Developmental and Advanced English Language Arts...

Developmental and Advanced English Language Arts

Curriculum Map

Grade 8

2011-2012

1

First of all, we’d like to thank you, the teacher, for guiding our students in their endeavor to master the Next Generation English

Language Arts Sunshine State Standards (http://www.floridastandards.org/homepage/index.aspx). Through your efforts, our “students

will complete school prepared for ongoing learning as well as community and global responsibilities,” as stated in our CCPS Vision

Statement.

In essence, there are three major components involved in lesson planning:

Standards (What do I want my students to know?),

Materials (What will my students read/use/manipulate?),

and Checks for Understanding (How will I know if my students mastered the standard?).

This curriculum map is a wonderful document that we provide you to guide your instructional planning. In order to eliminate

confusion about the term “fidelity,” we offer you these qualifiers:

Teachers must demonstrate that their students are mastering the standards. The district expectation is that teachers will use

SpringBoard as the curricular framework, reinforced by Prentice Hall selections throughout the year to help their students

master the standards. Your CCPS literacy curriculum maps provide direction in the use of all CCPS adopted resources to meet

student needs, based on the Next Generation Sunshine State Standards.

When analyzing student data, it may prove beneficial to your students to carefully and meaningfully add to a SpringBoard

activity, or, conversely, to carefully and meaningfully delete a SpringBoard activity. In your efforts to support our students’

mastery of the standards, please exercise your autonomy as an expert to make these careful and meaningful curricular

modifications. With the SpringBoard system as your framework, you are encouraged to blend the resources you find in this

curriculum map to meet students’ needs.

The department of Secondary Literacy is very proud to share this outstanding document with you. Special recognition is owed to our

SpringBoard liaison, Kristal Ayres; and our SpringBoard curriculum map authors, Wylie Bertuna, Daniel Boddison, Allison

Brietenstine, Marci Garner, and Sara Treiser.

http://www.floridastandards.org/homepage/index.aspx


Curriculum Map

Grade 8

2011-2012

2

Sunshine State Standards Key

! = Reading Process Strand (Standards: Fluency, Vocab, Comprehension)

@ = Literary Analysis Strand (Standards: Fiction and Nonfiction)

# = Writing Process Strand (Standards: grammar, pre-write, draft, revise, edit, publish)

^ = Writing Application Strand (Standards: Creative, Informative, Persuasive)

& = Communication Strand (Standards: Listening and Speaking)

% = Information and Media Literacy Strand (Standards: Informational text, Research, Technology)

The research project --- District requirement. Starting the research process before the 4th

quarter in smaller sections is advisable as

the Pre-Laureate Program requirements are substantial.

1. Research Process Hotlinks: http://www.collierschools.com/research/

2. Research Specifications: http://www.collier.k12.fl.us/gifted/ (click on the “teacher link on left side of page)

SpringBoard Resources:

1. Collier County Site: http://www.collier.k12.fl.us/teachers/

2. SpringBoard official site: www.springboard.collegeboard.org

Addendums: There are three addendums after the 4th

quarter map: Research, Prentice Hall alignment, and Sacred book list.

http://www.collierschools.com/research/

http://www.collier.k12.fl.us/gifted/

http://www.collier.k12.fl.us/teachers/

http://www.springboard.collegeboard.org/


Curriculum Map

Grade 8

2011-2012

3

Quarter 1

Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative language Powerpoints. It is a great re-teaching activity site Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and click on Writing Workshops. There are 10 per grade level. Literature: http://www.shortstoryarchive.com/ http://www.world-english.org/stories.htm http://members.cox.net/jpetitbon/eng1-literacyshort_stories.htm These are great websites if you’re looking for short stories to help differentiate instruction.

Essential Questions: 1. What defines a hero? 2. How do visual images enhance or create meaning?

Key:

! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy

http://languagearts.mrdonn.org/grammar.html

http://www.springboard.collegeboard.com/

http://webmail.collier.k12.fl.us/owa/redir.aspx?C=85dcfec58933461e9a6b6551b8ff26eb&URL=http%3a%2f%2fwww.shortstoryarchive.com%2f

http://webmail.collier.k12.fl.us/owa/redir.aspx?C=85dcfec58933461e9a6b6551b8ff26eb&URL=http%3a%2f%2fwww.world-english.org%2fstories.htm

http://webmail.collier.k12.fl.us/owa/redir.aspx?C=85dcfec58933461e9a6b6551b8ff26eb&URL=http%3a%2f%2fmembers.cox.net%2fjpetitbon%2feng1-literacyshort_stories.htm


Curriculum Map

Grade 8

2011-2012

4

Power Benchmarks Recommended Strategies

SpringBoard Texts

Prentice Hall Texts

Ancillary Materials

Recommended Formative Assessments

Recommended Summative Assessments

! Vocabulary Development: The student uses multiple strategies to develop grade appropriate vocabulary.

Diffuse Vocab Graphic Organizers Word Maps

Activity 1.2-Challenges Word Wall

Word Wall Writing Workshop #1-The Writing Process Academic Vocabulary-Diction

Completion of graphic organizers

Vocabulary Notebook Writing Workshop #1-The Writing Process

! Vocabulary Development: The student uses context clues to determine meaning. ! Reading Comprehension: Analyze author’s purpose. @ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language. # Writing Process: Elaborate ideas using through supporting details & Communication: Demonstrate effective listening skills

Visualizing Graphic Organizers Word Maps TP-CASTT Mark the Text Think-Pair-Share Paraphrase Quickwrite

Activity 1.3-1.4-Tone: Word Sort and Emotional and Physical Challenges Poetry: “A Man,” Poetry: “Moco Limping”

“Cat!”- p. 654 “Silver”- p. 657 “Your World,”- p. 658 “Concrete Mixers” -p. 675

Grammar: Quotation marks FCAT: Word Choice, Main Idea, Tone, Theme, Author’s Purpose Literary Term-Tone, Stanza, Theme

Literary analysis of selections Write an interpretive statement about theme that can act as a topic sentence. Writing Prompt- SB p. 12

Published Writings


Curriculum Map

Grade 8

2011-2012

5


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



! Reading Comprehension: Determine the main idea. @ Literary Analysis: Analyze elements of characterization, setting, and plot.

Graphic Organizers

Activity 1.5-Facing Challenges Video- October Sky

Rocket Boys-A Memoir by Homer Hickam Jr. FCAT: Main Idea

Completion of graphic organizer Write a thesis statement about Homer’s challenges and his reactions to challenges Write a poem about facing challenges

Published Writings

! Vocabulary Development: The student uses context clues to determine meaning. ^Writing Application: Write specialized informational/expository essay & Communication: Demonstrate effective listening skills # Writing Process: Brainstorming and Drafting

Drafting Mark the Draft Think-Pair-Share Word Map Brainstorming Graphic Organizer

Activity 1.6-Defining Heroic Qualities

Heroic Characters- p. 1070 Davy Crockett’s Dream- p. 1072

Word Wall FCAT: Vocabulary Academic Vocabulary-Definition Essay

Completion of graphic organizer Writing Prompt: What defines a hero using all three definition strategies

Published Writings Vocabulary Notebook

! Reading Comprehension: Determine the main

Group Discussion Quickwrite Summarizing

Activity 1.7-1.8-Heroes in Action and Historical

Paul Bunyan and the North Woods- p.

Writing Workshop #6-Expository

Anticipation Guide

Published Writings Writing Workshop #6-


Curriculum Map

Grade 8

2011-2012

6


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



idea. ! Vocabulary Development: Identify word/phrase relationships and their meaning @ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language. ^Writing Application: Write specialized informational/expository essay # Writing Process: Brainstorming

Brainstorming Diffusing KWHL Chart Marking the Text Skimming/Scanning TP-CASTT

Heroes Article-“Love Triumphs: 6-Year-Old Becomes a Hero to Band of Toddlers, Rescuers Poetry: “O Captain! My Captain Poetry: “Frederick Douglas”

1075 Invocation from John Brown’s Body- p. 1078 Harlem Night Song- p. 677 The American Dream- p. 172 Sharing in the American Dream- p. 576

Writing Grammar: Prepositions (Compound) FCAT: Main Idea, Vocab. Literary Terms-Rhyme Scheme, Free Verse, Metaphor, Simile

Completion of graphic organizer Quickwrite about heroic event 5W’s and H while taking notes Summarize story into three to four sentences Complete KWHL TP-CASTT of both poems Writing Prompt-Literary analysis of both poems

Expository Writing

! Vocabulary Development: The student uses context clues to determine meaning. ! Reading Comprehension: Analyze author’s purpose. ! Reading Comprehension: Compare and contrast

Graphic Organizer Revisiting Prior Work Think Aloud Paraphrasing Word Map Brainstorming

Activity 1.9-1.10-The Challenges of the Hero’s Journey and The Refusal of the Call Video- Batman Begins Video- Star Wars I: The Phantom

Little Exercise- p. 683

Word Wall Video-The Karate Kid FCAT: Vocab., Author’s Purpose, Compare and Contrast Academic

Define hero, stereotype, and archetype Completion of graphic organizer Expand definition of what defines a hero Brainstorm other

Vocabulary Notebook Published Writings


Curriculum Map

Grade 8

2011-2012

7


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



elements in multiple texts @ Literary Analysis: Analyze elements of characterization, setting, and plot. & Communication: Demonstrate effective listening skills # Writing Process: Brainstorming

Menace Vocabulary-Archetype

examples from movies and literature

! Vocabulary Development: The student uses context clues to determine meaning. @ Literary Analysis: Analyze elements of characterization, setting, and plot. ^Writing Application: Write specialized informational/expository essay # Writing Process: Drafting

Diffusing Drafting Graphic Organizer Sketching

Activity 1.11-The Road of Trials From the Odyssey

FCAT: Vocab. Literary Term-Epic

Completion of graphic organizer Writing Prompt: Describe how Odysseus is a heroic figure

Published Writings

@ Literary Analysis: Analyze elements of characterization, setting, and plot. ! Reading Comprehension:

Graphic Organizer Drafting Summarizing Visualizing Predicting Discussion Groups

Activity 1.12-1.13-A Different Kind of Heroine and Creating a Different Kind of Heroine

The Vision of Maya Ying Lin- p. 504

Grammar: Appositives Modifying Phrases

Completion of graphic organizer Writing Prompt: Write a thesis statement

Published Writing


Curriculum Map

Grade 8

2011-2012

8


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Determine the main idea. ^Writing Application: Write specialized informational/expository essay. & Communication: Demonstrate effective listening skills. # Writing Process: Drafting

Video- Mulan Article- “Woman Warrior”

FCAT: Main Idea Summarize notes into a well developed paragraph Teach information to classmate

@ Literary Analysis: Analyze elements of characterization, setting, and plot. & Communication: Demonstrate effective listening skills. ^Writing Application: Write specialized informational/expository essay. # Writing Process: Drafting and Revise draft

Drafting Marking the Text Think-Pair-Share Word Map

Activity 1.14-An Everyday Hero Four Personal Responses about Ana

The American Dream- p. 172 Sharing in the American Dream- p. 576

Word Wall Completion of graphic organizer Draft a paragraph using definition strategy Share work with others getting feedback Revise draft using feedback


@ Literary Analysis: Analyze elements of characterization, setting, and plot. & Communication: Demonstrate effective listening skills. ^Writing Application:

Drafting Graphic Organizer Revising Brainstorming

Embedded Assessment #1-Writing a Definition Essay

Write a multi paragraph essay that defines your concept of heroism

Published Writings Embedded Assessment #1


Curriculum Map

Grade 8

2011-2012

9


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Write specialized informational/expository essay. # Writing Process: Brainstorm, Drafting, and Revise draft

@ Literary Analysis: Analyze elements of characterization, setting, and plot. ^Writing Application: Write specialized informational/expository essay. & Communication: Demonstrate effective listening skills.

Diffusing Marking the Text Metacognitive Markers Quickwrite Skimming/Scanning Think aloud

Activity 1.15-Reading Utopia From Utopia

Grammar-Double Negative

Annotating the excerpt Quickwrite about Moore’s utopian society Think aloud Mark the text using metacognitive markers

Researching other utopian societies Published Writings

! Vocabulary Development: Word/phrase relationships @ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language. ^Writing Application: Write specialized informational/expository essay.

Quickwrite Visualizing Word Map

Activity 1.16-Precise Words

Word Choice-573 Science and the Sense of Wonder- p.582

Word Wall FCAT-Vocabulary

Completion of graphic organizer Quickwrite describing clock visualized


! Vocabulary Graphic Organizer Activity 1.17- Word Wall Completion of Vocabulary Notebook


Curriculum Map

Grade 8

2011-2012

10


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Development: The student uses context clues to determine meaning. @ Literary Analysis: Analyze elements of characterization, setting, and plot. Analyze author’s use of allusions and descriptive and figurative language. # Writing Process: Brainstorming

Visualizing Word Map Brainstorming

Reading the Opening Novel-The Giver Video-E.T.

FCAT-Vocabulary Academic Vocabulary-Film Terminology, Nonprint text

graphic organizer

! Reading Comprehension: Analyze text structures and text features. Determine the main idea. @ Literary Analysis: Analyze elements of characterization, setting, and plot. & Communication: Demonstrate effective listening skills. # Writing Process: Prewriting and Drafting ^Writing Application: Write specialized persuasive essay.

Graphic Organizer Prewriting Word Map Think-Pair-Share Drafting Skimming/Scanning Looping Quickwrite Discussion Groups

Activity 1.18-1.22-Babies and Birthdays, Characterization, The Circle of Life, Essential Attributes, and Rules in Society Novel- The Giver

Character Traits-p. 277 Hamadi- p. 279 The Tell-Tale Heart- p. 293

Word Wall Grammar-Parenthetical Citation Academic Vocabulary-Characterization FCAT-Main Idea

Completion of graphic organizers Write two well developed paragraphs arguing that one society handles circle of life better Quickwrite-Chief Elders comments about former Receiver of Memory Quickwrite-Pick one question from Rules in Society



Curriculum Map

Grade 8

2011-2012

11


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



@ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language ^Writing Application: Write specialized informational/expository essay. & Communication: Demonstrate effective listening skills.

Diffusing Visualizing Word Map Marking the Text Close Reading Rereading Socratic Seminar

Activity 1.23-1.24-Coming to Your Senses and Marking the Text Postcard-“The Heartiest of Season’s Greetings Novel- The Giver

Marking the Text practice- p.82-85 and p. 182-189 using informational text

Word Wall Academic Vocabulary-Imagery

Find Sensory Details in Postcard Writing Prompt-Write a reflective paragraph explaining your choice Perform a Socratic seminar


@ Literary Analysis: Analyze elements of characterization, setting, and plot. & Communication: Demonstrate effective listening skills. # Writing Process: Drafting ^Writing Application: Write specialized narrative essay. Write specialized informational/expository essay.

Drafting Graphic Organizer Think-Pair-Share Looping Group Discussion

Activity 1.25-1.26-Evolution of a Hero and An Epilogue for The Giver Novel- The Giver

Heroic Characters- p. 1070-1083 Writing a new ending- p. 53

Completion of graphic organizer Writing Prompt-Compare and Contrast Jonas: Now and Beginning Draft an epilogue to The Giver

Published Writings

! Reading Comprehension: Analyze the author’s purpose. Determine the main idea.

Think-Pair-Share Word Map Summarizing

Activity 1.27-Author’s Purpose: Lowry’s Newbery Acceptance Speech

Author’s Purpose- p. 111 From An American

Word Wall Grammar-Dashes, Simple Sentences, Compound

Highlight Text Summarize what you highlighted Illustrate a

Vocabulary Notebook


Curriculum Map

Grade 8

2011-2012

12


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



@ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language

Speech- “Newbery Acceptance Speech” Novel- The Giver

Childhood- p. 114 The Speckled Band- p. 122

Sentences, Complex Sentences, Adjectival Clauses, Relative Pronouns FCAT-Author’s Purpose, Main Idea

memory

! Reading Comprehension: Assess, organize, synthesize, and evaluate the validity/reliability of information. Compare and contrast text @ Literary Analysis: Analyze elements of characterization, setting, and plot. & Communication: Demonstrate effective listening skills.

Graphic Organizer Visualizing Skimming/Scanning Previewing Summarizing Rereading

Activity 1.28-1.29-Alien Escape and Graphic Novel: Visualizing an Incident Video- E.T. Graphic Novel- Persepolis

Writing Workshop # 2-Short Story FCAT-Compare and Contrast Literary Terms-Plot

Completion of graphic organizer Writing Prompt-Create a visual representation Summarize sequence of events Create a Venn Diagram

Writing Workshop # 2-Short Story Published Writings

! Reading Comprehension: Compare and contrast text. @ Literary Analysis: Analyze elements of characterization, setting,

Drafting Visualizing

Unit 1-Embedded Assessment #2-Visualizing an Event in Jonas’s Journey Novel- The Giver

FCAT-Compare and Contrast

Create a visual representation illustrating Jona’s journey in the hero’s journey accompanied with a reflective text

Published Writings Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online



Curriculum Map

Grade 8

2011-2012

13


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



and plot. # Writing Process: Drafting, Revising ^Writing Application: Write specialized reflective essay. & Communication: Demonstrate effective listening skills.

end of Unit assessment. Look at the roster reports for detailed assessment results.

Please make sure that when you finish Unit 1 you have your students take the Unit Assessment on Springboard Online.

Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com Look at the roster reports for detailed assessment results.



Curriculum Map

Grade 8

2011-2012

14

Quarter 2

Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative language

Powerpoints. It is a great re-teaching activity site

Writing Workshops: www.springboard.collegeboard.com Log in and “Explore Instructional Units”. Select the level and all

writing workshops are grouped together.

Literature: http://www.shortstoryarchive.com/ http://www.world-english.org/stories.htm

http://members.cox.net/jpetitbon/eng1-literacyshort_stories.htm These are great websites if you’re looking for short stories to

help differentiate instruction.

Unit 2: Essential Questions:

1. How does commercialism impact daily life?

2. How does research enhance a person’s ability to persuade?

Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy







Curriculum Map

Grade 8

2011-2012

15

Power Benchmarks

Recommended Strategies

SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



! Reading Comprehension: Determine the main idea. ! Vocabulary Development: The student uses context clues to determine meaning. % Information and Media Literacy: Explain how text features aid reader & Communication: Demonstrate effective listening skills. ^Writing Application: Write specialized reflective essay.

Graphic Organizer Quickwrite Word Map Marking the Text Metacognitive Markers Rereading Previewing Predicting Think-Pair-Share

Activity 2.2-2.3-Defining Media and Creating Media Awareness Informational Text- “Just the Facts About Advertising and Marketing to Children”

Evaluating Media Messages- p. 792 Analyze Proposition and Support- p. 592-597

Word Wall Academic Vocabulary-Media, commercial, mass media, commercialism, primary source, secondary source FCAT-Main Idea, Vocabulary Literary Terms-Citation, target audience

Completion of graphic organizers Quickwrite-On overall feelings about media Create chart that clearly communicates information Completed Media Habits Log Writing Prompt-Reflection on your insights concerning your media consumption


! Vocabulary Development: The student uses context clues to determine meaning. ! Reading Comprehension:

Prewriting SOAPSTone Think-Aloud

Activity 2.4-The Media and Commercialism Nonfiction-“Branded: The Buying and

Persuasive Techniques- p.614, 616

FCAT: Main Idea, Author’s Purpose, Vocabulary

Complete Anticipation Guide Writing Prompt-Concerns about media, providing examples

Published Writings


Curriculum Map

Grade 8

2011-2012

16

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Determine the main idea. Analyze author’s purpose. # Writing Process: Prewriting

Selling of Teenagers

Completed SOAPSTone

! Vocabulary Development: The student uses context clues to determine meaning. ! Reading Comprehension: Determine the main idea. % Information and Media Literacy: Assess, organize, synthesize, and evaluate the reliability/validity of info. & Communication: Demonstrate effective listening skills. ^Writing Application: Write specialized persuasive essay.

Discussion Groups Graphic Organizer Marking the Text Predicting Skimming/Scanning Think-Pair-Share Word Map

Activity 2.5-Advertising and Representations Informational Text- “How Advertisers Persuade” Online Article- “The Price of Happiness: Advertising and Image”

Persuasive Techniques- p. 559 Evaluating Persuasive Appeals- p. 408-413 The Trouble with Television- p. 558-562

Academic Vocabulary-Advertising Techniques Grammar-Parallel Structure FCAT-Main Idea, Vocabulary Writing Workshop # 8-Persuasive Writing Word Wall

Completion of graphic organizer Discussion of ads after gallery walk Writing Prompt-Feeling about representation of males, females, and/or teenagers in the media

Writing Workshop # 8-Persuasive Writing Published Writings Vocabulary Notebook

! Reading Comprehension:

Close Reading Summarizing

Activity 2.6-Brands and the

Grammar-Progressive

Completion of Anticipation


Curriculum Map

Grade 8

2011-2012

17

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Determine the main idea. Analyze author’s purpose Analyze text structure and feature Identify Cause and Effect relationships

SOAPSTone Media Informational Text-“How to Tweens feel about Brands?”

Tenses FCAT-Main Idea, Author’s Purpose, Cause and Effect, Reference and Research

Guide/Survey Summarize info in graph Completed SOAPSTone

! Reading Comprehension: Determine the main idea. % Information and Media Literacy: Assess, organize, synthesize, and evaluate the reliability/validity of info. ^Writing Application: Write reflective essay. # Writing Process: Brainstorming, Drafting, Editing, Publishing & Communication: Demonstrate effective listening skills.

Drafting Sharing and Responding

Unit 2-Embedded Assessment #1-Writing about the Media

Delivering of a Persuasive speech using Multi-Media- p. 1168

FCAT-Main Idea Write a reflective analysis about your relationship with the media


! Reading Close Reading Activity 2.7-2.8- Debate- p. 827 Word Wall Freewrite about Published Writings


Curriculum Map

Grade 8

2011-2012

18

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Comprehension: Determine the main idea. ! Vocabulary Development: The student uses context clues to determine meaning. @ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language ^Writing Application: Write specialized informational essay # Writing Process: Prewriting, Brainstorming & Communication: Demonstrate effective listening skills.

Freewriting Quickwrite Graphic Organizer Prewriting Word Map

Thinking about Ideas and Debating an Idea Quotations about Ideas

Academic Vocabulary-Persuasive appeals-Logos, Ethos, Pathos FCAT-Main Idea, Vocabulary Writing Workshop # 10-Research

the word “Idea” Create your own metaphor/simile about ideas Quickwrite-About one of checked ideas Completion of graphic organize Debate Topic

Vocabulary Notebook Writing Workshop # 10-Research

% Media Literacy: Assess, organize, synthesize, and evaluate the reliability/validity of info. # Writing Process: Prewriting, Brainstorming,

Graphic Organizer Prewriting Summarizing Drafting Marking the Text Prewriting Revising

Activity 2.9-2.10-Identifying an Issue and Writing a Letter About an Issue

Miami Herald Editorial- p. 593-4 Florida Senate Senator Bennet- p. 595-6 Talk About It- Evaluation p. 217

Completion of graphic organizer Writing Prompt-Write a letter to parent to convince them to change a rule. Write letter in

Published Writings


Curriculum Map

Grade 8

2011-2012

19

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Drafting, Revising ^Writing Application: Write specialized persuasive essay

Speech p. 447 response as parent

# Writing Process: Prewriting, Brainstorming ^Writing Application: Write specialized persuasive essay

RAFT Activity 2.11-Introducing RAFT

Completion of RAFT Writing Prompt- Use newly created RAFT to write letter Reflection on RAFT strategy

Published Writings

! Vocabulary Development: The student uses context clues to determine meaning. ! Reading Comprehension: Determine the main idea. Analyze author’s purpose Analyze text structure and feature Identify Cause and Effect relationships % Information and

Close Reading Marking the Text Paraphrasing Quickwrite Think-Pair-Share Word Map RAFT

Activity 2.12-Issues at School Editorial-“Uniform Opinion” Article-“Student Dress Code” Poetry-“Uniformity” Letter-“A Blessing in Disguise”

Talk About It- Oral Presentations- p. 623, 789

Word Wall FCAT-Vocab., Main Idea, Author’s Purpose, Reference and Research, Cause and Effect Grammar-Perfect Tense Academic Vocabulary-Persuasive Essay

Quickwrite-On dress code and mandatory uniforms Debate Topic-School Uniforms Reflection on debate Completion of RAFT Research topic



Curriculum Map

Grade 8

2011-2012

20

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Media Literacy: Assess, organize, synthesize, and evaluate the reliability/validity of info. ^Writing Application: Write specialized persuasive essay & Communication: Demonstrate effective listening skills.

! Reading Comprehension: Determine the main idea. Analyze author’s purpose Analyze text structure and feature Identify Cause and Effect relationships # Writing Process: Brainstorming, Drafting ^Writing Application: Write specialized persuasive essay & Communication:

Drafting Marking the Text Skimming SOAPSTone Think-Pair-Share

Activity 2.13-An Idea for Derek Jeter Article-“Jeter: Put Your Money Where Your Fans Are”

Talk About It- Persuasive Speech- p. 1165

FCAT-Main Idea, Author’s Purpose, Reference and Research, Cause and Effect Grammar-Subordinate Clause, Independent Clause, Subordinating Conjunctions

Completion of Anticipation Guide Completion of SOAPSTone Write a letter to celebrity about an idea you have

Published Writings


Curriculum Map

Grade 8

2011-2012

21

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Demonstrate effective listening skills.

! Reading Comprehension: Analyze author’s purpose Analyze text structure and feature @ Literary Analysis: Analyze info from organizational text features # Writing Process: Brainstorming, Drafting ^Writing Application: Write specialized persuasive essay % Information and Media Literacy: Assess, organize, synthesize, and evaluate the reliability/validity of info.

Drafting Graphic Organizer Prewriting Brainstorming

Activity 2.14-Issues in the World

FCAT-Author’s Purpose, Reference and Research

Compile sources Completion of graphic organizer Debate topic Brainstorm possible topics for embedded assessment

Published Writings

! Reading Comprehension: Determine the main idea.

Drafting Prewriting Self-Editing Sharing and

Unit 2-Embedded Assessment #2-Write a Persuasive Essay

Writing Workshop: Editorial- p. 614–621;

FCAT-Main Idea Write an essay that persuades an audience to support your



Curriculum Map

Grade 8

2011-2012

22

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



% Media Literacy: Assess, organize, synthesize, and evaluate the reliability/validity of info.

Responding Writing: Review- p. 763; Persuasive Speech- p. 1131

opinion on a particular isssue

Unit 3 ! Reading Comprehension: Determine the main idea. # Writing Process: Brainstorming, Drafting ^Writing Application: Write specialized expository essay & Communication: Demonstrate effective listening skills.

Graphic Organizer Word Map Discussion Groups Oral Reading Summarizing Visualizing Drafting Prewriting Revisiting Prior Work

Activity 3.2-3.4-Challenges in Life, Challenges Quote, and Challenges in Learning

Editing/Publishing- p. 109, 215, 331

Word Wall FCAT-Main Idea Academic Vocabulary-Reflection Writing Workshop # 6-Expository Writing Writing Workshop # 10-Research

Completion of Anticipation Guide Completion of graphic organizer Writing Prompt-Select two challenges and write on why some are easier/harder to face than others Create poster from quote Writing Prompt-Which area in L.A. gives you the most difficulty/easiest?

Vocabulary Notebook Writing Workshop # 6-Expository Writing Writing Workshop # 10-Research Published Writings

! Reading Comprehension: Determine the main

Word Map Think-Pair-Share Visualizing

Activity 3.5-3.6-Multiple Intelligences-An

Academic Vocabulary-Multiple

Complete Inventory of Intelligences



Curriculum Map

Grade 8

2011-2012

23

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



idea. # Writing Process: Prewriting ^Writing Application: Write specialized reflective essay & Communication: Demonstrate effective listening skills.

Prewriting introduction and Multiple Intelligences-A Snapshot

Intelligences FCAT-Main Idea Word Wall

Completion of survey of intelligence types Writing Prompt-Reflection of multiple intelligence survey

! Reading Comprehension: Determine the main idea. Analyze author’s purpose Analyze text structure and feature Identify Cause and Effect relationships Compare and Contrast elements in multiple texts % Information and Media Literacy: Assess, organize, synthesize, and evaluate reliability validity of info.

Revisiting Prior Work Graphic Organizer

Activity 3.7-Strategies Reflection

FCAT-Main Idea, Author’s Purpose, Reference and Research, Cause and Effect, Compare and Contrast

Completion of graphic organizer

! Vocabulary Graphic Organizer Activity 3.8-3.9- Editing/Publishing- Word Wall Completion of Vocabulary Notebook


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2011-2012

24

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Development: The student uses context clues to determine meaning. # Writing Process: Prewriting, Brainstorming, Drafting, Editing ^Writing Application: Write specialized expository essay

Brainstorming Word Map Prewriting Drafting Self-Editing Peer Editing

Using Multiple Intelligence Types and Multiple Intelligences-Beyond Academics

p. 445, 553, 621 FCAT-Vocabulary

graphic organizer Teach class how to do task using strategy Write a reflection on presentation Writing Prompt-Write on what you want to do with your free time

Published Writings

! Vocabulary Development: The student uses context clues to determine meaning. # Writing Process: Prewriting, Brainstorming, Drafting, Editing ^Writing Application: Write specialized expository/reflective essay & Communication: Demonstrate effective listening skills.

Drafting Self-Editing Peer-Editing Word Map Quickwrite Sharing and Responding Marking the Text Discussion Groups Adding Deleting Rearranging

Activity 3.10-3.12-Reflecting on Yourself as a Learner, Setting a Focus for Revision, and Revising for Coherence

Revising Strategy- p. 106, 212, 328, 442, 550, 618

Word Wall FCAT-Vocabulary Academic Vocabulary-Global Review, Coherence Literary Terms-Voice Grammar-Complex Sentences, Present Tense

Writing Prompt-Use your intelligences to reflect on your learning this year Quickwrite-Describe what it means to be exemplary, proficient, and emerging Revision of essay



Curriculum Map

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2011-2012

25

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



! Reading Comprehension: Analyze author’s purpose # Writing Process: Prewriting, Brainstorming, Drafting, Editing ^Writing Application: Write specialized expository/reflective essay & Communication: Demonstrate effective listening skills.

Revisiting Prior Work Adding Replacing Deleting Self-Editing Sharing and Responding

Unit 3-Embedded Assessment-Revising and Editing an Essay

Writing Workshop: Revising – p. 710, 784, 844, 845, 988, 989, 1160, 1161; Editing and Publishing –p 713, 787, 847, 993, 1089, 1163

FCAT-Author’s Purpose

Deeply revise an essay to improve its coherence

Published Writings Embedded Assessment #3 Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.

Please make sure that when you finish Unit 2 and Unit 3 you have your students take the Unit Assessment on Springboard Online.

Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com Look at the roster reports for detailed assessment results.




Curriculum Map

Grade 8

2011-2012

26

Quarter 3

Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative language

Powerpoints. It is a great re-teaching activity site

Writing Workshops: www.springboard.collegeboard.com Log in and “Explore Instructional Units”. Select the level and all

writing workshops are grouped together.

Literature: http://www.shortstoryarchive.com/ http://www.world-english.org/stories.htm

http://members.cox.net/jpetitbon/eng1-literacyshort_stories.htm These are great websites if you’re looking for short stories to help differentiate instruction.

Holocaust Websites: www.ushmm.org http://www.historyplace.com/worldwar2/holocaust/timeline.html

http://www.jewishvirtuallibrary.org/jsource/holo.html http://www.holocaustsurvivors.org http://fcit.usf.edu/HOLOCAUST


1. What is the relationship between challenges, multiple intelligences, and strategies?

2. How can a writer achieve coherence in writing?







http://www.ushmm.org/

http://www.historyplace.com/worldwar2/holocaust/timeline.html

http://www.jewishvirtuallibrary.org/jsource/holo.html

http://www.holocaustsurvivors.org/

http://fcit.usf.edu/HOLOCAUST


Curriculum Map

Grade 8

2011-2012

27

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



! Vocabulary Development: The student uses context clues to determine meaning. ! Reading Comprehension: Determine the main idea. & Communication: Demonstrate effective listening skills. ^Writing Application: Write specialized expository/reflective essay

Graphic Organizer KWHL Chart Oral Reading Think-Pair-Share Word Map

Activity 4.2-An Allegory Terrible Things: An Allegory of the Holocaust

Fables- p. 1013 Symbols- p. 414

Word Wall Academic Vocabulary- Allegory FCAT-Vocabulary, Main Idea

Completion of graphic organizer Writing Prompt-Write paragraph discussing Bunting’s message.


! Reading Comprehension: Determine the main idea. Analyze author’s purpose @ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language & Communication: Demonstrate effective listening skills.

Double-Entry Journal KWHL Chart Visualizing

Activity 4.3-Literature Circle Roles Various Children’s Books Relating to Holocaust

Debate- p. 827 FCAT-Main Idea, Author’s Purpose

Completion of double entry journal Completion of graphic organizer Completion of group meeting reflection sheet


Curriculum Map

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2011-2012

28

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



! Vocabulary Development: The student uses context clues to determine meaning Determine correct meaning of word with multiple meanings ! Reading Comprehension: Determine the main idea. % Information and Media Literacy: Assess, organize, synthesize, and evaluate reliability validity of info. & Communication: Demonstrate effective listening skills.

Graphic Organizer KWHL Chart Summarizing Think-Pair-Share

Activity 4.4-4.5-Learning about the Holocaust and The Holocaust in Film Holocaust Websites (see beginning of Quarter 3) Video- The Diary of Anne Frank Video- Life is Beautiful

Florida Holocaust Museum Website- p. 963-964 Local Holocaust Survivors and Liberators Attend Opening Event for Exhibition- p. 965-966

FCAT-Vocabulary, Main Idea

Completion of Holocaust Vocabulary Completion of graphic organizer Create a graphic organizer to help you compare and contrast films

Vocabulary Notebook

! Vocabulary Development: The student uses context clues to determine meaning & Communication: Demonstrate effective listening skills. ^Writing

Discussion Groups Graphic Organizer Quickwrite Think-Pair-Share

Activity 4.6-Effective Discussions Video- The Diary of Anne Frank Video- Life is Beautiful

Academic Vocabulary-Communication FCAT-Vocabulary

Completion of graphic organizer Writing Prompt-Which film presents the Holocaust more powerfully



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2011-2012

29

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Application: Write specialized expository/reflective essay ! Reading Comprehension: Determine the main idea. Analyze author’s purpose Compare and contrast elements from multiple texts & Communication: Demonstrate effective listening skills. # Writing Process: Drafting ^Writing Application: Write specialized expository/reflective essay

Graphic Organizer Drafting Group Discussion

Activity 4.7-4.8-Exploring the Books and Establishing the Groups Copies of book choices for Literature Circles (See Springboard p. 225b-225c for recommendations)

Anne Frank: The Diary of a Young Girl- p. 970-974 Anne Frank Remembered- p. 975-980

FCAT-Main Idea, Author’s Purpose, Compare and Contrast

Completion of graphic organizer Quickwrite-Write a short paragraph about the effectiveness of your groups communication

Published Writings

! Reading Comprehension: Analyze author’s purpose ! Vocabulary Development: The student uses context clues to determine

Double-Entry-Journal Marking the Text Oral Reading Quickwrite Scimming/Scanning KWHL Chart Revisiting Prior Work Word Map

Activity 4.9-4.11-Beginning the Books, Favorite Passage, What We’ve Learned So Far Copies of book choices for Literature

Frank Family Time Line- p. 850-851 The Diary of Anne Frank Act 1- p. 854-912 The Diary of Anne

Word Wall FCAT-Author’s Purpose, Vocabulary Literary Terms-Narrative, Point of

Completion of Building the Background graphic organizer Completion of Group Meeting Reflection Sheet



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2011-2012

30

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



meaning @ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language & Communication: Demonstrate effective listening skills # Writing Process: Drafting, Revising ^Writing Application: Write specialized expository/reflective essay

Circles (See Springboard p. 225b-225c for recommendations)

Frank Act 2- p. 919-956

View, Euphemism Completion of Oral Reading Evaluation Quickwrite-Reflecting on their own passage

! Reading Comprehension: Analyze author’s purpose Determine Main Idea Compare and Contrast elements in multiple texts ! Vocabulary Development: The student uses context clues to determine meaning

Marking the Text Oral Reading Rereading Word Map

Activity 4.12-Book Club Discussion Newberry Acceptance Speech by Lois Lowry

Speech- Sharing in the American Dream- p. 576-578

Word Wall FCAT-Author’s Purpose, Main Idea, Compare and Contrast, Vocabulary Academic Vocabulary-Talking Points

Create a set of talking points Present talking points to another group

Vocabulary Notebook


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31

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



@ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language & Communication: Demonstrate effective listening skills

! Reading Comprehension: Determine Main Idea Compare and Contrast elements in multiple texts @ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language & Communication: Demonstrate effective listening skill ^Writing Application: Write specialized expository/reflective essay

Graphic Organizer Marking the Test Rereading Skimming/Scanning Word Map TP-CASTT

Activity 4.13-Understanding the Books Poetry- “First They Came for the Communist” Terrible Things: An Allegory of the Holocaust

The Drum- p. 663 Word Wall FCAT-Main Idea, Compare and Contrast

Completion of graphic organizer Completed TP-CASTT of poem Quickwrite-How does author use stanzas to communicate meaning



Curriculum Map

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2011-2012

32

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



! Reading Comprehension: Analyze author’s purpose Determine Main Idea Compare and Contrast elements in multiple texts Identify Cause and Effect relationships # Writing Process: Prewriting, Drafting ^Writing Application: Write specialized expository/reflective essay & Communication: Demonstrate effective listening skill

Drafting Graphic Organizers Prewriting Visualizing

Activity 4.14Never Again Press Release-“More than 850 Students from 46 states Urge Congress to End Genocide in Darfur, Sudan”

Emancipation from Lincoln: A Photo biography- p. 600-604

FCAT-Main Idea, Author’s Purpose, Compare and Contrast, Cause and Effect

Draw a picture or create a collage from a quote Completion of graphic organizer Writing Prompt-Why should students learn about the Holocaust

Published Writings

! Reading Comprehension: Analyze author’s purpose Determine Main Idea & Communication: Demonstrate effective listening skill

Drafting Oral Reading

Unit 4-Embedded Assessment #1-Presenting Voices of the Holocaust

Persuasive Speech Using Multimedia- p. 1168 Writing Workshop- Multimedia Presentation- p. 1084-1089

FCAT-Main Idea, Author’s Purpose

Conduct a coherent book club discussion in front of your peers

Embedded Assessment #1


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33

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



! Reading Comprehension: Analyze author’s purpose Determine Main Idea # Writing Process: Prewriting, Brainstorming & Communication: Demonstrate effective listening skill

Graphic Organizer Revisiting Prior Work Think-Pair-Share Brainstorming Discussion Groups Quickwrite Diffusing

Activity 4.15-4.16-Recognizing Problems and Generating Solutions and From Dream to Reality Famous Quotes

Always to Remember: The Vision of Maya Ying Lin- p. 504-507 Writing Workshop-Problem and Solutions Essay- p. 708-713

FCAT-Author’s Purpose, Main Idea Literary Terms-Logos, Pathos, Ethos Writing Workshop # 8-Persuasive Writing

Brainstorm solutions for problem Completion of graphic organizer Quickwrite-Reread highlighted quotations and write how it could apply to bullying

Writing Workshop # 8-Persuasive Writing Published Writings

! Reading Comprehension: Analyze author’s purpose Determine Main Idea Identify cause and effect relationships ! Vocabulary Development: The student uses context clues to determine meaning # Writing Process: Prewriting, Brainstorming, Drafting & Communication: Demonstrate

Drafting Graphic Organizer Marking the Text Quickwrite Rereading Skimming/Scanning Think-Pair-Share Brainstorming Word Map Socratic Seminar

Activity 4.17-Celebrity Causes Internet Access (optional) Article-“When Stars Align”

Word Wall Academic Vocabulary-Media Channel Grammar-Antecedent, Hyphens, Ellipsis Point, Colon, Semicolon, Parentheses FCAT-Author’s Purpose, Main Idea, Cause and Effect, Vocabulary

Completing of graphic organizer Quickwrite-On favorite celebrities Quickwrite-Reaction to ONE campaign Quickwrite-analyze tone in article Socratic Seminar



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2011-2012

34

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



effective listening skill

! Reading Comprehension: Determine Main Idea % Information and Media Literacy: Assess, organize, synthesize, and evaluate reliability validity of info. & Communication: Demonstrate effective listening skill

Graphic Organizer Skimming/Scanning Think-Pair-Share

Activity 4.18-Noble Contributions Internet Access

Choice: A Tribute to Martin Luther King Jr. p. 1114-1118 The American Dream p. 172-176

FCAT-Main Idea Completion of Graphic Organizer

! Reading Comprehension: Analyze author’s purpose Determine Main Idea # Writing Process: Prewriting, Brainstorming Drafting ^Writing Application: Write specialized persuasive essay & Communication: Demonstrate

Drafting Graphic Organizer Marking the Text Think Aloud Discussion Groups Word Map Brainstorming

Activity 4.19-4.20-Students Taking Action and Getting the Word Out Article-“For some, it’s food for thought” Article-“Making a Difference, One Child at a Time Article-Science Hero: Beth Rickard Environmentalist

Public Service Announcement- p. 827 Persuasive Speech- p. 1131

Word Wall FCAT-Author’s Purpose, Main Idea Grammar-Present Progressive, Introductory Element, Participle, Participle Phrase

Completion of Anticipation Guide Completion of graphic organizer Writing Prompt-Write a brief essay arguing your position



Curriculum Map

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2011-2012

35

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

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effective listening skill

Internet Access

! Reading Comprehension: Analyze author’s purpose Determine Main Idea & Communication: Demonstrate effective listening skill

Graphic Organizer Word Map

Activity 4.21-Media Channels

Word Wall FCAT-Author’s Purpose, Main Idea


Vocabulary Notebook

% Information and Media Literacy: Assess, organize, synthesize, and evaluate reliability validity of info. Explain how text features aid the reader & Communication: Demonstrate effective listening skill

Discussion Group Graphic Organizer KWHL Chart

Unit 4-Embedded Assessment #2-Taking Action About an Issue

Create an informational- Persuasive campaign about an issue

Embedded Assessment #2 Online End Of Unit Assessment with SpringBoard

Please make sure that when you finish Unit 4 you have your students take the Unit Assessment on Springboard Online.

Online End of Unit Assessment: Go to website:

www.springboard.collegeboard.com, And have students take the online end of Unit assessment. Look at

the roster reports for detailed assessment results.



Curriculum Map

Grade 8

2011-2012

36

Quarter 4

Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative language Powerpoints. It is a great re-teaching activity site

Writing Workshops: www.springboard.collegeboard.com Log in and “Explore Instructional Units”. Select the level and all writing

workshops are grouped together.

Literature: http://www.shortstoryarchive.com/ http://www.world-english.org/stories.htm http://members.cox.net/jpetitbon/eng1-

literacyshort_stories.htm These are great websites if you’re looking for short stories to help differentiate instruction.


1. How can one person make a difference when encountering a social challenge?

2. How do people communicate effectively?


1. How is humor created?

2. How do people respond to humor and why do responses vary?









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37

Comedy Links: *Preview materials for appropriateness based on maturity levels of students -Anecdotes- Sinbad (Comedian) Diets/Colon http://www.youtube.com/watch?v=LwrFFiBmA-Q&feature=related

Fast Food-5:20-end http://www.youtube.com/watch?v=GyyTc0-s8Es&feature=related&safety_mode=true&persist_safety_mode=1

Fast Food cont. -3:00 http://www.youtube.com/watch?v=eQgqtkTEqR0&feature=related&safety_mode=true&persist_safety_mode=1

Parenting/Kids http://www.youtube.com/watch?v=GweKDE2Lq8g&feature=related&safety_mode=true&persist_safety_mode=1

-Caricatures SNL –Samurai http://www.youtube.com/watch?v=OxZt4Kxj2cE

SNL-French Chef http://www.hulu.com/watch/3523/saturday-night-live-the-french-chef

SNL- Seinfeld School http://www.dailymotion.com/video/xa83cm_snl-seinfeld-school-sketch_fun

-Physical Mishaps American Funniest Home Video’s http://www.youtube.com/watch?v=LK4OZplgUoE

-Wordplay/Sarcasm/Witty Remarks John Stewart show http://www.thedailyshow.com/watch/mon-february-28-2011/crisis-in-dairyland---message-for-teachers

Colbert Report http://www.colbertnation.com/the-colbert-report-videos/258570/december-15-2009/alicia-keys---empire-state-of-mind--part-ii--broken-down

Letterman Top 10 http://www.youtube.com/watch?v=fXGlzKSafu8&feature=related&safety_mode=true&persist_safety_mode=1&safe=active

Who’s on First? http://www.youtube.com/watch?v=wfmvkO5x6Ng&safety_mode=true&persist_safety_mode=1&safe=active -Puns/One-liners Websites http://wordplay.donhmorris.com/jokes.html http://www.punoftheday.com/cgi-bin/disppuns.pl?ord=F&cat=0&sub=0&page=1 http://www.punoftheday.com/cgi-bin/disppuns.pl?ord=S&cat=11&sub=1101&page=1

http://www.youtube.com/watch?v=LwrFFiBmA-Q&feature=related

http://www.youtube.com/watch?v=GyyTc0-s8Es&feature=related&safety_mode=true&persist_safety_mode=1

http://www.youtube.com/watch?v=eQgqtkTEqR0&feature=related&safety_mode=true&persist_safety_mode=1

http://www.youtube.com/watch?v=GweKDE2Lq8g&feature=related&safety_mode=true&persist_safety_mode=1

http://www.youtube.com/watch?v=OxZt4Kxj2cE

http://www.hulu.com/watch/3523/saturday-night-live-the-french-chef

http://www.dailymotion.com/video/xa83cm_snl-seinfeld-school-sketch_fun

http://www.youtube.com/watch?v=LK4OZplgUoE

http://www.thedailyshow.com/watch/mon-february-28-2011/crisis-in-dairyland---message-for-teachers

http://www.colbertnation.com/the-colbert-report-videos/258570/december-15-2009/alicia-keys---empire-state-of-mind--part-ii--broken-down

http://www.youtube.com/watch?v=fXGlzKSafu8&feature=related&safety_mode=true&persist_safety_mode=1&safe=active

http://www.youtube.com/watch?v=wfmvkO5x6Ng&safety_mode=true&persist_safety_mode=1&safe=active

http://wordplay.donhmorris.com/jokes.html

http://www.punoftheday.com/cgi-bin/disppuns.pl?ord=F&cat=0&sub=0&page=1

http://www.punoftheday.com/cgi-bin/disppuns.pl?ord=S&cat=11&sub=1101&page=1


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38

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



! Reading Comprehension: Analyze author’s purpose Determine Main Idea ! Vocabulary Development: The student uses context clues to determine meaning @ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language & Communication: Demonstrate effective listening skill

Marking the Text Think-Pair-Share Graphic Organizer Previewing

Activity 5.2-5.3-What Makes You Laugh and Humorous Vocabulary Essay-“Made You Laugh”

Word Wall Grammar-Singular or Plural, Brackets FCAT-Main Idea, Author’s Purpose, Vocabulary

Completion of Anticipation Guide Completion of graphic organizer

Vocabulary Notebook

! Reading Comprehension: Analyze author’s purpose Determine Main Idea ! Vocabulary Development: The student uses context clues to

Graphic Organizer Word Map Brainstorming Think Aloud

Activity 5.4-5.5-Humorous Anecdotes and An Array of Humorous Vocabulary Film-Jerry Seinfeld: “I’m Telling You for the Last Time”

Anecdote (see Comedy Links above) Word Wall Academic Vocabulary-Anecdote

Completion of graphic organizer Brainstorm ideas for future anecdotes

Vocabulary Notebook Perform Anecdotes Published Writings


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39

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



determine meaning & Communication: Demonstrate effective listening skill # Writing Process: Brainstorming

Essay-“From Brothers”

FCAT-Author’s Purpose, Main Idea, Vocabulary

! Reading Comprehension: Analyze author’s purpose Determine Main Idea @ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language

Graphic Organizers Metacognitive Markers

Activity 5.6-Finding Truth in Comedy Essay-“A Couple of Really Neat Guys”

FCAT-Author’s Purpose, Main Idea Grammar-Pronouns, Antecedent


! Reading Comprehension: Analyze author’s purpose Determine Main Idea Compare and Contrast elements in multiple texts @ Literary Analysis:

Graphic Organizer Activity 5.7-Humorous Nonprint Texts Examples of comic strips and political cartoons

FCAT-Author’s Purpose, Main Idea, Compare and Contrast

Completion of graphic organizer Create an original comic strip or political cartoon

Published Writings


Curriculum Map

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40

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Analyze author’s use of allusions and descriptive and figurative language Analyze elements of character, setting and plot & Communication: Demonstrate effective listening skill

! Reading Comprehension: Analyze author’s purpose Determine Main Idea ! Vocabulary Development: The student uses context clues to determine meaning # Writing Process: Brainstorming ^Writing Application: Write specialized expository essay & Communication: Demonstrate effective listening

Graphic Organizer Marking the Text Skimming

Activity 5.8-Levels of Comedy

Word Wall Academic Vocabulary-Levels of comedy FCAT-Main Idea, Authors Purpose, Vocabulary Writing Workshop # 9-Response to Literary or Expository Text Physical Mishaps, Caricatures, Wordplay, Sarcasm, Witty

Completion of graphic organizer Choose an example of low comedy and give examples to support Brainstorm a list of comedies you watch and classify them as low or high comedy with support

Vocabulary Notebook Published Writings Writing Workshop # 9-Response to Literary or Expository Text


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41

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



skill Remarks (see Comedy Links above)

! Reading Comprehension: Analyze author’s purpose Determine Main Idea Compare and Contrast elements in multiple texts ! Vocabulary Development: The student uses context clues to determine meaning @ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language Analyze elements of character, setting and plot # Writing Process: Brainstorming ^Writing Application: Write specialized

Graphic Organizer Think-Pair-Share Word Map

Activity 5.9-5.11-Elements of Humor, Elements of Humor-Comic Characters and Caricatures, Elements of Humor-Comic Situations The Simpsons (opening clip) Film-Pleasantville Film-Monsters Inc.

Word Wall FCAT-Main Idea, Author’s Purpose, Compare and Contrast, Vocabulary Academic Vocabulary-Elements of Humor Grammar-Pronouns Caricatures (see Comedy Links above) Possible ideas for: Comic Characters-Saved by the Bell Comic Situations- Dumb

Completion of graphic organizer Create a poster that represents an element of humor Writing Prompt-Write a well developed analytical paragraph on comic characters and caricatures Writing Prompt-How do the writer and director create humor-for both movie clips

Vocabulary Notebook Published Writings Perform Comic Situations Perform Caricatures


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Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



expository essay & Communication: Demonstrate effective listening skill

and Dumber

! Reading Comprehension: Determine Main Idea ! Vocabulary Development: The student uses context clues to determine meaning @ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language Analyze elements of character, setting and plot & Communication: Demonstrate effective listening skill

Marking the Text Role Playing Graphic Organizer Think-Pair-Share

Activity 5.12-5.14-Elements of Humor-Comic Wordplay, Elements of Humor-More Wordplay, Elements of Humor-Hyperbole Who’s on First?-see comedy links above Poetry-“Is Traffic Jam Delectable” Poetry-“A Trip To Morrow”

Hyperbole-p. 1012, 1013, 1166

FCAT-Main Idea, Vocabulary Writing Workshop # 3-Poetry Wordplay, Witty Remarks, Sarcasm (see Comedy Links above)

Completion of graphic organizer Analyze one-liner/pun Answer questions about Who’s on First Create an anecdote or poem using hyperboles with an illustration

Published Writings Writing Workshop # 3-Poetry

! Reading Comprehension:

Graphic Organizer Marking the Text

Activity 5.15-Finding the Humor

FCAT-Author’s Purpose, Main


Published Writings


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43

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Analyze author’s purpose Determine Main Idea @ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language Analyze elements of character, setting and plot & Communication: Demonstrate effective listening skill # Writing Process: Brainstorming ^Writing Application: Write specialized expository essay

Scanning Short Story-“Priscilla and the Wimps”

Idea Writing Workshop # 2

Writing Prompt-Write a critical analysis of “Priscilla and the Wimps”

Writing Workshop # 2

! Reading Comprehension: Analyze author’s purpose Determine Main Idea @ Literary Analysis: Analyze author’s

Drafting Self-Editing

Unit 5-Embedded Assessment #1-Writing an Analysis of a Humorous Text


Write a critical analysis of an assigned humorous text



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Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



use of allusions and descriptive and figurative language Analyze elements of character, setting and plot & Communication: Demonstrate effective listening skill # Writing Process: Brainstorming, Drafting, Self-Editing ^Writing Application: Write specialized expository essay ! Reading Comprehension: Determine Main Idea

Graphic Organizer Activity 5.16-Getting to Know Shakespeare

What is Drama?- p. 804-805

FCAT-Main Idea Completion of graphic organizer

! Reading Comprehension: Analyze author’s purpose Determine Main Idea ! Vocabulary

Think-Pair-Share Close Reading Paraphrasing Word Map

Activity 5.17-5.18-Putting the Play in Context and Insults with Flair Plot summary of A Midsummer

Elements of Drama- p, 806-807

Word Wall FCAT-Main Idea, Author’s Purpose, Vocabulary

Completion of graphic organizers Define comedy Visual representation of

Vocabulary Notebook Published Writings Writing Workshop # 5-Script Writing


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45

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Development: The student uses context clues to determine meaning @ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language Analyze elements of character, setting and plot & Communication: Demonstrate effective listening skill

Night’s Dream Academic Vocabulary-Performance Grammar-Exclamation Point, Question Marks, Comma, Semicolon Writing Workshop # 5-Script Writing

character’s relationships Delivery of insults with flair

! Vocabulary Development: The student uses context clues to determine meaning Identify word phrase relationships ! Reading Comprehension: Determine Main Idea @ Literary

Rereading Scanning Summarizing Paraphrasing Close Reading Marking the Text

Activity 5.19-5.20-A Guided Reading of a Scene and A Close Reading of a Scene Scene from A Midsummer’s Night Dream

The Governess- p. 818-824

FCAT-Vocabulary, Main Idea Grammar-Apostrophe

Paraphrase text Rehearse scene

Perform Scene


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Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Analysis: Analyze author’s use of allusions and descriptive and figurative language Analyze elements of character, setting and plot & Communication: Demonstrate effective listening skill

! Reading Comprehension: Determine Main Idea Analyze Author’s Purpose Compare and Contrast elements from multiple texts @ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language Analyze elements of character, setting and plot & Communication:

Graphic Organizer

Activity 5.21-5.22-From Acting Companies to Focus Groups and Same Text, Different Text Shakespeare-“A Midsummer Night’s Dream Film-A Midsummer Night’s Dream

Stage Direction- p. 806, 807, 815 Props- p. 806 Dialogue- p. 804, 806 Skits- p. 499

FCAT-Main Idea, Author’s Purpose, Compare and Contrast

Completion of graphic organizer Share observation of text and film findings with group

Perform scene


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Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Demonstrate effective listening skill

! Reading Comprehension: Determine Main Idea Analyze Author’s Purpose @ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language Analyze elements of character, setting and plot & Communication: Demonstrate effective listening skill

Graphic Organizer Activity-5.23-Performance Plan


Completion of graphic organizer Plan out performance

Perform Scene

! Reading Comprehension: Determine Main Idea Analyze Author’s Purpose ! Vocabulary Development: The student uses

Marking the Text Unit 5-Embedded Assessment #2-Performing a Comic Scene

FCAT-Main Idea, Author’s Purpose, Vocabulary

Perform your assigned scene from A Midsummer Night’s Dream

Embedded Assessment #2 Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com



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Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



context clues to determine meaning Identify word phrase relationships @ Literary Analysis: Analyze author’s use of allusions and descriptive and figurative language Analyze elements of character, setting and plot & Communication: Demonstrate effective listening skill

And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.

Please make sure that when you finish Unit 5 you have your students take the Unit Assessment on Springboard Online


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Addendum 1: Six Traits Research Units Research Paper: The research paper and presentation for each grade level can be an extension of one of the Embedded Assessments found within the SpringBoard Text so there is relevance and continuity for the research.

6th

grade: Unit 5, Embedded Assessment #1 --- Research paper may occur in 4th

quarter 7

th grade: Unit 3, Embedded Assessment #2 --- Research paper may occur in 3

rd quarter

8th

grade: Unit 5, Embedded Assessment #2--- Research paper may occur in 4th

quarter

Research Process Hotlinks: http://www.collierschools.com/research/

Research Specifications: http://www.collier.k12.fl.us/gifted/ (click on the “teacher link on left side of page)

6th grade – Focus is Library Oriented:

1. Define and provide examples of plagiarism 2. Narrow a topic and use S.B. grade specific ideas to tie into curriculum 3. Evaluate 3+ sources and choose 2 articles on the topic 4. Read the articles 5. Take notes on the articles using outlining and note taking strategies 6. Teach paraphrasing and summarizing mini-lessons

7th grade – Focus is Research with Technology

1. Define and provide examples of plagiarism 2. Narrow a topic and use S.B. grade specific ideas to tie into curriculum 3. Write essential questions about the topic that will be answered 4. Design a working outline: topic, heading, supporting details – use Roman numerals 5. Use search engines on the computer to identify 4+ quality resources on the topic 6. Evaluate sources and choose quality articles

http://www.collierschools.com/research/

http://www.collier.k12.fl.us/gifted/


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7. Read the articles 8. Take notes on the articles using outlining and note taking strategies 9. Write a 4 – 5 page research paper answering the essential questions 10. Works Cited page must include a minimum of 4 sources 11. Use MLA format. This should be consistent throughout the paper

8th grade – Focus in on Pre-Laureate Paper and Presentation

1. Define and provide examples of plagiarism 2. Narrow a topic and use S.B. grade specific ideas to tie into curriculum 3. Write essential questions about the topic that will be answered 4. Design a working outline: topic, heading, supporting details – use Roman numerals 5. Use search engines on the computer to identify quality resources on the topic 6. Evaluate at least 7 sources and choose quality articles and sources 7. Read the articles 8. Take notes on the articles using outlining and note taking strategies 9. Write a 6+ page research paper answering the essential questions 10. Works Cited page must include a minimum of 7 sources 11. Use MLA format. This should be consistent throughout the paper


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Addendum #2: Prentice Hall and SpringBoard Alignment

ENGLISH TEXTUAL POWER, LEVEL 3 PRENTICE HALL LITERATURE, GRADE EIGHT ©2010

UNIT 1: The Challenge of Heroism

Springboard Unit Goals:

To define various traits and types of heroes through multiple genres and texts

To understand the archetype of the hero’s journey and apply it to various scenarios in both print and nonprint texts

To analyze various literary, nonfiction, and nonprint texts

Key Matches for Unit Goals from Prentice Hall Literature:

Heroic Characters, 1070, 1072, 1074, 1076, 1081, 1082, 1083; Are yesterday's heroes important today?, 1024, 1030, 1040, 1050, 1071, 1092, 1102, 1112, 1120, 1143, 1165

Talk About It, 217, 447, 623, 789, 995, 1165; Discuss, 76, 168, 176, 272, 342,

380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058; Critical

Thinking: Respond, 23, 38, 50, 62, 76, 102, 118, 152, 168, 176, 199, 206, 243,

260, 272, 290, 302, 320, 324, 342, 380, 392, 402, 425, 436, 473, 482, 496, 510,

522, 539, 544, 546, 562, 568, 578, 586, 612, 649, 658, 666, 678, 686, 701, 706,

724, 736, 752, 760, 775, 778, 813, 824, 840, 912, 956, 974, 980, 1021, 1028,

1034, 1048, 1058, 1074, 1077, 1082, 1100, 1106, 1118, 1128, 1147, 1151,

1154

Learning Focus: Taking Your Writing to the Next Level, p. 4

SpringBoard Readings:

Poetry: “A Man,” by Nina Challenges

Poetry: “Moco Limping,” by David Nava Monreal

Suggested Texts from Prentice Hall Literature:

Poetry Selections:

“Cat!” Eleanor Farjean, 654


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Article: “Love Triumphs: 6-year-ol Becomes a Hero to a Band of

Toddlers, Rescuers,” by Ellen Barry

Poetry: “O Captain! My Captain!” by Walt Whitman

Poetry: “Frederick Douglas,” by Robert Hayden

Narrative: From The Odyssey, by Homer

Article: “Woman Warrior,” by Corie Brown and Laura Shapiro

“Silver,” Walter de la Mare, 657

“Your World,” Georgia Douglas Johnson, 658

“Concrete Mixers,” Patrica Hubbell, 675

“Harlem Night Song,” Langston Hughes, 677

“Little Exercise,” Elizabeth Bishop, 683

“January,” John Updike, 744

“New World,” N. Scott Momaday, 746

“Drum Song,” Wendy rose, 759

“Grandma Ling,” Amy Ling, 762

Academic Vocabulary:

Diction

Archetype

Coverage of Academic Vocabulary in Prentice Hall Literature:

Diction, R14, R20; Dialect, 1039; Voice, 464, 473 Heroic Characters, 1070, 1072, 1074, 1076, 1081, 1082, 1083; Are yesterday's heroes important today?, 1024, 1030, 1040, 1050, 1071, 1092, 1102, 1112, 1120, 1143, 1165

Writing Workshop: Descriptive Essay, 104–109

Photo-essay, Political cartoon, 1134–1141; Web Site, 963

Compare and Contrast, 245, 249, 251, 254, 255, 256, 259, 261, 265, 266, 271, 272, 273, 277, 282, 285, 286, 287, 290, 291, 295, 298, 300, 301,


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Definition Essay

Non-print Text

Compare/Contrast

Imagery

303, 306, 692, 697, 830, 835

Imagery, 640, 641, 741, 747, 749, 751, 753, 758, 760, 761, 1014

Grammar & Usage:

Quotation Marks, p. 12

Appositive, p. 44

Suggested Activities from Prentice Hall Literature:

Quotations, 986, R43

Appositives, 785, R41

Activities to Prepare for Embedded Assessment:

1.3 Tone: Word Sort, p. 8



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1.6 Defining Heroic Qualities, p. 16

1.7 Heroes in Action, p. 17

1.8 Historical Heroes, p. 21

1.12 A Different Kind of Heroine, p. 40

1.14 An Everyday Hero, p. 48

Tone, 157, 169, 177, 245, 261, 464, 468, 473, 598, 601, 602, 603, 604, 606,

608, 609, 611, 613

Heroic Characters, 1070, 1072, 1074, 1076, 1081, 1082, 1083; Are

yesterday's heroes important today?, 1024, 1030, 1040, 1050, 1071, 1092,

1102, 1112, 1120, 1143, 1165; Mythology, 1013, 1023, 1028, 1029,

1034, 1035

The American Dream, Martin Luther King, Jr., 172–176 Sharing in the American Dream, Colin Powell, 576–578

Embedded Assessment 1:

Writing a Definition Essay, p. 53


For related material see: Writing Workshop: Descriptive Essay, 104–109; How-to Essay, 548–553; Timed Writing: Summary, 189

Learning Focus: Applying the Archetype in Text, p. 57


Novel: Excerpt from Utopia, by Thomas More

Novel: The Giver, by Lois Lowry

Postcard: “The Heartiest of Season’s Greetings,” by Carl Nelson


Coyote Steals the Sun and Moon, Erdoes, Richard & Ortiz, Alfonso, 1026–1028

Why the Waves Have Whitecaps, Hurston, Zora Neale, 1032–1034

Brer Possum's Dilemma, Torrence, Jackie, 1042–1044


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Speech: Newbery Acceptance Speech, by Lois Lowry

Graphic Novel: Excerpt from Persepolis, by Marjane Satrapi

Davy Crockett's Dream, Crockett, Davy, 1072–1074

Paul Bunyan of the North Woods, Sandburg, Carl, 1075–1077

On Women’s Right to Suffrage, Susan B. Anthony, 566–569

Grammar & Usage:

Dashes, p. 83


For related material see Punctuation page R43.


1.16 Precise Words, p. 60

1.19 Characterization, p. 70


Haiku, 643; Word choice, 573, 578, 579, 583, 587

Characters of different eras, 190, 194, 196, 198, 199, 201, 202, 203, 204, 206,

207; Character traits, 277, 282, 284, 285, 286, 289, 291, 295, 297, 300, 302,

303; Setting and character, 815, 819, 820, 825; Character’s motivation, drama,

917, 920, 922, 924, 928, 929, 934, 938, 940, 941, 944, 948, 953, 954, 957

Students can practice this skill with the following: 82–85, 182–189, 308–312,

408–413, 528–533, 592–597, 692–697, 766–771, 830–835, 962–967, 1064–1069,


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1.24 Marking the Text, p. 77

1.25 Evolution of a Hero, p. 78

1.26 An Ending to the The Giver, p. 79

1.27 Author’s Purpose, p. 80

1134–1141

Heroic Characters, 1070, 1072, 1074, 1076, 1081, 1082, 1083

Writing Activity: Writing a New Ending, 53

Author’s Purpose, 111,116, 117, 119, 123, 125, 126, 130, 132, 134, 136, 141,

144, 147, 152, 153, 157, 161, 166, 167, 169, 172, 176, 177

For related material see: Visual aids, choose/add, 549, 1085; Illustrated report

on Mishkin, 473; Multimedia presentation, 525


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1.29 Graphic Novels: Visualizing an Incident, p. 91


Visualizing an Event in Jona’s Journey, p. 99


Character profile, 305; Writing Workshop: Short Story, 438–445; Critical

Review, 326–331

UNIT 2: Real-Life Challenges


Analyze and reflect on the effect of media in our lives

Understand how persuasive techniques are used to convince an audience to support a position

Effectively use information from valid sources to support a position


Evaluate persuasive appeals, 408–413; Analyze proposition and support, 592–

597; Evaluating Media Messages, 792; Delivering a Persuasive Speech Using

Multimedia, 1168

Persuasive techniques, 555, 559, 563, 569, 614, 616

Fact and opinion, P5, 558, 560, 562, 563, 567, 568, 569, 573, 577, 579, 583,

584, 587

Writing Workshop: Critical Review, 326–331, Editorial, 614–621, Problem-and-

Solution Essay, 708–713;


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Evaluate and cite online sources in an annotated bibliography

Writing: Advertisement, 413, Review, 763, Public Service Announcement, 827,

Script of an Advertisement, 959, Persuasive Speech, 1131

Avoiding Plagiarism and Creating a Bibliography/Works Cited List, 985–986,

992, R34

Learning Focus: How Powerful Is the Media? P. 106


Online Article: “Just the Facts about Advertising and Marketing

the Children,” by Betsy Taylor

Nonfiction: From Branded: The Buying and Selling of Teenagers,

by Alissa Quart

Informational Text: “How Advertisers Persuade”

Online Article: “The Price of Happiness: Advertising and Image,”

The Center for the Study of Commercialism

Nonfiction: “How do tweens feel about brands?” by Patricia

Seybold from Brainchild, by Martin Lindstrom


The American Dream, Martin Luther King, Jr., 172–176 Hands-free Law Won’t Solve the Problem, Landberg, Mike, 593–594 Transcript of Governor Arnold Schwarzeneggar Signing Legislation Requiring

Drivers to Use Hands Free Devices, 595–596 On Woman’s Right to Suffrage, Susan B. Anthony, 566–568

The Trouble With Television, MacNeil, Robert, 558–562

Advertisements, 409, 410, 411, 412


Media





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Commercialism

Advertising Techniques

Persuasive Appeals

Persuasive Essay

584, 587

Evaluating Media Messages, 792; Delivering a Persuasive Speech Using

Multimedia, 1168


597

Writing Workshop: Critical Review, 326–331, Editorial, 614–621


2.2 Defining Media, p. 108

2.3 Creating Media Awareness, p. 110

2.4 The Media of Commercialism, p. 118

2.5 Advertising and Representation, p. 123

2.6 Brands and the Media, p. 130


Comprehension Skills



584, 587


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Informational Texts


597

Communications Workshop

Evaluating Media Messages, 792; Delivering a Persuasive Speech Using

Multimedia, 1168

Writing Workshop & Writing Lessons

Writing Workshop: Critical Review, 326–331, Editorial, 614–621, Problem-and-

Solution Essay, 708–713; Writing: Advertisement, 413, Public Service

Announcement, 827, Script of an Advertisement, 959, Persuasive Speech,

1131


Writing About the Media, p. 135



597; Evaluating Media Messages, 792; Delivering a Persuasive Speech Using

Multimedia, 1168; Writing: Advertisement, 413

Learning Focus: Supporting Your Ideas, p. 139


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Editorial: “Uniform Opinion,” Dallas Morning News

Article: “Student Dress Code,” by Lynne A. Isaacson

Poetry: “Uniformity,” Anonymous

Letter: “A Blessing in Disguise,” Anonymous

Article: “Jeter: Put Your Money Where Your Fans Are,” by

Michael Lupinacci


The American Dream, Martin Luther King, Jr., 172–176 Hands-free Law Won’t Solve the Problem, Landberg, Mike, 593–594

Transcript of Governor Arnold Schwarzeneggar Signing Legislation Requiring Drivers to Use Hands Free Devices, 595–596 On Woman’s Right to Suffrage, Susan B. Anthony, 566–568



2.8 Debating an Idea, p. 143

2.11 Introducing RAFT, p. 149


Debate, 827; Panel discussion, 405

Talk About It, 217, 447, 623, 789, 995, 1165; Discuss, 76, 168, 176, 272, 342,

380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058; Critical

Thinking: Respond, 23, 38, 50, 62, 76, 102, 118, 152, 168, 176, 199, 206, 243,

260, 272, 290, 302, 320, 324, 342, 380, 392, 402, 425, 436, 473, 482, 496, 510,

522, 539, 544, 546, 562, 568, 578, 586, 612, 649, 658, 666, 678, 686, 701, 706,

724, 736, 752, 760, 775, 778, 813, 824, 840, 912, 956, 974, 980, 1021, 1028,

1034, 1048, 1058, 1074, 1077, 1082, 1100, 1106, 1118, 1128, 1147, 1151,

1154


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2.7 Thinking About Ideas, p. 140

2.9 Identifying Issues, p. 145

2.12 Issues at School, p. 151

2.14 Issues in the World, p. 171

Hands-free Law Won’t Solve the Problem, Landberg, Mike, 593–594 Transcript of Governor Arnold Schwarzeneggar Signing Legislation Requiring

Drivers to Use Hands Free Devices, 595–596 On Woman’s Right to Suffrage, Susan B. Anthony, 566–568



Writing a Persuasive Essay, p. 177


Writing Workshop: Editorial, 614–621; Writing: Review, 763; Persuasive

Speech, 1131; Timed Writing: Advertisement, 413

UNIT 3: Reflecting on Challenges


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To examine the concepts of challenge and multiple intelligences in personal and academic contexts

To strengthen the coherence of an essay through deep revision of introduction, body, and conclusions paragraphs

To reflect on past writing and new revisions


The Big Question: Connecting Themes with Literature

Can all conflicts be resolved?, 230, 232, 243, 246, 260, 262, 272, 278, 290,

292, 302, 308, 309, 310, 313, 320, 324, 334, 342, 344, 380, 386, 392, 394, 402,

408, 409, 410, 411, 412, 415, 425, 436, 446, 447, 451; Listening and Speaking:

Skit, 499 (Solving Conflict); Multimedia Presentation, 525; Writing:

Biographical Sketch (someone who takes risks), 499

Writing Workshop: Revising, 106, 212, 213, 328, 442, 443, 550, 551, 618, 619, 710, 784, 844, 845, 988, 989, 1160, 1161

Reflecting on Your Writing & Rubric fro Self-Assessment, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163

Learning Focus: Reflection and Revision, p. 187


Reflection


Reflecting on Your Writing & Rubric fro Self-Assessment, 109, 215, 331, 445,

553, 621, 713, 787, 847, 993, 1089, 1163; Test Practice, 80, 85, 180, 306, 189,

224, 311, 406, 413, 454, 526, 533, 590, 597, 630, 690, 697, 764, 771, 796, 828,

835, 960, 967, 1002, 1062, 1069, 1132, 1141, 1172

Students are introduced to multiple learning styles including: Enrichment for Gifted Students, 97; Extended Support-Reluctant Readers, 121; Strategies


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Multiple Intelligences

Coherence

Global Revision

for English Learners, 213; Support for Less Proficient Readers, 235; Vocabulary for English Learners, 265; Research and Technology, 383;

Listening and Speaking, 499 Coherence/completeness, evaluate, 571; Writing Workshop: Revising, 106, 212, 213, 328, 442, 443, 550, 551, 618, 619, 710, 784, 844, 845, 988, 989, 1160, 1161; see also: Informational text: evaluate unity and

coherence, 962–967

Grammar & Usage:

Complex Sentence, p. 212

Present Tenses of Verbs, p. 213


Complex Sentence, 1036, 1087, R41


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Verb Tense, 382, 404


3.3 Challenge Quotes, p. 192

3.7 Strategies Reflection, p. 202

3.10 Reflecting on Yourself as a Learner, p. 207

3.11 Setting a Focus for Revision, p. 208

3.12 Revising for Coherence, p. 210


Listening and Speaking: Panel Discussion, 405; also see: Discussion, hold, 615,

1157; Critical Thinking: Discuss, 76, 176, 342, 482, 496, 510, 724, 736, 813,

912, 1048, 1058

Reflecting on Your Writing & Rubric fro Self-Assessment, 109, 215, 331, 445,

553, 621, 713, 787, 847, 993, 1089, 1163; Test Practice, 80, 85, 180, 306, 189,

224, 311, 406, 413, 454, 526, 533, 590, 597, 630, 690, 697, 764, 771, 796, 828,

835, 960, 967, 1002, 1062, 1069, 1132, 1141, 1172

Coherence/completeness, evaluate, 571; Writing Workshop: Revising, 106,

212, 213, 328, 442, 443, 550, 551, 618, 619, 710, 784, 844, 845, 988, 989,

1160, 1161; see also: Informational text: evaluate unity and coherence, 962–

967


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Revising and Editing an Essay, p. 220


Writing Workshop: Revising, 106, 212, 213, 328, 442, 443, 550, 551, 618, 619,

710, 784, 844, 845, 988, 989, 1160, 1161; Editing and Publishing, 109, 215,

331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163

UNIT 4: Voices and Challenges


To engage in meaningful discussion of historical and contemporary issues of local and global importance


The American Dream, Martin Luther King, Jr., 172–176 From Always to Remember: The Vision of Maya Ying Lin, Brent Ashabranner,

504–507

The War in Vietnam, 529 Gulf of Tonkin Resolution, 531 On the Situation in Vietnam, Henry B. Gonzalez, 532 Hands-free Law Won’t Solve the Problem, Landberg, Mike, 593–594 On Woman’s Right to Suffrage, Susan B. Anthony, 566–568

Harriet Tubman: Petry, Ann, Conductor on the Underground Railroad, from,

486–496

Brown vs. Board of Education, Myers, Walter Dean, 605–612

Trouble With Television, The, MacNeil, Robert, 558–562

Listening and Speaking: Panel Discussion, 405; Debate, 827; also see: Discussion, hold, 615, 1157; Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058


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To employ effective communication skills in small and large group settings

To research an issue and create an action plan to address it

To examine and employ various media channels

Writing Workshop: Problem-and-Solution Essay, 708–713; Research Report, 982–993; Research and Technology: Research Report, 155; Writing:

Research Proposal, 1109 Writing Workshop: Multimedia Report, 1084–1089; Research and Technology: Multimedia Presentation, 525

Evaluating Media Messages, 792

Delivering a Persuasive Speech Using Multimedia, 1168

Learning Focus: Effective Discussions, p. 228


Children’s Books relating to the Holocaust

Holocaust Narratives

Children’s Book: “Terrible Things: An Allegory of the Holocaust,”


The Diary of Anne Frank, Act 1, Drama, Frances Goodrich and Albert Hackett, 854–874 The Diary of Anne Frank, Act 2, Drama, Frances Goodrich and Albert Hackett, 919–946

Florida Holocaust Museum, Web Site, 963–964 Local Holocaust Survivors and Liberators Attend Opening Event for


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by Eve Bunting

Poetry: “First They Come for the Communists,” by Martin

Niemoller

Press Release: “More Than 850 Students from 46 States Urge

Congress to End Genocide in Darfur, Sudan”

Exhibition, Press Release, 965–966 Anne Frank: The Diary of a Young Girl, Anne Frank, 970–974

From Anne Frank Remembered, Miep Gies, 975–980

Sharing in the American Dream, Colin Powell, 576–578

Emancipation, from Lincoln: A Photobiography, Freedman, Russell, 600–604


Allegory

Euphemism

Talking Points

Communication


Fable, 1013 For related material see: Idioms, 1012, 1039, 1166; Research and Technology: Bulletin Board Display (experience of Jews under Nazi

occupation), 959 Listening and Speaking: Panel Discussion, 405; Debate, 827; also see:

Discussion, hold, 615, 1157; Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058; Research and Technology: Bulletin Board Display (experience of Jews under Nazi occupation), 959

Themes: short story, 385, 389, 392, 393, 398, 401, 402, 403, 405; symbols to illustrate, 414, 437; Chang, Lan Samantha on, 1010, 1014; comparing works with similar themes, 1142, 1147, 1149, 1150, 1153, 1155 Communications Workshops: Evaluating Media Messages, 792; Delivering a Persuasive Speech Using Multimedia, 1168; Research and Technology:

Multimedia Presentation, 525; Writing Workshop: Multimedia Report, 1084–

1089


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Theme

Media Channels


4.2 An Allegory, p. 230

4.3 Literature Circle Roles, p. 233

4.6 Effective Discussions, p. 242

4.7 Exploring the Groups, p. 247

4.12 Book Club Discussion, p. 253

4.4 Learning About the Holocaust, p. 238


Fable, 1013

Listening and Speaking: Panel Discussion, 405; Debate, 827; also see:

Discussion, hold, 615, 1157; Critical Thinking: Discuss, 76, 168, 176, 272, 342,

380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058

The Diary of Anne Frank, Act 1, Drama, Frances Goodrich and Albert Hackett, 854–874 The Diary of Anne Frank, Act 2, Drama, Frances Goodrich and Albert Hackett, 919–946 Florida Holocaust Museum, Web Site, 963–964


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4.5 The Holocaust in Film, p. 240

Local Holocaust Survivors and Liberators Attend Opening Event for Exhibition, Press Release, 965–966

Anne Frank: The Diary of a Young Girl, Anne Frank, 970–974 From Anne Frank Remembered, Miep Gies, 975–980


Presenting Voices of the Holocaust, p. 259


Research and Technology: Bulletin Board Display (experience of Jews under Nazi occupation), 959 Florida Holocaust Museum, Web Site, 963–964

Local Holocaust Survivors and Liberators Attend Opening Event for Exhibition, Press Release, 965–966 Anne Frank: The Diary of a Young Girl, Anne Frank, 970–974 From Anne Frank Remembered, Miep Gies, 975–980

Learning Focus: Creating a Thoughtful Opinion, p. 265


Article: “When Stars Align: Behind the latest barrage of celebrity

activism to end poverty in Africa,” by Brian Braiker with Traci E.

Carpenter

Article: “ For some, it’s food for thought,” by Monica Everett-

Haynes

Article: “Student Turns Arthritis Pain Into Project,” by Ashley

Soo

Article: “Science Hero: Beth Rickard, Environmentalist,” by


From Always to Remember: The Vision of Maya Ying Lin, Brent Ashabranner, 504–507 The War in Vietnam, 529 Gulf of Tonkin Resolution, 531 On the Situation in Vietnam, Henry B. Gonzalez, 532 Hands-free Law Won’t Solve the Problem, Landberg, Mike, 593–594 On Woman’s Right to Suffrage, Susan B. Anthony, 566–568

Harriet Tubman: Petry, Ann, Conductor on the Underground Railroad, from,

486–496

Brown vs. Board of Education, Myers, Walter Dean, 605–612

Trouble With Television, The, MacNeil, Robert, 558–562


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Wendy Jewell Florida Holocaust Museum, Web Site, 963–964 Local Holocaust Survivors and Liberators Attend Opening Event for

Exhibition, Press Release, 965–966 Anne Frank: The Diary of a Young Girl, Anne Frank, 970–974 From Anne Frank Remembered, Miep Gies, 975–980

Grammar & Usage:

Present Progressive Verb Form, p. 283


Verb Tense, 382, 404


4.15 Recognizing Problems and Generating Solutions, p. 266

4.18 Nobel Contributions, p. 279

4.19 Students Taking Action, p. 281


Problem-and-Solution Essay, 708–713; Problem-and-solution organization,

464

The American Dream, Martin Luther King, Jr., 172–176; The Drum (for Martin

Luther King, Jr.), Nikki Giovanni, 663; Choice: A Tribute to Martin Luther King,

Jr., Alice Walker, 1114–1118

Writing: Advertisement, 413, Public Service Announcement, 827, Persuasive


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4.20 Getting the Word Out, p. 291

Speech, 1131; Research and Technology: Multimedia Presentation, 525

Writing Workshop: Editorial, 614–621; Communications Workshop: Delivering

a Persuasive Speech Using Multimedia, 1168; Writing: Public service

announcement, 827


Taking Action About an Issue, p. 295


Writing Workshop: Editorial, 614–621; Problem-and-Solution Essay, 708–713;

Writing: Review, 763; Persuasive Speech, 1131; Public service announcement,

827; Communications Workshop: Delivering a Persuasive Speech Using

Multimedia, 1168

UNIT 5: The Challenge of Comedy


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To use vocabulary associated with humorous texts

To differentiate between high and low comedy

To analyze the elements of humor found in a variety of print and nonprint texts

To analyze a humorous text and write a critical analysis essay

To perform a comic scene emphasizing the elements of humor


Humorous Selections, 1026–1028, 1032–1034, 1042–1044, 1072–1074, 1075–1077; Anecdotes, 105, 106, 179; Humor, R16; Jokes, 232, 273

Writing Workshop: Critical Review, 326–331; Writing: Anecdotes, use, 106, 179

Dramatic pauses, add, 1131; Role Play, 79; Skit, 499

Learning Focus: Defining Comedy, p. 306


Essay: “Made You Laugh,” by Marc Tyler Nobleman

Essay: “Brothers,” by Jon Scieszka

Essay: “A Couple of Really Neat Guys,” by Dave Barry

Poetry: “Is Traffic Jam Delectable?” by Jack Prelutsky

Poetry: “A Trip to Morrow,” Author Unknown

Short Story: “Priscilla and the Wimps,” by Richard Peck


Coyote Steals the Sun and Moon, Erdoes, Richard & Ortiz, Alfonso, 1026–1028

Why the Waves Have Whitecaps, Hurston, Zora Neale, 1032–1034

Brer Possum's Dilemma, Torrence, Jackie, 1042–1044

Davy Crockett's Dream, Crockett, Davy, 1072–1074

Paul Bunyan of the North Woods, Sandburg, Carl, 1075–1077


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Anecdote

Elements of Humor

Levels of Comedy

Performance


Anecdotes, 105, 106, 179

Humor, R16; Elements/Types of Drama, 806, 807, 813; Dramatic pauses, add,

1131; Role Play, 79; Skit, 499; Humorous Selections, 1026–1028, 1032–1034,

1042–1044, 1072–1074, 1075–1077; Jokes, 232, 273

Grammar & Usage:

Subject Verb Agreement, p. 312

Pronoun, p. 326

First Person and Third Person Point of View, p. 336


Subject-verb agreement, 443, 445, R42

Pronouns, 154, 178, 213, 668

Point of View, 235, 240, 333, 338, 341, 342, 343, 348, 350, 352, 356, 358, 360,

362, 364, 367, 368, 370, 371, 374, 377, 379, 381


5.3 Humorous Vocabulary, p. 317


Humor, R16; Elements/Types of Drama, 806, 807, 813; Dramatic pauses, add,


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5.4 Humorous Anecdotes, p. 319

5.5 An Array of Humorous Vocabulary, p. 323

5.7 Humorous Nonprint Texts, p. 328

5.9 Elements of Humor, p. 334

5.10 Elements of Humor: Comic Characters and Caricatures, p.

335

5.11 Elements of Humor: Comic Situations, p. 336

5.12 Elements of Humor: Comic Wordplay, p. 339

5.15 Finding the Humor, p. 351

5.14 Elements of Humor: Hyperbole, p. 350

1131; Role Play, 79; Skit, 499; Humorous Selections, 1026–1028, 1032–1034,

1042–1044, 1072–1074, 1075–1077; Anecdotes, 105, 106, 179; Jokes, 232,

273

Humorous Selections, 1026–1028, 1032–1034, 1042–1044, 1072–1074, 1075–

1077; Humor, R16; Elements/Types of Drama, 806, 807, 813; Dramatic pauses,

add, 1131; Role Play, 79; Skit, 499; Heroic Characters, 1070, 1072, 1074, 1076,

1081, 1082, 1083; Jokes, 232, 273

Hyperbole, 1012, 1013, 1166; Jokes, 232, 273


Writing an Analysis of a Humorous Text, p. 357


Writing Workshop: Critical Review, 326–331; Writing: Anecdotes, use, 106,

179


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Learning Focus: Performing Comedy, p. 361


Play: Excerpt from A Midsummer Night’s Dream, by William

Shakespeare


Play: The Governess, Neil Simon, 818–824

Grammar & Usage:

Punctuation Marks, p. 367


Punctuation, 215, 787, 989, 1060, 1108, R43


5.17 Putting the Play Into Context, p. 363

5.19 A Guided Reading of a Scene, p. 369

5.22 Same Text, Different Text, p. 373


What is Drama?, 804–805; Elements of drama, 806–807; Stage Directions,

806, 807, 812, 815, 825; Staging, 808; Props, 806

Play: The Governess, Neil Simon, 818–824


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5.23 Performance Plan, p. 375

Dramatic pauses, add, 1131; Role Play, 79; Skit, 499; Dialogue, 804, 806, 808,

811, 849, 857, 858, 860, 864, 865, 867, 872, 873, 876, 877, 879, 880, 893, 895,

896, 898, 899, 901, 905, 906, 909, 912, 913


Performing a Comic Scene, p. 377


Dramatic pauses, add, 1131; Role Play, 79; Skit, 499


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Addendum #3: Sacred Book List

Lists were compiled from:

1. Collier County Public School Current “Sacred Book” list

2. Sunshine State Young Readers’ Novels

3. Sunshine State: Florida Teen Reads

4. Reader’s Journey Novels

5. SpringBoard Suggested Novels

6. Prentice Hall Literature Suggested Novels

7. Janet Allen Suggested Novels

8. College Board Top 100 Novel List

9. Advanced Placement Recommendations:

High School Teacher Syllabi

College Board A.P. Literature Suggestions

College Board A.P. Language Suggestions

Novels from A.P. Free Response Questions

KEY

+Sunshine State Young Readers Award Program

^Advanced Honors

-Reader’s Journey

* Spring Board


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Middle School Book List 6th grade

Title Author Lexile SpringBoard

*Dragonwings Yep, Laurence

870

*Holes Sachar, Louis 660

*Island of the Blue Dolphins O'Dell, Scott 1000

*Taking Sides Soto, Gary 750

Reader’s Journey

-A Long Way from Chicago Peck, Richard 750

-Things Not Seen Clements, Andrew 690

-Miracle’s Boys Woodson, Jacqueline 660

-Bearstone Hobbs, Will 780

-Redwall Redwall 800

-Tarantula in My Purse: And 172 Other Wild Pets, The

George, Jean Craighead 830

-Strong Right Arm: The Story of Mamie “Peanut” Johnson, A

Green, Michelle Y. 860

-Boy 1090

-Westing Game, The Raskin, Ellen 750

-Pushing Up the Sky: Seven Native American Plays for Children

Bruchac, Joseph NP

-Liberation of Gabriel King Going, K.L. 780

-Hero’s Trail

Barron 850

-Mousetrap, The Christie, Agatha NP

-Hiroshima Yep, Laurence 660


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-Play to Win Jongh, James de and Carles Cleveland NP

CCPS Recommendations

A Wrinkle in Time L'Engle, Madeleine 740

Call it Courage Sperry, Armstrong 830

Hatchet Paulsen, Gary 1020

My Side of the Mountain George, Jean Craighead 810

Tuck Everlasting Babbitt, Natalie 770

The Heart of a Chief Bruchac, Joseph 750

Incredible Journey Burnford, Sheila 1320

Journey Home

King of the Wind Henry, Marguerite 830

M.C. Higgins the Great Hamilton, Virginia 620

Shark Beneath the Reef George, Jean Craighead 800

Sing Down the Moon O'Dell, Scott 820

My Brother Sam is Dead Collier, James Lincoln and Christopher Collier

770

Out of the Dust

Advanced

^Cheaper by the Dozen Gilbreth, Frank and Ernestine Carey 890

^Freedom’s Crossing Clark, Margaret Goff 720

^Swiss Family Robinson Wyss, Johann 910

^Treasure Island Stevenson, Robert Louis 1070

Sunshine State Young Readers

+Rules Rules, Cynthia NP

+Hurt Go Happy Rorby, Ginny 870

Prentice Hall


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A Backwoods Boy White, Bailey NP


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*Tangerine Bloor, Edward 680

*The Call of the Wild London, Jack 790

*Dogsong Paulson, Gary 930

*Julie of the Wolves Craighead, George 860

*Sukey and the Mermaid San Souci, Robert 820

Reader’s Journey

-Rules of the Road Bauer, Joan 850

-Fast Sam, Cool Clyde, and Stuff Myers, Walter Dean 860

-Heat Lupica, Mike 940

-Stand Tall Bauer, Joan 520

-Who Moved My Cheese Johnson, Spencer 880

-Oddballs Sleator, William 1010

-F is for Freedom

-Touching Spirit Bear Mikaelsen, Ben 670

-Crazy Loco Rice, David 830

-Storm Breakers Horowitz, Anthony

-Novio Boy Soto, Gary NP

-Doors

-Lost in Yonkers Neil Simon NP

-Kid Who Invented the Popsicle: And Other Extraordinary Stories Behind Everyday Things

7th grade


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-Portraits of African-American Heroes Bolden, Tonya 1140

-Watsons Go To Birmingham Curtis, Christopher Paul 1000

CCPS Supplementary

The Cay Taylor, Theodore 860

A Christmas Carol Sims, Lesley 510

The Contender Lipsyte, Robert 760

Esperanza Rising Ryan, Pam Munoz 750

Goodbye, Vietnam Whelan, Gloria

Local News Soto, Gary 770

The True Confessions of Charlotte Doyle Avi 740

Where the Red Fern Grows Rawls, Wilson 700

Adventure of Ulysses

Child of the Owl Yep, Laurence 720

Clay Marble Ho, Minfong 860

Famous Stories for Performance

I, Juan the Pareja De Trevino, Elizabeth B. 1100

Jaguar Smith, Roland 690

Letters from Rifka Hesse, Karen 660

Lupita Manana Beatty, Patricia 760

Red Scarf Girl Jiang, Ji-Li 780

Sounder Armstrong, William H. 900

Advanced

^Adventures of Tom Sawyer Mark Twain 490

^The Call of the Wild Jack London 790

^A Paradise Called Texas Shefelman, Janice Jordan NP


+Eggs Spinelli, Jerry NP

Prentice Hall


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No Gumption Baker, Russell NP

An American Childhood Dillard, Annie 1040

Angela’s Ashes McCourt, Frank 1110


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*The Giver Lowry, Lois 760

*Terrible Things: An Allegory of the Holocaust Bunting, Eve NP

Reader’s Journey

-Thwonk 860

-Baseball’s Biggest Bloopers: The Games That Got Away

NP

-Famous Hispanic Americans Morey, Janet and Wendy Dunn 1170

-An Island Like You: Stories of the Barrio Cofer, Judith Ortiz NP

-Al Capone Does My Shirts Choldenko, Gennifer 600

-Code Talker Bruchac, Joseph 910

-We Just Want to Live Here Rifa’l, Amal; Ainbinder, Odelia with Tempel, Sylke

920

-Open your Eyes: Extraordinary Experiences in Faraway Places

Davis, Jill NP

-Under the Royal Palm NA

-Devil’s Arithmetic, The Yolen, Jane 730

-Under the Baseball Moon Ritter, John H 750

-Maus: A Survivor’s Tale Speigelman, Art NP

-Nerdlandia Soto, Gary NP

-Effect of Gamma Rays on Man-in-the-Moon Marigolds, The

Zindel, Paul NP

-Monster Myers, Walter Dean 670

-Ultimate Robot Malone, Robert 1230

-Famous Hispanic Americans Morley, Janet 1170

CCPS Recommendations

8th Grade


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The Cay Taylor, Theodore 860

A Christmas Carol Dickens, Charles 1080

The Contender Lipsyte, Robert 760

Esperanza Rising Ryan, Pam Munoz 750

Goodbye, Vietnam Whelan, Gloria 810

Local News Soto, Gary 820

The True Confessions of Charlotte Doyle Avi 740

Where the Red Fern Grows Rawls, Wilson 700

Adventure of Ulysses NA

Child of the Owl Yep, Laurence 920

Clay Marble Ho, Minfong 860

Famous Stories for Performance NP

I, Juan de Pareja De Trevino, Elizabeth B. 1100

Jaguar

Letters from Rifka Hesse, Karen 660

Lupita Manana Beatty, Patricia 760

Red Scarf Girl Jiang, Ji-Li 780

Sounder Armstrong, William H. 900

Advanced

^Adventures of Tom Sawyer Twain, Mark 750

^*The Call of the Wild London, Jack 1120

^A Paradise Called Texas NP


+Peak Smith, Roland 780

Prentice Hall

Cub Pilot on the Mississippi Twain, Mark NP

An American Childhood Dillard, Annie 1040

Travels with Charley Steinbeck, John NP


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I Know Why the Caged Bird Sings Angelou, Maya 1330

Anne Frank: The Diaries of a Young Girl Frank, Anne NP


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