neshaminy school district curriculum maps grade 8 ela · speaking & listening as appropriate ....

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Neshaminy School District Curriculum Maps Grade 8 ELA

Instructional Requirement-Balanced Literacy Approach: 3 days literature (Vocabulary from literature)

3 days writing (Grammar & Conventions)

Speaking & Listening as appropriate

District Assessments: Three times as per Assessment Calendar (October, December, March)

Core Resources Available to Teachers for Instruction:

McDougal Littell Text, Grade-level Novels

Writing Fundamentals (including Grammar & Conventions)

Digital tools for written and oral presentations

Library resources for research

Habits of Mind Research in effective thinking and intelligent behavior indicates that there are some identifiable characteristics of effective thinkers. These Habits of

Mind are seldom performed in isolation, but rather, clusters of such habits are drawn forth and employed in various situations. Below are all 16 Habits

of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom.

1. Persisting -sticking to a task until it is

completed.

Identify characteristics of persistence

shown by individuals in well-known

events

Imagine what might have occurred if

more or less persistence was shown in

a given scenario.

2. Managing Impulsivity -thinking

before acting.

Model the use of patience, including

wait time during discussion, or

using helpful sentence stems that

reflect intentional choice.

3. Listening to Others-With

Understanding and Empathy –

listening, understanding, and

empathizing with someone else’s point

of view.

Model appropriate listening and

help student identify the most

common “errors” in conversation.

4. Thinking Flexibly- considering

alternative points of view or dealing with

several sources of information

simultaneously.

Use RAFT assignments (Role,

Audience, Format, Topic) where

students must consider a situation,

letter, speech or poem from a

different perspective.

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5. Thinking About our Thinking

(Metacognition)- mapping out thinking

process.

Diagram the relationship between a

want and a need.

Map out how characters from books or

thinkers in history might have arrived

at certain starting or stopping points in

thought.

6. Striving for Accuracy and Precision

-taking time to check over work.

Use “three before me,” a strategy

that insists on any important

assignment being checked by at

least three other people before being

handed in.

7. Questioning and Posing Problems- knowing how to ask questions to fill in

the gaps and asking a range of

questions.

Create a “parking lot” area in the

classroom—stocked with post-it

notes—where students can post

questions.

8. Applying Past Knowledge to New

Situations-being able to abstract meaning

from one experience and apply it in a new

and novel situation.

Use questions stems like “What do

you remember about. . .?”, “When

have you ever seen anything like

this?”

9.Thinking and Communicating with

Clarity and Precision- communicating

accurately in both written and oral form.

Remind students to avoid the

vagueness and abstraction—and

imprecision—of terms like always,

never, all, everybody, teachers, etc.

10. Gathering Data through All

Senses-knowing information gets into

the brain through different sensory

pathways.

Allow students to “cite” sources

from sensory data in addition to

traditional textual sources.

11. Creating, Imagining, and

Innovating –examining alternative

possibilities from many angles.

Offer persistent sources of

inspiring thought, design, art or

multimedia through writing

prompts, discussion points or

simply as a daily class closure.

12. Responding with Wonderment and

Awe-having a passion for learning.

Don’t just allow opportunities for

student choice in topics, formats, or

learning pathways—insist on it.

13. Taking Responsible Risks-accepting

confusion, uncertainty, and the higher risks

of failure as part of the normal process.

Create an environment where failure is

analyzed, not punished.

14. Finding Humor-initiating humor

more often, placing greater value on

having a sense of humor, appreciating

and understanding others’ humor.

Point out humor where it is not

immediately apparent, especially in

stories and examples from your own

life.

Teach students to distinguish

between situations of human frailty

and fallibility that are in need of

compassion and those that are truly

funny.

15. Thinking Interdependently-

realizing that all of us together are

more powerful, intellectually and /or

physically, than any one individual.

Cooperative learning groups

Using digital and social media

provides opportunity for

interdependence.

16. Learning Continuously –always

striving for improvement.

Revisit old ideas, writing and

projects to identify areas for

development, improvement or

revision.

Arthur L. Costa, Ed.D. and Bena Kallick, Ph.D.

Teaching Tips created by Terry Heich, www.edutopia.org

http://www.edutopia.org/

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Grade 8 English Curriculum Map

Overarching Big Ideas for English and Language Arts, Grades 6-12 (FOR ALL UNITS)

Substantive ideas expressed with clarity and coherence, through written and oral communication, are necessary for success.

Proficient readers use a variety of reading strategies to access and comprehend information from different sources.

We become lifelong readers by exploring personal interests through a variety of literary genres.

What we read affects how we interpret our world and the world around us.

Effective writing is a recursive process. It is a powerful means of communication that informs, persuades and entertains.

Ideas can be effectively communicated through digital and non-digital formats.

Textual evidence is necessary to make convincing arguments.

Text complexity (what we read and the skill with which we read) develops reading independence and proficiency.

Unit: Literature-Novels/Short Stories/Poetry/Drama/Informational

Enduring Understandings:

Narrative structure can be either fiction or non-fiction (informational) and often follows a basic structure.

People experience the same media message differently.

Listening is the process of receiving, constructing meaning from, and responding to spoken and/nonverbal messages.

Questioning and contributing help speakers convey their message, explore issues, and clarify thinking.

A speaker’s choice of words and style set a tone and define the message.

A speaker selects a form and organizational pattern based on the audience and purpose.

Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.

Good writers use a repertoire of strategies that enable them to vary form and style, in order to write for different purposes, audiences, and contexts.

Essential Questions:

What are the major components of narrative writing?

How does understanding a text’s structure help me better understand its meaning?

What do readers do when they do not understand everything in a text?

Why do readers need to pay attention to a writer’s choice of words?

How do readers construct meaning from text?

Why conduct research?

How do good writers express themselves? How does process shape the writer’s product?

How do writers develop a well written product?

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How do rules of language affect communication?

Why does a writer choose a particular form of writing?

When is appropriate to ask questions?

How do speakers express their thoughts and feelings?

How does the choice of words affect the message?

How do speakers express their thoughts and feelings?

How does a speaker communicate so other will listen and understand the message?

Can one hear but not listen?

What’s the media message?

Grade: 8 Sub Unit: Short Story Timeline: 3-4 weeks

PA Core

Standards

What state

standards will

be met?

Content

What will be taught? Objectives

What will students know & be able to

do as a result of this instruction?

Assessments

What evidence will I collect that

demonstrates that students have

achieved the objectives?

Resources

What materials will I use to achieve

the objectives?

Reading

Literature

CC.1.3.8.A

CC.1.3.8.B

CC.1.3.8.C

CC.1.3.8D

CC.1.3.8.E

CC1.3.8.F

CC.1.3.8.I

CC.1.3.8.G

Writing

CC. 1.4.8.A-F

CC.1.4.8.M-T

Vocabulary

CC.1.2.8.F-K

CC1.3.8.F-K

Speaking and

Listening

CC.1.5.8.A

Literary elements

Plot

o Exposition

o Rising action

o Falling action

o Climax

o Resolution

Elements of fiction

o Plot structure (plot triangle)

o Conflict (external vs.

internal)

o Foreshadowing

o Flashback

o Characterization

o Setting

o Point of view

o Theme

Characterization

o Types

Flat

Identify and analyze literary

elements of a short story and how

they interact with the setting,

characters, and/or plot

Compare/contrast literary

elements

Identify and analyze minor and

major characters

Determine author’s purpose and

theme(s) in a text and analyze

how it is conveyed through

relevant details

Analyze how an author develops

and contrasts the points of view

of different characters and/or

narrators

Analyze how different points of

views of characters and the

audience and reader create

such effects as suspense or

humor

Reading quizzes/tests

o Literary elements

o Author’s purpose

Journals

Original personal narrative

Constructed responses

Anchor Texts: (Required)

Selections from McDougal Littell

short story collection – 8th

grade only

(Do not use any selections in any

genre from other grades.)

Note: Bold-faced words reflect progression in skills from

grade to grade.

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Flat

Round

Dynamic

Static

Stock/stereotypical

Author’s purpose

Setting

o Time

o Place

o Social conditions

o Historical/geographical

environmental

Theme

Point of View

o First person

o Third person

Distinguish between first and

third person point of view

Determine two or more themes

over the course of a short story,

including its relationship to

supporting ideas; provide a

subjective summary

Compare/contrast the structure of

two or more texts and analyze

how the differing structure of

each contributes to its meaning

and style

Grade: 8 Sub Unit: Novel(s) Timeline: 4-6 weeks (for both novels; each novel may be read/taught

separately or both novels may be done in sequence)

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PA Core

Standards

What state

standards will

be met?

Content




Assessments




Resources


the objectives?

Reading

Literature

CC.1.3.8.A

CC.1.3.8.B

CC.1.3.8.C

CC.1.3.8.D

CC.1.3.8.E

CC1.3.8.F

CC.1.3.8.I

CC.1.3.8J

Writing

CC. 1.4.8.A-F

CC.1.4.8.M-T

Vocabulary

CC.1.2.8.F-K

CC1.3.8.F-K

Speaking and

Listening

CC.1.5.8.A

Plot

Characterization

Setting

Genre

Theme

Point of view

o First person

o Third person

Omniscient

Limited

Dialogue

Types of conflict

Organization

Author’s purpose and audience

Style and technique

Voice and tone

Identify, analyze, and

compare/contrast literary

elements of a text and how they

interact with the setting,

characters, and/or plot

Identify, analyze, and

compare/contrast minor and

major characters

Determine author’s purpose and

theme(s) in a text and analyze

how it is conveyed through

relevant details

Identify and explain differences

among first person, third person,

third person limited, and third

person omniscient

Analyze how an author develops

and contrasts the points of view

of different characters and/or

narrators

Distinguish between first, third

person points of view

Determine two or more themes

over the course of a text,

including its relationship to

supporting ideas; provide a

subjective summary

Compare/contrast a fictional

portrayal of time, place, or

character and an historical

account of the same period as a


o Elements of fiction

o Inferences based on text

o Literary elements

o Author’s purpose

Open-ended responses

Journals

Compare/contrast

Expository writing

Persuasive Writing

Anchor Texts –

Required (3 novels)

The Giver

Westing Game & one of the novels

from the optional list

Optional Additional Novels

Johnny Tremain

The Contender

Silence to the Bone

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means of understanding how

authors of fiction use or alter

history

Draw inferences from the text

and use text based evidence to

support conclusions and

inferences

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

Analyze how a modern work of

fiction draws on themes,

patterns, events or character

types from myths, traditional

stories, or religious works such

as the Bible, including how the

material is rendered new

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Grade 8 Sub Unit: Poetry Timeline: 3-4 weeks


A writer selects a form based on audience and purpose.

Words powerfully affect meaning.

A poet’s choice of words and style set a tone, define the message, and make an emotional and/or intellectual impression on the reader.


What constitutes poetry?

How does poetry differ from other literary forms?

What are the elements of poetry

What do readers do when they do not understand everything in a poem?

Why do readers need to pay attention to a poet’s choice of words?

How do readers construct meaning from poems?

How do poets express themselves? How does process shape the poet’s work?

Why does a poet choose a particular form of writing?

How does choice of words affect the message?

PA Core

Standards

What state

standards will

be met?

Content




Assessments




Resources


the objectives?

Reading

Literature

CC.1.3.8.A

CC1.3.8.B

CC1,3.8.D

CC1.3.8.E

CC1.3.8.F

Writing

CC. 1.4.8.A-F

CC.1.4.8.M-T

Vocabulary

CC.1.2.8.F-K

CC1.3.8.F-K

Forms of poems

o Free Verse

o Ballad

o Sonnet

o Ode

o Elegy

Elements of poetry

o Rhyme Scheme

o Rhythm

o Imagery

o Allusion

Identify and analyze difference

among different forms of poetry

Identify poet’s purpose and

analyze examples of poetry that

support the poetry’s intended

purpose.

Determine theme(s) and central

idea(s)

Identify and analyze how

figurative language adds meaning

and depth to a poem

Analyze the impact of rhymes

and other repetition sounds (e.g.

alliteration) on a specific verse or


o Analysis of selected poetry

o Poet’s purpose

o Selected forms

o Figurative language

o Vocabulary

o Analysis of and

interpretation of selected

poems

Constructed Responses

Personal response to poetry

Composition of original poems

Recitation of poems

Selected poems from McDougal

Littell 8th

grade text.

Online poetry resources

(Do not use any selections from

other grade level literature texts.)

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Speaking and

Listening

CC.1.5.8.A

CC.1.5.8.C

o Figurative language

o Simile

o Metaphor

o Alliteration

o Onomatopoeia

o Hyperbole

o Idiom

o Symbolism

o Imagery

Structure - Poetry vs. Prose

stanza

Analyze how form and structure

contributes to meaning

Compose original poetry using

models

Include figurative language in

each original poem

Participate in class discussions

Recite original poetry

Show a correct understanding of

poetry by use of voice inflection

and tone.

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Grade: 8 Sub Unit: Informational (Non-Fiction) Timeline: 3-4 weeks

PA Core

Standards

What state

standards will

be met?

Content




Assessments




Resources


the objectives?

Reading

Informational

CC1.2.8.A

CC1.2. 8.B

CC1.2. 8.D

CC1.2. 8.H

CC1.2. 8.K

Writing

CC. 1.4.8.A-F

CC.1.4.8.M-T

Vocabulary

CC.1.2.8.F-K

CC1.3.8.F-K

Speaking and

Listening

CC.1.5.8.A

Autobiography/Memoir

Biography

Essay

o Expository

o Informative

o Persuasive

Information article

Interview

Text structure

o List

o Chronological

o Order of importance

o Description

o Comparison/Contrast

o Cause/Effect

o Problem/Solution

o Sequencing

o Persuasive

Main idea and supporting details

Summarizing

Fact and opinion

Author’s purpose

Bias

Propaganda

Newspapers

Identify and discuss differences

various forms of informational

texts

Analyze text structure an author

uses to organize a text such as

headings, graphics and charts.

Cite several pieces of textual

evidence to support analysis of

what the text says explicitly as

well as inferred

Determine central idea of text and

analyze its development over the

course of a text

Determine author’s point of view

or purpose and evaluate how

well the author distinguishes his

or her position from that of others

Analyze how author uses

meaning of words or phrases

Trace and evaluate argument and

specific claims in a text assessing

whether their reasoning is sound

and the evidence relevant and

sufficient to support the claims

Summarize the major points,

processes, and/or events of a

nonfictional text as a whole and

give examples that support the

author’s intended purpose.


Text structure of

biography and

autobiography

Main ideas and

supporting details

Fact vs. opinion

Constructed responses

Objective summary of a non-

fiction piece

Anchor Texts (choose one of each –

memoir, biography/autobiography

and essay

Selected non-fiction selections from

McDougal Littell 8th

grade text.

(Do not use any selections from

other grade level literature texts.)

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News clips

Point of view

o First person

o Third person

Persuasive techniques

Analyze features unique to

biography and autobiography.

Analyze the interactions between

individuals, events, and ideas in a

text (e.g. how ideas influence

individuals or events, or how

individuals influence ideas or

events

Compare/contrast a text to an

audio, video, or multimedia

version of a text analyzing each

medium’s portrayal of the subject

Distinguish between first and

third person point of view and

explain its effectiveness.

Distinguish between fact and

opinion.

Participate in large and small

group discussions

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Grade 8 Unit: Vocabulary Timeline: ONGOING THROUGHOUT ALL UNITS


A rich vocabulary helps to communicate complex ideas effectively.

Vocabulary development assists comprehension.

Examining the context of unfamiliar words helps to promote understanding of a text.

Knowledge of prefixes, suffixes, and roots helps to increases your vocabulary.

Repeated use and application of new vocabulary embeds it in your lexicon.


How do you increase my vocabulary?

How do you recognize the meaning of unfamiliar words?

How can knowledge of new vocabulary become permanent?

Why is an extensive vocabulary important?

PA Core

Standards

What state

standards will

be met?

Content




Assessments




Resources


the objectives?

Reading

Informational

CC1.2.8.F

CC1.2.8.J

CC1.2.8.K

Vocabulary building skills

o C.O.D.E.

o Using context clues

o Connotation

o Denotation

o Etymology

Compound words

Synonyms/Antonyms

Prefixes/Suffixes/Roots

Recognize the meanings of

unfamiliar words as they are

presented in context

Identify the multiple meanings of

words

Recognize roots, prefixes, and

suffixes and use them to identify

appropriate meaning of words

Identify synonyms and antonyms

Vocabulary quizzes

Writing assignments

Speaking

Presentations

Vocabulary

From various texts

Tier 1,2,3 words from Writing

Fundamentals

13

Homophones

Contractions

Define and use correctly new

vocabulary words

Determine or clarify the meaning

of words that have multiple

meanings

Acquire and use accurately

grade-appropriate academic and

domain-specific word and

phrases; gather vocabulary

knowledge when considering a

word or phrase important to

comprehension or expression.

14

Grade 8 Unit: Grammar and Conventions Timeline: ONGOING THROUGHOUT ALL UNITS


Correct grammar in written and verbal communication helps to make a positive impression on the audience.

Rules and conventions of language help readers understand what is being communicated.


What is the importance of using proper grammar in all forms of communication?

How do rules of language affect communication?

How does the use of correct grammar and conventions affect meaning?

PA Core

Standards

What state

standards will

be met?

Content


What will students know & be able

to do as a result of this instruction?

Assessments




Resources

What materials will I use to

achieve the objectives?

Reading

Literature

CC.1.3.8.A

CC.1.3.8.B

CC.1.3.8.C

Writing

CC1.4.6.E

CC1.4.6.F

CC1.4.6.K

CC1.4.6.L

CC1.4.6.R

CC1.4.6.G

Speaking and

Listening

CC.1.5.8.A

Parts of Speech

o Active v. passive voice

o Conditions verbs and

conditional verbs

o Participles

o Gerunds

o Infinitives

Punctuation

o Commas

o Dash

o Colon

o Line breaks

o Pause punctuation

o Parentheses

Style and Tone

o Ways to enhance writing

to make it more

interesting for readers

o Ways to add

nonrestrictive elements

Use verbs for active or

passive voice in a sentence

Explore the importance of

consistent tense when

listening to and writing

stories

Use of conditions and

conditional verbs

Identify participles and

gerunds

Use of dash

Use of comma for pacing

writing

Understand how line breaks

enhance and add further

meaning to the texts they

read and write

Identify how pause

punctuation marks give

writers the ability to express

Formative assessments

embedded and ongoing in all

lessons.

Assessed through writing and

other assessment tools such

as teacher made quizzes

and/or program materials

Grammar and Conventions

Progression Chart

Writing Fundamentals

McDougal Littell Literature

Text

Teacher created worksheets

On-line sources

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CC.1.5.8.D

CC.1.5.8.Ea narrator’s voice indicating

how readers should hear the

story

Understand how using

parentheses

Use acceptable ways to break

standard grammar rules of

English when considering

audience and engagement

and appeal

Add nonrestrictive elements

in order to include additional

information in their

sentences

16

Grade 8 Unit: Writing/Writing Fundamentals

Overarching Big Ideas for English and Language Arts, Grades 6-12










Consistent practice improves writing skills?

Oral discussion helps to build connections to others and create opportunities for learning.

A writer selects a form based on audience and purpose.

Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.

Words powerfully affect meaning.

Good readers compare, infer, synthesize, and make connections (test to text, text to world, text to self) to make text personally relevant and useful.

Researchers gather and critique information from different sources for specific purposes.

Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text.

Fluent readers group words quickly to help them gain meaning from what they read.


What are the various types of writing?

How do the types differ from each other

What are the appropriate uses for the different types?

How can discussion increase our knowledge and understanding of an idea(s)?

How does the choice of words affect the message?

How do good writers express themselves?

How does process shape the writer’s product?

Writing skills and grammar and conventions will

be taught in conjunction with literature.

17

How do the rules of language affect communication?

Why does a writer choose a particular form of writing?

How do I figure out a word I do not know?

How does fluency affect comprehension?

What do readers do when they do not understand everything in a text?

Why do readers need to pay attention to a writer’s choice of words?

How do readers conduct meaning from text?

Why conduct research?

PA Core

Standards

What state

standards will

be met?

Content




Assessments




Resources



Reading

Informational

CC1.2.8.A-B

CC1.4.8.A-X

Writing

CC. 1.4.8.A-F

CC.1.4.8.M-T

Sentences

o Varied

o Expanded

o Compound subjects and

predicates

Paragraph development

o Topic sentence

o Supporting details (all

senses)

o Supported by one example

o Supported by several

examples

Types of paragraphs

o descriptive

o narrative

o explanatory

o how and why

o comparison

o cause and effect

o persuasive/argumentative

Composition

o introductory paragraph

o body paragraphs

o concluding paragraph

o transitions

o word choice

Improve writing skills in the

different types of writing

Improve writing skills as

assesses by the state

assessment program

Incorporate the use of

sophisticated transitions into

writing

Continue to develop and refine

writing style

Respond to a picture prompt in

writing

Write a business letter using

the correct format

Apply elements of standard

written English

Essays/Paragraphs

Responses to literature

Vocabulary activities

Reflections

Thesis based three part paper

(Introductory

Paragraph/Body

Paragraphs/Concluding

Paragraphs)

o Narrative

o Expository

o Persuasive

o Compare/Contrast

McDougal Littell Text

PA Writing Domain Scoring

Guide

Teacher made rubrics

Graphic Organizers

o Four Square

o Outlines

Word or other writing

program

PowerPoint or other types of

electronic presentation

Writing Folder/Portfolio


18

Report

Letters

o friendly

o social

o business

Poetry

19

Grade: 8 Sub Unit: How Writer’s Work (WRITING FUNDAMENTALS) Timeline: 2-3 Weeks

PA Core

Standards

What state

standards will

be met?

Content




Assessments




Resources



Reading

Literature

CC.1.3.8.I

CC.1.3.8.J

Writing

CC1.4.8.E

CC.1.4.8.F

CC.1.4.8.G

CC.1.4.8.L

CC1.4.8.M

CC.1.4.8.R-X

Speaking and

Listening

CC.1.5.8.A-G

Structures and routines of

writer’s workshop

Purposes for writing

Identify forms of writing

Roles in collaborative

discussions

Writing Process

Styles of writing found in

mentor texts

Learn how to work in a writing

workshop environment by

following the structures,

routines, and procedures of the

unit

Become part of the community

of writers who listen to, share

with, and respond to each

other’s thoughts , writing, and

ideas

Explore the many reasons why

writers write

Identify the multiple forms of

writing used in texts

Think about the authors and

their processes in creating the

mentor texts

Learn how writers use tools to

facilitate the writing process

and organize and revise their

writing

Engage effectively in a range

of collaborative discussions

(partner, whole-class, group)

Produce clear and coherent

writing appropriate to purpose

and audience by [planning,

revising, editing, rewriting,

and/or trying a new approach

Explore their own interests as

writers by creating lists of

possible topics and the types of

writing they would like to

research

Learn how to keep a Writer’s

Informative Essay

Completion of graphic

organizers

Tests/Quizzes

Checks for understanding

found in Writing

Fundamentals


Mentor Texts

Standards-Based Writing

Rubric found in Writing

Fundamentals Grade 8 How

Writer’s Work

Pennsylvania Writing Domain

Scoring Guide

20

Notebook

Read mentor texts to discover

revision techniques and apply

these to strengthen their own

writing

Refine pieces by editing for

grade-level grammar

Create a published piece of

writing which the

development, organization,

and style reflect the purpose

and audience

21

Grade: 8 Sub Unit: Argumentative Essay – Content Areas Timeline: 3-4 weeks

PA Core

Standards

What state

standards will

be met?

Content




Assessments




Resources



Reading

Literature

CC.1.3.8.I

CC.1.3.8.J

Writing

CC.1.4.8.A-X

Speaking and

Listening

CC.1.5.8.A-G

Value of an argument

Text dependent analysis

Fact from opinion

Importance of providing

relevant evidence when

supporting an argument

How to examine evidence

Writing process

Research sources

o Cavendish Squared

Databases

o Gale Databases

o eBooks

o Books and articles in print

Complete MLA format for

research paper

Citing sources

o Types of citations (images

and music in addition to

citations learned in earlier

grades)

o Parenthetical citations

o Works Cited page

o EasyBib (notecards in

addition to citations)

Engage in a range of

collaborative discussions with

diverse partners on content

area topics and issues, building

on others’ ideas and express

their own identity

Read mentor texts to identify

the structural elements,

purpose, and writing style of

argumentative essays

Analyze and evaluate the

argument and specific claims

in mentor texts, assessing

whether the reasoning is sound

and the evidence relevant

Write arguments to support

claims in an analysis of

substantive topics or texts

using valid reasoning and

relevant and sufficient

evidence

Write informative/explanatory

texts to examine and convey

complex and information

clearly and accurately through

the effective selection,

organization, and analysis of

content

Conduct a short , sustained

research project based on

focused questions and claims,

demonstrating understanding

of the discipline-specific topic

under investigation

Gather relevant information

from multiple print and digital

Argumentative essay


organizers

Tests/Quizzes


found in Writing

Fundamentals

Parenthetical citations

Works Cited page

EasyBib notecards


Mentor Texts



Fundamentals Grade 8

Argumentative Essay –

Content Areas


Scoring Guide

Cavendish Squared Databases

Gale Databases

eBooks

Books and articles in print

Middle School Research

Packet for 8th

grade

22

sources

Draw evidence from

informational texts to support

analysis, reflection, and

research

Develop and strengthen

writing as needed by planning,

revising, editing, rewriting,

and/or trying a new approach

Use words, phrases, and

clauses to create cohesion and

clarify the relationships among

claims, counterclaims, reasons,

and evidence

Provide a concluding

statement or section that

supports the argument

presented

Use technology to produce and

publish writing and present the

relationships between

information and ideas

23

Grade: 8 Sub Unit: Research Report Timeline: 3-4 weeks

PA Core

Standards

What state

standards will

be met?

Content




Assessments




Resources



Reading

Literature

CC.1.3.8.I

CC.1.3.8.J

Writing

CC.1.4.8.A-X

Speaking and

Listening

CC.1.5.8.A-G

Purpose for research report

Structure and features of

research reports

Research methods

To determine credible sources

Paraphrasing

Plagiarism

MLA format for citations

Writing process

Determine the purpose of

research reports

Identify the structure and

features of research reports

Use areas of interest, search

engine tools, social studies and

science content, and the

research of others to generate

ideas for writing

Develop research questions

and a plan about a subject or

topic of interest

Conduct research using

relevant, reputable sources

including books, reference

materials, periodicals, journals,

and multiple print digital

sources

Analyze the structures,

conventions, and graphic

features of research reports for

the purpose of incorporating

these features in their own

writing

Determine the credibility and

authenticity of information

Quote or paraphrase the data

and conclusions of others

while avoiding plagiarism and

following a standard format

for citations

Report findings to readers for

the purpose of deepening their

understanding of the presented

Writing pieces


organizers

Tests/Quizzes


found in Writing

Fundamentals


Mentor Texts



Fundamentals Grade 8

Research Report

o Pennsylvania Writing Domain

Scoring Guide

24

topic

Analyze data, facts, statistics,

quotations, and definitions for

the purpose of writing a

research-based report

Develop and strengthen

writing as needed by planning,

revising, and editing

Examine and attend to the

formal style of a research

report

Use technology, including the

internet, to produce and

publish writing and present the

relationships between

information and ideas

efficiently and effectively

Publish a clear and cohesive

research report in which

development and organization

are appropriate to purpose and

audience

25

Grade: 8 Sub Unit: Multi Genre Memoir Timeline: 2-3 weeks

PA Core

Standards

What state

standards will

be met?

Content




Assessments




Resources



Reading

Literature

CC.1.3.8.I

CC.1.3.8.J

Writing

CC.1.4.8.A-F

CC.1.4.8.G

CC.1.4.8.H

CC.1.4.8.L

CC1.4.8.M-X

Speaking and

Listening

CC.1.5.8.A-G

Multiple types of memoirs

o Picture books

o Poetry

o Short story

o Novel

o Graphic novel

Author’s purpose

Informational reading and

writing strategies

Text features

Descriptive language

Writing strategies

o Brainstorming

o Organization

Writing Process

Envision the possibilities for

their own memoirs, while

being exposed to many types

of multi-genre stories

Understand and experiment

with various forms of memoirs

such as picture books, poetry,

short story, novel, and graphic

novel

Identify common elements of

memoirs, as well as variations

in the style and structure in

memoir writing, to help make

decisions about their own

memoir

Engage and orient readers by

establishing a context and a

point of view

Organize event sequences that

unfold naturally and logically

Convey sequence and signal

shifts from one time frame or

setting to another using

transition words, phrases and

clauses

Use precise words and phrases,

relevant descriptive details,

and sensory language to

capture the action and convey

experiences and/or events

Provide a conclusion that

follows from and reflects on

the narrated experiences and/or

events

Collaborate with a teacher and

Original memoir


organizers

Tests/Quizzes


found in Writing

Fundamentals


Mentor Texts



Fundamentals Grade 8 Multi-

genre memoir


Scoring Guide

26

peers to develop and

strengthen writing as needed

by planning, revising, editing,

and focusing on how well

purpose and audience have

been addressed

Use technology to produce and

publish a memoir

27

Grade 8 Unit: Speaking and Listening (Presentations/Public Speaking) Timeline: ONGOING THROUGHOUT ALL UNITS

Overarching Big Ideas for English and Language Arts, Grades 6-12









Pennsylvania

Core

Standards

What state

standards will

be met?

Content


What will students know & be

able to do as a result of this

instruction?

Assessments

What evidence will I

collect that

demonstrates that

students have achieved

the objectives?

Resources

What materials will I use to achieve the

objectives?

CC1.6.8.A-G

CC1.6.8.A-G How to:

o Use appropriate large and small

group discussions skills

o Delineate a speaker’s argument

by identifying evidence and

recognizing claims not

supported by facts

o Interpret information presented

in diverse media and formats

o Present claims and findings,

sequencing ideas logically

o Use appropriate eye contact,

adequate volume, and clear

pronunciation

o Adapt speech/presentation to a

variety of audiences and

purposes

o Make presentations using

multi-media components

o Use conventions of standard

Contribute to discussions

by using textual and

relevant evidence and by

asking probing questions to

extend the depth of the

discussion

Distinguish between

reliable an fraudulent

claims in an argument

Evaluate the information

presented through diverse

media

Use diverse media to select

and present ideas

convincingly using

appropriate presentation

skills

Presentations

that demonstrate

following:

o Use of

research

from a

variety of

sources

o Coherence

and depth of

topic

o Use of skills

appropriate

for audience

and purpose

Library Media Specialist

Socratic Seminar

Junior Grade Books discussion model

(found on line)

Digital tools

Rubrics

28

English

Digital presentation tools: (use as

appropriate)

iMovie

Book Creator

Educreations

Prezi

Google Presentation

Google Docs

MS Word

MS PowerPoint

(or similar digital tools)

Use diverse media to select

and present ideas

convincingly using

appropriate presentation

skills

(include assignments that

require skills such as

recording voices, using

images, creating videos

and incorporating original

text)

neshaminy school district curriculum maps grade 8 ela · speaking & listening as appropriate ....

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