English Language Arts - Montclair Public Schools Language Arts ... c. Pose questions that connect the ideas of several speakers and respond to others’ questions ... “Salvador,

Montclair Public Schools | Academic Office BOE Approved: June 15, 2015

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Montclair Public Schools

2015-2016

English Language Arts Curriculum Guides

Grade 8


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Introduction

The Montclair Public Schools believes in celebrating the rich history of our magnet school system while ensuring consistent, high quality instruction for all learners. The English Language Arts curriculum is built upon this belief immersing students in the process of reading, writing, speaking, and listening to create a vital community of learners. When students engage with and respond to a variety of literature, they develop an awareness of the human condition, gain empathy, and discover a sense of personal empowerment that allows them to become active participants in society. This approach provides all students with equitable access to the same learning goals while allowing teachers the flexibility to adapt to the needs of their learners.

The standards below are overarching. While these standards may not appear specifically in any unit, they are the collective goals of all units.

By the end of Grade 8 English Language Arts, students in the Montclair Public Schools:

RL.8.10-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.

RI.8.10- 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.

W.8.4-Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

W.8.10- 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.

SL.8.6- Adapt speech to a variety of contexts and tasks, demonstrating

command of formal English when indicated or appropriate.

L.8.1- Demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking.

L.8.2- Demonstrate command of the conventions of Standard English

capitalization, punctuation, and spelling when writing.

L.8.2.c- Spell correctly.

L.8.3- Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

L.8.4- Determine or clarify the meaning of unknown and multiple-meaning

words or phrases based on grade 8 reading and content, choosing flexibly

from a range of strategies.

http://www.corestandards.org/ELA-Literacy/RI/8/10/

http://www.corestandards.org/ELA-Literacy/SL/8/6/

http://www.corestandards.org/ELA-Literacy/L/8/2/

http://www.corestandards.org/ELA-Literacy/L/8/2/c/




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Grade 8 Scope and Sequence

Marking Period

MPS Curriculum

Modules Instructional Units with Focus Standards

Common

Read

1 September-November

Personal and Collective Identity

Unit 1: Personal Identity

The House on Mango Street

by Sandra Cisneros

Unit 2: Collective Identity

2 November-

January

Social Values and Power

Unit 3: Social Values

Unit 4: Responsibility and Action

3 February-

April

Intolerance and Prejudice

Unit 5: Intolerance and Prejudice in Life: Race, Gender or Class

To Kill a Mockingbird

by Harper Lee

Unit 6: Intolerance and Prejudice in Literature: Race, Gender or Class

4 April –June

Destiny and Personal Control

Unit 7: Destiny

Unit 8: Personal Control


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English Language Arts Refined 2014-2015

Montclair Public Schools | Academic Office G8.MP1.U1

Montclair Public Schools Instructional Unit

Content: English Language Arts Grade: 8 Marking Period: 1 Unit Title: Unit 1: Personal Identity Pacing: 4 Weeks

ESSENTIAL QUESTION How can I use the features of literary and informational texts to deepen my understanding of myself, my community and other individuals and their

communities?

How does personal narrative depict and help one to reflect upon life experiences?

What lessons are we able to learn from the lives of others?

TARGET STANDARDS ELA CCSS Standard RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL8.3 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. RL8.6 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. RI8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. W8.3(abcd) 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.

SL8.1(abcd) 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 the rules for collegial discussions and decision-making, track progress under specific goals and deadlines, and define individual roles and 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.

L.8.4(abcd) 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).

INSTRUCTIONAL PROGRESSION Weekly

Plan

Direct Instruction Evidence of Learning Tier III

Vocabulary

Weeks 1 & 2 Reading ● Introduce new vocabulary from text, with a

focus on multiple-meaning words.

● Explain and identify text evidence

● Review elements of plot (e.g.; setting,

conflict—internal vs. external, exposition,

rising action, climax, falling action, resolution)

● Review how to infer character traits through

actions, dialogue, and thoughts. (Suggested

characterization strategy: STEAL)

Writing

● Pre-assess students to establish a first draft

for use in the narrative process.

● Based on students writing samples, select

major areas of narrative writing to revisit via

additional mini-lessons:

o Organizational Structure (elements of

plot, as listed above)

o Strong Openings (Dialogue, Internal

Thought, Action, Description)

Reading

● Consult reference materials, both print and

digital, to find both pronunciation and meaning

of words.

● Use text evidence when answering reading

questions both orally and in writing.

● Identify elements of plot in familiar text such as

nursery rhyme, fairy tale, short story or a book

that everyone has read (e.g.; The Three Little

Pigs, common summer reading book, etc.)

● Complete graphic organizer such as character

map identifying traits for main characters while

using text evidence as support.

Writing Writing

● Craft an on-demand fictional narrative, based on

a prompt provided by teacher, that requires a

continuation of existing text (e.g., Continuation

from excerpt from chapter of grade-level text,

short story, continue narrative from different

point of view).

o Identify elements of plot in on-demand

piece via graphic organizer (e.g., Plot

Diagram or Story Map), ensuring all parts

Text evidence

Plot

Setting

Internal conflict

External conflict

Exposition

Rising action

Climax

Falling action

Resolution

Character traits

Dialogue

Narrative

Opening

Organizational structure



are present.

o Revisit and revise opening based on

strategies taught in mini-lesson

(organizational structure and/or strong

openings, etc.)

Weeks 3 & 4 Reading ● Model how to compare and contrast character

perspectives of a scene or event in text

● Explicitly teach how Point of View affects the

reader’s interpretation of the character and

comprehension of the story.

● Model how to analyze struggles, desires, and

motivations of main and secondary

characters. (Suggested strategies: The Six

Signposts from Beers and Probst Notice and

Note)

Writing

● Continue elements of narrative writing via

mini-lessons:

a. Meaningful Dialogue (moves plot or

reveals character)

b. Vivid Description/ imagery

Reading ● Use excerpt or text (e.g., “Birthday Party” by

Katharine Brush, “You Need To Go Upstairs” by

Rumer Godden, The House on Mango Street by

Sandra Cisneros) to change character’s point of

view

● Choose a character from text and continue a

scene from his/her perspective.

● Choose details that support a character’s

interpretation of events (e.g., word choice,

descriptions, dialogue, internal thought).

● Create map/graphic organizer such as Emotional

Timeline to illustrate how events influence a

character. Use text evidence to cite details that

link emotions to events.

● Engage in a meaningful discussion with a peer

regarding plot points on map/ graphic

organizer/ emotional timeline.

Writing

● Label existing dialogue in narrative (Post-Its,

highlight) and evaluate/revise for plot and

character.

● Label adjectives and verbs and note places in text

where figurative language and imagery can

enhance description.

Compare Contrast Perspectives Event Point of view Analyze Imagery



RESOURCES Required Optional Additional

The House on Mango Street by Sandra Cisneros *May be used in either Marking Period Unit 1 or Unit 2.

Suggested: Split Image by Mel Glenn Sold by Patricia McCormick Poetry: “Mi Problema” by Michele Serros “Abuelito Who” by Sandra Cisneros “Masks” by Shel Silverstein Articles: “Teenagers and the Struggle for Identity” by Seth Mullins “Latino or Hispanic? A Debate About Identity” by Darryl Fears “Name That Child: How Culture and Tradition Influences Choices” Teacher Choice(s) from Grade-Level Optional Text List

“Salvador, Late or Early” by Sandra Cisneros STEAL Characterization Strategy: http://www.readwritethink.org/files/resources/lesson_images/lesson800/Characterization.pdf https://www.youtube.com/watch?v=kHt8RjkFs98&noredirect=1 Emotional Timeline : https://528teachers.wordpress.com/2013/10/01/reading-response-emotional-timeline/ Notice and Note Signposts: https://www.youtube.com/watch?v=6SzYoKUF0bI http://noticeandnote.ahsd25.wikispaces.net/Resources

Technology Infusion: Flocabulary.com Brainpop.com www.makers.com/sandra-cisneros “Sandra Cisneros, Pioneering Latina Writer”

http://www.readwritethink.org/files/resources/lesson_images/lesson800/Characterization.pdf



https://www.youtube.com/watch?v=kHt8RjkFs98&noredirect=1

https://www.youtube.com/watch?v=kHt8RjkFs98&noredirect=1

https://528teachers.wordpress.com/2013/10/01/reading-response-emotional-timeline/



https://www.youtube.com/watch?v=6SzYoKUF0bI

https://www.youtube.com/watch?v=6SzYoKUF0bI

http://noticeandnote.ahsd25.wikispaces.net/Resources

http://noticeandnote.ahsd25.wikispaces.net/Resources

http://www.makers.com/sandra-cisneros


Montclair Public Schools | Academic Office G8.MP.1.U2

Montclair Public Schools Instructional Unit Content: English Language Arts Grade: 8 Marking Period:

1 Unit Title: Unit 2: Collective Identity Pacing: 4 Weeks

ESSENTIAL QUESTION How can I use the features of literary and informational texts to deepen my understanding of myself, my community and other individuals and their communities? What is collective identity? How do we develop a sense of collective identity?

TARGET STANDARDS ELA CCSS Standard RL.8.2 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. RL8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;

analyze the impact of specific words choices on meaning and tone, including analogies or allusions to other texts. W.8.1(abcde) 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.

L.8.1(abcd) 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.

L8.3(a) 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).




Plan


Vocabulary

Weeks 1 & 2 Reading Model identifying different types of

figurative language and literary devices (allusion) in a poem

Define denotation and connotation, and model using “home” as an example

Use Close Reading strategies to model recognizing tone and mood through word choice.

Writing

Identify the sub-points of a thesis statement in a sample literary essay.

Model finding textual evidence to support sub-point.

Reading Using a vignette from The House on Mango

Street, or teacher selected text, students will identify various examples of figurative language and allusion.

Visually illustrate the denotation and connotation of the following words that correlate with the theme of Identity such as peer group, apartment, mansion, family.

Identify tone and mood in a song and/or poem and use textual evidence.

Writing

Create a thesis statement using a graphic organizer to organize sub-points for thesis.

Use T-Chart, listing evidence from each text to support the sub-points.

Vignette

Allusion

Denotation

Connotation

Theme

Tone

Mood

Thesis

Sub-point

Weeks 3 & 4 Reading Review definition of theme. Discuss common themes in literature (fear,

hope, friendship, identity, etc…). Model identifying themes in literature and

using textual evidence to support the theme. Model summarizing a short story.

Writing

Model organization of essay (opening techniques, transitions, formal voice, conclusion strategies)

Show sample essay, identifying key elements.

Reading Analyze various themes in a short story (e.g.,

The Three Little Pigs, House on Mango Street, common read from 6th or 7th grade), or popular children’s book, movie, or song, and supply textual evidence for each.

Summarize text in ten words or less. Apply the concept of theme and evidence in the piece, as well.

Writing

Create outline for literary analysis. Craft a literary analysis that analyzes how

two pieces of literature present a theme.

Evidence Transitions Voice Analysis Outline




The House on Mango Street by Sandra Cisneros *May be used in Marking Period 1 OR Marking Period 2.

Suggested Novels: Split Image by Mel Glenn Sold by Patricia McCormick Poetry: “Mi Problema” by Michele Serros, “Abuelito Who” by Sandra Cisneros, “Masks” by Shel Silverstein Articles: “Teenagers and the Struggle for Identity” by Seth Mullins, “Latino or Hispanic? A Debate About Identity” by Darryl Fears, “Name That Child: How Culture and Tradition Influences Choices” Teacher Choice(s) from Grade-Level Optional Text List

“Salvador, Late or Early” by Sandra Cisneros

Technology Infusion: Flocabulary.com Brainpop.com Tech resource for Mango Street: www.makers.com/sandra-cisneros “Sandra Cisneros, Pioneering Latina Writer”

http://www.makers.com/sandra-cisneros




Content: English Language Arts Grade: 8

Marking

Period: 2 Unit Title: Unit 3: Social Values Pacing: 4-5 Weeks

ESSENTIAL QUESTION

How can a group impact the social values and political policies of an era? How does an author’s choices of words and structure contribute to the development of theme and style?

TARGET STANDARDS

ELA CCSS Standard

RL.8.2 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.

RL.8.4 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.

RL.8.5 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.

W.8.1(abcde) 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.

SL.8.1(abcd) 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.




b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.



L.8.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

INSTRUCTIONAL PROGRESSION

Weekly Plan Direct Instruction Evidence of Learning Tier III

Vocabulary

Weeks 1 & 2 Reading ● Explore theme and common themes in

literature. ● Define Social Values and Power as a theme and

provide evidence of theme. Writing

● Show Literary Analysis essay and key components of essay and based on understanding of elements, conduct mini-lessons to address skills that need developing.

● Introduce two texts (e.g., common class read and poem, short story, etc. OR individual read and common poem, short story, etc.) to find common themes and evidence.

Reading ● Analyze various themes of texts (poems, short

stories, novels, etc.) ● Read a text with the theme of Social Values and

list evidence that illustrates theme. ● Analyze how setting, characters, and plot help to

reveal the theme.

Writing ● Highlight different parts of Literary Analysis

essay (claim, supports, evidence, transitions). ● List themes found in each text and evidence for

each by using a graphic organizer (T-chart). ● Use organizer to evaluate similar thematic

elements in both texts and develop a claim based on similar thematic elements.

Literary

Claim

Structure

Plot

Theme



Weeks 3 & 4 Reading ● Present texts with different structures (eg.

Poem vs. short story/ direct narrative vs. narrative with flashback) to compare/contrast structure’s impact on meaning and style.

Writing ● Review elements of an intro paragraph (types

of hook e.g., quotes, simile/metaphor, nutshell summary, claim).

● Review body paragraph organization (topic sentence, evidence, transition sentence).

Reading ● Evaluate the impact author’s choice of text

structure has on plot and character development

● Analyze how author’s structure becomes representative of a text’s style

Writing

● Create intro paragraph including hook, nutshell summary, claim.

● Use notes to create body paragraphs for essay, including topic sentence, evidence, transition sentences)

Evaluate

Summary

Structure

Impact

Weeks 4 & 5 Reading ● Introduce etymology. ● Identify prefixes and suffixes ● Distribute text that contains vocabulary and

model how to break word into its parts. ● Trace the development of more complex

themes and style in texts

Writing

● Review parts of a conclusion paragraph (restate thesis, memorable thought/idea, suggestion, restating the main idea in a new way).

● Model revision and editing strategies.

Reading ● In groups, define selection of Greek and Latin

roots and list words that contain root. ● Using prefixes and suffixes, change word and

define new meaning of word. ● Close read for vocabulary words and apply

knowledge of roots to define words. ● Analyze the development of a more complex

theme and style

Writing ● Create conclusion paragraph by applying

correct techniques. ● Revise for literary analysis elements: thesis,

supports, evidence, transitions, and strong ending. Add any missing or weak elements.

● Edit grammar, punctuation, capitalization, and spelling.

Etymology

Affix

Root

Revision

Editing

Complex





Suggested: The Pigman by Paul Zindel “Evolution” by Sherman Alexie Teacher Choice(s) from Grade-Level Optional Text List

Short Stories: “The Treasure of Lemon Brown” by Walter Dean Myers, “What Do Fish Have to Do With Anything?” by Avi, “The Lottery” by Shirley Jackson Graphic Organizers: https://www.readinga-z.com/comprehension/reading-graphic-organizers/ Compare/Contrast http://www.readwritethink.org/files/resources/printouts/CompareContrast.pdf

https://www.readinga-z.com/comprehension/reading-graphic-organizers/



http://www.readwritethink.org/files/resources/printouts/CompareContrast.pdf

http://www.readwritethink.org/files/resources/printouts/CompareContrast.pdf





Marking

Period: 2 Unit Title: Unit 4: Responsibility and Action Pacing: 4-5 weeks

ESSENTIAL QUESTION

How do my personal decisions and actions affect others?

What makes and argument valid?

TARGET STANDARDS

ELA CCSS Standard

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence relevant and sufficient; recognize when irrelevant evidence is introduced

W.8.2(abcdef) 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 form and supports the information or explanation presented.

W.8.6 Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

SL.8.1(abcd) 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.

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

L.8.5(abc) 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).


Weekly Plan Direct Instruction Evidence of Learning

Tier III Vocabulary

Weeks 1 & 2 Reading

● Using an article (related to topic of novel from last unit) and a close reading strategy (e.g. lens of word choice), instruct students on purpose and audience.

● Introduce features of informational text.

● Suggest strategies for evaluating the credibility of a

source.

● Preview a text and review annotation strategies.

Writing

● Provide a model expository writing piece reliant on

research and label its elements (with students).

● Model note-taking and research skills with students

on a selected topic (e.g., Stop and Jot, Interactive

note-taking).

Reading

● Read and determine the purpose and audience of an

article (to inform, to persuade…)

● Read a text that contains typical features of an

informative piece and examine how its format

conveys ideas.

● Using a graphic organizer, answer questions directed

at identifying valid and reasonable claims.

● Annotate key points and relevant information in a

text

Writing

● Watch video(s) and compile notes using Interactive

note-taking

● Apply note-taking skills while reading article(s)

online

● Develop research question for investigating and

Close reading

Bias

Slant

Credibility

Digital

Valid

Annotate



● Differentiate the potential uses of different mediums.

● Guide students via mini-lesson on developing a

research question (or provide one).

writing on a topic

● Choose three sources and find relationships among

the sources

Weeks 3 & 4 Reading ● Define denotation vs. connotation and explain how it

assists in the evaluation of a source’s credibility. ● Guide students in collaborative research using

technique such as Jigsaw Method (Expert and Home

Groups).

● Differentiate between paraphrasing and

summarizing.

Writing

● Model the Writing Process.

Reading

Locate words in an article or text that influence the purpose of a piece.

● Conduct collaborative research using several articles on one topic (continuation of the research process).

Writing

● Write a thesis statement and three claims (based on reading/research).

● Draft the essay—craft introduction, body paragraphs and conclusion.

Denotation

Connotation

Paraphrase

Summarize

Week 5 Writing ● Model revision strategies. ● Model editing strategies.

● Model how to select an appropriate visual to support

an argument (chart, graph, statistical finding)

Writing ● Revise essay for specific elements; peer edit essay

with classmate. ● Edit essay for grammar, punctuation, capitalization,

and spelling. ● Incorporate effective visual to support essay’s

argument

RESOURCES

Required Optional Additional


Suggested Novels: The Pigman by Paul Zindel Flowers for Algernon by Daniel Keyes Teacher Choice(s) from Grade-Level Optional Text List

Online Articles: newsela.com history.org pbslearningmedia.org PurdueOWL Articles: “Journey to Meet the Pigman,” “How Well Do You Know Your Kid?” by Barbara Kantrowitz, “Why so many minds think alike” by Elizabeth Landau (CNN.com) Poetry: “The Rider” by Naomi Shihab Nye, “What We Might Be, What We Are” by X.J. Kennedy, “If I Can Stop One Heart From Breaking” by Emily Dickinson, “The Road Not Taken”



by Robert Frost Multi-Media: “Carpe diem” scene from Dead Poet’s Society

Technology Infusion:

www.readwritethink.org www.brainpop.com www.easybib.com

http://www.readwritethink.org/

http://www.brainpop.com/

http://www.easybib.com/





Marking Period:

3 Unit Title:

Unit 5: Intolerance and Prejudice in Life: Race, Gender, or Class

Pacing: 4-5 weeks

ESSENTIAL QUESTIONS How do people develop personal beliefs and values? How can a person's personal beliefs and attitudes affect the lives of others in the larger community?

TARGET STANDARDS ELA CCSS Standard RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to

supporting ideas; provide an objective summary of the text. RI.8.3

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

RI.8.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RI.8.5

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea.

RI.8.9 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.

W.8.1(abcde) 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 argument presented.

W.8.9(b) Draw evidence from literary or informational texts to support analysis, reflection and research.



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”).


Plan


Vocabulary

Weeks 1 & 2 Reading ● Introduce unit with a poem/video, such as “I

Dream a World” by Langston Hughes (animated Google Doodle).

● Build understanding of assumption and generalization using essay such as “The Power of Words” by Benita Porter (www.thisibelieve.org)

● Discuss how prejudice can escalate to genocide through texts such as “The Ladder of Prejudice” about the escalation of prejudice to genocide http://www.tolerance.org/exchange/ladder-prejudice .

● Define the following terms: stereotype, bias, prejudice, tolerance, intolerance …

● Conduct class discussion with the following types of questions:

1. What are stereotypes and how do they affect people's lives?

2. Do you think certain groups are more subject to stereotyping than others? If so, why?

3. What do you think an individual can do to help reduce bias and stereotyping?

Writing ● Help students differentiate between

persuasive writing and evidence-based argumentation.

Reading Circle or underline words in a poem being

viewed that help develop the central theme/message.

Explore personal and community stereotypes/ prejudices (Possible activities 1) read a series of words: cheerleader, grandmother, construction worker, gang member, teacher, honor roll student, dancer, doctor, librarian, athlete, and nurse. In groups, students will choose two words and list characteristics. Finally, students will check (√) those characteristics that are assumptions. 2) Write on a Post-it Note something that has happened in the school or community that could be posted somewhere on “The Ladder of Prejudice.”)

Provide examples of stereotype, bias, prejudice, tolerance, intolerance …

In collaborative groups, discuss the questions posed by the teacher (See examples in “Direct Instruction”).

Writing

Examine two essays on the same topic (one persuasive and one argumentative) and list the differences.

Race

Stereotype

Bias

Tolerance

Genocide

Assumption

Generalization

http://www.thisibelieve.org/

http://www.tolerance.org/exchange/ladder-prejudice

http://www.tolerance.org/exchange/ladder-prejudice



● Introduce argument writing: claims, counterclaims, reasons, and evidence.

● Illustrate how to develop/design an evidence-based argument by using a model.

● Guide or assign topics related to intolerance and prejudice for student research

● Demonstrate how to develop a thesis. Provide an essay map or organizer to assist in

argumentative planning

Using a sample essay, locate the four parts of an argumentative piece (claim, counterclaim, reasons, and evidence).

Use a published scholarly article (www.readwrite.think.org) and identify author’s thesis and argument structure. Annotate the parts.

Decide on an area of focus using a short text (see Additional Resources). Practice writing a thesis statement.

Finalize a thesis statement. Begin to formulate reasons for their

claim/thesis. Build a plan for their argumentative essay.

Persuasive

Argumentative

Claim

Counterclaim

Weeks 3 & 4 Reading Read or watch nonfiction piece(s) on the topic

of prejudice and tolerance (Suggestions: “The Perils of Indifference” — speech by Elie Wiesel or “Never Again, For Real” — NY Times article or “What Does Modern Day Prejudice Look Like? www.npr.org).

Teach Close Reading/Multiple Reads: What is going on? How do I know? How do the author’s choices help me understand the piece? What does this text cause me to think or wonder about some larger aspect the text and the human condition?”).

Conduct a WebQuest or activity to allow students an opportunity to gather background on topic (For example, The Holocaust and Anne Frank www.annefrank.org and www.pbs.org).

● Introduce different types of historical

prejudices that relate to literature (e.g., The

Scottsboro Trial, Holocaust, Internment

Camps, etc…).

Reading Close reading of non-fiction texts (See

strategies and handouts on www.readwrite.org)

Annotate and/or use a graphic organizer to take notes.

Use any familiar note-taking strategies. Complete pre-reading research about

selected historical topic surrounding literary text to be studied in MP3, Unit 6. Compile notes about topic.

Apply the theme of Intolerance and Prejudice to topics. Give specific examples of this theme in this event.

http://www.readwrite.think.org/

http://www.npr.org/

http://www.annefrank.org/

http://www.pbs.org/

http://www.readwrite.org/



Writing

● Review drafting process for an essay. ● Demonstrate editing and proofreading

strategies. ● Provide Evidence-Based Argument Checklist

to guide students prior to final piece.

Writing

Write a draft Using Peer Review and Conferencing,

revisit draft for fine-tuning. Using an Evidence-Based Argument

Checklist, make certain guidelines have been followed (www.readwritethink.org).

Craft final draft.

Week 5 Note: Use this week as needed to complete reading of nonfiction text and writing of the argumentative essay.


To Kill a Mockingbird by Harper Lee *May be taught Marking Period 3 OR Marking Period 4

Suggested: “The Diary of Anne Frank” by Goodrich and Hackett Night by Elie Wiesel Teacher Choice(s) from Grade Level Optional Text List

www.nytimes.org www.npr.org www.thisibelieve.org www.partnersagainsthate.org www.readwritethink.org


http://www.nytimes.org/

http://www.npr.org/


http://www.partnersagainsthate.org/



Montclair Public Schools | Academic Office G8.MP.U6


Content: English Language Arts Grade:

8

Marking Period:

3 Unit Title: Unit 6: Intolerance and Prejudice in Literature: Race, Gender, or Class

Pacing:

4-5 weeks

ESSENTIAL QUESTION How do people develop personal beliefs and values? How can a person’s personal beliefs and attitudes affect the lives of others in the larger community? How can literature affect reader’s perspectives on intolerance and prejudice?

TARGET STANDARDS ELA CCSS Standard RL.8.7 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. RL.8.9

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 now.

RL8.10 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.

W.8.1(abcde)

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.

W.8.9(a) 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”).

SL.8.4

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.

L.8.2(ab)

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.




Plan


Vocabulary

Weeks 1 & 2 Reading ● Review intolerance and Prejudice and how it can

appear in literature

● Guide student reading of teacher-selected text for development of theme of tolerance and prejudice.

● Show a video clip/scene of teacher-selected text for analysis of text fidelity and stylistic choices.

● Distribute poem (teacher-selected) with theme of

intolerance and prejudice (e.g., “Southern Cop”,

“Sympathy”, or “My Papa’s Waltz”).

Writing

● Review writing process for literary analysis comparing

selected text with poem.

● Revisit different strategies for strong thesis and

introduction paragraphs.

Reading

Complete reading reflections via journal, reading log, literature circle…to demonstrate analysis of reading.

Evaluate director’s choices by using a graphic organizer such as OPTIC (Close Reading Strategy) to look at parts and images of a scene.

Using poem, close read and analyze characters and

setting, as well as indicate symbols and metaphors.

Provide evidence for theme of intolerance and

prejudice.

Writing Using graphic organizer, compile evidence for

theme of intolerance and prejudice in both poem and selected text.

Complete pre-writing outline for Literary Analysis by using graphic organizer.

Construct introduction paragraph using a strong introduction.

Tolerance

Intolerance

Prejudice

Weeks 3 & 4 Reading ● Model character analysis. If appropriate to selected

text, analyze text for character types drawn from myth,

traditional stories or religious works.

● Review the classic theme of good vs. evil.

Writing ● Review different types of end-paragraph transitions in

writing.

● Review different strategies for writing a strong

conclusion and revising and editing a rough draft.

Reading Using a key chapter from selected text, annotate

text for analysis of characters. Evaluate how classic theme of good and evil is

present in text. Writing

Revise essay by inserting transitions. Construct body paragraphs for Literary Analysis,

utilizing end transitions and strong evidence. Create a strong conclusion paragraph using one of

the different strategies learned. Apply revision and editing strategies to Literary

Analysis.

Annotate Classic Traditional Analyze



Week 5 Writing ● Review revising, finalizing and publishing essay.

Writing Complete final essay.


To Kill a Mockingbird by Harper Lee *May be used either Marking Period 3 OR Marking Period 4

Suggested: Billy by Albert French Weedflower by Cynthia Kadohota I Will Plant You a Lilac Tree by Laura Hillman Poetry: “Sympathy” by Paul Laurence Dunbar “My Papa’s Waltz” by Theodore Roethke “Southern Cop” by Sterling Brown Teacher Choice(s) from Grade Level Optional Text List

Scottsboro/TKAM Comparison Chart: http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/To%20Kill%20a%20Mockingbird%20and%20the%20Scottsboro%20Boys%20Trial_Historical%20vs.%20Fictional.pdf Close Reading Planning Sheet: http://www.readwritethink.org/files/resources/lesson-docs/CloseReadingPlanningSheet.pdf

Character Analysis Template: http://freeology.com/wp-content/files/analyzingcharacters.pdf

Technology Infusion: Scottsboro Video: https://www.youtube.com/watch?v=RixDZhdfZJI www.ushmm.org www.remember.org

http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/To%20Kill%20a%20Mockingbird%20and%20the%20Scottsboro%20Boys%20Trial_Historical%20vs.%20Fictional.pdf




http://www.readwritethink.org/files/resources/lesson-docs/CloseReadingPlanningSheet.pdf

http://www.readwritethink.org/files/resources/lesson-docs/CloseReadingPlanningSheet.pdf

http://freeology.com/wp-content/files/analyzingcharacters.pdf

http://freeology.com/wp-content/files/analyzingcharacters.pdf

https://www.youtube.com/watch?v=RixDZhdfZJI

http://www.ushmm.org/

http://www.remember.org/





8

Marking Period:

4 Unit Title: Unit 7: Destiny

Pacing:

4-5 weeks

ESSENTIAL QUESTION Is it our character that determines fate? To what extent do we create and control our own destiny?

TARGET STANDARDS ELA CCSS Standard RL.8.6.

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.

RI8.6 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.

W8.5 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.

W8.9(b)

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

SL8.1(abcd)

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.


b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.






Plan


Vocabulary

Weeks 1 & 2 Reading Define destiny and examples of destiny of a literary

theme. Review point of view and its impact on readers.

Examine how multiple points of view influence

interpretation of text.

Writing

Review proper letter writing format.

Introduce multimedia project such as TED Talk where students determine a current community/ world problem that is important to them and propose solutions.

Model brainstorming and present a list of

important items to teacher.

Reading

Brainstorm definition of destiny. Think-Pair-

Share to discuss essential questions.

Watch video (see resources below). Read one

story from two points of view (see resources

below). Change the point of view of character of a

selection from text (e.g., short story or unit novel)

to create the opposite effect.

Writing

Write a letter to your past self. Reflect on

decisions you made that shaped your destiny.

Provide advice based off of positive and negative

decisions made.

Brainstorm what is important to you. Make a list of items that is meaningful to you.

Destiny

Point of View

Weeks 3 & 4 Reading Using a teacher-created example of letter to future

self (or one selected from What I Know Now),

examine key elements that make such a reflection.

Continue discussion of point of view in current text

selection, exploring how it contributes to

development of suspense and/or humor.

Writing Introduce and model crafting a Problem Statement. Show 3-5 questions based on a Problem Statement. ● Review reputable sources (differences between

.org, .edu, .com).

Reading Create a letter to future self, offering advice for

future endeavors. Choose a character from current text. Taking on

character’s voice, craft a letter to the character providing him advice for future endeavors.

Analyze a scene in current text for evidence of development of suspense and/or humor.

Writing Craft Problem Statement based off of the

problem/topic they will be researching. Problem statement should

a. state the topic b. define the problem

Bias Problem Statement Reputable Citation



c. describe why it needs to be investigated by giving background information and context

d. state goals in writing and researching the problem (I will… I plan… I would like… I propose…)

Generate 3-5 questions from problem statement that will guide writing. Students will research articles and videos surrounding their topic.

Week 5 Writing ● Review crafting a thesis statement and structure of

an essay.

Writing Create a strong thesis statement. Share thesis statements with peers, collecting and

providing feedback to refine research targets.

Thesis



Suggested: Stuck in Neutral by Terry Truman Poetry: “The Road Not Taken” by Robert Frost “Mother to Son” by Langston Hughes Teacher Choice(s) from Grade-Level Optional Text List

One Story, Two Points of View: https://loftteenwriting.wordpress.com/2011/07/26/one-story-two-points-of-view/ [Sample of One Story, Two Points of View: Twilight and Midnight Sun by Stephanie Meyers]

https://loftteenwriting.wordpress.com/2011/07/26/one-story-two-points-of-view/

https://loftteenwriting.wordpress.com/2011/07/26/one-story-two-points-of-view/





8

Marking Period:

4 Unit Title: Unit 8: Personal Control Pacing:

4-5 weeks

ESSENTIAL QUESTIONS

How much control do we really have in our lives? What makes an individual powerful? What makes a compelling presentation?

TARGET STANDARDS ELA CCSS Standard RL.8.1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to its relationship to the characters, setting, and plot; provide an objective summary of the text.

RI.8.1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RI.8.2

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

W.8.7

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration

W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9(b) Draw evidence from literary or informational texts to support analysis, reflection, and research. 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”).

SL.8.2

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.

SL.8.3

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.

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.




Weekly Plan

Direct Instruction Evidence of Learning

Tier III Vocabulary

Weeks 1 & 2 Reading ● Define personal control. Demonstrate methods to list

“things” we have control over vs. what we do not.

● Show clips of specific presentations such as TED Talks

and/or speeches, What makes them persuasive?

● Using full speech, identify key aspects of a presentation/

speech: Hook, Background, Narrative, Evidence,

Commentary, Theme, Call to Action, and Visuals. [Other

speeches can be found on www.tweenteacher.com.]

Show examples of tools for visuals in a presentation:

(Samples below) - Digital camera (Terry Moore’s “How to Tie Your Shoes”)

- PowerPoint (Adora Svitak’s “What Adults Can Learn from

Kids”)

- Video clips (Derek Siver’s “How to Start a Movement”)

Writing ● Persuasive Essay Writing: In the first half of the Cycle

(Unit 7), students developed a research topic/question,

conducted research, and crafted a thesis statement.

Review the process of writing a persuasive essay.

● How to write in MLA Format: Conduct mini-lesson on in-

text citations. www.https://owl.english.purdue.edu

Reading

Make a personal list of “things/events” within

and out of your control (T-Chart or Web).

Take notes on what makes presentation/ speech

persuasive or successful (Modified OPTIC

strategy, Cornell Note-taking, Graphic

Organizer).

Identify key aspects of a viewed speech (See

Direct Instruction).

Create organizer such as Three-Column Chart,

comparing and contrasting visual tools and their

uses.

Optional: Complete K-W-L chart on what kinds of

presentation skills in their personal toolbox.

Writing

Create outline for essay/speech. Sources/citations

should be included.

Write an introduction with a clear hook,

background, and thesis statement.

Develop a topic sentence for each body

paragraph.

Construct body of the essay, including textual

evidence with citations.

Students will highlight in-text citations.

Suggested: at least two per body paragraph

Construct conclusion.

Revise and edit essay/speech.

Hook

Background

Narrative

Evidence

Commentary

Theme

Call to Action

Visuals

Citation

http://www.https/owl.english.purdue.edu



Weeks 3 & 4 Reading Share sample persuasive essays/speeches

(An activity “Analyzing Famous Speeches as Arguments”

is available on www.readwritethink.org)

o What was the speaker up against? What is the occasion for the speech?

o What did the author have to keep in mind when composing the text?

o What were his or her goals? o What was his or her ultimate purpose? o What was his or her intent?

Instruct students on presentation strategies for

essay/speech (Volume, Stance, Emphasis, Eye Contact,

Visuals) — This can be done whether the essay/speech

will be done as a presentation or TED Talk (video/filmed

version).

Writing

● Review elements of persuasive writing and the revision

process.

● How to write in MLA Format: Conduct mini-lesson on

Works Cited page. www.https://owl.english.purdue.edu.

Reading After viewing a sample persuasive essay/speech,

respond to the questions listed in direct instruction.

Apply questions to own persuasive essay/speech.

Practice applying presentation strategies. Students may be assigned a partner to practice the skills in direct instruction.

Writing

Continue revising and editing as needed. Using a website such as www.easybib.com or

something similar, create a Works Cited page for the sources used in essay/speech.

Volume Stance Emphasis Eye Contact Visuals MLA

Week 5 Reading Peer Review: Its Value (“Why Every Student Needs

Critical Friends” on http://www.ascd.org).

Share sample rubric for evaluating presentation or speech or TED Talk.

Writing ● Demonstrate how to take notes and apply an evaluation

rubric to a presentation/speech/video.

Reading Students will read article on the value of Peer

Review (Suggestion in Direct Instruction). Students, with teacher guidance, will develop a

rubric.

Writing Use rubric to peer-evaluate during presentations

or videos.

Rubric Evaluate


http://www.https/owl.english.purdue.edu

http://www.easybib.com/

http://www.ascd.org/





Suggested: I am the Cheese by Robert Cormier The Chocolate War by Robert Cormier The Pigman by Paul Zindel Poetry: “The Road Not Taken” Articles: “The Five Stages of Loss and Grief” “Analyzing Famous Speeches as Arguments” Teacher Choice(s) from Grade Level Optional Text List

http://piktochart.com www.TED.com www.TheMoth.org www.thisibelieve.org www.npr.org www.tweenteacher.com www.readwritethink.org

Technology Infusion: Internet for research/Digital camera if filming speech/Word Processing

http://piktochart.com/

http://www.ted.com/

http://www.themoth.org/


http://www.npr.org/

http://www.tweenteacher.com/

Montclair Public Schools | Academic Office

1

DIFFERENTIATION Special Education ELL RtI SAIL

Modifications & accommodations as listed in the student’s IEP

Assign a peer to help keep student on task

Modified or reduced assignments Reduce length of assignment for

different mode of delivery Increase one to one time Working contract between you

and student at risk Prioritize tasks Think in concrete terms and

provide hands on tasks Position student near helping

peer or have quick access to teacher

Anticipate where needs will be Break tests down in smaller

increments NJDOE resources

Strategy groups Teacher conferences Graphic organizers Modification plan NJDOE resources Adapt a Strategy-Adjusting

strategies for ESL students: http://www.teachersfirst.com/content/esl/adaptstrat.cfm

Tiered Interventions following RtI framework

RtI Intervention Bank Fundations Double-Dose (Tier II) LLI (Tier III) FFI Skill Report: DRA On-Line NJDOE resources Lit Lab Read 180 System 44

Contents should be modified: abstraction, complexity, variety, organization

Process should be modified: higher order thinking skills, open-ended thinking, discovery

Products should be modified: real world problems, audiences, deadlines, evaluation, transformations

Learning environment should be modified: student-centered learning, independence, openness, complexity, groups varied

Activities aligned with above grade level text using DRA results

Jr. Great Books Library Activities NJDOE resources

CROSS CURRICULAR RESOURCES The Amistad Commission’s Literacy components for Primary Grades: http://njamistadcurriculum.net/ Lessons focused on Language: http://www.fcrr.org/studentactivities/language_k1.htm

ALIGNMENT TO 21st CENTURY SKILLS AND TECHNOLOGY 21st Century/ Interdisciplinary Themes: Bold all that apply 21st Century Skills: Bold all that apply Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy

Creativity & Innovation Critical Thinking & Problem Solving Communication & Collaboration Media Literacy Information Literacy Information, Communication & Technology Life & Career Skills

http://www.state.nj.us/education/educators/standards/

https://drive.google.com/a/mpsdnj.us/file/d/0B0CIp0Y5Z4m-UmVwdjB1bS1DYWM/view?usp=sharing


http://www.teachersfirst.com/content/esl/adaptstrat.cfm

http://www.teachersfirst.com/content/esl/adaptstrat.cfm



http://njamistadcurriculum.net/

http://www.fcrr.org/studentactivities/language_k1.htm


2

Technology Infusion College and Career Readiness Anchor

Standards CCRA.W.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others CCRA.W.8. Gather relevant information from multiple print and digital sources, assesses the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCRA.SL.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Reading Grade 8 Students RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Writing Grade 6 Students W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Grade 7 Students W.7.6 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 W.7.8. 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

Language Grade 6-8 Students L.6-8.4.c Consult 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.

Other

Smart Board Applications

Digital Texts

Audio Texts


3

others while avoiding plagiarism and following a standard format for citation. Grade 8 Students W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others W.8.8. 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.

Evidence of Student Learning Common benchmark DRA continuum Reading observational records Evaluation rubrics Self-reflections Teacher-student conferences Running records

Students’ published pieces Unit tests Quizzes

English Language Arts 2015-2016

GRADE TITLE AUTHOR GENRE

8 A Circle Unbroken Sollace Hotze Fiction

8 A Lesson Before Dying Ernest J. Gaines Realistic Fiction

8 Athletic Shorts Chris Crutcher Realistic Fiction

8 Before We Were Free (2015-2106 ONLY) Julia Alvarez Historical Fiction

8 Billy Albert French Historical Fiction

8 Bless Me, Ultima Rudolfo Anaya Fantasy

8 Bronx Masquerade Nikki Grimes Fiction/Poetry

8 Chains Laurie Halse Anderson Historical Fiction

8 Deathwatch Robb White Fiction- Mystery

8 Divergent Veronica Roth Science Fiction

8 Flowers for Algernon Daniel Keyes Fiction/Drama

8 Flush Carl Haasen Realistic Fiction

8 Glory Field Walter Dean Meyers Historical Fiction

8 Hoot Carl Hiaasen Realistic Fiction

8 House on Mango Street Sandra Cisneros Realistic Fiction

8 Hunger Games Suzanne Collins Science Fiction

8 I am the Cheese/The Chocolate War Robert Cormier Fiction

8 I Know Why the Caged Bird Sings Maya Angelou Fiction/Memoir

8 I Will Plant You a Lilac Tree Laura Hillman Memoir

8 If You Come Softly Jacqueline Woodson Realistic Fiction

8 Inherit the Wind Jerome Lawrence Drama

8 Jubilee Margaret Walker Alexander Historical Fiction

8 Kindred Octavia E. Butler Science Fiction

8 Let the Circle Be Unbroken Mildred D. Taylor Historical Fiction

8 Messenger Lois Lowry Science Fiction

8 Mississippi Trial 1955 Chris Crowle Fiction

8 Morning Girl Michael Dorris Fiction/Literature

8 Night Elie Wiesel Memoir

8 The Gift of the Magi O. Henry Fiction

SUGGESTED GRADE 8 OPTIONAL TEXT LIST

Montclair Public Schools/ Academic Office BOE Approved: June 15, 2015

English Language Arts 2015-2016

8 Out of the Dust Karen HesseHistorical

Fiction/Poetry

8 Secret Life of Bees Sue Monk Kidd Realistic Fiction

8 Sold Patricia Mc Cormick Realistic Fiction

8 Son Lois Lowry Science Fiction

8 Split Image Mel Glenn Realistic

Fiction/Poetry

8 Stuck in Neutral Terry Trueman Realistic Fiction

8The Absolutely True Diary of a Part Time

Indian

Sherman Alexie and Ellen

ForneyRealistic Fiction

8 The Diary of Anne Frank Anne Frank Nonfiction/Drama

8 The Glory Field Walter Dean Meyers Historical Fiction

8 The Maze Runner James Dashner Fantasy

8 The Old Man and the Sea Ernest Hemingway Novella8 The Outsiders (2015-2016 ONLY) S. E. Hinton Realistic Fiction

8 The Pigman Paul Zindel Fiction

8 The Skin I'm In Sharon Flake Realistic Fiction

8 The Tao of Pooh Benjamin Hoff Spiritual

8 The Tempest William Shakespeare Fiction

8

The Watsons Go to Birmingham (2015-2016 ONLY) Christopher Paul Curtis Historical Fiction

8They Cage the Animals at Night

(2015-2016 ONLY) Jennings Michael Burch Nonfiction

8 To Be a Slave Julius Lester & Tom Feelings Non-Fiction

8 Weedflower Cynthia Kadohata Historical Fiction

8 What’s So Funny?

Montclair Public Schools/ Academic Office BOE Approved: June 15, 2015

Documents

English Language Arts - Montclair Public Schools Language Arts ... c. Pose questions that connect the ideas of several speakers and respond to others’ questions ... “Salvador,