english language arts - montclair public schools language arts ... c. pose questions that connect...
TRANSCRIPT
Montclair Public Schools | Academic Office BOE Approved: June 15, 2015
1
Montclair Public Schools
2015-2016
English Language Arts Curriculum Guides
Grade 8
Montclair Public Schools | Academic Office BOE Approved: June 15, 2015
2
Introduction
The Montclair Public Schools believes in celebrating the rich history of our magnet school system while ensuring consistent, high quality instruction for all learners. The English Language Arts curriculum is built upon this belief immersing students in the process of reading, writing, speaking, and listening to create a vital community of learners. When students engage with and respond to a variety of literature, they develop an awareness of the human condition, gain empathy, and discover a sense of personal empowerment that allows them to become active participants in society. This approach provides all students with equitable access to the same learning goals while allowing teachers the flexibility to adapt to the needs of their learners.
The standards below are overarching. While these standards may not appear specifically in any unit, they are the collective goals of all units.
By the end of Grade 8 English Language Arts, students in the Montclair Public Schools:
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.
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.
W.8.4-Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
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) for a range of discipline-specific tasks, purposes, and audiences.
SL.8.6- Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
L.8.1- Demonstrate command of the conventions of Standard English
grammar and usage when writing or speaking.
L.8.2- Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing.
L.8.2.c- Spell correctly.
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.
Montclair Public Schools | Academic Office BOE Approved: June 15, 2015
3
Grade 8 Scope and Sequence
Marking Period
MPS Curriculum
Modules Instructional Units with Focus Standards
Common
Read
1 September-November
Personal and Collective Identity
Unit 1: Personal Identity
The House on Mango Street
by Sandra Cisneros
Unit 2: Collective Identity
2 November-
January
Social Values and Power
Unit 3: Social Values
Unit 4: Responsibility and Action
3 February-
April
Intolerance and Prejudice
Unit 5: Intolerance and Prejudice in Life: Race, Gender or Class
To Kill a Mockingbird
by Harper Lee
Unit 6: Intolerance and Prejudice in Literature: Race, Gender or Class
4 April –June
Destiny and Personal Control
Unit 7: Destiny
Unit 8: Personal Control
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP1.U1
Montclair Public Schools Instructional Unit
Content: English Language Arts Grade: 8 Marking Period: 1 Unit Title: Unit 1: Personal Identity Pacing: 4 Weeks
ESSENTIAL QUESTION How can I use the features of literary and informational texts to deepen my understanding of myself, my community and other individuals and their
communities?
How does personal narrative depict and help one to reflect upon life experiences?
What lessons are we able to learn from the lives of others?
TARGET STANDARDS ELA CCSS Standard RL.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.
RL8.3 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. RL8.6 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. RI8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. W8.3(abcd) 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 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.
SL8.1(abcd) 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 the rules for collegial discussions and decision-making, track progress under specific goals and deadlines, and define individual roles and 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.
L.8.4(abcd) 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.
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP1.U1
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).
INSTRUCTIONAL PROGRESSION Weekly
Plan
Direct Instruction Evidence of Learning Tier III
Vocabulary
Weeks 1 & 2 Reading ● Introduce new vocabulary from text, with a
focus on multiple-meaning words.
● Explain and identify text evidence
● Review elements of plot (e.g.; setting,
conflict—internal vs. external, exposition,
rising action, climax, falling action, resolution)
● Review how to infer character traits through
actions, dialogue, and thoughts. (Suggested
characterization strategy: STEAL)
Writing
● Pre-assess students to establish a first draft
for use in the narrative process.
● Based on students writing samples, select
major areas of narrative writing to revisit via
additional mini-lessons:
o Organizational Structure (elements of
plot, as listed above)
o Strong Openings (Dialogue, Internal
Thought, Action, Description)
Reading
● Consult reference materials, both print and
digital, to find both pronunciation and meaning
of words.
● Use text evidence when answering reading
questions both orally and in writing.
● Identify elements of plot in familiar text such as
nursery rhyme, fairy tale, short story or a book
that everyone has read (e.g.; The Three Little
Pigs, common summer reading book, etc.)
● Complete graphic organizer such as character
map identifying traits for main characters while
using text evidence as support.
Writing Writing
● Craft an on-demand fictional narrative, based on
a prompt provided by teacher, that requires a
continuation of existing text (e.g., Continuation
from excerpt from chapter of grade-level text,
short story, continue narrative from different
point of view).
o Identify elements of plot in on-demand
piece via graphic organizer (e.g., Plot
Diagram or Story Map), ensuring all parts
Text evidence
Plot
Setting
Internal conflict
External conflict
Exposition
Rising action
Climax
Falling action
Resolution
Character traits
Dialogue
Narrative
Opening
Organizational structure
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP1.U1
are present.
o Revisit and revise opening based on
strategies taught in mini-lesson
(organizational structure and/or strong
openings, etc.)
Weeks 3 & 4 Reading ● Model how to compare and contrast character
perspectives of a scene or event in text
● Explicitly teach how Point of View affects the
reader’s interpretation of the character and
comprehension of the story.
● Model how to analyze struggles, desires, and
motivations of main and secondary
characters. (Suggested strategies: The Six
Signposts from Beers and Probst Notice and
Note)
Writing
● Continue elements of narrative writing via
mini-lessons:
a. Meaningful Dialogue (moves plot or
reveals character)
b. Vivid Description/ imagery
Reading ● Use excerpt or text (e.g., “Birthday Party” by
Katharine Brush, “You Need To Go Upstairs” by
Rumer Godden, The House on Mango Street by
Sandra Cisneros) to change character’s point of
view
● Choose a character from text and continue a
scene from his/her perspective.
● Choose details that support a character’s
interpretation of events (e.g., word choice,
descriptions, dialogue, internal thought).
● Create map/graphic organizer such as Emotional
Timeline to illustrate how events influence a
character. Use text evidence to cite details that
link emotions to events.
● Engage in a meaningful discussion with a peer
regarding plot points on map/ graphic
organizer/ emotional timeline.
Writing
● Label existing dialogue in narrative (Post-Its,
highlight) and evaluate/revise for plot and
character.
● Label adjectives and verbs and note places in text
where figurative language and imagery can
enhance description.
Compare Contrast Perspectives Event Point of view Analyze Imagery
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP1.U1
RESOURCES Required Optional Additional
The House on Mango Street by Sandra Cisneros *May be used in either Marking Period Unit 1 or Unit 2.
Suggested: Split Image by Mel Glenn Sold by Patricia McCormick Poetry: “Mi Problema” by Michele Serros “Abuelito Who” by Sandra Cisneros “Masks” by Shel Silverstein Articles: “Teenagers and the Struggle for Identity” by Seth Mullins “Latino or Hispanic? A Debate About Identity” by Darryl Fears “Name That Child: How Culture and Tradition Influences Choices” Teacher Choice(s) from Grade-Level Optional Text List
“Salvador, Late or Early” by Sandra Cisneros STEAL Characterization Strategy: http://www.readwritethink.org/files/resources/lesson_images/lesson800/Characterization.pdf https://www.youtube.com/watch?v=kHt8RjkFs98&noredirect=1 Emotional Timeline : https://528teachers.wordpress.com/2013/10/01/reading-response-emotional-timeline/ Notice and Note Signposts: https://www.youtube.com/watch?v=6SzYoKUF0bI http://noticeandnote.ahsd25.wikispaces.net/Resources
Technology Infusion: Flocabulary.com Brainpop.com www.makers.com/sandra-cisneros “Sandra Cisneros, Pioneering Latina Writer”
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP.1.U2
Montclair Public Schools Instructional Unit Content: English Language Arts Grade: 8 Marking Period:
1 Unit Title: Unit 2: Collective Identity Pacing: 4 Weeks
ESSENTIAL QUESTION How can I use the features of literary and informational texts to deepen my understanding of myself, my community and other individuals and their communities? What is collective identity? How do we develop a sense of collective identity?
TARGET STANDARDS ELA CCSS Standard 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. RL8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of specific words choices on meaning and tone, including analogies or allusions to other texts. W.8.1(abcde) 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.
L.8.1(abcd) 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 and mood.
L8.3(a) 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 Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP.1.U2
INSTRUCTIONAL PROGRESSION Weekly
Plan
Direct Instruction Evidence of Learning Tier III
Vocabulary
Weeks 1 & 2 Reading Model identifying different types of
figurative language and literary devices (allusion) in a poem
Define denotation and connotation, and model using “home” as an example
Use Close Reading strategies to model recognizing tone and mood through word choice.
Writing
Identify the sub-points of a thesis statement in a sample literary essay.
Model finding textual evidence to support sub-point.
Reading Using a vignette from The House on Mango
Street, or teacher selected text, students will identify various examples of figurative language and allusion.
Visually illustrate the denotation and connotation of the following words that correlate with the theme of Identity such as peer group, apartment, mansion, family.
Identify tone and mood in a song and/or poem and use textual evidence.
Writing
Create a thesis statement using a graphic organizer to organize sub-points for thesis.
Use T-Chart, listing evidence from each text to support the sub-points.
Vignette
Allusion
Denotation
Connotation
Theme
Tone
Mood
Thesis
Sub-point
Weeks 3 & 4 Reading Review definition of theme. Discuss common themes in literature (fear,
hope, friendship, identity, etc…). Model identifying themes in literature and
using textual evidence to support the theme. Model summarizing a short story.
Writing
Model organization of essay (opening techniques, transitions, formal voice, conclusion strategies)
Show sample essay, identifying key elements.
Reading Analyze various themes in a short story (e.g.,
The Three Little Pigs, House on Mango Street, common read from 6th or 7th grade), or popular children’s book, movie, or song, and supply textual evidence for each.
Summarize text in ten words or less. Apply the concept of theme and evidence in the piece, as well.
Writing
Create outline for literary analysis. Craft a literary analysis that analyzes how
two pieces of literature present a theme.
Evidence Transitions Voice Analysis Outline
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP.1.U2
RESOURCES Required Optional Additional
The House on Mango Street by Sandra Cisneros *May be used in Marking Period 1 OR Marking Period 2.
Suggested Novels: Split Image by Mel Glenn Sold by Patricia McCormick Poetry: “Mi Problema” by Michele Serros, “Abuelito Who” by Sandra Cisneros, “Masks” by Shel Silverstein Articles: “Teenagers and the Struggle for Identity” by Seth Mullins, “Latino or Hispanic? A Debate About Identity” by Darryl Fears, “Name That Child: How Culture and Tradition Influences Choices” Teacher Choice(s) from Grade-Level Optional Text List
“Salvador, Late or Early” by Sandra Cisneros
Technology Infusion: Flocabulary.com Brainpop.com Tech resource for Mango Street: www.makers.com/sandra-cisneros “Sandra Cisneros, Pioneering Latina Writer”
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP2.U3
Montclair Public Schools Instructional Unit
Content: English Language Arts Grade: 8
Marking
Period: 2 Unit Title: Unit 3: Social Values Pacing: 4-5 Weeks
ESSENTIAL QUESTION
How can a group impact the social values and political policies of an era? How does an author’s choices of words and structure contribute to the development of theme and style?
TARGET STANDARDS
ELA CCSS Standard
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 style.
W.8.1(abcde) 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.
SL.8.1(abcd) 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.
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP2.U3
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.
L.8.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
INSTRUCTIONAL PROGRESSION
Weekly Plan Direct Instruction Evidence of Learning Tier III
Vocabulary
Weeks 1 & 2 Reading ● Explore theme and common themes in
literature. ● Define Social Values and Power as a theme and
provide evidence of theme. Writing
● Show Literary Analysis essay and key components of essay and based on understanding of elements, conduct mini-lessons to address skills that need developing.
● Introduce two texts (e.g., common class read and poem, short story, etc. OR individual read and common poem, short story, etc.) to find common themes and evidence.
Reading ● Analyze various themes of texts (poems, short
stories, novels, etc.) ● Read a text with the theme of Social Values and
list evidence that illustrates theme. ● Analyze how setting, characters, and plot help to
reveal the theme.
Writing ● Highlight different parts of Literary Analysis
essay (claim, supports, evidence, transitions). ● List themes found in each text and evidence for
each by using a graphic organizer (T-chart). ● Use organizer to evaluate similar thematic
elements in both texts and develop a claim based on similar thematic elements.
Literary
Claim
Structure
Plot
Theme
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP2.U3
Weeks 3 & 4 Reading ● Present texts with different structures (eg.
Poem vs. short story/ direct narrative vs. narrative with flashback) to compare/contrast structure’s impact on meaning and style.
Writing ● Review elements of an intro paragraph (types
of hook e.g., quotes, simile/metaphor, nutshell summary, claim).
● Review body paragraph organization (topic sentence, evidence, transition sentence).
Reading ● Evaluate the impact author’s choice of text
structure has on plot and character development
● Analyze how author’s structure becomes representative of a text’s style
Writing
● Create intro paragraph including hook, nutshell summary, claim.
● Use notes to create body paragraphs for essay, including topic sentence, evidence, transition sentences)
Evaluate
Summary
Structure
Impact
Weeks 4 & 5 Reading ● Introduce etymology. ● Identify prefixes and suffixes ● Distribute text that contains vocabulary and
model how to break word into its parts. ● Trace the development of more complex
themes and style in texts
Writing
● Review parts of a conclusion paragraph (restate thesis, memorable thought/idea, suggestion, restating the main idea in a new way).
● Model revision and editing strategies.
Reading ● In groups, define selection of Greek and Latin
roots and list words that contain root. ● Using prefixes and suffixes, change word and
define new meaning of word. ● Close read for vocabulary words and apply
knowledge of roots to define words. ● Analyze the development of a more complex
theme and style
Writing ● Create conclusion paragraph by applying
correct techniques. ● Revise for literary analysis elements: thesis,
supports, evidence, transitions, and strong ending. Add any missing or weak elements.
● Edit grammar, punctuation, capitalization, and spelling.
Etymology
Affix
Root
Revision
Editing
Complex
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP2.U3
RESOURCES Required Optional Additional
The House on Mango Street by Sandra Cisneros *May be used in Marking Period 1 OR Marking Period 2.
Suggested: The Pigman by Paul Zindel “Evolution” by Sherman Alexie Teacher Choice(s) from Grade-Level Optional Text List
Short Stories: “The Treasure of Lemon Brown” by Walter Dean Myers, “What Do Fish Have to Do With Anything?” by Avi, “The Lottery” by Shirley Jackson Graphic Organizers: https://www.readinga-z.com/comprehension/reading-graphic-organizers/ Compare/Contrast http://www.readwritethink.org/files/resources/printouts/CompareContrast.pdf
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP2.U4
Montclair Public Schools Instructional Unit
Content: English Language Arts Grade: 8
Marking
Period: 2 Unit Title: Unit 4: Responsibility and Action Pacing: 4-5 weeks
ESSENTIAL QUESTION
How do my personal decisions and actions affect others?
What makes and argument valid?
TARGET STANDARDS
ELA CCSS Standard
RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and 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.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence relevant and sufficient; recognize when irrelevant evidence is introduced
W.8.2(abcdef) 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 form and supports the information or explanation presented.
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.
SL.8.1(abcd) 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
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP2.U4
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.
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
L.8.5(abc) 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. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g. bullheaded, willful, firm, persistent,
resolute).
INSTRUCTIONAL PROGRESSION
Weekly Plan Direct Instruction Evidence of Learning
Tier III Vocabulary
Weeks 1 & 2 Reading
● Using an article (related to topic of novel from last unit) and a close reading strategy (e.g. lens of word choice), instruct students on purpose and audience.
● Introduce features of informational text.
● Suggest strategies for evaluating the credibility of a
source.
● Preview a text and review annotation strategies.
Writing
● Provide a model expository writing piece reliant on
research and label its elements (with students).
● Model note-taking and research skills with students
on a selected topic (e.g., Stop and Jot, Interactive
note-taking).
Reading
● Read and determine the purpose and audience of an
article (to inform, to persuade…)
● Read a text that contains typical features of an
informative piece and examine how its format
conveys ideas.
● Using a graphic organizer, answer questions directed
at identifying valid and reasonable claims.
● Annotate key points and relevant information in a
text
Writing
● Watch video(s) and compile notes using Interactive
note-taking
● Apply note-taking skills while reading article(s)
online
● Develop research question for investigating and
Close reading
Bias
Slant
Credibility
Digital
Valid
Annotate
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP2.U4
● Differentiate the potential uses of different mediums.
● Guide students via mini-lesson on developing a
research question (or provide one).
writing on a topic
● Choose three sources and find relationships among
the sources
Weeks 3 & 4 Reading ● Define denotation vs. connotation and explain how it
assists in the evaluation of a source’s credibility. ● Guide students in collaborative research using
technique such as Jigsaw Method (Expert and Home
Groups).
● Differentiate between paraphrasing and
summarizing.
Writing
● Model the Writing Process.
Reading
Locate words in an article or text that influence the purpose of a piece.
● Conduct collaborative research using several articles on one topic (continuation of the research process).
Writing
● Write a thesis statement and three claims (based on reading/research).
● Draft the essay—craft introduction, body paragraphs and conclusion.
Denotation
Connotation
Paraphrase
Summarize
Week 5 Writing ● Model revision strategies. ● Model editing strategies.
● Model how to select an appropriate visual to support
an argument (chart, graph, statistical finding)
Writing ● Revise essay for specific elements; peer edit essay
with classmate. ● Edit essay for grammar, punctuation, capitalization,
and spelling. ● Incorporate effective visual to support essay’s
argument
RESOURCES
Required Optional Additional
The House on Mango Street by Sandra Cisneros *May be used in Marking Period 1 OR Marking Period 2.
Suggested Novels: The Pigman by Paul Zindel Flowers for Algernon by Daniel Keyes Teacher Choice(s) from Grade-Level Optional Text List
Online Articles: newsela.com history.org pbslearningmedia.org PurdueOWL Articles: “Journey to Meet the Pigman,” “How Well Do You Know Your Kid?” by Barbara Kantrowitz, “Why so many minds think alike” by Elizabeth Landau (CNN.com) Poetry: “The Rider” by Naomi Shihab Nye, “What We Might Be, What We Are” by X.J. Kennedy, “If I Can Stop One Heart From Breaking” by Emily Dickinson, “The Road Not Taken”
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP2.U4
by Robert Frost Multi-Media: “Carpe diem” scene from Dead Poet’s Society
Technology Infusion:
www.readwritethink.org www.brainpop.com www.easybib.com
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP3.U5
Montclair Public Schools Instructional Unit
Content: English Language Arts Grade: 8
Marking Period:
3 Unit Title:
Unit 5: Intolerance and Prejudice in Life: Race, Gender, or Class
Pacing: 4-5 weeks
ESSENTIAL QUESTIONS How do people develop personal beliefs and values? How can a person's personal beliefs and attitudes affect the lives of others in the larger community?
TARGET STANDARDS ELA CCSS Standard RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to
supporting ideas; provide an objective summary of the text. RI.8.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
RI.8.4
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 and refining a key concept.
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.
W.8.1(abcde) 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 argument presented.
W.8.9(b) Draw evidence from literary or informational texts to support analysis, reflection and research.
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP3.U5
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”).
INSTRUCTIONAL PROGRESSION Weekly
Plan
Direct Instruction Evidence of Learning Tier III
Vocabulary
Weeks 1 & 2 Reading ● Introduce unit with a poem/video, such as “I
Dream a World” by Langston Hughes (animated Google Doodle).
● Build understanding of assumption and generalization using essay such as “The Power of Words” by Benita Porter (www.thisibelieve.org)
● Discuss how prejudice can escalate to genocide through texts such as “The Ladder of Prejudice” about the escalation of prejudice to genocide http://www.tolerance.org/exchange/ladder-prejudice .
● Define the following terms: stereotype, bias, prejudice, tolerance, intolerance …
● Conduct class discussion with the following types of questions:
1. What are stereotypes and how do they affect people's lives?
2. Do you think certain groups are more subject to stereotyping than others? If so, why?
3. What do you think an individual can do to help reduce bias and stereotyping?
Writing ● Help students differentiate between
persuasive writing and evidence-based argumentation.
Reading Circle or underline words in a poem being
viewed that help develop the central theme/message.
Explore personal and community stereotypes/ prejudices (Possible activities 1) read a series of words: cheerleader, grandmother, construction worker, gang member, teacher, honor roll student, dancer, doctor, librarian, athlete, and nurse. In groups, students will choose two words and list characteristics. Finally, students will check (√) those characteristics that are assumptions. 2) Write on a Post-it Note something that has happened in the school or community that could be posted somewhere on “The Ladder of Prejudice.”)
Provide examples of stereotype, bias, prejudice, tolerance, intolerance …
In collaborative groups, discuss the questions posed by the teacher (See examples in “Direct Instruction”).
Writing
Examine two essays on the same topic (one persuasive and one argumentative) and list the differences.
Race
Stereotype
Bias
Tolerance
Genocide
Assumption
Generalization
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP3.U5
● Introduce argument writing: claims, counterclaims, reasons, and evidence.
● Illustrate how to develop/design an evidence-based argument by using a model.
● Guide or assign topics related to intolerance and prejudice for student research
● Demonstrate how to develop a thesis. Provide an essay map or organizer to assist in
argumentative planning
Using a sample essay, locate the four parts of an argumentative piece (claim, counterclaim, reasons, and evidence).
Use a published scholarly article (www.readwrite.think.org) and identify author’s thesis and argument structure. Annotate the parts.
Decide on an area of focus using a short text (see Additional Resources). Practice writing a thesis statement.
Finalize a thesis statement. Begin to formulate reasons for their
claim/thesis. Build a plan for their argumentative essay.
Persuasive
Argumentative
Claim
Counterclaim
Weeks 3 & 4 Reading Read or watch nonfiction piece(s) on the topic
of prejudice and tolerance (Suggestions: “The Perils of Indifference” — speech by Elie Wiesel or “Never Again, For Real” — NY Times article or “What Does Modern Day Prejudice Look Like? www.npr.org).
Teach Close Reading/Multiple Reads: What is going on? How do I know? How do the author’s choices help me understand the piece? What does this text cause me to think or wonder about some larger aspect the text and the human condition?”).
Conduct a WebQuest or activity to allow students an opportunity to gather background on topic (For example, The Holocaust and Anne Frank www.annefrank.org and www.pbs.org).
● Introduce different types of historical
prejudices that relate to literature (e.g., The
Scottsboro Trial, Holocaust, Internment
Camps, etc…).
Reading Close reading of non-fiction texts (See
strategies and handouts on www.readwrite.org)
Annotate and/or use a graphic organizer to take notes.
Use any familiar note-taking strategies. Complete pre-reading research about
selected historical topic surrounding literary text to be studied in MP3, Unit 6. Compile notes about topic.
Apply the theme of Intolerance and Prejudice to topics. Give specific examples of this theme in this event.
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP3.U5
Writing
● Review drafting process for an essay. ● Demonstrate editing and proofreading
strategies. ● Provide Evidence-Based Argument Checklist
to guide students prior to final piece.
Writing
Write a draft Using Peer Review and Conferencing,
revisit draft for fine-tuning. Using an Evidence-Based Argument
Checklist, make certain guidelines have been followed (www.readwritethink.org).
Craft final draft.
Week 5 Note: Use this week as needed to complete reading of nonfiction text and writing of the argumentative essay.
RESOURCES Required Optional Additional
To Kill a Mockingbird by Harper Lee *May be taught Marking Period 3 OR Marking Period 4
Suggested: “The Diary of Anne Frank” by Goodrich and Hackett Night by Elie Wiesel Teacher Choice(s) from Grade Level Optional Text List
www.nytimes.org www.npr.org www.thisibelieve.org www.partnersagainsthate.org www.readwritethink.org
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP.U6
Montclair Public Schools Instructional Unit
Content: English Language Arts Grade:
8
Marking Period:
3 Unit Title: Unit 6: Intolerance and Prejudice in Literature: Race, Gender, or Class
Pacing:
4-5 weeks
ESSENTIAL QUESTION How do people develop personal beliefs and values? How can a person’s personal beliefs and attitudes affect the lives of others in the larger community? How can literature affect reader’s perspectives on intolerance and prejudice?
TARGET STANDARDS ELA CCSS Standard RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the
choices made by the director or actors. 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 now.
RL8.10 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.
W.8.1(abcde)
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.
W.8.9(a) 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”).
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.
L.8.2(ab)
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.
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP.U6
INSTRUCTIONAL PROGRESSION Weekly
Plan
Direct Instruction Evidence of Learning Tier III
Vocabulary
Weeks 1 & 2 Reading ● Review intolerance and Prejudice and how it can
appear in literature
● Guide student reading of teacher-selected text for development of theme of tolerance and prejudice.
● Show a video clip/scene of teacher-selected text for analysis of text fidelity and stylistic choices.
● Distribute poem (teacher-selected) with theme of
intolerance and prejudice (e.g., “Southern Cop”,
“Sympathy”, or “My Papa’s Waltz”).
Writing
● Review writing process for literary analysis comparing
selected text with poem.
● Revisit different strategies for strong thesis and
introduction paragraphs.
Reading
Complete reading reflections via journal, reading log, literature circle…to demonstrate analysis of reading.
Evaluate director’s choices by using a graphic organizer such as OPTIC (Close Reading Strategy) to look at parts and images of a scene.
Using poem, close read and analyze characters and
setting, as well as indicate symbols and metaphors.
Provide evidence for theme of intolerance and
prejudice.
Writing Using graphic organizer, compile evidence for
theme of intolerance and prejudice in both poem and selected text.
Complete pre-writing outline for Literary Analysis by using graphic organizer.
Construct introduction paragraph using a strong introduction.
Tolerance
Intolerance
Prejudice
Weeks 3 & 4 Reading ● Model character analysis. If appropriate to selected
text, analyze text for character types drawn from myth,
traditional stories or religious works.
● Review the classic theme of good vs. evil.
Writing ● Review different types of end-paragraph transitions in
writing.
● Review different strategies for writing a strong
conclusion and revising and editing a rough draft.
Reading Using a key chapter from selected text, annotate
text for analysis of characters. Evaluate how classic theme of good and evil is
present in text. Writing
Revise essay by inserting transitions. Construct body paragraphs for Literary Analysis,
utilizing end transitions and strong evidence. Create a strong conclusion paragraph using one of
the different strategies learned. Apply revision and editing strategies to Literary
Analysis.
Annotate Classic Traditional Analyze
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP.U6
Week 5 Writing ● Review revising, finalizing and publishing essay.
Writing Complete final essay.
RESOURCES Required Optional Additional
To Kill a Mockingbird by Harper Lee *May be used either Marking Period 3 OR Marking Period 4
Suggested: Billy by Albert French Weedflower by Cynthia Kadohota I Will Plant You a Lilac Tree by Laura Hillman Poetry: “Sympathy” by Paul Laurence Dunbar “My Papa’s Waltz” by Theodore Roethke “Southern Cop” by Sterling Brown Teacher Choice(s) from Grade Level Optional Text List
Scottsboro/TKAM Comparison Chart: http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/To%20Kill%20a%20Mockingbird%20and%20the%20Scottsboro%20Boys%20Trial_Historical%20vs.%20Fictional.pdf Close Reading Planning Sheet: http://www.readwritethink.org/files/resources/lesson-docs/CloseReadingPlanningSheet.pdf
Character Analysis Template: http://freeology.com/wp-content/files/analyzingcharacters.pdf
Technology Infusion: Scottsboro Video: https://www.youtube.com/watch?v=RixDZhdfZJI www.ushmm.org www.remember.org
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP4.U7
Montclair Public Schools Instructional Unit
Content: English Language Arts Grade:
8
Marking Period:
4 Unit Title: Unit 7: Destiny
Pacing:
4-5 weeks
ESSENTIAL QUESTION Is it our character that determines fate? To what extent do we create and control our own destiny?
TARGET STANDARDS ELA CCSS Standard 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.
RI8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
W8.5 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.
W8.9(b)
Draw evidence from literary or informational texts to support analysis, reflection, and research. 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”).
SL8.1(abcd)
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.
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP4.U7
INSTRUCTIONAL PROGRESSION Weekly
Plan
Direct Instruction Evidence of Learning Tier III
Vocabulary
Weeks 1 & 2 Reading Define destiny and examples of destiny of a literary
theme. Review point of view and its impact on readers.
Examine how multiple points of view influence
interpretation of text.
Writing
Review proper letter writing format.
Introduce multimedia project such as TED Talk where students determine a current community/ world problem that is important to them and propose solutions.
Model brainstorming and present a list of
important items to teacher.
Reading
Brainstorm definition of destiny. Think-Pair-
Share to discuss essential questions.
Watch video (see resources below). Read one
story from two points of view (see resources
below). Change the point of view of character of a
selection from text (e.g., short story or unit novel)
to create the opposite effect.
Writing
Write a letter to your past self. Reflect on
decisions you made that shaped your destiny.
Provide advice based off of positive and negative
decisions made.
Brainstorm what is important to you. Make a list of items that is meaningful to you.
Destiny
Point of View
Weeks 3 & 4 Reading Using a teacher-created example of letter to future
self (or one selected from What I Know Now),
examine key elements that make such a reflection.
Continue discussion of point of view in current text
selection, exploring how it contributes to
development of suspense and/or humor.
Writing Introduce and model crafting a Problem Statement. Show 3-5 questions based on a Problem Statement. ● Review reputable sources (differences between
.org, .edu, .com).
Reading Create a letter to future self, offering advice for
future endeavors. Choose a character from current text. Taking on
character’s voice, craft a letter to the character providing him advice for future endeavors.
Analyze a scene in current text for evidence of development of suspense and/or humor.
Writing Craft Problem Statement based off of the
problem/topic they will be researching. Problem statement should
a. state the topic b. define the problem
Bias Problem Statement Reputable Citation
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP4.U7
c. describe why it needs to be investigated by giving background information and context
d. state goals in writing and researching the problem (I will… I plan… I would like… I propose…)
Generate 3-5 questions from problem statement that will guide writing. Students will research articles and videos surrounding their topic.
Week 5 Writing ● Review crafting a thesis statement and structure of
an essay.
Writing Create a strong thesis statement. Share thesis statements with peers, collecting and
providing feedback to refine research targets.
Thesis
RESOURCES Required Optional Additional
To Kill a Mockingbird by Harper Lee *May be used either Marking Period 3 OR Marking Period 4
Suggested: Stuck in Neutral by Terry Truman Poetry: “The Road Not Taken” by Robert Frost “Mother to Son” by Langston Hughes Teacher Choice(s) from Grade-Level Optional Text List
One Story, Two Points of View: https://loftteenwriting.wordpress.com/2011/07/26/one-story-two-points-of-view/ [Sample of One Story, Two Points of View: Twilight and Midnight Sun by Stephanie Meyers]
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP4.U8
Montclair Public Schools Instructional Unit
Content: English Language Arts Grade:
8
Marking Period:
4 Unit Title: Unit 8: Personal Control Pacing:
4-5 weeks
ESSENTIAL QUESTIONS
How much control do we really have in our lives? What makes an individual powerful? What makes a compelling presentation?
TARGET STANDARDS ELA CCSS Standard RL.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.
RL8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to its relationship to the characters, setting, and plot; provide an objective summary of the text.
RI.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.
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
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(b) Draw evidence from literary or informational texts to support analysis, reflection, and research. 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.8.3
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.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP4.U8
INSTRUCTIONAL PROGRESSION
Weekly Plan
Direct Instruction Evidence of Learning
Tier III Vocabulary
Weeks 1 & 2 Reading ● Define personal control. Demonstrate methods to list
“things” we have control over vs. what we do not.
● Show clips of specific presentations such as TED Talks
and/or speeches, What makes them persuasive?
● Using full speech, identify key aspects of a presentation/
speech: Hook, Background, Narrative, Evidence,
Commentary, Theme, Call to Action, and Visuals. [Other
speeches can be found on www.tweenteacher.com.]
Show examples of tools for visuals in a presentation:
(Samples below) - Digital camera (Terry Moore’s “How to Tie Your Shoes”)
- PowerPoint (Adora Svitak’s “What Adults Can Learn from
Kids”)
- Video clips (Derek Siver’s “How to Start a Movement”)
Writing ● Persuasive Essay Writing: In the first half of the Cycle
(Unit 7), students developed a research topic/question,
conducted research, and crafted a thesis statement.
Review the process of writing a persuasive essay.
● How to write in MLA Format: Conduct mini-lesson on in-
text citations. www.https://owl.english.purdue.edu
Reading
Make a personal list of “things/events” within
and out of your control (T-Chart or Web).
Take notes on what makes presentation/ speech
persuasive or successful (Modified OPTIC
strategy, Cornell Note-taking, Graphic
Organizer).
Identify key aspects of a viewed speech (See
Direct Instruction).
Create organizer such as Three-Column Chart,
comparing and contrasting visual tools and their
uses.
Optional: Complete K-W-L chart on what kinds of
presentation skills in their personal toolbox.
Writing
Create outline for essay/speech. Sources/citations
should be included.
Write an introduction with a clear hook,
background, and thesis statement.
Develop a topic sentence for each body
paragraph.
Construct body of the essay, including textual
evidence with citations.
Students will highlight in-text citations.
Suggested: at least two per body paragraph
Construct conclusion.
Revise and edit essay/speech.
Hook
Background
Narrative
Evidence
Commentary
Theme
Call to Action
Visuals
Citation
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP4.U8
Weeks 3 & 4 Reading Share sample persuasive essays/speeches
(An activity “Analyzing Famous Speeches as Arguments”
is available on www.readwritethink.org)
o What was the speaker up against? What is the occasion for the speech?
o What did the author have to keep in mind when composing the text?
o What were his or her goals? o What was his or her ultimate purpose? o What was his or her intent?
Instruct students on presentation strategies for
essay/speech (Volume, Stance, Emphasis, Eye Contact,
Visuals) — This can be done whether the essay/speech
will be done as a presentation or TED Talk (video/filmed
version).
Writing
● Review elements of persuasive writing and the revision
process.
● How to write in MLA Format: Conduct mini-lesson on
Works Cited page. www.https://owl.english.purdue.edu.
Reading After viewing a sample persuasive essay/speech,
respond to the questions listed in direct instruction.
Apply questions to own persuasive essay/speech.
Practice applying presentation strategies. Students may be assigned a partner to practice the skills in direct instruction.
Writing
Continue revising and editing as needed. Using a website such as www.easybib.com or
something similar, create a Works Cited page for the sources used in essay/speech.
Volume Stance Emphasis Eye Contact Visuals MLA
Week 5 Reading Peer Review: Its Value (“Why Every Student Needs
Critical Friends” on http://www.ascd.org).
Share sample rubric for evaluating presentation or speech or TED Talk.
Writing ● Demonstrate how to take notes and apply an evaluation
rubric to a presentation/speech/video.
Reading Students will read article on the value of Peer
Review (Suggestion in Direct Instruction). Students, with teacher guidance, will develop a
rubric.
Writing Use rubric to peer-evaluate during presentations
or videos.
Rubric Evaluate
English Language Arts Refined 2014-2015
Montclair Public Schools | Academic Office G8.MP4.U8
RESOURCES Required Optional Additional
To Kill a Mockingbird by Harper Lee *May be used either Marking Period 3 OR Marking Period 4
Suggested: I am the Cheese by Robert Cormier The Chocolate War by Robert Cormier The Pigman by Paul Zindel Poetry: “The Road Not Taken” Articles: “The Five Stages of Loss and Grief” “Analyzing Famous Speeches as Arguments” Teacher Choice(s) from Grade Level Optional Text List
http://piktochart.com www.TED.com www.TheMoth.org www.thisibelieve.org www.npr.org www.tweenteacher.com www.readwritethink.org
Technology Infusion: Internet for research/Digital camera if filming speech/Word Processing
Montclair Public Schools | Academic Office
1
DIFFERENTIATION Special Education ELL RtI SAIL
Modifications & accommodations as listed in the student’s IEP
Assign a peer to help keep student on task
Modified or reduced assignments Reduce length of assignment for
different mode of delivery Increase one to one time Working contract between you
and student at risk Prioritize tasks Think in concrete terms and
provide hands on tasks Position student near helping
peer or have quick access to teacher
Anticipate where needs will be Break tests down in smaller
increments NJDOE resources
Strategy groups Teacher conferences Graphic organizers Modification plan NJDOE resources Adapt a Strategy-Adjusting
strategies for ESL students: http://www.teachersfirst.com/content/esl/adaptstrat.cfm
Tiered Interventions following RtI framework
RtI Intervention Bank Fundations Double-Dose (Tier II) LLI (Tier III) FFI Skill Report: DRA On-Line NJDOE resources Lit Lab Read 180 System 44
Contents should be modified: abstraction, complexity, variety, organization
Process should be modified: higher order thinking skills, open-ended thinking, discovery
Products should be modified: real world problems, audiences, deadlines, evaluation, transformations
Learning environment should be modified: student-centered learning, independence, openness, complexity, groups varied
Activities aligned with above grade level text using DRA results
Jr. Great Books Library Activities NJDOE resources
CROSS CURRICULAR RESOURCES The Amistad Commission’s Literacy components for Primary Grades: http://njamistadcurriculum.net/ Lessons focused on Language: http://www.fcrr.org/studentactivities/language_k1.htm
ALIGNMENT TO 21st CENTURY SKILLS AND TECHNOLOGY 21st Century/ Interdisciplinary Themes: Bold all that apply 21st Century Skills: Bold all that apply Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy
Creativity & Innovation Critical Thinking & Problem Solving Communication & Collaboration Media Literacy Information Literacy Information, Communication & Technology Life & Career Skills
Montclair Public Schools | Academic Office
2
Technology Infusion College and Career Readiness Anchor
Standards CCRA.W.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others CCRA.W.8. Gather relevant information from multiple print and digital sources, assesses the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCRA.SL.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Reading Grade 8 Students 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.
Writing Grade 6 Students W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Grade 7 Students W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources W.7.8. 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
Language Grade 6-8 Students L.6-8.4.c Consult 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.
Other
Smart Board Applications
Digital Texts
Audio Texts
Montclair Public Schools | Academic Office
3
others while avoiding plagiarism and following a standard format for citation. Grade 8 Students 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 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.
Evidence of Student Learning Common benchmark DRA continuum Reading observational records Evaluation rubrics Self-reflections Teacher-student conferences Running records
Students’ published pieces Unit tests Quizzes
English Language Arts 2015-2016
GRADE TITLE AUTHOR GENRE
8 A Circle Unbroken Sollace Hotze Fiction
8 A Lesson Before Dying Ernest J. Gaines Realistic Fiction
8 Athletic Shorts Chris Crutcher Realistic Fiction
8 Before We Were Free (2015-2106 ONLY) Julia Alvarez Historical Fiction
8 Billy Albert French Historical Fiction
8 Bless Me, Ultima Rudolfo Anaya Fantasy
8 Bronx Masquerade Nikki Grimes Fiction/Poetry
8 Chains Laurie Halse Anderson Historical Fiction
8 Deathwatch Robb White Fiction- Mystery
8 Divergent Veronica Roth Science Fiction
8 Flowers for Algernon Daniel Keyes Fiction/Drama
8 Flush Carl Haasen Realistic Fiction
8 Glory Field Walter Dean Meyers Historical Fiction
8 Hoot Carl Hiaasen Realistic Fiction
8 House on Mango Street Sandra Cisneros Realistic Fiction
8 Hunger Games Suzanne Collins Science Fiction
8 I am the Cheese/The Chocolate War Robert Cormier Fiction
8 I Know Why the Caged Bird Sings Maya Angelou Fiction/Memoir
8 I Will Plant You a Lilac Tree Laura Hillman Memoir
8 If You Come Softly Jacqueline Woodson Realistic Fiction
8 Inherit the Wind Jerome Lawrence Drama
8 Jubilee Margaret Walker Alexander Historical Fiction
8 Kindred Octavia E. Butler Science Fiction
8 Let the Circle Be Unbroken Mildred D. Taylor Historical Fiction
8 Messenger Lois Lowry Science Fiction
8 Mississippi Trial 1955 Chris Crowle Fiction
8 Morning Girl Michael Dorris Fiction/Literature
8 Night Elie Wiesel Memoir
8 The Gift of the Magi O. Henry Fiction
SUGGESTED GRADE 8 OPTIONAL TEXT LIST
Montclair Public Schools/ Academic Office BOE Approved: June 15, 2015
English Language Arts 2015-2016
8 Out of the Dust Karen HesseHistorical
Fiction/Poetry
8 Secret Life of Bees Sue Monk Kidd Realistic Fiction
8 Sold Patricia Mc Cormick Realistic Fiction
8 Son Lois Lowry Science Fiction
8 Split Image Mel Glenn Realistic
Fiction/Poetry
8 Stuck in Neutral Terry Trueman Realistic Fiction
8The Absolutely True Diary of a Part Time
Indian
Sherman Alexie and Ellen
ForneyRealistic Fiction
8 The Diary of Anne Frank Anne Frank Nonfiction/Drama
8 The Glory Field Walter Dean Meyers Historical Fiction
8 The Maze Runner James Dashner Fantasy
8 The Old Man and the Sea Ernest Hemingway Novella8 The Outsiders (2015-2016 ONLY) S. E. Hinton Realistic Fiction
8 The Pigman Paul Zindel Fiction
8 The Skin I'm In Sharon Flake Realistic Fiction
8 The Tao of Pooh Benjamin Hoff Spiritual
8 The Tempest William Shakespeare Fiction
8
The Watsons Go to Birmingham (2015-2016 ONLY) Christopher Paul Curtis Historical Fiction
8They Cage the Animals at Night
(2015-2016 ONLY) Jennings Michael Burch Nonfiction
8 To Be a Slave Julius Lester & Tom Feelings Non-Fiction
8 Weedflower Cynthia Kadohata Historical Fiction
8 What’s So Funny?
Montclair Public Schools/ Academic Office BOE Approved: June 15, 2015