english language artsgloucestertownshipschools.entest.org/grade 8 ela curriculum.pdf · english...
TRANSCRIPT
Gloucester Township Public Schools
English Language Arts Grade 8 Curriculum
English Language Arts, Grade 8 1
ELA Grade 8
LAUNCH UNIT
Time Frame: Three – Four Weeks
Performance Task: PAARC-like Narrative Writing Assessments
Unit-Level Assessment: STAR assessment, Subjective / Formative Assessments, Observations, Quizzes,
Elements of Literature Tests
Description: The goal of the Launch Unit of study is to establish routines and procedures, review previous
year’s skills, and prepare students to be confident and successful throughout the year. The unit’s lessons set
expectations and provide careful modeling of the behaviors in action.
CCSS Target Skills Reading Writing Language Speaking and Listening
Reading strategies: visualizing,
inferring, questioning,
connecting, synthesizing,
summarizing, evaluating
Literary Terms –
Review :
6th
and 7th
grade (plot, character,
conflict, theme, setting, point of
view, internal external conflict,
direct and indirect
characterization, simile,
metaphor, personification,
hyperbole, onomatopoeia, 1st, 2
nd,
3rd
person POV, methods of
characterization, idioms,
repetition, and irony.)
Launch literary terms:
mood/tone, irony (verbal,
situational, dramatic) symbolism,
allusion, pun
Narrative Unit 1 of Latin and Greek roots
Review Parts of Speech: noun,
verb, pronoun, adjective, adverb,
preposition, conjunction,
interjection
Launch – using a comma,
ellipsis, and/or dash to indicate a
pause or break; using an ellipsis
to indicate an omission
Model collegial discussions
Benchmark and Cross Curricular
Key
__Red: ELA
__ Blue: Math
__ Green: Science
__ Orange: Social Studies
__ Purple: Related Arts
__ Yellow: Benchmark
Assessment
English Language Arts, Grade 8 2
Launch Unit
Common Core “I Can” Statements Number Reading Standards for Literature
RL8.2 I can determine a theme or central idea of a text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of the text.
RL8.10 I can read and comprehend literature.
Number Reading Standards for Informational Texts
RI8.1 I can find textual evidence to support my analysis of the text and draw inferences.
RI8.3 I can identify the connections that are made between individuals, ideas and/or events in various texts.
RI8.6 I can determine an author’s point of view and the author’s purpose for writing a text.
Number Writing Standards
W8.3 I can write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.
Number Speaking and Listening Standards
SL8.1 I can participate in collaborative discussions, building on other’s ideas and expressing my own ideas clearly.
Number Language Standards
L8.1 I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L8.2 I can demonstrate command of standard English capitalization, punctuation, and spelling at an eighth-grade level.
L8.4b I can use common Greek/Latin roots to figure out word meaning
English Language Arts, Grade 8 3
Text/Media Sources Extended Texts Anthology Articles Media
None
GTPS Share drive
Elements of Literature:
“Broken Chain”,
“The Treasure of Lemon
Brown”
“Charles”
“Reward They Get Is
Just”
Prestwick House – Latin
& Greek roots – Book III
News ELA
https://newsela.com/articles/coolkids-
struggle/id/4368/
https://newsela.com/articles/teen-
study/id/4078/#articles/teen-study/id/4078/
Scholastic Articles
http://www.scholastic.com/parents/resource
s/article/stages-milestones/truth-about-lying
http://health.usnews.com/health-
news/family-health/brain-and-
behavior/articles/2009/05/18/were-all-lying-
liars-why-people-tell-lies-and-why-white-
lies-can-be-ok?page=2
http://www.readingresource.net/strategiesfor
readingcomprehension.html
http://rainierenglish10.weebly.com/uploads/
1/3/4/5/13453916/socratic_seminar_questio
n_stems.pdf
http://epat-
parcc.testnav.com/client/index.html#getitem
/7921
English Language Arts, Grade 8 4
Resources Elements of Literature
In the Middle by Nancy Atwell
NewsELA
Scholastic Scope magazines
The Outsiders
GTPS Share Drive
Assessments Formative Summative
*Benchmark* STAR reading
Teacher/student conferencing during reader’s workshop
Quiz/comprehension questions
Narrative writing
Latin & Greek Roots - Unit I Assessment
English Language Arts, Grade 8 5
Scope and Sequence Skills
addressed Activities
Framework
Element Resources Standards
Establish
Routines and
Procedures
Set up Binder / Notebook
Review Rules and Expectations
Review Classroom Procedures
Establish Reader’s Workshop
expectations
Teacher Created Materials
Parts of
Speech
Review parts of speech at teacher discretion
(noun, pronoun, verb, adjective, adverb,
preposition, conjunction, interjection)
Do Now Elements of Language and/or teacher created
materials
L8.1
Standard English
grammar
Standard
Grammar
Launch use of comma, ellipsis and dash to
indicate a pause or break.
Launch use of an ellipsis to indicate an
omission.
Do Now Elements of Language and/or teacher created
materials
L8.2 (a,b,c)
Comma, ellipsis,
dash
Reading
Strategies
Launch reading strategies: visualizing,
inferring, questioning, connecting,
synthesizing, summarizing, evaluating
Reading
Workshop
http://www.readingresource.net/strategiesforread
ingcomprehension.html
RL8.10
Read and understand
grade-level text
Literary
Terms
Review terms from 6th and 7th grade (plot,
character, conflict, theme, setting, point of
view, internal/external conflict, direct and
indirect characterization, simile, metaphor,
personification, hyperbole, onomatopoeia,
1st, 2nd, 3rd person POV, methods of
characterization, idioms, repetition, and
irony.)
Launch: mood/tone, irony (verbal, situational,
dramatic) symbolism, allusion, pun
Reading
Workshop
Elements of Literature - Choose a story from the
Required Text list to identify the literary terms
reviewed and launched.
RL8.2
Identify theme and
elements of
literature
RL8.10
Comprehend grade-
level text
Narrative
Reading
Read one of the short stories from the list of
required texts
Reading
Workshop
Elements of Literature R8.10
Read grade-level
text
English Language Arts, Grade 8 6
Skills
addressed Activities
Framework
Element Resources Standards
Narrative
Writing
Using one of the short stories you’ve read,
develop a narrative that continues the journey
of at least one of the characters. What further
conflicts might this character face, and what
actions might he take to overcome them? Be
sure to use details from the story.
Writing
Workshop
PARCC- http://epat-
parcc.testnav.com/client/index.html#getitem/792
1
Elements of Literature
W8.3
Write a narrative
Latin and
Greek Roots
– Unit 1
Work cooperatively through the first unit of
the Latin and Greek roots vocabulary book
Do Now Prestwick House Latin & Greek Roots, Book III L8.4b
Latin & Greek roots
Collegial
discussions
Read an informational text that relates to the
short story. Use the following questions (see
resources) to develop a collegial discussion
based on a text.
Socratic
Seminar
Possible articles:
“Reward They Get is Just” – Elements of
Literature
http://www.scholastic.com/parents/resources/arti
cle/stages-milestones/truth-about-lying (for use
with “Charles”)
http://health.usnews.com/health-news/family-
health/brain-and-
behavior/articles/2009/05/18/were-all-lying-
liars-why-people-tell-lies-and-why-white-lies-
can-be-ok?page=2 (for use with “Charles”)
https://newsela.com/articles/coolkids-
struggle/id/4368/ (for use with “Broken Chain”)
https://newsela.com/articles/teen-
study/id/4078/#articles/teen-study/id/4078/ (for
use with “The Treasure of Lemon Brown”)
Questions for collegial discussion:
http://rainierenglish10.weebly.com/uploads/1/3/4
/5/13453916/socratic_seminar_question_stems.p
df
SL8.1
Collaborative
discussions
RI8.1
Cite text evidence
RI8.3
Text-to-text
connections
RI8.6
Author’s purpose
English Language Arts, Grade 8 7
ELA Grade 8
Unit A Theme: Justice for All
Time Frame: 7-8 weeks
Performance Task: Argumentative Essay
Description: The extended classical text, The Outsiders, by S.E. Hinton deals with the challenges and rivalries that teens from different socio-
economic groups face in the 1960s in the Midwest. The novel Monster by Walter Dean Myers, (which is written in alternating screenplay and journal
formats) takes the reader through the legal proceedings of 16-year old Steve Harmon, who is on trial for murder. The fairness of our American justice
system and disparities among socioeconomic groups are the basis for the informational readings in this unit.
CCSS Target Skills
READING WRITING LANGUAGE SPEAKING AND LISTENING
Comprehending informational text Write argumentative essays
Connotation vs. denotation Delivering an oral presentation
Analyze explicit text and
inferences
Write prose constructed responses Prestwick House Latin & Greek
Roots, Book III, Units 2-5
Socratic Seminar
Identify strongest text evidence Write a compare and contrast
essay
Identifying verbals and verb
phrases
Compare and contrast media
Identify theme
Analyze and read poetry
Tier 2 Vocabulary
English Language Arts, Grade 8 8
Unit A - Common Core “I Can” Statements Number Reading Standards for Literature
RL8.1 I can find textual evidence to support my ideas about a text.
RL8.2 I can determine the theme or central idea of a text.
I can analyze the development of the theme throughout the text.
RL8.3 I can analyze particular lines of dialogue or incidents in a story.
RL8.4 I can determine the meaning of words used in a text, including figurative and connotative meanings.
I can analyze the impact of specific word choices on meaning and tone.
RL8.5 I can compare and contrast the structure of two or more texts.
RL8.6 I can analyze the different points of view of characters in a text.
RL8.7 I can analyze whether or not a filmed version of a story stays true to the text or script.
RL8.10 I can read and comprehend literature.
Number Reading Standards for Informational Texts
RI8.1 I can find textual evidence to support my analysis of the text and draw inferences.
RI8.2 I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary
of a text.
RI8.3 I can identify the connections that are made between individuals, ideas and/or events in various texts.
RI8.4 I can determine the meanings of words and phrases as they are used in a text, including figurative language.
I can analyze the specific word choice of an author and analyze its impact on the tone of a piece.
RI8.5 I can analyze the structure of paragraphs within a text, specifically the role of key sentences.
RI8.6 I can determine an author’s point of view and the author’s purpose for writing a text.
RI8.7 I can evaluate the advantages/disadvantages of using a particular medium to present a specific topic.
Number Writing Standards
W8.1 I can write arguments to support my claims with clear reasons and relevant evidence.
a. I can introduce a claim, acknowledge the opposing claim, and organize my reasons logically.
b. I can support my claim with relevant evidence using credible sources.
c. I can use words, phrases, and clauses to create cohesion.
d. I can establish and maintain a formal style.
e. I can provide a conclusion that supports my argument.
W8.3c I can use transitional words, phrases, & clauses to convey sequence & signal shifts.
W8.3d I can use precise words & phrases; sensory details; language to convey experiences & events.
W8.4 I can produce clear and coherent writing for a specific task, purpose, and/or audience.
W8.5 I can develop and strengthen my writing with guidance from peers and adults.
W8.7 I can conduct short research projects to answer a question, using several sources.
English Language Arts, Grade 8 9
Number Writing Standards Continued
W8.8 I can gather relevant information from multiple print and digital sources, assessing the credibility and accuracy of each
source.
I can quote and paraphrase while avoiding plagiarism.
I can follow a standard format to cite my sources.
W8.9 I can use evidence from literature to support analysis, reflection, & research in my writing.
Number Speaking and Listening Standards
SL8.1 I can participate in collaborative discussions, building on other’s ideas and expressing my own ideas clearly.
SL8.2 I can analyze the purpose of information presented in diverse media and formats.
SL8.4 I can present claims and findings by emphasizing salient points in a focused, coherent manner.
I can use appropriate eye contact, adequate volume, and clear pronunciation.
SL8.5 I can integrate multimedia and visual displays into presentations.
SL8.6 I can adapt my speech to a variety of contexts and tasks, demonstrating command of formal English.
Number Language Standards
L8.1 I can demonstrate an 8th
grade level of command of the conventions of standard English grammar and usage when writing
or speaking.
L8.3 I can use my knowledge of language and its conventions when writing, speaking, reading, or listening.
L8.5.c
L8.6
I can distinguish among the connotations of words with similar denotations.
I can use vocabulary appropriate to 8th
grade topics
English Language Arts, Grade 8 10
Text/Media Sources Extended Texts Anthology Articles
The Outsiders
by S.E. Hinton
OR
Monster
by Walter Dean Myers
Elements of Literature
“Stay Gold” by Stevie Wonder
“I Hear America Singing” by Walt Whitman
“I, Too, Sing America” by Langston Hughes
“Nothing Gold Can Stay” by Robert Frost –
Short literary text
Occupy Wall Street
http://dealbook.nytimes.com/2012/09/17/occup
y-wall-street-a-frenzy-that-
fizzled/?pagewanted=print
Informational Articles
http://www.scholastic.com/content/collateral_r
esources/pdf/a/abota_stu_repro_5.pdf
http://www.britannica.com/EBchecked/topic/1
34197/Constitution-of-the-United-States-of-
America/219002/Civil-liberties-and-the-Bill-
of-Rights
http://learning.blogs.nytimes.com/2012/01/17/y
our-moneys-worth-examining-facts-and-
attitudes-about-income-inequality/
http://threedoctors.com/the-
books/webeatthestreets/
English Language Arts, Grade 8 11
Text/Media Sources Media
“We Real Cool” by Gwendolyn Brooks
Audio recording:
http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=8680
Video clip – Occupy Wall Street
http://www.youtube.com/watch?v=A__Q5Fg-31M
Analyzing Poetry Website
http://www.scholastic.com/teachers/lesson-plan/strategies-read-and-analyze-poetry
Movie: The Outsiders directed by Francis Ford Coppola
http://www.readwritethink.org/files/resources/lesson_images/lesson1098/BookMovieComp.pdf
http://www.readwritethink.org/classroom-resources/lesson-plans/cover-cover-comparing-books-1098.html
http://www.readwritethink.org/files/resources/lesson_images/lesson1098/PreferenceChart.pdf
http://www.readwritethink.org/files/resources/lesson_images/lesson1098/DVDCoverProject.pdf
Poetry Websites
http://www.poets.org/viewmedia.php/prmMID/15752
http://www.poets.org/viewmedia.php/prmMID/15615
Stevie Wonder’s lyrics Stay Gold
http://www.azlyrics.com/lyrics/steviewonder/staygold.html
https://www.youtube.com/watch?v=Y3QhA2WiyFI
English Language Arts, Grade 8 12
Resources Elements of Literature
Elements of Language
Prestwick House, Greek and Latin Roots, Book III
News ELA
Scholastic Scope
GTPS Share Drive
Assessments Formative Summative
Prose Constructed response
Reflective response to movie version
Compare/Contrast essay
Collegial Discussion
Elements of Language Test: Parts of Speech
*Benchmark* End of Unit Assessment
Argumentative essay
English Language Arts, Grade 8 13
Scope and Sequence Skills
Addressed Activities
Framework
Element Resources Standards
Reading and
listening to
poetry
Students will read the poem “We Real
Cool” by Gwendolyn Brooks. The last line
of the poem will be missing. It will be up
to the students to write a feasible final line
of the poem. Share final lines and discuss
the following:
Did you want to continue the rhyme
pattern? Did the line fit the theme of the
poem? What is the theme of the poem?
After the actual final line is revealed
students will analyze its effect on the tone
and mood of the poem.
Students will then listen to a clip of
Gwendolyn Brooks reading the poem
dramatically to analyze for sound, noting
when she stops and where her voice
changes. Example questions:
1. How does Brooks’ rhythm and emphasis
add to her reading of the poem?
2. How does her reading emphasize the
alliteration and rhyme of the poem?
3. How does the layout of her poem match
her reading of the poem?
4. Why do you think Gwendolyn pauses
after the word “We”?
Skill lesson: Analyze and read poetry
Reading
Workshop
“We Real Cool” by Gwendolyn Brooks
Audio recording:
http://www.poetryarchive.org/poetryarchive/sing
lePoem.do?poemId=8680
Skill material:
http://www.scholastic.com/teachers/lesson-
plan/strategies-read-and-analyze-poetry
RL8.1
Cite text evidence
RL8.2
Central idea
RL8.4
Analyze word
choice
SL8.2
Analyze diverse
formats
SL8.4
Support ideas with
well-chose details
English Language Arts, Grade 8 14
Skills
Addressed Activities
Framework
Element Resources Standards
Making
connections
Students will respond to the quote by
Theodore Roosevelt, “This country will not
be a good place for any of us to live in
unless we make it a good place for all of us
to live in.”
What can you do to make this society a
“good place for all of us”?
Journaling Video clip – Theodore Roosevelt
http://www.youtube.com/watch?v=A__Q5Fg-
31M
W8.10
Routine Writing
Comparing
Texts
Students will read the poems “I Hear
America Singing” by Walt Whitman and
“I, Too, Sing America” by Langston
Hughes. Students will analyze how the
time period in which each poem was
written affects the authors’ view of
America.
Reading
Workshop
http://www.poets.org/viewmedia.php/prmMID/1
5752
http://www.poets.org/viewmedia.php/prmMID/1
5615
RL8.1
Cite text
RL8.5
Compare/contrast
RL8.6
Point of view
Reading
literature
Students will read The Outsiders (or
Monster) as a class.
*Reading should be a combination of
read-aloud/modelling, collaborative
reading/small groups, and independent
reading.*
Reading
Workshop
RL8.10
Read grade-level
texts
Participating
in Reader’s
Theater
Students will closely study the author’s
word choice in The Outsiders (or Monster)
and compare the language used with
contemporary connotations. Students will
then use these modern interpretations to
prepare for a reader’s theater assignment in
groups. Each group must select a crucial
scene, rewrite the dialogue and perform the
scene.
Reading
Workshop Skill materials: http://www.k12reader.com/reading-fluency-and-
instruction/
RL8.3 Analyze story
development
RL8.4 Connotation
SL8.6 Adapt speech
for purpose
W8.3c Write
narrative
W8.4 Produce clear
and coherent writing
L8.5c
Connotation vs.
denotation
English Language Arts, Grade 8 15
Skills
Addressed Activities
Framework
Element Resources Standards
Reading
Informational
Text & Writing
Prose
Constructed
Responses
Students will read an informational article
about Occupy Wall Street and watch a
video.
Answer the following Prose Constructed
Response:
Write an essay that provides an analysis of
how economics play an important role in
our society.
Remember to use evidence from the article,
“Occupy Wall Street: A Frenzy that
Fizzled” and the video link, “Thousands
Protest on Occupy Wall Street: 1 year
Anniversary”, as well as The Outsiders.
Reading
Workshop
“Thousands Protest on Occupy Wall Street: 1
year Anniversary”
http://www.youtube.com/watch?v=9evQqmFlaG
o
Informational Article – Occupy Wall Street
http://dealbook.nytimes.com/2012/09/17/occupy
-wall-street-a-frenzy-that-
fizzled/?pagewanted=print
RI8.1
Cite text
RI8.2
Central idea
RI8.3
Make connections
RI8.6
Author’s purpose
Argumentative
Writing
Students will compose an argumentative
essay focusing on the skill of incorporating
a counterargument. Students may choose
one of the possible topics, or students can
use this as a springboard to develop their
own argumentative topics, following the
writing process to publish a final piece.
Students should be given mentor texts to
read and analyze for use of persuasive
techniques, identifying which techniques
they can use in their own writing.
Skill lesson: Writing arguments
Writing
Workshop Possible topics:
1. Which group was more of a menace to
society... the Greasers or the Socs? Take a
position, explain using examples from the story,
and refute possible counterarguments.
2. Were any of the Greasers heroes? Take a
position and explain using examples of the
character's thoughts and actions in the story.
Refute any possible
counterarguments.
3. The Outsiders was once on the banned book
list. Do you think it is a valuable novel for
middle school students to read? Refute any
possible counterarguments.
RL8.1
Cite text evidence
W8.1
Write arguments
W8.4
Write clearly and
coherently
W8.5
Writing process
W8.9
Support analysis
English Language Arts, Grade 8 16
Skills
Addressed Activities
Framework
Element Resources Standards
Drama and
text
comparison
Students will view the film version of The
Outsiders and analyze the extent to which
the film stays faithful to the original text.
What changes does the director make and
how do they impact the story? How do the
characters differ from a movie and piece of
literature?
Some possible assignment options:
Compare/contrast essay
Design new DVD cover w/ related
insert
Reflective response to movie
version
Reading
Workshop
The Outsiders directed by Francis Ford Coppola
Teacher Resources:
http://www.readwritethink.org/classroom-
resources/lesson-plans/cover-cover-comparing-
books-1098.html
http://www.readwritethink.org/files/resources/les
son_images/lesson1098/PreferenceChart.pdf
http://www.readwritethink.org/files/resources/les
son_images/lesson1098/DVDCoverProject.pdf
RL8.1
Cite text
RL8.2
Development of text
RL8.6
Point of view
RL8.7
Film vs. text
RI8.7
Various media
evaluation
W8.5
Writing process
Comparing
Text vs. Film
Students will watch the movie, The
Outsiders and compare & contrast it to the
novel. Complete a graphic organizer.
Writing
Workshop
The Outsiders directed by Francis Ford Coppola
http://www.readwritethink.org/files/resources/les
son_images/lesson1098/BookMovieComp.pdf
RL8.5
Compare/contrast
Identifying
Key Ideas and
Details
Students will read an informational piece
about a case that violates the 7th
Amendment and answer the questions that
follow.
Students will be asked to make a
connection between this case and The
Outsiders (or Monster)
Review the rights that are guaranteed by
the US Constitution. Were any of the
Greasers (or Harmon and King)
constitutional rights violated? Explain.
Reading
Workshop
Journaling
http://www.scholastic.com/content/collateral_res
ources/pdf/a/abota_stu_repro_5.pdf
http://www.britannica.com/EBchecked/topic/134
197/Constitution-of-the-United-States-of-
America/219002/Civil-liberties-and-the-Bill-of-
Rights
RL8.1
Cite evidence
RI8.1
Cite evidence
RI8.3
English Language Arts, Grade 8 17
Skills
Addressed Activities
Framework
Element Resources Standards
Conducting
Research
Collegial
discussions
New York Times Learning Network:
What does income inequality say about
contemporary American society? What
should be done to address income
inequality? In this lesson, students examine
Times info graphics about income and
wealth distribution in the United States and
discuss what this information says about
society.
When this work is complete, they will
work together to complete this sentence:
“Today, America is…” and then select five
pieces of data from the info graphics they
just examined to support the claim they
make in their sentence about contemporary
American society.
Have each group share their graphics and
explain them to the class. Then have the
pairs post their claims around the room,
and read aloud and examine all of the
claims as a class.
After conducting the research, students will
participate in a Socratic Seminar to answer
the following:
What have you learned today that might
help you answer these questions? What
struck you as you listened to your peers’
interpretations of the info graphics? What
questions do you have leaving class today?
Writing
Workshop
Socratic
Seminar
http://learning.blogs.nytimes.com/2012/01/17/yo
ur-moneys-worth-examining-facts-and-attitudes-
about-income-inequality/
RI8.2
Determine central
idea
W8.7
Short research
projects
W8.8
Multiple sources
SL8.1
Collaborative
discussions
SL8.4
Present findings
SL8.5
Use multimedia
English Language Arts, Grade 8 18
Skills
Addressed Activities
Framework
Element Resources Standards
Informational
Text
Compare and contrast the writers’ styles in
the three excerpts from We Beat the
Streets, paying particular attention to the
author’s word choice and its impact on the
tone of the excerpt.
Compose a compare/contrast essay
analyzing the purpose and tone of each
excerpt.
Reading
Workshop
Writing
Workshop
http://threedoctors.com/the-
books/webeatthestreets/
RI8.4
Connotation
RI8.5
Analyze structure
RI8.6
Point of view
W8.4
Clear and coherent
writing
Reading Poetry Analyze the structure, elements, style and
purpose of” Stay Gold” by Stevie Wonder.
Reading
Workshop
Stevie Wonder’s lyrics Stay Gold
http://www.azlyrics.com/lyrics/steviewonder/sta
ygold.html
http://www.youtube.com/watch?v=Y3QhA2Wiy
FI
RL8.5
Compare/contrast
Poetry
Comparison
Students will read the following poems
focused on the theme of “being golden”
and compare and contrast their structure,
word choice and rhythm. Students will
compare/contrast the 3 pieces “Stay
Gold”,” Nothing Gold Can Stay”, and “All
That is Gold Does Not Glitter.”
Reading
Workshop
Robert Frost’s “Nothing Gold Can Stay”
http://www.poets.org/viewmedia.php/prmMID/1
9977
J. R. R. Tolkien's "All That is Gold Does Not
Glitter”
http://web.cs.dal.ca/~johnston/poetry/all_that_is
_gold.html
RL8.4
Figurative language
RL8.5
Compare/contrast
RL8.10
Read grade level
texts
Vocabulary
Study
Connotation vs. Denotation Do Now http://www.scholastic.com/teachers/lesson-
plan/connotation-effective-word-choice
L8.5c
Connotation vs.
denotation
English Language Arts, Grade 8 19
Skills
Addressed Activities
Framework
Element Resources Standards
Using standard
grammar &
mechanics
Skill Lesson: Identifying verb phrases
Skill Lesson: Recognize that verbs express
mood
Do Now Identifying verb phrases:
Holt Elements of Language:
Verbals & Verb Phrases – pgs. 421-422
The Participial Phrase – pgs. 422-425
The Gerund – pgs. 425-426
The Gerund Phrase – pgs. 426-428
The Infinitive – pgs. 428-429
The Infinitive Phrase – pgs. 429-430
Chapter Review, p. 431-432
L8.1.a, b, c, d
Form and use of
verbs
English Language Arts, Grade 8 20
ELA Grade 8
Unit B Topic: Where I Belong
Time Frame: 7-8 weeks
Performance Task: Literary Analysis
Description: The “Where I Belong” unit centers around the idea of self-discovery in a world that constantly asks one to question his or her true
character. Students will read and create poetry based on where they are from and where they belong. The novel, Elsewhere by Gabrielle Zevin,
focuses on sixteen-year-old Liz as she adjusts to the world of Elsewhere following her death. It is not until she dies that she truly lives, finding out
where she belongs. Students will have the opportunity to analyze the setting and its impact on the tone and mood of the novel. Students will examine
the author’s craft in terms of symbolism and characterization. Students will research death rituals from various cultures and compare and contrast
these views to that of America. Students will also read the short story, “The Curious Case of Benjamin Button” by F. Scott Fitzgerald. The focused
writing piece for this unit will be a literary analysis essay, where students will self-select topics.
CCSS Target Skills
Reading Writing Language Speaking and Listening
Comprehending informational text Write literary analyses Prestwick House Latin & Greek
Roots, Book III, Units 6-9
Delivering an oral presentation
Identifying literary elements in
fiction
Write prose constructed responses Figurative language Fluency
Identify strongest text evidence Journal entries Academic vocabulary Compare and contrast film clips
Analyze author’s craft Writing poetry
Compare and contrast media
Research and technology
Interpret and compare media
Tier 2 Vocabulary
English Language Arts, Grade 8 21
Unit B - Common Core “I Can” Statements
Number Reading Standards for Literature
RL8.1 I can cite textual evidence that strongly support my inferences and analysis of the text.
RL8.2 I can determine the theme of a text, analyze the theme’s development, and its relationship to characters, setting, and plot.
RL8.3 I can analyze how dialogue or specific incidents reveal information about characters or move the plot forward.
RL8.4 I can determine the figurative & connotative meaning of words & phrases based on how they are used in a text. I can analyze the
impact word choice on the meaning or tone of a text.
RL8.5 I can compare and contrast the structure of two or more texts. I can analyze how the form or structure of a text contributes to its
meaning and style.
RL8.7 I can analyze how a production of a text differs from the written text and evaluate the choices made by the directors/actors.
RL8.9 I can analyze how a modern work of fiction uses themes, patterns, or character types from traditional stories, myths, and/or the
Bible.
RL8.10 I can read and comprehend literature at the eighth grade level.
Number Reading Standards for Informational Texts
RI8.1 I can cite textual evidence that strongly supports my inferences and analysis of the text.
RI8.2 I can determine two or more central ideas and analyze their development over the course of the text, including how supporting
ideas are used.
RI8.4 I can determine the figurative, connotative, or technical meaning of words or phrases in a grade 8 text.
Number Writing Standards
W8.4 I can produce clear, coherent writing in which the development, organization, and style are appropriate for eighth grade tasks,
purposes, and audiences.
W8.5 I can use guidance from my peers and adults to plan, revise, and edit my writing.
W8.7 I can conduct short research projects that use several sources to answer a specific question. I can generate additional focused
questions, if needed, during my research.
W8.8 I can gather information from multiple sources (print and digital) and assess credibility and accuracy of those sources.
W8.9 I can use evidence from literature to support analysis, reflection, and research in my writing.
W8.10 I can write for a range of time, tasks, purposes, and audiences.
Number Speaking and Listening Standards
SL8.1 a: I can prepare for a class discussion and participate by referring to my findings during discussion.
b: I can follow agreed-upon rules for class discussions, track progress towards stated goals, and define individual roles if needed.
c: I can ask questions that connect ideas of several speakers and respond to others with relevant evidence or ideas.
d: I can acknowledge new ideas expressed in discussion and modify my views if needed.
SL8.2 I can analyze the purpose of information expressed in diverse media and evaluate the motives behind the presentation.
English Language Arts, Grade 8 22
Number Speaking and Listening Standards, Continued
SL8.4 I can present important findings in a coherent manner using relevant evidence, valid reasoning, and appropriate details. I can use
appropriate eye contact, adequate volume, and clear pronunciation.
SL8.5 I can include multimedia projects or visual displays when they will be helpful in clarifying and emphasizing information.
SL8.6 I can adapt my speech to a variety of tasks and contexts. I can demonstrate a command of formal English when appropriate.
Number Language Standards
L8.4 a: I can use context clues to figure out word meanings.
b: I can use common Greek and Latin affixes and roots to figure out word meanings.
c: I can use reference materials to determine pronunciation, meaning, or part of speech of a word.
d: I can verify what I think a word means by looking it up.
L8.5 a: I can interpret figures of speech in context.
b: I can use the relationships between words to better understand each word’s meaning.
c: I can distinguish among connotations and denotations of words.
L8.6 I can use vocabulary appropriate to eighth grade topics. I can use resources to gather word knowledge when needing a word
important for comprehension and/or expression.
English Language Arts, Grade 8 23
Text/Media Sources Extended Texts Anthologies Articles
Elsewhere by Gabrielle
Zevin (extended text)
“The Curious Case of
Benjamin Button” by F.
Scott Fitzgerald (short
story)
“The 5 Stages of Grief” by Julie Axelrod
http://psychcentral.com/lib/the-5-stages-of-loss-and-grief
http://www.selectedfuneralhomes.org/customs
http://www.pbs.org/witheyesopen/after_teachers_612.html
http://www.pbs.org/wnet/onourownterms/articles/cultural.html
Media
“The Curious Case of Benjamin Button” by F. Scott Fitzgerald (Found on Share Drive)
http://www.penguinreaders.com/pdf/downloads/par/teachers-notes/TN-BenjaminButton.pdf
“Cats in the Cradle” by Cat Stevens
Link for Lyrics:
http://www.sing365.com/music/lyric.nsf/Cats-in-the-Cradle-lyrics-Cat-Stevens/108CCBC26BD96CF748256FAB0005F867
Poetry
http://www.poetryfoundation.org/poem/173523#poem
http://www.poetryfoundation.org/poem/177119
Mood and Tone:
http://www.brainpop.com/english/writing/moodandtone/
“Stages of Grief – Sprinkles and Bridget”
https://www.youtube.com/watch?v=bcNQGNUncd4
Analyzing Literature
https://www.teachingchannel.org/videos/sift-method-analyze-literature
http://snowyrangeacademy.org/uploads/docs/ms%20resources/Literary%20Analysis%20Guide.pdf
English Language Arts, Grade 8 24
Resources Elements of Literature
Elements of Language
Prestwick House, Latin & Greek Roots, Book III
Elsewhere by Gabrielle Zevin
GTPS Share Drive
Assessments Formative Summative
Text Annotation
Teacher Observation
Poetry
Journaling
Presentation (Group or Individual)
Research
Literary Analysis Essay
*Benchmark* End of Unit Assessment
English Language Arts, Grade 8 25
Scope and Sequence
Skills
addressed Activities
Framework
Element Resources Standards
Read a Short
Story
Students will read “The Curious Case of
Benjamin Button” by F. Scott Fitzgerald as a
collaborative read between teacher and
students.
Reading
Workshop
“The Curious Case of Benjamin Button” by F.
Scott Fitzgerald (Found on Share Drive)
Teacher Resource:
http://www.penguinreaders.com/pdf/downloads/
par/teachers-notes/TN-BenjaminButton.pdf
RL8.2
Analyze text
development
RL8.4
Analyze word
choice
Analyzing
Text and
Making
Connections
Students will read, annotate, analyze, and
listen to “Cats in the Cradle” by Cat Stevens.
Students will make inferences and draw
comparisons to the short story, “The Curious
Case of Benjamin Button”.
Students will discuss their ideas in a Socratic
Seminar.
Socratic
Seminar
“Cats in the Cradle” by Cat Stevens
Link for Lyrics:
http://www.sing365.com/music/lyric.nsf/Cats-in-
the-Cradle-lyrics-Cat-
Stevens/108CCBC26BD96CF748256FAB0005F
867
SL8.1
Collaborative
discussions
Comparing
texts
Writing
Poetry
Students will read the poem “After Apple
Picking” by Robert Frost and “Because I
Could not Stop for Death” by Emily
Dickinson and analyze how the author’s use
of extended metaphor describes life
fulfillment. They will compare/contrast the
depiction of death/afterlife.
Students will then compose their own poem
that uses an extended metaphor to describe
their life, hopes, and/or dreams.
Skill Lesson: Interpret and compare poetry,
Extended Metaphor
Reading
Workshop
Writing
Workshop
http://www.poetryfoundation.org/poem/173523#
poem
http://www.poetryfoundation.org/poem/177119
http://www.ehow.com/how_7764533_write-
extended-metaphor-poems.html
RL.8.4
Figurative language
and word choice
RL.8.5
Compare and
contrast structure
and style
English Language Arts, Grade 8 26
Skills
addressed Activities
Framework
Element Resources Standards
Reading
Literature
Students will read Elsewhere by Gabrielle
Zevin.
*Reading should be a combination of read-
aloud/modelling, collaborative
reading/small groups, and independent
reading.*
Reading
Workshop
Elsewhere by Gabrielle Zevin RL8.9
Analyze modern
work of fiction and
its use of traditional
stories
RL.8.10
Read grade level
texts
Routine
Writing
Students will answer teacher-generated
journal prompts and questions based on their
reading of Elsewhere.
Journaling Elsewhere by Gabrielle Zevin W.8.10
Routine writing
Identifying
Mood and
Tone
Using textual evidence students will analyze
how the setting of Elsewhere affects the tone
and mood of the story. Students will analyze
the mood and tone of three places from the
story.
To review mood and tone, show the BrainPop
video.
Students will create a six panel chart
sketching the mood and tone for each
location. Students will also find a quote for
each location to use to support and illustrate
the mood and tone of each setting.
Reading
Workshop
Mood and Tone:
http://www.brainpop.com/english/writing/mooda
ndtone/
RL.8.1
Cite text
RL.8.3
Analyze specific
lines
English Language Arts, Grade 8 27
Skills
addressed Activities
Framework
Element Resources Standards
Writing a
prose
constructed
response
Students will independently read and
annotate “The 5 Stages of Grief and Loss” by
Julie Axelrod.
Watch the video clip – Stages of Grief –
Sprinkle and Bridget
Respond to the following prose constructed
response: Identify how Liz experiences each
of the 5 stages of grief in Elsewhere.
Compare and contrast the process for Liz
versus Bridget. Cite evidence from the
article, the novel, and the video.
Reading
Workshop
“The 5 Stages of Grief” by Julie Axelrod
http://psychcentral.com/lib/the-5-stages-of-loss-
and-grief
“Stages of Grief – Sprinkles and Bridget”
https://www.youtube.com/watch?v=bcNQGNUn
cd4
RL8.1
Cite text evidence
RI8.1
Cite text evidence
W8.4
Clear and coherent
writing
W8.9
Draw evidence from
literature and non-
fiction sources
Analyzing
Media
Students will analyze film clips from The
Curious Case of Benjamin Button, Ghost,
Whatever Dreams May Come, and The
Lovely Bones. Students will make and draw
comparisons between Elsewhere and the
various film clips. Some areas of focus are
setting, communication between dead and
living, mood, and tone.
Class Discussion/Fish Bowl
Reading
Workshop
The Curious Case of Benjamin Button (Teacher
Selected):
http://movieclips.com/search/?q=benjamin%20b
utton#p=1– “Be Whoever You Want to Be” clip
The Lovely Bones (Teacher Selected):
http://movieclips.com/tAicm-the-lovely-bones-
movie-shes-gone/– “She’s Gone” clip
Ghost:Communication:
http://www.youtube.com/watch?v=5fLlgS6aO9k
What Dreams May Come:
Trailer: http://movieclips.com/2Dcg-what-
dreams-may-come-movie-trailer-1/
What Dreams May Come:
Setting:
http://www.youtube.com/watch?v=OdgGxgg91T
c
RL8.7
Film vs. Text
English Language Arts, Grade 8 28
Skills
addressed Activities
Framework
Element Resources Standards
Collegial
discussions
and working
collaborative
ly
Students will be given the following prompt:
It is the year 2006 in Elsewhere. John F.
Kennedy, Princess Diana, Tupac, and John
Lennon are having a picnic. How old is each
person in Elsewhere age? Based on their
Elsewhere age, explain what each person
would be doing or discussing.
Students will research the significant tasks of
each person and calculate his or her
Elsewhere age. In groups, students will create
a dialogue between the four people having a
picnic lunch based on student research.
Student groups will be required to present
their dialogue.
Writing
Workshop
SL.8.1b
Collegial
discussions
RL.8.3
Analyze dialogue
Writing
Literary
Analysis
Essay
Students will write a formal literary analysis
essay on a self-selected topic. (Ideas to
consider: symbolism in Elsewhere, character
analysis of Elsewhere, allusions in
Elsewhere, irony in Elsewhere, etc.)
Students should read teacher-selected mentor
texts to identify elements of literary analysis
prior to brainstorming ideas for own writing
piece. Students will use the writing process
to publish a final piece.
Writing
workshop Teacher Resources:
https://www.teachingchannel.org/videos/sift-
method-analyze-literature
http://snowyrangeacademy.org/uploads/docs/ms
%20resources/Literary%20Analysis%20Guide.p
df
RL8.9
Analyze modern
fiction
W8.4
Produce clear and
coherent writing
W.8.5
Writing process
W8.9
Cite evidence from
literature
English Language Arts, Grade 8 29
Skills
addressed Activities
Framework
Element Resources Standards
Conducting
research
Students will research a variety of different
funeral customs. (Groups or Individual)
1. Ask students to find and record ten pieces
of information from a culture’s custom that
they choose to research.
2. Have the students prepare a brief
presentation to share what they have learned
with the class.
3. Create a class chart to compare and
contrast the various beliefs of the cultures
that were researched.
4. Discuss how each of these customs
informs our understandings of the beliefs,
values, and attitudes of different cultures
toward death.
5. Generate a list of funeral customs that exist
in our society.
6. Essay topic - What does this list tell us
about some of our beliefs, values, and
attitudes toward death?
Writing
workshop Teacher Resources:
http://www.selectedfuneralhomes.org/customs
http://www.pbs.org/witheyesopen/after_teachers
_612.html
http://www.pbs.org/wnet/onourownterms/articles
/cultural.html
W8.7
Research projects
W8.8
Multiple sources
W8.9
Use evidence to
support
Using
academic
vocabulary
Determining
meanings in
context
Teacher generated vocabulary from
Elsewhere
Latin & Greek roots
Do Now Prestwick House, Latin & Greek Roots, Book
III, Units 6-9
L8.4
Use Context clues
L8.5
Figurative language
L8.6
Academic
vocabulary
English Language Arts, Grade 8 30
ELA Grade 8
Unit C Topic: The Secrets Behind What You Eat
Time Frame: 7 – 8 weeks
Performance Task: Research/Informational Writing
Description: The “Secrets Behind What you Eat” by Michael Pollan describes how parallel food chains (industrialized food; alternative or "organic"
food; and home-gathered food) reflect differences and similarities in our ecology of eating. It also includes a fascinating look behind the labels and
what we should and shouldn’t eat. Through the use of graph, charts, essays, and supplemental materials students will recognize that nutritional habits
affect both the quality and quantity of life and understand what constitutes good nutrition. Students will begin the unit by creating a KWL chart
regarding good nutrition, read Omnivore’s Dilemma with these questions in mind, and at the end research their unanswered questions. Throughout
the unit students will respond both in writing and through discussion as they learn to use the text to provide evidence to support their interpretations.
CCSS Target Skills
Reading Writing Language Speaking and Listening
Compare and analyze multiple
genres
Write explanatory/informative
essays Words from Foreign languages Deliver an oral presentation
Analyze and synthesize primary
sources Write prose constructed response
Prestwick House Latin &
Greek Roots, Book III, Units 10 -
13
Participate in Socratic seminars
Interpret media for bias Identify and use domain specific
vocabulary
Determine central idea
Identify strongest text evidence
Research and technology
Tier 2 vocabulary
English Language Arts, Grade 8 31
Unit C - Common Core “I Can” Statements
Number Reading Standards for Literature (“The Circuit”)
RL8.1
I can find textual evidence to support my ideas about a text.
RL8.2 I can determine the theme or central idea of a text and analyze its development over the course of the text.
RL8.3 I can analyze how & why individuals, events, & ideas develop & interact over the course of a text.
RL8.4 I can interpret words & phrases as they are used in a text, including determining technical and connotative meanings.
I can identify the mood & tone of a text, and the meaning & impact of word choice on the mood & tone of the text.
Number Reading Standards for Informational Texts
RI8.1 I can find textual evidence to support my analysis of the text and draw inferences.
RI8.2 I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary
of a text.
RI8.3 I can identify the connections that are made between individuals, ideas and/or events in various texts.
RI8.4 I can determine the meanings of words and phrases as they are used in a text, including figurative language.
I can analyze the specific word choice of an author and analyze its impact on the tone of a piece.
RI8.5 I can analyze the structure of paragraphs within a text, specifically the role of key sentences.
RI8.6 I can determine an author’s point of view and the author’s purpose for writing a text.
RI8.7 I can evaluate the advantages and disadvantages of using different mediums to present a topic.
RI8.8 I can recognize & articulate the argument or claims made within the text.
I can identify & pull specific quotes or passages from the text & explain how they contribute to the argument or claim.
RI8.9 I can identify when texts disagree and analyze the conflicting information.
RI8.10 I can read and comprehend literary non-fiction independently.
Number Writing Standards
W8.2 I can write informative and explanatory texts to examine a topic and convey ideas.
a. I can introduce a topic clearly, organize my ideas, and use text features such as headings, charts, tables, and/or
multimedia.
b. I can develop my topic with well-chosen facts and details.
c. I can use varied transitions.
d. I can use domain-specific vocabulary
e. I can establish and maintain a formal style
f. I can provide a concluding statement that supports my writing.
W8.4 f. I can produce clear and coherent writing for a specific task, purpose, and/or audience.
W8.7 I can conduct short research projects to answer a question, using several sources.
English Language Arts, Grade 8 32
Number Writing Standards
W8.8 I can gather relevant information from multiple print and digital sources, assessing the credibility and accuracy of each
source.
I can quote and paraphrase while avoiding plagiarism.
I can follow a standard format to cite my sources.
W8.10 I can write over different time frames for a range of tasks, purposes, and audiences.
Number Speaking and Listening Standards
SL8.1 I can participate in collaborative discussions, building on other’s ideas and expressing my own ideas clearly.
SL8.2 I can analyze the purpose of information presented in diverse media & formats & evaluate the motives behind its
presentation.
SL8.3 I can delineate a speaker’s argument & specific claims, evaluating the soundness of the reasoning & relevance of that
evidence. I can also identify when irrelevant evidence is used.
SL8.4 I can present claims and findings by emphasizing salient points in a focused, coherent manner.
I can use appropriate eye contact, adequate volume, and clear pronunciation.
SL8.5 I can integrate multimedia and visual displays into presentations.
Number Language Standards
L8.6 I can use domain-specific vocabulary.
I can gather vocabulary knowledge when a word or phrase is important to my comprehension of the text.
English Language Arts, Grade 8 33
Texts / Media Sources Extended Texts Anthologies Articles
Omnivore’s Dilemma
by Michael Pollan
Elements of Literature:
“The Circuit” by Francisco Jimenez
Articles
http://michaelpollan.com/wordpress/wp-
content/uploads/2010/05/omnivore_young_readers_excerpt.pdf
“Our Year Without Groceries”
http://letsgather.chick-fil-a.com/articles/our-year-without-groceries
http://www.calclingpeach.com/html/rcpe_consum/TimeMagazineARtileDr.Oz.pdf
GTPS Share (scanned documents)
Writing to Persuade by Karen Caine – “Is America’s Food Supply Safe?”
Eureka! Jamestown Publisher – “What’s for Breakfast?”
Texts and Lessons for Content-Area Reading – “Boss Hog – Part 1-5”
“The Superbug in your Supermarket – Part 1-2”; \
“Fact Sheet #13B: CAFO Requirements for Large Swine Operations”
Media Sources
Back to the Start – Chipotle commercial
http://www.youtube.com/watch?v=aMfSGt6rHos
Sample Unit Plans
http://commoncoresuccess.elschools.org/curriculum/ela/grade-8/module-4/unit-1
http://libraryschool.libguidescms.com/content.php?pid=213225&sid=1776091
Videos
http://www.youtube.com/watch?v=-T_EAoYE5aw&edufilter=Eruq43lhlLaEmcrPkgvWnA
http://www.youtube.com/watch?v=MSpkLk0vYmk
English Language Arts, Grade 8 34
Resources Elements of Literature
Elements of Language
Prestwick House, Latin & Greek Roots, Book III
Omnivore’s Dilemma by Michael Pollan
GTPS Share Drive
Assessments Formative Summative
Text Annotation
Teacher Observation
Poetry
Journaling
Presentation (Group or Individual)
Research
Informative/Research Essay
*Benchmark* End of Unit Assessment
English Language Arts, Grade 8 35
Scope and Sequence Skills
Addressed Activities
Framework
Element Resources Standards
Listening &
Viewing
Activating
Prior
Knowledge -
KWL
Students will watch the video “Back to the
Start” Chipotle commercial as anticipatory
to reading the book Omnivore’s Dilemma.
Complete a KWL on the food industry –
what do you know about the food you
eat…
Writing
Workshop
“Back to the Start” video
http://www.youtube.com/watch?v=aMfSGt6rHo
s
KWL chart
SL8.2 – analyzing
purpose of info
presented
W8.10
Write routinely
Reading
Informational
Text - Jigsaw
Jigsaw – Read & annotate the 5 articles (1
per group) - Texts and Lessons for
Content-Area Reading – “Boss Hog – Part
1-5”
Jigsaw – assign reading
Text annotation
Sketching through the text
Group share
Class share
Focus on the reading strategy
“Reading with a Question in Mind”
Reading
Workshop
Texts and Lessons for Content-Area Reading –
“Boss Hog – Part 1-5”–
Found on the GTPS Share (includes resources on
using a Jigsaw strategy and Reading with a
Question in Mind)
RI8.1 – find textual
evidence
RI8.2 – determine
central message
RI8.6 – author’s
purpose
RI8.8 – pull specific
quotes from passage
SL8.1 –
collaborative
discussion
RL8.4 – present
information
Viewing – book
intro
Watch the video – “America's Food Crisis:
THE OMNIVORE'S DILEMMA”
Class discussion – introduce The
Omnivore’s Dilemma
Reading
Workshop
https://www.youtube.com/watch?v=-
T_EAoYE5aw&edufilter=Eruq43lhlLaEmcrPkg
vWnA
SL8.2 – author’s
purpose in diverse
media
English Language Arts, Grade 8 36
Skills
Addressed Activities
Framework
Element Resources Standards
Close Reading
of
informational
text
Read and annotate the introduction of The
Omnivore’s Dilemma.
On page 5, Michael Pollan introduces the
reader to 4 types of meals. Which of these
would you choose to feed your family?
Why?
Reading
Workshop
Journaling
Link to full text of introduction to make copies
for every student.
http://michaelpollan.com/wordpress/wp-
content/uploads/2010/05/omnivore_young_reade
rs_excerpt.pdf
RI8.10
Read grade level
non-fiction
Reading
Informational
Text
Domain
Specific
Vocabulary
Students will read The Omnivore’s
Dilemma, using various strategies to tackle
informational texts.
*Reading should be a combination of
read-aloud/modelling, collaborative
reading/small groups, and independent
reading.*
Students will use context clues to
determine meaning of domain-specific
vocabulary.
Reading
workshop
Grade 8 Model Unit Plan:
http://commoncoresuccess.elschools.org/curricul
um/ela/grade-8/module-4/unit-1
RI8.4
Specific word choice
RI8.5
Text structure
L8.6
Domain Specific
vocabulary
Using
Propaganda
and Effective
word choice
After reading Part I (pages 9-107) create an
advertisement for corn. (directions on link
in resources.)
Students present their billboard redesigns.
Class Discussion: Discuss this line from
the book.
"There are some forty-five thousand items
in the average American supermarket and
more than a quarter of them now contain
corn."
- The Omnivore's Dilemma Journal Entry:
So what? Why is it bad if corn is in most
of our food?
Writing
workshop
Journaling
“Corn in America”
http://libraryschool.libguidescms.com/content.ph
p?pid=213225&sid=1776091
SL8.5
Visual displays
English Language Arts, Grade 8 37
Skills
Addressed Activities
Framework
Element Resources Standards
Close Readings
Working
collaboratively
Identifying
Author’s
Claim
Writing
Counterargum
ents
Reread pages 161-166, or pages 240-245
and identify the claim Michael Pollan
makes and the evidence he uses to support
his claim.
Write the claim and supporting evidence on
a stick note.
Work with a group to determine the
validity of his claim.
Write the counterargument to refute his
claim
Reading
Workshop
Writing
Workshop
Guidelines for this activity can be found in the
sample unit plan:
http://commoncoresuccess.elschools.org/curricul
um/ela/grade-8/module-4/unit-1
SL8.3
Delineate speaker’s
argument & claims
W8.4f
Clear & coherent
writing
Reading
Literature and
Writing Prose
Constructed
Responses
Using context
clues
After reading Part III, read “The Circuit.”
(Use context clues to determine foreign
language words)
Reread pgs. 34-39 of The Omnivore’s
Dilemma (Under the heading “Rich field,
Poor farmers) Answer the following prose
constructed response:
Write a narrative about Panchito on a
modern day American farm. Be sure to
describe the setting in detail. What
conflicts might he face? What might he say
and/or do to solve these problems?
Reading
Workshop
Elements of Literature pg. 658 RL8.1
Cite text
RL8.2
Determine central
idea
RL8.3
Analyze story
development
RL8.4
Interpret words &
phrases
L8.4
Use context clues to
determine foreign
language words
Writing
narratives
Read the afterword “Vote With Your Fork”
(pgs. 279-283).
Name one way you can “vote with your
fork.”
Journaling RI8.3
Text connections
English Language Arts, Grade 8 38
Skills
Addressed Activities
Framework
Element Resources Standards
Synthesizing
Collaborative
discussions
Revisit the journal entry from the
beginning of the unit: Which of the four
meals would you feed your family? Has
your perspective about this changed? Why
or why not?
Look over the outline of the 4 meals.
Which is most closely aligned with the way
your family eats? Based on The
Omnivore’s Dilemma, is this the “right
way” to eat? Explain.
Read and annotate “Our Year Without
Groceries.” Is this a feasible plan for you
and your family? Why or why not?
Discuss in a Socratic Seminar.
Reading
Workshop
leading to…
Socratic
Seminar
4 possible meals - GTPS Share
“Our Year Without Groceries”
http://letsgather.chick-fil-a.com/articles/our-
year-without-groceries
SL8.1
Collaborative
discussions
RI8.1
Text evidence
RI8.6
Author’s purpose
Identifying
Bias
Analyze various media sources and
author’s intent to determine the credibility
of information found on the Internet.
Student activity – complete graphic
organizer that analyzes author’s intent
Writing
workshop
Video clip - Food: The Ultimate Secret Exposed
– PartI:
http://www.youtube.com/watch?v=MSpkLk0vY
mk
“Give (Frozen) Peas a Chance – and Carrots
Too” by Dr. Mehmet Oz
http://www.calclingpeach.com/html/rcpe_consu
m/TimeMagazineARtileDr.Oz.pdf
RI8.7
Evaluate media
RI8.9
Identify conflicting
information
English Language Arts, Grade 8 39
Skills
Addressed Activities
Framework
Element Resources Standards
Informational/
Explanatory
Writing
Conducting
Research
Using the KWL chart that was used
throughout this unit, discuss what questions
students still have that were unanswered.
Use this as a springboard to generate a list
of topics to research. Use the writing
process to publish an informational
research paper on the selected topic.
Students should be given access to mentor
texts to read and analyze for informational
text structure and non-fiction text features.
Writing
workshop
GTPS Share Drive
Writing Rubric
KWL chart
W8.2
Write informative
and explanatory
texts
W8.7
Conduct research
W8.8
Multiple sources
Vocabulary Teacher generated vocabulary
Greek & Latin roots
Do Now Prestwick House, Latin & Greek Roots, Book
III, Units 10-13
L.8.4
Vocabulary
Acquisition
Grammar Mini lessons on domain specific
vocabulary
Do Now GTPS Share Drive
Teacher Created Materials
L8.6
Domain Specific
Materials
English Language Arts, Grade 8 40
ELA Grade 8
Unit D Topic: HOPES AND DREAMS
Time Frame: 7-8 weeks
Performance Task: Memoir Writing
Description: This unit focuses on the theme of ‘Hopes and Dreams’ and the lengths one will go to in order to achieve them. Students will begin by
reading and analyzing Randy Pausch’s inspiring memoir, The Last Lecture. Professor Pausch’s memoir will serve as a model for students in the
creation of their own personal memoirs. Students will also read “The Diary of Anne Frank” (the play) and analyze how a writer uses real-life
experiences in his writing.
CCSS Target Skills
Reading Writing Language Speaking and Listening
Comprehending informational
text Writing memoir
Determine word meaning using
context clues Delivering an oral presentation
Analyze explicit text and
inferences Prose constructed responses
Prestwick House Latin & Greek
Roots, Book III, Units 14-17 Peer evaluation of speeches
Identify strongest text evidence Journaling
Analyze author’s craft
Compare and contrast media
Research and technology
Interpret media
Tier 2 vocabulary
English Language Arts, Grade 8 41
Unit D - Common Core “I Can” Statements Number Reading Standards for Literature
RL8.1 I can find textual evidence to support my ideas about a text.
RL8.2 I can determine the theme or central idea of a text.
RL8.4 I can determine the meaning of words and phrases as they are used in a text.
RL8.5 I can compare and contrast the structure of two or more texts.
RL8.10 I can read and comprehend literature independently.
Number Reading Standards for Informational Texts
RI8.1 I can find textual evidence to support my analysis of the text and draw inferences.
RI8.3 I can identify the connections that are made between individuals, ideas and/or events in various texts.
RI8.6 I can determine an author’s point of view and the author’s purpose for writing a text.
RI8.7 I can evaluate the advantages and disadvantages of using different mediums to present a topic.
Number Writing Standards
W8.3 I can write narratives (real or imagined) using effective technique, relevant descriptive details, and well-structured event
sequences. a. I can engage and orient the reader by establishing a context and point of view
b. I can use narratives techniques such as dialogue, pacing, description, and reflection
c. I can use a variety of transitions to signal shifts in time
d. I can sue precise words and phrases, relevant descriptive details, and sensory language
e. I can provide a conclusion that reflects on the narrated experiences.
W8.4 I can produce clear and coherent writing for a specific task, purpose, and/or audience.
W8.7 I can conduct short research projects to answer a question, using several sources.
W8.10 I can write over different time frames for a range of tasks, purposes, and audiences.
Number Speaking and Listening Standards
SL8.1 I can participate in collaborative discussions, building on other’s ideas and expressing my own ideas clearly.
SL8.2 I can analyze the purpose of information presented in diverse media and evaluate the motives behind its presentation.
SL8.4 I can present claims and findings by emphasizing salient points in a focused, coherent manner.
I can use appropriate eye contact, adequate volume, and clear pronunciation.
SL8.5 I can integrate multimedia and visual displays into presentations.
Number Language Standards
L8.2 I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. a. I can use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. I can use an ellipsis to indicate and omission.
c. I can spell correctly.
L8.5 I can demonstrate understanding of figurative language.
English Language Arts, Grade 8 42
Text/Media Sources Extended Texts Anthologies Articles
The Last Lecture by Randy Pausch
Elements of Literature:
“The Diary of Anne Frank” – drama
Pakistan's Malala: Global symbol, but still just a kid by
Ashley Fantz – Short informational text Articles
http://www.archives.gov/press/exhibits/dream-speech.pdf
http://webtv.un.org/watch/at-un-malala-yousafzai-rallies-
youth-to-stand-up-for-universal-education/2542492853001/
http://www.cnn.com/2012/10/15/world/malala-profile
http://scope.scholastic.com/issues/09_01_13
Media
Videos
http://webtv.un.org/watch/malala-yousafzai-un-youth-assembly/2542094251001/
http://www.tcm.com/mediaroom/video/486890/Diary-Of-Anne-Frank-The-Movie-Clip-A-Great-Adventure.html
https://www.youtube.com/watch?v=Wn9L4CxAaQY
http://www.youtube.com/watch?v=CjEdyxo_z5k
English Language Arts, Grade 8 43
Resources NEWSela
Scholastic Scope
Elements of Literature
The Last Lecture by Randy Pausch
Prestwick House – Latin & Greek roots – Book III
GTPS Share
Assessments Formative Summative
Prose constructed response
Socratic Seminar
Memoir
End of Unit Performance Task
*Benchmark* STAR Reading
English Language Arts, Grade 8 44
Scope and Sequence Skills
addressed Activities
Framework
Element Resources Standards
Memoir
Writing
Students will read Ernest Hemingway’s
famous six word memoir, analyzing the
author’s word choice.
Using Hemingway’s memoir as a model
students will construct their own Six word
memoirs and submit them to
www.Smithteen.com
Writing
Workshop
Ernest Hemingway: For Sale, Baby Shoes Never
Worn: http://news.rapgenius.com/Ernest-
hemingway-six-word-story-lyrics#note-1223461
Post the memoir on a webpage:
www.Smithteens.com
W.8.3.d
Use precise words to
write narratives
Viewing a
Speech
Students will watch an excerpt from Randy
Pausch’s “Last Lecture” to determine
author’s purpose before reading the memoir.
Reading
Workshop
The Last Lecture – DVD (educational version)
OR
https://www.youtube.com/watch?v=Wn9L4CxA
aQY
SL8.2
Analyze purpose of
information
Reading a
Memoir
Students will read The Last Lecture. Students
will respond to questions about the text using
evidence to support their answers. *Reading
should be a combination of read-
aloud/modelling, collaborative
reading/small groups, and independent
reading.*
Reading
Workshop
The Last Lecture- Randy Pausch
RL8.2
Analyze text
Routine
Writing
Quick Writes- Students quickly react to
quotes from the text and write short
connection pieces in their writer’s notebooks.
Journaling The Last Lecture- Randy Pausch W.8.10
Write routinely
Memoir
Writing
Students will learn about SOAPTone
(Subject, Occasion, Audience, Purpose, and
Tone) and discuss these for a memoir.
Using SOAPTone students will write their
own memoirs. Students should have access to
mentor texts to analyze the possible structure
of a memoir.
Using the writing process, students will
publish a final piece.
Writing
Workshop
SOAPTone:
http://apcentral.collegeboard.com/apc/public/pre
ap/teachers_corner/45200.html
Skill materials: http://teacher.scholastic.com/writeit/memoir/teac
her/
W.8.3
Write narratives
(real or imagined)
English Language Arts, Grade 8 45
Skills
addressed Activities
Framework
Element Resources Standards
Reading a
Drama
Students will read the play, The Diary of
Anne Frank.
Students will keep their own diaries to record
responses to particular lines of dialogue and
how they propel the action of the play
Reading
Workshop
Journaling
The Diary of Anne Frank (Holt) page 346 RI.8.3
Analyze text
connections
W.8.10
Write routinely
Reading a
drama
After reading the play, “The Diary of Anne
Frank”, students will respond to the
following:
Before The Diary of Anne Frank was
performed, Otto Frank wrote in a letter to the
actor who would portray him, “Please don’t
play me as a ‘hero’… Nothing happened to
me that did not happen to thousands upon
thousands of other people.” What is a hero?
Do you see anyone in the play as a hero?
Why? Think about your definition of a hero.
Cite evidence to support your response.
Socratic Seminar to discuss
Socratic
Seminar
SL8.1
Collaborative
discussions
Compare
/contrast
Watch excerpts from The Diary of Anne
Frank.
Compare and contrast the text to the filmed
version. Complete a graphic organizer.
Reading
Workshop
http://www.tcm.com/mediaroom/video/486890/
Diary-Of-Anne-Frank-The-Movie-Clip-A-Great-
Adventure.html
RL8.7
Film vs. text
English Language Arts, Grade 8 46
Skills
addressed Activities
Framework
Element Resources Standards
Speech
Analysis
Read and annotate the “I Have a Dream”
speech by Dr. King.
Watch the video clip from his speech.
Identify the purpose of each speech, words
the speaker chose that reflect the tone,
identify the extended metaphors, and evaluate
the motives behind each presentation.
Compare and contrast Dr. King’s and Prof.
Pausch’s delivery. Revisit SOAPTone
(Subject, Occasion, Audience, Purpose, and
Tone).
Focus question - How does the author’s
choice of words impact the meaning and tone
of the speech?
Class discussion
Reading
Workshop
“I Have a Dream” – Elements of Literature (Pg.
678) OR
http://www.archives.gov/press/exhibits/dream-
speech.pdf
Watch video excerpt of: I Have a Dream
Speech- Martin Luther King
http://www.youtube.com/watch?v=CjEdyxo_z5k
Rewatch the Randy Pausch video:
https://www.youtube.com/watch?v=Wn9L4CxA
aQY
SL.8.4
Present ideas clearly
SL.8.2
Analyze diverse
media
L.8.5
Understand nuances
RI.8.6
Author’s purpose
W.8.4
Produce clear and
coherent writing
Photo
Analysis
Students will write down descriptive words
or phrases that come to mind when they look
at the photo. Discuss why was these pictures
were chosen for this book?
Complete the photo analysis worksheet for
one selected image from the book.
Skill lesson: Analyzing primary sources
Reading
Workshop
Remember by Toni Morrison
(Photo Book)
http://www.archives.gov/education/lessons/work
sheets/photo_analysis_worksheet.pdf
RI8.7
Advantages of
different mediums
English Language Arts, Grade 8 47
Skills
addressed Activities
Framework
Element Resources Standards
Answering
Prose
Constructed
Responses
Hopes and Dreams of Malala – Read
Scholastic article plus one additional article
and watch the video clips.
Answer the following prose constructed
response: Based on your reading of the two
article and the viewing of the videos, analyze
Malala’s crusade. What are her hopes and
dreams for the future?
Reading
Workshop
Speech to UN from July 12, 2013
http://webtv.un.org/watch/malala-yousafzai-un-
youth-assembly/2542094251001/ ;
article from the United Nations, explaining the
occasion of the speech
http://webtv.un.org/watch/at-un-malala-
yousafzai-rallies-youth-to-stand-up-for-
universal-education/2542492853001/;
article about Malala shortly after she was shot:
http://www.cnn.com/2012/10/15/world/malala-
profile
Scholastic Scope:
http://scope.scholastic.com/issues/09_01_13
RI.8.6
Author’s purpose
RI.8.7
Evaluate various
mediums
Vocabulary Teacher generated vocabulary
Greek & Latin roots
Do Now Prestwick House, Latin & Greek Roots, Book
III, Units 14-17
L.8.4
Clarify word
meanings
Grammar Mini lessons on punctuation (comma, ellipsis,
dash) to indicate a pause or break; mini
lessons on using an ellipsis to indicate and
omission.
Do Now Teacher Appendix
Teacher Created Materials
L8.2
Conventions of
English
English Language Arts, Grade 8 48
Appendix A Adaptations for Special Education Students, English Language Learners, and Gifted and Talented Students
Making Instructional Adaptations
Instructional Adaptations include both accommodations and modifications.
An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for
any student.
Usually a modification means a change in what is being taught to or expected from a student.
-Adapted from the National Dissemination Center for Children with Disabilities
ACCOMMODATIONS MODIFICATIONS
Required when on an IEP or 504 plan, but can be implemented for any student to support their learning.
Only when written in an IEP.
Special Education Instructional Accommodations
Use the Wonders Social Studies/Science Workstation Cards orange activity.
Teachers shall implement any instructional adaptations written in student IEPs.
Teachers will implement strategies for all Learning Styles (Appendix B)
Teacher will implement appropriate UDL instructional adaptations (Appendix C)
Gifted and Talented Instructional Accommodations
Use the Wonders Science/Social Studies Workstation Cards green activity.
Teacher will implement Adaptations for Learning Styles (Appendix
English Language Arts, Grade 8 49
Teacher will implement appropriate UDL instructional adaptations (Appendix
English Language Learner Instructional Accommodations
Use the Wonders Social Studies/Science Workstation Cards orange activity.
Teachers will implement the appropriate instructional adaptions for English Language Leaners (Appendix E)
English Language Arts, Grade 8 50
APPENDIX B
Learning Styles Aadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)
Accommodating Different Learning Styles in the Classroom: All learners have a unique blend of sequential, precise, technical, and confluent learning styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic. It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class. Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.
Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons Watch videos to learn information and concepts Encourage students to visulaize events as they read Study using flash cards Model by demonstrating tasks or showing a finished product Have written directions available for student
Audio Allow students to give oral presentations or explain concepts verbally Present information and directions verbally or encourage students to read directions aloud to themselves. Utilize read alouds Utilize songs, rhymes, chants and choral response,
Kinesthetic Act out concepts and dramatize events Trace words/sounds on paper, sand, or water Use manipulatives Allow students to depen knowledge through hands on projects
English Language Arts, Grade 8 51
Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan
work carefully, and complete the assignment from beginning to end without interruptions. Accommodations: Repeat/rephrase directions Provide a checklist or step by step written directions Break assignments in to chunks Provide samples of desired products
Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts
Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed
notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner. Accommodations: Provide detailed directions for assignments Provide checklists Provide frequent feedback and encouragement
Help precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts
Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The
learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiences Accommodations: Allow to work independently or as a leader of a group Give opportunities to solve problems and not memorize information Plan hands-on tasks Explain relevance and real world application of the learning Will be likely to respond to intrinsic motivators, and may not be motivated by grades
Help technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures
English Language Arts, Grade 8 52
Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The
learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises. Accommodations: Allow choice in assignments Encourage creative solutions to problems Allow students to experiment or use trial and error approach Will likely be motivated by autonomy within a task and creative assignments
Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail
English Language Arts, Grade 8 53
APPENDIX C
Universal Design for Learning Adaptations
Adapted from Universal Design For Learning
Teachers will utilize the examples below as a menu of adaptation ideas.
Provide Multiple Means of Representation
Strategy #1: Options for perception
Goal/Purpose Examples To present information through different modalities such as vision, hearing, or touch.
Use visual demonstrations, illustrations, and models Present a power point presentation.
English Language Arts, Grade 8 54
Strategy #2: Options for language, mathematical expressions and symbols
Goal/Purpose Examples To make words, symbols, pictures, and mathematical notation clear for all students.
Use larger font size Highlight important parts of text
Strategy #3: Options for Comprehension
Purpose Examples To provide scaffolding so students can access and understand information needed to construct useable knowledge.
Use KWL strategies or charts. Provide written notes
Make predictions Graphic organizers and concept maps
English Language Arts, Grade 8 55
Provide Multiple Means of Action and Expression
Strategy #4: Options for physical action
Purpose Examples To provide materials that all learners can physically utilize
Use of computers to type when available Provide help with cutting, pasting, or other physical tasks Preferential or alternate seating Provide assistance with organization
English Language Arts, Grade 8 56
Strategy #5: Options for expression and communication
Purpose Examples To allow the learner to express their knowledge in different ways
Allow oral responses or presentations Students show their knowledge with webs, charts, graphs, or non-linguistic representations
Strategy #6: Options for executive function
Purpose Examples To scaffold student ability to set goals, plan, and monitor progress
Provide clear learning goals, scales, and rubrics Modeling skills and tasks Utilize checklists Give examples of desired finished product Chunk longer assignments into manageable parts Teach and practice organizational skills
English Language Arts, Grade 8 57
Provide Multiple Means of Engagement
Strategy #7: Options for recruiting interest
Purpose Examples To make learning relevant, authentic, interesting, and engaging to the student.
Provide choice and autonomy on assignments Use colorful and interesting designs, layouts, and graphics on written documents Use games, challenges, or other motivating activities Provide positive reinforcement for effort
English Language Arts, Grade 8 58
Strategy #8: Options for sustaining effort and persistence
Purpose Examples To create extrinsic motivation for learners to stay focused and work hard on tasks.
Show real world applications of the lesson Utilize collaborative learning Incorporate student interests into lesson Praise growth and effort Recognition systems Behavior plans
Strategy #9: Options for self-regulation
Purpose Examples To develop intrinsic motivation to control behaviors and to develop self-control.
Give prompts or reminders about self-control Self-monitored behavior plans using logs, records, journals, or checklists Ask students to reflect on behavior and effort
English Language Arts, Grade 8 59
Appendix D
Gifted and Talented Instructional Adaptations
How do the State of NJ regulations define gifted and talented students?
Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.
What types of instructional accommodations must be made for students identified as gifted and talented?
The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..
What is differentiation?
Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:
Prior knowledge Cognitive Level
Learning Rate Learning Style
Motivation Strength or Interest
And various curriculum components:
Nature of the Objective Teaching Activities
Learning Activities Resources
Products
Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom
management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted
learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).
English Language Arts, Grade 8 60
English Language Arts, Grade 8 61
Gifted & Talented Accommodations Chart
Adapted from Association for Supervision and Curriculum Development
Teachers will utilize the examples below as a menu of adaptation ideas.
Strategy Description Suggestions for Accommodation
High Level Questions
Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.
Require students to defend answers
Use open ended questions
Use divergent thinking questions
Ask student to extrapolate answers when given incomplete information
Tiered assignments
In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.
Use advanced materials
Complex activities
Transform ideas, not merely reproduce them
Open ended activity
Flexible Skills Grouping
Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.
Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance
Gifted learners develop advanced knowledge and skills in areas of talent
Independent Projects
Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic
Primary Interest Inventory
Allow student maximum freedom to plan, based on student readiness for freedom
Use preset timelines to zap procrastination
Use process logs to document the process involved throughout the study
English Language Arts, Grade 8 62
Learning Centers
Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.
Develop above level centers as part of classroom instruction
Interest Centers or Interest Groups
Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.
Plan interest based centers for use after students have mastered content
Contracts and Management Plans
Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications.
Allow gifted students to work independently using a contract for goal setting and accountability
Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.
Use pretesting and formative assessments
Allow students who complete work or have mastered skills to complete enrichment activities
English Language Arts, Grade 8 63
Appendix E
English Language Learner Instructional Accommodations
Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State
of NJ Department of Education Bilingual
Language Arts
Instruction: Assign a buddy (who might speak same language).
Simplify language, clarify or explain directions.
Read directions in native language (may use online translator)
Provide translated test items. Translated test items can be read by the student and/or another bilingual individual.
Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful.
Pre-teach proper nouns, difficult vocabulary, and pronunciation (ask students to repeat and pronounce back correctly)
Highlight key words or phrases.
Read aloud the text, using a slower rate of speech, as the student follows along.
Allow ELL students to hear the text twice and have a second opportunity to check their answers.
Keep a student’s linguistic ability in mind when selecting reading assignments
Allow ELL students extended time
Provide specific seating arrangement (close proximity for direct instruction and teacher assistance).
Response:
Allow for oral response instead of written response.
Provide bilingual dictionaries.
Allow the use of word walls and vocabulary banks.
Allow ELL students to use graphic organizers.
Allow flexibility in oral presentations (e.g. notes, presentation aides, or small group setting).
Read assessments aloud, not including the reading assessments.
Allow ELL students to discuss and clarify understanding of the writing assessment to the student so that the student can identify areas for
revision. The ELL student may also independently read aloud their writing assessment for the same purpose.
Read aloud the text using a slower rate of speech, as the student follows along immediately prior to the district fluency assessments and
practice.
English Language Arts, Grade 8 64
Science
Instruction:
Assign a buddy (who might speak same language)
Pre-teach difficult vocabulary
Simplify language, clarify or explain directions.
Provide translated test items. Translated test items can be read by the student and/or another bilingual individual.
Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful.
Highlight key words or phrases.
Read aloud questions and possible answers, using a slower rate of speech, as the student follows along.
Allow ELL students to hear the text twice and have a second opportunity to check their answers.
Allow ELL students extended time.
Provide specific seating arrangement (close proximity for direct instruction and teacher assistance).
Response:
Allow flexibility in oral presentations (e.g. presentation aides, or small group settings).
Allow for oral response instead of written response (Provide bilingual directions).
Allow ELL’s multiple ways to show scientific concepts (pictures, act out, model, label)
Allow the use of word walls and vocabulary banks.
Social Studies
Instruction:
Assign a buddy (who might speak same language)
Simplify language clearly or explain directions.
Read directions in native language.
Provide translated test items. Translated test items can be read by the student and/or another bilingual individual.
Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful.
Pre-teach difficult vocabulary
Highlight key words or phrases.
Read aloud text, questions and possible answers using a slower rate of speech as the student follows along,
Allow ELL students to hear the text twice and have a second opportunity to check their answers.
Allow ELL students extended time.
Give more frequent breaks as needed during instruction and assessments.
Provide specific seating arrangements (close proximity for direct instruction and teacher assistance).
English Language Arts, Grade 8 65
Response:
Allow for oral response instead of written response
Allow the use of word walls and vocabulary banks.
Allow ELL students to use graphic organizers.
Allow flexibility in oral presentation (e.g. notes, presentation aides, or small group setting).
Allow student to build a model, draw a picture, or make a collage to demonstrate knowledge of the topic
Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment, to make the text meaningful.
Read assessment aloud.
Allow ELL students to discuss and clarify understanding performance prompt prior to starting the assessment
Provide bilingual dictionaries
.
Math
Instruction:
Provide bilingual dictionaries.
Simplify language, clarify or explain directions.
Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment make the text meaningful.
Pre-teach difficult vocabulary.
Highlight key word or phrases.
Allow ELL students to hear word problems twice and have a second opportunity to check their answers.
Allow ELL students extended time for word problems.
Provide specific seating arrangement (close proximity for direct instruction, teacher assistance, and buddy).
Response:
Allow for oral explanations
Allow the use of word walls and vocabulary banks.