Big Question of the Unit: Can All Conflicts Be Resolved?

ORANGE PUBLIC SCHOOLS OFFICE OF CURRICULUM AND INSTRUCTION OFFICE OF ENGLISH LANGUAGE ARTS

Eighth Grade

PARCC-Aligned Curriculum Guide Module A

School Year 2016-2017

Module A 8th Grade District/School Formative Assessment Plan District/School Summative Assessment Plan Mid-Module Assessment See performance tasks in Prentice Hall Literature. (pp. 454-455) End-of Module Assessment Also additional supplemental formative activities as deemed appropriate by individual instructors.

District/School Texts District/School Supplementary Resources See District Modules Below See District Modules Below

District/School Writing Tasks Primary Focus Secondary Focus Routine Writing RI.8.1, RI.8.3, RI.8.8, RI.8.10 W.8.1, W.8.2, W.8.4, W.8.5, W.8.9 W.8.10

RL.8.1, RL.8.2, RL.8.3, RL.8.4, RL.8.6, RL.8.10

W.8.3 21st Century Skills CRP1. Act as a responsible and contributing Citizen and employee. CRTP4. Communicate clearly and effectively and with reason. CRTP7. Employ valid and reliable research strategies. CRP11. Use technology to enhance productivity.

Interdisciplinary Connections

History/Social Studies Science Big Question of the Unit: “ Can all conflicts be resolved?”

http://keenetrial.com/blog/wp-content/uploads/2011/04/handshake-deal.jpg Table of Contents:

Module Focus 3 Standards: Anchor and Progress Indicators 4 Essential Questions and Enduring Understandings 6 Learning Targets by Standard 7 Assessments and Sample Schedule 8 Module#1: Units A Overview 9 Module #1: Unit B Overview 10 Unit A: Week #1 and 2 (9/8-9/16) 11 Unit A: Week#3 (9/19-9/23) 12 Unit A: Week#4 (9/26-9/30) 13 Unit A: Week #5 (10/3-10/7) 14 Unit B: Week #6 (10/10-10/14) 15 District Mid Module Assessment Unit B: Week #7 (10/17-10/21) 17 Unit B:Week #8 (10/24-10/28) 18 Unit B:Week #9 (10/31-11/4): Performance Tasks, 19 District End of Module Assessment Unit B:Week #10 (11/7-11/9: Portfolio Development and Presentations 19

Grade/Unit 8th grade Module A: Short story and Investigative Journalism Big “Can all conflicts be resolved?” Question Unit In English Language Arts, the Orange Public School District’s 2016-17 school year will focus on the philosophy that reading and writing are Focus intertwined. We will also focus on three key shifts in the reading program, directly related to Reading Complex Texts. These three shifts include the following: ● Build Vocabulary and Fluency ● Cite Evidence grounded in Writing, Speaking and Listening ● Building Content/Knowledge Throughout Module A, students will read grade level complex short stories as well as a variety of other texts/media that are tiered to individual reading levels related to the Big Question. Students will consider the Big Question as they read both literary and informational texts with the following goals: 1. Strengthening reading level and acquiring vocabulary and fluency through whole class and independent reading 2. Gaining knowledge/content through mentor text, related/paired texts, and other media 3. Gaining a deeper understanding of literature Using these texts, students will achieve the following outcomes: 1. Learn the required fundamental skills aligned with New Jersey standards such as summarizing, citing evidence, using context clues, and make personal connections, allowing them to comprehend fiction as well as nonfiction texts. 2. Furthermore, students will identify, analyze, and compare themes and elements of short stories while reading these texts focusing on characters and conflict. 3. Additionally, students will construct writing in the form of investigative journalism and essays, focusing on prewriting and revising/editing appropriate for a specific purpose, genre, and audience. 4. They will also engage in meaningful classroom discussions with their peers demonstrating ability to orally present information and adapt speech to a variety of contexts. 5. Lastly, at the end of the unit, students will create and present an authentic assessment drawing on skills learned during unit readings and reflect on the Big Question, thus supporting the ELA department philosophy that reading and writing are intertwined.

Focus Standards: READING NJ Anchor Standards Reflecting 3 Key Shifts in ELA Reading Curriculum Text Complexity, Building Fluency, Building Knowledge/Content NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA.R2 Determine central ideas/ themes of a text and analyze their development; summarize key supporting details/ideas. NJSLSA.R3 Analyze how and why individuals, events, and ideas develop and interact over the course of the text NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. NJSLSA.R6 Assess how point of view or purpose shares the context and style of a text 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 Reading Literature RL.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. 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. RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Reading Information 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. RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. Focus Standard: WRITING NJ Anchor Standards Reflecting Shift in ELA Writing Curriculum Reading and Writing are Intertwined (Complexity, Fluency, Knowledge/Content) NJSLSA.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA. W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NJSLSA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. NJSLSA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. NJSLSA.W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. NJSLSA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. NJSLSA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Writing W.8.1 Write arguments to support claims with clear reasons and relevant evidence. W.8.1.e Provide a concluding statement or section that follows from and supports the argument presented W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.8.2.a Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia). W.8.2.b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. W.8.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.8.3.b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. W.8.3.e Provide a conclusion that follows from and reflects on the narrated experiences or events. W.8.4 Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.8.10 Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences Focus Standard: Language NJ Anchor Standards: Building Fluency NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. NJSLSA.L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. NJSLSA.L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Language L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.8.1.c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood L8.1.d Recognize and correct inappropriate shifts in verb voice and mood.* 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.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Standard Focus: Speaking and Listening NJ Anchor Standards: Building Fluency and Knowledge/Content Through Speaking and Listening NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Pacing First Marking Period: September 8 – November 9, 2016 (10 weeks) ● Start: September 8 ● Interim: October 7 (District Mid-Module Assessment) ● End: November 9 (District End of Module Assessment) Essential Questions Enduring Understandings ● What do readers do when they do not understand everything in the text?● Good readers employ strategies to help them understand text- including multiple ● Why do readers need to pay attention to a writer’s choice of words? readings ● How do writers develop a well-written product? ● Good writers use a repertoire of strategies that enables them to vary form and style, in ● How do good writers express themselves? order to write for different purposes, audiences, and contexts. ● How do we effectively use language to communicate in a manner that is● Good writers develop and refine their ideas for thinking, learning, communicating, appropriate to purpose, audience, and task? and aesthetic expression. ● How can discussions increase our knowledge and understanding of an ● Rules and conventions of language help readers understand what is being idea or ideas? communicated. ● Oral discussions help to build connections to others and create opportunities for learning

Learning Targets At the end of this unit, I can… READING ● Read closely using different lenses (*multiple readings) and make logical inferences and relevant connections from the text (RL.8.1) ● Analyze plot to determine a theme and summarize those key details (RL.8.2) ● Explain how plot is developed by key events and episodes experienced by the characters (RL.8.3) ● Determine the meaning of words and phrases in a text and analyze how specific word choices shape meaning or tone (RL.8.4) ● Determine qualities of characters and analyze character point of view based on an author’s direct and indirect characterization (RL.8.6) ● Compare and contrast literary and informational themes to relate to Big Question and build knowledge (RL.8.9) WRITING ● Write arguments (W.8.1) that o clearly introduce and distinguish from alternate and opposing claims (W.8.1.A) o support claims with clear reasons and credible evidence (W 8.1.B) o are organized with transitions to clarify the relationships among claims, counterclaims, reasons, and evidence (W.8.1.C) o establish and maintain an appropriate and formal style (W.8.1.D) o provides a conclusion that supports the argument presented (W.8.1.E) ● Write explanatory texts to examine a topic (W.8.2) that o introduces a topic clearly and previews what is to follow (W.8.2.A) o developed with well chosen facts/examples/definitions/quotations/etc (W.8.2.B) o organized with transitions while using precise language and domain specific vocabulary to inform and explain the topic (W8.2.C & D) ● Write narratives to develop real experiences or events (W.8.3) that o engage the reader by establishing context/point of view and organizes the event sequence so that it unfolds naturally and logically (W.8.3.A) o use appropriate transition words and descriptive details (W.8.3C) o uses precise words or phrases, relevant descriptive details to capture the action and convey the event (W.8.3.D) o provides a conclusion (W.8.3.F) ● Write clearly and adhere to specific task, audience and purpose (W.8.4) ● Engage in the writing process: Plan, revise, edit writing (W.8.5) ● Conduct short research-based projects to answer a question, compare/contrast (W.8.7) LANGUAGE ● Demonstrate command of the English language when writing and speaking (L.8.1) ● Use context clues to determine word/phrase meaning (L.8.4) ● Acquire and use grade-appropriate academic and domain specific vocabulary/phrases (L.8.6) SPEAKING AND LISTENING ● Effectively engage in a range of collaborative discussions (SL.8.1) ● Adapt speech to a variety of contexts and tasks (SL.8.6)

Assessments Screening Formative Summative Authentic ● Reading Interest/Strategy Inventory Informal ● District - End of Module  Performance ● On Demand Investigative Article ● anecdotal records, annotations, discussion notes, double- Assessment (Week of November Tasks (PH Lit entry journals, exit tickets, notes, writer’s notebook 1) pp. 454-455) ● Teacher Review of portfolio (7th grade) entries, reader response journals, sticky notes Published Investigative Socratic Seminar SRI score ●  ● Formal Journalism Article ● District Mid-Module Assessment (Week of October 7) ● End of Unit On-Demand

Block Schedule (80 Minutes)

Opening Core curriculum (review target learning outcome) 5

Work Time Core curriculum: *See: engageny.org ELA Appendix for full list of strategies/implementation 40 PHLit Small Groups Independent Independent Read: Teacher Led Small Instructional Software: 30 Read: Supplemental:Content Group: Reading Plus Each group session is 15 minutes. Student Choice /Knowledge Meets with 2 groups Two sessions per day. LEVELED SEE APPENDIX daily- LIBRARIES -5 minutes check-in on Interest Read -10 minute small group instruction with Content Complex text

Closing Core curriculum (exit ticket) 5

ELA Model Content Framework Chart - Grade 8 Module A: UNIT 1 “Can all conflicts be resolved?” (Pacing: 5 Weeks: Sept. 8-Oct. 7) Reading Complex Writing to Texts ResearchProject Texts*† (W.7.1-6, 9-10, RL/RI.7.1-10) (W.7.1, 2, 4-9, (RL/RI.7.10) RL/RI.7.1-10) Complex Grade Short Texts Routine Writing 4-6 Analyses: 1-2 Narratives 1 Short Research Project Level Text Literature: Develop & convey Explanatory Convey experiences, Comparing Literary understanding events and/or Integrates knowledge from 1. Who Can Replace a Works 1. Text-Dependent 1. Reading for procedures sources when composing Man? pp. 248-260 or 1. Up the Slide, pp. 314- Question Responses (i.e., Information: Tears of Autumn pp. 320 and A Glow in the the PHLit Critical Comparing Units of Study 264-271 Park, pp. 321-324 Thinking) Expository Text Investigative -Evaluation 2. Hamadi pp. 280-291 (Timed Writing, Journalism or The Tell-Tale Heart Reading for 2. Reader’s/Writer’s p. 310)-20 Min. pp. 294-302 Information Notebook Entries 2. Comparing Literary Works: 1. Summary of Explanatory Text The Tell-Tale 3. Annotations – Essay (Timed Heart, pg. 309 Writing, p.325)- 4. Responses to Literature 40 Min.

Independent Reading is an encouraged component of the MS ELA Curriculum. For this unit, texts that align to the Big Question include the following: Fiction Nonfiction Poetry

Robot Dreams by Isaac Asimov Behind the Blue and Gray: The Soldier’s Life in the Civil War by Delia Ray 19 Varieties of Gazelle by Naomi Shihab Nye

Robin Hood by Angela Bull Math Trek: Adventures in the Math Zone by Ivars Peterson

Across Five Aprils by Irene Hunt Lend Me Your Ears: Great Speeches in History by William Safire

ELA Model Content Framework Chart - Grade 8 Module A: UNIT 2 “Can all conflict be resolved?” (Pacing: 5 Weeks: Sept. 8-Oct. 7) Reading Complex Texts*† Writing to Texts ResearchProject (RL/RI.8.10) (W.8.1-6, 9-10, RL/RI.8.1-10) (W.8.1, 2, 4-9, RL/RI.8.1-10) Complex Grade Short Texts Routine Writing 4-6 Analyses: 1-2 Narratives 1 Short Research Project Level Text Literature: Develop & convey Explanatory Convey experiences, Reading for Information understanding events and/or Integrates knowledge from 1.Charles pp. 336- Text-Dependent 1. Reading for procedures sources when composing 342 1. For Extra Days in Florida pp. Question Responses (i.e., Information: 409-410 and Jumpstart’s Read Comparing or Flowers for for The Record pp. 411-412. the PHLit Critical Thinking: Units of Study Arguments: Algernon p. 347- Integration of Knowledge and Investigative Journalism Ideas question that aligns to Advertisement 380 Comparing Literary the Big Question (Timed Writing, Works Writers’ Notebook p. 413)- 40 Min. 2. Thank You, Entries (e.g., session 2. Comparing 1. Old Ben, pg. 86 and Fox Literary Works M’am pp. 388-393 Hunt, pg. 94 work for Units of Study) or The Story-Teller Explanatory Text: Annotations Essay p. 396-402 Responses to Literature (Timed Writing, p. 437)-40 Min

Independent Reading is an encouraged component of the MS ELA Curriculum. For this unit, texts that align to the Big Question include the following: Fiction Nonfiction Poetry

Robot Dreams by Isaac Asimov Behind the Blue and Gray: The Soldier’s Life in the Civil War by 19 Varieties of Gazelle by Naomi Shihab Nye Delia Ray Robin Hood by Angela Bull Math Trek: Adventures in the Math Zone by Ivars Peterson

Across Five Aprils by Irene Hunt Lend Me Your Ears: Great Speeches in History by William Safire ELA Unit Instructional Pacing Plan - Grade 8 Module A: Unit 1 Short Story and Investigative Pacing Guide

Module A: Unit 1 - Week 1 and 2 Curricular Resources/ Supplements Strategies Student Assessment/ Evidence Reading: First 9 days activities Student interest and engagement Engagement/Interest inventory inventories How to choose the perfect Independent reading book: independent book Reader’s notebook entries classroom library, school library, town library, online sources Short, informal running records Set up accounts for: GoogleClassroom, Newsela.com, Proquestk12.com, Readworksdigital.org, ScholasticReadingInventory, etc. Anecdotal Notes

Set up e-portfolio (GoogleSites) SRI scores

Review last year’s portfolio and set goals On Demand Timed writing

Introducing strategies for good readers

Review Plagiarism policy and examples

Reading Plus Diagnostic

Writing: Notebooking (sharing our notebooks) News articles -exemplars (Units of Study)

Module A: Unit 1 -Week 3

Reading PhLit Complex Text Skill/Small Group Student Assessment/Evidence (CW/HW) Standards “Who Can Replace a Man?” pp. 247-260 Anchor Chart: Making inferences pg. 203 or pg. 215 Or Compare and Contrast Indirect and Direct Characterization pg. 203 or pg. 215 RL.8.2 “Tears of Autumn” pp. 264-271 ● ● Setting Reader’s Notebook: Response to Literature Text-dependent questions pg. 260 or pg. 272 QUIZ: Making Inferences pg. 242(Week #3 or 4) Exit Ticket Close reading questions in margins pg. 247-260

Writing PhLit Writing Activity (Responding Skill/Small Group Student Assessment/Evidence (CW/HW) Standards to Lit.) Writing Task (Informative Text) (pg. Write from a list (Brainstorm) Descriptive Writing W.8.2.b 275) Units of Study-Narrative Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Bend I - Sessions 1-3 See Units of Study Writer’s Notebook Entries/Descriptive Writing See Units of Study

Language PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Action and Linking Verbs pg. 274 Identify verb type and apply to L.8.1 Prefix (de-) pg. 246 or pg. 273 sentence L.8.6 Vocabulary pg. 246 or 262 Acquisition and use of vocabulary Academic Vocabulary: English Academic Vocabulary: Spanish Standards Cite Ciar Conclude Concluir Textual evidence Transmitar Pertineate Convey Perciso Relevant Precise

Module A: Unit 1 -Week 4 Reading PhLit Complex Text Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Hamadi pp. 280-290 Anchor Chart Reader’s Notebook: PH LIT: RL.8.3 or The Tell-Tale Heart pp. 294-302 ● Compare and Contrast Perspective Chart pg. 277 Character Traits pg. 291 Character Traits ● Response to Literature Text-dependent questions (pg. 290 OR pg.302)

Writing PhLit Writing Activity (Responding to Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Lit.) Narrative Text pg. 305 Character Profile W.8.2 Units of Study-Narrative Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Bend II, Sessions 6, 7, 8, 9 See Units of Study Writer’s Notebook Entry See Units of Study

Language PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards 1.Vocabulary pg. 220 or pg. 232 Acquisition and use of vocabulary L.6.1 2.Suffix (-ee) pg. 278, 291 Identifying verb tense L.8.4 3.Principal Parts of Regular Verbs pg. 304 Academic Vocabulary: English Academic Vocabulary: Spanish Standards Dialogue Dialogo RL.8.3 Incident Incidente W.8.2 Reveal Revelar Provoke Provocar Convey Carrera Formal Formalo

Reading PhLit Complex Text Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Comparing Literary Works Anchor Charts Reader’s Notebook: RI.8.3 Up the Slide, pp. 314-320 and A Glow in the Summary strategy CPETE Response to Literature Park, pp. 321-324 ● Reading for Information ● Compare Summaries to an Text-dependent questions Reading for Information: Original Text District Mid-Module Assessment “Summary of The Tell-Tale Heart” ● Comparing Types of Narratives pp. 309-310

Writing PhLit Writing Activity (Responding to Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Lit.) Comparing Literary Works-Explanatory 5 Minute Planner, pg. 325 Explanatory Text: Essay (On Demand) W.8.2 Essay pg. 325 W.8.9 Reading for Information 5 Minute Planner, pg. 311 Expository Text: Evaluation (On Demand Timed) Expository-Evaluation pg. 311 Units of Study-Narrative Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Bend I - Sessions 4-5 See Units of Study News Article See Units of Study

Language PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Vocabulary from 2 selections Acquisition and use of language

Academic Vocabulary: English Academic Vocabulary: Spanish Standards Connection Conexion RI.8.3 Document Documento W.8.2 Appropriate Adecuado W.8.9 Objective Module A: Unit 2 -Week 6 Reading PhLit Complex Text Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Charles pp. 336-342 Anchor Charts Reader’s Notebook: RL.8.1 or Make Inferences Response to Lit RL.8.6 Flowers for Algernon pp. 347-380 ● ● Point of View Inference Chart pg. 333 Point of View Chart pg 343 Text-dependent questions

Writing PhLit Writing Activity (Responding to Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Lit.) 1.Narrative Text: Dialogue pg. 383 Prewriting, drawing conclusions W.8.3.b Brainstorming Analyzing a character Units of Study-Narrative Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Bends III - Sessions 12-13 See Units of Study Personal Narrative-Draft See Units of Study

Language PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards 1.Vocabulary pg. 334 OR pg. 334 Acquisition and use of language L.8.1 2.Latin Root (-nounc-) pg. 334, 343 Identify and apply knowledge of L.8.4 3. Simple Tenses of Verbs, pg. 382 verbs

Academic Vocabulary: English Academic Vocabulary: Spanish Standards Inference Inferencia Point of view Punto de vista Narrator Narrador

Reading PhLit Complex Text Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Thank You, M’am pp. 388-392 Anchor Chart: Reader’s Notebook: PH LIT: RL8.1 or The Story-Teller pp. 396-402 ● Make Inferences Response to Lit ● Theme Inferences Chart, pg. 385 Theme pg. 393 Text-dependent questions pp. 392 or pp. 402

Writing PhLit Writing Activity (Responding to Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Lit.) Optional Writing Task: Personal 1.Prewrite, brainstorm, narrative Personal Narrative RL.8.2; W.8.9 Narrative, pg. 405 writing using specific techniques Units of Study-Narrative Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Bend III - Sessions 13-15 See Units of Study Personal Narratives See Units of Study

Language PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards 1.Vocabulary pg. 385 or pg. 394 Acquisition of language L.8.1 2.Latin root (mis-) pg. 386 or pg. 393 Identify and apply knowledge of L.6.4 3. Tense and Mood of Verbs pg. 404 verbs Academic Vocabulary: English Academic Vocabulary: Spanish Standards Inferences Inferencia Analyze Analizar Factual

Module A: Unit 2 -Week 8 Reading PhLit Complex Text Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Reading for Information Anchor Charts Reader’s Notebook RI.8.8 1. For Extra Days in Florida, pg. 409 and ● Evaluate Persuasive Appeals RL.8.4 Jumpstart’s Read for The Record, pg. 411 Comparing Symbols Chart, pg. 414 Comparing Narrative Structure ● Flashback and Foreshadowing Chart, pg. 103 Comparing Literary Works 1. Old Ben, pg. 86-93 and Fox Hunt, pp. 94- 102

Writing PhLit Writing Activity (Responding to Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Lit.) Reading for Information-Advertisement, Anchor Chart Timed Writing-Argument Advertisement, pg. 413 W.8.2 pg. 413 ● Persuasive Appeals Chart, pg. 408 5-Minute Planner, pg. 413 Comparing Literary Works-Time ● Comparing Narrative Structure Timed Writing-Explanatory Text: Essay, pg 103 Writing-Explanatory Text: Essay 5-Minute Planner, pg 103

Units of Study-Narrative Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Bend III - Sessions 16 See Units of Study On Demand Personal Narrative See Units of Study

Language PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Vocabulary from 2 selections Acquisition and use of language

Academic Vocabulary: English Academic Vocabulary: Spanish Standards Relevant Pertinente Specific Especifico Impact Impacto Word choice

Module A: Unit 2 -Week 9-10 Reading/Writing PhLit Writing Activity (Responding to Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Lit.) See: Performance Tasks Elements of narrative End of Module District Assessment RL8.1 Applying narrative technique Performance Tasks pg. 454-455 RL8.2 Celebrations Investigative Journalism RL8.3 Portfolio development/submission W.8.3A-E W.8.9

Language PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Incorporate unit 1 and 2 vocabulary in Acquire vocabulary See Performance Task L.8.1 writing Academic Vocabulary: English Academic Vocabulary: Spanish Standards Orally Oralmente SL8.2 Presentation Presentacion SL8.3 Digital Media Los medios digitales

Speaking and Listening Activity Skill Standards Presentations Present for a specific audience and purpose SL.7.5 SL.7.6

Resources Teachers Students PH Lit Resources (Interactive Digital Path, Unit 2 Resources, Graphic PH Lit Resources Organizers & Bell Ringers, Professional Development, All-in-One Workbook · Pearson Success Net and Answer Key, Common Core Resources, Reader’s Notebooks, Reading Kit, https://www.pearsonsuccessnet.com/snpapp/login/PsnLandingPage.jsp? Audio, Assessments, Editable Presentations, Editable Worksheets) showLandingPage=true (Home Page Orientation Authentic Assessment Toolbox: Language Arts – Middle School http://www.mypearsontraining.com/tutorials/snet_students_homepageorient http://jfmueller.faculty.noctrl.edu/toolbox/examples/tasks_middle_languageart ation/player.html) s.htm · Reader’s Notebook Grades 6-8 ELA Curriculum: Appendix 1: Teaching Practices and Protocols · Common Core Companion Workbook * http://www.engageny.org/resource/grades-6-8-ela-curriculum-appendix-1- · All-in-One Workbook, audio recordings * teaching-practices-and-protocols · English Learner Reader’s Notebook * NJ Educator Resource Exchange http://njcore.org/ The Reading & Writing Project Resources · Adapted Reader’s Notebook * http://readingandwritingproject.com/resources.html · Spanish Reader’s Notebook * Teaching that Makes Sense http://www.ttms.org/ * Assigned by teacher in response to data In Common: Effective Writing for All students Solo 6 http://www.achievethecore.org/page/507/in-common-effective-writing-for-all- Vocabulary Spelling City http://www.spellingcity.com/ students Reading Rewards www.readingrewards.com ProQuest:www.proquestk12.com Username: NJ2106 Password: 07050 Tween Tribune: NEWSELA

Management/Organizational Chart Week 1 of 2 Monday Tuesday Wednesday Thursday Friday Notes/Comments Teacher led small group Teacher led small group Teacher led small group Teacher led small group Teacher led small● Each group is 15 minutes instruction instruction instruction instruction group instruction Group A Group C Group A Group C Group A ● Group members may be flexible; based on student need. Group B Group D Group B Group D Group B Student Choice Student Choice Student Choice Student Choice Student Choice Leveled Readers Leveled Readers Leveled Readers Leveled Readers Leveled Readers Group B Group D Group B Group D Group B

Group A Group C Group A Group C Group A Content Read Content Read Content Read Content Read Content Read See Appendix See Appendix See Appendix See Appendix See Appendix

Instructional Software Instructional Software Instructional Software Instructional Software Instructional Group C Group A Group C Group A Software Group C Instructional Software Instructional Software Instructional Software Instructional Software Instructional Software

Content Read Content Read Content Read Content Read See Appendix See Appendix See Appendix See Appendix Content Read Group D Group B Group D Group B See Appendix Group D

Management/Organizational Chart Week 2 of 2 Monday Tuesday Wednesday Thursday Friday Notes/Comments Teacher led small group Teacher led small group Teacher led small group Teacher led small group Teacher led small● Each group is 15 minutes instruction instruction instruction instruction group instruction Group C Group A Group C Group A Group C ● Group members may be flexible; based on student need. Group D Group B Group D Group B Group D Student Choice Student Choice Student Choice Student Choice Student Choice Leveled Readers Leveled Readers Leveled Readers Leveled Readers Leveled Readers Group D Group B Group D Group B Group D

Group C Group A Group C Group A Group C Content Read Content Read Content Read Content Read Content Read See Appendix See Appendix See Appendix See Appendix See Appendix

Instructional Software Instructional Software Instructional Software Instructional Software Instructional Group A Group C Group A Group C Software Group A

Instructional Software Instructional Software Instructional Software Instructional Software Instructional Software

Content Read Content Read Content Read Content Read See Appendix See Appendix See Appendix See Appendix Content Read Group B Group D Group B Group D See Appendix Group B

Authors Amended by: Kathleen Daly; 8th Grade ELA Teacher Contact Rosa Lazzizera, ELA Supervisor 6-8/Media Specialists K-7: [email protected] Kathleen Daly 8th Grade ELA Teacher: [email protected] Evaluations/Reflection Throughout the unit, you should analyze the results of the assessments to make instructional choices that will meet students’ individual needs. At the end of the unit, you should use the data and your analyses to respond to the following questions: ● What worked well? ● What posed challenges to you? To the students? ● What do you think could have been implemented more effectively in your lessons? ● What do you need to learn more about? ● Which resources (provided in the appendix/ ones you provided) were helpful? Appendix Grade 8 ELA Curriculum 2016-2017 Module A: BIG QUESTION: Can all conflicts be resolved? A conflict is a struggle between opposing forces. Some conflicts may be minor with a quick solution that ends in compromise, or it may turn into an argument. It may even turn into a stalemate. (PHLit pg.230) *See Sentence/Discussion Starters PHLit pg.230

The purpose of the below passages are to address the varied reading levels of our individual students to build text complexity relating to the Big Question and to build Knowledge/Content; thus, not all passages are at a 8th grade reading level. Some of the resources allow for modifications; others allow teachers to search for level-appropriate texts aligned to the big question.

Week #1: Setting up Shop: review/discuss plagiarism: Melania Trump vs. Michelle Obama speech video clip: https://www.youtube.com/watch?v=RcbiGsDMmCM

Newsela.com modify lexile up to 5 tiers short quiz and writing prompt print or assign to entire class online Type/ Au Title Grade/ Lexile Topic dio Spanish Standards Computer technology 700L - 1100L Technology X X Anchor 1: What the text says tracks students in Anchor 2: Central Idea schools https://newsela.com/arti cles/student- tracking/id/5843/

Companies make games to treat ADHD; now they have to test if they work https://newsela.com/arti cles/braingames- Anchor 1: What the text says adhd/id/13124/ 560L - 1200L Gaming X Yes Anchor 4: Word Choice Want to boost your brain? Get moving and exercise! https://newsela.com/arti cles/exercise- Anchor 2: Central Idea brainbenefits/id/9628/ 670L - 1190L Sports X Yes Anchor 5: Text Structure

Black shoppers face prejudice in fancy stores https://newsela.com/arti Anchor 2: Central Idea cles/shopping- Anchor 3: People, Places, discrimination/id/1638/ 680L - 1170L Social X X Events

Miscellaneous Youtube videos and articles from a variety of sources

Title Source Text Type / Genre Can we auto-correct humanity? Prince Ea http://genius.com/Prince-ea-can-we-auto-correct-humanity-annotated Youtube Spoken Word / Poetry Admitted Connecticut prom killer enters insanity plea http://www.reuters.com/article/us-usa-crime-connecticut- idUSKBN0MR1II20150331 Reuters News Article Why do some people like to read scary stories? http://merriedestefano.weebly.com/why-do-some-people-like-to-read-scary- stories.html Merrie Destanfo Article On Becoming Superhuman: How to Be Smarter, Increase Your IQ & Become Limitless http://www.thefeelgoodlifestyle.com/on-becoming-superhuman-how-to-get- smarter-increase-your-iq-become-limitless.html Phil Drolet Article The Christmas Shoes https://www.youtube.com/watch?v=MpkI7GW2V34 Youtube Song Grocery Store Stealing Social Experiment https://www.youtube.com/watch?v=GkSxtIHPItE Youtube Video How does a homeless man spend $100? https://www.youtube.com/watch?v=AUBTAdI7zuY Youtube Video