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ORANGE PUBLIC SCHOOLSOFFICE OF CURRICULUM AND INSTRUCTION

OFFICE OF ENGLISH LANGUAGE ARTS

Eighth Grade

PARCC-Aligned Curriculum GuideModule B

School Year 2016-2017

Module B 8th GradeDistrict/School Formative Assessment Plan District/School Summative Assessment PlanMid-Module AssessmentEnd-of Module AssessmentAlso additional supplemental formative activities as deemed appropriate by individual instructors.

See performance tasks in Prentice Hall Literature. (pp. 630-631)

District/School Texts District/School Supplementary ResourcesSee District Modules Below See District Modules Below

District/School Writing TasksPrimary FocusRI.8.1, RI.8.2, RI.8.3, RI.8.4, RI.8.5, RI.8.6, RI.8.8, RI.8.9, RI.8.10

RL.8.1, RL.8.10

W.8.2

Secondary FocusW.8.1, W.8.4, W.8.5, W.8.6, W.8.7, W.8.9

Routine WritingW.8.10

21st Century SkillsCRP1. Act as a responsible and contributing Citizen and employee.CRTP4. Communicate clearly and effectively and with reason.CRTP7. Employ valid and reliable research strategies.CRP11. Use technology to enhance productivity.Interdisciplinary ConnectionsScienceCultural ConnectionHumanitiesLaw Connection

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Big Question of the Unit: “How much information is enough?”

https://thefoodclubnz.files.wordpress.com/2012/07/bigstock_information_1826650.jpg

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Grade 8Module BUnit’s Big Question

“How much information is enough?”

Unit Focus In English Language Arts, the Orange Public School District’s 2016-17 school year will focus on the philosophy that reading and writing are intertwined. We will also focus on three key shifts in the reading program, directly related to Reading Complex Texts. These three shifts include the following:

● Build Vocabulary and Fluency● Cite Evidence grounded in Writing, Speaking and Listening● Building Content/Knowledge

Throughout Module B, students will read grade level complex nonfiction texts as well as a variety of other texts/media that are tiered to individual reading levels related to the Big Question.

Students will consider the Big Question as they read both literary and informational texts with the following goals:1. Strengthening reading level and acquiring vocabulary and fluency through whole class and independent reading2. Gaining knowledge/content through mentor text, related/paired texts, and other media3. Gaining a deeper understanding of literature

Using these texts, students will achieve the following outcomes:1. Learn the required fundamental skills aligned with New Jersey standards such as summarizing, citing evidence, using context

clues, and make personal connections, allowing them to comprehend fiction and nonfiction texts.2. Identify and analyze central ideas and elements of nonfiction while reading these texts focusing on arguments and supporting

claims.3. Construct writing in the form of position papers and essays, focusing on prewriting and revising/editing appropriate for a

specific purpose, genre, and audience.4. Engage in meaningful classroom discussions with their peers demonstrating ability to orally present information and adapt

speech to a variety of contexts.5. Lastly, at the end of the module, students will create and present an authentic assessment drawing on skills learned during unit

readings and reflect on the Big Question, thus supporting the ELA department philosophy that reading and writing are intertwined.

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Focus Standards for ReadingNJSLSA.R1. 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.NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.NJSLSA.R4. 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.NJSLSA.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text.NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.NJSLSA.R8. 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. NJSLSA.R9. 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. NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

Reading LiteratureRL.8.1 Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, scaffolding as needed.

Reading InformationalRI.8.1. Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI.8.5. Analyze the structure an author uses to organize a specific paragraph in a text, including the role of particular sentences, to develop and to refine a key concept.RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.RI.8.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural 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 interpretation.

Focus Standards for WritingNJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,

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organization, and analysis of content.NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.NJSLSA.W7. 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.NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

WritingW.8.1. Write arguments to support claims with clear reasons and relevant evidence.W.8.1.A. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.W.8.1.B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.W.8.1.C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. W.8.1.D. Establish and maintain a formal style.W.8.1.E. Provide a concluding statement or section that follows from and supports the argument presented.W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.8.2.B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.W.8.2.C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.W.8.2.D. Use precise language and domain-specific vocabulary to inform about or explain the topic.W.8.2.E. Establish and maintain a formal style/academic style, approach, and form.W.8.2.F. Provide a concluding statement or section that follows from and supports the information or explanation presented.W.8.4. 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 types are defined in standards 1–3 above.)W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.W.8.9.B. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

Speaking and ListeningNJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

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NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.NJSLSA.SL4. 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.NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

LanguageL.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.8.1.c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive moodL8.1.d Recognize and correct inappropriate shifts in verb voice and mood.L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Pacing Marking Period 2: November 14, 2016 – January 26, 2017Essential Questions Enduring Understandings

● What do readers do when they do not understand everything in the text?

● Why do readers need to pay attention to a writer’s choice of words?

● How do writers develop a well-written product?● How do good writers express themselves?● How do writers structure their essays?● How do we effectively use language to communicate in a

manner that is appropriate to purpose, audience, and task?

● How can discussions increase our knowledge and understanding of an idea or ideas?

Students will understand that…● Good readers employ strategies to help them understand

text.● Words powerfully affect meaning.● Good writers use a repertoire of strategies that enables

them to vary form and style, in order to write for different purposes, audiences, and contexts.

● Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.

● Good writers write for extended periods of time so that they can build writing stamina and stay with a thought to help develop their thinking.

● Rules and conventions of language help readers understand what is being communicated.

● Oral discussions help to build connections to others and create opportunities for learning

Learning TargetsReadingBy the end of this unit the students can…

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● Cite textual evidence and make relevant connections that strongly support what the text says (RI.8.1)● Determine a central idea of a text, analyze the development over the course of a text, and provide an objective summary (RI.8.2)● Analyze how a text makes connections among individuals, ideals and events (RI.8.3)● Determine the meaning of words and phrases and analyze the impact of a specific word (RI.8.4)● Analyze the structure that an author uses to organize a specific paragraph (RI.8.5)● Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting viewpoints (RI.8.6)● Delineate and evaluate arguments and specific claims in a text and assess whether the reasoning is sound (RI.8.8)● Analyze and reflect on two or more texts that provide conflicting information on the same topic and identify whether the texts disagree (RI.8.9)

WritingBy the end of this unit the students can…● Write arguments to support claims with clear reasons and relevant evidence (W.8.1)

○ Introduce claims, acknowledge and distinguish claims from alternate or opposing claims while organizing the evidence logically (W.8.1.a)○ Support claims with logical reasoning, using accurate and credible sources to demonstrate an understanding of the topic of text (W.8.1.b)○ Use transitional words, phrases, and clauses to create cohesion and clarify the relationships among claims, counterclaims, reasons, and evidence (W.8.1.c)○ Provide a strong concluding statement or section that supports the argument presented (W.8.1.e)

● Write explanatory texts that examine a topic and convey ideas and information through the selection and analyze relevant content (W.8.2)○ Develop a topic with relevant, well-chosen facts, definitions, details, quotations, and other information (W.8.2.b)○ Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts (W.8.2.c)○ Provide a concluding statement or section that supports the information presented (W.8.2.f)

● Produce clear and coherent writing (W.8.4)● Develop and strengthen their writing as needed by planning, revising, editing, or rewriting (W.8.5)● Use technology to produce and publish writing and efficiently interact and collaborate with others (W.8.6)● Gather relevant information from multiple sources, assess the credibility, and quote or paraphrase the data following a standard format for citation (W.8.8)

Speaking and ListeningBy the end of this unit the students can…● Effectively engage in a range of collaborative discussions (SL8.1)● Adapt speech to a variety of contexts and tasks (SL8.6)

LanguageBy the end of this unit the students can…● Demonstrate command of the English language when writing and speaking (L.8.1)● Use context clues to determine word/phrase meaning (L.8.4)● Acquire and use grade-appropriate academic and domain specific vocabulary/phrases (L.8.6)

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Assessments

Formative Summative Authentic

Informal● anecdotal records, annotations, discussion notes,

double-entry journals, exit tickets, notes, writer’s notebook entries, reader response

Formal● District Mid-Module Assessment

(Week of November 14)

● District - End of Module Assessment (Week of January 22)

● Published Position Paper

● Performance Tasks (PH Lit pp. 630-631)

● Socratic Seminar

Block Schedule (80 Minutes)

Opening Core curriculum (review target learning outcome) 5

Work Time:PHLit

Core curriculum: *See: engageny.org ELA Appendix for full list of strategies/implementation 40

Small Groups

Each group session is 15 minutes. Two sessions per day.

Independent Read: Student ChoiceLEVELED LIBRARIES

Independent Read: Supplemental:Content/Know- ledge SEE APPENDIX

Teacher Led Small Group:Meets with 2 groups daily--5 minutes check-in on Interest Read-10 minute small group instruction with Content Complex text

Instructional Software:Reading Plus

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Closing Core curriculum (exit ticket) 5

ELA Model Content Framework Chart - Grade 8

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Module B: UNIT 1 “How much information is enough?”Reading Complex Texts*†

(RL/RI.8.10)Writing to Texts

(W.8.1-6, 9-10, RL/RI.8.1-10)Research Project

(W.8.1, 2, 4-9,RL/RI.8.1-10)

Complex GradeLevel Text

Short Texts Routine Writing 4-6 Analyses: 1-2 Essays 1 Short Research Project

Literature:1. Baseball pg.478 or from Harriet Tubman: Conductor on the Underground Railroad pg. 486

2. from Always to Remember: The Vision of Maya Ying Lin pg. 504 or from I Know Why the Caged Bird Sings pg. 514

Comparing Literary Works1. Forest Fire, Why Leaves Turn Color in the Fall, The Season’s Curmudgeon Sees the Light pg. 534

Reading for Information1. The War in Vietnam, Gulf of Tonkin Resolution, On the Situation in Vietnam pg. 528

Develop & convey understanding

1. Text-Dependent Question Responses (i.e., the PHLit Critical Thinking)

2. Reader’s/Writer’s Notebook Entries3. Annotations4. Responses to Literature

Explanatory

1. Reading for Information:

2. Comparing Literary Works:

Convey experiences, events and/or procedures

Units of StudyPosition Papers

Integrates knowledge from sources when composing

Independent reading is an encouraged component of the MS ELA Curriculum. For this unit, texts that align to the Big Question include the following:

Fiction Nonfiction Poetry

No Promises in the Wind by Irene Hunt The Building of Manhattan by Donald McKay Chicago Poems by Carl Sandburg

The Story of Columbus by Peter Chrisp

Albert Einstein: A Photogenic Story of a Life by Frieda Wishinky

Cool Stuff and How it Works by Chris Woodford, Luke Collins, Clint Witchalls, Ben Morgan, and James Flint

ELA Model Content Framework Chart - Grade 8Module B: UNIT 2 “How much information is enough?”

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Pacing: 5 WeeksReading Complex Texts*†

(RL/RI.8.10)Writing to Texts

(W.8.1-6, 9-10, RL/RI.8.1-10)ResearchProject

(W.8.1, 2, 4-9,RL/RI.8.1-10)

Complex GradeLevel Text

Short Texts Routine Writing 4-6 Analyses: 1-2 Essays 1 Short Research Project

Literature:

1. The Trouble with Television pg. 558 or On Woman’s Right to Suffrage pg. 566

2. from Sharing in the American Dream or Science and the Sense of Wonder pg. 582

Comparing Literary Works1. Emancipation from Lincoln: A Photobiography, Brown vs. Board of Education pg. 600Reading for Information1. Hands-free Law Won’t Solve the Problem, Hands-free Cell Phone Legislation Signing

Develop & convey understanding

1. Text-Dependent Question Responses (i.e., the PHLit Critical Thinking)2. Reader’s/Writer’s Notebook Entries3. Annotations4. Responses to Literature

Explanatory

3. Reading for Information:

4. Comparing Literary Works:

Convey experiences, events and/or procedures

Units of StudyPosition Papers

Integrates knowledge from sources when composing

Independent reading is an encouraged component of the MS ELA Curriculum. For this unit, texts that align to the Big Question include the following:

Fiction Nonfiction Poetry

No Promises in the Wind by Irene Hunt The Building of Manhattan by Donald McKay Chicago Poems by Carl Sandburg

The Story of Columbus by Peter Chrisp

Albert Einstein: A Photogenic Story of a Life by Frieda Wishinky

Cool Stuff and How it Works by Chris Woodford, Luke Collins, Clint Witchalls, Ben Morgan, and James Flint

Module B: Unit 1 -Week 1

Reading

PhLit Complex Text Skill/Small Group Student Assessment/Evidence (CW/HW) Standards

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Baseball by Lionel Garcia pg 479 Main IdeaNarrative Essay

Main Idea pg. 483Narrative Essay pg. 483Reader’s Notebook:Response to LiteratureText-dependent questions pg. 482QUIZ: Main IdeaExit TicketsClose reading questions in margins

RI.8.2

Writing

PhLit Writing Activity (Responding to Lit.)

Skill/Small Group Student Assessment/Evidence (CW/HW) Standards

Explanatory Text - Biographical sketch pg. 499 Support for writing pg. 51 inUnit 3 Resources

Pre-writeSketch

W.8.2, 8.2.b, 8.2.c

Units of Study- Information Skill/Small Group Student Assessment/Evidence (CW/HW) Standards

Bend I - Session 1-2 See Units of Study Writer’s Notebook EntriesFlash Draft

See Units of Study

Language

PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards

Adjectives and Articles pg. 498 Reading applications L.8.1

Academic Vocabulary: English Academic Vocabulary: Spanish Standards

Central ideaAnalyzeDevelopmentVariedTransitions

Idea centralAnalizar

VariadoTransicion

RI 8.2W 8.2

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Reading


The Vision of Maya Ying Lin pg. 505 Main ideaBiography and Autobiography

Main Idea pg. 511Biography and Autobiography pg. 511Reader’s Notebook:Response to LiteratureText-dependent questionsQUIZ: Main IdeaExit TicketsClose reading questions in margins

RI.8.2, 8.3

Writing



Explanatory Text - Reflective Essay Support for writing pg. 90 inUnit 3 Resources

Pre-writeEssay

W.8.2, 8.7, 8.9


Bend I - Session 3-4 See Units of Study Writer’s Notebook Entries See Units of Study

Language


Adverbs pg. 524 Reading Applications L.8.1


DistinctionComparisonSourceValid

DisticionComparacionFuenteValido

RI.8.3W.8.7

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Reading


Reading for Information - Analyzing Expository Texts pg. 528

Analyze Treatment, Scope, and Organization of Ideas

Comparing Expository Texts pg 533 RI.8.5

Writing



Evaluation of Sources 5-Minute PlannerTimed Writing (25 minutes)

W.8.9


Bend I - Session 5-6 See Units of Study Writer’s Notebook EntriesEssay Revisions

See Units of Study

Language


StructureText featureEvidence

Estructura

Evidencia

RI.8.5W.8.9


Reading


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Comparing Literary Works - Types of Organization pg. 534

Chronological, cause-and-effect, comparison and contrast

Close reading questions in marginsText dependent questionsComparing Types of Organization pg. 547

RI.8. 5

Writing



Essay - analysis of one of the essays’ structure 5-Minute PlannerTimed Writing (40 minutes)

W.8.9


Bend I - Session 7-8 See Units of Study Published Writing See Units of Study

Language


StructureText featureEvidence

Estructura

Evidencia

RI.8.5W.8.9

Module B: Unit 1 -Week 5 Mid-Module Assessment Given

Reading


The Trouble with Television pg. 558 Fact and OpinionTypes of Appeals

Fact and Opinion pg. 563Types of Appeals pg. 563Reader’s NotebookResponse to LiteratureText-dependent questionsQUIZExit TicketsClose reading questions in margins

RI.8.6, 8.8, 8.9

Writing

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Argument - Evaluation Unit 3 Resources pg. 155 Final Writing W.8.1, 8.6


Bend II - Session 9-10 See Units of Study Writer’s Notebook EntriesResearch Notes

See Units of Study

Language


Conjunctions Reading Application Practice A and B L.8.1


PurposeRespond

PropositoResponder

RI.8.6


Reading


from Sharing in the American Dream pg. 576

Fact and OpinionWord Choice

Fact and Opinion pg 573Word Choice pg. 573Reader’s NotebookResponse to LiteratureText-dependent questionsQUIZExit TicketsClose reading questions in margins

RI.8.4, 8.8

Writing

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Explanatory - Response Unit 3 Resources - pg. 194 Final Writing W.8.2


Bend II - Session 11-12 See Units of Study Writer’s Notebook EntriesDebate

See Units of Study

Language


Prepositions Reading Application Practice A and B L.8.4, 8.5


ConnotativeSelection Seleccion

RI.8.4


Reading


Reading for Information pg. 592 Analyze Proposition and Support Comparing Arguments pg. 597 RI.8.8, 8.9

Writing



Timed Writing - Letter to the Editor 5 minute pre-write (organizer) Final Writing W.8.9


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Bend II - Session 13-14 See Units of Study Writer’s Notebook EntriesDraft

See Units of Study

Language


DelineateEvaluateReasoning

DelinearEvaluarRazonamiento

RI.8.8


Reading


Comparing Literary Works pg. 598 Tone Comparing Tone pg. 613 RI.8.4

Writing



Timed Writing - Essay 5 minute pre-write (graphic organizer)

Final Writing W.8.9


Bend II - Session 15-16 See Units of Study Writer’s Notebook EntriesPublished Writing

See Units of Study

Language

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DelineateEvaluateReasoning

DelinearEvaluarRazonamiento

RI.8.8

Module B: Unit 2 -Week 9-10

Reading/Writing



See: Performance Tasks pp. 630-631

Celebrations

Elements of nonfictionApplying informational technique

End of Module District AssessmentPerformance Tasks pg. 630-631On-Demand Position PaperPortfolio development/submission

RL8.1RL8.2RL8.3W.8.3A-EW.8.9

Language


Incorporate unit 1 and 2 vocabulary in writing

Acquire vocabulary See Performance Task/ On-demand L.8.1


OrallyPresentationDigital Media

OralmentePresentacionLos medios digitales

SL.8.2SL.8.3

Speaking and Listening

Activity Skill Standards

Presentations Present for a specific audience and purpose SL.8.5

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SL.8.6

Resources

Teachers Students

PH Lit Resources (Interactive Digital Path, Unit 2 Resources, Graphic Organizers & Bell Ringers, Professional Development, All-in-One Workbook and Answer Key, Common Core Resources, Reader’s Notebooks, Reading Kit, Audio, Assessments, Editable Presentations, Editable Worksheets)Authentic Assessment Toolbox: Language Arts – Middle School http://jfmueller.faculty.noctrl.edu/toolbox/examples/tasks_middle_languagearts.htmGrades 6-8 ELA Curriculum: Appendix 1: Teaching Practices and Protocolshttp://www.engageny.org/resource/grades-6-8-ela-curriculum-appendix-1-teaching-practices-and-protocolsNJ Educator Resource Exchange http://njcore.org/The Reading & Writing Project Resources http://readingandwritingproject.com/resources.htmlTeaching that Makes Sense http://www.ttms.org/In Common: Effective Writing for All students http://www.achievethecore.org/page/507/in-common-effective-writing-for-all-students

PH Lit Resources· Pearson Success Net https://www.pearsonsuccessnet.com/snpapp/login/PsnLandingPage.jsp?showLandingPage=true (Home Page Orientation http://www.mypearsontraining.com/tutorials/snet_students_homepageorientation/player.html)· Reader’s Notebook· Common Core Companion Workbook *· All-in-One Workbook, audio recordings *· English Learner Reader’s Notebook *· Adapted Reader’s Notebook *· Spanish Reader’s Notebook ** Assigned by teacher in response to dataSolo 6Vocabulary Spelling City http://www.spellingcity.com/Reading Rewards www.readingrewards.comProQuest:Tween Tribune:NEWSELA

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Management/Organizational Chart Week 1 of 2

Monday Tuesday Wednesday Thursday Friday Notes/Comments

Teacher led small group instructionGroup A

Group B

Teacher led small group instructionGroup C

Group D


Group B


Group D


Group B

● Each group is 15 minutes

● Group members may be flexible; based on student need.

Student ChoiceLeveled Readers

Group B

Group A


Group D

Group C


Group B

Group A


Group D

Group C


Group B

Group A

Content ReadSee Appendix

Instructional SoftwareGroup C


Instructional SoftwareGroup A







Instructional Software


Group D



Group B



Group D



Group B



Group D

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Management/Organizational Chart Week 2 of 2

Monday Tuesday Wednesday Thursday Friday Notes/Comments


Group D


Group B


Group D


Group B


Group D

● Each group is 15 minutes

● Group members may be flexible; based on student need.


Group D

Group C


Group B

Group A


Group D

Group C


Group B

Group A


Group D

Group C













Group B



Group D



Group B



Group D



Group B

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Authors Amended by: Kathleen Daly

Contact Rosa Lazzizera, ELA Supervisor 6-8/Media Specialists K-7: [email protected] Daly, 8th Grade ELA Teacher: [email protected]

Evaluations/Reflection Throughout the unit, you should analyze the results of the assessments to make instructional choices that will meet students’ individual needs. At the end of the unit, you should use the data and your analyses to respond to the following questions:

● What worked well?● What posed challenges to you? To the students?● What do you think could have been implemented more effectively in your lessons?● What do you need to learn more about?● Which resources (provided in the appendix/ ones you provided) were helpful?

AppendixGrade 8 ELA Curriculum 2016-2017

Module B: BIG QUESTION: How much information is enough?

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Every day, from the time we wake up until we go to sleep, we constantly encounter new information. Television, radio, the Internet, newspapers, magazines, books, and advertisements all compete for our attention. Every global development is analyzed in the press. Statistics reveal information that

may or may not be useful. (PHLit pg. 460)*See Sentence/Discussion Starters PHLit pg. 460

The purpose of the below passages are to address the varied reading levels of our individual students to build text complexity relating to the Big Question and to build Knowledge/Content; thus, not all passages are at a 8th grade reading level. Some of the resources allow for modifications; others allow teachers to search for level-appropriate texts aligned to the big question.

Newsela.commodify lexile up to 5 tiersshort quiz and writing promptprint or assign to entire class online

TitleGrade/ Lexile Type/ Topic Audio Spanish Standards

Parents help children's sports dreams come true https://newsela.com/articles/parents-sports/id/6807/ * suggested pairing: Baseball 510L -

1110L Sports X YesAnchor 1: What the text saysAnchor 5: Text structure

Yankees’ Rodriguez suspended for 211 games for using banned drugshttps://newsela.com/articles/mlb-steroids/id/762/* suggested pairing: Baseball

750L - 1180L Sports X X

Anchor 2: Central ideaAnchor 4: Word Choice

Baseball wants to make home plate a safer place https://newsela.com/articles/plate-collisions/id/2196/* suggested pairing: Baseball

740L - 1120L Sports X X

Anchor 1: What the text saysAnchor 3: People, Events, Ideas

Website has news that some in China do not want anyone to read https://newsela.com/articles/china-internet/id/8692/* suggested pairing: The Trouble with Television

680L - 1210L Technology X X

Anchor 2: Central ideaAnchor 3: People, Events, Ideas

Opinion: Giving students a fresh start before collegehttps://newsela.com/articles/ban-other-box/id/19861/* suggested pairing: from Sharing in the American Dream

610L - 1140L Education X X

Anchor 2: Central IdeaAnchor 6: Point of View/Purpose

Violence against police creates trying times for officers and communities

610L - 1200L

Society X X Anchor 2: Central IdeaAnchor 6: Point of View/Purpose

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https://newsela.com/articles/baton-rouge-police-shooting-danger/id/19718/* suggested pairing: form Sharing in the American Dream

ReadWorks.orgSearch by keyword, grade, lexileMultiple choice and short answer questions W/ answer keyMany have paired texts to build knowledgeMany have StepReads (a modified version)Many have additional Vocabulary worksheets

TitleGrade/ Lexile Type/ Topic Vocab Images

Paired Text/ STEP ANCHOR Standards

http://www.readworks.org/passages/how-say-what-youre-feeling* suggested pairing: I Know Why the Caged Bird Sings

830L

http://www.readworks.org/passages/yawn* suggested pairing: The Trouble with Television

870L

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· Web viewCRP1. Act as a responsible and contributing Citizen and employee. CRTP4. Communicate...

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Transcript of · Web viewCRP1. Act as a responsible and contributing Citizen and employee. CRTP4. Communicate...