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Week of Aug. 20th - Aug. 24thAug. 20th - Aug. 24th Indicator CCSS

Review Weak Standards from 2011 - 2012 Review Weak Standards from 2011 - 2012

Instructional Strategies

Resources

Assessment

Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st

Week of Aug. 27th - Aug. 31thAug. 27th - Aug. 31th Indicator CCSS8-1.1 Compare/contrast ideas within and across literary texts to make inferences.

8.RL.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.

8-3.1 Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words.

8.RL.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.

8-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

8.W.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

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

Instructional Strategies 8-1.11. Students will set up a “cause and effect” chart to show the causes and effects within and across literary texts to make

inferences. Quadrant C2. Students will read “Monkey’s Paw”, “Tell-Tale Heart”, “Hitchhiker”, “The Landlady”, and “The 3rd Wish” to

compare/contrast the conflict in suspense stories and make inferences. Quadrant C’3. Students will compare and contrast I Hear America Singing by Walt Whitman and a poem by Shel Silverstein to

make inferences. Quadrant C4. Students will compare and contrast the theme of two ballads. Quadrant C5. Students will use a Venn diagram to compare and contrast two poems by the same author, such as “Stopping By

Woods On A Snowy Evening” and “The Road Not Taken” by Robert Frost. Compare/contrast the themes. Quad C6. Students will compare and contrast the themes in two poems by different authors. Quadrant C

8-3.11. Students will read literature that has strong voice in complex structure. Discuss meaning of unknown words in

context. Quadrant A2. Students will list unfamiliar words they encounter in their independent reading. They will develop a definition for

each of these words using context clues in the text. They will verify or modify those definitions using a dictionary. Quadrant C

8-4.11. Students will use graphic organizers such as webs, charts or outlines to generate and organize ideas. Quadrant B2. Students will be divided into groups that will brainstorm to organize ideas. Quadrant B3. Students will watch a video clip or look at a picture to generate ideas for writing a story. Quadrant B4. Students will maintain a writing notebook with writing topics about which they are interested. Quadrant B5. Students will play “Brain Drain” (free write) for 5-10 minutes about a specific topic. The goal is to “drain the brain” of

all information about the topic. Quadrant B6. The teacher will read one of the following: a children’s book, excerpt, news article, and poem. Students will write for

10-15 minutes in their writer’s notebook a response or a connection to the text. This is a quick write! Quadrant B7. Students will respond to journal topics and keep their responses in their writing folder to use as

pre-writing/brainstorming pieces. Quadrant B

Resources

Daily Oral Language

Websites: www.studyisland.com, www.readwritethink.org, www.scetv.org/education/streamlinesc/, http://wvde.state.wv.us/learn21/6/8/languagearts/

S3 Curriculum: http://scde.mrooms.org/index.php?page=14484

Other Resources: PASS Coach Book ELA: pgs. 40-43 (8-1.1), PASS Coach Book ELA: pgs. 18-21 (8-3.1)PASS Coach Book ELA: pgs. 110-113 (8-4.1), "Quinn"Essential Reading Log

Common Core: Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf, Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdfAppendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf

Assessment

Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st

http://www.corestandards.org/assets/Appendix_C.pdf

http://www.corestandards.org/assets/Appendix_B.pdf

http://www.corestandards.org/assets/Appendix_A.pdf

http://scde.mrooms.org/index.php?page=14484

http://wvde.state.wv.us/learn21/6/8/languagearts/%20

http://www.scetv.org/education/streamlinesc/%20

Week of Sept. 3rd - Sept. 7thSept. 3rd Indicator CCSS

Labor Day (Holiday) Labor Day (Holiday)Instructional Strategies

Labor Day (Holiday)Resources

Labor Day (Holiday)Assessment

Labor Day (Holiday)

Sept. 4th - Sept. 7th Indicator CCSS8-1.2 Explain the effect of point of view on a given narrative text.

8.RL.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

8-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts

8.L.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.

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

8-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

None

Instructional Strategies 8-1.21. The teacher will conduct a mini-lesson on point of view. Quadrant A2. The teacher will select some short stories in which third person limited omniscient and third person omniscient

points of view are seen. Students will identify the correct point of view. Quadrant A3. Students will discuss how different points of view can affect theme using first-person and third-person examples.

Quadrant C 4. Rewrite a folk tale of Asia or Africa such as “The Wise Old Woman” or “The People Could Fly” from another point of

view. Quadrant D5. Students will place sticky notes in text to document evidence of point of view. Quadrant B6. The teacher will have conversations about characters, point of view, mood, and tone with students during reading

conferences. Quadrant C

8-3.21. Students will complete a study on word stems and Greek and Latin roots and affixes and will create a word list of

their own. Quadrant C2. Students will analyze a group of words using the same stem. They will develop a definition for the stem based

on their definition for these words. Quadrant C 3. Students will analyze words from the texts for Greek and Latin roots and affixes.4. The teacher will help students master prefixes, roots, and suffixes for grade 8 from Appendix C of the 2008 SC ELA

standards using flashcards, Frayer Model, etc.

Prefixes Roots SuffixesGreek Latin

ad- (toward) astro (star) bene (good) -al (adj)de- (down) chron (time) fer (carry) -ism (n)mal- (bad) helio (sun) flex/flect (bend) -ize (v)

bin- (two) hetero (different) ject (throw) -ive (adj)

cata- (down) homo (same) pend (hang)under- (below) neo (new) rupt (break)

omni- (all) paleo (old) sol (sun)syn/sym

(with) stell (star)

temp/tempo (time)

voc (call)

8-4.21. The teacher will lead mini-lessons that focus on sentence types with students. Quadrant B2. After reading any selection of genres, students will respond using include a variety of types of sentences. Quadrant C

ResourcesDaily Oral Language



Other Resources: PASS Coach Book ELA: pgs. 62-65 (8-1.2), PASS Coach Book ELA: pgs. 14-17 (8-3.2), PASS Coach Book ELA: pgs. 88-91 (8-4.2), "Quinn"Essential Reading Log


Assessment







Week of Sept. 10th - Sept. 14thSept. 10th - Sept. 14th Indicator CCSS8-1.3 Interpret devices of figurative language (including extended metaphor and oxymoron).


8.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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

8-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.

None

8-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.

8.W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Instructional Strategies 8-1.31. Students will read selected passages to determine the use of figurative language and the type used. Quadrant A2. Students will write poems containing various forms of figurative language: onomatopoeia, assonance, alliteration,

simile, metaphor, extended metaphor, hyperbole, oxymoron, and paradox. Quadrant D3. Students will write a folk tale or fable using personification. Quadrant C4. Students will rewrite a fairy tale in modern language focusing on simile, extended metaphor, hyperbole,

personification, oxymoron, and paradox. Quadrant C5. Students will interpret similes and metaphors in poems and prose to determine proficiency in figurative language.

Quadrant C6. Students will compare/contrast figurative language in both prose and poetry. Quadrant B7. Students will create a comic strip based on a simile or metaphor. In the comic strip, they will explain the meaning of

their simile/metaphor. Quadrant C8. Students will record and share examples of figurative language in novels. Then, students should be allowed to “try

it” in their own writing. Quadrant B

8-3.31. Students will analyze idioms and euphemisms in texts. Quad B

8-4.31. Students will describe a day in their life without clean or hot water (e.g., brushing your teeth, showering, drinking) in

a multiple-paragraph composition. Quadrant B2. After reading several published critical reviews for video games, books, or movies, students will write their own

review about their video game, book, or movie of their choice. They will try to parallel the descriptive language used in the published reviews. Quadrant C







Other Resources: PASS Coach Book ELA: pgs. 66-69 (8-1.3), PASS Coach Book ELA: pgs. 22-25 (8-3.3), PASS Coach Book ELA: pgs. 92-95 (8-4.3)


Assessment




Week of Sept. 17th - Sept. 21thSept. 17th - Sept. 21st Indicator CCSS8-1.4 Analyze a given literary text to determine its theme.

8.RL.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.

8-3.4Interpret the connotations of words to understand the meaning of a given text.

8.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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

8-4.4 Use grammatical conventions of written Standard American English including reinforcement of conventions previously taught.

8.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.b. Form and use verbs in the active and passive voice.c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.d. Recognize and correct inappropriate shifts in verb voice and mood.*

8.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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


8-1.41. Students will work in groups to read newspaper articles and will look for ideas that are relevant/accurate to include in

a summary. Students will write as the teacher models on the overhead or smart board. Students will discuss what type of things would make synopsis inaccurate if added. Students complete a second article and summary on their own to share with the class. The class will listen for accurate/relevant details. (Students will identify theme.) Quadrant A

2. The teacher will divide a difficult article into small sections and assign one or two paragraphs per student. Students will read and paraphrase their section and record paraphrase on overhead, board, etc. Each student will read his or her paraphrase to the class. Students will take notes. (Students will identify theme.) Quadrant A

3. Students will read a variety of passages and write themes of each passage. Quadrant B4. Students will summarize a text and then write questions that can be answered from the information in their summary.

They will exchange the summary and questions with a partner who will answer the questions using the summary. Identify the theme. Quadrant B

5. Students will keep a reader’s response journal where they will include summaries and themes of what they read independently. Students will also include analysis of particular literary elements and their own evaluation of the text in their reader’s response journal entries. Quadrant B,C

6. Students will read a multi-paragraph text. They will locate the key words from each paragraph and write them on a sticky note (the size of the sticky note will limit the number of words the student can choose.) They will use these keywords to write a summary of the text. (The teacher may need to model this before students do this

independently. They will then identify the theme.) Quadrant C7. Students will think/pair/share main idea and/or theme of single paragraphs. They will eventually advance to multi-

paragraph selections and to complete short works. (Think/pair/share is where students turn to a partner in class to briefly discuss the text read.) Quadrant B

8. Students will write an editorial reply to a newspaper editorial. As students read the editorial, they will pull out the important details. They will respond to these details in their editorial reply. Quadrant D

9. Teacher will give students three different sizes of sticky notes. On the largest sticky note, students will list all the details they can find as they read a text. Using this list of details, students will narrow down these details and choose 3 or 4 that are most important to write on their middle-sized sticky note. On the smallest sticky note students will write the theme of the text using their previous lists of details. Quadrant C

10. Students will formulate constructed responses based on text read. They will use the question asked to help them Dec.ide the theme for their response and then they will choose significant details from the text to support their theme. Quadrant D

8-3.41. Students read selected passages to determine the denotations/connotations of specified words. Quadrant A2. Students will read a newspaper article and find denotations and connotations within the article. Quadrant A3. Students will find an advertisement in a magazine. They will list the words used to make the product seem

appealing, and for each word, will list another word with a similar denotation but a different connotation. Quadrant C4. Students will think/pair/share denotations and connotations from a work of fiction. Quadrant A

8-4.41. Students will complete adjective and adverb comparison charts using –er or more for comparative and –est or most

for superlative. Irregular forms, such as good and bad, will also be studied. Students will practice using the correct comparative or superlative form for a variety of adjectives and adverbs in their writing and editing. Quadrant C

2. The teacher will conduct mini-lessons focusing on editing (punctuation, parts of speech, spelling/dictionary skills, etc.) Quadrant A

3. The teacher will give students a paragraph that contains fragments, run-ons, and comma splices. The students will eliminate errors. Quadrant C




Other Resources: PASS Coach Book ELA: pgs. 74-77 (8-1.4), PASS Coach Book ELA: pgs. 44-99 (8-4.4) Common Core: Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf, Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdfAppendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf

Assessment







Week of Sept. 24th - Sept. 28thSept. 24th - Sept. 28th Indicator CCSS8-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

8.RL.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.







8-4.5 Revise the organization and development of content and the quality of voice in written works.

8.W.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

8.L.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.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).

Instructional Strategies 8-1.51. Students will place sticky notes in text to document evidence of flashback, foreshadowing, symbolism, allusion, imagery and tone. Quadrant B2. Students will locate examples of foreshadowing as they read a story. They will use these examples to make predictions about what will happen later in the story based on these hints from the author. Quadrant C3. Students will read selected texts to determine imagery, tone, flashback, foreshadowing, irony, allusion and symbolism used. Quadrant C4. Students will write a memoir using symbolism, flashback, foreshadowing, irony, or imagery the symbol used. Quadrant C.5. Students will read representations of symbolism used in various selections. Quadrant C 6. Identify symbols used in story selections. Quadrant A

7. Teacher will identify symbols used in reading selections. Students will design a visual representation of the symbols used. Quadrant C8. The teacher will show an example of a personal object. Students will describe how that object represents a certain person. Students will bring in their own objects and guess what the symbols represent. Quadrant A9. Students will create a time capsule for a character from a novel. In the time capsule, they will place objects to symbolize various aspects of the character. They will provide explanations (oral or written) for each object. Quad D





8-4.51. The teacher will conduct writing conferences that emphasize writing with specific vocabulary, information and

standard sentence formation. Quadrant B2. The teacher will write an informal invitation. The students will rewrite it to make it formal (word choice). Quadrant B3. The teacher will conduct mini-lessons focusing on revision (voice, word choices, introductions and conclusions,

combining sentences, etc.). Quadrant A4. The students will expand sentences and paragraphs after the teacher has conducted mini-lessons on concepts such

as adjectives and adverbs, complex and compound sentences, prepositional phrases, etc.5. Students will participate in writing response groups where they will discuss revision with classmates. 6. Students will use a class revision sheet focusing on vivid vocabulary. Quadrant C7. Students will peer-revise a partner’s writing. The teacher will provide specific revising techniques for students to

focus on in their peer-revising session. Quadrant D






Assessment







Week of Oct. 1st - Oct. 5thOct. 1st - Oct. 5th Indicator CCSS8-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

None






8-4.5 Revise the organization and development of content and the quality of voice in written works.


8.L.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.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).

Instructional Strategies 8-1.61. The students will keep a reading log/reader’s response.2. The students will respond to the reading in a reflective journal.3. The teacher will read to the class aloud, and students will respond to a specified topic.4. The students will create a comic strip writing a description of each character and a dialogue between two

characters.5. The students will critique another student’s book talk.6. The students will record first impressions of a novel, short story, or poem. After further reading, teaching, and class

discussion, the students will revisit their earlier record and will record how their opinions and feelings about the work have changed and why.

7. Students will have a debate explaining why they disagree with a certain position that has been taken. For instance, violence in schools today gets great media exposure as if this is a daily occurrence. Students will convince the media groups why this assertion is not fact. Students will defend their positions in a seminar setting. This activity will follow students reading articles on their topic.

8. The teacher will choose an event in the day’s headlines and ask students to develop different points of view to

explain motive, emotions, and actions orally or in writing.9. Students will read a short story and work in groups to create a complete production plan for a stage version of that

short story. They will need to include: casting suggestions, set designs, rehearsal schedule, and publicity materials. At the end of the planning stage, students will present the play.

10. Students will work with a group or in pairs to dramatize a scene from a play or story. Students will create props and develop new ways of interpreting the test for oral presentation to the class.

11. Students will give a dramatic reading of a poem--using voice and gestures to add visual enjoyment as well as understanding of the poem (ex. "O Captain, My Captain!") Students must prepare the audience for the meaning of the poem by giving them historical importance and a brief author biography.

12. Students will write an additional scene or rewrite a scene from a play read in class. Students will present scene.








as adjectives and adverbs, complex and compound sentences, prepositional phrases, etc.5. Students will participate in writing response groups where they will discuss revision with classmates. 6. Students will use a class revision sheet focusing on vivid vocabulary. Quadrant C7. Students will peer-revise a partner’s writing. The teacher will provide specific revising techniques for students to

focus on in their peer-revising session. Quadrant D






Assessment







Week of Oct. 8th - Oct. 12thOct. 8th - Oct. 12th Indicator CCSS8-1.7 Compare/contrast literary texts from various genres (for example, poetry, drama, Nov.els, and short stories).

8.W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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

b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).



8-4.6 Edit for the correct use of written Standard American English, including ellipses and parentheses.



a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

b. Use an ellipsis to indicate an omission.c. Spell correctly.

Instructional Strategies 8-1.71. The students will use Venn diagrams to compare/contrast texts.2. The students will use 3-column notes to compare/contrast texts.3. The students will use ABC boxes as they read to record notes to compare/contrast.

A-B C-D E-F G-H I-J K-L

4. The students will write vocabulary about one character in pencil as they read. They will write about the other character in ink. When they finish the reading selection, they will have notes to use to compose a written or oral presentation.

8-4.61. The teacher will conduct writing conferences that emphasize editing and standard sentence formation. Quadrant B2. The teacher will model editing paragraphs using an editor’s checklist. Quadrant A3. Students will use an Editor’s Checklist. This editor’s checklist will be created based on teacher’s feedback on past

writing assignments and mini-lessons tAug.ht during class. Quadrant B4. Students will edit daily language from the board or overhead, working in groups to defend their editorial choices.

Quadrant A5. Students will peer edit a partner’s paper. The teacher will provide specific areas of editing for the students to focus

on during their peer-editing session. Quadrant D6. The teacher will give students a paragraph that contains fragments, run-ons, and comma splices, ellipses and

parentheses errors. The students will eliminate errors. Quadrant C7. Students will edit a paper by reading the draft aloud to a partner and making clear what needs to be corrected.

Quadrant A8. Students will edit their writing beginning with the last sentence. They will work their way backwards through their

writing until they make it to their opening sentence. This will allow students to focus on the way a sentence is written without thinking about content. Quadrant B









Assessment







Week of Oct. 15th - Oct. 19thOct. 15th - Oct. 19thIndicator CCSS8-1.4 Analyze a given literary text to determine its theme. 8.RL.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.

8-1.7 Compare/contrast literary texts from various genres (for example, poetry, drama, Nov.els, and short stories).

8.W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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

b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced

8-3.4 Interpret the connotations of words to understand the meaning of a given text.

8.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent

8-5.2 Create narratives (for example, memoirs) that communicate the significance of particular personal relationships.

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


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

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

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

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


8-1.41. Students will work in groups to read newspaper articles and will look for ideas that are relevant/accurate to include

in a summary. Students will write as the teacher models on the overhead. Students will discuss what type of things would make synopsis inaccurate if added. Students complete a second article and summary on their own to share with the class. The class will listen for accurate/relevant details. (Students will identify theme.) Quadrant A

2. The teacher will divide a difficult article into small sections and assign one or two paragraphs per student. Students will read and paraphrase their section and record paraphrase on overhead, board, etc. Each student will read his or her paraphrase to the class. Students will take notes. (Students will identify theme.) Quadrant A

3. Students will read a variety of passages and write themes of each passage. Quadrant B4. Students will summarize a text and then write questions that can be answered from the information in their summary.

They will exchange the summary and questions with a partner who will answer the questions using the summary. Identify the theme. Quadrant B

5. Students will keep a reader’s response journal where they will include summaries and themes of what they read independently. Students will also include analysis of particular literary elements and their own evaluation of the text in their reader’s response journal entries. Quadrant B,C

6. Students will read a multi-paragraph text. They will locate the key words from each paragraph and write them on a sticky note (the size of the sticky note will limit the number of words the student can choose.) They will use these keywords to write a summary of the text. (The teacher may need to model this before students do this independently. They will then identify the theme.) Quadrant C

7. Students will think/pair/share main idea and/or theme of single paragraphs. They will eventually advance to multi-paragraph selections and to complete short works. (Think/pair/share is where students turn to a partner in class to briefly discuss the text read.) Quadrant B

8. Students will write an editorial reply to a newspaper editorial. As students read the editorial, they will pull out the important details. They will respond to these details in their editorial reply. Quad D

9. Teacher will give students three different sizes of sticky notes. On the largest sticky note, students will list all the details they can find as they read a text. Using this list of details, students will narrow down these details and choose 3 or 4 that are most important to write on their middle-sized sticky note. On the smallest sticky note students will write the theme of the text using their previous lists of details. Quadrant C

10. Students will formulate constructed responses based on text read. They will use the question asked to help them Decide the theme for their response and then they will choose significant details from the text to support their theme. Quadrant D

8-1.71. The students will use Venn diagrams to compare/contrast texts.2. The students will use 3-column notes to compare/contrast texts.3. The students will use ABC boxes as they read to record notes to compare/contrast.

A-B C-D E-F G-H I-J K-L

4. The students will write vocabulary about one character in pencil as they read. They will write about the other character in ink. When they finish the reading selection, they will have notes to use to compose a written or oral presentation.

8-3.41. Students read selected passages to determine the denotations/connotations of specified words. Quadrant A2. Students will read a newspaper article and find denotations and connotations within the article. Quadrant A3. Students will find an advertisement in a magazine. They will list the words used to make the product seem

appealing, and for each word, will list another word with a similar denotation but a different connotation. Quadrant C4. Students will think/pair/share denotations and connotations from a work of fiction. Quadrant A

8-5.21. The students will examine song lyrics to find a “theme song” for their lives. Students will then write their own

“theme songs” waiving conventions. (This also incorporates poetry and speaking.) Use the Internet to find lyrics.2. Students will select a memorable person in their lives and write a memoir including their relationship with that

person.




Other Resources: PASS Coach Book ELA: pgs. 74-77 (8-1.4), PASS Coach Book ELA: pgs. 58-61 (8-1.7), PASS Coach Book ELA: pgs. 26-29 (8-3.4), PASS Coach Book ELA: pgs. 118-121 (8-5.2),


Assessment







Week of Oct. 22nd - Oct. 26thOct. 22nd - Oct. 25th Indicator CCSS8-2.1 Compare/contrast central ideas within and across informational texts.

8.RI.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.

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

8-3.1 Use context clues (for example, those that provide an example, a definition, or restatement) to generate the meanings of unfamiliar and multiple-meaning words.


8-5.1 Create informational pieces (for example, reports and letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

8.W.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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

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

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

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

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

follows from and supports the information or explanation presented.

8-6.1 Generate a topic for inquiry. 8.W.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Instructional Strategies 8-2.11. Students will contrast information in two or more informational texts and discuss how they are different. Quadrant C2. Students will discuss the themes introduced by a text and identify other texts/selections that share those common

themes. Quadrant C3. Students will read a newspaper article, a selected passage, and a magazine article on a particular topic. Students

will compare and contrast information. Quadrant C4. Students will read articles that address life in the United States and in Asia.5. Students will address differences and similarities between Asians and Americans by focusing on stereotypes using

a graphic organizer. Quadrant C6. Students will listen to news broadcasts on three different days from three different news sources. Compare

vocabulary used, topics chosen, and sources cited. Quadrant C7. Students will use three different sources to conduct research on a particular topic. They will put this information

together in a research paper or presentation. Quadrant D

8-3.11. Students will read literature that has strong voice in complex structure. Discuss meaning of unknown words in

context. Quadrant A2. Students will list unfamiliar words they encounter in their independent reading. They will develop a definition for

each of these words using context clues in the text. They will verify or modify those definitions using a dictionary. Quadrant C

8-5.11. The students will write a thank you note to the PTA for materials they have given to the school. Quadrant B2. Students will write a newspaper article reporting an event that takes place in a novel or story they have read.

Quadrant C3. Students will write an essay informing their classmates about how to do something they know how to do well.

Quadrant B4. The students will use correct business letter format to write a business letter to a local business requesting a job

application. Quadrant B5. The students will use correct business letter format to write a letter to their favorite restaurant to schedule the

date, time, and menu for a birthday celebration. Quadrant B6. The students will write a letter to the Chamber of Commerce in a city they would like to visit requesting

information on this city. Quadrant D7. The students will write a letter to the editor of the local newspaper giving their opinion on organized sports in

middle school, dress code, year-round school, and other school-related issues. Quadrant D8. Students will write a business letter persuading a local store to donate supplies to the school for a project.

Quadrant D9. Students will write an obituary for one character. (Example: character from The Diary of Anne Frank) Quadrant

D10. The students will create a factual newsletter based on a piece of literature. Students will research historical

information for the newsletter (i.e. after reading mythology, research and write about Ancient Greece). Quadrant D11. The students will write an informational piece on a Civil Rights issue. Quadrant D

8-6.11. The teacher will divide class into groups of three to five students. Groups will brainstorm on a specific topic to

research. Groups will determine a list of questions. Quadrant B2. Students will use web format to list main topic and subtopic for research questions. Quadrant B3. Students will generate questions to be used to conduct a survey and then write up results of the survey. Quadrant B4. Students will read an article/essay on a particular topic. They will list the details included in this writing. After

reading and listing, students will notice what questions were answered in the piece they read and then create a list of questions for them to consider as they begin researching a topic of their choice.

5. The teacher will present three topics under the same general subject. Students will label each topic as “broad,” “too specific,” or “a good topic for research.” Quadrant B

6. The teacher will assist students in brainstorming for broad possible areas of interest. These may or may not be related to units studied previously. Quadrant A

A. Topics with a connection to grade 8 curriculum:1. Civil Right Movement, prejudice, racism (The Watsons Go To Birmingham)2. The Holocaust (The Diary of Anne Frank)3. Utopian societies, conformity (The Giver)

B. General topics of interest to eighth graders:1. sports2. hobbies3. social issues

7. Students will then narrow these categories into a focus narrow enough for research.

Examples: Rosa Parks, Birmingham bombings, integration of schools Concentration camps, Anne’s life before the attic, survivors in South Carolina. Specific societies that still exist, bullying in schools




Other Resources: PASS Coach Book ELA: pgs. 36-39 (8-2.1), PASS Coach Book ELA: pgs. 18-21 (8-3.1), PASS Coach Book ELA: pgs. 114-117 (8-5.1), PASS Coach Book ELA: pgs. 36-39, 18-21, 114-117,130-134 (8-6.1)


Assessment

Oct. 26th Indicator CCSS

Professional Development/Workdays Professional Development/WorkdaysInstructional Strategies

Professional Development/WorkdaysResources

Professional Development/WorkdaysAssessment

Professional Development/Workdays







Week of Oct. 29th - Nov. 2ndOct. 29th - Nov. 2nd Indicator CCSS8-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.

8.RI.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

8-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts.



8-5.1 Create informational pieces (for example, reports and letters of request, inquiry, or complaint) that use language appropriate for the specific audience.




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

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

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

follows from and supports the information or explanation presented.

8-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries,

8.W.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Instructional Strategies 8-2.21. Students will read a short informational passage and create a chart with the following information: what the author

tells, what they know from personal experience, and what they infer. Quadrant C2. The teacher will provide reading materials at the students’ instructional level and ask questions that encourage the

student to use information in the passage to draw conclusions. Take time to discuss the basis for the conclusions that were drawn. Quadrant A

3. The teacher will show photographs to students. These photographs should show events that have just happened or are getting ready to happen (i.e. a basketball player on the free throw line, someone blowing out birthday candles). Students will draw conclusions and make inferences on the information behind these photographs. They will use the details they see in the photographs and their prior knowledge. Quadrant B

4. Students will need two different directions, schedules, or recipes embedded in informational texts. Using a Venn diagram, compare and contrast the two.









omni- (all) paleo (old) sol (sun)syn/sym (with) stell (star)

temp/tempo (time)voc (call)

8-5.11. The students will write a thank you note to the PTA for materials they have given to the school. Quadrant B2. Students will write a newspaper article reporting an event that takes place in a novel or story they have read.

Quadrant C3. Students will write an essay informing their classmates about how to do something they know how to do well.

Quadrant B4. The students will use correct business letter format to write a business letter to a local business requesting a job

application. Quadrant B5. The students will use correct business letter format to write a letter to their favorite restaurant to schedule the

date, time, and menu for a birthday celebration. Quadrant B6. The students will write a letter to the Chamber of Commerce in a city they would like to visit requesting

information on this city. Quadrant D7. The students will write a letter to the editor of the local newspaper giving their opinion on organized sports in

middle school, dress code, year-round school, and other school-related issues. Quadrant D8. Students will write a business letter persuading a local store to donate supplies to the school for a project.

Quadrant D9. Students will write an obituary for one character. (Example: character from The Diary of Anne Frank) Quadrant

D10. The students will create a factual newsletter based on a piece of literature. Students will research historical

information for the newsletter (i.e. after reading mythology, research and write about Ancient Greece). Quadrant D11. The students will write an informational piece on a Civil Rights issue. Quadrant D

8-6.21. The students will take notes from a selected resource and write a summary of information from the source.







Other Resources: PASS Coach Book ELA: pgs. 40-43 (8-2.2), PASS Coach Book ELA: pgs. 14-17 (8-3.2), PASS Coach Book ELA: pgs. 114-117 (8-5.1), PASS Coach Book ELA: pgs. 130-134 (8-6.2)


Assessment




Week of Nov. 5th - Nov. 9thNov. 5th Indicator CCSS8-2.3 Analyze informational texts for author bias (for example, word choice and the exclusion and inclusion of particular information).

RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

8-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

None



8-6.3 Organize information by classifying or sequencing. W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Instructional Strategies 8-2.31. The teacher will read a sports article and determine if the article favors a particular team. Students will cite

examples of that particular bias. Quadrant B2. Students will choose a propaganda technique, create their own commercial or advertisement, and evaluate for

validity, bias, purpose, audience, opinions, and support. Quadrant D3. Using a letter to the editor from a newspaper, students will identify statements of fact and opinion on a T-chart and

use the statements to help identify the author’s purpose and validity as well as the author’s bias. Quadrant C4. Listen to news broadcasts on three different days from three different news sources. Identify and explain the bias of

each station. Quadrant C5. Students will view advertisements presented on Channel One and determine bias, intent, and/or purpose. Quadrant

C6. Students can listen to a news report or speech on television, radio, or recorded by another classroom group, and

determine bias in the presentation. Quadrant C7. Students can watch a speech and determine accuracy of information and bias. Quadrant C8. Students will watch a newscast on television and write a short evaluation, noting both the positive and the negative

qualities of the broadcast, with a focus on bias. Quadrant D9. Students will keep a log of commercials they see in a given period of time and note examples of bias. They will rate

the effectiveness of each commercial. Quadrant D

8-2.41. The students will respond to the reading of newspaper and magazine articles in a reflective journal.2. The teacher will read aloud to the class, and students will respond to a specified topic.3. The students will record first impressions of an informational article. After further reading, teaching, and class

discussion, the students will revisit their earlier response and will record their opinions and feelings about the work have changed and why.

4. Students will write an essay explaining why they disagree with a certain position that has been taken. For instance, violence in schools today gets great media exposure as if this is a daily occurrence. Students will convince the

media groups why this assertion is not factual. Students will defend their positions in a seminar setting. 5. The teacher will choose an event in the day’s headlines and ask students to develop different points of view to explain motive, emotions, and actions orally or in writing.6. Students will work in groups and assume roles as researcher, reporter, participant in an event, dialogue recorder,

and camera operator. Students will research an event (i.e. a major world history event) and then role play the parts of the participants to come up with dialogue. Student recorders will write down dialogue and edit for final presentation to record on video.

7. Students will work in a group to prepare a multi-media presentation about a famous historical figure after reading an informational text.




8-6.31. The teacher will model the correct format for citing books, encyclopedias, Internet sites, magazines, and

newspapers. The teacher needs to consult the latest MLA documentation standards. Quadrant C

Examples:

Book: Last name, first name of author. Title. Place of Publication: Publisher, Publication date. Encyclopedia: “Title.” Name of Encyclopedia/Dictionary. Edition. (if stated) Year of publication.

Newspaper: Last name, first name of author. “Name of article.” Newspaper Name Day Month

2. The teacher will provide students with a note card and the accepted bibliographic form for one kind of resource, for example, encyclopedias. Teachers will take class to the library and have them locate one reference for a chosen topic, for example, an encyclopedia article on a famous author. Have students notate reference correctly following the bibliographic form and summarize the information on the note card. The teacher will check note cards for successful citation and note taking. Quadrant C

3. The teacher will provide information from a variety of sources (Internet sources, periodicals, books, encyclopedia articles, etc.) to students. Students will also be given a packet of information containing the correct way to document each source. Students will locate the correct format and correctly document the assigned source. Quadrant C

4. The teacher will assign specific sources to specific students. Each student will correctly document their source and teach the class how to document their assigned source. Quadrant C

5. The students will practice completing a correct bibliography for the following: book, encyclopedia, periodical, and Internet. Quadrant A




Other Resources: PASS Coach Book ELA: pgs. 44-47 ( 8-2.3), PASS Coach Book ELA: pgs. 78-81 (8-2.4), PASS Coach Book ELA: pgs. 92-95 (8-4.3), PASS Coach Book ELA: pgs. 110-113, 130-134 (8-6.3)








Assessment

Benchmark #2 Testing Window: Nov. 5th - Nov. 16th

Nov. 6th Indicator CCSS

Election Day (Holiday) Election Day (Holiday)Instructional Strategies

Election Day (Holiday)Resources

Election Day (Holiday)Assessment

Election Day (Holiday)Week of Nov. 5th - Nov. 9thNov. 7th - Nov. 9th Indicator CCSS

See Nov. 5th See Nov. 5th


See Nov. 5th

Resources

See Nov. 5th

Assessment


Week of Nov. 12th - Nov. 16thNov. 12th - Nov. 16th Indicator CCSS8-2.5 Analyze the impact that text elements (for example, print styles and chapter headings) have on the meaning of a given informational text.

None

8-2.7 Identify the use of propaganda techniques (including card stacking, plain folks, and transfer) in informational texts.

8.SL.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

8-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

8.L.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.

8.SL.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Instructional Strategies 8-2.51. Have students analyze and/or notice print styles and chapter headings in a variety of informational texts. Discuss

how the font size informs the reader of the importance while enhancing comprehension with bold face words. Ask questions such as, “What strategies might you use to find the meaning?” “Are there signal words to help you”?

2. Students will bring textbooks from other content areas. They will identify text elements and explain their impact on the reading.

8-2.71. Students will examine examples of different propaganda techniques (card stacking, plain folks, and transfer).

Quadrant A2. Students will choose a propaganda technique, create their own commercial or advertisement, and evaluate for

validity, bias, purpose, audience, opinions, and support. Quadrant D3. Students will practice persuasive techniques in their own writing.

8-6.41. Students will create and present a public service announcement to inform, educate, or persuade a community about

an issue of concern. The PSA will reflect appropriate vocabulary for the target community.2. Students will deliver a persuasive speech using Standard American English.3. Students will prepare and edit an oral presentation using Standard American English rules. Students will work in

groups and choose a passage from a story to read aloud. (i.e. from I Know Why the Caged Bird Sings by Maya Angelou) Each student will read the passage to the class.

4. In "The Road Not Taken" by Robert Frost, the speaker is convinced that he made a sound decision in choosing a path. Students will transform the poem into a persuasive speech and deliver it to the class.

5. The teacher will select topics for impromptu speeches, such as educational goals, community service, popular music trends, and favorite movies. Students will select a topic and give a one-minute talk. Afterwards, the teacher will explain to students the difference between this kind of impromptu speech and formal speeches.

6. The students will plan and present a political speech using appropriate vocabulary. The class will evaluate the speeches.

7. Students will write a radio monologue and present to class.8. Students will create a setting for the debate of a controversial topic: Roles: a judge, two lawyers, a jury, and a

“criminal.” Students will prepare presentations for the mock trial and the jury will prepare a verdict to present to the class.

9. The students will create a television talk show featuring people from places experiencing conflict (e.g., Israel, South African Apartheid, N/S Korea). How would these people feel? Why do they see the conflict differently? Quadrant D

10. Students will conduct a book talk about a book read independently. The objective of a book talk is to create student interest in the book without giving away the entire plot or the ending of the story. The other students in the class/group evaluate the speaker on various aspects of presentation as determined by the teacher. The teacher may choose from the following: student has the book for display; student reads a passage from the book and

explains its significance; uses proper grammar; pronounces words clearly and correctly; fulfills the time requirement of five minutes; makes eye contact. Quadrant D






Assessment








Week of Nov. 19th - Nov. 23rdNov. 19th - Nov. 20th Indicator CCSS8-2.5 Analyze the impact that text elements (for example, print styles and chapter headings) have on the meaning of a given informational text.

None





















10. Students will conduct a book talk about a book read independently. The objective of a book talk is to create student interest in the book without giving away the entire plot or the ending of the story. The other students in the

class/group evaluate the speaker on various aspects of presentation as determined by the teacher. The teacher may choose from the following: student has the book for display; student reads a passage from the book and explains its significance; uses proper grammar; pronounces words clearly and correctly; fulfills the time requirement of five minutes; makes eye contact. Quadrant D






Assessment

Nov. 21st - Nov. 23rd Indicator CCSS

Thanksgiving (Holiday) Thanksgiving (Holiday)Instructional Strategies

Thanksgiving (Holiday)Resources

Thanksgiving (Holiday)Assessment

Thanksgiving (Holiday)







Week of Nov. 26th - Nov. 30thNov. 26th - Nov. 30th Indicator CCSS8-2.5 Analyze the impact that text elements (for example, print styles and chapter headings) have on the meaning of a given informational text.

None





















10. Students will conduct a book talk about a book read independently. The objective of a book talk is to create student interest in the book without giving away the entire plot or the ending of the story. The other students in the

class/group evaluate the speaker on various aspects of presentation as determined by the teacher. The teacher may choose from the following: student has the book for display; student reads a passage from the book and explains its significance; uses proper grammar; pronounces words clearly and correctly; fulfills the time requirement of five minutes; makes eye contact. Quadrant D






Assessment







Week of Dec. 3rd - Dec. 7thDec. 3rd - Dec. 7th Indicator CCSS8-5.4 Create persuasive pieces (for example, editorials, essays, or speeches) that support a clearly stated position with concrete evidence.

8.W.1. Write arguments to support claims with clear reasons and relevant evidence.

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

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

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.e. Provide a concluding statement or section that

follows from and supports the argument presented.




Instructional Strategies 8-5.41. The students will write a letter to the editor of the local newspaper giving their opinion on organized sports in middle

school, dress code, year-round school, and other school-related issues. Quadrant D 2. The students will write an effective persuasive essay on an issue that is important to them. 3. The students will work together in small groups to write a social action letter that expresses personal feelings and

calls for action on a certain issue. Students will brainstorm issues before writing. Quadrant D4. The students will write a letter to the county council persuading them to continue funding for a specific

organization that they are considering cutting from budget. Quadrant D

8-6.41. Students will create and present a public service announcement to inform, educate, or persuade a community

about an issue of concern. The PSA will reflect appropriate vocabulary for the target community.2. Students will deliver a persuasive speech using Standard American English.3. Students will prepare and edit an oral presentation using Standard American English rules. Students will work in


4. In "The Road Not Taken" by Robert Frost, the speaker is convinced that he made a sound Decision in choosing a path. Students will transform the poem into a persuasive speech and deliver it to the class.






10. Students will conduct a book talk about a book read independently. The objective of a book talk is to create student interest in the book without giving away the entire plot or the ending of the story. The other students in the class/group evaluate the speaker on various aspects of presentation as determined by the teacher. The teacher may choose from the following: student has the book for display; student reads a passage from the book and explains its significance; uses proper grammar; pronounces words clearly and correctly; fulfills the time requirement of five minutes; makes eye contact. Quadrant D




Other Resources: PASS Coach Book ELA: pgs. 126-129 (8-5.4), PASS Coach Book ELA: pgs. 110-129 (8-6.4)


Assessment







Week of Dec. 10th - Dec. 14thDec. 10th - Dec. 14th Indicator CCSS8-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

None

8-5.2 Create narratives (for example, memoirs) that communicate the significance of particular personal relationships.







8-6.8 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations.


Instructional Strategies 8-2.41. The students will respond to the reading of newspaper and magazine articles in a reflective journal.2. The teacher will read aloud to the class, and students will respond to a specified topic.3. The students will record first impressions of an informational article. After further reading, teaching, and class


4. Students will write an essay explaining why they disagree with a certain position that has been taken. For instance, violence in schools today gets great media exposure as if this is a daily occurrence. Students will convince the media groups why this assertion is not factual. Students will defend their positions in a seminar setting.

5. The teacher will choose an event in the day’s headlines and ask students to develop different points of view to explain motive, emotions, and actions orally or in writing.

6. Students will work in groups and assume roles as researcher, reporter, participant in an event, dialogue recorder, and camera operator. Students will research an event (i.e. a major world history event) and then role play the parts of the participants to come up with dialogue. Student recorders will write down dialogue and edit for final presentation to record on video.


8-5.21. The students will examine song lyrics to find a “theme song” for their lives. Students will then write their own “theme

songs” waiving conventions. (This also incorporates poetry and speaking.) Use the Internet to find lyrics.2. Students will select a memorable person in their lives and write a memoir including their relationship with that

person.

8-6.81. The teacher will provide students with a note card and the accepted bibliographic form for one kind of resource, for

example, encyclopedias. Teachers will take class to the library and have them locate one reference for a chosen topic, for example, an encyclopedia article on a famous author. Have students notate reference correctly following the bibliographic form and summarize the information on the note card. The teacher will check note cards for successful citation and note taking.

Quadrant C2. The teacher will provide information from a variety of sources (Internet sources, periodicals, books, encyclopedia

articles, etc.) to students. Students will also be given a packet of information containing the correct way to document each source. Students will locate the correct format and correctly document the assigned source. Quadrant C

3. The teacher will assign specific sources to specific students. Each student will correctly document their source and teach the class how to document their assigned source. Quadrant C

4. Students will work in cooperative groups to prepare a presentation on one of the Nov.els read. The presentation should include visuals and handouts for classmates. The last page of the handout should be a bibliography of at least 5 sources documented as prescribed by textbook guidelines. (Use note cards also.) Quadrant B

5. Given a specific topic, students will search the Internet for sources and document according to district documentation guidelines. Students need not write a paper or take notes; just use as a way to teach documentation guidelines – note cards. Quadrant B






Assessment







Week of Dec. 17th - Jan. 4thDec. 17th - Jan. 2nd Indicator CCSS

Winter Break Winter BreakInstructional Strategies

Winter BreakResources

Winter BreakAssessment

Winter Break

Jan. 3rd - Jan. 4th Indicator CCSS8-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

NoneWinter Break

8-2.5 Analyze the impact that text elements (for example, print styles and chapter headings) have on the meaning of a given informational text.

None

8-6.7 Use a variety of print and electronic reference materials.








8-2.51. Have students analyze and/or notice print styles and chapter headings in a variety of informational texts. Discuss



8-6.71. Students will be presented with various reference sources and the purposes for each (atlas, Guinness Book of

World Records, et al.). Then students will work with the materials to identify which sources would be best. Give a group, pair, or individual students a list of information to identify reference sources for accuracy and credibility. Quadrant B

2. Students will prepare to write a book review or participate in a literary discussion group. Discuss with the class the kinds of information they will need to find about the story. Then explore sources for finding this information: Internet search, literary magazines, journals, newspapers, etc. Allow class time for students to search through available resources and write down what they find. For an Internet search you will find it necessary to give students sites to begin their search. Later, discuss with the class what was found and whether or not the sites and other resources were useful in planning for the review/discussion. Share with the class sources that proved useful in preparation for the reviews/discussions. Quadrant D

3. The student will choose a topic to research and use electronic encyclopedia, almanacs, indexes, and catalogs, and the Internet to obtain information. Quadrant C

4. Students will search for electronic information on their assigned reading list, using various search strategies to obtain the following fields: title, author, illustrator, publisher, copyright, genre and review notes. Quadrant C

5. Students will participate in an Internet Scavenger Hunt (Webquest) on a classroom unit of study (i.e. Holocaust, Civil Rights, baseball, etc.). Quadrant C

6. The students will be given a topic to research in class and will take notes in their own words. The students will then read their information to a group. (This could be a project lasting just one class period as an introduction to research.) Quadrant A

7. Students in one group will use the Internet to research a topic while students in another group uses resources other than the Internet or electronic sources to research the same topic. Each group will present their information and then the class can discuss the similarities and differences of the information. Quadrant B

8. Research and find documents pertaining to Asian and African nations roles in the UN, WTO, Red Cross, World Bank, or other international organizations. Explain how their participation reflects the lifestyle and education within that country. Quadrant D






Assessment

Winter Break







Week of Jan. 7th - Jan. 11thJan. 7th - Jan. 11th Indicator CCSS8-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

NoneWinter Break


None
















4. Students will search for electronic information on their assigned reading list, using various search strategies to obtain the following fields: title, author, illustrator, publisher, copyright, genre and review notes. Quadrant C

5. Students will participate in an Internet Scavenger Hunt (Webquest) on a classroom unit of study (i.e. Holocaust, Civil Rights, baseball, etc.). Quadrant C

6. The students will be given a topic to research in class and will take notes in their own words. The students will then read their information to a group. (This could be a project lasting just one class period as an introduction to research.) Quadrant A








Assessment







Week of Jan. 14th - Jan. 18thJan. 14th - Jan. 17th Indicator CCSS8-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

NoneWinter Break


None
















4. Students will search for electronic information on their assigned reading list, using various search strategies to

obtain the following fields: title, author, illustrator, publisher, copyright, genre and review notes. Quadrant C 5. Students will participate in an Internet Scavenger Hunt (Webquest) on a classroom unit of study (i.e. Holocaust,

Civil Rights, baseball, etc.). Quadrant C6. The students will be given a topic to research in class and will take notes in their own words. The students will then

read their information to a group. (This could be a project lasting just one class period as an introduction to research.) Quadrant A



Winter BreakResourcesDaily Oral Language





Assessment

Winter Break

Jan. 18thIndicator CCSS

Professional Development/Workday Professional Development/WorkdayInstructional Strategies

Professional Development/WorkdayResources

Professional Development/WorkdayAssessment

Professional Development/Workday







Week of Jan. 21st - Jan. 25thJan. 21st - Jan. 22ndIndicator CCSS

Martin Luther King Jr. Day (Holiday)Professional Development/Workday




ResourcesMartin Luther King Jr. Day (Holiday)Professional Development/Workday

AssessmentMartin Luther King Jr. Day (Holiday)Professional Development/Workday

Jan. 23rd - Jan. 25th Indicator CCSS8-1.2 Explain the effect of point of view on a given literary text.

8.L.6. Analyze how differences in the points of view of characters and the audience or reader (e.g., created through the use of dramatic irony) creates such effects as suspense or humor.

8-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.

8.IT.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

8-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts.


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


c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

8-3.5 Spell new words using Greek and Latin roots and affixes.


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


c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify its precise meaning or its part of speech.


8.W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 1-3 above.)

Instructional Strategies 8-1.21. The teacher will conduct a mini-lesson on point of view. Quadrant A2. The teacher will select some short stories in which third person limited omniscient and third person omniscient

points of view are seen. Students will identify the correct point of view. Quadrant A3. Students will discuss how different points of view can affect theme using first-person and third-person examples.

Quadrant C 4. Rewrite a folk tale of Asia or Africa such as “The Wise Old Woman” or “The People Could Fly” from another point of

view. Quadrant D5. Students will place sticky notes in text to document evidence of point of view. Quadrant B6. The teacher will have conversations about characters, point of view, mood, and tone with students during reading

conferences. Quadrant C

8-2.21. Students will read a short informational passage and create a chart with the following information: what the author

tells, what they know from personal experience, and what they infer. Quadrant C2. The teacher will provide reading materials at the students’ instructional level and ask questions that encourage the

student to use information in the passage to draw conclusions. Take time to discuss the basis for the conclusions that were drawn. Quadrant A

3. The teacher will show photographs to students. These photographs should show events that have just happened or are getting ready to happen (i.e. a basketball player on the free throw line, someone blowing out birthday candles). Students will draw conclusions and make inferences on the information behind these photographs. They will use the details they see in the photographs and their prior knowledge. Quadrant B

4. Students will need two different directions, schedules, or recipes embedded in informational texts. Using a Venn diagram, compare and contrast the two.









omni- (all) paleo (old) sol (sun)syn/sym (with) stell (star)

temp/tempo (time)voc (call)

8-3.51. Students will utilize grade level Greek and Latin roots and affixes to define words in teacher-selected texts.







Other Resources: PASS Coach Book ELA: pgs. 62-65 (8-1.2), PASS Coach Book ELA: pgs. 40-43 (8-2.2), PASS Coach Book ELA: pgs 14-17 (8-3.2), PASS Coach Book ELA: pgs. 92-95 (8-4.3)


Assessment







Week of Jan. 28th - Feb. 1stJan. 28th - Feb. 1st Indicator CCSS8-4.2 Use complete sentences in a variety of types (including simple, compound, and complex) in writing. None

Winter Break

8-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs



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


d. Establish and maintain a formal style. e. Provide a concluding statement or section that


8-4.4 Use grammatical conventions of written Standard American English None

8-5.3 Create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive).





d. Establish and maintain a formal style. e. Provide a concluding statement or section that


Instructional Strategies 8-4.21. The teacher will lead mini-lessons that focus on sentence types with students. Quadrant B2. After reading any selection of genres, students will respond using include a variety of types of sentences. Quadrant C








8-5.31. The students will consider different types of multimedia and technology that he/she uses and examine how the

range of multimedia material has grown. The students will create a list on the board that roughly charts the growth of various forms of multimedia techniques (radio, TV, CD players, fax machines, cell phones, the Internet). The students will research the invention and/or scientific advances of various forms of technology and will share the lists with classmates.

2. The students will work in groups to prepare a time capsule to be opened in a hundred years. Students will list items that should be included to give people of the future a picture of this time and will write a brief explanation to go with each of the items.

3. The students will write a historical cause-and-effect essay in which the students investigate a situation/event, then explore how/why that event occurred.

4. After reading Flowers for Algernon located in the literature book, students will create an award plaque for Charlie Gordon honoring his contribution to science and explain why Charlie deserves to be remembered.

5. After reading a work of fiction, students will write an ending to the story that describes what happened to the main character.

6. Students will write an explanation of how they would make a work of fiction or nonfiction into a movie. They will consider the following: Who would play the main characters, where would it be filmed, etc. Students must explain choices.

7. The teacher will pick a short story to read with the class. Students will rewrite the story with dialogue to gain understanding.

8. The students will keep a double-entry journal during the reading of an extended short story or classroom novel. In the left column, students will list actions from the story, and in the right column, students will list their own reactions.

9. The teacher will read a selection of poems by e. e. cummings. Students will form groups to practice writing a poem using the same unconventional approaches. Discuss the term “poetic license.”

10. The students will write a tourist brochure for their city or a literary setting using persuasive details.






inter BreakAssessment

Winter Break







Week of Feb. 4th - Feb. 8thFeb. 4th - Feb. 8th Indicator CCSS

See January 28 - February 1



Resources


Assessment

Week of Feb. 11th - Feb. 15thFeb. 11th - Feb. 15th Indicator CCSS8-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.





d. Establish and maintain a formal style. e. Provide a concluding statement or section

that follows from and supports the argument presented.










8-4.2 None

Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).






d. Establish and maintain a formal style. e. Provide a concluding statement or section


8-4.4 Use grammatical conventions of written Standard American English.

None






d. Establish and maintain a formal style.e. Provide a concluding statement or section


Instructional Strategies 8-4.11. Students will use graphic organizers such as webs, charts or outlines to generate and organize ideas. Quadrant B2. Students will be divided into groups that will brainstorm to organize ideas. Quadrant B3. Students will watch a video clip or look at a picture to generate ideas for writing a story. Quadrant B4. Students will maintain a writing notebook with writing topics about which they are interested. Quadrant B5. Students will play “Brain Drain” (free write) for 5-10 minutes about a specific topic. The goal is to “drain the brain” of




8-4.21. The teacher will lead mini-lessons that focus on sentence types with students. Quadrant B2. After reading any selection of genres, students will respond using include a variety of types of sentences.

Quadrant C


















10. The students will write a tourist brochure for their city or a literary setting using persuasive details.Winter Break

Resources

Daily Oral Language












Winter Break

Week of Feb. 18th - Feb. 22ndFeb. 18thIndicator CCSS

President's Day (Holiday) President's Day (Holiday)Instructional Strategies

President's Day (Holiday)Resources

President's Day (Holiday)Assessment

President's Day (Holiday)

Feb. 19th - Feb. 22ndIndicator CCSS

See February 11-February 16



Resources


Assessment


Week of Feb. 25th - Mar. 1stFeb. 25th - Mar. 1st Indicator CCSS8-4.4 Use grammatical conventions of written Standard American English, including the reinforcement of conventions previously taught. (See Instructional Appendix: Composite Writing Matrix.)

NoneWinter Break

8-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)


8.W.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 52)

8-4.6 Edit for the correct use of written Standard American English, including ellipses and parentheses. (See Instructional Appendix: Composite Writing Matrix.)

8-5.4 Create persuasive pieces (for example, editorials, essays, or speeches) that support a clearly stated position with concrete evidence.















as adjectives and adverbs, complex and compound sentences, prepositional phrases, etc.5. Students will participate in writing response groups where they will discuss revision with classmates. 6. Students will use a class revision sheet focusing on vivid vocabulary. Quadrant CStudents will peer-revise a partner’s writing. The teacher will provide specific revising techniques for students to focus on in their peer-revising session. Quadrant D

8-4.61. The teacher will conduct writing conferences that emphasize editing and standard sentence formation. Quadrant B2. The teacher will model editing paragraphs using an editor’s checklist. Quadrant A3. Students will use an Editor’s Checklist. This editor’s checklist will be created based on teacher’s feedback on past

writing assignments and mini-lessons tAug.ht during class. Quadrant B4. Students will edit daily language from the board or overhead, working in groups to defend their editorial choices.

Quadrant A5. Students will peer edit a partner’s paper. The teacher will provide specific areas of editing for the students to focus

on during their peer-editing session. Quadrant D6. The teacher will give students a paragraph that contains fragments, run-ons, and comma splices, ellipses and

parentheses errors. The students will eliminate errors. Quadrant C7. Students will edit a paper by reading the draft aloud to a partner and making clear what needs to be corrected.

Quadrant A8. Students will edit their writing beginning with the last sentence. They will work their way backwards through their

writing until they make it to their opening sentence. This will allow students to focus on the way a sentence is written without thinking about content. Quadrant B

8-5.41. The students will write a letter to the editor of the local newspaper giving their opinion on organized sports in middle

school, dress code, year-round school, and other school-related issues. Quadrant D 2. The students will write an effective persuasive essay on an issue that is important to them. 3. The students will work together in small groups to write a social action letter that expresses personal feelings and

calls for action on a certain issue. Students will brainstorm issues before writing. Quadrant D4. The students will write a letter to the county council persuading them to continue funding for a specific

organization that they are considering cutting from budget. Quadrant DWinter BreakResources

Daily Oral Language






Winter Break







Week of Mar. 4th - Mar. 8thMar. 4th - Mar. 8th Indicator CCSS8-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

NoneWinter Bre

8-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).


8.W.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 52)


8-4.4 Use grammatical conventions of written Standard American English. None








Instructional Strategies 8-4.11. Students will use graphic organizers such as webs, charts or outlines to generate and organize ideas. Quadrant B2. Students will be divided into groups that will brainstorm to organize ideas. Quadrant B3. Students will watch a video clip or look at a picture to generate ideas for writing a story. Quadrant B4. Students will maintain a writing notebook with writing topics about which they are interested. Quadrant B5. Students will play “Brain Drain” (free write) for 5-10 minutes about a specific topic. The goal is to “drain the brain” of




8-4.21. The teacher will lead mini-lessons that focus on sentence types

with students. Quadrant B2. After reading any selection of genres, students will respond using include a variety of types of sentences. Quad C


















10. The students will write a tourist brochure for their city or a literary setting using persuasive details.

Resources

Daily Oral Language



Other Resources: PASS Coach Book ELA: pgs. 110-113 (8-4.1), PASS Coach Book ELA: pgs. 88-91 (8-4.2), PASS Coach Book ELA: pgs92-95 (8-4.3), PASS Coach Book ELA: pgs. 44-49 (8-4.4), PASS Coach Book ELA: pgs. 166-169 (8-5.3)

Common Core: Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf, Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdf






Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdfWinter Break

Assessments

Benchmark #3 Testing Window: Mar. 4th - Mar. 15th


Week of Mar. 11th - Mar. 15thMar. 11th - Mar. 15th Indicator CCSS8-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English

Winter Break8-5 The student will write for a variety of purposes and audiences.

Instructional Strategies 8-4:1. Review the indicators within these standards. 2. Utilize student data to determine which indicators require the greatest emphasis.3. Use the previous weeks to locate information about particular instructional strategies for a particular indicator.

8-5: 1. Review the indicators within these standards. 2. Utilize student data to determine which indicators require the greatest emphasis.3. Use the previous weeks to locate information about particular instructional strategies for a particular indicator.

Assessment

Benchmark #3 Testing Window: Mar. 4th - Mar. 15th

Week of Mar. 18th - Mar. 22ndMar. 18th - Mar. 22nd Indicator CCSS

See March 11-15Winter Break Winter Break


See March 11-15Break

Resources

See March 11-15Winter Break

Assessment

See March 11-15inter Break

Week of Mar. 25th - Mar. 29thMar. 25th - Mar. 28th Indicator CCSS

See March 11-15 Winter Break


See March 11-15

Resources

See March 11-14

Assessment

See March 11-15

Mar. 29thIndicator CCSS

Professional Development/Workday Professional Development/WorkdayInstructional Strategies

Professional Development/WorkdayResources

Professional Development/WorkdayAssessment

Professional Development/Workday

Week of Apr. 1st - Apr. 12thApr. 1st - Apr. 5th Indicator CCSS

Spring Break (Holiday) Spring Break (Holiday)Instructional Strategies

Spring Break (Holiday)Resources

Spring Break (Holiday)Assessment

Spring Break (Holiday)

Apr. 8th - Apr. 12th Indicator CCSS

Re-teaching/Review for PASS Testeak Winter Break


Re-teaching/Review for PASS Test Break

Resources

Re-teaching/Review for PASS Test Break

Assessment

Winter Break

Week of Apr. 15th - Apr. 19thApr. 15th - Apr. 19th Indicator CCSS

Re-teaching/Review for PASS Test



Resources


Assessment

Week of Apr. 22nd - Apr. 26th

Apr. 22nd - Apr. 26th Indicator CCSS

Re-teaching/Review for PASS Test Winter Break



Resources


Assessment


Week of Apr. 29th - May 3rdApr. 29th - May 3rdIndicator CCSS




Resources


Assessment


Week of May 6th - May 10thApr. 29th - May 3rdIndicator CCSS




Resources


Assessment


Week of May 13th - May 17th

May 13th - May 17thIndicator CCSS

PASS Testing Winter Break


Resources

Assessment

PASS Testing

Week of May 20th - May 24thMay 20th - May 24thIndicator CCSS

Review skills needed for 9th Grade Winter Break


Resources

Assessment

Week of May 27th - May 31stMay 27th - May 31st

Indicator CCSS



Resources

Assessment

Week of Jun. 3rd - Jun. 7thJun. 3rd - Jun. 6thIndicator CCSS



Resources

Assessment

Jun. 7th Indicator CCSS

Teacher Workday Teacher WorkdayInstructional Strategies

Teacher WorkdayResources

Teacher WorkdayAssessment

Teacher Workday

Documents

PC\|MACimages.pcmac.org/Uploads/OrangeburgCSD/OrangeburgC… · Web viewStudents will work in cooperative groups to prepare a presentation on one of the Nov.els read. The presentation