3. · English Language Arts Curriculum 2019 Grade 8 1.2 Reading Informational Text 1. Key Ideas and Details: Main Idea CC.1.2.8.A: Determine a central idea of a text and analyze its

English Language Arts Curriculum 2019 Grade 8

1.2 Reading Informational Text 1. Key Ideas and Details: Main Idea CC.1.2.8.A: 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. EO6.B-K.1.1.2 Content and Instructional Activities:

1. Identify basic facts and ideas in text using specific strategies. 2. Generate essential questions aiding comprehension. 3. Clarify understanding through reading, discussion, and/or written response. 4. Demonstrate after reading understanding and interpretation of nonfiction text, including

public documents. a. Make and support with evidence, assertions about text. b. Make extensions to related ideas, topics or information. c. Analyze the positions, arguments and evidence in public documents. d. Clarify ideas and understandings through rereading and discussion. e. Make generalizations and draw conclusions. f. State a central idea and supporting details.

5. Determine a Summary free from personal opinions or judgments. a. Summarize events and identify the significant points from what has been heard. b. Complete story maps. c. Sequence story events.

6. Read poetry to find words or word patterns that create meaning or special effect.

Remediation: 1. Adjust pace and depth of instruction to student needs 2. Re-teach, as needed 3. Mini-lessons, as needed 4. Reinforcement through additional assignments 5. Small group/whole group instruction 6. CDTs, Edmentum, Study Island, and any other district approved software/computer

programs 7. Leveled texts about similar subject matter 8. Model citations and supporting details

Enrichment:

1. Be able to cite more subtle clues in the text to support statements 2. Advanced challenge vocabulary words

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3. Extra curriculum-based projects 4. Leveled reading

Assessment Criteria:

1. Teacher Observation 2. TDA responses 3. Lit Circle discussions 4. Teacher/student created questions/rubrics in a variety of levels with emphasis on higher

level questions

Resources and Materials: 1. Textbook 2. Supplemental worksheets 3. Trade books (Lit Circles) 4. Informational articles/primary and secondary sources 5. Technology labs and access

2. Key Ideas and Detail Text Analysis CC.1.2.8.B: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text. E08.B-K.1.1.1 Content and Instructional Activities:

1. Make inferences and draw conclusions based on information from the text. 2. Extend original predictions to a revision or summary of a text. 3. Properly cite textual evidence from text to support generalizations and/or support a

response. 4. Analyze the positions, arguments, and evidence in public documents. 5. Explicitly explain the ideas from the text by citing evidence (e.g., quoting the author and

using other sources to validate information). 6. Use talking to the text strategies to highlight important quotations. (e.g. Post-It notes). 7. Differentiate fact from opinion and identify and/or interpret statements of fact and

opinion in nonfiction text. 8. Distinguish between essential and nonessential information within text and identify bias

in text. 9. Use graphic organizers in small and whole group discussions to identify and discuss

essential and non-essential information, make generalizations and summarize. 10. Clarify ideas and understanding of essential content through rereading and discussion

which may include summarizing the key details of informational text as a whole. 11. Support reader responses (yours or others) with details and citations from the text (e.g.

book club discussions). 12. Validate responses with complete explanations.

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Enrichment:

1. Be able to cite more subtle clues in the text to support statements 2. Advanced challenge vocabulary words 3. Extra curriculum-based projects 4. Leveled reading



level questions


3. Key Ideas and Details Text Analysis CC1.2.8.C: Analyze how a text makes connections among and distinctions between individuals, ideas, or events. EO8.B-K.1.1.3 Content and Instructional Activities

1. Identify how an individual or individuals influence ideas or events. 2. Determine the reason(s) for an individual’s or individuals’ actions.

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Remediation: 1. Adjust pace and depth of instruction to student needs 2. Re-teach, as needed 3. Mini-lessons, as needed 4. Reinforcement through additional assignments 5. Small group/whole group instruction 6. District approved software/computer programs and assessments 7. Leveled texts about similar subject matter 8. Model citations and supporting details

Enrichment:




level questions


4. Craft and Structure Point of View CC.1.2.8.D: 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. EO6. B-C.2.1.1 Content and Instructional Activities:

1. Describe an author’s purpose in an informational text and explain how it is conveyed. 2. Demonstrate understanding of an author’s viewpoint in a specific text. 3. Note important similarities and differences when analyzing multiple accounts of the same

event or topic by various authors. 4. Use text to compare and contrast an author’s point of view or purpose to another author’s

point of view or purpose about a similar topic.

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5. Identify and/or describe examples of text that support its intended purpose through use of prior knowledge, illustrations, headings, captions, specialized vocabulary and content area words.

6. Make inferences about author’s viewpoint in multiple texts.



Enrichment:




level questions


5. Craft and Structure Text Structure CC.1.2.8.E: Analyze the structure of the text through evaluation of the author’s use of specific sentences and paragraphs to develop and refine a concept. E08.B-C.2.2.2

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Content and Instructional Activities: 1. Cite specific words and explain why the author chose them. 2. Read the passage without the sentence and see if it alters the meaning/purpose of the

passage. 3. Return to the question, ”Why did the author include it?” 4. Cite text to support responses. 5. Evaluate text organization and point of view to determine the author's purpose and

effectiveness according to the author's theses, accuracy and thoroughness. 6. Analyze how the text is developed in paired texts:

a. by the same author, but differing topics b. by different authors, but the same topic c. by different authors, with differing topics

7. Evaluate text organization and content to determine the author's effectiveness a. Discuss author biographies with students so they can begin to understand how an

author's' life experiences impact their writing. Many author biographies also discuss how other writer's may have influenced the author's writing and desire to write.

b. Engage in author studies wherein students read, analyze, and respond to multiple pieces written by one author. This process will help students develop a depth of knowledge about an author's style which should lead students to borrowing ideas, formats, and techniques for their own writing.

8. Identify text organization. a. Time Order b. Cause and Effect c. Comparison and Contrast d. Order of Importance

9. Analyze how the text is developed within text, examining word choice, sentence structures, and content development within a paragraph.

10. Evaluate text organization and content to determine the author's effectiveness in conveying the central idea of that paragraph (i.e. the thesis statement).

11. Compare and contrast stories within a like genre (Venn diagram/T-chart). 12. Use text formats: title, heading, chapter, table of contents, index, glossary, sub-headings.

Remediation:

1. Adjust pace and depth of instruction to student needs 2. Re-teach, as needed 3. Mini-lessons, as needed 4. Reinforcement through additional assignments 5. Small group/whole group instruction 6. CDTs, Edmentum, Study Island, and any other district approved software/computer


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Enrichment: 1. Be able to cite more subtle clues in the text to support statements 2. Advanced challenge vocabulary words 3. Extra curriculum-based projects 4. Leveled reading



level questions


6. Craft and Structure Vocabulary CC.1.2.8.F: Analyze the influence of the words and phrases in a text including figurative and connotative, and technical meanings; and how they shape meaning and tone. E08.B-V.4.1.1, E08.B-B.4.1.2 Content and Instructional Activities:

1. Identify basic ideas and facts in text using strategies such as: defining new words, specialized vocabulary, and content area words.

2. Write their predictions about what will happen next or how the text will end. Discuss their predictions, the basis of their judgment, and the supporting evidence in the story.

3. Analyze the writer’s tone (attitude) toward the subject. Teach the different types of tone: serious, sarcastic, objective, etc.

4. Explore the author’s style by “how” he/she writes, his/her choice of words rather than “what” he/she writes.

5. Interpret figures of speech (e.g. verbal irony, puns) in context. 6. Use the relationship between particular words to better understand each of the words. 7. Distinguish among the connotations (associations) of words with similar denotations

(definitions) (e.g., bullheaded, willful, firm, persistent, resolute). 8. Expand reading vocabulary by identifying and correctly using idioms and words with

literal and figurative meanings. 9. Expose students to a variety of figurative language such as: simile, metaphor,

personification, idioms, alliteration, hyperbole, onomatopoeia, and euphemisms.

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Enrichment:




level questions


7. Integration of Knowledge and Ideas Diverse Media CC.1.2.8.G: Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea. Content and Instructional Activities:

1. Identify how tables, graphs from content areas (e.g. math, science, social studies) are used to integrate and advance understanding.

2. Compare two or more presentations of information on the same topic. Compare the benefits and/or disadvantages of presentation methods.

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Enrichment:



1. Teacher Observation 2. Teacher/student created questions/rubrics in a variety of levels with emphasis on higher

level questions


8. Integration of Knowledge and Ideas Evaluating Arguments CC.1.2.8.H: Evaluate authors’ arguments, reasoning, and specific claims for the soundness of the arguments and the relevance of the evidence. E08.B-C.3.1.1 Content and Instructional Activities:

1. Identify the reasons and evidence in the text that support a given point. 2. Identify and/or describe examples of text that support its intended purpose. 3. Discuss the writer’s craft in his/her ability to support points with reasons and evidence. 4. Make connections within, between, and among informational text using evidence from

the author. 5. Properly cite textual evidence to support generalizations. 6. Explicitly explain the ideas from the text by citing evidence (e.g., quoting the author and

using other sources to validate information).

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7. Use concrete examples from the text to support a response. 8. Validate responses with complete explanations.

Remediation:



Enrichment:



1. Teacher Observation 2. Multimedia Projects 3. Teacher/student created questions/rubrics in a variety of levels with emphasis on higher

level questions


9. Integration of Knowledge and Ideas Analysis Across Texts CC.1.2.8.I: Analyze two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. E08.B-C.3.1.2 Content and Instructional Activities:

1. Draw information from multiple sources to demonstrate understanding. 2. Consult reference materials to gather information on a specific topic. 3. Identify how different authors approach the same topic, concentrating on the ways in

which the information presented differs. 4. Create Venn diagrams or flowcharts to delineate author construction.

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Enrichment:




level questions

Resources and Materials: 1. Textbook 2. Supplemental worksheets 3. Trade books (Lit Circles) 4. Informational articles/primary and secondary sources 5. Technology labs and access 6. Alternate sources of biographies

10. Vocabulary Acquisition and Use CC.1.2.8.J: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. E08.B-V.4.1.1, E08.B-V.4.1.2 Content and Instructional Activities:

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

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

3. Determine the meaning of technical words and phrases used in a text. 4. Use vocabulary learned in various subject areas. 5. Create written materials to present orally as well as visual materials to illustrate context. 6. Utilize specialized vocabulary for content area reading. 7. Interpret figures of speech (e.g., verbal irony, puns) in context. 8. Distinguish among connotations of words with similar denotations (e.g., bullheaded,

willful, firm, persistent, resolute).


programs 7. Leveled texts about similar subject matter

Enrichment:




level questions

Resources and Materials: 1. Dictionaries and thesauri 2. Teacher- and text-generated words 3. Textbook 4. Supplemental worksheets 5. Trade books (Lit Circles) 6. Informational articles/primary and secondary sources 7. Technology labs and access 8. Media: newspaper, magazines, websites

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11. Vocabulary Acquisition and Use CC.1.2.8.K: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. E08.B-V.4.1.1 Content and Instructional Activities:

1. Use the relationship between particular words (e.g. cause/effect, part/whole, item/category, synonym/antonym) to better understand each of the words.

2. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g. stingy, scrimping, economical, unwasteful, thrifty).

3. Use reference materials (e.g. dictionary) to identify the meaning of unknown words. 4. Research the etymological history of words.

Remediation:



Enrichment:




level questions

Resources and Materials: 1. Textbook 2. Supplemental worksheets 3. Trade books (Lit Circles) 4. Informational articles/primary and secondary sources 5. Technology labs and access 6. Dictionaries and thesauri

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7. Text-generated words (content) 8. Teacher-generated words

12. Range of Reading CC.1.2.8.L: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. Content and Instructional Activities:

1. Locate appropriate texts (literature, information, documents) for an assigned purpose before reading.

2. Apply reading strategies to demonstrate understanding of a large variety of informational text.

3. Read and comprehend various nonfiction selections: biography, informational text, autobiography, practical/how to, advertisements, essay/editorial.


5. Read independently in and out of school 25 books per year (June – June) at the appropriate reading level.

6. Read on-level text with purpose and understanding. 7. Read on-level text orally with accuracy, appropriate rate, and expression on successive

readings. 8. Use context to confirm or self-correct word recognition and understanding, rereading as

necessary. 9. Self-correct mistakes while reading. 10. Use appropriate rhyme, meter, flow, and pronunciation.

Remediation:



Enrichment:


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Assessment Criteria: 1. Teacher Observation 2. Teacher/student created questions/rubrics in a variety of levels with emphasis on higher

level questions 3. 25 Books score

Resources and Materials:

1. Textbook 2. Trade books 3. Informational articles/primary and secondary sources 4. Technology labs and access 5. Trade books 6. Documents 7. Novels 8. Content area texts 9. Glossary 10. Dictionary 11. Thesaurus 12. Magazine

1.3 Reading Literature Students read and respond to works of literature--with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. 1. Key Ideas and Details Theme CC.1.3.8.A: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. E08.A-K.1.1.2 Content and Instructional Activities:

1. Determine the main idea of a text and support with key details. 2. State the main ideas of the text by outlining, sequencing events, elements of a plot,

comparing and contrasting, and stating cause and effect. 3. Utilize illustrations, headings, captions, vocabulary to help determine main idea and draw

conclusions. 4. Determine a theme in literature including how characters in a story or drama respond to

challenges or how the speaker in a poem reflects upon a topic. 5. Discuss how the theme is developed in different ways. 6. Develop a visual presentation of the theme and its development. 7. Discuss how the theme relates to students’ lives and is similar to the theme in other

familiar books.

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8. Generate essential questions aiding comprehension. 9. Clarify understanding through reading, discussion, and/or written response. 10. Demonstrate, after reading, understanding and interpretation of fiction text, including

public documents. a. Make and support with evidence, assertions about text. b. Make extensions to related ideas, topics or information. c. Analyze the positions, arguments and evidence in public documents. d. Clarify ideas and understandings through rereading and discussion. e. Make generalizations and draw conclusions. f. State a central idea and supporting details.

11. Summarize free from personal opinions or judgments. a. Summarize events and identify the significant points from what has been heard. b. Complete story maps. c. Sequence story events.

12. Read poetry to find words or word patterns that create meaning or special effect.



Enrichment:




level questions

Resources and Materials: 1. Textbook 2. Supplemental worksheets

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3. Trade books (Lit Circles) 4. Informational articles/primary and secondary sources 5. Technology labs and access

2. Key Ideas and Detail Text Analysis CC.1.3.8.B: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text. E08.A-K.1.1.1 Content and Instructional Activities:

1. Infer character action and meaning by relating what they know to the story. 2. Analyze the following story elements: character, plot, setting, point of view, tone, mood,

theme, style, and/or author’s purpose. 3. Analyze and evaluate the use of literary elements by an author including characterization,

setting, plot, theme, point of view, tone, and style. 4. Make inferences and draw conclusions based on information from the text. 5. Properly cite textual evidence from text to support generalizations. 6. Explicitly explain the ideas from the text by citing evidence (e.g., quoting the author and

using other sources to validate information) . 7. Use talking to the text strategies to highlight important quotations. (e.g. Post-It notes). 8. Differentiate fact from opinion and identify and/or interpret statements of fact and

opinion in nonfiction text. 9. Use graphic organizers in small and whole group discussions to identify and discuss

essential and non-essential information, make generalizations and summarize. 10. Support reader responses (yours or others) with details and citations from the text (e.g.

book club discussions). 11. Cite text to support a response. 12. Validate responses with complete explanations.

Remediation:



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level questions


3. Key Ideas and Detail Literary Elements CC.1.3.8.C: 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. E08.A-K.1.1.3 Content and Instructional Activities:

1. Identify how an individual or individuals influence ideas or events. 2. Determine the reason(s) for an individual’s or individuals’ actions. 3. Analyze use of rhythm or alliteration in text to create a particular effect. 4. Infer character action and meaning by relating prior knowledge to the story.

Remediation:



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level questions


4. Craft and Structure CC.1.3.8.D: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. E08.A-C.2.1.1 Content and Instructional Activities:

1. Analyze the use of literary elements by an author. a. Explore point-of-view by asking students to identify the feelings, thoughts, and

actions encountered after reading the first few paragraphs. b. Differentiate between first person and third person point-of-view. c. Rewrite story using a different point-of-view. d. Analyze the writer’s tone (attitude) toward the subject. Teach the different types

of tone: serious, sarcastic, objective, etc. 2. Analyze drama to determine the reasons for a character’s actions, taking into account the

situation and basic motivation of the character. 3. Rewrite an author’s work from a different point of view (first to third or vice versa) to see

how the work changes.

Remediation: 1. Adjust pace and depth of instruction to student needs 2. Re-teach, as needed 3. Mini-lessons, as needed 4. Reinforcement through additional assignments

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5. Small group/whole group instruction 6. CDTs, Edmentum, Study Island, and any other district approved software/computer


Enrichment:




level questions


5. Craft and Structure: Text Structure CC.1.3.8.E: 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. E08.A-C.2.1.2 Content and Instructional Activities:

1. Identify the theme, setting, and elements of a plot. 2. Analyze events of a text and how they affect the theme. 3. Analyze how the setting affects the plot. 4. Evaluate text organization and point of view to determine the author's purpose and

effectiveness according to the author's theses, accuracy and thoroughness. 5. Analyze how the text is developed in paired texts:

a. by the same author, but differing topics b. by different authors, but the same topic c. by different authors, with differing topics

6. Evaluate text organization and content to determine the author's effectiveness

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7. Engage in author studies wherein students read, analyze, and respond to multiple pieces written by one author. This process will help students develop a depth of knowledge about an author's style which should lead students to borrowing ideas, formats, and techniques for their own writing.

8. Identify text organization a. Time Order b. Cause and Effect c. Comparison and Contrast d. Order of Importance

9. Analyze how the text is developed within text, examining word choice, sentence structures, and content development within a paragraph.

10. Evaluate text organization and content to determine the author's effectiveness in conveying the central idea of that paragraph (i.e. the thesis statement).

11. Compare and contrast stories within a like genre (Venn diagram/T-chart).



Enrichment:



1. Teacher Observation 2. Elements of plot graphic organizer 3. Teacher/student created questions/rubrics in a variety of levels with emphasis on higher

level questions


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6. Craft and Structure: Vocabulary CC.1.3.8.F: Analyze the influence of the words and phrases in a text including figurative and connotative meanings and how they shape meaning and tone. E08.A-C.2.1.3, E08A-V.4.1.1, E08A-V.4.1.2 Content and Instructional Activities:

1. Identify basic ideas and facts in text using strategies such as: defining new words, specialized vocabulary, and content area words.

2. Stop while reading, predict what will happen next or how the story will end. Discuss student predictions, the basis of their judgment, and the supporting evidence in the story.

3. Analyze the writer’s tone (attitude) toward the subject. Teach the different types of tone: serious, sarcastic, objective, etc.

4. Explore the author’s style by “how” he/she writes, his/her choice of words rather than “what” he/she writes.



Enrichment:




level questions

Resources and Materials: 1. Textbook 2. Supplemental worksheets 3. Trade books (Lit Circles)

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4. Informational articles/primary and secondary sources 5. Technology labs and access

7. Integration of Knowledge and Ideas: Sources of Information CC.1.3.8.G: 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 directors or actors. Content and Instructional Activities:

1. After reading a novel/story, watch a movie or clip to analyze the similarities and differences.

2. Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea.

3. Evaluate 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 directors or actors.

4. After reading poetry, listen to an audio of a poet articulating his/her poetry.



Enrichment:




level questions

Resources and Materials: 1. Textbook 2. Video Recordings

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3. Supplemental worksheets 4. Trade books (Lit Circles) 5. Informational articles/primary and secondary sources 6. Technology labs and access

8. Integration of Knowledge and Ideas CC.1.3.8.H: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from traditional works, including describing how the material is rendered new. E08.A-C.3.1.1 Content and Instructional Activities:

1. Read two or more stories of the different periods and with a common theme or similar topic (e.g. traditional versus modern interpretation).

2. Determine similarities and differences between the two stories. 3. Compare and contrast two stories with the use of Venn diagrams or another appropriate

graphic organizers. 4. Make inferences about similar concepts between the texts and draw conclusions. 5. Identify story elements to compare and contrast before, during, and after reading.

Remediation:



Enrichment:




level questions

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9. Vocabulary Acquisition and Use CC.1.3.8.1: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. E08.A-V.4.1.1 Content and Instructional Activities:

1. Use the relationship between particular words (e.g. cause/effect, part/whole, item/category, synonym/antonym) to better understand each of the words.

2. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g. stingy, scrimping, economical, unwasteful, thrifty).



5. Determine the meaning of technical words and phrases used in a text.



Enrichment:


25

Assessment Criteria: 1. Teacher Observation 2. TDA responses 3. Lit Circle discussions 4. Teacher/student created questions/rubrics in a variety of levels with emphasis on higher

level questions


10. Vocabulary Acquisition and Use CC.1.3.8.J: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. E08.A-V.4.1.1, E08.A-V.4.1.2 Content and Instructional Activities:



3. Determine the meaning of technical words and phrases used in a text. 4. Use vocabulary learned in various subject areas. 5. Create written materials to present orally as well as visual materials to illustrate context. 6. Utilize specialized vocabulary for content area reading.

Remediation:



26

Enrichment: 1. Research Greek and Latin roots nd the etymology of words 2. Be able to cite more subtle clues in the text to support statements 3. Advanced challenge vocabulary words 4. Extra curriculum-based projects 5. Leveled reading



level questions

Resources and Materials: 1. Dictionaries and thesauri 2. Teacher- and text-generated words 3. Textbook 4. Supplemental worksheets 5. Trade books (Lit Circles) 6. Informational articles/primary and secondary sources 7. Technology labs and access

11. Range of Reading CC.1.3.8.K: Read and comprehend literary fiction on grade level, reading independently and proficiently. Content and Instructional Activities:

1. Locate appropriate texts (literature, information, documents) for an assigned purpose before reading.

2. Apply reading strategies to demonstrate understanding of a large variety of text. Read and comprehend various fictional selections: realistic fiction, historical fiction, suspense/mystery, folk tales/tall tales, plays, adventure, poetry, autobiographical fiction.


4. Read independently in and out of school 25 books per year (June – June) at the appropriate reading level.

5. Read on-level text with purpose and understanding. 6. Read on-level text orally with accuracy, appropriate rate, and expression on successive

readings.

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Enrichment:


Assessment Criteria: 1. Teacher Observation 2. TDA responses 3. Lit Circle discussions 4. Teacher/student created questions/rubrics in a variety of levels with emphasis on higher

level questions 5. 25 Books score

Resources and Materials:

1. Textbook 2. Trade books 3. Dramas 4. Informational articles/primary and secondary sources 5. Technology labs and access 6. Trade books 7. Documents 8. Novels 9. Content area texts 10. Glossary 11. Dictionary 12. Thesaurus 13. Magazine

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1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. 1. Informative/Explanatory: CC.1.4.8.A: Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information clearly. CC.1.4.8.B (Focus): Introduce a topic for the intended audience and preview what is to follow; organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect to support the writer’s purpose. CC.1.4.8.C (Content): Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension. CC.1.4.8.D (Organization): Organize ideas, concepts, and information into broader categories; use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding section that follows from and supports the information or explanation presented. CC.1.4.8.E (Style): Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to inform about or explain the topic. • Use sentences of varying lengths and complexities • Create tone and voice though precise language • Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts • Establish and maintain a formal style. CC.1.4.8.F (Conventions): Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 2. Opinion/Argumentative: CC.1.4.8.G: Write arguments to support claims. CC.1.4.8.H (Focus): Introduce claim(s) for the intended audience acknowledge and distinguish the claim(s) from alternate or opposing claims, and support the writer’s purpose by logically organizing reasons and evidence. CC.1.4.8.I (Content): Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. • Use words, phrases, and clauses to create cohesion, and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

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CC.1.4.8.J (Organization): Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s), counterclaims, reasons, and evidence by using words, phrases, and clauses to create cohesion; provide a concluding section that reinforces the claims and reasons presented. CC.1.4.8.K (Style): Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to inform about or explain the topic. • Use sentences of varying lengths and complexities • Create tone and voice though precise language. • Establish and maintain a formal style. CC.1.4.8.L (Conventions): Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 3. Narrative: CC.1.4.8.M: Write a narrative to develop real or imagined experiences or events. CC.1.4.8.N (Focus): Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically to support the writer’s purpose; maintain controlling point. CC.1.4.8.O (Content): Use narrative techniques such as dialogue, description, reflection, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. CC.1.4.8.P (Organization): Organize an event sequence that unfolds naturally and logically using a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another and show the relationships among experiences and events; provide a conclusion that follows from and reflects on the narrated experiences or events. CC.1.4.8.Q (Style): Write with an awareness of the stylistic aspects of writing. • Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effect. • Use sentences of varying lengths and complexities • Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. CC.1.4.8.R (Conventions): Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. Remediation:

1. Adjust pace and depth of instruction to student needs 2. Re-teach, as needed

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3. Mini-lessons, as needed 4. Reinforcement through additional assignments 5. Small group/whole group instruction 6. CDTs, Edmentum, Study Island, and any other district approved software/computer


Enrichment:




level questions


4. Response to Literature CC.1.4.8.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. E08.1.1.1, E081.1.2, E081.1.3, E081.1.4, E081.1.5, E081.1.6, E08.D.2.1 *Text Dependent Analysis Content and Instructional Activities:

1. Introduce text(s) for the intended audience, state a topic, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

2. Develop the analysis using relevant evidence from text(s) to support claims, opinions, and inferences and demonstrating an understanding of the text(s).

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

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

5. Establish and maintain a formal style. 6. Provide a concluding section that follows from and supports the analysis presented. 7. Use the writing domains: focus, content, organization, style, and conventions, during the

writing process. 8. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. 9. Use an ellipsis to indicate a pause, break and omission. 10. Spell correctly. 11. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical

elements. 12. Use punctuation to separate items in a series.

Remediation:



Enrichment:




level questions


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5. Production and Distribution of Writing: Writing Process CC.1.4.8.T: 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. Content and Instructional Activities:

1. Organization and collaboration within peer writing groups. 2. Evaluate peer work. 3. Video peer groups in action; use as an instructional tool. 4. Share and comment electronically (e.g. via Google Classroom). 5. Construct presentations, booklets, magazines, and/or newspaper publications.

Remediation:



Enrichment:




level questions


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6. Technology and Publication CC.1.4.8.U: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. Content and Instructional Activities:

1. Google Classroom enables teacher to interact and provide immediate feedback to students

2. Share electronically with peers for peer edit 3. Publish via approved websites 4. Integrate multimedia and visual displays into presentations to add interest, clarify

information, and strengthen claims and evidence. 5. Compare and contrast how different media offers a unique perspective on the information

presented. 6. Construct presentations, booklets, magazines, and/or newspaper publications.

Remediation:



Enrichment:




level questions

Resources and Materials: 1. Textbook 2. Supplemental worksheets 3. Trade books (Lit Circles)

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4. Informational articles/primary and secondary sources 5. Technology labs and access

7. Conducting Research CC.1.4.8.V: 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. Content and Instructional Activities:

1. Utilize Google Classroom to interact and provide immediate feedback on writing samples.

2. Select and refine a topic for research. 3. 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.

4. Publish via approved websites. 5. Develop a discussion with students about their prior knowledge between fact and opinion

statements. 6. Use various graphic organizers-including a web-to brainstorm ideas. 7. Use valid primary and secondary sources. 8. Describe how the media presents information that is sometimes accurate, sometimes

biased based on a point of view or by the opinions or beliefs of the presenter. 9. Analyze the role of advertising in the media.

a. Include various propaganda techniques. b. Mimic a popular advertisement to demonstrate a particular propaganda technique. c. Create a multimedia presentation for display or transmission.

10. Evaluate the importance and quality of essential sources. a. Source is verifiable. b. Source is content specific. c. Source includes adequate researchable information.

11. Incorporate both traditional and electronic search tools. 12. Give precise formal credit for other’s ideas, images, or information (Works Cited page)

utilizing MLA and APA formats.

Remediation: 1. Adjust pace and depth of instruction to student needs 2. Re-teach, as needed 3. Mini-lessons, as needed 4. Reinforcement through additional assignments 5. Small group/whole group instruction

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6. CDTs, Edmentum, Study Island, and any other district approved software/computer programs

7. Leveled texts about similar subject matter 8. Model citations and supporting details

Enrichment:

1. Extend a book report 2. Extend a research report 3. Advanced challenge vocabulary words 4. Extra curriculum-based projects 5. Leveled reading



level questions


8. Credibility, Reliability, and Validity of Sources CC.1.4.8.W: 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. Content and Instructional Activities:

1. Using WGMS library site, determine reliability/validity/credibility of research websites. 2. Differentiate fact from opinion utilizing resources and documents in all academic areas. 3. Distinguish between essential and nonessential information across texts and beyond to a

variety of media identifying bias and propaganda where present. 4. Demonstrate paraphrasing to avoid plagiarism. 5. Cite bibliographic references (MLA).

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Enrichment:




level questions


9. Range of Writing CC.1.4.8.X: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

1. Writers’ Workshop 2. Brainstorming (prewriting) 3. Drafting 4. Editing 5. Revising 6. Publishing

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1.5 Speaking and Listening Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. 1. Comprehension and Collaboration: Collaborative Discussion CC.1.5.8.A: Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly. 2. Comprehension and Collaboration: Critical Listening CC.1.5.8.B: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. 3. Comprehension and Collaboration: Evaluating Information CC.1.5.8.C: Analyze the purpose of information presented in diverse media formats (e.g. visually, quantitatively, orally) and evaluate the motives (e.g. social, commercial, political) behind its presentation. 4. Presentation of Knowledge and Ideas: Purpose, Audience, and Task CC.1.5.8.D: 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. 5. Presentation of Knowledge and Ideas: Context CC.1.5.8.E: Adapt speech to a variety of contexts and tasks. 6. Presentation of Knowledge of Ideas: Multimedia CC.1.5.8.F: Integrate multimedia and visual displays into presentations to add interest, clarify information, and strengthen claims and evidence. Content and Instructional Activities:

1. Integrate multimedia and visual displays into presentations to add interest, clarify information, and strengthen claims and evidence.

2. Compare and contrast how different media offers a unique perspective on the information presented.

Remediation: 1. Adjust pace and depth of instruction to student needs 2. Re-teach, as needed 3. Mini-lessons, as needed, to practice each behavior separately and then build towards

combining them in practice. 4. Reinforcement through additional assignments 5. Small group/whole group instruction

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6. CDTs, Edmentum, Study Island, and any other district approved software/computer programs

7. Review by having students evaluate their own and others’ performances during presentations.

8. Hands-on activities and/or projects that connect information to personal experiences.

7. Conventions of Standard English CC.1.5.8.G: Demonstrate command of the conventions of standard English when speaking based on grade 8 level and content. Content and Instructional Activities:

1. Explain the function of verbals (i.e., gerunds, participle, infinitives) in general and their function in particular sentences.

2. Form and use verbs in the active and passive voice. 3. Form and use verbs in the indicative, imperative, interrogative, conditional, and

subjunctive mood. 4. Recognize and correct inappropriate shifts in verb voice and mood. 5. Place phrases and clauses within a sentence, recognizing and correcting misplaced and

dangling modifiers. 6. Recognize and correct inappropriate shifts in pronoun number and person. 7. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents. 8. Recognize and correct inappropriate shifts in verb tense. 9. Produce complete sentences, recognizing and correcting inappropriate fragments and

run-on sentences. 10. Correctly use frequently confused words (e.g., to, too, two; there, their, and they’re). 11. Ensure subject-verb and pronoun-antecedent agreement. 12. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. 13. Use and ellipsis to indicate and omission. 14. Spell correctly. 15. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical

elements. 16. Use punctuation to separate items in a series.

Enrichment:



1. Teacher Observation 2. Oral or written story re-telling 3. Recording of books read

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4. Lit Circle discussions 5. Teacher/student created questions/rubrics in a variety of levels with emphasis on higher

level questions


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