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English Language Arts

4th Nine Weeks

Grade 8

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready

90% of students will graduate on time

100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

How to Use the Literacy Curriculum Maps

Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards

The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):

http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection: http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-word-finder

Links to Support Vocabulary Instruction & Development

http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html

https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources: http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced: http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into expert packs to build student knowledge of the world.

Using the Curriculum Maps, Grades 6-8

Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the big idea.

Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.

Consult your Pearson Literature Teachers Edition (TE) and other cited references to map out your week(s) of instruction.

Plan your weekly and daily objectives, using the evidence statements to help.

Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.

Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.

Examine the other standards and skills you will need to addresswriting, vocabulary, language, and speaking and listening skills.

Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Resources to Help Prepare Students for the TNReady Assessments

The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:

The Item Sampler (MICA) can be found here: https://micatime.com/

TDOE TNReady Practice Tools homepage: A summary of TNReady practice tools

Classroom Chronicles: Using MICA to prepare for TNReady: Hear how other teachers in TN are using MICA!

Ten Things to Know about TNReady from the TDOE

TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.

Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks.

Text Complexity for 6-12

Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The textbook was rated as meeting all non-negotiable criteria and some indicators of superior quality.Non-negotiable criteria are Foundational Skills (as applicable),Complexity of Texts,Quality of Texts, andText-Dependent Questions.

All schools have access to these textbooks, so the Curriculum Maps draw heavily from them. Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts, have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.

Fourth Quarter

TN State Standards

SPIs, GLEs, Evidence Statements

Content

Weeks 1-3

Reading Selections

Literary Analysis Workshop: from The Adventure of Tom Sawyer exemplar p.1015-1017 and Water Names (fiction) p. 1018-1021

Chircoria and from The People, Yes

Reading for Information: Zora Neale Hurston: A life in Letters (Book review - expository text) and A Life in Letters: Contents and Index (book features - functional text)

See text complexity rubrics on pgs. 1038-1039

Big Question: Are yesterdays heroes important today? (Unit 6)

Sample MICA Items on RI 8.3.

https://micatime.com/

Create an exam using the paired texts How Humpbacks Go Fishing and The Secret World of Whales, including question IDs 44654 and 44694.

Note: these items also assess RI 8.6.

Reading Complex Texts

Literature and Informational

RL.8.2 (In review)

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

RL.8.4

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

RI.8.7

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.

Informational

RI.8.3

Analyze how text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

These standards are constant and should be taught throughout each quarter:

Cite Evidence: RL1, RI1

Analyze Content: RL/RI.8.2-9

Literature and Informational

Evidence Statements

Provides a statement of a theme or central idea of a text, based on textual evidence. RL.8.2

Provides an analysis of the development of the theme or central idea over the course of the text. RL.8.2

Provides an analysis of how the theme or central idea relates to the characters, setting, and/or plot. RL.8.2

Provides an objective summary of a text. RL.8.2

Provides an analysis of how a text makes connections among and distinctions between individuals (e.g., through comparisons, analogies, or categories). RL.8.4

Provides an analysis of the extent to which a filmed production of a story or drama stays faithful to or departs from the text or script, including an evaluation of the choices made by the director or actors. RL.8.7

Informational

Provides an analysis of how a text makes connections among and distinctions between

Ideas (e.g., through comparisons, analogies, or categories). RI.8.3

Provides an analysis of how a text makes connections among and distinctions between events (e.g., through comparisons, analogies, or categories). RI.8.3

Prentice Hall Literature Reading Selections

Unit 6: Themes in American Stories

Literary Analysis Workshop pgs. 1010 - 1021

Elements of the American Folk Tradition RL.8.2

Determining Themes in American Stories RL.8.2

Analyzing the Development of Theme RL.8.2

Skills Focus: storytelling and oral tradition techniques hyperbole, understatement, personification, dialect, idioms, informal speech; themes and cultural context; universal themes; heroes; heroines; myths; fables; moral; trickster tales; tall tales; legends; epics; the American Folk Hero; character, setting, plot and conflict

Next Generation Glossary of Informational and Literary terms

See www.scsliteracy.weebly.com

(found on the middle school page)

List of Tier 3 Domain Specific Words


See pages 26-71 for ELA Tier 3

Close Read: Story Elements and Theme

Skills Focus: setting, plot, characterization, statement and observation, theme




Model: from The Adventure of Tom Sawyer exemplar p.1015-1017

Independent Practice: Water Names (fiction) p. 1018-1021

After You Read pg. 1021: Text Dependent Questions

(Infer) What do you think is the climax, or high point of Water Names?

(Infer) Why might the grandmother want to tell Chinese legends to her granddaughters? (opinions) Do you think these stories matter to the author and her sisters? Explain.

Chircoria and from The People, Yes; RL.8.4, RL.8.7

See text complexity rubrics on pgs. 1038-1039

Skills Focus: summary (summarize), dialect, idioms, critical viewing, compare and contrast, theme, oral tradition




Before You Read pg. 1039

Reading Skill: Summarize

Literary Analysis: Oral Tradition

Critical Thinking pg. 1058 Text Dependent Questions

(Key Ideas and Details) In Chicoria, how does the server respond when Chicoria says he expects to be fed well? (Infer) Why does Chicoria assume that he will eat at the ranchers table?

(Integration of Knowledge and Ideas) With a partner, interpret the meaning of the title The People, Yes. (Opinion) In what way does each characters ability contribute to survival in a wild, new country?

After You Read pg. 1059

Reading Skill: Summarize

Literary Analysis: Oral Tradition

Analyzing Argumentative and Expository Texts- Book Review and Book Features p. 1065-1068

Reading for Information RI.8.3

Zora Neale Hurston: A life in Letters (Book review - expository text) and A Life in Letters: Contents and Index (book features - functional text)

Skills Focus: evaluate structural patterns, critique




After You Read (Comparing Argumentative and Functional Texts) pg. 1069 - Text Dependent Questions

(Craft and Structure) Explain how the book review distinguishes and connects different aspects of Zora Neale Hurstons Life. Compare the purpose of a book review to that of a table of contents and an index. Explain how the structural patterns of each of these texts help you understand what a book is about.

Resources

(classroom-ready, real-world, digital video resources and complex texts)

http://www.pbslearningmedia.org/

(create quizzes, flashcards, and review games to use with student devices)

https://getkahoot.com/

(information and resources for educators of struggling adolescent readers and writers)

http://www.adlit.org/

(lesson plans on oral traditions and storytelling)

http://www.pbslearningmedia.org/resource/echo07.lan.stories.lporaltrad/storytelling-oral-traditions/

(Developing evidence-based arguments from texts) http://www.readwritethink.org/professional-development/strategy-guides/developing-evidence-based-arguments-31034.html

(Analyzing model argumentative essays) http://commoncoresuccess.elschools.org/curriculum/ela/grade-7/module-2A/unit-1/lesson-15

(Understanding connotations, figurative language, and technical terms)

Common Core Companion p. 123-130, 351-355

WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Model Performance for RL.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.

Level 1 (Entering)

Match pictures and meanings for highlighted words and phrases on a graphic organizer that are used in the text which are analogies, have figurative and connotative meanings, affect the tone, and/or give allusions to other texts with a partner and an illustrated glossary.

Level 2 (Emerging)

Find meanings for highlighted words and phrases that are used in the text which are analogies, have figurative and connotative meanings, affect the tone, and/or give allusions to other texts with a partner and an illustrated glossary.

Level 3 (Developing)

Define highlighted words and phrases that are used in the text which are analogies, have figurative and connotative meanings, affect the tone, and/or give allusions to other texts with a partner and a text selection.

Level 4 (Expanding)

Determine meanings of vocabulary words and phrases in a text which are analogies, have figurative and connotative meanings, affect the tone, and/or give allusions to other texts with a partner.

Level 5 (Bridging)

Draw conclusions about the impact of word choice in a text which includes analogies and figurative and connotative meanings and address how they affect the tone, and/or give allusions to other texts.

Language Vocabulary

L.8.4

Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

L.8.4b

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

L.8.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.8.6

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


Study and apply vocabulary - L.8.4-6

Language Vocabulary

Evidence Statements

Demonstrates the ability to 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. L.8.4

Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). L.8.4b

Demonstrates the ability to interpret figures of speech (e.g. verbal irony, puns in context. L.8.5

Demonstrate the ability to determine the relationship between particular words. L.8.6

Reviewed throughout the quarter:

Synonyms/antonyms

Affixes- Latin roots

Context clues

Analogy and word relationships

Word parts and families

Vocabulary

Tier 2 Academic Vocabulary accentuate, anticipate, articulate, assert

List of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms by Marzano)


See pages 1-25 for Tier 2

Prentice Hall Literature- Pearson Publishing

Literary Analysis Workshop L.8.6

Introducing the Big Question: Learning Big Question Vocabulary pg. 1009

Vocabulary Development pgs. 1014, 1020

Chircoria and from The People, Yes; L.8.6

Making Connections: Vocabulary pg. 1050

suffix eer

Vocabulary Development pgs. 1050, 1052, 1054, 1056

After You Read: Vocabulary pg. 1059

suffix eer

Reading for Information: Zora Neale Hurston: A life in Letters and A Life in Letters: Contents and Index

L.8.4, L.8.6

Content Area Vocabulary pg.1064

Vocabulary Development pg. 1066, 1068

After You Read pg. 1069: Content-Area Vocabulary

Resources

(Create quizzes, flashcards, and review games to use with student devices)


(Vocabulary Central , Reading Kit)

www.pearsonsuccessnet.com

(Vocabulary strategies and word benches) https://www.tn.gov/assets/entities/education/attachments/std_eng_3081.pdf

(15 vocabulary strategies)

http://learningtasks.weebly.com/vocabulary-strategies.html

Vocabulary strategies and graphic organizers





Writing to Texts

Writing

W.8.1

Write arguments to support claims with clear reasons and relevant evidence

W.8.1c

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

W.8.1d

Establish and maintain a formal style.

W.8.1e

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

W.8.2

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

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to clarify the relationships among ideas and concepts.

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

e. Establish and maintain a formal style.

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

Writing

Evidence Statements

Development of Ideas

Response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Organization

Response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writers progression of ideas.

Clarity of Language

Response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.

Knowledge of Language and Conventions

Response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.


Writing Sentences, Thesis statement

Essay organization and structure

Topic sentences and supporting details

Writing paragraphs, Performance tasks

Writing Fundamentals


Routine Writing (text-dependent):

Making Connection: Writing About the Question pg. 1050

Critical Thinking, , Summaries, Daily Language Practice, Graphic Organizers

Journal entry - Write an objective summary of Water Names. In your summary, include only central ideas and key details from the story. Do not include your own personal opinions or judgments.

Analysis (Argument)

Using Water Names, what is one theme of the story? State your position citing details from the story that reveal the theme.

Write a critical review of the stories youve read arguing how the language affects the tone, meaning, and mood in folk literature. Refer to writing assignment on pg. 1061 and the Writing Workshop-Argument: Critical Review on pg. 326

(Reading for Information) Timed Writing pg. 1064 Explanatory Text: Explanation Examine the table of contents and index, noting the ways in which they present the information. Then, write an explanation of the purpose of those books features and give tips for using them as reference tools. Use examples from the text to make your points clear.

Argumentative Writing Resources

(The Argumentative Rubric)

http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf

(How to write an argumentative essay) http://www.bellevuecollege.edu/asc/writing/essays-guides/documents/argumentativeessay.pdf

(How to write an argumentative essay) http://www.roanestate.edu/owl/argument.html

(How to write an argumentative essay) http://depts.washington.edu/owrc/Handouts/Argumentative%20Paper%20Format.pdf

(argumentative essay frame) http://www.baltimorecityschools.org/Page/16215

Language

L.8.1

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


Study and apply grammar - L.8.1-3

Language

Evidence Statements

Demonstrate the ability to employ a variety of appropriate sentence-combining techniques (i.e., clauses) within context when speaking or writing. L.8.1

Conventions

Note: Grammar instruction should be embedded in the teaching of writing.


Elements of Language- Holt Publishing

Sentence Structure

Commas

Revising run-on sentences and sentence fragments


Integrated Language Arts pg. 1036 and 1060

Reading Application

Writing Application

Prentice Hall Writing Coach

Resources

(Practice with specific language conventions/usage/ vocabulary standards, or choose specific grammar and usage games)

www.internet4classrooms.com

(Instructional games available for grammar and usage skill development)

http://grammar.ccc.commnet.edu/grammar/quiz_list.html

(Instructions and quizzes for individual or group development of grammar and usage skills)

http://www.sandhills.edu/academic-departments/english/grammarguide.html

(Instructional tools for ELL students)

http://a4esl.org/q/h/grammar.html

Speaking and Listening

SL.8.1

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

SL.8.6

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


Analyze Content: SL.8.2-3

Study and apply grammar: SL.8.6

Conduct Discussions: SL.8.1

Report Findings: SL.8.4-6


Evidence Statements

Engage in various modes of discussions on grade 8 topics, texts, and issues. SL.8.1

Demonstrate an ability to adapt speech to a variety of contexts and tasks, showing the ability to use formal English when indicated or appropriate. SL.8.6

Possible Suggestions throughout the quarter:

Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings



Activities

Introducing the Big Question: Exploring the Big Question pg. 1008

Comprehension and Collaboration pg. 1061 Working with a group, conduct a storytelling workshop.

Weeks 4-6

Reading Selections

Ellis Island (poem)

Choice: A Tribute to Martin Luther King, Jr. (speech)

An Episode of War (short story)

See pgs. 1090-1091 and 1110-1111 for text complexity rubrics

Big Question: Are yesterdays heroes important today? (Unit 6)

Sample MICA Items on RL 8.1 and RL 8.2.


Create an exam using the poem Keepsake Mill, including question IDs 42890, 42894, 42877, and 42879.

Note: these items also assess RL 8.3.


Literature

(In review)

RL/RI.8.1

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

RL/RI.8.2

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




Literature

Evidence Statements

(In review)

Provides textual evidence that most strongly supports analysis of what the text says explicitly. RL/RI.8.1

Provides textual evidence that most strongly supports analysis of inferences drawn from the text. RL/RI.8.1

Provides a statement of a central idea of a text. RL/RI.8.2

Provides an analysis of the development of a central idea over the course of the text, including its relationship to supporting ideas. RL/RI.8.2

Provides an objective summary of a text. RL/RI.8.2


Unit 6: Themes in American Stories

Ellis Island (poem) p. 1104-1106 RL8.1, RL.8.2 (in review)

See pgs. 1090-1091 for text complexity rubrics

Skills Focus: purpose for reading, cultural context, summarize, make inferences





Reading Skill: Purpose for Reading

Literary Analysis: Cultural Context


(Key Ideas and Details) What inspires the speaker to think of his ancestors? (Infer) How is the speakers relationship to his past reflected in the phrase nine decades the answerer of dreams?

(Integration of Knowledge and Ideas) How does the speakers dual ancestry influence his feelings toward Ellis Island? What people from the past might Bruchac consider to be heroes in his life? Can the same people who are viewed as heroes by some by view as unheroic by others? Explain, using an example from the text. (Connect to the Big Question: Are yesterdays heroes important today?)



Literary Analysis: Cultural Context

Choice: A Tribute to Martin Luther King, Jr. (speech) p. 1114-1118 RL8.1, RL.8.2 (in review)


Skills Focus: purpose for reading, authors influences, cultural context






Literary Analysis: Authors Influences


(Key Ideas and Details) Where is Walker making this speech? (Connect) What is significant about the location?

(Key Ideas and Details) What impressed Walker when she first saw Martin Luther King, Jr.? (Infer) What did she realize about Kings significance for her own life?




An Episode of War (short story) p. 1122-1128

RL8.1, RL.8.2 (in review)


Skills Focus: purpose for reading, authors influences, cultural context, summarize, make inferences, compare and contrast, critical viewing, interpret and evaluate




Before You Read pg. 1111 (review)




(Key Ideas and Details) After he is hit, what does the lieutenant attempt to do with his sword? (Infer)Why does he feel the need to do this? (Craft and Structure) How does his action expose the absurd nature of warfare?




Resources

(reading strategies, Pearson resources for selections)


(Informational text on Ellis Island)

http://www.crfimmigrationed.org/index.php/lessons-for-teachers/142-hl3

(full text, audio, and video database of the 100 most significant American political speeches of the 20th century)

http://www.americanrhetoric.com/

WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Model Performance for RL.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.

Level 1 (Entering)

Match pictures and meanings for highlighted words and phrases on a graphic organizer that are used in the text which are analogies, have figurative and connotative meanings, affect the tone, and/or give allusions to other texts with a partner and an illustrated glossary.

Level 2 (Emerging)

Find meanings for highlighted words and phrases that are used in the text which are analogies, have figurative and connotative meanings, affect the tone, and/or give allusions to other texts with a partner and an illustrated glossary.

Level 3 (Developing)

Define highlighted words and phrases that are used in the text which are analogies, have figurative and connotative meanings, affect the tone, and/or give allusions to other texts with a partner and a text selection.

Level 4 (Expanding)

Determine meanings of vocabulary words and phrases in a text which are analogies, have figurative and connotative meanings, affect the tone, and/or give allusions to other texts with a partner.

Level 5 (Bridging)

Draw conclusions about the impact of word choice in a text which includes analogies and figurative and connotative meanings and address how they affect the tone, and/or give allusions to other texts.

Language Vocabulary

L.8.4b


L.8.6




Language Vocabulary

Evidence Statements

Demonstrates the ability to 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. L.8.4b

Provides a statement demonstrating accurate meaning and use of gradeappropriate general academic words and phrases. L.8.6


Synonyms/antonyms

Affixes- Latin roots

Context clues



Vocabulary

Tier 2 Academic Vocabulary alter, assess, associate, broaden





Ellis Island (poem) L.8.4b


Latin root not-



Latin root not-

Choice: A Tribute to Martin Luther King, Jr. (speech)

L.8.4b, L.8.6


Latin root her-

Vocabulary Development pgs. 1112, 1114, 1116


Latin root her-

An Episode of War (short story) L.8.4b, L.8.6


Latin root aud-



Latin root aud-

Resources



https://quizlet.com/28281271/8th-reading-story-teller-quest-flash-cards/











Writing to Texts

Writing

W.8.1

Write arguments to support claims with clear reasons and relevant evidence

W.8.1c

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

W.8.1d

Establish and maintain a formal style.

W.8.1e

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

W.8.3

Write narratives to develop real or imagined

experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Writing

Evidence Statements



Organization


Clarity of Language











Writing Sentences, Essay organization and structure

Thesis statement, Topic sentences and supporting details, Writing paragraphs, Performance tasks


Routine Writing (text dependent questions)

Journal entries:

In An Episode of War, what insight does the ending give the reader regarding attitudes toward wounded soldiers at the time of the story?

Summaries

Daily Language Practice

Graphic Organizers

Analysis (Argument)

Argumentative Text pg. 1131 - Write a persuasive speech in favor of building a memorial in honor of either Dr. King or Civil War soldiers.

Are yesterdays heroes important today? Write an argumentative essay supporting your position concerning the question citing evidence from Ellis Island, Choice: A Tribute to Martin Luther King, Jr., and An Episode of War.

Narrative

You are an immigrant from Europe going through Ellis Island in 1907. Tell your story. Tell where you came from, why you came to America, your experiences aboard ship, how you first saw the American shore, what it was like going through Ellis Island, and what you hope for in the United States.

Language

L.8.1


L.8.2

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



Language

Evidence Statements


Demonstrate the correct use of parts of speech, sentence parts (subject/predicate, phrases and clauses), and punctuation in the context of writing. L.8.2

Conventions




Semicolons and Colons

Capitalization

Sentence Structure

Commas



Integrated Language Arts pg. 1108 and 1130

Reading Application

Writing Application

Prentice Hall Writing Coach


SL.8.5

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

RI. 8.7

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

L. 8.3.a

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







Evidence Statements

Create a research presentation that integrates audiovisual aids to enhance the understanding of information presented. SL.8.5

Provides an evaluation of the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea. RI.8.7

Form and use verbs in active and passive voice to achieve particular effects in writing and speaking. L.8.1b





Activities

Communication Workshop pg. 1166-1167: Delivering a Persuasive (Argumentative) Speech Using Multimedia

OR

Speaking and Listening: Performance Tasks pg. 1173 Tasks #4, 5, or 6 (Standards SL.8.1 and SL.8.4)

Weeks 7-9

Reading Selections

From Always to Remember: The Vision of Maya Ying Lin (biographical essay) or from I know Why the Caged Bird Sings (autobiography)

See pgs. 500-501 for text complexity measures

Comparing Literary Works: Forest Fire (chronological essay), Why Leaves Turn Color in the Fall (cause and effect essay), and The Seasons Curmudgeon Sees the Light (Comparison-and-Contrast essay)

See pgs. 536-537, 540-541, and 544-545 for text complexity rubrics

Big Question: Does Every Conflict Have a Winner?

Sample MICA Items on RI 8.3 and RI 8.5.


Create and exam using Girls and ACL Injuries including question IDs 43492, 43493, 43484, 43456, 43486, 43491, 43443, 44845, 44848, and 44849.

Note: this set of question also reviews RI 8.1, RI 8.2, RI 8.4, and RI 8.8.


Informational

RI.8.2

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

RI.8.3

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

RI.8.5

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.




Informational

Evidence Statements

Provides a statement of a central idea of a text.

Provides an analysis of the development of a central idea over the course of the text, including its relationship to supporting ideas.

Provides an objective summary of a text. RI.8.2

Provides an analysis of how a text makes connections among and distinctions between individuals (e.g., through comparisons, analogies, or categories).

Provides an analysis of how a text makes connections among and distinctions between ideas (e.g., through comparisons, analogies, or categories).

Provides an analysis of how a text makes connections among and distinctions between events (e.g., through comparisons, analogies, or categories). RI.8.3

Provides a detailed analysis of the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. RI.8.5


Unit 3: Types of Non-fiction - Determining the Authors Point of View and Analyzing Structure and Theme in Nonfiction

From Always to Remember: The Vision of Maya Ying Lin (biographical essay) pg. 504 or from I know Why the Caged Bird Sings (autobiography) pg. 514 RI.8.2, RI.8.3

See pgs. 500-501 for text complexity measures

Skill Focus: main idea, biography and autobiography, point of view, supporting details, summary, organizational structure




Reading Skill: Main Idea

Literary Analysis: Biography and Autobiography

Critical Thinking pg. 510 (from Always to Remember) Text Dependent Questions

(Key Ideas and Details) Why did people think that a Vietnam memorial was necessary? (Infer) What kinds of balances did the design need to strike in order to accomplish its purpose?

(Infer) Why did Maya Ying Lin enter the design competition? Why was her win so surprising?

Critical Thinking pg. 522 (from I know Why the Caged Bird Sings) Text Dependent Questions

(Key Ideas and Details) What are two customers reactions when Marguerite weighs their goods on the scale? (Infer) How does she feel when a customer criticizes her? What does Marguerites reaction show about her character?

(Craft and Structure) In a two-column chart, write words or phrases that describe how Marguerite felt about herself before and after her visit with Mrs. Flowers.

After You Read pg. 511 (Always) pg. 523 (Caged Bird)

Reading Skill: Main Idea

Literary Analysis: Biography and Autobiography

Comparing Literary Works:

Forest Fire (chronological essay), Why Leaves Turn Color in the Fall (cause and effect essay), and The Seasons Curmudgeon Sees the Light (Comparison-and-Contrast essay) RI.8.5

See pgs. 536-537, 540-541, and 544-545 for text complexity rubrics

Skill Focus: comparing types of organization (chronological, cause and effect, comparison/ contrast), main idea, point of view, supporting details, summary



Critical Thinking pg. 539 (Forest Fire) Text Dependent Questions

(Key Ideas and Details) What possession does Nin rescue from the fire? How does she help other people during the ordeal? (Infer) What do her actions reveal about her?

Critical Thinking pg. 544 (Why Leaves Turn Color in the Fall) Text Dependent Questions

(Key Ideas and Details) Identify two facts about leaves that are presented in the essay. (Infer) Do you think Ackermans scientific knowledge about leaves comes mostly from observation or research? Explain.

Critical Thinking pg. 546 (The Seasons Curmudgeon Sees the Light) Text Dependent Questions

(Craft and Structure) On what type of information does Curtis base her impressions? What makes them subject to change? (Connect to the Big Question: How much information is enough?)


Comparing Types of Organization

Resources

(reading strategies, Pearson resources for selections)


(Informational text on Ellis Island)

http://www.crfimmigrationed.org/index.php/lessons-for-teachers/142-hl3

(full text, audio, and video database of the 100 most significant American political speeches of the 20th century)

http://www.americanrhetoric.com/

Language Vocabulary

L.8.4

Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

L.8.4b


L.8.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.8.5b

L.8.6




Language Vocabulary

Evidence Statements

Demonstrates the ability to interpret figures of speech (e.g. verbal irony, puns in context). L.8.5

Demonstrate the ability to determine the relationship between particular words. L.8.5

Provides a statement demonstrating accurate meaning and use of grade appropriate general academic words and phrases. L.8.6


Synonyms/antonyms

Affixes

Context clues

Latin roots



Vocabulary

Tier 2 Academic Vocabulary collaborate, compose, compile, conceptualize




From Always to Remember: The Vision of Maya Ying Lin (biographical essay) L.8.5b


Greek root nym-



Greek root nym-

or

from I know Why the Caged Bird Sings (autobiography) L.8.5b


Latin root val-



Latin root val-

Comparing Literary Works: Why Leaves Turn Color in the Fall (cause and effect essay), and The Seasons Curmudgeon Sees the Light (Comparison-and-Contrast essay) L.8.6

Vocabulary Development (Forest Fire) pgs. 534, 538, 518, 520

Vocabulary Development (The Seasons Curmudgeon Sees the Light) pgs. 546


Comparing Types Organization

Resources



https://quizlet.com/28281271/8th-reading-story-teller-quest-flash-cards/











Language

L.8.1


L.8.2

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



Language

Evidence Statements


Identify the correct use of parts of speech, sentence parts (subject/predicate, phrases and clauses), and punctuation. L.8.2

Conventions



Sentence Structure

Commas


Writing to Texts

Writing

W.8.2

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

g. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

h. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

i. Use appropriate transitions to clarify the relationships among ideas and concepts.

j. Use precise language and domain-specific vocabulary to inform about or explain the topic.

k. Establish and maintain a formal style.

l. Provide a concluding statement or section that follows from the information or explanation presented.

Writing

Evidence Statements



Organization


Clarity of Language











Routine Writing (text-dependent)

Journal entries

Summaries

Daily Language Practice

Graphic Organizers

Other Resources

Analysis (Explanatory)

(Remember or Caged Bird) Explanatory Text pg. 525 When Lin was inspired by Luthyens memorial and Maya Angelou was inspired by Dickens.

(Comparing Literary Works) pg. 547-- Timed Writing Explanatory Text: Essay The author of these essays use specific organizational patterns to achieve their purposes, or reasons for writing. Choose one essay and write an in-depth analysis of its structure. Discuss the overall organization of the essay and explain whether it suits the authors topic. Then analyze one important paragraph, explaining how it structured and the ways in which individual sentences work together to build meaning.


SL.8.6

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







Evidence Statements

Demonstrate an ability to adapt speech to a variety of contexts and tasks, showing the ability to use formal English when indicated or appropriate. SL.8.6





Activity (Narrative)

Communications Workshop pg. 996-997: Delivering a Narrative Presentation

Research Project

(Reading and Writing- Begins in 3rd Grade for PARCC accountability)

Research

W.8.2

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

W.8.2b

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

W.8.7

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

These standards are constant and should be taught throughout each quarter.





Research

Evidence Statements



Organization


Clarity of Language




Research


Activities

Research and Technology pg. 1109- Build and Present Knowledge Write a letter that describes the experience of a migrant. If you read Ellis Island, write a letter to a friend back in Europe.

Research and Technology pg. 1131- Build and Present Knowledge Write a newspaper article on one of the following topics:

If you read Choice , write an article for Martin Luther King Day that looks at Kings career as a whole. Research his role in the civil rights movement and the hardships he faced.

If you read An Episode of War, write an article about the experience and cost of fighting in the Civil War. You can use information from modern sources, but write the article from the perspective of someone during, or shortly after, the war.

Resources

(Newspaper clipping generator for projects/presentations)

http://www.fodey.com/generators/newspaper/snippet.asp

(Creating a classroom newspaper)

http://www.readwritethink.org/classroom-resources/lesson-plans/creating-classroom-newspaper-249.html

(Interactive printing press for students newspapers and brochures)

http://www.readwritethink.org/classroom-resources/student-interactives/printing-press-30036.html

Shelby County Schools

2015/2016

Page 31 of 31

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