· web viewcommon core essential ... demonstrate command of the conventions of standard english...

English Language Arts Pacing GuideTime Frame: 4 weeks – September/October Eighth GradeUnit 1: Launching Writer’s Notebook: In order to establish a community of learners who engage in personal inquiry and self-examination of the world and their own lives, students will develop habits and routines for a reader's/writer's notebook such as: collecting entries, reading to survey and analyze a range of poetry, and writing to experiment with the elements of poetry. As a member of a community, they will share their writing participating in writer response groups and producing a narrative poem that expresses a powerful emotion, a meaningful experience or a strong belief.

Common Core Essential Questions Assessment Vocabulary Resources

Reading: LiteratureRL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

WritingW.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

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

How do writers use poetry to express themselves and make connections to readers and the world around them?

Why is it important to develop questions for yourself about a poem while reading poetry?

What are useful forms of organization for narrative poetry writers?

How do writers improve writing skills by studying works from other authors?

What is the importance of literary devices in poetry and how do they help convey

Before:Annotation of poems.

A Collection of entries in their Writer's Notebook where they respond to readings, explore poetic devices and develop seed ideas.

During:Read and write interpretations of various literary pieces.

After:Students will write poem which expresses a powerful emotion, a meaningful experience or a strong belief.

alliterationanalogiescomplexityevaluateexploregeneratingimitationmetaphorpoetry patternsresearchsimilethemes

Aquado, Bill and Richard Newirth. Paint Me Like I Am: Teen Poems from Writerscorps. HarperTeen; 1 edition, February 18, 2003. Print. ISBN: 0064472647

Atwell, Nancie. Naming the World: A Year of Poems and Lessons. Firsthand, December 2005. Print. ISBN: 0325007462

Dunning, Stephen. Reflections on a Gift of Watermelon Pickle...and other Modern Verse. Scholastic, 1966. Print. ISBN: 0688412319

Franco, Betsy. Things I Have to Tell You. Candlewick, May 1, 2001. Print.ISBN: 0763610356

Franco, Betsy. You Hear Me? Candlewick, May 1, 2001. Print.ISBN: 076361159X

Hughes, Langston. The Dream Keeper and Other Poems. Knopf, New York. 1994. Print.ISBN: 067984421X


characters.c. Use a variety of transition

words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

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

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

W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

meaning?

What makes a writer's notebook entry worth developing into a published piece of writing?

How does collaborating with others help a writer evaluate their poetry?

How can editing checklists be used during the revision process to make writing more meaningful?

How has your understanding of poetry helped your personal development as a writer?

Myers, Walter Dean. Here in Harlem: Poems in Many Voices. Live Oak Media; Har/Com edition September 30, 2010.ISBN: 0823422127


W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)

Speaking & ListeningSL. 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.a. Come to discussions prepared, having

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

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

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

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

LanguageL.8.3. Use knowledge of language and its conventions when writing, speaking,


reading, or listening.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).

English Language Arts Pacing GuideTime Frame: 4 weeks – October/November Eighth GradeUnit 2: Independent Reading Students will participate in a reading workshop that hones independent reading skills through brief, specific lessons, teacher and student models, and thinking activities. Using important aspects of narrative, and reading strategies, the students will learn the academic and social importance of independent reading employing the selected tools and instruction. The unit emphasizes interaction between readers and text; readers learn to connect with characters, identify their point of view, notice how word choice affects tone, and determine theme. The unit encourages students to recognize when reading comprehension occurs. One of the goals of this unit is to include a combination of teacher and peer conversations, helping to develop reader independence and an identity as a reader. Finally, the strength of this unit is to use the reading strategy tools so that even those who are reluctant find themselves being successful readers.


Reading: LiteratureRL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.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 characters, setting, and plot; provide an objective summary of the text.

RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

RL.8.4. 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.

RL.8.10. By the end of the year, read

How do I see myself as a reader?

How do readers select captivating books to engage with?

What effect does an author's word choice have on the reader?

Why is it important to understand various character points of view while reading?

How does character conflict shape the whole of a story?

Why are scenes and narration such important driving factors for rising and falling tensions within a storyline?

Before:Have students complete a quick write style review of a book that they have recently read. They are to include a short summary of the book as well as their opinion of the story. A question for the students to keep in mind as they are writing is, “Why did I choose this book?” Store in reading folder so that students can track their learning progression from unit start to unit completion.

During:Spot check all reading folders and hold conversations with groups of students to ensure comprehension of assignment tasks. Students should have a wide variety of reading tools gathered

conflictcritiquedialogue"just right" booksnarrationperspectiveplotlinepoint of viewscenessettingtensionthemetoneword choice

Lexile Ranges Aligned to CCR Expectations955-1155

http://www.corestandards.org/assets/Appendix_B.pdfThis link to Common Core State Standards Appendix B includes examples of appropriate texts for eighth grade readers.

http://www.corestandards.org/assets/Appendix_B.pdf

http://www.corestandards.org/assets/Appendix_B.pdf


and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

WritingW.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)

Speaking & ListeningSL.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.

LanguageL.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

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

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

d. Recognize and correct inappropriate shifts in verb voice

Why are scenes and narration such important driving factors for rising and falling tensions within a storyline?

How do you determine what the theme of a novel is?

What are the key elements to a book critique?

How do readers use the information in a book critique or review to make decisions about choosing their next book to read?

and completed within their reading folders. As teacher you should notice shifts in student thinking. Encourage all readers to continue on a thoughtful path noticing explicit details about text and how stories are woven into pieces of literature.

Genre—Elements and StructuresIdentify the theme of the story. Use all the information gathered during the reading process to analyze the work as a whole and provide a well thought out critique.

Interacting with the Text and Self-Monitoring- Connect with the main

characters by forming opinions about various character points of view.

- Analyze the impact of specific word choices on meaning and tone

- Analyze character conflicts by citing literal information and evaluating dialogue related to conflicts

Identity as a Reader- Engage in conversations


and mood.*

L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

b. Use an ellipsis to indicate an omission.

c. Spell correctly.

L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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).

and continue to create a community of readers through sharing, critiquing, and analyzing while making recommendations to others

- Select just right book based on reading needs, interests, purposes, and goals

- Apply learning from unit to make decisions about their next book choice.

After:Using the reading knowledge collected during the course of this unit, students will write a critique of their Independent Reading novels. Students will include a summary of the story, opinions on the story and the theme without giving the end away. In addition, students will be reading each other’s final critiques to make a decision about what book to read next. This summative task is threefold; students will be writing, sharing and making an educated choice.

English Language Arts Pacing GuideTime Frame: 3 weeks – November/December Eighth GradeUnit 3: Argument Paragraph: Complex Commentary In this unit, students will develop an argument paragraph. After learning about the foundational elements of argument-- debatable claim, evidence, and commentary—and analyzing model argument paragraphs, students will dissect the constructed prompt and examine evidence to develop a debatable claim. They will research and locate multiple evidence types to support their argument, including two pieces of evidence from a secondary source. They will draft a claim, evidence, and commentary, as well as experiment to find the most effective structure for their paragraph and craft transitions within and between sentences to improve logic and flow. After completing a draft, students will revise their paragraphs. The final editing step asks students to fix incorrect uses of commas and dashes. To wrap up this unit, students will reflect on their writing choices, publish their work, and celebrate the writing process.


Reading: Informational TextRI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

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.8.5. 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.

RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RI.8.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text

How do you construct a persuasive argument?

What constitutes effective evidence?

How do you write complex commentary?

How do you transition between ideas?

How do you revise?

Before:Prewriting

During:Instruct students to revisit the commentary they wrote during the pre-writing phrase and to highlight or underline any sentences they think could be useful for this draft of the paragraph to prove the debatable claim and explain evidence.

Instruct students to free write answers for each piece of evidence they have selected to support their argument.

Circulate to assist students who have questions, to push individual student thinking further, and to read what students are writing.

alternating organization

argumentaudienceblock

organizationclaimcommentarycredible sourcedebatable claimevidence –

factual and anecdotal

persuasionreflectionrevisiontopic sentencetransition

http://www.corestandards.org/assets/Appendix_A.pdfCommon Core Standards Appendix A

http://www.amazon.com/Nonfiction-Matters-Reading-Writing-Research/dp/1571100725/ref=lh_ni_tNonfiction Matters: Reading, Writing, and Research in Grades 3-8 by Stephanie Harvey

Lunsford, Andrea and John Ruszkiewicz. Everything’s an Argument. Bedford/St. Martin's, 5th ed, 2010. Print.ISBN: 0312538618

Graff, Gerald and Cathy Birkenstein. They Say, I Say: The Moves That Matter in Academic Writing. W. W. Norton & Company, 2nd ed, 2009. Print.ISBN: 039393361X

Hillocks, George. Teaching Argument Writing, Grades 6-12: Supporting Claims with Relevant Evidence and

http://www.amazon.com/Nonfiction-Matters-Reading-Writing-Research/dp/1571100725/ref=lh_ni_t



http://www.corestandards.org/assets/Appendix_A.pdf



complexity band independently and proficiently.

WritingW.8.1. Write arguments to support claims with clear reasons and relevant evidence.

W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

After:Conference with students about writing

Clear Reasoning. Heinemann, 2011. Print.ISBN: 0325013969

http://records.viu.ca/~johnstoi/arguments/argument8.htmEssays and Arguments website by Prof. Ian Johnston of Vancouver Island University

http://teacher.scholastic.com/activities/writing/index.asp?topic=Persuasive Scholastic website on persuasive writing – online exercises for selecting the evidence that fits the claim and using the correct transition

http://readingandwritingproject.com/public/themes/rwproject/resources/booklists/nonfiction%20sets/High_interest_nonfiction_sets_-_edit.pdfBibliography of non-fiction books, articles, and videos on high interest topics from the Columbia Teacher’s College Reading and Writing Project

http://readingandwritingproject.com/public/themes/rwproject/resources/booklists/nonfiction%20sets/High_interest_nonfiction_sets_-_edit.pdf



http://teacher.scholastic.com/activities/writing/index.asp?topic=Persuasive



http://records.viu.ca/~johnstoi/arguments/argument8.htm

http://records.viu.ca/~johnstoi/arguments/argument8.htm








SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively,


orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.




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


subjunctive mood.d. Recognize and correct

inappropriate shifts in verb voice and mood.*


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

b. Use an ellipsis to indicate an omission.

c. Spell correctly.


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).

English Language Arts Pacing GuideTime Frame: 6 weeks – December/January Eighth GradeUnit 4: Narrative Reading: In this unit, students will continue to develop their skills as readers. Students will shift into becoming analyzers of literature, able to compare and contrast the various literary elements. The focus in on historical fiction. The use of slave stories, novels and movies will be utilized in this unit, but the Holocaust would also be an appropriate historical era to employ as well. It is imperative that teachers conduct the appropriate research in the historical era to better serve their students. A list of resources will be given, but it is by no means exhaustive and teachers must find resources that will work for their school culture. Students will learn to organize their thinking through the use of reading strategy tools kept in reading folders. In addition, students will use turn their Writer’s Notebooks into Reader’s Notebooks to capture their thinking and connections to the text they are interacting with. Teachers begin each session with a brief mini-lesson that targets a specific reading skill or strategy. At the closure of each session, students share in partnerships or whole group discussions to identify strategies and new learning that has occurred.




RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RL.8.6.Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from

How do I become a researcher of historical fiction?

Why do we read historical fiction?

Why is point of view and perspective key in understanding historical fiction?

How do the details aid in understanding historical fiction?

How do scenes help to connect to the characters?

What is the value in looking at other genres of historical fiction?

Before:The journal prompt “What does historical fiction mean to me?” and/or the ABC Organizer on what students know about the time period of _________________ may be used to assess students’ prior knowledge and set a base for the unit. During: Spot check all notebook entries and hold conversations with groups of students to ensure comprehension of assignment tasks. As teacher you should notice shifts in student thinking, as well as, shifts in the questioning and exploration of the time period. Encourage connections to themselves and the value of reading

analyzecentral ideacharacterdramafictioninferencemotivationmultimedianarratorplotpoint of viewrepetitionscenessettingtextual evidence

http://www.corestandards.org/assets/Appendix_A.pdfCommon Core Standards Appendix A

http://www.heinemann.com/products/E04313.aspxA Curricular Plan for the Writing Workshop – Grade 6 by Lucy Calkins Unit 4 – personal and persuasive essays

8th Grade Narrative Reading Resources.docx

http://gomaisa-public.rubiconatlas.org/c/etc/getFile.php?originalFile=8th%2BGrade%2BNarrative%2BReading%2BResources.docx&FileID=CE3E2324-4DF0-47E0-BB83-4BFC81AC170E&download=8th+Grade+Narrative+Reading+Resources.docx&CurriculumLinkID=17050&YearID=2013&

http://gomaisa-public.rubiconatlas.org/c/etc/getFile.php?originalFile=8th%2BGrade%2BNarrative%2BReading%2BResources.docx&FileID=CE3E2324-4DF0-47E0-BB83-4BFC81AC170E&download=8th+Grade+Narrative+Reading+Resources.docx&CurriculumLinkID=17050&YearID=2013&

http://www.heinemann.com/products/E04313.aspx

http://www.heinemann.com/products/E04313.aspx




the text or script, evaluating the choices made by the director or actors.

RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.


WritingW.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two).


Why is it important to analyze events through the characters’ perspective?

historical fiction. The goal is for all readers to continue on a thoughtful path noticing explicit details about text and how history is woven into pieces of literature.

After:Students will embody a character from a novel, and create an historical journal. Students will need to include characterization, details and scenes to make the entries believable and realistic for the time period. The entries will demonstrate a student’s understanding of the complexities involved in historical fiction and the juggling of storytelling, entertaining and historical accuracy.

English Language Arts Pacing GuideTime Frame: 5 weeks – January/February Eighth GradeUnit 5: Literary Essay: Literary essayists read a text for meaning. They track ideas, notice author’s decisions and gather details as they read. They create theories about the author’s decisions and the text’s meaning. They reread for a deeper meaning, to test their theories, and to create a claim. They present their claim in an essay with examples from the text that serve as evidence. They understand that there are multiple theories and claims that may be presented. They make decisions about which types of evidence and organization best support their claim.



RL.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 characters, 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 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.

RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and

How do writers find meaning by studying the relationships between character and theme?

How do writers use various types of evidence to support their thesis?

How do writers structure and organize literary essays?

How do writers connect evidence to their thesis to create cohesion?

Before:After reading a text, study and consider the themes presented by the author throughout the text. After making inferences about what the author wanted readers to understand, determine how the author shows a theme through character development. Then, determine a relationship between theme and character development to create as an argument to a thesis. Use textual evidence to support the claim(s) made in the thesis as you construct a literary essay. Utilize the writing process, especially drafting, revision and conferencing, in order to create a cohesive argument worthy of sharing with others. During:Annotated reading(s)Collection of theoriesCreating a thesis

analysis of literature

audienceauthor intentdirect quotesdraftingessay structureformal stylemultiple claimsparaphrasingrevisingtextual evidencetransitionsvalid reasoning

Lattimer, Heather. Thinking Through Genre: Units of Study in Reading and Writing Workshops 4-12. Portland: Stenhouse, 2003. Calkins, Lucy. Literary Essays: Writing About Reading. Portsmouth: FirstHandout, 2006. Johnston, Peter H. Choice Words: How Our Language Affects Children's Learning. Portland: Stenhouse, 2004. See Link More than Form: Teaching Analytic Essays about Literature to High School Writers by Andrew Morabito


style.

RL.8.6.Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.


WritingW.8.1. Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge and

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

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

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

d. Establish and maintain a formal style.e. Provide a concluding statement or

section that follows from and supports the argument presented.

including claim(s)Collection of evidenceSorting and sifting for

most useful evidenceDrafts of body

paragraphs practicing various writing strategies

Revision and editing copies of the literary essay

After:Final, polished literary

essayMeta cognitive reflection

on writing decisions


W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)



W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 8 Reading standards to

literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

W.8.10. Write routinely over extended time frames (time for research,


reflection, and revision) and shorter time frames (a single sitting or a day or two)










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

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

L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation (comma, ellipsis,

dash) to indicate a pause or break.b. Use an ellipsis to indicate an

omission.c. Spell correctly.

L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.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).

L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g. verbal


irony, puns) in context.b. Use the relationship between

particular words to better understand each of the words.

c. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

English Language Arts Pacing GuideTime Frame: 5 weeks – February/March Eighth GradeUnit 6: Nonfiction Reading: Through interaction with the text, self-monitoring and community discussion, students will establish ways of reading informational text with agency. The unit is intended to sharpen students’ critical thinking by having them interact with the texts they analyze. They will look at all forms of informational text through the exploration of a single topic. Students will develop strong skills in evidence gathering and determining the relevance of said evidence. Students develop strong and meaningful reading skills through the use of specific mini-lessons, shared reading and conferencing focused on the analysis of intentional use of informational structures.




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

RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and

What is perspective?

How does analyzing the author’s purpose help the learning process?

How do you know what information to select for summarizing?

Before:Written ResponseJournal EntryOral QuestionsWritten questions as text is

readGroup CollaborationThink-Pair-ShareRubricsBrainstormingPortfoliosDiscussionDrawingDebates

During:Written ResponseJournal EntryOral QuestionsWritten questions as text is

readGroup CollaborationQuizzesDrawingsRubricsPortfoliosDebates

After:

analysisargumentclaimcounterargumentcredibilitycritical thinkingnonfictionparaphraseperspectiveplagiarismquoterelevant detailssupport claims

http://msjordanreads.com/2012/04/19/non-fiction-text-structures/Nonfiction text structures

http://msjordanreads.com/2012/04/19/non-fiction-text-structures/

http://msjordanreads.com/2012/04/19/non-fiction-text-structures/

responds to conflicting evidence or viewpoints.

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.


RI.8.9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

RI.8.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.


a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue

Written EssayWritten questions as text is

readGroup CollaborationRubricsQuizzes/TestStandardized TestsPortfolios

to probe and reflect on ideas under discussion.




English Language Arts Pacing GuideTime Frame: 5 weeks – March/April Eighth GradeUnit 7: Information Essay: Comparing/Contrasting: In this writing unit, students will compare and contrast two different perspectives on a critical issue by conveying ideas, concepts, and information through the selection, organization, and analysis of relevant content. After learning about the concepts of comparison and contrast, students will brainstorm critical issues that are characterized by contrasting perspectives and are of significant interest to them. They will record prior knowledge about these critical issues, perform directed exploration through research and make a final decision about their essay topic. They will develop inquiry questions about their critical issue and research to help them develop a controlling idea, which they will use to group relevant details, quotations, examples, and other information into categories. Students will then write a first draft using one of two comparison/contrast organizational structures, analyze information to explain the differences between the chosen perspectives, and transition between paragraphs. They will conclude with a paragraph that summarizes their findings and explains to the reader why this is important information and what the future of the debate might involve. Students will generate multiple revisions to strengthen the clarity of ideas, organization of the essay, and completeness of analysis. They will engage in peer critique to give and receive constructive feedback that will assist with revision. At two points during the writing process, students will reflect on their choices to help them become more autonomous as writers.


Reading: Informational TextRI.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).



What is an informational essay?

How are ideas compared and contrasted?

Before:Is there an issue you are interested in and would like to know more about? Are there two contrasting sides to this issue? You might want to learn more about the death penalty, year-round school, or nuclear power debates.

During:Now is your chance to show what you know about a topic like this and deepen your understanding of it. For this informational essay, you will compare and contrast two perspectives on a critical issue to gain a complete understanding of the topic.

After deciding on a topic,

analysisaudiencecompareconcluding

paragraphcontrastcontrolling ideainquiry questionmetacognitionorganization of

informationperspectivereflectionstancetransitions between

ideas and paragraphs

Calkins, Lucy. A Curricular Plan for the Writing Workshop

http://nwrpdp.com/documents/pedagogy/Assessment/metaphor_cards_internet_version.pdfMetaphor cards activity

http://www.middleschooldebate.com/topics/topicresearch.htmResearch topics

http://www.middleschooldebate.com/topics/topicresearch.htm

http://www.middleschooldebate.com/topics/topicresearch.htm

http://nwrpdp.com/documents/pedagogy/Assessment/metaphor_cards_internet_version.pdf




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

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

c. Use appropriate and varied transitions to create cohesion and 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 and supports the information or explanation presented.

W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

you will clarify the two contrasting perspectives (also known as stances). After recording all your prior knowledge, you’ll develop an inquiry question to guide your research and writing. Next, you’ll determine what else you need to know to answer your question and set to work researching. Through research, you will develop a controlling idea about this issue, which will help you select and organize the most relevant details, quotations, examples, and other information about your topic in your first draft. You will then analyze your information to explain the similarities and differences in the two perspectives on your topic. In your concluding paragraph, be sure to summarize your findings and tell the reader why this is important information to have.

After:Peer editing


defined in standards 1–3 above.)


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.



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


recognize when irrelevant evidence is introduced”).



SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.





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.





d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own


views in light of the evidence presented.

English Language Arts Pacing GuideTime Frame: 4 weeks – May/June Eighth GradeUnit 8: Writing the Argument: Op-ed This issue-based unit asks students to think abstractly about societal issues and the concrete problems these issues generate. After brainstorming about issues and their associated problems, students will select the most viable topic that interests them and perform Web research to become experts on their issue to develop a strong stance. They will collect evidence that supports their stance in order to craft a newspaper op-ed piece that targets a specific audience and attempts to persuade them to understand the issue from a particular perspective and take action. Students will draft and rewrite to find the best structure for their op-ed after studying mentor texts to understand the conventions of editorial/op-ed writing. They will contemplate the concept of counter argument and include one in their piece and refute it to strengthen their argument. To assist with the specificity of lessons, teachers may want to narrow the topic field from which students choose. This can help focus the research lessons and sources students select from. For example, you may decide to have all students write on one issue, though they can select which side of the issue to write on or a particular problem associated with the issue. This could be especially interesting if there’s currently a hot issue in the community. Consider bringing in a guest speaker on the issue in addition to having students perform their own research.




RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing

How do we make our voices heard in a democratic society to create change?

How does an effective op-ed balance logos, ethos, pathos and kairos?

How can research and counterargument strengthen the claims of an op-ed?

Before:What community, state, national or international problems would you like to raise newspaper readers' awareness of? Write a newspaper or magazine op-ed piece in which you persuade readers to see an issue from your perspective.

During:Define the broader issue and explain how it manifests concretely in society. Identify facts, details, and implications to persuade your reader to agree with your point of view and use both logical and emotional appeals.

appropriate toneaudiencecounterargumentcreating a

debatable claimcredibilitydetermining key

search termsdictionethosevidencekairoslogospathospurposeresearchresearch questionsrevisionviability of a topic

Everything’s an Argument by Lunsford and Ruszkiewicz

They Say, I Say: The Moves That Matter in Academic Writing by Gerald Graff and Cathy Birkenstein

Teaching Argument Writing, Grades 6-12: Supporting Claims with Relevant Evidence and Clear Reasoning by George Hillocks, Jr.

Active Literacy Across the Curriculum by Heidi Hayes Jacobs

Internet Literacy Grades 6-8 by Heather Wolpert-Gawron

http://www.theopedproject.org/The Op-Ed Project

http://www.readwritethink.org/classroom-resources/lesson-plans/

http://www.readwritethink.org/classroom-resources/lesson-plans/convince-developing-persuasive-writing-56.html


http://www.theopedproject.org/


and refining a key concept.




WritingW.8.1. Write arguments to support claims with clear reasons and relevant evidence.

W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been

After:To strengthen your argument, provide a counter argument in which you present the other side of the problem and then refute it. End with a call to action, explaining to readers what they can do about this problem if they have been persuaded by your argument.

convince-developing-persuasive-writing-56.htmlRead-Write-Think Persuasive Strategies PowerPoint

http://teacher.scholastic.com/scholasticnews/indepth/upfront/ The New York Times’ Upfront Magazine for teens

http://www.nytimes.com/roomfordebateRoom for Debate – New York Times opinion pages

http://www.nytimes.com/roomfordebate

http://www.nytimes.com/roomfordebate

http://teacher.scholastic.com/scholasticnews/indepth/upfront/

http://teacher.scholastic.com/scholasticnews/indepth/upfront/




addressed.


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.




Speaking & ListeningSL.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.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.


L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.8.3. Use knowledge of language and its conventions when writing, speaking,


reading, or listening.

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.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

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

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

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

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.

· web viewcommon core essential ... demonstrate command of the conventions of standard english...

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