle, ToonDoo, PowerPoint, Animoto)

Create posters/brochures to support candidates.

Creating

Evaluating

Vocabulary: Audience Expression design Multimedia techniques

Computers, Presentation equipment, internet access

Student work

Final presentations

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Essential Question Why is the use of standard English important?

RL 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Speech writing - organizing with thinking maps - presentations

Debates

Paideia seminars

Prepare a speech on a given topic in 3 different formats using appropriate language and examples. (i.e. understanding texting as presentation for younger students, your peers, and a group of adults)

Creating

Applying

Vocabulary: Audience Expression design : Audience Formal language Appropriate language Support

Cell phones, technology, internet sources and library

Student work

Final speeches

of 24 April 2012

College and Career Readiness Anchor Standards for Language Conventions of Standard English

Level: Grade 8

Anchor Standards



Blooms Level


1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Essential Question What are varying verb forms and how do they function?

L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 1a Explain the

function of verbals (gerunds, participles, infinities) in general and their function in particular sentences.

1b Form and use verbs in the active and passive voice.

1c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

1d Recognize and correct inappropriate shifts in verb voice and mood.*

Focused Correction Areas use of one identified skill on EVERY piece of work or writing rather than all grammar on every piece; daily language openers

Use specific grade standard L1a-d to plan instruction.

Applying

Vocabulary: Gerunds Verbs Infinitives Participle Active voice Passive voice

Mood Types Imperative Indicative Interrogative Conditional Subjective

Textbooks, Writing & Grammar text; Write for the Future; EZ grammar workbooks; Daily Language Review workbooks; Grammar rock; Grammar Girl, internet sources

Grammar and Conventions Scores on formal writing assignments, writing portfolios

of 24 April 2012

College and Career Readiness Anchor Standards for Language Conventions of Standard English

Level: Grade 8

Anchor Standards



Blooms Level


2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Essential Question Why are conventions important when writing?

L 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2a Use punctuation

(comma, ellipsis, dash) to indicate a pause or break.

2b Use an ellipsis to indicate an omission.

2c Spell correctly.

Daily language reviews, group or peer editing, focused correction areas

Use Centers/cooperative learning, think/pair/share

Reciprocal learning

Applying

Vocabulary: Comma Capitalization Punctuation Ellipsis Dash Omission



3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Essential Question How do verb voice and mood contribute to the desired effect?

L 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Use verbs in the active

and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainly or describing a state contrary to fact.)

Participate in: Channel One resources, daily language review, group editing of writing samples

Centers/cooperative learning

Think/pair/share

Applying

Vocabulary: Passive voice Active voice Subjunctive Expression Effective word choice

Mood Types See standard 1

Textbooks, Writing & Grammar text; Write for the Future; EZ grammar workbooks; Daily Language Review workbooks; Grammar rock; Grammar Girl, internet source such as Channel One website


of 24 April 2012

College and Career Readiness Anchor Standards for Language Vocabulary Acquisition and Use

Level: Grade 8

Anchor Standards


Blooms Level

Possible Resources


4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Essential Question How does the application of strategies enhance word study?

L 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 8 reading and content, choosing flexibly from an array of strategies. 4a Use context (e.g., the overall meaning of a

sentence or paragraph; a words position or function in a sentence) as a clue to the meaning of a word or phrase.

4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede)

4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Centers/cooperative learning

Reciprocal learning

Think/pair/share

Use Specific Grade Standard L4a-d to review strategies for word study especially 4a

Applying

Vocabulary: Clarify Multiple meaning words Word parts Reference materials Context clues Affixes, Suffixes roots Inferred meaning



5. Demonstrate understanding of word relationships and nuances in word meanings.

Essential Question How can slight variations in a word change the meaning?

L 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 5a Interpret figures of speech (e.g. verbal irony,

puns) in context. 5b Use the relationship between particular words to

better understand each of the words. 5c Distinguish among the connotations

(associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

Use the following strategies to accomplish standard L5: Word walls Vocabulary journals Thinking maps Visual representations Charades Learning centers Word Builders Puzzles Nonlinguistic representation Antonym & synonym activities Power Words Mobiles World Prezis Comic Strips

Applying

Vocabulary: Verbal irony Puns Contextual clues Analogies Denotations Connotations

Vocabulary book

Teacher Manual(s): - Science - Social Studies

References: - Dictionary - Thesaurus

Channel One resources/daily vocabulary lists


of 24 April 2012

College and Career Readiness Anchor Standards for Language Vocabulary Acquisition and Use

Level: Grade 8

Anchor Standards



Blooms Level


6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in furthering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Essential Question How do words and the organization of words influence comprehension or expression?

L 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Utilize the following strategies to practice and review vocabulary, speaking/listening skills, writing, etc. Word walls Vocabulary journals Thinking maps Visual representations Charades Learning centers Word Builders Puzzles Nonlinguistic representation Antonym & synonym activities Power Words Mobiles World Prezis Comic Strips

Evaluate, Create

Vocabulary: Domain-specific Vocabulary (for example) treaty if writing about, WWI, or bifu creation if writing about fingerprints.

Vocabulary book

Teacher Manual(s): - Science - Social Studies

References: - Dictionary - Thesaurus

Channel One resources/daily vocabulary lists


grade 8- ela pacing guide 2012

Documents

theme of text

theme development

central ideas

reading key ideas

details literature level

specific textual evidence

reading selection

hall literature textbook