Grade English Pacing Guide – 2014-2015 1St Nine Weeks

8th Grade English Pacing Guide – 2014-2015 1st Nine Weeks

September 2014 October 2014

M T W Th F M T W Th F 1 2 3 4 5 1 2 3

8 9 10 11 12 6 7 8 9 10

15 16 17 18 19 13 14 15 16 17

22 23 24 25 26 20 21 22 23 24

29 30 27 28 29 30 31

Assessment Dates: Pre-Assessment Checkpoint Assessment Benchmark Assessment

Holiday End of Nine Weeks

Units Topics Text Reference/ Standards of Time Frame Chapter Learning # of blocks/days Week 1 – Genre Reading Genres and Literary  PowerPoint: 8.5d 4 days Study Elements Reading Genres 1st week- Move the reading  PowerPoint: Classroom rules genres/literary elements eReading activity Literary Elements and procedures/ to next week so that Review of skills can be assessed paragraphs and and reviewed. sentence structure Week 1 – Writing Steps of the Writing Process  Prezi: The Writing 8.7 4 days Process Process  VDOE –The Writing Process Week 1 – Editing Daily Edits  Write Source Level 8 8.8 4 days MUG Shots (Days 1- 5) Week 2 – Short Story Elements – Plot  PowerPoint 8.5d 2-3 days Story Unit (Plot) Presentation: Plot Library time needed each week for students “The Elevator” by William Sleator  Holt McDougal to check out with Vocabulary Grade 8 Literature independent reading Book – 31 books for Reading Log time. “Raymond’s Run” by Toni Cade  Holt McDougal Bambara with Vocabulary Grade 8 Literature Book – 36

VDOE Lesson: Plot Structure  VDOE Lesson: Identifying Elements of Plot Structure

Integrated SOL: Making  Integrated into Inferences and Drawing discussions and 8.5b Conclusions story questions

 Complete plot Checking for Understanding diagram for passage 8.5d from SOL Coach book

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Units Topics Text Reference/ Standards of Time Frame Chapter Learning # of blocks/days

Week 2 – Writing Writing Prompt for Baseline Data  Prompt from VDOE 8.7, 8.8 2-3 days List

Parts of Speech Review: Nouns  PowerPoint – Nouns Review 8.8

 Write Source Concrete, Abstract, and Collective textbook – 471 Nouns  Write Source Skillsbook – 135

 Write Source Write Source Uses of Nouns textbook – 470-473 textbook is not  Write Source student friendly. Skillsbook – 137 Using Skillsbook to teach and WriteSource  Write Source Nouns Review Skillsbook – 139 textbook as a backup resource.

 Exit Slip: Identify

the types of nouns Checking for Understanding and their uses in

given sentences. Week 2 – Editing Daily Edits  Write Source Level 8 8.8 5 days MUG Shots (Days 6- 10) Week 2 – Tiered Small Group (Stations)  Differentiated/tiered 8.5b, 8.5d, 8.8 2-3 days Intervention activities designed by teacher to help students master taught skills Week 3 – Short Story Elements – Conflict  Prezi: Types of 8.5c 2-3 days Story Unit Conflict

 Holt McDougal “The Ransom of Red Chief” by O. Grade 8 Literature Henry with Vocabulary Book – 50

 Interactive Reader – 20

“The Tell-Tale Heart” by Edgar  Holt McDougal Allan Poe with Vocabulary Grade 8 Literature Book – 80

 Interactive Reader – 56 These VDOE VDOE Lesson: Types of Conflict lessons are not  VDOE Lesson: always grade level Identifying Types of appropriate for Conflict our students, so I VDOE Lesson: Identifying use other sources Conflict sometimes.

 VDOE Lesson: Integrated SOL: Making Identifying Internal Inferences and Drawing and External Conflict Conclusions

 Integrated into Checking for Understanding discussions and

story questions 8.5b

 SOL Coach Book: Plot & Conflict 8.5c-d

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Units Topics Text Reference/ Standards of Time Frame Chapter Learning # of blocks/days Week 3 – Expository Parts of Speech Review: Pronouns  PowerPoint – 8.8c 2-3 days Writing Pronouns Review

 Write Source Pronouns: Intensive, Reflexive, textbook – 475, 479 and Indefinite  Write Source Skillsbook – 141, 145-147

Pronouns and Antecedents  Write Source textbook – 476-478

 Write Source Skillsbook – 143

Number and Person of Pronouns  Write Source textbook – 474

 Write Source Skillsbook – 149 Uses of Pronouns

 Write Source

textbook – 474

8.7, 8.8 Expository Writing  Write Source Skillsbook – 151

 PowerPoint – VDOE Lesson: Expository Components / Writing Method Expository Writing

VDOE Lesson: Identifying 8.7a Audience and Purpose  VDOE Lesson: The Writing Process for Expository Writing VDOE Expository Prompt #1 8.7, 8.8 Would like to ease  VDOE Lesson: into 5 paragraph Identifying Audience essay instead of Checking for Understanding and Purpose overwhelming them with first writing prompt.  VDOE: Writing More time needed Prompts on developing specific skills. Thesis statement  Exit Slip: Edit and topic sentences to contain sentences correct pronoun- introduced here antecedent instead of later. agreement.

8.8c Week 3 – Editing Daily Edits  Write Source Level 8 8.8 5 days MUG Shots (Days 11- 15) Week 3 - Tiered Small Group (Stations)  Differentiated/tiered 8.5b-d, 8.8c 2-3 days Intervention activities designed by teacher to help students master taught skills

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Units Topics Text Reference/ Standards of Time Frame Chapter Learning # of blocks/days

Week 4 – Short Story Elements – Point of View  PowerPoint 8.5c 2-3 days Story Unit Presentation: Point of View

 Holt McDougal “The Treasure of Lemon Brown” Grade 8 Literature by Walter Dean Myers with Book – 176 Vocabulary  Interactive Reader – 70

 Holt McDougal “Rules of the Game” by Amy Tan Grade 8 Literature with Vocabulary Book – 230  Interactive Reader – 88 8.5b  VDOE Lesson: VDOE Lesson: Making Inferences Making Inferences

 EdisonLearning Checking for Understanding Companion Cards: Point of View 8.5c Week 4 – Expository Parts of Speech Review: Verbs  PowerPoint: Verb 8.8d 2-3 days Writing Review

 Write Source Types of Verbs: Irregular, textbook – 480-481, Transitive, and Intransitive Verbs 484  Write Source Skillsbook – 159-161

 Write Source Verb Tenses & Maintaining Verb textbook – 482-483 Tense  Write Source Skillsbook – 153-157

 Write Source Identifying Verbals and Using textbook – 485 Specific Verbs  Write Source Skillsbook – 163-165

VDOE Expository Prompt #1 8.7, 8.8  VDOE: Writing (Continued) Prompts

8.7a

VDOE Lesson: Determining  VDOE Lesson: Determining Purpose Audience and Purpose and Audience

 Exit Slip: Edit a 8.8d Checking for Understanding given passage to maintain consistent verb tense. Week 4 – Editing Daily Edits Write Source Level 8 8.8 5 days MUG Shots (Days 16-20) Week 4 - Tiered Small Group (Stations) Differentiated/tiered 8.5b-c, 8.8d 2-3 days Intervention activities designed by teacher to help students master taught skills

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Units Topics Text Reference/ Standards of Time Frame Chapter Learning # of blocks/days

Week 5 – Short Story Elements – Character  Prezi: 8.5d 2-3 days Story Unit Characterization and Types of Characters

 Holt McDougal “The Medicine Bag” by Virginia Grade 8 Literature Driving Hawk Sneve with Book – 246 Vocabulary  Interactive Reader – 108

 Holt McDougal “Who Are You Today, Maria?” by Grade 8 Literature Judith Ortiz Cofer Book – 256  Interactive Reader – 108

 VDOE Lesson: VDOE Lesson: Understanding Identifying and Character Traits Understanding Character Traits

 VDOE Lesson: VDOE Lesson: Categorizing Identifying and Character Traits Categorizing Character Traits

 VDOE Lesson: VDOE Lesson: Illustrating Identifying and Character Traits Illustrating Character

Traits

Integrated SOL: Making Inferences and Drawing  Integrated into Conclusions discussions and story questions

 Sort: Sort the given Checking for Understanding movie characters according to their character traits. Week 5 – Expository Parts of Speech Review:  Prezi: Adjectives 8.8e 2-3 days Writing Adjectives

 Write Source Adjectives textbook – 486  Write Source Skillsbook – 167

 Write Source Special Adjectives textbook – 488-489  Write Source Skillsbook – 169

 Write Source Comparative/Superlative textbook – 487 Adjectives  Write Source Skillsbook – 171

 VDOE: Writing VDOE Expository Prompt #2 8.7, 8.8 Prompts

Writing Thesis Statements and

Topic Sentences  Write Source – 393 8.7c  Write Source – 535

VDOE Lesson: Thesis Statements  VDOE Lesson: 8.7c Creating Thesis Statements  Week 5 – Editing Daily Edits  Write Source Level 8 8.8 5 days MUG Shots (Days 21-25)

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Units Topics Text Reference/ Standards of Time Frame Chapter Learning # of blocks/days

Week 5 - Tiered Small Group (Stations)  Differentiated/tiered 8.5d, 8.7c, 8.8e 2-3 days Intervention activities designed by teacher to help students master taught skills Week 6 – Poetry and Introduction to Figurative  PowerPoint/Prezi: 8.4a, 8.5a 2-3 days Figurative Language Language Figurative Language Would rather do poetry Unit in the Spring and Identifying Figurative Language  www.eReading.com continue the Short Story unit here.  Holt McDougal Grade 8 Literature Poems (focus on Figurative Book – Unit 5 Language)  Interactive Reader – Unit 5

Integrated SOL: Making  Integrated into Inferences and Drawing discussions and 8.5b Conclusions story questions

 Exit Slip – Identify the figurative Checking for Understanding language in the 8.4a, 8.5a example and explain its function. Week 6 – Expository Parts of Speech Review: Adverbs  PowerPoint/Prezi: 8.8e 2-3 days Writing Adverbs

 Write Source Adverbs textbook – 490  Write Source Skillsbook – 173

 Write Source Types of Adverbs textbook – 492-493  Write Source Skillsbook – 175

 Write Source Comparative/Superlative Adverbs textbook – 491

 Write Source Skillsbook – 174

VDOE Expository Prompt #2  VDOE: Writing (continued) 8.7, 8.8 Prompts

VDOE Lesson: Prewriting and  VDOE Lesson: Using Graphic Writing Hooks 8.7b, d Organizers and

Effective Hooks

 Complete prewriting Checking for Understanding graphic organizer and create a hook for a given topic  Week 6 – Editing Daily Edits  Write Source Level 8 8.8 5 days MUG Shots (Days 26-30) Week 6 - Tiered Small Group (Stations)  Differentiated/tiered 8.4a, 8.5a-b, 8.7b, 2-3 days Intervention activities designed 8.7d, 8.8e by teacher to help students master taught skills

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Units Topics Text Reference/ Standards of Time Frame Chapter Learning # of blocks/days

Week 7 – Poetry and Introduction to Poetic Elements  PowerPoint: 8.5d-e 2-3 days Figurative Language Elements of Poetry Unit  Holt McDougal Poems (focus on Poetic Elements) Grade 8 Literature Book – Unit 5  Interactive Reader – Unit 5 VDOE Lesson: Poetry  VDOE: Poetry Lesson “Where I’m From” by George Ella Lyon  WEBSITE

Poetry Portfolio  Types of Poems WEBSITE 8.5b Integrated SOL: Making Inferences and Drawing  Integrated into Conclusions discussions and story questions 8.5d-e

Checking for Understanding  Exit Slip – Compare the author’s style in the two given poems. Week 7 – Expository Parts of Speech Review:  PowerPoint/Prezi: 8.8c 1 day Writing Prepositions and Interjections Prepositions and Interjections

 Write Source Prepositions textbook – 494-495  Write Source Skillsbook – 176

 Write Source Interjections Skillsbook – 183

Parts of Speech Review:  PowerPoint/Prezi: Conjunctions Conjunctions

 Write Source Conjunctions textbook – 496-498 8.8b 1 day

 Write Source Skillsbook – 177-181

 VDOE: Writing VDOE Expository Prompt #3 8.7, 8.8 2-3 days Prompts

VDOE Lesson: Unlocking the  VDOE Lesson: This needs to be Using the RAFTS Prompt done with the first Strategy to Unpack writing prompt. the Prompt

 Exit Slip: In the given sentences, identify the prepositional phrase Checking for Understanding and the interjection. Combine sentences using the 8.8b-c appropriate conjunction.

Week 7 – Editing Daily Edits  Write Source Level 8 8.8 5 days MUG Shots (Days 31-35) Week 7 - Tiered Small Group (Stations)  Differentiated/tiered 8.5b, 8.5d-e, 8.8b- 2-3 days Intervention activities designed c by teacher to help students master taught skills

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Units Topics Text Reference/ Standards of Time Frame Chapter Learning # of blocks/days

Week 8 – Poetry and In Depth Review of Poetic  PowerPoint 8.4a, 8.5a, d-e 2-3 days Figurative Language Elements and Figurative Language Presentation Unit  Holt McDougal Grade 8 Literature Poems (focus on Analysis) Book – Unit 5  Interactive Reader – VDOE Lesson: Poetry Unit 5

 VDOE: Poetry “Where I’m From” by George Ella Lesson Lyon  WEBSITE

 Types of Poems 8.5b Poetry Portfolio WEBSITE 8.5d-e  Integrated into Integrated SOL: Making discussions and Inferences and Drawing story questions Conclusions  SOL Coach Book – Checking for Understanding Poetry Activity Week 8 – Expository Focus on Punctuation: Comma  PowerPoint/Prezi: 8.8b 2-3 days Writing Comma Rules Part I  Write Source Grammar: Move textbook – 512, 582- from parts of speech Commas Between Items in a Series 583 to punctuation  Write Source Skillsbook – 5-6

 Write Source Commas to Set of Nonrestrictive textbook – 584-585 Phrases and Clauses  Write Source Skillsbook – 7-8

VDOE Expository Prompt #3  VDOE: Writing 8.7, 8.8 (continued) Prompts

 VDOE Lesson: VDOE Lesson: Revising Writing Revising Writing

 Sort: Sort the

sentence correctly, Checking for Understanding 8.8b ensuring the

commas are in the appropriate spaces. Week 8 – Editing Daily Edits  Write Source Level 8 8.8 5 days MUG Shots (Days 36-40) Week 8 - Tiered Small Group (Stations)  Differentiated/tiered 8.4a, 8.5a-b, 8.5d- 2-3 days Intervention activities designed e, 8.8b by teacher to help students master taught skills Week 9 – Reading Small Group Tiered Stations  9 weeks review 8.4a, 8.5a-e 2-3 days activities to be Benchmark Week developed by teacher  Activities focused on SOLs students may not have mastered or showed difficulty with Week 9 - Writing Small Group Tiered Stations  9 weeks review 8.7a-c, 8.8b-e 2-3 days activities to be developed by teacher  Activities focused on SOLs students may not have mastered or showed difficulty with Week 9 – Editing Daily Edits  Write Source Level 8 8.8 5 days MUG Shots (Days 41-45)

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SOLs: 8.4 The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. a) Identify and analyze an author’s use of figurative language

8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry. a) Explain the use of symbols and figurative language. b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. c) Explain how authors use characters, conflict, point of view, voice, and tone to create meaning. d) Understand the author’s use of conventional elements and characteristics within a variety of genres. e) Compare and contrast the author’s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts. f) Compare and contrast authors’ styles.

8.7 The student will write in a variety of forms, including narration, exposition, persuasion, and informational. a) Identify intended audience. b) Use prewriting strategies to generate and organize ideas. c) Distinguish between a thesis statement and a topic sentence.

8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. b) Use and punctuate correctly varied sentence structures to include conjunctions and transition words. c) Choose the correct case and number for pronouns in prepositional phrases with compound objects. d) Maintain consistent verb tense across paragraphs. e) Use comparative and superlative degrees in adverbs and adjectives.

Essential Knowledge, Skills and Processes: To be successful with this standard, students are expected to:

8.4:  Identify and understand the various types of figurative language.  Recognize that figurative language and analogies enrich text.  Understand, evaluate, and use figurative language, including: o Simile – figure of speech that uses the words like or as to make comparisons; o Metaphor – figure of speech that implies comparisons; o Personification – figure of speech that applies human characteristics to nonhuman objects; o Hyperbole – intentionally exaggerated figure of speech; and o Symbol – word or object that represents something else. For example, a dover stands for peace.

8.5:  Understand and analyze plot.  Recognize and analyze elements of plot.  Make inferences and draw conclusions while reading.  Identify and understand internal and external conflict.  Understand and analyze the different forms of conflict. o man vs. self o man vs. man o man vs. nature o man vs. society o man vs. supernatural o man vs. technology  Review and analyze plot and its impact on a story while reading.  Define and understand point of view.  Identify and analyze the various points of view. o 1st Person o 3rd Person Limited o 3rd Person Omniscient  Understand the difference between static and dynamic characters.  Understand characterization as the way that an author presents a character and reveals character traits.  Analyze character.  Identify figurative language.  Analyze the use of figurative language.  Identify and analyze symbols.  Understand the role figurative language plays in both poetry and fiction.  Comprehend and analyze poetic elements in a variety of poems.

8.7:  Practice with a variety of prewriting strategies for given prompts.  Learn and develop creative hooks to open an introductory paragraph.  Identify the appropriate audience for a given topic.  Complete prewriting for a given writing prompt.  Write a first draft for the prewriting.  Practice and understand self-revision and peer revision.  Understand the state editing and revision checklist.  Understand a topic sentence and be able to write one for each paragraph of an essay.

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 Create a thesis statement that focuses the essay, expresses the writer’s position in an argument, or explains the purpose of the essay, and is usually found in the first paragraph.  Understand that a topic sentence supports an essay’s thesis statement; it unifies a paragraph and directs the order of the sentences.  Plan for, write, and revise a cohesive expository essay.  Write a variety of poems.

8.8:  Practice and understand self-editing and peer editing.  Plan for, write, and edit a cohesive expository essay.  Use complete sentences with appropriate punctuation, including the punctuation of dialogue and the punctuation between dependent and independent clauses.  Use punctuation (comma) to indicate a pause or break.  Use a singular pronoun to refer to a singular antecedent and a plural pronoun to refer to a plural antecedent.  Use objective pronouns in prepositional phrases with compound objects.  Understand that pronouns need to agree with antecedents in gender, number, and person.  Choose and maintain tense (present, past, future) throughout an entire paragraph or text.  Use verbs in the indicative, imperative, interrogative, conditional, and subjunctive form.  Recognize and correct inappropriate shifts in verb forms.  Use comparative and superlative adjectives.  Use comparative and superlative adverbs.  Use and correctly punctuate transitional words, such as furthermore, however, since, and next.  Use correct conjunctions, such as either/or and neither/nor.

Essential Vocabulary: The students will use the following vocabulary throughout the nine weeks of study to support student learning: (word)

Week 1 Academic Vocabulary  Plot  Conflict  Characterization  Point of View  Theme  Setting  Symbolism  Style  Tone  Irony  Genre  Prewriting  Drafting  Revising  Editing  Publishing Week 2 Academic Vocabulary  Exposition  Initiating Event  Rising Action  Climax  Falling Action  Resolution

“The Elevator”  Baleful  Ascent  Bleak  Ominous

“Raymond’s Run”  Relay  Clutch  Prodigy  Liable  Sidekicks  Crouch

Week 3 Academic Vocabulary  Conflict  Internal conflict o man vs. self  External conflict

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o man vs. society o man vs. supernatural o man vs. technology o man vs. man o man vs. nature

“The Ransom of Red Chief”  Diatribe  Ransom  Provisions  Collaborated  Comply  Proposition  Commend  Impudent

“The Tell-Tale Heart”  Acute  Conceived  Vexed  Stifled  Stealthily  Crevice  Vehemently  Derision  Hypocritical Week 4 Academic Vocabulary  Point of View  1st Person Point of View  3rd Person Limited Point of View  3rd Person Omniscient Point of View

“The Treasure of Lemon Brown”  Ajar  Tentatively  Tremor  Commence  Gnarled  Ominous

“Rules of the Game”  Imparted  Pungent  Benefactor  Adversaries  Foresight  Tactics  Retort  Malodorous  Concessions  Pondered Week 5 Academic Vocabulary  Character  Static character  Dynamic character  Flat character  Round character

“The Medicine Bag”  Authentic  Commotion  Unseemly  Descendants  Sheepishly

“Who Are You Today, Maria?”  Conspiracy  Abuela  Cueva

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Week 6 Academic Vocabulary  Simile  Metaphor  Personification  Hyperbole  Symbol  Irony  Symbolism  Alliteration  Onomatopoeia  Idiom

Poem-specific vocabulary based on poems chosen by the teacher. Week 7 Academic Vocabulary  Simile  Metaphor  Personification  Hyperbole  Symbol  Irony  Symbolism  Alliteration  Onomatopoeia  Idiom  Rhyme  Rhythm  Rhyme Scheme  Allusion

Poem-specific vocabulary based on poems chosen by the teacher.

Week 8 Academic Vocabulary  Rhyme  Rhythm  Rhyme Scheme  Allusion  Haiku  Limerick  Ballad  Sonnet  Diamante  Quatrain  Cinquain  Concrete  Other types of poems as designated by teacher

Poem-specific vocabulary based on poems chosen by the teacher.

Week 9  Review of all academic vocabulary for the nine weeks in preparation for benchmark testing

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Essential Questions: Students will need to be asked the following questions to strengthen their knowledge, understanding, and explanation of the content:

Week 1 Reading: How does the way in which we use and interpret literary elements change with each literary genre? Writing: Why is the writing process nonlinear? How can returning to previous steps help the writer clarify and elaborate a drafted piece? Week 2 Reading: How do particular sentences, chapters, and/or scenes contribute to the development of the plot? Writing: How do nouns function as the subjects of sentences? Week 3 Reading: How do conflicts influence characters and/or plot events? Writing: Why is it important to identify the intended audience and the purpose of a piece of writing? How does that impact the style and approach to writing? Week 4 Reading: How can a change in the point of view of a story change our understanding of the plot? Writing: Why is it important to maintain consistent verb tense across paragraphs and throughout an essay? Week 5 Reading: How does an author present a character and reveal character traits? Writing: How do topic sentences support thesis statements? Why is a thesis statement the most important sentence in an essay? Week 6 Reading: How does figurative language enrich text? Writing: Why are hooks crucial to setting up the introduction of any essay? What is their purpose? Week 7 Reading: How do poetic devices contribute to our overall understanding of a poem? Writing: What are the key strategies to use when unlocking a writing prompt? Why is unlocking the prompt so important to identifying audience and purpose? Week 8 Reading: How do poetic forms help authors to convey a particular message? Writing: How does revision help us to become good writers? How can misplacing a comma change our understanding of a sentence? Week 9 Reading: Why do readers approach prose and poetry with different strategies? Writing: How is expository writing different from narrative writing? How do thesis statements add a new level of depth to our writing?

Resources:

Week 1 ereadingworksheets.com- all weeks

Week 2 Teacher created quiz- all weeks WriteSource Level 8 Mug Shots- all weeks VDOE Lesson Plan Writing Process Week 3 SOL Coach lesson on Plot and Conflict

Week 4 Powerful Practice worksheets ReadWriteThink-multiple weeks Scholastic.com Week 5 Scope Magazine- various issues throughout Web English Teacher Week 6 ereading.com various poetry books Week 7 ereading.com various poetry books and poems Week 8 Revision checklist

Week 9 BENCHMARK WEEK

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Technology: (be specific- list actual website)

Week 1 1. www.sandi.net/.../filedownload.ashx?...Literature%20Genres%20PPT.ppt

o Cached

Week 2 www.flocabulary.com – all weeks 1. prezi.com/y8pm0vvwyza9/plot-structure/

o Cached o Similar

Week 3 https://prezi.com/jubwqrun7dom/conflict/

Week 4 https://prezi.com/peolkqu8y84d/point-of-view/ https://prezi.com/v89uecnhkycq/verbs-action-helping-linking/

Week 5 https://prezi.com/c7kkzijg2-fa/characters-round-and-flat-static-vs-dynamic/

Week 6 poets.org englishlinx.com Week 7 http://writingfix.com poets.org Week 8 http://williamsenglish7.wiki.lovett.org/file/view/MS+Writing+Handbook+(2013).pdf

Week 9 BENCHMARK WEEK

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Assessment Activity: Performance Task for Project Based Learning Component

The Student Learning Experience: W= Where are we going? Why are we going there? H = How will we be evaluated along the way? How will you hook and hold my attention, interest, and emotional connectivity? E = How will you equip me to succeed through experience-based learning and coaching activities? R = How will you help me to revisit, revise, rethink, and refine my understanding? E = How will you get me to self-evaluate and self-express at key juncture points in the unit? T = How will you tailor what you are doing to accommodate my readiness levels, interests, and learning profile? O = How will you organize my learning so that I move from initial experience toward growing levels of conceptual understanding and independent application?

Reading Project Goal TSW teach classmates about four assigned literary terms and/or poetic devices to show mastery of the concepts. Students will be able to identify the definitions, provide and analyze examples from texts read in class, and develop a creative way to demonstrate their understanding. Role The students will become the teachers when they present their final videos. Audience Peers and administrators; some final products will be displayed while others may be sent to the school librarian to be published on the school website. Situation The students will work in groups. Each group will be assigned four literary terms and/or poetic devices. Students must find a creative way to display each term, each corresponding definition, and their analysis of authentic examples from texts read in class. The intent of the project is to accurately and effectively teach the audience the entire group’s terms in a unique and entertaining fashion. After finding a way to display each term, the students will use Windows Movie Maker, Photo Story, or a video to record and present their lessons. The lessons will be shown on the Promethean Board; after viewing the presentations, groups may add additional comments they want their peers to know.

Project Specifics:  All group members are required to actively and equally participate in every step of the project.  It is important that each member stay on task during class time to stick to the project schedule.  Students will be graded on participation and cooperation in addition to the grading of the final product.  Responsibilities of each individual group member o Each group member will be responsible for a different term within the group. o Each individual member will be responsible for creating group skits that accurately provide at least two examples and analyses of the term. o Group members will proofread each group member’s work to ensure each term, definition, examples, and analyses are accurate and that there are no mechanical or grammatical errors and will assist with and participate in each skit. Product The final product will be a compilation of videos (skits) teaching each of the groups terms. The end result will be presented on the Promethean Board during class. Standard/Criteria Literary Terms and Poetic Devices Project for success

Teacher Name:

Student Name: ______

CATEGORY 4 3 2 1 Teamwork Students meet Students meet A couple of team Meetings are not and discuss and discuss meetings are held AND/OR regularly. All regularly. Most held. Most some team students students students members do not contribute to the contribute to the contribute to the contribute a fair discussion and all discussion and discussion and share of the work. are listened to are listened to are listened to respectfully. All respectfully. All respectfully. All team members team members team members contribute a fair contribute a fair contribute a fair share of the work. share of the share of the work. work.

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Concept Team has a clear Team has a Team has Team has spent picture of what fairly clear brainstormed little effort on they are trying to picture of what their concept, but brainstorming and achieve. Each they are trying to no clear focus refining a concept. member can achieve. Each has emerged for Team members describe what they member can the team. Team are unclear on the are trying to do describe what members may goals and how and generally how they are trying to describe the their contributions his/her work will do overall but goals/final will help them contribute to the has trouble product reach the goal. final product. describing how differently. his/her work will contribute to the final product. Storyboard Storyboard is Storyboard is Storyboard has Storyboard is not complete with relatively glaring omissions done or is so sketches for each complete with in scene incomplete that it scene, detailed sketches for planning. There could not be used notes on titles, most scenes, are some even as a general transitions, special and notes on sketches, and guide. Storyboard effects, sound, titles, transitions, notes on titles, reflects very little etc. Storyboard etc. Storyboard transitions, etc. planning of the reflects reflects effective Storyboard visuals. outstanding planning and reflects attempts planning and organization for at planning and organization for the visuals in the organization for the visuals in the video. the visuals in the video. video. Script Script is complete Script is mostly Script has a few There is no script. and it is clear what complete. It is major flaws. It is Actors are each actor will say clear what each not always clear expected to invent and do. Entries actor will say what the actors what they say and and exits are and do. Script is are to say and do as they go scripted as are shows planning. do. Script shows along. important an attempt at movements. Script planning, but is quite seems professional. incomplete. Terms Students have Students have Students have Students have Defined correct definitions correct correct correct definitions for all four terms. definitions for definitions for two for one of the three of the of the terms. terms OR students terms. have no definitions or no correct definitions. Examples of Students have two Students do not Terms examples from have two texts read in class examples from for each term. texts read in class for each term.

Analysis of The analysis of The analysis of Examples each example each example connects to the does not connect term and how it to the term and helps our how it helps our comprehension of comprehension of the text. the text. Video Video effectively Video mostly Video somewhat Video does not teaches the terms teaches the teaches the effectively teach and devices. terms but may terms, but there the terms and be lacking in a are major devices. couple of areas. problems in the presentation.

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Writing Project

Goal The students will demonstrate their understanding of the author’s use of conventional elements and characteristics in poetry through a poetry multimedia project. Role The students will be poets, producers, and editors as they write, produce, and publish their “Where I’m From” poems. Audience Peers, teachers, administrators, parents

Situation The students will work independently to reflect on important components of their lives that have shaped them into the people they are today. Tier 3 and some Tier 2 students will use the sample poem scaffold to write their Where I’m From poems.

Where I’m From by George Ella Lyon

I am from clothespins, from Clorox and carbon-tetrachloride. I am from the dirt under the back porch. (Black, glistening, it tasted like beets.) I am from the forsythia bush the Dutch elm whose long-gone limbs I remember as if they were my own.

I’m from fudge and eyeglasses, from Imogene and Alafair. I’m from the know-it-alls and the pass-it-ons, from Perk up! And Pipe down! I’m from He restoreth my soul with a cottonball lamb and ten verses I can say myself.

I’m from Artemus and Billie’s Branch, fried corn and strong coffee. From the finger my grandfather lost to the auger, the eye my father shut to keep his sight.

Under my bed was a dress box spilling old pictures, a sift of lost faces to drift beneath my dreams. I am from those moments— snapped before I budded – leaf-fall from the family tree.

“Where I’m From” Template/Draft

First Stanza:

I am from (specific ordinary item) ______

from (product name)______and (another product name)

______

I am from the (home description) ______

Adjective that describes the above home description ______, ______

It (tasted, sounded, looked , felt –choose one)______

I am from the (plant, flower, or natural item) ______,

the (plant, flower, or natural item)______

(Description of natural item)______

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I’m from the (family tradition) ______and (family trait) ______

from (name of family member) ______and (name of family member)

______

and (another name) ______

I’m from the (description of family tendency) ______and (Another

family tendency) ______

Second Stanza:

From (something you were told as a child) ______

______and (another thing you were told as a child) ______

______

I’m from (representation of religious or spiritual beliefs or lack of it) ______

______

(further description of spiritual beliefs)______

I’m from (place of birth and family ancestry) ______,

(Two food items that represent your ancestry) ______and ______.

From the (specific family story with a detail about a specific person) ______

______

the (another detail of another family member)______.

(Location of family pictures…You pick the preposition)

______

I am from (general statement with DETAILS about who you are or where you are from)

______

After writing their poems, the students will put their poems into PowerPoint, using the internet and personal photos to capture their message and images. The students will save the PowerPoint as individual images and insert those files into Windows Movie Maker or iMovie. The students will edit the movie so they narrate the poem as it plays. The presentations will be displayed on the Promethean board. After playing each poem, the teacher will allow students to explain to the class the significance of the choices they made and the images they chose.

Product The end product will be a reflective poem that mimics the style of George Ella Lyon. The final product will be a movie that displays the poems, significant images and pictures, and also includes the students’ recorded narrations. Standard/Criteria for success Where I’m From Project

CATEGORY 4 3 2 1 Voice – Voice quality is clear Voice quality is clear Voice quality is clear Voice quality and consistently and consistently and consistently needs more Consistency audible throughout audible throughout the audible through some attention. the presentation. majority (85-95%) of (70-84%)of the the presentation. presentation. Voice – The pace (rhythm Occasionally speaks Tries to use pacing No attempt to and voice too fast or too slowly (rhythm and voice match the pace of Pacing punctuation) fits the for the poem punctuation), but it is the poem to the style of the poem narration. The pacing often noticeable that punctuation and and the narration. (rhythm and voice the pacing does not fit rhythm of the

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punctuation) is the poem. Audience is poem. relatively engaging for not consistently the audience. engaged. Images Images create a Images create an An attempt was made Little or no distinct atmosphere atmosphere or tone to use images to attempt to use or tone that matches that matches some create an images to create different parts of the parts of the story. The atmosphere/tone but it an appropriate poem. The images images may needed more work. atmosphere/tone. may communicate communicate Image choice is symbolism and/or symbolism and/or logical. metaphors. metaphors. Grammar Grammar and usage Grammar and usage Grammar and usage Repeated errors were correct (for the were typically correct were typically correct in grammar and dialect chosen) and (for the dialect but errors detracted usage distracted contributed to clarity, chosen) and errors did from story. greatly from the style and character not detract from the story. development. story. Poem Follows the format Follows the format of Follows the format of Follows the of the “Where I’m the “Where I’m From” the “Where I’m From” format of the Format From” poem poem template with at poem template with at “Where I’m From” template perfectly least 90% accuracy. least 80% accuracy. poem template with 70% accuracy or less.

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