· Web viewWhile the focus of English Language arts used to be reading and responding to text with isolated instruction in grammar and vocabulary, now it …

8th Grade English Language Arts

Introduction

Literacy is a crucial skill in the twenty-first century world, and what it means to be literate has evolved to accommodate the needs of multimedia texts.

While the focus of English Language arts used to be reading and responding to text with isolated instruction in grammar and vocabulary, now it has evolved into a more balanced, integrated approach. Students are now expected to read, view, analyze, and understand multimedia texts, and they respond to these texts by both writing and speaking about them; additionally, vocabulary and grammar instruction are embedded in reading, writing, speaking, and listening throughout the course. This balanced, integrated approach is meant to mirror how students will be expected to consume texts in the real-world.

8th Grade English Language Arts is based on the Common Core Georgia Performance Standards (CCGPS), which focus on skills in reading, writing, language, and speaking and listening. The standards are only a starting point, however, to outline what students should learn, understand, and be able to do. In this sense, the standards serve as “a guide and a checkpoint for curriculum” (Posner & Rudnitsky, 2006, p. 20). The goal of the course is to provide “instruction aimed at understanding and other high-level outcomes” so that the implementation of the course will allow for “teaching in ways that make connections among ideas within and outside” the content (Posner & Rudnitsky, 2006, p. 26).

Content Outline

I. Reading Literaturea. Key Ideas and Details (Fiction Signposts)

i. Cite textual evidenceii. Analyze what a text says explicitly

iii. Analyze inferences drawn from a textiv. Determine a theme

1. Developed through plot, characters, and settingv. Provide an objective summary

b. Craft and Structurei. Figurative and connotative meanings

ii. Impact of word choice on toneiii. Analogies or allusions to other textsiv. Connection between structure and meaning and stylev. Connection between points of view and suspense or humor

c. Integration of Knowledge and Ideasi. Analyze filmed or live productions of texts

ii. Analyze how modern works draw on themes, patterns of events, or character types from myths, traditional stories, or religious works

d. Range of Reading and Level of Text Complexityi. Read and comprehend literature at the high end of the 6-8 text complexity

band independently and proficiently

Davis, Simpson Middle School

II. Reading Informational Texta. Key Ideas and Details (Nonfiction Signposts)

i. Cite textual evidenceii. Analyze what a text says explicitly

iii. Analyze inferences drawn from a textiv. Determine a central idea

1. Analyze supporting ideasv. Recognize connections among and distinctions between individuals, ideas,

or eventsb. Craft and Structure

i. Figurative, connotative, or technical meaning of words and phrasesii. Analyze text structure

iii. Point of View and Purposec. Integration of Knowledge and Ideas

i. Evaluate various mediums for presenting ideasii. Evaluate claims and relevant evidence

iii. Recognize irrelevant evidenceiv. Analyze conflicting information between texts

d. Range of Reading and Level of Text Complexityi. Read and comprehend literary nonfiction at the high end of the 6-8 text

complexity band independently and proficientlyIII. Writing

a. Text Types and Purposesi. Argument

1. Write a clear claim2. Distinguish opposing claims3. Organize reasons and evidence logically4. Provide a conclusion that follows from and supports argument

ii. Expository (explanatory/informative)1. Introduce topic clearly2. Incorporate facts, details, definitions, quotations, or other

information and examples3. Use transitions and precise language4. Provide conclusion that follows from and supports information

presentediii. Narrative (real or imagined)

1. Establish context and point of view2. Organize event sequence that unfolds naturally and logically

(incorporate transitions)3. Incorporate narrative techniques (dialogue, pacing, description,

and reflection)4. Use precise language and sensory details

b. Production and Distribution of Writing i. Consider task, purpose, and audience

ii. Engage in the writing process (plan, draft, revise, edit)iii. Use technology to produce and publish writing

c. Research to Build and Present Knowledgei. Develop and answer research questions


ii. Gather relevant information from multiple credible and accurate print and digital sources to support analysis, reflection, and research

d. Range of Writing i. Write for various tasks, purposes, or audiences

IV. Speaking and Listening a. Comprehension and Collaboration

i. Collaborative discussions (lit circles)ii. Analyze information in diverse media formats

b. Presentation of Knowledge and Ideasi. Present claims and findings effectively (Speech and Debate)

ii. Integrate multimedia and visual displays to clarify information, strengthen claims and evidence, and add interest (How to present)

iii. Adapt speech to contextV. Language (ongoing throughout each unit)

a. Conventions of Standard English (Sentence composing/combining)i. Verbals (Gerunds, Participles, Infinitives)

ii. Active and Passive Voiceiii. Subject/Verb Agreementiv. Comma Usagev. Semicolons and Colons

vi. Pronounsvii. Parallel Structure

viii. Misplaced/Dangling Modifiersix. Verb Problems (Irregulars, Tense, Mood)x. Commonly Misused Words

Conceptual Maps



Unit 1: Narrative Writing

Intended Learnings Students will be able to cite textual evidence that most strongly supports an analysis of

what the text says explicitly as well as inferences drawn from the text. Students will be able to 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.

Students will be able to 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.

Students will be able to 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.

Students will be able to write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Students will be able to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

Students will be able to use technology, including the Internet, to produce and publish writing

& present the relationships between info and ideas efficiently as well as to interact and collaborate with others.

Students will be able to demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Students will be able to demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Students will be able to demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


Students will be able to engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly.

Instructional Foci

Narrative texts; Notice and Note Signposts; Image Grammar Brushstrokes

Mentor Texts “Shame” by Dick Gregory “Judgment Day” by Michael Blak “The Chase” by Annie Dillard “I’m in a Cappin’ Mood” by Mishna Wolff “The Day it Rained Cockroaches” by Paul Zindel From On Writing by Stephen King From Gooney Bird Greene by Lois Lowry “My Name” by Sandra Cisneros “Names/Nombres” by Julia Alvarez “Jorge” by Jorge Chica

General Teaching StrategyMany students struggle to effectively communicate their ideas in writing. For most, the

problem isn’t a lack of understanding related to grammar and usage, but rather they are unable to develop and expand their ideas. Thus, narrative writing is an effective entry point into the writing process. Students enjoy reading stories, and they are most comfortable developing their own stories. In this unit, students will reflect on their identities and how parts of those identities stem from experiences that they have had.

Before students can develop their own narratives, they need to explore effective narrative elements in various mentor texts. Students will view videos that illustrate various narrative elements (sequencing, dialogue, descriptive details, and figurative language). In order to help them uncover meaningful evidence in the mentor texts, students will first learn the fiction Signposts developed by Beers and Probst (2012) by examining various picture books. The picture books allow students to easily identify and subsequently practice analyzing each one. Picture book exploration can be done whole group, individually, or in small collaborative teams. Once students are familiar with Signposts, they can use them to examine how authors’ develop a moment into a cohesive story.

Several memoirs could be used as mentor texts, but I have decided to focus on those that illustrate an emotion. For example, in “Shame,” Dick Gregory writes about the first time he ever felt ashamed, and in “I’m in a Cappin’ Mood,” Mishna Wolffe writes about using embarrassment to foster pride. In “The Chase,” Annie Dillard writes about feeling excitement and fear, and, finally, in “Big Boy,” Dave Sedaris writes about avoiding embarrassment. Students will participate in a close and critical reading of each text, identifying important details and specific narrative elements that make each story more interesting for readers.

Once students have a strong understanding of the memoir genre, they will write their own narrative about a time they felt a strong emotion. Students will engage in various quick-writes to generate initial ideas. From the quick-writes, they will develop one into a longer narrative piece. However, in order to help students use language most effectively, they will first learn Noden’s (1999) grammar brushstrokes, which can be introduced through mentor sentences. Students can


then practice constructing sentences by looking at various picture prompts (funny or weird pictures make the best prompts). To increase engagement, sentence practice can be a competition. Students will write their best examples of each Brushstroke on the board and the class will anonymously vote on their favorites. Winning sentences will be written on sentence strips to be displayed on around the classroom.

Once students have a strong understanding of both narrative elements and effective use of language, they will engage in the writing process to develop their narratives. They will draft, revise, edit and publish their pieces using a cloud-based word processor (Microsoft Word available through Office 365). The use of Office 365 allows for real-world writing and collaboration, as students are immersed in a digital world; “it is therefore imperative that students have access to resources that will help them develop technology-based writing skills, which are necessary to successfully meet the literacy demands of the workplace and society” (Soobin, Warschauer, Binbin, & Lawrence, 2014, p. 243). Since all Cobb County students have 365 accounts, students can engage in peer revision. Hutchison and Colwell (2014) argued that digital tools, like Office 365, should be used in the classroom because they “provide new and increased opportunities for social interaction and collaboration, and therefore provide new learning opportunities and contexts” (p. 148).

More importantly, though, students can give me access to their documents so that I can provide real-time feedback as they work through the writing process; thus, virtual writing conferences will provide differentiated support for students. Using Office 365 as a collaborative revision tool also supports student learning of the language standards. Soobin, Warschauer, Binbin, and Lawrence (2014) further contended that “through the cycle of giving and receiving feedback, as well as the subsequent revisions, struggling writers are likely to have more opportunities to become skilled in the conventions of Standard English” (p. 250). Collaborative revision is not only beneficial for struggling writers, though; all writers benefit from collaboration meaningful feedback.

Summative Assessments

Memoir (AC): Think of a memory that you would like to share. In your journal, you have brainstormed important moments from your life. Pick a moment that has had a significant impact on you. Perhaps it made you change in some way, or perhaps it inspired you to do something different or try something new.

Once you have selected a moment, you are going to develop that moment using narrative elements so that your reader can also experience it. While there is not a length requirement, your essay must be long enough for the reader to fully experience the impact of the moment. Consider the techniques implemented in the mentor texts and try to replicate them in your writing.

Be sure to include the following elements of narrative in your memoir:

Dialogue—show the reader real conversations to develop events, experiences, and characters.

Description—make your story come alive for the reader through your vivid description and sensory details.

Imagery—use figurative language to paint a clear picture and convey something deeper about the image you remember.


Vivid, active verbs—show action sequences by choosing active over passive verbs, and vivid over bland or vague verbs.

Transitions—show time passage and place change, as well as the relationship among ideas and events through a variety of well-chosen transition words. Be sure to clue the reader in on place, time, and your age.

Sequencing—organize the events in a clear order, perhaps starting with the “reaching back” we saw in the Stand By Me clip.

Reflection—show that this was an important event without resorting to clichés or statements of realization.

Be sure to use sentence structure purposefully to create in impact and show your mastery of simple, compound, and complex constructions.

Drafting will take place in class and at home.

We will go to the lab on __________ to type final copies.

Final drafts due __________.

Name Narrative (OL): Now that you have read examples of name narratives, researched your own name online and through family interviews, and reflected on what your name means to you, you are going to write your own name narrative. Like in the mentor texts, you are going to develop the story of your name using specific narrative elements.

You must include the following narrative elements in your writing: Dialogue—show the reader real conversations to develop events, experiences, and

characters. Description—make your story come alive for the reader through your vivid description

and sensory details. Imagery—use figurative language to paint a clear picture and convey something deeper

about the image you remember. Vivid, active verbs—show action sequences by choosing active over passive verbs, and

vivid over bland or vague verbs. Transitions—show time passage and place change, as well as the relationship among

ideas and events through a variety of well-chosen transition words. Be sure to clue the reader in on place, time, and your age.

Sequencing—organize the events in a clear order, perhaps starting with the “reaching back” we saw in the Stand By Me clip.

Reflection—show that this was an important event without resorting to clichés or statements of realization.

Memoir Rubric: Writing StandardsDavis, Simpson Middle School

Writing Standards Exceptional Competent Adequate Deficient

Ideas(W83)

Student effectively establishes context, providing background information and introducing people and details of the setting in a way that is engaging and interesting (10)

Student establishes context, providing background information and introducing people and details of the setting (9)

Student attempts to establish a context and provides some details about people/the setting (8)

Student does not establish a context (7)

Ideas(W83)

Student uses various narrative techniques such as dialogue, sequencing, and description to create a vivid and compelling text, rich in mood and meaning (10)

Student uses various narrative techniques, such as dialogue, sequencing, and description to develop characters and events (9)

Student uses some narrative techniques, such as dialogue, sequencing, or description to develop characters and events (8)

Student does not use narrative techniques (7)

Ideas(W83)

Student provides a conclusion that is creative and innovative and logically follows from the sequence of events and offers reflection/closure (5)

Student provides a conclusion that logically follows from the sequence of events and offers reflection/closure (4)

Student attempts to provide a conclusion that follows from the sequence of events or offers reflection/closure (3)

Student does not provide an effective closure (2)

Organization (W84)

Student text is clear and coherent and the organization of the text enhances its meaning; student uses mentor text as a model for interesting text structures and pacing (10)

Student text is clear and coherent and follows the style and organization of the mentor texts (9)

Student text is sometimes clear and coherent and attempts to follow the style and organization of the mentor texts (8)

Student text is not clear or coherent; there is not a logical organization structure (7)

Writing Grade __________/35

Memoir Rubric: Language StandardsLanguag

e Standard

sExceptional Competent Adequate Deficient

Syntax(L81)

Student produces a unique writing voice by correctly using both simple and compound structures, and by varying sentences for rhetorical effect (9)

Student effectively varies sentences by using both simple and compound structures (8)

Student attempts to vary syntax by occasionally using both simple and compound sentences (7)

Student does not vary sentences and has several errors in sentence structure that take away from the text’s meaning (6)

Syntax Student engages the reader by consistently using active voice and

Student engages the reader by usually using active voice and

Student occasionally uses active voice and

Student rarely uses active voice and has


(L81) vivid verbs (8) strong verbs (7) strong verbs (6) bland verbs (5)

Conventions

(L82)

Student consistently demonstrates command of the conventions of standard English; uses the paintbrush techniques effectively and consistently to create sentence variety and layers of descriptive detail. (8)

Student usually demonstrates command of the conventions of standard English; uses the paintbrush techniques sporadically yet correctly to add some variety and layers of descriptive detail. (7)

Student occasionally demonstrates command of the conventions of standard English; uses limited paintbrush techniques to add descriptive detail and some sentence variety. capitalization and punctuation in compound sentence structures (6)

Student has several errors with standard English; does not use any paintbrush techniques, or use them incorrectly. Monotonous sentences. Errors in sentence construction. and capitalization rules in compound sentences (5)

Language Grade __________/25Name Narrative Rubric

Full Command

Consistent Control

Sufficient Control

Minimal Control

Lack of Control Score

Student text is clear and coherent and follows the style of one of the mentor texts; sequencing, transitions, and reflection are apparent (W84)

10 9 8 7 6

Student uses narrative elements, including description, imagery, dialogue to convey meaning (W83d) 10 9 8 7 6Student includes specific information from online and/or interview research (W87) 5 4 3 2 1Writing is clear and coherent with a distinct style; student uses precise language to convey experiences and events (W83d; W84)

5 4 3 2 1

Student follows formatting guidelines and submits essay correctly using technology (W86) 5 4 3 2 1

Writing Grade: __________/35

Unit 2: Research

Intended Learnings Students will be able to cite the textual evidence that most strongly supports an analysis

of what the text says explicitly as well as inferences drawn from the text. Students will be able to 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.

Students will be able to analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Students will be able to 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.

Students will be able to 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.

Students will be able to 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.

Students will be able to use technology, including the Internet, to produce and publish writing & present the relationships between info and ideas efficiently as well as to interact and collaborate with others.



Students will be able to 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.

Instructional Foci

Informational texts about the Revolutionary War (cross-curricular connection with Georgia Studies); Question Formulation Technique; plagiarism; identifying important details; quoting and paraphrasing; citing evidence

General Teaching StrategyIn this unit, students will learn how to find and use supporting details. Perhaps because

information is so easily obtained in a technology rich world, students have a lot of misconceptions about what it means to plagiarize. They truly believe that if they can find it on the internet, they are free to use it however they like. Thus the unit will begin with an online tutorial about avoiding plagiarism. Students will work through the tutorial at their own pace, which will include lessons about: identifying important details, quoting, paraphrasing, and formatting correctly using a standardized system like MLA. At the end of the tutorial, students will complete an online assessment (via Google Forms) that will require them to read a brief article and write a short constructed response using specific details from the text. Data from the online assessment will allow for targeted re-teaching of specific skills, and teacher feedback will allow students to correctly incorporate supporting details into the final research project.

After completing the plagiarism tutorial, students will develop research questions to guide their online searches. Using the Question Formulation Technique (2016), students will engage in a process that helps them develop leveled questions about their selected research topic (an important Georgian from the Revolutionary period). Students will ultimately select three initial questions to take into the lab to guide them as they begin the research process via online resources. Questions may develop or change as students become more familiar with their research topics.

Once in the lab, students will search the online databases in Cobb MackinVIA to find answers to their research questions. Hutchison and Colwell (2014) contended that “students must be taught the skills to locate, critically evaluate, synthesize, and communicate information from the Internet. These skills, strategies, and dispositions must be taught and reinforced in the classroom to help students become fully literate by today’s definition of literacy” (p. 148). Students will need to adjust search terms, including the use of Boolean terms, to broaden and narrow their searches as necessary. As they find pertinent information, they will read and identify key details. Then using nonfiction Signposts (2012), they will analyze the key details and determine relevance for their research questions. They will use EasyBib to create both


virtual notecards and a correctly formatted Works Cited page. Once students have collected enough research, they will write a paragraph response using the research for each question. Paragraphs must include both quoted and paraphrased details and must follow all MLA citation and formatting rules. The final product will also include a Works Cited page listing all sources used.

Summative Assessment

FAQ Research Project: The goal of this project is to create a list of “Frequently Asked Questions” about a historical figure from the Revolutionary War. The purpose of this assignment is to learn how to find and use sources, format according to MLA guidelines, and integrate quotes effectively. You will use your research to deepen your understanding of the Revolutionary War in Georgia Studies in the coming weeks.

Technically speaking, this is a research project and not a research paper; although, it accomplishes the same purpose of teaching you the research process.

Standards:ELAGSE8W7 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.ELAGSE8W8 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.ELAGSE8W9 Draw evidence from informational texts to support analysis, reflection, and research.

Step One: Research Questions:1. Using the Question Formulation Technique that we learned in class, write at least five

research questions that focus of your assigned historical figure. Try to make some of your questions open-ended. Number your questions.

Step Two: The Research Process (10 Points)**I will walk you through how to do this once we get into the computer lab, so it will be important to pay attention and follow along with the directions. Your research process is a separate grade from your paper. It is imperative that you follow directions for full credit.

1. Make sure you have final versions of the questions ready to go before you start your serious research. You should have at least 5 questions so that you can eliminate questions that are weak, boring, or just plain dumb.

2. You must cite at least three sources overall. You may not use Wikipedia. In fact, all of your sources must come from the academic databases available in MackinVIA.

3. Create a new project in EasyBib (you learned how to do this last week in the media center – if f you forgot how to do it, you can access the lesson again on the media center’s Edmodo page). Name your project using the following format: periodnumber_lastname_firstname_FAQ. So my project would be titled: 5_McStudent_Fakey_FAQ


4. Go to one of the approved databases and find a source that you would like to use. Don’t just search for your person’s name. Search for components of your questions with your person’s name – try different combinations. Use Boolean terms (and, or, not) to broaden or narrow your search as necessary. Remember your goal: find research that supports answers to your research questions.

5. Once you find a source that you would like to use, create a citation for the source in your project in EasyBib.

6. Read the source. You are looking for evidence that supports an answer to one of your questions.

7. Once you find a piece of evidence that you would like to use, you are going to create a virtual notecard using the notebook tool in your project in EasyBib.

8. Title the note with the question number, and copy and paste the direct quote that relates to that question into the appropriate box on the note. . IMPORTANT: You must include the full quote from the original document. Do NOT paraphrase at this point. You will paraphrase once you get to the final project. For this stage of research, you are required to collect the original words from the source. If the source has page numbers, note that in the box labeled identifier. If there are not page numbers, note the section title or paragraph number.

9. Repeat the process. 10. You must collect a total of 20 quotes. Remember your quotes should come from at least 3

different sources, and you need to have at least 2 quotes for each questions.11. When you are done, you must share your project with me for grading. You do this by

going to the list of you projects (click “my projects” in the top toolbar), select the “share” link to the right of your project and enter my email: [email protected].


mailto:[email protected]

VERY IMPORTANT: If you do not name your file correctly and if you do not share with my email, you will NOT get credit. No exceptions!

Step 3: Research Project:1. Open a blank word document.2. Set up the paper using MLA format (1 inch margins, 4-line heading, header, title (NOT

underlined or bolded).3. Using bullets, under the title list your three questions for which you found the most

research.4. Hit enter to scroll down to a new sheet. 5. Write the first question and make it bold. Using bullets, list 2 – 3 quotes from your

research that directly relate to the question. Remember to list quotes from at least 2 different sources so that you can synthesize information in your answer; otherwise, you will only be summarizing a source, and this will be considered plagiarism. Your answers with direct quotes and paraphrases must be at least four sentences in length.

6. Using the quotes, answer the question in your own words, both paraphrasing and integrating your listed quotes in the answer. Be sure to cite all paraphrased and quoted material using parenthetical documentation.

7. Repeat steps 5 – 6 for two more questions.8. Hit enter to scroll down to a new sheet.9. Title the page: Works Cited.10. List your sources used in alphabetical order using MLA format. Be sure to indent all lines

except the first line of each entry. Only list sources actually used in the paper. **Remember that you are required to use at least 3 sources in your final project.

Helpful Hints: Word will insist on turning web addresses into hyperlinks. To remove the hyperlink, right

click on it, select “hyperlink,” and then select “remove.” All quotes should have a parenthetical documentation with the author’s last name; if there

isn’t an author, the title of the article goes in the parenthesis. Remember that the parenthetical documentation is part of the sentence, so the period goes

after the parenthesis. To indent every line but the first line of an entry, put your cursor at the beginning of the

line you wish to indent. Hit “backspace” then “tab.” Margins should be one inch, and the font should be 12 point, Times New Roman. The entire paper should be double spaced. All quotes that you use should also be referenced on your Works Cited page.

Essentially, everything should match the sample paper. If it doesn’t look like the sample paper, you did it wrong.


FAQ Research Paper Rubric

IMPORTANT* Your paper should be formatted like the sample paper.* Each answer should be well-developed with both paraphrased details and quoted words.* Each answer should only include information from the direct quotes that you list under the question.

Paper FormatHeader

______/.5Heading

______/.5Font ______/.5Margins

______/.5Spacing

______/.5Title ______/.5

Bulleted Questions ______/.5

Works CitedTitle ______/.5Spacing

______/.5Hanging Indentations

______/.5Alphabetical Order ______/.5Source 1 ______/.5Source 2 ______/.5Source 3 ______/.5

Exceeds(2)

Meets(1.5)

Does Not Meet (1)

Element is excellent – goes beyond basic

Element is good – meets basic

Element needs improvement – does not


requirement to show mastery flawlessly

requirement with only 1-2 errors

meet the basic requirement and/or had several errors

Question 1Relevance of Evidence

______/2Lead-ins ______/2Paraphrased Detail ______/2Quoted Detail

______/2MLA Formatting ______/2







TOTAL Writing Grade: ______/35


Unit 3: Tone, Mood, and Theme


of what the text says explicitly as well as inferences drawn from the text. Students will be able to determine a theme and/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.

Students will be able to 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

Students will be able to 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.

Students will be able to analyze how differences in the points of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Students will be able to 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.

Students will be able to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


Students will be able to use knowledge of language and its conventions when writing, speaking, reading, or listening.


Students will be able to engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly.

Students will be able to integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Instructional Foci

Short stories and poems (horror genre); tone/mood videos; nonfiction articles

Selected Readings “The Monkey’s Paw” by W.W. Jacobs “Annabel Lee” by Edgar Allan Poe “The Outsider” by H.P. Lovecraft “Skin” by Roald Dahl “The Black Cat” by Edgar Allan Poe From Frankesntein by Mary Shelley “Frankenstein” by Edward Field

General Teaching StrategyDavis, Simpson Middle School

Students often struggle to correctly identify both the tone and mood of a text; likewise they struggle to identify a theme and uncover its development throughout a text. It is likely that students struggle because tone, mood and theme are all abstract concepts that often need to be inferred; however, there are key indicators in texts that students can be trained to find that will help them more easily understand and discuss ideas that aren’t explicitly stated. In this unit, students will explore highly charged texts from the horror genre that have emotionally charged diction and easily identifiable themes.

To start the unit, students will read one or two informative texts about the horror genre. They will come to understand typical themes and tropes found in horror stories. Then they will view video clips and discuss specific aspects of each clip that help to establish its tone and mood (things like lighting, color, sound, sequencing, pacing, dialogue, and images). Once students have a good understanding of identifying tone and mood in the video clips, they will transfer the knowledge and begin identifying tone and mood in various texts. While some components are different (sound, images, lightning), students should identify that authors use similar techniques (imagery, setting, onomatopoeia) to create a specific atmosphere in a text.

Students will also watch video clips as an entry point for discussion about thematic analysis. Students will practice developing theme statements after each clip. Thus, instead of saying the theme is “friendship,” students will consider what the movie is trying to tell the audience about friendship: “friendship is about forgiveness” or “true friends are always there for each other.” They will come to understand that a theme is more than a single word, and it doesn’t necessarily have to be a life-lesson. They should realize that themes are developed through characters (what they say, do, and think), specific plot elements (conflict, climax, resolution), and sometimes more subtle elements like setting or point of view. After analyzing film clips, students will return to the texts and consider themes illustrated in each of the stories and poems. Just like in the film clips, students should be able to trace the development of a theme through characterization and specific plot elements.

Finally, students will demonstrate understanding and knowledge by creating various pieces for a multi-genre project. Each piece will show the development of a specific component of a text, including theme, tone, and mood, and each piece will clearly show how students can identify and use text evidence to support their ideas. Students will choose activities from a menu board.



Four Square Multigenre Project: After reading each text, you will complete one of the activities on the foursquare. Important: you will only do each activity once! Follow all directions!

Found Poem Write a poem based on words and

phrases found in one of the stories that we read.

You can focus on tone/mood, a character, a theme, or an element of Dark Romanticism. Re-read the story and make a list of words and/or phrases that best illustrate your chosen topic. Find at least 50 words or phrases to use.

Arrange the words into a poem that best illustrates your character, theme, or Dark Romanticism. Be sure to convey an appropriate tone/mood for your topic. You may add connecting words and punctuation or change the tense of verbs to make the words fit together and help the poem flow.

Pay attention to line breaks, layout, and other elements that will emphasize important words or significant ideas in the poem.

Arrange the words so that they make a rhythm you like. You can put several words on a line or you can also put key words on lines by themselves. Emphasize words by playing with boldface and italics, different sizes of letters, and so forth.

Give your poem a title. At the bottom of your poem list your selected story and topic.

Movie Poster Design a movie poster to depict

tone/mood, an important theme, character, or Dark Romantic element from one of the stories or poems that we read. Your movie poster should capture what your movie is going to convey.

It should include:o A large central imageo A significant line from the story

that best illustrates your character, theme, or Dark Romantic element

o Re-title your movie with an appropriate new title that reflects the tone and mood of your movie

o Consider adding additional smaller images that illustrate symbolism in the story

o For fun, you can also cast your movie with famous actors/actresses and add some reviews from critics

Graphic Novel You have been commissioned to turn

one of the short stories or poems that we read into a graphic novel. For this assignment, you are going to create a portion of that graphic novel. Your pictures should clearly summarize an important part of the story – be sure to pick a scene that best illustrates the story as a whole.

You must include:o 6-8 frames o Detailed images – this doesn’t

Scene Revision Identify the mood of your selected

story, and select a scene that you think best illustrates the mood. You are going to revise the scene to show a different tone and mood. (Hint – think about the videos we watched: Mary Poppins and Jaws.)

You must include the following:o Specific elements that convey

mood (setting, pacing, characterization, punctuation, diction, etc.)


necessarily mean colored (black and white images can be powerful) but it does mean more than quickly drawn stick figures

o Dialogue – you can use exact lines from the story or write original dialogue, but you must stay true to the original meaning of the text

o Narration – this should be in your own words, but it should stay true to the original tone and mood of the story. It should mimic the style of your selected author.

o Narrative elements (dialogue, imagery, sequencing, etc.)

o At least one page of writingo Highlight the elements that

convey moodo A titleo Include a statement before your

story that states your identified scene and mood

Four Square Multigenre Project Rubric

Element Exceptional Proficient Adequate DeficientCompletion: ELAGSE8SL4

Student completes 4 different activities (10)



Student completes 1 activity (4)

Presentation: ELAGSE8W4ELAGSE8SL5

Student presents ideas clearly, concisely, and logically with well-chosen details; if appropriate, student incorporates a thoughtful and creative visual display that clarifies information and adds interest (10)

Student presents ideas with well-chosen details; if appropriate, student incorporates a visual display to clarify information (8.5)

Student presents ideas with details from the text; if appropriate, student incorporates a visual display (7.5)

Presentation is confusing or missing important details; visual display is lacking (6)

Tone and Mood: ELAGSE8RL4

Student incorporates meaningful images and/or words that effectively convey the text’s tone and mood (10)

Student incorporates images and/or words that convey the text’s tone and mood (8.5)

Student attempts to convey the text’s tone and mood, but the words and images selected are lacking (7)

Student does not attempt to convey tone or mood, or the tone or mood conveyed is incorrect (5.5)

Text Evidence: ELAGSE8RL1ELAGSE8RL3

Student incorporates well-chosen lines of dialogue or incidents from the text that add interest and meaning by propelling the action, revealing aspects of a character, or provoking a decision (10)

Student incorporates particular lines of dialogue or incidents from the text that help to propel the action, reveal aspects of a character, or provoke a decision (8.5)

Student attempts to incorporate details from the text, but the details may be lacking and/or may not clearly enhance the text’s meaning (7)

Student does not incorporate specific details from the text (5.5)


Theme/Summary:ELAGSE8RL2

Student effectively illustrates the development of a theme or central idea with well-chosen details; for the graphic novel, student provides a clear and objective summary of the story (10)

Student illustrates the development of a theme or central idea; for the graphic novel, student provides an objective summary of the story (8.5)

Student attempts to illustrate an important theme or central idea, but may be missing some key details; for the graphic novel, student attempts to provide a summary, but may be missing key details (7)

Student does not clearly illustrate a theme or central idea; student fails to summarize the text (5.5)

Speaking and Listening Grade: ______/20

Reading Grade: ______/30

Unit 4: Expository Writing


of what the text says explicitly as well as inferences drawn from the text. Students will be able to 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.

Students will be able to analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).



Students will be able to write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.


Students will be able to 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.


Students will be able to draw evidence from literary or informational texts to support analysis, reflection, and research.






Students will be able to analyze the purpose of information presented in diverse media and formats and evaluate the motives behind its presentation.

Instructional Foci

Newspaper articles; magazine articles; documentary clips; how-to videos

Mentor Texts All texts pulled from the expository writing chapter in Kelly Gallagher’s book Write Like

This

General Teaching StrategyExpository writing is a broad genre that includes many writing types, including

description, compare and contrast, directions, recipes, cause and effect, and many more. In this unit, students will focus on how we inform others about our ideas and beliefs. Students will first engage in a series of quick-writes suggested by Gallagher in the “Expository Writing” chapter of his book Write Like This (2011). Gallagher’s prompts are based on various mentor texts (suggestions for both written and visual texts are included); therefore, students will also spend some time examining what makes an expository text effective. They will use the mentor texts as a guide as they work to create their own expository texts.

After several days of Writers’ Workshop, where students engage in writing and sharing, students will select one quick-write to develop into a longer piece. Differentiated graphic organizers will be provided to support students as they develop their ideas. Students who require more support will follow a model adapted from the Jane Schaffer Writing Program (2015), which requires students to include both concrete details and commentary about each specific point they are making in an essay. Advanced writers will be given less structure and more freedom to develop their writing without the constraints of a writing formula.

Students will then revise their writing following the RaDAR revision method, which asks students to replace ideas, delete ideas, add new ideas, and rearrange ideas. Giving students specific steps and tasks for the revision process helps make revision more meaningful. Throughout the revision process, students will also again consider how Signposts and Brushstrokes can add depth and eloquence to their pieces. Again students will draft and revise their essays using cloud-based Microsoft Word on Office 365. Students will be assigned to heterogeneous writing groups (based on data from previous writing assessments, specifically, the narrative essay from Unit 1) and will work in the online collaborative space to provide feedback and suggestions for each other’s essays. In their research about collaborative feedback in an online learning environment, Guasch, Espasa, Alvarez, and Kirschner (2013) found that “technology for writing can play an important role in the peer review process, as it acts as an interaction artifact in the writing processes, contributing to making the interaction process transparent” (p. 327). Kelly (2015) further supported this idea in her research about revision in online peer groups; she concluded that through the use of technology, “students had important


conversations about the content of their essays, and they learned to provide deeper feedback than what they initially offered each other when the unit began” (p. 86).


*AC students will develop a full essay with an introduction and conclusion; however, grading will focus on the development of paragraphs.

Exemplary Paragraph: Over the course of this unit, we have read examples of exemplary expository texts, and you have drafted your own versions of those texts. You are going to select one of the prompts and develop some of your ideas into a well-developed paragraph. Your paragraph should have a central focus and should follow the standards of expository writing.

A well-developed paragraph has the following components: Topic Sentence (an educated opinion about your topic – remember it is like a mini claim) Evidence (facts that support your concrete sentence) Commentary/Analysis (explanation and analysis of the evidence; personal insight) Transitions (words that connect ideas and clarify information) Style and Appropriate Language (interesting diction and syntax; standard English

conventions) Concluding Sentence (wraps up the paragraph; if appropriate, connects back to main

claim)

ELAGSE8W2: 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.


Expository RubricCategories of Performance

Advanced Intermediate Basic Beginner

Topic Sentence

The sentence clearly states the main idea and sets the focus for the paragraph.

5

The sentence adequately states the main idea and sets some focus for the paragraph.

4

The sentence is unclear and while it may hint at a main idea, it does not set a clear focus for the paragraph.

3.5

There is not a topic sentence.

3

Evidence Student uses enough evidence to thoroughly support the topic sentence.

5

Student uses enough evidence to adequately support the topic sentence.

4

Student uses evidence, but it does not clearly support the topic sentence.

3.5

The student does not use any evidence to support the topic sentence.

3Commentary

The student thoroughly explains how and why each piece of evidence connects to the topic sentence, as well as offering original and insightful analysis or interpretation of the topic.

5

The student adequately discusses the evidence and connects it back to the topic sentence, as well as offering some analysis or interpretation of the topic.

4

The student attempts to discuss the evidence, but fails to make any connections to the focus of the paragraph; analysis or interpretation of the topic is basic.

3.5

The student does not discuss any of the evidence and/or does not offer any opinions about the topic.

3

Concluding Sentence

The sentence clearly sums up the paragraph.

The sentence adequately sums up the paragraph.

The sentence provides some closure but does not sum up the

There is not a concluding statement, the paragraph ends


5 4.5

paragraph.

4

abruptly and does not provide a sense of closure.

3Transitions

Uses effective, varied, and creative transitions to connect ideas.

5

Uses a good variety of transitions to join ideas.

4.5

Some transitions are used to link ideas; may repeat transition words or phrases.

4

Uses no transitions; ideas are not connected.

3Style Strong, consistent

sense of voice. The writer’s unique personality clearly comes through with interesting vocabulary and varied sentences.

5

Strong sense of voice. Some of the writer’s personality comes through with appropriate vocabulary and clear sentences.

4.5

Little to no sense of voice. Very little of the writer’s personality comes through with basic vocabulary and sentences.

4

No sense of voice. None of the writer’s personality comes through with boring, repetitive vocabulary and awkward or confusing sentences.

3Conventions

There are no errors in grammar and usage.

5

Generally minor grammar or usage errors that do not interfere with meaning.

4.5

Some grammar and usage errors; may interfere with meaning.

4

Severe grammar and usage errors; may interfere with meaning.

3 Writing Grade: __________/28Unit 5: Point of View, Symbolism, Style, and Irony




Students will be able to 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.

Students will be able to 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.

Students will be able to 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.








Students will be able to engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly.


Students will be able to adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Instructional Foci

Literature Circles using high-interest novels and nonfiction books; Socratic seminars

Selected Readings Night (PG-13) The Absolutely True Story of a Part-time Indian (PG-13) A Long Way Gone: Memoirs of a Boy Soldier (PG-13) Code Name Verity Downsiders Pride and Prejudice Monster The Watsons Go to Birmingham A Snicker of Magic Wonder Masterminds Alas, Babylon Leviathan Shadow and Bone Speak (PG-13) Sylo Fahrenheit 451

General Teaching StrategyStudents will begin the unit by completing a book interest survey. In order to prevent

students from selecting a book based solely on its length, the survey will include the first


paragraph from each book; therefore, students will select books based solely on the text itself. Which writing style do they prefer? Which paragraph draws them into the story the most? Which one are they interested to keep reading? Students will read each paragraph and then rank it (1 for first choice and so on). Books selected for groups should be differentiated for on-level and advanced content and should be verified high-interest texts (based on award lists and recent reviews). Realistically, however, book selections might be dependent on available resources.

Students will be placed into reading groups based on the survey results and their reading levels. Book groups will meet several times a week to discuss the books, complete reflective writing, and plan/complete a final project that illustrates specific literary elements in the book (including point of view, symbolism, irony, and style).

Students will be supported throughout the literature circle process by teacher conducted mini-lessons. Lesson topics include how to make discussions more meaningful, how to effectively deal with problems, how to zoom in on the structure of the writing, how to identify and analyze specific literary elements throughout the discussion, and how to most effectively present ideas. Teacher resources for literature circle development and mini-lessons include: Mini-Lessons for Literature Circles by Daniels and Steineke (2004), Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School by Copeland (2005), Literature Circles: Voice and Choice in Book Clubs and Reading Groups by Daniels (2001), and Literature Circle Assessment Projects: Twenty Authentic, Engaging, and Ready-to-Use Activities to Assess and Reinforce Students’ Understanding of Literature in Grades 4–8 by Morganti (2012).

The structure of each book group is designed based on the work of Harvey Daniels. Each group member is assigned a role and is responsible for some aspect of the discussion each week (students have an opportunity to do each role, as they rotate after each meeting). Group roles include: (a) Summarizer: this person is responsible for providing a brief summary of the day’s reading; the Summarizer begins the discussion with a brief one to two minute statement about the reading; (b) Discussion Director: this person is responsible for writing discussion questions based on the assigned reading selection; they are the group leader for the meeting; (c) Word Wizard: this person is responsible for identifying challenging words throughout the reading selection and leading the group in a discussion about how the words are used in context; the Word Wizard should bring a dictionary to the meeting; (d) Literary Luminary: this person has to highlight two to three passages to share with the group; passages can interesting, powerful, humorous, puzzling, or notable in some other way, and the Literary Luminary should be prepared to discuss why specific passages were selected; (e) Investigator: this person is responsible for finding and bringing background information for any topic related to the book; the format for information can vary and might include nonfiction articles, poems or songs, images, interviews, etc.

After reading the books, students will work together to create a book project that illustrates the point of view, irony, symbolism, and/or style of their book (as well as its tone, mood, and significant themes). Students can choose from one of the following projects: a book sitcom, a newspaper, a book rundown, a series of important scene tableaus, a puppet show, or a talk show panel featuring characters from the book. Final products will be graded according to the effectiveness of the presentation (Speaking and Listening or Writing) as well as the accuracy of the analysis of specific literary elements (Reading).



Literature Circle Book Projects: With your group, create a book project from the following options that illustrates the point of view, irony, symbolism, and/or style of your book (as well as its tone, mood, and significant themes).

Option 1 Book RundownFor this option, you will create a PowerPoint or a Prezi that highlights the following information regarding the book:

Summary – Write a brief summary of the plot. Don’t give too much away! Highlight some key points and entice the audience to want to read more.

Genre – How does the book fit into a specific genre? What are specific examples of the genre in the text?

Theme – What is a significant theme and how does it develop over the course of the book? Include several examples from the text and analyze how each example exemplifies the theme.

What was your overall impression of the book? What can we learn from reading the book? How will reading the book make us better/worse?

For this option, it is very important to think about how you are presenting information. Pretend you work for a publishing company, and you are trying to sell the book to a major bookseller like Barnes and Noble or Amazon. This means that your presentation should be polished and professional. Consider using images to enhance your book’s appeal. Don’t crowd your slides with font and graphics – if your discussion of theme takes more than one slide, that’s okay! In fact, it should take more than one slide. Your overall presentation should appropriately reflect the book’s theme, as well as other literary elements, such as tone, mood, and symbolism.

Your presentation will be graded according to reading, speaking and listening standards. See rubric for specific details.

Option 2 Book SitcomFor this option, you will produce a sitcom based on a significant aspect of your book.

Movie producers and television writers often get their ideas from popular books. Now it’s your chance to do the same thing! Think about a significant moment in your book that clearly exemplifies a theme; remember theme is usually revealed through the characters – what they say, what they think, what they do. Write a script that illustrates your selected theme. Be sure to stay true to your genre and maintain the integrity of the author’s writing. You can write original dialogue and perhaps even modify the setting, but you shouldn’t change the plot or the character’s identities.

Your show should be 4-6 minutes, and it should follow a general format for a television sitcom – meaning it should have a beginning, middle, and end. While sitcoms are generally part of a larger story, each individual show can stand alone. You are not telling the entire story of your


book – that would take too long. You are focusing on a specific chapter that is essential to the overall meaning of the book (be sure to reference your selected chapter on your script).

Your sitcom will be graded according to reading, speaking and listening standards. See rubric for specific details.

Option 3 NewspaperExtra, extra! Read all about it! You are going to design and publish a newspaper with the following components:

A Feature Article: You will draft and publish a 400 to 450 word article reporting on a crucial plot element. This could relate to climax or a significant conflict. Regardless, it is a breaking news article – so pick something that involves some controversy. Don’t forget to use the 5 W’s of journalism. Also, this article should include a picture with an appropriate caption (picture should be original – not just copied from the internet).

Four Different Articles of Choice: Newspapers are made up of more than just breaking news articles. As part of this assignment, you will draft and publish four additional newspaper articles. Within your group, you must choose what four articles you are going to include in your newspaper. You may choose to use any chapter or event from your book when creating your articles of choice; however, each article must be rooted in the text and historically accurate. Thus, some research may accompany your articles. Your articles must fit the following characteristics:

o One article/section that is 300-350 wordso Two articles/sections that are 250-300 wordso One article/section that is less than 50-150 wordso At least two of the articles will include a picture with a caption

Newspaper title and headlines: All newspapers have a memorable title and catchy headlines. Why should this newspaper be any different? Make sure your newspaper title reflects the book and your headlines introduce the topic of each article.

Grammar and conventions: Just because the pace of a newspaper office and its journalists move at a fast pace doesn’t mean it is okay to make errors. Make sure you take time to revise and edit your work.

Your newspaper will be graded according to reading, speaking and writing standards. See rubric for specific details.

Option 4 Scene TableausFor each tableau, you and your partners will make still images with your bodies to represent a significant scene. Think of it as creating real-life pictures. You should choose a series of scenes that help to illustrate a significant theme, as well as other important literary elements. Use costumes and props as appropriate to enhance each scene’s impact on the audience. You can perform your tableaus live, or you can take a picture of each one and put them together in a digital presentation.


You should include 6-8 scenes. Also include a paragraph that explains why you picked each scene and how it connects to the theme and other significant text elements.

Your tableaus will be graded according to reading, speaking and listening standards. See rubric for specific details.

Option 5 Puppet ShowHave you ever been to a puppet show? Or perhaps you remember watching Sesame Street or the Muppets? An entertaining and popular way to tell a story is with puppets! Videotape a puppet show of one of the most exciting scenes in your book. You should choose a scene that is essential to the plot and representative of an important theme. You can also choose to perform your puppet show live. Either way, you should create your own puppets and write a script. Be sure to stay true to your genre and maintain the integrity of the author’s writing. You can write original dialogue and perhaps even modify the setting, but you shouldn’t change the plot or the character’s identities. Puppet shows are generally geared to a younger audience, so you might also consider how to rewrite the story for children.

Include the page numbers from your book that the script is based on. Your show should be between 4 and 6 minutes, and it should follow a general format for a play – meaning it should have a beginning, middle, and end. You are not telling the entire story of your book – that would take too long. You are focusing on a specific chapter that is essential to the overall meaning of the book.

Your puppet show will be graded according to reading, speaking and listening standards. See rubric for specific details.

Option 6 Talk ShowWhen important, interesting, or meaningful events happen, it is not unusual for talk shows to interview people associated with the event. You are going to select such an event from your book and then recreate a talk show where characters associated with the event talk about what happened (hint: it is likely that the event is somehow connected to a theme). Talk shows are spontaneous, but that doesn’t mean you don’t have to plan. What is the format of the show? Who is the host? What kinds of questions will he/she ask? How will you make the show interesting so that it’s not just a series of questions and answers?

Be sure to wear costumes and use props that help to convey each character’s identity. You can film the show or perform it live, but either way, it should be between 4 and 6 minutes.

Your talk show will be graded according to reading, speaking and listening standards. See rubric for specific details.


Book Project Reading Components

Reading Elements

Exceptional Competent Adequate Deficient

ELACCRL1/RI1Evidence related to symbolism, irony, point of view, style, tone, or mood

Student adds interest and illustrates the text in a meaningful way by incorporating specific literary elements (11)

Student illustrates the text by incorporating literary elements that add to the audience’s understanding

(9)

Student incorporates at least one literary element that enhances the trailer’s effectiveness

(8)

Student does not incorporate literary elements

(7)

ELACC8RL2/RI2

Theme

Student identifies a significant theme/central idea and provides meaningful evidence of its development

Student identifies a theme/central idea and provides some evidence of its development

(9)

Student identifies a theme/central idea

(8)

Student attempts to identify a theme/central idea but it is incomplete and/or insignificant


(11) (7)ELACCRL3/RI3

Evidence related to characterization and plot

Student effectively illustrates how particular lines of dialogue or incidents in a text propel the action, reveal aspects of a character, or provoke a decision (8)

Student illustrates how dialogue or incidents in a text propel the action or connect to a character or a decision

(7)

Student attempts to illustrate the dialogue or incidents in the text, but does not provide meaningful evidence

(6)

Student does not incorporate examples of meaningful dialogue or incidents

(5)

Reading Grade __________/30

Book Project Speaking and Listening Components

Listening and

Speaking Elements


ELACC8SL4

Evidence

Student presents book in an engaging manner, emphasizing salient points with well-chosen details(10)

Student presents book in a focused, coherent manner, including specific details

(9)

Student presents book in a coherent manner

(8)

Student’s presentation is disorganized and hard to follow or understand

(7)

ELACC8SL5

Creativity

Student’s presentation is creative and interesting and appeals to the audience(10)

Student’s presentation clarifies information and adds some interest to the book(8)

Student’s presentation is relevant

(6)

Student’s presentation is incomplete and/or irrelevant

(4)

ELACC8SL6

Language

Student uses sophisticated language to discuss book in an academic setting(5)

Student uses appropriate language to discuss book in an academic setting

(4)

X

Student uses inappropriate language for an academic setting

(3)

Speaking and Listening Grade __________/25

Book Project Writing Components


Writing Elements


ELACC8W2a

Student clearly introduces the text and the author and provides interesting background information about the author or the book(6)

Student introduces the text and the author and provides background information about the author or the book

(5)

Student introduces the text and the author, but does not establish a clear context by providing background information

(4)

Student does not effectively introduce the book – the focus of the book review is unclear

(3)

ELACC8W2b

Student thoroughly develops paragraphs with relevant examples and interesting quotes from the text(8)

Student develops paragraphs with several examples and quotes from the text

(6.5)

Student includes at least some examples and at least one quote from the text

(5.5)

Student does not develop ideas; does not include evidence from the text

(4.5)

ELACC8W2c

Student uses effective, varied, and creative transitions to connect ideas.(5)

Student uses a good variety of transitions to join ideas.

(4)

Some transitions are used to link ideas; may repeat transition words or phrases.(3)

Student does not use transitions; ideas are not connected.

(2)ELACC8W2e

There is a strong, consistent sense of voice. The writer’s unique personality clearly comes through with interesting vocabulary and varied sentences.(5)

There is a strong sense of voice. Some of the writer’s personality comes through with appropriate vocabulary and clear sentences.

(4)

There is little to no sense of voice. Very little of the writer’s personality comes through with basic vocabulary and sentences.

(3)

There is no sense of voice. None of the writer’s personality comes through with boring, repetitive vocabulary and awkward or confusing sentences.

(2)ELACC8W4

Student uses an organizational structure that is meaningful and structures ideas effectively in a sustained way(8)

Student uses an organizational structure that is appropriate and structures ideas in a sustained way

(6.5)

Student attempts to structure ideas and somewhat uses an organizational structure

(5.5)

Ideas are confusing or unclear because there is not a clear organizational structure

(4.5)

Writing __________/30

Unit 6: Argument Writing


of what the text says explicitly as well as inferences drawn from the text.


Students will be able to 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.

Students will be able to analyze how a text makes connections among and distinctions between individuals, ideas, or events.


Students will be able to 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.

Students will be able to 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.

Students will be able to write arguments to support claims with clear reasons and relevant evidence.




Students will be able to 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 venues of exploration.

Students will be able to 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.





Students will be able to 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.

Students will be able to 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.


Students will be able to present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.


Instructional Foci

Advertisements; newspaper columns and editorials; debate

Mentor Texts All texts pulled are current articles, from sites like Newsela and Scholastic, and from

various newspapers/magazines

General Teaching StrategyMiddle school students love to argue, and in this unit, they will have the opportunity to

learn how to argue effectively. As a lead in to the unit, I tell students that I am going to teach them how to win every argument, every time. This is usually enough to make them eager and excited to begin.

To begin, students will consider persuasive techniques and rhetorical structures. They will do this by examining various advertisements, both print and digital. Students will consider which persuasive techniques are most effective and also which ones are most deceptive. Next, they will frame the discussion within the context of the rhetorical triangle and audience appeals (pathos, logos, and ethos).

After examining advertisements, students will prepare for a class debate. They will be given a prompt, and then they will prepare arguments for both sides of the issue. They will read various informational texts to collect evidence to support each side, and they will learn how to write claim statements that take a position. During the debate, students participating will be in the center of the room. When in the center, it is their job to defend their side. They will provide reasons that are clear and logical. Students sitting around the circle will be allowed to help by passing up ideas via index card. Students in the middle can refer to these index cards, as well as their own notes, at any time. For each clear, logical point presented, the team will earn one point for their side. For each thoughtful defense provided, the team will earn two points. The side with the most points at the end of the debate will win.

After the debate, students will apply their understanding of developing well-constructed arguments to an argument essay. Students will learn to use DRAPES to develop their supporting ideas as well as to develop sufficient refutations for possible counterarguments. DRAPES is an acronym for the types of evidence that can be used to develop an argument: (D)ialogue, (R)hetorical questions, (A)nalogies, (P)ersonal experiences, (E)xamples, and (S)tatistics. Students will gather information about their topic from various informational texts.

Leveled graphic organizers will be provided for students needing various levels of support. Beginning writers will be provided with paragraph templates following the Jane Schaffer (2015) model, and advanced writers will be provided with argument structural outlines (point by point versus integrated). All writers will be expected to develop each supporting idea with concrete details and commentary, as well as effectively refute all possible counterarguments. Students will follow the steps of the writing process to draft, revise, edit, and publish their essays using Office 365.



Argument Essay: After analyzing various arguments, students will construct an argument essay about one of the topics we have examined. Students will use the following planning packet to guide their writing process.

Step 1: Select a Topic_____ Should there be less homework?_____ Should school sports be mandatory?_____ Do violent games and television shows make kids violent?_____ Should school be year round with more breaks to improve education?

Step 2: BrainstormWhen you are writing an argument, it is important to consider both sides of the issue.

1. Complete the following chart, listing all the reasons to support both sides of the issue.

YES NO


2. Reviewing your chart, select the position you can most effectively argue. In other words, on what side do you have the most reasons?

Write a claim statement:Topic (women in combat, military service, bullying) + Opinion (the position you are defending)

Teacher Check (Required): Argument: Working the Process in StepsThe Basics: A well-structured argument contains a claim, reasons, and evidence; it also addresses and refutes potential counterarguments. Reasons are the main points that

defend your position. In other words, WHY is your position right?

Evidence includes the details that you include to develop your reasons. Nonfiction signposts are examples of evidence. This is where your research comes in. What quotes can you incorporate? How can you convince your audience that your reason is a good reason?

Counterarguments are the reasons supporting the position you are NOT taking. You should let your audience know that you have thoroughly considered both sides of the issue. IMPORTANT: You must REFUTE the counterarguments. You want to make sure your position is clear – it should not appear as if you are not wavering in your belief (the

Guidelines: 1. 4 – 5 paragraphs (depends on

format)2. Paper should follow proper MLA

format: 12 pt., Times New

Roman Double Space 1 inch Margins

3. Include a heading: Name Teacher Name Class Period Date

4. Include a header, top right of paper:

Last Name Page Number

5. Introduce evidence with lead-ins and cite with parenthetical documentation:

EX: Cyberbullying is especially difficult to deal with because “technology has complicated a


position you are defending). Step 1: Brainstorm (Make a T-

chart and choose a side) Step 2: Write a claim Step 3: Develop reasons with

evidence Step 4: Outline (Select an

appropriate format: traditional, inverted, balanced)

Step 5: Draft Essay Step 6: Polish draft (revise and

edit) Step 7: Submit final draft

reasonably clear set of policy directions set down by the United States Supreme Court” (Magid 1).

6. Write in 3rd person7. Use formal, academic language –

Standard English


Step 3: Writer’s NotebookDevelop reason 1 with evidence and analysisReason 1:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evidence:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________Analysis of evidence (HOW/WHY does it support your claim?:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evidence:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________Analysis of evidence (HOW/WHY does it support your claim?):______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evidence:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________Analysis of evidence (HOW/WHY does it support your claim?):______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Step 4: Writer’s NotebookDevelop reason 2 with evidence and analysisReason 2:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evidence:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________Analysis of evidence (HOW/WHY does it support your claim?:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evidence:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________Analysis of evidence (HOW/WHY does it support your claim?):______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evidence:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________Analysis of evidence (HOW/WHY does it support your claim?):______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Step 5: Writer’s NotebookWhat are potential counterarguments and refutations of those arguments?Counterargument:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Rebuttal:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________Counterargument:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Rebuttal:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________Counterargument:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Rebuttal:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 6: Draft EssaySelect a format (traditional, inverted, or balanced) and use outline to draft essay.

Step 7: Re-Vision Checklist:Davis, Simpson Middle School

Did you replace weak verbs and nouns? Did you add new details or descriptive language? Did you delete unrelated ideas, unclear words and sentences, or unwanted

repetition? Did you re-order ideas so that they make the most sense and are the most

effective for proving your position? Did you check for grammar or usage errors? (Try reading your paper out loud

to catch errors)

Step 8: Submit Your Final DraftSubmit your final draft TO THE ASSIGNMENT in Edmodo. DO NOT email it, print it, or post it to the class page. Put your name on your rubric and turn it in.

Argument Paper Rubric

Exceeds(2)

Meets(1.5)

Does Not Meet (.5)

Element is excellent – goes beyond basic requirement to show mastery flawlessly

Element is good – meets basic requirement with only 1-2 errors

Element needs improvement – does not meet the basic requirement and/or had several errors

IDEAS- The degree to which the writer establishes a claim statement and elaborates the main points with examples, illustrations, facts, or details that are appropriate to assigned genre.

___ makes a claim statement taking a position on one of the given topics___ offers clear supporting ideas (reasons)___ supporting ideas are fully developed with relevant evidence___ analysis of evidence is relevant and thorough___ consistently addresses counterarguments___ consistently refutes counterarguments using relevant evidence

ORGANIZATION- The degree to which the writer’s ideas are arranged in a clear order and the


overall structure of the response is consistent with the assigned genre.

___ uses one of the three organizing strategies provided: traditional, inverted, or balanced___ engaging introduction with hook and background information___ conclusion provides resolution, answers the “so what?”___ effective/varied transitions (ideas and paragraphs)

CONVENTIONS- The degree to which the writer demonstrates control of sentence formation, usage, and mechanics.

___ clear and varied sentences ___ correct punctuation within sentences___ correct capitalization___ correct citations using MLA format___ correct format (Times New Roman, pitch of 12, double spaced throughout)

Writing (Ideas + Organization) Total = ______+10 = ______/30

Language (Conventions) Total = ______+5 = ______/15

Unit 7: Multigenre Project




Students will be able to 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.










Students will be able to 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.


Instructional Foci

Exploration of bullying through fiction and nonfiction texts

Reading Selections Blood Don’t Lie by Aaron Levy “To This Day” by Shane Koyczan “Please Don’t Take My Air Jordans” by Reg E. Gaines From Dear Bully by Hall and Jones Current newspaper and magazine articles Bully documentary

General Teaching StrategyBullying, specifically cyberbullying, is an issue relevant and meaningful to middle school

students. In this unit, students will explore various texts that deal with this sensitive issue, and it will allow them to explore literary elements within the framework of a specific theme. They will practice talking about and writing about texts using the language that they have learned throughout previous units. Throughout the unit, students will engage with a variety of texts and text-types. Students will also have the opportunity to respond to the literature using various mediums, including digital tools. Allowing students to integrate technology into their projects makes the work more engaging and relevant for them. As Hicks (2011) wrote, twenty-first century students “have been immersed in technology since birth”; in fact, “the saturation of technology in students’ lives has produced an entirely different type of student, shaping the way they think, learn, and experience the world around them” (p. 188).

Students will first engage with the topic by viewing highly engaging videos of two poems: “To This Day” and “Please Don’t Take My Air Jordans.” Students will consider issues introduced in the poems and reflect on the issue of bullying through various journal prompts and class discussions. To continue to explore the issue, students will engage in a whole-class reading of the extended text: Blood Don’t Lie. In the text, the main character struggles with family issues, first love, the loss of a friend, and repetitive bullying. He has to learn how to navigate the social structure of middle school and also overcome the various challenges he faces. The book deals with real-world issues head on, and because of that, it is highly engaging for students.


Throughout the unit, the primary extended text will be supported by shorter informative texts, poems, and short stories. Students will consider the themes presented in the various texts and will identity and analyze specific elements that support the development of themes. At the end of the unit, students will view the documentary Bully as a final text to support their discussion and understanding of themes presented in the novel.

Students will demonstrate understanding of the ideas presented in the unit through a multi-genre project. They will complete four different types of activities selected from a genre menu. Product options include both traditional formats as well as multimedia and web-based formats. All products will illustrate the use of specific text evidence and the development of various literary elements.


Blood Don’t Lie Multigenre Project : The main idea of the multi-genre project is show a deep understanding of a theme.

First, create a theme statement. Your theme statement should describe what the author is saying about bullying… or family or identity or coming of age, etc. To show a deep understanding

You must quote passages and refer to scenes and characters from the text.

You need to make inferences about the text you refer to that support your claims.

You need to make critical judgments that give your reader some insight into what Aaron Levy is saying about your theme

The way you show this is by close reading the text. For you, close reading the text means re-reading. It means understanding the passages you quote. It means understanding the scene that you’re quoting from. It means understanding the character speaking the quote, whether it is Larry or Robert Bullock or anyone else in the story. Did you read every chapter? Did you get every scene? Every speech? Right, so reread. In other words, make sure you know what you are quoting.

All MGPs should be accompanied by a one-page letter to the reader. The letter should include your theme statement and explain how the genre pieces you have composed reflect that theme.

Longer Written Genres (choose one): This piece should be between 2-4 typed double-spaced pages, in Times New Roman, 12 pt. font.

Interview (10 questions and answers): Write ten questions that a television reporter might ask one of the main characters, and supply responses that reflect both explicit and inferential text evidence. Be sure to capture the voice of the character.


Advice Column: What kind of advice might one of the characters seek from an expert? Come up with the question (in the voice/language of the character) and the response you think supports Aaron Levy’s position on the matter. This should directly tie into a theme. Maybe it starts “Dear Mr. Levy…”

Diary Entry: Write 2-4 diary entries in the voice of one of the main characters, illustrating his/her internal conflict that relates to a theme. Date the entries as accurately as possible.

Childhood Memory: Assume the voice of one of the main characters and describe a childhood memory from that character’s point of view. Be sure it conveys something meaningful about that character’s development and the novel’s theme.

Missing Scene – With Dialogue: Here is your chance to show us what ended up on the cutting room floor. Write a “deleted scene” with dialogue, illustrating an event that the novel leaves out.

Personal Letter from _______to_________: Fill in the blanks with whichever characters you choose, then compose a letter in that character’s voice. You may use some lines from the novel (explicit) but also add more lines that you infer (inferential) the character might say. Be sure it ties back to your theme statement in some way.

Shorter Written Genres (choose two):

Obituary: An obituary is a notice of the death of a person, often with biographical info, as in a newspaper. Write an obituary that might have appeared in the local papers for Larry’s best friend. Minimum one page (Times New Roman, 12 pt, double-spaced).

CSI Blood Don’t Lie: See separate handout. Choose any five questions, and all responses must reflect text evidence.

Contract: Write a legal contract explaining the terms of an agreement between any two characters in the novel. It should reflect text evidence (either explicit or inferential). Minimum one page double-spaced, Times New Roman, 12 pt.

Song Lyric: Write an original song that reflects a theme or symbol in the novel. Minimum 24 lines long, written in lyric form.

Thematic Found Poem: Choose a minimum of 24 lines from anywhere in the novel that you can arrange into a poem which says something about a theme or symbol. Must be in lyric form.

Thematic Shape Poem: Compose an original poem of 16-30 lines in the shape of something symbolic in the novel. The content of your poem should reflect the symbolic shape in some way.

Timeline: On a timeline, plot at least ten actual events in the novel that are significant to the development of a character/theme as well as at least five inferred events (things that happened “off screen” that you can imagine took place).


Visual Arts Genres (choose one):

Bumper Sticker: Write a slogan that reflects a theme of the novel. For example, for The Giver, a bumper sticker that reflects theme might be “Embrace Individuality!” with each letter of the word “individuality” in a different color. A main theme of the book was that individuality was better than sameness, and color represented individuality in the novel.

Greeting Card: Compose a greeting card (with illustrations and text) that one of the characters might give to another. Consider the types of relationships that develop in the novel: Larry and Marna, Larry and Robert Bullock, Larry and Sara, Larry and his dad, etc.… Be sure your card conveys something significant about that relationship beyond the obvious. Tie it back to theme.

Invitation: Create an invitation to an actual event that took place in the novel, or a hypothetical one that might have taken place. Obvious choices are a funeral or a Bar Mitzvah, but what if Sara hadn’t died? Would Larry have thrown her a coming home party? What might that invitation have looked like? (Consider the theme of coming of age or first love).

Blood Don’t Lie ABC Book: A primary theme in the book deals with bullying. Create an 8-page book that teaches younger students about bullying.

Advertisement: Think of a product or service that would have been helpful to one of the main characters, then design an advertisement that might have appeared in the local paper for that product or service. Try to address theme in your choice. As an example from The Giver, there could be an ad for “Color Goggles” that allow the wearer to see all the colors that sameness has turned grey. Or maybe an ad for “Warm Memories for Cold Nights” that are bought in bundles for use when traveling to colder climates.

Comic Strip: Draw a comic strip of 6-8 frames that illustrates an important scene in the novel. Color not required. Final version should be in ink.

Postcard from one of the places: Create a postcard from one character to another. It should include a photo or illustration on one side depicting the place, and a handwritten note on the back explaining what the character is doing in this place. It might also convey a special sentiment.

Wanted Poster: Make a wanted poster for one of the main characters to include: picture, physical description, crimes committed, reward, where last seen, and whom to contact if found.

Tattoo on a character: Draw a tattoo that one of the main characters might have. Specify which character would have this and why. Good opportunity to be symbolic.


Blood Don’t Lie Multigenre Project Rubric

Exceeds Standard Meets Standard Approaching Standard Does Not Meet Standard

Thematic Analysis

15

ELAGSE8RL2: Determine a theme and/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.

13 11.5 9Textual Evidence

15

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

13 11.5 9Writing & Response to Assignment

25

ELAGSE8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

22 19 15Language & Conventions

20

ELAGSE8L1: Demonstrate command of the conventions of standard English grammar and usage when writing.

17 15 12

Reading: /30 Writing: /25 Language: /20Unit 8: Grammarfest

Intended Learnings Students will be able to 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.


Students will be able to 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.


Students will be able to conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Students will be able to 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.





Students will be able to present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.



Instructional Foci

Grammar topics (from 8th grade standards); student presentations; grammar games (designed by students)

General Teaching StrategyWhile Grammar is best taught integrated throughout the curriculum, the final unit will

give students the opportunity to plan instruction, become experts on a grammar topic, and plan for a fun, end-of-the year festival. To engage students in the unit, they will first view a short video about a boy who built an entire arcade out of cardboard. Then, after a brief introduction of each grammar topic, students will request their topics. They will be placed into groups based on interest and ability.

Once in a group, their first task will be to gather information about their topic. A list of reputable resources will be posted via Symbaloo, a visual bookmarking tool for the Internet, and students will research both the rules and examples for their grammar concepts. They will design a presentation that teaches the concept and an activity or game that will give other students a


chance to practice the concept. Students will be assessed on both the effectiveness of their presentation and the accuracy of their content.

Students will use knowledge of their grammar concept and teacher feedback from the presentations to build a carnival-type game for an end-of-the-year grammar festival: Gramarfest! Each group will be in charge of a booth featuring their grammar topic. The booth will be both informative and fun, and it will include the following components: (a) a brochure, FAQ sheet, or display – think of this as a reference card with quick tips. What are the most important things to know about your topic?; (b) an interactive carnival-type game. It can focus on rules or examples, but it should require some knowledge of your grammar concept. If necessary, festival guests should be able to use your brochure/FAQ sheet as a reference tool for your game; (c) prizes, decorations, costumes, etc. are optional.

The festival will be set up in a large area (the commons area, the cafeteria, or outside), and other classes will come to the festival as guests. Students will be assessed on both the creativity of their booths and the accuracy of their content.


Grammar Presentation and Festival: You will be working in groups of 2-3 people to explore a grammar concept in depth by teaching it to the class; then, as a culminating activity, you will host a grammar festival that other students can visit. Please read through all the requirements before establishing a plan. You will be working on your project during class, but you might find that you need to do some work at home as we get closer to presentations and the festival.

Part 1: Grammar Presentation and LessonFor this part of the project, you will be putting together a presentation about your assigned grammar topic.

1. Thoroughly research your assigned concept – make yourself the expert. You will present the topic with various examples, and you also need to be prepared to answer questions. You may use both grammar books and the internet to gather information. The following are reputable grammar sites:

a. http://grammar.ccc.commnet.edu/grammar/index2.htmGrammarly Handbookb. http://www.chompchomp.com/exercises.htmc. http://andromeda.rutgers.edu/~jlynch/writing/index.htmld. https://owl.english.purdue.edu/owl/section/1/5/

2. Incorporate a digital component – PowerPoint, Prezi, Movie, PowToon, etc. Include rules, characteristics, and examples.

3. Be informative and entertaining – be creative!4. Design a handout with practice activities and/or sentences (due the day before your

presentation). Make it fun, but it should reinforce what you taught the class. You will be grading your new students’ papers.

Grammar Presentation Rubric


Exemplary6

Accomplished5

Developing4

Beginning3

Score

Content Knowledge

Group demonstrates full knowledge of subject, providing relevant definitions and several engaging examples. Thoroughly answers all class questions with explanations and elaboration.

Group demonstrates knowledge of subject by providing definitions and examples; may have 1 or 2 minor errors. Answers all class questions but without elaboration.

Group shows some knowledge of subject by providing definitions and examples; may have 3 or 4 minor errors. Appears somewhat uncomfortable with information and answers only rudimentary questions.

Presentation is lacking important information about the subject and has several errors. Group does not demonstrate a clear understanding of the topic and is unable to answer questions about the subject.

Visual Component

The digital component is creative and interesting, enhances the content, and engages the audience.

The digital component is focused and coherent; it clarifies information and adds some interest to the topic.

The digital component is relevant and illustrates the topic in a coherent manner.

The digital component is disorganized and hard to follow; it may be incomplete and/or irrelevant.

Teaching and Learning Activity

Presenters design an activity that effectively uses a wide range of teaching and learning strategies that engage the audience and lead to a deeper understanding of the content.

Presenters design an activity that utilizes multiple teaching strategies that help the learners better understand the content.

Presenters design an activity that assesses learning, but may be limited in scope and may not be engaging for learners.

Learning activity is unclear and disorganized; it is irrelevant and/or incomplete.

Teaching Resources

Presenters design a handout/quiz that effectively and creatively covers the content and allows students to thoroughly demonstrate learning.

Presenters design a handout/quiz covers the content and allows students to demonstrate learning.

Presenters design a handout/quiz that somewhat covers the content and allows students to demonstrate learning; it may not be engaging for learners.

Handout/quiz is not clearly connected to the topic; it is disorganized and/or incomplete.

Audience Awareness

The speakers use volume, rate, and articulation to emphasize and enhance the content and to add interest. Presenters maximize the time allotted for the presentation.

The speakers use appropriate eye contact and volume and present the content in a focused, coherent manner.

The speakers present the content in a focused manner and attempt to use appropriate eye contact and volume.

The presentation is disorganized and hard to follow or understand.

Collaborative Involvement

The group is well-coordinated and all members collaborate and cooperate effectively; group member contributed to all parts of the presentation.

The group is coordinated and all members collaborate and cooperate; group member contributed to most parts of the presentation.

The group is somewhat coordinated and members attempt to collaborate and cooperate; group member made some contributions to presentation.

The group is somewhat coordinated and members attempt to collaborate and cooperate; member did not make significant contributions to the presentation.

Total _______/30

Part 2: Grammarfest!This is where it gets fun. We are going to host a grammar festival, and you are in charge of a booth featuring your grammar topic. Your booth should be informative and fun, and it should include the following components:


1. A brochure, FAQ sheet, or display – think of this as a reference card with quick tips. What are the most important things to know about your topic?

2. An interactive carnival-type game. It can focus on rules or examples, but it should require some knowledge of your grammar concept. If necessary, festival guests should be able to use your brochure/FAQ sheet as a reference tool for your game.

3. Prizes, decorations, costumes, etc. are optional.

Grammarfest!Rubric

Brochure or Poster

__ Includes important concept rules__ Includes meaningful examples__ Connects clearly to game __ Is visually pleasing__ Is creative

Grammar Game

__ Is well-thought out and developed__ Clearly illustrates the concept__ Is interactive__ Is visually pleasing__ Is creative

Total _______x1.5 = ________+15 = ________/30

References

Beers, K., and Probst, B. (2012). Notice and note: Strategies for close reading. Portsmouth, NH:Heinemann.

Gallagher, K. (2011). Write like this. Portland, ME: Stenhouse Publishers.


Guasch, T., Espasa, A., Alvarez, I. M., & Kirschner, P. A. (2013). Effects of feedback oncollaborative writing in an online learning environment. Distance Education, 34, 324338.

Hicks, S. D. (2011). Technology in today's classroom: Are you a tech-savvy teacher?. ClearingHouse, 84, 188-191.

Hutchison, A. C., & Colwell, J. (2014). The potential of digital technologies to support literacyinstruction relevant to the common core state standards. Journal of Adolescent & AdultLiteracy, 58, 147-156.

Jane Schaffer Writing Program. (2015). Retrieved from http://www.janeschaffer.com/

Kelly, L. B. (2015). "You can't just write an essay in an hour": Supporting middle schoolers' peerfeedback and revision process through online writing groups. Voices From The Middle,23, 81.

Posner, G. J., & Rudnitsky, A. N. (2006). Course design: A guide to curriculum development forteachers. Boston, MA: Pearson Education, Inc.

Soobin, Y., Warschauer, M., Binbin, Z., & Lawrence, J. F. (2014). Cloud-Based collaborativewriting and the common core standards. Journal Of Adolescent & Adult Literacy, 58,243-254. doi:10.1002/jaal.345

The Right Question Institute. (2016). The question formulation technique. Retrieved fromrightquestion.org.


Documents

· Web viewWhile the focus of English Language arts used to be reading and responding to text with isolated instruction in grammar and vocabulary, now it …