miami-dade county public schools 2014 summer...

Miami-Dade County Public Schools 2014 Summer Services Participant’s Packet Office of Academics and Transformation- Language Arts and Reading

8th - 1001070RC M/J Course Language Arts 3 Credit Recovery

Objectives

Preview the Course Recovery Curriculum Utilize Classzone access materials for each lesson Examine the instructional objectives and delivery model

Model the steps for a gradual release of instruction Conduct a 5 day lesson-walk using the MacDougal Littell Teacher’s Edition textbook

MIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT SUMMER SCHOOL 2014 PACING GUIDE

Office of Academics and Transformation – Department of Language Arts and Reading

M/J Language Arts 3 COURSE CODE: 1001070RC

8th Grade M/J Course Credit Recovery

PACING DATE(S)

Traditional Start

Monday Day 1

End Friday Day 20

20 Instructional Days

Day 1 –Day 20

Instructional Procedures Opening Whole Group Instruction

Literary Analysis Reading Strategy Vocabulary in Context

Guided Instruction Independent Practice Differentiated Instruction (Small Group Instruction) Reading-Writing Connection

WEEK 1 WEEK 2 WEEK 3 WEEK 4 Day 1- Day 5 Day 6 - Day 10 Day 11 – Day 15 Day 16 – Day 20

Essay Informational Non-Fiction Short Story Poetry

Us and Them by David Sedaris

Literary Analysis: Irony Reading Strategy: Evaluate Assessments :

Selection Test Culminating Writing

Zoos: Myth and Reliability by Rob Laidlaw

Zoos Connect Us to the Natural By Michael Hutchins

Literary Analysis: Argument Reading Strategy: Fact and Opinion Assessments :


Rules of the Game By Amy Tan

Literary Analysis: 1st Person P.O.V Reading Strategy: Drawing Conclusions Assessments :


Macavity: The Mystery Cat by T.S. Elliot

Vermin by E.B. White

Literary Analysis: Couplet Reading Strategy: Figurative Language Assessments :


McDougal Littell LITERATURE 8TH grade



WEEK 1 Us and Them by David Sedaris pgs. 716 - 727 Day 1-5 LESSON OBJECTIVES Students will . . .

explore the key idea of normal

identify and analyze irony

read a personal essay

evaluate information and opinions

build vocabulary for reading and writing

use context to determine the meanings of idioms (also and EL language objective)

form a complex sentence by joining an independent and dependent clause

use writing to analyze literature

BENCHMARKS

LA.8.1.6.1: The student will use new vocabulary that is

introduced and taught directly;

LA.8.1.7.2: The student will analyze the authors purpose and/or

perspective in a variety of texts and understand how they affect meaning;

LA.8.3.4.2: The student will edit for correct use of punctuation,

including commas, colons, semicolons, quotation marks, and apostrophes;

Day 1 Monday

Day 2 Tuesday

Day 3 Wednesday

Day 4 Thursday

Day 5 Friday

Opening Author Online (TE/SE

717)& Background (TE/SE pg.719)

Whole Group Instruction Teach-Literary

Analysis & Standard Focus: Irony (TE/SE pg. 717); (On-line Resource- pg.123)

Independent Practice

First Reading-Students Independently Read text (TE/SE-pgs. 718 -724);

Guided Practice

Clarify Text-Discussion (On-line Resource- pg.117)

Home Learning

Independent Reading

Opening Review Literary

Analysis Skill: Irony (TE/SE pg. 717)

Whole Group Instruction

Teach-Reading Skill: Evaluate (TE/SE pg. 717); Introduce On-line Resource-r pg.125)

Guided Instruction

Guided Reading(TE/SE-pgs. 718 -724)Complete On-line Resource-pg.125)


Comprehension Check (SE pg. 725- #’s 1,2,3) (On line Resource pg. 131)

Home Learning

Independent Reading

Opening Review Reading Skill:

Evaluate (TE/SE pg. 717)

Whole Group Instruction Teach-Vocabulary In

Context (TE/SE pg. 717); (On-line Resource- pg. 127)

Guided Instruction

Audio Read (TE/SE pgs. 718 -724); (On-line Resource- pg.128)

Independent Practice Vocabulary In Writing

(TE/SE pg. 726)

Literary Analysis questions (TE/SE pgs. 725 - #’s 4, 5, and 6)

Home Learning

Independent Reading

Opening Review Vocabulary In

Context- Vocabulary Practice (TE/SE pg. 726)

Whole Group Instruction Teach-Vocabulary

Strategy: Idiom (TE/SE pg. 726)

Guided Instruction

Paired Read for Idioms (TE/SE pgs. 720-721)

Practice Vocabulary Strategy: Idioms(TE/SE pg. 726) (OLR-pg.129)

Independent Practice Reading-Writing

Connection (Writing Prompt B. Extended Response: Analyze the Message)

Home Learning Independent Reading

Opening Review Vocabulary

Strategy: Idiom (TE/SE pg. 726)

Whole Group Instruction Teach-Grammar and

Writing – Form Complex Sentences (TE/SE pg. 727 and Practice) (On-line Resource- pg.132)

Guided Instruction

Writing Assessment: (Revise Writing) Teacher /Peer Conferencing

Independent Practice Rereading-Students

Independently Read (TE/SE pgs. 718 -724); (On-line Resource- pg.130)

Selection Assessment




WEEK 1 Us and Them by David Sedaris pgs. 716 - 727 Day 1-5

DIFFERENTIATED INSTRUCTION LESS-PROFICIENT READERS

Targeted passages, short excerpts that deal with the key story events, concepts, and skills, appear on page 720 (lines 31-42), page 721 (lines 82-99), and page 724 (lines 194-210). If your students are having trouble comprehending this selection, focus solely on these passages. Read aloud each excerpt with your students. Monitor their understanding of sensory details and author's perspective.

Additional Selection Questions and Question Support (Resource Manager, page 117 and 131) allow you to provide customized practice with comprehension and literary analysis skills.

ADVANCED LEARNERS/ PRE-AP

Pre-AP exercises in the bottom channel provide

additional challenge for your advanced students.

Use them for small groups or individuals.

Analyze Author's Purpose Point out to students

the irony of Sedaris's depiction of himself in this

essay, focusing particularly on lines 38-71. Ask

students to discuss in small groups what the

author's ironic self-portrayal reveals about his

purpose for writing this essay.

Pg. 720 (lines 31-42) Pg. 721 (lines 82-99) 724 (lines 194-210)

In what way do the neighbors react when

they find out that the Tomkeys don’t

watch television?

Why does Sedaris decide to spy on the

Tomkeys?

What do Sedaris’s actions reveal about his

personality

How does Sedaris feel when the

TomKeys begin going to the lake each

weekend? Why?

Why does Sedaris look forward to

going to the Tomkeys’ house for

Halloween? Why is he disappointed

when he arrives?

What changes Sedaris’s feelings

towards the Tomkeys?

What is his view of them now? Why?

Why doesn’t he want to think about

his own image? What helps him put

the image out of his mind?



WEEK 2 Zoos: Myth and Reality by Rob LaidLaw Day 6-10 Zoos Connect Us to the Natural World by Michael Hutchins pgs. 948 - 958 LESSON OBJECTIVES Students will . . .

explore the key idea of wildlife

identify and analyze elements of an argument

read an article and an opinion piece

distinguish and evaluate fact and opinion


use knowledge of the Greek root bio to help determine word meaning

capitalize correctly names of organizations, institutions, stores, and companies


BENCHMARKS

LA.8.1.6.7 The student will use new vocabulary that is

introduced and taught directly;

LA.8.1.7.2 The student will analyze the authors purpose and/or

perspective in a variety of texts and understand how they affect meaning;

LA.8.3.4.2 The student will edit for correct use of punctuation,

including commas, colons, semicolons, quotation marks, and apostrophes;

LA.8.6.2.2 Assess, organize, synthesize and evaluate the

validity and reliability of information in text. Day 6

Monday Day 7

Tuesday Day 8

Wednesday Day 9

Thursday Day 10 Friday


949) & Background (TE/SE 950)

Whole Group Instruction Teach-Elements of

Nonfiction: Argument (TE/SE 949); (Introduce (On-line Resource pg.27)

Independent Practice First Reading-Students

Independently Read (SE-950 -956)

Guided Practice

Clarify Text- Discussion; (Complete On-line Resource pg.27)

Home Learning

Independent Reading

Opening Review Literary Analysis

Skill: Argument(TE/SE

949) Whole Group Instruction

Teach-Reading Skill: Distinguish Fact and Opinion (TE/SE 949); Introduce On-line Resource pg.29)

Guided Reading(TE/SE-950 -956); (Complete On-line Resource pg.29)

Independent Practice Comprehension Check

(SE 957- #’s 1,2&3)

Home Learning

Independent Reading


Fact and Opinion(TE/SE 949)

Teach-Vocabulary In Context (TE/SE 949); ( On-line Resource pg. 31)

Whole Group Instruction Audio Read (TE/SE-950 -

956); Practice-Literary Analysis questions (TE/SE 957 - #’s 5&6)

Independent Practice Vocabulary In Writing

(TE/SE 726) Vocabulary Practice ( On-

line Resource pg. 32)



Context (TE/SE 949) Teach-Vocabulary

Strategy: The Greek Root exo & bio (TE/SE 958)

Whole Group Instruction Paired Read (SE 950 -

956); (Resource Manager Vocabulary Strategy pg. 33)

Independent Practice Reading-Writing

Connection (Writing Prompt B. Extended Response: Compare Perspectives)

Home Learning

Independent Reading


Strategy: Greek Root (TE/SE 958)


Writing – Capitalize Correctly (TE/SE 959 and Practice)

Independent Practice Rereading-

Independently Read (SE-950 -956); ( On-line Resource pg. 34)

Culminating Writing Assessment: (Revise Writing Prompt B using Capitalization Strategy)





WEEK 2 Zoos: Myth and Reality by Rob LaidLaw Day 6-10 Zoos Connect Us to the Natural World by Michael Hutchins pgs. 948 - 958


Targeted passages, short excerpts that deal with the key story events, concepts, and

skills, appear on pages 950-951 (lines 1-16), page 953 (lines 99-115), page 954 (lines

20-48), and page 956 (lines 134-174). If your students are having trouble

comprehending this selection, focus solely on these passages. Read aloud each excerpt

with your students. Monitor their understanding of argument and fact and opinion.

Additional Selection Questions and Question Support (Resource Manager, page 21 and

page 35) allow you to provide customized practice with comprehension and elements

of nonfiction skills.


Activity 1: Analyze Style Point out Laidlaw's use of

questions and answers in the paragraphs that begin

with lines 99 and 105. Ask students why he might

have included these paragraphs. Have them consider

these questions: What effect is created by the

repetition if "the answer is yes?" In what way do

these paragraphs affect the tone of the article? What

is the effect on the argument?

Activity 2: Analyze Argument Have students reread

lines 61-76. Point out that Hutchins has chosen to focus on

only a small number of accredited facilities. Remind

students that Laidlaw, in his article, makes the point that

unaccredited facilities outnumber these nine to one. He

takes these numbers into account when evaluating the

quality of zoos and other facilities. Lead a discussion about

how the conclusions each author draws depend on the

parameters he establishes for his argument.

https://www.classzone.com/cz/passiveLogin.htm?username=learningvillage&password=learningvillage&redirectUrl=/cz/books/ml_lit_gr08_fl/secured/resources/applications/ebook/index.jsp?page=950




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WEEK 3 Rules of the Game by Amy Tan pgs. 222 -236 Day 11-15 LESSON OBJECTIVES Students will . . .

explore the key idea of an opponent

identify and analyze first-person point of view

read a short story

draw conclusions


determine meanings of derivatives by using knowledge of affixes and base words

identify and use the prefixes fore- and mal-

combine sentences by using coordinating conjunctions


BENCHMARKS

LA.8.1.6.7 Use new vocabulary that is introduced and taught

directly.

LA.8.1.7.1 Analyze the author’s purpose and/or perspective in

a variety of texts and understand how they affect meaning.

LA.8.2.1.2 Locate and analyze elements of characterization,

setting and plot including rising action, conflict resolution, theme, and other literary elements as appropriate in a variety of fiction.

LA.8.3.4.4 The eight parts of speech (noun, pronoun, verb,

adverb, adjective, conjunction, preposition, interjection), regular and irregular verbs and pronoun agreement.

Day 11 Monday

Day 12 Tuesday

Day 13 Wednesday

Day 14 Thursday

Day 15 Friday


223) & Background (TE/SE 225)

Whole Group Instruction Teach-First-Person Point

of View (TE/SE); (Resource Manager Introduce Graphic Organizer pg.97)

Independent Practice Frist Reading-Students

Independently Read (SE-224 -234)

Guided Practice Clarify Text-Discussion;

(Complete On-line Resource pg.97)

Home Learning

Independent Reading

Opening Review Literary

Analysis: 1st Person Point of View(TE/SE 223)

Whole Group Instruction Teach-Reading Skill:

Draw Conclusions (TE/SE 223); Introduce On-line Resource pg.99)

Guided Reading(TE/SE-224 -234); (Complete On-line Resource pg.99)

Independent Practice Comprehension Check

(SE 235- #’s 1,2&3)

Home Learning

Independent Reading


Draw Conclusions(TE/SE 223)

Whole Group Instruction Teach-Vocabulary In

Context (TE/SE 223); (On-line Resource pg. 101)

Audio Read (TE/SE-950 -956)

Independent Practice Literary Analysis

questions (TE/SE 235 - #’s 5&6)

Vocabulary In Writing (TE/SE 236)

Vocabulary Practice (On-line Resource pg. 102)



Context (TE/SE 223) Whole Group Instruction Teach-Vocabulary

Strategy: The Prefix fore & mal (TE/SE 236); (On-line Resource pg. 103)

Independent Practice Paired Read (SE 224 -234) Literary Analysis

questions (TE/SE 235 - #’s 7&8)

Reading-Writing Connection (Writing Prompt B. Extended Response: Explore Point of View)



Strategy: The Prefix fore & mal(TE/SE 236)


Writing – Combining Sentences (TE/SE 237 and Practice); (On-line Resource pg. 106)

Independent Practice Rereading-

Independently Read (SE-224 -234); (On-line Resource pg. 104)

Culminating Writing Assessment: (Revise Writing Prompt B using the Sentence Combining Strategy)





WEEK 3 Rules of the Game by Amy Tan pgs. 222 -236 Day 11-15


Targeted passages, short excerpts that deal with the key story events, concepts, and

skills, appear on page 224 (lines 1-11), page 231 (lines 206-235), and page 233 (lines

291-322). If your students are having trouble comprehending this selection, focus

solely on these passages. Read aloud each excerpt with your students. Monitor their

understanding of mood and predicting.


page 105) allow you to provide customized practice with comprehension and literary

analysis skills.


Activity 1: Synthesize After students read page 226,

have them think about sensory details that describe

their own neighborhood—either past or current—or

another neighborhood they visit often. Challenge

students to use details that appeal to each of the five

senses. Then ask them to use these details in a brief

description of the neighborhood.

Activity 2: Analyze After students read lines 155–169,

have them discuss how each rule or lesson Waverly

learns about chess might be interpreted as advice on

how to succeed in life. Invite students to rephrase the

lessons Waverly learns to make them work as lessons

about life. For example, “it’s important to control the

center early on” (lines 158–159) might be rephrased

as “it’s important to get an early start on achieving

your goals in life.”

Activity 3: Evaluate The narrator states in the story’s

first sentence that her mother taught her “the art of

invisible strength.” Have students skim the story to

identify how Waverly applies that “art,” both in chess

and in life. Then ask them to discuss what they think

Waverly did wrong in dealing with her mother and

how she might have better applied the skills her

mother taught her. Have students propose an

alternative ending to the story to express their ideas.








WEEK 4 Macavity : The Mystery Cat by T. S. Elliot Day 16 - 20

Vermin by E. B. White pgs. 588 - 595 LESSON OBJECTIVES Students will . . .

explore the key idea of animals

identify and analyze couplets

read poetry

identify and analyze figurative language, including personification and extended

metaphor


use knowledge of word origins to help determine meanings of words

BENCHMARKS

LA.8.2.1.3 Locate various literary devices (e.g. sound, meter,

figurative and descriptive language), graphics and structure and analyze how they contribute to mood and meaning in poetry.

LA.8.2.1.7 Locate and analyze an author’s use of allusions and

descriptive, idiomatic and figurative language in a variety of literary text, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis.

LA.8.2.1.9 Describe changes in the English language over

time, and support these descriptions with examples of literary texts. Day 16

Monday Day 17

Tuesday Day 18

Wednesday Day 19

Thursday Day 20 Friday

Opening Author Online(TE/SE 589)

& Background (TE/SE 591)


Teach-Couplet (TE/SE 589 ); (Online Resource Manager Introduce Organizer pg.43)


First Reading-Students Independently Read (SE-590 - 593);

Guided Practice Discussion; (On-line

Resource pg.43) Comprehension Check

(SE 594- #’s 1,2&3) Home Learning

Independent Reading

Opening

Review Literary Analysis Skill: Couplet(TE/SE 589)


Teach-Reading Skill: Analyze Figurative Language (TE/SE 589); (Introduce On-line Resource pg.45)

Guided Reading(TE/SE-590 - 593)Complete On-line Resource pg.45)


Literary Analysis questions (SE 594- #’s 4&5) & (on-line Resource pg. 50)


Opening

Review Reading Skill: Figurative Language (TE/SE 589)


Teach-Vocabulary In Context (TE/SE 589); (On-line Resource pg. 47)

Audio Read (TE/SE-590 - 593)


Literary Analysis questions (TE/SE 235 - #’s 6&7)

Vocabulary in Writing (SE 595)

Home Learning

Independent Reading

Opening

Review: Practice-Vocabulary In Context (TE/SE 595); (On-line Resource pg. 48)


Teach-Vocabulary Strategy: Word Origins (TE/SE 595);


Paired Read (SE 590 - 593); (On-line Resource pg. 49)

Writing Assessment (Extension and Challenge SE. 594)

Home Learning

Independent Reading

Opening

Review Vocabulary Strategy: Word Origins


Review-Previous Grammar Skills


Rereading- Students Independently Read (SE 590 - 593)

Culminating Writing Assessment: (Revise Writing Prompt using Grammar Skills previously taught)


Home Learning

Independent Reading



WEEK 4 Macavity : The Mystery Cat by T. S. Elliot Day 16 - 20

Vermin by E. B. White pgs. 588 - 595



page 50) allow you to provide customized practice with comprehension and literary

analysis skills.


Activity 1: Evaluate Sound Devices Remind students

that this poem was written for children. Have

students find the sound devices Eliot uses in his

poem (rhyme, rhythm, alliteration) and discuss how

these might help contribute to the humorous tone and

help make the poem appealing to young children.

Encourage students to discuss their ideas with the

class.

Activity 2: Synthesize Have students brainstorm ideas

for another extended metaphor to describe thought. If

students have trouble coming up with a metaphor,

suggest that they use Freewriting to explore

possibilities. Have students share their ideas with the

class.

Activity 3: Vocabulary Strategy Have pairs look up

the etymologies of this lesson's vocabulary words.

Then display the transparencies and discuss how

analyzing the origins of English words can help

students expand their vocabulary. Have students

create a glossary of words from the poems with

etymologies, definitions, and pronunciations.



• Author Online – Ask students to read the “Author Online” section and explain why the information was separated using the subheadings provided. (Discussion)

• Background – Teacher read-aloud background to students. Engage students in a discussion. (TE pg. 719)

• Literary Analysis – Teach Literary Analysis & Standard Focus: Irony using “Standards Focus” (TE pg.717) (OLR pg. 123)

• First Reading - Students read independently. What is important is to allow all students to interact with challenging text on their own as frequently and independently as possible. (TE/SE 718-724)

• Clarify Text – (Discussion) Teacher will use (OLR pg. 117) to guide discussion following 1st reading of the text.

• Review Literary Analysis Skill: Irony

• Teach Reading Skill: Evaluate – Use “Reading Skill: Evaluate” for guided instruction. (TE pg.717) Introduce (OLR pg.125)

• Guided Reading – Conduct a guided reading with students.

Stop at targeted sections of the text to ask guiding questions related to the skill Evaluate. (navy blue font along

margin of TE manual). Engage students in a rich discussion. Using a collaborative grouping technique students complete (OLR pg. 125) to evaluate good and bad judgments

• Comprehension Check– Have students complete the quick comprehension check in the SE pg. 725 (1-3) as an exit slip.

•Review Reading Skill: Evaluate (TE/SE pg. 717)

•Teach-Vocabulary In Context: Using model statements on pg. 717 in the SE/TE text, allow students to use context clues to figure out the meaning of the boldfaced terms. Use (OLR pg. 127) to conduct a guided Vocabulary Study.

•Audio Reading: Students listens and follows an audio recording of the text paying close attention to vocabulary from the Vocabulary In Text lesson.

• Students independently complete the (OLR pg. 128).

•Vocabulary In Writing: Using SE/TE pg. 726, students write to demonstrate ability to apply learned vocabulary.

•Practice Literary Analysis: Students complete FCAT Exercises TE/SE pg. 725 (4-6).

•Review Vocabulary in Context: Vocabulary Practice (TE/SE pg. 726) Using guided discussion and revisiting the text, ask students to determine the meaning of the boldfaced word by deciding true or false for each statement

•Teach Vocabulary Strategy: Idioms – Using guided instruction TE pg.726 to teach idioms. Point out these idioms in the selection: bet your boots (lines 36-37), as low as you could get (line 94). Model how to define them using context clues. Additional Practice before students work on the exercise.

•Paired Reading: Using a collaborative instruction method, allow students to reread the text paying close attention to idioms.

•Practice Vocabulary Strategy: Idioms – Allow students to independently demonstrate ability to identify and comprehend idioms. (TE/SE 726) Students will identify the idiom in each sentence and give a definition for it. Provide students with additional practice using (OLR pg. 129)

•Reading-Writing Connection: Students will list important details from the selection and work in small groups o draw conclusions about possible messages in preparation to respond to Writing Prompt B . They are asked to analyze what Sedaris learns from his experience with the Tomkeys? What might he want others to learn? Students are expected to state the message of the essay and refer to specific scenes, lines and details from the text. (TE pg. 727)

• Review Vocabulary Strategy: Idioms • Teach- Grammar and Writing- Form Complex Sentences: Use

the SE/TE pg. 727 and Practice dependent and independent clauses. Through guided instruction, students will change one independent clause, then combine the clauses to form a complex sentence.

• Independent Reading: Students practice strategies that they learned during the other instructional contexts along the gradual release of responsibility. (On-Line Resource pg. 132)

• Culminating Writing Assessment: Revise the writing to Writing Prompt B from Thursday, Day 4. Teacher/Peer Conferencing should also occur during this time.

• Selection Assessment: Use selection Test B/C to formally assess students mastery of the lesson benchmarks. (OLR pg. 135-136).

Less- Proficient Readers Targeted passages, short excerpts that deal with the key story events, concepts, and skills, appear on page 720 (lines 31-42), page 721 (lines 82-99), and page 724 (lines 194-210). If your students are having trouble comprehending this selection, focus solely on these passages. Read aloud each excerpt with your students. Monitor their understanding of sensory details and author's perspective using the following guiding questions.

Pg. 720 (lines 31-42) Pg. 721 (lines 82-99) 724 (lines 194-210)

In what way do the neighbors react when they

find out that the Tomeys don’t watch

television?

Why does Sedaris decide to spy on the

Tomkeys?

What do Sedaris’s actions reveal about his

personality

How does Sedaris feel when the TomKeys

begin going to the lake each weekend? Why?

Why does Sedaris look forward to going to

the Tomkeys’ house for Halloween? Why is

he disappointed when he arrives?

What changes Sedaris’s feelings towards the

Tomkeys?

What is his view of them now? Why?

Why doesn’t he want to think about his own

image? What helps him put the image out of

his mind?

Advanced Learners Pre-AP exercises in the bottom channel provide additional challenge for your advanced students. Use them for small groups or individuals. Analyze Author's Purpose Point out to students the irony of Sedaris's depiction of himself in this essay, focusing particularly on lines 38-71. Ask students to discuss in small groups what the author's ironic self-portrayal reveals about his purpose for writing this essay.

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