instructional guide course id # 230106 english language ...... · 1. vocabulary strategy: greek...

City of Angels School Independent Study – Los Angeles Unified School District

INSTRUCTIONAL GUIDE Course ID # 230106

English Language Arts – Common Core Based, Middle School 8B

This is the first semester of a two-semester course designed to provide each student with a clear path to achieving the

California Common Core State Standards for English Language Arts and Literacy. Emphasis will be placed on the

ability of the student to make meaning and reach understanding of complex texts and ideas. This will be accomplished

by reading and responding to texts producing original texts, participating in collaborative discussions with the teacher,

doing research and delivering presentations, and answering second and third tier Depth of Knowledge questions. To

successfully complete this course, students will need to devote at least 5- 7 hours per week to their assignments.

Curriculum and Text

Beers, Hougen, Jago, McBride, Palmer, Stack, California Collections, Houghton Mifflin Harcourt, ISBN-978-0-

544-50328-1

Textbook companion site: www.cityofangelsschool.org Student Resources HMH COLLECTIONS link GRADE 8

Grade Distribution: Weekly Assignments=80%; Assessments=20%

Standards

Material covered in this instructional guide aligns with the Common Core State Standards (CCSS). The English

Language Arts CCSS consist of Career and College Ready (CCR) anchor standards and grade-specific content

standards:

Anchor Standards (This set applies to all secondary grade levels)

Career and College Ready Anchor Standards for Reading

Career and College Ready Anchor Standards for Writing

Career and College Ready Anchor Standards for Speaking and Listening

Career and College Ready Anchor Standards for Language

Content Standards (This set applies to Grade 8 only)

Reading

Literature

Informational Text

Writing

Speaking and Listening

Language

To view each of the standards for the categories listed above in detail; download the California Common Core State

Standards for English Language Arts from http://www.cde.ca.gov/re/cc/. Both sets of standards cover each of the

main aspects of the English language: reading, writing, speaking and listening, and language conventions (grammar).

The CCS anchor standards provide a broad foundation of language development across grades 6-12. The content

standards provide additional specificity for each individual grade level. Together they define the skills and

understandings that all students must demonstrate.

Career and College Readiness Anchor Standards for Reading (Grades 6-12)

Key Ideas and Details:

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific

textual evidence when writing or speaking to support conclusions drawn from the text.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting

details and ideas.

Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure:

Interpret words and phrases as they are used in a text, including determining technical, connotative, and

figurative meanings, and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text

(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

http://www.cityofangelsschool.org/

http://www.cde.ca.gov/re/cc/

ENGLISH 8B INSTRUCTIONAL PACING GUIDE - City of Angels School - LAUSD Independent Study

Revised 3/8/19 Course ID #230106 www.cityofangelsschool.org of 13

Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas:

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as

well as in words.1

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as

well as the relevance and sufficiency of the evidence.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the

approaches the authors take.

Range of Reading and Level of Text Complexity:

Read and comprehend complex literary and informational texts independently and proficiently.

Career and College Readiness Anchor Standards for Writing (Grades 6-12)

Text Types and Purposes:

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and

relevant and sufficient evidence.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and

accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen

details and well-structured event sequences.

Production and Distribution of Writing:

Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with

others.

Research to Build and Present Knowledge:

Conduct short as well as more sustained research projects based on focused questions, demonstrating

understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each

source, and integrate the information while avoiding plagiarism.

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

Range of Writing:

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames

(a single sitting or a day or two) for a range of tasks, purposes, and audiences.

To view the Career and College Readiness Standards for Language, Speaking and Listening, as well as grade-

specific content standards, go to http://www.cde.ca.gov/re/cc/.


http://www.cde.ca.gov/re/cc/



ASSIGNMENTS FOR WEEK #1: - Collection 4: Approaching Adulthood

Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ________________________________________________

Before you go home: Select a novel with your teacher. You will read and complete a book report by the end of this course.

Day 1: “Marigolds” [pages 213-224] (CCSS: RL8.1, RL8.2, R 8.3, RL 8.4, RL8.5 )

1. Setting a Purpose question on page 213 and look for the answers as you read the story.

2. Critical Vocabulary on Pg. 227 (#1-5)

3. Read “Marigolds” [pages 213-224]

4. Read Analyze Stories: Character Motivation on page 225.

5. Read Determine Theme on page 225

6. Vocabulary Strategy: Using a Glossary pg. 39 (#1-4)

Day 2: “Marigolds” [pages 213-224] [pages 3-27]

1. Re-Read story OR Listen to Online Audio in the Student ebook 2. Vocabulary Strategy: Use Latin Suffixes pg. 227 Practice and Apply (#1-5)

3. Language Conventions: Infinitives Pg. 228 Practice and apply (#1-5)

Analyzing the Text pg. 226 (#1-8) Cite Text Evidence using A.C.E. (Use attachment A)

Day 3: The Whistle [In Close Reader, pages 71-78] (CCSS: RL8.1, RL8.2)

1. Setting a Purpose question How soon into the story can you begin to identify a conflict that needs to be resolved?

2. Copy vocabulary words in bold throughout the story and write their definitions. Write original sentences for these

vocabulary words and underline the vocabulary words.

3. As you read the selection: Follow the directions for Read questions 1 to 12.

4. After you read the selection, complete a paragraph for the Short Response on page 78. Answer the Setting a

Purpose question.

Day 4: Hanging Fire, Teenagers [pages 229-231] (CCSS: RL8.1, RL8.2, RL8.5)


2. Read “Hanging Fire” pg. 230

3. Answer the Collaborative Discussion question pg. 231`.

4. Read Making Inferences on page 232.

5. Read Determine Theme on page 232

6. Language Conventions: Words Ending in y Pg. 234 Practice and apply (#1-5)

Day 5: “Hanging Fire, Teenagers [pages 229-231]

1. Re-Read story OR Listen to Online Audio in the Student ebook

2. Analyzing the Text pg. 233 (#1-6) Cite Text Evidence using A.C.E. (Use attachment A)

3. Performance Task pg. 233 Create a Venn Diagram Comparing and Contrasting the two poems.

Supplementary Resources for Relearning and Differentiation ELD Support – Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources

section and activate the CA Language Workshop link. Inside of the link you will find scaffold instruction and

opportunities for students to master collaborative, interpretative, and productive skills in English

Advanced Learners - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources

section and activate the More Texts by Collection link. These texts relate to the collection topic and provide opportunities

to further explore a topic compare and contrast texts, delve into more complex texts, etc.

Struggling Students - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources

section and activate the Interactive Lessons Link. You find interactive lessons that will re-teach/provide direct instruction

in such standard concepts as using textual evidence, writing arguments, writing narratives ,etc.in such standard concepts as

using textual evidence, writing arguments, writing narratives ,etc.




ASSIGNMENTS FOR WEEK #2: - Collection 4: Approaching Adulthood


Read Novel Selected: Continue reading the novel preparing for midterm first half of the novel. You will read and

complete a book report by the end of this course.

Day 1: Poems About Growing Up “Identity” and “Hard on the Gas”[Close Reader, pages 79-82] (CCSS: RL8.2, RL8.5) 1. Setting a Purpose question what images (word pictures) and metaphors do the poets use to convey meaning?



3. As you read follow the directions for Read and Discuss questions (#1-2) for BOTH poems.

4. After you read the selection, complete a paragraph for the Short Response on pages 81-82.

5. Answer the Setting a Purpose question.

Day 2: When Do Kids Become Adults [pages 235-242] (CCSS: RL8.4, RI8.1, RI8.2, RI8.3, RI8.4, RI8.5, RI8.8) 1. Setting a Purpose question on page 235 and look for the answers as you read the story.

2. Critical Vocabulary on pg. 245 (#1-9)

3. Read “When Do Kids Become Adults” [pages 235-242] and Answer the Collaborative Discussion question pg. 242.

4. Complete Trace and Evaluate and Argument on page 243 answer the question at the bottom of the box.

Day 3: When Do Kids Become Adults [pages 235-242] (CCSS: RL8.4, RI8.1, RI8.2, RI8.3, RI8.4, RI8.5, RI8.8) 1. Vocabulary Strategy: Greek Roots Pg. 245 Practice and apply (#1-5)

2. Language Conventions: Shifts in Voice and Mood Pg. 246 Practice and apply (#1-4)



Day 4: Much Too Young to Work So Hard [pages 83-88] (CCSS: RL8.2): 1. Setting a Purpose question what are the arguments for and against child labor?



3. As you read the selection: Follow the directions for Read questions 1 to 8.

4. After you read the selection, complete a paragraph for the Short Response on page 88. Answer the Setting a Purpose

question.

Day 5: Persuading Viewers through Ads [pages 263-266] (CCSS: R8.1a-b, RL8.7): 1. Copy the Setting a Purpose question on page 263. Look for the answer as you read.

2. Watch “Your Phone can Wait” Student eBook pg. 264

3. Read Analyze Ideas in Media on page 265. Answer the question at the bottom of the box.

4. Complete Analyzing the Media pg. 265 (#1-2)

5. Look at poster Distracted Driving Pg. 266 and Answer the Collaborative Discussion question pg. 266

6. Read Analyze Diverse Media on page 267

7. Analyzing the Media pg. 267 (#1-3) Cite Evidence using A.C.E. (Use attachment A)

8. Answer the Analyze Media questions on page 267. Be sure to cite text evidence.

9. Complete the Analyzing the Media chart and questions on page 268.

Supplementary Resources for Relearning and Differentiation ELD Support – Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources section and

activate the CA Language Workshop link. Inside of the link you will find scaffold instruction and opportunities for students to

master collaborative, interpretative, and productive skills in English


section and activate the More Texts by Collection link. These texts relate to the collection topic and provide opportunities to

further explore a topic compare and contrast texts, delve into more complex texts, etc.


section and activate the Interactive Lessons Link. You find interactive lessons that will re-teach/provide direct instruction in

such standard concepts as using textual evidence, writing arguments, writing narratives ,etc.in such standard concepts as using

textual evidence, writing arguments, writing narratives ,etc.




ASSIGNMENTS FOR WEEK #3: - Collection 4: Approaching Adulthood - Performance Task




Day 1: Write a Argumentative Essay - Performance Assessment 8 (soft cover book) Unit 1

Read STEP 1 Analyze the Model: Argumentative Essay

1. Read Source Materials for Step 1 pg. 4-5 “Why Learn Another Language” Answer Close Read pg. 5.

2. Read Analyze a Student Models for Step 1 pg. 6 “Why Waste Time on a Foreign Language?” Answer Discuss and

Decide pg. 7.

Day 2: Write a Argumentative Essay- Performance Assessment 8 (soft cover book) Unit 1

Read STEP 1 Analyze a Student Model: Argumentative Essay

1. Read Source “Teach It Well, or Don’t Teach it at All” pg. 8-9 Answer Discuss and Decide questions.

2. Terminology of Argumentative Essays complete examples from student essays questions pg. 8

Day 3: Write a Argumentative Essay- Performance Assessment 8 (soft cover book) Unit 1

Read STEP 2 Practice the Task: Argumentative Essay

1. Read Source 1 letter, Source 2 President Pushes States to Raise Drop Out Age pg. 13 and Answer Discuss and Decide

questions.

2. Read Source 3 and Source 4 Paul Moran Talks with Missy Remiss on WSCH pg. 14 -15 and Answer Discuss and

Decide questions.

3. Respond to Questions on Step 2 Sources pg. 16-22

4. Write an argumentative essay to answer the Question: Should people have the right to claim territory in outer space?

5. Planning and Prewriting pg. 16

6. Finding Evidence pg. 17, Finalize your plan pg.18

7. Draft Your Essay, Revise, Edit pg. 19-20


Read STEP 3 Perform the Task: Argumentative Essay

1. Part 1 read Source 1, 2 and 3 for Step 3 pg. 24-29 “The Dangers of Cyber Bullying”, “Sacrificing the First

Amendment to Catch” Cyberbullies”, and “fact Sheet” Answer Close Read and Discuss Decide Question pg. 21-29

2. Respond to questions (#1-3) on Step 3 Sources pg. 30


1. Write an Argumentative essay explaining why you agree or disagree with the idea that individuals should be

prosecuted for statements made on social media. Support your claim with details from what you have read.

2. Part 2 Plan pg. 31

3. Draft Your Essay, Revise, Edit pg. 32

4. Evaluate Criteria Pg. 323

Supplementary Resources for Relearning and Differentiation ELD Support – Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources

section and activate the CA Language Workshop link. Inside of the link you will find scaffold instruction and

opportunities for students to master collaborative, interpretative, and productive skills in English


section and activate the More Texts by Collection link. These texts relate to the collection topic and provide opportunities

to further explore a topic compare and contrast texts, delve into more complex texts, etc.


section and activate the Interactive Lessons Link. You find interactive lessons that will re-teach/provide direct instruction

in such standard concepts as using textual evidence, writing arguments, writing narratives ,etc.in such standard concepts as

using textual evidence, writing arguments, writing narratives ,etc.




ASSIGNMENTS FOR WEEK #4: Collection 5 Anne Frank’s Legacy




Day 1: The Diary of Anne Frank [Close Reader Book, pages 91-108] (CCSS: RL8.1, RL8.3, RL8.4)

1. Watch Stream to Start video in Student eBook pg. 278 and History Video in Student eBook top of Pg. 279

2. Read “The Diary of Anne Frank [Close Reader Book, pages 91-108]

3. Read Background paragraph on page 21.



5. As you read the selection: Follow the directions for Read/Reread/Discuss questions (#1-16).

6. After you read the selection, complete a paragraph for the Short Response on page 108.

Day 2: from The Diary of a Young Girl [pages 355-365] (CCSS: RL8.1, RL8.2, RL8.3, RL8.4, RL8.6):



3. Read “from The Diary of a Young Girl” [pages 355-365] and Answer the Collaborative Discussion question pg. 365.

4. Read Analyze Text: Elements of a Diary and Make Inferences on page 366.

Day 3: from TheDiary of a Young Girl [pages 355-365]

1. Vocabulary Strategy: Connotation and Denotation Pg. 368 Practice and apply (#1-3)



Day 4: Anne Frank: The Book, The Life, The Afterlife [pages 369-374] (CCSS: RL8.4, RI8.2, RI8.3, RI8.4, RI8.5, RI8.8)



3. Read “Anne Frank: The Book, The Life, The Afterlife” [pages 369-374] and Answer the Collaborative Discussion

question pg. 374.

4. Read Determine Point of View on page 375

5. Complete Analyze the Meaning off Word Phrases Pg. 375 and complete the activity at the bottom of the box.

Day 5: Anne Frank: The Book, The Life, The Afterlife [pages 369-374] (CCSS: RL8.4, RI8.2, RI8.3, RI8.4, RI8.5, RI8.8)



3. Complete Vocabulary Strategy: Latin Suffixes Pg. 377 Practice and apply (#1-4)

4. Complete Language Conventions: Use Ellipses Pg. 378 Practice and apply (#1-4)



master collaborative, interpretative, and productive skills in English











ASSIGNMENTS FOR WEEK #5: Collection 1 Mid-Term Project Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________

________________________________________________________________________________________________

Choose one of the following Projects):

1. Make a Movie Poster: Create a movie poster for one of the stories you have read from Collection 1. The goal is to

convey an idea of what the movie is about and to invoke interest in the viewer. You may use whatever style as well,

painting, illustration, photography, photo manipulation, or combinations of all. The following things MUST appear

on the poster: Title, 2 of the major actors names, a Tagline, Release Date, Credits (Writers, Directors, etc.), Stars, the

Studio Logo, Awards/Nominations, and Rating. Your Movie Poster should include: Minimum of 4 Graphics. A

tagline is a variant of a branding slogan typically used in marketing materials and advertising. The idea behind the

concept is to create a memorable phrase that will sum up the tone and premise of a brand or product (like a film), or

to reinforce the audience's memory of a product. Examples of famous movie/television taglines are: Be afraid. Be

very afraid. –The Fly. In space no one can hear you scream. – Alien. A long time ago in a galaxy far, far away... –

Star Wars. You will need to explain your poster in a two-minute presentation to your teacher.

2. Video or Audio Presentation: View the documentary “New Immigrants Share Their Stories.” Create, present

and record the Performance Task Media Activity-Video on page 74. You may choose a classmate, relative or friend

to interview or you will tell brief personal story.

3. Live PowerPoint Presentation: Prepare and deliver a 5-minute PowerPoint presentation explaining or

demonstrating a concept learned in Collection 1. You must include at least 5 slides. At least 5 terms learned in this

course should be incorporated. You will present your report to an audience that will include your teacher and fellow

students.

Midterm Movie Poster assignment grade sheet:

Title:…… /5 Stars:…… /5

2 Major Characters… /10 Studio Logo:…… /5

Tagline…… /5 Rating: …… /5

Release Date…… /5 Awards…… /5

Writer/Director Credits…… /5

Min 4 Graphics …… /20 Presentation … /25

Originality…… /10

Composition…… /10

Neatness…… /10

Total points ------- /125

AND

Book Report: First Half of Novel Read Answer each of the following questions.

1. List the facts that you know about your book. (1/2 page written response)

2. What is the time and place of the book? What evidence in the book tells you this?

3. Name and describe the main characters in the book. Describe him/her physically and describe his/her personality

and history, if known. Give your impression of him/her.

4. How does the title relate to the story?

5. What is the general feeling or mood of the book? (Cheerful, peaceful, anxious, angry, disappointed, gloomy,

warm, violent, suspenseful, or fearful). Give specific examples of how the author creates that feeling or mood.




ASSIGNMENTS FOR WEEK #6: Collection 6: The Value of Work




Day 1: from The Adventures of Tom Sawyer [pages 395-403] (CCSS: RL8.1, RL8.2, RL8.3, RL8.4, RL8.6):

1. Setting a Purpose question on page 395 and look for look for the answers as you read the story

2. Complete “Critical Vocabulary” on page 403 (#1-8)

3. Read the story “The Adventures of Tom Sawyer” [pages 395-403]

4. Read “Analyze Point of View” and “Determine Meaning of Words and Phrases” on page 401

Day 2: from The Adventures of Tom Sawyer [pg. 395-403] 1. Re-Read story OR Listen to Online Audio in the Student ebook


3. Complete Vocabulary Strategy: Verbal Irony and Puns, Practice and Apply page 403 (#1-4).

4. Complete Language Conventions: Interrogative Mood, Practice and Apply page 404 (#1-6).

Day 3: The Flying Machine [Close Reader Book, pages 111-117] (CCSS: RL8.1, RL8.3, RL8.4)

1. Read “The Flying Machine” [Close Reader Book, pages 111-117]


3. Copy vocabulary words in bold throughout the story and write their definitions.



Day 4: “One Last Time”[Pgs. 405 – 414] – Memoir 1. Setting a Purpose question on page 395 and look for look for the answers as you read the story

2. Complete “Critical Vocabulary” on page 417 (#1-8)

3. Read the story “One Last Time”[Pgs. 405 – 414] 4. Complete “Cite Evidence” on page 415 and answer the question at the bottom off the box.

5. Complete “Analyze the Meaning of Words and Phrases” on page 415 and answer the question at the bottom of page.

Day 5: “What is the Horror Genre?” [125 -128] 1. Setting a Purpose question on page 99 and look for the answers as you read the story.

2. Read the story What is the Horror Genre?” [125 -128] 3. Complete “Analyze Text: Literary Criticism” on page 129 and answer the question at the bottom off the box

4. Complete “Summarize Text” on page 129 and answer the question at the bottom off the box


6. Analyzing the Text pg. 130 - (#1-7) Cite Text Evidence using A.C.E. (Use attachment A)



master collaborative, interpretative, and productive skills in English Advanced Learners - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources


further explore a topic compare and contrast texts, delve into more complex texts, etc. Struggling Students - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources







ASSIGNMENTS FOR WEEK #7: - Performance Task




Day 1: Write a Literary Analysis Essay - Performance Assessment 8 (soft cover book) Unit 3 Read STEP 1 Analyze the Model: Literary Analysis

1. Read Source Materials for Step 1 pg. 70 “The Poet and Her Craft / Kidnap Poem” Answer Discuss and Decide pg. 71.

2. Read Analyze A Student Models for Step 1 pg. 72 “Nikki Giovanni’s Unusual Style” Answer Discuss and Decide pg.

73.

3. Terminology of Informative Essays complete examples from student essays and claim questions pg. 74

Day 2: Write a Literary Analysis Essay - Performance Assessment 8 (soft cover book) Unit 3 Read STEP 2 Analyze the Model: : Literary Analysis

1. Read Source 1and 2 Materials for Step 2 pg. 76-79 “The New Colossus” and “How A Sonnet Turned A Statue into the

“Mother of Exiles”” Answer Close Read pg. 76, Discuss and Decide pg. 79

2. Respond to questions (#1-7) on Step 2 Sources pg. 80-82

Day 3: Write a Literary Analysis Essay - Performance Assessment 8 (soft cover book) Unit 3 1. Write an informative essay that explains How does “The New Colossus” affect the way we view the Statue off

Liberty?”

2. Planning and Prewriting pg. 83

3. Organizing Your Essay pg. 84

4. Draft Your Essay, Revise, Edit pg. 85

Day 4: Write a Literary Analysis Essay - Performance Assessment 8 (soft cover book) Unit 3 Read STEP 3 Perform the Task: Literary Analysis Essay 1. Part 1 read Source 1, 2 and 3 Materials for Step 3 pg. 88-95 “The Battle of Balaclava”, Answer Close Read question

pg. 90 “Narrative Poems” Discuss and Decide Question Pg. 92 and “The Charge of the Light Brigade” and Close

Read and Discuss and Decide questions Pg. 94-95

2. Respond to questions (#1-3) on Step 3 Sources pg. 96

Day 5: Write a Literary Analysis Essay - Performance Assessment 8 (soft cover book) Unit 3 1. Write a Literary Analysis Essay that answers the question: How does ”The Charge of the Light Brigade” by Alfred,

Lord Tennyson affect your understanding of the real events behind the poem?

2. Part 2 Plan pg. 97

3. Draft Your Essay, Revise, Edit, and Evaluate Criteria pg. 98



master collaborative, interpretative, and productive skills in English Advanced Learners - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources


further explore a topic compare and contrast texts, delve into more complex texts, etc. Struggling Students - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources







ASSIGNMENTS FOR WEEK #8: Collection 3: The Move Toward Freedom




Day 1: Teens Need Jobs, Not Just Cash / Teens at Work [pages 419-423] (CCSS: RL8.1, RL8.2, RL8.4, RL8.5, RL8.6, 8.8):

1. Critical Vocabulary Pg. 426 (#1-4)

2. Setting a Purpose question on page 419 and look for answers as you read.

3. Read the story Teens Need Jobs, Not Just Cash / Teens at Work [pages 419-423]

4. Complete “Delineate and Evaluate an Argument” on page 424 and answer the question at the bottom off the box

Day 2: Teens Need Jobs, Not Just Cash / Teens at Work [pages 419-423]


2. “Analyzing the Text” pg. 425 (#1-6) Cite Text Evidence using A.C.E. (Use attachment A)

3. Compete the Speaking and Listening Pg. 149

4. Vocabulary Strategy: Using Greek Suffixes - Practice and Apply Pg. 426 (#1-4).

5. Complete “Analyze Structure on page 148 and answer the question at the bottom of the box

Day 3: The Real McCoy [Close Reader, pages 125-134] (CCSS: RI8.2, RI8.3, RI8.5, RI8.6, RI8.10):


2. Copy vocabulary words in bold throughout the story and write their definitions.



Day 4: “Chicago” and “Find Work” [page 427-4332] (CCSS: RL8.1, RL8.2, RL8.4, RL8.5, RL8.6, 8.8):

1. Setting a Purpose question on page 427and look for answers as you read.

2. Read the story Chicago [pages 428-429]

3. Read “Determine Meaning of Words and Phrases” on page 430

4. “Analyzing the Text” pg. 430 (#1-6) Cite Text Evidence using A.C.E. (Use attachment A).

5. Read the story Find Work [pages 431]

6. Read “Analyze Structure” on page 432


Day 5: “My Mother Enters the Work Force” [page 433-436] (CCSS: RL8.1, RL8.2, RL8.4, RL8.5, RL8.6, 8.8):

1. Read the story “My Mother Enters the Work Force” [pages 428-429]

2. Complete the Collaborative Discussion on Pg. 433

3. Complete “Analyze Structure on page 434 and answer the question at the bottom of the box


5. Complete “Compare and Contrast Structure” on page 435 and answer the question at the bottom of the box


Supplementary Resources for Relearning and Differentiation ELD Support – Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com). Go into the Resources section

and activate the CA Language Workshop link. Inside of the link you will find scaffold instruction and opportunities for

students to master collaborative, interpretative, and productive skills in English











FINAL

ASSIGNMENT FOR WEEK #9:

Choose one of the following projects to complete and turn in as your last assignment:

Poster Presentation: Create a poster that illustrates or diagrams a concept you learned in this course. The

poster should be at least 2x3 feet and use bold letters and colors. It should also include at least five terms you

learned in this course. Feel free to use illustrations in your textbook. You will need to explain your poster in

a two-minute speech/presentation to your teacher.

Video or Audio Presentation: Create, present, and record a 2-3 minute presentation explaining or

demonstrating a concept learned in this course. The presentation could be a straightforward delivery of

information or it could be a skit acted out by you and others (e.g. fictional scene, news report, interview,

mock debate, etc.). At least five terms learned in this course should be incorporated.

Live PowerPoint Presentation: Prepare and deliver a 5-minute PowerPoint presentation explaining or

demonstrating a concept learned in this course. You must include at least 5 slides. At least five terms learned

in this course should be incorporated. You will present your report to an audience that will include teachers

and fellow students.

Film Documentary Summary: Watch an hour long documentary on a topic related to a concept you learned

in this course. Write a five-paragraph summary of the documentary using the following format.

o Paragraph 1: Cite the title and source of the movie and give a brief description of what it covers.

o Paragraph 2: A description of one new concept you learned from the movie.

o Paragraph 3: A description of another new concept you learned from the movie.

o Paragraph 4: A description of a third new concept you learned from the movie.

o Paragraph 5: General final thoughts on the movie. (i.e. Would you recommend it? Explain.)

NOTE: Paragraphs 2, 3 and 4 must be at least five sentences long.




AC E Constructed Response Sentence Starters

A (Answer) C (Cite) E (Explain / Expand)

Answer the question by stating a claim.

★ Restate the question and

ADD your answer

★ Use the beginning of the

question to create your answer

Cite evidence from the text to support your claim.

★ On page ______ it said... ★ The

author wrote...

★ According to the text... ★ Based

on what I read... ★ For instance...

★ For example...

★ In the ___ paragraph on page

__... ★ From the reading I know

that...

★ I know because...

★ The text explicitly states...

★ I can infer from...

Describe a Personal Connection

★ This reminds me...

★ Something similar happened to

me... ★ I remember a time

when...

★ One time I remember...

State an Opinion

★ In my opinion... ★ Personally...

★ I believe...

★ I think...or feel...

Make a Prediction

★ I predict...

★ From what I already know... ★ Based on what I read...

Make a Comparison or Inference

★ After reading the passage, I

can infer... ★ This comparison

shows...

Cause/Effect Situation

★ Based on what has

happened...this will happen next...

Conclusion about Passage

★ In conclusion... ★ To finalize...

★ To sum up... ★ In closing...

★ This is important to know

because...


instructional guide course id # 230106 english language ...... · 1. vocabulary strategy: greek...

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