schoolcontent.pk12ls.com€¦ · Web viewWord Study: Latin . Suffix:-ion. Students complete activities related to the Latin Suffix -ion. C. oncept Vocabulary and Word Study: Latin

CA Grade 8 Unit Planning Guide

Page 2 of 72

myPerspectives Unit Planning Guide | Grade 8

GRADE 8 | UNIT 1: Rites of Passage INSTRUCTIONAL MODELESSENTIAL QUESTION: What are some milestones on the path to growing up? WHOLE-CLASS LEARNING

ASSESSMENTS

SMALL-GROUP LEARNING

INDEPENDENT LEARNING

PERFORMANCE BASED ASSESSMENT: Nonfiction Narrative NOTES:

Unit 1 Overview

In this unit, students will explore milestones and rites of passage that pave the way to adulthood.

Unit Goals

Students will be able to:

Read and analyze how authors express their points of view in nonfiction narrative. Expand your knowledge and use of academic and concept vocabulary. Write a nonfiction narrative in which you develop experiences or events using effective technique. Conduct research projects of various lengths to explore a topic and clarify meaning. Demonstrate command of the conventions of standard English grammar and usage, including the usage of the different moods of verb. Collaborate with team to build on the ideas of others, develop consensus, and communication. Integrate audio, visuals, and text in presentations.

Selections & Media

Launch Text Red Roses (560L)

Whole-Class Learning Anchor Text: Short Story: The Medicine Bag, Jacqueline Woodson (920L) Media, Video: Apache Girl’s Rite of Passage, National Geographic

Small-Group LearningSE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice

Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights

IMPORTANT NOTES ELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in

the Unit Resources. myPerspectives Plus also provides more

support and differentiation beyond what is in this Guide.

Page 3 of 72


Letters: You Are the Electric Boogaloo, Geoff Herbach (760L) Letters: Just Be Yourself!, Stephanie Pellegrin (680L) Poetry Collection: Hanging Fire, Audre Lorde (NP) Poetry Collection: Translating Grandfather’s House, E.J. Vega (NP) Short Story: The Setting Sun and the Rolling World, Charles Mungoshi (800L)

Independent Learning Memoir: Cub Pilot on the Mississippi, Mark Twain (890L) Autobiography: from I know why the Caged Bird Sings, Maya Angelou (1030L) News Article: Quinceanera Birthday Bash Preserves Tradition, Marks Passage to Womanhood, Natalie St. John (1290L) Reflective Essay: Childhood and Poetry, Pablo Neruda(910L) Short Story: The Winter Hibiscus, Minfong Ho (990L)

Performance-Based Assessment

Part 1 – Writing to Sources: Nonfiction Narrative

Students will write a nonfiction narrative answering:

What rite of passage has held the most significance for you or for a person you know well?

Part 2 – Speaking & Listening: Oral Presentation

Students use their nonfiction narrative as a foundation for a brief presentation.

Unit Reflection

Students will reflect on the unit goals, learning strategies, the texts, and rites of passage.

SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice


Page 4 of 72




DAY 1 DAY 2 DAY 3 DAY 4 DAY 5UNIT INTRODUCTION

SE pp 2-5

UNIT INTRODUCTION

SE pp 5-9

OVERVIEWWhole-Class Learning

SE pp 10-11

SELECTIONAnchor TextThe Medicine BagVirginia Driving Hawk Sneve

SE p 12


SE pp 12-16

Unit GoalsStudents will deepen their perspective about rites of passages through reading, writing, speaking, listening, and presenting.

Unit Goals Video

Academic VocabularyAttribute, gratifying, persistent, notable, inspire

Home Connection Letter

Spanish Home Connection Letter

Unit 1 Answer Key

STANDARDSL.8.6; PIII

Launch TextStudents will read “Red Roses.” They will then be able to participate in discussions about rites of passages.

Word NetworkStudents add new words to their Word Network as they read texts in the unit.

Word Network

SummaryStudents write a summary of the Launch Text.

Launch Activity Students participate in an activity related to the unit theme.

QuickWriteStudents write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom?

Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.

Evidence Log

Performance-Based Assessment: Refining Your Thinking

Essential QuestionWhat are some milestones on the path to growing up?

Whole-Class Learning Strategies Listen actively Clarify by asking

questions Monitor understanding Interact and share ideas

Whole-Class Learning Strategies

Table of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.

MAKING MEANING

Concept Vocabularywearily; straggled; fatigue; frail; sheepishly

First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.

First-Read Guide: Fiction

Read the Selection

Selection Audio

The Medicine Bag: Accessible Leveled Text

STANDARDSRL.8.10

MAKING MEANING

Read the Selection

Selection Audio


STANDARDSRL.8.10; PI.6

myPerspectives EL Support Audio Summary

Personalize for Learning English Language Support: Cognates(TE p 5)

Audio Summary


Personalize for Learning English Language Support: Understanding Connotations(TE p 14)

ELD Companion SupportUnit 1, Lesson 1 Unit 1, Lesson 1 Unit 1, Lesson 2 Unit 1, Lesson 3 Unit 1, Lesson 3

Page 5 of 72


DAY 6 DAY 7 DAY 8 DAY 9 DAY 10SELECTIONAnchor TextThe Medicine BagVirginia Driving Hawk Sneve

SE pp 17-20


SE p 21


SE pp 22-23


SE p 24


SE p 23MAKING MEANING

Read the Selection

Selection Audio



MAKING MEANING

Comprehension CheckStudents complete comprehension questions.

The Medicine Bag: First Read Extension Questions

Research to ClarifyStudents research one unfamiliar detail from the text.

Research to ExploreStudents choose something interesting from the text and formulate a research question.

MAKING MEANING

Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.

Close Read the Text

Analyze the TextStudents will respond to questions about the text, citing textual evidence.

Analyze Craft & Structure: Figurative Meaning: SymbolismStudents will analyze symbols and their meanings and purpose in the story.

Analyze Craft and Structure: Figurative Meaning: Symbolism

Analyze Craft and Structure: Figurative Meaning: Symbolism (RP)

STANDARDSRL.8.4

LANGUAGE DEVELOPMENT

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:wearily; straggled; fatigue; frail; sheepishly

Word Study: Animal WordsStudents complete activities relating to animal words.

Concept Vocabulary and Word Study

Word Study: Animal Words (RP)


STANDARDSL.8.4.c; L.8.4.d

LANGUAGE DEVELOPMENT Conventions: Verbs in Active and Passive VoiceStudents identify active and passive voice verbs.

Conventions: Verbs in Active and Passive Voice

Conventions: Verbs in Active and Passive Voice (RP)

STANDARDSL.8.1.a; L.8.3.a



Page 6 of 72


myPerspectives EL SupportPersonalize for Learning English Language Support: Vocabulary(TE p 17)

Analyze Craft and Structure: Figurative Meaning: Symbolism (RP)(TE p 23)

Word Study: Animal Words (RP)(TE p 24)

Conventions: Verbs in Active and Passive Voice (RP)(TE p 25)

ELD Companion SupportUnit 1, Lesson 4

Vocabulary Selection: sizable, enthusiasmAcademic: assume, transfer

Read Aloud, Think Aloud“Gabriel Angelo: A 12-Year-Old and His Trumpet”

Classroom Conversation Collaborative Conversation

StandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2

Unit 1, Lesson 5

Time to Read Read Independently

VocabularyWord Study: Compound WordsWord Study: Connotations

StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4

Unit 1, Lesson 5

Whole GroupIdentify a Sequence of Events

Work Time InstructionWord Study Reteach: Compound Words and ConnotationsNarrative Essay: Plan

Work Time AssignmentsWord Study: Compound Words and ConnotationsNarrative Essay: Draft StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4

Unit 1, Lesson 6


VocabularyOops: Pronouns as Subjects and ObjectsWord Study: Introduce Silent Consonants in wr, kn, gn, st, mb

StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.9-10.3; PIII.8

Unit 1, Lesson 6

Whole GroupDevelop Believable Characters

Work Time InstructionReteach: Silent ConsonantsNarrative Essay: Use Connecting Words Work Time AssignmentsWord Study: Silent Consonants Interactive Reader Narrative Essay: Draft

StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.9-10.3; PIII.8



Page 7 of 72


DAY 11 DAY 12 DAY 13 DAY 14 DAY 15SELECTIONAnchor TextThe Medicine BagVirginia Driving Hawk Sneve

SE p 26


SE p 27

SELECTIONMedia: VideoApache Girl’s Rite of PassageNational Geographic

SE p 28-30


SE p 31


SE pp 32-33EFFECTIVE EXPRESSION

Writing to Sources: Retelling a StoryStudents write a retelling of the story “The Medicine Bag” from Grandpa’s point of view.

Writing to Sources: Retelling a Story

Writing to Sources: Retelling a Story (RP)

STANDARDSW.8.3.a; W.8.3.b; W.8.3.d; W.8.3.e; PI.6

EFFECTIVE EXPRESSION

Speaking and Listening:Monologue

Students write and present a monologue in which you reflect on how you came to understand the importance of the Lakota medicine bag.

Speaking and Listening: Monologue

Speaking and Listening: Monologue (RP)


Selection Test: The Medicine Bag

STANDARDSSL.8.4

MAKING MEANING

Media Vocabularynarration; audio; close-up; contrast; pan; synchronization (sync)

First Review Students Watch, Note, Connect, Respond as they watch the video the first time.

First-Review Guide: Media: Video

Watch the Selection

Selection Audio


STANDARDSRI.6.10; L.8.6; PI.8

MAKING MEANING

Close ReviewStudents will watch the video and record any new observations.

Analyze the MediaStudents will respond to questions about the video.

Media VocabularyStudents complete activities related to the Media Vocabulary words:narration; audio; close-up; contrast; pan; synchronization (sync)

Media Vocabulary


Writing to Compare: Comparison-and-Contrast EssayStudents compare the rites of passage in the two selections about young Native Americans.

Writing to Compare: Comparison-and-Contrast Essay

Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.

STANDARDSRI.8.7; W.8.2.a; SL.8.2; PII.2

myPerspectives EL SupportWriting to Sources:

Retelling a Story (RP)(TE p 26)

Personalize for Learning English Language Support:

Speaking and Listening: Monologue (RP)(TE p 27)

Audio Summary

Personalize for Learning English Language Support: Media Vocabulary(TE p 28)

Personalize for Learning English Language Support: Transitions(TE p 33)



Page 8 of 72


Considering Different Points of View(TE p 26)

English Language Support Lesson: Point of View (On Realize)


Vocabulary Selection: founder, individualAcademic: annual, convinced, theme

Read Aloud, Think Aloud”“Skateboarders” and “Douglas’s Win Sends Message to Kids”


StandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2; PII.8.4

Unit 1, Lesson 8


VocabularyOops: Pronouns as Subjects and ObjectsWord Study: Introduce Multisyllabic words

StandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4

Unit 1, Lesson 8

Work Time InstructionReteach: Multisyllabic WordsNarrative Essay: Draft

Work Time AssignmentsWord Study: Multisyllabic WordsNarrative Essay: Write


Unit 1, Lesson 9

Vocabulary Selection: exclamation, straddlingAcademic: match, predict

Read Aloud, Think Aloud“The Ride”


StandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.7

Unit 1, Lesson 10


VocabularyWord Study: Silent consonants wr, kn, st, mbWord Study: Multisyllabic Words

StandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.9-10.1; PII.9-10.3; PII.10.4; PIII.8



Page 9 of 72




DAY 16 DAY 17 DAY 18 DAY 19 DAY 20PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative

SE pp 34-36

PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative

SE p 37

PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative

SE pp 38-39

OVERVIEWSmall-Group Learning

SE pp 40-43

SELECTIONYou Are the Electric BoogalooGeoff Herbach

Just Be YourselfStephanie Pellegrin

SE pp 44-49

PERFORMANCE TASK

Write a Nonfiction NarrativeStudents write a narrative that answers this question: What event changed your understanding of yourself, or that of someone you know?

PreWriting/PlanningStudents choose their topic, gather evidence, and connect across texts.

DraftingStudents organize and write a first draft.

STANDARDSW.8.3.a-e


Create Cohesion: TransitionsStudents choose transitions to show specific connections among ideas and events. STANDARDSW.8.3.c; PII.2

PERFORMANCE TASK

RevisingStudents evaluate and revise draft utilizing peer reviews.

Editing and ProofreadingStudents edit for conventions and proofread for accuracies.

Publishing and PresentingStudents create a final version of their narratives and share in small groups.

ReflectingStudents reflect on their narrative essays.

STANDARDSW.8.3.d; W.8.3.e; W.8.4; W.8.5

Essential QuestionWhat are some milestones on the path to growing up?

Small-Group Learning Strategies Prepare Participate Fully Support Others Clarify

Small-Group Learning Strategies


Working as a Team Take a position List your rules Apply the rules Name your group Create a communication

plan

Making a ScheduleStudents make a schedule with group for completing tasks.

Working on Group Projects Students choose specific roles for each member.

MAKING MEANING

Concept Vocabularyimmense; majestic; numerous


First-Read Guide: Nonfiction

Read the Selection

Selection Audio

You Are the Electric Boogaloo/Just Be Yourself!: Accessible Leveled Text


You Are the Electric Boogaloo/Just Be Yourself!: First Read Extension Questions



Page 10 of 72



Work Time InstructionWord Study Reader: Mystery WriterNarrative Essay: Draft Work Time AssignmentsWord Study: Silent Consonants and Multisyllabic Words Narrative Essay: Draft

StandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.9-10.1; PII.9-10.3; PII.10.4; PIII.8

Unit 1, Lesson 11


VocabularyOops: Noun-Pronoun AgreementWord Study: Introduce Negative Prefixes

StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5

Unit 1, Lesson 11

Whole GroupRevise and Edit Writing

Work Time InstructionReteach: Negative PrefixesSmall Group Reteach: Write a Narrative Essay

Work Time AssignmentsWord Study: Negative PrefixesInteractive ReaderNarrative Essay: Revise and Edit


Unit 1, Lesson 12

Vocabulary Selection: musicians, brilliantAcademic: interpret, mental

Read Aloud, Think Aloud”“The Chance”



Unit 1, Lesson 13


VocabularyOops: Noun-Pronoun AgreementWord Study: Introduce Antonyms




myPerspectives EL SupportPersonalize for Learning English Language Support: Using Transitions(TE p 37)

Audio Summary

You Are the Electric Boogaloo/Just Be Yourself!: Accessible Leveled Text

Personalize for Learning English Language Support: Idioms(TE p 48)

DAY 21 DAY 22 DAY 23 DAY 24 DAY 25SELECTION You Are the Electric BoogalooGeoff Herbach


SE pp 50-51

SELECTION You Are the Electric BoogalooGeoff Herbach


SE pp 52-53

SELECTION Hanging FireAudre Lorde

Translating Grandfather’s HouseE.J. Vega

SE pp 54-62



SE pp 62-63





Close Read the Text


Analyze the Text

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:immense; majestic; numerous

Word Study: Latin Suffix: -ous


Word Study: Latin Suffix: -ous (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.

Analyze Craft & Structure:ToneStudents will analyze the purpose of paragraphs in the reading.

Analyze Craft and Structure: Tone

Analyze Craft and Structure: Tone (RP)

STANDARDSRI.8.4; L.8.4.b; L.8.4.c;


Conventions: Verb MoodsStudents identify verb moods.

Conventions: Verb Moods

Conventions: Verb Moods (RP)


Speaking and Listening: Visual PresentationStudents work with a group to research a visual presentation.

Speaking and Listening: Visual Presentation

Speaking and Listening: Visual Presentation (RP)


Selection Test: You Are the Electric Boogaloo/Just Be Yourself!

STANDARDSW.8.7; SL.8.4; SL.8.5; L.8.1.c; L.8.1.d

MAKING MEANING

Concept Vocabularyhorizon; awakenings; beaming


First-Read Guide: Poetry

Read the Selection

Selection Audio

Hanging Fire/Translating Grandfather’s House: Accessible Leveled Text


Hanging Fire/Translating Grandfather’s House: First Read Extension Questions


Research to ExploreStudents choose interesting from the text and conduct research.

STANDARDSRI.8.10; L.8.4.a; PI.6; PI.8

MAKING MEANING


Close Read the Text


Analyze the Text

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:horizon; awakenings; beaming

Word Study: Etymology: horizon


Word Study: Etymology (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.

Analyze Craft & Structure:Forms of PoetryStudents will analyze the two forms of poetry.

Analyze Craft and Structure: Forms of Poetry

Analyze Craft and Structure: Forms of Poetry (RP)

STANDARDS


Author’s Style: Word ChoiceStudents mark passages that are descriptive or interesting in some way.

Author’s Style: Word Choice

Author’s Style: Word Choice (RP)

STANDARDSL.8.6

Page 11 of 72



Work Time InstructionReteach: AntonymsNarrative Essay: Revise and Edit

Work Time AssignmentsWord Study: AntonymsNarrative Essay: Revise and Edit


Unit 1, Lesson 14

Vocabulary Selection: deliberate, means Academic: monitor, project, research, strategically

Read Aloud, Think Aloud“Do You Think As an Economical Person?”


StandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2; PII.9-10.5

Unit 1, Lesson 15


VocabularyWord Study: Negative PrefixesWord Study: Antonyms

StandardsPI.8.2; PI.8.5; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5; PII.8.6; PII.8.7

Unit 1, Lesson 15

Work Time InstructionWord Study Reader: Ancient RomeNarrative Essay: Present

Work Time AssignmentsWord Study: Negative Prefixes and AntonymsNarrative Essay: Present


Time to ReadRead IndependentlyBook ClubStandardsPI.8.1; PI.8.4



DAY 26 DAY 27 DAY 28 DAY 29 DAY 30SELECTION Hanging FireAudre Lorde

Translating Grandfather’s HouseE.J. Vega SE p 65

SELECTION The Setting Sun and the Rolling WorldCharles Mungoshi

SE pp 66-71


SE pp 72-73


SE p 74


SE p 75


Speaking and Listening: Group DiscussionStudents conduct a group discussion about “Hanging Fire” and “Translating Grandfather’s House.”

Speaking and Listening: Group Discussion

Speaking and Listening: Group Discussion (RP)


Selection Test: Poetry Collection

STANDARDSSL.8.1.a; SL.8.1.c; SL.8.1.d

MAKING MEANING

Concept Vocabularypatronized; obligations; psychological



Read the Selection

Selection Audio

The Setting Sun and the Rolling World: Accessible Leveled Text


The Setting Sun and the Rolling World: First Read Extension Questions


STANDARDSRL.6.10; L.6.5.b; PI.8

MAKING MEANING


Close Read the Text


Concept VocabularyStudents complete activities related to the Concept Vocabulary words:patronized; obligations; psychological

Word Study: Greek Root: -psych-


Word Study: Greek Root: -psych- (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.

Analyze Craft & Structure:Point of View in FictionStudents will analyze key differences in the points of view of Old Musoni and Nhamo.

Analyze Craft and Structure: Point of View in Fiction

Analyze Craft and Structure: Point of View in Fiction (RP)

LANGUAGE DEVELOPMENT Conventions: Verb MoodsStudents rewrite sentences using correct verb moods.

Conventions: Verb Moods

Conventions: Verb Moods (RP)

STANDARDSL.8.1.c; L.8.1.d; PII.3


Research: Informational ReportStudents research and write a report on Zimbabwean culture.

Research: Informational Report

Research: Informational Report (RP)


SELECTION TEST

Selection Test: The Setting Sun and Rolling World

STANDARDSW.8.2.b; W.8.2.f; W.8.7; W.8.8

Page 12 of 72


ELD Companion SupportTime to ReadRead IndependentlyBook Club

StandardsPI.8.1; PI.8.4

Read Aloud, Think AloudSupplemental

Time to ReadRead IndependentlyBook Club







DAY 31 DAY 32 DAY 33 DAY 34 DAY 35PERFORMANCE TASK: Speaking and Listening FocusPresent a Nonfiction Narrative

SE pp 76-77

PERFORMANCE TASK: Speaking and Listening FocusPresent a Nonfiction Narrative

SE p 77

INTRODUCE INDEPENDENT LEARNING

SE pp 78-79


SE pp 80-82

PERFORMANCE-BASED ASSESSMENT

SE pp 83-85PERFORMANCE TASK

Speaking and Listening Focus: Present a Nonfiction NarrativeStudents create a series of nonfiction narratives about rites of passage.

Plan With Your GroupStudents will analyze the text, gather evidence and media examples and organize ideas.

Rehearse With Your GroupStudents practice with the group, fine-tune the content, improve the use of media, and brush up on presentation techniques.

STANDARDSSL.8.4; SL.8.5

PERFORMANCE TASK

Present and EvaluateStudents present as a group and use checklist items to evaluate.


Essential Question

What are some of the milestones on the path to growing up?

Independent Learning Strategies Create a Schedule Practice what you have

learned Take Notes

Independent Learning Strategies


Contents

MAKING MEANING

First-Read Guide Students Notice, Annotate, Connect, Respond as they read the selection the first time.

First Read Guide

Close-Read Guide

Close Read Guide

Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection.


Quick WriteStudents write about a paragraph that grabbed their interest.

Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of how one generation learns from another.


STANDARDSRL.8.10; RI.8.10; PI.6

PERFORMANCE-BASED ASSESSMENT PREP

Review Notes for a Nonfiction NarrativeStudents evaluate the strength of their content.


Writing to Sources: Nonfiction NarrativeStudents will write a nonfiction narrative responding to the prompt:

What rite of passage has held the most significance for your or for a person you know well?

Nonfiction Narrative RubricStudents use the rubric to guide their revisions.

STANDARDSW.8.3.a-e

myPerspectives EL SupportPersonalize for Learning English Language Support: Read Aloud and Confirm

Page 13 of 72












DAY 36PERFORMANCE-BASED ASSESSMENT

SE pp 86-87PERFORMANCE-BASED ASSESSMENT

Speaking and Listening: Oral PresentationStudents will use their narrative as the foundation for a presentation.

Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.

Reflect on the Unit

Unit Test




Page 14 of 72


GRADE 8 | UNIT 2: The Holocaust INSTRUCTIONAL MODELESSENTIAL QUESTION: How Do We Remember the Past?

WHOLE-CLASS LEARNING

ASSESSMENTS



PERFORMANCE BASED ASSESSMENT: Explanatory Essay NOTES:

Unit 2 Overview

In this unit, students will read many texts relating to the Holocaust.

Unit Goals


Read and analyze how authors discuss a cause, event, or condition that produces a specific result. Expand your knowledge and use of academic and concept vocabulary. Write an explanatory essay in which you show connections between historical events and a dramatic adaptation of a historical document. Conduct research projects of various lengths to explore a topic and clarify meaning. Demonstrate command of the conventions of standard English grammar and usage, including correct usage of verbs and conjunctions. Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations.

Selections & Media

Launch Text The Grand Mosque of Paris (990L)

Whole-Class Learning Anchor Text, Drama: The Diary of Anne Frank, Act I, Frances Goodrich and Albert Hackett (NP) Anchor Text, Drama: The Diary of Anne Frank, Act II, Frances Goodrich and Albert Hackett (NP) Media, Timeline: Frank Family and World War II, Timeline

Small-Group LearningSE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice





Page 15 of 72


Diary Entries: from Anne Frank: The Diary of a Young Girl, Anne Frank (1010L) Speech: Acceptance Speech for the Nobel Peace Prize, Elie Wiesel (770L) Medio, Graphic Novel: from Maus, Art Spiegelmen

Independent Learning Television Transcript: Saving the Children, Bob Simon (740L) Reflective Essay: A Great Adventure in the Shadow of War, Mary Helen Dirkx (1260L) Informative Article: Irena Sendler: Rescuer of the children of Warsaw, Chana Kroll (1130L) Historical Writing: Quiet Resistance, from Courageous Teen Resisters (910L) News Article: Remembering a Devoted Keeper of Anne Frank’s Legacy, Moni Basu (950L) First-Person Account: I’ll go Fetch Her Tomorrow from Hidden Like Anne Frank, Bloeme Emden with Marcel Prins (800L)


Part 1 – Writing to Sources: Explanatory Essay

Students will write an explanatory essay answering the following question:

How can literature help us remember and honor the victims of the Holocaust?


Students will use their explanatory essay as the foundation for an oral presentation.

Unit Reflection

Students will reflect on the unit goals, learning strategies, the texts, and how literature can help us remember and honor the victims of the Holocaust.



Page 16 of 72





SE pp 88-91

UNIT INTRODUCTION

SE pp 92-95


SE pp 96-97

SELECTIONAnchor TextThe Diary of Anne Frank, Act IFrances Goodrich and Albert Hackett

SE pp 100-125

SELECTION Anchor TextThe Diary of Anne Frank, Act IFrances Goodrich and Albert Hackett

SE pp 126-150Unit GoalsStudents will deepen their understanding of the holocaust by reading, writing, speaking, listening, and presenting.

Unit Goals Video

Academic Vocabularytheorize; sustain; declaration; pronounce; enumerate



Unit 2 Answer Key


Launch TextStudents will read “The Grand Mosque of Paris.” Students then participate in discussions about the Holocaust.


Word Network





Evidence Log


Essential QuestionHow do remember the past?





MAKING MEANING

Concept Vocabularyanxiously; tension; restraining; quarrels; bickering; hysterically



Read the Selection

Selection Audio

The Diary of Anne Frank, Act I: Accessible Leveled Text STANDARDSRL.8.10; PI.7; PII.1

MAKING MEANING

Read the Selection

Selection Audio

The Diary of Anne Frank, Act I: Accessible Leveled Text STANDARDSRL.8.10; PI.8; PII.1



Audio Summary

The Diary of Anne Frank, Act I: Accessible Leveled Text

Personalize for Learning English Language Support: Pacing

Personalize for Learning English Language Support: Translations(TE p 136)

Personalize for Learning English Language Support: Archaic Words

Page 17 of 72




Page 18 of 72


DAY 6 DAY 7 DAY 8 DAY 9 DAY 10SELECTIONAnchor TextThe Diary of Anne Frank, Act IFrances Goodrich and Albert Hackett

SE p 151


SE pp 152-153


SE pp 154-155

SELECTIONAnchor TextThe Diary of Anne Frank, Act IIFrances Goodrich and Albert Hackett

SE pp 156-172


SE pp 173-187MAKING MEANING


The Diary of Anne Frank, Act I: First Read Extension Questions



STANDARDSRL.8.1

MAKING MEANING


Close Read the Text


Analyze Craft and Structure: Text Structures in DramaStudents will identify passages of dialogue that serve that purpose.

Analyze Craft and Structure: Analyze Text Structures in Drama

Analyze Craft and Structure: Analyze Text Structures in Drama (RP)

STANDARDSRL.8.3; RL.8.6; PII.1


Concept VocabularyStudents complete activities related to the Concept Vocabulary words:anxiously; tension; restraining; quarrels; bickering; hysterically Word Study: Latin Suffix:-ionStudents complete activities related to the Latin Suffix -ionConcept Vocabulary and Word Study: Latin Suffix: -ion

Word Study: Latin Suffix: -ion- (RP)


Conventions: Principal Parts of Verbs Students complete activities identifying principal parts of verbs.

Conventions: Principal

MAKING MEANING

Concept Vocabularyforeboding; intuition; rigid; apprehension; mounting; insistent



Read the Selection

Selection Audio

The Diary of Anne Frank, Act II: Accessible Leveled Text STANDARDSRL.8.10; PI.8; PII.1

MAKING MEANING

Read the Selection

Selection Audio

The Diary of Anne Frank, Act II: Accessible Leveled Text Comprehension CheckStudents complete comprehension questions.

The Diary of Anne Frank, Act II: First Read Extension Questions



STANDARDSRL.8.10



Page 19 of 72


Parts of Verbs

Conventions: Principal Parts of Verbs (RP)

STANDARDSL.8.1; L.8.4.b; L.8.4.d; L.8.5.b

myPerspectives EL SupportAnalyze Craft and

Structure: Text Structures in Drama (RP)(TE p 153)

Personalize for Learning English Language Support: Using Dialogue and Stage Directions(TE p 153)

English Language Support Lesson: Dialogue (On Realize)

Word Study: Latin Suffix: -ion (RP)(TE p 154)

Conventions: Principal Parts of Verbs (RP)(TE p 155)

Audio Summary

The Diary of Anne Frank, Act II: Accessible Leveled Text Personalize for Learning English Language Support: Stage Directions(TE p 161)

Personalize for Learning English Language Support: Figurative Language(TE p 167)


Vocabulary Selection: artifacts, carbon dating Academic: definition, necessary

Read Aloud, Think Aloud“Discovering the Old Stone Age”


StandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5;

Unit 2, Lesson 5


VocabularyWord Study: Consonant Spelling s, c, k, ck, chWord Study: Inflected Endings –s, -ed, -ing

StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PIII.8

Unit 2, Lesson 5

Work Time InstructionWord Study Reader: Immigration to the United StatesExplanatory Essay: Draft

Work Time AssignmentsWord Study: Inflected Endings and Consonants /s/ and /k/Explanatory Essay: Draft

StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3;

Unit 2, Lesson 6


VocabularyOops: Articles With Singular NounsWord Study: Introduce Closed Syllable Patterns: VC/V, VC/CV


Unit 2, Lesson 6

Work Time InstructionReteach: Closed Syllable Patterns VC/V and VC/CV Explanatory Essay: Draft Work Time AssignmentsWord Study: Closed Syllable Patterns VC/V and VC/CV Interactive ReaderExplanatory Essay: Draft




Page 20 of 72


PI.8.6; PI.8.7; PI.8.8; PII.8.12; PII.8.1; PII.8.2

PII.8.4; PIII.8



Page 21 of 72


DAY 11 DAY 12 DAY 13 DAY 14 DAY 15SELECTIONAnchor TextThe Diary of Anne Frank, Act IIFrances Goodrich and Albert Hackett

SE pp 188-189

SELECTIONAnchor TextThe Diary of Anne Frank, Act IIFrances Goodrich and Albert Hackett SE pp 190-191


SE pp 192-193

SELECTIONFrank Family and World War II Timeline

SE pp 194-198

SELECTIONFrank Family and World War II Timeline



Close Read the Text


Analyze Craft and Structure: Characters’ MotivationsStudents will analyze characters’ motivations in Act II.

Analyze Craft and Structure: Character Motivation

Analyze Craft and Structure: Character Motivation (RP)

STANDARDSRL.8.1; RL.8.3; PI.6


Concept VocabularyStudents complete activities related to the Concept Vocabulary words:foreboding; intuition; rigid; apprehension; mounting; insistent Word Study: Latin Suffix:-entStudents complete activities related to the Latin Suffix -entConcept Vocabulary and Word Study: Latin Suffix: -ent

Word Study: Latin Suffix: -ent (RP)


Conventions: Simple Tenses of VerbsStudents complete activities identifying present, past, and future tense verbs.

Conventions: Simple


Speaking and Listening: Dramatic ReadingStudents deliver a dramatic reading of a scene from The Diary of Anne Frank. Then students write a drama review of one of the performances

Speaking and Listening: Dramatic Reading

Speaking and Listening: Dramatic Reading (RP)


SELECTION TEST

Selection Test: Warning: The Diary of Anne Frank, Act I

STANDARDSRL.8.7; W.8.2.b; W.8.2.f; SL.8.1.a; SL.8.b; SL.8.5; PI.10

MAKING MEANING

Media Vocabularyannotated; chronological; parallel

First Read Students Notice, Annotate, Connect, and Respond as they review the media the first time.

First Read Guide: Nonfiction

Listen to the Selection

Selection Audio

Frank Family and World War II Timeline: Accessible Text



Research to ExploreStudents choose something interesting from the timeline and formulate a research

MAKING MEANING

Close ReadStudents will review the timeline and record any new observations.

Analyze the MediaStudents will respond to questions about the drawings, citing textual evidence.


Media VocabularyStudents complete activities related to the Media Vocabulary words:annotated; chronological; parallel

Media Vocabulary


Writing to Compare: Comparison-Contrast EssayStudents write an essay comparing the two texts they read.

Writing to Compare: Comparison-Contrast Essay



Page 22 of 72


Tenses of Verbs

Conventions: Simple Tenses of Verbs (RP)

STANDARDSL.8.1; L.8.4.b; L.8.4.c; L.8.4.d; L.8.3

question.

STANDARDSRI.8.10; PI.8


STANDARDSRI.8.7; W.8.2.a; W.8.2.b; PII.1


Structure: Character Motivation (RP)(TE p 189)

Personalize for Learning English Language Support: Identifying Character Motivation(TE p 188)

English Language Support Lesson: Character Motivation (On Realize)

Word Study: Latin Suffix: -ent (RP)(TE p 190)

Conventions: Simple Tenses of Verbs(TE p 191)

English Language Support Lesson: Word Choices (On Realize)

Speaking and Listening: Dramatic Reading (RP)(TE p 193)

Personalize for Learning English Language Support: Providing Support(TE p 193)

Audio Summary

Frank Family and World War II Timeline: Accessible Text

Personalize for Learning English Language Support: Media Vocabulary(TE p 195)

Personalize for Learning English Language Support: Timelines(TE p 199)


Vocabulary Selection: pharaoh, shrine Academic: argument, conversation

Read Aloud, Think Aloud”“Ideas that Shaped Egyptian Life”


StandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12;

Unit 2, Lesson 8


VocabularyOops: Articles With Singular NounsWord Study: Introduce Meaning Relationships


Unit 2, Lesson 8


Work Time InstructionReteach: Meaning RelationshipsExplanatory Essay: Write a Conclusion

Work Time AssignmentsWord Study: Meaning Relationships Between WordsExplanatory Essay: Write a Conclusion

Unit 2, Lesson 9

Vocabulary Selection: tomb, pyramidsAcademic: intentionally, mandatory

Read Aloud, Think Aloud“Ideas that Shaped Egyptian Life”


StandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12;

Unit 2, Lesson 10


VocabularyWord Study: Closed Syllable Patterns: VC/V, VC/CVWord Study: Meaning Relationships

StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5; PII.8.6; PII.8.7; PIII.8



Page 23 of 72


PII.8.1; PII.8.2 StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5; PII.8.6; PII.8.7

PII.8.1; PII.8.2



Page 24 of 72




DAY 16 DAY 17 DAY 18 DAY 19 DAY 20PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay

SE pp 202-204

PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay

SE p 205

PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay

SE pp 206-207


SE pp 208-211

SELECTIONfrom Anne Frank: The Diary of a Young GirlAnne Frank


Write an Explanatory EssayStudents write an essay responding to the question: How are historical events reflected in the play The Diary of Anne Frank?

PreWriting/PlanningStudents write a thesis, gather evidence, and take accurate notes.


STANDARDSW.8.2.a; W.8.2.b; W.8.2.f; W.8.10


Author’s Style: Revising Sentences by Combining with ConjunctionsStudents choose coordinating conjunctions that help connect important ideas and make writing smoother. STANDARDSL.8.1; L.8.2; L.8.3; PI.5

PERFORMANCE TASK



Publishing and PresentingStudents create a final version of their essay and share in small groups.

ReflectingStudents reflect on their essays.

STANDARDSW.8.2.c; W.8.2.d; W.8.2.e; W.8.5; PII.2

Essential Question

How do we remember the past?





plan



MAKING MEANING

Concept Vocabularyforbidden; restrictions; sacrifices



Read the Selection

Selection Audio

from Anne Frank: The Diary of a Young Girl: Accessible Leveled Text

STANDARDSRI.8.10; L.8.4.a; PI.6

Page 25 of 72



Work Time InstructionWord Study Reader: Our North American NeighborsExplanatory Essay: Revise

Work Time AssignmentsWord Study: VC/C and VC/CVExplanatory Essay: Revise

StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5; PII.8.6; PII.8.7; PIII.8

Unit 2, Lesson 11


VocabularyOops: Articles With Plural NounsWord Study: Introduce Words with the Schwa Sound


Unit 2, Lesson 11

Work Time InstructionReteach: Words with SchwaExplanatory Essay: Edit

Work Time AssignmentsWord Study: Words with SchwaInteractive ReaderExplanatory Essay: Edit


Unit 2, Lesson 12

Vocabulary Selection: honor, guidanceAcademic: category, upgrade

Read Aloud, Think Aloud”“Greek Myths”



Unit 2, Lesson 13


VocabularyOops: Articles With Plural NounsWord Study: Introduce Multiple-Meaning Words




myPerspectives EL Support Personalize for Learning

English Language Support: Read Aloud(TE p 205)

Personalize for Learning English Language Support: Punctuation(TE p 207)

Audio Summary

from Anne Frank: The Diary of a Young Girl: Accessible Leveled Text


DAY 21 DAY 22 DAY 23 DAY 24 DAY 25SELECTION from Anne Frank: The Diary of a Young GirlAnne Frank

SE p 217

SELECTION from Anne Frank: The Diary of a Young GirlAnne Frank

SE pp 218-219


SE p 220


SE p 221

SELECTION Acceptance Speech for the Nobel Peace PrizeElie Wiesel



from Anne Frank: The Diary of a Young Girl: First Read Extension Questions

Research to ClarifyStudents choose one unfamiliar scientific detail of the text to research.

Research to ExploreStudents research young people that were affected by the war.

MAKING MEANING


Close Read the Text


Analyze the Text


Concept VocabularyStudents complete activities related to the Concept Vocabulary words:forbidden; restrictions; sacrifices

Word Study: Latin Root: -strict-


Word Study: Latin Suffix: -strict- (RP)


Analyze Craft & Structure:Central Idea and Supporting DetailsStudents will analyze the central ideas and details in a paragraph from the reading.

Analyze Craft and Structure: Central Idea and Supporting Details

Analyze Craft and Structure: Central Idea and

LANGUAGE DEVELOPMENTAuthor’s Style: Word Choice

Author’s Style: Word Choice

Author’s Style: Word Choice (RP)

STANDARDSRI.8.4; PI.8


Speaking and Listening: Group DiscussionStudents discuss what they learned from Anne Frank’s Diary entries




Selection Test: from Anne Frank: The Diary of a Young Girl

STANDARDSSL.8.1.a; SL.8.1.c; SL.8.1.d

MAKING MEANING

Concept Vocabularyhumiliation; persecution; traumatized



Read the Selection

Selection Audio

Acceptance Speech for the Nobel Peace Prize: Accessible Leveled Text


Acceptance Speech for the Nobel Peace Prize: First Read Extension Questions

Research to ExploreStudents choose an historical figure mentioned in the speech and research the person.


Close Read the Text


Analyze the Text

Page 26 of 72



Work Time InstructionReteach: Multiple Meaning WordsExplanatory Essay: Respond to Presentation

Work Time AssignmentsWord Study: Multiple Meaning WordsExplanatory Essay: Present


Unit 2, Lesson 14

Vocabulary Selection: aqueducts, contentAcademic: avoid, code, subject, survey

Read Aloud, Think Aloud“Greek Myths”



Unit 2, Lesson 15


VocabularyWord Study: Words with SchwaWord Study: Multiple-Meaning Words

StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PIII.8

Unit 2, Lesson 15

Work Time InstructionWord Study Reader: Taking Care of the Human Body

Work Time AssignmentsWord Study: Multiple Meaning Words and Words with SchwaExplanatory Essay: Present

StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PIII.8





DAY 26 DAY 27 DAY 28 DAY 29 DAY 30SELECTION Acceptance Speech for the Nobel Peace PrizeElie Wiesel

SE pp 228-229

SELECTION from MausArt Spiegelman

SE pp 230-235


SE pp 236-239


SE p 240


SE p 241LANGUAGE DEVELOPMENT

Conventions: Perfect Tenses of VerbsStudents analyze types of verb tenses.

Conventions: Perfect Tenses of Verbs

Conventions: Perfect Tenses of Verbs (RP)


Speaking and Listening: Group Discussion Students discuss quotations from Elie Wiesel’s speech.




Selection Test: Acceptance Speech for the Nobel Peace Prize

STANDARDSSL.8.1.a; SL.8.1.b; L.8.1; PI.1; PII.3

MAKING MEANING

Media Vocabularypanel; encapsulation; speech balloon

First Read Students Look, Note, Connect, Respond as they read the selection the first time.

First-Read Review: Media-Art and Photography

Read the Selection

Selection Audio

from Maus: Accessible Text

STANDARDSRL.8.10; L.8.6; PI.6

MAKING MEANING

Read the Selection

Selection Audio



from Maus: First Read Extension Questions

Research to ClarifyStudents research one unfamiliar detail from the graphic novel.

Research to ExploreStudents research the plight of European Jews under the Nazis.

STANDARDSRL.8.10; L.8.6; PI.6

MAKING MEANING

Close ReviewStudents will review the graphic novel and record any new observations.

Close Review

Analyze the MediaStudents will respond to questions about the drawings, citing textual evidence.

Analyze the Media

Media VocabularyStudents complete activities related to the Media Vocabulary words:panel; encapsulation; speech balloon

STANDARDSSL.8.2; L.8.6


Research: Informative ReportStudents write a report about the ways Spiegelman’s experiences are reflected in his graphic novel.

Research: Informative Report

Research: Informative Report (RP)


Selection Test: from Maus

STANDARDSW.8.2.a; W.8.2.b; W.8.2.d; W.8.7; W.8.8

myPerspectives EL SupportConventions: Perfect

Tenses of Verbs (RP) (TE p 228)

Speaking and Listening: Group Discussion (RP)(TE p 229)

Personalize for Learning English Language Support

Audio Summary


Personalize for Learning English Language SupportSyntax(TE p 232)

Personalize for Learning

Personalize for Learning English Language SupportSyntax(TE p 236)

Research: Informative Report (RP)(TE p 241)

Page 27 of 72












DAY 31 DAY 32 DAY 33 DAY 34 DAY 35PERFORMANCE TASK: Speaking and Listening FocusDeliver a Multimedia Presentation

SE pp 242-243

PERFORMANCE TASK: Speaking and Listening FocusDeliver a Multimedia Presentation

SE p 243


SE pp 244-245


SE pp 246-248



Deliver a Multimedia PresentationStudents give a presentation answering the following question: How do the selections contribute to your understanding of the Holocaust and the ways in which we remember the past?

Plan with Your GroupStudents analyze the texts, gather evidence, and organize your ideas.

Rehearse with Your GroupStudents practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques.

STANDARDSSL.8.4; SL.8.5; SL.8.6

PERFORMANCE TASK


STANDARDSSL.8.4; SL.8.5; SL.8.6

Essential QuestionHow do we remember the past?


learned Take Notes



Contents

MAKING MEANING


First-Read Guide

Close-Read Guide

Close-Read Guide




Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism.


STANDARDSRL.8.10; RI.8.10; SL.8.1


Review Evidence for an Explanatory EssayStudents evaluate the strength of their evidence


Writing to Sources: Explanatory TextStudents will write an essay to answer the following: How can literature help us remember and honor the victims of the Holocaust?

Explanatory Essay RubricStudents use the rubric to guide their revisions.

STANDARDSW.8.2; W.8.2.b; W.8.10; PI.8

myPerspectives EL Support Accessible Leveled Texts

for Independent Learning Selections (On Realize)

Personalize for Learning English Language Support: Define Key Terms(TE p 251)

Page 28 of 72














Speaking and Listening: Oral PresentationStudents will use their explanatory essay as the foundation for an oral presentation.


Reflect on the Unit

Unit Test



Page 29 of 72


GRADE 7 | UNIT 3: What Matters INSTRUCTIONAL MODELESSENTIAL QUESTION: When is it right to take a stand? WHOLE-CLASS LEARNING

ASSESSMENTS



PERFORMANCE BASED ASSESSMENT: ArgumentNOTES:

Unit 3 Overview

In this unit, students will read examples of what matters in people’s lives.

Unit Goals


Evaluate written arguments by analyzing how authors state and support their claims. Expand your knowledge and use of academic and concept vocabulary. Write an argumentative essay in which you effectively incorporate the key elements of an argument. Conduct research projects of various lengths to explore a topic and clarify meaning. Demonstrate command of the conventions of standard English grammar and usage, including correct usage of nouns, pronouns, adjectives, adverbs,

clauses, and sentence structure. Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations.

Selections & Media

Launch Text Freedom of the Press? (1000L)

Whole-Class Learning Anchor Text, Magazine Article: Barrington Irving, Pilot and Educator, National Geographic (1110L) Anchor Text, Opinion Piece: Three Cheers for the Nanny State, Sarah Conly (1180L) Anchor Text, Opinion Pieces: Ban the Ban!, SidneyAnne Stone (930L) Anchor Text, Opinion Pieces: Soda’s a Problem but… Karin Klien (1250L)






Page 30 of 72


Small-Group Learning Persuasive Speech: Words Do Not Pay, Chief Joseph (830L) Nonfiction Narrative: from Follow the Rabbit-Proof Fence, Doris Pilkington (1160L) Media, Video: the Moth Presents: Aleeza Kazmi

Independent Learning Memoir: from Through My Eyes, Ruby Bridges (920L) Poetry: The Unknown Citizen: W.H. Auden (NP) Biography: Harriet Tubman: Conductor on the Underground Railroad, Ann Petry (1000L)


Part 1 – Writing to Sources: Argument

Students will write an argument answering the following question:

Is it important for people to make their own choices in life?


After writing their argument, students will use it as the foundation for a brief oral presentation.

Unit Reflection

Students will reflect on the unit goals, learning strategies, the texts, and what taught them the most about standing up for what matters.



Page 31 of 72





SE pp 254-257

UNIT INTRODUCTION

SE pp 258-261


SE pp 262-263

SELECTIONAnchor TextBarrington Irving, Piot and EducatorNational Geographic

SE pp 264-269


SE pp 270-271

Unit GoalsStudents will deepen their perspective about what it means to stand up for the things that matter by reading, writing, speaking, listening, and presenting.

Unit Goals Video

Academic Vocabularyretort; candid; rectify; speculate; verify



Unit 3 Answer Key


Launch TextStudents will read “Freedom of the Press?” Students will then be able to participate in discussions about modern technology.


Word Network





Evidence Log


Essential QuestionWhen is it right to take a stand?





MAKING MEANING

Concept Vocabularydetermination; pursue; accomplish; achieve; tackling; purposeful



Read the Selection

Selection Audio

Barrington Irving, Piot and Educator: Accessible Leveled Text


Barrington Irving, Piot and Educator: First Read Extension Questions



STANDARDSRI.8.10; PII.1

MAKING MEANING


Close Read the Text


Analyze Craft & Structure: Characterization in NonfictionStudents will identify examples of direct characterization.

Analyze Craft and Structure: Characterization in Nonfiction

Analyze Craft and Structure: Characterization in Nonfiction (RP)

STANDARDSRI.8.1; RI.8.3; PI.8


Personalize for Learning English Language Support: Cognates

Audio Summary

Barrington Irving, Piot and Educator: Accessible Leveled Text

Analyze Craft and Structure: Characterization in Nonfiction (RP)(TE p 271)

Page 32 of 72




Page 33 of 72


DAY 6 DAY 7 DAY 8 DAY 9 DAY 10SELECTIONAnchor TextBarrington Irving, Piot and EducatorNational Geographic

SE pp 272-273


SE p 274


SE p 275

SELECTIONAnchor TextThree Cheers for the Nanny StateSarah Conly

SE pp 276-281


SE p 282LANGUAGE DEVELOPMENT

Concept VocabularyStudents complete activities related to the Concept Vocabulary words: determination; pursue; accomplish; achieve; tackling; purposeful Word Study: Old English Suffix: -ful


Word Study: Old English Suffix: -ful (RP)


Conventions: Nouns and PronounsStudents identify examples of proper nouns, personal pronouns, possessive nouns, and possessive pronouns.

Conventions: Nouns and Pronouns

Conventions: Nouns and Pronouns (RP)


Writing to Sources: Argumentative EssayStudents write an argument stating a claim in response to this statement:Having passion for a subject is more important than having knowledge about it.

Writing to Sources: Argumentative Essay

Writing to Sources: Argumentative Essay (RP)

STANDARDSW.8.1.a; W.8.1.b; W.8.1.e; W.8.7

EFFECTIVE EXPRESSION Speaking and Listening: Persuasive PresentationStudents create a presentation on one of the educational nonprofit organizations or programs mentioned in the article.

Speaking and Listening: Persuasive Presentation

Speaking and Listening: Persuasive Presentation (RP)


SELECTION TEST

Selection Test: Barrington Irving, Piot and Educator


MAKING MEANING

Concept Vocabularyimpose; justifiable; status quo; rational; principle

First Review Students Notice, Annotate, Connect, Respond as they read the selection the first time.


Read the Selection

Selection Audio

Three Cheers for the Nanny State: Accessible Leveled Text


Three Cheers for the Nanny State: First Read Extension Questions

Research to ClarifyStudents choose one unfamiliar detail from the text to research.

Research to Explore

MAKING MEANING


Close Read the Text


STANDARDSRI.8.10



Page 34 of 72


STANDARDSL.8.1; L.8.2.b; L.8.4; L.8.5.b; PII.4

Students write a research question to find out more about the concept of the “nanny state.”

STANDARDSRl.8.10; PI.7

myPerspectives EL SupportWord Study: Old English

Suffix: -ful (RP)(TE p 272)

Conventions: Nouns and Pronouns (RP)(TE p 273)

Personalize for Learning English Language Support: Practicing with Nouns and Pronouns(TE p 273)

English Language Support Lesson: Nouns and Pronouns (On Realize)

Writing to Sources: Argumentative Essay (RP)(TE p 274)

Speaking and Listening: Persuasive Presentation (RP)(TE p 275)

Audio Summary

Three Cheers for the Nanny State: Accessible Leveled Text

Personalize for Learning English Language Support: Difficult Concepts(TE p 278)


Vocabulary Selection: legal, entertainmentAcademic: advise, compare

Read Aloud, Think Aloud“Taking a Stand for Civil Rights”


Unit 3, Lesson 5


VocabularyWord Study: Latin Root -rupt-Word Study: Synonyms

StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8

Unit 3, Lesson 5

Whole GroupWrite an Argumentative Essay

Work Time InstructionWord Study Reader: VolcanoesArgumentative Essay: Draft

Work Time AssignmentsWord Study: Latin Root –rupt- and SynonymsArgumentative Essay: Write

Unit 3, Lesson 6


VocabularyOops: Forms of “to be”Word Study: Introduce Plural Nouns


Unit 3, Lesson 6

Work Time InstructionReteach: Plural NounsArgumentative Essay: Draft Work Time AssignmentsWord Study: Plural Nouns Interactive ReaderArgumentative Essay: Write

StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3;



Page 35 of 72


StandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PII.8.12; PII.8.1; PII.8.2


PII.8.4; PII.8.4; PIII.8



Page 36 of 72


DAY 11 DAY 12 DAY 13 DAY 14 DAY 15SELECTIONAnchor TextThree Cheers for the Nanny StateSarah Conly

SE p 283


SE p 284


SE p 285

SELECTIONAnchor TextBan the Ban!SidneyAnne Stone

Soda’s a Problem but…Karin Klein

SE pp 286-292

SELECTIONAnchor TextBan the Ban!SidneyAnne Stone

Soda’s a Problem but…Karin Klein

SE pp 293-295

MAKING MEANING

Analyze Craft & Structure: Author’s ArgumentStudents will identify facts the author uses to support her argument.

Analyze Craft and Structure: Author’s Argument

Analyze Craft and Structure: Author’s Argument(RP)

STANDARDSRI.8.6; RI.8.8; PI.7


Concept VocabularyStudents complete activities related to the Concept Vocabulary words: impose; justifiable; status quo; rational; principle

Word Study: Latin Root:-just-


Word Study: Latin Root:-just- (RP)


STANDARDSL.8.1; L.8.2; L.8.4.b; L.8.4.d

LANGUAGE DEVELOPMENT Conventions: ClausesStudents identify subordinate and relative clauses.

Conventions: Clauses

Conventions: Clauses (RP)

STANDARDSL.8.5.b; PII.4

MAKING MEANING

Concept Vocabularyimplemented; mandates; intervene; intentions; dictate; exemption

First Review Students Notice, Annotate, Connect, and Respond as they read the selection the first time.


Read the Selection

Selection Audio

Ban the Ban/Soda’s a Problem: Accessible Leveled Text


Ban the Ban/Soda’s a Problem: First Read Extension Questions

Research to ExploreStudents formulate a

LANGUAGE DEVELOPMENT Conventions: Basic Sentence StructuresStudents identify sentence structures and clauses.

Conventions: Basic Sentence Structures

Conventions: Basic Sentence Structures (RP)


Writing to Compare: Argumentative EssayStudents write an argumentative essay about which argument they found most convincing.

Writing to Compare: Argumentative Essay


STANDARDSRI.8.9; W.8.1.b; W.8.1.c; W.8.10; W.8.9.b; PI.10; PII.1



Page 37 of 72


research question relating to the concept of the “nanny state”.

MAKING MEANING


Close Read the Text


MAKING MEANING

Analyze Craft & Structure: Conflicting ArgumentsStudents will answer questions about the differing arguments.

Analyze Craft and Structure: Conflicting Arguments

Analyze Craft and Structure: Conflicting Arguments (RP)


Concept VocabularyStudents complete activities related to the Concept Vocabulary words: implemented; mandates; intervene; intentions; dictate; exemption



Page 38 of 72


Word Study: Latin Prefix:ex-


Word Study: Latin Prefix:ex- (RP)


STANDARDSRI.8.1; RI8.8; RI.8.9; RI.8.10; PI.6


Structure: Author’s Argument(RP)(TE p 283)

Personalize for Learning English Language Support: Important Terms(TE p 283)

Word Study: Latin Root:-just- (RP)(TE p 284)

Conventions: Clauses (RP)(TE p 285)

Personalize for Learning English Language Support: Using Independent and Dependent Clauses(TE p 285)

English Language Support Lesson: Independent and Dependent Clauses (On Realize)

Audio Summary

Ban the Ban/Soda’s a Problem: Accessible Leveled Text

Analyze Craft and Structure: Conflicting Arguments (RP)(TE p 291)

Word Study: Latin Prefix:ex- (RP) (TE p 292)


Conventions: Basic Sentence Structures (RP)(TE p 293)

Personalize for Learning English Language Support: Creating Compound and Complex Sentences(TE p 293)

English Language Support Lesson: Compound and Complex Sentences (On Realize)

Personalize for Learning English Language Support: Organization(TE p 294)

ELD Companion SupportUnit 3, Lesson 7 Unit 3, Lesson 8 Unit 3, Lesson 8 Unit 3, Lesson 9 Unit 3, Lesson 10



Page 39 of 72


Vocabulary Selection: nervous, banAcademic: slog, wobble

Read Aloud, Think Aloud”“Ban the Bottle”




VocabularyOops: Forms of “to be”Word Study: Introduce r-Controlled Vowels


Work Time InstructionReteach: r-Controlled VowelsArgumentative Essay: Draft

Work Time AssignmentsWord Study: r-Controlled VowelsArgumentative Essay: Write


Vocabulary Selection: equal, homelessAcademic: appreciation, precisely

Read Aloud, Think Aloud“Inequality in America”




VocabularyWord Study: Plural NounsWord Study: r-Controlled Vowels




Page 40 of 72




DAY 16 DAY 17 DAY 18 DAY 19 DAY 20PERFORMANCE TASK: WRITING FOCUS Write an Argument

SE pp 296-298

PERFORMANCE TASK: WRITING FOCUS Write an Argument

SE p 299


SE pp 300-301


SE pp 302-305

SELECTIONWords Do Not PayChief Joseph


Write an ArgumentStudents write an argument responding to the question: What is a problem you think needs to be solved? How would you solve it?

PreWriting/PlanningStudents choose a focus, gather evidence, and connect across texts.


STANDARDSW.8.1.a; W.8.1.b; W.8.1.c; W.8.1.e


Revising for Pronoun-Antecedent AgreementStudents identify antecedents. STANDARDSL.8.1; L.8.2.c

PERFORMANCE TASK



Publishing and PresentingStudents create a final version of their argument and share in small groups.

ReflectingStudents reflect on their arguments.

STANDARDSW.8.1.b; W.8.5; W.8.6; W.8.10; L.8.2.c

Essential Question

When is it right to take a stand?





plan



MAKING MEANING

Concept Vocabularymisrepresentations; misunderstandings



Read the Selection

Selection Audio

Word Do Not Pay: Accessible Leveled Text


Words Do Not Pay: First Read Extension Questions

Research to ClarifyStudents research one unfamiliar detail from the speech.

STANDARDSRI.8.10; L.8.4.b; L.8.4.d

Page 41 of 72




Work Time InstructionWord Study Reader: The InternetArgumentative Essay: Revise

Work Time AssignmentsWord Study: : Plural Nouns and r-Controlled VowelsArgumentative Essay: Revise


Unit 3, Lesson 11


VocabularyOops: Past Tense VerbsWord Study: Introduce Prefixes re- and -pre


Unit 3, Lesson 11

Work Time InstructionReteach: Prefixes re- and -preArgumentative Essay: Edit

Work Time AssignmentsWord Study: Prefixes re- and -preInteractive ReaderArgumentative Essay: Edit


Unit 3, Lesson 12

Vocabulary Selection: artery, veinAcademic: expand, method, prime

Read Aloud, Think Aloud”“Human Body Systems”

Classroom Conversation Partner Conversation


Unit 3, Lesson 13


VocabularyOops: Past Tense VerbsWord Study: Introduce Open Syllable Pattern CV/C, C + y

StandardsPI.8.2; PI.8.5; PI.8.7; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PII.8.3; PIII.8




Words Do Not Pay: Accessible Leveled Text

Page 42 of 72




DAY 21 DAY 22 DAY 23 DAY 24 DAY 25SELECTION Words Do Not PayChief Joseph

SE p 310

SELECTION Words Do Not PayChief Joseph

SE p 311


SE p 312


SE p 313

SELECTION from Follow the Rabbit-Proof FenceDoris Pilkington



Close Read the Text


Analyze the Text

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:misrepresentations; misunderstandings

Word Study: Old English Prefix: mis-


Word Study: Old English Prefix: mis- (RP)


STANDARDSRI.8.4; L.8.4

MAKING MEANING

Analyze Craft & Structure:Persuasive Techniques and Word ChoiceStudents will analyze Chief Joseph’s persuasive techniques.

Analyze Craft and Structure: Persuasive Techniques and Word Choice

Analyze Craft and Structure: Persuasive Techniques and Word Choice(RP)

STANDARDSL.8.5.c


Author’s Style: Rhetorical DevicesStudents identify and correctly use parallelism.

Author’s Style: Rhetorical Devices

Author’s Style: Rhetorical Devices (RP)

STANDARDSL.8.1; L.8.2; PI.10


Research: Research ReportStudents write report about Chief Joseph or the Nez Perce People.

Research: Research Report

Research: Research Report (RP)


Selection Test: Words Do Not Pay

STANDARDSW.8.2.a; W.8.2.b; W.8.2.f; W.8.7; W.8.8

MAKING MEANING

Concept Vocabularyurgently; nervously; confidently; cautiously



Read the Selection

Selection Audio

from Follow the Rabbit-Proof Fence: Accessible Leveled Text Comprehension CheckStudents complete comprehension questions.

from Follow the Rabbit-Proof Fence: First Read Extension Questions


STANDARDSRI.8.10; L.8.4.c; PI.6

Page 43 of 72



Work Time InstructionReteach: Open Syllable Pattern CV/C, C + y Argumentative Essay: Respond to Presentation

Work Time AssignmentsWord Study: Open Syllable Pattern CV/C, C + y Argumentative Essay: Present

StandardsPI.8.2; PI.8.5; PI.8.7; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PII.8.3; PIII.8

Unit 3, Lesson 14

Vocabulary Selection: trachea, esophagusAcademic: accurate, data, negative

Read Aloud, Think Aloud“Human Body Systems”


StandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2; PII.4

Unit 3, Lesson 15


VocabularyWord Study: Prefix re- and pre-Word Study: Open Syllable Pattern CV/C, C + y


Unit 3, Lesson 15

Work Time InstructionWord Study Reader: Wind and Solar Energy

Work Time AssignmentsWord Study: Prefix re- and pre-and Open Syllable Pattern CV/C, C + yArgumentative Essay: Present StandardsPI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8





Prefix: mis- (RP)(TE p 310)

Analyze Craft and Structure: Persuasive Techniques and Word Choice(RP)(TE p 311)

Author’s Style: Rhetorical Devices (RP)(TE p 312)

Personalize for Learning English Language Support: Justifying an Opinion Using Parallelism(TE p 312)

English Language Support Lesson: Parallelism (On Realize)

Research: Research Report (RP)(TE p 313)

Audio Summary

from Follow the Rabbit-Proof Fence: Accessible Leveled Text


DAY 26 DAY 27 DAY 28 DAY 29 DAY 30SELECTION from Follow the Rabbit-Proof FenceDoris Pilkington

SE p 320


SE pp 321-322


SE p 323

SELECTION The Moth Presents: Aleeza Kazmi

SE pp 324-326

SELECTION The Moth Presents: Aleeza Kazmi



Close Read the Text


Analyze the Text

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:urgently; nervously; confidently; cautiously

Word Study: Old English Suffix: -ly


Word Study: Old English Suffix: -ly (RP)


STANDARDSL.8.5

MAKING MEANING

Analyze Craft & Structure:Descriptive WritingStudents will analyze how the author’s use of description reveals his or her point of view and creates a specific mood, or emotional atmosphere.

Analyze Craft and Structure: Descriptive Writing

Analyze Craft and Structure: Descriptive Writing (RP)


Conventions: Adjectives and AdverbsStudents identify adjectives and adverbs.

Conventions: Adjectives and Adverbs

Conventions: Adjectives and Adverbs (RP)

STANDARDSRI.8.4; RI.8.5; RI.8.6; L.8.6; PI.10; PII.5


Writing to Sources: First-Person AccountStudents write a fictional retelling of the excerpt text.

Writing to Sources: First-Person Account

Writing to Sources: First-Person Account (RP)


Selection Test: from Follow the Rabbit-Proof Fence

STANDARDSW.6.3.a; W.6.3.b; W.6.3.d; W.8.5; W.8.7

MAKING MEANING

Media Vocabularyperformance; personal account; volume and pacing

First ReviewStudents Watch, Note, Connect, Respond as they review the media the first time.

First-Review Guide: Media-Video

Read the Selection

Selection Audio

The Moth Presents


Close ReviewStudents will watch the video again and record any new observations.

Analyze the MediaStudents will respond to questions about the video, citing evidence.

Media Vocabulary



Speaking and Listening: Group DiscussionStudents participate in a discussion about Aleeza Kazmi’s story.



STANDARDSSL.8.1.a; SL.8.1.c; SL.8.1.d; Sl.8.2


Suffix: -ly (RP)(TE p 320)

Analyze Craft and Structure: Descriptive Writing (RP)(TE 321)

Conventions: Adjectives and Adverbs (RP)(TE p 322)


Writing to Sources: First-Person Account (RP)(TE p 323)

Audio Summary

Personalize for Learning English Language Support: Taking Notes(TE p 324)

Page 44 of 72












DAY 31 DAY 32 DAY 33 DAY 34 DAY 35PERFORMANCE TASK: Speaking and Listening FocusDeliver an Oral Presentation

SE pp 328-329

PERFORMANCE TASK: Speaking and Listening FocusDeliver an Oral Presentation

SE p 329


SE pp 330-331


SE pp 332-334


SE p 335PERFORMANCE TASK

Deliver an Oral PresentationAs a group, students prepare and deliver an oral presentation in response to the following question:When you take a stand, how much does winning matter?

Plan with Your GroupStudents analyze the text, determine position and gather evidence, and organize ideas.

Rehearse with Your GroupStudents practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques.

STANDARDSSL.8.1.a

PERFORMANCE TASK


STANDARDSSL.8.4

Essential QuestionWhen is it right to take a stand?


learned Take Notes



Contents

MAKING MEANING


First-Read Guide

Close-Read Guide

Close-Read Guide








Review Evidence for an ArgumentStudents evaluate the strength of their evidence


Writing to Sources: ArgumentStudents will write an argument to answer the following: Is it important for people to make their own choices in file?

Argument RubricStudents use the rubric to guide their revisions.

STANDARDSW.8.1.a; W.8.1.b; W.8.9; W.8.10; PI.10


for Independent Learning Selections (On Realize)

Personalize for Learning English Language Support: Writing a Claim (TE p 337)

Page 45 of 72














Speaking and Listening: Oral PresentationStudents will use their argument as the foundation for an oral presentation.


Reflect on the Unit

Unit Test




Page 46 of 72


GRADE 8 | UNIT 4: Human Intelligence INSTRUCTIONAL MODELESSENTIAL QUESTION: In what different ways can people be intelligent? WHOLE-CLASS LEARNING

ASSESSMENTS



PERFORMANCE BASED ASSESSMENT: Informative TextNOTES:

Unit 4 Overview

In this unit, students will read texts about wisdom and what it means to have practical knowledge.

Unit Goals

Students will be able to: Gather information and ideas from a variety of texts. Expand your knowledge and use of academic and concept vocabulary. Write an informative essay in which you examine a topic and covey ideas, concepts, and information. Conduct research projects of various lengths to explore a topic and clarify meaning. Demonstrate command of the conventions of standard English grammar and usage, including correct agreement of nouns and verbs. Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations.

Selections & Media

Launch Text The Human Brain (1120L)

Whole-Class Learning Anchor Text, Short Story: Flowers for Algernon, Daniel Keyes (830L) Script: from Flowers for Algernon, David Rogers

Small-Group Learning Memoir: from Blue Nines and Red Words, from Born on a Blue Day, Daniel Tammet (1200L) Media, Infographic, The Theory of Multiple Intelligences Infographic, Howard Gardner Poetry Collection: Retort, Paul Laurence Dunbar (NP) Poetry Collection: from The People, Yes, Carl Sandburg (NP)






Page 47 of 72


Independent Learning Argument: Is Personal Intelligence Important?, John D. Mayer, Ph.D. (1230L) Blog Post: Why Is Emotional Intelligence Important for Teens?, Divya Parekh (1120L) Explanatory Essay: The More You Know, the Smarter You Are?, Jim Vega (1190L) Expository Nonfiction: from The Future of the Mind, Michio Kaku (1190L)

Performance-Based Assessment Part 1 – Writing to Sources: Informative Text

Students will write a answering the following question:

In what different ways can people be intelligent?

Part 2 – Speaking & Listening: Speech Students will use their informative essay as the foundation for a short speech.

Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and human intelligence.



Page 48 of 72





SE pp 340-343

UNIT INTRODUCTION

SE pp 344-347


SE pp 348-349

SELECTIONAnchor TextFlowers for AlgernonDaniel Keyes

SE pp 350-353


SE pp 354-358

Unit GoalsStudents will deepen their perspective about human intelligence by reading, writing, speaking, listening, and presenting.

Unit Goals Video

Academic Vocabularyassimilate; tendency; integrate; observation; documentation



Unit 4 Answer Key


Launch TextStudents will read “The Human Brain”. Students will then be able to engage in discussions about human intelligence.


Word Network





Evidence Log


STANDARDSPI.8

Essential QuestionIn what different ways can people be intelligent?





MAKING MEANING

Concept Vocabularysubconscious; suspicion; despised; deterioration; introspective; regression



Read the Selection

Selection Audio

Flowers for Algernon: Accessible Leveled Text


MAKING MEANING

Read the Selection

Selection Audio


STANDARDSRL.8.10

Page 49 of 72






Personalize for Learning English Language Support: Background Knowledge(TE p 347)

Audio Summary


Personalize for Learning English Language Support: Conventions (TE p 351)



VocabularyOops: Progressive Tense VerbsWord Study: Introduce Latin Roots


Unit 4, Lesson 1

Work Time InstructionReteach: Latin Roots

Work Time AssignmentsWord Study: Latin RootsInteractive Reader


Unit 4, Lesson 2

Vocabulary Selection: autism, audaciousAcademic: creative, illegal

Read Aloud, Think Aloud”“Computer Unlocks Autistic Teen’s Exceptional Voice”



Unit 4, Lesson 3


VocabularyOops: Progressive Tense VerbsWord Study: Introduce Syllables –ible and –able

StandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.3; PIII.8

Unit 4, Lesson 3

Work Time InstructionReteach: Syllables –ible and –able

Work Time AssignmentsWord Study: Introduce Syllables –ible and –able StandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.3; PIII.8

Page 50 of 72


DAY 6 DAY 7 DAY 8 DAY 9 DAY 10SELECTIONAnchor TextFlowers for AlgernonDaniel Keyes

SE pp 358-370


SE pp 371-378


SE p 379


SE p 379



Read the Selection

Selection Audio


STANDARDSRL.8.10; PII.1

MAKING MEANING

Read the Selection

Selection Audio



MAKING MEANING


Flowers for Algernon: First Read Extension Questions

Research to ClarifyStudents research one unfamiliar detail from the text to research.

Research to ExploreStudents choose something interesting from the text and formulate a research industry.

MAKING MEANING


Flowers for Algernon: First Read Extension Questions

Research to ClarifyStudents research one unfamiliar detail from the text to research.

Research to ExploreStudents choose something interesting from the text and formulate a research industry.

MAKING MEANING


Close Read the Text


STANDARDSRL.8.1; PII.1

myPerspectives EL SupportPersonalize for Learning English Language Support: Dialogue(TE p 369)

Personalize for Learning English Language Support: Contractions(TE p 376)

Personalize for Learning English Language Support: Organization(TE p 380)


Vocabulary Selection: conducting, sculptAcademic: contributed, major

Read Aloud, Think Aloud“The Magic of Special Effects”

Classroom Conversation Small-Group Discussion

Unit 4, Lesson 5


VocabularyWord Study: Latin RootsWord Study: Suffixes –ible and -able

Standards

Unit 4, Lesson 5

Work Time InstructionWord Study Reader: Fashion

Work Time AssignmentsWord Study: Latin Roots and Suffixes –ible and -able

StandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8

Unit 4, Lesson 6


VocabularyOops: Subject-Verb AgreementWord Study: Introduce Consonant Digraphs sh, th, ph, ch, tch, ng

Unit 4, Lesson 6

Work Time InstructionReteach: Consonant Digraphs Work Time AssignmentsWord Study: Consonant DigraphsInteractive Reader



Page 51 of 72



PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8





Page 52 of 72


DAY 11 DAY 12 DAY 13 DAY 14 DAY 15SELECTIONAnchor TextFlowers for AlgernonDaniel Keyes

SE p 310


SE p 382


SE p 383

SELECTIONAnchor Textfrom flowers for AlgernonA play by David Rogers

SE pp 384-387

SELECTIONAnchor Textfrom flowers for AlgernonA play by David Rogers


Analyze Craft & Structure:Development of ThemeStudents identify examples of point of view in the story.

Analyze Craft and Structure: Development of Theme

Analyze Craft and Structure: Development of Theme (RP)

STANDARDSRL.8.2; RL.8.6; RL.8.9


Concept VocabularyStudents complete activities related to the Concept Vocabulary words:subconscious; despised; introspective; suspicion; deterioration; regression

Word Study: Latin Prefix: sub-


Word Study: Latin Prefix: sub- (RP)


STANDARDSL.8.4; L.6.4.b; L.8.5; L.8.6

LANGUAGE DEVELOPMENT Conventions: Direct and Indirect ObjectsStudents identify the subject, verb, direct object and indirect object in sentences.

Conventions: Direct and Indirect Objects

Conventions: Direct and Indirect Objects (RP)

STANDARDSL.8.1; PII.2

MAKING MEANING

Concept Vocabularypeak; clarity; unleashed



Read the Selection

Selection Audio

from flowers for Algernon: Accessible Text


from flowers for Algernon: First Read Extension Questions


Close Read the Text

Analyze the TextStudents will respond to


Writing to Compare: Comparison-and-Contrast EssayStudents write an essay identifying the unique characteristics of a short story and a script.

Writing to Sources: Comparison-and-Contrast Essay


STANDARDSRL.8.5; W.8.2.a; W.8.2.b; W.8.2.f; W.8.9



Page 53 of 72


questions about the text, citing textual evidence.


Concept VocabularyStudents complete activities related to the Concept Vocabulary words:peak; clarity; unleashed



Structure: Development of Theme (RP)(TE p 381)

Word Study: Latin Prefix: sub- (RP)(TE p 382)

Conventions: Direct and Indirect Objects (RP)

Personalize for Learning English Language Support: Identifying and Using Direct and Indirect Objects(TE p 383)

English Language Support Lesson: Direct and Indirect Objects (On Realize)

Audio Summary

from Flowers for Algernon: Accessible Text

Personalize for Learning English Language Support: Word Meanings(TE p 385)


Vocabulary Selection: democracy, architecture Academic: cycle, portion, transport

Read Aloud, Think Aloud”“Ancient Greece and Modern Culture”

Classroom Conversation

Unit 4, Lesson 8


VocabularyOops: Subject-Verb AgreementWord Study: Introduce Greek Word Parts

StandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10;

Unit 4, Lesson 8

Work Time InstructionReteach: Greek Word Parts Work Time AssignmentsWord Study: Greek Word Parts


Unit 4, Lesson 9

Vocabulary Selection: ideal, empireAcademic: channel, constantly

Read Aloud, Think Aloud“Ancient Greece and Modern Culture”


Unit 4, Lesson 10


VocabularyWord Study: Consonant Digraphs sh, th, ph, ch, tch, ngWord Study: Greek Word Parts

StandardsSE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice


Page 54 of 72


Partner Conversation


PI.8.11; PI.8.12; PII.8.3; PIII.8StandardsPI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2

PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8



DAY 16 DAY 17 DAY 18 DAY 19 DAY 20PERFORMANCE TASK: WRITING FOCUS Write an Informative Speech

SE pp 390-392

PERFORMANCE TASK: WRITING FOCUS Write an Informative Speech

SE p 393

PERFORMANCE TASK: WRITING FOCUS Write an Informative Speech

SE pp 394-395


SE pp 396-399

SELECTIONfrom Blue Nines and Red WordsDaniel Tammet


Write an Informative SpeechStudents write a speech to answer this question:

What has happened to you so far as a result of the experiment, and what do you predict will happen to you as time progresses?

PreWriting/PlanningStudents focus on giving information, consider central ideas, gather evidence, and connect across texts.


STANDARDSW.8.2.a; W.8.2.b; W.8.10


Subject-Verb AgreementStudents use a variety of subjects and verbs in their writing. STANDARDSL.8.1.b; PII.3; PII.4

PERFORMANCE TASK



Publishing and PresentingStudents create a final version of their speech and share in small groups.

ReflectingStudents reflect on their speech.

STANDARDSW.8.2.a; W.8.2.c; W.8.2.d; W.8.2.e; W.8.5; W.8.10

Essential Question

In what different ways can people be intelligent?





plan



MAKING MEANING

Concept Vocabularysymmetrical; spiral; aesthetic



Read the Selection

Selection Audio

from Blue Nines and Red Words: Accessible Leveled Text


from Blue Nines and Red Words: First Read Extension Questions



myPerspectives EL Support Personalize for Learning

English Language Support: Subject-Verb Agreement(TE p 393)

Audio Summary

from Blue Nines and Red Words: Accessible Leveled Text

Personalize for Learning English Language Support: Domain-Specific Vocabulary and Word Families(TE p 406)

Page 55 of 72



Work Time InstructionWord Study Reader: Art and Technology

Work Time AssignmentsWord Study: Consonant Digraphs and Greek Word Parts


Unit 4, Lesson 11


VocabularyOops: Time, Money, Distance, and WeightWord Study: Introduce Suffixes –al, -ion, and -tion


Unit 4, Lesson 11

Work Time InstructionReteach: Suffixes –al, -ion, and -tion

Work Time AssignmentsWord Study: Suffixes –al, -ion, and -tion Interactive Reader


Unit 4, Lesson 12

Vocabulary Selection: towed, giggleAcademic: feature, layer, similar

Read Aloud, Think Aloud”“2012 Sportskids of the Year: Conner and Cayden Long”



Unit 4, Lesson 13


VocabularyOops: Time, Money, Distance, and WeightWord Study: Introduce Vowel Sound in Ball




DAY 21 DAY 22 DAY 23 DAY 24 DAY 25SELECTION from Blue Nines and Red WordsDaniel Tammet

SE p 407

SELECTION from Blue Nines and Red WordsDaniel Tammet

SE p 408


SE p 409


SE pp 410




from Blue Nines and Red Words: First Read Extension Questions


MAKING MEANING


Close Read the Text


Analyze the Text

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:symmetrical; spiral; aesthetic

Word Study: Latin Suffix: -ical


Word Study: Latin Suffix: -ical (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.

STANDARDSL.8.4.b; L.8.5.a

MAKING MEANING

Analyze Craft & Structure:Memoir and Reflective WritingStudents analyze Tammet’s use of reflective writing in the text.

Analyze Craft and Structure: Memoir and Reflective Writing

Analyze Craft and Structure: Memoir and Reflective Writing (RP)

STANDARDSRI.8.2; RI.8.3; RI.8.6


Conventions: Pronoun CaseStudents identify pronouns and their function in sentences.

Conventions: Pronoun Case

Conventions: Pronoun Case (RP)

STANDARDSL.8.1; PI.12


Research: Informational ReportStudents research and write a brief informational report.

Research: Informational Report

Research: Informational Report (RP)


Selection Test: from Blue Nines and Red Words

STANDARDSW.8.2.b; W.8.7; W.8.8; PI.12

myPerspectives EL SupportWord Study: Latin Suffix:

-ical (RP)(TE p 408)

Analyze Craft and Structure: Memoir and Reflective Writing (RP)(TE p 409)

Conventions: Pronoun Case (RP)(TE p 410)

Personalize for Learning English Language Support: Pronoun Case(TE p 410)

Research: Informational Report (RP)(TE p 411)

Personalize for Learning English Language Support: Identifying Reliable Sources(TE p 411)

English Language

Page 56 of 72



Work Time InstructionReteach: Vowel Sound in ball Work Time AssignmentsWord Study: Vowel Sound in ball


Unit 4, Lesson 14

Vocabulary Selection: habitats, species Academic: inferences, symbol

Read Aloud, Think Aloud“Bird-Watching”

Classroom Conversation Whole Class Discussion


Unit 4, Lesson 15


VocabularyWord Study: Suffixes –al, -ion, and -tionWord Study: Vowel Sound in ball


Unit 4, Lesson 15

Work Time InstructionWord Study Reader: The Origins of Sports

Work Time AssignmentsWord Study: Suffixes –al, -ion, and -tion





Page 57 of 72




DAY 26 DAY 27 DAY 28 DAY 29 DAY 30SELECTION The Theory of Multiple Intelligences Infographic

SE pp 412-415

SELECTION RetortPaul Laurence Dunbar

From The People, YesCarl Sandburg

SE pp 416-421



SE pp 422-423



SE p 424




Media Vocabularyinfographic; icons; labels and captions

First ReviewStudents Look, Note, Connect, Respond as they review the media the first time.

First Read Guide: Nonfiction

Read the Selection

Selection Audio

The Theory of Multiple Intelligences Infographic


Close ReviewStudents will review the infographic and record any new observations.

Close Review

Analyze the MediaStudents will respond to questions about the video, citing textual evidence.

Analyze the Media


Speaking and Listening: Group DiscussionStudents take part in a discussion about the different types of intelligence shown on the infographic.


MAKING MEANING

Concept Vocabularyart; tress; fair


First-Read Guide: Poetry

Read the Selection

Selection Audio

Retort/from The People, Yes: Accessible Text


Retort/from The People, Yes: First Read Extension Questions


STANDARDSRL.6.10; L.6.4.a

MAKING MEANING


Close Read the Text


Analyze the Text

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:art; tress; fair

Word Study: Multiple-Meaning Words


Word Study: Multiple-Meaning Words (RP)


Analyze Craft & Structure:Poetic StructuresStudents analyze the structure of poems.

Analyze Craft and Structure: Poetic Structures

Analyze Craft and Structure: Poetic Structures (RP)

STANDARDSRL.6.4; RL.8.5; L.8.4.c; L.8.5.b; PI.8


Conventions: Participial and Infinitive PhrasesStudents identify participial phrases and the words they modify.

Conventions: Participial and Infinitive Phrases

Conventions: Participial and Infinitive Phrases (RP)

STANDARDSL.8.1.a


Speaking and Listening: Multimedia Presentation Students develop a presentation on one of the poems from the collection.

Speaking and Listening: Multimedia Presentation

Speaking and Listening: Multimedia Presentation (RP)


Selection Test: Poetry Collection

STANDARDSSL.8.1.a; SL.8.5

Page 58 of 72












DAY 31 DAY 32 DAY 33 DAY 34 DAY 35PERFORMANCE TASK: Speaking and Listening FocusDeliver a Multimedia Presentation

SE pp 426-427

PERFORMANCE TASK: Speaking and Listening FocusDeliver a Multimedia Presentation

SE p 427


SE pp 428-429


SE pp 430-432



Present a Fictional NarrativeAs a group, students present a presentation answering this question: How does each selection highlight a different way to be intelligent?

Plan with Your GroupStudents analyze the text, gather evidence, and organize ideas.

Rehearse with Your GroupStudents practice the presentation, fine-tune the content, improve use of media, and brush-up on presentation techniques. STANDARDSSL.8.1.a; SL.8.1.b; SL.8.1.c; SL.8.5

PERFORMANCE TASK


STANDARDSSL.8.1.d; SL.8.4; SL.8.5; SL.8.6

Essential QuestionIn what different ways can people be intelligent?


learned Take Notes



Contents

MAKING MEANING


First-Read Guide

Close-Read Guide

Close-Read Guide








Review Evidence for an Informative Essay Students evaluate the strength of their evidence


Writing to Sources: Informative EssayStudents will write an essay to answer the following: In what different ways can people be intelligent?

Informative Essay RubricStudents use the rubric to guide their revisions.

STANDARDSW.8.2; W.8.9; W.8.10; PII.2


for Independent Learning

Personalize for Learning English Language Support: Define Key Terms

Page 59 of 72














Speaking and Listening: SpeechStudents will use their essays as the foundation for an oral presentation.


Reflect on the Unit

Unit Test

STANDARDSSL.8.4



Page 60 of 72


GRADE 8 | UNIT 5: Invention INSTRUCTIONAL MODELESSENTIAL QUESTION: Are inventions realized through inspiration or perspiration? WHOLE-CLASS LEARNING

ASSESSMENTS



PERFORMANCE BASED ASSESSMENT: ArgumentNOTES:

Unit 5 Overview

In this unit, students will read many examples about invention and how they were realized through inspiration and perspiration.

Unit Goals


Read a variety of texts to gain the knowledge and insight needed to write about inspiration and invention. Expand your knowledge and use of academic and concept vocabulary. Write an argumentative essay in which you effectively incorporate the key elements of an argument. Conduct research projects of various lengths to explore a topic and clarify meaning. Improve your writing by using gerund phrases and participial phrases to combine short, choppy sentences. Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations.

Selections & Media

Launch Text Inspiration Is Overrated! (850L)

Whole-Class Learning Anchor Text, Novel Excerpt: Uncle Marcos, from The House of the Spirits, Isabel Allende, translated by Magda Bogin (1420L) Anchor Text, Essay: To Fly, from Space Chronicles, Neil deGrasse Tyson (1220L)

Small-Group Learning Biography: Nikola Tesla: The Greatest Inventor of All?, Vicky Baez (860L) Novel Excerpt: from The Invention of Everything Else, Samantha Hunt (880L) Science Article: 25 Years Later, Hubble Sees Beyond Troubled Start, Dennis Overbye (1320L) Media, Video: Sounds of a Glass Armonica






Page 61 of 72


Independent Learning Web Article: Ada Lovelace: A Science Legend, Amitai Etzioni (1320L) Web Article: Fermented Cow Dung Air Freshener Wins Two Students Top Science Prize, Kimberley Mok (1460) News Article: Scientists Build Robot That Runs, Call it “Cheetah”, Rodrique Ngowi (1380L) Novel Excerpt: from The Time Machine, H.G. Wells (830L) Myth: Icarus and Daedalus, retold by Josephine Preston Peabody (1100L)


Part 1 – Writing to Sources: Argument

Students will write an argument addressing the following question:

Which invention described in this unit has had the biggest impact on humanity?

Part 2 – Speaking & Listening: Speech

Students use their argument as the foundation for a three- to five-minute speech.

Unit Reflection

Students will reflect on the unit goals, learning strategies, the texts, and which activity taught them most about invention.



Page 62 of 72





SE pp 438-441

UNIT INTRODUCTION

SE pp 442-445


SE pp 446-447

SELECTIONAnchor TextUncle Marcos from The House of the SpiritsIsabel Allende

SE pp 448-457


SE pp 458-459

Unit GoalsStudents will deepen their perspective about creativity and invention by reading, writing, speaking, listening, and presenting.

Unit Goals Video

Academic Vocabularyopponent; position; contradict; legitimate; dissent



Unit 5 Answer Key


Launch TextStudents will read “Inspiration is Overrated!” Students will then be able to engage in discussions about invention.


Word Network





Evidence Log


STANDARDSPI.12

Essential QuestionAre inventions realized through inspiration or perspiration?





MAKING MEANING

Concept Vocabularydecipher; contraption; ingenuity; invincible; newfangled; improvisations



Read the Selection

Selection Audio

Uncle Marcos: Accessible Leveled Text


Uncle Marcos: First Read Extension Questions


STANDARDSRI.6.10; PI.8; PII.1

MAKING MEANING


Close Read the Text


Analyze Craft & Structure:Propelling the Action: CharacterStudents will identify main characters, character traits, round and flat characters and dynamic and static characters.

Analyze Craft and Structure: Character

Analyze Craft and Structure: Character (RP)(TE p 459)




Personalize for Learning English Language Support: Descriptive Language(TE p 442)

Audio Summary

Uncle Marcos: Accessible Leveled Text


Analyze Craft and Structure: Character (RP)(TE p 459)

Personalize for Learning English Language Support: Characters

Page 63 of 72






VocabularyOops: Prepositions with TimeWord Study: Introduce Regular Plural Nouns


Unit 5, Lesson 1

Whole GroupWrite an Opinion Essay

Work Time InstructionReteach: Regular Plurals

Work Time AssignmentsWord Study: Regular PluralsInteractive Reader


Unit 5, Lesson 2

Vocabulary Selection: sensor, progressAcademic: equation, ethnic, goal, grade

Read Aloud, Think Aloud”“How Smart Are Your Clothes?”

Classroom Conversation Whole Class Discussion


Unit 5, Lesson 3


VocabularyPrepositions with TimeWord Study: Introduce Antonyms

StandardsPI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12

Unit 5, Lesson 3

Work Time InstructionReteach: Antonyms

Work Time AssignmentsWord Study: Antonyms


Page 64 of 72


DAY 6 DAY 7 DAY 8 DAY 9 DAY 10SELECTIONAnchor TextUncle Marcos from The House of the SpiritsIsabel Allende

SE p 460


SE p 461


SE p 462


SE p 463

SELECTIONAnchor TextTo Fly from Space ChroniclesNeil deGrasse Tyson

SE pp 464-471LANGUAGE DEVELOPMENT Concept VocabularyStudents complete activities related to the Concept Vocabulary words:decipher; contraption; ingenuity; invincible; newfangled; improvisations

Word Study: Latin Suffix: -ity


Word Study: Latin Suffix: -ity (RP)


STANDARDSL.8.4.b


Conventions: Subject ComplementsStudents identify predicate nouns, pronouns, or adjectives in sentences.

Conventions: Subject Complements

Conventions: Subject Complements (RP)

STANDARDSL.8.1; PII.3; PII.4


Writing to Sources: Critical ReviewStudents write a critical review supporting your understanding of the character of Uncle Marcos.

Writing to Sources: Critical Review

Writing to Sources: Critical Review (RP)

STANDARDSW.6.1.b; W.6.1.c


Speaking and Listening: Class DiscussionStudents will discuss how the episode involving Uncle Marcos and his mechanical bird draws on themes from the Greek myth of Icarus.

Speaking and Listening: Class Discussion

Speaking and Listening: Class Discussion (RP)


SELECTION TEST

Selection Test: Uncle Marcos

STANDARDSRL.8.9; SL.6.1.a; SL.6.1.b

MAKING MEANING

Concept Vocabularyenable; foresight; prescient; myopic; naiveté; seminal



Read the Selection

Selection Audio

To Fly: Accessible Leveled Text


To Fly: First Read Extension Questions


Research to ExploreStudents choose something that interests them from the text and formulate a research



Page 65 of 72


question.

STANDARDSRI.6.10; PI.6; PI.8

myPerspectives EL SupportWord Study: Latin Suffix: -

ity (RP)(TE p 460)

Conventions: Subject Complements (RP)(TE p 461)

Personalize for Learning English Language Support: Syntax(TE p 461)

Writing to Sources: Critical Review (RP)(TE p 462)

Speaking and Listening: Class Discussion (RP)(TE p 463)

Audio Summary

To Fly: Accessible Leveled Text

Personalize for Learning English Language Support: Prefixes in-, un-, and im-(TE p 466)



Vocabulary Selection: portable, kineticAcademic: authoritatively, indicate, reluctantly, version

Read Aloud, Think Aloud“Tech Inventions”



Unit 5, Lesson 5


VocabularyWord Study: Regular Plural NounsWord Study: Antonyms


Unit 5, Lesson 5

Work Time InstructionWord Study Reader: Managing Money

Work Time AssignmentsWord Study: Regular Plurals and Antonyms


Unit 5, Lesson 6


VocabularyOops: Prepositions with LocationWord Study: Introduce Vowel Patterns ei and eigh


Unit 5, Lesson 6

Work Time InstructionReteach: Inflected Endings Work Time AssignmentsWord Study: Vowel Patterns ei and eighInteractive Reader




Page 66 of 72


DAY 11 DAY 12 DAY 13 DAY 14 DAY 15SELECTIONAnchor TextTo Fly from Space ChroniclesNeil deGrasse Tyson

SE pp 472-473


SE p 474


SE p 475


SE p 476




Close Read the Text


Analyze Craft & Structure:Text Structure: Expository WritingStudents will identify allusions, comparisons, contrasts, descriptions, and cause-and-effect methods to make ideas and information clear to readers.

Analyze Craft and Structure: Expository Writing

Analyze Craft and Structure: Expository Writing (RP)

STANDARDSRL.8.1; RL.8.3; PI.8; PI.10

LANGUAGE DEVELOPMENT Concept VocabularyStudents complete activities related to the Concept Vocabulary words:enable; foresight; prescient; myopic; naiveté; seminal

Word Study: Old English Prefix: fore-


Word Study: Old English Prefix: fore- (RP)


STANDARDSL.8.4.b


Conventions: CapitalizationStudents identify capital letters.

Conventions: Capitalization

Conventions: Capitalization (RP)

STANDARDSL.8.2.c


Writing to Sources: Argumentative EssayStudents write an argument stating and defending their choice of sound to add to the record.

Writing to Sources: Argumentative Essay

Writing to Sources: Argumentative Essay(RP)

STANDARDSW.8.1.b; W.8.1.e


Speaking and Listening: Informative PresentationStudents deliver a presentation on one of the historic flying feats or scientific principles discussed in the text.

Speaking and Listening: Informative Presentation

Speaking and Listening: Informative Presentation(RP)


SELECTION TEST

Selection Test: To Fly




Page 67 of 72



Structure: Expository Writing (RP)(TE p 473)

Personalize for Learning English Language Support: Multiple-Meaning Words(TE p 472)

Personalize for Learning English Language Support: Expository Writing(TE p 473)

English Language Support Lesson: Expository Writing (On Realize)

Word Study: Old English Prefix: fore- (RP)(TE p 474)

Conventions: Capitalization (RP)(TE p 475)

Writing to Sources: Argumentative Essay (RP)(TE p 476)

Speaking and Listening: Informative Presentation(RP)(TE p 477)


Vocabulary Selection: traditional, disciplineAcademic: circumstances, decline, generation, option

Read Aloud, Think Aloud“Robots at Work”



Unit 5, Lesson 8


VocabularyWord Study: Prepositions with LocationWord Study: Introduce Irregular Plural Nouns


Unit 5, Lesson 8

Work Time InstructionReteach: Irregular Plurals

Work Time AssignmentsWord Study: Irregular Plurals


Unit 5, Lesson 9

Vocabulary Selection: straining, tensionAcademic: acquired, convention, panel, promote

Read Aloud, Think Aloud“The Mystery of Sound”



Unit 5, Lesson 10


VocabularyWord Study: Vowel Patterns ei and eighWord Study: Irregular Plural Nouns




Page 68 of 72




DAY 16 DAY 17 DAY 18 DAY 19 DAY 20PERFORMANCE TASK: WRITING FOCUS Write an Argument

SE pp 478-480


SE p 481


SE pp 482-483


SE pp 484-487

SELECTIONNikola Tesla: The Greatest Inventor of All?Vicky Baez


Write an ArgumentStudents write an argument answering the question:Which text – “Uncle Marcos” or “To Fly” – best describes the dream or fantasy of human flight?

PreWriting/PlanningStudents write a claim, identify types of details, use direct quotations and paraphrases, and formatting direct quotations.


STANDARDSW.8.1.a; W.8.1.b; W.8.1.e; W.8.9.b


Conventions: Revising to Combine Sentences Using Gerunds and ParticiplesStudents identify gerunds and participles and revise sentences. STANDARDSL.8.1.a; L.8.2.c

PERFORMANCE TASK



Publishing and PresentingStudents create a final version of their argument and share in small groups.

ReflectingStudents reflect on their argument.

STANDARDSW.8.1.c; W.8.1.e; W.8.5; PI.2

Essential Question

Are inventions realized through inspiration or perspiration?





plan



MAKING MEANING

Concept Vocabularyengineer; generators; current



Read the Selection

Selection Audio

Nick Tesla: Accessible Leveled Text


Nick Tesla: First Read Extension Questions



Close Read the Text


Analyze the Text

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:engineer; generators; current

Page 69 of 72



Work Time InstructionWord Study Reader: Earth’s Moons

Work Time AssignmentsWord Study: Vowel Pattern ei, eigh and Irregular Plurals


Unit 5, Lesson 11


VocabularyOops: Pronouns in Prepositional PhrasesWord Study: Introduce Connotations and Denotations


Unit 5, Lesson 11

Work Time InstructionReteach: Connotations and Denotations

Work Time AssignmentsWord Study: Connotations and DenotationsInteractive Reader


Unit 5, Lesson 12

Vocabulary Selection: reunite, permanentAcademic: bellow, roar, shriek, stammer

Read Aloud, Think Aloud”“High-Tech Pets”

Classroom Conversation Partner Conversation


Unit 5, Lesson 13


VocabularyOops: Pronouns in Prepositional PhrasesWord Study: Introduce Homographs




DAY 21 DAY 22 DAY 23 DAY 24 DAY 25SELECTION Nikola Tesla: The Greatest Inventor of All?Vicky Baez

SE pp 492-493

SELECTION from The Invention of Everything ElseSamantha Hun

SE pp 494-504

SELECTION from The Invention of Everything ElseSamantha Hunt

SE p 505


SE pp 506-507



Analyze Craft & Structure:Text Structure: Biographical WritingStudents analyze examples of organization and development of ideas in a text.

Analyze Craft and Structure: Biographical Writing

Analyze Craft and Structure: Biographical Writing (RP)


Conventions: Commas and SemicolonsStudents identify commas and semicolons.

Conventions: Commas and Semicolons

Conventions: Commas and Semicolons (RP)

STANDARDSRI.8.3; RI.8.5; L.8.2.a; PI.10

MAKING MEANING

Concept Vocabularydeficiencies; triumph; revolutionized



Read the Selection

Selection Audio

from The Invention of Everything Else: Accessible Leveled Text


from The Invention of Everything Else: First Read Extension Questions

Research to ClarifyStudents research one unfamiliar detail from the excerpt.

STANDARDSRI.8.10; L.8.4.c; PII.1

MAKING MEANING


Close Read the Text


Analyze the Text


Concept VocabularyStudents complete activities related to the Concept Vocabulary words:deficiencies; triumph; revolutionized

Word Study: Denotation and Connotation


Word Study: Denotation and Connotation (RP)


STANDARDSL.8.4.; L.8.5.c

MAKING MEANING

Analyze Craft & Structure:Word Choice: Figurative LanguageStudents analyze examples of figurative language.

Analyze Craft and Structure: Figurative Language

Analyze Craft and Structure: Figurative Language (RP)


Conventions: Comparative and Superlative Forms of Adjectives and AdverbsStudents identify adjectives adverbs in each sentence.

Conventions: Comparative and Superlative Forms of Adjectives and Adverbs

Conventions: Comparative and Superlative Forms of Adjectives and Adverbs (RP)

STANDARDSRL.8.4; L.8.5.a; PI.8


Writing to Compare: Compare-and-Contrast EssayStudents write an essay analyzing the ways in which each text reveals an aspect of Tesla’s life and personality.

Writing to Compare: Compare-and-Contrast Essay


Selection Test: Nikola Tesla

STANDARDSW.8.9; PI.10


Structure: Biographical Writing (RP)(TE p 492)

Conventions: Commas and Semicolons (RP)(TE p 493)

Audio Summary

from The Invention of Everything Else: Accessible Leveled Text


Word Study: Denotation and Connotation (RP)(TE p 505)

Analyze Craft: Figurative Language (RP)(TE p 506)

Conventions: Comparative and Superlative Forms of Adjectives and Adverbs (RP)

Personalize for Learning English Language Support: Compare-and-Contrast Essay(TE p 509)

English Language Support Lesson: Compare-and-Contrast Essay (On

Page 70 of 72



Work Time InstructionReteach: Homographs

Work Time AssignmentsWord Study: Homographs


Unit 5, Lesson 14

Vocabulary Selection: explorer, colonies Academic: acknowledge, apparently, assign, comment

Read Aloud, Think Aloud“Adventure in the Americas”



Unit 5, Lesson 15


VocabularyWord Study: Connotations and DenotationsWord Study: Homographs

StandardsPI.8.2; PI.8.5; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PIII.8

Unit 5, Lesson 15

Work Time InstructionWord Study Reader: People in Pictures

Work Time AssignmentsWord Study: Connotations and Denotations and Homographs

StandardsPI.8.2; PI.8.5; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PIII.8





DAY 26 DAY 27 DAY 28 DAY 29 DAY 30SELECTION 25 Years Later, Hubble Sees Beyond Troubled StartDennis Overbye

SE pp 510-515

SELECTION 25 Years Later, Hubble Sees Beyond Troubled StartDennis Overbye

SE pp 516-517

SELECTION 25 Years Later, Hubble Sees Beyond Troubled StartDennis Overbye

SE pp 518-519

SELECTION Sounds of a Glass Armonica

SE p 520-522

SELECTION Sounds of a Glass Armonica


Concept Vocabularydismay; controversy; outcry



Read the Selection

Selection Audio

25 Years Later: Accessible Leveled Text


25 Years Later: First Read Extension Questions

Research to ClarifyStudents research one unfamiliar detail from the excerpt.

Research to ExploreStudents conduct research on something from the text they find interesting.

STANDARDSRI.8.10; L.8.4.b; PI.6

MAKING MEANING


Close Read the Text


Analyze the Text


Concept VocabularyStudents complete activities related to the Concept Vocabulary words:dismay; controversy; outcry

Word Study: Latin Root: -vers-


Word Study: Latin Root: -vers- (RP)


Analyze Craft & Structure:Author’s Purpose: Diction and ToneStudents will analyze diction and tone.

Analyze Craft and Structure: Diction and Tone

Analyze Craft and Structure: Diction and Tone (RP)

STANDARDS


Conventions: Dashes and EllipsesStudents identify dashes and ellipses.

Conventions: Dashes and Ellipses

Conventions: Dashes and Ellipses (RP)


Speaking and Listening: DebateStudents conduct a debate responding to statements of opinion.

Speaking and Listening: Debate

Speaking and Listening: Debate (RP)


Selection Test: 25 Years Later

STANDARDSSL.8.1.a; SL.8.1.b; SL.8.1.c; SL.8.1.d; SL.8.5; L.8.2.a; L.8.2.b

MAKING MEANING

Media VocabularyZoom; video clip; focus

First Review Students Watch, Note, Connect, Respond as they study the images.

First Review Guide: Media Video

View the Selection

Selection Audio

Sounds of a Glass Armonica: Accessible Text


Close ReviewStudents will watch the video again and record any new observations.

Analyze the MediaStudents will respond to questions about the clip.

Analyze the Media

Media Vocabulary

STANDARDSRI.8.10; SL.8.1; L.8.6; PI.8


Research: Multimedia PresentationStudents create a presentation highlighting a homemade or unusual musical instrument.

Research: Multimedia Present


STANDARDSW.8.5; SL.8.1.a; SL.8.1.b; SL.8.5

Page 71 of 72












DAY 31 DAY 32 DAY 33 DAY 34 DAY 35PERFORMANCE TASK: Speaking and Listening FocusConduct a Debate

SE pp 524-525

PERFORMANCE TASK: Speaking and Listening FocusConduct a Debate

SE p 525


SE pp 526-527


SE pp 528-530



Conduct a Debate: Students conduct a debate taking a position on this question: Are inventions realized through inspiration or perspiration?

Plan with Your GroupStudents gather details and media, organize their ideas, and set debate rules.

Rehearse with Your GroupStudents practice the presentation, fine-tune the content, and improve debate technique.

STANDARDSSL.8.1.a; SL.8.1.b; SL.8.1.c; SL.8.1.d; SL.8.3; SL.8.5

PERFORMANCE TASK


STANDARDSSL.8.5

Essential QuestionAre inventions realized through inspiration or perspiration?


learned Take Notes



Contents

MAKING MEANING


First-Read Guide

Close-Read Guide

Close-Read Guide








Review Evidence for an ArgumentStudents evaluate the strength of their evidence


Writing to Sources: ArgumentStudents will write an argument to answer the following: Which invention described in this unit has had the biggest impact on humanity?

Argument RubricStudents use the rubric to guide their revisions.

STANDARDSW.8.1.a; W.8.1.b; W.8.1.c; W.8.1.d; W.8.1.e

Page 72 of 72


myPerspectives EL SupportAccessible Leveled Texts for

Independent Learning Selections (On Realize)













Speaking and Listening: SpeechStudents will use their argument as the foundation for a three- to five-minute speech.


Reflect on the Unit

Unit Test




Documents

schoolcontent.pk12ls.com€¦ · Web viewWord Study: Latin . Suffix:-ion. Students complete activities related to the Latin Suffix -ion. C. oncept Vocabulary and Word Study: Latin