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Belvidere Cluster Curriculum Map

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Belvidere Cluster Curriculum Map BELVIDERE CLUSTER CURRICULUM MAP SUBJECT: English Language Arts GRADE: 8 PACING--> UNIT #1 UNIT #2 UNIT #3 4 Weeks 3 Weeks 4 Weeks TOPIC/THEME AND Becoming a Community of Readers and Informational Text Features Drama OBJECTIVES Writers ● Students will be able to acquire ● Read and analyze a drama and its textual ● Students will be able to cite textual grade-appropriate domain-specific words features. evidence that most strongly supports an and phrases important to comprehension ● Cite the textual evidence that most analysis of what the text says explicitly in of informational text features. strongly supports an analysis of what the grade 8 texts. ● Students will be able to read text says explicitly as well as inferences ● Students will be able to come prepared to informational text from a variety of drawn from the text. collaborative discussions having read or multimedia sources and identify the text ● Determine a theme or central idea of a researched material under study and structure according to its organization. text and analyze its development over the engage effectively. ● Students will be able to use the text's course of the text, including its ● Write narratives to develop real or imagined structure to comprehend and analyze the relationship to the characters, setting, experiences or events using effective information presented. and plot; provide an objective summary technique, relevant descriptive details, and ● Students will be able to produce an of the text. well-structured event sequences. audience-appropriate, informative piece ● Determine the meaning of words and ● Demonstrate command of the conventions of based on one of the model structures and phrases as they are used in a text, incorporating accurate, well-chosen facts including figurative and connotative standard English grammar and usage when using technology suitable to the task. meanings; analyze the impact of specific writing or speaking. word choices on meaning and tone, ● Students will be able to strengthen including analogies or allusions to other writing as needed by planning, revising, texts. editing, rewriting, or trying a new ● Analyze the extent to which a filmed or approach. live production of a drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. ● Produce an expository/argument piece that demonstrates understanding of the analysis of a drama. ● 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. ● Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ● Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. ● Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. ESSENTIAL ● Why is it important to share your ● How do 21st century learners make sense ● Why would an author use the genre of QUESTIONS & literature experiences with others either of the plethora of informational text drama instead of a narrative to tell a through writing or discussion? available to them? story? ENDURING ● How does sharing these experiences ● Informational literature has a core ● How does visualizing the action and the UNDERSTANDINGS foster our understanding or structure that assists and enhances interaction between characters help you comprehension of what we read? students' comprehension of informational comprehend the story better? ● How does drawing from my own materials including interdisciplinary ● Understanding the elements of drama will experiences help create meaningful texts? textbooks, manuals, schedules, news enhance comprehension of the genre. ● How do the elements of a novel work articles, and graphics. ● There are various interpretations of a together to make a good story? given piece of literature. ● How does word knowledge and grammar empower me as a reader and communicator? ● A literary community respects and values the sharing of ideas. STANDARDS Reading Literature (RL) Reading (R) Reading Literature (RL) NJSLSA.RL.8.1 NJSLSA.R.1 NJSLSA.RL.8.1 Cite the textual evidence and make Read closely to determine what the text says Cite the textual evidence and make relevant connections that most strongly explicitly and to make logical inferences from relevant connections that most strongly supports an analysis of what the text it; cite specific textual evidence when writing supports an analysis of what the text says explicitly as well as inferences or speaking to support conclusions drawn says explicitly as well as inferences drawn from the text. from the text. drawn from the text. NJSLSA.RL.8.2 Reading Informational Text (RI) NJSLSA.RL.8.2 Determine a theme or central idea of a text Determine a theme or central idea of a text and analyze its development over the course NJSLSA.RI.8.1 and analyze its development over the course of the text, including its relationship to the Cite the textual evidence that most of the text, including its relationship to the characters, setting, and plot; provide an strongly supports an analysis of what characters, setting, and plot; provide an objective summary of the text. the text says explicitly as well as objective summary of the text. inferences drawn from the text. Writing (W) NJSLSA.RL.8.3 NJSLSA.RI.8.2 Analyze how particular lines of dialogue or NJSLSA.W.4 Determine a central idea of a text and incidents in a story or drama propel the Produce clear and coherent writing in which analyze its development over the course of action, reveal aspects of a character, or the development, organization, and style are the text, including its relationship to provoke a decision. appropriate to task, purpose, and audience. supporting ideas; provide an objective summary of the text. NJSLSA.RL.8.4 NJSLSA.W.5 Determine the meaning of words and Develop and strengthen writing as needed by NJSLSA.RI.8.3 phrases as they are used in a text, including planning, revising, editing, rewriting, or Analyze how a text makes connections figurative and connotative meanings; trying a new approach. among and distinctions between individuals, analyze the impact of specific word choices ideas, or events (e.g., through comparisons, on meaning and tone, including analogies or NJSLSA.W.10 analogies, or categories). allusions to other texts. Write routinely over extended time frames (time for research, reflection, and revision) Writing (W) NJSLSA.RL.8.6 and shorter time frames (a single sitting or a Analyze how differences in the points of view day or two) for a range of tasks, purposes, NJSLSA.W.8.2 of the characters and the audience or reader and audiences. Write informative/explanatory texts to (e.g., created through the use of dramatic examine a topic and convey ideas, concepts, irony) create such effects as suspense or NJSLSA.W.8.5 and information through the selection, humor. With some guidance and support from peers organization, and analysis of relevant and adults, develop and strengthen writing content. NJSLSA.RL.8.7 as needed by planning, revising, editing, Evaluate the choices made by the rewriting, or trying a new approach, focusing NJSLSA.W.8.2.A directors or actors by analyzing the on how well purpose and audience have been Introduce a topic clearly, previewing what is extent to which a filmed or live addressed. to follow; organize ideas, concepts, and production of a story or drama stays information into broader categories; include faithful to or departs from the text or Speaking/Listening (SL) formatting (e.g., headings), graphics (e.g., script. charts, tables), and multimedia when useful NJSLSA.SL1 to aiding comprehension. NJSLSA.RL.8.10 Prepare for and participate effectively in a By the end of the year read and range of conversations and collaborations NJSLSA.W.8.2.B comprehend literature, including with diverse partners, building on others' Develop the topic with relevant, well-chosen stories, dramas, and poems at grade ideas and expressing their own clearly and facts, definitions, concrete details, level text-complexity or above, persuasively. quotations, or other information and scaffolding as needed. examples. Writing (W) NJSLSA.SL.8.1.A NJSLSA.W.8.2.C Come to discussions prepared, having read Use appropriate and varied transitions to NJSLSA.W.8.2 or researched material under study; create cohesion and clarify the relationships Write informative/explanatory texts to explicitly draw on that preparation by among ideas and concepts. examine a topic and convey ideas, concepts, referring to evidence on the topic, text, or and information through the selection, issue to probe and reflect on ideas under NJSLSA.W.8.2.D organization, and analysis of relevant discussion. Use precise language and domain-specific content. vocabulary to inform about or explain the NJSLSA.SL.8.1.B topic. NJSLSA.W.8.2.A Follow rules for collegial discussions and Introduce a topic clearly, previewing what is decision-making, track progress toward to follow; organize ideas, concepts, and specific goals and deadlines, and define NJSLSA.W.8.2.E information into broader categories; include individual roles as needed. Establish and maintain a formal formatting (e.g., headings), graphics (e.g., style/academic style, approach, and charts, tables), and multimedia when useful NJSLSA.SL.8.1.C form. to aiding comprehension. Pose questions that connect the ideas of several speakers and respond to others' NJSLSA.W.8.2.F NJSLSA.W.8.2.B questions and comments with relevant Provide a concluding statement or section Develop the topic with relevant, well-chosen evidence, observations, and ideas. that follows from and supports the facts, definitions, concrete details, information or explanation presented.
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