Course Code: 1000010 - PC\|MAC

$: Course Code: 1000010 - PC\|MAC$
Course Pacing Guide Course Code: 1000010 Course Name: Intensive Reading (8th Grade) Unit 1 Title: Think Again

Unit Essential Question: What Influences How You Act? Cluster 1: Lessons 3-10 (pp. T8-T27) Cluster 2: Lessons 11-17 (pp. T28-T51) Cluster 3: Lessons 18-23 (pp. T52-T83)

Semester: 1 Grading Period: 1

Concept: Making Predictions

Concept: Make and Confirm Predictions/ Preview and Set a Purpose

Concept: Clarify Ideas

Standard(s): LA.8.1.7.3/LA.8.2.1.5 Language Arts: L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Standard(s): LA.8.1.7.3/LA.8.2.1.5 Writing: W.8.4/W.8.5/W.8.7/W.8.10 Language Arts:L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Standard(s): LA.8.1.6.7/LA.8.1.7.3/LA.8.2.1.5 Writing: W.8.4/W.8.5/W.8.7/W.8.10 Language Arts:L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Lesson Essential Question: How can we determine an author’s main idea through the use of literary terms?



Vocabulary: clarify, conflict, dialogue, monitor, predict, sequence

Vocabulary: belief, escape, evidence, experiment, failure, misfortune, mistaken, superstition

Vocabulary: career, comedian, consent, engineer, obstacle, project, react, stubborn

Resources: Engage and Discuss:

• Essential Question • Quotations • Analyze Visuals • Critical Viewing • Study Questions • Analyze and Debate

Resources: Edge-Book A *Edge Interactive Practice Book “The Experiment” (Short Story) by Martin Raim “Superstitions: The Truth Uncovered” (Magazine Article) by Jamie Kiffel Novels: “Mysteries of Sherlock Holmes” (370L) “Facing the Lion: Growing Up Maasai on the African Savanna” (670L) “Bronx Masquerade” (720L)

Resources: Edge-Book A *Edge Interactive Practice Book “Building Bridges” (Short Story) by Andrea Davis Pinkney “The Right Words at the Right Time” (Memoir) by John Leguizamo Novels: “Mysteries of Sherlock Holmes” (370L) “Facing the Lion: Growing Up Maasai on the African Savanna” (670L) “Bronx Masquerade” (720L)

Course Pacing Guide Additional Information: Unit Launch-Lesson 1 Lesson 2-How to Read (short stories) *In literature circles, small groups gather together to discuss a piece of literature in depth. The discussion is guided by students’ responses to what they have read. You may hear talk about events and characters in the book, the author’s craft, or personal experiences related to the story. Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Collaboration is at the heart of this approach. Students reshape and on unto their understanding as they construct meaning with other readers. Finally, literature circles guide students to deeper understanding of what they read through structures discussion and extended written and artistic response. *Place Unit Vocabulary on the Word Wall

Additional Information: Write About Literature -Opinion Statement Written Composition -Write a Narrative Paragraph Ask and Answer Questions Complete Sentences -Kinds of sentences -Subjects and Predicates -Noun in the Subject -Verb in the Predicate -Complete Sentences Oral Report -Health: Old Beliefs Participate in Discussion Cluster 1 Test *Place Unit Vocabulary on the Word Wall

Additional Information: Write About Literature -Journal Entry Writing on Demand -Write a Short Comparison Research and Writing -Career Chart: Career Choices Ask and Answer Questions Complete Sentences -Plural Nouns -Subject-Verb Agreement: Forms of Be -Subject-Verb Agreement: Action Verbs -Subject-Verb Agreement: add -s -Subject-Verb Agreement Role Play -Interview Participate in Discussion Cluster 2 Test *Place Unit Vocabulary on the Word Wall

Course Pacing Guide Course Code: 1000010 Course Name: Intensive Reading (8th Grade) Unit 1 Title: Think Again

Unit Essential Question: What Influences How You Act? Cluster 1: Lessons 3-10 (pp. T8-T27) Cluster 2: Lessons 11-17 (pp. T28-T51) Cluster 3: Lessons 18-23 (pp. T52-T83)


Concept: Clarify Vocabulary (Context Clues)

Concept: Writing: Personal Narrative Concept:

Standard(s): Standard(s): LA.8.1.6.3/LA.8.2.1.5 Language Arts: L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6 Writing: W.8.4/W.8.5/W.8.7/W.8.10

Standard(s): LA.8.3.1.2/LA.8.3.2.2/LA.8.3.3.1 LA.8.3.3.4/LA.8.4.1.1 Writing: W.8.2/W.8.3/W.8.4/W.8.5/W.8.10

Standard(s):



Lesson Essential Question:

Vocabulary: confident, convince, doubt, foolish, nerves, shock, tragedy, worthless

Vocabulary: Vocabulary:

Resources: Edge-Book A *Edge Interactive Practice Book “The Open Window”(Short Story) by Saki “One in a Million” (Folk Tale) Novels/Lexile Levels: “Mysteries of Sherlock Holmes” (370L) “Facing the Lion: Growing Up Maasai on the African Savanna” (670L) “Bronx Masquerade” (720L)

Resources: Edge-Book A *Edge Interactive Practice Book Engage and Discuss:

• Essential Question • Discuss the Quotations • Analyze Visuals • Critical Viewing

Resources:

Course Pacing Guide Additional Information: Write About Literature -Opinion Statement Writing Trait -Focus and Unity Ask and Answer Questions Complete Sentences -Sentences Fragments -Fixing a Fragment: Add the Subject -Fixing a Fragment: Add the Verb -Fixing a Fragment: Combine Sentences -Fix Sentence Fragments Folk Tales -Trickster Tales Participate in Discussion Cluster 3 Test *Place Unit Vocabulary on the Word Wall

Additional Information: Writing Applications Writing Process The Writing Form: -Introduce writing mode/writing trait -Connect writing to your life -Analyze a professional model -Choose your topic -Clarify audience/controlling idea and purpose Drafting -Gather supporting details -Organize the details -Finish writing plan Editing for Language Conventions -Revise for focus and unity -Use a rubric -Revise your draft -Peer conferences -Edit/Proofread draft Publishing -Publish and present -Reflect on your work Reflect on your Reading -Reading Strategy -Respond to Essential Question Assessment and Re-teaching

Additional Information:

Course Pacing Guide Course Code: 1000010 Course Name: Intensive Reading (8th Grade) Unit 2 Title: Family Matters

Unit Essential Question: How Do Families Affect Us? Cluster 1: Lessons 3-10 (pp. T92-T113) Cluster 2: Lessons 11-17 (pp. T114-T133) Cluster 3: Lessons 18-23 (pp. T134-T169)


Concept: How To Read Non-fiction

Concept: Self-Question Concept: Find Question-Answer Relationships

Standard(s): LA.8.1.6.3/LA.8.1.7.2/LA.8.1.7.3 Common Core: W.8.3 Language Arts: L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6



Lesson Essential Question: How can we determine an author’s purpose and main idea through non-fiction?



Vocabulary: category evaluate

Vocabulary: control, extraction, inherit, molecule, sequence trait, transmit unique

Vocabulary: appreciate, beneficial, bond consume, data, research survey, united

Course Pacing Guide Resources: Engage and Discuss


Resources: Edge-Book A *Edge Interactive Practice Book “Genes: All in the Family” (Nonfiction: Science Article) by Robert Winston “How to See DNA” by Genetic Science Learning Center (Nonfiction: Science Procedure) Novels/Lexile Levels: “Walking Stars” (980L) “Jane Eyre” (540L) “Finding Miracles” (770L)

Resources: Edge-Book A *Edge Interactive Practice Book “Do Family Meals Matter?” by Mary Story and Dianne Neumark-Sztainer (Nonfiction: Research Report) “Fish Cheeks” (Nonfiction: Anecdote) by Amy Tan Novels/Lexile Levels: “Walking Stars” (980L) “Jane Eyre” (540L) “Finding Miracles” (770L)

Course Pacing Guide Additional Information: Lesson 1: Unit Launch Lesson 2: How to Read Nonfiction *In literature circles, small groups gather together to discuss a piece of literature in depth. The discussion is guided by students’ responses to what they have read. You may hear talk about events and characters in the book, the author’s craft, or personal experiences related to the story. Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Collaboration is at the heart of this approach. Students reshape and on unto their understanding as they construct meaning with other readers. Finally, literature circles guide students to deeper understanding of what they read through structures discussion and extended written and artistic response. *Place Unit Vocabulary on the Word Wall

Additional Information: Write About Literature -Opinion Paragraph Writing on Demand -Write an Expository Paragraph Research and Writing -Biology: Explore the Genome -Poster: The Human Genome Project Express Likes and Dislikes Subject Pronouns -Subject Pronouns -Subject Pronouns: We, You, They -Pronoun Agreement: Gender -Pronoun Agreement between Sentences Role Play -Radio-Talk-Show Participate in Discussion Cluster 1 Test *Place Unit Vocabulary on the Word Wall

Additional Information: Write About Literature -Critical Review Written Composition -Write a Biographical Sketch Research and Writing -Biology: Explore the Genome -Poster: The Human Genome Project Express Ideas and Feelings Action Verbs and Helping Verbs -Action Verbs -Action Verbs in the Present Tense -Action Verbs with He, She, It -Helping Verbs: Can, Could May, Might Oral Report -Dining Customs Participate in Discussion Cluster 2 Test *Place Unit Vocabulary on the Word Wall

Course Pacing Guide Course Code: 1000010 Course Name: Intensive Reading Unit 2 Title: Family Matters

Unit Essential Question: How Do Families Affect Us? Cluster 1: Lessons 3-10 (pp. T92-T113) Cluster 2: Lessons 11-17 (pp. T114-T133) Cluster 3: Lessons 18-23 (pp. T134-T169)


Concept: Ask Questions

Concept: Writing: News Article Concept:


Standard(s): LA.8.3.1.2/LA.8.3.2.2/LA.8.3.3.1 LA.8.3.3.4/LA.8.4.1.1

Standard(s):




Vocabulary: abusive, approval, behavior, circumstance, destiny, embarrass, role, valuable


Course Pacing Guide Resources: Edge-Book A *Edge Interactive Practice Book “Only Daughter” (Nonfiction: Memoir) by Sandra Cisneros “Calling a Foul” by Stan Simpson (Nonfiction: News Commentary) “Surveys on Sports” (Surveys) by National Alliance for Youth Sports Novels/Lexile Levels: “Walking Stars” (980L) “Jane Eyre” (540L) “Finding Miracles” (770L)

Resources: Edge-Book A *Edge Interactive Practice Book Novels/Lexile Levels: “Walking Stars” (980L) “Jane Eyre” (540L) “Finding Miracles” (770L)

Resources:

Course Pacing Guide Additional Information: Write About Literature -Guide for Parents Writing Trait -Development of Ideas Research and Writing -Arts: Design an Informational Brochure -Flier: Places of Origin Express Needs and Intentions Present Tense Verbs -Forms of Be in the Present Tense -Present Progressive Verb Forms -Present Tense of Have -Present Tense of Do -Present Tense Verbs Participate in Discussion Cluster 3 Test *Place Unit Vocabulary on the Word Wall



Course Pacing Guide Course Code: 1000010 Course Name: Intensive Reading (8th Grade) Unit 3 Title: True Self

Unit Essential Question: Do We Find or Create Our True Selves? Cluster 1: Lessons 3-10 (pp. T178-T199) Cluster 2: Lessons 11-17 (pp. T200-T223) Cluster 3: Lessons 18-23 (pp. T224-T263)


Concept: Make Inferences

Concept: Make Inferences/Comprehension/ Critical Thinking

Concept: Make Inferences/Comprehension Critical Thinking/ Compare and Contrast

Standard(s): LA.8.1.6.3/LA.8.1.7.3/LA.8.1.7.5 Language Arts:L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Standard(s): LA.8.1.6.3/LA.8.1.7.3/LA.8.1.7.5 Common Core: W.8.1 Language Arts:L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Standard(s): LA.8.1.6.3/LA.8.1.7.3/LA.8.1.7.5 LA.8.1.7.7 Common Core: W.8.1 Language Arts: L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Lesson Essential Question: What strategies and information do readers use to make inferences from a reading selection?



Vocabulary: academic perspective inference

Vocabulary: appearance, depressed, distorted illusion, normal, solution, transform, weight

Vocabulary: advanced, category, poet, potential, program, realize, serious, understand

Resources: Engage and Discuss


Resources: Edge-Book A *Edge Interactive Practice Book “Heartbeat” (Short Story) by David Yoo “Zits” (Comic Strip) by Jerry Scott and Jim Borgman “Behind the Bulk” (Informative Article) by Cate Baily Novels/Lexile Levels: “Dr. Jekyll and Mr. Hyde” (280L) “Stargirl” (590L) “Out of War” (910L)

Resources: Edge-Book A *Edge Interactive Practice Book “I Go Along” (Short Story) by Richard Peck “Theme for English B” (Poem) by Langston Hughes Novels/Lexile Levels: “Dr. Jekyll and Mr. Hyde” (280L) “Stargirl” (590L) “Out of War” (910L)

Course Pacing Guide Additional Information: Lesson 1: Unit Launch Lesson 2: How to Read Short Stories *In literature circles, small groups gather together to discuss a piece of literature in depth. The discussion is guided by students’ responses to what they have read. You may hear talk about events and characters in the book, the author’s craft, or personal experiences related to the story. Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Collaboration is at the heart of this approach. Students reshape and on unto their understanding as they construct meaning with other readers. Finally, literature circles guide students to deeper understanding of what they read through structures discussion and extended written and artistic response. *Place Unit Vocabulary on the Word Wall

Additional Information: Write About Literature -Explanation Writing Trait -Organization Research and Writing -Explore Media Influence Give and Respond to Commands Verb Tenses -Present and Past Tense -Regular Past Tense Verbs -Past Tense of Be: Was, Were -Past Tense of Have: Had -Present and Past Tense Verbs Role Play -Medical Check-up Critique -Illustrations Participate in a Discussion Cluster 1 Test *Place Unit Vocabulary on the Word Wall

Additional Information: Write About Literature -Opinion Statement Written Composition -Write a Comparison/Contrast Piece Research and Writing -Historic Harlem Make and Respond to Requests Verb Tenses -Irregular Past Tense Verbs -Past Progressive Verb Forms -Future Tense Verbs -Verb Tenses Evaluation -Music: Musical Styles Participate in a Discussion Cluster 2 Test *Place Unit Vocabulary on the Word Wall

Course Pacing Guide Course Code: 1000010 Course Name: Intensive Reading (8th Grade) Unit 3 Title: True Self

Unit Essential Question: Do We Find or Create Our True Selves? Cluster 1: Lessons 3-10 (pp. T178-T199) Cluster 2: Lessons 11-17 (pp. T200-T223) Cluster 3: Lessons 18-23 (pp. T224-T263)


Concept: Comprehension/Critical Thinking/Cause and Effect

Concept: Writing: Short Story Concept:



Standard(s):




Vocabulary: claim, freedom, goal, ideals Implore, roots, struggle, tradition


Course Pacing Guide Resources: Edge-Book A *Edge Interactive Practice Book “The Pale Mare” (Short Story) by Marian Flandrick Bray “My Horse, Fly Like a Bird” (Poem) Virginia Sneve “Caged Bird” (Poem) by Maya Angelou Novels/Lexile Levels: “Dr. Jekyll and Mr. Hyde” (280L) “Stargirl” (590L) “Out of War” (910L)



Resources:

Course Pacing Guide Additional Information: Write About Literature -Cause and Effect Paragraph Writing on Demand -Write a Response to Literature Research and Writing -Explore Ornithology Give Directions Pronouns -Direct Objects -Subject and Object Pronouns -I vs. Me -Object Pronouns: Us, You, Them Dramatic Reading -Drama Participate in a Discussion Cluster 3 Test *Place Unit Vocabulary on the Word Wall



Course Pacing Guide Course Code: 1000010 Course Name: Intensive Reading (8th Grade) Unit 4 Title: Give & Take

Unit Essential Question: How Much Should People Help Each Other? Cluster 1: Lessons 3-10 (pp. T272-T291) Cluster 2: Lessons 11-17 (pp. T292-T313) Cluster 3: Lessons 18-23 (pp. T314-T345)


Concept: Determine Importance

Concept: Main Ideas/Supporting Details Concept: Comprehension/Critical Thinking

Standard(s): LA.8.1.6.9/LA.8.1.7.3/LA.8.1.7.5 LA.8.2.1.7/LA.8.2.2.1 Language Arts:L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Standard(s): LA.8.1.6.9/LA.8.1.7.3/LA.8.1.7.5 LA.8.2.1.7/LA.8.2.2.1 Common Core: W.8.2/W.8.4/W.8.5/W.8.10 Language Arts:L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Standard(s): LA.8.1.6.9/LA.8.1.7.3/LA.8.1.7.5 LA.8.2.1.7/LA.8.2.2.1 Common Core: W.8.2/W.8.4/W.8.5/W.8.10 Language Arts:L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Lesson Essential Question: How do text features and text structures help students evaluate the selection information?



Vocabulary: justify, summarize

Vocabulary: agony, avoid, consequence, dependent, enable, relationship, rescue, responsibility

Vocabulary: avoid, communicate, condition disabilities, discipline, hero, outlook, presence

Course Pacing Guide Resources: Engage and Discuss:


Resources: Edge-Book A *Edge Interactive Practice Book “Enabling or Disabling?” (Informational Text) by Sandra R. Arbetter ”This I Believe” (Essay) by Isabel Allende Novels/Lexile Levels: “Of Sound Mind” (730L) “The Ch’i-lin Purse” (790L) “The Forbidden Schoolhouse” (920L)

Resources: Edge-Book A *Edge Interactive Practice Book “Brother Ray: Ray Charles’s Own Story” (Autobiography) by Ray Charles and David Ritz “Hard Times” (Song Lyrics) by Ray Charles “Power of the Powerless” (Memoir) by Christopher de Vinck Novels/Lexile Levels: “Of Sound Mind” (730L) “The Ch’i-lin Purse” (790L) “The Forbidden Schoolhouse” (920L)


Additional Information: Write About Literature -Journal Entry Written Composition -Write a Paragraph to Express an Idea Research and Writing -Explore Community Service -Poster: Support Groups Describe an Experience Possessive Words -Possessive Nouns -Possessive Adjectives: My, Our, Etc. -Possessive Pronouns: Mine, Ours, Etc. -Reflexive Pronouns -Possessive Words Participate in a Discussion Cluster 1 Test *Place Unit Vocabulary on the Word Wall

Additional Information: Write About Literature -Summary Paragraph Writing on Demand -Write a Personal Essay Describe People and Places Prepositions -Prepositions -Prepositional Phrases Slide Show -Biographies Participate in a Discussion Cluster 2 Test *Place Unit Vocabulary on the Word Wall

Course Pacing Guide Course Code: 1000010 Course Name: Intensive Reading (8th Grade) Unit 4 Title: Give & Take

Unit Essential Question: How Much Should People Help Each Other? Cluster 1: Lessons 3-10 (pp. T272-T291) Cluster 2: Lessons 11-17 (pp. T292-T313) Cluster 3: Lessons 18-23 (pp. T314-T345)


Concept: Comprehension/Critical Thinking

Concept: Writing: Problem-Solution Essay Concept:

Standard(s): LA.8.1.6.9/LA.8.1.7.3/LA.8.1.7.5 LA.8.2.1.7/LA.8.2.2.1 Common Core: W.8.2/W.8.4/W.8.5/W.8.10 Language Arts: L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6


Standard(s):




Vocabulary: arrange, destruction, dignity, guardian, intervene, survive veteran, willingly


Course Pacing Guide Resources: Edge-Book A *Edge Interactive Practice Book “He Was No Bum” (Eulogy) by Bob Greene “Miss Rosie” (Poem) by Lucille Clifton Novels/Lexile Levels: “Of Sound Mind” (730L) “The Ch’i-lin Purse” (790L) “The Forbidden Schoolhouse” (920L)

Resources: Engage and Discuss


Resources:

Course Pacing Guide Additional Information: Write About Literature -Opinion Statement Writing Trait -Voice and Style Describe Events Object Pronouns -Pronouns in Prepositional Phrases -Compound Object Pronouns -Pronouns and Antecedents -Possessive Adjectives and Pronouns -Pronoun Agreement Extemporaneous Talk -Helping Veterans Participate in a Discussion Cluster 3 Test *Place Unit Vocabulary on the Word Wall



Course Pacing Guide Course Code: 1000010 Course Name: Intensive Reading (8th Grade) Unit 5 Title: Fair Play

Unit Essential Question: Do People Get What They Deserve? Cluster 1: Lessons 3-10 (pp. T354-T377) Cluster 2: Lessons 11-17 (pp. T378-T401) Cluster 3: Lessons 18-23 (pp. T402-T437)


Concept: Make Connections/Literary Analysis

Concept: Comprehension/Critical Thinking/ Compare and Contrast


Standard(s): LA.8.1.6.3/LA.8.1.7.5/LA.8.1.7.7 LA.8.2.1.5 Language Arts:L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Standard(s): LA.8.1.6.3/LA.8.1.7.5 LA.8.1.7.7/LA.8.2.1.5 Common Core: W.8.2/W.8.4/W.8.5/W.8.10 Language Arts:L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Standard(s): LA.8.1.6.3/LA.8.1.7.5 LA.8.1.7.7/LA.8.2.1.5 Common Core: W.8.2/W.8.4/W.8.5/W.8.10 Language Arts:L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Lesson Essential Question: How do readers and writers use comparing and contrasting to understand what is read?



Vocabulary: consequence

Vocabulary: attitude, bully, challenge, confront intimidate, reform, revelation sympathetic

Vocabulary: defiant, intruder, motivate positive, reaction, response revenge, violence



Resources: Edge-Book A *Edge Interactive Practice Book “Jump Away” (Short Stories) by Rene’ Saldana, Jr. “Showdown with Big Eva” (Personal Narrative) by Laila Ali Novels/Lexile Levels: “Dracula” (290L) “Emako Blue” (600L) “Cesar Chavez: Fighting for Farmworkers” (590L)

Resources: Edge-Book A *Edge Interactive Practice Book “Fear” (Short Story) by Terry Truman “Violence Hits Home” (Magazine Article) by Denise Rinaldo Novels/Lexile Levels: “Dracula” (290L) “Emako Blue” (600L) “Cesar Chavez: Fighting for Farmworkers” (590L)

Course Pacing Guide Additional Information: Lesson 1: Unit Launch Lesson 2: How to Read Short Stories *In literature circles, small groups gather together to discuss a piece of literature in depth. The discussion is guided by students’ responses to what they have read. You may hear talk about events and characters in the book, the author’s craft, or personal experiences related to the story. Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Collaboration is at the heart of this approach. Students reshape and on unto their understanding as they construct meaning with other readers. Finally, literature circles guide students to deeper understanding of what they read through structures discussion and extended written and artistic response. *Place Unit Vocabulary on the Word Wall

Additional Information: Write About Literature -Opinion Statement Writing on Demand -Write an Expressive Paragraph Research and Writing -Visual Display: Explore Bridges Ask for and Give Information Adjectives -Adjectives -Placement of Adjectives -Predicate Adjectives -Demonstrative Adjectives -Elaborating with Adjectives Dramatization Participate in Discussion Cluster 1 Test *Place Unit Vocabulary on the Word Wall

Additional Information: Write About Literature -Letter to the Editor Writing on Demand -Write a Character Sketch Research and Writing -Stages of Grief Engage in Conversation Adjectives -Comparative Adjectives: -er and More -Superlative Adjectives: -est and Most -Irregular Comparatives -Indefinite Adjectives -Using Adjectives Correctly Role Play -Counseling Session Review -Graphic Novels Participate in Discussion Cluster 2 Test *Place Unit Vocabulary on the Word Wall

Course Pacing Guide Course Code: 1000010 Course Name: Intensive Reading (8th Grade) Unit 5 Title: Fair Play

Unit Essential Question: Do People Get What They Deserve? Cluster 1: Lessons 3-10 (pp. T354-T377) Cluster 2: Lessons 11-17 (pp. T378-T401) Cluster 3: Lessons 18-23 (pp. T402-T437)



Concept: Writing: Process Description Concept:

Standard(s): LA.8.1.6.3/LA.8.1.7.5 LA.8.1.7.7/LA.8.2.1.5 Common Core: W.8.2/W.8.4/W.8.5/W.8.10 Language Arts: L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Standard(s): W.8.2/W.8.4/W.8.5/W.8.10 Standard(s):

Lesson Essential Question: How do readers and writers use comparing and contrasting to understand what is real?

Lesson Essential Question: How do readers and writers use comparing and contrasting to understand what is real?


Vocabulary: assume, compromise, existence, ignore, inconvenient, insult, ridiculous, value


Course Pacing Guide Resources: Edge-Book A *Edge Interactive Practice Book “Abuela Invents the Zero” (Short Story) by Judith Ortiz Cofer “Karate” (Personal Narrative) by Huynh Quang Nhuong Novels/Lexile Levels: “Dracula” (290L) “Emako Blue” (600L) “Cesar Chavez: Fighting for Farmworkers” (590L)



Resources:

Course Pacing Guide Additional Information: Write About Literature -Letter of Advice Writing Trait -Organization Research and Writing -Brochure: Puerto Rico Define and Explain Adverbs -Adverbs -The Adverb Not -Negative Sentences -Comparison Adverbs -Using Adverbs Correctly Panel Discussion -Human Relations Participate in a Discussion Cluster 3 Test *Place Unit Vocabulary on the Word Wall



Course Pacing Guide Course Code: 1000010 Course Name: Intensive Reading (8th Grade) Unit 6 Title: Coming of Age

Unit Essential Question: What Rights and Responsibilities Should Teens Have? Cluster 1: Lessons 3-10 (pp. T446-T463) Cluster 2: Lessons 11-17 (pp. T464-T481) Cluster 3: Lessons 18-23 (pp. T482-T515)


Concept: How to Read Nonfiction

Concept: Synthesize: Draw Conclusions Concept: Synthesize: Compare Opinions

Standard(s): LA.8.1.7.3/LA.8.1.7.5/LA.8.1.7.7 LA.8.2.1.7/LA.8.2.2.1/LA.8.6.1.1 Language Arts:L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Standard(s): LA.8.1.7.7 Common Core: W.8.2/W.8.4/W.8.5/W.8.10 Language Arts:L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Standard(s): LA.8.1.7.2/LA.8.1.7.5/LA.8.1.7.7 Common Core: W.8.2/W.8.4/W.8.5/W.8.10 Language Arts:L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Lesson Essential Question: How do readers determine the validity and reliability of information in text and media?



Vocabulary: ethics, evidence, logic

Vocabulary: establish, generation, judgment mature, participate, politics qualified, vote

Vocabulary: accountable, authority, discrimination, impose, neglect, prohibit, restriction, violate



Resources: Edge-Book A *Edge Interactive Practice Book “16: The Right Voting Age” by National Youth Rights Association (Nonfiction: Argument) “Teen Brains Are Different” by Lee Bowman (Nonfiction: Expository Nonfiction) Novels/Lexile Levels: “Crazy Loco” (830L) “Thura’s Diary” (990L) “Ties That Bind, Ties That Break (830L)

Resources: Edge-Book A *Edge Interactive Practice Book “Should Communities Set Teen Curfews” (Nonfiction: Magazine Opinion Piece) by Barbara Bey “Curfews: A National Debate” (Nonfiction: Commentary) Novels/Lexile Levels: “Crazy Loco” (830L) “Thura’s Diary” (990L) “Ties That Bind, Ties That Break (830L)


Additional Information: Write About Literature -Analysis Written Composition -Write a Letter to the Editor Research and Writing -Diagram the Brain Make Comparisons Indefinite Pronouns -Simple Sentences -Indefinite Pronouns & Singular Verbs -Indefinite Pronouns & Plural Verbs -Indefinite Pronouns & Verbs -Indefinite Pronouns Participate in Discussion Cluster 1 Test *Place Unit Vocabulary on the Word Wall

Additional Information: Write About Literature -Argument Writing Trait -Development of Ideas Research and Writing -Cause-and-Effect Essay Express Opinions Word Order -Word Order in Statements -Word Order in Negative Sentences -Word Order with There Is/There Are -Word Order in Questions & Exclamations -Sentence Variety Participate in Discussion Cluster 2 Test *Place Unit Vocabulary on the Word Wall

Course Pacing Guide Course Code: 1000010 Course Name: Intensive Reading (8th Grade) Unit 6 Title: Coming of Age

Unit Essential Question: What Rights and Responsibilities Should Teens Have? Cluster 1: Lessons 3-10 (pp. T446-T463) Cluster 2: Lessons 11-17 (pp. T464-T481) Cluster 3: Lessons 18-23 (pp. T482-T515)


Concept: Synthesize: Form Generalizations

Concept: Writing: Persuasive Essay Concept:

Standard(s): LA.8.1.6.8/LA.8.1.6.9/LA.8.1.7.2/LA.8.1.7.3 LA.8.1.7.4/LA.8.1.7.5/LA.8.1.7.7/LA.8.2.1.5 LA.8.2.1.6/LA.8.2.1.7/LA.8.2.2.1/LA.8.6.1.1 LA.8.6.2.2 Language Arts:L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Standard(s): W.8.2/W.8.4/W.8.5/W.8.10

Standard(s):




Vocabulary: afford, dropout, experience income, independent, position reality, reckless


Course Pacing Guide Resources: Edge-Book A *Edge Interactive Practice Book “What Does Responsibility Look Like?” (Nonfiction: Essay) by Louis Bohmer Turnbull “Getting a Job” (Nonfiction: Functional Documents) Novels/Lexile Levels: “Crazy Loco” (830L) “Thura’s Diary” (990L) “Ties That Bind, Ties That Break (830L)



Resources:

Course Pacing Guide Additional Information: Write About Literature -Argument Writing Trait -Development of Ideas Research and Writing -Cause-and-Effect Essay Express Opinions Word Order -Word Order in Statements -Word Order in Negative Sentences -Word Order with There Is/There Are -Word Order in Questions & Exclamations -Sentence Variety Participate in Discussion Cluster 3 Test *Place Unit Vocabulary on the Word Wall



Course Pacing Guide Course Code: 1000010 Course Name: Intensive Reading (8th Grade) Unit 7 Title: Making Impressions

Unit Essential Question: What Do You Do to Make an Impression? Cluster 1: Lessons 3-10 (pp. T526-T549) Cluster 2: Lessons 11-17 (pp. T550-T569) Cluster 3: Lessons 18-23 (pp. T570-T586)


Concept: How To Read Drama and Poetry

Concept: Visualize: Form Mental Images Concept: Visualize: Identify Sensory Images/ Use Sensory Images

Standard(s):LA.8.1.6.8/LA.8.1.6.9/LA.8.1.7.2 LA.8.1.7.3/LA.8.1.7.4/LA.8.1.7.5/LA.8.1.7.7 LA.8.2.1.7/LA.8.6.1.1 Language Arts:L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6

Standard(s): LA.8.1.6.8/LA.8.1.6.9/LA.8.1.7.2 LA.8.1.7.3/LA.8.1.7.4/LA.8.1.7.5/LA.8.1.7.7 LA.8.2.1.7/LA.8.6.1.1 Language Arts:L.8.1/L.8.2/L.8.3/L.8.4/L.8.5 L.8.6


Lesson Essential Question: How does an author use literary elements, descriptive and figurative language to add impact to the meaning of their text?



Vocabulary: aspect, image, interact, mental structure

Vocabulary: compliment, conceal, elegance nervous, overprotective, personality, reveal, romantic

Vocabulary: ashamed, conscious, desire, flirt, horizon, privacy, recover, reluctant



Resources: Edge-Book A *Edge Interactive Practice Book “Novio Boy, Scene 7, Part 1” (Play) by Gary Soto “Oranges” (Poem) by Gary Soto Novels/Lexile Levels: “The Code: The 5 Secrets of Teen Success” (850L) “Novio Boy” (NP) “The Friends” (730L)

Resources: Edge-Book A *Edge Interactive Practice Book “Novio Boy, Scene 7, Part 2” (Play) by Gary Soto “Your World” (Poem) Georgia Douglas Johnson Novels/Lexile Levels: “The Code: The 5 Secrets of Teen Success” (850L) “Novio Boy” (NP) “The Friends” (730L)

Course Pacing Guide Additional Information: Lesson 1: Unit Launch Lesson 2: How to Read Drama and Poetry *In literature circles, small groups gather together to discuss a piece of literature in depth. The discussion is guided by students’ responses to what they have read. You may hear talk about events and characters in the book, the author’s craft, or personal experiences related to the story. Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Collaboration is at the heart of this approach. Students reshape and on unto their understanding as they construct meaning with other readers. Finally, literature circles guide students to deeper understanding of what they read through structures discussion and extended written and artistic response. *Place Unit Vocabulary on the Word Wall

Additional Information: Write About Literature -Opinion Statement Written Composition -Write a Script Written Application -Write a Dialogue -Create a Comic Strip Engage in Discussion Complex Sentences -Clauses in a Complex Sentence -Complex Sentence: Because, Since -Complex Sentences: When, After, Etc. -Complex Sentences: Although, Unless -Complex Sentences Choral Reading -Poetry Participate in Discussion Cluster 1 Test *Place Unit Vocabulary on the Word Wall

Additional Information: Write About Literature -Explanation and Comment Writing on Demand -Write a Theme Analysis Research and Writing -Learn About String Instruments Use Appropriate Language Verb Tenses -Present, Past, and Future Tense -Present Perfect: Regular Verbs -Present Perfect: Irregular Verbs -Present Perfect Tense Oral Report -Compare Responses Participate in Discussion Cluster 2 Test *Place Unit Vocabulary on the Word Wall

Course Pacing Guide Course Code: 1000010 Course Name: Intensive Reading (8th Grade) Unit 7 Title: Making Impressions

Unit Essential Question: What Do You Do to Make an Impression? Cluster 1: Lessons 3-10 (pp. T526-T549) Cluster 2: Lessons 11-17 (pp. T550-T569) Cluster 3: Lessons 18-23 (pp. T570-T586)


Concept: Identify Sensory Images/Use Sensory Images

Concept: Writing: Literary Analysis Concept:


Standard(s): W.8.2/W.8.3/W.8.4/W.8.5/ W.8.10

Standard(s):




Vocabulary: anonymous, conquer, contribute, encouragement, imperfection, inspire, overcome, unforgettable


Resources: Edge-Book A *Edge Interactive Practice Book “Letter to Helen Keller” (Letter) by Ernst Papanek “Helen Keller” (Poem) by Langston Hughes “Marked” (Poem) by Carmen Tafolla “Dusting” (Poem) by Julia Alvarez Novels/Lexile Levels: “The Code: The 5 Secrets of Teen Success” (850L) “Novio Boy” (NP) “The Friends” (730L)



Resources:

Course Pacing Guide Additional Information: Write About Literature -Poem Writing Trait -Voice and Style Elaborate During an Discussion Complex Sentences -Fixing a Fragment - Fixing a Fragment: Combine Sentences -Fixing a Run-On Sentence -Expanding Sentences -Compound and Complex Sentences Recite Song Lyrics Participate in Discussion Cluster 3 Test *Place Unit Vocabulary on the Word Wall



Course Code: 1000010 - PC\|MAC

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