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Revised 6-19-2015 School Year 2015-16 Page 1 of 30
Content Area English Language Arts Grade Level 8
Course Name/Course Code English 8
Purpose Common Core State Standard with Colorado Academic Standard Code
Priority Standards
Reading Literature (RL)
Reading Informational (RI)
Language (L)
Writing (W)
RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
(CAS.8.2.1.a.iii)
RL8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
(CAS.8.2.1.b.ii)
RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as
the Bible, including describing how the material is rendered new. (CAS.8.2.1.c.iv)
RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
(CAS.8.2.2.a.iii)
RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
(CAS.8.2.2.b.iii)
RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or
interpretation. (CAS.8.2.2.c.iii)
L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression. (CAS.8.2.3.c)
W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards W.8.1-3.) (CAS.8.3.3.d)
W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up
to and including grade 8.) (CAS.83.3.e)
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (CAS.82.3.c)
a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths,
traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
Colorado 21st Century Skills
Critical Thinking and Reasoning: Thinking Deeply,
Thinking Differently
Information Literacy: Untangling the Web
Collaboration: Working Together, Learning
Together
Self-Direction: Own Your Learning
Invention: Creating Solutions
Text Complexity
Invention
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Division of Academic Achievement: Learning Services Department
Revised 6-19-2015 School Year 2015-16 Page 2 of 30
ELA Grade 8 Year-at-a-Glance Title Pacing Performance
Task
Suggested Big Idea 21st Century Inquiry
Questions from CAS
Suggested Core Texts
PHL = Prentice Hall Literature Book
1. Elements of Fiction
Reading Priority Standards:
RL.8.3
RL.8.5
Writing Focus:
W.8.3
8 Weeks
Aug. 19-
Oct. 15
Narrative
Writing
Common
Assessment 1
Everyone has a story
to tell.
What motivates you
to keep reading a
book?
How do different
authors approach
story elements?
Inside Out & Back Again by Thanhha Lai (EngageNY)
8th grade PHL
Maus II by Art Spiegleman (District 6 GT text)
"Old Ben" by Jesse Stuart PHL p. 88
"Fox Hunt" by Lensey Namioka PHL p. 94
"The Drummer Boy of Shiloh" by Ray Bradbury PHL p.
200
"Charles" by Shirley Jackson PHL p. 336
"The Lottery" by Shirley Jackson (William & Mary)
"Paul Revere's Ride" by Henry Wadsworth Longfellow
PHL p. 731
"Runagate, Runagate" by Robert Hayden PHL p. 720
"Harriet Tubman: Conductor on the Underground
Railroad" by Ann Petry PHL p. 486
"Baseball" by Lionel G. Garcia PHL p. 478
2. Author's Style
Reading Priority Standards:
RL.8.3
RL.8.5
RL.8.9
Writing Focus:
W.8.1
8 Weeks
Oct. 19-
Dec. 15
Literary
Analysis/
Analytical
Essay
SchoolCity
Assessment
Mood and tone
contribute to an
author’s style and
character perceptions.
How do authors
develop theme? How
do authors convey
mood? Why does a
particular literary
work hold value for
someone?
To Kill a Mockingbird by Harper Lee (EngageNY)
8th grade PHL
The Member of the Wedding by Carson McCullers
(District 6 GT text)
"Raymond's Run" by Toni Cade Bambara PHL p. 28
"One Friday Morning" by Langston Hughes (William &
Mary)
"Tears of Autumn" by Yoshiko Uchida PHL p. 263
"Who Can Replace a Man?" by Brian Aldiss PHL p. 247
"The 11:59" by Patricia C. McKissack PHL p. 15
"The Tell-Tale Heart" by Edgar Allan Poe PHL p. 294
War poems by Carl Sandburg (William & Mary)
3. Heroes and Characters
Reading Priority Standards:
RI.8.3
RI.8.6
RI.8.9
8 Weeks
Jan. 5 –
Mar. 7
Informative/
Explanatory
Writing
Literary
Analysis/
Analytical
All aspects of one's
life contribute to
character, conflict
and structure.
How do visuals
convey information?
What elements make
a text more attractive
to some readers than
others? What texts do
Unbroken by Laura Hillenbrand (EngageNY)
Diary of Anne Frank (William & Mary GT text)
Hiroshima by John Hersey (William & Mary GT text)
"I Know Why the Caged Bird Sings" by Maya Angelou
PHL p. 514
"Always Remember the Vision" by Maya Ying Lin PHL
Greeley/Evans School District 6
Weld County School District 6
Division of Academic Achievement: Learning Services Department
Revised 6-19-2015 School Year 2015-16 Page 3 of 30
Writing Focus:
W.8.2
Essay/
Argument
Common
Assessment 2
you connect with and
why?
"The Trouble With Television" by Robert MacNeil PHL
p. 504
"Hands Free Cell Phone" San Jose Mercury News PHL p.
593
"Hands Free Law Won't Solve the Problem" by Arnold
Schwrzenegger PHL p. 595
Soldier Stories (5 poems, William & Mary)
4. Truth and Perception
Reading Priority Standards:
RI.8.9
Writing Focus:
W.8.7
W.8.8
8 Weeks
Mar. 8 –
May 20
Analyze
multiple
perspectives
and create a
personal
perspective
(Research)
Self-perception
frames our view of
truth.
How can bias
influence the reader?
Why is this author
qualified to write this
informational text?
Why is it important
to critique an
author’s credentials?
The Omnivore's Dilemma by Michael Pollan (EngageNY)
Desert Exile by Yoshida Uchido (William & Mary)
"A Rose for Emily" by William Faulkner (William &
Mary)
Advertisements (PHL pp. 408-412)
"Address Unknown" (William & Mary)
"The American Dream" by Martin Luther King Jr. PHL
"A Tribute to Martin Luther King" by Alice Walker PHL
"Sharing in the American Dream" by Colin PHL
Roosevelt Speeches (William & Mary)
Various political cartoons/propaganda
**PARCC/Reteach flex time: 2.5 weeks
Talking Points
All highlighted sections of the ELA Standards (in color or grayscale) indicate how the standard changed in that grade level. The highlighted sections depict the increase
in rigor across the grade levels.
The ELA Curriculum Guides follow the standards by grade level; thus, any honors courses in a particular grade level would follow the grade level standards as laid out in
the curriculum guides, with particular attention on diving deeper into all standards, priority and supporting. Honors courses also pay particular attention to 21st Century
Skills (critical thinking and reasoning, information literacy, collaboration, and self-direction and invention) as applied to all priority and supporting standards.
Writing Priority versus Writing Focus. The priority standards in writing for grades 6-12 are W.4 (clear and coherent writing), W.5 (writing process – planning, revising,
editing, rewriting), and W.9 (drawing evidence from literary and informational texts). The writing focus for each unit highlights the priority standards through multiple
types of writing, narrative (W.3), informational/explanatory (W.2), argument (W.1, and the research process (W.7) as identified in the writing standards.
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Weld County School District 6
Division of Academic Achievement: Learning Services Department
Revised 6-19-2015 School Year 2015-16 Page 4 of 30
CCSS 8th Grade Standards Prerequisite Reading
Strategy(s)
Prerequisite Reading
Skill(s)
Prerequisite Other
RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well
as inferences drawn from the text.
Evaluate
Monitor & Clarify
Draw Inferences
Note Details
Cite Evidence
Explicit/Implicit
RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Evaluate
Monitor & Clarify
Story Structure
Summarize
Fact/Opinion
Make Generalizations
Make Judgments
Theme
Central Idea
RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision.
Evaluate
Monitor & Clarify
Question
Story Structure
Character(s)
Draw Inferences
Make Generalizations
Make Judgments
Note Details
Plot
Resolution
Sequence of Events
Setting
Theme
Episodes
Dialogue
RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or
allusions to other texts.
Evaluate
Monitor &
Clarify
Word
Learning
Strategy
Draw Inferences
Note Details
Theme
Connotation/Denotation
Figurative Language
Tone
Allusion
Analogy
RL8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each
text contributes to its meaning and style.
Evaluate
Monitor & Clarify
Question
Story Structure
Summarize
Draw Inferences
Make Generalizations
Make Judgments
Note Details
Plot
Setting
Theme
Compare and contrast
Chapter
Scene
Stanza
Style
RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created
through the use of dramatic irony) create such effects as suspense or humor.
Evaluate
Monitor & Clarify
Question
Story Structure
Summarize
Author’s Purpose
Point of View
Audience
Humor
Irony
Suspense
RL8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs
from the text or script, evaluating the choices made by the director or actors.
Evaluate
Monitor & Clarify
Question
Summarize
Climax
Compare/Contrast
Draw Inferences
Make Generalizations
Make Judgments
Dialogue
Foreshadowing
Lighting
Stage directions
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Note Details
Sequence of Events
No RL.8.8 – Informational only
RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from
myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered
new.
Evaluate
Monitor & Clarify
Story Structure
Summarize
Author’s Purpose
Compare/Contrast
Draw Inferences
Make Generalizations
Make Judgments
Note Details
Sequence of Events
Fiction/Nonfiction
Historical Context
Science Fiction
Mythology
RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, poems, at the high
end of grades 6-8 text complexity band independently and proficiently.
Complex text
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well
as inferences drawn from the text.
Evaluate
Monitor & Clarify
Draw Inferences
Note Details
Cite Evidence
Explicit/Implicit
RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its
relationship to supporting ideas; provide an objective summary of the text.
Evaluate
Monitor & Clarify
Story Structure
Summarize
Fact/Opinion
Make Generalizations
Make Judgments
Theme
Central Idea
RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events
(e.g., through comparisons, analogies, or categories).
Evaluate
Monitor & Clarify
Question
Story Structure
Character(s)
Draw Inferences
Make Generalizations
Make Judgments
Note Details
Plot
Resolution
Sequence of Events
Setting
Theme
Episodes
Category
Analogy
RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies
or allusions to other texts.
Evaluate
Monitor & Clarify
Word Learning
Strategy
Draw Inferences
Note Details
Theme
Connotation/Denotation
Figurative Language
Tone
Technical meanings
RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences
in developing and refining a key concept.
Evaluate
Monitor & Clarify
Question
Story Structure
Summarize
Draw Inferences
Make Generalizations
Make Judgments
Note Details
Plot
Setting
Theme
Chapter
Scene
Stanza
RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and
responds to conflicting evidence or viewpoints.
Evaluate
Monitor & Clarify
Question
Story Structure
Summarize
Author’s Purpose
Point of View
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RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea.
Evaluate
Monitor & Clarify
Question
Summarize
Climax
Compare/Contrast
Draw Inferences
Make Generalizations
Make Judgments
Note Details
Sequence of Events
Dialogue
Foreshadowing
Lighting
Stage directions
RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Evaluate
Monitor & Clarify
Story Structure
Summarize
Fact/Opinion
Make Generalizations
Make Judgments
Theme
Central Idea
RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify
where the texts disagree on matters of fact or interpretation.
Evaluate
Monitor & Clarify
Story Structure
Summarize
Author’s Purpose
Compare/Contrast
Draw Inferences
Make Generalizations
Make Judgments
Note Details
Sequence of Events
Fiction/Nonfiction
Historical Context
Science Fiction
RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text
complexity band independently and proficiently.
Complex text
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8th Grade Standards Trace Matrix CC for 8th
P=Priority Standard; S=Supporting Standard
Unit
1
Unit
2
Unit
3
Unit
4
RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. S S
RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters,
setting, and plot; provide an objective summary of the text.
S S
RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. P P
RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to other texts.
S S
RL8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. P P
RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create
such effects as suspense or humor.
S
RL8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices
made by the director or actors.
S
No RL.8.8 – Informational only
RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works
such as the Bible, including describing how the material is rendered new.
P
RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, poems, at the high end of grades 6-8 text complexity band
independently and proficiently.
Foundational part of text
selection for each unit.
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. S
RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an
objective summary of the text.
S
RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or
categories).
P
RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
S S
RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. S
RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or
viewpoints.
P
RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or
idea.
S
RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is introduced.
S S
RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of
fact or interpretation.
P P
RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and
proficiently.
Foundational part of text
selection for each unit.
W.8.1 (a,b,c,d,e) Write arguments to support claims with clear reasons and relevant evidence. S
W.8.2 (a,b,c,d,f) Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization,
and analysis of relevant content.
S
W.8.3 (a,b,c,d,e) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-
structured event sequences.
S
W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-
specific expectations for writing types are defined in standards W.8.1-3.)
P P P
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Division of Academic Achievement: Learning Services Department
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W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language
standards 1-3 up to and including grade 8.)
P P P
W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as
well as to interact and collaborate with others.
Technology incorporated
into writing units as
determined by each grade
level team.
W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
S
W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
S
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 8 Reading standards to literature
(e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works
such as the Bible, including describing how the material is rendered new”).
P P P
W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for
a range of discipline-specific tasks, purposes, and audiences.
Writing incorporated into
every cycle.
L.8.1 (a,b,c,d)Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language standards
embedded within DGP,
SWI, and WWW
instruction, as well as
authentically within writing
instruction.
L.8.2 (a,b,c) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.3 (a) Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.8.4 (a,b,c,d) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing
flexibly from a range of strategies.
L.8.5 (a,b,c) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
P P P P
SL.8.1 (a,b,c,d) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
Speaking and Listening
embedded within the
collaboration and
scaffolding tasks in daily
lessons.
SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g.,
social, commercial, political) behind its presentation.
SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and
identifying when irrelevant evidence is introduced.
S
SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-
chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
S
SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Speaking and Listening
embedded within the
collaboration and
scaffolding tasks in daily
lessons.
SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language
standards 1 & 3 for specific expectations).
Greeley/Evans School District 6
Weld County School District 6
Division of Academic Achievement: Learning Services Department
Revised 6-19-2015 School Year 2015-16 Page 9 of 30
8th Grade Unit 1: Elements of Fiction (5 Weeks – Aug. 19 – Oct. 15 - 1st Hexter) Suggested Big Idea Everyone has a story to tell.
21st Century Inquiry
Question from CAS
What motivates you to keep reading a book?
How do different authors approach story elements?
End of Unit Performance
Task
Narrative Writing
Graduate Competency Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts (CAS.Reading.8.2.1)
CCSS Reading Priority
Standards
Cross-Content Connections Writing Focus Language/Vocabulary CCSS ELA Supporting
Standards
College & Career
Readiness Connection RL.8.3 PRIORITY
Analyze how particular lines
of dialogue or incidents in a
story or drama propel the
action, reveal aspects of a
character, or provoke a
decision.
RL.8.5 PRIORITY
Compare and contrast the
structure of two or more texts
and analyze how the differing
structure of each text
contributes to its meaning and
style.
Literacy Connections
RH.6-8.3
Identify key steps in a text’s
description of a process
related to history/social
studies (e.g., how a bill
becomes law, how interest
rates are raised or lowered).
RST.6-8.2
Determine the central ideas or
conclusions of a text; provide
an accurate summary of the
text distinct from prior
knowledge or opinions.
Mathematical Practice
Connections
1. Make sense of
problems and persevere in
solving them.
When presented with a
problem, I can make a plan,
carry out my plan, and check
its success.
W.8.3
Write narratives to develop real or
imagined experiences or events using
effective technique, relevant
descriptive details, and well-structured
event sequences.
a. Engage and orient the reader by
establishing a context and point of
view and introducing a narrator
and/or characters; organize an event
sequence that unfolds naturally and
logically.
b. Use narrative techniques, such as
dialogue, pacing, description, and
reflection, to develop experiences,
events, and/or characters.
c. Use a variety of transition words,
phrases, and clauses to convey
sequence, signal shifts from one
time frame or setting to another, and
show the relationships among
experiences and events.
d. Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the
action and convey experiences and
events.
e. Provide a conclusion that follows
from and reflects on the narrated
experiences or events.
W.8.5 PRIORITY
With some guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, editing, rewriting,
or trying a new approach, focusing on
how well purpose and audience have
been addressed. (Editing for
conventions should demonstrate
command of Language standards 1-3
up to and including grade 8.)
L.8.6 PRIORITY
Acquire and use accurately
grade-appropriate general
academic and domain-specific
words and phrases; gather
vocabulary knowledge when
considering a word or phrase
important to comprehension
or expression.
RL.8.4
Determine the meaning of
words and phrases as they are
used in a text, including
figurative and connotative
meanings; analyze the impact
of specific word choices on
meaning and tone, including
analogies or allusions to other
texts.
RL.8.1
Cite the textual evidence that
most strongly supports an
analysis of what the text says
explicitly as well as
inferences drawn from the
text.
RL.8.2
Determine a theme or central
idea of a text and analyze its
development over the course
of the text, including its
relationship to the characters,
setting, and plot; provide an
objective summary of the text. W.8.9 PRIORITY
Draw evidence from literary or
informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading
standards to literature (e.g.,
“Analyze how a modern work of
fiction draws on themes, patterns
of events, or character types
from myths, traditional stories,
or religious works such as the Bible, including describing how
the material is rendered new”).
b. Apply grade 8 Reading
standards to literary nonfiction
(e.g., “Delineate and evaluate
the argument and specific claims
in a text, assessing whether the reasoning is sound and the
evidence is relevant and
sufficient; recognize when
irrelevant evidence is
introduced”).
CCR.R.3
Analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
CCR.R.5
Analyze the structure of texts,
including how specific
sentences, paragraphs, and
larger portions of the text
(e.g., a section, chapter, scene,
or stanza) relate to each other
and the whole.
Greeley/Evans School District 6
Weld County School District 6
Division of Academic Achievement: Learning Services Department
Revised 6-19-2015 School Year 2015-16 Page 10 of 30
Language
CCSS.L.8.1, L.8.2, L.8.3, L.8.4, L.8.5, L.8.6
Study and apply grammar (explicit grammar instruction within writing)
Use and understand both general academic and domain-specific vocabulary
(DGP, SWI, WWW)
Speaking and Listening
CCSS.: SL.8.1,S L.8.2, SL.8.3, SL.8.4, SL.8.5, SL.8.6
Engage in collaborative discussions
Present findings
Evaluate a speaker’s claims, rhetoric, and strategy
Incorporate multimedia components
(21st Century Skills=Critical Thinking and Reasoning, Information Literacy,
Collaboration, Self-Direction and Invention)
Suggested Daily Routines –
Beginning of the Period
Suggested Daily Routines –
End of the Period
Writing Instruction Vocabulary
Word Learning Strategies (WLS): as
needed
Word Within a Word (WWW):
focus on word parts (not on the
specific words)
Specific Word Instruction (SWI): as
determined by teacher
Time in Text (minimum 15 min.):
twice per week Closure/Ticket Out/Reflection
(3 min.): Daily
Content Writing (minimum 15 min.):
Summaries, PCRs, Journal Entries,
Quickwrites (demonstration of
thinking through writing with drafts)
DGP Embedded authentically within
Writing (7 – 10 min.): Daily
o Follow Teacher Guide for
each daily routine
o Be sure to note the Weekly
Focus
Process writing: planning, drafting,
revising, editing, rewriting, or tying a
new approach (W.8.5)
Resource:
Word Within a Word Volume 1 Lists 21-
30, or continuation of list from previous
grade level at your site school.
Content Vocabulary
implicit, explicit, dialogue, narrative,
beliefs, values, perspectives, mood,
tone, theme, characterization, conflict,
identity (individual/group), attitudes,
point of view, perceptions, figurative
language, interpretation, exposition,
plot, climax, rising action, falling
action, resolution, setting
Unit Performance Task 3 Moments in a Lesson &
Suggested Scaffolding Tasks
Suggested Resources Key Concepts
Suggested Formative Assessments:
World Café (AVID, EngageNY
appendix)
Structured Notes (EngageNY,
appendix)
Gallery Walk (AVID, appendix)
Exit tickets
End of Unit Performance Task:
Preparing the Learner:
I notice/I wonder Gallery Walk
(EngageNY, appendix)
Quickwrite (appendix)
Written Conversation Protocol
(EngageNY, appendix)
Vocabulary Building (AVID,
appendix)
Interacting with the Text:
Title of Anthology or Suggested
Novel
Inside Out & Back Again by
Thanhha Lai (EngageNY)
8th grade PHL
Maus II by Art Spiegleman (District
6 GT text)
Short Stories PHL
"Old Ben" by Jesse Stuart
"Fox Hunt" by Lensey Namioka
Reading Skills/ Strategies:
Monitor & Clarify
Story Structure
Summarize
Word Learning Strategies
Draw Inferences
Fact/Opinion
Note Details (Key)
Other Prerequisites:
Greeley/Evans School District 6
Weld County School District 6
Division of Academic Achievement: Learning Services Department
Revised 6-19-2015 School Year 2015-16 Page 11 of 30
See Common Assessment 1
(Assessment window Oct. 13-15, Data
deadline Oct. 19)
Narrative Prompt from Common 1:
In the excerpt from “An American
Childhood,” the narrator describes
a memory from her childhood.
Consider the details the narrator
used to tell her story and write a
continuation of the story. Describe
what you think might happen to the
narrator. What obstacles might she
face, and what actions might she
take to overcome them? The
writing should be clear and
coherent in which the development,
organization, and style are
appropriate to task, purpose, and
audience
Score using PARCC Narrative Task
Rubric
Numbered Heads Together (AVID,
appendix)
Close reading protocol (EngageNY,
appendix)
Marking/Charting the Text (AVID,
appendix)
Literature Web (William & Mary,
appendix)
Dialectical Journal (AVID, appendix)
Extending the Learning:
One-Pager protocol (AVID, appendix)
Memoir Writing (AVID appendix)
Collaborative Poster (WestEd,
appenidx)
Mind Mirror (WestEd, appendix)
"The Drummer Boy of Shiloh" by
Ray Bradbury
"Charles" by Shirley Jackson PHL
"The Lottery" by Shirley Jackson
(William & Mary)
Poetry PHL
"Paul Revere's Ride" by Henry
Wadsworth Longfellow
"Runagate, Runagate" by Robert
Hayden
Nonfiction essays PHL
"Harriet Tubman: Conductor on
the Underground Railroad" by
Ann Petry
"Baseball" by Lionel G. Garcia
Implicit/Explicit
Central Idea
Connotation
Denotation
Figurative Language
Tone
Analogy
Allusion
Greeley/Evans School District 6
Weld County School District 6
Division of Academic Achievement: Learning Services Department
Revised 6-19-2015 School Year 2015-16 Page 12 of 30
8th Grade Unit 2: Author’s Style (Oct. 19 – Dec. 15 - 8 Weeks) Suggested Big Idea Mood and tone contribute to an author’s style and character perceptions.
21st Century Inquiry
Question from CAS
How do authors develop theme?
How do authors convey mood?
Why does a particular literary work hold value for someone?
End of Unit Performance
Task
Literary Analysis / Analytical Essay
Graduate Competency Effectively use content-specific language, style, tone, and text structure to compose or adapt writing for different audiences and purposes.
(CAS.Reading.8.3.1)
CCSS Reading Priority
Standards
Cross-Content Connections Writing Focus Language/Vocabulary CCSS ELA Supporting
Standards
College & Career
Readiness Connection RL.8.3 PRIORITY
Analyze how particular lines
of dialogue or incidents in a
story or drama propel the
action, reveal aspects of a
character, or provoke a
decision.
RL.8.5 PRIORITY
Compare and contrast the
structure of two or more texts
and analyze how the differing
structure of each text
contributes to its meaning and
style.
RL.8.9 PRIORITY
Analyze how a modern work
of fiction draws on themes,
patterns of events, or
character types from myths,
traditional stories, or religious
works such as the Bible,
including describing how the
material is rendered new.
Literacy Connections
RH.6-8.3
Identify key steps in a text’s
description of a process
related to history/social
studies (e.g., how a bill
becomes law, how interest
rates are raised or lowered).
RST.6-8.2
Determine the central ideas or
conclusions of a text; provide
an accurate summary of the
text distinct from prior
knowledge or opinions.
Mathematical Practice
Connections
2. Make sense of
problems and persevere in
solving them.
When presented with a
problem, I can make a plan,
carry out my plan, and check
its success.
W.8.5 PRIORITY
With some guidance and support
from peers and adults, develop and strengthen writing as needed by
planning, revising, editing,
rewriting, or trying a new approach,
focusing on how well purpose and
audience have been addressed.
(Editing for conventions should
demonstrate command of Language
standards 1-3 up to and including grade 8.)
W.8.9 PRIORITY
Draw evidence from literary or
informational texts to support
analysis, reflection, and research.
a. Apply grade 8 Reading
standards to literature (e.g.,
“Analyze how a modern work of fiction draws on themes, patterns
of events, or character types
from myths, traditional stories,
or religious works such as the
Bible, including describing how
the material is rendered new”)
b. Apply grade 8 Reading standards to literary nonfiction
(e.g., “Delineate and evaluate
the argument and specific claims
in a text, assessing whether the
reasoning is sound and the
evidence is relevant and
sufficient; recognize when irrelevant evidence is
introduced”).
L.8.6 PRIORITY
Acquire and use accurately
grade-appropriate general
academic and domain-
specific words and phrases;
gather vocabulary knowledge
when considering a word or
phrase important to
comprehension or expression.
RL.8.4
Determine the meaning of
words and phrases as they are
used in a text, including
figurative and connotative
meanings; analyze the impact
of specific word choices on
meaning and tone, including
analogies or allusions to other
texts.
RL.8.1
Cite the textual evidence that
most strongly supports an
analysis of what the text says
explicitly as well as
inferences drawn from the
text.
RL.8.2 Determine a theme or
central idea of a text and
analyze its development over
the course of the text,
including its relationship to
the characters, setting, and
plot; provide an objective
summary of the text. RL.8.6
Analyze how differences in
the points of view of the
characters and the audience or
reader (e.g., created through
the use of dramatic irony)
create such effects as
suspense or humor.
RL8.7
Analyze the extent to which a
filmed or live production of a
story or drama stays faithful
to or departs from the text or
script, evaluating the choices
made by the director or
actors.
CCR.R.3
Analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
CCR.R.5
Analyze the structure of texts,
including how specific
sentences, paragraphs, and
larger portions of the text
(e.g., a section, chapter,
scene, or stanza) relate to
each other and the whole.
CCR.R.9 Analyze how two or
more texts address similar
themes or topics in order to
build knowledge or to
compare the approaches the
author’s take.
Greeley/Evans School District 6
Weld County School District 6
Division of Academic Achievement: Learning Services Department
Revised 6-19-2015 School Year 2015-16 Page 13 of 30
Language
CCSS.L.8.1, L.8.2, L.8.3, L.8.4, L.8.5, L.8.6
Study and apply grammar (explicit grammar instruction within writing)
Use and understand both general academic and domain-specific vocabulary
(DGP, SWI, WWW)
Speaking and Listening
CCSS.: SL.8.1,S L.8.2, SL.8.3, SL.8.4, SL.8.5, SL.8.6
Engage in collaborative discussions
Present findings
Evaluate a speaker’s claims, rhetoric, and strategy
Incorporate multimedia components
(21st Century Skills=Critical Thinking and Reasoning, Information Literacy,
Collaboration, Self-Direction and Invention)
Suggested Daily Routines –
Beginning of the Period
Suggested Daily Routines –
End of the Period
Writing Instruction Vocabulary
Word Learning Strategies (WLS): as
needed
Word Within a Word (WWW):
focus on word parts (not on the
specific words)
Specific Word Instruction (SWI): as
determined by teacher
Time in Text (minimum 15 min.):
twice per week Closure/Ticket Out/Reflection
(3 min.): Daily
Content Writing (minimum 15 min.):
Summaries, PCRs, journal entries,
quickwrites (demonstration of
thinking through writing … just 1
draft)
DGP embedded authentically within
writing (7–10 min.): Daily
o Follow Teacher Guide for
each daily routine
o Be sure to note the Weekly
Focus
Process writing: planning, drafting,
revising, editing, rewriting, or tying a
new approach (W.8.5)
Resource:
Word Within a Word Volume 1 Lists 21-
30, or continuation of list from previous
grade level at your site school.
Content Vocabulary
narrative, beliefs, values, perspectives,
mood, tone, theme, characterization,
conflict, identity (individual/group),
attitudes, point of view, perceptions,
figurative language, interpretation,
author's craft, dialogue, plot, setting,
exposition, rising action, falling action,
climax, resolution, connotation,
denotation
Unit Performance Task 3 Moments in a Lesson &
Suggested Scaffolding Tasks
Suggested Resources Key Concepts
Suggested Formative Assessments: Structured notes (EngageNY,
appendix)
World Café (AVID, EngageNY
appendix)
Gallery Walk (AVID, appendix)
Exit tickets
Text-to-film comparisons
Preparing the Learner: I notice/I wonder Gallery Walk
(EngageNY, appendix)
Quickwrite (appendix)
Written Conversation protocol
(EngageNY, appendix)
Vocabulary Building (AVID,
appendix)
Interacting with the Text:
Title of Anthology or Suggested
Novels
To Kill a Mockingbird by Harper
Lee (EngageNY)
8th grade PHL
The Member of the Wedding by
Carson McCullers (William &
Mary)
Short Stories
Reading Skills/ Strategies:
Monitor & Clarify
Story Structure
Summarize
Word Learning Strategies
Draw Inferences
Fact/Opinion
Note Details (Key)
Greeley/Evans School District 6
Weld County School District 6
Division of Academic Achievement: Learning Services Department
Revised 6-19-2015 School Year 2015-16 Page 14 of 30
End of Unit Performance Task:
Take one of the stories that you have
read that involves the Golden Rule
theme (treat others the way you want
to be treated) and read the poem
"Solitude" by Ella Wheeler Wilcox.
Construct and complete a graphic
organizer in which you analyze the
meaning and structure of each text and
identify how these two texts connect
to the theme.
Numbered Heads Together
(AVID, appendix)
Close reading protocol
(EngageNY, appendix)
Marking/charting the text
(AVID, appendix)
Literature web (William &
Mary, appendix)
Dialectical journal (AVID,
appendix)
Extending the Learning One-pager protocol (AVID,
appendix)
Memoir writing (AVID
appendix)
Collaborative poster (WestEd,
appenidx)
Mind mirror (WestEd, appendix)
"Raymond's Run" by Toni Cade
Bambara PHL
"One Friday Morning" by
Langston Hughes (William &
Mary)
"Tears of Autumn" by Yoshiko
Uchida PHL
"Who Can Replace a Man?" by
Brian Aldiss PHL
"The 11:59" by Patricia C.
McKissack PHL
"The Tell-Tale Heart" by Edgar
Allan Poe PHL
Poetry:
War poems by Carl Sandburg
(William & Mary)
Additional Resources:
See EngageNY Module 2A for
additional texts.
Other Prerequisites:
Implicit/Explicit
Central Idea
Connotation
Denotation
Figurative Language
Tone
Analogy
Allusion
Greeley/Evans School District 6
Weld County School District 6
Division of Academic Achievement: Learning Services Department
Revised 6-19-2015 School Year 2015-16 Page 15 of 30
8th Grade Unit 3: Text Structures (Jan. 5 – Mar. 7 - 8 Weeks) Suggested Big Idea Structures have parts that interrelate.
21st Century Inquiry
Question from CAS
How do visuals convey information?
What elements make a text more attractive to some readers than others?
What texts do you connect with and why?
End of Unit Performance
Task
Informative/Explanatory Writing
Literary Analysis/Analytical Essay/Argument: Claim (thesis), Data (evidence), Warrant (conclusion/stance on argument)
Graduate Competency Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks.
(CAS.Reading.8.2.2)
CCSS Reading Priority
Standards
Cross-Content Connections Writing Focus Language/Vocabulary CCSS ELA Supporting
Standards
College & Career
Readiness Connection RI.8.3 PRIORITY
Analyze how a text makes
connections among and
distinctions between
individuals, ideas, or events
(e.g., through comparisons,
analogies, or categories).
RI.8.6 PRIORITY
Determine an author’s point
of view or purpose in a text
and analyze how the author
acknowledges and responds
to conflicting evidence or
viewpoints.
RI.8.9 PRIORITY
Analyze a case in which two
or more texts provide
conflicting information on the
same topic and identify where
the texts disagree on matters
of fact or interpretation.
Literacy Connections
RH.6-8.5
Describe how a text presents
information (e.g.,
sequentially, comparatively,
causally).
RST.6-8.5
Analyze the structure an
author uses to organize a text,
including how the major
sections contribute to the
whole and to an
understanding of the topic.
Mathematical Practice
Connections
7. Look for and make use of
structure.
I can see and understand how
numbers and spaces are
organized and put together as
parts and wholes.
W.8.1
Write arguments to support claims with clear
reasons and relevant evidence.
a. Introduce claim(s), acknowledge and
distinguish the claim(s) from alternate or
opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning
and relevant evidence, using accurate,
credible sources and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to create
cohesion and clarify the relationships
among claim(s), counterclaims, reasons,
and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section
that follows from and supports the
argument presented.
W.8.2
Write informative/ explanatory texts to
examine a topic and convey ideas, concepts,
and information through the selection,
organization and analysis of relevant content.
a. Introduce a topic clearly, previewing what
is to follow; organize ideas, concepts, and
information into broader categories;
include formatting (e.g., headings),
graphics (e.g., charts, tables), and
multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant, well-
chosen facts, definitions, concrete details,
quotations, or other information and
examples.
c. Use appropriate and varied transitions to
create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section
that follows from and supports the
information or explanation presented.
L.8.6 PRIORITY
Acquire and use accurately
grade-appropriate general
academic and domain-
specific words and phrases;
gather vocabulary knowledge
when considering a word or
phrase important to
comprehension or expression.
RI.8.4
Determine the meaning of
words and phrases as they are
used in a text, including
figurative, connotative, and
technical meanings; analyze
the impact of specific word
choices on meaning and tone,
including analogies or
allusions to other texts.
RI.8.1
Cite the textual evidence that most
strongly supports an analysis of what
the text says explicitly as well as
inferences drawn from the text.
RI.8.2
Determine a central idea of a text and
analyze its development over the
course of the text, including its
relationship to supporting ideas;
provide an objective summary of the
text.
RI.8.5
Analyze in detail the structure of a
specific paragraph in a text, including
the role of particular sentences in
developing and refining a key concept.
RI.8.8
Delineate and evaluate the argument
and specific claims in a text, assessing
whether the reasoning is sound and the
evidence is relevant and sufficient;
recognize when irrelevant evidence is
introduced.
W.8.4 PRIORITY
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience. (Grade-
specific expectations for writing types
are defined in standards W.8.1-3.)
W.8.5 PRIORITY
With some guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, editing, rewriting,
or trying a new approach, focusing on
how well purpose and audience have
been addressed. (Editing for
conventions should demonstrate
command of Language standards 1-3
up to and including grade 8.)
CCR.R.3
Analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
CCR.R.6
Assess how point of view or
purpose shapes the content
and style of a text.
CCR.R.8
Delineate and evaluate the
argument and specific claims
in a text, including the
validity of the reasoning as
well as the relevance and
sufficiency of the evidence.
Greeley/Evans School District 6
Weld County School District 6
Division of Academic Achievement: Learning Services Department
Revised 6-19-2015 School Year 2015-16 Page 16 of 30
Language
CCSS.L.8.1, L.8.2, L.8.3, L.8.4, L.8.5, L.8.6
Study and apply grammar (explicit grammar instruction within writing)
Use and understand both general academic and domain-specific vocabulary
(DGP, SWI, WWW)
Speaking and Listening
CCSS.: SL.8.1,S L.8.2, SL.8.3, SL.8.4, SL.8.5, SL.8.6
Engage in collaborative discussions
Present findings
Evaluate a speaker’s claims, rhetoric, and strategy
Incorporate multimedia components
(21st Century Skills=Critical Thinking and Reasoning, Information Literacy,
Collaboration, Self-Direction and Invention)
Suggested Daily Routines –
Beginning of the Period
Suggested Daily Routines –
End of the Period
Writing Instruction Vocabulary
Word Learning Strategies (WLS): as
needed
Word Within a Word (WWW):
focus on word parts (not on the
specific words)
Specific Word Instruction (SWI): as
determined by teacher
Time in Text (minimum 15 min.):
twice per week Closure/Ticket Out/Reflection
(3 min.): Daily
Content Writing (minimum 15 min.):
Summaries, PCRs, Journal Entries,
Quickwrites (demonstration of
thinking through writing … just 1
draft)
DGP Embedded authentically within
Writing (7 – 10 min.): Daily
o Follow Teacher Guide for
each daily routine
o Be sure to note the Weekly
Focus
Process writing: planning, drafting,
revising, editing, rewriting, or tying a
new approach (W.8.5)
Resource:
Word Within a Word Volume 1 Lists 21-
30, or continuation of list from previous
grade level at your site school.
Content Vocabulary
relevant, bias, opinion, text features,
compare/contrast, problem/solution,
descriptive, time order, cause/effect,
beliefs, values, perspectives, mood,
tone, theme, conflict, identity
(individual/group), attitudes, point of
view, perceptions, figurative language,
interpretation
Unit Performance Task 3 Moments in a Lesson &
Suggested Scaffolding Tasks
Suggested Resources Key Concepts
Suggested Formative Assessments:
Structured notes
(EngageNY,appendix)
World Café (AVID, EngageNY
appendix)
Gallery Walk (AVID, appendix)
Exit tickets
Text-to-film comparisons
Preparing the Learner: I notice/I wonder Gallery Walk
(EngageNY, appendix)
Quickwrite (appendix)
Written Conversation Protocol
(EngageNY, appendix)
Vocabulary Building (AVID,
appendix)
Interacting with the Text:
Title of Anthology or Suggested
Novel
Unbroken by Laura Hillenbrand
Diary of Anne Frank (William &
Mary GT text)
Hiroshima by John Hersey (William
& Mary GT text)
Reading Skills/ Strategies:
Monitor & Clarify
Story Structure
Summarize
Word Learning Strategies
Draw Inferences
Fact/Opinion
Note Details (Key)
Greeley/Evans School District 6
Weld County School District 6
Division of Academic Achievement: Learning Services Department
Revised 6-19-2015 School Year 2015-16 Page 17 of 30
End of Unit Performance Task:
See Common Assessment #2
(Assessment window: Feb.24-26, data
input by Feb. 29)
Writing Prompt from Common 2
(Students should not pre-read the
texts included in the Common
Assessment)
Choose two of the texts that you have
read. In a prose constructed response,
compare and contrast the themes or
the central ideas and analyze its
development over the course of the
texts including relationships to the
characters, settings, plots, and
structures.
PARCC Research Simulation and
Literary Analysis Task Rubric
Numbered Heads Together
(AVID, appendix)
Close reading protocol
(EngageNY, appendix)
Marking/Charting the Text
(AVID, appendix)
Literature Web (William &
Mary, appendix)
Dialectical Journal (AVID,
appendix)
Extending the Learning One-Pager protocol (AVID,
appendix)
Memoir Writing (AVID
appendix)
Collaborative Poster (WestEd,
appenidx)
Mind Mirror (WestEd,
appendix)
PH Literature book
Short Stories
"I Know Why the Caged Bird
Sings" by Maya Angelou PHL
Nonfiction:
"Always Remember the Vision"
by Maya Ying Lin PHL
"The Trouble With Television"
by Robert MacNeil PHL
"Hands Free Cell Phone" San
Jose Mercury News PHL
"Hands Free Law Won't Solve
the Problem" by Arnold
Schwrzenegger PHL
Poetry
Soldier Stories (5 poems,
William & Mary)
Additional Resources:
Additional text selections
provided in EngageNY
curriculum
Other Prerequisites:
Implicit/Explicit
Central Idea
Connotation
Denotation
Figurative Language
Tone
Analogy
Allusion
Greeley/Evans School District 6
Weld County School District 6
Division of Academic Achievement: Learning Services Department
Revised 6-19-2015 School Year 2015-16 Page 18 of 30
8th Grade Unit 4: Truth and Perception (Mar. 8 – May 20 - 8 Weeks) Suggested Big Idea Self-Perception frames our view of truth.
21st Century Inquiry
Question from CAS
How can bias influence the reader? Why is this author qualified to write this informational text?
Why is it important to critique an author’s credentials?
End of Unit Performance
Task
Analyze multiple perspectives and create a personal perspective (Research)
Graduate Competency Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex
questions. (CAS.Reading.8.4.3)
CCSS Reading Priority
Standards
Cross-Content Connections Writing Focus Language/Vocabulary CCSS ELA Supporting
Standards
College & Career
Readiness Connection RI.8.9 PRIORITY
Analyze a case in which two
or more texts provide
conflicting information on the
same topic and identify where
the texts disagree on matters
of fact or interpretation.
Literacy Connections
RH.6-8.8
Distinguish among fact,
opinion, and reasoned
judgment in a text.
RST.6-8.8
Distinguish among facts,
reasoned judgment based on
research findings, and
speculation in a text.
Mathematical Practice
Connections
8. Look for and express
regularity in repeated
reasoning.
I can notice when
calculations are repeated.
Then, I can find more general
methods and short cuts.
W.8.4 PRIORITY
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience. (Grade-specific
expectations for writing types are
defined in standards W.8.1-3.)
W.8.8
Gather relevant information from
multiple print and digital sources, using
search terms effectively; assess the
credibility and accuracy of each source;
and quote or paraphrase the data and
conclusions of others while avoiding
plagiarism and following a standard
format for citation.
W.8.7
Conduct short research projects to
answer a question (including a self-
generated question), drawing on several
sources and generating additional
related, focused questions that allow for
multiple avenues of explorations
W.8.9 PRIORITY
Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
a. Apply grade 8 Reading standards to
literature (e.g., “Analyze how a
modern work of fiction draws on
themes, patterns of events, or
character types from myths,
traditional stories, or religious works
such as the Bible, including
describing how the material is
rendered new”).
b. Apply grade 8 Reading standards to
literary nonfiction (e.g., “Delineate
and evaluate the argument and
specific claims in a text, assessing
whether the reasoning is sound and
the evidence is relevant and
sufficient; recognize when irrelevant
evidence is introduced”).
L.8.6 PRIORITY
Acquire and use accurately
grade-appropriate general
academic and domain-
specific words and phrases;
gather vocabulary knowledge
when considering a word or
phrase important to
comprehension or expression.
RI.8.4
Determine the meaning of
words and phrases as they are
used in a text, including
figurative, connotative, and
technical meanings; analyze
the impact of specific word
choices on meaning and tone,
including analogies or
allusions to other texts.
RI.8.1
Cite the textual evidence that most strongly supports an
analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.8.7
Evaluate the advantages and disadvantages of using different
mediums (e.g., print or digital
text, video, multimedia) to present a particular topic or idea.
RI.8.8
Delineate and evaluate the argument and specific claims in a
text, assessing whether the
reasoning is sound and the evidence is relevant and
sufficient; recognize when
irrelevant evidence is introduced. SL.8.3
Delineate a speaker’s argument
and specific claims, evaluating the soundness of the reasoning
and relevance and sufficiency of
the evidence and identifying when irrelevant evidence is
introduced. SL.8.4
Present claims and findings,
emphasizing salient points in a
focused, coherent manner with relevant evidence, sound valid
reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and
clear pronunciation.
CCR.R.9
Analyze how two or more
texts address similar themes
or topics in order to build
knowledge or to compare the
approaches the author’s take.
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Language
CCSS.L.8.1, L.8.2, L.8.3, L.8.4, L.8.5, L.8.6
Study and apply grammar (explicit grammar instruction within writing)
Use and understand both general academic and domain-specific vocabulary
(DGP, SWI, WWW)
Speaking and Listening
CCSS.: SL.8.1,S L.8.2, SL.8.3, SL.8.4, SL.8.5, SL.8.6
Engage in collaborative discussions
Present findings
Evaluate a speaker’s claims, rhetoric, and strategy
Incorporate multimedia components
(21st Century Skills=Critical Thinking and Reasoning, Information Literacy,
Collaboration, Self-Direction and Invention)
Suggested Daily Routines –
Beginning of the Period
Suggested Daily Routines –
End of the Period
Writing Instruction Vocabulary
Word Learning Strategies (WLS): as
needed
Word Within a Word (WWW):
focus on word parts (not on the
specific words)
Specific Word Instruction (SWI): as
determined by teacher
Time in Text (minimum 15 min.):
twice per week Closure/Ticket Out/Reflection
(3 min.): Daily
Content Writing (minimum 15
min.): Summaries, PCRs, journal
entries, quickwrites (demonstration
of thinking through writing … just 1
draft)
DGP embedded authentically within
Writing (7–10 min.): Daily
Follow Teacher Guide for each
daily routine
Be sure to note the Weekly
Focus
Process writing: planning, drafting,
revising, editing, rewriting, or tying a
new approach (W.8.5)
Resource:
Word Within a Word Volume 1 Lists 21-
30, or continuation of list from previous
grade level at your site school.
Content Vocabulary
counterargument, rebuttal, beliefs,
values, perspectives, conflict, identity
(individual/group), attitudes, point of
view, perceptions, interpretation, thesis
statement, relevant, valid, bias, opinion,
text features, compare/contrast,
cause/effect, problem/solution,
descriptive, time order, coherence,
stakeholders, rhetoric, ethos, logos,
pathos, appeal, persuasion
Unit Performance Task 3 Moments in a Lesson &
Suggested Scaffolding Tasks
Suggested Resources Key Concepts
Suggested Formative Assessments: Structured notes (EngageNY,
appendix)
World Café (AVID, EngageNY
appendix)
Gallery Walk (AVID, appendix)
Exit tickets
Preparing the Learner: I notice/I wonder Gallery Walk
(EngageNY, appendix)
Quickwrite (appendix)
Written Conversation Protocol
(EngageNY, appendix)
Vocabulary Building (AVID,
appendix)
Interacting with the Text:
Title of Anthology or Suggested
Novel
The Omnivore's Dilemma by
Michael Pollan (EngageNY)
8th grade PHL
Desert Exile by Yoshida Uchido
(William & Mary)
Short Stories
Reading Skills/ Strategies:
Monitor & Clarify
Story Structure
Summarize
Word Learning Strategies
Draw Inferences
Fact/Opinion
Note Details (Key)
Other Prerequisites:
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End of Unit Performance Task Choose a topic with multiple
perspectives such as advertisements,
war, tradition, the American Dream,
Japanese interment, and deliver a
speech that addresses bias and your
personal stance.
Numbered Heads Together
(AVID, appendix)
Close reading protocol
(EngageNY, appendix)
Marking/charting the text
(AVID, appendix)
Literature web (William &
Mary, appendix)
Dialectical journal (AVID,
appendix)
Extending the Learning One-pager protocol (AVID,
appendix)
Memoir Writing (AVID
appendix)
Collaborative Poster (WestEd,
appenidx)
Mind Mirror (WestEd,
appendix)
"A Rose for Emily" by William
Faulkner (William & Mary)
Nonfiction:
Advertisements (PHL pp. 408-
412)
"Address Unknown" (William &
Mary)
"The American Dream" by
Martin Luther King Jr. PHL
"A Tribute to Martin Luther
King" by Alice Walker PHL
"Sharing in the American
Dream" by Colin Powell PHL
Roosevelt Speeches (William &
Mary)
Various political cartoons
Additional Resources:
Various texts available in
EngageNY curriculum.
Implicit/Explicit
Central Idea
Connotation
Denotation
Figurative Language
Tone
Analogy
Allusion
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Appendices
PARCC Condensed Scoring Rubric for Prose Constructed Response Items
Grades 6-11 (revised July 29, 2014)*
Research Simulation Task and Literary Analysis Task
Construct Measure Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0
Reading
Comprehension of Key
Ideas and Details
The student response
demonstrates full
comprehension of ideas
stated explicitly and
inferentially by providing
an accurate analysis and
supporting the analysis
with effective and
convincing textual
evidence.
The student response
demonstrates
comprehension of ideas
stated explicitly and/or
inferentially by providing
a mostly accurate
analysis, and supporting
the analysis with
adequate textual
evidence.
The student response
demonstrates basic
comprehension of ideas
stated explicitly and/or
inferentially by providing
a generally accurate
analysis and supporting
the analysis with basic
textual evidence.
The student response
demonstrates limited
comprehension of ideas
stated explicitly and/or
inferentially by providing
a minimally accurate
analysis and supporting
the analysis with limited
textual evidence.
The student response
demonstrates no
comprehension of ideas
by providing inaccurate
or no analysis and little
to no textual evidence.
Writing
Written Expression
The student response
addresses the prompt
and provides effective
and comprehensive development of the
claim or topic that is
consistently
appropriate to the task
by using clear and
convincing reasoning
supported by relevant
textual evidence;
demonstrates
purposeful coherence,
clarity, and cohesion,
making it easy to
The student response
addresses the prompt
and provides mostly
effective development
of the claim or topic
that is mostly
appropriate to the
task, by using clear
reasoning supported by
relevant textual evidence;
demonstrates
coherence, clarity, and
cohesion, making it
fairly easy to follow
The student response
addresses the prompt
and provides some
development of the
claim or topic that is
somewhat appropriate to the
task, by using some
reasoning and text-
based evidence;
demonstrates some
coherence, clarity,
and/or cohesion,
making the writer’s
progression of ideas
The student response
addresses the prompt
and develops the claim
or topic and provides
minimal development
that is limited in its
appropriateness to the
task by using limited
reasoning and text-
based evidence; or
is a developed, text-
based response with
little or no awareness of the prompt;
demonstrates limited
coherence, clarity,
and/or cohesion,
making the writer’s
The student response
is undeveloped and/or
inappropriate to the
task;
lacks coherence,
clarity, and cohesion;
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follow the writer’s
progression of ideas;
establishes and
maintains an effective
style, attending to the
norms and conventions
of the discipline
the writer’s
progression of ideas;
establishes and
maintains a mostly
effective style, while
attending to the norms
and conventions of the
discipline.
usually discernible
but not obvious;
has a style that is
somewhat effective,
generally attending to
the norms and
convention of the
discipline
progression of ideas
somewhat unclear;
has a style that has
limited effectiveness,
with limited
awareness of the
norms of the
discipline.
has an inappropriate
style, with little to no
awareness of the
norms of the
discipline.
Writing
Knowledge of Language
and Conventions
The student response to
the prompt demonstrates
full command of the
conventions of standard
English at an appropriate
level of complexity.
There may be a few
minor errors in
mechanics, grammar, and
usage, but meaning is
clear.
The student response to
the prompt demonstrates
some command of the
conventions of standard
English at an appropriate
level of complexity.
There may be errors in
mechanics, grammar, and
usage that occasionally
impede understanding,
but the meaning is
generally clear.
The student response to
the prompt demonstrates
limited command of the
conventions of standard
English at an appropriate
level of complexity.
There may be errors in
mechanics, grammar, and
usage that often impede
understanding.
The student response to
the prompt demonstrates
no command of the
conventions of standard
English. Frequent and
varied errors in
mechanics, grammar, and
usage impede
understanding.
PARCC Rubric (2014). Retrieved from https://www.parcconline.org/sites/parcc/files/Grade%206-11%20July%2029%20Rubric%20Final.pdf
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Condensed Scoring Rubric for Prose Constructed Response Items
Grades 6-11 (Revised July 29, 2014)*
Narrative Task (NT)
Construct
Measured
Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0
Writing
Written
Expression
The student response
is effectively developed
with narrative elements
and is consistently
appropriate to the task;
demonstrates purposeful
coherence, clarity, and
cohesion, making it easy
to follow the writer’s
progression of ideas;
establishes and maintains
an effective style,
attending to the norms and
conventions of the
discipline.
The student response
is mostly effectively
developed with narrative
elements and is mostly
appropriate to the task
demonstrates coherence,
clarity, and cohesion,
making it fairly easy to
follow the writer’s
progression of ideas;
establishes and maintains
a mostly effective style,
while attending to the
norms and conventions of
the discipline.
The student response
is developed with some
narrative elements and is
somewhat appropriate to the task;
demonstrates some
coherence, clarity, and/or
cohesion, making the
writer’s progression of
ideas usually discernible
but not obvious;
has a style that is
somewhat effective,
generally attending to the
norms and conventions of
the discipline.
The student response
is minimally developed
with few narrative
elements and is limited in
its appropriateness to
the task;
demonstrates limited
coherence, clarity, and/or
cohesion, making the
writer’s progression of
ideas somewhat unclear;
has a style that has
limited effectiveness,
with limited awareness of
the norms of the
discipline.
The student response
is undeveloped and/or
inappropriate to the task;
lacks coherence, clarity,
and cohesion;
has an inappropriate
style, with little to no
awareness of the norms of
the discipline.
Writing
Knowledge of
Language and
Conventions
The student response to the
prompt demonstrates full
command of the
conventions of standard
English at an appropriate
level of complexity. There
may be a few minor
errors in mechanics,
grammar, and usage, but
meaning is clear.
The student response to the
prompt demonstrates some
command of the
conventions of standard
English at an appropriate
level of complexity. There
may be errors in
mechanics, grammar, and
usage that occasionally
impede understanding,
but the meaning is
generally clear.
The student response to the
prompt demonstrates
limited command of the
conventions of standard
English at an appropriate
level of complexity. There
may be errors in
mechanics, grammar, and
usage that often impede
understanding.
The student response to the
prompt demonstrates no
command of the
conventions of standard
English. Frequent and
varied errors in
mechanics, grammar, and
usage impede
understanding.
PARCC Rubric (2014). Retrieved from https://www.parcconline.org/sites/parcc/files/Grade%206-11%20July%2029%20Rubric%20Final.pdf
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Note:
The reading dimension is not scored for elicited narrative stories.
The elements of coherence, clarity, and cohesion to be assessed are expressed in the grade-level standards 1-4 for writing.
Tone is not assessed in grade 6.
Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a logical event sequence, describing scenes, objects or people,
developing characters’ personalities, and using dialogue as appropriate. In grades 6-8, narrative elements may include, in addition to the grades 3-5 elements, establishing
a context, situating events in a time and place, developing a point of view, developing characters’ motives. In grades 9-11, narrative elements may include, in addition to
the grades 3-8 elements, outlining step-by-step procedures, creating one or more points of view, and constructing event models of what happened. The elements to be
assessed are expressed in grade-level standards 3 for writing.
A response is considered unscoreable if it cannot be assigned a score based on the rubric criteria. For unscoreable student responses, one of the following condition codes will be
applied.
Coded Responses:
A=No response
B=Response is unintelligible or undecipherable
C=Response is not written in English
D=Off-topic
E=Refusal to respond
F=Don’t understand/know
*This rubric is subject to further refinement based on research and study.
PARCC Rubric (2014). Retrieved from https://www.parcconline.org/sites/parcc/files/Grade%206-11%20July%2029%20Rubric%20Final.pdf
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Six Types of Scaffolding Definitions
Modeling: Providing Students clear examples of what is requested of them for imitation
Examples:
* Modeling Language for Text Discussion
I think this means… This part reminds me of the time…
I agree with… I also think… I have the same opinion as…
* Showing finished products
Bridging: Activating prior knowledge and experiences to build or weave in new knowledge and understanding
Examples:
* Think-Pair-Share
* Anticipatory Guide
Contextualization: Embedding academic language and concepts in a sensory environment, thus clarifying them
Examples:
* Videos
* Art Work
* Music
* Poems
* Photographs
Schema Building: Assisting students in identifying and organizing clusters of concepts that are interconnected
Helping students build connections between prior knowledge and experiences and content and language to be learned
Examples:
* Graphic organizers (Double Entry Journal)
* Think-Pair-Share
* Gallery Walk
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Metacognitive Development: Fostering metacognition and learner autonomy through the explicit teaching of strategies
Helping students reflect on and monitor learning and performance
Examples:
* Clarifying Bookmark
* Self-Assessment
* Gallery Walk
Text Representation: Asking students to transform the linguistic constructions they have found in on genre into forms used in another genre
Examples:
* Collaborative Poster
* Mind Map
* Post Cards
* Facebook Pages
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6 Types of Scaffolding ELD Interactive Tasks (see
Resources on Schoology)
Modeling __Sentence Starters __Sentence Formats __Finished Product
Bridging __ Anticipatory Guide __Think-Pair-Share __KWL __Vocabulary Knowledge
Metacognitive Development
__Clarifying Bookmark __Self-Assessment
Schema Building __Focus Questions __Double Entry Journal __Sequence of Events __Compare/Contrast Matrix __Charting Informational (Main
Idea)
Text Representation
__ Talking Head __Post Card __Collaborative Poster __Mind Mirror
Contextualization __Artifacts __Pictures __Viewing with a purpose (video
clips)
Incorporate Gradual Release Model : ___I DO ____WE DO _____ YOU DO (with collaboration)
_____YOU DO (independent)
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QTEL Tasks AVID
Strategies
Scaffolds:
Purpose
Moments of a Lesson
Preparing Interacting
with
Text/Concept
Extending
the Learning
Sentence
Starters/Sentence
Frames
Sentence
Templates
Modeling X X X
Showing Finished
Product
Showing Exemplar Modeling X
Think-Pair-Share Jigsaw (Home &
Expert Group)
Bridging X X
KWL Inside/Outside
Circles
Bridging X X
Anticipatory Guide Bridging X
Viewing with a
Focus
Bridging X
Graphic Organizers Double Entry
Journal
Schema Building X
Compare/Contrast
Matrix
Focus Question Schema Building X
Sequence of Events
Chain
Essential Question Schema Building X
Reading with a
Focus
Dialectical Journal Schema Building X
Reciprocal
Teaching
Learning Log Schema Building X
Quick-Write Schema Building X X
Round-Robin Analyzing
Rhetorical Devices
Template
Schema Building X X
Reaching a
Consensus
Schema Building X
Sort and Label Schema Building X
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Novel Ideas Only Schema Building X X
Three-Step
Interview
Schema Building X
Carousel Schema Building X
Clarifying
Bookmark
Pausing to Connect
Ideas to the Text
Metacognition
Development
X
Self-Assessment Marking the Text Metacognition
Development
X
Narrative
Construction
Charting the Text Metacognition
Development
X
Summarizing the
Text Template
Metacognition
Development
X X
QTEL Tasks AVID
Strategies
Scaffolds:
Purpose
Moments of a Lesson
Preparing Interacting
with
Text/Concept
Extending
the Learning
In Our own Words Cornell Notes Metacognition
Development
X
Literary Device
Matrix
Writing in the
Margins
Metacognition
Development
Vocabulary Review
Jigsaw
Analyzing an
Author’s Evidence
Template
Metacognition
Development
X
Dyad Reading:
Question-Answer
Relationship
Crafting an
Argument
Statement
Template
Metacognition
Development
X
Find the Tie Say, Do, Mean
Exercise
Metacognition
Development
X
How Writers
Accomplish Their
Goals
Metacognition
Development
X
Speech Analysis Metacognition
Development
X
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Jigsaw Sequencing
Reading Group
Metacognition
Development
X
Artifacts Connecting Visuals
to Surrounding
Text
Contextualization X X
Pictures Contextualization X X
Visuals Contextualization X X
Video Clips Contextualization X X
Images Contextualization
Post Card One-Page Report:
Poster Activity
Text Representation X
Mind Mirror Text Representation X
Collaborative
Poster
Text Representation X
Era Envelope Text Representation X X
Reading in Four
Voices
Text Representation X X
Jigsaw Reading Text Representation X
Role Play and
Mixer
Text Representation X
Reader’s Theatre Text Representation X
Essay Text Representation X