Grade 8: M/J Language Arts 3 Advanced Curriculum Map

2019-2020 Grade 8: M/J Language Arts 3 Advanced Curriculum Map 1

Grade 8: M/J Language Arts 3 Advanced Curriculum Map

The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org.

The main resource for the support of instruction is the Florida Collections textbook series and digital platform found at http://my.hrw.com. Course materials are available on Canvas, located in the VPortal: https://launchpad.classlink.com/volusia. The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in teaching and learning in academic contexts. These can be found at https://www.wida.us/standards/CAN_DOs/ .

Overview of Grade 8 Advanced ELA Curriculum Map

Grade Level Quarter 1 Quarter 2 Quarter 3 Quarter 4

8 Writing Argumentative Essays

Comparing Theme Development Comparative Analysis

Analyzing Conflicting Information Evaluating Mediums

Writing an Informative Essay Drama

Word Choice in Prose Word Choice in Poetry

Point of View Contrasting Text Structures Theme and Characterization

Symbolism and Theme

Review of Writing Informative Text

Horror and Suspense Techniques for Creating Suspense

Evaluating an Author’s Choices Novel Study

Assessments PT: Multimedia Campaign

DIA 1 Assessment of Standards

VLT 1: Argumentative Essay Informational Research Project

Assessment of Standards

VLT 2: Informative Essay PT: Literary Analysis Essay

DIA 2 Assessment of Standards

PT: Literary Analysis DIA 3 (opt.)

Assessment of Standards

The curriculum map represents what is required in each quarter of instruction to ensure all standards are taught as a support for learning. Flexibility is given to the grade level PLC and teachers beyond the required texts and activities to add additional resources from Florida Collections or other outside sources to best support students’ learning needs. The VLT is the Volusia Literacy Test which will be given two times a year to assess student success with the LAFS. The DIA is the District Interim Assessment of Reading Standards which will be given 2 or 3 times per year. The Assessment of Standards (AOS) is a mastery assessment of the focus standards for the nine weeks taken from the Collections end-of-collection printable assessments.

During class discussion of what has been read, students should consistently be asked to find evidence from the text. This textual evidence should then be used in the students’ writing, research, discussions and presentations.

The study and application of vocabulary and grammar should take place within the context of what students read and write.

http://www.cpalms.org/

http://my.hrw.com/

https://launchpad.classlink.com/volusia

https://www.wida.us/standards/CAN_DOs/

2 2019-2020 Grade 8: M/J Language Arts 3, Advanced Curriculum Map

Grade 8 Language Arts Florida Standards Yearlong Target Standards are bolded. These standards are highly assessed and represent major instructional shifts as required by the Language Arts Florida Standards. Italicized standards are those that require instructional awareness and are woven into the reading and writing process; however, they are not formally assessed.

I

Strand: READ NG STANDARDS FOR LITERATURE

LAFS.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.8.RL.1.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

LAFS.8.RL.1.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

LAFS.8.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

LAFS.8.RL.2.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

LAFS.8.RL.2.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

LAFS.8.RL.3.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

LAFS.8.RL.3.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

LAFS.8.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Strand: READING STANDARDS FOR INFORMATIONAL TEXT

LAFS.8.RI.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.8.RI.1.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

LAFS.8.RI.1.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

LAFS.8.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

LAFS.8.RI.2.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

LAFS.8.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

LAFS.8.RI.3.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

LAFS.8.RI.3.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

LAFS.8.RI.3.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

LAFS.8.RI.4.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.


Strand: WRITING STANDARDS

LAFS.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.

LAFS.8.W.1.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

LAFS.8.W.1.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

LAFS.8.W.1.1c Use words, phrases, and clauses to create cohesion clarify the relationships among claim(s), counterclaims, reasons, and evidence.

LAFS.8.W.1.1d Establish and maintain a formal style.

LAFS.8.W.1.1e Provide a concluding statement or section that follows from and supports the argument presented.

LAFS.8.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

LAFS.8.W.1.2a 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.

LAFS.8.W.1.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

LAFS.8.W.1.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

LAFS.8.W.1.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

LAFS.8.W.1.2e Establish and maintain a formal style.

LAFS.8.W.1.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

LAFS.8.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

LAFS.8.W.1.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

LAFS.8.W.1.3b Use narrative techniques, such as dialogue, pacing, description and reflection, to develop experiences, events, and/or characters.

LAFS.8.W.1.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

LAFS.8.W.1.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

LAFS.8.W.1.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

LAFS.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

LAFS.8.W.2.5

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

LAFS.8.W.2.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

LAFS.8.W.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

LAFS.8.W.3.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

LAFS.8.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

LAFS.8.W.3.9a Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).


LAFS.8.W.3.9b Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

LAFS.8.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Strand: SPEAKING AND LISTENING STANDARDS

LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

LAFS.8.SL.1.1a Come to discussions prepared, having read or studied required material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

LAFS.8.SL.1.1b Follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed.

LAFS.8.SL.1.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

LAFS.8.SL.1.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

LAFS.8.SL.1.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

LAFS.8.SL.1.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

LAFS.8.SL.2.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

LAFS.8.SL.2.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

LAFS.8.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3)

Strand: LANGUAGE STANDARDS

LAFS.8.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.8.L.1.1a Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

LAFS.8.L.1.1b Form and use verbs in the active and passive voice.

LAFS.8.L.1.1c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

LAFS.8.L.1.1d Recognize and correct inappropriate shifts in verb voice and mood.

LAFS.8.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LAFS.8.L.1.2a Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

LAFS.8.L.1.2b Use an ellipsis to indicate an omission.

LAFS.8.L.1.2c Spell correctly.

LAFS.8.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

LAFS.8.L.2.3a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

LAFS.8.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.


LAFS.8.L.3.4a 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.

LAFS.8.L.3.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

LAFS.8.L.3.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

LAFS.8.L.3.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

LAFS.8.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

LAFS.8.L.3.5a Interpret figures of speech (e.g., verbal irony, puns) in context.

LAFS.8.L.3.5b Use the relationship between particular words to better understand each of the words.

LAFS.8.L.3.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

LAFS.8.L.3.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.



Quarter 1 Grade 8: M/J Language Arts 3, Advanced

Assessments Assessed Standards

• District Interim Assessment (DIA) of Reading 1

(Formative)

LAFS.8.RL.1.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. LAFS.8.RL.1.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. LAFS.8.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. LAFS.8.RL.2.6: Analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor. LAFS.8.RI.1.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events. LAFS.8.RI.2.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. LAFS.8.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. LAFS.8.RI.3.7: Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea. LAFS.8.RI.3.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

LAFS.8.RI.3.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. LAFS.8.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.8.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• Assessment of Standards

This is a mastery assessment of the focus standards for this nine weeks taken from Collections end-of-collection printable

assessments.

LAFS.8.RI.2.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. LAFS.8.RI.3.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. LAFS.8.RI.3.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

• Performance Task B: Produce a Multimedia Campaign, p. 273

to be completed after “Distracted Driving”

Students are to select and research their own topics.

LAFS.8.W.1.1a–e: Write arguments. LAFS. 8.W.2.6: Use technology to produce and publish writing. LAFS. 8.W.3.8: Gather relevant information from multiple print/digital sources. LAFS. 8.SL.2.4: Present claims, findings, and evidence. LAFS. 8.SL.2.5: Integrate multimedia and visual displays into presentations


Quarter 1 - Curriculum Focus: Writing the Argumentative Essay

Performance Assessment booklet-- Unit 1: Argumentative Essay,

pp. 1-32. (Choose activities based on students’ needs.)

For resources and materials, please access the Writing Center

in Canvas.

(Writing instruction should be integrated with daily planning and lessons, not taught as a separate skill.)

The window for administering, scoring, entering scores in

Eduphoria, remediating, and grading the VLT is October 21 – November 8.

LAFS.8.W.1.1a-e: Write arguments to support claims with clear reasons and relevant evidence. LAFS.8.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.8.W.2.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. LAFS.8.W.3.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

LAFS.8.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection,

and research.

Applicable Standards for Quarter 1 Texts LAFS.8.RL.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RL.1.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. LAFS.8.RI.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RI.1.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. LAFS.8.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. LAFS.8.SL.1.1a: Come to discussions prepared, having read or studied required material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

https://volusia.instructure.com/courses/7269/pages/8th%20Grade%20Writing%20Center?titleize=0


Quarter 1 - Curriculum Focus: Comparing Theme Development

Texts and Targets Assignments and Resources Focus Standards and FSA Item Specs

Text: Eternal Childhood

from Peter Pan: “When Wendy Grew Up” (Common Lit)

Peter Pan in Return to Neverland (2002) – Ending (video)

Learning Target: Students will provide an analysis of how the theme or central idea relates to the characters, setting, and/or plot. (RL.1.2) Learning Target: Students will analyze how particular lines of dialogue reveal aspects of a character. (RL.1.3) Learning Target: Students will provide a comparison and contrast of the structure of two portions of the text. (RL.2.5) Learning Target: Students will evaluate the choices made by the director or actors in departing from the original text. (RL.3.7)

Suggested pacing: 1 week

Guiding Questions 1 - 10

LAFS.8.RL.1.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. LAFS.8.RL.1.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. LAFS.8.RL.2.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. LAFS.8.RL.3.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

FSA Standard Specifications: Items may ask the student to determine a theme or central idea from a section of the text or from the entire text. Items may refer to themes and central ideas that are explicit or implicit in the text. Items may focus on the use of characters, setting, and plot in the development of the theme or central idea but should not simply ask students to analyze characters, setting, and plot development. Items may ask students to summarize the text. (RL.1.2) Items should focus on specific dialogue or actions that contribute significantly to plot or character development rather than general and overarching questions about a character or plot point. Items may ask the student to identify specific dialogue or actions in the text. (RL.1.3) Items should not simply ask the student to describe the structures of the texts but should focus on the way structure influences meaning and style. Items must be intertextual but can focus on one text more than another. Items can refer to the structure of an entire piece or the structure of a particular section. Items may ask about varying form or structure within a text or to identify where a shift in structure occurs. Items may ask about structural elements like verse, rhythm, meter, rhyme, and alliteration. (RL.2.5)

Assessment Questions 1, 2, and 5 - 10

Discussion Questions 3 and 4

Suggested Common Assessment: Text/Video Comparison

• What is different?

• Why do you think Disney made these changes?

• Which version is more effective? Why?

https://volusia.instructure.com/courses/7269/files/2605581/download?wrap=1


https://www.youtube.com/watch?v=n6nBzOQzgg8


Quarter 1 - Curriculum Focus: Comparative Analysis


Text Set: Poetry “Hanging Fire,” p. 230 “Teenagers,” p. 231 “Legacies,” (Common Lit) “The Ecchoing Green,” CommonLit Learning Target: Students will provide an analysis of how the theme or central idea relates to the characters, setting, and/or plot. (RL.1.2) Learning Target: Students will analyze how particular lines of dialogue reveal aspects of a character. (RL.1.3) Learning Target: Students will provide a comparison and contrast of the structure of two texts. (RL.2.5) Learning Target: Students will provide an analysis of how the differing structure of each text contributes to its meaning and style. (RL.2.5)


Make Inferences and Determine Theme, p. 232

LAFS.8.RL.1.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. LAFS.8.RL.1.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. LAFS.8.RL.2.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

FSA Standard Specifications: Items may ask the student to determine a theme or central idea from a section of the text or from the entire text. Items may refer to themes and central ideas that are explicit or implicit in the text. Items may focus on the use of characters, setting, and plot in the development of the theme or central idea but should not simply ask students to analyze characters, setting, and plot development. Items may ask students to summarize the text. (RL.1.2) Items should focus on specific dialogue or actions that contribute significantly to plot or character development rather than general and overarching questions about a character or plot point. Items may ask the student to identify specific dialogue or actions in the text. (RL.1.3) Items should not simply ask the student to describe the structures of the texts but should focus on the way structure influences meaning and style. Items must be intertextual but can focus on one text more than another. Items can refer to the structure of an entire piece or the structure of a particular section. Items may ask about varying form or structure within a text or to identify where a shift in structure occurs. Items may ask about structural elements like verse,

rhythm, meter, rhyme, and alliteration. (RL.2.5)

Analyzing the Text, p. 233, Questions 1 - 4

Suggested Common Assessment: Performance Task: Comparison, p. 233, Bullet 2 in Wrap-Around Teacher’s Edition

Discussion questions 1-2, CommonLit

Assessment Questions 1-4, CommonLit

Suggested Common Assessment: Assessment Question 5

Assessment Questions 1-4, CommonLit

Suggested Common Assessment: Assessment question 5, Discussion Question 1

Suggested Learning Strategy

GOGOMO Reading Appendix-Protocols and Resources, p. 15. Have students create an index card for each: speaker, theme, points of view. After GOGOMO, use the ideas to create a Table Match. TPCASTT, TWIST – ELA Instructional Strategies

Resources IWL: Form in Poetry and Comparing Texts; LUT: Theme

https://volusia.instructure.com/files/2605599/download?wrap=1







Quarter 1 - Curriculum Focus: Analyzing Conflicting Information


Text Set: Growing Up “Is 16 Too Young to Drive a Car?” p. 247

“Fatal Car Crashes,” p. 256

"What the Brain Says about

Maturity,” p. 236

“Better Training for New Drivers,”

p. 239

Mandatory Service to Become an

Adult,” p. 242

Learning Target: Students will provide an analysis of how a text makes connections among and distinctions between ideas. (RI.1.3) Learning Target: Student will provide an analysis of how a text makes connections among and distinctions between ideas. (RI.3.9) Learning Target: Students will delineate and evaluate arguments. (RI.3.8)

Suggested pacing: 2 weeks

To Challenge Students, p. 254 in Teacher Edition

Analyzing the Text Questions 1-3, p. 255

LAFS.8.RI.1.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events. LAFS.8.RI.3.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. LAFS.8.RI.3.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

FSA Standards Specifications: Items should not ask general or overarching questions about individuals, ideas, or events in the text, but rather should ask about the connections and distinctions between them. Items may ask the student to compare, contrast, or categorize individuals, ideas, or events in the text. Items may focus on causes and effects or ask

the student to make a prediction. Items may ask about individuals’ motivations. (RI.1.3) Items should not ask the student to simply identify the argument or claims in the text. Items may ask the student to trace or evaluate the argument or claims in a section of the text or throughout the whole text. Items may focus on evaluating how effective, persuasive, or biased an argument or claim is. Items may focus on evaluating how relevant, sufficient, or accurate the evidence is, or how credible the sources are, for an argument or claim. Items may focus on irrelevant or inappropriate evidence, or distinguishing fact from opinion. Items may require the student to recognize stereotyping, generalization, emotional appeal, false dilemma, or false analogy. (RI.3.8)

Items should ask about both texts but may focus on one more than the

other. Items should focus on key information, evidence, and facts. Items

should focus on the differences between the two texts rather than the

similarities. (RI.3.9)

Analyze Text, p. 258 Guide students to analyze the text for Deductive and Inductive reasoning while they read.

Close Read Questions J and L, p. 256 - 257 in Teacher Edition

Analyzing the Text, p. 258, Questions 1-2

Suggested Common Assessment: Analyzing the Text, p. 260, Question 3 - 5

Close Read Questions C, F and I, p. 249 - 254 in Teacher Edition

Suggested Learning Strategy Take a Stand, Reading Appendix-Protocols and Resources, p. 33.

Resources Analyze Information in Texts: p. 259

LUT: Persuasive Techniques



Quarter 1 - Curriculum Focus: Evaluating Mediums


Text Set:

“Your Phone Can Wait,” p. 264

“Driving Distracted,” p. 266 Learning Target: Students will provide a comparison and contrast of a text to a video. (RI.3.7) Learning Target: Students will provide an analysis of each medium’s portrayal of the subject. (RI.3.7)

Suggested Pacing: 1 week

Analyze Ideas in Media, p. 265

Analyzing the Media, p. 265

LAFS.8.RI.3.7: Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.

FSA Standard Specifications: Items must ask about two or more media but may focus on one more than another. Items should not ask general or overarching questions about the different media but should focus on their advantages or disadvantages. Items may rely on multiple stimuli that use alternative media or can simply refer to other media and/or hypothetical sources. Items may ask students to analyze the purpose. (RI.3.7)

Analyze Diverse Media on p. 267

Analyze the Media, p. 267, Questions 2-3

Evaluate Media on p. 268

Suggested Common Assessment: Analyzing the Media, p. 268, Questions 1 and 2

Suggested Learning Strategy World Café, Reading Appendix- Protocols and Resources

Resources

Analyze Diverse Media, p. 267 Evaluate Media, p. 268 Camera Shots and Shot Selections and Practice and Apply, p. 268a Evaluating Advantages and Disadvantages of Media, p. 268b





• VLT: Argumentative Essay (Summative grade after remediation)

The window for administering, scoring, entering scores in Eduphoria,

remediating, and grading the VLT is October 21 – November 8.

LAFS.8.W.1.1a-e: Write arguments to support claims with clear reasons and relevant evidence. LAFS.8.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.8.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Informational Research Project

Prompt: In her diary, Anne Frank states: “In spite of everything I still believe that people are really good at heart.” Research to find

evidence to support whether Anne Frank’s claim is true either during the time period of the Holocaust or present day. Present your

findings through a speech, a multi-media presentation, or a written research paper. Include a Works Cited.

LAFS.8.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. LAFS.8.W.3.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. LAFS.8.W.3.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. LAFS.8.SL.2.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.


This is a mastery assessment of the focus standards for this nine weeks taken from the Collections end-of-collection printable assessments.

LAFS.8.RL.1.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. LAFS.8.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Applicable Standards for Quarter 2 Texts

LAFS.8.RL.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RL.1.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. LAFS.8.RI.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RI.1.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. LAFS.8.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. LAFS.8.SL.1.1a: Come to discussions prepared, having read or studied required material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.


Quarter 2 - Curriculum Focus: Writing the Informative Essay

Performance Assessment booklet-- Unit 2: Informative Essay, p. 33-66. (Choose activities based on students’ needs.)

For resources and materials, please access the Writing Center

in Canvas.

(Writing instruction should be integrated with daily planning and lessons, not taught as a separate skill.)

The window for administering, scoring, entering scores in Eduphoria,

remediating, and grading the Informative VLT is January 13 – 31.

LAFS.8.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. LAFS.8.W.2.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. LAFS.8.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Quarter 2 - Curriculum Focus: Drama


Text Set: “The Diary of Anne Frank,” p. 279

Learning Target: Students will provide an analysis of how particular lines of dialogue or incidents in a story or drama propel the action. (RL.1.3) Learning Target: Students will provide an analysis of how particular lines of dialogue or incidents in a story or drama provoke a decision. (RL.1.3) Learning Target: Students will provide an analysis of how particular lines of dialogue or incidents in a story or drama reveal aspects of a character. (RL.1.3)


Analyze Dialogue in Drama, p. 353

Using a teacher- or student-generated graphic organizer, guide students to track ways the playwright

• uses dialogue to propel action,

• establishes a conflict that requires a decision, and

• reveals character traits throughout the reading of the play.

LAFS.8.RL.1.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

FSA Standard Specifications: Items should focus on specific dialogue or actions that contribute significantly to plot or character development rather than general and overarching questions about a character or plot point. Items may ask the student to identify specific dialogue or actions in the text. (RL.1.3)


Suggested Common Assessment: Analyzing the Text, p. 324, Questions 1-4

Analyze Incidents in Drama, p. 353

Analyze the Text, p. 354, Questions 1, 3

Suggested Common Assessment: Speaking and Listening, Teacher Edition, p. 354

Collaborative Discussion, p. 352

Learning Strategy Gallery Walk, Reading Appendix-Protocols and Resources, p. 14

Resources

IWL: Analyze Characters LUT: Elements of Drama Holocaust RC3 Lesson V: “The Holocaust,” p. 279

https://volusia.instructure.com/courses/7269/pages/8th%20Grade%20Writing%20Center?titleize=0





Quarter 2 - Curriculum Focus: Diction in Prose


Text set: The Holocaust “Oldest Known Holocaust Survivor Dies; Pianist Was 110,” CommonLit “After Auschwitz,” p. 379

History Channel video, “After Auschwitz,” hyperlink in Student eBook, p. 379 “Elie Wiesel's Nobel Acceptance Speech,” CommonLit

Learning Target: Student will provide a statement of the meaning of words and phrases as they are used in context. (RI.2.4) Learning Target: Student will provide a statement explaining the impact of specific word choice on meaning and tone. (RI.2.4) Learning Target: Students will analyze the role of particular sentences in developing and refining a key concept. (RI.2.5) Learning Target: Students will evaluate an argument for effectiveness.(RI.3.8)


Guiding questions, CommmonLit 1. Describe Herz-Sommer. 2. What did Herz-Sommer do in concentration

camps? Assessment questions 1-5 Discussion questions 1-4

LAFS.8.RI.2.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. LAFS.8.RI.3.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. FSA Standard Specifications: Items should not simply ask the student to describe the structures of the texts but should focus on the way structure influences meaning and style. Items must be intertextual but can focus on one text more than another. Items can refer to the structure of an entire piece or the structure of a particular section. Items may ask about varying form or structure within a text or to identify where a shift in structure occurs. Items may ask about structural elements like verse, rhythm, meter, rhyme, and alliteration. (RI.2.5) Items should not ask the student to simply identify the argument or claims in the text. Items may ask the student to trace or evaluate the argument or claims in a section of the text or throughout the whole text. Items may focus on evaluating how effective, persuasive, or biased an argument or claim is. Items may focus on evaluating how relevant, sufficient, or accurate the evidence is, or how credible the sources are, for an argument or claim. Items may focus on irrelevant or inappropriate evidence, or distinguishing fact from opinion. Items may require the student to recognize stereotyping, generalization, emotional appeal, false dilemma, or false analogy. (RI.3.8)

Analyze Word Choices, p. 383 Close Read: Analyze Word Choices, Teacher Edition, Questions, p. 380 - 382 B – E

To Challenge Students: Analyze the Speaker, p. 382, Teacher Edition

Analyzing the Text, p. 384, Questions 1-2, 4-6

Suggested Common Assessment: Analyzing the Text, p. 384, Question 7

Assessment questions 1-4, Discussion questions 1-3, CommonLit

Suggested Common Assessment: Assessment question 5, CommonLit

Learning Strategy Discussion Appointments, Reading Appendix-Protocols and Resources, p. 11

Resources LUT: Persuasive Techniques









Quarter 2 - Curriculum Focus: Diction in Poetry


Text: Poem “First They Came…” Commonlit “There But for the Grace,” p. 385

Learning Target: Students will provide

a statement of the meaning of words

and phrases as they are used in

context. (RL.2.4)

Learning Target: Students will provide

a statement explaining the impact of

specific word choices on meaning and

tone, including analogies or allusions

to other texts. (RL.2.4)


Guiding question (Commonlit) 1. Describe the Speaker in the poem? Assessment questions 1 – 4 Discussion questions 1-2

LAFS.8.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

FSA Standard Specifications: Items should focus on grade-appropriate words. Items should not focus on dictionary word meanings but should focus on how the words and phrases function within the context of the text. Items should focus on words and phrases that have figurative or allusive meanings central to the meaning of the text rather than isolated, incidental vocabulary. Items may ask about words with discrete context clues in close proximity or words whose meaning is conveyed more implicitly throughout the text. Items may ask students to employ various strategies to explore word meaning, including the application of context clues, roots, or affixes. Items may require students to make connections between words and to delve into figurative or connotative meanings. Items should not include obscure analogies or allusions and should only reference grade-appropriate texts. (RL.2.4)

Analyzing the Sound Devices, p. 387.

Have students complete a chart like the one on p. 387 with their own example of each sound device.

Analyzing Sound Devices, p.387

Question: How does the poet’s use of sound devices affect you as a reader?

Suggested Common Assessment: Analyzing the Text, p. 388, Questions 2-6

Suggested Learning Strategy Peer Critique, Reading Appendix-Protocols and Resources, p. 23 Praise, Question, Suggest, Reading Appendix-Protocols and Resources, p. 25

Resources

Analyze Sound Devices, p. 388b LUT: Elements of Poetry IWL: Analyze Imagery Supplemental Text: Terrible Things by Eve Bunting (focus: allegory, RL.3.9)







Quarter 3 Grade 8: M/J Language Arts 3 Advanced Assessments Assessed Standards

• VLT 2: Informative Essay (Summative grade after remediation)

The window for administering, scoring, entering scores in

Eduphoria, remediating, and grading the VLT is January 13-31.

LAFS.8.W.1.2a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. LAFS.8.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.8.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Performance Task: Write a Literary Analysis, p. 207 213 (students may analyze either “Drummer Boy of Shiloh” or

“Marigolds”)

LAFS.8.W.1.2a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. LAFS.8.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• District Interim Assessment (DIA) of Reading 2 (Formative)

LAFS.8.RL.1.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. LAFS.8.RL.3.9: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. LAFS.8.RI.1.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. LAFS.8.RI.1.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events.

LAFS.8.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including

figurative, connotative, and technical meanings; analyze the impact of specific word choices on

meaning and tone, including analogies or allusions to other texts.

LAFS.8.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how the

author acknowledges and responds to conflicting evidence or viewpoints. LAFS.8.RI.3.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. LAFS.8.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.8.L.1.2: Demonstrate command of the conventions of standard English capitalization,

punctuation,

and spelling when writing.



This is a mastery assessment of the focus standards for this nine weeks taken from the Collections end-of-collection printable assessments.

LAFS.8.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including

figurative, connotative, and technical meanings; analyze the impact of specific word choices on

meaning and tone, including analogies or allusions to other texts. LAFS.8.RI.2.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

LAFS.8.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how the

author acknowledges and responds to conflicting evidence or viewpoints.

Applicable Standards for Quarter 3 Texts

LAFS.8.RL.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RL.1.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. LAFS.8.RI.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RI.1.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. LAFS.8.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. LAFS.8.SL.1.1a: Come to discussions prepared, having read or studied required material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Quarter 3 - Curriculum Focus: Point of View

Required Texts and Targets Assignments and Resources

Focus Standards and FSA Item Specs

Text:

“from Narrative of the Life of Frederick Douglass, an American Slave” p. 143

Learning Target: Students will analyze how a text makes connections among and distinctions between individuals, ideas, or events. (RI.1.3)

Learning Target: Student will provide an analysis of how the author acknowledges and responds to conflicting evidence and/or viewpoints. (RI.2.6)


Close Read Questions A, C, E, G, H, in Teacher Edition

LAFS.8.RI.1.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events. LAFS.8.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. FSA Standard Specifications: Items should not ask general or overarching questions about individuals, ideas, or events in the text, but rather should ask about the connections and distinctions between them. Items may ask the student to compare, contrast, or categorize individuals, ideas, or events in the text. Items may focus on causes and effects or ask

the student to make a prediction. Items may ask about individuals’ motivations. (RI.1.3) Items may ask about how the author develops a point of view or purpose in the text. Items may ask about one or more viewpoints. Items may ask about the author’s word choice or use of figurative language. Items may ask about the tone or mood of the author or text. Items may ask about a lack of textual evidence or about inappropriate or unsound evidence. (RI.2.6)


Analyzing the Text, p. 149, Questions 3-6

Suggested Formative Assessment: Writing Activity: Literary Analysis, p. 149

Suggested Learning Strategy Back to Back and Face to Face, Reading Appendix-Protocols and Resources, p. 5

Resources Analyze Text: Autobiography and Author’s Purpose, p. 150a LUT: Biographies and Autobiographies Video: America: The Story of Us: Frederick Douglas




Quarter 3 - Curriculum Focus: Contrasting Text Structures

Required Texts and Targets Assignments and Resources Focus Standards and FSA Item Specs

Text Set:

“from Bloody Times: The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis,”

p. 177

“O Captain! My Captain!” p. 199

Learning Target: Students will provide a statement of the meaning of words and phrases as they are used in context. (RI.2.4) Learning Target: Students will provide a statement explaining the impact of specific word choice on meaning and tone, including analogies or allusions to other texts. (RI.2.4). Learning Target: Students will provide a detailed analysis of the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. (RI.2.5) Learning Target: Students will provide a statement explaining the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (RL.2.4) Learning Target: Students will provide an analysis of how the differing structure of each text contributes to its meaning and style. (RL.2.5) Learning Target: Students will provide an analysis of how one or more differences in points of view of the characters and the audience and/or reader create such effects as suspense or humor. (RL.2.6)

Learning Target: Students will analyze

Close Read, p. 178 - 193 Questions A – E, G – P in Teacher Edition

See suggested graphic organizers in lesson plan.

LAFS.8.RI.1.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events.

LAFS.8.RI.2.4: Determine the meaning of words and phrases as they are used

in a text, including figurative, connotative, and technical meanings; analyze

the impact of specific word choices on meaning and tone, including analogies

or allusions to other texts.

LAFS.8.RI.2.5: Analyze in detail the structure of a specific paragraph in a text,

including the role of particular sentences in developing and refining a key

concept.

LAFS.8.RL.2.4: Determine the meaning of words and phrases as they are used

in a text, including figurative and connotative meanings; analyze the impact

of specific word choices on meaning and tone, including analogies or

allusions to other texts.

LAFS.8.RL.2.5: Compare and contrast the structure of two or more texts and

analyze how the differing structure of each text contributes to its meaning

and style.

LAFS.8.RL.2.6: Analyze how differences in the points of view of the characters

and the audience or reader create such effects as suspense or humor.

FSA Standard Specifications: Items should focus on grade-appropriate words.

Items should not focus on dictionary word meanings but should focus on how the

words and phrases function within the context of the text. Items should focus on

words and phrases that have figurative or allusive meanings central to the

meaning of the text rather than isolated, incidental vocabulary. Items may ask

about words with discrete context clues in close proximity or words whose

meaning is conveyed more implicitly throughout the text. Items may require

students to make connections between words and to delve into figurative or

connotative meanings. Items should not include obscure analogies or allusions

and should only reference grade-appropriate texts. (RI/RL.2.4)

Items should not simply ask the student to describe the structures of the texts

but should focus on the way structure influences meaning and style. Items must

be intertextual but can focus on one text more than another. Items can refer to

the structure of an entire piece or the structure of a particular section. Items may

ask about varying form or structure within a text or to identify where a shift in

structure occurs. Items may ask about structural elements like verse, rhythm,

meter, rhyme, and alliteration. (RL.2.5)

Items should not simply ask the student to identify points of view but should

focus on how they affect the tone of the text. Items should ask about the

interactions of multiple points of view. Items may focus on what the audience

knows that the character doesn’t know, or what the character knows that the

audience doesn’t know. (RL.2.6)

Collaborative Discussion, p. 194 in Teacher Edition

To Challenge Students: Analyze Author’s Perspective, p. 194 in Teacher Edition

Respond in Writing: Compare and Contrast, p. 196

Close Read, p. 200 in Teacher Edition, Questions A and B

Analyzing the Text, p. 202, Questions 1 - 5

Collaborative Discussion, p. 200 See additional discussion questions connecting ideas/events from the two texts in the lesson plan provided.

Suggested Common Assessment: Written Response – How do these authors express their reverence for Abraham Lincoln? Be sure to include specific details from each text to support your answer.





how a text makes connections among and distinctions between individuals. (RI.1.3)


Suggested Learning Strategy Written Conversation, Reading Appendix-Protocols and Resources, p. 37

Resources

Lesson Plan Close Read: Background & Walt Whitman, p. 199 in Teacher Edition

LUT: Figurative Language

Video from Bloody Times

Quarter 3 - Curriculum Focus: Theme and Characterization


Text: “The Drummer Boy of Shiloh,” p. 167 Learning Target: Students will provide an analysis of how the theme or central idea relates to the characters, setting, and/or plot. (RL.1.2) Learning Target: Students will analyze how particular incidents in a story reveal aspects of a character. (RL.1.3) Learning Target: Students will provide a statement explaining the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (Rl.2.4) Suggested pacing: 1 week

Determine Meanings of Words and Phrases, p. 173

LAFS.8.RL.1.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. LAFS.8.RL.1.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. LAFS.8.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. LAFS.8.L.1.1a: Explain the function of verbals in general and their function in particular sentences. FSA Standards Specifications: Items may ask the student to determine a theme or central idea from a section of the text or from the entire text. Items may refer to themes and central ideas that are explicit or implicit in the text. Items may focus on the use of characters, setting, and plot in the development of the theme or central idea but should not simply ask students to analyze characters, setting, and plot development. Items may ask students to summarize the text. (RL.1.2)

Close Read Questions A – E, G – I in Teacher Edition

To Challenge Students, TE, p. 172


Suggested Common Assessment: Analyzing the Text, p. 174, Questions 1 - 4 and 6

Suggested Learning Strategy SOAPStone, SIFT, ELA Instructional Strategies

Resources LUT: Prose Forms Video: Battle of Shiloh




https://www.youtube.com/watch?v=AezGAiSiBCc



Quarter 3 - Curriculum Focus: Symbolism and Theme


Text: “Marigolds” p. 213 Learning Target: Students will provide an analysis of how the theme or central idea relates to the characters, setting, and/or plot. (RL.1.2) Learning Target: Students will analyze how particular incidents in a story reveal aspects of a character. (RL.1.3) Learning Target: Students will provide a statement explaining the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (Rl.2.4)


Close Read, p. 213 -217, TE, questions A - F

LAFS.8.RL.1.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. LAFS.8.RL.1.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. LAFS.8.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. LAFS.8.L.1.1a: Explain the function of verbals in general and their function in particular sentences. LAFS.8.L.3.4b: Use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. FSA Standards Specifications: Items may ask the student to determine a theme or central idea from a section of the text or from the entire text. Items may refer to themes and central ideas that are explicit or implicit in the text. Items may focus on the use of characters, setting, and plot in the development of the theme or central idea but should not simply ask students to analyze characters, setting, and plot development. Items may ask students to summarize the text. (RL.1.2) Items should focus on specific dialogue or actions that contribute significantly to plot or character development rather than general and overarching questions about a character or plot point. Items may ask the student to identify specific dialogue or actions in the text. (RL.1.3) Items should focus on grade-appropriate words. Items should not focus on dictionary word meanings but should focus on how the words and phrases function within the context of the passage. Items should focus on words and phrases that have figurative or allusive meanings central to the meaning of the text rather than isolated, incidental vocabulary. Items may ask about words with discrete context clues in close proximity or words whose meaning is conveyed more implicitly throughout the passage. Items may ask students to employ various strategies to explore word meaning, including the application of context clues, roots, or affixes. Items may require students to make connections between words and to delve into figurative or connotative meanings. Items should not include obscure analogies or allusions. (RL.2.4)



Suggested Common Assessment: Analyzing the Text, p. 226 Questions 1, 2, 4, 6, 7

Suggested Learning Strategy SIFT, ELA Instructional Strategies

Resources LUT: Prose Forms





• Performance Task: Write a Literary Analysis, p. 137

This is to be completed after reading, “What is the Horror Genre?” “The Tell-Tale Heart,” and “The Monkey’s Paw.”

LAFS.8.RI.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

LAFS.8.W.2.5: With some guidance and support from peers and adults, develop and strengthen writing

as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well

purpose and audience have been addressed.

• Assessment of Standards This is a mastery assessment of the focus standards for this nine

weeks taken from the Collections end-of-collection printable assessments.

LAFS.8.RI.1.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. LAFS.8.RL.2.6: Analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor. LAFS.8.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. LAFS.8.RL.3.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

• Optional: District Interim Assessment of Reading 3 (Formative)

Applicable Standards for Quarter 4 Texts LAFS.8.RL.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RL.1.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. LAFS.8.RI.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RI.1.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. LAFS.8.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. LAFS.8.SL.1.1a: Come to discussions prepared, having read or studied required material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.


Curriculum Focus: Review of Argumentative and Informative Writing (Complete before FSA ELA Writing Assessment)

Recommended resources include student writing samples and text sets to be used for Teacher-made review of writing skills:

• Grade 8 2018 FSA Writing Informational Prompt

• Grade 8 2018 FSA Writing Scoring Sampler – Informative Writing

• Grade 7 2018 FSA Writing Scoring Sampler – Argumentative Writing

• Grade 8 Paper-based Writing Practice Test - Informative

• Grade 7 Paper-based Writing Practice Test – Argumentative

• Grade 8 2018 Achieve the Core- On-Demand Argument Prompt

• Grade 8 2018 Achieve the Core On-Demand Argument Student Sample

• Grade 8 2018 Achieve the Core- On-Demand Information Prompt

• Grade 8 2018 Achieve the Core On-Demand Information Student Sample

• 1-page FSA Argumentative Rubric.docx

1 page FSA Informational Rubric.docx

LAFS.8.W.1.1a-e: Write arguments to support claims with clear reasons and relevant evidence. LAFS.8.W.1.2a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Ways these resources might be used:

o Compare argument and informational writing and have students identify similarities and differences

o Have students identify and focus on skills needed to write both types of genres

o Use the FSA rubric to annotate and score the student samples o Have students make improvements/corrections to essays o Use samplers to create examples of various skills which need

emphasis based on students’ needs

Quarter 4 - Curriculum Focus: Informative Text


Text: Screen Time Trio “In our digital world, are young people losing their ability to read emotions?” “Study: Kids can learn as much from ‘Sesame Street’ as from preschool” “This is How Cookie Monster Makes Your Kid Smarter”

Learning Target: Students will provide an analysis of the development of the central idea over the course of the text. (RI.1.2)


Questions 1 - 16

LAFS.8.RI.1.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

LAFS.8.RI.2.4: Determine the meaning of words and phrases as they are used in a

text, including figurative, connotative, and technical meanings; analyze the impact

of specific word choices on meaning and tone, including analogies or allusions to

other texts.

LAFS.8.RI.2.5: Analyze in detail the structure of a specific paragraph in a text,

including the role of particular sentences in developing and refining a key concept.

LAFS.8.RI.2.6: Analyze how differences in the points of view of the characters and

the audience or reader create such effects as suspense or humor.

FSA Standards Specifications: Items may refer to central ideas that are explicit or implicit in the text. Items may ask the student to determine the central idea from a section of the text or from the entire text. Items may focus on how the central idea of the text relates to supporting ideas. Items may ask the student to distinguish fact from opinion. Items may ask students to summarize the text. (RI.1.2)

Suggested Common Assessment: Question 17

Suggested Learning Strategy Summarizing/Paraphrasing, ELA Instructional Strategies




https://fsassessments.org/assets/documents/practice-tests-paper/FSA_8W_Practice-Test_approved.pdf

https://fsassessments.org/assets/documents/practice-tests-paper/FSA_7W_Practice-Test_approved_v2.pdf










Quarter 4 - Curriculum Focus: Horror and Suspense


Text Set: Horror “What Is the Horror Genre?” p. 125 “Scary Tales,” p. 99 “Man-Made Monsters,” Close Reader, p. 35, TE, p. 132b

Learning Target: Students will provide an analysis of the development of the central idea over the course of the text, including its relationship to supporting ideas. (RI.1.2) Learning Target: Students will write an objective summary. (RI.1.2) Learning Target: Students will provide an analysis of how one or more differences in the points of view of the characters or the audience and/or reader create such effects such a suspense or humor. (RI.2.6)


Close Read Questions, p. 125 - 128 A, C and E in Teacher Edition

LAFS.8.RI.1.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. LAFS.8.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. LAFS.8.RL.2.6: Analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor.

FSA Standards Specifications: Items should focus on grade-appropriate words. Items should not focus on dictionary word meanings but should focus on how the words and phrases function within the context of the text. Items should focus on words and phrases that have figurative or allusive meanings central to the meaning of the text rather than isolated, incidental vocabulary. Items may ask about words with discrete context clues in close proximity or words whose meaning is conveyed more implicitly throughout the text. Items may ask students to employ various strategies to explore word meaning, including the application of context clues, roots, or affixes. Items may require students to make connections between words and to delve into figurative or connotative meanings. Items should not include obscure analogies or allusions and should only reference grade-appropriate texts. (RI.2.4) Items may refer to central ideas that are explicit or implicit in the text. Items may ask the student to determine the central idea from a section of the text or from the entire text. Items may focus on how the central idea of the text relates to supporting ideas. Items may ask the student to distinguish fact from opinion. Items may ask students to summarize the text. (RI.1.2) Items may ask about how the author develops a point of view or purpose in the text. Items may ask about one or more viewpoints. Items may ask about the author’s word choice or use of figurative language. Items may ask about the tone or mood of the author or text. Items may ask about a lack of textual evidence or about inappropriate or unsound evidence. (RL.2.6)

Analyzing the Text Questions, p. 130 Questions 1, 2, 4, and 6

Suggested Common Assessment: Speaking Activity: Discussion, Bullet 3, p. 130

Close Read, Analyze the Meanings of Words and Phrases and Determine an Author’s Viewpoint, TE, questions and activities on page 102.

Analyze the Text, questions 1,3,4,7, p. 103

Suggested Common Assessment: Analyze the Text, questions 5 and 6, p. 103

Close Reader questions 1 - 10

Suggested Common Assessment: Short Response, Close Reader, p. 40

Resources Ted-Ed Lesson: In on a Secret? That’s Dramatic Irony The New York Times: The Critique of Pure Horror IWL: Identifying Central Idea and Details in Literary Criticism

https://youtu.be/RZFYuX84n1U

https://nyti.ms/2jAZVkN


Quarter 4 - Curriculum Focus: Evaluating Authors’ Choices


Text set: Media Analysis

“The Monkey’s Paw,” p. 105

From “The Monkey’s Paw”, p. 122

Learning Target: Students will provide an analysis of how the theme or central idea relates to the characters, setting, and/or plot. (RL.1.2) Learning Target: Students will provide an analysis of how particular lines of dialogue or incidents in a story or drama propel the action. (RL.1.3) Learning Target: Students will provide an analysis of the extent to which a filmed production of a story or drama stays faithful to or departs from the text or script, including an evaluation of the choices made by the director or actors. (RL.3.7)


Close Read Questions, p. 108 – 114, E, F, and J – L in Teacher Edition

LAFS.8.RL.1.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. LAFS.8.RL.1.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. LAFS.8.RL.3.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

FSA Standards Specifications: Items may ask the student to determine a theme or central idea from a section of the text or from the entire text. Items may refer to themes and central ideas that are explicit or implicit in the text. Items may focus on the use of characters, setting, and plot in the development of the theme or central idea but should not simply ask students to analyze characters, setting, and plot development. Items may ask students to summarize the text. (RL.1.2) Items should focus on specific dialogue or actions that contribute significantly to plot or character development rather than general and overarching questions about a character or plot point. Items may ask the student to identify specific dialogue or actions in the text. (RL.1.3) Items must ask about the text version and its multimedia counterpart. The item’s difficulty may be dependent on the significance and extent of the

adaptation’s departure from the original text. Items may focus on the effectiveness of the adaptation. (RL.3.7)


To Challenge Students: Analyze Stories, Teacher Edition, p. 116

Analyzing the Text, p. 118, Questions 2 and 3

Suggested Common Assignment: Analyzing the Text, p. 118, Questions 5 and 6

Evaluate Media, p. 123


Analyzing the Media, p. 124, Questions 2-5

Suggested Common Formative Assessment: Analyzing the Media, p. 124, Question 6

Suggested Learning Strategies RC3 Lesson; Common Lit, Guiding Questions, Compare and Contrast a Film and Story, p. 124a Film Techniques, p. 124a

Resources LUT: Theme


https://www.commonlit.org/texts/the-monkey-s-paw


Quarter 4 - Curriculum Focus: Comparing Techniques for Creating Suspense


Text: Suspense

“The Tell-Tale Heart,” p. 89

Learning Target: Students will provide a statement explaining the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (Rl.2.4)

Learning Target: Students will provide an analysis of how one or more differences in the points of view of the characters or the audience and/or reader create such effects such a suspense or humor. (RL.2.6)


Close Read Questions, p. 89 – 94, A-F in Teacher Edition

LAFS.8.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. LAFS.8.RL.2.6: Analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor. FSA Standards Specifications: Items should focus on grade- appropriate words. Items should not focus on dictionary word meanings but should focus on how the words and phrases function within the context of the passage. Items should focus on words and phrases that have figurative or allusive meanings central to the meaning of the text rather than isolated, incidental vocabulary. Items may ask about words with discrete context clues in close proximity or words whose meaning is conveyed more implicitly throughout the passage. Items may ask students to employ various strategies to explore word meaning, including the application of context clues, roots, or affixes. Items may require students to make connections between words and to delve into figurative or connotative meanings. Items should not include obscure analogies or allusions. (RL.2.4) Items should not simply ask the student to identify points of view but should focus on how they affect the tone of the text. Items should ask about the interactions of multiple points of view. Items may focus on what the audience knows that the character doesn’t know, or what the character knows that the audience doesn’t know. (RL.2.6)

To Challenge Students: Analyze Voice, Teacher Edition, p. 94

Analyzing the Text, p. 96 Questions 1 and 3 - 5

Suggested Common Assessment: Analyzing the Text, p. 96, Question 6

Close Reader Questions 1-14, p. 21

Suggested Common Assessment: Evaluate the narrator of “The Tell-tale Heart.” Discuss the credibility of the narrator and how this contributes to the suspense of the story. Give evidence in your response.

Suggested Learning Strategy SIFT, ELA Instructional Strategies

Resources LUT: Narrator and Speaker; CommonLit (see guiding and assessment questions)

https://www.commonlit.org/texts/the-tell-tale-heart


Quarter 4 - Curriculum Focus: The Novel

Novel Study: Dr. Jekyll & Mr. Hyde, The Fall of the House of Usher,

The Giver or an appropriate ELA Department/PLC/Grade Level-

based selection.

(To ensure that students cover the LAFS before the ELA FSA, please do not teach the novel until the other Curriculum Map activities have been completed.)


LAFS.8.RL.3.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

Standards and activities must align with the Language Arts Florida Standards and will vary according to students’ needs.

Documents

Grade 8: M/J Language Arts 3 Advanced Curriculum Map