Revision Date: 6/24/2017 Submitted by: Marissa Menzano and … 7... · 2017-09-21 · 5 Unit 1 Overview At-a-Glance Unit #1 – Novel 1: Historical/Realistic Fiction Unit Description:

1

CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM

English Language Arts 8

Revision Date: 6/24/2017

Submitted by: Marissa Menzano and Jeannine McGarvey Thomas

2

Table of Contents:

Course Overview Page 3

Pacing Chart Page 4

Unit #1 Overview At-a-Glance Page 5

Unit #1 Targeted Instructional Planning to Address Central Unit Standards Page 8













3

Course Overview In this course, students will study areas that have been adopted and implemented the NJSLS Standards as the cornerstone of the

curriculum. Areas of study within the English department are designed to be rigorous, college-preparatory courses in which students

will be exposed to a variety of literature, literary nonfiction, writing techniques, presentation styles, and communication skills.

The New Jersey Student Learning Standards provide a consistent, clear understanding of what students are expected to learn, so

teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world,

reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully

prepared for the future, our communities will be best positioned to compete successfully in the global economy.

The curriculum guide has been generated to not only help students achieve the New Jersey Student Learning Standards, but to ensure

that students will be prepared for college and career opportunities following high school graduation.

Primary Resource(s)

Textbook Title: Prentice Hall Literature, Grade Eight, Common Core Edition

Publisher: Pearson Education, Inc.

Copyright: 2012

Series Title If Applicable: Common Core Edition

Supplemental Materials (including various level of texts at each grade level)

Sadlier Vocabulary for Success (Peer Interaction and Multiple Experiences with words), Level C, By Douglas Fisher and

Nancy Frey

Novels

Leveled Readers

Common Core Coach

National Geographic

Grade-appropriate non-fiction texts/books

Flocabulary.com

Newsela.com

Brainpop.com

Readwritethink.org

Video clips from various genres

4

Pacing Chart

Unit # & Title Pacing

(must equal 165 days for full-year or 83 days for

half-year course) 25 weeks

Novel #1: Historical/Realistic Fiction 30 days

Nonfiction/Informational Text

30 days

Short Stories 15 days

Novel #2: Historical 30 days

Drama 15 days

Poetry

15 days

Novel #3: Science Fiction

30 days

5

Unit 1 Overview At-a-Glance Unit #1 – Novel 1: Historical/Realistic Fiction

Unit Description: In this unit, students will conduct a novel study on a historical/realistic fictional novel (example: The Outsiders), through the lens of the

themes of Friendship and Inequality, while completing various activities such as inference charts, comprehension questions, a webquest

of the era, and a mock trial.

*Continuation of the use non-fiction texts throughout ALL other units*

Essential Skills:

Students will analyze the novel by completing and discussing comprehension questions and an inference charts

Students will conduct a Wep0bQuest on the era by using technology to make connections to the novel

Students will participate in a mock trial to defend or prosecute one of the main characters by making inferences and providing

justification for their reasoning

Students will conduct a cross-curricular unit of study of the 1960’s culture and inventions

Students will be assessed informally and formally based on the NJSLS standards. Benchmarking work will be used to determine

data driven instruction such as: independent reading and writing levels

Standards Addressed within this Unit

Central Unit Standards- This unit will focus primarily on

learning goals aligned with the following standards:

RL.8.2.

RI.8.1.

NJSLSA.W4

Supporting Unit Standards- This unit will also include activities

aligned with the following standards:

RL.8.1.

RL.8.3 - RL.8.10.

NJSLSA.W1. - NJSLSA.W3


RI.8.2. - RI.8.10

SL.8.1. - SL.8.6

6

Unit Details

Modifications for Special Education

Students, English Language Learners,

Students at Risk of Failure, and Gifted

Students- Modify instructional approach

and/or assignments and evaluations as

needed based for students with IEPs, 504s,

ELLs and gifted and talented students

including but not limited to:

Alternate responses (Drawings with

captions, spoken responses, etc.)

Extended time

Teacher modeling

Differentiated written and verbal

responses

Chunking of lessons

Differentiated homework -small group

learning

Utilizing students as educators for

students in younger grades

Integration of higher order thinking

processes, creative and critical

thinking activities, problem-solving,

and open-ended tasks

Higher level direct questioning

Greater opportunities for layered

curriculum projects

Gamification

Opportunities for cross-curricular

activities

Opportunities for authentic assessment

(debates, mock trials, creating

children’s books)

Small cooperative groups with

Integration of 21st century skills through NJSLS 9 and Career Education:

Lessons, where appropriate, incorporate multiple perspectives to infuse cultural

and global awareness.

Learning incorporates skills focusing on financial, economic, business, and

entrepreneurial literacy.

Lessons integrate a focus on civic literacy so that students can better understand

the rights and obligations of citizenship.

Lessons, activities, and assessments require creativity and innovation on the part

of the students. They are required to create projects and products as examples of

mastery in each unit.

Critical thinking and problem-solving skills are a core component of learning

and assessment throughout this curriculum. Students are required, in each unit,

to advance their learning through all levels of Bloom’s Taxonomy to address the

evaluation, synthesis, and creation of products using learning at the highest

levels. Problem-solving is a recurring theme in the curriculum as students must

seek ways to creatively apply the concepts to solve problems rather than simply

remember the material.

Communication and collaboration is crucial for student success as learners.

Throughout this curriculum, students must be able to communicate deep

understanding through open-ended responses (both orally and in writing). In

addition, students are often required to work collaboratively with their peers,

which promotes the ability to succeed in the area of social cooperative work,

increases communication skills, and promotes leadership and responsibility.

Students must be information literate, i.e. they must be able to find and use

information effectively, in order to succeed in class as learning activities require

independent research of relevant information outside of the provided textbook

and/or resources.

Learning and assessment activities support the push to make students media

literate, as they are often required to analyze, evaluate, and create messages in a

wide variety of media modes, genres, and formats.

In order to succeed in this course, students must be able to use technology as a

tool in order to research, organize, evaluate, and communicate information.

Activities in the curriculum help develop life and career skills in all students by

promoting flexibility and adaptability, requiring initiative and self-direction in

7

assigned student roles

the learning process, supporting social and cross-cultural skills in both content

and teamwork efforts, and measuring productivity and accountability through

independent and group assignment completion.

Integration of IPad/laptops during rotating station activities

Develop an understanding of various cultures and history

Work collaboratively to complete cross-curricular activities-

Assessments- including benchmarks,

formative, summative, and alternative

assessments

Mock Trial

Written and Verbal Comprehension

Questions

WebQuest

Inference Chart

Layered Curriculum Project Choices

PARCC-like tasks

Character Analysis

Entrance/Exit Ticket

Benchmark #1

Suggested Interdisciplinary Activities for this Unit

Career Education: Conduct research on careers from novel/era (i.e. The 1960’s most

common careers and family units).

Health/PE: Examine health issues from the novel/era (i.e. Post Traumatic Stress

Disorder, dehydration, and starvation).

English Language Arts/Literacy: Conduct a character analysis and research reports.

Math: Create bar graph to rank the intensity of the novel’s events

Science: Research the environmental impacts of era and Genetic Modifications.

Social Studies: Conduct research on the political influences of the era and construct a

visual presentation to share with class (Powerpoint, etc.).

Technical Subjects: Create an iMovie presentation about inventions, political issues,

health issues, fashion, and everyday family dynamics from the era (ex: For the1960’s,

the hippie movement, Vietnam War, Lava lamp, and nuclear family with heterosexual

couple and children).

World Languages: Investigate the Latin roots and pre-fixes of key terms and

vocabulary in order to create a Word Wall with the suffixes and prefixes most utilized in

the English language.

Arts: Analyze images related to a piece a fictional writing by participating in a gallery

walk activity.

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Unit Resources

Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.

Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support

struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate

resources to facilitate challenging levels of work for all students.

Leveled Supplemental Materials and Media/School Library

Resources

Novels

Informational texts and excerpts, pertaining to the novel

Scientifically and Historically-relevant texts to the novel

and era

Newsela

BrainPop

Vale Middle School Articles

Modern World History and American History Online,

through the Burlington County Library Online Resources

Integration of the Technology Standard

W.8.6.

8.1.8.A.1

8.1.8.A.2

Flocabulary for application and review

iPads for iMovie creations

Computers for webquests, Prezis, research, and typing

research papers/creating projects

Kahoot for practice, review, and assessment

Powtoon for storyboarding

Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit

Standard and

Student Learning

Objective

Suggested Instructional Activities Suggested Student Output Formative Assessments

(Portfolios, Projects, Tasks,

Evaluations, & Rubrics)

RL.8.2. Determine

a theme or central

idea of a text and

analyze its

development over

the course of the

text, including its

relationship to the

characters, setting,

Class Discussion on themes, mainly

focused on Friendship and Inequality

Small Group Discussion on themes

shown throughout the chapter

Teach students about common themes

and archetypes in narrative writing, in

order to identify themes

Collaborative note- taking and

think/pair/share evaluation

Informative /explanatory essay writing

and editorial writing

Participating in Socratic seminars,

debates and/or writing arguments

Teacher-made rubrics (ex: for

iMovie creation/research)

Essay and open-ended

responses included on unit

tests

Independent/group novel and

project rubrics, checklists, and

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and plot; provide

an objective

summary of the

text.

Through the lens of morals, empathy, and

character motives, determine themes that

can arise from them

Examine a character, character traits, and

type of character (dynamic/flat) through

graphic organizers

Study different points of view and how it

impacts the story

Oral presentation of text analysis and

interpretation

Journal entries based on participation in

and discussion of various venues (e.g.

art, music, video, audio)

Literature analysis and review utilizing

textual evidence and reputable sources,

at least one needing to be peer-

reviewed (ex: Novels for Students,

from the Burlington County Library

Online Resources

evaluation sheets

Student evaluations on peer

work with rubrics and

comments

Exit ticket

Kahoot

Back Channel Chat

Benchmark #1

RI.8.1. Cite the

textual evidence

and make relevant

connections that

most strongly

supports an

analysis of what

the text says

explicitly as well

as inferences

drawn from the

text.

Provide examples (print and/or

electronic) of arguments which utilize

valid reasoning, logical arguments and

relevant and sufficient support (Novels

for Students, from Burlington County

Library Online Resources)


electronic) of arguments which do not

utilize valid reasoning, logical arguments

and/or relevant & sufficient support

(Buzzfeed, PopSugar, etc.)

Teach and model PARCC-like responses

Study of peer work, (anonymously) to

determine quality of work

Gamification, which requires

justifications and evidence-supported

responses (ex: Kahoot)

Write an argument based on current

opinion/editorial examples and

compare to the era of the novel’s issues

(ex: race in the 1960’s and today)

Generate individual questions for and

participate in classroom

debate/discussion on controversial

issues throughout the novel

Imitate authentic rhetorical style of

selected exemplary authors

Participate in writer’s workshop peer

revision and edition

Research needs to be supported through

reputable sources and at least one peer-

reviewed source

Student and teacher generated

rubrics

Adapted PARCC/NJSLS-

based rubrics

Writer’s workshop peer

evaluations

Literature Review on the

importance of the novel within

society

Journal entries

Exit ticket

Benchmark #1

10

NJSLSA.W4.

Produce clear and

coherent writing in

which the

development,

organization, and

style are appropriate

to task, purpose, and

audience.

Study of peer work, (anonymously) to

determine quality of work from

Benchmark

Prewriting utilizing a variety of graphic

organizers (T-Chart, Notes, 5-word

summary, Spider Map)

Work through the entire writing process

to produce publishable writing

Practice PARCC-like responses by

continuously providing justification for

all responses


opinion/editorial examples by studying

current issues compared to the novel’s

issues


participate in classroom seminar/debate

on penalties for Juvenile Delinquents


revision and edition through a Gallery

Walk

Analyze released items from PARCC

to examine what constitutes earning a

high grade on an open-ended response

Utilize the above research in order to

compare student’s own writing and

score


rubrics


based rubrics

Anecdotal evaluation of online

technological communication


evaluations


author’s style and format

Journal entries challenging

students with a variety of

writing styles, to determine

preference

Exit ticket

Benchmark #1

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Unit 2 Overview At-a-Glance Unit #2 – Informational Text/Non-Fiction

Unit Description: In this unit, students will analyze and examine informational texts, in order to prepare for PARCC, in addition to College and Career

Readiness.


Essential Skills:

Analyze multiple informational texts

Respond/Examine PARCC-like questions and responses

Understand and apply Tier II vocabulary, to build foundational knowledge of PARCC vocabulary

Complete cross-curricular units/activities by researching current events and creating a research report




R.I. 8.1

NJSLSA.R8.

NJSLSA.W1



RI.8.2.-RI.8.10.

W.8.1 - W.8.2

W.4 - W.10

6.1.8.A.1.a

6.1.8.A.4.a

MS-ESS3-2

MS-PS3-5

2.1.8.B.1-2.1.8.B.4

2.1.8.C.3

2.1.8.E.4.

12

Unit Details









Extended time

Teacher modeling

Simplified written and verbal

responses

Chunking of lessons

Differentiated homework

Small Group Learning


processes, creative and critical

thinking activities, problem-

solving, and open-ended tasks



activities




Lessons, where appropriate, incorporate multiple perspectives to infuse cultural and

global awareness.



Lessons integrate a focus on civic literacy so that students can better understand the

rights and obligations of citizenship.

Critical thinking and problem-solving skills are a core component of learning and

assessment throughout this curriculum. Students are required, in each unit, to

advance their learning through all levels of Bloom’s Taxonomy to address the

evaluation, synthesis, and creation of products using learning at the highest levels.

Problem-solving is a recurring theme in the curriculum as students must seek ways

to creatively apply the concepts to solve problems rather than simply remember the

material.




addition, students are often required to work collaboratively with their peers, which

promotes the ability to succeed in the area of social cooperative work, increases

communication skills, and promotes leadership and responsibility.




and/or resources.



assessments

PARCC-like tasks

Vale Middle School

Articles/Essays

Current Events


Career Education: Conduct a career aptitude test by using technology to assess what type

of career is right for them.

Health/PE: Analyze informational text on genetic modification and respond to multi-part

questions about the text.

13

Research Report


Cross-Curricular Units on

Women’s History, Tolerance,

Spanish Inquisition, etc.

English Language Arts/Literacy: Conduct close reads about cross-curricular topics

(Health, Science, Social Studies) and respond to whole group discussion and questioning.

Math: Calculate statistics, based on the informational text to support evidence-based

responses.

Science: Conducting research on bacteria growth in the school and create a bar graph on

where bacteria is most likely to be found.

Social Studies: Examine the Spanish Inquisition before reading The Pit and The Pendulum

to be able to make relevant connections.

Technical Subjects: Assess knowledge by using interactive PARCC Practice Tests on the

computer.

World Languages: Examine the progression of language, in regard to slang, usage, and

etiquette (i.e. Southern, Midwestern, California, and New York) and create a Prezi.

Arts: Examine famous artists and their effects on the Art world, through the lens of

Women’s History and create a Venn Diagram comparing two different women.

Unit Resources






Resources

Biographies

Time

National Geographic

Time for Kids


W.8.6

8.1.8.A.1

8.1.8.A.2

Flocabulary

iPads for Women’s History Research

14

Burlington County Library – “Her Story” Resources

Vale Middle School Resources

BrainPop

Newsela



Kahoot

Padlet for warm-ups

Back Channel Chat for group discussions


Standard and

Student Learning

Objective




NJSLSA.W1.

Students will be able

to write arguments to

support claims in an

analysis of

substantive topics or

texts, using valid

reasoning and

relevant and

sufficient evidence

Teach online communication

techniques, proper etiquette, and

Internet safety by using Back Channel

Chat to justify responses




relevant and sufficient support and

close read in groups



utilize valid reasoning, logical

arguments and/or relevant & sufficient

support and close read in groups

Work through the entire writing

process to produce publishable writing

Write an argument based on

current whether or not students

agree or disagree with current

controversial topics

Generate individual questions for

and participate in classroom

seminar/debate/mock trials

Participate in writer’s workshop

peer revision and edition

Conduct a research project about

trending topics and write a

request for change to a person of

authority

Prepare for mock trials/debates by

writing opening and closing

arguments


rubrics


based rubrics




evaluations

Journal entries

Exit ticket

Argumentative essay

15

Practice PARCC-like responses by

continuously providing justification for

all responses

NJSLSA.R8.

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.

Review strategies for determining an

author's claim

Teach how an author's claim is

determined to be valid using logic and

reasoning to support ideas

Review argumentative and explanatory

essay formats

Teach basic rhetorical terms as applied

to informational text

Teach students how to search for

scholarly articles and sources

Review how to find credible sources on

the internet

Review how to find evidence in a text

by using multi-part PARCC like

question techniques


think/pair/share evaluation during

readings to determine validity as

a group

Informative/explanatory essay

writing and editorial writing

Argumentative writing to practice

citing sources and evidence

Participating in Mock trials by

determining whether the opposing

team is citing evidence correctly

or not

Oral presentation of text analysis

and interpretation

Journal entries based on

participation in and discussion of

various venues (e.g. art, music,

video, audio)

Literature analysis and review

utilizing textual evidence

Homework and notebook

evaluation rubrics

Teacher-made rubrics

PARCC/Common Core

holistic rubrics



tests


drama study project rubrics,

checklists, and evaluation

sheets

Exit ticket

Kahoot

Back Channel Chat

RI.8.1. Cite the

textual evidence

and make relevant




relevant and sufficient support

Write an argument based on

current trends and whether the

students agree or disagree with

the trends


rubrics


16

connections that

most strongly

supports an

analysis of what

the text says

explicitly as well

as inferences

drawn from the

text.

Review released items from PARCC to

examine student generated work that

cites textual evidence




arguments and/or relevant & sufficient

support

Study mentor texts that cites textual

evidence correctly

Inference charts during reading (whole

group and small group)


justifications and evidence-supported

responses

Mock trials where students are forced

to examine textual evidence to win the

case

Generate individual questions for

and participate in classroom

debates/mock trials

Generate whole group questions

for mock trials/debates

Respond to essential unit

questions using classroom Google

Classroom or Back Channel Chat

Compose replies between

members of the class and teacher

in an effective manner

Participate in writer’s workshop

peer revision and edition

based rubrics


evaluations

Mock Trial

DBQ Essay

Journal entries

Exit ticket

17

Unit 3 Overview At-a-Glance Unit #3 – Short Stories

Unit Description: In this unit, students will read and analyze short stories by examining story elements, themes, motifs, and character traits and actions.


Essential Skills:

Students will read short stories to practice comprehension skills

Students will discuss story elements, themes, motifs, and characterization

Students will respond to a variety of question types by responding to comprehension questions

Students will analyze various aspects of short stories that relate to cross curricular topics (Immigration, Phosphorescence,

Physical Activity, Climate Change, etc)




NJSLSA.R8

NJSLSA.W4.

RL.8.2



NJSLSA.R1-NJSLSA.R7.

NJSLSA.R9.

NJSLSA.R10.

W.8.1.-W.8.10.

RL.8.1.

RL.8.3.-RL.8.10.

6.1.8.D.1.a

6.1.8.D.3.e

2.1.4.B.1.

2.1.8.B.3.

18

Unit Details





and/or assignments and evaluations as needed

based for students with IEPs, 504s, ELLs and

gifted and talented students including but not

limited to:

Alternate Responses (Drawings with

captions, spoken responses, etc.)

Extended time

Simplified written and verbal responses

Gamification

Chunking of lessons


Differentiated homework


processes, creative and critical thinking

activities, problem-solving, and open-

ended tasks


Lessons, where appropriate, incorporate multiple perspectives to infuse

cultural and global awareness.



Lessons integrate a focus on civic literacy so that students can better

understand the rights and obligations of citizenship.

Lessons, activities, and assessments require creativity and innovation on the

part of the students. They are required to create projects and products as

examples of mastery in each unit.

Critical thinking and problem-solving skills are a core component of learning

and assessment throughout this curriculum. Students are required, in each

unit, to advance their learning through all levels of Bloom’s Taxonomy to

address the evaluation, synthesis, and creation of products using learning at

the highest levels. Problem-solving is a recurring theme in the curriculum as

students must seek ways to creatively apply the concepts to solve problems

rather than simply remember the material.


literate, as they are often required to analyze, evaluate, and create messages in

a wide variety of media modes, genres, and formats.



assessments

Independent reading

Whole group reading

Direct verbal questioning

Written responses


Warm-ups


Career Education: Discuss common career paths that were available during certain

eras from various texts, have students choose one and compose a reflection on a

career path that interests them.

Health/PE: Conduct a lesson on healthy lifestyle choices and have them create a

healthy menu for a week’s time period after reading “Raymond’s Run.”

English Language Arts/Literacy: Identify story elements by using a variety of

19

Kahoot

Quizzes

PARCC-like responses

graphic organizers.

Math: Create a bar graph of Charlie Gordon’s progress in, “Flowers for Algernon”

and prepare a visual presentation for the class.

Science: Investigate what phosphorescence is by watching video clips after reading,

“Glow in the Park,” create “slime” by mixing ingredients to show the class what it

would look like.

Social Studies: Identify and label a map during the short story unit for students to

color code where each story takes place.

Technical Subjects: Create a Weebly from a character’s point of view.

World Languages: Interpret “Hamadi,” and discuss the culture and language in

Palestine.

Arts: Create storyboards to summarize short stories by using a variety of materials.

Unit Resources






Resources

Grade 8 Pearson textbook (Common Core edition)

Informational texts and excerpts, pertaining to the short

stories

Scientifically and Historically-relevant texts to the stories

and era


Newsela


W.8.6

8.1.8.A.1

8.1.8.A.2

Flocabulary

iPads for conducting research about phosphorescence by

using WatchKnowLearn


20

BrainPop

ReadWriteThink


Kahoot

Padlet for warm-ups

Powtoon for storyboarding practice

Interactive games based on topics discussed in class

Unit #3 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and

Student Learning Objective

Suggested Instructional Activities Suggested Student

Output

Formative Assessments



NJSLSA.R8. 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.

Review strategies for determining

an author's claim in a short story

Teach how an author's claim is

determined to be valid using logic

and reasoning to support ideas

Review argumentative and

explanatory essay formats

Teach students how to determine

the moral of a story to decide

whether or not it is portrayed well

Collaborative note- taking

and think/pair/share

evaluation before, during,

and after reading short

stories

Informative /explanatory

essay writing and editorial

writing

Participating in Socratic

seminars about events that

happened in the story

Oral presentation of text

analysis and interpretation


themes from the story

Literature analysis and

review utilizing textual


evaluation rubrics


PARCC/Common Core holistic

rubrics

Graded short response questions

after reading the story

Essay and open-ended responses

included on unit tests

Journal entries

Exit ticket

Kahoot

Back Channel Chat

21

evidence by responding to

PARCC like responses

Padlet

RL.8.2. Determine a theme or

central idea of a text and

analyze its development over

the course of the text,

including its relationship to

the characters, setting, and

plot; provide an objective

summary of the text.

Class Discussion

Small Group Discussion

Teach reading stamina techniques

Teach students about common

themes and archetypes in narrative

writing, in order to identify themes

Through the lens of morals,

empathy, and character motives,

determine themes that can arise

from them

Character Analysis using a variety

of graphic organizers

Collaborative note- taking

and think/pair/share

evaluation before, during,

and after readings

Persuasive writing about

what the theme of the story

is according to the students

Create a plot diagram to

assess the story’s elements




the character’s actions



evidence


evaluation rubrics






checklists, and evaluation sheets

Exit ticket

Kahoot

Back Channel Chat

NJSLSA.W4. Produce clear

and coherent writing in which

the development,

organization, and style are

appropriate to task, purpose,

and audience.

Study mentor texts to model

multiple modalities and styles of

writing

Teacher modeling with student

input

Study of peer work,

(anonymously) to determine

quality of work

Informative /explanatory

essay writing and editorial

writing





evidence





rubrics

Adapted PARCC/NJSLS-based

rubrics

22

Pre-Writing utilizing a variety of

graphic organizers


process to produce publishable

writing

Imitate authentic rhetorical

style of selected exemplary

authors

Participate in writer’s

workshop peer revision


evaluations

Literature Review

DBQ Essay

Unit 4 Overview At-a-Glance Unit #4 – Novel 2: Historical Fiction

Unit Description:

In this unit, students will read a historical/realistic fictional novel (example: The Orphan Train), through the lens of the themes

Belonging and Safety, while completing various activities such as inference charts, comprehension questions, a WebQuest of the era,

and a mock trial.

*Continuation of the use of non-fiction texts throughout ALL other units*

Essential Skills:


Students will conduct a WebQuest of the era by using technology to make connections to the novel



Students will complete a layered curriculum project choice board that includes many cross curricular choices as an end of unit

project



23




RL.8.2.

RI.8.1.

NJSLSA.W4



RI.8.1.

RL.8.3.-RL.8.10.

NJSLSA.W1.-NJSLSA-W3.

NJSLSA.W5.NJSLSA.W10.

SL.8.1. - SL.8.6.

6.3.8.A.3.

Unit Details


Students, English Language

Learners, Students at Risk of

Failure, and Gifted Students-

Modify instructional approach and/or

assignments and evaluations as needed

based for students with IEPs, 504s,



Integration of higher order

thinking processes, creative

and critical thinking activities,

problem-solving, and open-

ended tasks


Greater opportunities for

layered curriculum projects

Gamification

Opportunities for cross-

curricular activities



global awareness.



Lessons integrate a focus on civic literacy so that students can better understand the

rights and obligations of citizenship.

Lessons, activities, and assessments require creativity and innovation on the part of the

students. They are required to create projects and products as examples of mastery in

each unit.


assessment throughout this curriculum. Students are required, in each unit, to advance

their learning through all levels of Bloom’s Taxonomy to address the evaluation,

synthesis, and creation of products using learning at the highest levels. Problem-

solving is a recurring theme in the curriculum as students must seek ways to creatively

apply the concepts to solve problems rather than simply remember the material.


Throughout this curriculum, students must be able to communicate deep understanding

through open-ended responses (both orally and in writing). In addition, students are

often required to work collaboratively with their peers, which promotes the ability to

24

Opportunities for authentic

assessment (debates, mock

trials, creating children’s

books)



Alternate Responses (Drawings

with captions, spoken

responses, etc.)

Extended time

Teacher modeling

Differentiated written and

verbal responses

Chunking of lessons

Differentiated homework -

small group learning

Utilizing students as educators

for students in younger grades

succeed in the area of social cooperative work, increases communication skills, and

promotes leadership and responsibility.

Students must be information literate, i.e. they must be able to find and use information

effectively, in order to succeed in class as learning activities require independent

research of relevant information outside of the provided textbook and/or resources.

Learning and assessment activities support the push to make students media literate, as

they are often required to analyze, evaluate, and create messages in a wide variety of

media modes, genres, and formats.

In order to succeed in this course, students must be able to use technology as a tool in

order to research, organize, evaluate, and communicate information.


promoting flexibility and adaptability, requiring initiative and self-direction in the

learning process, supporting social and cross-cultural skills in both content and

teamwork efforts, and measuring productivity and accountability through independent

and group assignment completion.

Integration of iPad/laptops during rotating station activities


Work collaboratively to complete cross-curricular activities

Assessments- including

benchmarks, formative, summative,

and alternative assessments

Mock Trial

Written and Verbal

Comprehension Questions

Webquest


Inference Chart

Layered Curriculum Project

Choices

PARCC-like tasks


Career Education: Conduct research on careers from novel era and have students create a job

application for that specific job which outlines requirements one would need for the job (i.e.

The 1850’s and early 1900’s).

Health/PE: Study health issues from the novel era (i.e. exhaustion, dehydration, and

starvation) and create a manual on how to survive during the time period.

English Language Arts/Literacy: Conduct a character analysis and create a social media

page for the character’s best moment from the novel.

Math: Research annual income levels during the late 1800s and calculate how much it would

25

Character Analysis

Benchmark #2

cost a character in the novel to live.

Science: Examine the environmental impacts of era and the mental impacts on abandonment

and have students write a reflection of what they’ve learned about an impact that stands out to

them.

Social Studies: Conduct research on the political influences of the era (i.e. Gold Rush,

California Exchange, Uncle Tom’s Cabin) and create a “Wanted” poster for someone from

history.

Technical Subjects: Create WebQuests, PowerPoints, Prezis, Kahoots, iMovies based on

choices from end of unit layered curriculum project board.

World Languages: Investigate the Latin roots and pre-fixes of key terms and vocabulary and

post them on the word wall.

Arts: Create visual representations (Gallery Walks, Picture Prompts, Building an artifact that

relates to the novel) of symbolic items/images from the novel.

Unit Resources Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.




Leveled Supplemental Materials and

Media/School Library Resources

Novels

Informational texts and excerpts,

pertaining to the novel

Scientifically and Historically-relevant


W.8.6

8.1.8.A.1

8.1.8.A.2

Flocabulary

iPads for layered curriculum project choices (iMovie, Prezi, etc)

26

texts to the novel and era

Burlington County Library Online

Resources

BrainPop


Computers for webquests, Prezis, research, and typing research papers/creating

projects for layered curriculum project choices

Kahoot for summarization

Padlet for warm-ups

Back Channel Chat for group discussions

Powtoon for storyboarding

Google Docs to work on layered curriculum project choices with a partner


Standard and

Student Learning

Objective




RL.8.2. Determine a

theme or central

idea of a text and

analyze its

development

over the course

of the text,

including its

relationship to

the characters,

setting, and plot;

provide an

objective

summary of the

text.

Class Discussion



themes and archetypes in narrative

writing, in order to identify themes



determine themes that can arise from

them, focusing primarily on

Belonging and Safety

Character Analysis using a variety of

graphic organizers and activities




Participating in Socratic seminars, debates

and/or writing arguments during the

novel’s climax


interpretation after completing layered

curriculum choices

Journal entries based on character’s

actions/problems in the novel


Homework and notebook evaluation

rubrics




Independent/group novel and drama

study project rubrics, checklists, and

evaluation sheets

Daily warm-ups/exit ticket

Layered Curriculum

27

Layered Curriculum Project Board

textual evidence to respond to direct

questioning during reading

Back Channel Chat

Benchmark #2

RI.8.1. Cite the

textual evidence

and make

relevant

connections that

most strongly

supports an

analysis of what

the text says

explicitly as well

as inferences

drawn from the

text.


electronic) of arguments which


arguments and relevant and

sufficient support


electronic) of arguments which do

not utilize valid reasoning, logical

arguments and/or relevant &

sufficient support

Teach and model PARCC-like

responses and

Study mentor texts

Study of peer work, (anonymously)

to determine quality of work


justifications and evidence-

supported responses


opinion/editorial examples


participate in classroom seminar/debate

Respond to essential unit questions using

classroom blog Padlet and/or Back

Channel Chat

Compose replies between members of the

class and teacher






rubrics


rubrics

Close Read

Writer’s workshop peer evaluations

Literature Review

DBQ Essay

Journal entries

Exit ticket

Benchmark #2

NJSLSA.W4.

Produce clear and

coherent writing in

which the

development,

Study mentor texts to model multiple

modalities and styles of writing

Study of peer work, (anonymously)


and editorial writing





28

organization, and

style are

appropriate to task,

purpose, and

audience.

to determine quality of work

Pre-Writing utilizing a variety of

graphic organizers


process to produce publishable

writing

interpretation


textual evidence






rubrics


rubrics

Writer’s workshop peer evaluations

Literature Review

DBQ Essay

Benchmark #2

29

Unit 5 Overview At-a-Glance Unit #5 – Drama

Unit Description:

In this unit, students will dissect the components of a play and understand what elements are needed to create a work that is considered

to be a drama.


Essential Skills:

Students will analyze plays by understanding story elements and the climax of a story

Students will explore dialogue written in scripts to understand various scenes

Students will conduct speaking and listening related activities while reading plays

Students will be able to analyze multiple plays for purpose, audience, and tone in order to compare and contrast




RL.8.3.

NJSLSA.R2.

SL.8.6.



NJSLSA.R1

NJSLSA.R3. - NJSLSA.R10.

RL.8.1 - RL8.2

RL.8.4 - RL8.10

NJSLSA.W3. - NJSLSA.W6.

SL.8.1. - SL.8.6

30

Unit Details

Modifications for Special

Education Students, English

Language Learners, Students at

Risk of Failure, and Gifted

Students- Modify instructional

approach and/or assignments and

evaluations as needed based for

students with IEPs, 504s, ELLs and

gifted and talented students including

but not limited to:

Extended time

Teacher modeling

Differentiated written and

verbal responses

Chunking of lessons

Differentiated homework -

small group learning

Utilizing students as educators

for students in younger grades


thinking processes, creative

and critical thinking activities,

problem-solving, and open-

ended tasks

Higher level direct

questioning

Gamification

Opportunities for cross-

curricular activities

Flipped Classroom




global awareness.



Lessons integrate a focus on civic literacy so that students can better understand the rights

and obligations of citizenship.

Lessons, activities, and assessments require creativity and innovation from the students.

They are required to create projects and products as examples of mastery in each unit.


assessment throughout this curriculum. Students are required, in each unit, to advance

their learning through all levels of Bloom’s Taxonomy to address the evaluation,

synthesis, and creation of products using learning at the highest levels. Problem-solving is

a recurring theme in the curriculum as students must seek ways to creatively apply the

concepts to solve problems rather than simply remember the material.

Communication and collaboration is crucial for student success as learners. Throughout

this curriculum, students must be able to communicate deep understanding through open-

ended responses (both orally and in writing). In addition, students are often required to

work collaboratively with their peers, which promotes the ability to succeed in the area of

social cooperative work, increases communication skills, and promotes leadership and

responsibility.

Learning and assessment activities support the push to make students media literate, as

they are often required to analyze, evaluate, and create messages in a wide variety of

media modes, genres, and formats.

In order to succeed in this course, students must be able to use technology as a tool in

order to research, organize, evaluate, and communicate information.



learning process, supporting social and cross-cultural skills in both content and teamwork

efforts, and measuring productivity and accountability through independent and group

assignment completion.

31





Assessments- including

benchmarks, formative,

summative, and alternative

assessments

Written and Verbal


Webquest

Inference Chart

PARCC-like tasks

Character Analysis


Create an additional scene

Change the ending activity



Career Education: Students will conduct research and create a career fair and popular careers in

the drams they are reading (pawnbroker, butcher, coachman, entrepreneur, etc.).

Health/PE: Students will investigate health issues from that arose during “The Diary of Anne

Frank,” to develop empathy for people, Jewish and non-Jewish, who were directly affected by the

Holocaust (ex: Typhus, Tuberculosis, Meningitis, etc.).

English Language Arts/Literacy: Students will work together to determine what propels the

climax in a play, and how to recognize the climax.

Math: Students will research statistics of deaths during the holocaust and compare to other

genocides throughout history.

Science: Research diseases that took place during the time period and investigate whether or not

we still have these issues today, why or why not, and draw conclusions of what may have caused

those diseases (ex: Durchfall due to improper and inadequate food and Scabies due to unsanitary

living conditions).

Social Studies: Conduct a virtual field trip to a museum, concentration camp, or other historical

site related to a genocide.

Technical Subjects: Students will create their own memorial pieces, based on what they have

learned about the Holocaust, in order to create a Holocaust Memorial Wall.

World Languages: Investigate examples of German language found in the play.

Arts: Students will create their own memorial pieces, based on what they have learned about the

Holocaust, in order to create a Holocaust Memorial Wall.

32

Unit Resources





Leveled Supplemental Materials and

Media/School Library Resources

Textbooks

Novellas

Informational text excerpts

Time for Kids – Anne Frank

BrainPop

Newsela


W.8.6.

8.1.8.A.1

8.1.8.A.2

Google Cardboard/Google Expeditions (if accessible) for Virtual Tours to be done in

Virtual Realty

Virtual Tours of the Holocaust Museum, Anne Frank’s house, and the Auschwitz

Memorial

Computers for research/virtual tours

Padlet and Back Channel Chat for class discussions

Crimes Against Humanity, from Burlington County Library Online Resources


Standard and

Student Learning

Objective

Suggested Instructional

Activities

Suggested Student Output Formative Assessments



RL.8.3. Analyze

how particular lines

of dialogue or

incidents in a story

or drama propel the

action, reveal aspects

Class Discussion



themes and archetypes in



Informative /explanatory essay writing and

editorial writing


evaluation rubrics



33

of a character, or

provoke a decision.

narrative writing, in order to

identify themes




from them

Character Analysis

Participating in writing arguments/debates

about the purpose of particular lines or scenes

and their impact on the overall structure of the

play


interpretation, utilizing high quality sources,

such as Literary Reference Center, from the

Burlington County Library Online Resources

Journal entries based on participation in and

discussion of various virtual tours of

museums, directly impacted by the events in

the plays (ex: Anne Frank’s Diary Play and

the tour of Anne Frank house.)

Literature analysis and review utilizing textual

evidence

included on unit tests, analyzing

and interpreting plays and

excerpts



checklists, and evaluation sheets

Exit ticket

Kahoot

Back Channel Chat

NJSLSA.R2. Determine central

ideas or themes of a

text and analyze their

development;

summarize the key

supporting details and

ideas.

Utilize online resources from

Burlington County Library

Online Resources for research

(Crimes Against Humanity,

EBSCOhost, American History,

Science Online, etc.) to ensure

high quality sources

Class Discussion/Small Group

Discussion about the story

elements of the plays







editorial writing

Participating in Socratic seminars, where

students provide evidence to support their

arguments


interpretation

Literature analysis and review utilizing textual

evidence, utilizing peer-reviewed resources


evaluation rubrics




Independent/group novel drama

study project rubrics, checklists,

and evaluation sheets

Literature Review with peer-

reviewed sources online

Compare and contrast essays on

audience, purpose, and tone of

34

identify themes




from them

Character Analysis, utilizing the

play itself and other reputable

sources

the different plays

Exit ticket

Back Channel Chat

SL.8.6. Adapt

speech to a variety of

contexts and tasks,

demonstrating

command of formal

English when

indicated or

appropriate.

Small group readings

Large group readings

Reader’s Theatre

Change the ending of a play




and/or writing arguments


interpretation, utilizing high quality sources,

and at least one that is peer-reviewed

Journal entries based on participation in and

discussion of various venues (e.g. art, music,

video, audio)


evaluation rubrics


PARCC/Common Core holistic

rubrics



Written and verbal responses in

the classroom

Re-write the plays read in a

different point of view, with an

alternate ending, or with a

different tone/purpose

35

Unit 6 Overview At-a-Glance Unit #6 – Poetry

Unit Description:

In this unit, students will utilize multiple types of poetry as mentor texts, in order to create original poetry and perform their original

poetry.


Essential Skills:

Students will be able to utilize traditional and non-traditional poets as mentor texts (i. e. Maya Angelou, Langston Hughes,

Tupac, Alicia Keys)

Students will be able to write their own original poetry in multiple formats (i.e. Black-out Poetry, I am Poetry, Non-traditional

Poetry

Students will be able to review and learn about Figurative Language, in order to strengthen their writing and poems

Students will be able to publish and perform their original poetry




RL.8.1.- RL.8.10

NJSLSA.W4.



NJSLSA.R1. - NJSLSA.R10

NJSLSA.W5. - NJSLSA.W6. and NJSLSA.W10

W.8.3.- W.8.6

L.8.1.- L.8.6

S.L8.1-S.L.8.5

36

Unit Details

Modifications for Special Education Students, English

Language Learners, Students at Risk of Failure, and Gifted

Students- Modify instructional approach and/or assignments

and evaluations as needed based for students with IEPs, 504s,

ELLs and gifted and talented students including but not limited

to:

Alternate Responses (illustrations, presentations, audio)

Extended time

Simplified written and verbal responses

Rosetta Stone

Differentiated Homework

More/Less Complex Poetry Types

Integration of higher order thinking processes, creative

and critical thinking activities, problem-solving, and

open-ended tasks


Integration of 21st century skills through NJSLS 9 and Career

Education:

Lessons, where appropriate, incorporate multiple perspectives

to infuse cultural and global awareness.

Learning incorporates skills focusing on financial, economic,

business, and entrepreneurial literacy.

Lessons integrate a focus on civic literacy so that students can

better understand the rights and obligations of citizenship.

Lessons, activities, and assessments require creativity and

innovation on the part of the students. They are required to

create projects and products as examples of mastery in each

unit

Learning and assessment activities support the push to make

students media literate, as they are often required to analyze,

evaluate, and create messages in a wide variety of media

modes, genres, and formats.

Assessments- including benchmarks, formative, summative,

and alternative assessments

Multiple Choice (i.e. Figurative Language)

PARCC-like short answer (i.e. Purpose of a stanza or

word-choice)

5 paragraph compare/contrast between traditional and

non-traditional Poets

Poetry Types

Informational text

Narrative text



Career Education: Study biographies of the traditional and non-

traditional poets.

Health/PE: Present or create an interpretative dance for mentor text

poems or original poems.

English Language Arts/Literacy: Incorporate Figurative Language

into every day speaking/writing, in addition to poetry.

Math: Calculate the ratio of how much time it takes to write poetry

and then to perform the poetry.

Science: Write poetry inspired by nature and/or scientific inventions.

37

Social Studies: Research the background of various poets and

discuss how historical events impact the poetry they wrote..

Technical Subjects: Utilize YouTube and other technological

avenues, in order to listen/watch traditional and non-traditional poets.

World Languages: Write poetry that incorporates at least two other

languages into their poems.

Arts: Design an album cover for the non-traditional or traditional

poet studied in the unit.

Unit Resources






Resources

Biographies on traditional and non-traditional poets

Famous poems/poets through Poetry for Students, from

Burlington County Library Online Resources

Newsela

Brainpop


W.8.6.

8.1.8.A.1

8.1.8.A.2

Youtube for listening/watching traditional and non-

traditional poets performing original and famous poems (to

watch performances of poem recitation and other various

ways to create poetry)

Literary Reference Center, Burlington County Library

Online Resources

Laptops for conducting research on poets and poems

Kahoot for review of poems, poets, and Figurative

Language

Backchannel chat for class discussions

ChalkUp for original poems to be commented on by peers

38

Unit #6 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard

and Student Learning

Objective


Activities




NJSLSA.W4. Produce

clear and coherent

writing in which the

development,

organization, and style

are appropriate to task,

purpose, and audience.

Study mentor texts of

traditional and non-traditional

poets (i.e. Maya Angelou and

Langston Hughes vs. Tupac

and Alicia Keys)

Teach the different types of

poetry through mentor texts

Provide examples (print

and/or electronic) of current

poetry and classical poetry

(i.e. Slam Poetry

Compose original poetry in the formats

studied (i.e. Black-Out, Rapping, I am)

Compose thoughtful responses to studied

traditional and non-traditional poets



Write a compare and contrast essay based

on popular culture and its’ use of

Figurative Language, rhyme scheme, and

words chosen between current day

traditional and non-traditional poetry


rubrics


based rubrics

Warm-Up/Daily Do Now

Poet/Poetry Review

Journal entries of inspiration

for original poetry

Exit ticket

Creation of original poetry

RL.8.1.-8.10. Cite the

textual evidence and

make relevant

connections that most

strongly supports an

analysis of what the text

says explicitly as well

as inferences drawn

from the text.

Teach students to support

responses with evidence from

the text

Teach students to be able to

justify their responses

Teach students to justify

character’s actions by making

inferences

Utilize high quality resources,

such as, Literary Reference

Justification for why the poets chose the

words or stanzas and their purpose

How the poet proves their driving theme or

idea

Inference charts and tables

References and citations that are from high

quality sources, and at least one peer-

reviewed source

Originally written poetry that is inspired

Participation in analyzing

traditional and non-traditional

poets




tests

Written and verbal responses

in the classroom

39

Center and Poetry For

Students, from Burlington

County Library Online

Resources, to conduct research

on poems/poets

by one of the traditional or non-traditional

poet’s studied styles

Class debates comparing and contrasting

traditional and non-traditional poems

throughout history and their purposes (ex:

“Mother to Son” by Langston Hughes and

“Dear Mama” by Tupac Shakur

Back Channel Chat for class

discussions on original and

famous poetry

Compare and Contrast essays

between famous traditional

and non-traditional poetry

studied in class (ex: Langston

Hughes vs. Tupac Shakur,

Maya Angelou vs. Alicia

Keys)

Unit 7 Overview At-a-Glance Unit #7 – Novel 3: Science Fiction

Unit Description: In this unit, students will read a science fiction novel (example: The Giver), through the lens of the themes of Individuality and

Memory, while completing various activities such as inference charts, comprehension questions, a webquest of the era, and a mock

trial.


Essential Skills:


Students will conduct a webquest of the world/society by using technology to make connections to the novel





40




RL.8.2.

RI.8.1.

NJSLSA.W4.



RL.8.1.

RL.8.3.- RL.8.10.



RI.8.2. - RI.8.10

SL.8.1. - SL.8.6

MS-LS4-5.

MS-LS2-4.

Unit Details









Alternate Responses (Drawings

with captions, spoken responses,

etc.)

Extended time

Teacher modeling

Differentiated written and verbal

responses

Chunking of lessons


Lessons, where appropriate, incorporate multiple perspectives to infuse cultural

and global awareness.



Lessons integrate a focus on civic literacy so that students can better understand

the rights and obligations of citizenship.

Lessons, activities, and assessments require creativity and innovation on the part

of the students. They are required to create projects and products as examples of

mastery in each unit.


assessment throughout this curriculum. Students are required, in each unit, to

advance their learning through all levels of Bloom’s Taxonomy to address the

evaluation, synthesis, and creation of products using learning at the highest

levels. Problem-solving is a recurring theme in the curriculum as students must

seek ways to creatively apply the concepts to solve problems rather than simply

remember the material.

41

Differentiated homework -small

group learning

Utilizing students as educators for

students in younger grades


thinking processes, creative and

critical thinking activities,

problem-solving, and open-ended

tasks


Greater opportunities for layered

curriculum projects

Gamification


activities

Opportunities for authentic

assessment (debates, mock trials,

creating children’s books)






addition, students are often required to work collaboratively with their peers,

which promotes the ability to succeed in the area of social cooperative work,

increases communication skills, and promotes leadership and responsibility.




and/or resources.


literate, as they are often required to analyze, evaluate, and create messages in a

wide variety of media modes, genres, and formats.

In order to succeed in this course, students must be able to use technology as a

tool in order to research, organize, evaluate, and communicate information.



learning process, supporting social and cross-cultural skills in both content and

teamwork efforts, and measuring productivity and accountability through

independent and group assignment completion.






assessments

Mock Trial

Written and Verbal Comprehension

Questions

WebQuest

Inference Chart



Career Education: Conduct research on careers from various Science Fiction stories

and novels covered in the unit.

Health/PE: Study health issues discussed in a unit novel and create a plan to assist in

aiding the character live a better life.

English Language Arts/Literacy: Conduct character analysis and research reports.

42

Layered Curriculum Project

Choices

PARCC-like tasks

Character Analysis

Benchmark #3

Math: Decode binary numbers to gain an understanding of technology and how

information is transferred from human to machine, machine to human, and machine to

machine.

Science: Research the environmental impacts of the fictional society and Genetic

Modifications (i.e. Only perfect weather, Color Blindness).

Social Studies: Participate in a gallery walk of the advancements in technology over

time and discuss how science has impacted the world we live in.

Technical Subjects: Students will be able to create a Powerpoint, Prezi, Kahoot, or

iMovie, in order to present their Science or Social Studies research to the class.

World Languages: Investigate various types of technological communications and how

these advancements have connected various cultures around the world.

Arts: Students will construct an artifact from the novel that we do not have in our world,

or their favorite scene from the novel (ex: a teleporter or the transmission of memories

from The Giver to Jonas).

Unit Resources





Leveled Supplemental Materials and Media/School

Library Resources

Novels

Informational texts and excerpts, pertaining to

the novel

Scientifically and Historically-relevant texts to


W.8.6.

8.1.8.A.1

8.1.8.A.2

Computers for research and creating presentations

Ancestry Library Edition, Health Reference Center, Literary

Reference Center, and Novels for Students, from the Burlington

43

the novel and era

Science journals on Genetically Modified

Organisms and DNA/Gene Manipulation

BrainPop

Newsela

County Online Resources for research

Prezi, Powerpoint, Kahoot, or iMovie for creating presentations

Investigating reviews of other Dystopian/Science Fiction novels to

compare and contrast

Back Channel Chat for class discussions


Standard and

Student Learning

Objective


Activities




RL.8.2. Determine a

theme or central

idea of a text and

analyze its

development

over the course

of the text,

including its

relationship to

the characters,

setting, and plot;

provide an

objective

summary of the

text.

Class Discussion on themes,

mainly focused on

Individuality and Memory

Small Group Discussion on

themes shown throughout the

chapter




identify themes


empathy, and character

motives, determine themes

that can arise from them

Examine a character, character




editorial writing


and/or writing arguments about Genetic

Modification in the real world (ex: food to

be more nutritious and insect resistant and

if we began genetically modifying people,

the right and wrong morality of those

choices)


interpretation

Journal entries based on participation in

and discussion of various venues (e.g. art,

Teacher-made rubrics (ex: for

iMovie creation/research)



tests


project rubrics, checklists, and

evaluation sheets

Student evaluations on peer

work with rubrics and

comments on paper

throughout presentations of

research projects (Prezi,

Powerpoint, or iMovie)

Exit ticket

44

traits, and type of character

(dynamic/flat) through a

graphic organizer

Research through Ancestry

Library Edition, Health

Reference Center, Literary

Reference Center, and Novels

for Students, from the

Burlington County Online

Resources to better understand

the genetic manipulation of

people, food, the ecosystem,

and the novel itself

music, video, audio)


textual evidence and reputable sources, at

least one needing to be peer-reviewed (ex:

Novels for Students and Literary

Reference Center, from the Burlington

County Library Online Resources

Presentations to class through Prezi,

Powerpoint, or iMovie with high quality

research on genetic manipulation of

people, food, and the ecosystem

Journal Entries

Kahoot, Prezi, Powerpoint, or

iMovie on student’s research

- Active participation written

and verbally for class debates,

writing arguments, and

Socratic seminars on the right

and wrong morality behind

Genetic Manipulation of food,

progressing into Genetic

Manipulation of people

Back Channel Chat

Benchmark #3

RI.8.1. Cite the

textual evidence

and make

relevant

connections that

most strongly

supports an

analysis of what

the text says

explicitly as well

as inferences

drawn from the

text.


and/or electronic) of

arguments which utilize valid

reasoning, logical arguments

and relevant and sufficient

support (Novels for Students

and Literary Reference Center,

from Burlington County

Library Online Resources)


and/or electronic) of

arguments which do not utilize

valid reasoning, logical

arguments and/or relevant &

sufficient support (Buzzfeed,


opinion/editorial examples and compare to

the era of the novel’s issues (ex: diversity

in our world leading to racism, classism,

etc. and the novel making everyone equal,

but losing their individuality)


participate in classroom debate/discussion

on controversial issues throughout the

novel

Back Channel Chat




rubrics


based rubrics


evaluations


importance of the novel within

society

Journal entries

Exit ticket

45

PopSugar, etc.)

Teach and model PARCC-like

responses

Study of peer work,


quality of work


justifications and evidence-

supported responses (ex:

Kahoot)



Research needs to be supported through

reputable sources and at least one peer-

reviewed source

Benchmark #3

NJSLSA.W4.

Produce clear and

coherent writing in

which the

development,

organization, and

style are

appropriate to task,

purpose, and

audience.

Study of peer work,


quality of work from

Benchmark

Pre-Writing utilizing a variety

of graphic organizers (T-

Chart, Notes, 5-word

summary, Spider Map)

Work through the entire

writing process to produce

publishable writing

Practice PARCC-like

responses by continuously

providing justification for all

responses


opinion/editorial examples by studying

current issues compared to the novel’s

issues


participate in classroom seminar/debate on

penalties for Juvenile Delinquents


revision and edition through a Gallery

Walk

Analyze released items from PARCC to

examine what constitutes earning a high

grade on an open-ended response

Utilize the above research in order to

compare student’s own writing and score


rubrics


based rubrics




evaluations


author’s style and format

Journal entries

Exit ticket

Benchmark #3

Documents

Revision Date: 6/24/2017 Submitted by: Marissa Menzano and … 7... · 2017-09-21 · 5 Unit 1 Overview At-a-Glance Unit #1 – Novel 1: Historical/Realistic Fiction Unit Description: