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ORANGE PUBLIC SCHOOLSOFFICE OF CURRICULUM AND INSTRUCTION

OFFICE OF ENGLISH LANGUAGE ARTS

Eighth Grade

PARCC-Aligned Curriculum GuideModule D

School Year 2016-2017

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

See performance tasks in Prentice Hall Literature. (pp. 1002-1003)

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

District/School Writing TasksPrimary FocusRI.8.1, RI.8.3, RI.8.8,

RL.8.1, RL. 8.2, RL. 8.3, RL. 8.4, RL. 8.6

W.8.1

Secondary FocusW.8.2, W.8.4, W.8.5, W.8.6, W.8.7, W.8.8, W.8.9

Routine WritingW.8.10

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

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Big Question: “Is it our differences or our similarities that matter the most?”

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Grade 8Module DUnit’s Big Question

Is it our differences or our similarities that matter the most?

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

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

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

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

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

and make personal connections, allowing them to comprehend fiction and nonfiction texts.2. Identify, analyze, and compare themes and elements of drama while reading these texts focusing on character motivations and

purposeful dialogue.3. Construct writing in the form of literary analyses and research essays, focusing on prewriting and revising/editing appropriate for a

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

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

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

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Pacing Marking Period 4Essential Questions Enduring Understandings

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

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

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

communicate in a manner that is appropriate to purpose, audience, and task?

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

Students will understand that…● Good readers employ strategies to help them understand text.● Words powerfully affect meaning.● Good writers use a repertoire of strategies that enables them to

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

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

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

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

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

Focus Standards for ReadingNJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.NJSLSA.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text.NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. NJSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

Reading Literature

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RL.8.1 Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL.8.2 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.8.3 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.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.8.6 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.

Reading Information

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

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Focus Standards for WritingNJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation.NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

WritingW.8.1. Write arguments to support claims with clear reasons and relevant evidence.W.8.1.A. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.W.8.1.B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.W.8.1.C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. W.8.1.D. Establish and maintain a formal style.W.8.1.E. Provide a concluding statement or section that follows from and supports the argument presented.W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.8.2.B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.W.8.2.C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

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W.8.2.D. Use precise language and domain-specific vocabulary to inform about or explain the topic.W.8.2.E. Establish and maintain a formal style/academic style, approach, and form.W.8.2.F. Provide a concluding statement or section that follows from and supports the information or explanation presented.W.8.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.W.8.9.B. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

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

Speaking and ListeningNJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Learning TargetsReadingBy the end of this unit the students can…● Read closely using different lenses (*multiple readings) and make logical inferences and relevant connections from the text (RL.8.1)

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● Analyze plot to determine a theme and summarize those key details (RL.8.2)● Explain how plot is developed by key events and episodes experienced by the characters (RL.8.3)● Determine the meaning of words and phrases in a text and analyze how specific word choices shape meaning or tone (RL.8.4)● Determine qualities of characters and analyze character point of view based on an author’s direct and indirect characterization (RL.8.6)● Compare and contrast literary and informational themes to relate to Big Question and build knowledge (RL.8.9)

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

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

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

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

Speaking and ListeningBy the end of this unit the students can…● Effectively engage in a range of collaborative discussions (SL.8.1)● Adapt speech to a variety of contexts and tasks (SL.8.6)

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

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Assessments

Formative Summative Authentic

Informal – anecdotal records, annotations, discussion notes, double-entry journals, exit tickets, notes, writer’s notebook entries, reader response journals, sticky notes

Formal – District Mid-Module Assessment

● District - End of Module Assessment● Published Literary Analysis● End of Unit On-Demand

● Performance Tasks pp. 1002-1003● Socratic Seminar

Block Schedule (80 Minutes)

Opening Core curriculum (review target learning outcome) 5

Work Time:PHLit

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

Small Groups

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

Independent Read: Student ChoiceLEVELED LIBRARIES

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

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

Instructional Software:Reading Plus

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Closing Core curriculum (exit ticket) 5

ELA Model Content Framework Chart - Grade 8Module D: UNIT 1 “Is it our differences or our similarities that matter the most?”

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Pacing: 5 WeeksReading Complex Texts

(RL/RI.8.10)Writing to Texts

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

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

Complex GradeLevel Text

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

Literature:

1. The Governesspg. 818

2. The Diary of Anne Frank: Act 1 pg. 853

Comparing Literary Works1. The Ninny pg. 837

Reading for Information1. Public document, contract, job application pg. 836

Develop & convey understanding

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

2. Reader’s/Writer’s Notebook Entries

3. Annotations

4. Responses to Literature

Explanatory

1. Reading for Information:

2. Comparing Literary Works:

Convey experiences, events and/or procedures

Integrates knowledge from sources when composing

Research Paper

Independent Reading is an encouraged component of the MS ELA curriculum. For this unit, texts that align to the Big Question Include:

Fiction Nonfiction Poetry

Eight Plays of US History Narrative of the Life of Frederick Douglass by Frederick Douglass

Escape to Freedom: A Play About Young Frederick Douglass by Ossie Davis

Nerdlandia by Gary Soto

ELA Model Content Framework Chart - Grade 8Module C: UNIT 2 “Is it our differences or our similarities that matter the most?”

Pacing: 5 Weeks

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Reading Complex Texts(RL/RI.8.10)

Writing to Texts(W.8.1-6, 9-10, RL/RI.8.1-10)

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

Complex GradeLevel Text

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

Literature:

1. The Diary of Anne Frank: Act 2 pg. 920

Comparing Literary Works1. pg. 968

Reading for Information1. s pg. 962

Develop & convey understanding

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

2. Reader’s/Writer’s Notebook Entries

3. Annotations

4. Responses to Literature

Explanatory

3. Reading for Information:

4. Comparing Literary Works:

Convey experiences, events and/or procedures

Integrates knowledge from sources when composing

Research Paper

Independent Reading is an encouraged component of the MS ELA curriculum. For this unit, texts that align to the Big Question Include:

Fiction Nonfiction Poetry

Eight Plays of US History Narrative of the Life of Frederick Douglass by Frederick Douglass

Escape to Freedom: A Play About Young Frederick Douglass by Ossie Davis

Nerdlandia by Gary Soto

Module D: Unit 1 -Week

Reading

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

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The Governess pg. 818 Draw conclusionsSetting and character

Draw conclusions pg. 825Setting and character pg. 825Reader’s Notebook:Response to LiteratureText-dependent questions pg. 824QUIZ: Using contextExit TicketsClose reading questions in margins

RL.8.1, 8.3

Writing

PhLit Writing Activity (Responding to Lit.)

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

Argumentative - Public Service Announcement Unit 5 Resources pg. 33 Public service announcement W.8.1

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

Choose a topic, read and obtain multiple sources

Develop topic and thesis Research bank and/or notes (paper.li) W.8.1, 8.7

Language

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

Participial phrases pg. 826 Reading application Practice A and B L.8.1

Academic Vocabulary: English Academic Vocabulary: Spanish Standards

PropelRevealIncident

PropulsarRevelarIncidente

RL.8.3

Module 2: Unit 1 -Week 2

Reading


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Comparing Literary Works - pg.838 Comparing adaptations to originals

Questions in marginsText dependent questions pg. 840Comparing adaptations to originals pg. 841

RL.8.5, 8.9

Reading for Information - pg. 831 Compare and contrast features and elements

Comparing functional texts pg. 835 RI.8.1

Writing



Explanatory Essay pg. 841 5 minute planner (ask questions) Essay (40 minutes) W.8.4

Explanatory Essay pg. 835 5 minute planner (audience) Essay (30 minutes) W.8.4


Notetaking on research Different note taking strategies Student notes (boxes and bullets, annotations, etc)

W.8.1, RI 8.1

Language


DifferAnalyzeTraditionalElements

AnalizarTradicionalElementos

RL.8.5, 8.9


Reading


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The Diary of Anne Frank: Act 1Pg. 855 ( ~882)

Cause and effectDialogue

Reader’s Notebook:Response to LiteratureQuizExit TicketsClose reading questions in margins

RL.8.3, 8.4, 8.6

Writing



Narrative - pg. 915 Unit 5 Resources pg. 80 Diary entries W.8.3


Formulate thesis, organize notes, outline OrganizationOutlining

Outline W.8.1, 8.7

Language


Dangling and misplaced modifiers Reading application Practice A and B L.8.1


CredibleRelevantIncidentAspect

CrediblePretieneteIncidenteAspecto

W.8.1, RL 8.3


Reading


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The Diary of Anne Frank: Act 1pg. 882 - 912

Cause and effectDialogue

Cause and effect pg. 913Dialogue pg. 913Reader’s Notebook:Response to LiteratureText-dependent questions pg. 912QUIZExit TicketsClose reading questions in margins

RL.8.3, 8.4, 8.6

Writing



Narrative - pg. 915 See previous week Diary entries W.8.3


Drafting Paragraph structure Draft W.8.1, 8.2, 8.4

Language


Reinforce previous week See previous week See previous week L.8.1


DramaticEffectRelevant

DramaticoEfectoPertinente

RL.8.6, W8.2

Mid Module Assessment Given

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Module D: Unit 2 -Week 5

Reading


The Diary of Anne Frank: Act 2Pg. 919

Cause and effectCharacter’s motivation

Reader’s Notebook:Response to LiteratureQUIZExit TicketsClose reading questions in margins

Rl.8.3, 8.7

Writing



Informative - pg. 959 Unit 5 Resources pg. 101 Film review W.8.2, 8.4, 8.7


Revisions - context before the evidence, transitions, explanation of evidence

TransitionsEvidence

Draft revisions W.8.2, 8.4, 8.5, 8.8

Language


Clauses Reading application Practice A and B L.8.1


RevisingOrganizationSentence variety

La revision deOrganizacion

W.8.5

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Reading


The Diary of Anne Frank: Act 2 Cause and effectCharacter’s motivation

Cause and effect pg. 947Character’s motivation pg. 957Reader’s Notebook:Response to LiteratureText-dependent questions pg. 956QUIZExit TicketsClose reading questions in margins

Rl.8.3, 8.7

Writing



Informative - pg. 959 Unit 5 Resources pg. 101 Film review W.8.2, 8.4, 8.7


Revisions - conclusions and engaging audience

Craft moves within conclusions and introductions

Revisions W.8.2, 8.4, 8.5

Language


CreditSourceCite

CreditoFuenteCitar

W.8.7


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Reading


Reading for Information - pg. 962 Evaluate unity and coherence Comparing expository texts pg. 967 RI.8.5

Writing



Explanatory 5 minute planner Evaluation (45 minutes) W.8.9


Editing essay MLA formatting Edits on draft W.8.5

Language


RevisingStructureDetail

La revision deEstructuraDetalle

W.8.5, RI 8.6

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Reading


Comparing literary works - pg. 968 Comparing sources with a dramatization

Close reading questions in marginsText dependent questions pg. 974 / 980Comparing sources pg. 981

RI.8.6

Writing



Explanatory 5 minute planner Essay (40 minutes) W.8.9


Create multimedia presentation for project Extract key information Multimedia project (slides / file / video / podcast / etc)

W.8.6

Language


PurposeConflictingViewpoint

Proposito

Punto de vista

RI.8.6

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Module C: Unit 2 -Week 9-10

Reading/Writing



See: Performance Tasks pp. 1002-1003

Celebrations

Elements of dramasApplying argumentative technique

End of Module District AssessmentPerformance TasksOn-Demand Literary Analysis PaperPortfolio development/submission

RL.8.1RL.8.2RL.8.3W.8.3A-EW.8.9

Language


Incorporate unit 1 and 2 vocabulary in writing

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


OrallyPresentationDigital Media

OralmentePresentacionLos medios digitales

SL.8.2SL.8.3

Speaking and Listening

Activity Skill Standards

Presentations Present for a specific audience and purpose SL.8.5SL.8.6

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Resources

Teachers Students

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

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

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Authors Kathleen Daly

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

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

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

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Management/Organizational Chart Week 1 of 2

Monday Tuesday Wednesday Thursday Friday Notes/Comments

Teacher led small group instructionGroup A

Group B

Teacher led small group instructionGroup C

Group D


Group B


Group D


Group B

● Each group is 15 minutes

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

Student ChoiceLeveled Readers

Group B

Group A


Group D

Group C


Group B

Group A


Group D

Group C


Group B

Group A

Content ReadSee Appendix

Instructional SoftwareGroup C


Instructional SoftwareGroup A







Instructional Software


Group D



Group B



Group D



Group B



Group D

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Management/Organizational Chart Week 2 of 2

Monday Tuesday Wednesday Thursday Friday Notes/Comments


Group D


Group B


Group D


Group B


Group D

● Each group is 15 minutes

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


Group D

Group C


Group B

Group A


Group D

Group C


Group B

Group A


Group D

Group C













Group B



Group D



Group B



Group D



Group B

Appendix

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Grade 8 ELA Curriculum 2016-2017Module C: BIG QUESTIONS: Is it our differences or similarities that matter most?

(PHLit p460)*See Sentence/Discussion Starters PHLit pg. 460

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

Newsela.comModify lexile up to 5 tiersShort quiz and writing promptPrint or assign to entire class online

TitleGrade/ Lexile Type/ Topic Audio Spanish Standards

Hands of Peace brings Israeli and Palestinian teens togetherhttps://newsela.com/articles/israelipalestinian-coexistence/id/4562/

680L - 1070L War & Peace X Yes

Anchor 1: what the text saysAnchor 2: central idea

U.S. resistance to Syrian refugees sparks comparisons to WWII Jews' plight https://newsela.com/articles/refugee-history/id/13183/

540 L - 1210L War & Peace X X

Anchor 1: what the text saysAnchor 4: word choice

The Four World Zones Become Connectedhttps://newsela.com/articles/BHP-U8-1-world-zones/id/3865/

610L - 1040L Science X X

Anchor 2: central ideaAnchor 4: word choice

Study finds male, female brains are physically different but think the same https://newsela.com/articles/brain-gender/id/13336/

520L - 1230L Science X Yes

Anchor 2: Central ideaAnchor 5: text structure

German Jews divided: Some fear Muslims, others welcome themhttps://newsela.com/articles/germanjews-muslimmigrants/id/17361/

600L - 1200L War & Peace X Yes

Anchor 1: what the text saysAnchor 2: central idea

Museum's project focuses on articles about the Holocausthttps://newsela.com/articles/holocaust-newspaper/id/17257/

590L - 1190:L War & Peace X X

Anchor 3: People, places, eventsuAnchor 4: word choice

Shrinking pool grows smaller by 1: a Nazi death camp's final survivor dies https://newsela.com/articles/treblinka-lastsurvivor/id/15200/

560L - 1190L War & Peace X X

Anchor 3: People, places, eventsAnchor 4: word choice

German court sentences former Nazi guard to five years in prisonhttps://newsela.com/articles/auschwitz-guard-trial/id/18753/

600L - 1170L War & Peace X X

Anchor 4: word choiceAnchor 6: point of view

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

TitleGrade/ Lexile Type/ Topic Vocab Images

Paired Text/ STEP

ANCHOR Standards

http://www.readworks.com/passages/cherokee-united-states 1090L U.S. History, Geography & Societies/Informational

ConflictInteractionadopt

NO Anchor 1: what the text saysAnchor 2: central ideaAnchor 10: complex text

http://www.readworks.com/passages/eyewitness-history-im-american-no-matter-what

740L Domain: Civics & Government, U.S. History/ Informational

Dignity, respect,wonder

YESQuestions are on the paired text

Anchor 1: what the text saysAnchor 2: central ideaAnchor 3: analyze individuals, events, ideasAnchor 9: how 2 texts address similar themes ortopics

http://www.readworks.com/passages/education-america 1110L School & Family Life, U.S. History/Informational

Accessreform

No Anchor 1: what the text saysAnchor 2: central ideaAnchor 10: complex text

http://www.readworks.com/passages/african-migration-colonial-america-abridged

1350L Domain: U.S. History, World History/Informational

trauma YESQuestions are on the paired text

Anchor 1: what the text saysAnchor 4: how words and phrases are usedAnchor 9: how 2

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texts address similar themes or topics

Proquestk12.comUser: NJ2106Password: 07050Browse by subject, keywordBrowse by current events, pro/con leading issuesSort articles by lexile, relevance,dateSort articles by type: newspaper, magazine, image, referenceAudio and dictionaryTranslation to SpanishMLA-style citation providedSome articles contain graphics, critical thinking questions/activities

Title Source Grade/LexileImages / Questions ANCHOR Standards

Bleeding Kansashttp://discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3BART%3B0000382744

1170L No

Race and Ethnicityhttp://discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3BART%3B0000324143

1400L NO

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Religion and The White Househttp://discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3BART%3B0000339405

1310 Yes

Anchor 1: what the text saysAnchor 2: central ideaAnchor 3: evaluate an argumentAnchor 10: complex text

VideosYour Voice Matters: https://www.youtube.com/watch?v=6zvO-1su2rUWhat Matters Most: https://www.youtube.com/watch?v=Lg-wNxJ5XxY

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