District page

District page

From

Reading to Writing A Guide to the Florida Collections

Modules Designed to Align with the Florida State Standards Middle School

English/Language Arts

Writing Team

Suzanne Demasis

Rob Kirkpatrick

Lorie Marshall

Heather Mason

Vanessa Skipper

Alexandra Stewart

Project Coordinator

Robert T. McLaren, Jr.

McNair Magnet School

McNair Magnet School

Space Coast J/S High School

Jefferson Middle School

Cocoa High School

Johnson Middle School

Middle School Language Arts/Social Studies Resource Teacher

Cover Art by Jessica Demasis

From Reading to Writing A Guide to The Florida Collections

Table of Contents

Using This Guide 1

7th Grade

Overview 6

Collection 1 (Narrative/Description)

8

Collection 2 (Argumentation/Evaluation)

20

Collection 3 (Informational or Explanatory/Analysis)

33

Collection 4 (Argumentation/Evaluation)

46

8th Grade

Overview 60

Collection 1 (Narrative/Description)

62

Collection 2 (Argumentation/Analysis)

76

Collection 3 (Informational or Explanatory/Synthesis)

90

Collection 4 (Informational or Explanatory/Comparison)

104

Appendix 119

1

Using this Guide

We spent several weeks this summer creating eight writing modules for 7th and 8th grade Language Arts, connected to the new Florida Collections adopted by Brevard County. There are four modules, one for each nine week grading period, that span 15-21 days for each grade level. These modules will help you break down the writing process into a series of tasks that culminate in the production of a rigorous written project for students.

As you begin, keep in mind that these modules were created with the intent to delve into the complexity of text through multiple readings. Begin with the end in mind. Look at the task and the suggested texts. If you feel that the task is not suitable for your students, you will find a complete list of template tasks in the appendix. The appendix is also where you will find a complete list of the standards, rubrics for each task, and other useful materials.

Each module begins with an overview of the unit, the task prompt, and the background for students, followed by four skill clusters. The format follows the formal LDC module. Health and civics standards are included in the list of ELA standards for many of the modules, along with a relevant connection. The skills taught in Clusters 1 and 2 refer specifically to the first text mentioned in the task. As you read the remaining texts, you might repeat these tasks with a gradual release of responsibility to the students, or you might follow the accompanying lessons in the teacher’s edition. In Clusters 3 and 4, you are preparing students for completing the final written task.

We were mindful that this guide will be used by teachers who have differing levels of experience, and hope that you find these modules useful and easy to follow.

Inspired by the LDC Framework

The mission of the Literacy Design Collaborative is to ensure that students graduate from high school with the literacy skills necessary for success in college and career.

LDC empowers teachers to build students’ literacy skills and understanding of content through meaningful reading and writing assignments that are aligned to the Florida standards. While it provides a useful framework, it relies heavily on teachers’ wisdom and experience. LDC, like other great tools, is but one wonderful tool in the hands of an artist.

For more information about LDC, visit http://ldc.org

If you have any questions or need more information, please do not hesitate to email any of us.

Happy teaching!

http://ldc.org/

2

Tools for the Implementation of 21st Century Skills

The new Florida Standards require students to use a variety of technologies to produce writing - not just pen and paper. The Florida Collections instructional materials allow opportunities for students to apply the 21st century skills that will be essential in their journey through a digital world. This page gives some suggestions on district-provided digital tools that a teacher can use to facilitate the incorporation of digital products into the classroom. If you need further training or assistance, or would like to have an expert help you and your class, contact your area tech integrator. You can also visit the Technology Integrators site at https://sites.google.com/a/share.brevardschools.org/integrators/home.

Paperless essays: myWriteSmart is a feature included with Florida Collections through the HMH web portal. It can be used with the textbook tasks and prompts. Students can write their essay responses, correct their grammar, share within student groups for editing and revision, and post to the teacher’s account.

Google Apps (accessed through the BPS portal) allows students to write, share, and edit their essays before turning in a final copy to the teacher. They can also share essays and presentations with each other or in collaborative groups for editing and revision.

Multimedia presentations: Prezi.com is a dynamic alternative to PowerPoint. Students can use a template or create their own presentation from a blank canvas. Presentations can be easily shared with other students or turned in by using a link. ThingLink.com is a web service and a free App. This program allows students to create an interactive image that can be shared or used as part of a presentation. The image can have text, video, and other images embedded so as to create an interactive presentation on any topic.

DiscoveryEducation.com (ask your media specialist for a school code if you don’t have an account) is a website that allows students to investigate a wide range of topics. It also allows teachers and students to create a pin board of information using the BoardBuilder tool, which can be shared.

Blogs and discussion forums: Edmodo allows teachers to set up classes, class groups, and class assignments. Similar to a Facebook page, this web service allows the teacher to pose questions or attach texts for students to comment on and respond to others. Online assessments can also be given using this program.

Edline allows teachers to set up blogs and discussion forums with their students, and even within individual groups of students in any of their assigned classes. Teachers can monitor all the activity and comments before they are posted to the page. Online assessments can also be given using this program.

https://sites.google.com/a/share.brevardschools.org/integrators/home

3

Florida Standards Connections

With the adoption of the Florida State Standards, teachers throughout the state are grappling with changes that will be necessary within their classrooms in order to assist students to be successful. In order to prepare for the changes required by higher standards, it is necessary to implement the following six shifts in instruction throughout all ELA and content area classrooms:

Shift 1

Increase Reading of Informational Text

Students read a true balance of informational and literary text. Classrooms, therefore, are the places where students access the worlds of science, social studies, math, technical subjects, literature and the arts through text. At elementary school, at least 50% of what students read throughout the school day should be informational text. This increases to 70% for sixth grade students and beyond with at least 25% of reading in the ELA classroom consisting of informational text.

Shift 2

Literacy Instruction in all Content Areas

Students participate in literacy experiences across the school day. Teachers emphasize literacy in their planning and instruction across the content areas. Students learn through domain specific texts in science and social studies – rather than referring to the text, they are expected to learn from what they read.

Shift 3

Text Complexity

Students read the central, grade appropriate text around which instruction is centered. In order to prepare students for the complexity of college and career ready text, each grade level requires a “step” of growth on the “staircase of complexity.” Teachers create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level to fully participate.

Shift 4

Text-Based Answers

Students have rich and rigorous text-dependent conversations on a common text. Teachers insist that classroom experiences stay deeply connected with the text on the page and that students develop habits for making evidentiary arguments, both in conversation as well as in writing, to assess deep understanding of a text.

Shift 5

Writing from Sources

Students develop college and career ready skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they listen to or read. While the narrative still has an important role, writing needs to emphasize the use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts.

Shift 6

Academic Vocabulary

Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.

4

Best Practices for Higher Standards

Make close reading and rereading of texts central to lessons

Increase text complexity

Provide scaffolding that does not preempt or replace text

Ask text dependent questions from a range of question types

Emphasize students supporting answers based upon evidence from the text

Lead high level discussions

Provide extensive research and writing opportunities (claims and evidence)

Teach argument not persuasion

Offer regular opportunities for students to share ideas, evidence and research

Offer systematic instruction in vocabulary

Ensure wide reading from complex text that varies in length

Provide explicit instruction in applied grammar and conventions

Focus on process not just content

Create authentic assessments

Cultivate students’ independence

5

7th Grade Collections

6

7th

GRADE OVERVIEW

Collection 1 Bold Actions

Collection 2 Perception and Reality

Collection 3 Nature at Work

Task Narrative/Description

Task Argumentation/Analysis

Task Informational/Analysis

Writing Focus Short Story

Oral Commentary

Writing Focus Opinion Essay

Expository Essay

Writing Focus Write a Memoir Poetry Analysis

Skills Alliteration Author’s Purpose Characterization Drawing Conclusions Inference Fact and Opinion Myth Poetry: form Plot Setting Theme Trace and Evaluate an Argument

Skills Character Compare/Contrast Genre Compare/Contrast Text and Media Drama Figurative Language Folk Tales Inferences Poetry: Form Reference Aids Rhyme Sonnet Summarizing Symbol Text Features

Skills Allusion Author’s Style Determine Central Idea Figurative Language Lyric Poem Memoir Meter Narrator Ode Patterns of Organization Point of View Precise Language Soliloquy/Monologue Theme

Conventions/Vocabulary

Connotations/Denotations (51)

Comma and Coordinate Adjectives (38)

Latin Root: mar (17) Sentence Structure (18) Subordinate Clauses (52)

Suffixes –ty/--ity (37)


Adverb Clauses (88) Greek Prefix: neuro (87) Latin Suffixes (70)

Conventions/Vocabulary Coordinating & Subordinating

Conjunctions (156) Glossary (155) Latin Roots: grad (167) Prepositional Phrases (168) Sentence Structure (156)

7

7th

GRADE OVERVIEW

Collection 4 Risk and Exploration

Collection 5 The Stuff of Consumer

Culture

Collection 6 Guided by a Cause

Task Argumentation/Evaluation

Task Teacher Choice

Task Teacher Choice

Writing Focus Persuasive Speech

Writing Focus Create a Multimedia

Presentation

Writing Focus Expository Essay Personal Essay

Skills Author’s Purpose Cause and Effect Cite Evidence Metaphor Paraphrasing Sound Reasoning Trace and Evaluate an Argument Tone

Skills Cause and Effect Central Ideas and Details Comparing Forms Free Verse Graphic Aids Inference Science Fiction Statistics Style Theme

Skills Author’s Perspective Author’s Purpose Central Idea and Details Character Development Chronological Order Compare/Contrast Genre Documentary Flashback History Writing Mood Personal Essay Plot Primary/Secondary Sources Point of View Theme Trace an Argument Setting Style


Adjective Clauses (200)

Capitalization (192)

Context Clues (191)

Greek Roots (211)

Prefixes: dis/ex (199) Verbal Phrases (212)


Domain-Specific Words (231) Eliminate Redundancy (232) Spelling: Homophones (258) Noun Clauses (240) Synonyms/Antonyms (239) Verify Meaning (257)


Analogies (305) Capitalization (282) Combining sentences with

phrases (326) Dangling Modifiers (316) Latin Roots: spec/struct/dic (281) Misplaced Modifiers (336) Multiple Meanings (315) Phrases: Verbal/Gerund

(306) Using a dictionary (335)

8

Grade 7 Collection 1: Bold Action

“Be bold, take courage… and be strong of soul.” – Ovid

What task?

Task 27: What does it mean to be bold? After reading “Rouge Wave,” “The Flight of Icarus,” the poem

“Icarus’s Flight,” and self-selected texts on a high risk activity, write a narrative in which the main

character survives a risky endeavor from the perspective of the main character. D6: Use complex

sentences and strong verbs to develop your work. (Narrative/Description)

Module Description:

The purpose of this module is for students to analyze the elements of a story and how they interact. It offers an opportunity to analyze the narrative aspect of multiple texts, and for students to practice formal writing skills and conventions. “Rogue Wave” is a fictional adventure story that will work well for a discussion of plot development. “The Flight of Icarus” is a retelling of the Greek myth, and “Icarus’s Flight” is a poem that examines the adventurous spirit of Icarus. These passages should prime students for research about risky endeavors and the people who pursue them. A couple of readings, which have not been specifically mentioned in the writing task, pertain to the spirit of the task but also address health and civics standards: “Ship of Fools” is useful for a discussion about the influence of family, peers, culture, and media on our decisions. It is also useful for a discussion about laws about certain age groups. “Women in Aviation” is useful for a discussion about the roles and rights of American citizens, specifically women. This writing module uses material from Collection 1 in the Florida Collections English instructional

materials from the 2014 adoption.

What texts, Materials, References, and Support?

Fiction:

“Rouge Wave” (Collections TE/SE p. 3) “Big Things Come in Small Packages” (Collections TE p.18c, Close Reader p. 3) Greek Myth:

“The Flight of Icarus” (Collections TE/SE p. 31)

Poetry:

“Icarus’s Flight” (Collections TE/SE p. 39)

Online:

Find it: HMH Online Resources ->Select grade level->Teacher e-book->Contents Collections 1->fyi icon

“Dancer Who Lost Leg In Boston Marathon Bombings Performs On Stage At TED Talk” (FYI): http://boston.cbslocal.com/2014/03/19/dancer-who-lost-foot-in-boston-marathon-bombings-performs-on-stage-at-ted-talk/ Plot Diagram

http://boston.cbslocal.com/2014/03/19/dancer-who-lost-foot-in-boston-marathon-bombings-performs-on-stage-at-ted-talk/

http://boston.cbslocal.com/2014/03/19/dancer-who-lost-foot-in-boston-marathon-bombings-performs-on-stage-at-ted-talk/

9

Florida Standards

For full version of standards see the Appendix.

LAFS.7.RL.1.1 Cite textual evidence.

LAFS.7.RL.1.2 Determine a theme or central idea.

LAFS.7.RL.2.4 Determine the meaning of words and phrases.

LAFS.7.RL.2.5 Analyze how poem’s form contributes to its meaning.

LAFS.7.RL.2.6 Analyze point of view of narrators in a text.

LAFS.7.RL.4.10 By the end of the year, read and comprehend at grade level range 6-8.

LAFS.7.W.1.2 Write to analyze relevant content.

LAFS.7.W.2.4 Produce clear and coherent writing.

LAFS.7.W.2.5 Edit writing to focus on purpose.

LAFS.7.W.4.10 Write routinely.

LAFS.7.SL.1.1 Engage in collaborative discussions.

LAFS.7.L.1.1 Demonstrate command of standard conventions (grammar, speaking).

LAFS.7.L.1.2 Demonstrate command of standard conventions (capitalization, punctuation, and spelling).

LSFS.7.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

LAFS.7.L.3.4 Clarify meaning of multiple-meaning words and phrases.

LAFS.7.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meaning.

LAFS.7.L.3.6 Acquire and use accurately grade-appropriate terms.

HE.7.C.2 Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

SS.7.C.2 Evaluate the roles, rights, and responsibilities of United States citizens.

http://www.cpalms.org/Public/search/Standard



10

What Skills and Instruction?

Task Engagement: Ability to connect the task and new content to existing knowledge, skills, experiences,

interests, and concerns.

Standards: LAFS.7.W.1.2; LAFS.7.W.4.10

Mini-Task: Do a Quickwrite with students on the task question: What does it mean to be bold?

Mini-Task: Create a plot diagram of a familiar fairy tale with the students to re-familiarize

students with the parts of a story.

Task Analysis: Ability to understand and explain the task’s prompt and rubric.

Standards: LAFS.7.RI.1.1; LAFS.7.RI.2.4; LAFS.7.W.1.2; LAFS.7.SL.1.1; LAFS.7.L.3.4

Mini-Task: Students will analyze and rewrite task prompt narrative rubric putting it into their own

words. This can be done individually or in small groups.

Step 1: Read the task as a group and have students respond to the following questions:

What do you know about the topic?

What is the task asking you to do? (Identify the academic vocabulary and focus of the task.)

What do you need to learn to accomplish this task?

Step 2: Provide students with rubric and review as a whole group.

Step 3: Instruct students to highlight unfamiliar words individually.

Step 4: Ask students to compare and discuss identified words.

Text Selection: Ability to identify appropriate texts.

Standards: LAFS.7.RL.1.1; LAFS.7.SL.1.1

Mini-Task: After reading the “Background” and/or information on the author of the selection, ask students to discuss how the selection might support the collection quote and task. What makes this author credible to speak on this topic?

Active Reading, Note-taking, and Academic Integrity: Ability to identify the central point and main supporting elements of a text, to select important facts and passages for use in one’s own writing, and the ability to use and credit sources appropriately.

Standards: LAFS.7.RL.1.1; LAFS.7.RL.1.2; LAFS.7.RL.2.4; LAFS.5.RL.2.5; LAFS.7.RL.2.6; LAFS.7.RL.4.10; LAFS.7.SL.1.1; LAFS.7.L.12.3; LAFS.7.L.3.4; LAFS.7.L.3.5; LAFS.7.L.3.6; HE.7.C.2; SS.7.C.2

Mini-Task: Follow Teacher Edition for “Close Read” and “Strategies for Annotation” while reading the text. Pay special attention to plot and setting, as well as making inferences in the text.

Skills Cluster 1: Preparing for the Task (Suggested Time Frame: 1-2 days)

Skills Cluster 2: Reading Process (Suggested Time Frame: 7-10 days)

11

Mini-Task: Take students through Online HMH Teacher Resource presentations on “Plot and Conflict,” “Setting,” and “Making Inferences.” (Find It: MHM Online Resources->Teacher Resources->Interactive Whiteboard Lessons->”Plot and Conflict,” “Setting,” and “Making Inferences”)

Mini-Task: Students will complete Cornell Notes as they read each selected text, and create a plot diagram for “Rogue Wave”.

Essential Vocabulary: Ability to identify and master terms essential to understanding a text.

Standards: LASF.7.RL.2.4; LFS.7.L3.4; LAFS.7.L.3.5; LAFS.7.L.3.6

Mini-Task: Use the “Academic Vocabulary,” “Critical Vocabulary,” and footnoted words found then the Teacher Edition to increase students understanding of text. Enter these words in the students Cornell notes.

Mini-Task: Complete the vocabulary activities at the end of each reading from the Collections textbook.

Research Information: Ability to select important facts and passages for use in one’s own writing from

multiple sources.

Standards: LAFS.7.RI.1.1; LAFS.7.RI.1.2

Mini-Task: Students will select important information from multiple text and online resources that

pertain to high-risk activities to incorporate into their own writing.

Step 1: Select an age appropriate high-risk activity to incorporate into the narrative prompt

response.

Step 2: Research selected high-risk activity for facts that are essential to the performance of said

activity. List the facts in order of important to making the activity high-risk.

Step 3: Cite and take appropriate Cornell Notes on high-risk activity for use in one’s own writing.

Bridging: Ability to begin linking reading results to writing task.

Standards: LAFS.7.RL.1.2; LAFS.7.W.1.3, LFS.7.SL.1.1

Mini-Task: Have students compare writing ideas that respond to the prompt in small groups.

Writing Skill: Ability to write maturely.

Standards: LAFS.7.W.2.4; LAFS.7.L.1.1; LAFS.7.L.1.2

Mini-Task: Take students through the Online HMH Teacher Resource presentation on

“Combining Sentences.” (Find It: HMH Online Resources->GrammarNotes->Lesson 3:

Combining Sentences)

Refer to the “Performance Task Reference Guide” TE/SE p.R6 to instruct students in writing a narrative.

Skill Cluster 3: Transition to Writing (Suggested Time Frame: 1-2 days)

Skill Cluster 4: Writing Process (Suggested Time Frame: 6-7 days)

12

Student Learning Log Skills Cluster 1: Preparing for the Writing Task Connecting to the Writing Task: My ability to connect to the task and new content with knowledge and skills I already have, as well as experiences, interests, and my own concerns. Collection Essential Question: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ My Quickwrite Response to the Essential Question: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Collection Writing Task: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Writing Task Analysis: My ability to understand and explain in my own words what the writing task is asking me to do and how my final product will be assessed.

1. After reading the writing task, what do I know about this topic?

2. What is the writing task asking me to do?

3. What is the academic vocabulary I need to understand in order to be successful? (Write the words and explain their meaning)

4. What do I need to learn to accomplish this task? (Skills, concepts, etc.)

13

Rubric Analysis: My ability to understand and explain in my own words what the rubric requires and how my final product will be assessed. Use the chart to paraphrase the rubric.

Meets Expectations Advanced

Focus

Controlling Idea

Reading/ Research

Development

Organization

Conventions

Content Understanding

14

Skills Cluster 2: Reading Process Active Reading, Note-Taking and Academic Integrity: My ability to identify the central point and main supporting elements of a text, to select important facts and passages for my writing and the ability to use and credit sources appropriately.

CORNELL NOTES

Topic/Objective: Name:

Class/Period:

Date:

Citation:

Essential Question:

Questions: Notes

15

Summary:

Questions: Notes

16

Name: _______________________________________ Period: ______

Cite Text Evidence Graphic Organizer

Outcome of the story:

Event 3:

Major Characters:

Minor Characters:

Plot/Problem:

Event 1: Event 2:

Setting:

Where:

When

17

Essential Vocabulary: My ability to identify and understand essential words and terms in the text. List words specific to text. Add definitions and notes on connotation.

WORD MAP

definition

antonym

18

Active Reading: Ability to identify the elements of a plot.

Rouge Wave

Plot Diagram Conflict: Setting:

Characters: Point of View: Theme:

Introduction

Rising Action

Climax

Falling Action

Resolution

19

Skill Cluster 4: Writing Process Planning: Ability to develop a line of thought and text structure appropriate to a narrative task. Plot Diagram Conflict: Setting:

Characters: Point of View: Theme:

Introduction

Rising Action

Climax

Falling Action

Resolution

20

Grade 7 Collection 2: Is Seeing Believing?

“Now, I do not know whether it was then I dreamt I was a butterfly, or whether I am now a butterfly, dreaming I am a man.” – Chuang Tzu

What Task?

Task 6: Is seeing believing? After reading “The People Could Fly, “Magic and the Brain”, “The Song

of Wandering Aengus” and “Pavement Chalk Art,” create a presentation in which you address the

question and argue whether “seeing is believing.” Support your position with evidence from the text.

D6: Use clauses and quotations to develop your work. (Argumentation/Evaluation)

Module Description

The purpose of this module is to expose readers to a variety of genres, so they can compare the qualities and strengths of each one. Students will use “The People Could Fly” to build on their previous knowledge of story elements and to understand the importance of folktales. The students will also read a nonfiction piece “Magic and the Brain,” a poem “The Song of Wandering Aengus,” and a piece of visual art “Pavement Chalk Art.” They will analyze each piece for its connection to the theme, and create a presentation that answers the question “Is Seeing Believing?” In addition, reading “The People Can Fly” to help students understand the nature of our country prior to the 13th Amendment (Civics), and “Magic and the Brain” shows how our physical senses and mental processes are interrelated (Health). For this module, students are encouraged to present their argument using an alternative to print such as a video or Prezi, in order to meet some of the technology requirements. This writing module uses material from Collection 2 in the Florida Collections English instructional


What Texts, Materials, References, and Support?

Nonfiction:

“Magic and the Brain” (Collections TE p. 77)

“Pavement Chalk Art” (Collections TE p. 89)

Fiction:

“The People Could Fly” (Collections TE p. 63 )

Poetry:

“The Song of Wandering Aengus” (Collections TE p. 72)

Online:

“Mind Bending Optical Illusion of T-Rex Dinosaur” (FYI) http://fox4kc.com/2013/12/30/mind-bending-

optical-illusion-of-t-rex-dinosaur/

Graphic Organizers:

Word Map - http://my.hrw.com/la3/la09/student/minisites/igo/pdf/word_map.pdf

Controversial Issue - http://my.hrw.com/la3/la09/student/minisites/igo/pdf/controversial_issue.pdf

http://fox4kc.com/2013/12/30/mind-bending-optical-illusion-of-t-rex-dinosaur/

http://fox4kc.com/2013/12/30/mind-bending-optical-illusion-of-t-rex-dinosaur/

http://my.hrw.com/la3/la09/student/minisites/igo/pdf/word_map.pdf

http://my.hrw.com/la3/la09/student/minisites/igo/pdf/controversial_issue.pdf

21

Florida Standards

See full version of standards see the appendix.

LAFS.7.RL.1.1 Cite Textual Evidence

LAFS.7.RL.1.2 Determine a theme and provide a summary

LAFS.7.RL.1.3 Analyze story elements

LAFS.7.RL.2.4 Determine the meaning of words and phrases; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem.

LAFS.7.RL.2.5 Analyze how a poem’s form contributes to its meaning.

LAFS.7.RL.4.10 Read grade 6-8 literature proficiently

LAFS.7.SL.1.1 Engage in collaborative discussion

LAFS.7.SL.1.2 Analyze the main ideas and supporting details presented in diverse media

LAFS.7.W.1.1 Write arguments to support claims with relevant evidence.

LAFS.7.W.2.4 Produce clear coherent writing appropriate to task and purpose

LAFS.7.W.2.5 Strengthen writing through the writing process with support from peers and adults

LAFS.7.W.2.6 Use technology to produce and publish writing

LAFS.7.W.3.8 Gather relevant information from multiple print and digital sources

LAFS.7.W.3.9 Draw evidence from literary and informational text to support analysis

LAFS.7.W.4.10 Write routinely over extended time frames

LAFS.7.L.2.3 Demonstrate command of the conventions of standard English grammar and usage (using clauses)

LAFS.7.L.2.3 Use grade-appropriate academic vocabulary

HE.7.C.1.2 Explain how physical, emotional, social, and intellectual dimensions of health are interrelated

SS.7.C.3.7 Analyze the impact of the 13th Amendment

22


Skills Cluster 1: Preparing For the Task (Suggested Time Frame: 1-2 days)

Task Engagement: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

STANDARDS: LAFS.7.W.2.4; LAFS.7.W.4.10

Mini-Task: Respond in a quick write answering the question “Is seeing believing?” Discuss in pairs or triads.

Mini-Task: Watch “Mind Bending Optical Illusion of T-Rex Dinosaur” and discuss whether or not the video supports their previous statements.

Task Analysis: Ability to understand and explain the task’s prompt and rubric. STANDARDS: LAFS.7.RI.2.4; LAFS.7.W.2.4; LAFS.7.L.3.4a,d

Mini-Task: Students will analyze and rewrite task prompt and argumentation rubric putting it

into their own words. This can be done individually or in small groups.






Step 3: Instruct students to rewrite the task and argumentation rubric in their own words.

Step 4: Outline timeframe for completion of task.


Text Selection: Ability to identify appropriate texts. STANDARDS: LAFS.8.W.3.9; LAFS.8.RI.1.1

Mini-Task: After reading the “Background” and/or information on the author of the selection,

ask students to discuss how the selection might support the collection quote and task. What

makes this author credible to speak on this topic? Students will discuss in small groups.

Active Reading Note-taking and Academic Integrity: Ability to identify the central point and main supporting elements of a text, to select important facts and passages for use in one’s own writing and the ability to use and credit sources appropriately.

23

STANDARDS: LAFS.7.RL.1.1; LAFS.7.RL.1.2; LAFS.7.RL.1.3; LAFS.7.RL.2.4; LAFS.7.RL.2.5;

LAFS.7.RL.4.10; LAFS.7.RI.1.1; LAFS.7.RI.1.3; LAFS.7.RI.2.4; LAFS.7.RI.4.10; LAFS.7.SL.1.2; LAFS.8.SL.2.6;

LAFS.7.W.2.4; LAFS.7.W.3.8; LAFS.7.W.3.9a; LAFS.7.W.4.10; LAFS.7.L.2.3; SS.7.C.3.7; HE.7.C.1.2

Mini-Task:

Step 1: Review elements of a story including plot and conflict.

Step 2: Instruct students to read “The People Could Fly” paying attention to the plot

structure.

Step 3: Provide a mini-lesson on folktales (Collections TE p. 68).

Step 4: Play the audio version of the story, and model annotation strategies. Be sure to

address the symbolism of flying especially in relationship to slavery.

Step 5: Have students complete annotation independently.

Mini-Task: Students complete Cornell Notes identifying the parenthetical citation at the top

of the page. Students should identify central ideas that are necessary to answer the prompt,

and summarize each text. When reading “Magic and the Brain,” discuss how the mental and

physical dimensions of health are interrelated.

Mini-Task: Follow Teacher Edition for “Close Read” and “Strategies for Annotation” while

reading each additional text. Have students analyze each text for connection to the theme.

Essential Vocabulary: Ability to identify and master terms essential to understanding a text. STANDARDS: LAFS.7.RI.2.4; LAFS.7.L.3.4b

Mini-Task: Use prefixes, roots and suffixes to determine the meaning of science specific words in “Magic and the Brain.”

Text Study: Ability to identify different types of texts and recognize the traits of each.

Mini-Task: Step 1: Create a T-chart that compares different types of genres: fiction, nonfiction, poetry, visual arts, and video. List the strengths of each and how effective they are at supporting the theme. Step 2: Evaluate the chart and write a paragraph in response to the questions, “How does an author choose the best method to get his or her point across?”

Skills Cluster 3: Transition to Writing (Suggested Time Frame 1-2 days) Bridging: Ability to begin linking reading results to writing task.


24

Mini-Task: Complete a quick write answering the question, “Do you think seeing is believing?

Is your opinion the same as when you first started?”

Mini-Task: Review prompt, rubric and text-type chart. Select a type of text or format that best

serves the purpose and audience of the task.

Skills Cluster 4: Writing Process (Suggested Time Frame: 6-7 days)

Refer to the “Performance Task A” p. 127 & “Performance Task Reference Guide” TE p.R2

TEACHER DIRECTIVE: In addition to the lessons/guidelines provided in the textbook regarding the Writing Process, HMH has online resources designed to help you help the students. Please view the online resources below and choose the lessons that you feel are most beneficial. FIND IT: HMH Online Teacher Resources->Interactive Writing Lessons->Select Appropriate Lessons

Establish Claim: Ability to establish a claim and consolidate information relevant to task. STANDARDS: LAFS.7.W1.1; LAFS.7.W1.2

Mini-Task: Write a clear thesis statement that addresses the prompt.

Mini-Task: Select an appropriate format to address the prompt (speech, website, video, etc.) Explain how the selected format will address all aspects of the rubric.

Planning: Ability to develop a line of thought and text structure appropriate to an argumentation/analysis task. STANDARDS: LAFS.7.W.2.4; LAFS.7.W.2.5; LAFS.7.W.3.9; LAFS.7.W.4.10

Mini-Task: Create an outline based on notes and reading in which the claim is stated, the

points are sequenced, and supporting evidence is noted.

Development: Ability to construct an initial draft with an emerging line of thought and structure. STANDARDS: LAFS.7.W.2.4; LAFS.7.W.2.5; LAFS.7.W.3.9; LAFS.7.W.4.10

Mini-Task: Create an initial draft complete with opening, development, and closing; insert and cite textual evidence.

Academic Integrity: Ability to use and credit sources appropriately. STANDARDS: LAFS.7.W.3.8

Mini-Task: Cite sources and evidence appropriately within task.

Revision: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. STANDARDS: LAFS.SL.1.1; LAFS.7.W.1.1; LAFS.7.W.2.4; LAFS.7.W.2.5

Mini-Task: Students will review the rubric and exchange papers for peer review to provide

feedback to one another and make corrections.

Grammar Connections: Ability to apply the conventions of Standard English STANDARDS: LAFS.7.L.1.1a

25

Skill: Adverb Clauses

Textbook “Language Conventions: Adverb Clauses” (Connections TE p. 88, SE p. 88)

“Level UP Tutorials, Conventions” Kinds of Clauses (FIND IT: HMH Online Resources -> Teacher Resources -> Level Up Tutorials -> Conventions)

Editing: Ability to proofread and format a piece to make it more effective. STANDARDS: LAFS.7.W.2.5; LAFS.7.L.2.3

Mini-Task: Students will peer edit the drafts to eliminate errors and revise draft to include a

clear, coherent argument, sound spelling, capitalization, punctuation, and grammar.

Completion: Ability to submit final piece that meets expectations. STANDARDS: LAFS.7.W.2.4

Mini-Task: Turn in or present complete set of drafts, plus the final version of the piece.

26

Student Learning Log

Skills Cluster 1: Preparing for the Writing Task Connecting to the Writing Task: My ability to connect to the task and new content with knowledge and skills I already have, as well as experiences, interests, and my own concerns. Collection Essential Question: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ My Quickwrite Response to the Essential Question: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Collection Writing Task: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________






27



Focus

Controlling Idea

Reading/ Research

Development

Organization

Conventions


28


CORNELL NOTES


Class/Period:

Date:

Citation:

Essential Question:

Questions: Notes

29

Summary:

Questions: Notes

30


WORD MAP

definition

antonym

31

Text Study: Ability to identify different types of texts and recognize the traits of each.

T-Chart GENRE

STRENGTHS

FICTION

NON-FICTION

POETRY

VISUAL ARTS

VIDEO

32

Skill Cluster 4: Writing Process Planning: Ability to develop a line of thought and text structure appropriate to an argumentation/analysis task.

All Purpose Planner

33

Grade 7 Collection 3: Nature at Work

“Those who dwell…among the beauties and mysteries of the ear are never alone or

weary of life.” – Rachel Carson

What task?

Task 21: Why don’t poets just say what they mean? After reading “from Mississippi Solo,”

“Ode to enchanted light,” and “Sleeping in the Forest,” write an essay in which you analyze

how figurative language is used an how it affects the meaning of the text, providing

examples to clarify your analysis. D6: Use figurative language effectively to develop your

work. (Informational or Explanatory/Analysis)

Module Description:

The purpose of this module is for students to experience figurative language in poetry and prose. Students will analyze “from Mississippi Solo.” They will look for figurative language in prose and examine how figurative language helps to convey meaning. Students will then read “Ode to enchanted light” and “Sleeping in the Forest” to further compare how the use of figurative language creates meaning in poetry. This writing module uses material from Collection 3 in the Florida Collections English instructional


What texts, Materials, References, and Support?

Non-Fiction

Memoir: “from Mississippi Solo” (Collections TE/SE p.137)

Poetry:

“Ode to enchanted light” (Collections TE/SE p.170) “Sleeping in the Forest” (Collections TE/SE p.172) “Problems with Hurricanes” (Collections TE p.174d, Close Reader p.56) “Prayer to the Pacific” (Collections TE p.174e, Close Reader p.58) “Tornado at Talladega” (Collections TE p.174f, Close Reader p.60)

Online:

“Pictures: Winter Splendor Unveiled at Ice Cave” by National Geographic

http://news.nationalgeographic.com/news/2014/02/140219-pictures-ice-caves-lake-

superior-science/ Find It: HMH Online Resources ->Select grade level->Teacher e-book-

>Contents Collections 3->fyi icon

Graphic Organizer:

Word Map: http://my.hrw.com/la3/la09/student/minisites/igo/pdf/word_map.pdf

Web Diagram:http://my.hrw.com/la3/la09/student/minisites/igo/pdf/web_diagram.pdf

All Purpose Planner:

http://my.hrw.com/la3/la09/student/minisites/igo/pdf/all_purpose_planner.pdf

http://news.nationalgeographic.com/news/2014/02/140219-pictures-ice-caves-lake-superior-science/

http://news.nationalgeographic.com/news/2014/02/140219-pictures-ice-caves-lake-superior-science/


http://my.hrw.com/la3/la09/student/minisites/igo/pdf/web_diagram.pdf

http://my.hrw.com/la3/la09/student/minisites/igo/pdf/all_purpose_planner.pdf

34

Florida Standards

See full version of standards see the appendix.

LAFS.7.RL.1.1 Cite Textual Evidence

LAFS.7.RL.1.2 Determine a theme and provide a summary

LAFS.7.RL.1.3 Analyze story elements

LAFS.7.RL.2.4 Determine the meaning of words and phrases; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem.

LAFS.7.RL.2.5 Analyze how a poem’s form contributes to its meaning.

LAFS.7.RL.4.10 Read grade 6-8 literature proficiently

LAFS.7.SL.1.1 Engage in collaborative discussion

LAFS.7.SL.1.2 Analyze the main ideas and supporting details presented in diverse media

LAFS.7.W.1.1 Write arguments to support claims with relevant evidence.

LAFS.7.W.2.4 Produce clear coherent writing appropriate to task and purpose

LAFS.7.W.2.5 Strengthen writing through the writing process with support from peers and adults

LAFS.7.W.2.6 Use technology to produce and publish writing

LAFS.7.W.3.8 Gather relevant information from multiple print and digital sources

LAFS.7.W.3.9 Draw evidence from literary and informational text to support analysis

LAFS.7.W.4.10 Write routinely over extended time frames

LAFS.7.L.2.3 Demonstrate command of the conventions of standard English grammar and usage (using clauses)

LAFS.7.L.2.3 Use grade-appropriate academic vocabulary

HE.7.C.1.2 Explain how physical, emotional, social, and intellectual dimensions of health are interrelated

SS.7.C.3.7 Analyze the impact of the 13th Amendment

35


Task Engagement: Ability to connect the task and new content to existing knowledge, skills,

experiences, interests, and concerns.


Mini-Task: Do a Quickwrite with students on the task question: Why don’t poets just say

what they mean?

Mini-Task:

Step 1: Students will be shown a picture of nature.

Step 2: After viewing a picture of nature, students will respond to the picture in a quick

write that can take the form of a paragraph or a poem.

Step 3: Students will then discuss what the picture represents to them and how that

might connect to poetry.

Task Analysis: Ability to understand and explain the task’s prompt and rubric.

Standards: LAFS.7.RI.1.1; LAFS.7.RI.2.4; LAFS.7.W.1.2; LAFS.7.SL.1.1; LAFS.7.L.3.4

Mini-Task: Students will analyze and rewrite task prompt narrative rubric putting it into

their own words. This can be done individually or in small groups.


• What do you know about the topic?

• What is the task asking you to do? (Identify the academic vocabulary and

focus of the task.)

• What do you need to learn to accomplish this task?




Text Selection: Ability to identify appropriate texts.

Standards: LAFS.7.RL.1.1; LAFS.7.SL.1.1

Mini-Task: After reading the “Background” and/or information on the author of the

selection, ask students to discuss how the selection might support the collection quote

and task. What makes this author credible to speak on this topic?

Active Reading, Note-taking, and Academic Integrity: Ability to identify the central point and

main supporting elements of a text, to select important facts and passages for use in one’s own

writing, and the ability to use and credit sources appropriately.

Standards: LAFS.7.RL.1.1; LAFS.7.RL.1.2; LAFS.7.RL.2.4; LAFS.5.RL.2.5; LAFS.7.RL.2.6;

LAFS.7.RL.4.10; LAFS.7.SL.1.1; LAFS.7.L.12.3; LAFS.7.L.3.4; LAFS.7.L.3.5; LAFS.7.L.3.6;

HE.7.C.2; SS.7.C.2

Skills Cluster 1: Preparing for the Task (Suggested Time Frame: 1-2 days)


36

Mini-Task: Follow Teacher Edition for “Close Read” and “Strategies for Annotation”

while reading the text. Students will take Cornell Notes and pay close attention to the

features of a memoir and a poem: author’s style, speaker, sentence structure,

personification, figurative language, simile, metaphor, ode, and lyrical poetry.

Mini-Task: Take students through Online HMH Teacher Resource presentations on

“Form in Poetry” and “Understanding Text Types.” (Find It: MHM Online Resources-

>Teacher Resources->Interactive Whiteboard Lessons->”Form in Poetry” and

“Understanding Text Types”)

Mini-Task: Students will fill out the Work Cited Collection Tool (found in Student

Learning Log) as they read each text.

Mini-Task: Students will complete Cornell Notes as they read each chosen text.

Essential Vocabulary: Ability to identify and master terms essential to understanding a text.

Standards: LASF.7.RL.2.4; LFS.7.L3.4; LAFS.7.L.3.5; LAFS.7.L.3.6

Mini-Task: Use the “Academic Vocabulary,” “Critical Vocabulary,” and footnoted words

found then the Teacher Edition to increase students understanding of text. Enter these

words in the students Cornell notes or use the Word Map graphic organizer to increase

understanding of the critical vocabulary terms in each reading selection.

Mini-Task: Complete the vocabulary activities at the end of each reading from the

Collections textbook.


Standards: LAFS.7.RL.1.2; LAFS.7.W.1.3, LFS.7.SL.1.1

Mini-Task:

Step 1: Students will complete a T-chart of the figurative language used in the selected

text with examples.

Step 2: Students will complete an HMH Web Diagram graphic organizer for each of the

selected text, focusing on the central idea and supporting evidence.

Step 3: Students will organize these ideas, supporting details, and use of figurative

language and compare them to the writing task prompt.

Writing Skill: Ability to write maturely.

Standards: LAFS.7.W.2.4; LAFS.7.L.1.1; LAFS.7.L.1.2

Mini-Task:

Step 1: Take students through the Online HMH Teacher Resource presentation on

“Figurative Language and Imagery.” (Find It: HMH Online Resources->Interactive

Whiteboard->Figurative Language and Imagery)

Step 2: Students will practice examples of sentences using figurative language used in

the selected text.

Skill Cluster 3: Transition to Writing (Suggested Time Frame: 1-2 days)

37

Refer to the “Performance Task Reference Guide” TE/SE p.R4 to instruct students in writing an

informational essay.

Controlling Idea: Ability to establish a controlling idea and consolidate information relevant to

task.


Mini-Task: Students create a controlling idea that would be included in an opening

paragraph of a narrative. Students should keep in mind the use of figurative language

and its significance in the selected texts. Students will use the HMH All Purpose Planner

to focus their ideas to answer the prompt.

Planning: Ability to develop a line of thought and text structure appropriate to a narrative task.


Mini-Task: Students will complete the HMH All Purpose Planner to answer the prompt

fully.

Development: Ability to construct an initial draft with an emerging line of thought and structure.

Standards: LAFS.7.W.1.2; LAFS.7.W.2.4; LAFS.7.W.2.5; LAFS.7.W.4.10; LAFS.7.L.1.1;

LAFS.7.L.1.2; LAFS.7.L.2.3

Mini-Task: Students will complete an initial draft of their informative essay with cited

textual evidence from the selected text.

Revision: Ability to refine text, including line of thought, language usage, and tone as

appropriate to audience and purpose.

Standards: LAFS.7.L.1.1; LAFS.7.L.1.2; LAFS.7.L.2.3

Mini-Task: Have students peer review each other’s work using the Six Traits of Writing

guidelines. Students must have at least two peer review forms before moving to Editing.

Editing: Ability to proofread and format a piece to make it more effective.

Standards: LAFS.7.L.1.1; LAFS.7.L.1.2; LAFS.7.L.2.3

Mini-Task: Students must have two peer editors for their work, instruct students that

editors must correct work in different colored ink/pencil and sign their name indicating

their work.

Completion: Ability to submit final piece that meets expectations.

Standards: LAFS.7.RL.4.10; LAFS.7.L.3.6

Mini-Task: Students will now complete and submit their final informative essay copy.

Grammar Connections: Ability to apply the conventions of Standard English.

Standards: LAFS.7.L.1.1; LAFS.7.L.1.2; LAFS.7.L.2.3; LAFS.7.L.3.5; LAFS.7.L.3.6

Skill Cluster 4: Writing Process (Suggested Time Frame: 6-7 days)

38

Skill: Sentence Structure

Textbook “Language Conventions: Sentence Structure” (Collections TE/SE p. 18)

Level Up Tutorials, Conventions (Find It: HMH Online Resources->Level Up Tutorials-

>Select Appropriate Lessons under Conventions)

GrammarNotes on combining sentences (Find It: HMH Online Resources-

>GrammarNotes->Combining sentences)

Skill: Prepositional Phrases

Textbook “Language Conventions: Prepositional Phrases” (Collections TE/SE p. 168)

Level Up Tutorials, Conventions (Find It: HMH Online Resources->Level Up Tutorials-

>Select Appropriate Lessons under Conventions)

GrammarNotes on Writing with Detail: Prepositional Phrases (Find It: HMH Online

Resources->GrammarNotes->Writing with Detail: Prepositional Phrases p.2)

Skill: Precise Language

Textbook “Language Conventions: Precise Language (Collections TE/SE p. 144)

Level Up Tutorials, Vocabulary Skills and Strategies (Find It: HMH Online Resources-

>Level Up Tutorials->Select Appropriate Lessons under Vocabulary Skills and

Strategies)

Optional Extension Activity

Write a Memoir in TE/SE p. 175 for the “Performance Task A.”

39

Student Learning Log Skills Cluster 1: Preparing for the Writing Task Connecting to the Writing Task: My ability to connect to the task and new content with knowledge and skills I already have, as well as experiences, interests, and my own concerns. Collection Essential Question: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ My Quickwrite Response to the Essential Question: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Collection Writing Task: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________






40



Focus

Controlling Idea

Reading/ Research

Development

Organization

Conventions


41


CORNELL NOTES


Class/Period:

Date:

Citation:

Essential Question:

Questions: Notes

42

Summary:

Questions: Notes

43

Essential Vocabulary:

My ability to identify and understand essential words and terms in the text. List words specific to text. Add definitions and notes on connotation.

WORD MAP

definition

antonym

44

Skill Cluster 3: Transition to Writing Bridging: Ability to begin linking reading results to writing task. Web Diagram

45

Skill Cluster 4: Writing Process

Controlling Idea: Ability to establish a controlling idea and consolidate information relevant to the task.

Planning: Ability to develop a line of thought and text structure appropriate to a narrative task.

All Purpose Planner

46

Grade 7 Collection 4: Risk and Exploration

“All adventures, especially into new territory, are scary.” – Sally Ride

What Task?

Task 6: Is space exploration worth the risk? After reading multiple texts that focus on the risks and

benefits of space exploration, write an essay in which you discuss both the benefits and risks of

space travel and evaluate whether the benefits outweigh the risks. Support your position with

evidence from the texts. D1: Acknowledge competing views. D6: Use one of the identified

rhetorical appeals to develop your work. (Argumentation/Evaluation)

Module Description The purpose of this module is for students to write argumentative papers supporting whether the benefits of space exploration outweigh the risks. Students will analyze multiple texts to discover how authors present their arguments. Students will read Kennedy’s speech “Remarks at the Dedication of the Aerospace Medical Health Center” to understand some of the benefits to space exploration. The text “Is Space Exploration Worth the Cost?” and the online articles “28 Years Ago, Challenger Shuttle Disaster Gave NASA Painful Lesson” and “The Biggest Physical Risk of Exploration Today is Carpal Tunnel” will give students contrasting views of the risks and further benefits of space exploration. Civics connections can be made using the Kennedy speech, in which you can tie in political communications and foreign policy concerns of the United States at the time. Health connections can be made when reading the online articles, as it relates to one’s physical and mental well-being. This writing module uses material from Collection 4 in the Florida Collections English instructional

materials from the 2014 adoption


Nonfiction:

“Is Space Exploration Worth the Cost?” (Collections TE p192c, SE p. 63) – Health

Speeches:

“Remarks at the Dedication of the Aerospace Medical Health Center” (Collections TE p. 185, SE p.

185) - Civics – use audio and text

Online:

FIND IT: HMH Online Resources->Select grade level->Teacher e-book->Contents Collection: 1-

>fyi icon

“28 Years Ago, Challenger Shuttle Disaster Gave NASA Painful Lesson” (FYI)

“The Biggest Physical Risk of Exploration Today is Carpal Tunnel” (FYI)

47

Florida Standards

See full version of the standards in the appendix.

LAFS.7.RI.1.1 Cite text evidence

LAFS.7.RI.2.4 Analyze the impact of word choice on meaning and tone.

LAFS.7.RI.2.5 Analyze the structure an author uses to organize a text.

LAFS.7.RI.2.6 Determine an author’s purpose.

LAFS.7.RI.3.7 Compare and contrast a text to an audio, video, or multimedia version of the text.

LAFS.7.RI.3.8 Trace and evaluate an argument.

LAFS.7.SL.1.1

Engage effectively in a range of collaborative discussions.

LAFS.7.SL.1.3

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

LAFS.7.L.1.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.7.L.1.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LAFS.7.L.2.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

LAFS.7.L.3.4 Determine the meaning of unknown words and phrases.

LAFS.7.L.3.4a Use context as a clue to the meaning of a word or phrase.

LAFS.7.L.3.4c Consult general reference materials.

LAFS.7.L.3.4d Verify the preliminary determination of the meaning of a word or phrase.

LAFS.7.L.3.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

LAFS.7.W.1.1c Use words, phrases, and clauses to create cohesion.

LAFS.7.W.3.8 Gather relevant information.

SS.7.C.2.11 Analyze media and political communications (bias, symbolism, propaganda).

SS.7.C.4.1 Differentiate concepts related to United States domestic and foreign policy.

HE.7.B.4.1 Apply effective communication skills when interacting with others to enhance health.

HE.7.C.1.2 Explain how physical, mental/emotional, social, and intellectual dimensions of health are interrelated.

48





Mini-Task: Complete a quick write answering this question: Why do you think the United

States should be involved with space exploration?

Mini-Task: Define risk using the Concept Definition Map (see Appendix).

Task Analysis: Ability to understand and explain the task’s prompt and rubric. STANDARDS: LAFS.7.RI.1.1; LAFS.7.L.3.4

Mini-Task: Analyze and rewrite task prompt and argumentation rubric in own words

Mini-Task: Outline a time frame for completion of the task.

Skills Cluster 2: Reading Process Suggested Time Frame: 7-10 days)

Active Reading Note-taking and Academic Integrity: Ability to identify the central point and main supporting elements of a text, to select important facts and passages for use in one’s own writing and the ability to use and credit sources appropriately. STANDARDS: LAFS.7.RI.1.1; LAFS.7.RI.2.4; LAFS.7.RI.2.5; LAFS.7.RI.2.6; LAFS.7.RI.3.7; LAFS.7.W.3.8;

LAFS.7.RI.3.8; LAFS.7.RI.3.9; LAFS.910.RI.4.10; LAFS.7.W.3.9

Mini-Task: Prepare for taking Cornell Notes

Step 1 – Instruct students on the format for taking Cornell Notes (see appendix)

Step 2 – Model parenthetical notation

Step 3 – Write parenthetical citation at the top of Cornell Notes page

Mini-Task: Identify central ideas from each text necessary to answer the prompt.

Mini-Task: Brainstorm and discuss what makes an author credible and/or worthy of study in

small groups and then discuss as a whole group.

Mini-Task: Read and analyze “Remarks at the Dedication of the Aerospace Medical Health

Center.”

Step 1 - Annotate the text, using Cornell Notes, to identify the central idea and supporting details. Step 2 - Create a T-chart detailing the risks and benefits of exploration.

49

Mini-Task: Take students through Online HMH Teacher Resource presentation “Citing Textual

Evidence”. (FIND IT: HMH Online Resources -> Teacher Resources -> Interactive Whiteboard

Lessons -> Citing Textual Evidence)

Essential Vocabulary: Ability to identify and master terms essential to understanding a text. STANDARDS: LAFS.7.RI.2.4; LAFS.7.L.3.4; LAFS.7.L.3.5; LAFS.7.L3.6

Mini-Task: Examine essential vocabulary from text. Explain what the author meant when he

used particular vocabulary words.

Mini-Task: Discuss definitions, and notes on connotation in this context.


Author’s Purpose:, Sound Reasoning, Rhetorical Devices: Ability to identify the reason for writing to a

particular audience; ability to evaluate whether support is sufficient and credible; ability to identify appeals of logic, emotion and ethics in writing.

STANDARDS: LAFS.7.RI.2.6; LAFS.7.SL.1.3; LAFS.7.SL.1.2; LAFS.7.RI.3.7; LAFS.7.L.3.5; SS.7.C.2.11; SS.7.C.4.1

Mini-Task: Answer the guiding questions posed to the class regarding Kennedy’s speech. What is the author’s main point?

Who is the author addressing in this speech?

What techniques does the author use to persuade the audience?

What point did you find most persuasive and why?

Mini-Task: Work in small groups to identify persuasive techniques used in the text.

Mini-Task: Find specific examples from text that show fact versus opinion and create a T-

Chart with the information.

Mini-Task: Cite text evidence and identify appropriate appeal in the graphic organizer (see

Appendix).

Mini-Task: Write one original appeal for each: logos, pathos and ethos.

Skills Cluster 3: Transition to Writing (Suggested Time Frame: 1-2 days) Bridging: Ability to begin linking reading results to writing task.

STANDARDS: LAFS.7.W.3.8; FAFS.7.W.3.9

Mini-Task: Model how to summarize texts to include key ideas from the graphic organizers in

this module.

Mini-Task: Take students through Online HMH Teacher Resource presentation “Writing

Argumentive Texts.” (FIND IT: HMH Online Resources -> Interactive Writing Lessons ->

Contents -> Writing Informative Texts)

50


Refer to the “Performance Task Reference Guide: Writing Argumentative Essays” TE p. R2; SE p.R2 to

instruct students in informative essay writing.

TEACHER DIRECTIVE: In addition to the lessons/guidelines provided in the textbook regarding the Writing Process, HMH has two online resources designed to help you help the students. Please view the online resources below and choose the lessons that you feel are most beneficial. FIND IT: HMH Online Teacher Resources->Writing and Research in a Digital Age->Download the presentation & accompanying student worksheets->Select Process to Review FIND IT: HMH Online Teacher Resources->Interactive Writing Lessons->Select Appropriate Lessons

Mini-Task: After the teacher instructs the student on the writing processes below, students

answer the questions under Writing Process in their Student Learning Logs.

Claim: Ability to establish a claim and consolidate information relevant to task. STANDARDS: LAFS.7.W1.1

Mini-Task: Use Two Column notes to sort information as “Supports Space Travel” or “Doesn’t

Support Space Travel.” Some facts can be used in both columns.

Mini-Task: Write a thesis statement with a clearly stated position.

Planning: Ability to develop a line of thought and text structure appropriate to an informational/explanatory and argumentation task. STANDARDS: LAFS.7.W.1.1; LAFS.7.W.2.4; LAFS.7.W.2.5; LAFS.7.W.3.9; LAFS.7.W.3.10

Mini-Task: Create a plan for writing based on notes and reading in which a claim is stated,

points are sequenced, and supporting evidence is noted.

Mini-Task: Peer review plans with partners and make adjustments prior to writing.

Development: Ability to construct an initial draft with an emerging line of thought and structure. STANDARDS: LAFS.7.W.1.1; LAFS.7.W.2.4; LAFS.7.W.2.5; LAFS.7.W.3.9; LAFS.7.W.3.10

Mini-Task: Write an initial draft complete with opening, development, and closing. Insert and

cite textual evidence, and use at least two appeals.


Mini-Task: Cite sources within the draft correctly.

Revision: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. STANDARDS: LAFS.7.W.2.4; LAFS.7.W.2.5

Mini-Task: Give each student two copies of the Peer Review document (located in the

Appendix). Attach two completed peer reviews to their Student Learning Logs.

51

Editing: Ability to proofread and format a piece to make it more effective. STANDARDS: LAFS.7.W.2.5

Mini-Task: Refine composition’s analysis, logic, and organization of ideas/points. Use textual

evidence carefully, with accurate citations.

Mini-Task: Review argumentative rubric to check for task prompt completion.

Mini-Task: Peer revise essays for completeness.

Completion: Ability to submit final piece that meets expectations. STANDARDS: LAFS.7.W.2.4; LAFS.7.W.3.10

Mini-Task: Students are now ready to submit their final essay. Grammar Connections: Ability to apply the conventions of Standard English STANDARDS: LAFS.7.L.1.1; LAFS.7.L.1.2

Skill: Capitalization

Textbook “Language Conventions” (Connections TE p. 192, SE p. 192)

“Level UP Tutorials, Conventions” Capitalization (FIND IT: HMH Online Resources -> Teacher Resources -> Level Up Conventions) Tutorials ->

Skill: Adjective Clauses

Textbook “Language Conventions: Adjective Clauses” (Connections TE p. 200, SE p. 200)

Skill: Verbal Phrases

Textbook “Language Conventions: Verbal Phrases” (Connections TE p. 212, SE p. 212)

“Level UP Tutorials, Conventions” Verbals and Verb Phrases (FIND IT: HMH Online Resources -

> Teacher Resources -> Level Up

Editing: Ability to proofread and format a piece to make it more effective. STANDARDS: LAFS.910.L.1.1; LAFS.910.L.1.2; LAFS.910.L.2.3; LAFS.910.W.2.5

Mini-Task: Show students in whole group the HMH Online “Interactive Writing Lessons” titled, “Revising and Editing”. At this time focus on the last 3 slides that cover revision. (FIND IT: HMH Online-Resources, Interactive Writing Lessons, Writing as a Process, Revising and Editing)

Mini-Task: After making content revisions to the essay, students will then peer edit two essays.


Mini-Task: Use the “Drafting and Revising Your Work” PowerPoint found in the online

Teacher Resources to instruct students in ensuring their final piece is ready for submission.

(FIND IT: HMH Online-Resources, interactive Writing Lessons, Writing and Research in a

Digital Age, Lesson 12)

52

Note: Remind students to complete their Reflection in their Student Learning Log

Student Learning Log

Skills Cluster 1: Preparing for the Writing Task Connecting to the Writing Task: My ability to connect to the task and new content with knowledge and skills I already have, as well as experiences, interests, and my own concerns. Collection Essential Question: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ My Quickwrite Response to the Essential Question: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________ Collection Writing Task: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________






53



Focus

Controlling Idea

Reading/ Research

Development

Organization

Conventions


54


CORNELL NOTES


Class/Period:

Date:

Citation:

Essential Question:

Questions: Notes

55

Summary:

Questions: Notes

56

Active Reading, Note-Taking and Academic Integrity: My ability to identify the central point and main supporting elements of a text, to select important facts and passages for my writing and the ability to use and credit sources appropriately. T-Chart: Risk and Benefits of Space Exploration

Risks of Exploration Benefits of Exploration

57

Author’s Purpose: Sound Reasoning, Rhetorical Devices: Ability to identify the reason for writing to a particular audience; ability to evaluate whether support is sufficient and credible; ability to identify appeals of logic, emotion and ethics in writing. Kennedy Speech: Guiding question What is the author’s main point? Who is the author addressing in this speech? What techniques does the author use to persuade the audience? What point did you find most persuasive and why?

T- Chart: Fact vs Opinion in the Text

Fact Opinion

58


WORD MAP

definition

antonym

59

8th Grade Collections

60

8th

GRADE OVERVIEW

Collection 1 Culture and Belonging

Collection 2 The Thrill of Horror

Collection 3 The Move Toward Freedom

Task Narrative/Description

Task Argumentative/ Analysis

Task Informational or

Explanatory/Synthesis

Writing Focus Expository Essay

Personal Narrative

Writing Focus Literary Analysis

Persuasive Speech

Writing Focus Visual Presentation

Literary Analysis

Skills Allusion

Analyze Media

Author’s Purpose

Characterization Central Ideas

Cite Textual Evidence

Conflict Figurative Language Glossary use Imagery

Inference Memoir

Nonfiction Elements Personal essay

Story Elements

Summarize text

Symbol

Skills Analyze Suspense Determine Author’s

Viewpoint Determine Theme Evaluate Media Foreshadowing Inference Literary Criticism Point of View Summarize Text Thesaurus use

Skills Author’s Purpose Analyze Structure Analyze Text Cite Evidence Compare and Contrast Connotation Denotation Draw Conclusions Generating Questions for

Research Idioms Imagery Mood Parallelism Symbol

Conventions / Vocabulary Active and Passive Voice (70) Context clues (29) Greek prefix: tele (52)

Imperative Mood (30) Latin Prefix: re (69) Participles (40)

Conventions / Vocabulary Latin Root cred (119) Subject-Verb Agreement (104) Subjunctive Mood (120) Suffix Ending in –ied (130) Using Commas (132) Using Dashes (98)

Conventions / Vocabulary Conditional Mood (166) Gerunds (198) Indicative Mood (176)

61

8th

GRADE OVERVIEW

Task Approaching Adulthood

Task Anne Frank’s Legacy

Task The Value of Work

LDC Module Informational or

Explanatory/ Comparison

No LDC Module Teacher Choice

No LDC Module Teacher Choice

Writing Focus Literary Analysis

Multimedia Campaign

Writing Focus Expository essay

Writing Focus Short Story

Argumentative Essay

Skills Central Ideas and Details Characterization

Characters’ Motivation Conflict Connotation / Denotation Draw Conclusions Fact and Opinion Figurative Language Inference Objective Summary Persuasive Techniques Plot Setting Symbol Target Audience Theme Trace and Evaluate an

Argument

Skills Author’s Point of View Characterization Compare and Contrast Dialogue Diary Elements Drama Elements of a Speech Inference Irony Persuasive Techniques Rhetorical Devices Sound Devices Speech Structure Structure Tone

Skills Anecdote Argument /

Counterarguments Claim Draw Conclusions Epigraphs Epithets Figurative Language Form Free Verse Imagery Irony, Dramatic Irony Narrator Paragraph Structure Poetry Structure Point of View Style Theme Tone Using a dictionary

Conventions / Vocabulary Fragments (262) Infinitives (228) Greek Root dem (245) Latin Suffix –ation (227) Shift in Voice and Mood (246) Words Ending in y (234)

Conventions / Vocabulary Connotation and Denotation (368) Latin Suffixes –able/-ible (377) Use Ellipses (378)

Conventions / Vocabulary Greek Suffix –ism (426) Interrogative Mood (404) Semicolons and Run-Ons (418)

62

Grade 8 Collection 1: Culture and Belonging

“Culture is the widening of the mind and of the spirit.” – Jawaharlal Nehru

What Task?

Task 27: How do people explore their own identity within a new culture? After reading “from

The Latehomecomer” and other teacher selected text about how people develop their own

identity within a new culture. Write a memoir that addresses identity crisis from the perspective

of a newly immigrated student. Support your memoir with information gathered from the texts.

D6: Use strong verbs to develop your work. (Narrative/Description)

Module Description

In this collection, students will explore how people develop their own identity within a new culture. The purpose is for students to write a fictional memoir that speaks about the identity crisis from the perspective of a newly immigrated student. Students will read “Memoir from The Latehomecomer” and “Museum Indians” to discover imagery and how to interpret and analyze figurative language, mood, and tone. They will view a documentary called “New Immigrants Share Their Stories” about young immigrants in New York City. “Memoirs from the Latehomecomer” easily lends a connection to the health standard analyzing the relationship between healthy/unhealthy behaviors. “New Immigrants Share Their Stories” can be tied to the civics standard defining the term “citizen,” and identifying legal means of becoming a United States citizen. This writing module uses Collection 1 in the Florida Collections English instructional materials

from the 2014 book adoption.


Memoir:

“from The Latehomecomer” (Collections TE p. 53A)

“Museum Indians” (Collections TE p. 70C, Close Reader p. 13)

Documentary:

“New Immigrants Share Their Stories” (Collections TE p. 71A)

Graphic Organizer:

Circle Diagram- http://my.hrw.com/la3/la09/student/minisites/igo/pdf/circle_diagram.pdf

FIND IT: HMH Online Resources->Teacher Resources->Graphic Organizers for Reading->Circle

Diagram

http://my.hrw.com/la3/la09/student/minisites/igo/pdf/circle_diagram.pdf

63

Florida Standards


LAFS.8.RL.1.1 Cite text evidence.

LAFS.8.RL.1.2 Determine a theme or central idea of a text.

LAFS.8.RL.1.3 Analyze particular lines of dialogue.

LAFS.8.RL.2.4 Determine the meaning of words and phrases as they are used in text.

LAFS.8.RI.1.1 Cite text evidence.

LAFS.8.RI.1.2 Determine central idea; summarize.

LAFS.8.RI.1.3 Analyze how a text makes connections through comparisons.

LAFS.8.RI.2.4 Determine the meaning of figurative language; analyze the impact of allusions.

LAFS.8.RI.2.5 Analyze in detail the structure of a specific paragraph in a text.

LAFS.8.RI.2.6 Determine an author’s point of view and purpose.

LAFS.8.RI.3.7 Determine the advantages and disadvantages of media.

LAFS.8.RI.3.8 Evaluate claims in a text.

LAFS.8.RI.4.10 Read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity.

LAFS.8.RI.8.1 Draw inferences from the text.

LAFS.8.W.1.3 Write narrative text to examine a topic.


LAFS.8.W.2.5 Develop and strengthen writing as needed.

LAFS.8.W.3.8 Gather information from print and digital resources.

LAFS.8.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

LAFS.8.W.4.10 Write for a range of discipline-specific tasks, purposes, and audiences.

LAFS.8.L.1.1b Form and use verbs in the active and passive voice.

LAFS.8.L.2.3a Use verbs in the active and passive voice.

LAFS.8.L.3.4b Determine or clarify meaning using common Latin affixes.

LAFS.8.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.

LAFS.8.L.3.6 Acquire and use grade-appropriate general academic vocabulary.

LAFS.8.SL.1.2 Analyze the purpose of information presented in diverse media.

LAFS.8.SL.2.4 Present claims and findings in a focused manner.

LAFS.8.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

HE.8.C.1.2 Analyze the interrelationship between healthy/unhealthy behaviors and the dimensions of health: physical, mental/emotional, social, and intellectual.

SS.7.C.2.1 Define the term “citizen,” and identify legal means of becoming a United States citizen.

64



Task Engagement: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. STANDARDS: LAFS.8.W.2.4; LAFS.8.W.4.10

Mini-Task: Do a Quickwrite with students on the task question: How do people explore their

own identity within a new culture? Lead whole group discussion.

Task Analysis: Ability to understand and explain the task’s prompt and rubric. STANDARDS: LAFS.8.RI.1.1; LAFS.8.L.3.4




What do you know about this topic?

What is the task asking you to do? (Identify the academy vocabulary and focus the task.)









makes this author credible to speak on this topic?

Active Reading Note-taking and Academic Integrity: Ability to identify the central point and main supporting elements of a text, to select important facts and passages for use in one’s own writing and the ability to use and credit sources appropriately. STANDARDS: LAFS.8.RL.1.1; LAFS.8.RI.1.1; LAFS.8.RI.1.2; LAFS.8.RL.1.2; LAFS.8.W.3.8; LAFS.8.RI.1.3;

LAFS.8.RL.1.3; LAFS.8.RI.2.5; LAFS.8.RI.2.6; LAFS.8.RI.4.10; LAFS.8.RI.3.7; LAFS.8.RI.3.8; LAFS.8.W.3.9;

LAFS.8.RI.8.1; LAFS.8.SL.1.2; HE.8.C.1.2; SS.7.C.2.1

65

Mini-Task: Lead whole group discussion on the author’s purpose for writing, based on the

title of the essay.


reading each additional text.


of the page. Students should identify central ideas that are necessary to answer the prompt

and summarize each text.

Mini-Task: In “from The Latehomecomer” identify the phrase(s) in which the author states the challenges and the opportunities that life in a new country presents, and tell how the author’s statements relate to the central idea.

Essential Vocabulary: Ability to identify and master terms essential to understanding a text. STANDARDS: LAFS.8.RI.2.4; LAFS.8.RL.2.4; LAFS.8.L.3.4; LAFS.8.L.3.5; LAFS.8.3.6

Mini-Task: Identify the essential vocabulary in each text with the class, modeling how to determine context clues and noting connotations.

Mini-Task: Students will list words and phrases in the left column of two-column notes. Add definitions, and notes on connotation in the right column.

Active Reading: Ability to identify the central point and main supporting elements of a text. STANDARDS:

Mini-Task: Think-pair-share reflective response to the modeled discussion. After the discussion, add to entries if necessary. (FIND IT: HMH Online Resources->Teacher Edition p. 53->Resources->Close Read Screencast: from The Latehomecomer 01 (lines 124-131)

Mini-Task: Identify author’s use of imagery and allusion in “from The Latehomecomer” and “Museum Indians.” Consider the following questions: What is the author trying to accomplish? Which parts of the text show you that? What is the effect of her description?

Skills Cluster 3: Transition to Writing (Suggested Time Frame 1-2 days) Bridging: Ability to begin linking reading results to writing task. STANDARDS: LAFS.8.W.3.9

Mini-Task: Have students review the task and Cornell Notes in small groups and come to

consensus about which ideas are central to the task.

Mini-Task: Take students through Online HMH Teacher Resource presentations “Writing

Narratives.” (FIND IT: HMH Online Resources->Interactive Writing Lessons->Writing Narrative)

Writing Skill: Ability to use mature grammar and writing throughout the work.

STANDARDS: LAFS.8.W.2.4

Mini-Task: Create a list of strong verbs and adjectives that might be useful for the memoir.

Use a two column chart, titling one column “strong verbs” and the other “adjectives.”

66


Refer to the “Performance Task B: Writing a Personal Narrative” TE p. 83; instruct students in writing

a personal narrative.

TEACHER DIRECTIVE: In addition to the lessons/guidelines provided in the textbook regarding the Writing Process, HMH has two online resources designed to help you help the students. Please view the online resources below and choose the lessons that you feel are most beneficial. FIND IT: HMH Online Teacher Resources->Interactive Writing Lessons->Writing Narratives

Controlling idea: Ability to establish a controlling idea and consolidate information relevant to task. STANDARDS: LAFS.8.W1.3

Mini-Task: Use a circle diagram to create a character and their traits for memoir.

http://my/hrw.com/la3/la09/student/minisites/igo/pdf/circle_diagram.pdf

FIND IT: HMH Online Resources->Teacher Resources->Graphic Organizers for Reading->Circle Diagram

Planning: Ability to develop a line of thought and text structure appropriate to an informational/explanatory and argumentation task. STANDARDS: LAFS.8.W.4.10; LAFS.8.W.3.8

Mini-Task: Students create an outline based on notes and circle maps. Sequence events, and

note supporting evidence.

Development: Ability to construct an initial draft with an emerging line of thought and structure. STANDARDS: LAFS.8.W.2.4; LAFS.8.W.4.10

Mini-Task: Students write an initial draft complete with opening, development, closing, and

be sure to include textual evidence. They will reread the prompt partway through writing to

check that they are on track.


Mini-Task: Students are now ready to complete their rough drafts.

Mini-Task: Students will view video on video on using textual evidence. (FIND IT: : HMH

Online-Resources->Interactive Writing Lessons->Using Textual Evidence)

Revision: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.

http://my/hrw.com/la3/la09/student/minisites/igo/pdf/circle_diagram.pdf

67


Mini-Task: Students will exchange papers for peer review and make corrections.


Mini-Task: Students will revise draft to have sound spelling, capitalization, punctuation, and

grammar. They will also adjust formatting as needed to provide clear, appealing text.

Completion: Ability to submit final piece that meets expectations. STANDARDS: LAFS.8.W.2.4; LAFS.8.SL.2.4

Mini-Task: Students are now ready to complete their final essay copy for submission. Grammar Connections: Ability to apply the conventions of Standard English STANDARDS: LAFS.8.L.1.1b; LAFS.8.L.2.3a

Skill: Imperative Mood

Textbook “Language Conventions: Imperative Mood” (Connections TE p. 30)

Skill: Participles

Textbook “Language Conventions: Participles” (Connections TE p. 40)

“GrammarNotes” Lesson 7 – Understanding Verb Tense (FIND IT: HMH Online Resources-> Teacher Resources->GrammarNotes->Lesson 7)

“Level UP Tutorials” Verb Tense (FIND IT: HMH Online Resources->Teacher Resources->Level Up Tutorials->Verb Tenses)

Skill: Active and Passive Voice

Textbook “Language Conventions: Active and Passive Voice” (Connections TE p. 70)

“GrammarNotes” Lesson 8 – Using active and Passive Voice (FIND IT: HMH Online Resources-

> Teacher Resources->GrammarNotes->Lesson 8)

Editing: Ability to proofread and format a piece to make it more effective. STANDARDS: LAFS.8.L.1.1; LAFS.8.L.1.2; LAFS.8.L.2.3; LAFS.8.L.3.6

Mini-Task: Show students in whole group the HMH Online “Interactive Writing Lessons” titled, “Revising and Editing”. At this time focus on the last 3 slides that cover revision. (FIND IT: HMH Online-Resources->Interactive Writing Lessons->Writing as a Process->Revising and Editing)

Mini-Task: After making content revisions to the essay, students will then peer edit two essays.


Mini-Task: Students are now ready to present their narrative to the class.

68

68

Student Learning Log Skills Cluster 1: Preparing for the Writing Task Connecting to the Writing Task: My ability to connect to the task and new content with knowledge and skills I already have, as well as experiences, interests, and my own concerns. Collection Essential Question: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ My Quickwrite Response to the Essential Question: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________ Collection Writing Task: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________






69



Focus

Controlling Idea

Reading/ Research

Development

Organization

Conventions


70


CORNELL NOTES


Class/Period:

Date:

Citation:

Essential Question:

Questions: Notes

71

Summary:

Questions: Notes

72


WORD MAP

definition

antonym

73

Essential Vocabulary:

My ability to identify and understand essential words and terms in the text. List words specific to text.

Add definitions and notes on connotation.

Essential Words and Phrases

Definitions

74

Skills Cluster 3: Transition to Writing

Bridging: My ability to begin linking reading results to writing task.

Two Colum Notes

Strong Verbs

Adjectives

75

Skills Cluster 4: Writing Process

Planning: Ability to develop a line of thought and text structure appropriate to an

informational/explanatory and argumentation task.

Circle Map

76

Insert: Grade: 8 Collection 2: The Trill of Horror

“There is a...horror story that is only two sentences long: The last man on Earth sat alone in a

room. There was a knock at the door.” -Frederick Brown

What Task?

Task 2: Why does horror both terrify and fascinate us, and is it appropriate for your age group?

After reading “The Tell- Tale Heart” and other teacher selected texts, write a speech that

addresses the question and support your position with evidence from the texts. D6: Use strong

transitions to develop your work. (Argumentation/Analysis)

Module Description: In this collection, students will examine why the horror genre both terrifies and fascinates people. The purpose of this collection is for students to write speeches that argue whether or not the genre of horror is appropriate for their age group. Students will analyze “What Is the Horror Genre?” and “Man-Made Monsters” to determine author’s purpose and to recognize techniques used within the horror genre. In “The Tell-Tale Heart” and “The Outsider” students should focus on how the authors use those techniques. Finally, the article “The Adverb is Not Your Friend: Stephen King on Simplicity of Style” should be used to provide an example of argumentation writing. “Tell-Tale Heart” could be used to incorporate the health standard through a discussion on unhealthy mental behaviors. This writing module uses Collection 2 in the Florida Collections English instructional materials from the 2014 book adoption. What Texts, Materials, References, and Support?

Nonfiction:

“What Is the Horror Genre?” (Collections TE p.

Fiction:

“Man-Made Monsters” (Collections TE p. , Close Reader p. )

“Tell-Tale Heart” (Collections TE p. )

“The Outsider” (Collections TE p. , Close Reader p. )

Online:

FIND IT: HMH Online Resources ->fyi icon->Select grade level->Select “The Thrill of Horror”->

Select “The Adverb Is Not Your Friend: Stephen King On Simplicity of Style” (You will want to

download this article onto your computer for future use.)

“The Adverb is Not Your Friend: Stephen King on Simplicity of Style” (FYI):

http://www.brainpickings.org/index.php/2013/03/13/stephen-king-on-adverbs/

Graphic Organizers:

FIND IT: HMH Online Resources ->Teacher Resources->Graphic Organizers


Controversial Issue - http://my.hrw.com/la3/la09/student/minisites/igo/pdf/controversial_issue.pdf

http://www.brainpickings.org/index.php/2013/03/13/stephen-king-on-adverbs/



77

Florida Standards


LAFS.8.RL.1.1 Cite textual evidence to support analysis and inferences.

LAFS.8.RL.1.3 Analyze incidents in the story.

LAFS.8.RL.2.4 Determine the meaning of words and phrases.

LAFS.8.RL.2.6 Analyze how differences in points of view create suspense.

LAFS.8.RL.3.9 Analyze how a modern work draws on themes from traditional stories.

LAFS.8.RL.4.10 Read and comprehend stories.

LAFS.8.RI.1.1 Cite textual evidence.

LAFS.8.RI.1.2 Provide an objective summary of the text.

LAFS.8.RI.1.3 Analyze how a text makes connections.

LAFS.8.RI.2.4 Determine the meaning of words and phrases.

LAFS.8.RI.2.6 Determine author’s purpose.

LAFS.8.SL.1.1a Come to discussions prepared.

LAFS.8.SL.1.1b Follow rules for collegial discussions and decision-making.

LAFS.8.SL.1.1c Pose and respond to questions.

LAFS.8.SL.1.1d Acknowledge new information expressed by others.

LAFS.8.SL.2.4 Present claims and findings.

LAFS.8.SL.2.6 Adapt speech to a variety of contexts and tasks.

LAFS.8.W.1.2b Develop topic with relevant, well-chosen information and examples.


LAFS.8.W.3.8 Gather relevant information from multiple sources.

LAFS.8.W.3.9a Apply grade 8 Reading standards to literature.

LAFS.8.W.4.10 Write routinely over extended and shorter time frames.

LAFS.8.L.1.1c Use verbs in the subjunctive mood.

LAFS.8.L.1.2a Use punctuation to indicate a pause or break.

LAFS.8.L.2.3a Use verbs in the subjunctive mood to achieve particular effects.

LAFS.8.L.3.4a Use context as a clue to meaning.

LAFS.8.L.3.4b Use Latin roots. Use affixes as clues to meaning.

LAFS.8.L.3.4c Consult reference materials, both print and digital.

LAFS.8.L.3.4d Verify preliminary determination of the meaning of a word or phrase.


78





Mini-Task: Do a Quickwrite with students on the task question: Why does horror both terrify and fascinate us, and is it appropriate for your age group? Lead whole group discussion.















makes this author credible to speak on this topic? Students will discuss in small groups.

Active Reading Note-taking and Academic Integrity: Ability to identify the central point and main supporting elements of a text, to select important facts and passages for use in one’s own writing and the ability to use and credit sources appropriately. STANDARDS: LAFS.8.RL.1.1; LAFS.8.RL.1.3; LAFS.8.RL.2.4; LAFS.8.RL.2.6; LAFS.8.RL.3.9; LAFS.8.RL.4.10

LAFS.8.RI.1.1; LAFS.8.RI.1.2; LAFS.8.RI.1.3; LAFS.8.RI.2.4; LAFS.8.RI.2.6; LAFS.8.SL.1.1b,c,d;

LAFS.8.SL.2.6; LAFS.8.W.2.4; LAFS.8.W.3.8; LAFS.8.W.3.9a; LAFS.8.W.4.10; LAFS.8.L.1.1c; LAFS.8.L.1.2a;

LAFS.8.L.2.3a;

Mini-Task: Lead whole class discussion on the author’s purpose for writing, based on the title

of the essay.

79


reading each additional text.


of the page. Students should identify central ideas that are necessary to answer the prompt,

and summarize each text.

Mini-Task: In “Man-Made Monsters” identify the phrase in which the author states what horror stories do not have to include, and tell how the author’s statements relate to the central idea.

Essential Vocabulary: Ability to identify and master terms essential to understanding a text. STANDARDS: LAFS.8.RI.2.4; LAFS.8.RL.2.4; LAFS.8.L.3.4a,b,c,d

Mini-Task: Identify the essential vocabulary in each fictional text with the class, modeling how to determine context clues and noting connotation.

Mini-Task: Students will complete the Word Map graphic organizer in small groups with one student working on one word. Students will then think pair share Word Map so each student has a completed graphic organizer for each word. http://my.hrw.com/la3/la09/student/minisites/igo/pdf/word_map.pdf


STANDARDS: LAFS.8.W.3.8; LAFS.8.SL.2.4

Mini-Task: Have students review the task and Cornell Notes in small groups and come to

consensus about which ideas are central to the task.

Writing: Ability to use mature grammar and writing throughout the work. STANDARDS: LAFS.8.W.2.4; LAFS.8.W.2.4

Mini-Task: Find examples of strong transitional use in both “What is the Horror Genre” and

“The Adverb is Not Your Friend: Steven King on Simplicity of Style.” Instruct students to write

transitional sentences that could be used in the argument.


Refer to the “Performance Task A” p. 133 & “Performance Task Reference Guide” TE p.R2

TEACHER DIRECTIVE: In addition to the lessons/guidelines provided in the textbook regarding the Writing Process, HMH has online resources designed to help you help the students. Please view the online resources below and choose the lessons that you feel are most beneficial. FIND IT: HMH Online Teacher Resources->Interactive Writing Lessons->Select Appropriate Lessons

Establish Claim: Ability to establish a claim and consolidate information relevant to task. STANDARDS: LAFS.8.W1.1

Mini-Task: Complete the Controversial Issue graphic organizer to prepare for writing the task. http://my.hrw.com/la3/la09/student/minisites/igo/pdf/controversial_issue.pdf



80

Discuss and be able to defend their argument in small groups. Planning: Ability to develop a line of thought and text structure appropriate to an argumentation/analysis task. STANDARDS: LAFS.8.W.1.1; LAFS.8.W.1.2b; LAFS.8.W.2.4; LAFS.8.W.2.5; LAFS.8.W.3.9a;

LAFS.8.W.4.10

Mini-Task: Students will create an MLA format outline based on the notes, reading, and

controversial issue graphic organizer. State the claim, sequence the points, and note the

supporting evidence.

Development: Ability to construct an initial draft with an emerging line of thought and structure. STANDARDS: LAFS.8.W.1.1; LAFS.8.W.2.4; LAFS.8.W.2.5; LAFS.8.W.3.9; LAFS.8.W.4.10 Academic Integrity: Ability to use and credit sources appropriately. STANDARDS: LAFS.8.W.3.8



Mini-Task: Students will Review the rubric and exchange papers for peer review to provide

feedback to one another and make corrections.


Mini-Task: Students will peer edit the drafts to eliminate errors and revise draft to include a

clear, coherent argument, sound spelling, capitalization, punctuation, and grammar.

Prepare for Speech: Ability to prepare for oral presentation.

Mini-Task: Students will create note cards from corrected draft to use during speech as needed. Students will practice speech aloud paying particular attention to eye contact, voice level and pitch, and body language.


Mini-Task: Students are now ready to present their speech to the class. Optional Extension Activity:

Literary Analysis- Follow directions in TE p. 137 for “Performance Task B”. Grammar Connections: Ability to apply the conventions of Standard English

81

STANDARDS: LAFS.8.L.1.1; LAFS.8.L.1.2; LAFS.8.L.2.3;

Skill: Using Dashes

Textbook “Language Conventions: Using Dashes” (Connections TE p. 98, SE p. 98)

Skill: Subject-Verb Agreement

Textbook “Language Conventions: Subject-Verb Agreement” (Connections TE p. 104, SE p. 104)

“GrammarNotes” Lesson 4 – Subject-Verb Agreement (FIND IT: HMH Online Resources -> Teacher Resources -> GrammarNotes -> Lesson 4)

“Level Up Tutorials” Subject-Verb Agreement Phrases (FIND IT: HMH Online Resources -> Teacher Resources -> Level Up Tutorials-> Conventions->Subject-Verb Agreement)

Skill: Subjunctive Mood

Textbook “Language Conventions: Subjunctive Mood” (Connections TE p. 120, SE p. 120)

“Level Up Tutorials” Setting and Mood (FIND IT: HMH Online Resources -> Teacher Resources -> Level Up Tutorials-> Literary Analysis->Setting and Mood)

Skill: Commas

Textbook “Language Conventions: Commas” (Connections TE p. 132, SE p. 132)

“GrammarNotes” Lesson 16 – Using Commas (FIND IT: HMH Online Resources -> Teacher Resources -> GrammarNotes -> Lesson 16)

“Level Up Tutorials” Commas (FIND IT: HMH Online Resources -> Teacher Resources -> Level Up Tutorials-> Conventions->Commas)

82







83



Focus

Controlling Idea

Reading/ Research

Development

Organization

Conventions


84


CORNELL NOTES


Class/Period:

Date:

Citation:

Essential Question:

Questions: Notes

85

Summary:

Questions: Notes

86


WORD MAP

definition

antonym

87


Planning: Ability to develop a line of thought and text structure appropriate to an informational/explanatory and argumentation task.

CONTROVERSIAL ISSUE

Position statement:

Supporting Arguments Counterarguments

88

MLA Outline Worksheet Topic: ______________________

I. Introduction (Ex: Story, Quote, Fact)

A. Background _________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

B. Thesis Statement _____________________________________________________

________________________________________________________________________

________________________________________________________________________

II.___________________________________________________ (First subtopic)

A.__________________________________________________ (First Point)

1.____________________________________________ (supporting evidence)


B.__________________________________________________ (Second Point)



III.___________________________________________________ (Second subtopic)

A.__________________________________________________ (First Point)



B.__________________________________________________ (Second Point)



89

IV.___________________________________________________ (Third subtopic)

A._________________________________________________ (First Point)

1.___________________________________________ (supporting evidence)


B._________________________________________________ (Second Point)



V. Conclusion: A restatement of the main points of your paper.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

90

Grade 8 Collection 3: The Move Toward Freedom

“I should fight for liberty as long as my strength lasted.” -Harriet Tubman

What Task?

Task 18: Can one person make a difference? After researching teacher and student selections on individuals who fought to end slavery, create a visual presentation that explains how one of those individuals fought to end slavery. What conclusions or implications can you draw? Cite at least three sources, pointing out key elements from each source. Support your presentation with evidence from your research. D6: Use commas to develop your work.

(Informational or Explanatory/Synthesis)

Module Description: In this collection, students will focus on the quest for freedom that led to the American Civil War. The purpose is for students to create a visual presentation about how one individual fought to end slavery. As an anticipatory piece, students will read “from Narrative of the Life of Frederick Douglass.” Students will then analyze “from Harriet Tubman: Conductor on the Underground Railroad” to discover what it was like to have to fight for freedom, as well as “from Bloody Times: The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis” and “Civil War Journal.” Any of the anchor texts could be connected with the civics standards for the Bill of Rights and amendments to the Constitution, and the impact and influence of the government. The “Civil War Journal” can also be tied to the health standard comparing and contrasting ways to enhance health. This writing module comes from Collection 3 in the Florida Collections English instructional materials from the 2014 book adoption.


Nonfiction:

“from Narrative of the Life of Frederick Douglass” (Collections TE p. 143, SE p.143)

“from Harriet Tubman: Conductor on the Underground Railroad” (Collections TE p. 151, SE p.151)

“from Bloody Times: The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis”

(Collections TE p. 177, SE p.177)

“Civil War Journal” (Collections TE p.198b, Close Reader p.63)

Graphic Organizers:

FIND IT: HMH Online Resources ->Teacher Resources->Graphic Organizers



91

Florida Standards



LAFS.8.RI.1.3 Analyze how a text makes connections and distinctions between ideas and events.

LAFS.8.RI.2.4 Determine the meanings of words; analyze the impact of word choices.

LAFS.8.RI.2.5 Analyze the structure of a specific paragraph in a text.

LAFS.8.RI.2.6 Determine author’s point of view or purpose.

LAFS.8.W.1.2 Write informative/explanatory texts.

LAFS.8.W.1.2b Develop the topic with relevant details.

LAFS.8.W.3.7 Conduct short research projects.

LAFS.8.W.3.8 Gather relevant information from print and digital sources.

LAFS.8.W.3.9b Apply grade 8 Reading standards to literary nonfiction.

LAFS.8.SL.1.1a Come to discussions prepared.

LAFS.8.SL.1.1b Follow rules for collegial discussions.

LAFS.8.SL.1.1c Post questions and respond to others’ questions and comments.

LAFS.8.SL.1.1d Acknowledge new information; qualify or justify views in light of evidence.

LAFS.8.SL.2.4 Present claims and findings in a focused, coherent manner.

LAFS.8.L.1.1c Form and use verbs in the conditional mood.

LAFS.8.L.2.3a Use verbs in the conditional mood to achieve particular effects.

LAFS.8.L.3.4a Use context as a clue to meaning.

LAFS.8.L.3.4d Verify the preliminary determination of meaning.

LAFS.8.L.3.5a Interpret figures of speech.

LAFS.8.L.3.5b Use word relationships to understand meanings.

LAFS.8.L.3.5c Distinguish among the connotations of words with similar denotations.

LAFS.8.L.3.6 Acquire and use grade-appropriate academic vocabulary.

HE.8.B.4.4 Compare and contrast ways to ask for and offer assistance to enhance health of self and others.

SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other amendments to the Constitution.

SS.7.C.2.10 Examine the impact of media, individuals, and interest groups on monitoring and influencing government.

SS.7.C.3.7 Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process.

92





Mini-Task: Do a Quickwrite with students on the task question: Can one person make a

difference? Lead whole group discussion.












Text Selection: Ability to identify appropriate texts. STANDARDS: LAFS.8.W.3.9b; LAFS.8.RI.1.1



makes this author credible to speak on this topic? Students will discuss in small groups

Active Reading Note-taking and Academic Integrity: Ability to identify the central point and main supporting elements of a text, to select important facts and passages for use in one’s own writing and the ability to use and credit sources appropriately. STANDARDS: LAFS.8.RI.1.1; LAFS.8.RI.1.2; LAFS.8.RI.1.3; LAFS.8.RI.2.4; LAFS.8.RI.2.5; LAFS.8.RI.2.6;

LAFS.8.RI.4.10; LAFS.8.W.3.8; LAFS.8.W.3.9b; LAFS.SL.8.1.1; LAFS.8.L.3.5 (Possible connections to

FSHE.8.B.4.4; FSSS.7.C.2.4; FSSS.7.C.2.10; FSSS.7.C.3.7)

93


reading text. Pay special attention to symbols and/or images.


of the page. Students should identify central ideas that are necessary to answer the prompt.

Mini-Task: Discuss in whole group: Did the mistress’s initial kindness or her eventual cruelty

(cause) have a greater effect on Frederick Douglass? Explain.

Mini-Task: Analyze text and respond: Douglass reads a dialogue between a master and his

slave as well as a speech by Sheridan (cause). List several effects that resulted from reading

these documents.

Mini-Task: Summarize each text by briefly retelling the central ideas and most important details in Cornell notes.

Essential Vocabulary: Ability to identify and master terms essential to understanding a text. STANDARDS: LAFS.8.RI.2.4; LAFS.8.L.3.4a,d; LAFS.8.L.3.5; LAFS.8.L.3.6

Mini-Task: Examine the passages with the class, modeling how to determine context clues.

Mini-Task: List words specific to text. Add definitions and notes on connotation. http://my.hrw.com/la3/la09/student/minisites/igo/pdf/word_map.pdf


Skills Cluster 3: Transition to Writing (Suggested Time Frame: 1-2 days)



Mini-Task: Have students create a KWL chart and complete the “Know” and the “Want to

Know” sections.

Writing Skill: Ability to use mature grammar and writing throughout the work. STANDARDS: LAFS.8.L.1.2a

Mini-Task: Rewrite lines 14-17 on p. 144. Highlight any commas in yellow. Highlight the semi-

colon in blue. Explain the use of the commas and semi-colons.


Refer to the “Performance Task Reference Guide: Conducting Research” TE p. R8; SE p.R8 to instruct

students in research.



94

Controlling idea: Ability to establish a controlling idea and consolidate information relevant to task. STANDARDS: LAFS.8.W.1.2

Mini-Task: Students will write a strong thesis statement that addresses the task prompt. Planning: Ability to develop a line of thought and text structure appropriate to an informational/explanatory and argumentation task. STANDARDS: LAFS.8.W.1.2; LAFS.8.W.2.4; LAFS.8.W.3.7; LAFS.8.W.3.8; LAFS.8.W.3.9

Mini-Task: Gather information for biography sheet (see Appendix) using the websites given,

identify the qualities or traits that make the abolitionist a worthy choice for the Hall of Fame,

and gather images that help to show the individual’s accomplishments.

Development: Ability to construct an initial draft with an emerging line of thought and structure. STANDARDS: LAFS.8.W.1.2; LAFS.8.W.2.4; LAFS.8.W.2.5

Mini-Task: Using the checklist on the biography sheet, insert appropriate information and citation into the visual presentation using these suggested websites: prezi.com, discoveryeducation.com (Boardbuilder)




Mini-Task: Check that the layout is clear and easy to read/understand. Provide the viewer

with enough accurate biographical information and visuals. Review the rubric.


Mini-Task: Revise presentation to have sound spelling, capitalization, punctuation and

grammar. Adjust formatting as needed to provide clear, appealing text/fonts.


Mini-Task: Students are now ready to complete their final essay copy for submission. Optional Extension Activity:

95

Literary Analysis- Follow directions in TE p. 207 for the “Performance Task B”. Grammar Connections: Ability to apply the conventions of Standard English STANDARDS: LAFS.8.L.1.1c; LAFS.8.L.2.3a

Skill: Conditional mood

Textbook “Language and Style: Noun Clauses” (Connections TE p. 10, SE p. 10)

“Level UP Tutorials, Conventions” Kinds of Clauses (FIND IT: HMH Online Resources -> Teacher Resources -> Level Up Tutorials -> Conventions)

Skill: Indicative Mood

Textbook “Language and Style: Prepositional Phrases” (Connections TE p. 20, SE p. 20)

“GrammarNotes” Lesson 25 – Writing with Detail: Prepositional Phrases (FIND IT: HMH Online Resources -> Teacher Resources -> GrammarNotes -> Lesson 25)

“Level UP Tutorials” Prepositions and Prepositional Phrases (FIND IT: HMH Online Resources -> Teacher Resources -> Level Up Tutorials-> Prepositions and Prepositional Phrases)

Skill: Gerunds

Textbook “Language and Style: Parallel Structure” (Connections TE p. 32, SE p. 32)

“GrammarNotes” Lesson 27 – Writing with Concord: Parallel Structure (FIND IT: HMH Online

Resources -> Teacher Resources -> GrammarNotes -> Lesson 27)

96







97



Focus

Controlling Idea

Reading/ Research

Development

Organization

Conventions


98


CORNELL NOTES


Class/Period:

Date:

Citation:

Essential Question:

Questions: Notes

99

Summary:

Questions: Notes

100


WORD MAP

definition

antonym

101

Skills Cluster 3: Transition to Writing

Bridging: My ability to begin linking reading results to writing task.

KWL CHART

TOPIC _______________________________________________________

K What I Know

W What I Want To Learn

L What I Have Learned

102


Planning: Ability to develop a line of thought and text structure appropriate to an informational/explanatory and argumentation task. Biography Information Sheet (Collection 3—8th grade) Name _____________________________________________________________________ Assigned partner ____________________________________________________________ DIRECTIONS: Look at how the questions are grouped. You and your partner need to decide how you are going to split up the research. Use these websites to gather information for your visual presentation:

http://www.shmoop.com/

http://www.worldbookonline.com/student/home

http://galenet.galegroup.com/servlet/CivilWar;jsessionid=3EA566EE779D78C62057188F4B1A67A2?locID=coco13465

Name of the individual assigned to you:

A. When were they born? When did they die?

A. From what region? North or South?

A. What was their role in the abolition?

A. Were they a slave, abolitionist, or both?

A. If they were a slave--were they born into slavery or sold into slavery?

B. What was the direct effect on the country because of this person?





103

B. How did this person relate to other people?

B. What did they learn from other people?

B. What are the direct contributions they made to the abolishment of slavery?

B. Did this individual work alone or with others to fight slavery?

C. What was the most interesting information you learned from doing researching on this individual?

C. How did doing this research change your perspective of the way you treat other people?

CHECKLIST FOR PRESENTATION

Did you include all the requirements? Check here when completed.

Title including your name, partner’s name, and period

All information from biography sheet

Correct citations from each source on a citation page

Include two images

Include a timeline with birthdate, significant life events, death date

Responses for A questions are grouped together

Responses for B questions are grouped together

Responses for C questions are grouped together

104

Grade 8 Collection 4: Approaching Adulthood

“When you become a teenager, you step onto a bridge...The opposite shore is adulthood.” -Gail Carson Levin

What Task?

Task 23: How do you define stress? After reading “Marigolds” and other teacher selected texts,

write an essay that compares the stressors of modern day teenagers to teenagers from the past.

Support your writing with evidence from the texts. D6: Use sentence variety to develop your work.

(Informational or Explanatory/Comparison)

Module Description:

In this collection, students will explore the passage from childhood to adulthood. It offers the opportunity to compare and contrast teens across time periods and genres, while using formal writing skills and conventions. Students will identify, understand and analyze theme, character motivations, and symbols in “Marigolds,” “The Whistle,” “Hanging Fire,” and “Teenagers.” “Much Too Young to Work So Hard” illustrates the levels of stress teenagers encountered before labor laws were put in place. “America’s Teens Outscore Adults on Stress” examines the levels of stress experienced by modern day teenagers. Students will write an essay comparing stressors of modern day teenagers with teenagers of the past. “The Whistle” addresses health standards through a discussion about the main character’s decision to purchase a whistle for her grandmother’s safety. “Much Too Young to Work So Hard” could be used to incorporate the civics standard through a discussion on peoples’ general welfare under harsh working conditions.


Nonfiction:

“Much Too Young To Work So Hard” (Collections TE p. 246c, Close Reader p. 83)

Fiction:

“Marigolds” (Collections TE p. 213, SE p. 213)

“The Whistle” (Collections TE p. 228cb, Close Reader p. 71)

Poetry:

“Hanging Fire” (Collections TE p. 230 , SE p. 230)

“Teenagers” (Collections TE p. 231, SE p. 231)

Online:

FIND IT: HMH Online Resources->Select grade level->Teacher e-book->Contents Collection: 4-

>fyi icon

“America’s Teens Outscore Adults on Stress” (FYI) http://time.com/6477/americas-teens-outscore-

adults-on-stress

http://time.com/6477/americas-teens-outscore-adults-on-stress/

http://time.com/6477/americas-teens-outscore-adults-on-stress/

105

Florida Standards


LAFS.8.RL.1.1 Cite text evidence.

LAFS.8.RL.1.2 Determine a theme.

LAFS.8.RL.1.3 Analyze how incidents in a story reveal a character.

LAFS.8.RL.2.4 Determine the meaning of words and phrases in a text.


LAFS.8.RI.1.2 Determine central idea; summarize

LAFS.8.RI.1.3 Analyze how an idea is introduced and elaborated.

LAFS.8.RI.2.4 Determine the meaning of words and phrases.

LAFS.8.RI.2.5 Trace and evaluate an argument.

LAFS.8.RI.2.6 Determine an author’s point of view and how it is conveyed.

LAFS.8.RI.3.7 Evaluate the use of different mediums to present a topic.

LAFS.8.RI.3.8 Trace and evaluate and argument.

LAFS.8.RI.3.9 Compare and contrast texts.

LAFS.8.W.1.2 Write explanatory texts to examine a topic.


LAFS.8.W.3.9a Apply grade 8 Reading standard to literature.

LAFS.8.W.4.10 Write routinely over extended time frames and shorter time frames.

LAFS.8.L.1.1a Explain the function of infinitives.

LAFS.8.L.1.1d Recognize/correct inappropriate shifts in verb voice and mood.

LAFS.8.L.3.4b Use Latin affixes as clues to meaning.

LAFS.8.L.3.4d Verify preliminary determination of meaning.

LAFS.8.L.3.6 Acquire and use grade-appropriate academic and domain specific words and phrases.

LAFS.8.SL.1.3 Delineate a speaker’s argument and specific claims.

LAFS.8.SL.2.4 Present claims and findings.

LAFS.8.SL.2.5 Integrate visual displays into presentations.

HE.8.B.5 Demonstrate the ability to use decision making skills to enhance health

SS.7.C.1.6 Interpret the intentions of the Preamble of the Constitution

106




STANDARDS: LAFS.7.RI.1.2; LAFS.8.W.2.4; LAFS.8.W.4.10

Mini-Task: Do a Quickwrite with students where they define stress. Ask “What are common

stresses that teenagers face today?”

Mini-Task: Lead a whole group discussion regarding Quickwrite. Task Analysis: Ability to understand and explain the task’s prompt and rubric. STANDARDS: LAFS.8.RI.1.1; LAFS.8.L.3.4

Mini-Task









Text Selection: Ability to identify appropriate texts. STANDARDS: LAFS.8.W.3.9; LAFS.8.RI.1.1; LAFS.8.RL.1.2

Mini-Task: After previewing the selections, ask students to discuss how the texts might

support the collection quote and task. Discuss in small groups.

Active Reading Note-taking and Academic Integrity: Ability to identify the central point and main supporting elements of a text, to select important facts and passages for use in one’s own writing and the ability to use and credit sources appropriately. STANDARDS: LAFS.8.RL.1.1; LAFS.8.RI.1.1; LAFS.8.RL.1.3; LAFS.8.RI.3.9; LAFS.8.RL.3.9; LAFS.8.RI.1.2;

LAFS.8.RL.1.2; LAFS.8.W.3.8; LAFS.8.RI.1.3; LAFS.8.RI.2.5; LAFS.8.RI.2.6; LAFS.8.RI.4.10; LAFS.8.W.3.9;

LAFS.8.RI.3.8; HE.8.B.5

Mini-Task: Model Cornell Notes and parenthetical citation for students. Instruct them to set

up their own Cornell Notes and List the works cited information for each text at the top of each

set.

107

Mini-Task: Take students through Online HMH Teacher Resource presentation “Citing Textual

Evidence”. (FIND IT: HMH Online Resources -> Teacher Resources -> Interactive Whiteboard

Lessons -> Citing Textual Evidence)

Mini-Task: Model the identification of clues to theme and characters’ motivations, and

remind students that sometimes inferences are necessary. Instruct students to look for and

record clues to the theme using plot and conflict, characters, setting, symbols, and title.

Mini-Task: View the modeled discussion for lines 27-42 in “Marigolds.” Pair students to do a

close read of lines 287-293.

Mini-Task: Identify characters’ motivations using incidents in the story that reveal details

about individual characters.

Mini-Task: Student continue to practice above skills with additional texts.

Mini-Task: After reading “America’s Teens Outscore Adults on Stress,” have students discuss

what decisions teens make that might their stress levels.

Essential Vocabulary: Ability to identify and master terms essential to understanding a text. STANDARDS: LAFS.8.RI.2.4; LAFS.8.RL.2.4; LAFS.8.L.3.4; LAFS.8.L.3.6; LAFS.910.3.6

Mini-Task: Provide vocabulary words essential to understanding text. Instruct students to

write definitions as provided by the text or if not provided by text, determine meaning and

connotation using context clues.

Mini-Task: Discuss terms to ensure all students have correct definitions


STANDARDS: LAFS.8.W.3.9; LAFS.8.SL.2.4

Mini-Task: Instruct students to review their notes from the texts to support or defend their

details.

Mini-Task: Fill in comparison chart with notes taken from the texts regarding the stressors

faced by teens of the past and present. (FIND IT: HMH Online Resources -> Teacher Resources

-> Graphic Organizers for Reading-> Comparison and Contrast Chart)

Mini-Task: Discuss, in small groups, the comparison/contrast charts, and defend why details

were selected from specific texts.

Mini-Task: Take students through Online HMH Teacher Resource presentation “Writing

Informative Texts.” (FIND IT: HMH Online Resources -> Interactive Writing Lessons ->

Contents -> Writing Informative Texts)


Refer to the “Performance Task Reference Guide: Writing Informative Essays” TE p. R16; SE p.R16 to

instruct students in informative essay writing.

108


Controlling idea: Ability to establish a controlling idea and consolidate information relevant to task. STANDARDS: LAFS.8.W1.2

Mini-Task: Provide examples of opening paragraphs. Ask class to discuss what makes them strong or weak.

Mini-Task: Instruct students to write a hook and thesis statement for comparison essay.

Planning: Ability to develop a line of thought and text structure appropriate to an informational/explanatory and argumentation task. STANDARDS: LAFS.8.W.1.2; LAFS.4.W.4; LAFS.8.W.3.8; LAFS.8.W.2.5

Mini-Task: Create an MLA format outline based on notes and reading in which the controlling

idea is stated, points are sequenced, and supporting evidence is noted. Add parenthetical citations to outlines.

Mini-Task: Provide model sentences using a four square organizer for the four sentence

types. Have students write examples of all four sentence types: simple, compound, complex, and compound-complex.

Development: Ability to construct an initial draft with an emerging line of thought and structure. STANDARDS: LAFS.8.W.2.4; LAFS.8.W.2.5; LAFS.8.W.3.9; LAFS.8.W.4.10

Mini-Task: Write an initial draft complete with opening, development, and closing; insert and cite textual evidence. Remind students to use parenthetical citations and varied sentence types.


Mini-Task: Cite sources and evidence appropriately within task.

Revision: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. STANDARDS: LAFS.910.8.2.4; LAFS.910.8.2.5

Mini-Task: Model useful feedback that balances support for strengths and clarity about

weaknesses.

Mini-Task: Peer review to refine composition’s analysis, logic, and organization of ideas/points


Mini-Task: Conduct mini-lessons on specific grammar skills if needed.

109

Mini-Task: Revise draft to have sound spelling, capitalization, punctuation and grammar.


Mini-Task: Students are now ready to complete their final essay copy for submission. Grammar Connections: Ability to apply the conventions of Standard English STANDARDS: LAFS.8.L.1.1

Skill: Infinitives

Textbook “Language Conventions: Infinitives” (Connections TE p. 228, SE p. 228)

“Level UP Tutorials, Conventions” Verbals and Verb Phrases (FIND IT: HMH Online Resources -> Teacher Resources -> Level Up Tutorials -> Conventions)

Skill: Voice and Mood

Textbook “Language Conventions: Shifts in Voice and Mood” (Connections TE p. 246, SE p. 246)

Skill: Fragments

Textbook “Language Conventions: Fragments” (Connections TE p. 262, SE p. 262)

“Level UP Tutorials, Conventions” Sentences, Fragments, and Run-ons. (FIND IT: HMH Online Resources -> Teacher Resources -> Level Up Tutorials -> Conventions)

“GrammarNotes” Lesson 1 – Correcting Fragments (FIND IT: HMH Online Resources ->

Teacher Resources -> GrammarNotes -> Lesson 1)

Note: Remind students to complete their Reflection in their Student Learning Log

110







111

112



Focus

Controlling Idea

Reading/ Research

Development

Organization

Conventions


113


CORNELL NOTES


Class/Period:

Date:

Citation:

Essential Question:

Questions: Notes

114

Summary:

Questions: Notes

115


WORD MAP

definition

antonym

116


Planning: Ability to develop a line of thought and text structure appropriate to an informational/explanatory and argumentation task.

CONTROVERSIAL ISSUE

Position statement:


117

MLA Outline Worksheet Topic: ______________________


A. Background _________________________________________________________

_______________________________________________________________________

_______________________________________________________________________


________________________________________________________________________

________________________________________________________________________


A.__________________________________________________ (First Point)



B.__________________________________________________ (Second Point)



III.__________________________________________________ (Second subtopic)

A.__________________________________________________ (First Point)



B.__________________________________________________ (Second Point)



118

IV.__________________________________________________ (Third subtopic)

A._________________________________________________ (First Point)



B._________________________________________________ (Second Point)




________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

119

Appendix

Florida Standards 119

LDC Template Tasks Collection 2/Rubrics 131

Graphic Organizers 143

120

English Language Arts Florida Standards

7th Grade

Reading Strand for Literature

Cluster 1: Key Ideas and Details

LAFS.7.RL.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.7.RL.1.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

LAFS.7.RL.1.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Cluster 2: Craft and Structure

LAFS.7.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

LAFS.7.RL.2.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

LAFS.7.RL.2.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Cluster 3: Integration of Knowledge and Ideas

LAFS.7.RL.3.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

LAFS.7.RL.3.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

Cluster 4: Range of Reading and Level of Text Complexity

LAFS.7.RL.4.10

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Standards for Informational Text


LAFS.7.RI.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.7.RI.1.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

LAFS.7.RI.1.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).


LAFS.7.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

LAFS.7.RI.2.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

LAFS.7.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

121


LAFS.7.RI.3.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

LAFS.7.RI.3.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

LAFS.7.RI.3.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.


LAFS.7.RI.4.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing Standards

Cluster 1: Text Types and Purposes

LAFS.7.W.1.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

LAFS.7.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

LAFS.7.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

122

Cluster 2: Production and Distribution of Writing

LAFS.7.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

LAFS.7.W.2.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 52.)

LAFS.7.W.2.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Cluster 3: Research to Build and Present Knowledge

LAFS.7.W.3.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

LAFS.7.W.3.8 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.

LAFS.7.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

Cluster 4: Range of Writing

LAFS.7.W.4.10 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 discipline-specific tasks, purposes, and audiences.

Standards for Speaking and Listening

Cluster 1: Comprehension and Collaboration

LAFS.7.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or 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. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views.

LAFS.7.SL.1.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

LAFS.7.SL.1.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

123

Cluster 2: Presentation of Knowledge and Ideas

LAFS.7.SL.2.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

LAFS.7.SL.2.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

LAFS.7.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 52 for specific expectations.)

Language Standards

Cluster 1: Conventions of Standard English

LAFS.7.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

LAFS.7.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). b. Spell correctly.

Cluster 2: Knowledge of Language

LAFS.7.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Cluster 3: Vocabulary Acquisition and Use

LAFS.7.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

LAFS.7.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

LAFS.7.L.3.6 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.

124

8th Grade

Reading Standards for Literature


LAFS.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.8.RL.1.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

LAFS.8.RL.1.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.


LAFS.8.RL.2.4 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.

LAFS.8.RL.2.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

LAFS.8.RL.2.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.


LAFS.8.RL.3.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

LAFS.8.RL.3.9 Analyze 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.


LAFS.8.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Reading Standards for Informational Text


LAFS.8.RI.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.8.RI.1.2 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.

LAFS.8.RI.1.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).


LAFS.8.RI.2.4 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.

LAFS.8.RI.2.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

LAFS.8.RI.2.6 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.

125


LAFS.8.RI.3.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

LAFS.8.RI.3.8 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.

LAFS.8.RI.3.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.


LAFS.8.RI.4.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

Writing Standards

Cluster 1: Text Types and Purposes

LAFS.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

LAFS.8.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

LAFS.8.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

126

Cluster 2: Production and Distribution of Writing

LAFS.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

LAFS.8.W.2.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 52.)

LAFS.8.W.2.6 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.

Cluster 3: Research to Build and Present Knowledge

LAFS.8.W.3.7 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.

LAFS.8.W.3.8 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.

LAFS.8.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature (e.g., “Analyze 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”). 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”).

Cluster 4: Range of Writing

LAFS.8.W.4.10 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 discipline-specific tasks, purposes, and audiences.

Standards for Speaking and Listening

Cluster 1: Comprehension and Collaboration

LAFS.8.SL.1.1 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 others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or 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. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

LAFS.8.SL.1.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

LAFS.8.SL.1.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

127

Cluster 2: Presentation of Knowledge and Ideas

LAFS.8.SL.2.4 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.

LAFS.8.SL.2.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

LAFS.8.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 52 for specific expectations.)

Language Standards

Cluster 1: Conventions of Standard English

LAFS.8.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice and mood.

LAFS.8.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly.

Cluster 2: Knowledge of Language

LAFS.8.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

Cluster 3: Vocabulary Acquisition and Use

LAFS.8.L.3.4 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. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

LAFS.8.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

LAFS.8.L.3.6 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.

128

Health Standards

7th Grade

Benchmark Description

HE.7.B.3.1 Analyze the validity of health information, products, and services.

HE.7.B.3.3 Compare a variety of technologies to gather health information.

HE.7.B.3.4 Differentiate among professional health services that may be required.

HE.7.B.4.1 Apply effective communication skills when interacting with others to enhance health.

HE.7.B.4.2 Demonstrate refusal, negotiation, and collaboration skills to enhance health and reduce health risks.

HE.7.B.4.3 Articulate the possible causes of conflict among youth in schools and communities.

HE.7.B.4.4 Demonstrate how to ask for assistance to enhance the health of self and others.

HE.7.B.5.1 Predict when health-related situations require the application of a thoughtful decision-making process.

HE.7.B.5.2 Select healthy alternatives over unhealthy alternatives when making a decision.

HE.7.B.5.4 Determine when individual or collaborative decision-making is appropriate.

HE.7.B.5.5 Predict the short and long-term consequences of engaging in health-risk behaviors.

HE.7.B.6.1 Analyze personal beliefs as they relate to health practices.

HE.7.B.6.2 Devise an individual goal (short or long term) to adopt, maintain, or improve a personal health practice.

HE.7.B.6.3 Explain strategies and skills needed to assess progress and maintenance of a personal health goal.

HE.7.C.1.1 Compare and contrast the effects of healthy and unhealthy behaviors on personal health, including reproductive health.

HE.7.C.1.2 Explain how physical, mental/emotional, social, and intellectual dimensions of health are interrelated.

HE.7.C.1.3 Analyze how environmental factors affect personal health.

HE.7.C.1.4 Describe ways to reduce or prevent injuries and adolescent health problems.

HE.7.C.1.5 Classify infectious agents and their modes of transmission to the human body.

HE.7.C.1.6 Explain how appropriate health care can promote personal health.

HE.7.C.1.7 Describe how heredity can affect personal health.

HE.7.C.1.8 Explain the likelihood of injury or illness if engaging in unhealthy/risky behaviors.

HE.7.C.2.1 Examine how family health behaviors influence health of adolescents.

HE.7.C.2.2 Examine how peers may influence the health behaviors of adolescents.

HE.7.C.2.3 Examine how the school and community may influence the health behaviors of adolescents.

HE.7.C.2.5 Analyze how messages from media influence health behaviors.

HE.7.C.2.6 Evaluate the influence of technology in locating valid health information.

HE.7.C.2.7 Determine how cultural changes related to health beliefs and behaviors impact personal health.

HE.7.C.2.8 Evaluate how changes in social norms impact healthy and unhealthy behavior.

HE.7.C.2.9 Explain the influence of personal values, attitudes, and beliefs about individual health practices and behaviors.

HE.7.P.7.1 Examine the importance of assuming responsibility for personal-health behaviors.

HE.7.P.7.2 Experiment with behaviors that will maintain or improve personal health and reduce health risks.

HE.7.P.8.1 Utilize the influence of others to promote positive health choices.

HE.7.P.8.2 Articulate a position on a health-related issue and support it with accurate health information.

HE.7.P.8.3 Work cooperatively to advocate for healthy individuals, peers, and families.

HE.7.P.8.4 Analyze ways health messages can target different audiences.

129

8th Grade


HE.8.B.3.1 Analyze valid and reliable health services and the cost of products.

HE.8.B.3.2 Analyze the accessibility, validity, and reliability of products and services that enhance home, school, and community health.

HE.8.B.3.3 Recommend a variety of technologies to gather health information.

HE.8.B.3.4 Determine situations when specific professional health services or providers may be required.

HE.8.B.4.1 Illustrate skills necessary for effective communication with family, peers, and others to enhance health.

HE.8.B.4.3 Examine the possible causes of conflict among youth in schools and communities.

HE.8.B.4.4 Compare and contrast ways to ask for and offer assistance to enhance the health of self and others.

HE.8.B.5.1 Determine when health-related situations require the application of a thoughtful prepared plan of action.

HE.8.B.5.2 Categorize healthy and unhealthy alternatives to health-related issues or problems.

HE.8.B.5.3 Compile the potential outcomes of each option when making a health-related decision.

HE.8.B.5.4 Distinguish when individual or collaborative decision-making is appropriate.

HE.8.B.5.5 Evaluate the outcomes of a health-related decision.

HE.8.B.6.1 Assess personal health practices.

HE.8.B.6.2 Design an individual goal to adopt, maintain, or improve a personal health practice.

HE.8.B.6.3 Apply strategies and skills needed to attain a personal health goal.

HE.8.B.6.4 Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.


HE.8.C.1.3 Predict how environmental factors affect personal health.

HE.8.C.1.4 Investigate strategies to reduce or prevent injuries and other adolescent health problems.

HE.8.C.1.5 Identify major chronic diseases that impact human body systems.

HE.8.C.1.6 Analyze how appropriate health care can promote personal health.

HE.8.C.1.7 Explore how heredity and family history can affect personal health.

HE.8.C.1.8 Anticipate the likelihood of injury or illness if engaging in unhealthy/risky behaviors.

HE.8.C.2.1 Assess the role of family health beliefs on the health of adolescents.

HE.8.C.2.2 Assess how the health beliefs of peers may influence adolescent health.

HE.8.C.2.3 Analyze how the school and community may influence adolescent health.

HE.8.C.2.4 Critique school and public health policies that influence health promotion and disease prevention.

HE.8.C.2.5 Research marketing strategies behind health-related media messages.

HE.8.C.2.6 Analyze the influence of technology on personal and family health.

HE.8.C.2.7 Describe the influence of culture on health beliefs, practices, and behaviors.

HE.8.C.2.8 Explain how the perceptions of norms influence healthy and unhealthy behaviors.

HE.8.C.2.9 Analyze the influence of personal values, attitudes, and beliefs about individual health practices and behaviors.

HE.8.P.7.1 Assess the importance of assuming responsibility for personal-health behaviors, including sexual behavior.

HE.8.P.7.2 Apply healthy practices and behaviors that will maintain or improve personal health and reduce health risks.

HE.8.P.8.1 Promote positive health choices with the influence and support of others.

HE.8.P.8.2 Justify a health-enhancing position on a topic and support it with accurate information.

HE.8.P.8.3 Work cooperatively to advocate for healthy individuals, peers, families, and schools.

HE.8.P.8.4 Evaluate ways health messages and communication techniques can be targeted for different audiences.

130

Civics Standards

7th Grade


SS.7.C.1.1 Recognize how Enlightenment ideas including Montesquieu's view of separation of power and John Locke's theories related to natural law and how Locke's social contract influenced the Founding Fathers.

SS.7.C.1.2 Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine's "Common Sense" had on colonists' views of government.

SS.7.C.1.3 Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence.

SS.7.C.1.4 Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.

SS.7.C.1.5 Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution.

SS.7.C.1.6 Interpret the intentions of the Preamble of the Constitution.

SS.7.C.1.7 Describe how the Constitution limits the powers of government through separation of powers and checks and balances.

SS.7.C.1.8 Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the Constitution and inclusion of a bill of rights.

SS.7.C.1.9 Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems.

SS.7.C.2.1 Define the term "citizen," and identify legal means of becoming a United States citizen.

SS.7.C.2.10 Examine the impact of media, individuals, and interest groups on monitoring and influencing government.

SS.7.C.2.11 Analyze media and political communications (bias, symbolism, propaganda).

SS.7.C.2.12 Develop a plan to resolve a state or local problem by researching public policy alternatives, identifying appropriate government agencies to address the issue, and determining a course of action.

SS.7.C.2.13 Examine multiple perspectives on public and current issues.

SS.7.C.2.14 Conduct a service project to further the public good.

SS.7.C.2.2 Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries.

SS.7.C.2.3 Experience the responsibilities of citizens at the local, state, or federal levels.

SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other amendments to the Constitution.

SS.7.C.2.5 Distinguish how the Constitution safeguards and limits individual rights.

SS.7.C.2.6 Simulate the trial process and the role of juries in the administration of justice.

SS.7.C.2.7 Conduct a mock election to demonstrate the voting process and its impact on a school, community, or local level.

SS.7.C.2.8 Identify America's current political parties, and illustrate their ideas about government.

SS.7.C.2.9 Evaluate candidates for political office by analyzing their qualifications, experience, issue-based platforms, debates, and political ads.

SS.7.C.3.1 Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy).

SS.7.C.3.10 Identify sources and types (civil, criminal, constitutional, millitary) of law.

SS.7.C.3.11 Diagram the levels, functions, and powers of courts at the state and federal levels.

SS.7.C.3.12 Analyze the significance and outcomes of landmark Supreme Court cases including, but not limited to, Marbury v. Madison, Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona, in re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United States v. Nixon, and Bush v. Gore.

SS.7.C.3.13 Compare the constitutions of the United States and Florida.

SS.7.C.3.14 Differentiate between local, state, and federal governments' obligations and services.

SS.7.C.3.2 Compare parliamentary, federal, confederal, and unitary systems of government.

131

SS.7.C.3.3 Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the United States as established in the Constitution.

SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state governments.

SS.7.C.3.5 Explain the Constitutional amendment process.

SS.7.C.3.6 Evaluate Constitutional rights and their impact on individuals and society.

SS.7.C.3.7 Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process.

SS.7.C.3.8 Analyze the structure, functions, and processes of the legislative, executive, and judicial branches.

SS.7.C.3.9 Illustrate the law making process at the local, state, and federal levels.

SS.7.C.4.1 Differentiate concepts related to United States domestic and foreign policy.

SS.7.C.4.2 Recognize government and citizen participation in international organizations.

SS.7.C.4.3 Describe examples of how the United States has dealt with international conflicts.

8th Grade


SS.8.C.1.1 Identify the constitutional provisions for establishing citizenship.

SS.8.C.1.2 Compare views of self-government and the rights and responsibilities of citizens held by Patriots, Loyalists, and other colonists.

SS.8.C.1.3 Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction.

SS.8.C.1.4 Identify the evolving forms of civic and political participation from the colonial period through Reconstruction.

SS.8.C.1.5 Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of citizens today.

SS.8.C.1.6 Evaluate how amendments to the Constitution have expanded voting rights from our nation's early history to present day.

SS.8.C.2.1 Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary sources from the colonial period to Reconstruction.

Template Task Collection 2 | © Literacy Design Collaborative, July 2013 132

Literacy Design Collaborative

Template Task Collection 2 July 2013

The Literacy Design Collaborative is committed to equipping middle and high school students with the literacy skills they need to succeed in their later

education, their careers, and their communities, working through many different partnerships to meet that literacy challenge. We believe students can and

must reach significantly higher levels of reading, writing, and thinking, and we embrace the challenging expectations set by the new Common Core State

Standards. Since its original collection of template tasks, LDC has produced other collections, including the original collection, ones for elementary, and an

“edited” collection in which some changes to the original were made. This collection provides yet another kind of template based closely on grade-level

standards. Teachers should choose from these collections the templates that work best for them for any given task.

This collection as does the original and other collections aims to help teachers craft tasks that engage students in writing in response to reading. It provides

template tasks for implementing the Literacy Design Collaborative (LDC) strategy by drawing directly from the language and skills articulated in each

Common Core Anchor Standards. When filled in, a template task becomes a teaching task that sets up a context for teaching the specific skills and demands

embedded in the standard.

This collection is an edited version of the original piloted collection of template tasks. As in the original LDC collection, the template tasks are fill-in-the-blank

“shells” that allow teachers to insert the texts to be read, writing to be produced, and content to be addressed. When filled in, template tasks create high-

quality student assignments that develop reading, writing, and thinking skills in the context of learning science, history, English, and other subjects. They specify

the subjects and levels of student work for which they can be used, and they come with rubrics that can be used to score the resulting student work.

This Collection differs from the original piloted collection in that L2’s and L3’s are now a separate list of “demands” or “D’s” to choose from. Accordingly, the

L2 and L3 statements in the rubric are also deleted and replaced with a statement about meeting demands. For example, under Advanced in the

Informational/Explanatory rubric you will see, “D: Addresses additional demands with thoroughness and makes a connection to controlling idea.”


How to Use the LDC Templates

Mode: All LDC template tasks are designed for tasks that involve students in writing in response to reading or research. They are clustered by the writing

modes described in the CCSS: argumentative, informative/explanatory, and narrative. (Note that in LDC a narrative refers to non-fiction narrative and

involves students in applying a journalistic style appropriate to relating an event or interview.) Teachers should choose the mode and template that best suits

their instructional purpose.

Texts: The term “text” refers to a range of artifacts, including print and visual types. The best text choices allow students to engage deeply with texts that

involve them in concepts, ideas, or questions. These are called “short profound texts” in the form of a chapter, section of a play, or shorter poem or speech.

Below are some suggestions:

Short stories

Essays

Speeches

Short novels

Poetry

Chapters

Maps

Art works

Timelines

Data

Video

Products: Teaching tasks can engage students in a variety of products. Each product signals a writing context and requires students to adjust language

choices and rhetorical strategies to meet the needs of a context for writing, purpose, and audience. For example, an essay signals to students a formal

situation with an academic purpose and audience. In contrast an article for a school magazine signals a less formal context, a journalistic purpose, and a

general or peer audience. Products include any multiple paragraph composition, to include:

Essays

Reports

Speeches

Research reports

Exhibits to include a written product

Presentations to include a speech or written product

Journalistic products, such as feature articles

Editorials

Formal letters, as to a State official

Memos, to include reports

Proposals

Lab reports

Response/Reaction papers

Cost/benefit analyses

Critical reviews

Interviews written up as articles

Non-fiction narratives, such as accounts of an event

Manuals


In all LDC Collections, there are some requirements and others that can be changed or added: WHAT IS REQUIRED? WHAT CAN BE CHANGED OR ADDED?

Fill in the template task, completing all the blanks but not altering the other template wording.

List the reading texts for the prompt or describe how students will be guided to select appropriate texts.

Provide a background statement that introduces the prompt to students.

If an extension activity is included, provide an activity in which students share or apply what they

have learned with a real-world audience or through a hands-on project. (The extension may also be omitted.)

Use the appropriate rubric for the template task.

You choose which texts students will read.

You choose what products students will produce.

You choose the topic, issues, events, or

other content students will read and write about.

In choosing, consider requirements set by your

state, district, or school.

Demands: Demands are additional writing and cognitive challenges that you can add to a template task. They are developed from language in the CCSS. In

this way you can scaffold your instruction:

Repeat a teaching task but add one or more demands.

Change the template and teaching tasks but repeat a demand/s.

Use the demands as “mini-tasks” and teach them between modules so that students acquire competence before applying them in the composing

process.

You may choose one or more of these D’s (demands) to a Template Task to increase the challenge:

D1 Be sure to acknowledge competing views. (Argumentation)

D2 Give ____(one; #) example/s from past or current____( events; issues) to illustrate and clarify your position. (Argumentation or

Informational/Explanatory)

D3 What ________ (conclusions; implications) can you draw________? (Argumentation or Informational/Explanatory)

D4 In your discussion, address the credibility and origin of sources in view of your research topic. (Argumentation or Informational/Explanatory)

D5 Identify any gaps or unanswered questions. (Argumentation or Informational/Explanatory)

D6 Use ________ (stylistic devices) to develop your work. (Argumentation or Informational/Explanatory or Narrative)

D7 Use ________ (techniques) to convey multiple storylines. (Argumentation or Informational/Explanatory or Narrative)

D8 Include ________ (e.g. bibliography, citations, references, endnotes). (Argumentation or Informational/Explanatory)

A Guide to Collections--Appendix


Common Core State Standards And Template Task Collection 2

Following are the Anchor standards that are “built-in” and apply to all the templates. You should bold or highlight the “when appropriate” standards if you are

not using an LDC module. If you are using an LDC module, you should choose the appropriate module template based on your teaching task’s mode. The

module will have identified the writing mode in the module, but you will still need to identify any other standards.

“Built in” standards have the specified College and Career Readiness Anchor Standards built in in addition to the Focus Standard.

Focus Standards and “When appropriate” standards vary with the teaching task.

READING

Focus Standards and “Built In” Reading Standards

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

writing or speaking to support conclusions drawn from the text.

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

4 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.

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

Focus Standards or “When Appropriate” Reading Standards

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

5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter,

scene, or stanza) relate to each other and the whole.

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

7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

8 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.

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

authors take.


136

WRITING

Focus Standards and “Built In” Writing Standards

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

audience.

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

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

10 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 audience.

Focus Standards or “When Appropriate” Writing Standards

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

evidence.

2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the

effective selection, organization, and analysis of content.

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

structured event sequences.

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

7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the

subject under investigation.

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

integrate the information while avoiding plagiarism.


137

Argumentation Template Tasks for Template Task Collection 2 “After Researching” ”After Reading”

Argumentation Template Tasks

Analysis Task 1: Insert optional question] After researching ________

(informational texts) on ________ (content), write ________ (an

essay or substitute) in which you argue ________ (content).

Support your position with evidence from your research. (Argumentation/Analysis)

Task 2: [Insert optional question] After reading ________

(literature or informational texts), write ________ (an essay or

substitute) in which you address the question and

argue_______(content). Support your position with evidence from the text(s). (Argumentation/Analysis)

Comparison Task 3: Insert optional question] After researching ________


essay or substitute) in which you compare ________ (content)

and argue ________ (content). Support your position with evidence from the texts. (Argumentation/Comparison)



substitute) in which you compare ________ (content) and argue

________ (content). Support your position with evidence from the texts. (Argumentation/Comparison)

Evaluation Task 5: Insert optional question] After researching ________


essay or substitute) in which you discuss ________ (content) and

evaluate ________ (content). Support your position with evidence from your research. (Argumentation/Evaluation)



substitute) in which you discuss ________ (content) and evaluate

________ (content). Support your position with evidence from the texts. (Argumentation/Evaluation)

Problem-

Solution

Task 7: Insert optional question] After researching ________


essay or substitute) in which you identify a problem ________

(content) and propose a solution. Support your position with

evidence from your research. (Argumentation/Problem-Solution)


(literature or informational texts) on ________ (content), write

________ (an essay or substitute) in which you identify a problem

________ (content) and propose a solution ________

(content). Support your position with evidence from the text(s). (Argumentation/Problem-Solution)

Cause-

Effect



essay or substitute) in which you argue the causes of ________

(content) and explain the effects ________ (content). Support

your discussion with evidence from the texts.

(Argumentation/Cause-Effect)



________ (an essay or substitute) in which you argue the causes

of ________ (content) and explain the effects ________

(content). Support your discussion with evidence from the texts.

(Argumentation/Cause-Effect)


138

Argumentation Teaching Task Rubric for Template Task Collection 2 Scoring

Elements

Not Yet Approaches Expectations Meets Expectations Advanced

1 1.5 2 2.5 3 3.5 4

Focus Attempts to address prompt,

but lacks focus or is off-task.

Addresses prompt appropriately

and establishes a position, but

focus is uneven. D. Addresses

additional demands superficially.

Addresses prompt appropriately and maintains a clear, steady focus.

Provides a generally convincing

position. D: Addresses additional

demands sufficiently

Addresses all aspects of prompt

appropriately with a consistently strong

focus and convincing position. D:

Addresses additional demands with

thoroughness and makes a connection to

claim.

Controlling

Idea

Attempts to establish a claim,

but lacks a clear purpose. Establishes a claim. Establishes a credible claim.

Establishes and maintains a substantive

and credible claim or proposal.

Reading/

Research

Attempts to reference reading materials to develop response,

but lacks connections or

relevance to the purpose of the

prompt.

Presents information from reading materials relevant to the

purpose of the prompt with

minor lapses in accuracy or

completeness.

Accurately presents details from

reading materials relevant to the

purpose of the prompt to develop

argument or claim.

Accurately and effectively presents important details from reading materials

to develop argument or claim.

Development

Attempts to provide details in

response to the prompt, but

lacks sufficient development or

relevance to the purpose of the

prompt.

Presents appropriate details to

support and develop the focus,

controlling idea, or claim, with

minor lapses in the reasoning,

examples, or explanations.

Presents appropriate and sufficient

details to support and develop the

focus, controlling idea, or claim.

Presents thorough and detailed information to effectively support and

develop the focus, controlling idea, or

claim.

Organization Attempts to organize ideas, but

lacks control of structure.

Uses an appropriate organizational structure for

development of reasoning and

logic, with minor lapses in

structure and/or coherence.

Maintains an appropriate organizational structure to address

specific requirements of the prompt.

Structure reveals the reasoning and

logic of the argument.

Maintains an organizational structure that intentionally and effectively enhances the

presentation of information as required

by the specific prompt. Structure

enhances development of the reasoning

and logic of the argument.

Conventions

Attempts to demonstrate

standard English conventions,

but lacks cohesion and control

of grammar, usage, and

mechanics. Sources are used

without citation.

Demonstrates an uneven

command of standard English

conventions and cohesion.

Uses language and tone with some inaccurate, inappropriate,

or uneven features.

Inconsistently cites sources.

Demonstrates a command of standard

English conventions and cohesion, with

few errors. Response includes language

and tone appropriate to the audience,

purpose, and specific requirements of

the prompt. Cites sources using

appropriate format with only minor

errors.

Demonstrates and maintains a well-developed command of standard English

conventions and cohesion, with few

errors. Response includes language and

tone consistently appropriate to the

audience, purpose, and specific

requirements of the prompt.

Consistently cites sources using

appropriate format.

Content

Understanding

Attempts to include disciplinary

content in argument, but

understanding of content is

weak; content is irrelevant,

inappropriate, or inaccurate.

Briefly notes disciplinary content

relevant to the prompt; shows

basic or uneven understanding

of content; minor errors in

explanation.

Accurately presents disciplinary content relevant to the prompt with

sufficient explanations that

demonstrate understanding.

Integrates relevant and accurate disciplinary content with thorough

explanations that demonstrate in-depth

understanding.


139

Informational/Explanatory Template Tasks for Template Task Collection 2 “After Researching” “After Reading”

Informational or Explanatory Template Tasks

Definition Task 11: Insert optional question] After researching ________

(informational texts) on ________ (content), write ________ (a

report or substitute) in which you define ________ (term or

concept) and explain ________ (content). Support your

discussion with evidence from your research. (Informational or Explanatory/Definition)


(literature or informational texts), write ________ (an essay,

report, or substitute) in which you define________ (term or

concept) and explain ________ (content). Support your

discussion with evidence from the text(s). (Informational or Explanatory/Definition)

Description Task 13: Insert optional question] After researching ________


report or substitute) in which you describe ________ (content).

Support your discussion with evidence from your research.

(Informational or Explanatory/Description)



report, or substitute) in which you describe ________ (content).

Support your discussion with evidence from the text(s). (Informational or Explanatory/ Description)

Procedural-

Sequential



report or substitute) in which you relate how ________ (content).


(Informational or Explanatory/Procedural-Sequential)



________ (a report or substitute) in which you relate how

________ (content). Support your discussion with evidence from

the text(s). (Informational or Explanatory/Procedural-Sequential)


(informational texts) on ________ (content), developing a

hypothesis, and conducting an experiment examining ________

(content), write a laboratory report in which you explain your

procedures and results and confirm or reject your hypothesis.

(Informational or Explanatory/Procedural-Sequential)

Synthesis Task 18: Insert optional question] After researching ________


report or substitute) in which you explain ________ (content).


(Informational or Explanatory/Synthesis)



substitute) that explains ________ (content). Support your

discussion with evidence from your research. (Informational or

Explanatory/Synthesis)


140

“After Researching” “After Reading”

Informational or Explanatory Template Tasks (Continued)

Analysis Task 20: (Insert optional question] After researching ________


report or substitute) in which you analyze ________ (content),

providing evidence to clarify your analysis. (Informational or

Explanatory/Analysis)


(literature or informational texts), write ________ (a report,

essay or substitutes) in which you analyze ________ (content),

providing examples to clarify your analysis. (Informational or

Explanatory/Analysis)

Comparison Task 22: (Insert optional question] After researching ________


report or substitute) that compares ________ (content). Support

your discussion with evidence from your research (Informational

or Explanatory/Comparison)



report, or substitute) that compares ________ (content).

Support your discussion with evidence from your research

(Informational or Explanatory/Comparison)

Cause-Effect Task 24: Insert optional question] After researching ________


report or substitute) that examines causes of ________ (content)

and explains effects ________ (content). Support your discussion

with evidence from your research. (Informational or Explanatory/Cause-Effect)



________ (a report or substitute) that examines the cause(s) of

________ (content) and explains the effect(s) ________

(content). Support your discussion with evidence from the texts. (Informational or Explanatory/Cause-Effect)


141

Informational/Explanatory Teaching Task Rubric for Template Task Collection 2 Scoring

Elements


1 1.5 2 2.5 3 3.5 4

Focus Attempts to address prompt,

but lacks focus or is off-task.

Addresses prompt appropriately,

but with a weak or uneven focus.

Addresses prompt appropriately and

maintains a clear, steady focus.

D: Addresses additional demands

sufficiently.

Addresses all aspects of prompt

appropriately and maintains a strongly

developed focus. D: Addresses additional

demands with thoroughness and makes a

connection to controlling idea.

Controlling

Idea

Attempts to establish a controlling idea, but lacks a clear

purpose.

Establishes a controlling idea with

a general purpose.

Establishes a controlling idea with a clear purpose maintained throughout

the response.

Establishes a strong controlling idea with a clear purpose maintained throughout

the response.

Reading/

Research

Attempts to present information

in response to the prompt, but

lacks connections or relevance

to the purpose of the prompt.

Presents information from reading materials relevant to the

purpose of the prompt with

minor lapses in accuracy or

completeness.

Presents information from reading materials relevant to the prompt with

accuracy and sufficient detail.

Accurately presents information relevant

to all parts of the prompt with effective

selection of sources and details from

reading materials.

Development

Attempts to provide details in response to the prompt,

including retelling, but lacks

sufficient development or

relevancy.

Presents appropriate details to support the focus and controlling

idea.

Presents appropriate and sufficient details to support the focus and

controlling idea.

Presents thorough and detailed information to strongly support the

focus and controlling idea.

Organization Attempts to organize ideas, but

lacks control of structure.

Uses an appropriate

organizational structure to

address the specific requirements

of the prompt, with some lapses

in coherence or awkward use of

the organizational structure

Maintains an appropriate

organizational structure to address

the specific requirements of the

prompt.

Maintains an organizational structure that

intentionally and effectively enhances the

presentation of information as required

by the specific prompt.

Conventions

Attempts to demonstrate

standard English conventions,

but lacks cohesion and control

of grammar, usage, and

mechanics. Sources are used

without citation.

Demonstrates an uneven command of standard English

conventions and cohesion. Uses

language and tone with some

inaccurate, inappropriate, or

uneven features. Inconsistently

cites sources.

Demonstrates a command of standard English conventions and

cohesion, with few errors. Response

includes language and tone

appropriate to the audience, purpose,

and specific requirements of the

prompt. Cites sources using an

appropriate format with only minor

errors.

Demonstrates and maintains a well-developed command of standard English

conventions and cohesion, with few

errors. Response includes language and

tone consistently appropriate to the

audience, purpose, and specific

requirements of the prompt.

Consistently cites sources using an

appropriate format.

Content

Understanding

Attempts to include disciplinary content in explanations, but

understanding of content is

weak; content is irrelevant,

inappropriate, or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows

basic or uneven understanding of

content; minor errors in

explanation.

Accurately presents disciplinary content relevant to the prompt with

sufficient explanations that

demonstrate understanding.



understanding.


142

Narrative Template Tasks for Template Task Collection 2 “After Researching” “After Reading”

Narrative Template Tasks

Description Task 26: [Insert optional question] After researching ________


narrative or substitute) that describes ________ (content).

(Narrative/Description)


(literature or informational texts), write ________ (a narrative or

substitute) from the perspective of ________ (content).

(Narrative/Description)

Procedural-

Sequential

Task 28: [Insert optional question] After researching ________

(informational texts) on_____ (content), write ________ (a

narrative or substitute) that relates ________ (content) and the events that ________ (content). (Narrative/Sequential)


(literature or informational texts) about ________ (content),

write ________ (a narrative or substitute) that relates ________ (content). (Narrative/Sequential)


143

Narrative Teaching Task Rubric for Template Task Collection 2 Scoring

Elements


1 1.5 2 2.5 3 3.5 4

Focus Attempts to address prompt but

lacks focus or is off-task.

Addresses prompt

appropriately, but with a weak

or uneven focus. D. Addresses

additional demands

superficially.

Addresses the prompt appropriately and maintains a clear, steady focus. D:

Addresses additional demands

Sufficiently.

Addresses all aspects of the prompt

appropriately and maintains a strongly

developed focus. D: Addresses additional

demands with thoroughness and makes a

connection to controlling idea.

Controlling

Idea

Attempts to establish a theme or storyline, but lacks a clear or

sustained purpose.

Establishes a theme or storyline, but purpose is weak,

with some lapses in

coherence.

Establishes a theme or storyline, with a well-developed purpose carried through

the narrative.

Establishes a compelling theme or storyline, with a well developed purpose

carried through the narrative through

skillful use of narrative techniques.

Reading/

Research

Directly restates information from reading materials, interviews, and/or

visual materials; uses materials

inaccurately, OR information from

source materials is irrelevant for the

purpose at hand.

Uses reading materials,

interviews, and/or visual

materials with minor lapses in

cohesion, accuracy or

relevance.

Accurately integrates reading material,

interviews, and/or visual material to

authenticate the narrative.

Accurately and seamlessly integrates

reading material, interviews, and/or visual

material to authenticate the narrative

Development Descriptions of experiences,

individuals, and/or events are overly

simplified or lack details.

Develops experiences, individuals, and/or events with

some detail but sense of time,

place, or character remains at

the surface level.

Develops experiences, individuals, and/or events with sufficient detail to

add depth and complexity to the sense

of time, place, or character.

Elaborates on experiences, individuals, and/or events with comprehensive detail

to add depth and complexity to the

sense of time, place, or character.

Organization

Attempts to use a narrative structure; composition is

disconnected or rambling.

Applies a narrative structure (chronological or descriptive),

with some lapses in

coherence or awkward use of

the organizational structure.

Applies a narrative structure (chronological or descriptive)

appropriate to the purpose, task, and

audience; storyline clearly conveys the

theme or purpose

Applies a complex narrative structure

(chronological or descriptive)

appropriate to the purpose, task and

audience that enhances communication of theme or purpose and keeps the

reader engaged

Conventions

Lacks control of grammar, usage, and

mechanics; little or ineffective use of

transitions.

Demonstrates an uneven

command of standard English;

inconsistently uses transitions

between sentences and

paragraphs to connect ideas.

Demonstrates a command of standard English conventions with few errors;

consistently uses transitions between

sentences and paragraphs to connect

ideas. Provides bibliography or works

consulted when prompted.

Demonstrates a well-developed command of standard English

conventions; effectively uses transitions

between sentences and paragraphs to

connect ideas. Provides bibliography or

works consulted when prompted.

Content

Understanding

Attempts to include disciplinary content, but understanding of

content is weak; content is

irrelevant, inappropriate, or

inaccurate.

Briefly notes disciplinary content relevant to the

prompt; shows basic or

uneven understanding of

content; minor errors in

explanations.

Accurately presents disciplinary content relevant to the prompt with sufficient

explanations that demonstrate

understanding.



understanding.


144

Informative Essay Planner

The analysis essay can be expanded or contracted for more or less paragraphs.

Introduction: I. Introductory sentence (background, include author/title) and one sentence summary that provides context for the work __________________________________________________________________________________________________________________________________________________________________________ Informational sentence to connect introductory information to the thesis (if needed) __________________________________________________________________________________________________________________________________________________________________________Thesis (topic + point you want to prove) __________________________________________________________________________________________________________________________________________________________________________Body Paragraph #1: II. Topic Sentence (topic + point relates to thesis) __________________________________________________________________________________________________________________________________________________________________________A. Example/Quote (context with quote embedded) __________________________________________________________________________________________________________________________________________________________________________

Analysis (why important – link to topic sentence) ______________________________________________________________________________________________________________________________________________________________

B. Example/Quote (context with quote embedded) __________________________________________________________________________________________________________________________________________________________________________

Analysis (why important – link to topic sentence) ______________________________________________________________________________________________________________________________________________________________ C. Sum-Up Sentence (ties ideas together – link to universal) __________________________________________________________________________________________________________________________________________________________________________Body Paragraph #2: III. Topic Sentence (topic + point relates to thesis) __________________________________________________________________________________________________________________________________________________________________________A. Example/Quote (context with quote embedded) __________________________________________________________________________________________________________________________________________________________________________


B. Example/Quote (context with quote embedded)


145

__________________________________________________________________________________________________________________________________________________________________________

Analysis (why important – link to topic sentence) ______________________________________________________________________________________________________________________________________________________________ C. Sum-Up Sentence (ties ideas together – link to universal) __________________________________________________________________________________________________________________________________________________________________________Body Paragraph #3: IV. Topic Sentence (topic + point relates to thesis) __________________________________________________________________________________________________________________________________________________________________________A. Example/Quote (context with quote embedded) __________________________________________________________________________________________________________________________________________________________________________


B. Example/Quote (context with quote embedded) __________________________________________________________________________________________________________________________________________________________________________

Analysis (why important – link to topic sentence) ______________________________________________________________________________________________________________________________________________________________ C. Sum-Up Sentence (ties ideas together – link to universal) __________________________________________________________________________________________________________________________________________________________________________Conclusion: Make a point about the significance of your essay and relates to the thesis. _____________________________________________________________________________________ Write a lasting impression sentence that relates to the general topic or the work you are writing about – it often involves a universal theme. __________________________________________________________________________________________________________________________________________________________________________


146

Argumentation Essay Graphic Organizer

Introduction: What is your thesis/claim?

Reason 1: Evidence with Citation(s): Counter Argument/Opposition:

Reason 2: Evidence with Citation(s): Counter Argument/Opposition

Note: If you have additional reasons, repeat the above steps.

Conclusion: Restate your position and summarize the most important details. Try to incorporate the Essential Questions into your conclusion.


147

Self-Revision & Editing Checklist

Yes/No Organization Where (paragraph #, sentence #)?

Is there a clear introduction, body, & conclusion?

Does the introduction have enough background for the reader?

Is there a clear thesis statement or claim?

Is the overall organization clear & effective?

Does every paragraph address the thesis in some way?

Content/Style

Is the length appropriate?

Are the examples strong and clear enough to make points clear?

Is the language convincing, clear, and concise?

Is the piece creative (if applicable)?

Research/Sources

Are sources credible?

Is the research accurate, unbiased, and complete (if applicable)?

Is each source commented on?

Are correct citations used?

Proofreading

Has the grammar and punctuation been checked? If you had specific grammar/punctuation lessons for this assignment, have you checked for those types of errors?

Is the title capitalized correctly (if applicable)

Is the font correct? Are the margins correct (if applicable)?


148

Peer Review Essay Checklist

Essay Author: ___________________________________________________________________

Peer Reviewer:__________________________________________________________________

Consider Yes No Suggestion

Does the introduction correctly identify all three titles and authors?

Does your partner’s controlling idea include a perspective from all three texts on how Macbeth exhibits a universal human trait?

Are the ideas in the essay developed in a logical order, using appropriate transitions to connect them?

Has the writer provided sufficient and relevant textual evidence in a logically organized way?

Are any sections of the essay confusing? What additional information or explanation could help clarify the writer’s ideas?

Does the writer maintain a formal style and objective tone?

Is the conclusion an accurate summary of the analysis? Does it eloquently synthesize the central ideas of the essay?


149

Argumentation/Persuasive Essay Organizer

Title

Introduction & thesis statement/claim

Reason 1 in the argument

Evidence for Reason 1

Possible Completing View to Discuss for Reason 1

Reason 2 in the argument

Conclusion

Introduction:


Possible Competing View to Discuss for Reason 2


150

Reason 3 for Argument



Reason 4 for Argument



Conclusion


151

Developing Text Dependent and Higher Order Questions

Level 1 Knowledge/Remember: Exhibit memory of previously learned material by recalling facts, terms,

basic concepts and answers.

Key Words Questions

Define

Find

Identify

Label

List

Locate

Memorize

Name

Point to

Recall

Recite

Recognize

Record

Remember

Select

Show

State

Tell

Tell what happened________.

What do you recall about_____?

What do you remember about_____?

Make a facts chart about_______.

How would you recognize______?

How would you describe________?

How would you define__________?

How would you show________?

Which one_______?

Who is/are______?

What is/are_______?

List________.

Name_____.

Identify_________.

Level 2 Comprehension/Understand: Demonstrate understanding of facts and ideas by organizing,

comparing, translating, interpreting, giving descriptions and stating main ideas.

Key Words Questions

Demonstrate

Describe

Discuss

Distinguish

Explain

Extend

Generalize

Illustrate

Interpret

Paraphrase

Reorder

Rephrase

Restate

Retell

Summarize

Translate

What is the main idea of_____?

Give an example of what you mean__?

How can you demonstrate____?

Distinguish between ____and____?

How can you explain ____?

How can you summarize____?

Clarify the meaning of ____.

What did you observe____?

How would you rephrase the meaning of

____?

Interpret____.

Restate____.

Elaborate on______.


152

Level 3 Application/Apply: Solve problems to new situations by applying acquired knowledge, facts,

techniques and rules in a different way.

Key Words Questions

Act out

Apply

Calculate

Change

Choose

Construct

Determine

Develop

Manipulate

Modify

Predict

Produce

Select

Show

Sketch

Solve

Support

Transfer

How could you change___?

How would you develop ___to___?

How would you organize ____to show____?

What examples can you give to ____?

What would the result be if ____?

How would you alter ___to___?

How would you modify ___to___?

How would you present ____?

How would you use the facts to predict___?

How would you solve____?

How would ___change if ____?

Level 4 Analysis/Analyze: Examine and break information into parts by identifying motives or causes.

Make inferences and find evidence to support generalizations.

Key Words Questions

Analyze

Categorize

Classify

Compare

Conclude

Contrast

Deduce

Diagram

Discriminate

Distinguish

Examine

Infer

Inspect

Investigate

Survey

Compare and Contrast___.

What conclusion(s) can you draw____?

What is the relationship between ____?

What are the pros and cons of ____?

What was the turning point____?

How is ___similar to ___?

What was the motive___?

Why do you think___?

What can you infer___?

What evidence can you find___?

What ideas justify___?

Categorize ____.


153

Level 5 Synthesis/Create: Compile information together in a different way by combing elements in a new

pattern or proposing alternative solutions.

Key Words Questions

Arrange

Combine

Compose

Create

Design

Formulate

Generate

Hypothesize

Integrate

Invent

Make

Organize

Plan

Portray

Pretend

Produce

Propose

Revise

What could you invent_____?

How would you generate a plan to ___?

Suppose you could___. What would you

do____?

Devise a rule/theory to show____.

Design a way to improve____.

What alternative would you propose for

______?

Create a _____to____.

How would you adapt ____to create a

different ____?

Predict the outcome if ________.

Level 6: Evaluation /Evaluate: Present and defend opinions by making judgments about information,

validity of ideas or quality of work asked on a set of criteria.

Key Words Questions

Appraise

Assess

Choose

Critique

Debate

Defend

Evaluate

Judge

Justify

Prioritize

Prove

Rank

Rate

Recommend

Value

Verify

Do you agree with_____? Why?

Assess the value of ____using set criteria.

How would you rank/prioritize/rate___?

What data did you use to arrive at that

conclusion___? Explain.

How would you defend ____?

How would you justify____?

Debate the issue____.

What is your opinion of____? Why?

What choice would you have made____?

Adapted from Student Critical Thinking Wheel and EDUPRESS Quick Flip Questions for Critical Thinking


154

SOAPSTone Graphic Organizer

Title of Piece:

Author:

Subject The general topic, content,

and ideas contained in the

text. What is this piece

about?

Occasion The time and place of the

piece; the current situation

or context which gave rise

to the writing or speech.

Audience

The group of readers to

whom this piece is directed.

The audience may be one

person, a small group, or a

large group. What

qualities, beliefs, or values

do the audience members

have in common?

Purpose

The reason behind the text.

What does the speaker,

writer, or filmmaker want

the audience to do, feel, say

or choose? In literature, we

call this the theme of the

piece.

Speaker

The voice that tells the

story, or in nonfiction, the

author. What do we know

about the writer’s life and

views that shape this text?


155

Tone

What choice of words and

use of rhetorical devices let

you know the speaker’s

tone? Is the tone light-

hearted or deadly serious?

Mischievous or ironic?


156

Common Proofreading Symbols

Symbol Meaning Example

insert a comma

apostrophe or single quotation mark

insert something

use double quotation marks

use a period here

delete

transpose elements

close up this space

a space needed here

begin new paragraph

no paragraph


157

Outline Worksheet Topic: ______________________


A. Background _________________________________________________________

_______________________________________________________________________

_______________________________________________________________________


________________________________________________________________________

________________________________________________________________________


A.__________________________________________________ (First Point)



B.__________________________________________________ (Second Point)



III.___________________________________________________ (Second subtopic)

A._________________________________________________ (First Point)



B.__________________________________________________ (Second Point)




158

IV.___________________________________________________ (Third subtopic)

A._________________________________________________ (First Point)



B._________________________________________________ (Second Point)




________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


159

ALL PURPOSE PLANNER


160

Biography Information Sheet (Collection 3—8th grade)

Name _____________________________________________________________________

Assigned partner ____________________________________________________________

DIRECTIONS: Look at how the questions are grouped. You and your partner need to decide how you are

going to split up the research.

Use these websites to gather information for your visual presentation:



http://galenet.galegroup.com/servlet/CivilWar;jsessionid=3EA566EE779D78C62057188F4B1A67

A2?locID=coco13465

Name of the individual assigned to you:

A. When were they born? When did they die?

A. From what region? North or South?

A. What was their role in the abolition?

A. Were they a slave, abolitionist, or both?

A. If they were a slave--were they born into slavery or sold into slavery?

B. What was the direct effect on the country because of this person?






161

B. How did this person relate to other people?

B. What did they learn from other people?

B. What are the direct contributions they made to the abolishment of slavery?

B. Did this individual work alone or with others to fight slavery?

C. What was the most interesting information you learned from doing researching on this individual?

C. How did doing this research change your perspective of the way you treat other people?

CHECKLIST FOR PRESENTATION

Did you include all the requirements? Check here when completed.

Title including your name, partner’s name, and period

All information from biography sheet

Correct citations from each source on a citation page

Include two images

Include a timeline with birthdate, significant life events, death date

Responses for A questions are grouped together

Responses for B questions are grouped together

Responses for C questions are grouped together


162

CLUSTER DIAGRAM


163

COMPARISON DIAGRAM

(Subject 1) (Subject 2)

(Point A)

(Point B)

(Point C)

(Point D)


164

CONTROVERSIAL ISSUE

Position statement:



165

FOUR SQUARE SENTENCE TYPES

SIMPLE COMPOUND

COMPLEX COMPOUND-COMPLEX


166

KWL CHART

TOPIC _______________________________________________________

K What I Know

W What I Want To Learn

L What I Have Learned


167

MAIN IDEAS AND DETAILS

Supporting Detail 1

Supporting Detail 2

Supporting Detail 3


168

TEXT EVIDENCE CHART

Title:

Title: Title: Title:

Claims

Evidence

Ideas

Reasons

facts

Examples

Definition

s

Concrete

details

Quotations

Dialogue

Patterns

Causes

Effects


169

TREE MAP

Subject

Parts


170


WORD MAP

definition

antonym

Florida Standards Assessment Blueprint—Grade 11

171

Concept Definition Chart

What is it?

Concept

What is it like?

What are some examples?

Florida Standards Assessment Blueprint—Grade 11

172

District Nondisclosure

Documents

District page