garfield public schools october 2014/grade 8 writing... · in order to make their prose and poetry...

Garfield Middle School Aligned to the Common Core Curriculum Standards for Language Arts

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST

CENTURY GLOBAL SKILLS

Garfield Public Schools

Language Arts Department

Curriculum Committee:

Caryn Christiano

Anna D’Agostino

Anna Kalogeras

Lisa Fiduccia

Marie Marx

Regina Stellato

Amber Simpson-Sidler

Joanne LoIacono

Kristen Haftek

Kathy DelMauro

Allison Bugge

Final Revision Date: June 27, 2012

Garfield Board of Education Dr. Kenneth Conte- President

Mr. Tony Lio - Vice President

Mr. Anthony Barckett

Mr. Salvatore Benanti

Mr. Richard Giacomarro

Mr. Nikolce Milevski

Mr. Charles Nucifora

Mr. Edward Puzio

Mr. Jeffrey Stewart

Administration Mr. Nicholas Perrapato, Superintendent

Mr. Tom Egan, Business Administrator / Board Secretary

Curriculum Supervisor

Mrs. Alexandra Bellenger

Assistant Curriculum Supervisor Language Arts

Mrs. Diane Nunno

Board Adoption Date – August 27, 2012 Resolution # - 08-129-12




YAG ELA Writing Grade 8

Benchmark Test: TBA

Writing Techniques/Smiley Face Tricks/Figurative Language:

Timeframe: 9/3-Ongoing

Description: How many times have you told your students that their writing needs more creativity, length, sentence

variety, etc.? That kind of information does not show you SPECIFICALLY HOW to fix your writing. However, Smiley-

Face tricks show you how you can enhance your writing like never before. Smiley Face Tricks are a great way to get

students to think and write more creatively. Use these examples and exercises to give students a few tools to enhance their

writing. In order to make their prose and poetry “sing,” writers use various techniques to develop their unique voices.

These techniques will be incorporated into their own writing. Smiley Face Tricks are tools good writers use in their

writing to interest the reader, add spice to the text, invite the reader to become more involved with the text, and enhance

the voice of the text. Students will learn to utilize Smiley Face Tricks in their writing.

Writing Mechanics: Grammar and Usage:

Timeframe: 9/3-Ongoing

Description: Students recognize the rules associated with capitalization and punctuation. They experience the ways

capitalization effects the meanings of words. Also, they learn how they can use punctuation to point readers to their

meaning. Students study how the use of proper nouns and adjectives helps make their meaning clear and writing specific

to the reader. This includes punctuation. During the unit students learn what makes up sentences and how they can

structure sentences to get their message across to any audience. The students understand that they must always express

themselves in complete thoughts to avoid confusing the reader. They use compound sentence parts to streamline writing,

and compound sentence parts to show a close relationship between ideas. In addition, daily quotes will be incorporated

into each lesson. It is expected for students to be able to apply correct grammar and usage, state the author's intent, their

own interpretation, and personal reflection.

Writing a Myth:

Timeframe: 9/9-9/23 (5 Blocks)

Description: Using background knowledge from summer reading, students will write their own myths. Students can write

a myth explaining a natural phenomenon or create a story with a moral lesson. Some students may want to think of an

emotion (love, envy, fear or jealousy) and write an adventure using that emotion as the theme. After the myths have been

written, students can read their myths to the class or compile the stories in a class anthology.

Elements of Plot in Narrative Writing:


Description: The primary objective of this unit is the student read a variety of stories to reinforce comprehension skills

and literary elements. They are expected to read critically for analysis of details contributing to interpretation. Students




work on vocabulary related to stories, and use the vocabulary in their writing. They retell, summarize, and chart story

actions. They discuss character traits and development as related to the story.

Narrative Writing:


Description: Every narrative contains elements like characters, setting, and conflict. On the NJASK, students will see this

as a writing task. Guided practice prepares students for NJASK writing prompts focusing on facts, details, setting,

characters, plot, sequence, and cause and effect. Students have a limited amount of time to write this story so

brainstorming properly is essential. Three workshops will be taught together. Reading a personal narrative prepares

students for writing one of their own. After reading and writing personal narratives, students will be able to prepare an

oral presentation of a personal narrative.

"Masque of the Red Death" by Edgar Allan Poe:


Description: A short biography lesson reintroduces students to the author. Students describe the atmosphere or mood of a

short story. During the reading they define words that create a specific atmosphere. Using their prior knowledge, as well

as "spooky" NJASK picture prompt, students write their own tale of horror. The complete a graphic organizer of a story

chart, including character, plot, and setting. They then develop a first draft of a mystery story centered on atmosphere and

mood. Final draft is submitted after incorporating the five step writing process, which includes prewriting, drafting,

revising, proofreading, publishing and presenting. Assessment: Mystery story, design a playbill, create a mask.

Elements of a Compare & Contrast Essay:


Description: Expository writing is writing that tells facts and is writing to inform a reader. You might write an

expository essay to compare and contrast, show cause and effect, define, analyze or show how to do something. In order

to compose a compare & contrast essay, students must become familiar with its elements as well as how to approach this

type of writing.

Compare & Contrast Essay: Monkey’s Paw w/ Poe

(The Tell Tale Heart or Masque of the Red Death):



expository essay to compare and contrast, show cause and effect, define, analyze or show how to do something.




Expository Writing: Quote/Prompt


Description: Students will respond to a quote. This explanatory writing may be based on the writer's personal knowledge

and experience or on information presented to the writer. The writer must include what the author's intent is, what their

own interpretation of the writing is, and a personal reflection in which a lesson is taught.

Informational Texts: Summarize a News Article:

Timeframe: 1/2—1/3 (1 Blocks)

Description: Students will use their knowledge of informational texts and text features to interpret as well as summarize a

news article. After writing a summary, they will share it with the class and answer any questions the students have so that

they can develop communication skills.

Black History Month: Biographical Summary:


Description: Students will be researching biographical information on an important woman in history and summarize

findings. Finally, students will introduce their topic to the class in oral presentation.

Persuasive Writing:


Description: Workshops will be taught together giving students a complete understanding of persuasive techniques using

in reading, writing, and speaking. Reading a persuasive essay can help prepare students for writing persuasive essays.

Students practice sentence and paragraph construction, punctuation, and rules of usage. They learn the composition of a

persuasive essay which enables them to compose and compare persuasive arguments in written form. First, students create

a t-chart (pro/con) to allow them to decide a position on the issue. They develop a unified and coherent 5 paragraph

persuasive essay which consists of an introduction, supportive statements/body, and a conclusion. Students organize and

develop their essays in a logical and effective manner in order for their message to be conveyed. Varying sentences helps

to create a rhythm, achieve an effect, or emphasize the connection between ideas. This includes adding sufficient

supporting details and/or examples for the persuasion to occur. Students use a relevant rubric to guide them through the

writing process after a peer editing session. Assessment: T Chart (pro/con), outline, first draft, final copy.




Write a Persuasive Speech/Advertisement Project:


Description: Students must use persuasive techniques to “sell” a product/service of their creation using visual aids while

delivering a speech.

Women’s History: Poetry


Description: Students will be reading and responding to poetry written by women.

Figurative Language & Creating Poetry (Contest):

Timeframe: 4/2-MP4* (6 Blocks)

Description: Students will review figurative language and recognize different styles of poetry including Haiku, Diamante,

Cinquain, Alphabet Poem, “I am” Poem and Acrostic Poem. We will identify and incorporate various poetic devices such

as similes and metaphors in the poems that are read and the poems that will be created.

NJASK 8 Practice and Review:


Description: Students are given practice tests modeled after the NJASK8 Tests in the area of Language Arts Literacy

covered previously throughout the year. Scoring rubrics for essays and open-ended questions will be used for assessment.

These tests are administered under similar conditions to the test taken in April.

Speculative Writing Essay:


Description: Students will be given an open ended writing prompt as a springboard for a story that must utilize sensory

details, Smiley Face Tricks, and adjectives.

Summer Reading Background on Civil Rights: Argument in Brown vs. BOE:


Description: Students will learn about a historical Supreme Court decision that changed civil rights for African

Americans in preparation to read “To Kill a Mockingbird.” Students will be exposed to domain-specific vocabulary of the

Constitution and argument. Students will identify facts, opinions, and bias through activities that are both independent and

collaborative.

Final Exam: Review & Test





Unit Overview

Content Area: English Language Arts Writing

Unit Title: Writing Techniques/Smiley Face Tricks

Target Course/Grade Level: 8

Duration: 9/3-Ongoing

Description: How many times have you told your students that their writing needs more creativity, length, sentence

variety, etc.? That kind of information does not show you SPECIFICALLY HOW to fix your writing. However, Smiley-

Face tricks show you how you can enhance your writing like never before. Smiley Face Tricks are a great way to get

students to think and write more creatively. Use these examples and exercises to give students a few tools to enhance their

writing. In order to make their prose and poetry “sing,” writers use various techniques to develop their unique voices.

These techniques will be incorporated into their own writing. Smiley Face Tricks are tools good writers use in their

writing to interest the reader, add spice to the text, invite the reader to become more involved with the text, and enhance

the voice of the text. Students will learn to utilize Smiley Face Tricks in their writing.

Concepts & Understandings

Concepts

Magic 3

Figurative Language

Specific Details for Effect

Repetition for Effect

Expanded Moment

Humor

Hyphenated Modifier

Full-Circle Ending

Understandings

To realize that three examples in a series can create a

poetic rhythm or at least add support for a point,

especially when the three items have their own

modifiers (any word or word group that limits or

qualifies the meaning of another word or word group.

Modifiers include adjectives and adverbs as well as

words, phrases that act as adjectives and adverbs).

To realize that non literal comparisons such as similes,

metaphors and personifications—add "spice" to

writing and can help paint a more vivid picture for the

reader.

To realize that instead of general, vague descriptions,

specific sensory details help the reader visualize the

person, place, thing or idea. -To realize that writers

often repeat specially chosen words or phrases to

make a point, to stress certain ideas for the reader

To realize that instead of "speeding" past a moment,

writers often emphasize it by "expanding" the

actions....their chicken ears heard a noise in back of

the cave, and they grew very quiet. -To realize that

professional writers know the value of laughter; even

subtle humor can help turn a "boring" paper into one

that can raise someone's spirits. -To realize that

sometimes a new way of saying something can make

all the difference; hyphenated adjectives often cause

the reader to "sit up and take notice."

To realize that Sometimes students need a special

ending, one that effectively "wraps up" the piece. One

"trick" is to repeat a phrase from the beginning of the

piece.

Learning Targets

CCSS:




L8.4; L8.5; L8.6

21st Century Themes and Skills

Think Creatively

Work Creatively with Others

Implement Innovations

Guiding Questions

What is figurative language?

What are common types of figurative language?

How can Smiley Face Tricks enhance writing?

How can I write like a professional?

Unit Results

Students will ...

Be reintroduced to each of the eight Smiley Face Tricks (there should be prior knowledge)

Practice how to use smiley face tricks

Identify sensory details/ descriptive language in a model text. Students will also be able to write a descriptive piece

of their own.

Suggested Activities

The following activities can be incorporated into the daily lessons:

Content Reference to textual and material support) Students will read chosen excerpts from Mark Twain's Life on

the Mississippi and fill in a blank graphic organizer with sensory details from the piece. Students will then pair

up and write a descriptive piece of their own. Each pair will switch their pieces and fill out another blank graphic

organizer with the sensory details they will find within. Afterwards, the teacher will read aloud each piece while

the class, as a whole, will yell "stop" when they discover some sensory language within the piece. This will help

each group check their work as well as create full class involvement


Unit Title: Writing Mechanics: Grammar and Usage





Duration: 9/3-Ongoing

Description: Students recognize the rules associated with capitalization and punctuation. They experience the ways

capitalization effects the meanings of words. Also, they learn how they can use punctuation to point readers to their

meaning. Students study how the use of proper nouns and adjectives helps make their meaning clear and writing specific

to the reader. This includes punctuation. During the unit students learn what makes up sentences and how they can

structure sentences to get their message across to any audience. The students understand that they must always express

themselves in complete thoughts to avoid confusing the reader. They use compound sentence parts to streamline writing,

and compound sentence parts to show a close relationship between ideas. In addition, daily quotes will be incorporated

into each lesson. It is expected for students to be able to apply correct grammar and usage, state the author's intent, their

own interpretation, and personal reflection.


Concepts

Correctness

Analyze

Language

Relationships

Comprehension

Speculation

Understandings

To use proper grammar, usage, and mechanics in

order to write effective sentences

To analyze and interpret a poem or a quote

Vocabulary supports the ability to communicate.

Ability to analyze word relationships

Understand and interpretation of a variety of texts

To use a picture or prompt as a springboard to

speculate about something that is happening

Learning Targets

CCSS:

L8.1; L8.2; L8.3; L8.4; L8.6


Reason Effectively

Use Systems Thinking

Make Judgments and Decisions

Solve Problems Guiding Questions

Why is it important to proofread your work? What is figurative language?

What is a stanza?

What is a rhyme scheme?

What is repetition of poetry?

What is the effect of a rhythm and meter?

Who is the author?

What is the author’s intent?

What does the quote mean?

What is the connection? Text-to-text; text-to-self; text-to-world

What is the lesson learned? What is importance of determining word meaning? What is the importance of understanding the relationships between words? How does a writer keep a reader's interest? Why is it imperative to understand what you have read? What are the elements of a successful story?

Unit Results

Students will ...




Revise and Edit Sentences

Identify the components of a poem/quote, including the author's strategies and techniques

Aim to use new vocabulary in speaking and writing

Understand analogies

To introduce signaled sentence-combining

Uses reading skills and strategies to understand and interpret a variety of informational texts



Content (Reference to textual and material support)

On a daily basis, at the beginning of class, students revise and edit sentences, centered around a particular theme.

Sentences have errors in spelling, grammar, usage, mechanics and punctuation.

copy incorrect sentences from the board (Smart board) into their notebooks

use proofreading symbols to revise and edit the incorrect sentences

rewrite sentences with all corrections

orally share corrections

Read a poem/quote and decide what emotional effect it leaves them with. They will look back at the poem/quote and

decide what sounds, images, and concepts it creates

read the quote/poem silently

write down their literary analysis in their notebooks

present their ideas and opinions to the rest of the class

Enhance understanding of new vocabulary by making connections to related ideas and other words

Aim to continually use the practiced strategies to enhance reading comprehension and acquire new vocabulary

given a list of new vocabulary words ,guess at the word meaning, use dictionaries to write down the definitions of

the new vocabulary; partner up to create a sentence using the new words

Students learn about relationships between words and then are expected to figure out the missing word for a list of

analogies.

copy down the analogies from the board; recognize the relationship between the four words and write down the

response in their notebook

Sentence-combining is a process which all writers and other users of language employ either intuitively or upon

review and revision.

given two short, choppy sentences; combine sentences by inserting words, phrases, conjunctions, and subordinate

clauses; share their answers with the rest of the class

Uses reading skills and strategies to understand a variety of informational texts (e.g., electronic texts; textbooks;

biographical sketches; directions; essays; primary source historical documents, including letters and diaries; print

media, including editorials, news stories, periodicals, and magazines; consumer, workplace, and public documents,

including catalogs, technical directions, procedures, and bus routes)

be given a brief passage to read; answer questions pertaining to the passage in their notebook; share their answers

with the rest of the class orally





Unit Title: Writing a Myth

Target Course/Grade Level: Grade 8

Duration: 9/9-9/23 (5 Blocks)

Description: Using background knowledge from summer reading, students will write their own myths. Students can write

a myth explaining a natural phenomenon or create a story with a moral lesson. Some students may want to think of an

emotion (love, envy, fear or jealousy) and write an adventure using that emotion as the theme. After the myths have been

written, students can read their myths to the class or compile the stories in a class anthology.


Concepts

Elements of a myth

Main Idea

Purpose

Audience

Organization

Dialogue

Punctuation

Writing

Process -Framework

Understandings

Discuss how myths compare to the scientific

explanations

Apply prior knowledge of myths

Select a situation & compose an original myth

that explains it

Use chronological order in writing with

appropriate pacing

Develop characters through action & dialogue

Use the writing process

Learning Targets

CCSS:

W8.3; W8.4; W8.5; W8.6; W8.9; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6

RL8.1; RL8.2


Reason Effectively




How the main character is introduced?

How the situation is explained?

How would you describe the main challenge?

How the main challenge is met?

What is the outcome of the main challenge?

Unit Results

Students will ...

Understand symbolism in Greek Mythology and how it was explained natural events in the world around them,

and tried to resolve ethical issues through storytelling.

Utilize the writing process to construct an original myth that includes the necessary elements

Present original myth to the class

Compile myths into a class anthology




Suggested Activities The following activities can be incorporated into the daily lessons:

Retell a myth so that it is set in modern times

Create a chart of stories that resemble myths by noting similarities in characters, themes, and setting





Unit Title: Elements of Plot in Narrative Writing



Description: The primary objective of this unit is the student read a variety of stories to reinforce comprehension skills and

literary elements. They are expected to read critically for analysis of details contributing to interpretation. Students work on

vocabulary related to stories, and use the vocabulary in their writing. They retell, summarize, and chart story actions. They

discuss character traits and development as related to the story.


Concepts

• Main idea and supporting details

• Purpose

• Theme

• Literary elements: characters, setting, and events

• Figurative language

• Symbolism.

Understandings

Importance of plot for understanding context of

narrative.

Importance of figurative language in the passage.

Relevance of details to support main idea and theme.

Learning Targets

CCSS:

W8.3; W8.4; W8.5; W8.6; W8.9; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6 21

st Century Themes and Skills

Think Creatively



Guiding Questions

Why do characters change in a story?

Is character development important to the plot of a story?

Are emotions and feelings vital to the character, and the role they play in the story?

Why are supporting details important?

Unit Results

Students will ...

Reinforce Main Idea and Theme

Recognize Character Traits and Development

Review and Reinforce Fact and Opinion

Predict Outcomes Recognize Vocabulary Using Context

Recognize the author’s use of Figurative Language

Respond to Open Ended Questions

Revise/Edit Open Ended Questions

\






An activity for students to demonstrate their comprehension of a passage by answering questions in their own words.

Use RATE when composing their answers to be sure they are hitting all points of response.





Unit Title: Narrative Writing



Description: Every narrative contains elements like characters, setting, and conflict. On the NJASK, students will see this

as a writing task. Guided practice prepares students for NJASK writing prompts focusing on facts, details, setting,

characters, plot, sequence, and cause and effect. Students have a limited amount of time to write this story so

brainstorming properly is essential. Three workshops will be taught together. Reading a personal narrative prepares

students for writing one of their own. After reading and writing personal narratives, students will be able to prepare an

oral presentation of a personal narrative.


Concepts

Reading

Main Idea

Purpose

Audience

Organization

Dialogue

Punctuation

Writing

Process -Framework

Understandings

To read a narrative in preparation for writing a

personal narrative • To identify an implied main idea •

To identify an author’s purpose for writing

To use context clues to figure out the meaning of

unfamiliar vocabulary • To practice identifying

implied main ideas for tests • To choose and evaluate

an experience for a narrative • To identify purpose and

audience for a narrative

To recall and arrange relevant details for a narrative •

To choose relevant details as support for the main idea

in a narrative • To draft a narrative • To organize ideas

in chronological order

To suggest a meaning of the personal experience • To

collaborate to evaluate and revise content and

organization of a narrative • To evaluate and revise a

narrative to eliminate stringy sentences • To proofread

a narrative for correct use of conventions • To practice

using and punctuating dialogue

To publish a narrative • To reflect on writing a

narrative • To choose a place as the subject for a

descriptive essay • To develop, record, and organize

details about a place

To write, revise, and share a descriptive essay about a

place • To practice responding to a descriptive writing

prompt • To present an oral narrative

To identify differences between oral and written

narratives • To select an appropriate narrative for oral

presentation • To create a script with notes for

delivering an effective oral presentation

Learning Targets

CCSS:

W8.3; W8.4; W8.5; W8.6; W8.9; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6

RL8.1; RL8.2






Reason Effectively




Why use the writing process to write a personal narrative?

Why organize ideas in chronological order?

What are relevant details?

What are stringy sentences?

How do you eliminate stringy sentences?

Why punctuate dialogue?

Unit Results

Students will ...

Write descriptive personal narrative Use a concept map to create a scene from their life. Next, write the scene

incorporating sensory details, an element of conflict or tension, dialogue, and private thoughts. Students will

proceed through the stages of the writing process, peer revising using questioning strategies. Explore the use of dialogue tags such as “he said” or “she answered” in picture books and novels, discussing their

purpose, form, and style. Students will understand dialogue’s purpose in literature and their own writing.

Students will be able to give examples of dialogue tags, become more aware of the use and abuse of common tags

(e.g., said). Exchange over used tags to elicit more expressive language and vivid detail & write or revise a story

using dialogue tags correctly

Identify the main idea of a story, understand & utilize several strategies in order to comprehend the main idea of

the story, and comprehend and restate the main idea of several passages and stories.

Explore the relationship between purpose, audience, and appropriate language use.

Use the writing process to write a narrative & better understand writing & reading as a process

Apply specific strategies for employing the processes of both reading and writing

Understand the relationship between reading, writing, and “text”


Make a collage that represents how you see yourself or events from your life. Make sure it tells a story. It

can be in the form of a patchwork quilt and classmates can assemble a class quilt. (“My mother pieced

quilts”)




Unit Title: "Masque of the Red Death" by Edgar Allan Poe



Description: A short biography lesson reintroduces students to the author. Students describe the atmosphere or mood of

a short story. During the reading they define words that create a specific atmosphere. Using their prior knowledge, as well

as "spooky" NJASK picture prompt, students write their own tale of horror. The complete a graphic organizer of a story

chart, including character, plot, and setting. They then develop a first draft of a mystery story centered on atmosphere and

mood. Final draft is submitted after incorporating the five step writing process, which includes prewriting, drafting,

revising, proofreading, publishing and presenting. Assessment: Mystery story, design a playbill, create a mask.


Concepts

Atmosphere/Mood

Symbolism

Vocabulary

Comprehension

Sensory Details

Understandings

Discuss how Edgar Allan Poe's life influenced his

work -describe the atmosphere and mood of the story -

choose words that create a specific atmosphere -Good

comprehension instruction involves explicit

instruction and modeling of specific reading strategies

-Students should practice the reading comprehension

strategies by applying them to other texts

Perform a close reading of "The Masque of Red

Death” focusing on making predictions, recognizing

author's purpose, understanding plot, characters, and

mood -participate as active members of the classroom

community during whole-class literature discussions

Use their understanding and knowledge of the story to

respond appropriately and with detailed evidence to

written questions about the story

Respond creatively to "The Masque of Red Death" in

the mask activity and will provide an explanation of

their mask, including figurative language, written in

Standard American English ) -focus on making

predictions, recognizing author's purpose,

understanding plot, characters, and mood

Participate as active members of the classroom

community during whole-class literature discussions-

Students will use their understanding and knowledge

of the story to respond appropriately and with detailed

evidence to written questions about the story

Respond creatively to "The Masque of Red Death" in

the mask activity and will provide an explanation of

their mask, including figurative language, written in

Standard American English

Learning Targets

CCSS:

W8.3; W8.4; W8.5; W8.6; W8.8; W8.9; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6




RL8.1; RL8.2; RL8.4; RL8.5


Think Creatively



Guiding Questions Ask: Who gets invited to a party? Left out? How might a person feel if not invited to a party? (ex. Sleeping Beauty)

The Masque of the Red Death includes an uninvited, unwelcome guest. What diseases or addictions affect people

today? How do they try to protect themselves? This story tells about a man who tries to ignore a disease that is raging

around him

What message is Poe trying to convey in this story? Maybe about the elements of society: rich against the poor, was

he inspired by the horrible disease, or both of them? Discuss literary elements. What does the word 'masque' mean? It

is short for masquerade ball. This is where people dress up and conceal their identity by wearing a mask

Unit Results

Students will ...

Understand How Poe's Life Influenced His Works Read and discuss the biography of Poe and how his life

influenced his writing. Students receive a biography graphic organizer to be completed. If possible, class will answer

questions while viewing a video from the media center. Afterwards, students will take a test based on Poe's life and

works.

Learn New Vocabulary Words and Definitions Explain that the story was written in the 1800s and that several of the words may be difficult to understand. Students

will be introduced to the words' pronunciation, spelling, and meaning. Students will be tested on words and their

meanings.

Read and discuss Story Orally

Write a letter to Edgar Allan Poe



Students will be given a copy of "The Masque of the Red Death" to follow as I read, stopping periodically to ask

questions. Also focusing on atmosphere, setting characters, and tone.

After reading the story, students will write a letter to Poe by answering four questions. What did they like best about

the story? Who was their favorite character and why? What were some ways that Poe built the atmosphere

throughout the story? If they could revise the story for today's audiences, what would they change? (i.e. change the

disease)


Unit Title: Elements of a Compare & Contrast Essay








In order to compose a compare & contrast essay, students must become familiar with its elements as well as

how to approach this type of writing.


Concepts

Organization (Mixed & Parallel Structure)

Transitions

Examples

Facts

Understandings

Think about the most logical way to describe your

subjects

Utilize a Venn diagram

Learning Targets

CCSS:

W8.1; W8.2; W8.4; W8.5; W8.9; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6

RI8.1; RI8.2; RI8.3; RI8.5; RI8.6; RI8.9


Think Creatively



Guiding Questions

Why is it important to compare & contrast different subjects?

How do the organization patterns differ?

Why is evidence important when comparing & contrasting?

How does parallel structure clarify sentences?

Unit Results

Students will ...

Understand & identify the structure of a compare & contrast essay

Use Venn diagrams to deconstruct compare & contrast essay

Recognize subject-by-subject and point-by-point organization



Pick something that exists in the present but might not exist in the future. Imagine getting a visit from a

time traveler who wants you to explain what the object is and what it does and why it so important to this

time.


Unit Title: Compare & Contrast Essay: Monkey’s Paw w/ Poe (The Tell Tale Heart or Masque of the Red Death)









Concepts

Choose a focus for your essay. This is the

narrow, specific idea about your topic.

Understandings

Think about the most logical way to describe your

subjects

Utilize a Venn diagram

Learning Targets

CCSS:

W8.1; W8.2; W8.4; W8.5; W8.9; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6

RI8.1; RI8.2; RI8.3; RI8.5; RI8.6; RI8.9


Think Creatively



Guiding Questions

Have I introduced my subjects?

Is there a controlling idea?

Did I organize my ideas? (Point-by-point or subject-by-subject)

Who is my audience?

What background information will my audience need to understand my points?

Will I need to define any domain-specific, or specialized, vocabulary so that my readers can follow my writing? Unit Results

Students will ... Think about audience (teachers)

Use proper grammar/punctuation

Make sure your writing shows similarities & differences (Textual Evidence)



Pick something that exists in the present but might not exist in the future. Imagine getting a visit from a

time traveler who wants you to explain what the object is and what it does and why it so important to this

time.


Unit Title: Narrative Writing: Suspense, Foreshadowing, Scene, Dialogue






Description: Every narrative contains elements like characters, setting, and conflict. Foreshadowing is a technique

author’s use to build suspense. In addition to these components, students are to write a narrative that also uses scene and

dialogue to create a suspenseful mood.


Concepts

Reading

Main Idea

Purpose

Audience

Organization

Dialogue

Punctuation

Writing

Process -Framework

Understandings

Utilize elements of a narrative

Create a suspenseful mood through scene, dialogue, &

foreshadowing

Use the writing process throughout the duration of

constructing the essay

Review model of suspenseful narrative to guide

writing

Learning Targets

CCSS:

W8.3; W8.4; W8.5; W8.6; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6

RL8.1; RL8.2


Reason Effectively




Why use the writing process to write a narrative?

Why organize ideas in chronological order?

What are relevant details?

What are stringy sentences?

How do you eliminate stringy sentences?

Why punctuate dialogue?

Unit Results

Students will ...

Use foreshadowing to build suspense in an original narrative

Use details to create scenes that add to a suspenseful mood

Write or revise a story using dialogue tags correctly

Use the writing process to write a narrative: better understand writing (and reading) as a process & apply specific

strategies for employing the processes of both reading and writing


Compare and contrast different moods (in literature or film)

Construct a poster that depicts the mood of essay or other example





Unit Title: Point of View: Rewrite a Fairy Tale from a Different POV



Description: Students develop their skills in writing characters by exploring point of view. By rewriting a fairy tale,

students can use familiar stories to practice using different points of view and make connections to how plot is affected by

such changes.


Concepts

Characterization

Point of View

Dialogue

Punctuation

Writing

Process -Framework

Understandings

Point of View in relation to plot

Character motivation: dialogue, action,

interactions, making inferences (human nature)

Elements of fairy tales

Rewrite fairy tale in the POV of another character

Compare & contrast changes

Discuss how plot is affected by rewrite

Learning Targets

CCSS:

W8.3; W8.4; W8.5; W8.6; W8.9; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6

RL8.1; RL8.2; RL8.3; RL8.4; RL8.5; RL8.6; RL8.9


Reason Effectively




How does dialogue and action reveal aspects of the character?

How do different points of view affect the plot?

How does the reader’s view of characters change when the point of view is different?

Unit Results

Students will ...

Analyze point of view

Infer character motivation

Determine the perception of characters in order to rewrite their point of view accurately & include supporting

details that justify it Suggested Activities


Groups can work on one fairy and share so other groups can figure out which character’s point of view is

used

Stories that have been previously read can be analyzed for how changing the point of view alters the

perception of certain characters

Role play scenarios with changing points of view as the focus can demonstrate character education and

cultivate social skills for dealing with conflict




**************Midterm Review************** 1/13 to 1/28 tentative dates include test & review days


Unit Title: Informational Texts: Summarize a News Article


Duration: 1/2—1/3 (1 Blocks)

Description: Students will use their knowledge of informational texts and text features to interpret as well as summarize a

news article. After writing a summary, they will share it with the class and answer any questions the students have so that

they can develop communication skills.


Concepts

Selecting Relevant Article

Summarizing

Fact and Opinion

Text Features

Writing Process

Understandings

Determine the central idea of a text

Distinguish between fact & opinion

Use text features to comprehend and locate information

Provide objective summary of an article

Present summary and answer questions during a class

discussion

Learning Targets

CCSS:

W8.2; W8.4; W8.5; W8.6; W8.7; W8.9; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6

RI8.1; RI8.2; RI8.3; RI8.5; RI8.6; RI8.7; RI8.8; RI8.9


Reason Effectively


Make Judgments and Decisions Guiding Questions

Who?

What?

Where?

When?

Why?

How? Unit Results

Students will ...

Read a credible news article and provide a written summary

Give an oral presentation and participate in a Q & A session with class Suggested Activities


Explore a newspaper and compare the different sections

Compare print and multimedia

Write a news article about an event at school or in the community





Unit Title: Black History Month: Writing to Explain a Quote



Description: Students will respond to a quote from a person who played an important role in black history. This

explanatory writing may be based on the writer's personal knowledge and experience or on information presented to the

writer. The writer must include what the author's intent is, what their own interpretation of the writing is, and a personal

reflection in which a lesson is taught.


Concepts

Author's intent

Personal understanding of quotation

Relevancy of quote

Lesson learned: personal or global

Understandings

Identify the author and form an understanding of the

author's reasoning for creating the quote

To decipher what the quote means on a personal

level

Utilize their understanding of the quote in relation to

their life

Learning Targets

CCSS:

W8.1; W8.2; W8.4; W8.5; W8.9; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6

RI8.1; RL8.1


Reason Effectively



Solve Problems

Guiding Questions

What is a quote?

Why are quotes important?

How is a quote punctuated?

How is a quote interpreted?

What are the parts of a quote interpretation?

Is this quote relevant today in the world?

What is meant by “timeless”?

Unit Results Students will ...

Be able to interpret and analyze a quote.

Understand why this quote is important and/or relate it to the world today. Suggested Activities


Students will create their own comic strip based on a picture given to them using dialogue and correctly format

the dialogue into paragraphs. Research the person and share your information with a small group. After

collaborating with the small group, create a presentation for the class to identify the author of the quote, why

they are important, what To research information that pertains to historical women




Content Area: English Language Arts

Unit Title: Black History Month: Biographical Summary



Description: Students will be researching biographical information on an important woman in history and

summarize findings. Finally, students will introduce their topic to the class in oral presentation.

Concepts

Black History Month

Summarizing

Biographies

Understandings

To research information on important figures in

African American history

Develop skills for summarizing so that only relevant

information is included

Utilize the writing process

Learning Targets

CCSS:

W8.2; W8.4; W8.5; W8.6; W8.7; W8.8; W8.9; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6

RI8.1; RI8.2; RI8.3; RI8.6; RI8.9


Think Creatively



Guiding Questions

Why is it important to acknowledge the contributions of African Americans to our country’s history?

What are some of the issues African Americans had to fight against concerning their rights?

How have African Americans in history paved the way for the currently diverse population of our country?

Unit Results

Students will ...

Research a historical African Americans in history

Summarize information

Present to class


Create a Power Point or Prezi on person and present to class

Create trivia questions and compile into a game for the whole class

Construct a poster of subject’s life in a timeline





Unit Title: Persuasive Writing



Description: Workshops will be taught together giving students a complete understanding of persuasive techniques

using in reading, writing, and speaking. Reading a persuasive essay can help prepare students for writing persuasive

essays. Students practice sentence and paragraph construction, punctuation, and rules of usage. They learn the

composition of a persuasive essay which enables them to compose and compare persuasive arguments in written form.

First, students create a t-chart (pro/con) to allow them to decide a position on the issue. They develop a unified and

coherent 5 paragraph persuasive essay which consists of an introduction, supportive statements/body, and a conclusion.

Students organize and develop their essays in a logical and effective manner in order for their message to be conveyed.

Varying sentences helps to create a rhythm, achieve an effect, or emphasize the connection between ideas. This includes

adding sufficient supporting details and/or examples for the persuasion to occur. Students use a relevant rubric to guide

them through the writing process after a peer editing session. Assessment: T Chart (pro/con), outline, first draft, final

copy.


Concepts

Topic sentence

Elaboration -Show-Don't-Tell

Unity

Coherence

Introductions Conclusions

Peer response – Revising/ proofreading

Publishing

Understandings

Learn how to examine both sides of an issue and

choose evidence that will effectively support a

position.

Word choice the author uses helps the reader “see”

their position

Importance of unity and coherence in writing an

argument

Peer response is a collaborative tool when revising a

persuasive piece for effectiveness

Publication can take on many forms

Learning Targets

CCSS:

W8.1; W8.4; W8.5; W8.6; W8.8; W8.9; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6

RL8.1; RL8.2; RL8.3; RL8.9


Think Creatively



Guiding Questions

Think about your goals

Have you said what you most wanted to say when you began?

Have your writing goals changed now that you've written a draft?

Do you need more information to make your writing complete?

Does your writing flow smoothly from beginning to end?

Is anything out of place?




Unit Results

Students will ...

Understand What It Means to Persuade the primary objective is for all students to know what it means to persuade by

asking students if everyone thinks the same way. Discuss how people have different views about various topics. (ex.

My favorite season is summer. What's yours?) Discuss how everyone is entitled to their own opinion. Ask: Does

anyone know the word for trying to convince someone to change his or her mind about something? Elicit from

students the word persuade. Students are grouped and it is explained to them that the winning group will receive a

prize. After they are given the topic, the recorder of each group will come up with as many pros and cons as they can,

choose one side, and limit it to three.

To write effective opening sentences A topic sentence makes the main idea of a paragraph clear and tells the reader

what to expect from the paragraph. In addition, a good topic sentence can serve as a lead to catch the reader’s

attention and make them want to keep reading.

To use various types of supporting details to develop paragraphs To write an effective paragraph, you need more

than just the main idea. You need to support the idea with additional ideas or elaboration. The type of supporting

details you use depends on the main idea or purpose of your paragraph.

To use elaboration techniques

Students use a variety of show-don't-tell strategies to reveal feelings, events, cause and effect, comparisons and

contrasts, and opinions. They will also learn use "showing" strategies to avoid clichés and unnecessary language.

Students identify types of elaboration; identify methods of generating details, and elaborating on given ideas. Their

writing will give readers enough specific details or elaboration so that they understand ideas completely and are left

without any unanswered questions. There are many different types of details to elaborate their ideas. The details used

should fit your purpose, audience, and topic. Examples of details include facts, statistics, sensory details, incidents,

examples, quotations, and graphic aides. To guide students through their writing, they use the New Jersey Registered

Holistic Scoring Rubric Assessment: Students are given a controversial topic and asked to write a 5 paragraph

Persuasive essay.

To understand the concept of unity and coherence Groups (or pairs) use magazines and/or newspapers to find a news

story. Students will read the story with their group. This shows them what a unified and coherent composition should

look like. Next, students will cut the composition into separate paragraphs for the second group to arrange into an

organized whole and to read aloud.

Recognize and use transition words that show relationships between details

Connecting words that show how details are related are called transition words. As a class we will discuss some of

the many words and phrases that serve as transitions.

To become familiar with various ways to introduce a piece of persuasive writing The student will: An introduction

has two purposes: to capture your audience's attention and to present the main idea of your writing.

To become familiar with a variety of ways to conclude a piece of writing The student will: There are many ways to

conclude a piece of writing. Every conclusion should give readers a feeling of completeness. It should leave them

with a strong final impression that supports your purpose for writing. To understand guidelines for giving and receiving peer response The student will: Working with others on your

writing can help you discover new ideas, decide what else you want to say, and see how well you've communicated

your ideas. Students will use rubrics seeking feedback and peer response.

To recognize and use strategies for revising and proofreading Students are going to revise and edit their pieces

incorporating the writing process steps to complete and publish a final draft.

To write a response to persuasive writing assessment prompt Students are given a persuasive writing prompt and

hand in a final draft effectively using all previously learned strategies and techniques. This includes a pro/con chart,

outline, rough draft, checklists, rubrics, peer editing sheet, and final draft.






Complete a Pro/Con Chart on the identified topic. Debate the issue from the position that the group has taken. Using

the class's majority vote, make a class outlines together.

Identify a topic sentence Understand the techniques to form an effective topic sentence for any paragraph Create an

original topic sentence for the main idea of each paragraph.

Search through newspapers and magazines to find examples of elaboration. Gather sources or methods to collect the

information needed.

Identify types of elaboration.

Write an example of how you would focus on showing your feelings. Give examples of showing cause and effect

write examples of how you would focus on comparing and contrasting. Discuss orally examples of showing an

opinion. Discuss orally an example of how you would focus on showing an event.

Finally, students will read their organized compositions aloud. Groups (or pairs) will find and cut out examples of

unified and coherent news stories in magazines and/or newspaper. Using one of the shorter news stories, cut into

separate paragraphs and switch with another group. Each group must put back in its originally organized form to

achieve unity and coherence. Make a chart of transition words and phrases found in magazines and books. Either give paragraph adding

transitional words or make own paragraph adding trans. words Final Assessment- Students receive a list of trans.

words and phrases placing them in the appropriate type of organization, ie. Chronological, special, degree,

comparison, contrast, cause and effect.

Content (Reference to textual and material support)

There are several methods of creating an effective introduction for a piece of writing: Bandwagon, Testimonial,

Emotional Appeal, "Plain Folks", Snob Appeal.

Present and discuss each sample technique. Randomly select students to compose an introduction to a persuasive

essay using one of the techniques.

Separate class into five groups to analyze each sample and identify the technique and the reasons for the technique

Talk about the ending in the story "Charles" by Shirley Jackson. Discuss story endings that are memorable to the

students. Read by Comm. Arts classes.

Discuss the various types of endings in persuasive essays: Quote, Advice (Counsel), Tie-in directly with

introduction. Students use the same topic as they used with the introduction to try to compose a conclusion

The writer makes a list of questions intended for feedback regarding their own work.*See below

Peer reader writes down a list of questions that will help the writer.

Read through drafts, rubrics, checklists, and correct different problems in their piece of writing. Use proofreading

symbols and checklist to proofread their writing. Share and publish writing. Get together with a small group. Take

turns reading aloud. Afterwards, discuss thoughts and feelings the writing inspired

Type and present a final persuasive essay.




Content Area: English Language Arts

Unit Title: Women’s History: Biographical Summary



Description: Students will be researching biographical information on an important woman in history and summarize

findings. Finally, students will introduce their topic to the class in oral presentation.

Concepts

Women’s History

Summarizing

Biographies

Understandings

To research information that pertains to historical

women

Develop skills for summarizing so that only relevant

information is included

Utilize the writing process

Learning Targets

CCSS:

W8.1; W8.4; W8.5; W8.6; W8.7; W8.9; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6

RI8.1; RI8.2; RI8.3; RI8.4; RI8.5; RI8.6; RI8.9


Think Creatively



Guiding Questions

Why is it important to acknowledge the contributions of women?

What are some of the issues women had to fight against concerning their rights?

How have women in history paved the way for today’s females?

Unit Results

Students will ...

Research a historical woman in history

Summarize information

Present to class


• Create a Power Point or Prezi on person and present to class

• Create trivia questions and compile into a game for the whole class

• Construct a poster of subject’s life in a timeline





Unit Title: Explaining Cause-and-Effect



Description: This unit deals with cause-and-effect relationships that students encounter in reading, explain through

writing, and interpret through graphics. Students will have a Reading Workshop which contains a nonfiction cause-and

effect article for students to read and analyze. They will then move to a Writing Workshop which provides instruction for

writing a cause-and-effect essay. In addition, a third workshop titled Focus on Viewing and Representing explains how

students might design graphics for a written explanation of cause and effect. Together the students will receive a broad-

based experience with cause-and-effect relationships.


Concepts

Make predictions

Identify cause and effect relationships

Word busting: CSSD (Context, Structure, Sound,

Dictionary)

Brainstorming

Understandings

To read a cause-and-effect article in preparation for

writing a cause-and-effect essay

To make predictions based on text features

To identify cause-and-effect relationships in an

informative article

To use “word busting” strategies to determine word

meanings

To answer correctly comparison-contrast questions on

standardized tests

To pose questions to find a topic for a cause-and-

effect essay • To evaluate a cause-and-effect topic •

To consider audience and purpose and for writing a

cause-and-effect essay • To provide evidence that

supports causes and effects

To write a main idea statement and organize

information • To identify false cause-and-effect

statements • To draft a cause-and-effect essay • To use

appropriate tone and vocabulary for a younger

audience

To organize ideas in a logical progression • To

provide convincing support and elaboration for each

cause or effect • To use transition words and

definitions as needed

To work collaboratively to evaluate and revise the

content and organization of a cause-and-effect essay •

To replace passive verbs with active verbs • To

proofread a cause-and-effect essay for the correct use

of conventions

To use colons and semicolons correctly • To publish a

cause-and-effect essay • To reflect on writing a cause-

and-effect essay




Learning Targets

CCSS:

W8.2; W8.4; W8.5; W8.8; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6

RI8.1; RI8.2; RI8.3


Reason Effectively




How do you make predictions based on text features?

How do you identify cause and effect relationships in an informative article?

What are word busting strategies and how are they used to figure out meaning of unfamiliar words?

Unit Results Students will ...

Read a cause and effect article

Prepare to write a cause and effect essay. Suggested Activities


Cause and effect essay based on the skills learned





Unit Title: Figurative Language & Creating Poetry (Contest)



Description: Students will review figurative language and recognize different styles of poetry including Haiku,

Diamante, Cinquain, Alphabet Poem, “I am” Poem and Acrostic Poem. We will identify and incorporate

various poetic devices such as similes and metaphors in the poems that are read and the poems that will be

created.


Concepts

Atmosphere -Mood

Symbolism

Vocabulary

Comprehension

Sensory Details

Understandings

By using various graphic organizers, you get

your information and ideas in order.

Symbolism is integrated in poetry

Vocabulary is essential in poetry

Learning Targets

CCSS:

W8.3; W8.4; W8.5; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6

RL8.1; RL8.2; RL8.3


Think Creatively



Guiding Questions

What is the purpose of figurative language?

Why do authors use sensory details?

Do all poems rhyme?

What types of poems have you done before? Unit Results

Students will ...

Identify and use figurative language

Recognize different styles of poetry such as: Haiku, Diamonte, Cinquain

Identify poetic techniques

Respond to a poem



A compilation of different styles of poetry written by the students using poetic devices such as similes and

metaphors.

Create an anthology of poems either class wide or individually





Unit Title: NJASK 8 Practice and Review



Description: Students are given practice tests modeled after the NJASK8 Tests in the area of Language Arts Literacy

covered previously throughout the year. Scoring rubrics for essays and open-ended questions will be used for assessment.

These tests are administered under similar conditions to the test taken in April.


Concepts

Responding to writing prompts

Brainstorming with graphic organizers

Speculative writing-Narratives

Speculative writing-True Stories

Speculative writing-Descriptive Essays

Speculative writing-Expository Essays

Evaluate writing

Persuasive Writing-Letters, Essays, Editorials

Editing

Understandings

Engage in the full writing process by writing daily and

for sustained amounts of time -Extend knowledge of

specific characteristics, structures, and appropriate

voice and tone of selected genres and use this

knowledge in creating written work, considering the

purpose, audience, and context of the writing. -Write

various types of prose, such as short stories,

biographies, autobiographies, or memoirs that contain

narrative elements.

Write reports and subject-appropriate nonfiction

pieces across the curriculum based on research and

including citations, quotations, and a works cited

page. -Write a range of essays, including persuasive,

speculative (picture prompt), descriptive, personal, or

issue-based. -Use Standard English conventions in all

writing, such as sentence structure, grammar and

usage, punctuation, capitalization, spelling.

Use a variety of sentence types correctly, including

combinations of independent and dependent clauses,

prepositional and adverbial phrases, and varied

sentence openings to develop a lively and effective

personal style. -Understand and use parallelism,

including similar grammatical forms, to present items

in a series or to organize ideas for emphasis. -Refine

the use of subordination, coordination, apposition, and

other devices to indicate relationships between ideas.

Use transition words to reinforce a logical progression

of ideas. -Edit writing for correct grammar, usage,

capitalization, punctuation, and spelling. -Use a

variety of reference materials, such as a dictionary,

thesaurus, grammar reference, and/or internet/software

resources to edit written work.

Write legibly in manuscript or cursive to meet district

standards. -Gather, select, and organize the most

effective information appropriate to a topic, task, and

audience. -Apply knowledge and strategies for

composing pieces in a variety of genres (e.g.,

narrative, expository, persuasive, poetic, and

everyday/ workplace or technical writing).

Write responses to literature and develop insights into




interpretations by connecting to personal experiences

and referring to textual information. -Write personal

narratives, short stories, memoirs, poetry, and

persuasive and expository text that relate clear,

coherent events, or situations through the use of

specific details.

Use narrative and descriptive writing techniques that

show compositional risks (e.g., dialogue, literary

devices sensory words and phrases, background

information, thoughts and feelings of characters,

comparison and contrast of characters.)

Use a variety of primary and secondary sources to

understand the value of each when writing a research

report.

Write reports based on research and include citations,

quotations, and works cited page.

Explore the central idea or theme of an informational

reading and support analysis with details from the

article and personal experiences.

Demonstrate writing clarity and supportive evidence

when answering open-ended and essay questions

across the curriculum.

State a position clearly and convincingly in a

persuasive essay by stating the issue, giving facts,

examples, and details to support the position, and

citing sources when appropriate.

Present evidence when writing persuasive essays,

examples, and justification to support arguments.

Review scoring criteria of relevant rubrics.

Choose an appropriate organizing strategy such as

cause/effect, pro and con, parody, to effectively

present a topic, point of view, or argument.

Use of a personal style and voice effectively to

support the purpose and engage the audience of a

piece of writing.

Maintain a collection of writing (e.g., a literacy folder,

or a literacy portfolio).

Learning Targets

CCSS:

W8.1; W8.2; W8.3; W8.4; W8.5; W8.6; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6


Reason Effectively




What is a writing prompt?




What are the guidelines for responding to a writing prompt?

How is writing prompt analyzed?

What is writing plan?

What are the parts of the Writer’s Checklist?

Unit Results

Students will ...

Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics,

and word choice using the NJ Holistic Scoring Rubric.


Self evaluation/Peer evaluation chart





Unit Title: Informational Texts: Summarize a News Article



Description: Students will use their knowledge of informational texts and text features to interpret as well as summarize

a news article. After writing a summary, they will share it with the class and answer any questions the students have so

that they can develop communication skills.


Concepts

Selecting Relevant Article

Summarizing

Fact and Opinion

Text Features

Writing Process

Understandings

Determine the central idea of a text

Distinguish between fact & opinion

Use text features to comprehend and locate information

Provide objective summary of an article

Present summary and answer questions during a class

discussion

Learning Targets

CCSS:

W8.2; W8.4; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6

RI8.1; RI8.2; RI8.3; RI8.4; RI8.5; RI8.6; RI8.7; RI8.8; RI8.9


Reason Effectively



Who?

What?

Where?

When?

Why?

How? Unit Results

Students will ...

Read a credible news article and provide a written summary

Give an oral presentation and participate in a Q & A session with class Suggested Activities


Explore a newspaper and compare the different sections

Compare print and multimedia

Write a news article about an event at school or in the community





Unit Title: Summer Reading Background on Civil Rights: Argument in Brown vs. BOE



Description: Students will learn about a historical Supreme Court decision that changed civil rights for African

Americans in preparation to read “To Kill a Mockingbird.” Students will be exposed to domain-specific vocabulary of the

Constitution and argument. Students will identify facts, opinions, and bias through activities that are both independent and

collaborative.


Concepts

Civil Rights

Argument

The Constitution

Understandings

Identify if arguments support Brown, BOE, both, or

neither

Answer questions on equality for given situations

Watch a video “A Conversation on the Constitution:

Brown v. Board of Education” featuring Supreme

Court Justices Stephen G. Breyer, Sandra Day

O’Connor and Anthony M.

Kennedy http://www.annenbergclassroom.org/page/a-conversation-on-the-constitution-brown-v-board-of-education

Examine case brief worksheet, 14th Amendment

Section 1, & format breakdown & identify facts,

issues, arguments, & other relevant info

Analyze editorial excerpts on decision & decide which

side they support & compare/contrast

Answer questions on equality for given situations

Learning Targets

CCSS:

W8.1; W8.2; W8.4; W8.5; W8.6; W8.7; W8.8; W8.9; W8.10

L8.1; L8.2; L8.3; L8.4; L8.5; L8.6

SL8.1; SL8.2; SL8.3; SL8.4; SL8.5; SL8.6

RI8.1; RI8.2; RI8.3; RI8.4; RI8.5; RI8.6; RI8.7; RI8.8; RI8.9


Reason Effectively



How do persuasive techniques influence people to have a certain belief or opinion or to act in a certain way?

How does evaluating evidence determine its strength and quality?

How are opinions supported with facts, statistics, details, and other evidence?

Does the argument presents a position on an issue and supports it with reasons and evidence?

Does the argument include the essential elements such as claim (the position presented in the argument), support

(reasons and factual evidence to back up or prove the claim), and a counterargument (an argument made to answer

those who oppose the claim).

Why do valid arguments have sound logic, which makes reasonable connections between ideas and/or facts, and on

convincing and relevant evidence?

http://www.annenbergclassroom.org/page/a-conversation-on-the-constitution-brown-v-board-of-education

http://www.annenbergclassroom.org/page/a-conversation-on-the-constitution-brown-v-board-of-education




Unit Results

Students will ...

Develop vocabulary that promotes an understanding for background on Brown v. Board of Education

Analyze and evaluate issues to determine how each argument is supported

Develop reasoned arguments to support decisions and solve problems

Analyze the decision-making of the Supreme Court as it relates to Brown

Read, view, and listen to information delivered via different media formats in order to make inferences and gather

meaning

Apply knowledge of vocabulary used in developing persuasive arguments when extracting specific information.

Examine reasoning used in making decisions and collaborate with peers through discussion

Analyze information from primary sources and interpret during collaboration with peers.


Use the free game “Argument Wars” on brainpop.com to demonstrate how the Constitution is used in court

decisions

Have students research other court cases and compare & contrast

Have students debate an issue

Have a mock trial and students can argue a case with other students serving as a jury

garfield public schools october 2014/grade 8 writing... · in order to make their prose and poetry...

Documents