Our Instructional Plan

Instructional Plan

Pacing Guide - 8th Grade Language Arts

Unit One

Days/ Standards Learning Targets Specific Activities Ideas for Assessment Length of Addressed and Texts Time by Unit August 8 – RI.8.1: Cite the textual I can define textual evidence (“word for FDR – The Attack on Pearl Harbor Journal October 13 evidence that most word” support). (K). -Quick Write – pg. 666 strongly supports an Life on the Mississippi - Twain -Write an elegy – p. 669 analysis of what the text I can define inference and explain how a -Annotate Text says explicitly as well as reader uses textual evidence to reach a Letters of Ben Franklin – 1784 -Code Text inferences drawn from logical conclusion (“based on what I’ve read, -Bell Ringer the text. it’s most likely true that…”) (R) The Declaration of Sentiments – -Entrance/Exit Slips Elizabeth Cady Stanton -Extending Interpretations I can read closely and find answers explicitly -Post-it note self in text (right there answers) and answers that O Captain! My Captain! – Walt assessments require an inference. (S) Whitman -Multiple-choice assessments I can analyze an author’s words and Destination Hong Kong -Flashback questions determine the textual evidence that most -Graphic organizers strongly supports both explicit and inferential The History of the Roller Coaster -Self scoring questions. (R) -Pre-assessment I, Too, Sing America! – Langston -Teacher observation RI.8.4: Determine the I can define and identify various forms of Hughes -Think-aloud figurative language (e.g., simile, metaphor, -Diagnostic (1 minute to meaning of words and hyperbole, personification, alliteration, A Short History of the Great answer a specific question) phrases as they are used onomatopoeia). (K). Depression – Nick Taylor -Crosswalk activities in a text, including -multiple-choice activities figurative, connotative, I can distinguish between literal language (it First Stop: Ellis Island – (Literature -Checking of writing at and technical meanings; means exactly what it says) and figurative Book) each stage in the writing analyze the impact of language (sometimes what you say is not Coming to America – (Literature process specific word choices on exactly what you mean). (K). Book) -Peer review meaning and tone, -Self review including analogies or I can recognize the difference between The Long Way Home – David -Teacher conferences allusions to other texts. denotative meanings (all words have a Laskin – Excerpt -Graphic organizer used in dictionary definition) and connotative argument meanings (some words carry feeling). (K) Texts - Completed on-demand Gettysburg Address – pg. 479 in Lit piece I can recognize words that have technical Book -Summative Assessment meaning and understand their purpose in a specific text (e.g., “stem” in an article about I Have a Dream – pg. 482 in Lit Book flowers verses “stem” in an article about cell research). (R) The First Americans – pg. 499 in Lit Book I can analyze why authors choose words and phrases, including analogies (comparisons Activities between two things that are similar) and allusions (indirect references to other texts), Pgs. 90-95 in Crosswalk Coach book to set the tone and create an overall meaning and mood for the reader. (R) Pgs. 132-137 in Crosswalk Coach book

I can define point of view as how the author RI.8.6: Determine an Current events video clips feels about the situation/topic of a text. (K) author’s point of view or View clips/read speeches and use a purpose in a text and I can determine an author’s point of view graphic organizer to record facts analyze how the author (What do I know about the author’s opinions, from the pieces and feelings about acknowledges and values, and/or beliefs?) and explain his/her those facts responds to conflicting purpose for writing the text. (R) evidence or viewpoints. Class debate; must be based on I can analyze how an author acknowledges feelings about facts from graphic and responds to conflicting evidence or organizer viewpoints (How does the author respond? Pgs. 198-209 in Crosswalk Coach Does he/she use information, evidence, book statistics, etc… to strengthen his/her own viewpoint?) (R) On-going vocabulary instruction with each piece of text

VOCABULARY Inference Explicit RL.8.1 – Cite Textual I can define textual evidence. Text evidence that most Main idea Point of View strongly supports an I can define inference and explain how a reader uses textual evidence to reach a Author’s Purpose analysis of what the text logical conclusion. Conflicting Evidence says explicitly as well as Compare/Contrast inferences drawn from I can read closely and find answers explicitly Argument the text. in text and answers that require an inference. Relevant Evidence Analyze Argument I can analyze an author’s words and Debate determine the textual evidence that most Transition strongly supports both explicit and inferential Credible source questions. Claim Counterclaim Writing style Purpose Task W.8.1: Write arguments I can identify a topic that causes or has to support claims with Audience caused a debate in society. (K) Revision strategy clear reasons and Edit relevant evidence. I can choose a side of the argument and Research identify reasons that support my choice. (R) Central question a. Introduce claim(s), Source acknowledge and I can determine the credibility of a source Collaborate distinguish the claim(s) (who wrote it, when it was written, and why Elaborate from alternate or it was written) and the accuracy of the details Integrate opposing claims, and presented in the source. (R) Warranted organize the reasons General academic words and evidence logically. I can support my argument with textual Domain specific words evidence (“word for word” support) found in Formal b. Support claim(s) with Informal logical reasoning and credible sources. (R) relevant evidence, using accurate, credible I can acknowledge counterclaims (opposing sources and claims) in my argument. (K) demonstrating an . understanding of the I can present my argument in a formal style topic or text. that included an introduction, supporting c. Use words, phrases details with transitions, and provide a FLOWERS FOR ALGERNON and clauses to create concluding statement/section that supports LDC cohesion and clarify the my argument. (P) relationships among During this nine weeks, we claim(s), counterclaims, “Flowers for Algernon” LDC reasons, and evidence. will be taught. The pacing of this will be approximately d. Establish and three weeks. This is an maintain a formal style. argumentative LDC. e. Provide a concluding statement or section that follows from and supports the argument presented. I can identify the writing style (argument, informative/explanatory, or narrative) that W.8.4 best fits my task, purpose, and audience. (K) Produce clear and coherent writing in I can use organizational/formatting structures which the development, (graphic organizers) to develop my writing organization, and style are appropriate to task, ideas. (S) purpose, and audience. I can compose a clear and logical piece of writing that demonstrates my understanding of a specific writing style. (P)

I can use prewriting strategies to formulate ideas (e.g. graphic organizers, brainstorming, W.8.5 lists). (S)

With some guidance and I can recognize that a well-developed piece of support from peers and writing requires more than one draft. (K) adults, develop and strengthen writing as I can edit my writing by checking for errors in needed by planning, capitalization, punctuation, grammar, revising, editing, spelling, etc. (S) rewriting, or trying a new approach focusing I can analyze my writing to determine if my on how well purpose purpose and audience have been fully and audience have been addressed and revise when necessary. (S) addressed. I can prepare multiple drafts using revision and edits to develop and strengthen my writing. (S)

I can recognize when revising, editing, and rewriting are not enough, and I need to try a new approach. (R)

I can define research and distinguish how W.8.7 research differs from other types of writing. (K) Conduct short research projects to answer a I can focus my research around a central question (including a question that is provided or determine my self-generated own research worth question. (S) question), drawing on several sources and I can choose several sources to gather generating additional information to answer my research question. related, focused (R) questions that allow for multiple avenues of I can analyze the information found in m exploration. sources and determine if it provides enough support to answer my question. (R)

I can analyze the information found in my sources and determine if it provides enough support to answer my question. (R)

I can create additional focused questions that relate to my original topic and allow for further investigation. (P)

I can determine the credibility of a source by reviewing who wrote it, when it was written, W.8.8 and why it was written. (R) Gather relevant I can use search terms effectively to gather information from information needed to support my research. multiple print and digital (S). sources, using search terms effectively; assess I can define plagiarism (using someone else’s the credibility and words/ideas as my own). (K) accuracy of each source; and quote or I can determine when my research data or paraphrase the data and facts must be quoted (directly stated “word conclusions of others for word”) in my own writing. (R) while avoiding plagiarism and following I can avoid plagiarism by paraphrasing a standard format for (putting in my own words) and/or citation. summarizing my research findings. (S) I can follow a standard format for citation to create a bibliography for sources that I paraphrased or quoted in my writing (K) W.8.9 I can define textual evidence.

Draw evidence from I can determine textual evidence that literary or informational supports my analysis, reflection, and/or texts to support research. analysis, reflection, and research. I can compose written responses and include textual evidence to strengthen my analysis, reflection, and/or research.

W.8.10 I can recognize that different writing tasks (e.g., journal, reflection, research) require Write routinely over varied time frames to complete. (K) extended time frames (time for research, I can determine a writing format/style to fit reflection, and revision) my task, purpose, and/or audience. (R) and shorter time frames (a single sitting or a day I can write for a variety of reasons (e.g., to or two) for a range of inform, to describe, to persuade, to discipline-specific tasks, entertain/convey an experience). (P) purposes, and audiences.

SL.8.1: Engage I can come prepared with key points and effectively in a range of textual evidence to contribute to a discussion. collaborative discussions (S) (one-on-one, in groups, and teacher-led) with I can participate in a discussion by posing diverse partners on questions that connect the ideas of several speakers, responding to questions, and grade 8 topics, texts, elaborating on my own ideas and/or the ideas and issues, building on of others. (S). others’ ideas and expressing their own I can track the progress of a discussion and clearly. recognize when the discussion is getting off- topic. (S) I can make relevant observations and use my SL.8.1 (a): Come to ideas and comments to further the discussions prepared, discussion. (S) having read or researched material I can review the key ideas presented in a under study; explicitly discussion, integrate them with my own draw on that when warranted (appropriate), and justify my preparation by referring own views based on evidence introduced by to evidence on the others. (S) topic, text, or issue to probe and reflect on ideas under discussion.

SL.8.1 (b): Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

L.8.4: Determine or clarify the meaning of unknown and multiple- meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. L.8.4 (a): Use context I can infer the meaning of unknown words (e.g., the overall using context clues (e.g. definitions, meaning of a sentence synonyms/antonyms, restatements, examples or paragraph; a word’s found in surrounding text). (R). position or function in a I can recognize and define common Greek sentence) as a clue to and Latin affixes and roots (units of meaning). the meaning of a word (K) or phrase. L.8.4 (b): Use common, I can break down unknown words into units grade-appropriate of meaning to infer the definition of the Greek or Latin affixes unknown word. (R) and roots as clues to the meaning of a word (e.g., I can verify my inferred meaning of an precede, recede, unknown word by consulting general and secede). specialized reference materials (e.g., L.8.4 (c): Consult general dictionaries, glossaries, thesauruses). (K) and specialized reference materials I can consult general and specialized reference materials, both print and digital, to (e.g., dictionaries, determine or clarify the precise meaning or glossaries, thesauruses), part of speech for a word. both print and digital, to find the pronunciation Verify the preliminary determination of the of a word or determine meaning of a word or phrase (e.g., by or clarify its precise checking the inferred meaning in context or meaning or its part of in a dictionary). speech. L.8.4(d): Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (The following Standard will be on-going throughout the school year.) (The following italicized “I Can” Statements RL.8.10: By the end of will be on-going throughout the school year.) the year, read and I can recognize when the text I am reading is comprehend literature, too easy or too difficult for me. (K). including stories, dramas, and poems, at I can determine reading strategies (e.g., ask the high end of grades 6 questions, make connections, take notes, – 8 text complexity band make inferences, visualize, re-read) that will independently and help me comprehend difficult texts. (S). proficiently.

I can identify the side of an argument a speaker present. (K). SL.8.3: Delineate a speaker’s argument I can determine the credibility of a speaker and specific claims, and his/her purpose. (R). evaluating the soundness of the I can identify claims that are supported by reasoning and fact(s) and those that are opinions(s). (K). relevance and sufficiency of the I can evaluate if a speaker’s argument is evidence and reasonable (sound) using evidence he/she identifying when provides to support his/her claims. (R). irrelevant evidence is I can identify if a speaker has introduced introduced. irrelevant evidence when presenting his/her claim or argument. (K).

I can determine if a speaker has provided enough relevant evidence to support his/her claim or argument. (R).

I can identify various reasons for speaking (e.g., informational, descriptive, formal, SL.8.6: Adapt speech to informal). (K). a variety of contexts and tasks, demonstrating I can determine speaking tasks that will command of formal require a formal structure. (R). English when indicated or appropriate. (See I can compose a formal speech that grade 8 Language demonstrates a command of grade 8 standards 1 and 3 for Language standards. (P). specific expectations.)

Instructional Plan Continued

8th Grade Language Arts

Unit Two

Days/Length Standards Addressed Learning Targets Specific Activities Ideas for Assessment of Time by Unit And Texts October 16 – RL.8.5: Compare and contrast the I can compare (analyze the Compare and contrast the Journal December 15 structure of two or more texts and similarities) and contrast structure of Casey at the Bat Quick Writes analyze how the differing structure of (analyze the differences) the (pg. 650) and Beowulf (pg. Annotate Texts each text contributes to its meaning structures found in two or 647) Code Texts and style. more texts. (R) Bell Ringers KCCT – Tide Rises/Tide Falls Entrance/Exit Slips I can analyze the differing (pg. 134) Post-it-Note Self Assessments structures of two or more text Multiple Choice Assessments and determine how the KCCT – Lines Composed in a Flashback Questions differences affect the overall Wood on a Windy Day (pg. Graphic Organizers meaning and style of each text. 141) Self Scoring (R) Pre-Assessments Lit book pages 671 and 672 Teacher Observation I can infer why an author Think-Aloud chose to present his/her text Standardized Test Practice Diagnostic (1 Minute to using a particular structure. (R) book (pg. 44) The Wreck of answer a specific question) the Hesperus poem, Crosswalk Coach Activities (pg. 71) “Tavern” and “The Station Activities Little Ghost” Checking of Writing at each stage in the Writing Process Peer Review Long/Short Reading Passages Teacher Conferences book (pg. 14) – Learning from Completed Writing Piece Nature Summative Assessment

Literature book (pgs. 462 – 466) RI.8.2: Determine a central idea of a I can identify the central idea Passage 8 – Roller Coasters in text and analyze its development over (main point in a piece of History (pg. 39) the course of the text, including its writing). (K) relationship to supporting ideas; Long/Short Reading Passages provide an objective summary of the I can determine how an book (pg. 59) text. author’s use of details conveys Destination Hong Kong (makes known) two or more central ideas in a text. (R) Literature book (pg. 30)

I can analyze how supporting Literature book (pg. 180) ideas contribute to the development of central ideas Common Core Clinics Pages over the course of a text. (R ) 52 – 59 “The New Colossus” I can define a summary (a “My Love is Like a Red, Red, shortened version of the text Rose” that states its key points). (K) “At First Sight” “The Melting Pot” I can compose an objective “The Marathon” summary stating the key “Invictus” points of the text without adding my own opinions or - Summarize Text – p. 10 – feelings. (P) 15 (Common Core Clinics)

- Summarize Text – 84 – 89 (Crosswalks Coach)

- Scope Magazines – Phoebe Prince Article – Objective Summary – Use as catalyst for writing piece

-p. 4-9 Common Core Clinics – Main Idea and Supporting Details

Little Women - p. 14 from Common Core Coach - Story RI.8.7: Evaluate the advantages and A Grand Geyser - p 98 from disadvantages of using different I can explain how Common Core Coach –(Play) informational text is presented mediums (e.g., print or digital text, in different mediums (e.g., Tom Sawyer – p. 6 – from video, multimedia) to present a audio, video, multimedia). (K) Common Core Coach – (A particular topic or idea. story) I can analyze a particular topic or idea and explore how The Surprise Patriot – p. 104 authors use different mediums – from Common Core Coach or presentation (e.g., video – (A play) diary, PowerPoint, visual display). (R) The Lady of Shallott – p. 116 – from Common Core Coach I can evaluate the advantages – (A poem) W.8.2: Write informative/explanatory and disadvantages of texts to examine a topic and convey presenting a topic or idea in Station Activities – Teacher different mediums. (R) made ideas, concepts, and information through the selection, organization, and I can select a topic and identify -Ann Frank Scrap Book – analysis of relevant content. and gather relevant Literature Book (Holt Reader information (e.g., well-chosen P. 309-321) a. Introduce a topic clearly, previewing facts, definitions, details, what is to follow; organize ideas, quotations, examples) to share -Analyze Feature Article concepts, and information in broader with my audience. (R) (Internet Access/Bullying) categories; include formatting (e.g., headings), graphics (e.g., charts, -Advantages and tables), and multimedia when useful to I can define common Disadvantages of Media aiding comprehension. organizational/formatting (Common Core Clinic – p. 64- structures and determine a 69) b. Develop the topic with relevant, well- structure (s) that will allow me chosen facts, definitions, concrete to organize my information - Discovery Education – details, quotations, or other information best. (K). Prefix, Roots, Affixes, - Harold as examples. Syntax Guide to Grammar : c. Use appropriate and varied I can analyze the information, Basics transitions to create cohesion and identify vocabulary specific to clarify the relationships among ideas my topic, and organize -Common Core Clinics – p. 48 and concepts. information into broader – 53 – Root Words and d. Use precise language and domain- categories using my chosen Affixes specific vocabulary to inform about or structure (s). (R) explain the topic. How to print piece compared I can present my information e. Establish and maintain a formal style to a YouTube how-to video in a formal style that includes on the same subject f. Provide a concluding statement or an introduction that previews section that follows from and supports what is to follow supporting Read a print text, visit the the information or explanation details, varied transitions (to computer lab for a web-quest presented. clarify and create cohesion on the same topic (must find when I move from one idea to examples of all mediums on another), and a concluding the topic) and use this statement/section that information to write the supports the information explanatory writing piece. presented. (P). Since this piece can take on many forms, students could I can create questions and design the piece and burn to locate key textual evidence to a CD. contribute to a discussion on the given topic, text, or issue. Collaboration with Media (P) Specialist – Power Point

I can define the roles and rules Crosswalks Coach (pg. 138) necessary for collaborative SL.8.1: Engage effectively in a range of discussion. (K) collaborative discussions (one-on-one, SPAM in groups, and teacher-led) with diverse I can come prepared with key KDE website partners on grade 8 topics, texts, and points and textual evidence to issues, building on others’ ideas and contribute to a discussion. (S) CC Clinics (pgs. 4 – 10) expressing their own clearly. Lessons 1 and 2 Sl.8.1: (a) Come to discussions I can participate in a discussion prepared, having read or researched by posing questions that Affixes/Roots material under study; explicitly drawn connect the ideas of several CC Clinics (pg. 48) on that preparation by referring to speakers, responding to Crosswalks (pg. 204) evidence on the topic, text, or issue to questions, and elaborating on probe and reflect on ideas under my own ideas and/or the ideas CC Clinics (pg. 64) discussion. of others. (S) SL.8.1 (b): Follow rules for collegial KCCT (pg. 16) I can track the progress of Lesson 2 discussions and decision-making, track discussion and recognize when Word Meanings progress toward specific goals and the discussion is getting off- deadlines, and define individual roles as topic. (S) Coach (pg. 198) needed. I can make relevant KCCT Coach (pg. 20) SL.8.1 (c): Pose questions that observations and use my ideas connect the ideas of several speakers and comments to further the Test Smart workbook and respond to others’ questions and discussion. (S) (pgs. 21-23) comments with relevant evidence, observations, and ideas. I can review the key ideas Test Smart workbook SL.8.1 (d): Acknowledge new presented in a discussion (pgs. 16-20) information expressed by others, and, integrate them with my own when warranted, qualify or justify their then warranted (appropriate), Crosswalks Lesson 25 own views in light of the evidence and justify my own views presented. based on evidence introduced KCCT Coach (pg. 16) Words in by others. (S) Context

I can define theme. CC Clinics (pg. 42) Context L.8.4: Determine or clarify the meaning Clues of unknown and multiple-meaning I can analyze plot to determine words or phrases based on grade 8 a theme. reading and content, choosing flexibly I can define textual evidence. The Lottery LDC from a range of strategies. I can define inference. (a): Use context (e.g., the overall During this unit, we will meaning of a sentence or paragraph: a teach the informational word’s position or function in a I can read closely and find sentence) as a clue to the meaning of a explicit information LDC, “The Lottery”. This word or phrase. pacing of this LDC is I can analyze an author’s (b): Use common, grade-appropriate approximately 3 weeks. words and determine text Greek or Latin affixes and roots as clues evidence. to the meaning of a word (e.g., Writing Prompts precede, recede, secede). Situation: When dealing with a bully, (c): Consult general and specialized I can infer the meaning of everyone tends to react reference materials (e.g., dictionaries, unknown words using context differently. Some children glossaries, thesauruses), both print and cues (e.g., definitions, get their feelings hurt, others digital, to find the pronunciation of a synonyms/ antonyms, are frightened. Some even word or determine or clarify its precise restatements, examples found meaning or its part of speech. in surrounding text). (R) try to bully back. Knowing (d): Verify the preliminary I can recognize and define how other children have determination of the meaning of a word common Greek and Latin dealt with bullies can better affixes and roots (units of prepare us for dealing with or phrase (e.g., by checking the meaning). (K) similar situations. inferred meaning in context or in a dictionary). I can break down unknown Task: words into units of meaning to Write an article for your infer the definition of the school newspaper in which unknown word. (R ) you recall situations you have I can verify my inferred witnessed regarding bullying, meaning of an unknown word and give advice to help by consulting general and others deal successfully with specialized reference materials a bully. (e.g., dictionaries, glossaries, thesauruses). (K) Choice Two Situation: Margaret Fuller, a journalist and advocate for women’s rights and supporter of literacy wrote: “Today a reader, tomorrow a leader.” Many believe the advancements in technology and entertainment have led to a decrease in reading among children. American students, as a majority, read less and less every year.

Task: If this is true, how will students’ lack interest in reading affect the future of our country? If is not true, what has replaced “reading” to prepare leaders of the future? Write an article for the school newspaper to inform your peers about literacy and its role in shaping the future of America.

VOCABULARY - Structure: (Poetry/Short Stories/Drama/Novels) - Central Idea -Supporting idea -Summary - Analyze - Supporting Details -Compare/contrast -Text structure - Objective Summary -Mediums -Print -Digital -Multimedia -Video -Informative -Explanatory -Transitions -Affixes -Prefixes -Suffixes -Root -Figurative language -Literal Language - Denotative Meaning - Connotative Meaning - Technical Meaning - Tone - Mood - Analogy - Allusion - Infer - Context clues - Reference material -Collaborate -Elaborate -Integrate -Warranted -Justified -Organizational structures -Formatting structures -Cohesion Instructional Plan Continued

Unit Three

Days/Length Standards Addressed Learning Targets Specific Activities Ideas for Assessments of Time by Unit and Texts

January 2 – W.8.2 – Write Informative texts to I can select a topic and gather Writing Prompts KDE Writing Scoring Guide February 9 examine a topic and convey ideas, relevant information. concepts, and information through the Journals Journal selection, organization, and analysis of I can analyze information, content. identify vocabulary specific to Textbook (pg. 101) Character Quick Write my topic, and organize Web Annotate Text information into broader W.8.4: Produce clear and coherent writing Theme Comparison Charts in which the development, organization, categories. Code Text and style are appropriate to task, Crosswalks (pg. 34) Character purpose, and audience. I can present my information Bell Ringer in a formal style. (pg. 62) Event Comparisons Entrance/Exit Slips W.8.9: Draw evidence from literary or informational texts to support analysis, CC. Clinics (pg. 60-75 Extending Interpretations reflection, and research. Reading Literature

Reading Management Kit Post-it Note Self Assessment

Crosswalks Coach (pg. 96) Literacy Centers I can identify themes, patterns RL.8.9: Analyze how a modern work of of events, or characters from Station Activities fiction draws on themes, patterns of Teachingchannel.com events, or character types from myths, myths, traditional stories, or CC Clinics (pg. 16-21) Vocabulary Match traditional stories, or religious works religious works that are found such as the Bible, including describing in modern works of fiction Mt. Everest Comparison Multiple Choice Assessment how the material is rendered new. (e.g., Traditional fairy tales or Articles often re-created with more Flashback Questions modern problems, settings, CC Clinics (pgs. 70-77) DEA Probes and characters.) (K) Common Core 8th (pgs. 91 – Graphic Organizers I can compare (analyze the 106) Analyzing Informational similarities) and contrast Texts Self- Scoring (analyze the differences) Pre-Assessments traditional themes, events or Common Core Clinics (pg. 70- 77) Baseball and the Moon characters to modern Review Stations interpretations of the same Landing themes, events or characters. Teacher Observations Crosswalks Coach (pg. 144) (R) Narrative Think-Aloud I can analyze and describe how Active/Passive Voice Thin-Pair-Share authors if modern works of fiction draw on traditional Discovery Ed. Video T/Charts and/or Venn themes, events, or characters Diagram and render them new. (R) Crosswalks Coach (pgs. 180- 191) Verbs/Verbals Concept Mapping

DOL Connection Summative Assessment I can explain how the RI.8.3: Analyze how a text makes individuals, events, and/or Crosswalks Coach (pg. 192- connections among and distinctions 197) - Active/Passive Voice between individuals, ideas, or events ideas in a text affect one (e.g., through comparisons, analogies, or another. (K). CC Clinic (pg. 22-26) Mood categories). I can analyze connections and CC Clinic (pg. 30) Verb Moods distinctions between individuals, events, and/or Common Core 8th (pgs. 198- ideas in a text. (R) 203) Active/Passive Voice/Moods. I can analyze how an author makes connections and distinctions between individuals, ideas, or events VOCABULARY through comparisons (e.g., The Underground Railroad and the Develop experiences Jewish Resistance Movement), analogies (e.g., One-part-per- Events and characters billion is equal to one sheet in Transition a roll of toilet paper stretching from New York to London.), or Sequence categories (e.g., Leaders of Change – Rosa Parks, Relationships Mahatma Gandhi, Mother Sensory Language Theresa, Henry Ford). (R) Reflective

Conclusion I can recognize how two or more texts can provide RI.8.9: Analyze a case in which two or Conventions conflicting information on the more texts provide conflicting information on the same topic and same topic. (K) Voice identify where the texts disagree on I can analyze how authors Conditional matters of fact or interpretation. interpret and emphasize different evidence when Subjunctive writing about the same topic. Mood (R ) Dialogue I can compare (analyze similarities) how two or more Description texts communicate the same topic. (R) Reflection

I can contrast (analyze the Transitions differences) how two or more Sequence text communicate the same topic. (R) Sensory language I can identify where two or W.8.5 more text on the same topic Conflict disagrees on matters of fact or With some guidance and support from interpretation. (R) Theme peers and adults, develop and strengthen writing as needed by planning, revising, I can describe how one Protagonist editing, rewriting, or trying a new author’s interpretation of a Antagonist approach focusing on how well purpose topic can be different from and audience have been addressed. another author’s depending on Static how the facts are interpreted. (R) Dynamic

I can engage the reader by Characterization introducing the narrator (first, Individual second, or third person point of view) characters, setting Event (set the scene), and the event that starts the story in motion. Idea (S) Connection I can use descriptive words and phrases that appeal to the Distinction senses, capture the action, and Point of view help my reader understand the experiences and events. (S) Compare/Contrast

I can identify the side of an Interpretation argument an author presents in a text. (K). Evidence

I can determine the credibility Narrative of the author and his/her Plot structure purpose (who wrote it, when it was written, and why it was Transitions written). (R). I can identify claims that that Conclusion are supported by facts(s) and those that are opinions(s). (K) Clarification

I can recognize when an Media component author introduces irrelevant Visual display evidence (unrelated or unnecessary evidence) to Active voice his/her argument. (R). Passive voice I can delineate and evaluate an argument using the evidence Gerund an author provides and Participle determine if the evidence provided is relevant and Infinitive sufficient enough to support the claim. (R). Indicative Mood

Imperative Mood

I can write a logical conclusion Interrogative Mood that reflects on the SL.8.5: Integrate multimedia and visual experiences/events and Conditional mood displays into presentations to clarify provides a sense of closure information, strengthen claims and Subjunctive mood evidence, and add interest. (ties up all the loose ends and leaves the reader satisfied). (P)

I can identify the writing style (argument, informative/explanatory, or L.8.1: Demonstrate command of the narrative) that best fits my conventions of standard English grammar task, purpose, and audience. and usage when writing or speaking. (K). (a). Explain the function of verbals (gerunds, participles, infinitives) in I can use general and their function in particular organizational/formatting sentences. structures (graphic organizers) (b). Form and use verbs in the active and to develop my writing ideas. passive voice. (S). (c). Form and use verbs in the indicative, imperative, interrogative, conditional, I can compose a clear and and subjunctive mood. logical piece of writing that (d). Recognize and correct inappropriate demonstrates my shifts in verb voice and mood. understanding of a specific writing style. (P).

I can use prewriting strategies to formulate ideas (e.g. graphic organizers, brainstorming, lists). (S)

I can recognize that a well- developed piece of writing requires more than one draft. (K)

I can edit my writing by checking for errors in capitalization, punctuation, grammar, spelling, etc. (S)

I can analyze my writing to determine if my purpose and audience have been fully addressed and revise when necessary. (S)

I can prepare multiple drafts using revision and edits to develop and strengthen my writing. (S)

I can recognize when revising, editing, and rewriting are not enough, and I need to try a new approach. (R)

I can identify parts of my presentation, including claims and evidence that could use clarification, strengthening, and/or additional interest. (K).

I can identify the parts of my presentation, including claims and evidence, that could use clarification, strengthening, and/or additional interest. (K).

I can integrate appropriate media component or visual display to improve my presentation. (S).

I can explain the difference between verbs in the active voice (the subject preforms the action of the verb) and the passive voice (the subject receives the action of the verb). (K)

I can create sentences with verbs in the active voice (e.g., The cat scratched Allina) and in the passive voice (e.g., Allina was scratched by the cat) to achieve a particular effect. (P)

I can define and identify gerund (a verb form that ends in –ing and is used as a noun), participle (a verb form that is used as an adjective), and infinitive (forms from the word to together with the base form of a verb; often used as a noun in a sentence). (K).

I can explain the function of gerunds (e.g., Cooking is my favorite hobby.), participles (e.g., The respected teacher won an award.), and infinitives (e.g., My team wants to win.). (K).

I can explain the difference between verbs in the indicative mood (verbs are used to express facts or opinions), imperative mood (verbs are used to give orders or make requests), interrogative mood (verbs are used to ask questions), conditional mood (verbs are used to express uncertainty), and subjunctive mood (verbs are used to describe a state contrary to fact). (K).

I can create sentences with verbs in the indicative mood (e.g., Angie closes the door.), imperative mood (e.g., Close the door, Angie!), interrogative mood (e.g., Angie will you close the door?), conditional mood (e.g., Angie might close the door), and subjunctive mood (e.g., If Angie closes the door, a window may open.) (P).

I can identify and correct inappropriate shifts in verb voice (e.g., Whenever Tara sang, our dog barks loudly. SHOULD BE: Whenever Tara sings, our dog barks loudly.). (S).

I can identify and correct inappropriate shifts in verb mood (e.g., If Jackie was rich, she would buy a mansion. SHOULD BE: If Jackie were rich, she would buy a mansion.). (S). Instructional Plan Continued

Unit Four

February 12 - W.8.3: Write narratives to develop real I can define theme (a central Identify literary elements Self Assessments or imagined experiences or events idea or lesson the author is through station activities March 2 using effective technique, relevant revealing – Honesty is the best Annotate Texts descriptive details, and well-structured policy.). (K) Write Objective summary event sequences Bell Ringers a. Engage and orient the reader by I can analyze plot (the events CC Clinic (pg. 22) Main Idea Exit Slips establishing a context and point of view that happen) to determine a CC Clinic (pg. 10) Lessons 1 and introducing a narrator and/or theme (author’s overall and 2: Summary Entrance Slips characters; organize an event sequence message). (R). that unfolds naturally and logically. CC Clinic (pg. 16) Analyze Flashbacks b. Use narrative techniques such as I can determine how key theme dialogue, pacing, description, and events, characters’ actions DEA Probes reflection, to develop experiences, and interactions, and setting KCCT Coach (pgs. 96-116) event and/or characters. Quick Write develop over the course of the Literary Elements c. Use a variety of transition words, text to contribute to the th Vocabulary Match phrases, and clauses to convey theme. (R) Common Core 8 (pgs. 79- sequences, signal shifts from one time 80) Central Idea Graphic Organizer frame or setting to another, and show I can define summary (a the relationships among experiences shortened version of the text Crosswalks (pgs. 28-40) Extending Interpretations and events. that states its key points). (K). d. Use precise words and phrases, Test Smart Workbook – Think-Aloud relevant descriptive details, and I can compose an objective Various literary reading sensory language to capture the action summary stating the key passages Literacy Centers and convey experiences and events. points of the text without Analyze development of Station Activities e. Provide a conclusion that follows adding my own opinions or from and reflects on the narrated central/main idea feelings. (P). Teacher Observations experiences or events. Analyze relationship of I can analyze the structure of Concept Map theme to literary elements a specific paragraph in a text Journal and determine how this Analyze relationship of paragraph helps to develop or central idea to literary Pre-Assessments refine a key concept. (R). elements I can analyze and explain how Scope magazine articles Summative Assessments RL.8.2: Determine a theme or central the role of particular idea of a text and analyze its sentences (e.g., topic Ready to Use Paragraph development over the course of the sentence, supporting detail) Writing Activities (pgs. 21-23, text, including its relationship to the help to develop and refine the 69, and 81) characters, setting, and plot; provide an author’s key concept. (R). objective summary of the text. Crosswalks Coach (pg. 90)

Lesson 10 Argument in a Text RI.8.5: Analyze in detail the structure of I can define and identify a specific paragraph in a text, including Test Smart (pgs. 24-27) the role of particular sentences in various forms of figurative developing and refining a key concept. language (e.g., simile, CC Clinics (pg. 34) metaphor, hyperbole, personification, alliteration, CC Clinics (pg. 72) onomatopoeia). (K). Station Activity RI.8.8: Delineate and evaluate the I can distinguish between argument and specific claims in a text, CC Clinic (pg. 34) literal language (it means assessing whether the reasoning is exactly what it says) and sound and the evidence is relevant and Research LDC sufficient; recognize when irrelevant figures of speech (sometimes evidence is introduced. what you say is not exactly During this unit as well what you mean). (K). as the next, we will I can recognize word complete a research LDC relationships and use the involving history. This relationships to further will take approximately understand multiple words (e.g., sympathetic/apathetic). 6 weeks to complete (S). and is argumentative.

I can recognize the difference between denotative meanings VOCABULARY (all words have a dictionary definition) and connotative meanings (some words carry Theme L.8.5: Demonstrate understanding of feeling). (K). figurative language, word relationships, Characters and nuances in word meanings. I can analyze how certain Setting L.8.5 (a): Interpret figures of speech words and phrases that have similar denotations (e.g., verbal irony, puns) in context. Plot L.8.5 (b): Use the relationship between (definitions) can have very particular words to better understand different connotations Point of View each of the words. (feelings). (R). L.8.5(c): Distinguish among the Omniscient connotations (associations) of words Static with similar denotations (definitions) I can use narrative techniques (e.g., bullheaded, willful, (dialogue, pacing, description, Dynamic firm, persistent, resolute). and reflection) to develop a Protagonist storyline where one event logically leads to another. (S) Antagonist

Characterization

Foreshadowing

Flashback

Dialogue

Conflict Internal

External

Objective summary

Synonyms/antonyms

Key concept

Sentence/paragraphs

Informational text

Analyze/interpret meanings

Word Associations

Connotation/denotation

Onomatopoeia

Simile

Metaphor

Assonance

Allusion

Alliteration

Hyperbole

Dialect

Imagery Symbol

Personification

Consonance

Parallelism

Repetition

Rhythm

Stanza

Oxymoron

Paradox

Argument

Claims

Informational

Extraneous Information

Relevant/irrelevant

Sound/unsound

Sufficient/insufficient

Figure of speech Word Relationships

Literal Language

Unit Five

March 5- RL.8.3: Analyze how particular lines of I can identify particular lines of Script of Peter Pan (or other Character Mapping dialogue or incidents in a story or drama dialogue in a story or drama plays being performed by March 30 propel the action, reveal aspects of a that propel the action, reveal GCMS drama club) Exit Slips character, or provoke a decision. aspects of a character, or Entrance Slips provoke a decision. (K). Arts and Humanities Student Handbook pgs. 51-75 (create Teacher Observation I can analyze how a particular examples of stage types, line of dialogue in a story or roles of production leaders, Journal Entries drama propels the action (e.g., costuming, set building etc…) Because Sasha said, “Josh is Self Assessments the worst singer in the school www.storylandtheatre.com Annotate Texts choir” the reader realizes that Create Plot diagrams of Sasha is jealous, hateful, or scenes from the script Bell Ringers vengeful.). (R). DOL – (dialogue) DEA Probes I can analyze how a particular line of dialogue in a story or Crosswalks Coach (pg. 34) Quick Write drama provokes a decision Character (e.g., Because Sasha said, “Josh Vocabulary Match is the worst singer in the Scope magazine Graphic Organizer school choir,” Josh decides to Crosswalks (pg. 28) Plot quit the choir.). (R). Extending Interpretations Graphic Organizers I can identify particular Think-Aloud incidents in a story or drama CC Clinics (pg. 4) Dialogue or Literacy Centers that propel the action, reveal Incidents aspects of a character, or Station Activities provoke a decision. (K). CC Clinic (pgs. 40-45) Teacher Observations I can analyze how a particular Crosswalk – Author’s purpose incident in a story or drama Concept Map propels the action (e.g., Lance Drama Club Performance steals a copy of the midterm Analyze differences – Text to Think-Pair-Share exam, which leads to Lange film or live production getting a perfect score on the Pre-Assessments exam.) (R). Compare/contrast the performance to the script Summative Assessments I can analyze how a particular incident in a story or drama Show video clips of Peter Pan reveals aspects of character (Or drama performed by (e.g., Because Lace steals a GCMS drama club) – Internet copy of the exam, the reader Access realizes Lance is dishonest.). Student Role Play (R). Activities Embedded within I can analyze how a particular the script incident in a story or drama provokes a decision (e.g., Teaching channel.org Because Lance steals a copy of the exam, he begins to feel VOCABULARY guilty and decides to tell the Character traits teacher.). (R). Lines of dialogue I can recognize how making a change to one line of dialogue Verbal irony or one incident of a story or drama could affect the actions, Dramatic irony aspects of a character, or decisions. (R). Situational irony

RL.8.6: Analyze how differences in the I can recognize how an author Suspense points of view of the characters and the develops the points of view of Humor audience or reader (e.g., created through characters and narrators by the use of dramatic irony) create such revealing thoughts, feelings, Author’s point of view effects as suspense or humor. actions, and spoken words. (K). Purpose in writing I can recognize how the points Viewpoint of view of characters and audience or reader can be Conflicting evidence or different. (K). viewpoints

I can analyze how different Techniques points of view can create Analyze various effects (e.g., dramatic irony – When the audience or Audience or reader reader knows something that the characters do not, the text Synonyms/antonyms can be suspenseful or Connotation/denotation humorous.). (R) RL.8.7: Analyze the extent to which a Incidents I can compare (analyze filmed or live production of a story or drama stays faithful to or departs from similarities) and contrast Propel the action the text or script, evaluating the choices (analyze the difference) a made by the director or actors. filmed or live production of a Analyze story or drama and the original text or script. (R). character

I can identify various script techniques (e.g., lighting, director camera angles) used in a filmed or live production of a actor story or drama. (K). director I can analyze how various techniques used in a filmed or producer live production of a story or costume drama can add to or change the experience of the blocking audience. (R). I can evaluate why directors characterization choose to stay faithful to or depart from a text and/or ellipsis script. (R). dash I can determine when to capitalize words (e.g., proper L.8.2: Demonstrate command of the nouns, “I”, first word in a conventions of standard English sentence). (K). capitalization, punctuation, and spelling with writing. I can determine when to use a a. Use punctuation (comma, ellipsis, comma or commas to indicate dash) to indicate a pause or break. a pause or a break (e.g., b. Use an ellipsis to indicate an omission. introductory words, direct c. Spell correctly. address, and parenthetical elements). (R).

I can determine when to use an ellipsis to indicate a pause or a break (e.g., a pause in the flow of the sentence: “I’m wondering…” Ali said, bemused.”). (R).

I can determine when to use a dash or dashes to indicate a pause or a break (e.g., to show a sudden break or change in thought or speech; Our friend, Cesar – an expert in paint – told us to always use a primer.). (S).

I can use an ellipsis to show when words I am quoting are left out in the middle or at the end of a sentence (e.g., President Mahony said, “Teachers are important…to educate our future generations.”). (S).

I can identify misspelled words and use resources to assist me in spelling correctly. (K).

Unit 6

Days/Length Standards Addressed Learning Targets Specific Activities Ideas for Assessment of Time by Unit and Texts

April 9 - RL.8.7: Analyze the extent to which a I can compare (analyze Narrative LDC Character Mapping filmed or live production of a story or similarities) and contrast End of school drama stays faithful to or departs from (analyze the difference) a During this unit, we will Exit Slips the text or script, evaluating the filmed or live production of a be teaching a narrative choices made by the director or actors. Entrance Slips story or drama and the original LDC. The pacing will be text or script. (R). Teacher Observation *Same as last unit. Common Core approximately three suggests a novel and then the I can identify various weeks. Journal Entries filmed version. techniques (e.g., lighting, camera angles) used in a Self Assessments SL.8.4: Present claims and findings, filmed or live production of a Novel Reading Annotate Texts emphasizing salient points in a focused, story or drama. (K). coherent manner with relevant Suggested Texts: Bell Ringers evidence, sound valid reasoning, and I can analyze how various well-chosen details; use appropriate techniques used in a filmed or The Boy in the Striped DEA Probes eye contact, adequate volume, and live production of a story or Pajamas clear pronunciation. drama can add to or change Quick Write the experience of the Little Women L.8.3: Use knowledge of language and audience. (R). Vocabulary Match its conventions when writing, speaking, The Outsiders Graphic Organizer reading, or listening. I can evaluate why directors choose to stay faithful to or Tom Sawyer Extending Interpretations depart from a text and/or Nothing But the Truth L.8.3 (a): Use verbs in the active and script. (R). Think-Aloud passive voice and in the conditional and The Pigman subjunctive mood to achieve particular Literacy Centers effects (e.g., emphasizing the actor or To Kill a Mockingbird Station Activities the action; expressing uncertainty or describing a state contrary to fact). - Use resources specifically designed for the novel. Concept Map Watch movie/movie .I can recognize that different Think-Pair-Share clip/trailers if available. W.8.10 - Write routinely over writing tasks (e.g., journal, extended time frames (time for reflection, research) require Compare/contrast movie Pre-Assessments research, reflection, and revision) and varied time frames to with the novel shorter time frames (a single sitting or complete. (K). Summative Assessments a day or two) for a range of tasks, VOCABULARY purposes and audiences. I can determine a writing format/style to fit my task, Theme purpose, and/or audience. (R). (Reflective Writing as determined Characters by the Grayson County Middle I can write for a variety of Setting School Writing Policy) reasons (e.g., to inform, to describe, to persuade, to Plot entertain/convey an experience). (P). Point of View

L.8.6 Acquire and use accurately grade- I can recognize the difference Omniscient appropriate general academic and between general academic Static domain-specific words and phrases; words and phrases (Tier Two gather vocabulary knowledge when words are subtle or precise considering a word or phrase important to Dynamic ways to say relatively precise comprehension or expression. things, e.g., saunter instead of Protagonist walk.) and domain-specific words and phrases (Tier Three Antagonist words are often specific to Characterization content knowledge, e.g., lava, legislature, carburetor.) (K). Mood

I can acquire and use grade- Tone appropriate academic and domain-specific words/phrases Irony to increase comprehension Foreshadowing and expression. (S). Flashback (Tier One, Tier Two, and Tier Three words are clarified on pages 33-35 of Appendix A in Genre the Common Core Standards. Dialogue

Conflict

Internal

External

Collaborate

Elaborate

Integrate

Warranted

General academic words

Domain specific words