Atlas - ENG883-885 Language Arts Advanced Language Arts 8 ...
Transcript of Atlas - ENG883-885 Language Arts Advanced Language Arts 8 ...
ENG883-885 Language Arts Advanced Language Arts 8 (AA-CCPC) Middle Schools gt 2017-2018 gt Grade 8 gt English Language Arts gt ENG883-885 Language Arts Advanced Language Arts 8 (AA-CCPC) gt Curcio Thomas Gibson Marleen Schwarz Sarah Wills Sarah Wednesday October 18 2017 230PM
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
LANGUAGE (Week 1 1 Week)
NJSLSAL1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
1 Consistently review and maintain the aggregate of grammatical knowledge acquired throughout the stude
NJ 2016 SLS English Language Arts NJ Grade 8 Writing NJSLSAW2 Write informativeexplanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection organization and analysis
1 How do the meanings connotative figurative and technical of words affect my understanding of a
text
2 How do I determine the meaning of unkn
1 By figuring out the connotative figurative a
bull Conventions of Standard English
bull after taking notes on verbals through the use of videos and other sources read a par
CONVENTIONS OF STANDARD ENGLISH Formative Written Informative
bull Notes
bull Paragraphs
bull Sentences
bull Graphics
bull Symbols
bull Sentences
bull Sentences
bull Explanations
bull Teacher obs
ADOPTED TEXTS Allen Janet et al Literature Evanston Illinois McDougal Littell Inc 2008 Arthur N et al The Language of Literature Evanston Illinois McDougal Littell Inc 1997 Odell Lee et al Elements of Language Second Course New York New York Holt Rinehart and Winston 2004 LANGUAGE ARTS REQUIRED READING LIST Hesse Karen Out of the Dust Lowry Lois The Giver Orwell George Animal Farm Quinn Jason Steve JobsGenius By Design ADDITIONAL TEXTS FOR LANGUAGE ARTS
NJ 2014 SLS 21st Century Life and Careers NJ All Grades Career Ready Practices Career Ready Practices
CRP4 Communicate clearly
NJSLSAL5 and NJSLSAL6 are missing from the standards section
bull Conventions of Standard English
bull Youtube videos available online Search ldquogerundsrdquo or ldquoparticiplesrdquo or ldquoinfinitivesrdquo
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
nts academic career
2 Review and reinforce knowledge of active and passive voice avoiding lengthy constructions in passive voice in writing
3 Be aware of the need for variety in sentence
of content
W82d Use precise language and domain-specific vocabulary to inform about or explain the topic
Language Conventions of Standard English NJSLSAL1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
own and multiple meaning words or phrases in reading
3 How can verbs function as other parts of speech
nd technical meanings of words I can make stronger
agraph with select words that are underlined or in bold and determine if they are gerunds participles or infinitives
bull after teacher performs different acti
ervation
bull Log review
KNOWLEDGE OF LANGUAGE Formative Oral Presentation
bull Narrative
VOCABULARY ACQUISITION AND USE Formative Written Informative
bull Graphic organizer
bull Index cards
bull Graphic org
Great Books Foundation The Junior Great Books ndash Series 8 Schmidt Gary D Wednesday Wars Shakespeare William A Midsummer Nightrsquos Dream Stead Rebecca When You Reach Me ADDITIONAL TEXTS FOR ADVANCED LANGUAGE ARTS Shakespeare William The Taming of the Shrew Shelley Mary Frankenstein ENG883-885 LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS ndash GRADE 8 47 A-1 LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the following novels Myers Walter Dean Monster Myers Walter Dean Slam Woodson Jacqueline If You Come Softly ADVANCED LANGUAGE ARTS
and effectively and with reason
CRP6 Demonstrate creativity and innovation
CRP7 Employ valid and reliable research strategies
bull see activity on wwwreadwritethinkorg
bull bull Kno
wledge of Language
bull None bull bull Voca
bulary Acquisition and Use
bull Teachers might want to create a word bank for the cloze activity for struggling
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
construction employing knowledge of phrases and clauses to use compound complex and compoundcomplex sentences regularly
NJSLSAL2 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L81a Explain the function of verbals (gerunds participles infinitives) in general and their function in particular sentences
L81b Form and use verbs in the active and passive voice
L81c Form and use verbs in the indicative imperative interrogative conditional and
accurate inferences and discover a heightened int
ons around the classroom and using the rules of active and passive voice write sentences to describe what is happening
bull once the rules for moods
anizer
bull Reflection
bull Examples
bull Modern interpretation
bull Revised sentences
bull Written connotation
bull Notebook
bull Sentences
REQUIRED SUMMER READING Select and read one of the following novels Crichton Hattie Michael Jurassic Park Larson Kirby Big Sky Taylor Mildred Roll of Thunder Hear My Cry Twain Mark The Adventures of Tom Sawyer SOFTWARE Microsoft Word Microsoft PowerPoint Inspiration Moodle Turnitincom GoogleDocs Prezi TEACHER SUPPLEMENTAL MATERIALS Fare Dennis M ed PARCC ELALiteracy Assessments Piscataway REA 2014 OrsquoBrien Peggy ed Shakespeare Set Free New York Washington Square Press 1993 DATABASES Bloomrsquos Literary Reference EBSCO Host
CRP8 Utilize critical thinking to make sense of problems and persevere in solving them
Copyright copy State of New Jersey 1996 - 2016
students
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
1 Review and maintain familiarity with rules and patterns of spelling in standard English correctly spell homophones
2 Routinely consult reference materials for clarification when in doubt about a
subjunctive mood
L81d Recognize and correct inappropriate shifts in verb voice and mood
NJSLSAL2 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L82a Use punctuation (comma ellipsis dash) to indicate a pause or break
erest in a text
2 I can determine the meanings of unfa
have been taught come up with a graphic or symbol to represent each verb mood and a one-word hint to help them remember the defi
Gales Literary Index AUDIO-VISUAL MATERIAL Animal Farm Perf Kelsey Grammer Ian Holm Julia Louis-Dreyfus 1999 Film T he Giver Perf Jeff Bridges Brenton Thwaites Meryl Streep 2014 DVD Pleasantville Dir Gary Ross Perf Tobey Maguire Reese Witherspoon William H Macy Joan Allen and Jeff Daniels New Line Cinema 1988 DVD Surviving the Dust Bowl Perf Matthew Modine Liev Schreiber PBS Home Video [distributor] 1998 Film The Taming of the Shrew Perf Elizabeth Taylor Richard Burton 1967 Film William Shakespeares A Midsummer Nights Dream Perf Kevin Kline Michelle Pfeiffer Rupert Everett Fox Searchlight Pictures 1999 Film
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
spelling
3 Do not allow abbreviations common to digital media to adversely impact spelling in your formal writing
4 Understand the rules of comma ellipsis and dash usage and use them
L82b Use an ellipsis to indicate an omission
L82c Spell correctly
Knowledge of Language NJSLSAL3 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more fully when reading
miliar words and phrases in a text by using background
nition for each Then as practice write example sentences in each of the 5 moods
bull after being given a fake student essay or an online article
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
correctly
5 In typing and when writing long hand bring a mature consideration to the neatness and legibility of your work
6 Develop a working knowledge of how sentences are built and how they work
or listening
L83a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (eg emphasizing the actor or the action expressing uncertainty or describing a state contrary to fact)
Vocabulary Acquisition and Use NJSLSAL4 Determi
knowledge combined with what the surrounding text is
find examples of passive voice and change them to the active voice Then given the same essay replace incorrect uses of a particular mood
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
NJSLSAL3 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more fully when reading or listening
1 Review and maintain foundational knowledge of grammatical concepts such as parts of
ne or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues analyzing meaningful word parts and consulting general and specialized reference materials as appropriate
L84a Use context (eg the overall meaning of a sentence
telling the reader
3 Verbs can function as other parts of
with the correct use
bull using one of the 8th grade novels scan through a chapter looking for examples of how the author uses a comma ellipsis and a das
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
speech and parts of a sentence
2 Be able to identify and distinguish active from passive voice (active ndash ldquoI love dogsrdquo passive ndash ldquoDogs are lovedrdquo)
3 Be able to identify and correctly use condi
or paragraph a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase
L84b Use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (eg precede recede secede)
L84c Consult reference materials (eg dictionaries glossarie
speech by adding endings such as ndashing or ndashed and by p
h Then explain the authorrsquos purpose for using each form of punctuation
bull during a lesson on textual evidence or quote integration give a full
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
tional verb mood (ldquoIf I had time I would studyrdquo)
4 Be able to identify and correctly use subjunctive verb mood (ldquoI wish it were summerrdquo)
5 Apply knowledge of the stylistic and tonal reasons for
s thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech
L84d Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)
Copyright copy State of New Jersey
lacing the newly formed words in different parts of the
sentence from a particular text and then write the same sentence with an ellipsis omitting certain words to show only what is most important for
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
employing conditional passive or subjective verbs in your writing or speaking
NJSLSAL4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues analyzing meaningful word parts and consulting general and specialized reference materials as appropriate
1996 - 2016
sentence
proving or supporting your point
bull after the teacher returns an essay or journal with circled words to indicate that they are misspelled look up how to spel
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
1 Make effective use of reference materials including digital references
2 Avoid becoming overly dependent on electronic devices in determining correct spellings or grammatical constructio
l the word correctly and keep a spelling log in notebook
bull Knowledge of Language
bull during the completion of a narrative task such as writing an ending to a
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ns these tools will not always be at hand in testing interviewing or speaking situations
3 Always use personal resources (text context roots word patterns) to determine meaning or at least make an educ
story locate three points in their ending where they would like to emphasize something about the character himself or the action of the character
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ated guess before consulting reference materials in order to keep these skills sharp
4 Proactively and independently continue to build vocabulary
NJSLSAL5 Demonstrate understanding of figurative language word relationships and nuances in
and use verb moods andor active and passive voice to accomplish this task
bull Vocabulary Acquisition and Use
bull on a graphic organizer preselect words
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
word meanings
1 Identify and analyze the effects within texts of various types of figurative language (metaphor simile personification hyperbole idioms etc)
2 Understand the impact on text of literar
in a text that are unfamiliar to a student First determine if the word can be defined using context clues or if it needs to be looked up in a dictionary If
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
y elements such as imagery diction syntax and sensory detail
3 Identify and analyze various sound devices (alliteration assonance consonance onomatopoeia etc)
4 Consider the
the word can be defined using context clues have the students define the word and then write down the words or phrases that they used to help
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
connotations of various words when determining the authorrsquos purpose in employing specific diction
NJSLSAL6 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehens
them figure out the definition
bull be given a reference sheet with meanings of various prefixes suffixes and root words Then on index cards be give
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ion or expression
1 Be independent and proactive in the acquisition of new vocabulary
2 Acquire or review foundational knowledge of roots pre-fixes suffixes and other structural tools for decoding new
n different prefixes root words and suffixes that come from the reference sheet Then combine index cards to form new words Finally share you
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
vocabulary
3 Understand and apply knowledge of the concepts of literal and figurative meaning
4 Differentiate between situations that require formal diction and those that do not
5 Examine authorrsquos purpo
r new words and their meanings
bull after being given a graphic organizer with 3 columns while reading a challenging text with 1st column being labeled
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
se in word choice and be aware of ones own purpose when choosing language
6 Analyze the cumulative effect of diction on a text
ldquowordrdquo 2nd column being labeled ldquophonetic spellingrdquo and 3rd column being labeled ldquopart of speechrdquo consult a reference of your choice (dictionary
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
thesaurus online) to determine how to pronounce a word and what the part of speech is in that particular sentence
bull once they have used context
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
clues to figure out the meaning of a specific word in text consult another reference to compare their original inferred meaning to the actual meaning The
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
n write a brief reflection that discusses why they were correct or why they were incorrect
bull while reading A Midsummer Nightrsquos Dream (general edu
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
cation) or The Taming of the Shrew (advanced) identify examples of puns sarcasm metaphors exaggeration etc then determine in modern
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
day language what Shakespeare is really saying
bull create multiple sentences that clearly donrsquot make sense Then rewrite the sentences using words
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
that connect better with each other Or give a cloze activity (fill in the blank) about a text that you recently read Then come up with the words that
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
best fill in the blank using the surrounding text
bull after being given multiple sentences that contain the same focus word such as ldquocheaprdquo but make
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
sure that the connotation of the word is slightly different in each identify how the ldquofeelrdquo of the word is different in each sentence
bull keep a vocabulary section
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
in their notebook and a word wall in the classroom They will be called on randomly each day by the teacher and will generate a sentence with
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
one of the words in their notebook or on the word wall
FICTION (Week 1 1 Week)
NJSLSAR1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it cite specific textual evidence when writing or speaking to support conclusions
NJ 2016 SLS English Language Arts NJ Grade 8 Reading Literature Key Ideas and Details NJSLSAR1 Read closely to determine what
1 How do reading literary texts differ from reading informational texts
2 How can I use back
1 Literary texts have diffe
bull Key ideas and Details
bull after being taught the terms ldquoexplicitrdquo and ldquoim
KEY IDEAS AND DETAILS Formative Written Narrative
bull Written inferences l8
bull Anticipation guide
bull Journal
ADOPTED TEXTS Allen Janet et al Literature Evanston Illinois McDougal Littell Inc 2008 Arthur N et al The Language of Literature Evanston Illinois McDougal Littell Inc 1997 Odell Lee et al Elements of Language Second Course New York New York Holt Rinehart and Winston 2004
NJ 2014 SLS 21st Century Life and Careers NJ All Grades Career Ready Practices
bull Key Ideas and Details
bull TED Talks website
bull bull Craft
and Structure
bull None bull bull Integ
ration of
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
drawn from the text
1 Practice careful and attentive reading by using annotations and identifying literary components of both assigned texts and independent text choices
2 Read a wide variety of texts including
the text says explicitly and to make logical inferences and relevant connections from it cite specific textual evidence when writing or speaking to support conclusions drawn from the text
RL81 Cite the textual evidence and make relevant connections that most strongly supports an analysis of what
ground knowledge and (historical) context to enhance my experience of the text
specifically to draw inferences from the text
3 How does an authorrsquos use of literary
rent purposes features and formats from informa
plicitrdquo make inferences about the characters setting andor plot Then extrapolate evidence from the text to support their conclusions Finally det
entry
bull Graphic organizer
CRAFT AND STRUCTURE Summative Written Informative
bull Written quotes connotation tone
bull Graphic organizer
bull Journal entry
INTEGRATION OF KNOWLEDGE AND IDEAS Summative Written Essay
LANGUAGE ARTS REQUIRED READING LIST Hesse Karen Out of the Dust Lowry Lois The Giver Orwell George Animal Farm Quinn Jason Steve JobsGenius By Design ADDITIONAL TEXTS FOR LANGUAGE ARTS Great Books Foundation The Junior Great Books ndash Series 8 Schmidt Gary D Wednesday Wars Shakespeare William A Midsummer Nightrsquos Dream Stead Rebecca When You Reach Me ADDITIONAL TEXTS FOR ADVANCED LANGUAGE ARTS Shakespeare William The Taming of the Shrew Shelley Mary Frankenstein ENG883-885 LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS ndash GRADE 8 47 A-1
Career Ready Practices
CRP4 Communicate clearly and effectively and with reason
CRP6 Demonstrate creativity and innovation
CRP7
Knowledge and Ideas
bull None
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
a variety of styles genres literary periods authors perspectives and subjects
3 Exhibit knowledge of what ldquoanalysisrdquo means as compared to ldquosummaryrdquo ldquoparaphraserdquo or ldquoargument from opini
the text says explicitly as well as inferences drawn from the text
NJSLSAR2 Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas
RL82 Determine a theme or central idea of a text and analyze its development
elements affect an authorrsquos intended message
tional texts
2 Using my background knowledge about v
ermine if the evidence is strong or weak and give an explanation as to why the evidence is strong or weak
bull after being given an anticipation guide
bull Essay
bull T-chart
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY Formative Other Teacher Rubric
bull Journal entry
bull Teacher-created rubric
LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the following novels Myers Walter Dean Monster Myers Walter Dean Slam Woodson Jacqueline If You Come Softly ADVANCED LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the following novels Crichton Hattie Michael Jurassic Park Larson Kirby Big Sky Taylor Mildred Roll of Thunder Hear My Cry Twain Mark The Adventures of Tom Sawyer SOFTWARE Microsoft Word Microsoft PowerPoint Inspiration Moodle Turnitincom GoogleDocs Prezi
Employ valid and reliable research strategies
CRP8 Utilize critical thinking to make sense of problems and persevere in solving them
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
onrdquo ndash analysis is the positing of a thesis about a text based solely on an unbiased evaluation of the literary elements (eg tone diction syntax imagery figurative language plot construction chara
over the course of the text including its relationship to the characters setting and plot provide an objective summary of the text
NJSLSAR3 Analyze how and why individuals events and ideas develop and interact over the course of a text
RL83 Analyze how particular lines of dialogue or incidents in a story
arious topics presented in the text can help me draw s
with pre-selected themes from a text that they will be reading read through text choose a theme and identify places in the text where that theme plays out
TEACHER SUPPLEMENTAL MATERIALS Fare Dennis M ed PARCC ELALiteracy Assessments Piscataway REA 2014 OrsquoBrien Peggy ed Shakespeare Set Free New York Washington Square Press 1993 DATABASES Bloomrsquos Literary Reference EBSCO Host Gales Literary Index AUDIO-VISUAL MATERIAL Animal Farm Perf Kelsey Grammer Ian Holm Julia Louis-Dreyfus 1999 Film T he Giver Perf Jeff Bridges Brenton Thwaites Meryl Streep 2014 DVD Pleasantville Dir Gary Ross Perf Tobey Maguire Reese Witherspoon William H Macy Joan Allen and Jeff Daniels New Line Cinema 1988 DVD Surviving the Dust Bowl Perf Matthew
Copyright copy State of New Jersey 1996 - 2016
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
cterization)
4 Annotate texts (both formally and informally) as you read in order to gather text evidence for claims and for analyses
5 Practice reading texts within the prescribed time limit for grade-level expe
or drama propel the action reveal aspects of a character or provoke a decision
Craft and Structure NJSLSAR4 Interpret words and phrases as they are used in a text including determining technical connotative and figurative meanings and analyze how specific word
tronger
inferences about the characters setting
Then once finished reading write a journal that shows how the theme played out in the life of the main character
bull play a causeeffect type game with
Modine Liev Schreiber PBS Home Video [distributor] 1998 Film The Taming of the Shrew Perf Elizabeth Taylor Richard Burton 1967 Film William Shakespeares A Midsummer Nights Dream Perf Kevin Kline Michelle Pfeiffer Rupert Everett Fox Searchlight Pictures 1999 Film
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ctations (for example completing a 300 page book within the number of days delineated by your assignment)
NJSLSAR2 Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas
1 Understand the difference
choices shape meaning or tone
RL84 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of specific word choices on meaning and tone including analogies or allusions to other texts
NJSLSAR5 Analyze the structur
and events
3 When analyzing literary elements such a
the teacher The teacher will begin with one sentence that represents the ldquocauserdquo and then you give a sentence to represent the ldquoeffectrdquo This new sentenc
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
between theme and central idea some texts are concrete in nature and deal literally with a topic such as World War II (main idea) while other texts tell a story in order to connect with or make a
e of texts including how specific sentences paragraphs and larger portions of the text (eg a section chapter scene or stanza) relate to each other and the whole
RL85 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its
s characters setting plot symbolism and allusions
e becomes the ldquocauserdquo and the pattern repeats until all students in the room have shared a sentence After playing this game you will use a T-cha
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
point about a larger more universal human experience such as ldquofriendshiprdquo or ldquobetrayalrdquo (theme)
2 Practice summarizing a text in a way that makes it absolutely impossible to determine your personal
meaning and style
NJSLSAR6 Assess how point of view or purpose shapes the content and style of a text
RL86Analyze how differences in the points of view of the characters and the audience or reader (eg created through the use of dramatic irony) create such effects as suspense or humor
the reader
4 can accurately determine the authorrsquos in
rt type graphic organizer label one side of the organizer as ldquoDialogue or Incidentrdquo and the other side label it ldquoEffect on the Character(s) or Plotrdquo Then
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
feelings about the text
3 Make predictions about developing themes within your annotations and class notes citing evidence that influences your evolving opinion
4 Make determinations regarding the theme or
Integration of Knowledge and Ideas NJSLSAR7 Integrate and evaluate content presented in diverse formats and media including visually and quantitatively as well as in words
RL87 Evaluate the choices made by the directors or actors by analyzing the extent to which a filmed or live
tended message about a text
go through a particular text and when coming across dialogue or an incident that stands out in some way write it down on the left side citing
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
central idea and allow it to change as you connect with the author and with other readerslenses
5 Incorporate all literary elements into your determination of theme (tone mood imagery organizational
production of a story or drama stays faithful to or departs from the text or script
NJSLSAR9 Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take
RL89 Analyze and reflect on (eg practical knowledg
the text properly On the right side explain how this dialogue or incident affects the character or how it connects to the next event that takes place
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
structure narrative voice etc)
6 Identify how authors develop and support theme over time in the text
NJSLSAR3 Analyze how and why individuals events and ideas develop and interact over the course of a text
1 Identify and analyze elements
e historicalcultural context and background knowledge) how a modern work of fiction draws on themes patterns of events or character types from myths traditional stories or religious works such as the Bible including describing how the material is rendered new
Range of Reading and Level of
bull Craft and Structure
bull read through chapters 11 and 12 of The Giver or another text with great detail and pay attention to certain quotes from the text that
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
of plot in both teacher assigned and self-selected reading exposition rising action climax falling action resolution
2 Examine plot structure including parallel or sub-plots understanding
Text Complexity NJSLSAR10 Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed
RL810 By the end of the year read and comprehend literature including stories dramas and poems at grade level text-complexity (see Appendix
stand out in some way or strike an emotional chord Then write the quote and underline the specific words that stand out Next think about
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
the way in which conflict drives the action in a story
3 Identify and analyze the elements of characterization (a characterrsquos thoughts words actions appearance experiences etc) understanding
A) or above scaffolding as needed
NJ 2014 SLS Technology NJ Grades 6-8 81 Educational Technology D Digital Citizenship Students understand human cultural and societal issues related to technology and practice legal and ethical behavior
what feelings thoughts or pictures (connotation) come to mind when you think of those underlined words Finally come up with the tone of that sect
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
the ways in which an author creates a multi-dimensional and changing character (or a flat and unchanging one) by building contextual information around that character
4 Understand the concept of
818D2 Demonstrate the application of appropriate citations to digital content
Copyright copy State of New Jersey 1996 - 2016
ion of the text
bull after reading a poem and a short story that share a similar topic such as family or friendship fill out a graphic organizer that compar
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
narrative voice (first second or third personomniscience subjectivity etc)
NJSLSAR4 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
1 Evaluate and analy
es how one author portrays the topic in the poem and how the other author portrays the same topic in the short story
bull after you have finished reading Out
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ze the effect of sound in poetry and in narrative especially with regard to how sound itself can contribute to meaning tone or mood (for example the alliterative ldquoprdquo in ldquothe pitter patter of plopping
of the Dust (general education) or Taming of the Shrew (advanced) teach a mini-lesson on the dramatic irony Use an educational TED talk
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
dropletsrdquo evoking the sensory experience of rain)
2 Readily identify and understand the impact of major types of figurative language as they are used in the text (for example metaphor simile hyper
video (available online) of your choice Then write a journal entry on how dramatic irony creates either humor or suspense in the novel or play
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
bole personification and idioms)
3 Understand the difference between analogy and allusion an analogy uses one concrete example to make a point about another concept (for example being on the
Write a Works Cited page in MLA format for the novelplay and TED Talk video
bull Integration of Knowledge and ideas
bull after reading The Giver
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
internet is like driving a race car - it is fast and fun but can be dangerous if used incorrectly) while an allusion is an indirect reference to another literary work or well-known concept
(general education) or Taming of the Shrew (honors) view the film version and write a comparison essay that looks at how faithful the movie stayed with
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
(for example Randy was running for the office of mayor and considered that little office in city hall to be Camelot)
4 Review and understand the basics of poetic structure and language appropriate to Eighth
the book or how different the movie is from the novel Focus on the characters setting plot and themes in your essay and evaluate the directorrsquos and acto
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
Grade (lyric and narrative forms including ballad sonnet ode free verse etc)
NJSLSAR5 Analyze the structure of texts including how specific sentences paragraphs and larger portions of the text (eg a section chapter scene or stanza) relate to each other and the whole
1 Analyze
rrsquos choices that were made in the movie You may also create a ldquoTop 10 Differencesrdquo mini-poster focusing on ten different topics that stand out am
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
and evaluate common organizational structures (eg chronologicallogical order cause and effect relationships comparison and contrast and problem and solution)
2 Understand and apply knowledge of voice
ong the book and film
bull use a T-chart to determine qualities of two different stories that share a similar theme
bull Range of Reading and Level of Text Compl
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
point of view authorrsquos purpose genre expectations audience length and format requirements
3 Recognize and understand the practical and literary merits of traditional structures such as similarity
exity
bull write a journal entry that compares three works of fiction Discuss how each work of fiction became progressively more challenging
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
and difference posing and answering a question chronological order etc
4 Apply knowledge of plot structure devices such as frame narrative epistolary novel in medias res flashback and foreshadowing
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
5 Analyze and evaluate the impact of narrative voice on the structure of a novel (first person narration versus dialogue-heavy text for example)
NJSLSAR6 Assess how point of view or purpose shapes the content and style of a text
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
1 Analyze how differences in the points of view of the characters and the audience or reader (eg created through the use of dramatic irony) create such effects as suspense or humor
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
2 With in class novels and self-selected reading evaluate the use of point of view authors style and purpose and its effectiveness on how the story is told (RW)
3 Review and apply knowledge of the
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
concept of dramatic irony from which most suspense and comedy derives (dramatic irony exists when one or more characters in a text knows something crucial than the other character or characters do
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
not know for example when the protagonist is about to step into a trap but she doesnrsquot know it)
4 Be aware of this construction and try to identify examples in text and film where withheld knowl
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
edge creates suspense or humor
5 Apply the concept of dramatic irony in students own writing
NJSLSAR7 Integrate and evaluate content presented in diverse formats and media including visually and quantitatively as well as in words
1 Critically view films or
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
live productions based on books in order to evaluate the choices made by the director or actors
2 Identify motivating factors that drive director and actor decisions
3 Identify essential and non-esse
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ntial aspects of plot when transferring a story to a different medium
NJSLSAR9 Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take
1 Work to construct background knowl
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
edge of major foundational works from which modern literature draws (the Bible the Quran Homer Ovid Shakespeare mythology from various cultures etc)
2 Understand and apply the concepts of
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
allusion and allegory
3 Generalize concepts of setting plot characterization and other narrative elements so that specific instances of these may be recognized as having thematic similarities or
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
differences (for example ldquovillainrdquo or ldquodark and stormy nightrdquo)
4 Acquire or review basic knowledge of literary periods and major works
NJSLSAR10 Read and comprehend complex literary and informational texts independently and proficiently with
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
scaffolding as needed
1 Practice careful and attentive reading of both assigned texts and independent text choices
2 Read a wide variety of texts including a variety of styles genres literary periods
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
authors perspectives and subjects
3 Use annotation and note-taking
4 Read within appropriate time frame for extended text
5 Choose works from multiple genres cultures and literary periods
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
6 Consider keeping a notebook of texts read with notes annotations and any relevant student work produced
7 Use self-correction when subsequent reading indicates an earlier miscue (self-
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
monitoring and self-correcting)
8 Read with a rhythm flow and meter that sounds like everyday speech (prosody)
NON-FICTION (Week 1 1 Week)
NJSLSAR1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it cite specific textual
NJ 2016 SLS English Language Arts NJ Grade 8 Reading Informational Text Key Ideas and
1 Why is it important to ask questions and make annotations
1 Asking questions a
bull bullKey Ideas and Details
bull after being given a bag
KEY IDEAS AND DETAILS Summative Written JournalDiary
bull Journal response
ADOPTED TEXTS Allen Janet et al Literature Evanston Illinois McDougal Littell Inc 2008 Arthur N et al The Language of Literature Evanston Illinois McDougal Littell Inc 1997 Odell Lee et al Elements of Language Second
NJ 2014 SLS 21st Century Life and Careers NJ All Grades
bull Key Ideas and Details
bull Google images
bull Approved media
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
evidence when writing or speaking to support conclusions drawn from the text
1 Practice close reading of both assigned texts and independent text choices
2 Read a wide variety of texts including a variety of styles genres historical perio
Details NJSLSAR1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it cite specific textual evidence when writing or speaking to support conclusions drawn from the text
RI81 Cite the textual evidence and make relevant connectio
when reading a text particularly for the first time
2 How do preconceived notions affect our readingunderstanding of a text How can I move past ldquowhat I thought I knewrdquo
3 How do I draw
nd annotating text helps the reader to construct dee
filled with items from the teacher make inferences about the teacher based on the items in the bag Write a journal response that describes their
bull Digital written headlines
bull Venn diagram
CRAFT AND STRUCTURE Formative Written Informative
bull labeled sentences
bull Written analysis
bull Responses to the questions
bull Written refle
Course New York New York Holt Rinehart and Winston 2004 LANGUAGE ARTS REQUIRED READING LIST Hesse Karen Out of the Dust Lowry Lois The Giver Orwell George Animal Farm Quinn Jason Steve JobsGenius By Design ADDITIONAL TEXTS FOR LANGUAGE ARTS Great Books Foundation The Junior Great Books ndash Series 8 Schmidt Gary D Wednesday Wars Shakespeare William A Midsummer Nightrsquos Dream Stead Rebecca When You Reach Me ADDITIONAL TEXTS FOR ADVANCED LANGUAGE ARTS Shakespeare William The Taming of the Shrew Shelley Mary Frankenstein ENG883-885
Career Ready Practices Career Ready Practices
CRP4 Communicate clearly and effectively and with reason
CRP6 Demonstrate creativity and inno
center databases
bull bull Craft
and Structure
bull Article titled Equal Rights for Women is available online
bull bull Integ
ration of Knowledge and Ideas
bull Surviving the Dust Bowl is available
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ds authors perspectives and subjects
3 Exhibit knowledge of what ldquoanalysisrdquo means as compared to ldquosummaryrdquo ldquoparaphraserdquo or ldquoargument from opinionrdquo
4 Produce evidence from the text for all claim
ns that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
NJSLSAR2 Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas
RI82 Determine a central
evidence from my readings to support any understandings ideas and claims in a text
per meaning of the text and compels the reader to res
teacher which must be supported by their inferences with evidence from the bag This can serve as an introduction to reading informational texts and
ction
INTEGRATION OF KNOWLEDGE AND IDEAS Summative Oral Presentation
bull Presentation
bull Text codes
bull Text codes
bull Annotations
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY Summative Written Report
bull (See RL
LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS ndash GRADE 8 47 A-1 LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the following novels Myers Walter Dean Monster Myers Walter Dean Slam Woodson Jacqueline If You Come Softly ADVANCED LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the following novels Crichton Hattie Michael Jurassic Park Larson Kirby Big Sky Taylor Mildred Roll of Thunder Hear My Cry Twain Mark The Adventures of Tom Sawyer SOFTWARE Microsoft Word Microsoft PowerPoint Inspiration Moodle
vation
CRP7 Employ valid and reliable research strategies
CRP8 Utilize critical thinking to make sense of problems and persevere in
on Youtube
bull bull Rang
e of Reading and Level of Text Complexity
bull None
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
s and inferences both in formal academic work and collaborative discussion
5 Annotate texts as reading occurs both formally for analytical reference and informally to cement comprehension
6 Distinguish
idea of a text and analyze its development over the course of the text including its relationship to supporting ideas provide an objective summary of the text
NJSLSAR3 Analyze how and why individuals events and ideas develop and interact over the course of a text
RI83 Analyze how a text
earch beyond the text what he or she doesnrsquot know
2 Pr
finding textural evidence to support their analyses
bull after the teacher posts pictures of current events or events in history around the room create a
810 activity Change to non-fiction texts)
Turnitincom GoogleDocs Prezi TEACHER SUPPLEMENTAL MATERIALS Fare Dennis M ed PARCC ELALiteracy Assessments Piscataway REA 2014 OrsquoBrien Peggy ed Shakespeare Set Free New York Washington Square Press 1993 DATABASES Bloomrsquos Literary Reference EBSCO Host Gales Literary Index AUDIO-VISUAL MATERIAL Animal Farm Perf Kelsey Grammer Ian Holm Julia Louis-Dreyfus 1999 Film T he Giver Perf Jeff Bridges Brenton Thwaites Meryl Streep 2014 DVD Pleasantville Dir Gary Ross Perf Tobey Maguire Reese Witherspoon William H Macy Joan Allen and Jeff
solving them
Copyright copy State of New Jersey 1996 - 2016
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
between evidence which strongly supports a claim or position and details which may be irrelevant or extraneous
NJSLSAR2 Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas
1 Understan
makes connections among and distinctions between individuals ideas or events (eg through comparisons analogies or categories)
Craft and Structure NJSLSAR4 Interpret words and phrases as they are used in a text including determining technical connotative and figurativ
econceived notions often misguide the reader The read
ldquodigital headlinerdquo for each picture If teacher chooses heshe may use the following formula for creating a central idea Identify the Topic + Determ
Daniels New Line Cinema 1988 DVD Surviving the Dust Bowl Perf Matthew Modine Liev Schreiber PBS Home Video [distributor] 1998 Film The Taming of the Shrew Perf Elizabeth Taylor Richard Burton 1967 Film William Shakespeares A Midsummer Nights Dream Perf Kevin Kline Michelle Pfeiffer Rupert Everett Fox Searchlight Pictures 1999 Film
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
d a central idea
2 Practice constructing objective summaries that are completely free of editorial bias (your opinion)
3 Use notes and annotations to physically sort connecting ideas from the text
e meanings and analyze how specific word choices shape meaning or tone
RI84 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze the impact of specific word choices on meaning and tone including analogies or
er can move past what he or she originally thought by c
ine a power verb + Finish your thought = Central Idea This formula can be used as the opening sentence for writing an objective summary
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
together
4 Keep an on-going record of evidence from the text that can be sorted and used later for analysis
NJSLSAR3 Analyze how and why individuals events and ideas develop and interact over the course of a text
1 Read closely to determine how
allusions to other texts
NJSLSAR5 Analyze the structure of texts including how specific sentences paragraphs and larger portions of the text (eg a section chapter scene or stanza) relate to each other and the whole
RI85 Analyze the structure an author uses to organize a specific paragrap
omparing preconceived notions with new factual info
bull after reading an online article about a topic such as ldquoUtopiasrdquo identify two categories of either people (men vs women) events (morning vs eve
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
authors develop key individuals ideas or events in a text
2 Include examination of authorrsquos purpose intended audience and possible biases when analyzing text
3 Notice structure and connectio
h in a text including the role of particular sentences to develop and to refine a key concept
NJSLSAR6 Assess how point of view or purpose shapes the content and style of a text
RI86 Determine an authorrsquos point of view or purpose in a text and analyze how the author acknowledges and responds
rmation
3 I can draw evidence by identifying specific wor
ning) or ideas (religious beliefs and education) Then fill out a Venn diagram to look at the similarities and differences between those two categories
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
nsdistinctions in everyday informational texts and form opinions about the appropriateness of a given structure for a given purpose (for example notice the logical connections between things like the
to conflicting evidence or viewpoints
Integration of Knowledge and Ideas NJSLSAR7 Integrate and evaluate content presented in diverse formats and media including visually and quantitatively as well as in words
RI87 Evaluate the advantages and disadvantages of using
d choices and phrases that strongly support the authorrsquo
Finally write a response that explains how the text made connections among or distinctions between those two categories using appropriate transition wor
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
placement of items within a grocery store or the grouping of texts in a library) Analyze the significance of key individuals events or ideas in a text
4 Practice a variety of communication strategies for
different mediums (eg print or digital text video multimedia) to present a particular topic or idea
NJSLSAR8 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
RI88 Delineate and evaluate
s claims and ideas about the text
ds and phrases
bull Craft and Structure
bull (See RL84 just use a non-fiction text instead)
bull after the teacher reads a picture book or finds an article that
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
conveying information (whether an analogy is more effective than a direct description for instance)
NJSLSAR4 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
the argument and specific claims in a text assessing whether the reasoning is sound and the evidence is relevant and sufficient recognize when irrelevant evidence is introduced
NJSLSAR9 Analyze and reflect on how two or more texts address similar themes or topics in order to build
has particular organizational patterns (such as compare and contrast cause and effect sequence of events series of questions etc) chose a par
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
meaning or tone
1 Analyze and evaluate the effect of sound form non-literal language such as idioms and figures of speech and graphics to aid in comprehension of complex informational text
2 Analyze
knowledge or to compare the approaches the authors take
RI89 Analyze and reflect on (eg practical knowledge historicalcultural context and background knowledge) two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or
agraph that struck the most Then label each sentence with one of the organizational patterns Finally write a structural analysis that explains how the
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
and evaluate how an authorrsquos use of words creates tone mood or focus in informational text
3 Understand and apply knowledge of how diction changes for varying audiences and purposes
interpretation
Range of Reading and Level of Text Complexity NJSLSAR10 Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed
RI810 By the end of the year read and comprehend literary nonfiction (see Appendix A) at
author used a particular pattern to unfold the idea or concept in the text
bull find a digital text that offers multiple viewpoints on a topic such as ldquoEqual Rig
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
4 Acquire and apply knowledge of domain-specific terms for certain kinds of informational texts such as contracts or applications
5 Determine pronunciations meanings alternate word choices parts
grade level text-complexity (see Appendix A) or above with scaffolding as needed
NJ 2014 SLS Technology NJ Grades 6-8 81 Educational Technology 81 Educational Technology All students will use digital tools to access manage evaluate and synthesize information in order to
hts for Womenrdquo by Shirley Chisholm Then read through the text and place stars next to each area that answers the following questions bullWh
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
of speech and etymologies of words as needed using context to aid in identifying the meaning of unfamiliar words
NJSLSAR5 Analyze the structure of texts including how specific sentences paragraphs and larger portions of the text (eg a section chapter scene or stanza) relate to each other
solve problems individually and collaborate and to create and communicate knowledge A Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts systems and operations
818A2 Create a document (eg newsletter reports
o is the author bullWhat is the title bullWhat key words or phrases do I notice as I read bullWhat words or phrases are critical for my understanding
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
and the whole
1 Analyze and evaluate common textual features (eg paragraphs topic sentences introduction conclusion footnotes index bibliography)
2 Analyze and evaluate common organ
personalized learning plan business letters or flyers) using one or more digital applications to be critiqued by professionals for usability
D Digital Citizenship Students understand human cultural and societal issues related to technology and practice legal and ethical behavior
of the text bullWhat is the author thinking and saying about the topic or idea bullWho is the intended audience of the text bullWhat is the authorrsquos personal
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
izational structures (eg chronologicallogical order cause and effect relationships comparison and contrast problem and solution order of importance question and answer)
3 Review and apply knowl
818D2 Demonstrate the application of appropriate citations to digital content
818D4 Assess the credibility and accuracy of digital content
Copyright copy State of New Jersey 1996 - 2016
role in the topic or themes Then write a reflection that discusses the authorrsquos view of the topic and how the author acknowledges and responds to
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
edge of varying sentence structures noting those that are most effective in a given text (beginning with a subordinate clause for example or the effective placement of phrases and modifiers)
conflicting views
bull Integration of Knowledge and Ideas
bull watch a video titled ldquoSurviving the Dust Bowlrdquo (which can be found on YouTube) and rea
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
4 Recognize the effective placement of topic sentences in informational documents
5 Note the differences in structure for paragraphs that present evidence provide a quote share an anecdote or
d a printed leveled text of the Dust Bowl Then create a presentation that explains to the teacher which medium (video or text) they prefer and
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
include other types of support
NJSLSAR6 Assess how point of view or purpose shapes the content and style of a text
1 Recognize and trace the development of an authorrsquos argument point of view or perspective in text
2 Recognize autho
why they prefer it
bull read an article and use text coding to identify the specific claims in a text use a ldquoCrdquo for this step Next mark any supporting evidenc
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
r bias both when it is overt and when it subtle subtle bias is often expressed through diction (think for example of the difference in connotation between a newscaster describing someone as a
e with an ldquoErdquo Now in order to determine if the evidence is irrelevant think about whether or not the quotes are from unrelated authority figu
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
radical and another describing him or her as an activist)
3 Understand and apply knowledge of exploration of counter-claims within an argument or opinion piece
4 Practice summarizing works
res or if the author attempts to appeal to a readerrsquos emotions or fears over using the actual facts Finally determine if the amount of evidence
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
without editorial bias and be alert for unintended bias in your own work
5 Identify strengths and weaknesses of rhetorical devices (pathos ethos logos) used by the author to respond to
presented was convincing enough
bull after being given two different texts by different authors discuss the same topic the texts must disagree on
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
conflicting viewpoints or evidence
NJSLSAR7 Integrate and evaluate content presented in diverse formats and media including visually and quantitatively as well as in words
1 Maintain and continue to build upon knowledge of and expertise in cutting-edge medi
their claims They can use the same text coding from Standard 88 and then annotate where the authors disagree Then write a compare-
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
a applications
2 Acquire or review basic knowledge of aesthetic elements of various media (color lighting and camera angle in visual media for example)
3 Determine preferred media base
and-contrast journal entry that describes where the authors have similar opinions and where the authors have different opinions
bull Range of Rea
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
d upon the appropriateness and effectiveness of certain tools for particular types of communication (for example instructions for a walk-through of a difficult video game often benefit from a visual
ding and Level of Text Complexity
bull (See RL810 activity Change to non-fiction texts)
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
platform such as YouTube while print platform such as a blog or wiki may be the best medium for an interactive discussion)
4 Become a more sophisticated and analytical consumer of media evalu
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ating texts that you consume in all formats for their effectiveness
NJSLSAR8 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
1 Apply knowledge of common organizatio
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
nal structures for arguments (cause and effect for example)
2 Acquire or review knowledge of the types of logical fallacies commonly used in argument (see vocabulary below)
3 Acquire or revie
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
w knowledge of syllogisms inductive reasoning and deductive reasoning
4 Make it a practice to provide valid and logical evidence and support for all claims formal or informal and require the same from
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
discourse with others
5 Extract extraneous information from an argument
NJSLSAR9 Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take
1 Employ knowledge of
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
organizational structures relevant to multiple or competing information or points of view (eg similaritiesdifferences comparecontrast causeeffect)
2 Read a wide variety of texts across genres historical
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
periods styles and points of view but also ready a wide of variety of texts on single topics or current topics of debate in our country and in the world in order to make a considered assessme
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
nt of alternative points of view
3 Make it a practice to construct students own assessment of the validity of a claim or assertion without relying on the ldquoexpertsrdquo ndash or even the newscasters or journalists ndash but relyin
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
g instead on students own ability to identify fallacies and unsupported claims versus solid arguments
NJSLSAR10 Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed
1 Practice
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
careful and attentive reading of both assigned texts and independent text choices
2 Read a wide variety of texts including a variety of styles genres literary periods authors perspectives
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
and subjects
3 Use annotation and note-taking
4 Choose works from multiple genres cultures and historical periods
5 Consider keeping a notebook of texts read with notes annotations and
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
any relevant student work produced
WRITING (Week 1 1 Week)
NJSLSAW1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
1 Employ knowledge of appropriate organizational structures for argu
NJ 2016 SLS English Language Arts NJ Grade 8 Writing Text Types and Purposes NJSLSAW1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasonin
1 How do I accurately use citations in my writing
2 What is the difference between persuasive and argumentative writing
3 How can
1 Good writers paraphrase or use specifi
bull Text Types and Purposes
bull read and annotate an article that contains multiple claims In your own words
TEXT TYPES AND PURPOSES Formative Oral Discussion
bull Annotations
bull Claims
bull Exit card
bull Text codes
bull Revisions
bull List bull Rev
isions in paper
ADOPTED TEXTS Allen Janet et al Literature Evanston Illinois McDougal Littell Inc 2008 Arthur N et al The Language of Literature Evanston Illinois McDougal Littell Inc 1997 Odell Lee et al Elements of Language Second Course New York New York Holt Rinehart and Winston 2004 LANGUAGE ARTS REQUIRED READING LIST Hesse Karen Out of the Dust Lowry Lois The Giver Orwell George Animal Farm Quinn Jason Steve JobsGenius By Design
NJ 2014 SLS 21st Century Life and Careers NJ All Grades Career Ready Practices Career Ready Practices
CRP4 Co
Research to Build and Present Knowledge
bull Literature Anthology
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ment writing that include a focus for audience and purpose
2 Use appropriate transitions for optimal clarity and coherence
3 Exclude extraneous irrelevant or overly trivial information
4 Employ knowledge
g and relevant and sufficient evidence
W81 Write arguments to support claims with clear reasons and relevant evidence
W81a Introduce claim(s) acknowledge and distinguish the claim(s) from alternate or opposing claims and organize the reasons and evidence logically
W81b Support
analyzing authorsrsquo styles help to form my own writing style
c quotes from text Then they include the authorrsquos las
write down 3-4 claims that can be concluded from the article Next go back into the article for a second read and determine which of those
bull Annotations
bull Conclusion
bull Poster
bull PowerPoint
bull Research paper
bull Introduction
bull Annotations
bull Written transitions in writing
bull Graphic organizer
bull List bull Rev
isions in
ADDITIONAL TEXTS FOR LANGUAGE ARTS Great Books Foundation The Junior Great Books ndash Series 8 Schmidt Gary D Wednesday Wars Shakespeare William A Midsummer Nightrsquos Dream Stead Rebecca When You Reach Me ADDITIONAL TEXTS FOR ADVANCED LANGUAGE ARTS Shakespeare William The Taming of the Shrew Shelley Mary Frankenstein ENG883-885 LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS ndash GRADE 8 47 A-1 LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the following novels Myers Walter Dean Monster Myers Walter Dean Slam
mmunicate clearly and effectively and with reason
CRP6 Demonstrate creativity and innovation
CRP7 Employ valid and reliable research strat
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
of rhetorical strategies and structural strategies such as parallel structure or purposeful repetition
5 Use sophisticated strategies for closure (such as a call to action) and avoid just reiterating the
claim(s) with logical reasoning and relevant evidence using accurate credible sources and demonstrating an understanding of the topic or text
W81c Use words phrases and clauses to create cohesion and clarify the relationships among claim(s) counterclaims reasons and evidence
W81d Establish and maintain
t name and page number if available
2 Persuasive writing
claims can be best supported with evidence the article provides Then write on an exit card the best way to go about finding a strong claim to
writing
bull Labeled sentences
bull Original ending
bull Annotations
bull Original ending
PRODUCTION AND DISTRIBUTION OF WRITING Summative Written Informative
bull Underlining
bull Annotations
bull Outline
bull Checklist
Woodson Jacqueline If You Come Softly ADVANCED LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the following novels Crichton Hattie Michael Jurassic Park Larson Kirby Big Sky Taylor Mildred Roll of Thunder Hear My Cry Twain Mark The Adventures of Tom Sawyer SOFTWARE Microsoft Word Microsoft PowerPoint Inspiration Moodle Turnitincom GoogleDocs Prezi TEACHER SUPPLEMENTAL MATERIALS Fare Dennis M ed PARCC ELALiteracy Assessments Piscataway REA 2014 OrsquoBrien Peggy ed Shakespeare Set Free New York
egies
CRP8 Utilize critical thinking to make sense of problems and persevere in solving them
Copyright copy State of New Jersey 1996 - 2016
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
points of your argument
6 Use sophisticated strategies for introduction such as a powerful anecdotal story and avoid just listing the points you will make in your argument
7 Artfully employ the exploration
a formal styleacademic style approach and form
W81e Provide a concluding statement or section that follows from and supports the argument presented
NJSLSAW2 Write informativeexplanatory texts to examine and convey complex ideas and information clearly and accurately through
uses emotion and experience while argumentative writi
argue
bull after looking at a model for how an author transitions properly in his or her writing look at their own paper and ldquotext coderdquo the different sections
bull Prewriting
bull Drafting
bull Revising
bull Editing
bull GoogleDocs
RESEARCH TO BUILD AND PRESENT KNOWLEDGE Summative Other Teacher Rubric
bull Teacher-created rubric
bull Graphic organizer
bull PARCC
Washington Square Press 1993 DATABASES Bloomrsquos Literary Reference EBSCO Host Gales Literary Index AUDIO-VISUAL MATERIAL Animal Farm Perf Kelsey Grammer Ian Holm Julia Louis-Dreyfus 1999 Film T he Giver Perf Jeff Bridges Brenton Thwaites Meryl Streep 2014 DVD Pleasantville Dir Gary Ross Perf Tobey Maguire Reese Witherspoon William H Macy Joan Allen and Jeff Daniels New Line Cinema 1988 DVD Surviving the Dust Bowl Perf Matthew Modine Liev Schreiber PBS Home Video [distributor] 1998 Film The Taming of the Shrew Perf Elizabeth Taylor Richard Burton 1967 Film William Shakespeares A
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
of counterclaims and knowledge of audience bias in your arguments
NJSLSAW2 Write informativeexplanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection organization and analysis of content
1 Employ knowledge
the effective selection organization and analysis of content
W82 Write informativeexplanatory texts to examine a topic and convey ideas concepts and information through the selection organization and analysis of relevant content
W82a Introduce a topic and organize ideas concepts and
ng focuses on evidence and facts
3 When a reader analy
of their writing with the following causeeffect comparecontrast sequence emphasis Then using a reference sheet with categorized transitions revi
Rubric for Literacy
bull Analyses task
bull Analysis
RANGE OF WRITING Summative Performance Authentic Task
bull PARCC practice assessment
Midsummer Nights Dream Perf Kevin Kline Michelle Pfeiffer Rupert Everett Fox Searchlight Pictures 1999 Film
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
of appropriate organizational structures for informative writing that include a focus for audience and purpose
2 Use appropriate transitions for optimal clarity and coherence bull Exclude extraneous irrele
information using text structures (eg definition classification comparisoncontrast causeeffect etc) and text features (eg headings graphics and multimedia)
W82b Develop the topic with relevant well-chosen facts definitions concrete details quotations or other information and examples
zes an authorrsquos style he or she can model after a similar
se their paper by placing proper transition words for a smooth flow in their writing
bull after reviewing tone as the authorrsquos attitude or feelings abo
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
vant or overly trivial information
3 Cite appropriately and avoid plagiarism
4 Effectively employ your knowledge of technology to enhance your assembly of information charts graphs maps or
W82c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts
W82d Use precise language and domain-specific vocabulary to inform about or explain the topic
W82e Establish and maintain a formal styleacademic style approach
craft displayed by the original author
ut a subject generate a list of ldquoformalrdquo words that could be used in their paper Then discuss an authorrsquos writing style as the way the author writes
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
other aids
5 Use sophisticated strategies for closure (such as a call to action) and avoid reiterating the points of your exposition
6 Use sophisticated strategies for introduction such as a powerful anec
and form
W82f Provide a concluding statement or section that follows from and supports the information or explanation presented
NJSLSAW3 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event
This can include sentence structure figurative language word choices and sensory details Then go back in their paper and change all areas of info
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
dotal story and avoid listing the facts you will cover in your exposition
7 Be alert to the need to exclude personal opinions and biases from your informativeexplanatory writing
NJSLSAW3 Write narratives to develop real
sequences
W83 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences
W83a Engage and orient the reader by establishing a context and point of view and introducing a narrator andor characters
rmal style to formal style
bull present a model of a conclusion paragraph and annotate each sentence for its purpose For example this could incl
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
or imagined experiences or events using effective technique well-chosen details and well-structured event sequences
1 Develop a clear coherent text that tells a story or develops an idea
2 Show awareness of audience and purpose
3 Use all the steps
organize an event sequence that unfolds naturally and logically
W83b Use narrative techniques such as dialogue pacing description and reflection to develop experiences events andor characters
W83c Use a variety of transition words phrases and clauses to convey sequence signal shifts from one time
ude a restatement of the thesis their minor claims the importance of the topic and a call to action that projects the future Then write conclud
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
of the writing process
4 Establish and develop a plot setting point of view narrative voice and style
5 Choose details carefully employing knowledge of literary elements such as diction syntax
frame or setting to another and show the relationships among experiences and events
W83d Use precise words and phrases relevant descriptive details and sensory language to capture the action and convey experiences and events
Production and Distribution of Writing NJSLSAW4 Produce clear
ing section following the same format
bull before reading Out of Dust (general education) or Taming of the Shrew (honors) choose a preselected
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
and figurative language
6 Develop characters effectively exhibiting knowledge of characterization traits and types (such as static and dynamic)
NJSLSAW4 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
and coherent writing in which the development organization and style are appropriate to task purpose and audience
W84 Produce clear and coherent writing in which the development organization voice and style are appropriate to task purpose and audience (Grade-specific expectations for writing
topic such as the Dust Bowl or women in a specific time period and write an information essay project (such as a poster or a PowerPoint) or a for
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
1 Produce writing that establishes an appropriate organizational structure sets a context and engages the reader
2 Maintain a focus on audience and purpose throughout
3 Use a formal academic
types are defined in standards 1ndash3 above)
NJSLSAW5 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach
W85 With some guidance and support from peers and adults develop and strengthen writing as
mal research paper in MLA format about the topic chosen
bull read the introductions of various ldquofakerdquo student informational essays or read the
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
style as recommended
4 Cite appropriately and avoid plagiarism
5 Use traditional structures for conveying information
6 Employ appropriate vocabulary whether that is domain-specific academic collo
needed by planning revising editing rewriting or trying a new approach focusing on how well purpose and audience have been addressed
NJSLSAW6 Use technology including the Internet to produce and publish writing and to interact and collaborate with others
W86 Use technology
introductions of online articles and determine that the authors section their introduction into three parts grabbing the readerrsquos attention gen
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
quial or informal
7 Exhibit knowledge of literary and rhetorical elements as appropriate in your writing
NJSLSAW5 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach
1 Practice using multi
including the Internet to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others
NJSLSAW8 Gather relevant information from multiple print and digital sources assess the credibility and accuracy of
eral background information about the topic and a clear thesis Then practice writing introductions
bull gather various resources from books jour
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ple steps of the writing process in your writing as often as possible with special focus on the evolution of your piece between the first and second drafts
2 Emulate the styles of writers you admire in
each source and integrate the information while avoiding plagiarism
W88 Gather relevant information from multiple print and digital sources using search terms effectively assess the credibility and accuracy of each source and quote or paraphrase the data and conclusions of others while avoiding plagiaris
nal articles and websites Teacher will discuss how to determine what is most important in the texts by focusing on facts quotes from experts words
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
order to broaden your scope and skill set
3 Note the admonition in standard W5 to ldquotry a new approachrdquo and be aware that sometimes it is best to make a new start when editing is not yielding the
m and following a standard format for citation
NJSLSAW9 Draw evidence from literary or informational texts to support analysis reflection and research
W89 Draw evidence from literary or informational texts to support analysis reflection and research
W89a Apply grade 8 Reading standards to
and definitions specific to their topic and other examples that help develop the topic Then underline and annotate relevant information in your own
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
desired results
4 Review and maintain your knowledge of the basic grammatical spelling capitalization and punctuation rules of standard English sometimes these can become rusty as a stude
literature (eg ldquoAnalyze how a modern work of fiction draws on themes patterns of events or character types from myths traditional stories or religious works such as the Bible including describing how the material is rendered newrdquo)
W89b Apply grade 8 Reading standards to literary nonfiction (eg
resources
bull with a list of preselected transitions revise your own writing by adding transitions where appropriate
bull as a close-read activity focus specific
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
nt progresses past the elementary grades
NJSLSAW6 Use technology including the Internet to produce and publish writing and to interact and collaborate with others
1 Learn about and use the latest digital trends for gathering and sharing
ldquoDelineate and evaluate the argument and specific claims in a text assessing whether the reasoning is sound and the evidence is relevant and sufficient recognize when irrelevant evidence is introducedrdquo)
Range of Writing NJSLSAW10 Write routinely over extended time frames (time for research
ally on discovering words or phrases that pertain to your topic Underline those words and phrases in the article Then on a graphic organizer
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
information
2 Suggest new technologies for the classroom and encourage peers and instructors to explore new technologies
3 Acquire keyboarding skills adequate to produce text in the quantities and
reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences
W810 Write routinely over extended time frames (time for research reflection metacognitionself correction and revision) and shorter time frames (a single sitting or a day or
write out the wordphrase and add a clarification of what the word means and how it pertains to the topic
bull after reviewing tone as the authorrsquos
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
within the time limits required
4 Cite appropriately and avoid plagiarism
5 Publish your work both to your classmates and digitally to the general public on a variety of platforms
6 Peruse sites for other class
two) for a range of discipline- specific tasks purposes and audiences
NJ 2014 SLS Technology NJ Grades 6-8 81 Educational Technology B Creativity and Innovation Students demonstrate creative thinking construct knowledge and develop innovative products and process
attitude or feelings about a subject generate a list of ldquoformalrdquo words that could be used in your paper Then discuss the authorrsquos writing style as ldquothe
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
es and students across the country to see the writing of others
NJSLSAW7 Conduct short as well as more sustained research projects utilizing an inquiry-based research process based on focused questions demonstrating understanding of the subject under investigation
1 Apply knowledge
using technology
818B1 Synthesize and publish information about a local or global issue or event (ex telecollaborative project blog school web)
D Digital Citizenship Students understand human cultural and societal issues related to technology and practice legal and ethical
way the author writesrdquo This can include sentence structure figurative language word choices and sensory details Finally go back to your paper and cha
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
of which venues and resources are most appropriate for a given search (ie when you need to access scientific journal articles as opposed to archived news footage)
2 Use background knowledge
behavior
818D3 Demonstrate an understanding of fair use and Creative Commons to intellectual property
818D4 Assess the credibility and accuracy of digital content
Copyright copy State of New Jersey 1996 - 2016
nge all areas of informal style to formal style and dull areas to more vibrant writing
bull examine conclusion paragraphs in various explanatory models
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
and considered judgment when evaluating sources for research
3 Cite appropriately and avoid plagiarism
4 Apply knowledge of informational texts and other content areas (such as how to generate an arguable
and label the purpose of each of the sentences in the paragraph For example recognize the same controlling idea that was stated in the introductio
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
thesis or scientific hypothesis) when constructing self-generated topics for inquiry
5 Use appropriate parameters of focus in inquiries (neither too broad nor too narrow for adequate inquiry)
6 Think critically
n paragraph presented in a new light why the topic is important and any new or additional insights that you learned
bull after reading an excerpt of a short
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
making sophisticated and unusual connections among ideas when developing multiple avenues of exploration
NJSLSAW8 Gather relevant information from multiple print and digital sources assess the credibility and accuracy of each source and integrate the information while
story or after reading the ambiguous ending of a novel such as The Giver develop an ending for that text in the authorrsquos style
bull look at the original text
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
avoiding plagiarism
1 Apply knowledge of which venues and resources are most appropriate for a given search (ie when you need to access scientific journal articles as opposed to archived news
that they will write their ending for and annotate it for authorrsquos style This could include the following point of view characters how the author sequen
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
footage)
2 Use background knowledge and considered judgment when evaluating sources for research
3 Cite appropriately and avoid plagiarism
4 Accurately summarize without bias
5 Annotate formally and
ces the events dialogue description including types of figurative language pacing additional word choiceslanguage tone and how the author conclud
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
informally
6 Learn about and use the latest digital trends for gathering and sharing information
7 Suggest new technologies for the classroom and encourage peers and instructors to explore new techn
es Once doing this practice these stylistic choices in your own ending (a-d)
bull Production and Distribution of Writing
bull individually read the teacher-cre
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ologies
8 Acquire keyboarding skills adequate to produce text in the quantities and within the time limits required
NJSLSAW9 Draw evidence from literary or informational texts to support analysis reflection and research
1 Incorporat
ated task sheet which includes the prompt and aligned question Underline and annotate the prompt for the specific components of the task and its pur
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
e warranted commentary on how and why the author employs specific strategies (eg literary elements rhetorical strategies organizational ploys) to achieve desired effects
2 Produce writin
pose Then in your own words summarize the task purpose and audience Finally in pairs or individually map out the development of your writi
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
g that establishes an appropriate organizational structure sets a context and engages the reader when producing analysis of literary elements or rhetorical strategies in essay form
3 Maintain a focus
ng by organizing it into sections before drafting
bull generate a checklist for your writing based on the rubric given to them ahead of time Then usin
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
on audience and purpose throughout
NJSLSAW10 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
1 Maintain a routine writing practice both within
g the writing process (planningprewriting drafting revising editing final product) determine areas of strength and weakness so you can meet with
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
the classroom and independently
2 Read and study writers whose styles you enjoy and admire
3 Acquire and maintain adequate keyboarding skills to write effectively within given time frames
4 Practice
each other and the teacher to strengthen your writing
bull use GoogleDocs to type your essays and share their documents with one another so that peers
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
maintaining focus on prolonged projects writing or working a little each day on a larger project over time
5 Maintain a portfolio of your written work not only for reflection but as a resource for ideas
and teachers can comment and give feedback as you process through your work
bull Research to Build and Present Knowledge
bull after writing
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
work samples college applications etc
an informational research paper on a selected topic from Out of the Dust (general education) or Taming of the Shrew (advanced) create
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
a visual representation of the topic in the form of a poster PowerPoint Prezi etc The visual must have cited sources and on index cards
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
bull discuss your process of research including other questions that came up as you became an ldquoexpertrdquo on the topic Then present research proj
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ect to the class
bull after teacher writes a topic on the whiteboard such as ldquoShould euthanasia be legalizedrdquo discuss keywords that you can use to search the
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
Internet (Make sure to explain that typing in just ldquoeuthanasiardquo will produce a large amount of results so itrsquos important to narrow down your sea
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
rch) Next determine you can know whether a source is accurate and credible Brainstorm a list of questions to ask Then discuss plagiarism
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
and how to avoid it On a graphic organizer practice how to quote from the text properly and how to also paraphrase whatrsquos in the text with proper
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
MLA citations
bull after being taught the literary elements theme allusions and irony select one Then write a literary analysis that unpacks how
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
a modern work of fiction such as Animal Farm or the short story ldquoThe Ransom of Red Chiefrdquo draws on either the themes allusions or iron
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
y from a traditional story such as a myth or religious work The analysis must use quotes or paraphrases from the original texts and cite properly
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
using MLA format
bull after reading an article where the author takes a strong stand on a topic determine if the claims and supporting reason
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
s on the text are sound and relevant with annotated reactions Then write an analysis that explains whether or not the authorrsquos argument and reasons are
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
justifiable and make sense
bull Range of Writing
bull be given a PARCC practice assessment and timed according to PARCC standards
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
SPEAKING AND LISTENING (Week 1 1 Week)
NJSLSASL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners building on othersrsquo ideas and expressing their own clearly and persuasively
1 Actively engage in collaborative discussions within your classroom bringing a mature disposition and appro
NJ 2016 SLS English Language Arts NJ Grade 8 Speaking and Listening Comprehension and Collaboration NJSLSASL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners building on othersrsquo ideas and expressing their own clearly
1 How can note taking and discussing a text with my peers help me to understand it better
2 How can I work collaboratively to evaluate an authorrsquos claim(s) in a text and demonstrate
1 Taking notes and discussing a text with peers can deepe
bull Comprehension and Collaboration
bull after reading a story from The Junior Great Book series answer an inquiry-based question presented by
COMPREHENSION AND COLLABORATION Formative Other Teacher Rubric
bull Shared-inquiry rubric
bull GoogleDocs
bull Graphic organizer
PRESENTATION OF KNOWLEDGE AND IDEAS Summative Project Technology
bull PowerPoint or Prezi
ADOPTED TEXTS Allen Janet et al Literature Evanston Illinois McDougal Littell Inc 2008 Arthur N et al The Language of Literature Evanston Illinois McDougal Littell Inc 1997 Odell Lee et al Elements of Language Second Course New York New York Holt Rinehart and Winston 2004 LANGUAGE ARTS REQUIRED READING LIST Hesse Karen Out of the Dust Lowry Lois The Giver Orwell George Animal Farm Quinn Jason Steve JobsGenius By Design ADDITIONAL TEXTS FOR LANGUAGE ARTS Great Books Foundation The Junior Great Books ndash Series 8 Schmidt Gary D Wednesday Wars
NJ 2014 SLS 21st Century Life and Careers NJ All Grades Career Ready Practices Career Ready Practices
CRP4 Communicate clearly and effectively and with
Comprehension and Collaboration
bull Great Books Roundtable Level 3 books
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
priate academic demeanor to both listening to others and sharing your own comments
2 Shake hands make appropriate eye contact speak loudly enough to be heard and observe other common
and persuasively
SL81 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 8 topics texts and issues building on othersrsquo ideas and expressing their own clearly
SL81a Come to discussions prepared having read or
my understanding of the text
3 How can I support my discussion and claims with textual evidence
n ones understanding of a text when ideas are combi
the teacher Use textual evidence to answer the question and prepare ahead of time for a shared-inquiry discussion Teacher can post discussion-based
bull Electronic exit slip
bull Journal entry
Shakespeare William A Midsummer Nightrsquos Dream Stead Rebecca When You Reach Me ADDITIONAL TEXTS FOR ADVANCED LANGUAGE ARTS Shakespeare William The Taming of the Shrew Shelley Mary Frankenstein ENG883-885 LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS ndash GRADE 8 47 A-1 LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the following novels Myers Walter Dean Monster Myers Walter Dean Slam Woodson Jacqueline If You Come Softly ADVANCED LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the following novels
reason
CRP6 Demonstrate creativity and innovation
CRP7 Employ valid and reliable research strategies
CRP8 Utilize critical thin
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
courtesies in your discourse with others
3 Take notes if necessary to scaffold attentive listening and to jot down comments you may want to link synthesize or build upon
4 Use your own judgment and
researched material under study explicitly draw on that preparation by referring to evidence on the topic text or issue to probe and reflect on ideas under discussion
SL81b Follow rules for collegial discussions and decision-making track progress toward specific goals and deadlines and define
ned to form thoughtful connections and strong conclusi
language so students know how to speak to each other properly (a-d)
bull (See shared inquiry a-d)
bull research specific information on a topic such as
Crichton Hattie Michael Jurassic Park Larson Kirby Big Sky Taylor Mildred Roll of Thunder Hear My Cry Twain Mark The Adventures of Tom Sawyer SOFTWARE Microsoft Word Microsoft PowerPoint Inspiration Moodle Turnitincom GoogleDocs Prezi TEACHER SUPPLEMENTAL MATERIALS Fare Dennis M ed PARCC ELALiteracy Assessments Piscataway REA 2014 OrsquoBrien Peggy ed Shakespeare Set Free New York Washington Square Press 1993 DATABASES Bloomrsquos Literary Reference EBSCO Host Gales Literary Index AUDIO-VISUAL MATERIAL
king to make sense of problems and persevere in solving them
Copyright copy State of New Jersey 1996 - 2016
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ability to reason and analyze when evaluating the ideas and comments of others become adept at listening carefully and employing your knowledge of evidence rhetorical strategies and logical fallaci
individual roles as needed
SL81c Pose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideas
SL81d Acknowledge new information expressed by others and when warranted qualify or justify their own views in light of the
ons
2 I can work collaboratively with others by utilizing s
Disneyland Look at various commercials brochures online information historical information and data Then determine the purpose of each type of
Animal Farm Perf Kelsey Grammer Ian Holm Julia Louis-Dreyfus 1999 Film T he Giver Perf Jeff Bridges Brenton Thwaites Meryl Streep 2014 DVD Pleasantville Dir Gary Ross Perf Tobey Maguire Reese Witherspoon William H Macy Joan Allen and Jeff Daniels New Line Cinema 1988 DVD Surviving the Dust Bowl Perf Matthew Modine Liev Schreiber PBS Home Video [distributor] 1998 Film The Taming of the Shrew Perf Elizabeth Taylor Richard Burton 1967 Film William Shakespeares A Midsummer Nights Dream Perf Kevin Kline Michelle Pfeiffer Rupert Everett Fox Searchlight Pictures 1999 Film
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
es when deciding what you will incorporate into your own accepted point of view
5 Be proactive in taking a leadership role when necessary setting goals and helping to discern roles for team
evidence presented
NJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally
SL82 Analyze the purpose of information presented in diverse media and formats (eg visually quantitatively orally)
pecific conversation language and forming other st
format For example the purpose of the commercials may be to persuade while the data about Disneyland may be used to determine future pos
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
members
NJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally
1 Maintain and continue to build upon knowledge of and expertise in cutting edge media applications
and evaluate the motives (eg social commercial political) behind its presentation
NJSLSASL3 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric
SL83 Delineate a speakerrsquos argument and specific claims evaluating the soundness of the reasoning and relevance and
udent-led collaborative strategies to complete the t
sibilities and outcomes for the theme park
bull after being shown a speech such as Martin Luther Kingrsquos ldquoI Have a Dreamrdquo speech and being given a gra
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
2 Acquire or review basic knowledge of aesthetic elements of various media (color lighting and camera angle in visual media for example)
3 Develop a personal aesthetic sensibility regarding prefe
sufficiency of the evidence and identifying when irrelevant evidence is introduced
Presentation of Knowledge and Ideas NJSLSASL4 Present information findings and supporting evidence such that listeners can follow the line of reasoning and the organization development and
ask in a specific amount of time
3 I can support my discussi
phic organizer that breaks down the speech into ldquoClaimsrdquo ldquoReasons-Strong Weak Irrelevantrdquo ldquoHow Do I Knowrdquo Then fill out a graphic organizer as you
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
rred media based upon the appropriateness and effectiveness of certain tools for particular types of communication (for example instructions for a walk-through of a difficult video game often benef
style are appropriate to task purpose and audience
SL84 Present claims and findings emphasizing salient points in a focused coherent manner with relevant evidence sound valid reasoning and well-chosen details use appropriate eye contact adequate volume and clear pronunciation
on and claims with textual evidence by determining wh
watch or listen to the speech
bull Presentation of Knowledge and Ideas
bull after reading Old Majorrsquos Speech in Animal Farm either create a Prezi Po
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
it from a visual platform such as YouTube while print platform such as a blog or wiki may be the best medium for an interactive discussion)
4 Become a more sophisticated and analytical consumer
NJSLSASL5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations
SL85 Integrate multimedia and visual displays into presentations to clarify information strengthen claims and evidence and add interest
NJSLSASL6 Adapt
at is more important in the text and then aligning the k
werPoint or other visual of your choice to discuss Old Majorrsquos claims counter claims reasons and his relevant evidence
bull find a video andor visual to
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
of media evaluating texts that you consume in all formats for their effectiveness
5 Employ knowledge of appropriate organizational structures for argument writing that include a focus for audience and
speech to a variety of contexts and communicative tasks demonstrating command of formal English when indicated or appropriate
SL86 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate
Copyright copy State of
ey points to my claims
go along with their presentation about Old Majorrsquos Speech Then explain how the video andor visual strengthens and connects to their present
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
purpose
6 Employ knowledge of rhetorical strategies
NJSLSASL3 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric
1 Use all of your academic knowledge about supporting claims with evidence and evaluate a spea
New Jersey 1996 - 2016
ation
bull once you have a specific task brainstorm a list of key words and phrases that will be used in your presentation depending on the audienc
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
kerrsquos claims based on the quality and quantity of his or her evidence
2 Address speaker bias and counter-claims when evaluating a speakerrsquos argument
3 Understand and effectively analyze a speakerrsquos use
e and task Then use a selection of those words in your presentation Finally write a reflection that discusses how different words are appropriate
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
of rhetorical strategies (appeal to emotion or authority for example) including fallacies (such as bandwagon)
4 Consider the impact of visual rhetoric and the use of lighting camera angles make
for different audiences and context
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
up clothing etc
NJSLSASL4 Present information findings and supporting evidence such that listeners can follow the line of reasoning and the organization development and style are appropriate to task purpose and audience
1 Work consistently towards becoming comfortable presenting to your
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
peers and to adults public speaking is at least a little intimidating for almost everyone and taking advantage of multiple opportunities to practice public presentation is the best way to
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
become better at it
2 Practice your presentations in front of a friend or a mirror to get feedback on your pacing eye contact volume etc
3 Try recording yourself presenting orally in order to assess
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
your own pacing volume and inflection
4 Employ academic knowledge of valid argument construction evidence and logic gained from reading and writing arguments in oral delivery of argument
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
5 Adapt speech as necessary for formal and informal presentations
NJSLSASL5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations
1 Learn about and use the latest digita
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
l trends for gathering and sharing information
2 Suggest new technologies for the classroom and encourage peers and instructors to explore new technologies
3 Acquire keyboarding skills adequate
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
to produce text in the quantities and within the time limits required
4 Bring to bear knowledge (acquired from other standards) regarding the support of claims with evidence and the integrationsynthesis of evide
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
nce into a coherent claim
NJSLSASL6 Adapt speech to a variety of contexts and communicative tasks demonstrating command of formal English when indicated or appropriate
1 Review and exhibit knowledge of the types of language used in informal situations including
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
dialectic colloquial or idiomatic language
2 Be able to employ a formal academic tone when appropriate
3 Exhibit knowledge of the foundations of grammar consistently using correct nounverb agreement
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
providing correct antecedents for pronouns and placing modifiers correctly
4 Proactively seek out opportunities to speak in informal situations as well as more formal situations including leading a
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
class discussion or telling a story to a younger sibling
APPENDIX A SAMPLE AUTHENTIC ASSESSMENTADV LA (Week 1 1 Week)
SAMPLE AUTHENTIC ASSESSMENTADVANCED LA Summative Written Informative
APPENDIX B - Sample Authentic Assessment-Adv LAdocx
APPENDIX B RUBRICS
RUBRICSProse and Narrative Tasks
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
(Week 1 1 Week)
Summative Other Teacher Rubric
APPENDIX C- Rubricsdocx
APPENDIX C OUTLINE OF READING AND WRITING SKILLS (Week 1 1 Week)
OUTLINE OF WRITING SKILLS Summative Written Report
APPENDIX E- Outline of Writing Skillsdocx
APPENDIX D NJCCC CURRICULUM STANDARDS FOR TECH (Week 1 1 Week)
APPENDIX G- NJCCCC Standards for Technologydocx
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
APPENDIX E NJ STUDENT LEARNING STANDARDS (Week 1 1 Week)
NJ
STUDENT LEARNING STANDARDS GRADE 8docx
APPENDIX F MODIFICATIONS (Week 1 1 Week)
Modificationspdf
Modificationspdf
The Ever-changing Adolescent Identity (Week 1 6 Weeks)
Language 1 Consi
stently review and maintain the aggregate of grammatical knowledge acqui
Where does our sense of identity come from How do we decide our own fate What does it mean to be truly human How does one overcome loss and hardship and still retain a sense of hope
Students will understand why it is important to ask questionsmake annotations when reading a text especially for the first time
Novels Out of the Dust Karen Hesse The Wednesday Wars Gary D Schmidt The Giver Lois Lowry Excerpts from Monster Walter Dean Meyers Short Stories Broken Chain Gary Soto The Great Rat Hunt Laurence Yep
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
red throughout the students academic career
2 Be aware of the need for variety in sentence construction employing knowledge of phrases and clauses to use compound complex and compoundcomp
How do choices and behavior shape who we become
The Treasure of Lemon Brown Walter Dean Meyers Raymonds Run Toni Cade Bambara Excerpts from Knots in my Yo-Yo String Jerry Spinelli The Rules of the Game Amy Tan The Black Cat Edgar Allan Poe Poetry Identity Julio Noboa (poem) I Am From Lorian Dahkai (poem) Non-Fiction
httpswwwtheplayerstribunecomcategoryletter-to-my-younger-self Excerpts from What I Know Now LETTERS TO MY YOUNGER SELF By Ellyn Spragins Excerpts from Bad Boy Walter Dean Meyers Surviving the Dust Bowl (video)
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
lex sentences regularly
3 Review and maintain familiarity with rules and patterns of spelling in standard English correctly spell homophones
4 Routinely consult reference materials for clarification when
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
in doubt about a spelling
5 Do not allow abbreviations common to digital media to adversely impact spelling in your formal writing
6 Review and maintain foundational knowledge of gram
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
matical concepts such as parts of speech and parts of a sentence
7 Make effective use of reference materials including digital references
8 Avoid becoming overly dependent on electronic devic
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
es in determining correct spellings or grammatical constructions these tools will not always be at hand in testing interviewing or speaking situations
9 Always use personal resources (text conte
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
xt roots word patterns) to determine meaning or at least make an educated guess before consulting reference materials in order to keep these skills sharp
10 Proactively and independently continue to build voca
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
bulary
11 Identify and analyze the effects within texts of various types of figurative language (metaphor simile personification hyperbole idioms etc)
12 Understand the impact on text of literary
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
elements such as imagery diction syntax and sensory detail
13 Identify and analyze various sound devices (alliteration assonance consonance onomatopoeia etc)
14 Consider the conn
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
otations of various words when determining the authorrsquos purpose in employing specific diction
15 Be independent and proactive in the acquisition of new vocabulary
16 Understand and apply knowledge of the
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
concepts of literal and figurative meaning
17 Examine authorrsquos purpose in word choice and be aware of ones own purpose when choosing language
18 Analyze the cumulative effect of diction on a text
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
For fiction AND non-fiction
1 Practice careful and attentive reading by using annotations and identifying literary components of both assigned texts and independent text choices
2 Read a wide variety of texts inclu
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ding a variety of styles genres literary periods authors perspectives and subjects
3 Exhibit knowledge of what ldquoanalysisrdquo means as compared to ldquosummaryrdquo ldquoparaphraserdquo or ldquoargument from
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
opinionrdquo ndash analysis is the positing of a thesis about a text based solely on an unbiased evaluation of the literary elements (eg tone diction syntax imagery figurative language plot construction chara
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
cterization)
4 Annotate texts (both formally and informally) as you read in order to gather text evidence for claims and for analyses
5 Practice reading texts within the prescribed time limit for grade-level expe
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ctations (for example completing a 300 page book within the number of days delineated by your assignment)
6 Understand the difference between theme and central idea some texts are concrete in nature and deal
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
literally with a topic such as World War II (main idea) while other texts tell a story in order to connect with or make a point about a larger more universal human experience such as ldquofrien
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
dshiprdquo or ldquobetrayalrdquo (theme)
7 Practice summarizing a text in a way that makes it absolutely impossible to determine your personal feelings about the text
8 Make predictions about developing themes within
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
your annotations and class notes citing evidence that influences your evolving opinion
9 Make determinations regarding the theme or central idea and allow it to change as you connect with the author and
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
with other readerslenses
10 Incorporate all literary elements into your determination of theme (tone mood imagery organizational structure narrative voice etc)
11 Identify how authors develop and supp
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ort theme over time in the text
12 Identify and analyze elements of plot in both teacher assigned and self-selected reading exposition rising action climax falling action resolution
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
13 Examine plot structure including parallel or sub-plots understanding the way in which conflict drives the action in a story
14 Identify and analyze the elements of characterization (a characterrsquos thoughts
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
words actions appearance experiences etc) understanding the ways in which an author creates a multi-dimensional and changing character (or a flat and unchanging one) by building
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
contextual information around that character
15 Understand the concept of narrative voice (first second or third personomniscience subjectivity etc)
16 Readily identify and understand the impact of major types of figura
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
tive language as they are used in the text (for example metaphor simile hyperbole personification and idioms)
17 Understand the difference between analogy and allusion an analogy uses one concr
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ete example to make a point about another concept (for example being on the internet is like driving a race car - it is fast and fun but can be dangerous if used incorrectly) while an allusion is
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
an indirect reference to another literary work or well-known concept (for example Randy was running for the office of mayor and considered that little office in city hall to be Camelot)
18 Analyze and
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
evaluate common organizational structures (eg chronologicallogical order cause and effect relationships comparison and contrast and problem and solution)
19 Understand and apply knowledge of voicepoint
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
of view authorrsquos purpose genre expectations audience length and format requirements
20 Apply knowledge of plot structure devices such as frame narrative epistolary novel in medias res flash
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
back and foreshadowing
21 Analyze and evaluate the impact of narrative voice on the structure of a novel (first person narration versus dialogue-heavy text for example)
22 Analyze how difference
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
s in the points of view of the characters and the audience or reader (eg created through the use of dramatic irony) create such effects as suspense or humor
23 With in class novels and self-
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
selected reading evaluate the use of point of view authors style and purpose and its effectiveness on how the story is told (RW)
24 Review and apply knowledge of the concept of dramatic irony from
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
which most suspense and comedy derives (dramatic irony exists when one or more characters in a text knows something crucial than the other character or characters do not know for example when
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
the protagonist is about to step into a trap but she doesnrsquot know it)
25 Understand and apply the concepts of allusion and allegory
26 Generalize concepts of setting plot characterization and other narra
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
tive elements so that specific instances of these may be recognized as having thematic similarities or differences (for example ldquovillainrdquo or ldquodark and stormy nightrdquo)
27 Acquire or review basic knowl
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
edge of literary periods and major works
28 Practice careful and attentive reading of both assigned texts and independent text choices
29 Read a wide variety of texts including a variety of styles
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
genres literary periods authors perspectives and subjects
30 Use annotation and note-taking
31 Read within appropriate time frame for extended text
32 Choose works from multiple genres cultur
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
es and literary periods
33 Consider keeping a notebook of texts read with notes annotations and any relevant student work produced
34 Use self-correction when subsequent reading indicates
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
an earlier miscue (self-monitoring and self-correcting)
35 Read with a rhythm flow and meter that sounds like everyday speech (prosody)
Writing 1 Empl
oy knowledge of appropriate organizational struct
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ures for informative writing that include a focus for audience and purpose
2 Use appropriate transitions for optimal clarity and coherence bull Exclude extraneous irrelevant or overly trivial infor
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
mation
3 Cite appropriately and avoid plagiarism
4 Effectively employ your knowledge of technology to enhance your assembly of information charts graphs maps or other aids
5 Use sophisticated
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
strategies for closure (such as a call to action) and avoid reiterating the points of your exposition
6 Use sophisticated strategies for introduction such as a powerful anecdotal story and avoid listing the
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
facts you will cover in your exposition
7 Be alert to the need to exclude personal opinions and biases from your informativeexplanatory writing
8 Develop a clear coherent text that tells a story or
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
develops an idea
9 Show awareness of audience and purpose
10 Use all the steps of the writing process
11 Establish and develop a plot setting point of view narrative voice and style
12 Choose details
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
carefully employing knowledge of literary elements such as diction syntax and figurative language
13 Develop characters effectively exhibiting knowledge of characterization traits and types (such as static
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
and dynamic)
14 Produce writing that establishes an appropriate organizational structure sets a context and engages the reader
15 Maintain a focus on audience and purpose throughout
16 Use a formal
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
academic style as recommended
17 Use traditional structures for conveying information
18 Employ appropriate vocabulary whether that is domain-specific academic colloquial or informal
19 Exhibit
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
knowledge of literary and rhetorical elements as appropriate in your writing
20 Practice using multiple steps of the writing process in your writing as often as possible with special focus on the evolution
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
of your piece between the first and second drafts
21 Emulate the styles of writers you admire in order to broaden your scope and skill set
22 Note the admonition in standard W5 to ldquotry a new approachrdquo
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
and be aware that sometimes it is best to make a new start when editing is not yielding the desired results
23 Review and maintain your knowledge of the basic grammatical spelling capitalization
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
and punctuation rules of standard English sometimes these can become rusty as a student progresses past the elementary grades
24 Apply knowledge of which venues and resources are
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
most appropriate for a given search (ie when you need to access scientific journal articles as opposed to archived news footage)
25 Use background knowledge and considered judgment when evaluating
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
sources for research
26 Apply knowledge of informational texts and other content areas (such as how to generate an arguable thesis or scientific hypothesis) when constructing self-generated topics for
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
inquiry
27 Use appropriate parameters of focus in inquiries (neither too broad nor too narrow for adequate inquiry)
28 Think critically making sophisticated and unusual connections among ideas when devel
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
oping multiple avenues of exploration
29 Annotate formally and informally
30 Produce writing that establishes an appropriate organizational structure sets a context and engages the reader when producing
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
analysis of literary elements or rhetorical strategies in essay form
31 Maintain a focus on audience and purpose throughout
32 Maintain a routine writing practice both within the classroom and indep
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
endently
33 Read and study writers whose styles you enjoy and admire
34 Acquire and maintain adequate keyboarding skills to write effectively within given time frames
35 Practice maintaining focus on
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
prolonged projects writing or working a little each day on a larger project over time
36 Maintain a portfolio of your written work not only for reflection but as a resource for ideas work samples college
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
applications etc
Speaking and Listening
1 Actively engage in collaborative discussions within your classroom bringing a mature disposition and appropriate academic demeanor to both listening to others and shari
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ng your own comments
2 Shake hands make appropriate eye contact speak loudly enough to be heard and observe other common courtesies in your discourse with others
3 Take notes if
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
necessary to scaffold attentive listening and to jot down comments you may want to link synthesize or build upon
4 Use your own judgment and ability to reason and analyze when evaluating the ideas and
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
Suggested Activities
Evaluation Assessment Resources
21st Century Skills
Teacher Notes
comments of others become adept at listening carefully and employing your knowledge of evidence rhetorical strategies and logical fallacies when deciding what you will incorporate into your own
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
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21st Century Skills
Teacher Notes
accepted point of view
5 Be proactive in taking a leadership role when necessary setting goals and helping to discern roles for team members
6 Maintain and continue to build upon knowledge of
Unit Proficiency Objectives Standards Essential
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21st Century Skills
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and expertise in cutting edge media applications
7 Acquire or review basic knowledge of aesthetic elements of various media (color lighting and camera angle in visual media for
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
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21st Century Skills
Teacher Notes
example)
8 Develop a personal aesthetic sensibility regarding preferred media based upon the appropriateness and effectiveness of certain tools for particular types of communication (for example instru
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
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Evaluation Assessment Resources
21st Century Skills
Teacher Notes
ctions for a walk-through of a difficult video game often benefit from a visual platform such as YouTube while print platform such as a blog or wiki may be the best medium for an interactive discu
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
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21st Century Skills
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ssion)
9 Work consistently towards becoming comfortable presenting to your peers and to adults public speaking is at least a little intimidating for almost everyone and taking advantage
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
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21st Century Skills
Teacher Notes
of multiple opportunities to practice public presentation is the best way to become better at it
10 Practice your presentations in front of a friend or a mirror to get feedback on your pacing eye conta
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
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21st Century Skills
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ct volume etc
11 Try recording yourself presenting orally in order to assess your own pacing volume and inflection
12 Employ academic knowledge of valid argument construction evidence and
Unit Proficiency Objectives Standards Essential
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21st Century Skills
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logic gained from reading and writing arguments in oral delivery of argument
13 Adapt speech as necessary for formal and informal presentations
14 Review and exhibit knowledge of the types of langu
Unit Proficiency Objectives Standards Essential
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21st Century Skills
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age used in informal situations including dialectic colloquial or idiomatic language
15 Be able to employ a formal academic tone when appropriate
16 Exhibit knowledge of the foundations of grammar consi
Unit Proficiency Objectives Standards Essential
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stently using correct nounverb agreement providing correct antecedents for pronouns and placing modifiers correctly
17 Proactively seek out opportunities to speak in informal situations as well as
Unit Proficiency Objectives Standards Essential
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21st Century Skills
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more formal situations including leading a class discussion or telling a story to a younger sibling
The Dystopian Future (Week 7 6 Weeks)
Language 1 Consi
stently review and maintain the aggregate of grammatical knowledge
What is dystopian literature How do authors use symbols and symbolism to convey meaning Can one person really change the world Is a utopia really possible Does absolute
Dystopian literature will help students understand how certain characteristics of our world compares to that of dystopians societies
Novels The Giver Lois Lowry Animal Farm George Orwell Fahrenheit 451 Ray Bradbury Short Stories Harrison Bergeron Kurt Vonnegut Jr Non-Fiction Lois Lowrys Biography Origins of the Utopian Idea by Rustin Quaide
Unit Proficiency Objectives Standards Essential
Questions Enduring Understanding
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21st Century Skills
Teacher Notes
acquired throughout the students academic career
2 Review and reinforce knowledge of active and passive voice avoiding lengthy constructions in passive voice in writing
3 Be aware of the
power corrupt absolutely What is the role and impact of propaganda in society Is democracy possible if not everyone has access to education How do authors use background such as personal experiences to impact their writing
Excerpt from Utopia Book II Of Their Trades and Manner of Life by Sir Thomas More Newbery Acceptance Speech by Lois Lowry The Onion website Newsela website Film 2081 The Giver The Truman Show Pleasantville History channel biography Stalin Man of Steel