Grade8 English LTP Term1

8/10/2019 Grade8 English LTP Term1

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On-going Strategies to

be done in every lesson

> Asking Quest ions b efore, dur ing

and after reading

> Monitor ing Understanding Dur ing

Reading

> Synthesiz ing After Reading

Unit

Chapter

No.

Name

of Chapter Anchor Question Reading Comprehenshion

1

A Tale of

Two Kings

How are the two kings

different?

OR

What is different about

the two kings?

Focus: 6.11 SWABT identify and

compare the different viewpoints in the

story

Pre-req: 4.10b SWBAT compare

characters in the text

2

The Three

Rules

What is this poem

about?

Or

What do the different

Rules mean?

Focus: 6.10 a) SWBAT identify the main

idea/ theme/underlying message of the

text

Pre-req: 5.10 a) SWBAT summarize the

different ideas in the text

3

Chandrayaa

n-1

Q. Describe the journey

of Chandrayan.

Focus: 4.7 a) SWBAT describe the

relationship between different events

from beginning to end of stories.

Pre-req: 3.7a)SWBAT describe the

relationship between events in

beginning and end of stories

4

In the

Bazaars of

Hyderabad Balbharti Q 1. Q2.

6.8b) SWBAT describe the effect of

words/illustrations used in the text

that add meaning to it

Pre-req: 5.8b) SWBAT identify

words/illustrations in the text that add

meaning by emphasizing character

traits or setting


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14

The Race of

Flowers

What is the poet talking

about?

or

What does the poet

want you to

believe/think?

Focus: 6.9(b) SWBAT identify author's

main idea and opinion

Pre-req: 5.9 (b) SWBAT identify textual

evidence that tells them the purpose,

audience, theme of the text

15

The Story

of Tea

Prepare a flow chart to

show the growth &

journey of tea

Focus: 4.7(a) SWBAT describe the

relationship between different events

from beginning to end of stories.

Pre-req: 3.7(b)SWBAT describe how

different paragraphs provide

information to support the story

16

Mark

Twain:

Section A:

Anecdotes Balbharti question Q 1.4

Focus: 5.11 SWBAT describe the

author's purpose and provide

justification.

Pre-req: 3.11 SWBAT identify author's

perspective on different matters in the

story and find textual evidence to

support it

16

Mark

Twain:

Section B:Quotations N/A N/A

Te


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Before:

What will this story be

about?

What do I already know?

What do I want to know?

During:

Students do self-monitoring by

asking:

Is this making sense?

What is happening?

Why is this happening?

How is this connected to what I read

before?

After:

What did I learn?

Did I find out what I wanted to learn?

What did I understand after reading?

Which parts did I not understand in

the text?

What is this story mainly about?

How can I find out more?

Fluency Writing S&L

Students read the story

with expression and

rhythm.

Topic: Related to story

Objective: 8. Word Choice

SWBAT use transition words,

phrases and clauses to show

relationships among experiences and

events,

Aligned to Balbharti Question4.

Balbharti Question 5, Discuss in

groups.

6. Talking With Others.

3. Understand and use a variety of

ways to criticise constructively and

respond to criticism.

Students read the poem

with rhythm.

Balbharti Q.5 & Q.7


SWBAT capture action and convey

experiences by using figurative and

sensory language

Topic: Students talk about the Rule

they most believe in.

6. Talking to Others

5. Choose and prepare poems or

stories for performance, using

appropriate expression, tone, volume

and use of voices and other sounds

Students read the text

with right pronunciation.

Balbharti Q4. (1) & (2)

Obj: 8. Organization SWBAT organize their ideas,

concepts and information into broad

categories by using:

a. Formatting- Title, headings,

captions;

b. Graphics- Tables, Charts,

Illustrations and Diagrams;

c. Multimedia- Videos etc

Debate Topic: Should India spend

money on Space Missions?

6. Talking with Others

1. Participate in a whole-class debate

using the conventions and language

of debate, including standard

English.


with rhythm.

Balbharti Q.4 (2)

Obj : 8. Word Choice



sensory language

6. TalkingTo Others






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Students read the text

with appropriate phrasing.

Q.5 (1) and (2)

Obj: 8. Ideas

SWBAT develop their ideas by

including:

a. relevant facts;

b. definitions and details;

c. quotations and examples.

Balbharti Question 5 (3)

5. Talking with Others

4. Use and explore different

question types to lead to better

understanding in the group.


with right tone.

Q.5

Obj: 8. Word Choice



sensory language

Q.2

6. TalkingTo Others






with rhythm.

Balbharti Q.3 & Q.4

Objective: 8. Sentence Fluency

SWBAT use variety of sentences to

create rhythm

2. Recite the poem

Discuss: Love for Lord v/s Love for

Human beings

Students will comprehend

the literal meaning of

words/phrases while

reading

Write a letter to your

parents/teachers making a

confession about something you did

last year/last month etc

Objective:8. Word choice


experiences by:

a. using precise words and phrases

b. using relevant descriptive details


groups.

Also discuss what would you do if you

were at Anne's place.

Students will apply word

attack startegies tocomprehend the meaning

of vocab words

Q.4 Bal text book

Objective: 8. Word choice

SWABT use transition words, phrasesand clauses to signal shifts from one

setting to another Group Discussion Q 3.2 BB text book


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BB text book Q.2, Q.3 and Q. 4

Focus: 8. Ideas

SWBAT add supporting arguments

with clear logical reasoning to their

opinion piece. Group Discussion Q.5 BB textbook

(1) Students read the poem

with rhythm.

(2) Homophones - Bal Q1.

Bal Q.3, Q.4 and Q.7

Objective 8. Word choice



sensory language

Q. 5 and Q. 6

Students will read the text

with correct pauses and

tone

Bal Q.2

Objective 8. Sent fluenct

SWBAT use a variety of sentence

types to add to the mood Q.3 and Q.4


with expression and

rhythm.

Topic: Eulogy on a character/object



experiences by:

a. using precise words and phrases

b. using relevant descriptive details

Aligned to Balbharti Q2

Balbharti Question no 2, Presentation

to whole class

6 Talking to Others





Students read their writing

pieces with expression and

rhythm.

Topic: E-mail aligned to a topic Pre-

req in Social Science

Objective: 8. Organization

SWBAT organize their ideas,

concepts and information into broad

categories by using:

a. Formatting- Title, headings,captions;

b. Graphics- Tables, Charts,

Illustrations and Diagrams;

c. Multimedia- Videos etc

Aligned to Balbharti Q2


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with rhythm.

Topic: Poem on a relevant topic

Objective: 8. Sentence Fluency

SWBAT use variety of sentences to

create rhythm

6 Talking to Others





Gets covered in RC

Balbharti Question no 6, Presentation

to whole class

6 Talking to Others

3. Explain a process or present

information, ensuring items are

clearly sequenced, relevant details

are included and accounts ended

effectively


with expression and

rhythm.

Topic: Opinion piece on any of the

quotes

Objective: 8. Ideas

SWBAT ideate and draft their

opinion piece with a summary of

their understanding of the text ortopic.


groups.

6. Talking With Others.

3. Understand and use a variety of

ways to criticise constructively and

respond to criticism.

t: "History Standard 8",


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1 each for

S&L and

Writing;

GP/IP

No. of

Lessons

Recommended Values

and Mindsets

Textbook

Questions 3-4

Believing the best of

people

Textbook

Questions 1-2

Treating others as we

expect to be treated

Textbook

Questions 2-3 Perserverance

Textbook

Questions 2


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Textbook

Questions 2-3 Love of learning

Textbook

Questions 2 Reflection

Textbook

Questions 1-2

In the end, the angelcomes to Ben Adhem with

a list of names. Why did

Ben's name top the list? OR

What value did Ben Adham

demonstrate through the

poem?

Textbook

Questions 3-4

Case studies on Decision

Making

Textbook

Questions 3-4

Lessons on Revenge or

Anger Management


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Textbook

Questions 1-2

Coping with stress/Helping

others/Giving opinions

Textbook

Questions 1-2

Humour - Thin line

between being humourous

and being rude

Textbook

Questions 4-5

Thiking about something

besides yourself

Textbook

Questions 3-4

Writer's

Workshop 1-2


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Textbook

Questions 3-4

Textbook

Questions 1-2

Textbook

Questions 1-2

Writer'sWorkshop 1-2


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Reading Fluency Reading Comprehension

Unit Outcomes:

90% Accuracy on all seen

texts/passages from the

textbook

70% Mastery on Focus

Objectives

80% Mastery on on-going

objectives

Weekly Outcomes:

90% Accuracy on all seen

texts/passages from the

textbook

70% Mastery on Focus

Objectives

80% Mastery on on-going

objectives

Structure for Reading: Pre-reading Teacher Modeling

Can be spread over two

or more lessons and

adapted

Teacher introduces chapter,recaps prior

knowledge/skills, introduces

and models objective.

Students ask and answer

questions.

Teacher reads the text,

modeling word-attack and

monitoring comprehension

strategies.

Timing 10 Mins 10 Mins

Structure for Writing &

S&L :Introduce task and model. Students work in groups.

Timing 10 Mins 30 Mins


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S&L Writing Grammar

Students engage in at least 2

forms/modes of S&L

Students score a minimum

of 3 on all Rubric Strands

Students work on at least 2

forms/genres of Writing

Students score 4-5 on Ideas,

Conventions and

Presentation & 3 on WC and

SF.

70% Mastery on topics

taught.

Students engage in at least 2

exercises of S&L

Students create at least 2

pieces of Writing

70% Mastery on topics

taught.

Student Reading

Student independently reads

the same text as teacher,applies word attack and fills

out a GO/Reading Report to

show continuous

comprehension of text.

Teacher supports students

who cannot read fluently.

Teacher guides students to

apply focus objective.

Students work in

homogenous groups to

answer anchor questions.

Teacher gives differentiated

support using pre-req

objectives.

Students answer questions

from the textbook on their

own and write them.

20 Mins

1 student from each group

shares.

10 Mins

Work Time

20 Mins


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Texts

Gulmohar Texts

NCERT Texts

Symphony Literature Reader Grade 8

Skill Focused Readings

BooksA Tiger for Malgudi - R K Narayan

Swami and Friends - R K Narayan

Wise and Otherwise - Sudha Murthy

The Alchemist - Paulo Coelho

The Count of Monte Cristo - Alexandre Dumas

The Scarlet Pimpernel - Baroness Orczy

I am Malala

Resources

Non-Fiction Reading Resources

Graphic Organizers for Reading

Summary Frame

Strategies for Struggling Readers & WritersActive Reader Report _ Using All Strategies Together

Making Connections_ Graphic Organizer

Visualizing_Graphic Organizer

Questioning_Graphic Organizer

Justification & Textual Evidence_Graphic Organizer

Inferencing _ Graphic Organizer

Making Predictions and Connections_ Graphic Organizers

Character Sketch_Graphic Organizer

Factual Information_Graphic Organizer

Using Bloom's Taxonomy for Questions and Rigor
http://attano.com/store/product/1247-Symphony-Literature-Reader-8?s=Classhttp://teacher.depaul.edu/Skill_Focused_Readings.htmlhttp://ptchanculto.binhoster.com/books/-Lit-%20Recommended%20Reading/Novellas/R.K._Narayan-A_Tiger_for_Malgudi.pdfhttp://freedownload-pdf.blogspot.in/2013/05/swami-and-friends-by-r-k-narayan.htmlhttp://teacher.depaul.edu/Nonfiction_Reading_Resources.htmlhttp://teacher.depaul.edu/html/Guide_Assess_Fiction.htmlhttps://www.maupinhouse.com/media/upload/file/CM_Charts_English/188-191.pdfhttp://www.easthartford.org/uploaded/2010-2011_Curriculum/strategies_for_struggling_readers(k-5)_Where_do_you_want_this.pdfhttps://www.maupinhouse.com/media/upload/file/CM_Charts_English/155-156.pdfhttp://maupinhouse.com/media/upload/file/CM_Charts_English/158-162.pdfhttp://maupinhouse.com/media/upload/file/CM_Charts_English/164-168.pdfhttp://maupinhouse.com/media/upload/file/CM_Charts_English/170-172.pdfhttp://maupinhouse.com/media/upload/file/CM_Charts_English/174-176.pdfhttp://maupinhouse.com/media/upload/file/CM_Charts_English/178-180.pdfhttp://maupinhouse.com/media/upload/file/CM_Charts_English/182-183.pdfhttp://maupinhouse.com/media/upload/file/CM_Charts_English/185-186.pdfhttp://maupinhouse.com/media/upload/file/CM_Charts_English/193-197.pdfhttp://teacher.depaul.edu/BloomTaxonomy.htmhttp://teacher.depaul.edu/BloomTaxonomy.htmhttp://maupinhouse.com/media/upload/file/CM_Charts_English/193-197.pdfhttp://maupinhouse.com/media/upload/file/CM_Charts_English/185-186.pdfhttp://maupinhouse.com/media/upload/file/CM_Charts_English/182-183.pdfhttp://maupinhouse.com/media/upload/file/CM_Charts_English/178-180.pdfhttp://maupinhouse.com/media/upload/file/CM_Charts_English/174-176.pdfhttp://maupinhouse.com/media/upload/file/CM_Charts_English/170-172.pdfhttp://maupinhouse.com/media/upload/file/CM_Charts_English/164-168.pdfhttp://maupinhouse.com/media/upload/file/CM_Charts_English/158-162.pdfhttps://www.maupinhouse.com/media/upload/file/CM_Charts_English/155-156.pdfhttp://www.easthartford.org/uploaded/2010-2011_Curriculum/strategies_for_struggling_readers(k-5)_Where_do_you_want_this.pdfhttps://www.maupinhouse.com/media/upload/file/CM_Charts_English/188-191.pdfhttp://teacher.depaul.edu/html/Guide_Assess_Fiction.htmlhttp://teacher.depaul.edu/Nonfiction_Reading_Resources.htmlhttp://freedownload-pdf.blogspot.in/2013/05/swami-and-friends-by-r-k-narayan.htmlhttp://ptchanculto.binhoster.com/books/-Lit-%20Recommended%20Reading/Novellas/R.K._Narayan-A_Tiger_for_Malgudi.pdfhttp://teacher.depaul.edu/Skill_Focused_Readings.htmlhttp://attano.com/store/product/1247-Symphony-Literature-Reader-8?s=Class


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Can be connected to History

Can be connected to Current Politics


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Number of Texts: 3

Word Count: 200-300

A1 Levels Question Type #Items Weight Marks Sum

1 F True or False 4 0.5 2

2 F Complete the Sentence 2 1 2 4

3 I Free Response 1 2 2 24 V Match Meanings 4 0.5 2 2

5 G Apply 4 0.5 2 2


1 F Fill in the blanks (MCQ) 4 0.5 2

2 F Information Transfer to List 4 0.5 2 4

3 CT Personal Response 1 2 2 2

4 V Locate words from text 2 0.5 1 1

5 V Find words that mean 2 0.5 1 1

6 G Apply 2 1 2 2



2 F Information Transfer to Table 4 0.5 2 4

3 I Free Response 1 1 1 1

CT Free Response 1 1 1 1

4 V Match Meanings 4 0.5 2 2

5 G Convert 2 1 2 2

Number of Texts: 2

Word Count: 150

B1 Levels Question Type #Items Weight Marks Sum

1 F Information Transfer to Web 4 0.5 2 22 CT Free Response 1 2 2 2

5 G Identify 2 0.5 1 1

B2 Levels Question Type #Items Weight Marks Sum


2 I Personal Response 1 2 2 4

3 V Find words that mean 4 0.25 1 1

Number of Texts: 2

Word Count: 150

C1 Levels Question Type #Items Weight Marks Sum

1 F Information Transfer to Table 2 0.5 1 1

2 F Information Transfer to List 4 0.5 2 2


C2 Levels Question Type #Items Weight Marks Sum

1 F Fill in the blanks (MCQ) 4 0.5 2 2

2 F Answer in one sentence 2 0.5 1 1


Number of Texts: 4

7th and 8thSection A :

Reading +

Grammar +

Types of Text:

Fiction and

Non-Fiction

Used for benchmark - BOY, MY an

Section D : Type : Formal Criteria :

Section B :

Poetry

Type :

Section C:

Rapid Reading

Type : Fiction


22/30

Word Count: 150

Total Marks

Format and

presentation -

layout,

heading, date

etc

Content and

organization -

opening and

closing

D1 1 Letter - Any one 1 5 2 2

2 Report Writing/ Dialogue Writing 1 5 2 2

D2 1 Paragraph/Tree Diagram 1 5 2 2

2 Counterview/Speech 1 5 2 2

r ng

an n orma


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Items Marks

15 10

15 10

16 10

46 30

Items Marks

7 5

9 5

16 10

Items Marks

7 5

Items Marks

7 5

14 10

Total

d EOY assessments

Total

Total

Total

Total

Total

Total


24/30

Language and

Creativity

1

1

1

1

4 20


25/30


26/30

2 I Free Response LG 9, 10 2 0.5 1

3 CT Personal Response LG 11, 12 1 2 2

Number of Texts: 2

Word Count: 150-250

Total Marks

Format and

presentation -

layout,

heading, date

etc

1 Essay/Report 1 5 2

2 Letter/Others Choose a form you've done inclass

1 5 2

Section C :

Writing

Type : Formal

and InformalCriteria :


27/30

Sections 3

Texts 3

Total Marks 15

Total Time 45-60 Min

Number of Texts: 1

Word Count: 200

Sum Levels Question Type Aligned

LG from

LCF

F True or False/ Transfer

information

6 F Fill in the blanks (MCQ)/

Complete the sentence/ Answer

in one sentence1 I Free Response LG 9, 10

1 CT Free Response LG 11, 12

1 V Find words that mean LG 8

1 G Convert As per

grammar

done in

class

1

1

1 Number of Texts: 1

2 20 15 Word Count: 150

20 15 Levels Question Type

1 F Fill in the blanks (MCQ)

2 I Free Response LG 9, 10

Sum 3 CT Personal Response LG 11, 12

2 Items Marks

textbook or other texts done

Weekly As

Section A :

Reading +

Grammar +

Vocabulary

Can be prose

or Poetry

Section B:

Rapid

Reading

Type : Fiction

/Poetry (RGV/P)

Total

e - prose or poetry; can be fiction or

between 3.5- 8 level on Flesh

ere your class is.

Total


28/30

1 Number of Texts:

2 7 5 Word Count:

7 5 1 Letter/Others Choose a formyou've done in

class

Content and

organization -

opening and

closing

Language and

Creativity

2 1

2 1

10

Section C :

Writing

Type : Formal

and Informal


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#Items Weight Marks Sum

2 0.5 1

2 0.5 1 2

1 0.5 0.5 0.5

1 0.5 0.5 0.5

2 0.5 1 1

2 0.5 1 1

10 5

10 5

#Items Weight Marks Sum

4 0.5 2 2 Items Marks

2 0.5 1 1

1 2 2 2 7 5

7 5

Use seen passages from textbook or other texts done

in class.

Total

essments

Reading, Grammar & Vocabulary/Poetry (RGV/P)

Rapid Reading (RR)

Writing (Wr)

1 - RGV/P

1- RR

1- Wr

RGV/P = 5 Marks

RR = 5 Marks

Wr= 5 Marks

RGV/P = 15-20 Mins

RR = 5-10 Mins

Wr= 25-30 Mins

Should be unseen passage - prose or poetry; can be fiction or

non-fiction. Texts can be at a level where class average is or

slightly higher.

Total


30/30

2

150-250

Total Marks

Format and

presentation -

layout,

heading, date

etc

Content and

organization -

opening and

closing

Language and

Creativity

1 5 2 2 1

5

Criteria :

Documents

Grade8 English LTP Term1