English Language Arts - Montclair Public Schools

Transcription

Montclair Public Schools
English Language Arts
Curriculum Guides
Grade 8
2015-2016
1
Montclair Public Schools | Academic Office
BOE Approved: June 15, 2015
Introduction
The Montclair Public Schools believes in celebrating the rich history of our magnet school
system while ensuring consistent, high quality instruction for all learners. The English
Language Arts curriculum is built upon this belief immersing students in the process of
reading, writing, speaking, and listening to create a vital community of learners. When
students engage with and respond to a variety of literature, they develop an awareness of
the human condition, gain empathy, and discover a sense of personal empowerment that
allows them to become active participants in society. This approach provides all students
with equitable access to the same learning goals while allowing teachers the flexibility to
adapt to the needs of their learners.
The standards below are overarching. While these standards may not appear specifically
in any unit, they are the collective goals of all units.
By the end of Grade 8 English Language Arts, students in the Montclair Public Schools:
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RL.8.10-By the end of the year, read and comprehend literature, including
stories, dramas, and poems, at the high end of grades 6-8 text complexity
band independently and proficiently.
RI.8.10- By the end of the year, read and comprehend literary nonfiction at
the high end of the grades 6-8 text complexity band independently and
proficiently.
W.8.4-Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W.8.10- Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
SL.8.6- Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
L.8.1- Demonstrate command of the conventions of Standard English
grammar and usage when writing or speaking.
L.8.2- Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing.
L.8.2.c- Spell correctly.
L.8.3- Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
L.8.4- Determine or clarify the meaning of unknown and multiple-meaning
words or phrases based on grade 8 reading and content, choosing flexibly
from a range of strategies.
2
Grade 8 Scope and Sequence
Marking
Period
1
SeptemberNovember
2
NovemberJanuary
3
FebruaryApril
4
April –June
MPS
Curriculum
Modules
Personal and
Collective
Identity
Instructional Units with Focus Standards
Unit 1: Personal Identity
Unit 2: Collective Identity
The House on
Mango Street
by Sandra
Cisneros
Unit 3: Social Values
Social Values
and Power
Common
Read
Unit 4: Responsibility and Action
Unit 5: Intolerance and Prejudice in Life: Race, Gender or Class
Intolerance
and Prejudice
Destiny and
Personal
Control
Unit 6: Intolerance and Prejudice in Literature: Race, Gender or Class
Unit 7: Destiny
To Kill a
Mockingbird
by Harper Lee
3
Unit 8: Personal Control
4
Refined 2014-2015
Montclair Public Schools Instructional Unit
Content:
Marking Period:
1
Grade:
Pacing:
8
4 Weeks
Unit Title:
Unit 1: Personal Identity
ESSENTIAL QUESTION
How can I use the features of literary and informational texts to deepen my understanding of myself, my community and other individuals and their
communities?
How does personal narrative depict and help one to reflect upon life experiences?
What lessons are we able to learn from the lives of others?
TARGET STANDARDS
ELA CCSS
Standard
RL.8.1
RL8.3
RL8.6
RI8.1
W8.3(abcd)
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 how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Analyze how 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.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured
event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and
show the relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and
events.
SL8.1(abcd)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts,
and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to
evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow the rules for collegial discussions and decision-making, track progress under specific goals and deadlines, and define individual
roles and needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence,
observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence
presented.
L.8.4(abcd)
Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly
from a range of strategies.
Montclair Public Schools | Academic Office G8.MP1.U1
a.
b.
c.
d.
Refined 2014-2015
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.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g. precede, recede, secede).
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.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a
dictionary).
INSTRUCTIONAL PROGRESSION
Weekly
Plan
Weeks 1 & 2
Direct Instruction
Evidence of Learning
Reading
● Introduce new vocabulary from text, with a
focus on multiple-meaning words.
● Explain and identify text evidence
● Review elements of plot (e.g.; setting,
conflict—internal vs. external, exposition,
rising action, climax, falling action, resolution)
● Review how to infer character traits through
actions, dialogue, and thoughts. (Suggested
characterization strategy: STEAL)
Reading
● Consult reference materials, both print and
digital, to find both pronunciation and meaning
of words.
● Use text evidence when answering reading
questions both orally and in writing.
● Identify elements of plot in familiar text such as
nursery rhyme, fairy tale, short story or a book
that everyone has read (e.g.; The Three Little
Pigs, common summer reading book, etc.)
● Complete graphic organizer such as character
map identifying traits for main characters while
using text evidence as support.
Writing
Writing Writing
● Pre-assess students to establish a first draft
● Craft an on-demand fictional narrative, based on
for use in the narrative process.
a prompt provided by teacher, that requires a
● Based on students writing samples, select
continuation of existing text (e.g., Continuation
major areas of narrative writing to revisit via
from excerpt from chapter of grade-level text,
additional mini-lessons:
short story, continue narrative from different
o Organizational Structure (elements of
point of view).
plot, as listed above)
o Identify elements of plot in on-demand
o Strong Openings (Dialogue, Internal
piece via graphic organizer (e.g., Plot
Thought, Action, Description)
Diagram or Story Map), ensuring all parts
Tier III
Vocabulary
Text evidence
Plot
Setting
Internal conflict
External conflict
Exposition
Rising action
Climax
Falling action
Resolution
Character traits
Dialogue
Narrative
Opening
Organizational
structure
Refined 2014-2015
o
Weeks 3 & 4
Reading
● Model how to compare and contrast character
perspectives of a scene or event in text
● Explicitly teach how Point of View affects the
reader’s interpretation of the character and
comprehension of the story.
● Model how to analyze struggles, desires, and
motivations of main and secondary
characters. (Suggested strategies: The Six
Signposts from Beers and Probst Notice and
Note)
Writing
● Continue elements of narrative writing via
mini-lessons:
a. Meaningful Dialogue (moves plot or
reveals character)
b. Vivid Description/ imagery
are present.
Revisit and revise opening based on
strategies taught in mini-lesson
(organizational structure and/or strong
openings, etc.)
Reading
● Use excerpt or text (e.g., “Birthday Party” by
Katharine Brush, “You Need To Go Upstairs” by
Rumer Godden, The House on Mango Street by
Sandra Cisneros) to change character’s point of
view
● Choose a character from text and continue a
scene from his/her perspective.
● Choose details that support a character’s
interpretation of events (e.g., word choice,
descriptions, dialogue, internal thought).
● Create map/graphic organizer such as Emotional
Timeline to illustrate how events influence a
character. Use text evidence to cite details that
link emotions to events.
● Engage in a meaningful discussion with a peer
regarding plot points on map/ graphic
organizer/ emotional timeline.
Compare
Contrast
Perspectives
Event
Point of view
Analyze
Imagery
Writing
● Label existing dialogue in narrative (Post-Its,
highlight) and evaluate/revise for plot and
character.
● Label adjectives and verbs and note places in text
where figurative language and imagery can
enhance description.
Required
The House on Mango Street by Sandra Cisneros
*May be used in either Marking Period Unit 1 or
Unit 2.
Refined 2014-2015
RESOURCES
Optional
Additional
“Salvador, Late or Early” by Sandra Cisneros
Suggested:
Split Image by Mel Glenn
Sold by Patricia McCormick
Poetry:
“Mi Problema” by Michele Serros
“Abuelito Who” by Sandra Cisneros
“Masks” by Shel Silverstein
Articles:
“Teenagers and the Struggle for Identity” by
Seth Mullins
“Latino or Hispanic? A Debate About
Identity” by Darryl Fears
“Name That Child: How Culture and
Tradition Influences Choices”
Teacher Choice(s) from Grade-Level
Optional Text List
STEAL Characterization Strategy:
http://www.readwritethink.org/files/resou
rces/lesson_images/lesson800/Characteriza
tion.pdf
https://www.youtube.com/watch?v=kHt8Rj
kFs98&noredirect=1
Emotional Timeline :
https://528teachers.wordpress.com/2013/
10/01/reading-response-emotionaltimeline/
Notice and Note Signposts:
https://www.youtube.com/watch?v=6SzYo
KUF0bI
http://noticeandnote.ahsd25.wikispaces.net
/Resources
Technology Infusion:
Flocabulary.com
Brainpop.com
www.makers.com/sandra-cisneros “Sandra Cisneros, Pioneering Latina Writer”
Refined 2014-2015
Content:
Marking
Period:
1
Unit Title:
Unit 2: Collective Identity
Grade:
8
Pacing:
4 Weeks
ESSENTIAL QUESTION
How can I use the features of literary and informational texts to deepen my understanding of myself, my community and other individuals
and their communities?
What is collective identity?
How do we develop a sense of collective identity?
TARGET STANDARDS
ELA CCSS
Standard
RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of the text.
RL8.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of specific words choices on meaning and tone, including analogies or allusions to other texts.
W.8.1(abcde) Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
reasons, and evidence
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
L.8.1(abcd)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood.
L8.3(a)
a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects
(e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
Montclair Public Schools | Academic Office G8.MP.1.U2
Refined 2014-2015
Weekly
Plan
Weeks 1 & 2
Direct Instruction
Reading
 Model identifying different types of
figurative language and literary devices
(allusion) in a poem
 Define denotation and connotation, and
model using “home” as an example
 Use Close Reading strategies to model
recognizing tone and mood through word
choice.
Writing
 Identify the sub-points of a thesis statement
in a sample literary essay.
 Model finding textual evidence to support
sub-point.
Weeks 3 & 4
Reading
 Review definition of theme.
 Discuss common themes in literature (fear,
hope, friendship, identity, etc…).
 Model identifying themes in literature and
using textual evidence to support the theme.
 Model summarizing a short story.
Writing
 Model organization of essay (opening
techniques, transitions, formal voice,
conclusion strategies)
 Show sample essay, identifying key
elements.
Tier III
Vocabulary
Reading
 Using a vignette from The House on Mango
Street, or teacher selected text, students will
identify various examples of figurative
language and allusion.
 Visually illustrate the denotation and
connotation of the following words that
correlate with the theme of Identity such as
peer group, apartment, mansion, family.
 Identify tone and mood in a song and/or
poem and use textual evidence.
Vignette
Writing
 Create a thesis statement using a graphic
organizer to organize sub-points for thesis.
 Use T-Chart, listing evidence from each text
to support the sub-points.
Mood
Reading
 Analyze various themes in a short story (e.g.,
The Three Little Pigs, House on Mango Street,
common read from 6th or 7th grade), or
popular children’s book, movie, or song, and
supply textual evidence for each.
 Summarize text in ten words or less. Apply
the concept of theme and evidence in the
piece, as well.
Evidence
Allusion
Denotation
Connotation
Theme
Tone
Thesis
Sub-point
Transitions
Voice
Analysis
Outline
Writing
 Create outline for literary analysis.
 Craft a literary analysis that analyzes how
two pieces of literature present a theme.
Required
The House on Mango Street by Sandra
Cisneros
*May be used in Marking Period 1 OR
Marking Period 2.
Refined 2014-2015
RESOURCES
Optional
Suggested Novels:
Split Image by Mel Glenn
Sold by Patricia McCormick
Additional
“Salvador, Late or Early” by Sandra Cisneros
Poetry: “Mi Problema” by Michele Serros,
“Abuelito Who” by Sandra Cisneros, “Masks”
by Shel Silverstein
Articles: “Teenagers and the Struggle for
Identity” by Seth Mullins, “Latino or
Hispanic? A Debate About Identity” by Darryl
Fears, “Name That Child: How Culture and
Tradition Influences Choices”
Teacher Choice(s) from Grade-Level
Optional Text List
Flocabulary.com
Brainpop.com
Tech resource for Mango Street:
www.makers.com/sandra-cisneros “Sandra Cisneros, Pioneering Latina Writer”
Refined 2014-2015
Content:
Marking
Period:
2
Unit Title:
Unit 3: Social Values
Grade:
8
Pacing:
4-5 Weeks
ESSENTIAL QUESTION
How can a group impact the social values and political policies of an era?
How does an author’s choices of words and structure contribute to the development of theme and style?
TARGET STANDARDS
ELA CCSS
Standard
RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the
characters, setting, and plot; provide an objective summary of the text.
RL.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact
of specific word choices on meaning and tone, including analogies or allusions to other texts.
RL.8.5
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning
and style.
W.8.1(abcde)
Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding
of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence
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.8.1(abcd)
Refined 2014-2015
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define
individual roles as needed.
presented.
L.8.4b
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
Weekly Plan
Weeks 1 & 2
Direct Instruction
Reading
● Explore theme and common themes in
literature.
● Define Social Values and Power as a theme and
provide evidence of theme.
Reading
● Analyze various themes of texts (poems, short
stories, novels, etc.)
● Read a text with the theme of Social Values and
list evidence that illustrates theme.
● Analyze how setting, characters, and plot help to
reveal the theme.
Writing
● Show Literary Analysis essay and key
components of essay and based on
understanding of elements, conduct minilessons to address skills that need developing.
● Introduce two texts (e.g., common class read
and poem, short story, etc. OR individual read
and common poem, short story, etc.) to find
common themes and evidence.
Tier III
Vocabulary
Literary
Claim
Structure
Plot
Theme
Writing
● Highlight different parts of Literary Analysis
essay (claim, supports, evidence, transitions).
● List themes found in each text and evidence for
each by using a graphic organizer (T-chart).
● Use organizer to evaluate similar thematic
elements in both texts and develop a claim
based on similar thematic elements.
Weeks 3 & 4
Reading
● Present texts with different structures (eg.
Poem vs. short story/ direct narrative vs.
narrative with flashback) to compare/contrast
structure’s impact on meaning and style.
Writing
● Review elements of an intro paragraph (types
of hook e.g., quotes, simile/metaphor, nutshell
summary, claim).
● Review body paragraph organization (topic
sentence, evidence, transition sentence).
Weeks 4 & 5
Reading
● Introduce etymology.
● Identify prefixes and suffixes
● Distribute text that contains vocabulary and
model how to break word into its parts.
● Trace the development of more complex
themes and style in texts
Writing
●
●
Review parts of a conclusion paragraph
(restate thesis, memorable thought/idea,
suggestion, restating the main idea in a new
way).
Model revision and editing strategies.
Refined 2014-2015
Reading
● Evaluate the impact author’s choice of text
structure has on plot and character
development
● Analyze how author’s structure becomes
representative of a text’s style
Evaluate
Summary
Structure
Impact
Writing
● Create intro paragraph including hook,
nutshell summary, claim.
● Use notes to create body paragraphs for essay,
including topic sentence, evidence, transition
sentences)
Reading
● In groups, define selection of Greek and Latin
roots and list words that contain root.
● Using prefixes and suffixes, change word and
define new meaning of word.
● Close read for vocabulary words and apply
knowledge of roots to define words.
● Analyze the development of a more complex
theme and style
Etymology
Affix
Root
Revision
Editing
Complex
Writing
● Create conclusion paragraph by applying
correct techniques.
● Revise for literary analysis elements: thesis,
supports, evidence, transitions, and strong
ending. Add any missing or weak elements.
● Edit grammar, punctuation, capitalization, and
spelling.
Required
*May be used in Marking Period 1 OR
Marking Period 2.
Refined 2014-2015
RESOURCES
Optional
Suggested:
The Pigman by Paul Zindel
“Evolution” by Sherman Alexie
Teacher Choice(s) from Grade-Level Optional
Text List
Additional
Short Stories: “The Treasure of Lemon Brown” by
Walter Dean Myers, “What Do Fish Have to Do
With Anything?” by Avi, “The Lottery” by Shirley
Jackson
Graphic Organizers:
https://www.readingaz.com/comprehension/reading-graphicorganizers/
Compare/Contrast
http://www.readwritethink.org/files/resource
s/printouts/CompareContrast.pdf
Refined 2014-2015
Content:
Marking
Period:
2
Unit Title:
Unit 4: Responsibility and Action
Grade:
8
Pacing:
4-5 weeks
ESSENTIAL QUESTION
How do my personal decisions and actions affect others?
What makes and argument valid?
TARGET STANDARDS
ELA CCSS
Standard
RI.8.6
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
RI.8.7
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
RI.8.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence relevant and sufficient;
recognize when irrelevant evidence is introduced
W.8.2(abcdef)
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of
relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g.
headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows form and supports the information or explanation presented.
W.8.6
Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as
to interact and collaborate with others.
SL.8.1(abcd)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on
b.
c.
d.
Refined 2014-2015
the topic, text, or issue, to probe and reflect on ideas under discussion.
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as
needed.
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations,
and ideas.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
SL.8.5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
L.8.5(abc)
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
b. Use the relationship between particular words to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g. bullheaded, willful, firm, persistent,
resolute).
Weekly Plan
Weeks 1 & 2
Direct Instruction
Reading
●
●
●
●
Using an article (related to topic of novel from last
unit) and a close reading strategy (e.g. lens of word
choice), instruct students on purpose and audience.
Introduce features of informational text.
Suggest strategies for evaluating the credibility of a
source.
Preview a text and review annotation strategies.
Reading
● Read and determine the purpose and audience of an
article (to inform, to persuade…)
● Read a text that contains typical features of an
informative piece and examine how its format
conveys ideas.
● Using a graphic organizer, answer questions directed
at identifying valid and reasonable claims.
● Annotate key points and relevant information in a
text
Tier III
Vocabulary
Close reading
Bias
Slant
Credibility
Digital
Valid
Annotate
Writing
● Provide a model expository writing piece reliant on
research and label its elements (with students).
● Model note-taking and research skills with students
on a selected topic (e.g., Stop and Jot, Interactive
note-taking).
Writing
● Watch video(s) and compile notes using Interactive
note-taking
● Apply note-taking skills while reading article(s)
online
● Develop research question for investigating and
Refined 2014-2015
Differentiate the potential uses of different mediums.
Guide students via mini-lesson on developing a
research question (or provide one).
Reading
● Define denotation vs. connotation and explain how it
assists in the evaluation of a source’s credibility.
● Guide students in collaborative research using
technique such as Jigsaw Method (Expert and Home
Groups).
● Differentiate between paraphrasing and
summarizing.
●
●
Weeks 3 & 4
Week 5
Writing
● Model the Writing Process.
Writing
● Model revision strategies.
● Model editing strategies.
● Model how to select an appropriate visual to support
an argument (chart, graph, statistical finding)
writing on a topic
Choose three sources and find relationships among
the sources
Reading
●

●
Locate words in an article or text that influence the
purpose of a piece.
Conduct collaborative research using several articles
on one topic (continuation of the research process).
Writing
● Write a thesis statement and three claims (based on
reading/research).
● Draft the essay—craft introduction, body paragraphs
and conclusion.
Writing
● Revise essay for specific elements; peer edit essay
with classmate.
● Edit essay for grammar, punctuation, capitalization,
and spelling.
● Incorporate effective visual to support essay’s
argument
Denotation
Connotation
Paraphrase
Summarize
RESOURCES
Required
*May be used in Marking Period 1 OR Marking
Period 2.
Optional
Suggested Novels:
Flowers for Algernon by Daniel Keyes
Teacher Choice(s) from Grade-Level Optional Text
List
Additional
Online Articles:
newsela.com
history.org
pbslearningmedia.org
PurdueOWL
Articles: “Journey to Meet the Pigman,” “How Well Do You
Know Your Kid?” by Barbara Kantrowitz, “Why so many
minds think alike” by Elizabeth Landau (CNN.com)
Poetry: “The Rider” by Naomi Shihab Nye, “What We Might
Be, What We Are” by X.J. Kennedy, “If I Can Stop One Heart
From Breaking” by Emily Dickinson, “The Road Not Taken”
Refined 2014-2015
by Robert Frost
Multi-Media: “Carpe diem” scene from Dead Poet’s Society
www.readwritethink.org
www.brainpop.com
www.easybib.com
Refined 2014-2015
Content:
Marking
Period:
3
Unit Title:
Unit 5: Intolerance and Prejudice in
Life: Race, Gender, or Class
Grade:
8
Pacing:
4-5 weeks
ESSENTIAL QUESTIONS
How do people develop personal beliefs and values?
How can a person's personal beliefs and attitudes affect the lives of others in the larger community?
TARGET STANDARDS
ELA CCSS
Standard
RI.8.2
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to
supporting ideas; provide an objective summary of the text.
RI.8.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through
comparisons, analogies, or categories).
RI.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.8.5
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and
refining a key concept.
RI.8.7
Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to
present a particular topic or idea.
RI.8.9
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts
disagree on matters of fact or interpretation.
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.
e. Provide a concluding statement or section that follows from and supports argument presented.
W.8.9(b)
Draw evidence from literary or informational texts to support analysis, reflection and research.
Refined 2014-2015
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”).
Weekly
Plan
Weeks 1 & 2
Direct Instruction
Reading
● Introduce unit with a poem/video, such as “I
Dream a World” by Langston Hughes
(animated Google Doodle).
● Build understanding of assumption and
generalization using essay such as “The
Power of Words” by Benita Porter
(www.thisibelieve.org)
● Discuss how prejudice can escalate to
genocide through texts such as “The Ladder of
Prejudice” about the escalation of prejudice to
genocide
http://www.tolerance.org/exchange/ladderprejudice .
● Define the following terms: stereotype, bias,
prejudice, tolerance, intolerance …
● Conduct class discussion with the following
types of questions:
1. What are stereotypes and how do they
affect people's lives?
2. Do you think certain groups are more
subject to stereotyping than others? If
so, why?
3. What do you think an individual can do
to help reduce bias and stereotyping?
Writing
● Help students differentiate between
persuasive writing and evidence-based
argumentation.
Reading
 Circle or underline words in a poem being
viewed that help develop the central
theme/message.
 Explore personal and community
stereotypes/ prejudices (Possible activities
1) read a series of words: cheerleader,
grandmother, construction worker, gang
member, teacher, honor roll student,
dancer, doctor, librarian, athlete, and nurse.
In groups, students will choose two words
and list characteristics. Finally, students will
check (√) those characteristics that are
assumptions. 2) Write on a Post-it Note
something that has happened in the school
or community that could be posted
somewhere on “The Ladder of Prejudice.”)
 Provide examples of stereotype, bias,
prejudice, tolerance, intolerance …
 In collaborative groups, discuss the
questions posed by the teacher (See
examples in “Direct Instruction”).
Tier III
Vocabulary
Race
Stereotype
Bias
Tolerance
Genocide
Assumption
Generalization
Writing
 Examine two essays on the same topic
(one persuasive and one argumentative)
and list the differences.
●
●
●
●

Weeks 3 & 4
Introduce argument writing: claims,
counterclaims, reasons, and evidence.
Illustrate how to develop/design an evidencebased argument by using a model.
Guide or assign topics related to intolerance
and prejudice for student research
Demonstrate how to develop a thesis.
Provide an essay map or organizer to assist in
argumentative planning
Reading
 Read or watch nonfiction piece(s) on the topic
of prejudice and tolerance (Suggestions: “The
Perils of Indifference” — speech by Elie
Wiesel or “Never Again, For Real” — NY Times
article or “What Does Modern Day Prejudice
Look Like? www.npr.org).
 Teach Close Reading/Multiple Reads: What is
going on? How do I know? How do the
author’s choices help me understand the
piece? What does this text cause me to think
or wonder about some larger aspect the text
and the human condition?”).
 Conduct a WebQuest or activity to allow
students an opportunity to gather background
on topic (For example, The Holocaust and
Anne Frank www.annefrank.org and
www.pbs.org).
● Introduce different types of historical
prejudices that relate to literature (e.g., The
Scottsboro Trial, Holocaust, Internment
Camps, etc…).
Refined 2014-2015

Using a sample essay, locate the four parts
of an argumentative piece (claim,
counterclaim, reasons, and evidence).
 Use a published scholarly article
(www.readwrite.think.org) and identify
author’s thesis and argument structure.
Annotate the parts.
 Decide on an area of focus using a short
text (see Additional Resources). Practice
writing a thesis statement.
 Finalize a thesis statement.
 Begin to formulate reasons for their
claim/thesis.
 Build a plan for their argumentative essay.
Reading
 Close reading of non-fiction texts (See
strategies and handouts on
www.readwrite.org)
 Annotate and/or use a graphic organizer
to take notes.
 Use any familiar note-taking strategies.
 Complete pre-reading research about
selected historical topic surrounding
literary text to be studied in MP3, Unit 6.
Compile notes about topic.
 Apply the theme of Intolerance and
Prejudice to topics. Give specific examples
of this theme in this event.
Persuasive
Argumentative
Claim
Counterclaim
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Writing
● Review drafting process for an essay.
● Demonstrate editing and proofreading
strategies.
● Provide Evidence-Based Argument Checklist
to guide students prior to final piece.
Week 5
Writing
 Write a draft
 Using Peer Review and Conferencing,
revisit draft for fine-tuning.
 Using an Evidence-Based Argument
Checklist, make certain guidelines have
been followed (www.readwritethink.org).
 Craft final draft.
Note: Use this week as needed to complete reading of nonfiction text and writing of the argumentative essay.
Required
To Kill a Mockingbird by Harper Lee
*May be taught Marking Period 3 OR
Marking Period 4
RESOURCES
Optional
Suggested:
“The Diary of Anne Frank” by Goodrich and
Hackett
Night by Elie Wiesel
Additional
www.nytimes.org
www.npr.org
www.thisibelieve.org
www.partnersagainsthate.org
Teacher Choice(s) from Grade Level Optional
Text List
Refined 2014-2015
Content:
Marking
Period:
3
Unit Title:
Unit 6: Intolerance and Prejudice in
Literature: Race, Gender, or Class
ESSENTIAL QUESTION
Gra
de:
8
Paci
ng:
4-5 weeks
How do people develop personal beliefs and values?
How can a person’s personal beliefs and attitudes affect the lives of others in the larger community?
How can literature affect reader’s perspectives on intolerance and prejudice?
TARGET STANDARDS
ELA CCSS
Standard
RL.8.7
Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the
choices made by the director or actors.
RL.8.9
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious
works such as the Bible, including describing how the material is rendered now.
RL8.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity
band independently and proficiently.
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.
W.8.9(a)
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or
character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered
new”).
SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and
well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
L.8.2(ab)
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
Montclair Public Schools | Academic Office G8.MP.U6
Refined 2014-2015
Weekly
Plan
Weeks 1 & 2
Weeks 3 & 4
Direct Instruction
Reading
● Review intolerance and Prejudice and how it can
appear in literature
● Guide student reading of teacher-selected text for
development of theme of tolerance and prejudice.
● Show a video clip/scene of teacher-selected text for
analysis of text fidelity and stylistic choices.
● Distribute poem (teacher-selected) with theme of
intolerance and prejudice (e.g., “Southern Cop”,
“Sympathy”, or “My Papa’s Waltz”).
Reading
 Complete reading reflections via journal, reading
log, literature circle…to demonstrate analysis of
reading.
 Evaluate director’s choices by using a graphic
organizer such as OPTIC (Close Reading Strategy)
to look at parts and images of a scene.
 Using poem, close read and analyze characters and
setting, as well as indicate symbols and metaphors.
 Provide evidence for theme of intolerance and
prejudice.
Writing
Writing
● Review writing process for literary analysis comparing
 Using graphic organizer, compile evidence for
selected text with poem.
theme of intolerance and prejudice in both poem
and selected text.
● Revisit different strategies for strong thesis and
 Complete pre-writing outline for Literary Analysis
introduction paragraphs.
by using graphic organizer.
 Construct introduction paragraph using a strong
introduction.
Reading
Reading
● Model character analysis. If appropriate to selected
 Using a key chapter from selected text, annotate
text for analysis of characters.
text, analyze text for character types drawn from myth,
 Evaluate how classic theme of good and evil is
traditional stories or religious works.
present in text.
● Review the classic theme of good vs. evil.
Writing
Writing
 Revise essay by inserting transitions.
● Review different types of end-paragraph transitions in
 Construct body paragraphs for Literary Analysis,
writing.
utilizing end transitions and strong evidence.
● Review different strategies for writing a strong
 Create a strong conclusion paragraph using one of
conclusion and revising and editing a rough draft.
the different strategies learned.
 Apply revision and editing strategies to Literary
Analysis.
Tier III
Vocabulary
Tolerance
Intolerance
Prejudice
Annotate
Classic
Traditional
Analyze
Week 5
Refined 2014-2015
Writing
● Review revising, finalizing and publishing essay.
Required
*May be used either Marking Period 3 OR
Marking Period 4
Writing
 Complete final essay.
RESOURCES
Optional
Additional
Suggested:
Scottsboro/TKAM Comparison Chart:
Billy by Albert French
http://edsitement.neh.gov/sites/edsitement.neh.gov
Weedflower by Cynthia Kadohota
/files/worksheets/To%20Kill%20a%20Mockingbir
I Will Plant You a Lilac Tree by Laura
d%20and%20the%20Scottsboro%20Boys%20Trial_
Hillman
Historical%20vs.%20Fictional.pdf
Poetry:
“Sympathy” by Paul Laurence Dunbar
“My Papa’s Waltz” by Theodore Roethke
“Southern Cop” by Sterling Brown
Teacher Choice(s) from Grade Level
Optional Text List
Close Reading Planning Sheet:
http://www.readwritethink.org/files/resources/les
son-docs/CloseReadingPlanningSheet.pdf
Character Analysis Template:
http://freeology.com/wpcontent/files/analyzingcharacters.pdf
Scottsboro Video:
https://www.youtube.com/watch?v=RixDZhdfZJI
www.ushmm.org
www.remember.org
Refined 2014-2015
Content:
Marking
Period:
4
Unit Title:
Unit 7: Destiny
Grad
e:
8
Paci
ng:
4-5 weeks
ESSENTIAL QUESTION
Is it our character that determines fate?
To what extent do we create and control our own destiny?
ELA CCSS
RL.8.6.
RI8.6
W8.5
W8.9(b)
SL8.1(abcd)
TARGET STANDARDS
Standard
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.
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.
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.
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”).
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.
presented.
Refined 2014-2015
Weekly
Plan
Weeks 1 & 2
Weeks 3 & 4
Direct Instruction
Reading
Reading
 Define destiny and examples of destiny of a literary
 Brainstorm definition of destiny. Think-Pairtheme.
Share to discuss essential questions.
 Review point of view and its impact on readers.
 Watch video (see resources below). Read one
 Examine how multiple points of view influence
story from two points of view (see resources
interpretation of text.
below). Change the point of view of character of a
selection from text (e.g., short story or unit novel)
to create the opposite effect.
Writing
Writing
 Write a letter to your past self. Reflect on
 Review proper letter writing format.
decisions you made that shaped your destiny.
 Introduce multimedia project such as TED Talk
Provide advice based off of positive and negative
where students determine a current community/
world problem that is important to them and
decisions made.
propose solutions.
 Brainstorm what is important to you. Make a list
 Model brainstorming and present a list of
of items that is meaningful to you.
important items to teacher.
Tier III
Vocabulary
Destiny
Point of View
Reading
 Using a teacher-created example of letter to future
self (or one selected from What I Know Now),
examine key elements that make such a reflection.
 Continue discussion of point of view in current text
selection, exploring how it contributes to
development of suspense and/or humor.
Reading
 Create a letter to future self, offering advice for
future endeavors.
 Choose a character from current text. Taking on
character’s voice, craft a letter to the character
providing him advice for future endeavors.
 Analyze a scene in current text for evidence of
development of suspense and/or humor.
Writing
 Introduce and model crafting a Problem Statement.
 Show 3-5 questions based on a Problem Statement.
● Review reputable sources (differences between
.org, .edu, .com).
Citation
Writing
 Craft Problem Statement based off of the
problem/topic they will be researching. Problem
statement should
a. state the topic
b. define the problem
Bias
Problem
Statement
Reputable
Refined 2014-2015
c. describe why it needs to be investigated
by giving background information and
context
d. state goals in writing and researching the
problem (I will… I plan… I would like… I
propose…)
 Generate 3-5 questions from problem statement
that will guide writing. Students will research
articles and videos surrounding their topic.
Week 5
Writing
Writing
Thesis
● Review crafting a thesis statement and structure of
 Create a strong thesis statement.
an essay.
 Share thesis statements with peers, collecting and
providing feedback to refine research targets.
RESOURCES
Required
Optional
Additional
Suggested:
One Story, Two Points of View:
Stuck in Neutral by Terry Truman
https://loftteenwriting.wordpress.com/2011/0
Marking Period 4
7/26/one-story-two-points-of-view/
Poetry:
[Sample of One Story, Two Points of View:
“The Road Not Taken” by Robert Frost
Twilight and Midnight Sun by Stephanie Meyers]
“Mother to Son” by Langston Hughes
Teacher Choice(s) from Grade-Level Optional Text List
Refined 2014-2015
Content:
Marking
Period:
4
Unit Title:
Unit 8: Personal Control
Grade
:
8
Pacin
g:
4-5 weeks
ESSENTIAL QUESTIONS
How much control do we really have in our lives?
What makes an individual powerful?
What makes a compelling presentation?
ELA CCSS
RL.8.1
RL8.2
RI.8.1
RI.8.2
W.8.7
W.8.8
W.8.9(b)
SL.8.2
SL.8.3
SL.8.5
TARGET STANDARDS
Standard
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to its relationship to the
characters, setting, and plot; provide an objective summary of the text.
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.
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
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.
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”).
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.
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.
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Refined 2014-2015
Weekly
Plan
Weeks 1 & 2
Direct Instruction
Reading
Reading
● Define personal control. Demonstrate methods to list
 Make a personal list of “things/events” within
“things” we have control over vs. what we do not.
and out of your control (T-Chart or Web).
● Show clips of specific presentations such as TED Talks
 Take notes on what makes presentation/ speech
and/or speeches, What makes them persuasive?
persuasive or successful (Modified OPTIC
● Using full speech, identify key aspects of a presentation/
strategy, Cornell Note-taking, Graphic
speech: Hook, Background, Narrative, Evidence,
Organizer).
Commentary, Theme, Call to Action, and Visuals. [Other
 Identify key aspects of a viewed speech (See
speeches can be found on www.tweenteacher.com.]
Direct Instruction).
 Show examples of tools for visuals in a presentation:
 Create organizer such as Three-Column Chart,
(Samples below)
comparing and contrasting visual tools and their
- Digital camera (Terry Moore’s “How to Tie Your Shoes”)
uses.
- PowerPoint (Adora Svitak’s “What Adults Can Learn from
 Optional: Complete K-W-L chart on what kinds of
Kids”)
presentation skills in their personal toolbox.
- Video clips (Derek Siver’s “How to Start a Movement”)
Writing
● Persuasive Essay Writing: In the first half of the Cycle
(Unit 7), students developed a research topic/question,
conducted research, and crafted a thesis statement.
Review the process of writing a persuasive essay.
● How to write in MLA Format: Conduct mini-lesson on intext citations. www.https://owl.english.purdue.edu
Tier III
Vocabulary
Hook
Background
Narrative
Evidence
Commentary
Theme
Call to Action
Visuals
Citation
Writing
 Create outline for essay/speech. Sources/citations
should be included.
 Write an introduction with a clear hook,
background, and thesis statement.
 Develop a topic sentence for each body
paragraph.
 Construct body of the essay, including textual
evidence with citations.
 Students will highlight in-text citations.
Suggested: at least two per body paragraph
 Construct conclusion.
 Revise and edit essay/speech.
Weeks 3 & 4
Reading
 Share sample persuasive essays/speeches
(An activity “Analyzing Famous Speeches as Arguments”
is available on www.readwritethink.org)
o What was the speaker up against? What is the
occasion for the speech?
o What did the author have to keep in mind when
composing the text?
o What were his or her goals?
o What was his or her ultimate purpose?
o What was his or her intent?

Instruct students on presentation strategies for
essay/speech (Volume, Stance, Emphasis, Eye Contact,
Visuals) — This can be done whether the essay/speech
will be done as a presentation or TED Talk (video/filmed
version).
Writing
● Review elements of persuasive writing and the revision
process.
● How to write in MLA Format: Conduct mini-lesson on
Works Cited page. www.https://owl.english.purdue.edu.
Week 5
Reading
 Peer Review: Its Value (“Why Every Student Needs
Critical Friends” on http://www.ascd.org).

Share sample rubric for evaluating presentation or
speech or TED Talk.
Writing
● Demonstrate how to take notes and apply an evaluation
rubric to a presentation/speech/video.
Refined 2014-2015
Reading
 After viewing a sample persuasive essay/speech,
respond to the questions listed in direct
instruction.
 Apply questions to own persuasive
essay/speech.
 Practice applying presentation strategies.
Students may be assigned a partner to practice
the skills in direct instruction.
Volume
Stance
Emphasis
Eye Contact
Visuals
MLA
Writing
 Continue revising and editing as needed.
 Using a website such as www.easybib.com or
something similar, create a Works Cited page for
the sources used in essay/speech.
Reading
 Students will read article on the value of Peer
Review (Suggestion in Direct Instruction).
 Students, with teacher guidance, will develop a
rubric.
Rubric
Evaluate
Writing
 Use rubric to peer-evaluate during presentations
or videos.
Required
Marking Period 4
Refined 2014-2015
RESOURCES
Optional
Additional
http://piktochart.com
www.TED.com
www.TheMoth.org
www.thisibelieve.org
www.npr.org
www.tweenteacher.com
Suggested:
I am the Cheese by Robert Cormier
The Chocolate War by Robert Cormier
Poetry:
“The Road Not Taken”
Articles:
“The Five Stages of Loss and Grief”
“Analyzing Famous Speeches as Arguments”
Teacher Choice(s) from Grade Level Optional Text
List
Internet for research/Digital camera if filming speech/Word Processing
Special Education
 Modifications & accommodations
as listed in the student’s IEP
 Assign a peer to help keep student
on task
 Modified or reduced assignments
 Reduce length of assignment for
different mode of delivery
 Increase one to one time
 Working contract between you
and student at risk
 Prioritize tasks
 Think in concrete terms and
provide hands on tasks
 Position student near helping
peer or have quick access to
teacher
 Anticipate where needs will be
 Break tests down in smaller
increments
 NJDOE resources
DIFFERENTIATION
RtI
ELL






Strategy groups
Teacher conferences
Graphic organizers
Modification plan
NJDOE resources
Adapt a Strategy-Adjusting
strategies for ESL students:
http://www.teachersfirst.com/c
ontent/esl/adaptstrat.cfm
 Tiered Interventions following RtI
framework
 RtI Intervention Bank
 Fundations Double-Dose (Tier II)
 LLI (Tier III)
 FFI Skill Report: DRA On-Line
 NJDOE resources
 Lit Lab
 Read 180
 System 44
SAIL
 Contents should be modified: abstraction,
complexity, variety, organization
 Process should be modified: higher order
thinking skills, open-ended thinking, discovery
 Products should be modified: real world
problems, audiences, deadlines, evaluation,
transformations
 Learning environment should be modified:
student-centered learning, independence,
openness, complexity, groups varied
 Activities aligned with above grade level text
using DRA results
 Jr. Great Books Library Activities
 NJDOE resources
CROSS CURRICULAR RESOURCES
The Amistad Commission’s Literacy components for Primary Grades: http://njamistadcurriculum.net/
Lessons focused on Language: http://www.fcrr.org/studentactivities/language_k1.htm
ALIGNMENT TO 21st CENTURY SKILLS AND TECHNOLOGY
21st Century/ Interdisciplinary Themes: Bold all that apply
21st Century Skills: Bold all that apply
Global Awareness
Financial, Economic, Business and Entrepreneurial Literacy
Civic Literacy
Health Literacy
Environmental Literacy
Creativity & Innovation
Critical Thinking & Problem Solving
Communication & Collaboration
Media Literacy
Information Literacy
Information, Communication & Technology
Life & Career Skills
1
Technology Infusion
College and Career
Readiness Anchor
Standards
CCRA.W.6. Use technology,
including the Internet, to
produce and publish writing
and to interact and
collaborate with others
CCRA.W.8. Gather relevant
information from multiple
print and digital sources,
assesses the credibility and
accuracy of each source, and
integrate the information
while avoiding plagiarism.
CCRA.SL.5. Make strategic
use of digital media and
visual displays of data to
express information and
enhance understanding of
presentations.
Reading
Writing
Language
Other
Smart Board Applications
Grade 8 Students
Grade 6 Students
Grade 6-8 Students
RI.8.7. Evaluate the advantages
and disadvantages of using
different mediums (e.g., print or
digital text, video, multimedia)
to present a particular topic or
idea.
W.6.6 Use technology, including
the Internet, to produce and
publish writing as well as to
interact and collaborate with
others; demonstrate sufficient
command of keyboarding skills
to type a minimum of three
pages in a single sitting
L.6-8.4.c Consult reference
materials (e.g., dictionaries,
glossaries, thesauruses), both
print and digital, to find the
pronunciation of a word or
determine or clarify its precise
meaning or its part of speech.
Digital Texts
Audio Texts
W.6.8. Gather relevant
information from multiple print
and digital sources; assess the
credibility of each source; and
quote or paraphrase the data
and conclusions of others while
avoiding plagiarism and
providing basic bibliographic
information for sources.
Grade 7 Students
publish writing and link to and
cite sources as well as to interact
and collaborate with others,
including linking to and citing
sources
and digital sources, using search
terms effectively; assess the
credibility and accuracy of each
source; and quote or paraphrase
the data and conclusions of
2
others while avoiding plagiarism
and following a standard format
for citation.
Grade 8 Students
publish writing and present the
relationships between
information and ideas efficiently
as well as to interact and
collaborate with others
and digital sources, using search
terms effectively; assess the
credibility and accuracy of each
source; and quote or paraphrase
the data and conclusions of
others while avoiding plagiarism
and following a standard format
for citation.
Evidence of Student Learning










Common benchmark
DRA continuum
Reading observational records
Evaluation rubrics
Self-reflections
Teacher-student conferences
Running records
Students’ published pieces
Unit tests
Quizzes
3
2015-2016
SUGGESTED GRADE 8 OPTIONAL TEXT LIST
GRADE
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
TITLE
A Circle Unbroken
A Lesson Before Dying
Athletic Shorts
Before We Were Free (2015-2106 ONLY)
Billy
Bless Me, Ultima
Bronx Masquerade
Chains
Deathwatch
Divergent
Flowers for Algernon
Flush
Glory Field
Hoot
House on Mango Street
Hunger Games
I am the Cheese/The Chocolate War
I Know Why the Caged Bird Sings
I Will Plant You a Lilac Tree
If You Come Softly
Inherit the Wind
Jubilee
Kindred
Let the Circle Be Unbroken
Messenger
Mississippi Trial 1955
Morning Girl
Night
The Gift of the Magi
Montclair Public Schools/ Academic Office
AUTHOR
Sollace Hotze
Ernest J. Gaines
Chris Crutcher
Julia Alvarez
Albert French
Rudolfo Anaya
Nikki Grimes
Laurie Halse Anderson
Robb White
Veronica Roth
Daniel Keyes
Carl Haasen
Walter Dean Meyers
Carl Hiaasen
Sandra Cisneros
Suzanne Collins
Robert Cormier
Maya Angelou
Laura Hillman
Jacqueline Woodson
Jerome Lawrence
Margaret Walker Alexander
Octavia E. Butler
Mildred D. Taylor
Lois Lowry
Chris Crowle
Michael Dorris
Elie Wiesel
O. Henry
GENRE
Fiction
Realistic Fiction
Realistic Fiction
Historical Fiction
Historical Fiction
Fantasy
Fiction/Poetry
Historical Fiction
Fiction- Mystery
Science Fiction
Fiction/Drama
Realistic Fiction
Historical Fiction
Realistic Fiction
Realistic Fiction
Science Fiction
Fiction
Fiction/Memoir
Memoir
Realistic Fiction
Drama
Historical Fiction
Science Fiction
Historical Fiction
Science Fiction
Fiction
Fiction/Literature
Memoir
Fiction
2015-2016
Historical
Fiction/Poetry
Realistic Fiction
Realistic Fiction
Science Fiction
Realistic
Fiction/Poetry
Realistic Fiction
8
Out of the Dust
Karen Hesse
8
8
8
Secret Life of Bees
Sold
Son
Sue Monk Kidd
Patricia Mc Cormick
Lois Lowry
8
Split Image
Mel Glenn
8
Stuck in Neutral
The Absolutely True Diary of a Part Time
Indian
The Diary of Anne Frank
The Glory Field
The Maze Runner
The Old Man and the Sea
The Outsiders (2015-2016 ONLY)
The Pigman
The Skin I'm In
The Tao of Pooh
The Tempest
The Watsons Go to Birmingham
(2015-2016 ONLY)
They Cage the Animals at Night
(2015-2016 ONLY)
To Be a Slave
Weedflower
What’s So Funny?
Terry Trueman
Sherman Alexie and Ellen
Forney
Anne Frank
Walter Dean Meyers
James Dashner
Ernest Hemingway
S. E. Hinton
Paul Zindel
Sharon Flake
Benjamin Hoff
William Shakespeare
Nonfiction/Drama
Historical Fiction
Fantasy
Novella
Realistic Fiction
Fiction
Realistic Fiction
Spiritual
Fiction
Christopher Paul Curtis
Historical Fiction
Jennings Michael Burch
Nonfiction
Julius Lester & Tom Feelings
Cynthia Kadohata
Non-Fiction
Historical Fiction
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
Montclair Public Schools/ Academic Office
Realistic Fiction

English Language Arts - Montclair Public Schools

Transcription

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