MAP Gr8 Q2... · Web viewTeachers’ Edition ... Though there may be a few minor errors in grammar and ... How does Arturo’s mother’s use of Spanish reveal more about her character

8th Grade English Language Arts 2nd Quarter

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

Shelby County SchoolsPage 1 of 21

8th Grade English Language Arts 2nd QuarterHow to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.


Complex Text

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.

Evidence from Text

The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.

Building Knowledge

Building knowledge through content rich non-fiction plays an essential role in literacy and in the standards. In 6–12, ELA classes place much greater attention to a specific category of informational text—literary nonfiction—than has been traditional.The standards strongly recommend that students build coherent general knowledge both within each year and across years.

8th Grade English Language Arts 2nd QuarterThroughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TN Core Literacy StandardsThe TN Core Literacy Standards (also known as the College and Career Ready Literacy Standards): http://www.tncore.org/english_language_arts.aspx

Teachers can access the TN Core standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder Links to Support Vocabulary Instruction & Developmenthttp://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/https://wvde.state.wv.us/strategybank/VocabularyStrategies.htmlhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.htmlhttp://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.


http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

http://achievethecore.org/page/710/text-dependent-question-resources

http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf



https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html

http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/

http://achievethecore.org/page/1027/academic-word-finder

http://achievethecore.org/page/642/text-complexity-collection

http://www.tncore.org/english_language_arts.aspx

8th Grade English Language Arts 2nd QuarterUsing the Curriculum Maps, Grades 6-8

Begin by examining the text(s) selected for the week. Read the text(s) carefully and become familiar with all text(s) and the “Big Idea.” Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column. Plan your weekly and daily objectives, using the evidence statements to help. Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives. Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those

that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills. Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include activities differentiated

by process for small-group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.


8th Grade English Language Arts 2nd QuarterWeeks 1-3Anchor Texts: “Emancipation” from Lincoln: A Photobiography (1010L, historical essay) p. 600-604 “Brown vs. Board of Education” (1160L, historical essay) p. 605-612

Supplementary Texts:Text Set 1 Nonfiction essay about how emancipation has impacted American society

https://www.archives.gov/publications/prologue/1993/summer/emancipation-proclamation.html Adapted newspaper article about the struggle for equality 150 years after Lincoln’s assassination

https://newsela.com/articles/lincoln-history/id/8649/ (1080L, non-fiction)

Text Set 2 Nonfiction article analyzing the current trends regarding the minority achievement gap in the US

http://www.usnews.com/news/blogs/data-mine/2015/01/28/us-education-still-separate-and-unequal Adapted newspaper article about the current segregation problems facing K-12 public schools

https://newsela.com/articles/schools-resegregation/id/17848/ (1030L, non-fiction)

Essential Question: How does one accomplish change in society?


https://newsela.com/articles/schools-resegregation/id/17848/

http://www.usnews.com/news/blogs/data-mine/2015/01/28/us-education-still-separate-and-unequal

https://newsela.com/articles/lincoln-history/id/8649/

https://www.archives.gov/publications/prologue/1993/summer/emancipation-proclamation.html

8th Grade English Language Arts 2nd QuarterTN State Standards Evidence Statements Content

Reading Complex Texts

Informational

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.

ReviewRI.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.

These standards are constant and should be taught throughout each quarter:Cite Evidence: RL1, RI1Analyze Content: RL/RI.8.2-9

Informational

Evidence Statements Provides an analysis of how a text makes

connections among and distinctions between individuals, ideas, and events (e.g. through comparisons, analogies, or categories) RI.8.3

Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone. RI.8.4

Provides a statement of an author’s purpose in a text. RI.8.6

Review Provides a statement of a central idea of a

text. RI.8.2 Provides an analysis of the development of

the central idea over the course of the text. RI.8.2

Provides an objective summary of a text. RI.8.2

Prentice Hall Literature – Reading Selections

Informational Text- Elements of nonfiction, Determining Author’s Purpose, Analyzing word choice, meaning, and tone, Comparing Literary Focus RI.8.3, RI.8.4, RI.8.6 Skill Focus: elements of nonfiction, forms of non-fiction, fact and opinion,

central idea, author’s purpose, word choice, figurative language (connotative, denotative, analogies), tone, comparing literary works List of Tier 3 Domain Specific Words

http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier 3 Next Generation Glossary of Informational and Literary terms

Close Read: Comparing Literary Works- Tone

Exemplar Text: “Emancipation from Lincoln: A Photobiography” Skill Focus: elements of nonfiction, author’s purpose, word

choice, tone, comparing literary works Before You Read

o Reading Skill: Comparing Tone pg. 598

Critical Thinking: Text Dependent Questions1. Why does Lincoln hesitate to issue a wartime proclamation

emancipating slaves?2. Due to his hesitation, what can you infer from the text about

Lincoln’s power as president?3. What details does the author use to convince readers that

Lincoln was forced to emancipate the slaves to end the war? 4. What is the purpose of Lincoln’s message to Congress?5. How does the organization of details and word choice add to the

dramatic tone of the text?6. How do the statistics on p. 604 contribute to the author’s tone?

Independent Practice: “Brown vs. Board of Education” Skill Focus: elements of nonfiction, author’s purpose, word

choice, tone, comparing literary works

Critical Thinking: Text Dependent Questions1. Describe how school segregation differed in different sections

of the US between 1865 and the early 1950.2. How were seven-year-old Linda Brown’s views on the case

different from those of the African American parents involved in the case?





8th Grade English Language Arts 2nd Quarter3. Using evidence from the text, explain why Thurgood Marshall

was/was not a good choice to lead the NAACP’s legal team.4. Explain how the author’s tone changes in the third paragraph,

in comparison to the first two. Cite specific words and phrases from the text to support your answer.

5. How does the sentence structure in the last paragraph on p. 606 contribute to the formal tone of the text?

After You Reado Comparing Tone pg. 613o Literary Analysis: Explanatory Essay

Reading Strategies and graphic organizers https://www.engageny.org/resource/grades-6-8-ela-curriculum-

appendix-2-graphic-organizers http://www.readingrockets.org/article/seven-strategies-teach-students-

text-comprehension

Pearson Online Resources: www.pearsonsuccessnet.comWIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI8.3 - Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories.)Level 1 (Entering)

Find single word responses to WH-questions regarding the central idea of an illustrated text and/or point to appropriate places in the illustrated text working with a partner

Level 2 (Emerging)

Locate main ideas regarding a central idea of a text in a series of simple sentences working with a partner

Level 3 (Developing)

Identify explicit information about a central idea of a text in selected, highlighted paragraphs working with a partner.

Level 4 (Expanding)

Arrange selected paragraphs from a text in sequential order, and identify passages in the text which suggest a central idea and one passage which summarizes the text with a partner.

Level 5 (Bridging)

Arrange selected paragraphs from a text in sequential order, and identify passages in the text which suggest a central idea and one passage which summarizes the text.

Language – Vocabulary

L8.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L8.5aInterpret figures of speech (e.g. verbal irony, puns) in context.L8.5bUse the relationship between particular words to better understand each of the words.L8.5cDistinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded,


Evidence Statements Demonstrates the ability to interpret figures of

speech in context (e.g., verbal irony, puns). L.8.5, L.8.5a

Demonstrates the ability to determine the relationship between particular words. L.8.5b

Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). L.8.5c

Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext clues

Vocabulary

“Emancipation” from Lincoln: A Photobiography (historical essay)o Vocabulary Development p. 598, 604

“Brown vs. Board of Education” (historical essay)o Vocabulary Development p. 610, 612

Interactive Digital Path Vocabulary Central Vocabulary Workshop: Multiple Meaning Words p. 622-623

Other Resources www.pearsonsuccessnet.com - Vocabulary central Common Core Companion p. 123-130, 351-355


http://www.pearsonsuccessnet.com/


http://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension

http://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension

https://www.engageny.org/resource/grades-6-8-ela-curriculum-appendix-2-graphic-organizers

https://www.engageny.org/resource/grades-6-8-ela-curriculum-appendix-2-graphic-organizers

8th Grade English Language Arts 2nd Quarterwillful, firm, persistent, resolute).

These standards are constant and should be taught throughout each quarter:Study and apply vocabulary - L.8.4-6

Analogy and word relationshipsWord parts and families

Greek and Latin rootshttps://en.wikipedia.org/wiki/List_of_Greek_and_Latin_roots_in_English

Word Benches pg. 57-61 (Greek and Latin affixes)http://www.tn.gov/assets/entities/education/attachments/std_eng_3081.pdf

Writing to Texts

Writing

W8.2 (informative/explanatory)Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W8.2aIntroduce 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.W8.2bDevelop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.W8.2cUse appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

W8.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.W8.2eEstablish and maintain a formal style.W8.2fProvide a concluding statement or section that follows from and supports the information or explanation presented.W.8.9Draw evidence from literary or informational texts to support analysis, reflection, and research.

Writing

Evidence StatementsDevelopment of Ideas Response addresses the prompt and provides

effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Organization Response demonstrates purposeful coherence,

clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.

Clarity of Language Response establishes and maintains an effective

style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.

Knowledge of Language and Conventions Response demonstrates command of the

conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Reviewed throughout the quarter Writing sentences, Topic sentences and

supporting details, Essay organization and structure, Thesis statement, Writing paragraphs, Performance Tasks

Writing

Prentice Hall Literature- Pearson Publishing

Routine Writing (text-dependent): Journal entries Analytic Summaries Graphic Organizers Daily Editing Practice Annotation

Analysis- Anchor Texts (inform/explain) The tone of a literary work is the author’s attitude toward his or her

audience and subject. Specific words and phrases and their connotations are critical to establishing the tone. What tone does Freedman develop with words such as demanding, hesitated, worried, pressure, and argued? What tone does Myers develop with the words struggle, challenge, warriors, cause, and battles? Write an explanation of what each authors’ purpose is for writing the texts and how the tone may have changed if his purpose was different.

Analysis- Supplementary Text Set 1 (argument) After reading supplementary text set one, write an essay arguing

whether or not Lincoln’s emancipation proclamation has had a positive impact on society or if the nation still faces the same negative prejudices as it did before his abolishment of slavery. You must use evidence from both supplementary texts to defend your stance.

Analysis- Supplementary Text Set 2 (argument) After reading supplementary text set two, write an essay

explaining the current trends in public education regarding the achievement gap among minorities and the role “re-segregation” plays in that trend. Use evidence, including statistical data, from both supplementary texts to support your thesis.

Informative Writing Resources: http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/

InfExpRubric-Gr6-8.pdf www.acheivethecore.org/page/504/common-core-informative-


http://www.acheivethecore.org/page/504/common-core-informative-explanatory-writing

http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr6-8.pdf


http://www.tn.gov/assets/entities/education/attachments/std_eng_3081.pdf


https://en.wikipedia.org/wiki/List_of_Greek_and_Latin_roots_in_English


8th Grade English Language Arts 2nd Quarterexplanatory-writing

Argumentative Writing Resources http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/

OpArgRubric-Gr6-8.pdf The Scoring Guides and Sample Student Responses

http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources/2013-14p3scoringmaterials.aspx#G68

Language

L.8.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.8.1bForm and use verbs in active and passive voiceL.8.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.8.2aUse punctuation (comma, ellipsis, dash) to indicate a pause or break.L.8.2bUse an ellipsis to indicate an omission.

These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.8.1-3

Language Evidence Statements Use punctuation (ellipsis) to indicate a pause,

break, or omission L.8.2a, L.8.2b Form and use verbs in active and passive voice

L.8.1b

Conventions

Prentice Hall Literature- Pearson Publishing Principal Parts pg. 588 Verb Tense p. 242 Revising Sentences by Combining with Conjunctions p. 619

Elements of Language- Holt Publishing Ellipsis Principal parts of verbs Verb tense

Resources (Practice using commas, ellipsis in context)

http://englishlinx.com/cgi-bin/pdf_viewer_1.cgi?script_name=%2Fpdf_common_core%2FCommas-Ellipses-Dash-ELA-iteracy.L.8.2a.pdf&x=60&y=10

(Practice with ellipsis in context)http://www.k12reader.com/worksheet/the-ellipsis-to-show-a-pause/

(Edit ellipsis in context)http://www.mrgieson.com/library/acrobats/8th_grammar_wkbk/

Speaking and Listening

SL.8.1Engage 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.

These standards are constant and should be taught throughout each quarter:Analyze Content: SL.8.2-3Study and apply grammar: SL.8.6


Evidence Statements Engage in various modes of discussions on

grade 8 topics, texts, and issues. SL.8.1 Explain the claims and analyze the soundness of

reasoning and relevance of evidence. SL.8.1

Reviewed throughout the quarter Accountable talk Classroom routines and procedures Group behaviors and discussions



Activity Speaking and Listening pg. 631 Task #4 – Analyze and Discuss

Word Choice – Lead a small group discussion in which you analyze word choice in the anchor texts and how they impact the tone of the texts.

Resources Classroom talk

http://www.ascd.org/publications/books/108035/chapters/


http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspx

http://www.mrgieson.com/library/acrobats/8th_grammar_wkbk/

http://www.k12reader.com/worksheet/the-ellipsis-to-show-a-pause/







http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf

http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf


8th Grade English Language Arts 2nd QuarterConduct Discussions: SL.8.1Report Findings: SL.8.4-6

Procedures-for-Classroom-Talk.aspx Accountable Talk

http://ifl.pitt.edu/index.php/educator_resources/accountable_talk Accountable Talk Toolkit

http://www.ces.rcs.k12.tn.us/web_uploads/203_accountable_talk_toolkit_10-09.pdf

Weeks 4-6Reading Selections Literary Analysis Workshop p. 234-235

o from “Peter and Rose” (short story) p.236-237o “An Hour with Abuelo”(Lexile 860, short story) p. 238-242

Anchor Texts: “The Tell-Tale Heart” (short story) p. 294-302 Summaries of “The Tell-Tale Heart” (expository texts) p.309-310

Supplementary Texts: Article addressing the harmful and helpful ways stress and anxiety impact teens

https://www.commonlit.org/texts/stress-for-success (910L, non-fiction) Article about how brain development may explain why teenagers make impulsive decisions

https://www.commonlit.org/texts/fear-prompts-teens-to-act-impulsively (1090L, non-fiction)

Essential Question: Can all conflicts be resolved?TN State Standards Evidence Statements Content


Literature

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

In review:

Literature

Provide a statement of a theme or central idea of a text, based on textual evidence. RL.8.2

Provide an analysis of the development of the theme or central idea over the course of a text. RL.8.2

Provide an analysis of how theme or central idea relates to the characters, setting, and/or plot. RL.8.2

Provide an objective summary of a text. RL.8.2 Provide an analysis of how particular lines of

dialogue or incidents in a story or drama propel the action. RL.8.3

Provide an analysis of how particular lines of dialogue or incidents in a story or drama provoke a decision. RL.8.3

Provide an analysis of how particular lines of dialogue or incidents in a story or drama reveal aspects of a character. RL.8.3


Elements of a Short Story/Analyzing Plot and Character Development/Determining Theme in Short Stories

Literary Analysis Workshop RL8.2, RL8.3 From “Peter and Rosa” (short story)

o Skills Focus: plot, conflict, dialogue, irony, theme

Critical Thinking: Text Dependent Questions1. What does the dialogue between the skipper and his wife

reveal about their relationship, and how does their conversation move the plot of the story along?

2. What ironic outcome develops as a result of the wife betraying her husband by stealing the jewels?

3. Theme is the insight about life that the story conveys. What is the final note of irony in the story that develops the theme: betrayal of trust can shatter a relationship?


https://www.commonlit.org/texts/fear-prompts-teens-to-act-impulsively

https://www.commonlit.org/texts/stress-for-success



http://ifl.pitt.edu/index.php/educator_resources/accountable_talk

http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspx

8th Grade English Language Arts 2nd QuarterRL.8.1 Cite 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 character, setting, and plot; provide an objective summary of the text.

These standards are constant and should be taught throughout each quarter:Cite Evidence: RL1, RI1Analyze Content: RL/RI.8.2-9

Informational

Provide an analysis of how a text makes connections among and distinctions between individuals (e.g., through comparisons, analogies, or categories). RI.8.3

Provide an analysis of how a text makes connections among and distinctions between ideas (e.g., through comparisons, analogies, or categories). RI.8.3

Provide an analysis of how a text makes connections among and distinctions between events (e.g., through comparisons, analogies, or categories). RI.8.3

In review: Provides textual evidence that most strongly

supports analysis of what the text says explicitly. RL.8.1

Provides textual evidence that most strongly supports analysis of inferences drawn from the text. RL.8.1

Provides a statement of a theme or central idea of a text, based on textual evidence. RL.8.2

Provides an analysis of the development of the theme or central idea over the course of the text. RL.8.2

Provides an analysis of how the theme or central idea relates to the characters, setting, and/or plot. Provides an objective summary of a text. RL.8.2

“An Hour with Abuelo” (short story)o Skills Focus: setting, characters, plot, conflict,

dialogue, irony, theme Critical Thinking: Text Dependent Questions

1. What does Arturo’s description of the setting reveal about Abuelo’s home and his own character traits?

2. Explain the different views Arturo and his mother have about the value of spending time with Abuelo. What theme do the contrasting views suggest?

3. How does Arturo’s mother’s use of Spanish reveal more about her character to the reader?

4. What conflict does the war create for Abuelo, and what theme does this conflict suggest?

5. How does the irony of the way Arturo’s visit ends with Abuelo develop the theme about the value of time?

6. Give examples of three details from the text that develop character, and explain the significance of each.

7. Complete a Venn diagram comparing and contrasting Arturo and Abuelo.

“The Tell-Tale Heart” (short story)o Skills Focus: characterization, plot, conflict,

point of view, setting Critical Thinking: Text Dependent Questions

o Use the TDQs developed in lessons 1-8 from EngageNY: https://www.engageny.org/resource/grade-9-ela-module-2-unit-1

Summaries of “The Tell-Tale Heart” (expository texts)o Skills Focus: compare and contrast, summary

vs. critique Critical Thinking: Text Dependent Questions

1. Complete a Venn diagram comparing the original text of “The Tell-Tale Heart” with the summaries. Look for similarities and differences between the two.

2. Citing evidence from the text, explain how reading a summary differs from reading the full story.

Pearson Online Resources: www.pearsonsuccessnet.com

WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL8.5 - 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.Level 1 (Entering)Recognize the concepts of

Level 2 (Emerging)Recognize the concepts of

Level 3 (Developing)Recognize the concepts of

Level 4 (Expanding)Recognize the concepts of

Level 5 (Bridging)Recognize the concepts of



https://www.engageny.org/resource/grade-9-ela-module-2-unit-1

https://www.engageny.org/resource/grade-9-ela-module-2-unit-1

8th Grade English Language Arts 2nd Quarterdifferent text structures such as a poem and a short story by matching given text features such as stanzas, rhymes, indentations, paragraphing, etc. from an annotated model onto a graphic organizer with a partner

different text structures such as a poem and a short story by highlighting or listing text features such as stanzas, rhymes, indentations, paragraphing, etc. from an annotated model onto a graphic organizer with a partner.

different text structures such as a poem and a short story by highlighting or listing text features such as stanzas, rhymes, indentations, paragraphing, etc. onto a graphic organizer with a partner.

different text structures such as a poem and a short story by using wordles with text features such as stanzas, rhymes, indentations, paragraphing, etc. to create an annotated model.

different text structures such as a poem and a short story by creating a wordle that contains text features such as stanzas, rhymes, indentations, paragraphing, etc. from model texts.


L8.4aUse 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.L8.5b Use the relationship between particular words to better understand each of the words.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.

These standards are constant and should be taught throughout each quarter:Study and apply vocabulary - L.8.4-6


Evidence Statements Demonstrates the ability to 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. L.8.4a


Provides a statement demonstrating accurate meaning and use of grade‐appropriate general academic words and phrases. L.8.6

Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and families

Vocabulary

Prentice Hall Literature- Pearson Publishing Literary Analysis Workshop - from “Peter and Rosa” (short

story) and “An Hour with Abuelo” (short story)o Exploring the Big Question: Learning Big Question

Vocabulary pg. 231o Vocabulary Development p. 236, 238

“The Tell-Tale Heart” (short story)o Latin prefix -ityo Making Connections: Vocabulary p. 292o Vocabulary Development pgs. 292, 294, 296, 298, 300o After You Read: Vocabulary pg. 303

Summaries of “The Tell-Tale Heart” (expository texts)o Content-Area Vocabulary p. 308o Vocabulary Development p. 310

Other Resources www.pearsonsuccessnet.com - Vocabulary central Common Core Companion p. 123-130, 351-355 Greek and Latin roots


Word Benches pg. 57-61 (Greek and Latin affixes) http://www.tn.gov/assets/entities/education/attachments/

std_eng_3081.pdfWriting to Texts

Writing

W8.2 (Informative)Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W8.2aIntroduce a topic clearly, previewing what is to

Writing

Evidence Statements

Development of Ideas Response addresses the prompt and provides

effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-

Writing


Routine Writing (text-dependent): Journal entries Analytic Summaries Graphic Organizers Daily Editing Practice







8th Grade English Language Arts 2nd Quarterfollow; 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.W8.2bDevelop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.W8.2cUse appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.W8.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.W8.2eEstablish and maintain a formal style.W8.2fProvide a concluding statement or section that follows from and supports the information or explanation presented.W.8.9Draw evidence from literary or informational texts to support analysis, reflection, and research.

based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.



Clarity of Language Response establishes and maintains an effective

style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.



Reviewed throughout the quarter:Writing Sentences, Thesis statementEssay organization and structureTopic sentences and supporting detailsWriting paragraphs, Performance tasks

Annotation

Summarize- Literary Analysis Workshop (Inform/explain) Write an objective summary of “An Hour with Abuelo.”

Include only the most important ideas and details. Do NOT include your personal opinion of the text.

Analysis- “The Tell Tale Heart” (Inform/explain) Identify a central idea in “The Tell-Tale Heart” and discuss

how point of view and structural choices contribute to the development of the central idea over the course of the text.

Analysis- “The Tell Tale Heart” (Inform/explain) Compare and contrast the perspectives of the narrator and

the old man on the night of the murder. Citing evidence from the text, identify the ways the reader knows what the old man is thinking and feeling.

Analysis- Summaries of “The Tell Tale Heart” (Inform/explain) Write an essay in which you evaluate the two summaries of

“The Tell-Tale Heart.” First, compare the summaries, noting their style, completeness, conciseness, and accuracy. Then, assess each summary to determine how effective each summary is.



explanatory-writing

Language

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


Language

Evidence Statements Demonstrate the ability to use verbs, participial

and gerund phrases correctly within context when speaking or writing L.8.1

Conventions

Prentice Hall Literature- Pearson Publishing Verbs – action and linking, principal parts of regular verbs,

Integrated Language p. 304 Elements of Language- Holt Publishing

Participial and gerund phrases Dangling and misplaced modifiers Clauses – independent, subordinate (dependent)

Resources Practice with specific language conventions/usage/ vocabulary

standards, or choose specific grammar and usage gameswww.internet4classrooms.com


http://www.internet4classrooms.com/





8th Grade English Language Arts 2nd Quarter Instructional games available for grammar and usage skill

developmenthttp://grammar.ccc.commnet.edu/grammar/quiz_list.html

Practice with specific language conventions/usage/ vocabulary standards, or choose specific grammar and usage gameswww.NoRedInk.com


SL.8.1Engage 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.8.4 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.

These standards are constant and should be taught throughout each quarter:Analyze Content: SL.8.2-3Study and apply grammar: SL.8.6Conduct Discussions: SL.8.1Report Findings: SL.8.4-6


Evidence Statements Engage in various modes of discussions on

grade 8 topics, texts, and issues. SL.8.1 Demonstrate the ability to 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.8.4

Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings



Activity Comprehension and Collaboration p. 305– Prepare and

present an oral response addressing whether or not “The Tell-Tale Heart” is as frightening as today’s horror films.

In small groups, create a short film (10 minutes or less), based on “The Tell-Tale Heart”

Other Resources Rubric for short film project

http://www.rcampus.com/rubricshowc.cfm?sp=yes&code=Q4CW92&

Weeks 7-9Anchor Texts: “A Poem for My Librarian, Mrs. Long” exemplar p.643-644 and “Describe Somebody/Almost Summer Sky (poem) p. 645-646/p. 647-648 Poetry Collection 3- “Concrete Mixers”, “Harlem Night Song”, and “The City Is So Big” (poems) p. 675-678 “The Road Not Taken” exemplar and “O Captain! My Captain!” exemplar p.774, p.777




http://www.NoRedInk.com/

http://grammar.ccc.commnet.edu/grammar/quiz_list.html

8th Grade English Language Arts 2nd Quarter

Essential Question: What is the secret to reaching someone with words? TN State Standards Evidence Statements Content


Literature and Informational

RL.8.4Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RL8.5 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.

In review: RL/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.RL/RI.8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.8.2-9

Literature and Informational

Evidence Statements Demonstrates the ability to determine the

meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/ or provides an analysis of the impact of specific word choice on meaning and/or tone. RL.8.4

Provides a comparison and contrast of the structure of two or more texts. RL.8.5

Provides an analysis of how the differing structure of each text contributes to its meaning and style. RL.8.5

In review: Demonstrates the ability to determine the

meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/ or provides an analysis of the impact of specific word choice on meaning and/or tone. RL/RI.8.4

Provides textual evidence that most strongly supports analysis of what the text says explicitly. RL/RI.8.1

Provides textual evidence that most strongly supports analysis of inferences drawn from the text. RL/RI.8.1


Elements of Poetry, Analyzing Poetic Language and the Impact of Word Choice

Literary Analysis Workshop RL8.4, RL8.5 Close Read: Analyzing the Impact of Word Choice

Model Exemplar Text: “A Poem for My Librarian, Mrs. Long” exemplar

o Skills Focus: tone, word choice, figurative language, multi-meaning words, context clues, sound devices, paraphrase, forms of poetry, imagery

Critical Thinking: Text Dependent Questions1. How can the reader tell “A Poem for My Librarian, Mrs.

Long” is written in free verse?2. Which line from the poem expresses the speaker’s love

for books?3. Describe the author’s tone in the last three lines of the

poem.

Independent Practice - “Describe Somebody/Almost Summer Sky (poem)

o Skills Focus: tone, word choice, figurative language, multi-meaning words, context clues, sound devices, paraphrase, forms of poetry, imagery

Critical Thinking: Text Dependent Questions1. What details in the opening lines of “Describe

Somebody” help the reader decide who the speaker is?2. Describe the speaker’s tone at the end of the poem.3. Explain how Rodney’s point of view compares and

contrasts with Lonnie’s point of view in “Almost Summer Sky.”

4. What idea does the poet convey by breaking up lines 45-48?

5. What is the effect of the figurative language in the last stanza of the poem?

6. What tells the reader these poems are written in free verse? How is the free-verse structure well suited to convey the speaker of these poems?

Comparing Literary Works: Context Clues and Figurative


8th Grade English Language Arts 2nd QuarterLanguage RL.8.4

“Concrete Mixers” (poem), “Harlem Night Song” (poem), “The City Is So Big” (poem)

Skill Focus: tone, word choice, figurative language, multi-meaning words, context clues, sound devices, paraphrase, forms of poetry, imagery

Before You Read- p. 671o Reading Skill: Context Clues and o Literary Analysis: Figurative Language

Critical Thinking: Text Dependent Questions 1. Explain which context clues in lines 1-8 of “Concrete

Mixers” help reveal the meaning of muck?2. In line 4, the concrete mixers are referred to as

“elephant-bellied” and “elephant-nosed.” What type of figurative language is being used, and what tone does it suggest?

3. Cite examples of how the speaker in “Harlem Night Song” use words to connect himself to the reader.

4. Which phrases are repeated in the poem, and how does the repetition emphasize the joyful mood?

5. In “The City Is So Big,” what three unusual events does the speaker say he has seen? In your own words, explain what the speaker has actually seen.

After You Read- p. 679o Reading Skill: Context Clueso Literary Analysis: Figurative Language

Comparing Literary Works: Comparing Types of Description RL8.1 RL8.4

“The Road Not Taken” exemplar, “O Captain! My Captain!” exemplar

Skills Focus: figurative language, analogies, symbolism, tone, critical view of medium, characterization

Critical Thinking: Text Dependent Questionso Use TDQs from achievethecore (Frost):

www. achievethecore.org/file/2321 o Use TDQs from achievethecore (Whtman):

www.achievethecore.org/file/612 After you Read- p. 779

o Comparing Types of Description


http://www.achievethecore.org/file/612

http://www.achievethecore.org/file/2321

8th Grade English Language Arts 2nd QuarterOther Resources Common Core Companion Understanding connotation and figurative language p. 42 Comparing/Contrasting Texts Structures p. 54-55 Unit 4 Resource Book (20 poems and strategies for analyzing)

http://www.heinemann.com/shared/onlineresources (Strategies for reading poetry for students)

http://www.scholastic.com/teachers/lesson-plan/strategies-read-and-analyze-poetry

(Graphic organizers for poetry analysis)http://www.mrsscotten.com/poetry_project.html

WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL8.5 - 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.Level 1 (Entering)Recognize the concepts of different text structures such as a poem and a short story by matching given text features such as stanzas, rhymes, indentations, paragraphing, etc. from an annotated model onto a graphic organizer with a partner

Level 2 (Emerging)Recognize the concepts of different text structures such as a poem and a short story by highlighting or listing text features such as stanzas, rhymes, indentations, paragraphing, etc. from an annotated model onto a graphic organizer with a partner.

Level 3 (Developing)Recognize the concepts of different text structures such as a poem and a short story by highlighting or listing text features such as stanzas, rhymes, indentations, paragraphing, etc. onto a graphic organizer with a partner.

Level 4 (Expanding)Recognize the concepts of different text structures such as a poem and a short story by using wordles with text features such as stanzas, rhymes, indentations, paragraphing, etc. to create an annotated model.

Level 5 (Bridging)Recognize the concepts of different text structures such as a poem and a short story by creating a wordle that contains text features such as stanzas, rhymes, indentations, paragraphing, etc. from model texts.


L8.4aUse 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.L8.5b Use the relationship between particular words to better understand each of the words.L8.6 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.

These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.8.4-6


Evidence Statements Demonstrates the ability to 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. L.8.4a


Provides a statement demonstrating accurate meaning and use of grade‐appropriate general academic words and phrases. L.8.6

Reviewed throughout the quarter:Synonyms/antonyms, Affixes- Latin roots, Context clues, Analogy and word relationships, Word parts and families

Vocabulary


Tier 2 Academic Vocabulary – examine, clarify, establish, engage, integrate List of Tier 2 Academic Vocabulary (referred to as Tier 2

Academic Terms by Marzano)http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf

o See pages 1-25 for Tier 2

Literary Analysis Workshop o Introducing the Big Question: Learning Big Question

Vocabulary pg. 637o Vocabulary Development pg. 640

Poetry Collection 3o Skills: Latin suffix –ouso Making Connections: Vocabulary pgs. 672





http://www.mrsscotten.com/poetry_project.html



http://www.heinemann.com/shared/onlineresources

8th Grade English Language Arts 2nd Quartero Vocabulary Development pg. 672, 674, 676o After You Read: Vocabulary pg. 679

“The Road Not Taken” and “O Captain! My Captain”o Vocabulary Development p. 772, 778

Other Resources www.pearsonsuccessnet.com - Vocabulary central Greek and Latin roots


Word Benches pg. 57-61 (Greek and Latin affixes) http://www.tn.gov/assets/entities/education/attachments/

std_eng_3081.pdf

Writing to Texts

Writing

W8.1 (Argumentative)Write arguments to support claims with clear reasons and relevant evidence.W8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.W8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.W8.1cUse words, phrases, and clauses to clarify the relationships among claim(s) and reasons.W8.1dEstablish and maintain a formal style.W8.1eProvide a concluding statement or section that follows from the argument presented

W.8.2 (Informative)Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.8.2aIntroduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g.,

Writing

Evidence Statements

Development of Ideas Response addresses the prompt and provides

effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.



Clarity of Language Response establishes and maintains an

effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.



Writing


Routine Writing (text dependent questions) Writing About the Big Question pg. 672, 773 Critical Thinking and After You Read Journal entries Graphic Organizers Daily Language Practice Annotation

Analysis- Literary Analysis Workshop (Inform/Explain) Write a free verse poem describing someone or a perfect

moment. Use at least three literary devices found on p. 640-641.

Analysis- Poetry Collection 3 (Argument) Analyze the examples of figurative language in each poem.

Then write an argumentative essay discussing which of the poets most effectively use figurative language to appeal to the readers’ senses and emotions.

Analysis- Poetry Collection 3 (Argument) Which of the poems best uses words to create a vision or idea

of the city? In an essay, state your opinion, and then support it with words and phrases from the poem.

Analysis- ‘The Road Not Taken” and “O Captain! My Captain!” (Inform/Explain) The insights of both Frost’s and Whitman’s poems are







8th Grade English Language Arts 2nd Quarterheadings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.8.2bDevelop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.W. 8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.W. 8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.W8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

Reviewed throughout the quarter:Writing Sentences, Thesis statementEssay organization and structureTopic sentences and supporting detailsWriting paragraphs, Performance tasks

expressed through figurative description. In an essay, explain whether these descriptions remain relevant and help convey ideas important to readers today.

Analysis- ‘The Road Not Taken” and “O Captain! My Captain!” (Argument) Both “The Road Not Taken” and “O Captain! My Captain!” use

words to get a message across to readers. In an essay, explain the poems’ messages, and then tell which poem impacted you most strongly and why. Cite words and phrases that helped communicate the message.



explanatory-writing

Argumentative Resources http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/

OpArgRubric-Gr6-8.pdf Teaching the Argumentative Rubric’s Traits

The Scoring Guides and Sample Student Responses http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources/2013-14p3scoringmaterials.aspx#G68

Language

L8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L8.1aExplain the function of verbals (gerunds,participles, infinitives) in general and their function in particular sentences.


Language Evidence Statements Identify the correct use of prepositional phrases

(place correctly according to the words they modify within the sentence) within context. L.8.1

Identify the correct use of infinitives/ infinitive phrases within context. L.8.1a

Conventions

Prentice Hall Literature- Pearson Publishing Integrated Language Arts p. 738 and 762

Reading Application Writing Application p. 711 Prentice Hall Writing Coach

Elements of Language- Holt Publishing Prepositional phrases Infinitive and infinitive phrases

Resources Practice with specific language conventions/usage/ vocabulary

standards, or choose specific grammar and usage gameswww.internet4classrooms.com

Instructional games available for grammar and usage skill developmenthttp://grammar.ccc.commnet.edu/grammar/quiz_list.html

Practice with specific language conventions/usage/ vocabulary Shelby County Schools

Page 19 of 21

http://grammar.ccc.commnet.edu/grammar/quiz_list.html

http://www.internet4classrooms.com/





8th Grade English Language Arts 2nd Quarterstandards, or choose specific grammar and usage gameswww.NoRedInk.com


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.8.1Engage 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.

These standards are constant and should be taught throughout each quarter.Analyze Content: SL.8.2-3Study and apply grammar: SL.8.6Conduct Discussions: SL.8.1Report Findings: SL.8.4-6


Evidence Statements Present findings, focusing on significant points

in a unified manner with sound and relevant details. SL.8.4

Engage an audience using appropriate eye contact, volume, and annunciation. SL.8.4

Engage in various modes of discussions on grade 8 topics, texts, and issues. SL.8.1

Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings



Activities Choose one of the poems in which the author has made

several interesting word choices with literal, figurative, and connotative meanings. Hold a discussion with a small group, focusing on examples of similes, metaphors, and personification, distinguishing between literal and connotations of particular words, and how the connotations affect meaning of the overall poem.

Resources Teaching strategies to improve cooperative learning skills

https://www.teachervision.com/cooperative-learning/resource/48649.html

Group roles and responsibilitieshttps://www.google.com/webhp?sourceid=chrome-instant&rlz=1C1QJDB_enUS641US641&ion=1&espv=2&ie=UTF-8#q=group%20roles%20and%20responsibilities

Accountable Talk Toolkithttp://www.ces.rcs.k12.tn.us/web_uploads/203_accountable_talk_toolkit_10-09.pdf

Research Project

Reading and Writing

Research

W8.4Produce 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)W8.7Conduct 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.

Research

Evidence Statements

Demonstrate the ability to develop a topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. W.8.4, W.8.7

Research


Activities- Investigation and Analysis

1. Using the Internet and other sources, research and locate one article that addresses the importance of tone in writing and complete an objective summary of the text.

2. Choose two of the works from the unit and write an informative essay that analyzes how each author’s tone helps to convey his or her attitudes and beliefs toward his or her topic. Also, compare and contrast how tone reflects each author’s purpose for writing. Develop a strong thesis statement, cite evidence from both texts in your response, and follow standard written




https://www.google.com/webhp?sourceid=chrome-instant&rlz=1C1QJDB_enUS641US641&ion=1&espv=2&ie=UTF-8#q=group%20roles%20and%20responsibilities





http://www.NoRedInk.com/

8th Grade English Language Arts 2nd QuarterEnglish.


Documents

MAP Gr8 Q2... · Web viewTeachers’ Edition ... Though there may be a few minor errors in grammar and ... How does Arturo’s mother’s use of Spanish reveal more about her character