· web viewl.8.1 demonstrate command of the conventions of standard english grammar and usage...

Grade 08 Scope and SequenceUnits Standards Covered Academic Vocabulary

Unit

1

In this unit, students will work to determine the author’s

point of view in the text and analyze how the author uses

evidence to develop their viewpoint. Students will compare and contrast

conflicting viewpoints on the same topic.

RI.8.1RI.8.6

W.8.3xL.8.4L.8.4 (a)

L.8.4 (b)

SL.8.1SL.8.1

(a)SL.8.1

(b)

Inference, point of view, conflicting, connotation, literal, figurative, theme, brainstorm,

introduction, conclusion, descriptive details, transition,

simple sentence

IV-R-4:HI-12IV-R-4:HI-14IV-R-4:HI-28IV-R-4:HI-30IV-W-1:HI-1IV-W-1:HI-2IV-L-2:HI-2IV-L-2:HI-3IV-L-2:HI-4

IV-L-2:HI-7IV-L-2:HI-12IV-L-2:HI-13IV-L-2:HI-17IV-SL-1:HI-7IV-SL-1:HI-8IV-SL-2:HI-4IV-SL-2:HI-8

Unit

2

Students will continue to examine how the author’s

choices regarding structure, medium, and style contribute to their development of their

writing.

RL.8.5RL.8.2RI.8.2xRI.8.7

W.8.1xL.8.4L.8.4 (c)

xL.8.4 (d)

SL.8.1SL.8.1

(c)SL.8.1

(d)

Structure, style, mediums, relevant, reference, justify, relevant/irrelevant detail,

evidence, summary, paraphrase

IV-R-4:HI-32IV-R-4:HI-19IV-W-1:HI-8IV-L-2:HI-2IV-L-2:HI-3IV-L-2:HI-4

IV-L-2:HI-14IV-SL-1:HI-7IV-SL-1:HI-8IV-SL-2:HI-4IV-SL-2:HI-8

Unit

3

Students will work to analyze how historical texts (myths,

stories, religious works) impact modern fiction and

how different author’s provide conflicting

viewpoints.

xRL.8.9

RI.8.3RI.8.9

W.8.7L.8.3 SL.8.5

Allusion, theme, distinction, generate, interpret, explore, main idea, thesis statement, topic sentence, supporting

detail

IV-W-5:HI-1IV-W-5:HI-3IV-W-5:HI-4

Unit

4

This unit examines the similarities between literary authors and artists and how they address similar themes

and ideas.

RL.8.2RI.8.5RI.8.8

W.8.2xL.8.5L.8.5 (b)

L.8.5 (c)

SL.8.2Role, refine, concept,

irrelevant, figurative language denotation

IV-R-4:HI-19IV-R-4:HI-26IV-R-4:HI-27IV-R-4:HI-31IV-W-1:HI-4

IV-W-1:HI-5IV-W-1:HI-9IV-L-2:HI-15IV-L-2:HI-16

Unit

5

Students will continue to examine the arts, focusing on the dramatic performance of plays, speeches, and poems.

RL.8.3RL.8.6xRL.8.

7

W.8.1L.8.5L.8.5 (a)

L.8.5 (b)

SL.8.3 Evaluate, interpret, dialogue, screenplay, flashback, staging

IV-R-2:HI-16IV-W-1:HI-8 IV-L-2:HI-15IV-L-2:HI-16

Unit

6

Students will work to analyze how a filmed or live

production of a story or drama compares to its

literary text.

xRL.8.7

W.8.3L.8.3L.8.3 (a)

SL.8.4

Allegory, satire, symbolism, active/passive voice,

conditional/subjunctive mood, salient, coherent

IV-W-1:HI-1IV-W-1:HI-2

IV-SL-2:HI-10

Grade 08 Curriculum Document Revised June 26, 2013

Curriculum DocumentOriginal Development: Spring 2013

Unit: 01

Subject/Course: ELA

Grade Level: 8th grade

School Year: 2013-2014

Big Ideas: Why is this learning important? What generalization or principle do you want to know/do? The big idea resides at the heart of the discipline, and has value beyond classroom. These may come from the cluster deconstructing process.

In this unit, students will work to determine the author’s point of view in the text and analyze how the author uses evidence to develop their viewpoint. Students will compare and contrast conflicting viewpoints on the same topic.

Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

Domain: Reading Informational TextCluster: Key Ideas and DetailsStandard Code:

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. (Analyze - DOK 3)

Domain: Reading Informational TextCluster: Craft and StructureStandard Code:

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. (Analyze - DOK 3)

Domain: WritingCluster: Text Types and PurposesStandard Code:

W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (Create – DOK 4)

Domain: LanguageCluster: Vocabulary Acquisition and UseStandard Code:

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

o L.8.4 (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. (Understand – DOK 1)


o L.8.4 (b): Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). (Understand – DOK 1)

Domain: Listening and SpeakingCluster: Comprehension and CollaborationStandard Code:

SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (Remember – DOK 1)

o SL.8.1 (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. (Remember – DOK 1)

o SL.8.1 (b): Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. (Remember – DOK 1)

Reading, Writing, Language, & Speaking and Listening Skills

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. 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. 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.8.10 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.8.2 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.8.5 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.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high


end of the grades 6–8 text complexity band independently and proficiently. a. By the end of the year, read and comprehend informational and

functional text, including history/social studies, science, and technical texts, in the grades 6–8 text complexity band independently and proficiently.

W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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

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

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

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and

supports the information or explanation presented. W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

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

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

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

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

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

W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above. W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new").

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.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

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

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

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.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.) L.8.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

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

b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice and mood.

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

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly.

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

a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

L.8.4 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.

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).

Integration of Mathematical Practicesincluding CODE

1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.


4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

TechnologyStandard:including CODE

ET08-S3C2-03 Evaluate between fact and opinion, bias, inaccurate and misleading information by consulting multiple sources.ET08-S5C3-01 Analyze current economic, environmental, health, political, scientific, or social problems that have technological solutions and propose potential solutions for the problems.

ELP Standard:including CODE

V-R-4:HI-12IV-R-4:HI-14IV-R-4:HI-28IV-R-4:HI-30IV-W-1:HI-1IV-W-1:HI-2

IV-L-2:HI-2IV-L-2:HI-3IV-L-2:HI-4IV-L-2:HI-7IV-L-2:HI-12IV-L-2:HI-13

IV-L-2:HI-17IV-SL-1:HI-7IV-SL-1:HI-8IV-SL-2:HI-4IV-SL-2:HI-8


Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Inference, point of view, conflicting, connotation, literal, figurative, theme, brainstorm, introduction, conclusion, descriptive details, transition, simple sentenceDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Elements of a narrative, parts of speech, parts of a paragraph, subject/predicate, writing process, six traits of writingProcedural Skill: What procedures (steps, algorithms, tactics) does the student need to know HOW to DO?Cite textual evidence, determine the author’s point of view, write a narrative, use context clues to determine the meaning of unknown words, engage in academic discussions, use common roots and prefixes, use transition words or phrases to sequence writing, use precise words, descriptive details, and sensory language to capture the action of the storyPrerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledgeRI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 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, track progress toward specific goals and deadlines, and define individual roles as needed.

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

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

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

AssessmentsProvide one assessment item for each content standard (one standard per box). For each assessment include: 1) standard + descriptive title + (Rigor) 2) an actual assessment item or quality description of the assessment 3) connection to Rdg, Wrtg, or Math Practice (if appropriate)Language MechanicsAs a class, create a Mechanics/Grammar bulletin board where, throughout the year, you will add to a checklist of editing topics as they are taught through targeted mini-lessons. Once skills are taught in a mini-lesson and listed on the bulletin board, you are expected to edit your work for the elements before publication. (L.8.3)Informative Writing, Language Usage, Language Mechanics(Use the research process learned and practiced in sixth and seventh grades when writing this essay.) Read at least three different informational texts about New York City, from books about the events of September 11, 2001, or Ellis Island, to Manhattan architecture or the New York art world. Analyze how different texts make connections or distinctions among individuals, ideas, or events. Explain your findings in a well-developed essay. Cite at least three examples from each text to illustrate how their approaches to the topic are similar and different. Use a mixture of paraphrasing and direct quotations. Share ideas with a partner and revise your ideas, if desired. Edit your writing for gerunds, participles, infinitives, commas, ellipses, and dashes. Your teacher may ask you upload your essay to the classroom blog. (RI.8.1, RI.8.3, SL.8.2, L.8.1a, L.8.2a)Reading Literature, Speaking and ListeningIt has been said that places have a character of their own. How is setting used as a "character”? Write your Grade 08 Curriculum Document Revised June 26, 2013

thoughts in your journal and share with a partner prior to class discussion. Be sure to cite specific information from the texts. You may also post responses to this prompt on a class blog in order to get feedback from others outside of your classroom. (SL.8.1a,b, RL.8.1, RI.8.1)Narrative Writing, Language Usage, Language MechanicsWhile reading the short stories in this unit, explore your own style of writing. Compare and contrast the following aspects of the stories: Which author orients the reader to a story in a manner that is similar to your own? What sensory details do authors use that you like to use too? How does the author incorporate setting as an integral part of the story? Also, what new vocabulary words can you incorporate into your story? How will your story end? Write your own short story about a real or imagined experience that effectively explores the effect of an urban setting on characters and plot. (You may conduct brief research on a city of choice and incorporate facts about that city into your story, if you wish.) Edit your writing for gerunds, participles, infinitives, commas, ellipses, and dashes. Publish your story as a podcast or on a class blog and request feedback on your literary style from your classmates. (W.8.3)


UNIT Resources & InstructionPrimary text connections: List chapters, pages, etc.CJHS

Writingo Language Skills Practice Book Levels A-F; Write Source 2000

Readingo Elements of Literature: 1st & 2nd Course; Readers Handbook

Supplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.Website Resource:

http://www.greatsource.com/iwrite/students/s_narrative.html http://owl.english.purdue.edu/owl/resource/685/04/ http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/multmeaning.pdf http://www.educationworld.com/a_lesson/dailylp/dailylp/dailylp061.shtml https://www.teachingchannel.org/videos/teaching-about-textual-evidence http://www.teacherspayteachers.com/Product/Core-71-Cite-Text-Evidence-Lesson-Plan-Anchor-Charts-

Cloze-Notes-Worksheets-429595 http://viking.coe.uh.edu/~scstowe/quest_2/cuin3202_3112/learning_support.pdf http://www.ereadingworksheets.com/free-reading-worksheets/authors-purpose-worksheets/

Teacher Instructional Strategies: Research-based strategies that “fit.” Grouping Students Questionings Techniques Setting High Expectations for all Students Providing Visual Aids Variety of Technology Usage Variety of Assessments

Integration of Technology: Specific examples that apply the technology standards in the content. Use the Internet to show a variety of expository text including examples of fact vs. opinion or biases. The student will demonstrate they can synthesize multiple elements of technology and use that

information for the purpose of large scale problem solving. Online research and comparative data collection. Use of simulation tools to look at outcomes.

Integration of ELP Strategies: (Language, Grammar, etc)Completed by SEI/ELP teachers (later)Exemplary Learning Activities (Optional): List one exemplary strategy per box.

Exemplary Scaffolding Strategy (Optional): List one exemplary strategy per box.


http://www.ereadingworksheets.com/free-reading-worksheets/authors-purpose-worksheets/

http://viking.coe.uh.edu/~scstowe/quest_2/cuin3202_3112/learning_support.pdf

http://www.teacherspayteachers.com/Product/Core-71-Cite-Text-Evidence-Lesson-Plan-Anchor-Charts-Cloze-Notes-Worksheets-429595

http://www.teacherspayteachers.com/Product/Core-71-Cite-Text-Evidence-Lesson-Plan-Anchor-Charts-Cloze-Notes-Worksheets-429595

https://www.teachingchannel.org/videos/teaching-about-textual-evidence

http://www.educationworld.com/a_lesson/dailylp/dailylp/dailylp061.shtml

http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/multmeaning.pdf

http://owl.english.purdue.edu/owl/resource/685/04/

http://www.greatsource.com/iwrite/students/s_narrative.html


Unit: 02

Subject/Course: ELA




Students will continue to examine how the author’s choices regarding structure, medium, and style contribute to their development of their writing.


Domain: Reading LiteratureCluster: Craft and StructureStandard Code:

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. (Analyze – DOK 3)


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. (Analyze – DOK 3)

Domain: Reading Informational TextCluster: Integration of Knowledge and Ideas Standard Code:

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. (Analyze – DOK 3)


W.8.1: Write arguments to support claims with clear reasons and relevant evidence. (Create – DOK 4)


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. (Understand – DOK 1)

o L.8.4 (c): Consult general and specialized reference materials Grade 08 Curriculum Document Revised June 26, 2013

(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. (Understand – DOK 1)

o L.8.4 (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). (Understand – DOK 1)

Domain: Listening and Speaking Cluster: Comprehension and Collaboration Standard Code:

SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (Remember – DOK 1)

o SL.8.1 (c): Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. (Understand – DOK 3)

o SL.8.1 (d): Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. (Understand – DOK 3)


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.RL.8.2Determine 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.8.6 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. 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.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). 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.8.6 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.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. W.8.1 Write arguments to support claims with clear reasons and relevant evidence.

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

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


topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the

relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and

supports the argument presented. W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.W.8.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.) 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.8.7 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.8.9 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.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.


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

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. SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)L.8.1 Demonstrate command of the conventions of Standard English grammar and


usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in

general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative,








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


1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.


ET08-S2C3-01 Independently locate and interact with teacher approved global communities.ET08-S3C2-03 Evaluate between fact and opinion, bias, inaccurate and misleading information by consulting multiple sources.ET08-S6C2-06 Identify criteria for evaluating technical and design qualities of a web site and then create web-based content from the identified criteria.ET08-S1C2-03 Analyze and apply understanding of how one system, digital models or simulations operates by comparing it to another system of a different type that operates in a similar manner.


IV-R-4:HI-32IV-R-4:HI-19IV-W-1:HI-8IV-L-2:HI-2

IV-L-2:HI-3IV-L-2:HI-4IV-L-2:HI-14IV-SL-1:HI-7

IV-SL-1:HI-8IV-SL-2:HI-4IV-SL-2:HI-8


Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Structure, style, mediums, relevant, reference, justify, relevant/irrelevant detail, evidence, summary, paraphraseDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Elements of structure, types of mediums, reference materials, difference between search engines and websitesProcedural Skill: What procedures (steps, algorithms, tactics) does the student need to know HOW to DO?Compare and contrast the structure of texts, determine the central idea of a text, write an argument and support your claim, consult reference materials, determine the meaning of unknown words using context clues, engage in academic discussions, conduct and complete a research projectPrerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledgeRL.7.5 Analyze how a drama or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). W.7.1 Write arguments to support claims with clear reasons and relevant evidence. SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

d. Acknowledge new information expressed by others and, when warranted, modify their own views.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

b. 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.

c. 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).

AssessmentsProvide one assessment item for each content standard (one standard per box). For each assessment include: 1) standard + descriptive title + (Rigor) 2) an actual assessment item or quality description of the assessment 3) connection to Rdg, Wrtg, or Math Practice (if appropriate)VocabularyWhere do words come from? How does knowing their origin help us not only to spell the words, but also to understand their meaning? Add words found, learned, and used throughout this unit to your personal dictionary. This dictionary will be used all year to explore the semantics (meanings) of words and their origins. (L.8.4)Reading Literature, Speaking and ListeningAs you read novels and/or short stories from this unit, take notes in your journal or on a spreadsheet about the story characters, plot, theme, and setting. As you take notes about these categories, think about how the setting affects the story, especially in comparison with the urban settings discussed in the previous unit. Be sure to note page numbers with relevant information or mark your book with sticky notes so you can cite the text during class discussion.

Who are the major character(s)? What is the problem faced by the character(s)? How does he/she/they resolve the problem? What is the theme of the novel? (i.e., good vs. evil, overcoming challenges, etc.) What is the effect of the setting(s) on the characters? Is the effect of the setting stated or implied? What unique words and phrases are used to describe the setting(s)?

Prior to class discussion, your teacher may give you the opportunity to share your notes with a partner who read the same text. (RL.8.5)Speaking and Listening, Multimedia PresentationGrade 08 Curriculum Document Revised June 26, 2013

Introductory Activity: Your teacher will read A Mountain Alphabet by Margriet Ruurs or P Is for Piñata: A Mexico Alphabet by Tony Johnston to the class. What was the author’s purpose in creating this text? Contrast the way in which these authors present rural life to the way in which authors in the previous unit present urban life. What are the advantages and disadvantages to using picture books to examine setting? How is this portrayal similar to or different from information you find online? Write responses to these questions in your journal and share with a partner prior to class discussion. Consider creating your own ABC book or digital presentation while reading the stories in this unit, and you will find it can be as easy or as complex as you choose to make it. (RI.8.1, RI.8.2, RI.8.6, RI.8.7)Argument Writing, Language UsageWrite a well-developed paper that includes an engaging opening statement of your position, at least three clear reasons, and relevant evidence cited from the text. (If needed, you may conduct brief research on your rural area choice and incorporate those facts into your argument.) Edit your writing for active and passive voice and ellipses to indicate an omission. Publish your story on a class blog and request feedback on the strength of your argument from your classmates and others outside your class. (W.8.1, L.8.1a,b, L.8.2a,b)






http://www.readwritethink.org/professional-development/strategy-guides/developing-persuasive-writing- strategies-30965.html

http://www.readwritethink.org/classroom-resources/lesson-plans/vote-developing-writing-evaluating- 414.html

http://www.readwritethink.org/classroom-resources/lesson-plans/comparing-electronic-print-texts-68.html http://www.readwritethink.org/classroom-resources/lesson-plans/solving-word-meanings-engaging-

1089.html http://www.readwritethink.org/classroom-resources/lesson-plans/picture-this-student-created-30926.html


Integration of Technology: Specific examples that apply the technology standards in the content. Using above examples engage in multicultural “storytelling” across continents. Create virtual “multicultural school house” environment and pair‐share reading variety of genres. Use the Internet to show a variety of expository text including examples of fact vs. opinion or biases. Find an internet site that shows bias regarding the relationship between the position ofthe sun,moon and

Earth such as the ‘Flat Earth Society’ or refuting evidence of changes in environment such as global warming.

Find an internet site that shows bias regarding the evidence that characteristics of organisms change overtime.

Analyze websites for evidence supporting the validity and reliability of a scientific conclusion. Students write out evaluations of websites that are shared with their class. Students determine the pros and cons of using different mediums for presenting findings to various

audiences. Compare and contrast reading materials and show relationships between digital models. Analyze and plot major and minor characters in literary text using digitized tools such as Inspiration. Brain Storming and Mind Mapping Web 2.0 Tools:

o BubblUso LucidCharto MindMeistero Mindomoo Gliffy

Integration of ELP Strategies: (Language, Grammar, etc)Completed by SEI/ELP teachers (later)Exemplary Learning Activities (Optional): List one exemplary strategy per box.Grade 08 Curriculum Document Revised June 26, 2013

http://www.readwritethink.org/classroom-resources/lesson-plans/picture-this-student-created-30926.html

http://www.readwritethink.org/classroom-resources/lesson-plans/solving-word-meanings-engaging-1089.html

http://www.readwritethink.org/classroom-resources/lesson-plans/solving-word-meanings-engaging-1089.html

http://www.readwritethink.org/classroom-resources/lesson-plans/comparing-electronic-print-texts-68.html

http://www.readwritethink.org/classroom-resources/lesson-plans/vote-developing-writing-evaluating-414.html

http://www.readwritethink.org/classroom-resources/lesson-plans/vote-developing-writing-evaluating-414.html

http://www.readwritethink.org/professional-development/strategy-guides/developing-persuasive-writing-strategies-30965.html

http://www.readwritethink.org/professional-development/strategy-guides/developing-persuasive-writing-strategies-30965.html


Unit: 03

Subject/Course: ELA




Students will work to analyze how historical texts (myths, stories, religious works) impact modern fiction and how different author’s provide conflicting viewpoints.


Domain: Reading LiteratureCluster: Integration of Knowledge and IdeasStandard Code:

RL.8.9: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. (Analyze – DOK 3)


RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). (Analyze – DOK 3)


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. (Analyze – DOK 3)

Domain: WritingCluster: Research to Build and Present KnowledgeStandard Code:

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. (Create – DOK 4)

Domain: LanguageCluster: Knowledge of LanguageStandard Code:


L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Understand – DOK 1)

Domain: Listening and SpeakingCluster: Presentation of Knowledge and IdeasStandard Code:

SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (Understand – DOK 2)


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. RL.8.2Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. 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. RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and 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 is relevant and sufficient; recognize when irrelevant evidence is introduced. W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.







supports the information or explanation presented. W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.






W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above. W.8.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.) 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. W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.





b. Follow rules for collegial discussions and decision-making, track Grade 08 Curriculum Document Revised June 26, 2013

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.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.) L.8.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

















ET08-S2C2-01 Communicate and collaborate for the purpose of producing original works or solving problems.ET08-S3C2-05 Apply ethical use of information and media by respecting copyrights, intellectual property rights, using information and media responsibly, and citing resources appropriately.ET08-S1C4-02 Use digital tools to collaborate with a group to communicate original ideas, products, or projects effectively in a creative or innovative style.




Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Allusion, theme, distinction, generate, interpret, explore, main idea, thesis statement, topic sentence, supporting detailDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Elements of a research paper, types of citations, types of questions, relevant/irrelevant evidenceProcedural Skill: What procedures (steps, algorithms, tactics) does the student need to know HOW to DO?Analyze a modern word of fiction and its connections to historical texts, analyze how a text makes connections between ideas and events/individuals, conduct a research project, analyze conflicting texts, introduce a topic clearly, develop a topic with relevant facts, use appropriate transitionsPrerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledgeRL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

AssessmentsProvide one assessment item for each content standard (one standard per box). For each assessment include: 1) standard + descriptive title + (Rigor) 2) an actual assessment item or quality description of the assessment 3) connection to Rdg, Wrtg, or Math Practice (if appropriate)Reading Literature, Speaking and ListeningAs you read historical fiction from this unit, take notes in your journal or on a spreadsheet about the characters, plot, themes, patterns of events, and setting. As you take notes about these categories, continue to think about how the historical setting affects the story. Be sure to note page numbers with relevant information or mark your text with sticky notes so you can cite the text during class discussion.

Who are the major character(s)? Do they remind you of any character types from myths or other traditional stories? How? What is the problem faced by the character(s)? How does he/she/they resolve the problem? What is the theme of the novel? (i.e., good vs. evil, overcoming challenges, etc.) What is the effect of the historical setting(s) on the characters, plot, or theme? Are there any recognizable patterns of events? What are they, and what do they remind you of?

Prior to class discussion, your teacher may give you the opportunity to share your notes with a partner who read the same text. (RL.8.9)Reading Informational Text, Speaking and Listening, PerformanceRead the Preamble to the United States Constitution silently and reread it with the class. As a class, discuss how new the idea of freedom described in the Preamble was at the time it was written. Then, in small groups:

Discuss why you think the framers included a Preamble for the Constitution Note the words that are new to you (perhaps ordain, tranquility, or posterity) and discuss what you think

they mean Confirm the meanings of the words by using a dictionary Discuss how carefully you think the framers of the Constitution chose these words (On chart paper) work together to diagram the sentence: Note the multiple verbs and their direct objects What kind of phrase is the introductory phrase?

For homework, memorize the Preamble and be prepared to recite it for fellow classmates. (RI.8.9)Grade 08 Curriculum Document Revised June 26, 2013

Research, Informative Writing, Language Usage, Language Mechanics, Oral Presentation, Multimedia PresentationFocusing on the connections among individuals, ideas, and events, choose an event from America’s past to research. In order to find multiple perspectives on the event, draw on several sources, including a variety of literary, informational, primary, secondary, and multimedia texts. Write an informative/explanatory essay and, as you draft your essay, work with classmates to strengthen its quality. Be sure to cite your sources accurately using the standard bibliographic format preferred by your teacher. Prior to publishing, integrate multimedia and/or visual displays into your report to clarify information and strengthen your claims with evidence. Edit your writing for form and use of verbs in the indicative, imperative, interrogative, conditional, and subjunctive moods, as well as for spelling and punctuation when paraphrasing and including direct quotations. Present your report to the class and upload it to a class web page for this unit. (RI.8.3, W.8.7, SL.8.5, L.8.3)






https://www.teachingchannel.org/videos/theme-symbolism-allusion-lesson http://learning.blogs.nytimes.com/2012/02/09/its-all-an-allusion-identifying-allusions-in-literature-and-in-

life/ http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/allusion_chart.pdf http://www.readwritethink.org/professional-development/professional-library/pamphlets-introduction-

research-techniques-30475.html http://www.readwritethink.org/classroom-resources/lesson-plans/scaffolding-methods-research-paper-

1155.html http://www.readwritethink.org/classroom-resources/lesson-plans/students-creators-exploring-multimedia-

1088.htmlTeacher Instructional Strategies: Research-based strategies that “fit.”

Grouping Students Questionings Techniques Setting High Expectations for all Students Providing Visual Aids Variety of Technology Usage Variety of Assessments

Integration of Technology: Specific examples that apply the technology standards in the content. Utilize online citation tools for all research and presentation to learn about proper citing of resources. Use online resources to teach copyright infringements, permissions Digital storytelling‐ a tool for collaboratively writing short, art inspired stories.

o StoryBird A great tool for group projects as it allows group members to easily log in and add information to a group

project. This would work well as a way to take research information from different group members and place it in a place where all group members can work independently but still view information from all members or even the whole class. By working through the "group member" option, teachers can create the account and invite all students so they can access the site.

o SpringNoteIntegration of ELP Strategies: (Language, Grammar, etc)Completed by SEI/ELP teachers (later)Exemplary Learning Activities (Optional): List one exemplary strategy per box.



http://www.readwritethink.org/classroom-resources/lesson-plans/students-creators-exploring-multimedia-1088.html

http://www.readwritethink.org/classroom-resources/lesson-plans/students-creators-exploring-multimedia-1088.html

http://www.readwritethink.org/classroom-resources/lesson-plans/scaffolding-methods-research-paper-1155.html

http://www.readwritethink.org/classroom-resources/lesson-plans/scaffolding-methods-research-paper-1155.html

http://www.readwritethink.org/professional-development/professional-library/pamphlets-introduction-research-techniques-30475.html

http://www.readwritethink.org/professional-development/professional-library/pamphlets-introduction-research-techniques-30475.html

http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/allusion_chart.pdf

http://learning.blogs.nytimes.com/2012/02/09/its-all-an-allusion-identifying-allusions-in-literature-and-in-life/

http://learning.blogs.nytimes.com/2012/02/09/its-all-an-allusion-identifying-allusions-in-literature-and-in-life/

https://www.teachingchannel.org/videos/theme-symbolism-allusion-lesson


Unit: 04

Subject/Course: ELA




This unit examines the similarities between literary authors and artists and how they address similar themes and ideas.


Domain: Reading LiteratureCluster: Key Ideas and DetailsStandard Code:

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. (Analyze – DOK 3)

Domain: Reading Informational TextCluster: Craft and StructureStandard Code:

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. (Analyze – DOK 3)


RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. (Analyze – DOK 3)


W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (Create – DOK 4)



L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (Understand – DOK 1)

o L.8.5 (b): Use the relationship between particular words to better understand each of the words. (Understand – DOK 1)

o L.8.5 (c): Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). (Understand – DOK 1)


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. (Analyze – DOK 3)


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. RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. 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. RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, Grade 08 Curriculum Document Revised June 26, 2013

concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.





supports the information or explanation presented. W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above. W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.) 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.8.7 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.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.









SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.) L.8.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.




(8.L.1) L.8.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly. (8.L.2)







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). (8.L.4)

L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g. verbal irony, puns) in context. Integration of Mathematical Practicesincluding CODE




ET08-S6C4-01 Transfer understanding of current technologies to new and novel learning situations.ET08-S2C1-02 Explain and demonstrate features, conventions, voice, and etiquette of interactive digital environments to communicate with an appropriate audience.ET08-S2C1-01 Collaborate and communicate with peers, experts, or others employing a variety of digital tools to share findings and/or publish.


IV-R-4:HI-19IV-R-4:HI-26IV-R-4:HI-27IV-R-4:HI-31


IV-L-2:HI-15IV-L-2:HI-16


Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Role, refine, concept, irrelevant, figurative language denotationDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Common themes, paragraph structure, types of argumentsProcedural Skill: What procedures (steps, algorithms, tactics) does the student need to know HOW to DO?Determine the central idea or theme of a text, analyze the structure of a text in detail, evaluate the argument an author makes, demonstrate an understanding of figurative language, analyze the purpose of information provided in mediaPrerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledgeRL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue under study. L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

AssessmentsProvide one assessment item for each content standard (one standard per box). For each assessment include: 1) standard + descriptive title + (Rigor) 2) an actual assessment item or quality description of the assessment 3) connection to Rdg, Wrtg, or Math Practice (if appropriate)Reading Informational Text, Speaking and ListeningAs you read biographies of authors and artists, take notes in your journal or on a spreadsheet about the creator’s motivation for creativity. As you take notes about these categories, think about the similarities and differences between authors and artists. Be sure to note page numbers with relevant information so you can go back and cite the text during class discussion.

Who is the focus of the biography? When did the author or artist first know that he/she was a creative person? How did the time in which the author or artist lived, or his/her physical location (i.e., urban or rural), affect

his/her work? What unique words and phrases are used to describe the artist?

Prior to class discussion, your teacher may give you the opportunity to share your notes with a partner who read the same text. (RL.8.2, RI.8.8)Art, Speaking and ListeningExamine and discuss the variety of perspectives used by the artists in the artworks (e.g., worm’s-eye view, sitting at the table, far away, or up close). Identify the perspective in each work. How does the perspective affect the viewer’s relationship to the work? How do these artists use perspective to draw viewers in? Write responses to these questions in your journal and share with a partner prior to class discussion. Discuss how this compares to authors’ use of point of view in the characters they create. (SL.8.2, W.8.1, W.8.2)Informative Writing, Language Usage, Language MechanicsAs you reflect on everything read, written, and discussed in this unit, write an informative/explanatory essay in response to the essential question: How are artists and authors similar? Make sure to include words and phrases learned as part of word study, including connotative language. After your teacher reviews your first draft, work Grade 08 Curriculum Document Revised June 26, 2013

with a partner to strengthen your writing and edit it for the grammar conventions studied so far this year. Be prepared to record your essay and upload it as a podcast or other multimedia format on the class web page for this unit. (W.8.4, L.8.5b,c)






http://prezi.com/vrhyq65ziam8/determining-theme-in-literature/ http://www.readworks.org/sites/default/files/bundles/lessons-grade3-theme-lesson-3.pdf https://www.pdesas.org/module/content/resources/19186/view.ashx www.mvrhs.org/english/shark/.../ Evaluating %20 Arguments .ppt http://betterlesson.com/lesson/13945/relevant-or-irrelevant-information http://www.readinglady.com/mosaic/tools/Madison%20DI%20documents.pdf


Integration of Technology: Specific examples that apply the technology standards in the content. When online, the student should be able to determine the intended effect of persuasive strategies and

propaganda techniques (e.g., bandwagon, peer pressure, repetition, testimonial, transfer, loaded words) in order to make informed, appropriate choices.

Have the students collaborate to explain basic elements of discourse in text and their relationship to the purpose and use of persuasive strategies.

Create digital dialogs for the purpose of online debate Teachers can introduce active reading strategies that are social to help students better comprehend their

reading. Active Reading through Self-Assessment: The Student-Made QuizIntegration of ELP Strategies: (Language, Grammar, etc)Completed by SEI/ELP teachers (later)Exemplary Learning Activities (Optional): List one exemplary strategy per box.



http://www.readwritethink.org/classroom-resources/lesson-plans/active-reading-through-self-30702.html%20/

http://www.readinglady.com/mosaic/tools/Madison%20DI%20documents.pdf

http://betterlesson.com/lesson/13945/relevant-or-irrelevant-information

https://www.pdesas.org/module/content/resources/19186/view.ashx

http://www.readworks.org/sites/default/files/bundles/lessons-grade3-theme-lesson-3.pdf

http://prezi.com/vrhyq65ziam8/determining-theme-in-literature/


Unit: 05

Subject/Course: ELA




Students will continue to examine the arts, focusing on the dramatic performance of plays, speeches, and poems.


Domain: Reading LiteratureCluster: Key Ideas and DetailsStandard Code:

RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (Analyze – DOK 3)

Domain: Reading LiteratureCluster: Craft and StructureStandard Code:

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. (Analyze – DOK 3)

Domain: Reading LiteratureCluster: Integration of Knowledge and Ideas Standard Code:

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. (Analyze – DOK 3)


W.8.1: Write arguments to support claims with clear reasons and relevant evidence (Create – DOK 4)


L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (Understand – DOK 1)


o L.8.5 (a): Interpret figures of speech (e.g., verbal irony, puns) in context. (Understand – DOK 1)

o L.8.5 (b): Use the relationship between particular words to better understand each of the words. (Understand – DOK 1)


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. (Analyze – DOK 3)


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. 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. RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. 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. 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.8.6 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. W.8.1 Write arguments to support claims with clear reasons and relevant evidence.


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.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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


useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions,

concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify

the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about

or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and

supports the information or explanation presented. W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above. W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.) 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.8.7 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.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.








SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards


1 and 3 for specific expectations.) L.8.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.




(8.L.1) L.8.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly. (8.L.2)







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). (8.L.4)


a. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). (8.L.5)




ET08-S2C1-02 Explain and demonstrate features, conventions, voice, and etiquette of interactive digital environments to communicate with an appropriate audience.ET08-S6C1-03 Choose technology applications appropriate for the audience and


task.ET08-S6C1-05 Analyze and evaluate physical risks of using digital technology.


IV-R-2:HI-16IV-W-1:HI-8IV-L-2:HI-15IV-L-2:HI-16


Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Evaluate, interpret, dialogue, screenplay, flashback, stagingDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Elements of plot, types of character, elements of dramaProcedural Skill: What procedures (steps, algorithms, tactics) does the student need to know HOW to DO?Analyze how dialogue or incidents in a story reveal the characters, analyze how different points of view between characters contribute to effects such as suspense or humor, write an argument to support a claim, interpret figures of speech, summarize a speaker’s argument and evaluate for effectivenessPrerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledgeRL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). W.7.1 Write arguments to support claims with clear reasons and relevant evidence. SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better

understand each of the words. Assessments

Provide one assessment item for each content standard (one standard per box). For each assessment include: 1) standard + descriptive title + (Rigor) 2) an actual assessment item or quality description of the assessment 3) connection to Rdg, Wrtg, or Math Practice (if appropriate)Reading Informational Text, Speaking and ListeningSelect two political speeches, such as those by Barbara Jordan and Ronald Reagan. Read them closely. How are they similar? How are they different? What perspectives do they bring to their speeches? How do these speakers inspire listeners? What is important for us to learn from these speeches, and why is it important to continue reading them from generation to generation? Share ideas with a partner and then write your own response in your journal or on the classroom blog. (RL.8.6, SL.8.3)Reading Literature, Argument WritingWhy have Shakespeare’s plays, such as A Midsummer Night’s Dream, stood the test of time? Why do we study these plays today? Talk through your ideas with a partner. Then, write an argument in support of studying Shakespeare in eighth grade, including citations from selections read. You may choose to make connections between the plays and other novels, plays, poems, or films. Post your thoughts on a class blog in order to continue the conversation with others outside of your classroom. (W.8.1, SL.8.3, RL.8.6, L.8.5)Reading Literature, Speaking and ListeningAs you read the plays (and view the films) in this unit, take notes in your journal or on a spreadsheet about particular lines of dialogue or incidents that propel the action, reveal aspects of a character, or provoke a decision. Be sure to note page numbers with relevant information so you can cite the text during class discussion.

What is the setting of the play? Who are the major and minor characters? What is the theme of the play? What problems are faced by the character(s)? How does he/she overcome this challenge? Which lines of dialogue or events were pivotal to the play? Why? Describe the use of literary techniques, such as flashback, in the play. How do these reveal the point of

view of the character and create suspense?Grade 08 Curriculum Document Revised June 26, 2013

Prior to class discussion, your teacher may give you the opportunity to share your notes with a partner who read the same text. (RL.8.3, RL.8.6, RL.8.7)






http://www.readwritethink.org/classroom-resources/lesson-plans/said-said-analyzing-gender-287.html http://www.mypathway.ca/creditrecovery/ENG2P/U4_L4.pdf http://www.readwritethink.org/classroom-resources/lesson-plans/onomatopoeia-figurative-language-

minilesson-909.html http://www.webenglishteacher.com/figspeech.html http://www.teacherspayteachers.com/Product/Free-Book-vs-Movie-Worksheet-51614


Integration of Technology: Specific examples that apply the technology standards in the content. When online, the student should be able to determine the intended effect of persuasive strategies and

propaganda techniques (e.g., bandwagon, peer pressure, repetition, testimonial, transfer, loaded words) in order to make informed, appropriate choices.

Have the student use strategies to demonstrate technological comprehension and use for the right application.

Have students view a film version of a play read in class. As students watch, have them use some kind of graphic organizer to take notes. Once notes have been taken, have students record their notes using the appropriate tool.

Research the pros and cons of cell phone use. After researching, students will write an essay arguing their thesis.

Students will research a topic that has pros and cons. Students will use the information to prepare for a class debate.




http://www.teacherspayteachers.com/Product/Free-Book-vs-Movie-Worksheet-51614

http://www.webenglishteacher.com/figspeech.html

http://www.readwritethink.org/classroom-resources/lesson-plans/onomatopoeia-figurative-language-minilesson-909.html

http://www.readwritethink.org/classroom-resources/lesson-plans/onomatopoeia-figurative-language-minilesson-909.html

http://www.mypathway.ca/creditrecovery/ENG2P/U4_L4.pdf

http://www.readwritethink.org/classroom-resources/lesson-plans/said-said-analyzing-gender-287.html


Unit: 06

Subject/Course: ELA




Students will work to analyze how a filmed or live production of a story or drama compares to its literary text.


Domain: Reading LiteratureCluster: Integration of Knowledge and Ideas Standard Code:

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. (Analyze – DOK 3)


W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (Create – DOK 4)

Domain: LanguageCluster: Knowledge of LanguageStandard Code:

L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Understand – DOK 1)

o L.8.3 (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). (Remember – DOK 1)

Domain: Listening and SpeakingCluster: Presentation of Knowledge and Ideas Standard Code:

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. (Analyze – DOK 3)

Reading, Writing, Language, & Speaking

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.


and Listening Skills RL.8.2Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. 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.8.1 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.8.6 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.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently. a. By the end of the year, read and comprehend informational and functional text, including history/social studies, science, and technical texts, in the grades 6–8 text complexity band independently and proficiently. W.8.1 Write arguments to support claims with clear reasons and relevant evidence.


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.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.







supports the information or explanation presented.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.






W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above. W.8.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.) 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.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.



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.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in


groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.





SL.8.3 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. SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.) L.8.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.













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).

L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




ET08-S6C1-03 Choose technology applications appropriate for the audience and task.ET08-S5C3-01 Analyze current economic, environmental, health, political, scientific, or social problems that have technological solutions and propose potential solutions for the problems.


IV-W-1:HI-1IV-W-1:HI-2IV-SL-2:HI-10


Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Allegory, satire, symbolism, active/passive voice, conditional/subjunctive mood, salient, coherentDeclarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?Elements of a narrative, elements of dramaProcedural Skill: What procedures (steps, algorithms, tactics) does the student need to know HOW to DO?Analyze how well a film or live production stays with the literary version, write a narrative, use different verb tenses to achieve particular effects in writing, present claims and findings.Prerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledgeRL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

AssessmentsProvide one assessment item for each content standard (one standard per box). For each assessment include: 1) standard + descriptive title + (Rigor) 2) an actual assessment item or quality description of the assessment 3) connection to Rdg, Wrtg, or Math Practice (if appropriate)Reading Literature, Argument Writing, Narrative Writing, Language Usage, Language MechanicsReflecting on your experiences reading novels and viewing related films in this unit, as well as literature read all year, write an argument in response to the essential question: Can literature help us to define the greater good? Include at least three examples from texts to support your position, explaining why they help define “the greater good.” You may also choose to write a narrative that reveals your definition of the greater good or develop a multimedia presentation in which your definition is revealed and explained. In your narrative or presentation, include references to specific examples of what you learned from novels read and films viewed about characters, the effect of settings, and pivotal lines of dialogue. Incorporate a variety of words learned this year. Edit your writing for the grammar conventions studied this year. Publish your essay, story, or multimedia presentation as your culminating project for eighth grade. (W.8.3, L.8.3)Language MechanicsAs a class, continue adding to the Mechanics/Grammar bulletin board started in Unit One. Remember—once skills are taught in a mini-lesson and listed on the bulletin board, you are expected to edit your work for these elements before publication. (L.8.3)Speaking and Listening, Reading Fluency, PerformanceRe-read the first poem read in this unit, "The Road Not Taken.” After this unit of study, describe how your understanding of this poem has changed. What new insights have you gained? After class discussion, practice reading the poem aloud, emphasizing different words. How does changing emphasis change the meaning? Highlight the words and phrases you want to emphasize. Memorize and recite it for your class. How is your interpretation similar to and different from others? (SL.84)






http://www.readwritethink.org/files/resources/printouts/narrative-pyramid.pdf http://www.readwritethink.org/classroom-resources/lesson-plans/peer-review-narrative-122.html http://www.readwritethink.org/classroom-resources/lesson-plans/picture-worth-thousand-words-116.html http://www.readwritethink.org/classroom-resources/student-interactives/circle-plot-diagram-30026.html http://www.readwritethink.org/classroom-resources/lesson-plans/making-memories-year-digital-

30727.htmlTeacher Instructional Strategies: Research-based strategies that “fit.”

Grouping Students Questionings Techniques Setting High Expectations for all Students Providing Visual Aids Variety of Technology Usage Variety of Assessments

Integration of Technology: Specific examples that apply the technology standards in the content. Have the student use strategies to demonstrate technological comprehension and use for the right

application. Have students view a film version of a play read in class. As students watch, have the muse some kind of

graphic organizer to take notes. Once notes have been taken, have students record their notes using the appropriate tool.

Have students view a film version of a play read in class. As students watch, have them use some kind of graphic organizer to take notes. Once notes have been taken, have students record their notes using the appropriate tool.




http://www.readwritethink.org/classroom-resources/lesson-plans/making-memories-year-digital-30727.html

http://www.readwritethink.org/classroom-resources/lesson-plans/making-memories-year-digital-30727.html

http://www.readwritethink.org/classroom-resources/student-interactives/circle-plot-diagram-30026.html

http://www.readwritethink.org/classroom-resources/lesson-plans/picture-worth-thousand-words-116.html

http://www.readwritethink.org/classroom-resources/lesson-plans/peer-review-narrative-122.html

http://www.readwritethink.org/files/resources/printouts/narrative-pyramid.pdf

· web viewl.8.1 demonstrate command of the conventions of standard english grammar and usage...

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