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MICHELANGELO JUNIOR HIGH SCHOOL 144“Where Children Begin Their Quest For Excellence”

2545 Gunther Avenue, Bronx, New York 10469Phone: (718) 379-7400/Fax: (718) 320-7135

JEREMY KABINOFF ELLEN BARRETT-KELLYPrincipal THEODORE RIVERA

KERRI ROBERTSONAssistant Principals

Grade 8 ELA Curriculum

2012-2013

MICHELANGELO JUNIOR HIGH SCHOOL 144“Where Children Begin Their Quest For Excellence”

2545 Gunther Avenue, Bronx, New York 10469Phone: (718) 379-7400/Fax: (718) 320-7135

JEREMY KABINOFF ELLEN BARRETT-KELLYPrincipal THEODORE RIVERA

KERRI ROBERTSONAssistant Principals

Unit TimelineUnit 1 – September 19th – October 26th

Unit 2 – October 29th – December 7th

Unit 3 – December 11th – January 4th

Unit 4 – January 7th – February 15th

Unit 5 – February 25th - April 22nd

Unit 6 – April 23rd – May 17th

Unit 7 – May 20th – June 26th

Key Dates:ELA Exam – 4/16 – 4/18/2013

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Unit: Planning & Maintaining an Independent Reading Life (ongoing, 40 Weeks)

Stage 1: Desired ResultsNYS Common Core Learning Standards1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.Craft and Structure4. 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.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.6. Assess how point of view or purpose shapes the content and style of a text.Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*8. 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.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.Responding to Literature11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

NYS: English As a Second Language, NYS: Grades 5-8 , Literary Response, Enjoyment, and ExpressionESL

Standard 2: Students will listen, speak, read, and write in English for literary response, enjoyment, and expression.

1. Read, listen to, view, write about, and discuss texts and performances from a wide range of authors, subjects, and genres.

3. Identify and explain the distinguishing features of the major genres, and use those features to aid comprehension, interpretation, and discussion of literature. (L, S, R, W)

4. Locate and identify selected literary elements and techniques in texts and relate those elements to those in other works and to students' own experiences.

11. Apply self-monitoring and self-correcting strategies while reading, viewing, discussing, listening to, or producing literary texts and essays.

12. Apply learning strategies to comprehend and make inferences about literature and produce literary responses.

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Enduring Understanding

Reading is a way to explore personal interests, answer important questions, satisfy one's need for information, entertain and be entertained, and build understanding of the many dimensions of human experience.

Successful readers comprehend texts by reading fluently, strategically, accurately and critically.

Essential Questions

How can reading shape my world and point of view?

Content

• Choosing books• Planning for independent reading• Using post-its or notes to expand thinking about texts• Talking with a partner to expand thinking about texts• Keeping reading records to set goals and make plans• Reading with stamina and engagement• Reading with fluency and comprehension

Reading Strategies of: Making connections, Visualizing, Synthesizing, Determining Importance

Reciprocal Reading Strategies of: Questioning, Predicting, Summarizing, and Thinking Aloud Metacognition

Skills

Students should be able to:• Make appropriate plans and book choices for independent reading• Choose books from a variety of genres (fiction and nonfiction)• Use post-its (notes) to record and expand thinking as they read• Talk with a partner about texts with a shared focus (genre, series, author, topic, etc.)• Record their independent reading to keep track of volume, speed and variety• Use reading records to plan and set reading goals (new genre, greater volume, increasing speed, etc.)• Envision as they read, revising mental images as the text progresses• Empathize with characters by identifying what the character is thinking or feeling• Make predictions and inferences based on what they have read• Read with fluency and intonation that reflects the meaning of the text• Recognize manageable structures and patterns within and across texts• Recognize when their reading isn't making meaning• Use strategies (rereading, adjusting rate, maintaining focus) to maintain comprehension throughout the text• Retell, summarize and synthesize texts

**Daily opportunities for read aloud, shared reading, guided reading and independent reading

Stage 2: Assessment EvidenceAssessmentReading Response Log

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Formative: Other written assessmentsStudents will create and maintain a Reader's response log

Formative: Student PortfolioStudents will complete independent reading projects.

ESL Classroom TasksOther written assessments

Beginning ESL Students

Class draws up a list of titles of stories and poems previously read. Then they generate a list of various genres of fiction in English (e.g., poetry, myths, science fiction, plays) with basic definitions and attach appropriate labels to the list of materials read. Class creates a chart of the titles, genres, and their definitions/descriptions, and posts it in the classroom. As a whole class, students maintain a chart of examples of various literary elements from texts along with titles that they read or hear throughout the year. Performance indicators: 1, 3, 4, 12

Intermediate ESL Students

Teacher provides definitions and some examples of literary elements (e.g., metaphor, foreshadowing, dialect, rhyme, meter, irony). As a whole class, students read a fictional piece (e.g., The Little Prince, The Pearl) and identify examples of literary elements. Students complete a web map for each of these elements, using examples from the text. Performance indicators: 1, 3, 4, 12

Advanced ESL Students

Students individually choose a work of fiction and identify examples of literary elements on an individual chart or in their reading logs. They compare the use of these elements in their individual reading to the use of the elements in the text read by the whole class during class discussions or in reading circles. Performance indicators: 1, 3, 4, 11, 12

Stage 3: Learning PlanLearning Activities

Modifications for ELLs and SWDs:

* Think-Pair-Share - The purpose of this strategy is to provide students with a multi-mode discussion cycle that gives them time to think, share thoughts with a partner and then, share those thoughts with the class. In this strategy, students read independently or with a partner, and respond to a prompt based on their reading then share with the rest of the class.

*Summary with Illustrations - This strategy enables students to summarize the steps in a lesson, experience, or event by linking visuals with text. It provides the opportunity for students to put information in sequential order and express themselves visually and through written word.

*About-Point - This strategy is a tool to enhance

Resources

Websites:

www.Readwritethink.org (ELA Lesson Plans)www.eduplace.com (Graphic Organizers)www.teachersdomain.org (Multimedia Resources)www.teachertube.com (Multimedia Resources)www.zooburst.com (Digital Storybook Website)www.teachers.net (Lesson Plans)www.scholastic.com

ELL-Specific Websites

www.EverythingESL.comwww.ReadingRockets.org (Resources/ELL Video)www.ColorinColorado.org (ELL topics from A-Z)www.4Teachers.org (ELL Page)

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comprehension for silent reading. It teaches students to identify what the content information is "about" and the "point" of the subject matter. Students stop at logical points while reading text and respond to the statement: "This statement is about... and the point is...”

*Previewing Text - The purpose of previewing text is to teach students to generate questions and set purposes that will lead to more-proficient processing of information. It enables them to develop a sense of what a text or chapter selection is about before actually reading it. Students learn to monitor their comprehension and gain more independence in a reading situation. This will help students become more involved and active during the reading process.

*Coding Text - Coding text is a form of annotation that allows students to monitor their comprehension while reading.

*Mapping - Semantic mapping serves as a means to give students a spatial and visual venue in which to organize ideas, show relationships, and retain important information. Mapping can be used before, during and after reading.

*Reciprocal Teaching - Reciprocal teaching is a cooperative strategy in which students learn to take on the role of "teacher". Students question, clarify challenges, summarize, and predict to monitor and improve their own comprehension.

*ReQuest Procedure - This procedure provides an opportunity for teachers to model exemplary prereading questioning behavior and encourages students to set their own purposes for reading.

*Think Aloud - This strategy teaches students to monitor their own thinking and understanding by following along as the teacher models strategic thinking through difficult text. It teaches the student to actively choose alternative strategies when something does not make sense.

*Guided Imagery - The purpose of this strategy is to teach students to create mental images that will produce association between new concepts or facts being learned and student’s prior knowledge.

*Create process & reference charts for student use. Post in room for easy referral by teacher and student.

Scaffolding Tools

Visual Directions Vocabulary Bookmarks Picture Timelines Grammar-in-Context Journals

Guided Reading Library in Rooms 226, 136 & 138

NY Ready workbooksBuckle Down workbooksEssential Skills for Reading Success (RALLY) BookStrategies to Achieve Reading Success (STARS)Write Time for Kids Kit (Grade 6)Time Exploring Nonfiction (Grade 7/8)Language of Literature TextbookPrentice Hall Literature Textbook (Common Core Edition) – Grade 8

Teacher Resources available in Room 226 or 144:Notebook Connections: Strategies for the Reader’s Notebook by Aimee BucknerNotebook Know-How: Strategies for the Writer’s Notebook by Aimee Buckner100 Trait Specific Comments: Middle School by Ruth CulhamTraits of Writing by Ruth CulhamWhat a Writer Needs by Ralph FletcherTeaching Writing: Balancing Process and Product by Gail E. Tompkins7 Keys to Comprehension by Susan ZimmermanReciprocal Teaching at Work by Lori OzkusCraft Lessons by Ralph FletcherNonfiction Craft Lessons by Joann Portalupi & Ralph FletcherRTI: The Classroom Connection for Literacy by Karen A. Kemp & Mary Ann EatonStrategies That Work by Stephanie Harvey & Anne GoudvisIn the Middle by Nancie AtwellI Read It but I Don’t Get It by Chris TovaniYellow Brick Roads by Janet AllenLiterature Circles by Harvey Daniels

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Unit: Unit 1:Coming of Age (6 Weeks)

Stage 1: Desired ResultsNYCCSS: English Language Arts 6-12, NYS: 8th Grade

8.RL.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

8.RL.2: Determine a theme or central idea of a text and analyze its development over the course of the text an, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

8.RL.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.

8.RL.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.

8.W.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 8.W.2.b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. 8.W.2.d: Use precise language and domain specific vocabulary to inform about or explain the topic.

8.W.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.

8.W.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

8.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

8.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

8.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

8.L.3: Use knowledge of language and its conventions when writing speaking, reading, or listening.

NYS: English As a Second Language, NYS: Grades 5-8 , Critical Analysis and EvaluationESL

Standard 3: Students will listen, speak, read, and write in English for critical analysis and evaluation.

1. Develop and present clear interpretations, analyses, and evaluations of issues, ideas, texts, and experiences, supporting positions with well-developed arguments.

2. Assess, compare, and evaluate the quality of spoken or written texts and visual presentations, using different criteria related to the organization, subject area, and purpose of text.

3. Recognize and communicate personal and multiple points of view within and among groups, in 8

discussing, interpreting, and evaluating information in texts and presentations. (L, S, R, W) 4. Evaluate students' own and others' work, individually and collaboratively, on the basis of a

variety of criteria. 6. Speak and write, using the conventions and features of American English, to effectively

influence an audience (e.g., to persuade, negotiate, argue). 7. Engage in collaborative activities through a variety of groupings to discuss, share, reflect on,

develop, and express opinions and evaluations about a variety of experiences, ideas, and information.

8. Apply self-monitoring and self-correcting strategies, using established criteria for effective oral and written presentation, to adjust presentation and language production to effectively express opinions and evaluations.

9. Apply learning strategies to examine and interpret a variety of materials.

Enduring Understanding Essential Questionso What does “coming of age” mean?o How is “coming of age” a global experience?o How have your experiences, from childhood to

the present, helped you to identify (know) who you are?

o How does reading about other people’s experiences help us to gain insight about ourselves?

o What are “rites of passage”? (Match to Shakespeare’s “The seven ages of man.”)

o How does the environment (physical and social) affect how much control we have over our lives?

o How does society shape our transition from adolescence to adulthood?

o What obstacles in life prevent people from growing up/maturing at the same rate?

Content & SkillsReading Comprehension Skills

Make Inferences/drawing conclusions Preview and establish a purpose for reading Predict author’s purpose/point of view State main idea and details Identify literary elements and devices Recall facts and details Analyze language and vocabulary/context

clues Recognize text features and organizational

patterns Compare and contrast Summarize Identify missing, conflicting, unclear and

irrelevant information Identify text structure Text annotation

Writing

Organize ideas

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Meaning Development Fluency Language

Grammar and Mechanics

Subject-verb agreement Paragraph and sentence structure Punctuation Capitalization Spelling

Stage 2: Assessment EvidenceAssessment

Task 1: Compare Shakespeare’s “The Seven Ages of Man” to today’s seven stages of growth. (Timeline) How did Shakespeare break down the seven ages of man in the 1600’s? Do they correspond/apply to the timeline used today? Use evidence from the text to support your answer.

Task 2: Select a piece from this unit and analyze a character you find interesting. Tell why you found this character interesting, and identify his/her role or function (dynamic/central character, antagonist, and so on). Cite a specific event(s) and dialogue to support your analysis

Task 3: Choose two (2) characters from different texts in this unit who share at least one key trait. Identify the trait and show how each character portrayed the trait. Compare and contrast these two characters and their effects on the action of the texts.

Task 4: Using the novel, The Pigman by Paul Zindel, create a timeline of the stages of growing up. Place each of the main characters (at least two) on the timeline and provide two examples (actions or dialogue) that indicate why they are placed where they are on the timeline.

Modifications: one character and one example/More than two characters.

Task 5: Informational TaskChoose two of the informational texts discussed in class. Explain the author’s main idea(s), citing examples from the text to support your response.

1A: What personal connection(s) can you make with the author’s ideas expressed in the text? Include an example of your personal connection: be specific and give specific details. 1B: Compare/contrast your experiences with the experience(s) discussed in any of the two informational texts discussed in class.

Task 6: Michelangelo famously stated, “I am still learning.” What did he mean by this? How can we apply and synthesize this theme to literature and/or informational texts, and to our own lives?

Analyze the quote’s meaning in the context of our “Coming of Age” unit. Apply this quote to any 2 texts from this unit. Connect this idea to your own experiences and/or observations.

Be sure to include: Specific details and textual evidence to support your ideas.

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An introduction that orients the reader and previews what is to come. A conclusion that both summarizes your points and meaningfully reflects upon them. Use domain-specific and grade-appropriate language.

ESL Classroom TasksFormative: Other written assessments


Teacher presents background information on a school-based controversial issue (e.g., installing metal detectors, requiring uniforms, holding locker searches, selling soda) through pictures, video clips, timelines, and graphs/charts. Questions and answers follow. The teacher elicits pros and cons for a T-chart. In a mock referendum, students take a side for or against the issue, presenting one reason for their position. Performance indicators: 3, 7, 9


Teacher presents background information on an issue as in the Beginning task, adding magazine and newspaper excerpts and materials from the Internet. Teacher guides students through these adapted resource materials. In small groups, students simplify one side of the argument, and produce a pamphlet arguing one side, in preparation for a mock referendum. Then they hold the mock referendum with ballot. Performance indicators: 1, 2, 3, 4, 6, 7, 8, 9


Teacher presents background information on a school-based controversial issue through a variety of authentic resources. In two groups (pro and con), students outline aspects of issue for research, and each member researches one aspect of issue. Teams collaborate to develop and present a speech. Speeches are followed by a structured debate between the two groups, reviewed by class members, and rated for persuasiveness. Performance indicators: 1, 2, 3, 4, 6, 7, 8, 9

Other written assessmentsUnit 1 Mastery/Proficiency Packet


Adaptations for Special Education Students and ELL's:

*QAR: Questions-Answer Relationships - This strategy teaches students that there are two broad sources of information for answering questions: the text and their own background knowledge.

*Opinion-Proof - The purpose this strategy is to provide a framework for students to develop and organize opinions and transform these opinions into persuasive speaking and writing. Opinion-Proof also

ResourcesShort texts

“Charles” by Shirley Jackson “Raymond’s Run” by Toni Cade Bambara “Thank You, Ma’am” by Langston Hughes “Block Party” by Jewel Parker Rhodes

Poetry “All the World’s a stage” by William

Shakespeare “On Turning Ten” by Billy Collins “Barbie Doll” by Marge Piercy “100 Years” by Five for Fighting

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requires students to use higher order literacy skills including evaluation, verification, and persuasion.

*Peer Tutoring - This strategy allows one student who has mastered a skill to teach that skill to another student who has not mastered it.

*Jigsaw Classrooms - This strategy gives students the responsibility for purpose setting, generation of questions, and monitoring comprehension.


Informational texts “Why Weren’t You His Friends?” by Bob Green “Growing up digital: Wired for distraction” by

Matt Richtel “Coming of Age in Post 9/11 New York” by

Brandee Sanders “Kids Today Are Growing Up Way Too Fast” by

Kay Hymowitz “Coming of Age When Your Turn Comes” by

Tony Hileman

Extended texts The Pigman by Paul Zindel The Outsiders/That Was Ten, This is Now by S.

E. Hinton The Secret Life of Bees by Sue Monk Kidd

Films Stand by Me The Secret life of Bees Dead Poets’ Society My Girl

Websites:




Scaffolding Tools



NY Ready workbooksBuckle Down workbooksEssential Skills for Reading Success (RALLY) BookStrategies to Achieve Reading Success (STARS)Write Time for Kids Kit (Grade 6)

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Time Exploring Nonfiction (Grade 7/8)Language of Literature TextbookPrentice Hall Literature Textbook (Common Core Edition) – Grade 8

Teacher Resources available in 226 or 144:Notebook Connections: Strategies for the Reader’s Notebook by Aimee Buckner

Notebook Know-How: Strategies for the Writer’s Notebook by Aimee Buckner

100 Trait Specific Comments: Middle School by Ruth Culham

Traits of Writing by Ruth Culham

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Unit: Unit 2:Urban Settings in America: “It Happened in the City” (6 Weeks)

Stage 1: Desired ResultsNYCCSS: English Language Arts 6-12, NYS: 8th Grade , Writing

RL.8.1:Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

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.

RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text

W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

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, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

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.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

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

L.8.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function

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in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

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.

NYS: English As a Second Language, NYS: Grades 5-8 , Critical Analysis and EvaluationESL

Standard 3: Students will listen, speak, read, and write in English for critical analysis and evaluation.

1. Develop and present clear interpretations, analyses, and evaluations of issues, ideas, texts, and experiences, supporting positions with well-developed arguments.

2. Assess, compare, and evaluate the quality of spoken or written texts and visual presentations, using different criteria related to the organization, subject area, and purpose of text.

3. Recognize and communicate personal and multiple points of view within and among groups, in discussing, interpreting, and evaluating information in texts and presentations. (L, S, R, W)

4. Evaluate students' own and others' work, individually and collaboratively, on the basis of a variety of criteria.

6. Speak and write, using the conventions and features of American English, to effectively influence an audience (e.g., to persuade, negotiate, argue).

7. Engage in collaborative activities through a variety of groupings to discuss, share, reflect on, develop, and express opinions and evaluations about a variety of experiences, ideas, and information.

8. Apply self-monitoring and self-correcting strategies, using established criteria for effective oral and written presentation, to adjust presentation and language production to effectively express opinions and evaluations.

9. Apply learning strategies to examine and interpret a variety of materials.


Urban living impacts opportunities.

Essential Questions

What does the urban setting contribute to these stories?

How does our environment influence who or what one becomes?

Content & Skills Analyze strong examples of explicit textual

evidence and inferences (identify and explain how textual evidence supports what the author states directly and what he/she implies).

Model how to identify strong textual evidence of explicit and inferred meanings (determine the quality of the evidence used to support what the text says).

Identify and explain several types of figurative language in a text.

Identify and explain the connotative meanings of certain words in a text.

Analyze the impact of specific word choices, such as analogies and allusions, on overall

Key Terms/Vocabulary:connotationexplicit textual evidenceimplicit textual evidenceliteral versus figurative languagesettingtheme

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meaning and tone. Analyze strong examples of explicit textual

evidence and inferences. Model how to identify strong textual evidence

of explicit and inferred meanings. Model and explain the elements of a narrative

structure: setting, point of view, narrator, and characters, sequence of events, pacing, and resolutions.

Model and explain the elements of narrative writing: transitions, precise language, dialogue, and sensory details.

conclude a story by reflecting on the experiences or events that were shared.

Model clarity and cohesion of writing for a specific task, purpose, and audience. Teach students a variety of techniques for development, organization, and style

Establish participants' roles and responsibilities as they apply to various discussion groups.

Provide opportunities for students to prepare for and participate in discussion groups.

Model various strategies to determine the intended meanings of words, including context clues, syntax, Greek or Latin word parts, reference materials, and inferencing words .

Prefixes: anti-, com-, con-, dis-, inter-, intr-, non-, pro-, super-, trans- Suffixes: -en, -ess, -ish, -ism, -ize, -let, -ness, -ous, -ship, -tud

Provide examples and encourage students to use academic and domain-specific words and phrases.

Teach strategies and introduce resources to help students build grade-level vocabulary.


Task 1: Literary Graphic OrganizerAs you read one of the novels and/or short stories from this unit, take notes in your journal about the story characters, setting, plot, and theme. As you take notes about these categories, think about how the setting affects the story. Be sure to note page numbers with relevant information that is explicitly stated or implied, so you can cite the text during class discussion.

Task 2: Class DiscussionCompare and contrast settings, characters, plots, and themes of the various novels read. Can you make any generalizations about the effect the urban setting has on these stories? What are they? Create a Venn Diagram in your journal that outlines the similarities and differences among the settings, characters, plots and/or themes.

Task 3: Narrative WritingWhile reading the short stories in this unit, explore your own style of writing. Compare and contrast the following aspect of the stories: which author orients the reader to a story in a manner that is similar to

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your own? What sensory details do authors use that you like to use too? How does the author incorporate setting as an integral part of the story? Also, what new vocabulary words can you incorporate into your story? How will your story end? Write your own short story about a real or imagined experience that effectively explores the effect of an urban setting on characters and plot. (You may conduct brief research on a city of choice and incorporate facts about that city into your story, if you wish).

Other written assessments

Unit 2 Mastery/Proficiency PacketStage 3: Learning Plan

Learning Activities

Adaptations for Special Education Students and ELL's:

*QAR: Questions-Answer Relationships - This strategy teaches students that there are two broad sources of information for answering questions: the text and their own background knowledge.

*Opinion-Proof - The purpose this strategy is to provide a framework for students to develop and organize opinions and transform these opinions into persuasive speaking and writing. Opinion-Proof also requires students to use higher order literacy skills including evaluation, verification, and persuasion.




Resources

Stories:The Great Fire (Jim Murphy)All of the Above (Shelley Pearsall)A Long Way from Chicago: A Novel in Stories (Richard Peck)

Nonfiction Texts:The Building of Manhattan (Donald Mackay)Skyscraper (Lynn Curlee)The New York Subways (Great Building Feats Series) (Lesley DuTemple)September 11, 2001:Attack on New York City – Interviews and Accounts (Wilborn Hampton)America’s Top 10 Cities (Jenny E. Tesar)

Short Stories:Nine Stories (J.D. Salinger)The Umbrella Man and Other Stories (Roald Dahl)America Street: A Multicultural Anthology of Stories

Poetry:“Chicago” (Carl Sandberg)Stone Bench in an Empty Park (Paul Janeczko)Technically, It’s Not My Fault (John Grandits)

Picture Books (as an intro to the unit)City by Numbers (Stephen T. Johnson)Bag in the Wind (Ted Kooser)

Websites:

www.Readwritethink.org (ELA Lesson Plans)www.eduplace.com (Graphic Organizers)www.teachersdomain.org (Multimedia Resources)www.teachertube.com (Multimedia Resources)www.zooburst.com (Digital Storybook Website)www.teachers.net (Lesson Plans)

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www.scholastic.com



Scaffolding Tools








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Addendum to Grade 8 - Unit 2:

Content & Skills

BASED ON MASTERY RESULT DATA, WE WILL FOCUS ON THE FOLLOWING IN UNIT 2:

Compare/contrast structure Literary devices (concentration on setting)

BASED ON OUR FINDINGS AFTER REVIEWING STUDENT WORK DURING TEACHER TEAM INQUIRY MEETINGS, WE WILL FOCUS ON THE FOLLOWING IN UNIT 2:

Write a conclusion by reflecting on the experiences or events that were shared. We will focus in more depth on this skill. We found that students were struggling to form summative and reflective conclusions that also contained a connection. Our lessons specifically targeting this area will include:

Summarizing Rewording Connections (text to self, text to text, etc.) Thematic statements to give a sense of closure

Assessment:

Task 4: Argument Writing Group Project*Differentiation based on multiple learning styles (multiple intelligences)Groups will use a variety of print and non-print resources (ELL Modification) to develop an argument FOR or AGAINST raising children in an urban city. Task includes, but is not limited to, selecting relevant evidence, building a well supported argument, and presenting their arguments in a manner consistent with their learning style strength. For example, visual/special learners may create billboard-style advertisements or posters; kinesthetic/musical learners may perform a short skit or song, or conduct a debate; linguistic learners may write speeches or more traditional arguments.*Regents/honors level modification: Rather than use teacher-provided materials from which to gather evidence, students will be responsible for conducting their own research. Each group must use a minimum of 5 valid, relevant sources from which evidence will be cited. A minimum of 2 valid, relevant sources must be used in recognition of the counter-argument.

Formative: Other written assessments- Mastery Test Unit 2

Beginning ESL StudentsStudents will create visual presentations depicting and detailing aspects of urban life, drawn from the setting of one of the unit’s literary texts and/or drawing from their own experiences. A minimum of 5 aspects of the urban setting should be labeled in English, and include a brief definition. Preparation of this task will involve collaboration with peers to analyze texts and discuss task requirements. Intermediate ESL StudentsStudents will create visual presentations comparing and contrasting the urban settings of two literary texts or the setting of one literary text to their own urban community. Similarities and differences should be labeled in English and be accompanied by a graphic organizer, such as a Venn Diagram. Students will verbalize the similarities and differences between the urban settings. Preparation of this task will involve collaboration with peers to analyze texts and discuss task requirements. Advanced ESL StudentsStudents will compare and contrast the urban setting in one literary task or their own urban community to a rural setting, real or imagined. Similarities and differences should be labeled in English and be accompanied

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by a graphic organizer, such as a Venn Diagram. Students will verbalize the similarities and differences between the urban and rural settings, and present findings to a partner or small group. Preparation of this task will involve collaboration with peers to analyze texts and discuss task requirements.

Learning Standards for ESL addressed through these modified tasks for this unit include:

STANDARD 1: Students will listen, speak, read, and write in English for information and understanding.1.Identify and use reading and listening strategies to make text comprehensible and meaningful. Such strategies include skimming; scanning; previewing; reviewing; discussing; listening selectively; listening for a specific purpose; listening for main ideas and details; note taking; using structural and context clues, cognates, format, sequence, and an understanding of letter-sound relationships to decode difficult words. (L, R)2. Read, gather, view, listen to, organize, discuss, interpret, and analyze information related to academic content areas from various sources. Such sources include nonfiction books for young adults, reference books, magazines, textbooks, the Internet, databases, audio and media presentations, oral interviews, charts, graphs, maps, and diagrams. (L, S, R, W) 3. Select information appropriate to the purpose of the investigation, relate ideas from one written or spoken source to another, and exclude nonessential information. (L, S, R, W)4. Compare, contrast, categorize, and synthesize to gain a deeper understanding of information and objects. (L, S, R, W)7. Present information clearly in a variety of oral and written forms for different audiences and purposes related to all academic content areas. Such forms include paraphrases, summaries, stories, reports, essays, posters, charts, and other graphics. (S, W)9. Convey and organize information, using facts, details, illustrative examples, and a variety of patterns and structures. Such patterns and structures include chronological order, cause and effect, problem and solution, and general-to-specific presentation. (S, W)13. Engage in collaborative activities through a variety of student groupings to read, gather, share, discuss, interpret, organize, analyze, and present information. Such groupings include small groups, cooperative learning groups, process writing groups, cross-age groups, research groups, and interest groups. (L, S, R, W)14. Consult print and nonprint resources (e.g., audio/visual media, family) in the native language when needed.(L, S, R)

STANDARD 2: Students will listen, speak, read, and write in English for literary response, enjoyment, and expression.

1. Read, listen to, view, write about, and discuss texts and performances from a wide range of authors, subjects, and genres. Such sources include picture books, myths, fables, poems, stories, plays, novels, and other fiction and nonfiction texts in authentic and modified forms, including works of American popular culture. (L, S, R, W)9. Engage in collaborative activities through a variety of student groupings to create and respond to literature. Such groupings include small groups, cooperative learning groups, literature circles, and process writing groups. (L, S, R, W)10. Create, discuss, interpret, and respond to literary works, using appropriate and effective vocabulary, grammar, spelling, and punctuation in writing, and using appropriate vocabulary, grammar, and pronunciation in speaking. (L, S, R, W)12. Apply learning strategies to comprehend and make inferences about literature and produce literary responses. Such strategies include asking questions, using prior knowledge, graphic organizers, and context clues; planning; note taking; and exploring cognates and root words. (L, S, R, W)

STANDARD 3: Students will listen, speak, read, and write in English for critical analysis and evaluation.

7. Engage in collaborative activities through a variety of groupings to discuss, share, reflect on, develop, and express opinions and evaluations about a variety of experiences, ideas, and information. Such groupings include small groups, discussion groups, process writing groups, and cooperative learning groups. (L, S, R, W)9. Apply learning strategies to examine and interpret a variety of materials. Such strategies include using prior knowledge, graphic organizers, and context clues; planning; note taking; and exploring cognates and root words. (L, S, R, W)

STANDARD 4: Students will listen, speak, read, and write in English for classroom and social interaction.

8. Negotiate and manage interactions to accomplish social and classroom tasks. (L, S) 9. Use appropriate vocabulary, expressions, language, routines, and interaction styles for various audiences and formal and informal social or school situations, noticing how intention is realized through language. Such expressions and routines include asking permission, making and responding to requests, greeting, making promises, thanking, and apologizing. Such situations include chatting with friends, participating in group discussions, greeting a principal or other adult, making purchases. (L, S, R, W)10. Demonstrate appropriate classroom behaviors (e.g., participating in small group and whole class discussions, being courteous, respecting the person and property of others). (L, S, R, W)11. Discover alternative ways of saying things in social and classroom interactions. (L, S, R, W)12. Apply self-monitoring and self-correcting strategies in social and classroom interactions. Such strategies include asking questions, starting over, rephrasing, and exploring alternative pronunciations or wording. (L, S, R, W)

STANDARD 5: Students will demonstrate cross-cultural knowledge and understanding

2. Demonstrate an understanding of a broad range of U.S. cultural and political referents through institutions, functions, and processes at the local and national levels, and compare/contrast these with parallels in the students’ native community. Such cultural and political referents include holidays, symbols, traditions, customs, governance systems, and schooling. (L, S, R, W)3. Recognize and share cross-cultural experiences and ideas, and connect with those of others. (L, S, R, W) 4. Interpret and demonstrate knowledge of nonverbal and oral communication features, and understand the contexts in which they are used appropriately. Such means of nonverbal communication include gestures, body language, volume, stress, intonation, and pace. (L, S)

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6. Recognize and demonstrate an appreciation of some commonalities and distinctions across cultures and groups (differentiated by gender, ability, generations, etc.), including the students’ own. (L, S, R, W

Unit: Unit 3:Economics & the Environment (6 Weeks)

Stage 1: Desired ResultsNYCCSS: English Language Arts 6-12, NYS: 8th Grade, Writing

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.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Enduring Understanding Reading non-fiction texts promotes a

deeper understanding of global issues. Unpacking informational texts leads to a

greater understanding of a complex topic.

Essential Questions How can I use the features of

informational texts to deepen my understanding of environmental issues?

How does reading informational texts help me to understand the world?

ContentInformational Text Reading:• Elements of informational texts• Fact/ opinion• Relevant/ irrelevant details• Main Idea• Figurative language• Developing and refining questions• Identifying information within a resource• Selecting, paraphrasing, summarizing, citing and recording relevant information• Connecting ideas among several sources• Supporting thesis with evidence and Navigating Text Complexity: (headings, graphics, tables, charts, captions etc.)• Decoding strategies• Process for drawing conclusions from textInformational Text Writing:• Write informative essay to examine a topic and convey ideas, concepts, and information through the selection, organization and analysis of relevant content.

Skills• Determine the meaning of words and phrases as used in the text• Analyze and interpret idiomatic expressions• Gain a working knowledge of domain specific vocabulary in context• Read and decode complex informational text• Decipher relevant informational texts• Determine a central idea and analyze its development• Identify clues in the text that lead to inferring information• Describe connections between word choice and impact on meaning• Support conclusions with relevant words or phrases from the text• Cite textual evidence to support written responses• Develop a topic with relevant, well-chosen facts, definitions, concrete details, quotes, and examples

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• Organize information by using transitional words and phrases.• Draw evidence from literary or informational texts to supportanalysis, reflection and research.• Cite and quote information and data.• Variety of graphic organizers• Topic sentence• Supporting details• Concluding statements• Conventions of standard EnglishLanguage:• Domain specific and Tier 2vocabulary word roots• Subject-verb agreement• Irregular verbs• Modifiers: adverbs• Connotation/ denotation

VOCABULARY/KEY TERMSTier 2Deplete, sustainable, resources, issues, global, economics, relevant, environment, analyze, compensate, conciliatory, engender, erode, prosperity, province, reservoirs, urban, concentrations, conserved, demand, divergence, extracting, feasible, leach, negotiate, remotely, resemble, sprout, sustained, thrive, undisturbed, vents, endangered, enhancement, habitat, jeopardize, nurseries, recovery, sanctuaries, transplanted, virtual, vulnerable, bans, impose, momentum, opposition, placate, quotas, restrictionsDomain Specific VocabularyReefs, organism, global warming, lagoon, breed, economy, pollution, hydrothermal, mining, compound, revenue, ecology, recycle, coral, coast, evaporation, metal, policy-makers, desertification, water table, coral reefs

• Clarify the relationships among ideas and concepts using transitions• Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories• Revise for appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts• Edit for capitalization and spelling in writing• Edit for punctuation (comma, ellipsis, dash) to indicate a pause or break

Stage 2: Assessment EvidenceAssessmentTask 1: Summarizing InformationStudents will write a summary in which they demonstrate their understanding of a central idea and cite evidence that supports their analysis of the text “There’s Gold in That Ocean”.

Task 2: Writing PromptStudents will explain the figurative and literal meaning of the title “Having Their Fish and Eating It Too”.

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Task 3:Final Performance Task: This task asks students to write an informative/explanatory essay, demonstrating how economics and the environment relate to the depletion of our Earth’s resources. Students must be able to use evidence from at least two texts and analyze the cause and effect relationship between the economy and the environment. (See Performance Task section for student instructions).


Unit 3 Mastery/Proficiency Packet


**see the link below on the Common Core Library *

http://schools.nyc.gov/NR/rdonlyres/D96D3052-FEE3-4B72-B1C8-D45B4C8D26F1/0/NYCDOE_G8_LiteracyELA_EconandEnviro_Final.

Modifications for ELL and/or SPED students:

1) Create a biographical sketch - a brief account of a person's life and activities

2) Biography poster- create a poster to present the information learned about the subject of their project. Must include information about his/her life and accomplishments and a picture.

3) Collaborative Biographies - Students in groups or as a class divide the biography into sections or chapters.

*Using Illustrations to Interact with Text - This strategy enables students to summarize the steps in a lesson, experience or event. It provides the opportunity for them to access prior knowledge, ask questions regarding instructions or visuals contained in text and interact with information.

*Previewing Text - The purpose of previewing text is to teach students to generate questions and set purposes that will lead to more-proficient processing of information. It enables them to develop a sense of what a text or chapter

ResourcesTEXTS FOR TASK (SEE TEXT SUPPORTS SECTION FOR COPIES OF TEXTS LISTED BELOW):1. Stopping in the Desert2. There’s Gold in that Ocean3. Coral Reefs Need Care4. Having Their Fish and Eating It Too

Teacher Resources:

Tompkins, G. (2012). Teaching Writing: Balancing Process and Product. Boston: Allyn & Bacon

**Modifications and sample learning activities taken from above referenced text

Websites:



www.EverythingESL.comwww.ReadingRockets.org (Resources/ELL Video)

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selection is about before actually reading it. Students learn to monitor their comprehension and gain more independence in a reading situation. This will help students become more involved and active during the reading process.


All student's possible learning activities:

1) Simulated journals - students assume the persona of a historical figure and write a series of entries from that person's viewpoint.


www.ColorinColorado.org (ELL topics from A-Z)www.4Teachers.org (ELL Page)

Scaffolding Tools








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Unit: Unit 4:Rural Settings in North America: “It Happened In the Country” (6-8 Weeks)


RL.8.5:Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

W.8.1: Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from and supports the argument presented.

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.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

L.8.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

a. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

b. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

NYS: English As a Second Language, NYS: Grades 5-8 , Information and Understanding

ESL

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Standard 1: Students will listen, speak, read, and write in English for information and understanding.

1. Identify and use reading and listening strategies to make text comprehensible and meaningful. 2. Read, gather, view, listen to, organize, discuss, interpret, and analyze information related to

academic content areas from various sources. 3. Select information appropriate to the purpose of the investigation, relate ideas from one written

or spoken source to another, and exclude nonessential information. (L, S, R, W) 7. Present information clearly in a variety of oral and written forms for different audiences and

purposes related to all academic content areas. 8. Select a focus, organization, and point of view for oral and written presentations, and justify this

selection. (S, W) 9. Convey and organize information, using facts, details, illustrative examples, and a variety of

patterns and structures. 11. Use the process of prewriting, drafting, revising, peer editing, and proofreading (the "writing

process") to produce well-constructed informational texts. (L, S, R, W) 15. Apply self-monitoring and self-correcting strategies for accurate language production and oral

and written presentation, using established criteria for effective presentation of information. 16. Apply learning strategies to acquire information and make texts comprehensible and

meaningful.

Enduring Understanding Rural living impacts opportunities.

Essential Questions What does the rural setting contribute to

these stories? How does one’s environment influence

who or what one becomes?

Content & Skills Compare/contrast the structure of

multiple texts and analyze how the differences contribute to the meaning and style.

Explain and analyze how a central idea of a text is developed through supporting ideas.

Model how to correctly summarize a text. Use "Question the Author" instructional

strategy to determine point of view, purpose, etc.

identify and explain how the author acknowledges and responds to others' opinions.

Expose students to a variety of methods, media, etc. that authors present information on a topic.

Model via think-aloud how to evaluate the advantages and disadvantages of the various methods of presentation.

Explain and model the elements of argument: claims, counterclaims, reasons that support claims, and relevant

Key Terms/Vocabulary

Explicit textual evidenceGenreImplicit textual evidenceSettingText structures

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evidence that sustains reasons. Model appropriate formal style and

organization to create cohesion and clarify relationships between claims, reasons, and evidence.

Establish participants' roles and responsibilities as they apply to various discussion groups.

Provide opportunities for students to prepare for and participate in discussion groups.

Model various strategies to determine the intended meanings of words using reference materials.


Task 1: Notetaking on Literary ElementsAs you read novels and/or short stories from this unit take notes in your journal about the story characters, plot theme, and setting. As you take notes about these categories, think about how the setting affects the story, especially in comparison with the urban settings discussed in the prior unit. Be sure to cite page numbers with relevant information or annotate your text so you can cite the text during class discussions. Be sure to look for the answers to each of the following questions: Who is/are the major character(s)? what is the problem faced by the character(s)? How does he/she resolve the problem? What is the theme of the novel? (i.e., good vs. evil, overcoming challenges, etc.) What is the effect of the setting on the characters? Are the effects of the setting stated or implied? What unique words and phrases are used to describe the settings(s)?

Task 2:Informational/Literature Text ComparisonRead and compare the portrayals of Canada in Never Cry Wolf: The Amazing True Story of Life Among Arctic Wolves by Farley Mowat and in The Incredible Journey by Sheila Burnford. Develop a multimedia presentation that explores the visual similarities and differences.

Task 3: Poetry AnalysisAfter reading selections from My America: A Poetry Atlas of the United States by Lee Bennett Hopkins, select your favorite poem. How does the structure of poetry contribute to its meaning in a different way than the structure of prose does? What does the poem reveal about life in America? Write responses to these questions in you journal and share with a partner.

Task 4: Writing (Argument)What has been the most memorable portrayal of rural America that you have read? What made it memorable to you? Did your familiarity with urban settings (by contrast) help or hinder the powerful effect of the piece you chose? Write a well-developed paper that includes an engaging opening statement of your position, at lease three clear reasons, and relevant evidence cited from the text. (if needed you may conduct brief research on your rural area choice and incorporate those facts into your argument.)

ESL Classroom TasksFormative: Other written assessments


Teacher shares picture book on the social studies topic of immigration (e.g., Irish immigrants), and then talks about the pictures, particularly people. Using the key vocabulary as a basis, students construct a bulletin board that maps various immigrants’ voyages. The class uses the bulletin board to prompt a discussion of these voyages and of the lives and personal characteristics of groups of immigrants.

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Performance Indicators: 1, 2, 3, 4, 7


Teachers and students discuss concepts relating to American History of exploration using pictures, textbook, or picture books (see Beginning task). After reading about the various areas in immigration, students assume the character of an important immigrant and write one or more diary entries about an important life experience (diary entries by Lewis and Clark serve as examples) citing specific textual details. Students read their entries to the class, and the class guesses the character’s identity. Performance indicators: 1, 2, 3, 4, 5,7, 9, 15


After generating a student-made rubric for evaluating a research report, students in pairs or small groups choose a significant person or event relating to immigration, research the topic in books or through the Internet, and write a report to be shared in class. Students self-assess, citing evidence and justifying rubric score. Performance indicators: 1, 2, 3, 7, 8, 9, 11, 15, 16

Formative: Other written assessments

Unit 4 Mastery/Proficiency Packet

Stage 3: Learning PlanLearning ActivitiesModifications for ELLs and SWDs:


*Frame Sentences - Framing sentences can be used to help students understand and build content vocabulary and develop awareness of sentence structure. They may also help you determine students' prior knowledge about a specific topic.

*GIST: Generating Interaction Between Schemata and Text - GIST provides an opportunity for students to identify important vocabulary and synthesize important pieces of information into summary statement to show the gist of the reading. It facilitates understanding how the "parts" fit together to make the "whole". This strategy also shows them how to distinguish between important and less important pieces of information and how to group similar ideas together.

*Selective Highlighting and Note-Taking - The

Resources

Stories:Travels with Charley: In Search of America (John Steinbeck)The Adventures of Tom Sawyer (Mark Twain)Roll of Thunder, Hear My Cry (Mildred Taylor)The Land (Mildred Taylor)Barrio Boy (Ernesto Galarza)

Poetry:“The Railway Train” (Emily Dickinson)“Mending Wall” (Robert Frost)My America: A Poetry Atlas of the United States (Lee Bennett Hopkins)

Nonfiction Informational Texts:African-Americans in the Old West (Cornerstones of Freedom Series)(Tom McGowen)Trail of Tears (Cornerstones of Freedom Series) (R. Conrad Stein)“The Marginal World” (1955)_ in The Edge of the Sea (Rachel Carson)Never Cry Wolf: The Amazing True Story of Life Among Arctic Wolves (Farley Mowat)

Websites:

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purpose of selective highlighting is to enable students to differentiate between important and less significant details. Note taking provides students with a meaningful structure in which to organize and summarize the information they hear or read on their own.

*Using Graphic Organizers and Signal Words to Teach Text Organization/Structure - This strategy uses graphic organizers and signal words to teach structural organization of text: Enumeration/List and Describe, Time Order/Sequence, Compare/Contrast, Cause/Effect, Problem/Solution.

*Question-Research-Outline-Write - This strategy gives students an organizational strategy to assist with content area research and writing. It moves students through the basic steps of forming questions, conducting research, documenting sources, organizing information and reporting the results in written form.





Scaffolding Tools








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Unit: Unit 5: Looking Back At America (5 Weeks)

Stage 1: Desired ResultsNYS Common Core Learning Standards

Reading Standards for Literature:

RL.8.9 - Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

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.8.9 - Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

W.8.6 - 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.

W.8.7 - 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.

W.8.8 - Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

b. Apply grade 8 Reading standards to literary nonfiction (e.g., “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.”)

SL.8.5 - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

L.8.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

b. Form and use verbs in the active and passive voice.

c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood

d. Recognize and correct inappropriate shifts in verb voice and mood.

L.8.2 – demonstrate command of the conventions of standard English capitalization, punctuation, and 30

spelling when writing.

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

b. Use an ellipsis to indicate an omission.

c. Spell correctly.

L.8.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact)

Enduring Understanding Various texts influence how we understand and

interpret events.

Essential Questions How does learning history through

literature differ from learning through informational text?

How do various texts influence the interpretation of events?

Content & Skills Show how theme, pattern of events, and characters

connect to myths, traditional stories, or religious works. Model how classic texts can be reworked/rewritten to

become a new text or genre. Analyze and model the connections and distinctions

between individuals, ideas, or events in a text - such as comparisons, analogies, or categories.

Identify conflicting evidence or factual interpretation in two or more texts on the same topic.

Assist students in using technology to produce and publish writing, emphasizing the relationships between ideas as well as group collaboration.

Model how to create research questions, how to use several sources to find answers, and how to generate more questions for further exploration.

Teach students how to effectively gather research from multiple sources like media, interviews, surveys, etc.

Model effective search strategies to gather relevant information from print and digital sources. Demonstrate how to determine credibility and accuracy of sources. Model how to quote, paraphrase, and cite information correctly.

Model how to use evidence and ideas from both fiction and nonfiction texts in writing.

Demonstrate how to use multimedia components and visual displays to strengthen claims and evidence in a presentation.

Demonstrate the elements of standard English grammar and usage to improve students' writing and

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speaking. Demonstrate conventions of standard English

capitalization, punctuation, and spelling to improve students' writing.

Model language and its conventions, emphasizing verb usage in active and passive voice and in conditional and subjunctive moods.

Key Terms & Vocabulary

Character types Patterns of events Preconceived notion Historical fiction Point of view

Stage 2: Assessment EvidenceAssessmentTask 1: Literary Graphic Organizer – As you read historical fiction from this unit, take notes in your journal about the characters, plot, themes, patterns of events and setting. As you take notes about these categories, continue to think about how the historical setting affects the story. Be sure to note page numbers with relevant information or mark your text with sticky notes so you can cite the text during class discussion. Be sure to look for the answers to the following questions: who is/are the major character(s)? Do they remind you of any character types from myths or other traditional stories? How? What is the problem faced by the character(s)? How does he/she/they resolve the problem? What is the theme of the novel? (i.e., good vs. evil, overcoming challenges, etc.) What is the effect of the historical setting(s) on the characters, plot, or theme? Are there any recognizable patterns of events? What are they, and what do they remind you of?

Task 2: Class Discussion and Informational Text ResponseRead the Preamble to the United States Constitution silently and reread it with the class. As a class, discuss how new the idea of freedom described in the Preamble was at the time it was written. Then in small groups:

- - Discuss why you think the framers included a Preamble for the Constitution- Note the words that are new to you (perhaps ordain, tranquility, or posterity) and discuss

what you think they mean- Confirm the meanings of the words by using a dictionary- Discuss how carefully you think the framers of the Constitution chose these words- (On chart paper) work together to diagram the sentence.- Note the multiple verbs and their direct objects- What kind of phrase is the introductory phrase?

Task 3: Informative/Explanatory WritingCompare the two sides of the American Revolution as presented in George vs. George: The American Revolution as Seen from Both Sides by Rosalyn Schanzer. In your journal, describe how events are perceived differently depending on your point of view. What specific lines or incidents in the book helped

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you to learn more about the revolution? Then, write a well-developed paper, citing at least three specific examples from the text that answers this question. Edit your writing for form and use of verbs in the indicative, imperative, interrogative, conditional, and subjunctive moods, as well as for spelling.

Task 4: Dramatization/FluencyAfter reading “I know Why the Caged Bird Sings” by Maya Angelou, discuss the meaning of this poem as it relates to life in America. How does the structure of poetry contribute to its meaning in a different manner than prose? Does the caged bird remind you of any character types for other stories read? Decide how to share lines or stanzas with a classmate, and perform a dramatic reading of this poem for your classmates.

Task 5: Informative/Explanatory WritingWrite an informative/explanatory essay in response to the essential question: How does learning history through literature differ from learning through informational text? Make sure to include words and phrases you have learned as a part of word study, including figurative and connotative language, and refer to literature and informational texts you have read. Be sure to edit your writing for the use of verbs in the indicative, imperative, interrogative, conditional, and subjunctive moods, as well as for spelling.

Other written assessmentsUnit 5 Mastery/Proficiency Packet



*Mapping - Semantic mapping serves as a means to give students a spatial and visual venue in which to organize ideas, show relationships, and retain important information. Mapping can be used before, during and after reading.

*Reciprocal Teaching - Reciprocal teaching is a cooperative strategy in which students learn to take on the role of "teacher". Students question, clarify challenges, summarize, and predict to monitor and improve their own comprehension.

*Cued Retell - Oral or Written - Cued retell is a cooperative learning strategy that gives students an opportunity to recall information either in an oral or written format.



Resources

Stories: Johnny Tremain (Esther Forbes) Cast Two Shadows: The American

Revolution in the South (Great Episodes) (Ann Rinaldi)

Poetry/Lyrics: “Paul Revere’s Ride” (Henry Wadsworth

Longfellow) “I Know Why the Caged Bird Sings”

(Maya Angelou)

Nonfiction: Preamble to the United States

Constitution (1783) First Amendment to the United States

Constitution (1791) The Words We Live By: Your Annotated

Guide to the Constitution (Linda R. Monk)

Paul Revere’s Ride (David Hackett Fischer)

George vs. George: The American Revolution as Seen from Both Sides (Rosalyn Schanzer)

Websites:

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*Create process & reference charts for student use. Post in room for easy referral by teacher and student. www.Readwritethink.org (ELA Lesson Plans)

www.eduplace.com (Graphic Organizers)www.teachersdomain.org (Multimedia Resources)www.teachertube.com (Multimedia Resources)www.zooburst.com (Digital Storybook Website)www.teachers.net (Lesson Plans)www.scholastic.com



Scaffolding Tools








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Unit: Unit 6: Dramatically Speaking (6 Weeks)


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.8.6: 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.

RL.8.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

W.8.1: Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.

L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., verbal irony, puns) in context.

b. Use the relationship between particular words to better understand each of the words.


Presentation is everything!

Essential Questions How is reading a script for a play or speech or

poem different than actually performing dramatically?

How does the purpose of a text influence the way it is presented or used?

Content & Skills Analyze and explain how dialogue or details of a

story propel a story line, reveal its characters, and provoke characters’ decisions.

Analyze the relationship between the point of view of a character and the reader and/or audience, and explain its effect on suspense or humor.

Examine and identify how faithful or different a performance is from the original text, and evaluate how a director’s choices affect the story.

Find and explain a variety of scenes from

Key Terms/VocabularyDialogueDictionDramaFilm noirFlashbackMonologueScreenplayScriptstaging

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different mediums like films, art, or photographs and how they treat similar themes as those represented in stories.

Explain and model the elements of argument: claims, counterclaims, reasons that support claims, and relevant evidence that sustains reasons.

Model appropriate formal style and organization to create cohesion and clarify relationships between claims, reasons, and evidence.

Demonstrate how to trace and evaluate claims in an argument.

Identify whether or not the evidence is sufficient, sound, and relevant in an argument.

Focus on the following examples of figurative language and word relationships: verbal irony, puns, synonyms/antonyms, and analogies.


Task 1: Writing (Argument)Why have Shakespeare’s plays, such as A Midsummer Night’s Dream, stood the test of time? Why do we study these plays today? Talk through your ideas with a partner. Hen write an argument in support of studying Shakespeare in eighth grade, including citations from selections read. You may choose to make connection between the plays and other novels, plays, poems, or films.

Task 2: Response to Literary NonfictionCreate a T-Chart or Venn diagram in your journal where you compare two speeches such as the “Fireside Chat” by Franklin Delano Roosevelt and Barbara Jordan’s keynote address at the 1976 Democratic National Convention. Delineate each speaker’s argument and specific claims, evaluate the soundness of the reasoning, and make a judgment about the relevance and sufficiency of the evident. Point out any particular words that you understand better because how they were used in context. Write a response to this question in your journal: “What is the difference between reading the speech and hearing it/seeing it performed live?”

Task 3: Dramatization/FluencyChoose you favorite selection from Acolytes: Poems by Nikki Giovanni or from The Book of Questions by Pablo Neruda. Talk with a classmate about the meaning of the poem chosen. Practice reading it, changing the words emphasized and the inflection used. Memorize and/or recite the poem for your class, choosing two different interpretations. Be sure you can articulate how the different interpretations change the tone and mood of the poem.

ESL Classroom TasksFormative: Other written assessmentsBeginning ESL StudentsStudents read, listen to, or view a fiction and a nonfiction piece (including picture books) on a similar topic (e.g., The Lion and the Mouse and a text on lions; Little Red Riding Hood and a text on wolves). Using a Venn diagram or other graphic, students compare the treatment of the topic in the fiction and nonfiction pieces (e.g., they look at how the authors portray lions). Lists, with picture cues, of genre characteristics are posted on bulletin board for future reference. Performance indicators: 1, 2, 3, 4, 7, 10, 12

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Intermediate ESL StudentsStudents complete the Beginning task, then compare/contrast other works of fiction and nonfiction they find in the class or school library, focusing on particular genres of interest. They write a brief opinion on which genre they like best and explain why, using evidence from the texts. They share their opinions with the class. Performance indicators: 1, 2, 3, 4, 7, 10, 12

Advanced ESL StudentsStudents complete Intermediate task. They form two groups based on genre preference. Groups present an argument for their preference, using the characteristics of the genre as support. With a partner, students write a persuasive letter to the school librarian or editor of the school paper, giving their opinions on the material available in the library and recommendations if appropriate (such as arguing for a stronger emphasis on one or more genres). Performance indicators: 1, 2, 3, 4, 7,10, 12



Learning Activities



*Frame Sentences - Framing sentences can be used to help students understand and build content vocabulary and develop awareness of sentence structure. They may also help you determine students' prior knowledge about a specific topic.

*GIST: Generating Interaction Between Schemata and Text - GIST provides an opportunity for students to identify important vocabulary and synthesize important pieces of information into summary statement to show the gist of the reading. It facilitates understanding how the "parts" fit together to make the "whole". This strategy also shows them how to distinguish between important and less important pieces of information and how to group similar ideas together.

*Selective Highlighting and Note-Taking - The purpose of selective highlighting is to enable students to differentiate between important and less significant details. Note taking provides students with a meaningful structure in which to organize and summarize the information they hear or read on their own.

ResourcesPoetry:“A Poem for MY Librarian, Mrs. Long” in Acolytes: Poems (Nikki Giovanni)The Book of Questions (Pablo Neruda)

Drama:A Midsummer Night’s Dream (William Shakespeare)Zora Neale Hurston : Collected Plays (Zora Neale Hurston)Famous Americans: 22 Short Plays for the Classroom, Grades 4-8 (Liza Schafer)A Raisin in the Sun (Lorraine Hansberry)

Informational TextsFranklin Delano Roosevelt (Russell Friedman)Barbara Jordan: Voice of Democracy (Book Report Biography) (Lisa Renee Rhodes)Memoirs (Pablo Neruda)

Speeches:“The Banking Crisis: (First Fireside Chat, Franklin Delano Roosevelt)(March 12, 1933)Keynote Address to the Democratic National Convention (Barbara Jordan) (July 12, 1976)

Websites:www.Readwritethink.org (ELA Lesson Plans)www.eduplace.com (Graphic Organizers)www.teachersdomain.org (Multimedia Resources)www.teachertube.com (Multimedia Resources)www.zooburst.com (Digital Storybook Website)www.teachers.net (Lesson Plans)www.scholastic.com


www.EverythingESL.com

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*Using Graphic Organizers and Signal Words to Teach Text Organization/Structure - This strategy uses graphic organizers and signal words to teach structural organization of text: Enumeration/List and Describe, Time Order/Sequence, Compare/Contrast, Cause/Effect, Problem/Solution.

*Question-Research-Outline-Write - This strategy gives students an organizational strategy to assist with content area research and writing. It moves students through the basic steps of forming questions, conducting research, documenting sources, organizing information and reporting the results in written form.


www.ReadingRockets.org (Resources/ELL Video)www.ColorinColorado.org (ELL topics from A-Z)www.4Teachers.org (ELL Page)

Scaffolding Tools








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Unit: Unit 7: “The Road Not Taken” (5 Weeks)

Stage 1: Desired ResultsNYS Learning Standards & Performance IndicatorsNYCCSS: English Language Arts 6-12, NYS: 8th Grade , WritingRL.8.7:Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

RI.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).


Searching for the greater good is often worth the risks.

Essential Questions

How can literature help us define the greater good?

Content & Skills Examine and identify how faithful or different a

performance is from the original text, and evaluate how a director’s choices affect the story.

Find and explain a variety of scenes from different mediums like films, art, or photographs

Key Terms/Vocabulary:AllegoryHero/heroineSatireStrength of character

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and how they treat similar themes as those represented in stories.

Identify, explain, and analyze the meanings and impact of figurative language, connotative, and technical meanings of words in a text.

Model and explain the elements of a narrative structure: setting, point of view, narrator, and characters, sequence of events, pacing, and resolutions.

Model and explain the elements of narrative writing: transitions, precise language, dialogue, and sensory details.

Demonstrate how to present a well-delivered speech that includes claims supported by sound evidence and reasoning.

Model language and its conventions, emphasizing verb usage in active and passive voice and in conditional and subjunctive moods.

SymbolismStyle


Task 1: Introductory ActivityRead “The Road Not Taken” by Robert Frost. Talk with a classmate about what you think the poem means, both literally and figuratively. Write your ideas in your journal and annotate the text with wonderings or questions that arise.

Task 2: Writing (Narrative and Argument) and Multimedia PresentationReflecting on your experiences reading novels and viewing related films in this unit, as well as literature read all year, write an argument in response to the essential question,: Can literature help us to define the greater good? Include at least three examples from texts to support your position, explaining why they help define “the greater good. “ You may also choose to write a narrative that reveals your definition of the greater good or develop a multimedia presentation in which your definition is revealed and explained. In your narrative or presentation, include references to specific examples of what you learned from novels read and films viewed about characters, the effects of setting and pivotal lines of dialogue. Incorporate a vewiety of words learned this year.

Beginning ESL StudentsTeacher reads aloud a book or story by a particular author (e.g., Steig, Dahl, di Paola, Blume). Students then listen to the book on tape, and on comment sheets, they respond to questions in writing or pictures. Students read aloud with the tape when possible. Performance indicators: 1, 2, 6, 11

Intermediate ESL StudentsStudents complete Beginning task. They select a book or story by the same author to read and listen to on tape. Students practice reading the book aloud with fluency and accuracy (in class and at home). Class watches book talk segments from the PBS series Reading Rainbow. Each student gives a book talk to class, incorporating a short reading of a favorite passage. The teacher presents a number of book reviews of the author’s books. Class analyzes the critical elements of book reviews. Each student, using the writing process, writes a book review of his/her selected book, and includes it as a companion to the book. Performance indicators: 1, 2, 6, 7, 10, 11, 12


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After reading one or more works by a selected author, students read biographical material on this author. Class identifies literary elements and techniques employed by the author. Students speculate on connections between the author’s life and the subject matter of that author’s literary works. Each student writes and sends a letter to the author with questions/reflections on these connections. Performance indicators: 1, 2, 4, 6, 7, 10, 11, 12

Formative: Other written assessments


Learning ActivitiesModifications for ELLs and SWDs:

*Question Guides - The purpose of this strategy is to give students a purpose for reading and direct their attention to the information that is targeted by the questions in a teacher-prepared guide.

*Previewing Text - The purpose of previewing text is to teach students to generate questions and set purposes that will lead to more-proficient processing of information. It enables them to develop a sense of what a text or chapter selection is about before actually reading it. Students learn to monitor their comprehension and gain more independence in a reading situation. This will help students become more involved and active during the reading process.


*Herringbone Technique - Using this technique helps to support comprehension of text by providing a framework where the who, what, when, why, where and how questions can be visually organized in relation to the main idea.




Resources

Stories:Little Women (Louisa May Alcott)Lord of the Flies (William Golding)The Old Man and the Sea (Earnest Hemingway)The Outsiders (S.E. Hinton)Stargirl (Jerry Spinelli)

Poetry:“The Road Not Taken” (Robert Frost)“Nothing Gold Can Stay” (Robert Frost)Things I Have to Tell You: Poems and Writing by Teenage Girls (Betsy Franco)

Websites:www.Readwritethink.org (ELA Lesson Plans)www.eduplace.com (Graphic Organizers)www.teachersdomain.org (Multimedia Resources)www.teachertube.com (Multimedia Resources)www.zooburst.com (Digital Storybook Website)www.teachers.net (Lesson Plans)www.scholastic.com



Scaffolding Tools



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NY Ready workbooks

Buckle Down workbooksEssential Skills for Reading Success (RALLY) BookStrategies to Achieve Reading Success (STARS)Write Time for Kids Kit (Grade 6)Time Exploring Nonfiction (Grade 7/8)Language of Literature TextbookPrentice Hall Literature Textbook (Common Core Edition) – Grade 8





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grade 8 ela map_2012-13 - professional website web viewstudents should be able to:• make...

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