pacing guidecurric.gcs.k12.in.us/.../2014-ela-grade-8-pacing-guide-1.pdf · 2016. 9. 13. · pacing...

G R E A T E R C L A R K C O U N T Y S C H O O L S

PACING GUIDE Grade 8 – Language Arts 2014 - 2015

Greater Clark County Schools

08 Fall

Pacing Guide

ANNUAL PACING GUIDE

Grade Standard Number Sub Q1 Q2 Q3 Q4 Grade Standard Number Sub Q1 Q2 Q3 Q4

8 RL 1 X X X X 8 SL 1 X X X X

8 RL 2 1 X X X 8 SL 2 1 X X X X

8 RL 2 2 X 8 SL 2 2 X X X X

8 RL 2 3 X 8 SL 2 3 X X X X

8 RL 2 4 X X X X 8 SL 2 4 X

8 RL 3 1 X X 8 SL 2 5 X

8 RL 3 2 X 8 SL 3 1 X

8 RL 4 1 X 8 SL 3 2 X

8 RL 4 2 X X 8 SL 4 1 X X X

8 RN 1 X X X X 8 SL 4 2 X X

8 RN 2 1 X X X 8 SL 4 3 X X X X

8 RN 2 2 X 8 ML 1 X X X X

8 RN 2 3 X 8 ML 2 1 X

8 RN 3 1 X X X X 8 ML 2 2 X X

8 RN 3 2 X

8 RN 3 3 X

8 RN 4 1 X

8 RN 4 2 X X

8 RN 4 3 X X

8 RV 1 X X X X

8 RV 2 1 X X X

8 RV 2 2 X

8 RV 2 3

8 RV 2 4 X X X

8 RV 2 5 X X X

8 RV 3 1 X X

8 RV 3 2 X X

8 RV 3 3 X X X

8 W 1 X X X X

8 W 2 X X X X

8 W 3 1 X

8 W 3 2

X

8 W 3 3 X X

8 W 4 X X X X

8 W 5 X

8 W 6 1 X X X X

8 W 6 1a X X X X

8 W 6 1b X

8 W 6 1c X X X X

8 W 6 1d X

8 W 6 1e X

8 W 6 2a X X X X

8 W 6 2b X

8 W 6 2c X X X X

Pacing Guide

OUTCOME STANDARDS

2014-2015 Standards

Reading Literature

8.RL.1: Read a variety of literature within a range of complexity appropriate for grades 6-8. By the end of grade 8, students interact with texts proficiently and independently.

Reading Nonfiction

8.RN.1: Read a variety of nonfiction within a range of complexity appropriate for grades 6-8. By the end of grade 8, students interact with texts proficiently and independently.

Reading Vocabulary

8.RV.1: Acquire and use accurately grade-appropriate general academic and content-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Writing 8.W.1: Write routinely over a variety of time frames for a range of tasks, purposes, and audiences; apply reading standards to support analysis, reflection, and research by drawing evidence from literature and nonfiction texts. 8.W.4: Apply the writing process to plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults. Use technology to interact and collaborate with others to generate, produce, publish writing, link to sources and present information and ideas efficiently.)

Speaking and Listening

8.SL.1: Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Media Literacy

8.ML.1: Critically analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and transmit culture.

ONGOING STANDARDS

Students are expected to build upon and continue applying concepts learned in previous grade levels:

2014-2015 Standards

Reading Literature

8.RL.2.4 (Last referenced in Grade 2- 2.RL.2.4: Make predictions about the content of text using prior knowledge of text features, explaining whether they were confirmed or not confirmed and why.)

Reading Nonfiction

8.RN.3.1 (Last referenced in Grade 5- 5.RN.3.1: Apply knowledge of text features in multiple print and digital sources to locate information, gain meaning from a text, or solve a problem.)

Vocabulary 8.RV.2.2 (Last referenced in Grade 7- 7.RV.2.2: Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.)

Writing 8.W.2 (Last referenced in Grades K and 4- 4.W.2.1: Write legibly in print or cursive, forming letters and words that can be read by others. K.W.2.2: Write by moving from left to right and top to bottom.) 8.W.6.1a: Pronouns (Last referenced in Grade 6- 6.W.6.1a: Pronouns- Using a variety of pronouns, including subject, object, possessive, and reflexive; ensuring pronoun-antecedent agreement; recognizing and correcting vague pronouns (i.e., ones with unclear or ambiguous antecedents.)

8.W.6.1c: Adjectives and Adverbs (Last referenced in Grade 4-4.W.6.1c: Adjectives/ Adverbs –Writing sentences using relative adverbs (e.g., where, when) and explaining their functions in the sentence.) 8.W.6.1d: Phrases and Clauses (Last referenced in Grade 7-7.W.6.1d: Recognizing and correcting misplaced and dangling modifiers.) 8.W.6.1e: Usage (Last referenced in Grade 7- 7.W.6.1e: Usage-Writing simple, compound, complex, and compound-complex sentences; recognizing and correcting sentence fragments and run-ons; varying sentence patterns for meaning, reader interest, and style.) 8.W.6.2a: Capitalization (Last referenced in Grade 5- 5.W.6.2a: Capitalization – Applying correct usage of capitalization in writing.) 8.W.6.2c: Spelling (Last referenced in Grade 5- 5.W.6.2d: Spelling –Applying correct spelling patterns and generalizations in writing.)

Speaking and Listening 8.SL.4.3 (Last referenced in Grade 2- 2.SL.4.3: Give and follow multi-step directions.)

Pacing Guide

Quarter 1

Routines

DLRW

8.RV.2.1 Use context to determine or clarify the meaning of words and phrases. 8.RV.3.3: Interpret figures of speech (e.g., verbal irony, puns) in context. 8.W.6.2a: Capitalization

8.W.6.2b: Punctuation- Using punctuation (comma, ellipsis, dash) to indicate a pause, break, or omission. 8.W.6.2c: Spelling

* DAILY LANGUAGE REVIEWS SHOULD ALSO INCLUDE PRACTICE ON DEFICIT SKILLS

IDENTIFIED BY TEACHERS FROM FORMATIVE ASSESSMENTS

Vocabulary Study

(List specific word parts here)

8.RV.2.1 Use context to determine or clarify the meaning of words and phrases. 8.RV.2.4: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of words (e.g., precede, recede, secede). 8.RV.2.5: Select appropriate general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, part of speech, or origin.

Daily Language Review Template Monday

Tuesday

Wednesday

Thursday

Assessment:

DLR

Pacing Guide

Goal Clarity Windows Q1 – LC1

Reading/Vocabulary Writing Speaking & Listening

Learning Check 1 Reading Strategies

-Visualize

-Make predictions

-Make connections

-Ask questions

8.RL.2.1 Cite the textual evidence that most strongly supports an analysis of what a text says explicitly as well as inferences drawn from the text.

8.RV.2.1 Use context to determine or clarify the meaning of words and phrases.

8.W.5 Conduct short research assignments and tasks to build knowledge about the research process and the topic under study.

Formulate a research question.

8.SL. 2.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade appropriate topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly.

8.SL.2.2: Examine, analyze, and reflect on ideas under discussion by identifying specific evidence from materials under study and other resources.

8.SL.2.3 Follow rules for considerate discussions and decision making, set specific goals and deadlines, and define individual roles as needed.

8.SL. 4.1 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

WALT/WILT

Resources

Pacing Guide

Learning and Assessment Rubric

Standard - 8.RL.2.1 Topic(s) – Citing Textual Evidence in Literary Text Week(s) – Quarter 1, Learning Checks 1 & 3

Learning

Pathway

Explicit Details of a Text

Inferences Drawn from a Text

Cite Textual Evidence that is Supported

Analysis

DOK 1

The student will be able to identify explicit details

The student will be able to define what an inference is

The student will be able to define textual evidence

DOK 2 The student will be able to paraphrase the explicit textual details

The student will be able to construct inferences from textual evidence

The student will be able to locate textual evidence within a text

DOK 3 The student will be able to analyze the explicitly stated details

The student will be able to analyze the inferred details of a text

The student will be able to categorize textual evidence as explicit or inferred

DOK 4 The student will be able to locate explicit details that support your analysis of the text

The student will be able to hypothesize the author’s intent of the inferred detail

The student will be able to produce a constructed response using two pieces of textual evidence to support your answer

Vocabulary:

Pacing Guide

Learning and Assessment Rubric Standard- 8.W.5 Topic(s) – Writing: The Research Process Week(s) – Quarter 1, Learning Check 1-4

Learning

Pathway

Question and Search Terms

Assess the credibility of each

source

Quote or paraphrase the information and conclusions of

others

Avoid plagiarism and

follow a standard format for

citation

DOK 1

Students will be able to identify a research topic

Students will be able to define credibility

Students will be able to define paraphrase

Students will be able to define plagiarism

DOK 2 Students will be able to construct research questions for a topic

Students will be able to distinguish appropriateness, relevancy, and depth of coverage

Students will be able to summarize information conveyed

Students will be able to compare paraphrased information to original text

DOK 3 Students will be able to prioritize a list of search terms and vocabulary appropriate for a topic

Students will be able to assess sources for authority and identify possible bias

Students will be able to investigate if a paraphrase or quote is more appropriate for intended purpose

Students will be able to construct appropriate MLA citations

DOK 4 Students will be able to conduct web search using developed key word list

Students will be able to synthesize the information into organized notes

Students will be able to connect paraphrased information or quotes with other information in paper

Vocabulary:

Pacing Guide

Learning and Assessment Rubric Standard- 8.SL.2.1, 2.2, 2.3, 6.SL.4.1 Topic(s) – Speaking and Listening Week(s) – Quarter 1, Learning Checks 1-4

Learning

Pathway

Engage in collaborative

discussions on grade-appropriate

topics

Examine specific

evidence from resources

Follow rules for discussion goals and deadlines

Present claims with relevant evidence and

valid details

DOK 1

Students will be able to clearly express topics, texts, and/or issues

Students will be able to identify evidence from resources

Students will be able to understand the rules of discourse

Students will be able to identify relevant evidence and details

DOK 2 Students will be able to express personal ideas clearly

Students will be able to examine evidence from resources

Students will be able to exhibit appropriate dialogue and listening skills

Students will be able to construct a claim based upon evidence

DOK 3

Students will be able to analyze evidence from resources

Students will be able to set specific goals to meet deadlines

Students will be able to present claims using good eye contact, adequate volume, and clear pronunciation

DOK 4

Students will be able to reflect on the evidence presented

Vocabulary:

Pacing Guide




-Make inferences

-Ask questions

8.RN.2.1 Cite textual evidence that most strongly supports an analysis of what a text says explicitly as well as inferences drawn from the text.



Gather relevant information from multiple sources, and annotate sources.

Assess the credibility of each source.





WALT/WILT

Resources

Pacing Guide

Learning and Assessment Rubric Standard - 8. RN. 2.1 Topic(s) –Topic(s) – Citing Textual Evidence in Non Fiction Text Week(s) –Quarter 1, Learning Checks 3 & 4

Learning

Pathway

Identify the Author’s Purpose

Identify evidence that supports the

main idea of a text

Identify explicit information and

inferences drawn from the text

Cite textual evidence that

strongly supports an analysis of a

text

DOK 1

The student will be able to determine the meaning of a piece of nonfiction.

The student will be able to identify supporting arguments.

The student will be able to distinguish between explicit and implicit information.

The student will be able to determine which ideas support the author’s purpose.

DOK 2 The student will be able to summarize the author’s main ideas.

The student will be able to examine why they support the main idea.

The student will be able to make inferences based on textual information.

The student will be able to cite evidence by using a direct quote.

DOK 3 The student will be able to assess the strength of the author’s argument.

The student will be able to categorize the strengths of the arguments.

DOK 4

The student will be able to evaluate the strongest evidence from the text.

Vocabulary: cite, explicit, implicit, inference, clarify, textual evidence, analysis

Pacing Guide




-Summarize

-Make inferences

-Ask questions


8.RN.2.1 Cite textual evidence that most strongly supports an analysis of what a text says explicitly as well as inferences drawn from the text.



Quote or paraphrase the information and conclusions of others.

Avoid plagiarism and provide basic bibliographic information for sources.





WALT/WILT

Resources

Pacing Guide


See the Learning and Assessment Rubrics for Learning Checks 1 and 2.

Pacing Guide



Learning Check 4


Present information

8.SL.4.2 Create engaging presentations that integrate multimedia components and visual displays to clarify information, strengthen claims and evidence, and add interest.

WALT/WILT

Resources

Pacing Guide


See the Learning and Assessment Rubric from Learning Check 1 for Writing.

Pacing Guide

Pacing Guide

Quarter 2

Routines

DLRW

8.RV.2.1 Use context to determine or clarify the meaning of words and phrases. 8.RV.3.3: Interpret figures of speech (e.g., verbal irony, puns) in context. 8.W.6.1a: Pronouns

8.W.6.1b: Verbs- Explaining the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences; forming and using active and passive voice; recognizing and correcting inappropriate shifts in verb voice. 8.W.6.1c: Adjectives and Adverbs

Use Acuity Item Analysis and previous DLR quizzes to determine skills for DLR.



Vocabulary Study




Tuesday

Wednesday

Thursday

Assessment:

DLR

Pacing Guide



Learning Check 1

8.RL.2.3: Analyze how particular lines of dialogue or incidents of work of literature propel the action, reveal aspects of a character, or provoke a decision.

8.RL.3.1: Compare and contrast the structure of two or more related works of literature (e.g., similar topic or theme), and analyze and evaluate how the differing structure of each text contributes to its meaning and style.

8.RL.3.2: Analyze a particular point of view or cultural experience in a work of world literature considering how it reflects heritage, traditions, attitudes, and beliefs.

8.RL.4.1: Analyze the extent to which a filmed or live production of a story or play stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.


8.RV.3.1: Analyze the meaning of words and phrases as they are used in works of literature, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

8.W.3.3: Write narrative compositions in a variety of forms that –

● Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters. ● Organize an event sequence (e.g., conflict, climax, resolution) that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. ● Use narrative techniques, such as dialogue, pacing, and description, and reflection to develop experiences, events, and/or characters.





WALT/WILT

Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide



Learning Check 2

8.RL.4.2: Analyze how works of literature draw on and transform earlier texts.

8.RL.4.1: Analyze the extent to which a filmed or live production of a story or play stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. .


8.RV.2.3 Distinguish among the connotations of words with similar denotations.


8.W.3.3: Write narrative compositions

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

● Provide an ending that follows from and reflects on the narrated experiences or events.





WALT/WILT

Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide



Learning Check 3

8.RN.2.3: Analyze how a text makes connections and distinctions among individuals, events, and ideas.

8.RN.3.2: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentenced in developing and refining a key concept.

8.RN.2.2: Analyze the development of a central idea over the course of a text, including its relationship to supporting ideas; provide a detailed, objective summary of a text.

8.RN.2.1 Cite the textual evidence that most strongly supports an analysis of what a text says explicitly as well as inferences drawn from the text.

8.RV.3.2: Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choices on meaning and tone, including analogies or allusions to other texts.

8.W.3.1: Write arguments in a variety of forms that –

● Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. ● Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text




WALT/WILT

Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide



Learning Check 4

8.RN.4.1: Determine an author’s perspective or purpose in a text, and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

8.RN.4.3: 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.


8.W.3.1: Write arguments in a variety of forms that –

● Use effective transitions to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

● Establish and maintain a consistent style and tone appropriate to purpose and audience.

● Provide a concluding statement or section that follows from and supports the

argument presented.

8.SL.3.2: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

WALT/WILT

Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide

Pacing Guide

Quarter 3

Routines

DLRW

8.RV.2.1 Use context to determine or clarify the meaning of words and phrases. 8.RV.3.3: Interpret figures of speech (e.g., verbal irony, puns) in context. 8.W.6.1d: Phrases and Clauses

8.W.6.1e: Usage

Use Acuity Item Analysis and previous DLR quizzes to determine skills for DLR.



Vocabulary Study




Tuesday

Wednesday

Thursday

Assessment:

DLR

Pacing Guide



Learning Check 1

8.RN.3.3: Determine an author’s perspective or purpose in a text, and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. .

8.RN.4.3: 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.

8.RN.4.2: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.


8.RV.3.2: Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choices on meaning and tone, including analogies or allusions to other texts. . 8.ML.2.2: Analyze and interpret how people experience media messages differently, depending on point of view, culture, etc.

Prompt Writing/Narrative




WALT/WILT

Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide



Learning Check 2

8.RL.2.2: Analyze the development of a theme or central idea over the course of a work of literature; including its relationship to the characters, setting, and plot; provide a detailed summary that supports the analysis.

8.RL.4.2: Analyze how works of literature draw on and transform earlier texts.

8.RL.3.1: Compare and contrast the structure of two or more related works of literature (e.g., similar topic or theme), and analyze and evaluate how the differing structure of each text contributes to its meaning and style.



8.RV.3.2: Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choices on meaning and tone, including analogies or allusions to other texts.

Prompt Writing/Argumentative


6.SL. 2.2 Elaborate and reflect on ideas under discussion by identifying specific evidence from materials under study and other resources.

6.SL.2.3 Follow rules for considerate discussions, set specific goals and deadlines, and define individual roles as needed.

WALT/WILT

Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide



Learning Check 3

School/Class-Based Acuity Standards Review

Data-driven to meet student needs

*Use Acuity Item Analysis to determine instruction

Prompt Writing (Informative)




WALT/WILT

Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide



Learning Check 4




8.W.1: Write routinely over a variety of time frames for a range of tasks, purposes, and audiences; apply reading standards to support analysis, reflection, and research by drawing evidence from literature and nonfiction texts. 8.W.4: Apply the writing process to plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults. Use technology to interact and collaborate with others to generate, produce, publish writing, link to sources and present information and ideas efficiently.)




WALT/WILT

Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide

Pacing Guide

Quarter 4

Routines

DLRW

8.RV.2.1 Use context to determine or clarify the meaning of words and phrases. 8.RV.3.3: Interpret figures of speech (e.g., verbal irony, puns) in context. Use Acuity Item Analysis and previous DLR quizzes to determine skills for DLR.



Vocabulary Study




Tuesday

Wednesday

Thursday

Assessment:

DLR

Pacing Guide



Learning Check 1








WALT/WILT

Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide



Learning Check 2

Build skills that will be beneficial to the next learning check of creating a multi-genre project that includes higher level analysis of literature and synthesis of ideas into an informative composition and digital presentation of choice. 8.ML.2.1: Identify and analyze persuasive and propaganda techniques used in visual and verbal messages by electronic, print and mass media, and identify false or misleading information.

8.ML.2.2: Analyze and interpret how people experience media messages differently, depending on point of view, culture, etc.

8.W.3.2: Write informative compositions on a variety of topics that –

● 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.

● Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from various sources and texts

● Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

.




8.SL.3.1: 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.

WALT/WILT

Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide



Learning Check 3

Multi-genre project that includes higher level analysis of literature and synthesis of ideas into an informative composition and digital presentation of choice.

8.RN.4.2: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

8.ML.1: Critically analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and transmit culture. 8.ML.2.1: Identify and analyze persuasive and propaganda techniques used in visual and verbal messages by electronic, print and mass media, and identify false or misleading information.

8.ML.2.2: Analyze and interpret how people experience media messages differently, depending on point of view, culture, etc.

*Use the time students are working on their projects for intervention of reading comprehension and writing skills in small guided groups based on current STAR data.

8.W.3.2: Write informative compositions on a variety of topics that –

● Choose language and content-specific vocabulary that express ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

● Establish and maintain a style appropriate to purpose and audience. *Provide a concluding statement or section that follows from and supports the information or explanation presented.

.




8.SL.3.1: 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.


WALT/WILT

Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide



Learning Check 4

8.RL.1: Read a variety of literature within a range of complexity appropriate for grades 6-8. By the end of grade 8, students interact with texts proficiently and independently. 8.RN.1: Read a variety of nonfiction within a range of complexity appropriate for grades 6-8. By the end of grade 8, students interact with texts proficiently and independently. 8.RV.1: Acquire and use accurately grade-appropriate general academic and content-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.


8.SL.1: Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 8.SL. 2.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade appropriate topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly.



WALT/WILT

Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide

Lesson Plan Template

Module / Date Topic/Theme

Materials/Resources/ Technology

Standards Addressed: Essential Questions:

Anticipatory Set / Bell-Ringer Routine: What will students do EVERY day when they arrive to class that allows you the opportunity to check attendance and capture all instructional minutes?

Focused Instruction (“I Do”) Focused Instruction: Is lesson purpose clear to students? Does lesson connect to prior learning? Has relevancy been established? Have I modeled Think Aloud of skill(s)?

Guided Instruction (“We Do”) Guided Instruction: Have students thought through task(s)? Have prompts and cues been provided? Are students allowed a variety of methods in which to respond?

Collaborative Learning (“You Do Together”) Collaborative Learning: Are there hands-on opportunities? Are student groupings intentional? Are students accountable for learning?

Independent Learning (“You Do Alone”) Independent Learning: Are students ready for independent tasks? Does assignment reflect required learning? Does assignment reflect required format? Will students receive feedback?

Assessment Formative “Learning Check” Summative

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