INSTRUCTIONAL GUIDE Course ID # 230105 English Language

City of Angels School Independent Study – Los Angeles Unified School District

INSTRUCTIONAL GUIDE Course ID # 230105

English Language Arts – Common Core Based, Middle School 8A

This is the first semester of a two-semester course designed to provide each student with a clear path to achieving the

California Common Core State Standards for English Language Arts and Literacy. Emphasis will be placed on the ability of

the student to make meaning and reach understanding of complex texts and ideas. This will be accomplished by reading and

responding to texts producing original texts, participating in collaborative discussions with the teacher, doing research and

delivering presentations, and answering second and third tier Depth of Knowledge questions. To successfully complete this

course, students will need to devote at least 5- 7 hours per week to their assignments.

Curriculum and Text

Beers, Hougen, Jago, McBride, Palmer, Stack, California Collections, Houghton Mifflin Harcourt, ISBN-978-0-544-

50328-1

textbook companion site: www.cityofangelsschool.org Student Resources HMH COLLECTIONS link GRADE 8

Grade Distribution: Weekly Assignments=80%; Assessments=20%

Standards

Material covered in this instructional guide aligns with the Common Core State Standards (CCSS). The English Language

Arts CCSS consist of Career and College Ready (CCR) anchor standards and grade-specific content standards:

Anchor Standards (This set applies to all secondary grade levels)

Career and College Ready Anchor Standards for Reading

Career and College Ready Anchor Standards for Writing

Career and College Ready Anchor Standards for Speaking and Listening

Career and College Ready Anchor Standards for Language

Content Standards (This set applies to Grade 8 only)

Reading

Literature

Informational Text

Writing

Speaking and Listening

Language

To view each of the standards for the categories listed above in detail, download the California Common Core State Standards

for English Language Arts from http://www.cde.ca.gov/re/cc/. Both sets of standards cover each of the main aspects of the

English language: reading, writing, speaking and listening, and language conventions (grammar). The CCS anchor standards

provide a broad foundation of language development across grades 6-12. The content standards provide additional specificity

for each individual grade level. Together they define the skills and understandings that all students must demonstrate.

Career and College Readiness Anchor Standards for Reading (Grades 6-12)

Key Ideas and Details:

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual

evidence when writing or speaking to support conclusions drawn from the text.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and

ideas.

Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure:

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative

meanings, and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a

section, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view or purpose shapes the content and style of a text.

http://www.cityofangelsschool.org/

http://www.cde.ca.gov/re/cc/

ENGLISH 8A INSTRUCTIONAL PACING GUIDE - City of Angels School - LAUSD Independent Study

Revised 3/8/19 Course ID #230105 www.cityofangelsschool.org Page 2 of 14

Integration of Knowledge and Ideas:

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well

as in words.1

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the

relevance and sufficiency of the evidence.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the

approaches the authors take.

Range of Reading and Level of Text Complexity:

Read and comprehend complex literary and informational texts independently and proficiently.

Career and College Readiness Anchor Standards for Writing (Grades 6-12)

Text Types and Purposes:

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and

sufficient evidence.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately

through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and

well-structured event sequences.

Production and Distribution of Writing:

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

and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge:

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of

the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source,

and integrate the information while avoiding plagiarism.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing:

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 tasks, purposes, and audiences.

To view the Career and College Readiness Standards for Language, Speaking and Listening, as well as grade-specific

content standards, go to http://www.cde.ca.gov/re/cc/.


http://www.cde.ca.gov/re/cc/



ASSIGNMENTS FOR WEEK #1: - Collection 1: Culture and Belonging

Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ________________________________________________

Before you go home: Select a novel with your teacher. You will read and complete a book report by the end of this course.

Day 1: “My Favorite Chaperone” [pages 3-27] (CCSS: RL8.1, RL8.2, RL8.3, and RL8.4)

1. Setting a Purpose question on page 3 and look for the answers as you read the story.

2. Critical Vocabulary on pg. 29 (#1-5)

3. Read “My Favorite Chaperone” [pages 3-27] 4. Read Analyze Stories: Plot on page 27. 15 (Use attachment B – Story Map)

5. Read Analyze Stories: Character on page 27. Answer the question at the bottom of the box

Day 2: “My Favorite Chaperone” [pages 3-27]

1. Re-Read story OR Listen to Online Audio in the Student ebook 2. Vocabulary Strategy: Context Clues pg. 29 Complete chart for Practice and Apply

3. Language Conventions: Imperative Mood Practice and apply (#1-8) Analyzing the Text pg. 28 (#1-7) Cite Text

Evidence using A.C.E. (Use attachment A) and Performance Task pg. 28

Day 3: Golden Glass [In Close Reader, pages 3-8] (CCSS: 7.RL)

1. Read “Golden Glass” [In Close Reader, pg. 3-8]

2. Read Background paragraph on page 3.

3. Copy vocabulary words in bold throughout the story and write their definitions. Write original sentences for these

vocabulary words and underline the vocabulary words.

4. As you read the selection:

a. Jot down comments or questions about the text in your Close Read notes.

b. Follow the directions for Read/Reread/Discuss questions (#1-10).

5. After you read the selection, complete a paragraph for the Short Response on page 8.

Day 4: “Bonne Annee” [pages 31-36] (CCSS: RL8.1, RL8.2, R 8.3, RL 8.4, RL8.5 )


2. Critical Vocabulary on Pg. 39 (#1-5)

3. Read “Bonne Annee” pg. 31-37

4. Answer the Collaborative Discussion question pg. 36.

5. Complete Determine Central Idea and Details on page 37 and answer the question at the bottom of box.

6. Read Analyze Text: Personal Essay section on page 37

7. Vocabulary Strategy: Using a Glossary pg. 39 (#1-4)

Day 5: “Bonne Annee” [pages 31-36]

1. Re-Read story OR Listen to Online Audio in the Student ebook

2. Analyzing the Text pg. 38 (#1-7) Cite Text Evidence using A.C.E. (Use attachment A)

3. Performance Task pg. 38

Supplementary Resources for Relearning and Differentiation ELD Support – Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources

section and activate the CA Language Workshop link. Inside of the link you will find scaffold instruction and

opportunities for students to master collaborative, interpretative, and productive skills in English

Advanced Learners - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com) . Go into the Resources

section and activate the More Texts by Collection link. These texts relate to the collection topic and provide opportunities

to further explore a topic compare and contrast texts, delve into more complex texts, etc.

Struggling Students - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources

section and activate the Interactive Lessons Link. You find interactive lessons that will re-teach/provide direct instruction

in such standard concepts as using textual evidence, writing arguments, writing narratives ,etc.in such standard concepts as

using textual evidence, writing arguments, writing narratives ,etc.




ASSIGNMENTS FOR WEEK #2: - Collection 1: Culture and Belonging


Before you go home: Select a novel with your teacher. You will read and complete a book report by the end of this course.

Day 1: A Place to Call Home [pages 41-49] (CCSS: RL):



3. Read “A Place to Call Home” Pg. 41-49

4. Answer the Collaborative Discussion question Pg. 49.

5. Complete the question at the end of Analyze Nonfiction Elements found on pg. 50.

6. Vocabulary Strategy: Using Greek Prefixes pg. 52

Day 2: A Place to Call Home [pages 41-49]



3. Performance Task pg. 36

Day 3: What to Bring [Close Reader, pages 9-12] (CCSS: RL8.4, RI8.1, RI8.2, RI8.3, RI8.4, RI8.5, RI8.8)

1. What objects do immigrants bring with them? The nature of these objects can inform what immigrants may be feeling.

Look for the answer as you are reading the story.



3. As you read the selection:

a. Jot down comments or questions about the text in your Close Read notes.

b. Follow the directions for Read questions 1 to 6.


Day 4: from The Latehomecomer [pages 53-66] (CCSS: RL8.4, RI8.1, RI8.2, RI8.3, RI8.4, RI8.5, RI8.8)



3. Read from The Latehomecomer [pages 53-66]

4. Read Analyze the Meanings off Words and Phrases pg. 67 and complete the question at the bottom.

5. Read Analyze Text: Memoir pg. 67 and complete the question at the bottom.

Day 5: Women in Aviation – Informational Text



3. Vocabulary Strategy: Using Latin Prefixes Pg. 69 Practice and Apply (#1-5)

4. Language Conventions: Active and Passive Voice pg. 70 Practice and Apply (#1-4)














ASSIGNMENTS FOR WEEK #3: - Collection 1: Culture and Belonging - Performance Task


Read Novel Selected: Continue reading the novel preparing for midterm first half of the novel. You will read and

complete a book report by the end of this course.

Day 1: Write a Argumentative Essay - Performance Assessment 8 (soft cover book) Unit 1

Read STEP 1 Analyze the Model: Argumentative Essay

1. Read Source Materials for Step 1 pg. 4-5 “Why Learn Another Language” Answer Close Read pg. 5.

2. Read Analyze a Student Models for Step 1 pg. 6 “Why Waste Time on a Foreign Language?” Answer Discuss and

Decide pg. 7.

Day 2: Write a Argumentative Essay- Performance Assessment 8 (soft cover book) Unit 1

Read STEP 1 Analyze a Student Model: Argumentative Essay

1. Read Source “ Teach It Well, or Don’t Teach it at All” pg. 8-9 Answer Discuss and Decide questions.

2. Terminology of Argumentative Essays complete examples from student essays questions pg. 8

Day 3: Write a Argumentative Essay- Performance Assessment 8 (soft cover book) Unit 1

Read STEP 2 Practice the Task: Argumentative Essay

1. Read Source 1 letter, Source 2 President Pushes States to Raise Drop Out Age pg. 13 and Answer Discuss and Decide

questions.

2. Read Source 3 and Source 4 Paul Moran Talks with Missy Remiss on WSCH pg. 14 -15 and Answer Discuss and

Decide questions.

3. Respond to Questions on Step 2 Sources pg. 16-22

4. Write an argumentative essay to answer the Question: Should people have the right to claim territory in outer space?

5. Planning and Prewriting pg. 16

6. Finding Evidence pg. 17, Finalize your plan pg.18

7. Draft Your Essay, Revise, Edit pg. 19-20


Read STEP 3 Perform the Task: Argumentative Essay

1. Part 1 read Source 1, 2 and 3 for Step 3 pg. 24-29 “The Dangers of Cyber Bullying”, “Sacrificing the First

Amendment to Catch” Cyberbullies”, and “fact Sheet” Answer Close Read and Discuss Decide Question pg. 21-29

2. Respond to questions (#1-3) on Step 3 Sources pg. 30


1. Write an Argumentative essay explaining why you agree or disagree with the idea that individuals should be

prosecuted for statements made on social media. Support your claim with details from what you have read.

2. Part 2 Plan pg. 31

3. Draft Your Essay, Revise, Edit pg. 32

4. Evaluate Criteria Pg. 323














ASSIGNMENTS FOR WEEK #4: Collection 2 The Thrill of Horror


Read Novel Selected: Continue reading the novel preparing for midterm first half of the novel. You will read and

complete a book report by the end of this course.

Day 1: Tell Tale Heart [pages 89-98] (CCSS: R8.1, 8.6RL):



3. Read Tell Tale Heart [pages 89-98]

4. Read Analyze Point of View found on page 95 and complete the question at the bottom of box.

5. Read Analyze Suspense found on page 95.

Day 2: Tell Tale Heart [pages 89-98]



3. Vocabulary Strategy: Use a Thesaurus, Practice and Apply, page 97.

4. Complete Language Conventions: Using Dashes, Practice and Apply page 98.

Day 3: The Outsider [Close Reader Book, pages 21-30] (CCSS: RL8.1, RL8.3, RL8.4)

1. Read “The Outsider [Close Reader Book, pages 21-30]




4. As you read the selection: Follow the directions for Read/Reread/Discuss questions (#1-14).


Day 4: Frankenstein [Close Reader Book, pages 31-34] (CCSS: RL8.1, RL8.4, RL8.5)

1. Read “Frankenstein [Close Reader Book, pages 31-34] (CCSS: RL8.1, RL8.4, RL8.5)






Day 5: Man-Made Monsters [Close Reader Book, pages 35-40] (CCSS: RL8.1, RL8.4, RL8.5)

1. Read “Man-Made Monsters” [Close Reader Book, pages 35-40] (CCSS: RL8.1, RL8.4, RL8.5)



















ASSIGNMENTS FOR WEEK #5: Collection 1 Mid-Term Project

Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________

________________________________________________________________________________________________

Choose one of the following Projects):

1. Make a Movie Poster: Create a movie poster for one of the stories you have read from Collection 1. The goal is to

convey an idea of what the movie is about and to invoke interest in the viewer. You may use whatever style as well,

painting, illustration, photography, photo manipulation, or combinations of all. The following things MUST appear

on the poster: Title, 2 of the major actors names, a Tagline, Release Date, Credits (Writers, Directors, etc.), Stars, the

Studio Logo, Awards/Nominations, and Rating. Your Movie Poster should include: Minimum of 4 Graphics. A

tagline is a variant of a branding slogan typically used in marketing materials and advertising. The idea behind the

concept is to create a memorable phrase that will sum up the tone and premise of a brand or product (like a film), or

to reinforce the audience's memory of a product. Examples of famous movie/television taglines are: Be afraid. Be

very afraid. –The Fly. In space no one can hear you scream. – Alien. A long time ago in a galaxy far, far away... –

Star Wars. You will need to explain your poster in a two-minute presentation to your teacher.

2. Video or Audio Presentation: View the documentary “New Immigrants Share Their Stories.” Create, present

and record the Performance Task Media Activity-Video on page 74. You may choose a classmate, relative or friend

to interview or you will tell brief personal story.

3. Live PowerPoint Presentation: Prepare and deliver a 5-minute PowerPoint presentation explaining or

demonstrating a concept learned in Collection 1. You must include at least 5 slides. At least 5 terms learned in this

course should be incorporated. You will present your report to an audience that will include your teacher and fellow

students.

Midterm Movie Poster assignment grade sheet:

Title:…… /5 Stars:…… /5

2 Major Characters… /10 Studio Logo:…… /5

Tagline…… /5 Rating: …… /5

Release Date…… /5 Awards…… /5

Writer/Director Credits…… /5

Min 4 Graphics …… /20 Presentation … /25

Originality…… /10

Composition…… /10

Neatness…… /10

Total points ------- /125

AND

Book Report: First Half of Novel Read Answer each of the following questions.

1. List the facts that you know about your book. (1/2 page written response)

2. What is the time and place of the book? What evidence in the book tells you this?

3. Name and describe the main characters in the book. Describe him/her physically and describe his/her personality

and history, if known. Give your impression of him/her.

4. How does the title relate to the story?

5. What is the general feeling or mood of the book? (Cheerful, peaceful, anxious, angry, disappointed, gloomy,

warm, violent, suspenseful, or fearful). Give specific examples of how the author creates that feeling or mood.




ASSIGNMENTS FOR WEEK #6: Collection 2 The Thrill of Horror


Read Novel Selected: Continue reading the novel preparing or midterm first half of the novel. You will read and complete a

book report by the end of this course.

Day 1: Scary Tales – Essay [pg. 99 – 101] 1. Setting a Purpose question on page 99 and look for

2. Read the story “Scary Tales” – pgs. 99-101

3. Complete “Determine Author’s Point of View” on page 102 and answer the question at the bottom off the box

4. Complete “Analyze the Meanings of Words and Phrases on pg. 102 and answer the question at the bottom off the box

Day 2: Scary Tales – Essay [pg. 99 – 101] 1. Re-Read story OR Listen to Online Audio in the Student ebook


3. Complete Language Conventions: Subject Verb Agreement, Practice and Apply page 104 (#1-5).

Day 3: “The Monkey’s Paw”[Pgs. 105 – 116] – Short Story 1. Complete “Critical Vocabulary” on page 119 (#1-8)

2. Complete “Determine Theme” on page 117 and answer the question at the bottom off the box

3. Complete “Analyze Stories: Foreshadowing” on page 117 and answer the question at the bottom off the box

4. Read the story “The Monkey’s Paw” – pgs. 105 - 116

Day 4: “The Monkey’s Paw” – Short Story 1. Re-Read story OR Listen to Online Audio in the Student ebook

2. Analyzing the Text pg. 118 - (#1-7) Cite Text Evidence using A.C.E. (Use attachment A)

3. Complete “Vocabulary Strategy: Latin Roots” on page 119 – Complete and Apply within this section

Day 5: “What is the Horror Genre?” [125 -128] 1. Setting a Purpose question on page 99 and look for the answers as you read the story.

2. Read the story What is the Horror Genre?” [125 -128] 3. Complete “Analyze Text: Literary Criticism” on page 129 and answer the question at the bottom off the box

4. Complete “Summarize Text” on page 129 and answer the question at the bottom off the box


6. Analyzing the Text pg. 130 - (#1-7) Cite Text Evidence using A.C.E. (Use attachment A)














ASSIGNMENTS FOR WEEK #7: - Performance Task




Day 1: Write a Literary Analysis Essay - Performance Assessment 8 (soft cover book) Unit 3 Read STEP 1 Analyze the Model: Literary Analysis

1. Read Source Materials for Step 1 pg. 70 “The Poet and Her Craft / Kidnap Poem” Answer Discuss and Decide pg. 71.

2. Read Analyze A Student Models for Step 1 pg. 72 “Nikki Giovanni’s Unusual Style” Answer Discuss and Decide pg.

73.

3. Terminology of Informative Essays complete examples from student essays and claim questions pg. 74

Day 2: Write a Literary Analysis Essay - Performance Assessment 8 (soft cover book) Unit 3 Read STEP 2 Analyze the Model: : Literary Analysis

1. Read Source 1and 2 Materials for Step 2 pg. 76-79 “The New Colossus” and “How A Sonnet Turned A Statue into the

“Mother of Exiles”” Answer Close Read pg. 76, Discuss and Decide pg. 79

2. Respond to questions (#1-7) on Step 2 Sources pg. 80-82

Day 3: Write a Literary Analysis Essay - Performance Assessment 8 (soft cover book) Unit 3 1. Write an informative essay that explains How does “The New Colossus” affect the way we view the Statue off

Liberty?”

2. Planning and Prewriting pg. 83

3. Organizing Your Essay pg. 84

4. Draft Your Essay, Revise, Edit pg. 85

Day 4: Write a Literary Analysis Essay - Performance Assessment 8 (soft cover book) Unit 3 Read STEP 3 Perform the Task: Literary Analysis Essay

1. Part 1 read Source 1, 2 and 3 Materials for Step 3 pg. 88-95 “The Battle of Balaclava”, Answer Close Read question

pg. 90 “Narrative Poems” Discuss and Decide Question Pg. 92 and “The Charge of the Light Brigade” and Close

Read and Discuss and Decide questions Pg. 94-95

2. Respond to questions (#1-3) on Step 3 Sources pg. 96

Day 5: Write a Literary Analysis Essay - Performance Assessment 8 (soft cover book) Unit 3 1. Write a Literary Analysis Essay that answers the question: How does ”The Charge of the Light Brigade” by Alfred,

Lord Tennyson affect your understanding of the real events behind the poem?

2. Part 2 Plan pg. 97

3. Draft Your Essay, Revise, Edit, and Evaluate Criteria pg. 98














ASSIGNMENTS FOR WEEK #8: Collection 3: The Move Toward Freedom




Day 1: “from Frederick Douglass, an American Slave” [pages 143-147] (CCSS: RI8.1, RI8.4, RI8.5, RI8.6, RI8.10):

1. Critical Vocabulary Pg. 150

2. Setting a Purpose question on page 143 and look for answers as you read.

3. Read the story Frederick Douglass, an American Slave [pages 143-147]

4. Complete “Analyze Text: Autobiography” on page 148 and answer the question at the bottom off the box

5. Complete “Analyze Structure on page 148 and answer the question at the bottom off the box

Day 2: “from Frederick Douglass, an American Slave” [pages 143-147]


2. “Analyzing the Text” pg. 149 - (#1-6) Cite Text Evidence using A.C.E. (Use attachment A)

3. Compete the Speaking and Listening Pg. 149

4. Vocabulary Strategy: Use Context Clues - Practice and Apply Pg. 150.

Day 3: Reading 1: My Friend Douglass [Close Reader, pages 43-48] (CCSS: RI8.2, RI8.3, RI8.5, RI8.6, RI8.10):

1. Setting a Purpose - Pay attention to the cause and effect relationships in the text. Why is this an effective way to

organize the text? Look for the answer as you read the story.



3. As you read the selection: Follow the directions for Read questions 1 to 8.


Day 4: “America: The Story of Us: Frederick Douglas” [pages 143-147]

1. View the video America: The Story of Us: Frederick Douglas in your ebook or research Frederick Douglas on the

web.pg. 143 top left corner icon

2. Write a paragraph or more that explains why some of the personality traits of Frederick Douglas that made him a

great abolitionist.

Day 5: A Mystery of Heroism [Close Reader, pages 49-62] (CCSS: RL8.1, RL8.3, RL8.4, RL8.10):

1. Setting a Purpose question- pay attention to the development of the characters. How soon into the story can you

identify the main character? Look for the answer as you read the story.





5. Answer the Setting a Purpose question.




Advanced Learners - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com) . Go into the

Resources section and activate the More Texts by Collection link. These texts relate to the collection topic and provide

opportunities to further explore a topic compare and contrast texts, delve into more complex texts, etc.

Struggling Students - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the

Resources section and activate the Interactive Lessons Link. You find interactive lessons that will re-teach/provide direct

instruction in such standard concepts as using textual evidence, writing arguments, writing narratives ,etc.in such

standard concepts as using textual evidence, writing arguments, writing narratives ,etc.




ASSIGNMENTS FOR WEEK #9: Collection 3 The Move Toward Freedom




Day 1: “from Harriet Tubman: Conductor on the Underground Railroad” [pages 151-163] (CCSS: RI8.1, RI8.4, RI8.5,

RI8.6, RI8.10):

1. Critical Vocabulary Pg. 165


3. Read the story from Harriet Tubman: Conductor on the Underground Railroad” [pages 151-163]

4. Read “Analyze Text: Biography” on page 163

5. Read “Analyze Structure on page 163

Day 2: “from Harriet Tubman: Conductor on the Underground Railroad” [pages 151-163]



3. Vocabulary Strategy: Use Word Relationships - Practice and Apply (#1-3) Pg. 165

4. Language Conventions: Conditional Mood Practice and Apply (#1-5)Pg. 166.

Day 3: The Drummer Boy of Shiloh” [pages 167-172] (CCSS: RI8.1, RI8.4, RI8.5, RI8.6, RI8.10):

1. Critical Vocabulary (#1-6) Pg. 175


3. Read the story The Drummer Boy of Shiloh” [pages 167-172]

4. Read “Analyze Stories” page 173

5. Read “Determine Meanings o Word Phrases” on page 173

Day 4: The Drummer Boy of Shiloh” [pages 167-172] (CCSS: RI8.1, RI8.4, RI8.5, RI8.6, RI8.10): 1. Re-Read story OR Listen to Online Audio in the Student ebook


3. Vocabulary Strategy: Interpret Figures of Speech - Practice and Apply (#1-3) Pg. 175

4. Language Conventions: Indicative Mood” Practice and Apply (#1-8) Pg. 176.

5. Read the poem “ Sleeping in the Forest” on page 172

6. Complete the “Analyzing the Text” - #1 – 3 on page 173. Cite Text Evidence using A.C.E. (Use attachment A)

Day 5: Civil War Journal [Close Reader, pages 63-68] (CCSS: RL8.1, RL8.3, RL8.4, RL8.10):

1. Setting a Purpose question- pay attention to the development of the characters. How soon into the story can you

identify the main character? Look for the answer as you read the story.





5. Answer the Setting a Purpose question.

Supplementary Resources for Relearning and Differentiation ELD Support – Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources section and

activate the CA Language Workshop link. Inside of the link you will find scaffold instruction and opportunities for students to

master collaborative, interpretative, and productive skills in English

Advanced Learners - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com) . Go into the Resources section

and activate the More Texts by Collection link. These texts relate to the collection topic and provide opportunities to further explore

a topic compare and contrast texts, delve into more complex texts, etc.

Struggling Students - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources section

and activate the Interactive Lessons Link. You find interactive lessons that will re-teach/provide direct instruction in such standard

concepts as using textual evidence, writing arguments, writing narratives ,etc.in such standard concepts as using textual evidence,

writing arguments, writing narratives ,etc.




FINAL

ASSIGNMENT FOR WEEK #10:

Choose one of the following projects to complete and turn in as your last assignment:

Poster Presentation: Create a poster that illustrates or diagrams a concept you learned in this course. The poster

should be at least 2x3 feet and use bold letters and colors. It should also include at least five terms you learned in

this course. Feel free to use illustrations in your textbook. You will need to explain your poster in a two-minute

speech/presentation to your teacher.

Video or Audio Presentation: Create, present, and record a 2-3 minute presentation explaining or demonstrating a

concept learned in this course. The presentation could be a straightforward delivery of information or it could be a

skit acted out by you and others (e.g. fictional scene, news report, interview, mock debate, etc.). At least five terms

learned in this course should be incorporated.

Live PowerPoint Presentation: Prepare and deliver a 5-minute PowerPoint presentation explaining or

demonstrating a concept learned in this course. You must include at least 5 slides. At least five terms learned in this

course should be incorporated. You will present your report to an audience that will include teachers and fellow

students.

Film Documentary Summary: Watch an hour long documentary on a topic related to a concept you learned in

this course. Write a five-paragraph summary of the documentary using the following format.

o Paragraph 1: Cite the title and source of the movie and give a brief description of what it covers.

o Paragraph 2: A description of one new concept you learned from the movie.

o Paragraph 3: A description of another new concept you learned from the movie.

o Paragraph 4: A description of a third new concept you learned from the movie.

o Paragraph 5: General final thoughts on the movie. (i.e. Would you recommend it? Explain.)

NOTE: Paragraphs 2, 3 and 4 must be at least five sentences long.




AC E Constructed Response Sentence Starters

A (Answer) C (Cite) E (Explain / Expand)

Answer the question by stating a claim.

★ Restate the question and

ADD your answer

★ Use the beginning of the

question to create your answer

Cite evidence from the text to support your claim.

★ On page ______ it said... ★ The

author wrote...

★ According to the text... ★ Based

on what I read... ★ For instance...

★ For example...

★ In the ___ paragraph on page

__... ★ From the reading I know

that...

★ I know because...

★ The text explicitly states...

★ I can infer from...

Describe a Personal Connection

★ This reminds me...

★ Something similar happened to me...

★ I remember a time when...

★ One time I remember...

State an Opinion

★ In my opinion... ★ Personally...

★ I believe...

★ I think...or feel...

Make a Prediction

★ I predict...

★ From what I already know... ★ Based on what I read...

Make a Comparison or Inference

★ After reading the passage, I can

infer... ★ This comparison shows...

Cause/Effect Situation

★ Based on what has happened...this

will happen next...

Conclusion about Passage

★ In conclusion... ★ To finalize...

★ To sum up... ★ In closing...

★ This is important to know because...





Documents

INSTRUCTIONAL GUIDE Course ID # 230105 English Language