Horizontal Curriculum Map by 3-Week Block COURSE: English 8

Horizontal Curriculum Map by 3-Week Block COURSE: English 8 Topic(s)/ Academic Vocabulary Block Essential Content/Materials Assessments Question(s)

What is Theme annotation? annotation, commentary How do you précis, use cognitive Informal annotation to cognitive strategies, commentary understand “It’s hard to be a hero”–Joe Nocero. details, what you are Annotate using Reading apprenticeship introduction Class reading? hook discussion “Hideaki Akaiwa: Japan’s Scuba Hero” by Mark What is a Magnier Independent cognitive March 17, 2011 annotation strategy? Power point on cognitive strategies Writing What is introductions theme? 1A Video examples Power point on theme in non-fiction and thematic Write How do you statement different determine Quick writes on theme of videos types of theme? How to write an introductory paragraph hooks (for introductory How is topic Types of hooks (ppt) paragraph) different than (practice introductory paragraphs) theme? “There’s only one way to stop a bully”—Susan Engel Essay (thematic What is a and Marlene Sandstrom (annotate using cognitive strategies, commentary, thematic statement, essay) statement as thematic thesis) statement?

What does an introductory paragraph include? Topic(s)/ Academic Vocabulary Block Essential Content/Materials Assessments Question(s) Group Inference discussion Infer Observation determine, of think-pair- free verse poetry, share stanza, participation cite What is Answers to evidence, home? text incidents, dependent meaning, How do questions tone, critical Students’ gist incidents notes critical, reveal Quick Writes meaning character? tone Novel: Inside Out and Back Again by Thanha Lai (part 1 Group charts Graphic historical fiction, What during the first unit) Making inferences and character analysis, plot development, how word choice organizers evidence, common contributes to tone and meaning Exit tickets central idea, themes unify Annotation key incidents, 1A the refugee Tod Olson,“The Vietnam Wars,” Scholastic Commentary informational text, experience? Précis historical fiction, Joseph Shapiro and Sandra Bartlett, “Forgotten Ship: A Group work objective, How can we Daring Rescue as Saigon Fell,” transcript, national Public Mid-Unit 1 perspective, tell powerful Radio, August 31, 2010 Getting to context, stories about Know a annotate people’s Character: perspective, experiences? What Details point of view, subjective, How do in the Text authors create Help us plot, tone and Understand infer, enhance Ha? symbol, symbolize meaning? End of Unit 1 Examining How Word Choice contributes to Meaning and tone in Literary and Informational Text Topic(s)/ Academic Vocabulary Block Essential Content/Materials Assessments Question(s) Structured n Vocabulary Materials Notes introductory, (Think-Write- introduction, How do Pair- concluding, conclusion, critical Share Structured thesis, incidents notes cite reveal Chalk Talk key details, character? Who Is Ha? symbol/symbolize What small Thanhha Lai, Inside Out & Back Again (HarperCollins, infer, symbolism common group anchor 2011), ISBN-978-0061962783. chart informational text, common themes are themes, cause, universal to Fox Butterfield, “Panic Rises in Saigon, but the Exits Are Fleeing Home: motivate/motivation the refugee What Few,” New York Times, April 1975. Challenges controlling idea, key details, experience? clincher commonalities, How do I cite Did Ha’s Catherine Gevert, “Refugees: Who, Where, and Why,” Family common themes, text-based Faces. 19.1 (2002): 6-8. Face? graphic summary, summarize, evidence? organizer relevant/irrelevant, How do Arthur Brice, “Children of War,” Scholastic, March dialogue or Answers to 1994. text-dependent events in a questions plot propel Til Gurung, speech at Refugee Transitions’ World of the action or Prefixes Difference Benefit Luncheon, San Francisco, November 1B reveal notecatcher 3, 2010. aspects of a Fist to Five character? Ana Marie Fantino and Alice Colak, “Refugee Children How can I In Canada: Searching For Identity.” Child Welfare 80.5 Analyze theme analyze the Free writes (2001): 587-596. development of a theme Writing conclusions throughout Mid-Unit 2: the text? Analyzing an How do I informational analyze text about a figurative Refugee Experience language and word End of Unit 2: relationships, Analysis Essay: Topic(s)/ Academic Vocabulary Block Essential Content/Materials Assessments Question(s) Group chart Graphic Figurative language organizer Word choice What common Annotation tone themes unify the refugee Précis Audience experience? Commentary Perspective Capitalization, punctuation, How can we tell Narrative grammar powerful stories writing about prefixes, root words, about people’s real or experiences? suffixes, cognates, and What happens imagined context to characters experiences coherence/incoherence, style through the using relevant complex ideas, concepts course of the details and precise, plot? sensible event How do I appropriate/inappropriate, conduct sequences. transitions, research? gist, strongest evidence How do I use Short conventions of standard evidence from Inside Out & Back Again, Thanhha Lai, HarperCollins, 2011, ISBN- research English 10 0061962783. informational projects grammar texts to support analysis, informational text reflection, and Class common themes research? discussion cause, 1C How do I motivate/motivation determine a Mid-Unit 3: sense of identity, theme or central idea? Best First generational gap, How do I Draft of cultural gap express my own “Inside Out” ideas clearly? Poem How do I Poem analyze a poem? Revision What makes an Stars and effective poem? Steps for What is poems figurative End of Unit language? How do I get 3: Best First Draft of Topic(s)/ Academic Vocabulary Block Essential Content/Materials Assessments Question(s) How does Theme taking a Central idea stand in Supporting ideas small ways Key concept show Point of view integrity? Purpose Conflicting evidence Is it worth characteristics , taking a evaluate, objectively stand for summarize one’s self? For others? connotation, denotation, narrative, plot, story arc, What do we exposition, setting, rising know that action, conflict, climax, Scout Write a resolution, chronological doesn’t? summary. Annotate How does the Thematic idea of taking statement a stand Commentary connect to Analyze the dramatic structure of a irony and paragraph Scout’s (including perspective? role of particular How do sentences in authors use developing the structure and refining a of texts to Shirley Chisholm’s speech “Equal Rights for Women” key concept). create style perspective, structure and meaning and convey Mid-Unit 1 meaning? Sojourner Truth’s speech “Ain’t I a woman” Assessment: Analyzing Why do Begin To Kill a Mocking Bird Excerpts of 3A authors use (build reading routines) Lyndon Topic(s)/ Academic Vocabulary Block Essential Content/Materials Assessments Question(s)

Structured notes Perspective Irony Notes Literally figuratively Text to film comparison

Annotation Commentary

Exit ticket Is it worth Mid-Unit 2 taking a Assessment: stand for Text to Film yourself? and For others? Perspective

Comparison Does it of to Kill a make sense Mockingbird for Atticus (Rl 8.2, to take a Harper Lee, To Kill a Mockingbird RL8.6, stand? 3B RL8.7) To Kill a Mockingbird, film directed by Robert Mulligan What do we (and starring Gregory Peck), 1962. Vocabulary know that Squares Scout doesn’t? Argument How do film Essay and text differ in End of Unit 2 impact on Assessment: the Argument audience? Essay: Taking a Topic(s)/ Academic Vocabulary Block Essential Content/Materials Assessments Question(s) How do I cite Readers Theater text-based Transitional Quotes from To Kill a Mockingbird Mid-Unit 3 evidence? response commentary Assessment: peer Readers’ Theater Scene How do I use critique Selection: a rubric? Peer Critique of Draft Scripts Justification 3C

End of Unit Assessment: Readers’ Theater Topic(s)/ Academic Vocabulary Block Essential Content/Materials Assessments Question(s) Group discussion Gist Observation Purpose of think-pair- Conflicting evidence Which of share Conflicting view points Michael participation Author’s purpose Pollan’s food Answers to Motives supply chains text Irrelevant evidence would best dependent feed the US? questions How do we Students’ make notes decisions Michael Pollan, Young Reader’s Edition: The Ominores Quick Writes about what Dilemma Group charts we eat? Graphic What journey “What’s Wrong with Our Food System,” speech by organizers does food Birke Baehr Exit tickets take before it Annotation gets to your Additional texts: Commentary plate? Food, Alexandra Fix Précis Has the Avoiding Hunger and Finding Water, Andrew Langley 4A author or Seeds of Change, Jen Cullerton Johnson Mid-Unit speaker used Feeding the World, Sarah Levete Assessment: sufficient Analyzing relevant Author’s evidence and Purpose in sound Speech and reasoning to Text (RI8.6, support his or SL8.2) her claim? End of Unit Assessment: Evaluating Claims and Advocating Persuasively (RI8.8 Topic(s)/ Academic Vocabulary Block Essential Content/Materials Assessments Question(s) Group Paraphrase discussion Consequence Observation Credible of think-pair- Citation share participation Answers to text Can I dependent identify the questions argument and Students’ specific Michael Pollan, Young Reader’s Edition: The Ominores notes claims in a Dilemma Quick Writes text? Group charts Can I tell if Graphic the reasoning organizers is sound? Annotation Can I tell if Commentary evidence is Précis 4B irrelevant? Exit tickets How do I quote and Mid-Unit 2 paraphrase Assessment: others’ work Research while Simulation avoiding (W8.7, W8.8) plagiarism? End of Unit 2 How do I use Assessment: a standard Position format for Speech: citation? Which of Michael Pollan’s four food chains would best feed the US? (SL8.4, Sl8.5, Topic(s)/ Academic Vocabulary Block Essential Content/Materials Assessments Question(s) Group Gist discussion Structure Observation of think-pair-share Visual representation participation Introduction Answers to text Conclusion dependent Clause questions critique Students’ notes Quick Writes How do I cite Group charts text based Graphic organizers evidence? Exit tickets Annotation How do I Commentary write an Précis argument to Mid-Unit support my Michael Pollan, Young Reader’s Edition: The Ominores Assessment: claims? Dilemma Draft Position Paper (RI 8.1, How do I W8.1,a,b,e,W Additional texts: address 8.9, L8.4, b,c,d) 4C Food, Alexandra Fix opposing Avoiding Hunger and Finding Water, Andrew Langley End of Unit 3 viewpoints? Seeds of Change, Jen Cullerton Johnson Assessment: Final Draft of Feeding the World, Sarah Levete How do I Position Paper revise and and Reflection on Writing the edit draft to Position paper ready for (RI 8.1, W8.1c, publishing? W8.1d)

How do I Final Performance publish my Task: Published writing? Position Paper: Which of Michael Pollan’s food chains would you choose to Topic(s)/ Academic Vocabulary Block Essential Content/Materials Assessments Question(s) Group discussion Theme Observation Enduring of think-pair- Power share Content participation Autobiography Answers to Biography “Frederick Douglass” text Tone Using evidence to support analysis (RI 8.1) dependent Mood questions Context Students’ Equity notes Conclusions Quick Writes Evidence What gives stories and poems their Group charts Cite enduring power? Various picture books related to slavery: Graphic Institution How did Douglass’s purpose and My America: Freedom’s Wings organizers Abolition audience shape how Never Forgotten Exit tickets Abolitionist he told his story? When you write a The People Could Fly Annotation Purpose story, how do your Chasing the Nightbird Commentary Position purpose and audience shape how Précis Distinguish you tell that story? Various poetry related to slavery Group work Convey How can you use 2A language, images Mid-Unit 1 and theme to give Narrative of the Life of Frederick Douglass, an Assessment: Characters, setting, plot, tone, the story you write enduing power? American Slave by Frederick Douglass Using analogies, allusions, text How do I read a Evidence to structure, conflicting poem? How do I analyze Support viewpoints, verbs, verbals, figurative language Analysis – gerunds, participles, infinitives, and word choice? How does a poem’s “Frederick Indicative, imperative, form or structure Douglass” interrogative, conditional, verb contribute to its meaning? ? (RI 8.1) voice, mood, active and passive End of Unit form of verbs, conditional, Assessment: subjunctive mood, comma, Reading ellipses, dash, verbal irony, Poetry: puns* Analyzing Structure and Language in Topic(s)/ Academic Vocabulary Block Essential Content/Materials Assessments Question(s) Group Context discussion Conflict Observation Climax of think-pair- Conclusion share Resolution participation Reflection Answers to Theme text Main clause dependent Subject questions Verb Students’ Tone What is Various picture books related to slavery including notes Modify sentence Frederick Douglass: The Last Day of slavery Quick Writes structure? Group charts Characters, setting, plot, tone, How do I cite Various poetry related to slavery Graphic analogies, allusions, text multiple organizers structure, conflicting pieces of Narrative of the Life of Frederick Douglass, an Exit tickets viewpoints, verbs, verbals, text-based American Slave by Frederick Douglass Annotation gerunds, participles, infinitives, evidence to Commentary Indicative, imperative, support an Précis interrogative, conditional, verb analysis of Group work voice, mood, active and passive informational Mid-Unit form of verbs, conditional, text? Assessment, subjunctive mood, comma, Can I Part 1: ellipses, dash, verbal irony, determine a Analyzing puns* 2B theme or the Storyteller’s central ideas Craft: in Comparing informational Written and texts? Oral Stories

Mid-Unit Assessment, Part 2: Analyzing Storyteller’s Craft: Topic(s)/ Academic Vocabulary Block Essential Content/Materials Assessments Question(s) Mid-Unit 3 Summary Assessment, Narrative Part 1: Pacing Writer’s Flashback Roundtable Symbol (SL7.1b,c,d) Theme

Mid-Unit 3 Characters, setting, plot, tone, What is the Assessment, analogies, allusions, text theme or Part 2 structure, conflicting central idea Sentence viewpoints, verbs, verbals, of a text? Structure gerunds, participles, infinitives, Various picture books related to slavery including Quiz Indicative, imperative, What is the Frederick Douglass: The Last Day of Slavery and (L.7.1a,b,c; interrogative, conditional, verb writing Virginia Hamilton, The People Could Fly: The Picture L.7.2a) voice, mood, active and passive process? Book: The Picture Book form of verbs, conditional, End of Unit 3 subjunctive mood, comma, How do I Various poetry related to slavery Assessment: ellipses, dash, verbal irony, express my Second draft puns* ideas clearly Narrative of the Life of Frederick Douglass, an of during American Slave by Frederick Douglass storyboards discussions 2C for the and in my children’s writing? book (W7.3,W7.9, How do I W7.11) select evidence Write a from literary children’s or book based informational on an episode texts to from support Douglass’s analysis, life reflection (focus on and research? writing process with