Page of - Greenville Public School District 1 of 81 Greenville Public ... In “The Third Wish,”...

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Greenville Public School District 7th Grade ELA

Greenville Public School District Recommended Grade: 7th ELA Curriculum MAP

2016-2017

Content:

Topic: Nine Weeks

College and Career

Readiness Standards

Essential Questions

Skills Suggested Activities (HOW will you teach it?)

Assessment (How will you know

that you have achieved the

desired student outcome?)

Resources (What MATERIALS will

you need?)

Content Connection

(How will you integrate OTHER CONTENT

AREAS into LITERACY core content?)

1st Nine Weeks

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

What happens or is said in this text? What piece of evidence supports your inference as to the explicit meaning of the text?

Read closely

The teacher/student will introduce, define, and give examples of the key language, verbs, and terms related to the standard: cite, textual evidence, support, analysis, explicit, implicit, inference, infer, quote, accurately, details, examples 1. To teach students how to read closely, the teacher will do the following:

Provide students access to the text-via tablet, photocopy, or close reading notebook- so they can annotate it as directed.

Model close reading for students by thinking aloud as he/she goes through the text with them or displaying annotations on a tablet, document camera, or Mobi.

Show students how to examine a text by scrutinizing its words, sentence structures, or any other details needed to understand its

While introducing terms and/or decoding the standard, the teacher can check for understanding by using Mini-whiteboards- Each student, or groups of students, has a mini-whiteboard. As they read through your presentations of the terms, examples, etc., the teacher can ask questions and they can share them either with you as a class, or you can walk around the classroom and see their work. During modeling of skill, the teacher can choose from one of the following Checks for Understanding:

The following resources will be used to teach the focus objectives; however, writing, language, and speaking and listening objectives will also be taught in conjunction with other reading objectives specific to each text: Close Reading Workshop “The Dinner Party” by Mona Gardner (RL1, RL2,

RL3, RL6, W2, 27, W9, SL1) p. 5

“The Treasure of Lemon” Brown by Walter Dean Myers (RL1, RL2, RL3, RL6, W2, 27, W9, SL1) p.9

“The Third Wish” by Joan Aiken (RL1, W2, W2e, SL6, L2a, L4b) p. 70

“Ribbons”: by Laurence Yep (RL1, RL2, W1d, W1e,

W7, SL5, L1, L4B) p. 82

Science: A Scientific Look at Swans

In “The Third Wish,” Joan Aiken gives the graceful swan magical powers. Throughout history, swans have made appearances in myths, legends, and folk tales. They often symbolize purity, beauty, or innocence.

In the animal world, swans are the largest of the waterfowl, a group that also includes ducks and geese. Worldwide there are six species of swans, four in the Northern Hemisphere and two in the Southern Hemisphere. The northern species are the trumpeter, the mute, the tundra (or whistling), and the whooper. The southern species are the black-necked and

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Content:

Topic: Nine Weeks

College and Career

Readiness Standards

Essential Questions






you need?)

Content Connection



Determine what the text says explicitly

explicit meaning.

Display the text as he/she directs students’ attention by highlighting, circling, or otherwise drawing their attention to specific words, sentence structures, or any other details needed to understand its explicit meaning. While doing this, the teacher will ask students to explain what a word means or how a specific sentence contributes to the meaning of the larger text. The teacher will pose questions about words, actions, or details that require students to look closely at the text for answers.

2. To teach students to determine what the texts says explicitly, the teacher will

Ask students to “say what it says”, not what it means, since the emphasis is on its literal meaning.

Offer students an example of what it means to read explicitly and support inferences with evidence; then tell them what a passage

Hand Thermometer Use for Peer Feedback Students share with the class one thing that is being worked on such as strong leads. After the student has shared, the class raises their hands to level that they feel the item has met the criteria - no verbal comments necessary as student who shared has a very quick visual of where they are at - all the way up is "hot" or excellent - half way up is "mild" or okay, meets but could be better - just above desk height is "cold" or needs to be improved Fingers up! Similar to thumbs

“I’m a Native of North America” pp. 202-208

“Decide the Future” p. 256 Background video, vocabulary development, and selection audio is available For graphic organizers on Citing Textual Evidence, Identifying Textual Evidence, and Citing Textual Evidence: Supporting an Inference, use Pearson Literature Common Core Companion Workbook. For selection support, including literary analysis, vocabulary builder, conventions practice, support writing and speaking and listening, support for research and technology, and note-taking organizers, use Pearson Common Core Literature Companion

the black. The feathers of adult northern swans are entirely white. Southern swans are at least partly black. The most common northern swan is the mute swan. It may be as long as five feet from bill to tail and has a wingspan of seven feet. The mute swan lives among people and is a common sight in city parks, town lakes, and suburban ponds. Swans usually mate for life and return to the same place every year to breed. They are dedicated parents. In most species, the adults spend five weeks sitting on the eggs and another six to eight months protecting the young, called cygnets, from foxes, dogs, people, and other predators. Swans are largely vegetarian. They

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Content:

Topic: Nine Weeks

College and Career

Readiness Standards

Essential Questions






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Content Connection



Cite specific textual evidence Make logical inferences

explicitly says, and ask them to find evidence inside the text to support their statement about its meaning.

Give students several pieces of evidence and ask them to determine what explicit idea in the text the evidence supports.

3. To teach students how to cite specific textual evidence, the teacher will

Offer them a set of samples of evidence of different degrees of specificity and quality to evaluate, requiring them to choose the one that is best and provide a rationale for their choice.

Show students how he/she would choose evidence from the text to support his/her inference; discuss with them the questions he/she would ask to arrive at that selection.

4. To teach students to make logical references, the teacher will ask the students to do the following:

up/down/middle - choose option or match using 1, 2, 3, 4, or 5 fingers held up with 1 meaning "I need a lot of help" and 5 meaning "I really get this." To reinforce and assess students’ comprehension of the selection vocabulary words, give them sentences in which the word may or may not be used correctly. The students will assess whether the use is correct and explain their answers. The assess understanding and/or comprehension of selections in suggested resources, the teacher can ask

Workbook to accompany stories and information texts listed in resources. For selection worksheets and assessments, use Pearson Literature Print http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/printable_resources/selection_worksheets_assess_08.html For easily customizable tests on reading selections and units and for beginning of the year, mid-year, and end of the year assessments, use Exam View Test Bank For help with developing strategies in writing, grammar, usage, mechanics, and vocabulary, use Pearson Reality Central Real World Writing Journal

reach below the water’s surface with their long necks for their food. They use their broad, sharp-edged, flattened bills to tear off and eat the leaves, stems, and roots of plants that live in the water.

Swans are precocial birds. That means that the young are ready to leave the nest shortly after they hatch. They are born with feathers and open eyes, and within a day or two of birth they follow their parents into the water, instinctively knowing how to swim.

http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/printable_resources/selection_worksheets_assess_08.html







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Topic: Nine Weeks

College and Career

Readiness Standards

Essential Questions






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Content Connection



Cite strong textual evidence

Take what they learn from the text about this subject to what they already know about the subject; then confirm that their reasoning is sound by finding evidence that supports their inferences.

Think aloud (with teacher’s guidance) about the process and how they make such inferences, and then have students find and use evidence to support their inferences.

5. To find the textual evidence that most strongly supports a given piece of text, the teacher should do the following:

Create with students through collaborative groups or class discussion a list of different pieces of evidence they might cite

Together, develop and apply criteria by which to evaluate the different pieces to identify those which would offer the strongest, most effective support; then ask them to apply these same criteria to

critical thinking questions throughout the reading of the story. The teacher can assess graphic organizers in Pearson Common Core Companion Workbook using a rubric. To assess comprehension of the entire story, the teacher can use Exam View Test Bank, selection tests @ www.pearsonrealize.comb Students will participate in small group, large group, and peer discussion to heighten understanding of stories.

For accommodations, modifications, and differentiation, use Pearson Common Core Literature Close Reading Notebook. For Interventions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention. Media Resources and Interactive Whiteboard Activities for each selection include: Big questions Videos, Background Videos, Interactive Writing activities, Virtual Tour activities, Grammar Tutorials, Writers at Work Series @ http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g00/program_resource_library/media_resources/gr08/media_resources.html Pearson has partnered with Listen Current to

http://www.pearsonrealize.comb/


http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g00/program_resource_library/media_resources/gr08/media_resources.html







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Content:

Topic: Nine Weeks

College and Career

Readiness Standards

Essential Questions






you need?)

Content Connection



new evidence they find themselves as they read the rest of the story.

Additional Strategies: Think Alouds With this strategy, teachers verbalize their thinking while reading a selection orally. Their verbalizations include describing things they are doing as they read to monitor their comprehension. The purpose of the think aloud strategy is to model for students how skilled readers cite evidence (Davey, 1983). It Says, I Say, And So Graphic Organizer “It Says – I Say – And so…” is a good example of a graphic organizer that allows students to visualize the steps in making an inference. Initially, students respond to a question that can only be answered by inference, even though the question is about a particular reading or text (Beers, 2003). 1. First the students have to find out what the reading says. 2. Next they find information from the text that will help answer the question. 3. Then they add, in their own words, their thoughts about what the reading says.

To assess Think Alouds: In small groups, students take turns verbally explaining why events in the text occurred. Attention is continually drawn back to specific language used within the text. After a pre-

bring real world public radio stories to the classroom. There are articles that align to each Text Set in 8th grade, which allows teachers to bring additional resources to engage students http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/current_events/current_events_08.html

http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/current_events/current_events_08.html






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Content:

Topic: Nine Weeks

College and Career

Readiness Standards

Essential Questions






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Content Connection



4. Finally, the students combine what the reading says and their thoughts to answer the question and thus create new meaning—the inference. Click here for an example.

determined amount of time, students write a summary outlining a specific event or section of text. The summary will include evidence to support the claim of why the text was included or the event occurred.

1st Nine Weeks

RL.7.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by

What key idea and theme does the author introduce and develop? What specific details does the author use to convey this idea? What details and facts must a

Define and give examples of academic vocabulary tied to this standard.

The teacher/student will introduce, define, and give examples of the key language, verbs, and terms related to the standard: theme, major theme, minor theme, central idea, analyze, analysis, convey, details, particular details, word choice, characterization, plot, figurative language, literary devices, stylistic devices, summary, summarize, objective, fact, opinion, personal opinion, judgment, inference, literary genres, author’s purpose, read closely, annotate, evidence

While introducing terms and/or decoding the standard, the teacher can check for understanding by using Red / green card Students hold an index card (that has a red circle on one side and a green circle on the other) in front of them where you can see it. As they

The following resources will be used to teach the focus objectives; however, writing, language, and speaking and listening objectives will also be taught in conjunction with other reading objectives specific to each text:

Anchor: Amigo Brothers by Piri Thomas (RL1, RL2, RL3, RL4, RL6, W2, W2c, W5, W7, W8, W9, WA, W10, SL1, SL4, SL5, L1, L2, L3a,

Science: “Get More From Competition” -As you research healthy and unhealthy competition, use the forms below to take notes from your sources. As necessary, continue your notes on the back of this page, on note cards, or in a word-processing document. Students can even research the different species that compete for territory.

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Content:

Topic: Nine Weeks

College and Career

Readiness Standards

Essential Questions






you need?)

Content Connection



specific details; provide an accurate summary of the text based upon this analysis. RI.7.2 Determine a central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an accurate summary of the text based upon this analysis.

summary of the text include (that offer no opinion or judgement?

Determine the central ideas and themes of a text Analyze the

1. To teach students to determine the central ideas and themes of a text, the teacher will do the following:

Ask students to generate all possible ideas and themes after skimming and scanning the text, then determine which of them the text most fully develop.

Tell students to figure out which words, phrases, or images recur throughout the text that might signal they are the central idea?

Have students consider what hints the title, subheadings, bold words, graphics, images or captions offer to the central ideas.

Complete a think-aloud with students when working with new or complex texts to model the questions you ask and the mental moves you make as an experienced reader of this type of text to make sense of it.

2. To help students analyze the

are following along with you and understanding, they show the green circle side. When they miss some information, need clarification, or don't understand, they turn it to show you the red circle. Much more effective than having them raise their hands and lets you know shortly after they are lost instead of at the end of class. During modeling of skill, the teacher can choose from one of the following Checks for Understanding: Traffic Lights Used for pre-assessment, student self-assessment and even as an exit

L4a, L5a, L5b, L5c, L6) p. 134 “Get More From Competition” by Christopher Funk (RI2,

RI4, RI5, RI8, W3b, W3c, W7, SL1, SL1a, L4A, L6) p. 148

“Forget Fun, Embrace Enjoyment” by Adam Naylor (RI1, RI2, RI3, RI4,

RI8, W1a-E, W7, W8, SL1, SL1a, L4a, L6) p. 152

“Video Game Competitiveness, Not Violence Spurs Aggression, Study Suggests” by Jennifer LaRue Huget p. 156

“Win Some, Lose Some” by Charles Osgood (RI1,

RI2, RI4, RI6, RI8, W1a-D, W7, W9, W10, SL1, L4a, L5b, L6) p. 158

Intrinsic Motivation Doesn’t Exist, Researcher Says” pp. 278-282

“Carnegie Hero Fund Commission” pp. 410-414

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Content:

Topic: Nine Weeks

College and Career

Readiness Standards

Essential Questions






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Content Connection



development of central ideas or themes

development of central ideas or themes, the teacher will do the following:

Direct students to underline, label, or somehow code all the words, images, or other details related to the central ideas or themes throughout the text, then examine how their use evolves over the course of the text.

Provide students with sentence frames. For example, “Early on the author says X about _______________, then suggests Y, finally arguing Z about ___________ by the end.” Or the students can use graphic organizers that help them map an idea from the beginning to the end of the text to better see how it develops through word choice, imagery, figurative language, etc.

Ask how one set of images, allusions, or ideas builds n or is otherwise related to those that precede it.

Use a graphic organizer (e.g.,

slip. Green = I know this; Yellow = I may know this OR I partially know this; Red = I don't know this. You can do this before a topic, during the topic and right after the topic. You can track their progress (and so can they). You can use colored highlighters for this. Some also use colored cups on a student’s desk as well. You can also laminate strips of construction paper, one of each color (r,y,g), single-hole punch on short end, and place on a ring. Students can then raise the appropriate color at any point during the class. (@brandonhebert)

iPad, close reading notebook, Mobi, document camera AR 360 Insight 360 The following resources are available for all selections from the Pearson Literature book: For graphic organizers on Summarizing a Literary Work & Determining a Theme or Central Idea of a Work, use Pearson Literature Companion Workbook. For selection support, including literary analysis, vocabulary builder, conventions practice, support writing and speaking and listening, support for research and technology, and note-taking organizers, use Pearson Common Core Literature Companion Workbook to accompany stories and information texts listed in resources.

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Topic: Nine Weeks

College and Career

Readiness Standards

Essential Questions






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Content Connection



Determine two or more central ideas in a text

one with two or more columns) to jot down the details related to each key theme, looking for patterns across the columns as they go.

Have students monitor the author’s diction and tone as they are applied to the central idea(s) over the course of the text to note when, how, and why they change.

3. To help students provide an objective summary of the text, the teacher will do the following:

Create for (or with) students an objectivity continuum (i.e. that goes from objective at one end to subjective at the other end, with gradations and descriptions in between), then ask them to put a word, phrase or idea there to measure its objectivity, taking time to discuss how they might increase objectivity by rephrasing it.

Develop with students a continuum of importance to help them learn to evaluate which details are most

Google Forms "Comments/questions/suggestions about the lesson/ concept/example?" Students who normally would not participate in class will participate virtually. To reinforce and assess students’ comprehension of the selection, use Clickers Give each student a student response system (or clicker) or use a service like Socrative teacher, Kahoots!, Poll Anywhere, or Google Docs and ask questions during class, and have students respond individually (or in groups) to the questions. An alternate way to assess comprehension of

For selection worksheets and assessments, use Pearson Literature Print http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/printable_resources/selection_worksheets_assess_08.html For easily customizable tests on reading selections and units and for beginning of the year, mid-year, and end of the year assessments, use Exam View Test Bank For help with developing strategies in writing, grammar, usage, mechanics, and vocabulary, use Pearson Reality Central Real World Writing Journal For accommodations, modifications, and differentiation, use Pearson Common Core








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Content:

Topic: Nine Weeks

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Essential Questions






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Content Connection



Determine main ideas in a primary or secondary source Draw conclusions

important to include in a summary.

Clarify the difference between objective and subjective by giving examples of each about a different but similar text before they attempt to write an “objective summary” of other texts.

Have students study models of effective and ineffective summaries.

Provide sentence stems typical of those used to summarize this type of text (In ____________ Author X argues that _______________).

4. To teach students to determine two or more central ideas in a text, the teacher will do the following:

Have students skim a text to get the gist and discover what ideas the text treats most seriously and thoroughly from beginning to end: then ask them to make a list of those ideas, determining by some criteria you provide or they

the selections, students can answer critical thinking questions and have a Socrative Seminar to carry on the full discussion on their own with limited input from the teacher. . Students will participate in small group, large group, and peer discussion to heighten understanding of stories.

Literature Close Reading Notebook. For Interventions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention. Media Resources and Interactive Whiteboard Activities for each selection include: Big questions Videos, Background Videos, Interactive Writing activities, Virtual Tour activities, Grammar Tutorials, Writers at Work Series @ http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g00/program_resource_library/media_resources/gr08/media_resources.html Pearson has partnered with Listen Current to bring real world public radio stories to the classroom. There are articles that align to








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Topic: Nine Weeks

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Content Connection



develop those few ideas that merit scrutiny as a result of the author’s treatment throughout the text.

Show students how to use the search function of a web browser or an eBook reader to determine (by frequency of reference, repetition of the word) how central an idea is within a text)

5. To teach students to determine main ideas in a primary or secondary source, the teacher should do the following:

Have them first determine whether it is a primary or secondary source so they can figure out the type of questions they should ask.

Guide them through the features and context of such a text to show them how to determine the idea and information most important to the original context in which it was written.

Additional Strategies: Analyzing Theme: To begin an analysis of literary theme,

Twitter voting Similar to clickers, but much cheaper.

each Text Set in 8th grade, which allows teachers to bring additional resources to engage students http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/current_events/current_events_08.html







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Topic: Nine Weeks

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students may need to review the basic story elements, including plot, characterization, conflict, and resolution. Anticipation Guides: Anticipation Guides can help students to begin thinking about a text thematically before they begin reading. The following is one procedure for creating a thematic anticipation guide. 1. The instructor prereads the text, and creates a set of statements based on possible themes within a text. 2. The instructor compiles these statements and makes them available for the students (via overhead or handout). 3. The instructor has students agree or disagree with each thematic statement. 4. Students choose one or more statement from which to build a freewrite or journal assignment designed to activate the students’ interest and prior knowledge. Thematic Questioning: Students will need to continually ask and answer questions about the text while they read in order to accurately identify and track its theme. The following are sample questions that a student can answer as they progress in their

Set up a script that uses Twitter to vote and display a graph of results of students' feedback. . Use the Whip Around strategy as a means to allow various students to answer randomly.

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Readiness Standards

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reading of a text. 1. With whom do you sympathize in the story? 2. What are the symbols presented in this novel? (or, what images or words appear again and again?) 3. What are the major turning points in the story (mood, plot, characterization)? 4. Does he narrator or main character learn anything through his/her experience? Do they change as a result? 5. Does the author’s life have any connections with the story? 6. Are there ideas presented in the story the author might be criticizing or praising? 7. Consider the significance of the work’s title? How does it relate to the events, conflicts, or characters of the novel? Does this clue us in as to the possible theme of the story? Theme Chart. Students will use the questions listed above to formulate ideas about a works theme. Students will track the development of the theme throughout the text, using a theme chart similar to the one shown here.

1st Nine

RL.7.3 Analyze how

What are the key moments

Define and give

The teacher/student will introduce, define, and give

While introducing terms and/or

The following resources will be used to teach the

Science: Real-Life Animals-Kipling’s story,

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Weeks

particular elements of a literary text interact (e.g., how setting shapes the characters or plot).

RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

in the story? How do the characters respond or change as the plot develops over time? How are the series of events in the story organized? What are the key moments, characters, or ideas in the story? How does the author introduce or develop this idea, event or person? How does this idea, event, or person evolve over the course of the text?

examples of academic vocabulary tied to this standard. Analyze how complex characters develop and interact

examples of the key language, verbs, and terms related to the standard: analyze, analysis, story, drama, how characters respond, how characters change, interact, interactions, story elements, setting, plot structure, exposition, rising action, conflict, climax, turning point, falling action, solution, resolution, characterization, archetypes, drama elements, unfold, episodes, events, foreshadow 1. To teach students to analyze how complex characters develop and interact, the teacher will do the following:

Have students generate a list of all the characters, and then determine, according to the criteria they create, which ones are complex and the nature of that complexity.

Have students build a plot map individually, in groups, or as a class noting each time certain key characters interact; analyze who does or says what, in each situation, and its effect on the text.

decoding the standard, the teacher can check for understanding by using the Muddy Moment CFU (check for understanding) What frustrates and confuses you about the text? Why?

Informally monitor comprehension while students read, participate, and answer questions for comprehension of what is being modeled in 1, 2, 3, 4, & 5 To reinforce and assess students’ comprehension of the suggested selections’ vocabulary words, give them sentences in which

focus objectives; however, writing, language, and speaking and listening objectives will also be taught in conjunction with other reading objectives specific to each text: Rikki-tikki-tavi by Rudyard Kipling (RL3,

W2d, W2e, SL1a, SL3, L2, L4b, L6) p. 26

“The Night the Bed Fell” by James Thurber (RL3,

RI3, W2a) p. 100

“Stolen Day” by Sherwood Anderson

(RL3, RI3, W2a) p. 106

From Barrio Boy by Ernesto Galarza (RL3,

RI3, W2a) p. 234

“A Day’s Wait” by Ernest Hemingway (RL3, RI3,

W2a) p. 240

“A Day’s Wait” pp. 240-245 “Maslow’s Theory of Motivation and Human Needs” p. 302

though fictional, is based on facts about mongooses and cobras. For example, mongooses are known for their ability to kill snakes and rodents, and cobras are the natural enemies of mongooses. If you research other facts about these two animals, you will see how true to life Kipling’s fictional tale is. DIRECTIONS: Complete the following chart about the mongoose and the cobra. Use science books or other reliable resources to find the information. Create another category to add to the chart, and fill in the information needed to complete it.

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Analyze how dialogue and events affect the story

Have students identify the motivations of key characters and those points where their motivations conflict with other characters’ motivations; then examine what those conflicts reveal about the characters and how they affect the text as a whole.

2. To have students analyze how dialogue and events affect the story, the teacher will do the following:

Ask students to locate specific passages or key moments in the text where complex characters do or say something that affects the plot or develops a theme; ask them to make a claim about how this element affects the text and provide textual evidence.

Create a graphic chart or plot diagram with students and ask them to analyze the plot for moments when characters do something that affects the plot – increase tension, because change in a measureable, discernible way. This is sometimes called a fever chart to represent the

the word may or may not be used correctly. The students will assess whether the use is correct and explain their answers. To assess comprehension of the selections, students can answer critical thinking questions and/or complete the selection tests. Students will participate in small group, large group, and peer discussion to heighten understanding of stories listed in resources.

“The Real Story of a Cowboy’s Life” pp. 420-424 For graphic organizers on Analyzing Story Elements: Setting and Character, Analyzing Story Elements: Plot and Character, and Analyzing Interactions, use Pearson Literature Companion Workbook. For selection support, including literary analysis, vocabulary builder, conventions practice, support writing and speaking and listening, support for research and technology, and note-taking organizers, use Pearson Common Core Literature Companion Workbook to accompany stories and information texts listed in resources. For selection worksheets and assessments, use Pearson Literature Print

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Identify key steps in a text’s description of a process Analyze how an author makes connections and distinctions

rising and falling actions of events in the story.

3. To teach students to identify key steps in a text’s description of a process, the teacher will do the following:

Provide students with a set of scrambled steps in a process or procedure, asking them to sort them based on some principle; then consider, if time allows, having them write a paragraph with appropriate transitions for each step

Direct student’s attention to the words or other indicators that signal steps or a sequence, especially in those texts are not arranged as a numbered list (e.g., a paragraph with transition or other signal words).

4. To help students analyze how an author makes connections and distinctions, the teacher will do the following:

Ask students to use some sort of graphic organizer with columns for what the author connects and how (The

http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/printable_resources/selection_worksheets_assess_08.html For easily customizable tests on reading selections and units and for beginning of the year, mid-year, and end of the year assessments, use Exam View Test Bank For help with developing strategies in writing, grammar, usage, mechanics, and vocabulary, use Pearson Reality Central Real World Writing Journal For accommodations, modifications, and differentiation, use Pearson Common Core Literature Close Reading Notebook. For Interventions, use Pearson Common Core








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Topic: Nine Weeks

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Content Connection



Analyze in detail how authors introduce, illustrate, or elaborate

author links A to B by doing C to show D). Do the same for distinctions, providing appropriate academic language to help students articulate these distinctions clearly (The author differentiates between A and B by pointing out C to deemphasize D).

5. To help students analyze in detail how authors introduce, illustrate, or elaborate, the teacher will do the following:

Direct students’ attention to that portion of the text that serves to introduce the idea, asking them to indicate the details of the introduction that serve this end.

Use the highlighting or color-coding features of the application to emphasize the parts of the text – whether words, typography, phrases, or whole paragraphs – that help to introduce, illustrate, or elaborate. This might mean highlighting, for example, all the signal phrases, such as for example, that indicate the writer is about to illustrate a

Literature Reading Kit Reading and Literacy Intervention. Media Resources and Interactive Whiteboard Activities for each selection include: Big questions Videos, Background Videos, Interactive Writing activities, Virtual Tour activities, Grammar Tutorials, Writers at Work Series @ http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g00/program_resource_library/media_resources/gr08/media_resources.html Pearson has partnered with Listen Current to bring real world public radio stories to the classroom. There are articles that align to each Text Set in 8th grade, which allows teachers to bring additional resources to engage students








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Analyze how and why elements interact over the course of the text Make predictions Analyze plot

point just made in the text. 6.. To help students analyze how and why elements interact over the course of the text, the teacher will do the following:

Have students create a timeline for the text- a list or a more graphic timeline-that shows all the events in sequence, evaluated or ranked by their importance or effect on later events.

Have students highlight or use sticky notes to identify all references to an event so students can retrace the events after reading the document to evaluate how one led to or impacted another.

Provide students a sample that shows the event, its explanations, and textual evidence, which students must learn to evaluate by identifying the most fitting explanations and evidence. Then have them find the next event, its explanation, and evidence so they show they can do this independently.








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Additional Strategies: Story Elements: This standard is predicated on a student’s understanding of the basic Story Elements, and a student’s ability to engage in a comprehensive analysis of the author’s choices regarding these elements. Setting. Students recognize how setting affects character and thematic developments. Students complete a graphic organizer to prompt thinking/writing. Plot. Students comprehend how plot elements (Exposition, Rising Action, Climax, Falling Action, and Resolution) and their sequence affect meaning. Students create visual representations of the story arc as they read. Character. Students understand Direct vs. Indirect Characterization, and use a graphic organizer to show how these devices affect the emergence of character and theme. Conflict. Students recognize the central conflicts within a text, including internal vs. external conflicts. Students can use a “conflict dissection” graphic organizer to help them analyze each conflict.

Formative Assessment Tip. “In a classroom where a teacher uses questions and discussions to enhance learning, the teacher may pose a single, well-crafted question and then wait for a thoughtful response. Follow-up questions like “Does anyone see another possibility?” or “Who would like to comment on Jerry’s idea?” may provide a focus for an entire class period. The teacher gradually moves from the center to the side of the discussion and encourages students to maintain the momentum” (Danielson, 2007).

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Point of View. Students recognize the point of view from which the story is told, and apply this to a greater understanding of the text. Students should also analyze the text in terms of the author or character’s perspective. Theme. Students who meet this standard distinguish between and appraise each of these story elements for its relation to theme. Students draw on their understanding of these elements in an effort to think critically, and craft an argument regarding the given text. CSI—Comparison and Synthesis of Ideas: Students will conduct an analysis of these story elements within the classroom text. Particular emphasis can be placed upon recognizing how one or more of these story elements interact with one another (i.e. How does the setting affect the characters? How do the characters carry out the conflict? How does setting affect conflict in this way? Does setting intensify conflct in this case?)

Text the answer Students text their answer to a site such as Wifitti @ http://linoit.com/home . It hides their actual identity so they can be honest and not feel embarrassed.

1st Nine Weeks

W.7.3 Write narratives to develop real

What is tone? How does a writer convey tone in a

Define and give examples of academic

The teacher/student will introduce, define, and give examples of the key language, verbs, and terms related to the

Use MDE rubric:

MAP ELA Writing

Rubric Interpretive

Guide

“Herd Mentality? The

Freakonomics’ of

Boarding a Bus”

pp. 608-613

“Herd Mentality? The Freakonomics of Boarding a Bus” by Stephen J. Dubner

http://linoit.com/home

http://linoit.com/home

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or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences. W.7.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. W.7.3b

narrative? What does it mean to orient the reader? How does the context of the story orient the reader What are narrative techniques? How are narrative techniques used in narrative writing to develop experiences, events, and characters?

vocabulary tied to this standard. Write narratives about real or imagined experiences

standard: effective techniques, narrative elements, tone, first person, orient, third person limited, third person omniscient, dialogue, inner monologue, motive, narrative techniques, pacing, reflection, suspense, tension, visual details, clarify, cohesion, time frame, transitions, varied, sensory, relevant, To teach students to write narratives about real or imagined experiences, do the following:

Read a diverse sampling of narratives similar to and slightly different from the sort you want them to write.

Guide students through the process of creating a story map, storyboard, or other graphic form that allows them to identify, discuss, and arrange the different events or scenes in the story.

Generate with students or provide a list of the elements of an effective narrative of the story you are assigning.

Consider allowing

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Formative Response: response that aims primarily to help students develop their writing. Might focus on confidence-building, on engaging the student in a conversation about her ideas or writing choices so as to help student to see herself as a successful and promising writer. Might focus on helping student develop a particular writing

“Follow the Leader:

Democracy in Herd

Mentality”

pp. 614-617, 623

“Demeter and Persephone”

pp. 646-657

Identifying the Structure of

a Memoir through a

Published Author’s Piece

https://api.betterlesson.co

m/mtp/lesson/489096/print Finding Theme and Author's Point of View in Memoir https://api.betterlesson.com/mtp/lesson/489111/print The Details Are in the Sandwich https://api.betterlesson.com/mtp/lesson/473012/print Developing and Capturing Characters and Experiences with Sensory Language https://api.betterlesson.com/mtp/lesson/501241/print

Take Notes for Discussion Before the Partner Discussion: Read the following passage from the selection.

There is a herd at Point A: people may not like being part of a herd, but Psychologically they are somehow comforted by it: they succumb to “herd mentality” and unthinkingly tag along – because if everyone else is doing it, it must be the thing to do.

Research “herd mentality” and answer the following questions:

1. Why do people go along with the crowd?

2. What evidence in the blog post shows that not everyone will follow a crowd?

https://districtaccess.mde.k12.ms.us/studentassessment/Public%20Access/Statewide_Assessment_Programs/MAP-Mississippi%20Assessment%20Program/ELA-Rubric-Guide/ELA%20Rubric%20Guide%2013OCT15.pdf












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Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. W.7.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

What are transitional words and phrases? Why do writers use transition words and clauses in narratives? Why is precise language important? What effective techniques are used to convey descriptive details? What is a

Set out a problem or create a situation in a narrative

students to incorporate images in their narrative if they are appropriate and complement the narrative.

To teach students to set out a problem or create a situation in a narrative, do the following:

Establish a problem up front that the story will examine and the protagonist will solve after a series of scenarios richly imagined.

Ask students to imagine a situation in rich detail (perhaps one inspired by another book they have read or a subject or era they studied) and then describe how characters (or they, if it is a personal narrative) respond and changed over the course of the story.

Lead students through the creation of a detailed observation about an event, process or experience, guiding them by examples and questions that prompt them to add sensory details; then generate with them questions they

project, from one draft to next. Or, might suggest to students some general skills they could focus on over a course of time.

Evaluative Response: response that focuses on evaluation of how well a student has done. Might be related to a grade. Might be used primarily on a final product or portfolio. Tends to emphasize whether or not student has met the criteria operative for specific assignment and to explain that judgment.

Allow students to maintain control over their paper. Instead of acting as an editor, suggest options or open-

Planning Out the Sequence of a Memoir https://api.betterlesson.com/mtp/lesson/501311/print Using "Firsts" and "Last" Times in Our Lives to Write Meaningful Moments https://api.betterlesson.com/mtp/lesson/489158/print







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W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. W.7.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

conclusion in a narrative piece? How does it provide closure?

Introduce or develop a narrator or characters in a narrative

should ask and apply to their narrative as they write the second part, which comments on the meaning or importance of what they observed.

Have students describe the same event or experience from multiple perspectives to explore how point of view affects one’s perception of an idea, event, or era or the people involved.

To teach students to introduce or develop a narrator or characters in a narrative, do the following:

Help students develop questions not only portray the character’s physical persona but also reveal the character’s personality and motivations within the context of the story.

Provide students with a list of archetypal characters as a starting place to help them imagine their own.

Ask students, when writing personal

ended alternatives the student can choose for their revision path. Help students learn to assess their own writing and the advice they get about it.

Structure opportunities for feedback at various points in the writing process. Students should also have opportunities to receive feedback on their writing at various stages in the writing process. This does not mean that teachers need to respond to every draft of a writing project. Structuring time for peer response and group workshops can be a very effective way for students to receive feedback from other writers in the

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Use a range of narrative techniques to engage the reader Sequence events in a coherent way

narratives that involve people they know, to fill in a graphic organizer with boxes describing what the person says, does, thinks, and feels prior to writing.

To teach students to use a range of narrative techniques to engage the reader, do the following:

Introduce students to different plot lines and story structures, including the traditional linear format (exposition, rising action, conflict, falling action, and resolution) as well as more episodic or lyric narrative formats that string a series of impressions together as a way of telling a story about a person, an event, or an experience.

Have students analyze the dialogue and other techniques used in the stories they study for ideas they can use in their own.

To teach students to sequence events in a coherent way throughout a narrative, do the

class and for them to begin to learn to revise and edit their own writing.

Be open with students about your expectations and the purposes of the assignments. Students respond better to writing projects when they understand why the project is important and what they can learn through the process of completing it. Be explicit about your goals for them as writers and why those goals are important to their learning. Additionally, talk with students about methods of assessment. Some teachers have students help collaboratively design rubrics for the grading of

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throughout a narrative

following:

Have students write on sticky notes or index cards key events or scenes in the narrative they are creating; then ask them to arrange them in different ways, stopping to explain to others what they are thinking, until they find the sequence that best works with the story they are trying to tell.

Use a presentation software program to create the story ass a series of slides, with notes and images on the slides so they can manipulate and better understand the elements of their story

As an accommodation, give students the opportunity to draw out the story first as a cartoon strip with notes and caption and dialogue. If possible, give them the chance to tell their story before writing it.

writing. Whatever methods of assessment you choose, be sure to let students in on how they will be evaluated.

2nd Nine Weeks

RL.7.4 Determine the meaning of words and

Which words or phrases contribute the most to the

Define and give examples of academic

The teacher/student will introduce, define, and give examples of the key language, verbs, and terms related to the

While introducing terms and/or decoding the standard, the

The following resources will be used to teach the focus objectives; however, writing,

Science/Health: Healthy Living Lewis Carroll does not tell us how old “Father

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phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choice (e.g., alliteration) on meaning and tone. RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

meaning or tone of a text? Which words have different figurative or connotative meanings? How does the author’s choice of words affect the meaning and tone of the text?

vocabulary tied to this standard. Interpret words and phrases as they are used in text

standard: determine, figurative, connotation, connotative, analyze, analysis, word choice, meaning, tone, mood, literal, nonliteral, figurative language, simile, metaphor, hyperbole, personification, literary/biblical/mythological allusions, idioms, regular beats, alliteration, rhymes, repeated lines, imagery, analogies 1. To teach students to interpret words and phrases as they are used in a text, the teacher will do the following:

Direct students’ attention to the words, phrases and other details (captions, diagrams, images) in a sentence and those around it. Point out the ways authors add details to clarify the meaning words: definition clues such as explanations, synonyms, phrases, and clauses; restatement of the word or phrase (e.g., In order words); contrast or antonym clues that help define what a word meanings by using words that mean the exact opposite: other clues such as typography, proximity to

teacher can check for understanding by using Stop &

Go Cards

Students create index cards with a large green marker circle on one, a red one on the other, and a yellow one on still another one. If they are following along and understanding the lesson, the green card is upright and visible to you. When they do not understand something, the red card is shown. When they need the teacher to slow down or clarify a concept, they can hold up the yellow sign.

language, and speaking and listening objectives will also be taught in conjunction with other reading objectives specific to each text: Close Reading Workshop “The Railway Train” by Emily Dickinson (RL5,

RL2, RL4, RL5, W2, W4, W7,

W9a, SL1, L6) p.315 “Maestro” “The Desert is My Mother,” “Billando” (RL1, RL2, RL4, RL5,,, W2,

W4, W7, W9a, SL1, L6) p. 318

Poetry Collection 2 “Life” by Naomi Long Madgett, “The Courage That My Mother Had” by Edna St. Vincent Millay, “Mother to Son” by Langston Hughes, & “Fog” by Carl Sandburg (RL4, W2, W2d, W7, SL5, L1a, L6) p. 343

Poetry Collection 3 “Train Tune” by Louise Bogan, “Full Fathom Five” by William Shakespeare, “Sarah

William” is, but he creates a picture of a vigorous old man. Father William stands on his head, turns backward somersaults, chews his food without a problem, and balances an eel on his nose. How unusual is Father William? Today, people are living longer than ever. People are living healthy, vigorous lives into their eighties and nineties. Many people are still active in their hundreds. Consider the accomplishments of some older people and think about what you might want to accomplish eighty or even ninety years from now. DIRECTIONS: Do research in a book or on the Internet to answer these questions about the accomplishments of a few older people.

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Determine the figurative and connotative meaning of words

images, and the author’s general tone.

Tell students that not all words can be understood through context clues; help them see where context clues can confuse.

Complete a think-aloud while reading to the class to show how you puzzle out a word or phrase using syntactic, semantic, typographic, etymological, and other types of information to decipher words.

2. To help students determine the figurative and connotative meaning of words, the teacher will do the following:

Identify with students figurative language or words with other connotative meanings: then have then ask them to determine, in light of how the words are used, the figurative or connotative meaning.

Direct students’ attention to words used figuratively

Informally monitor comprehension while students read, participate, and answer questions for comprehension of what is being modeled in 1, 2, 3, 4, & 5 To reinforce and assess students’ comprehension of the suggested selections’ vocabulary words, give them sentences in which the word may or may not be used correctly. The students will assess whether the use is correct and explain their answers. To assess comprehension of the selections,

Cynthia Sylvia Stout Would Not Take the Garbage Out” by Shel Silverstein, & “Onomatopoeia” by Eve Merriam (RL4, W9a, SL4, SL6, L1b, L4C, L5b) p. 353

Poetry Collection 4 “Stopping by Woods on a Snowy Evening” by Robert Frost, “Annabel Lee” by Edgar Allan Poe, “Father William” by Lewis Carrol, & “Jim” by Gwendolyn Brooks (RL4,

W6, W7, SL1c, SL2, L1, L6) p. 365

“Rattlesnake Hunt” pp. 220-228 Reading Informational Text p. 558 “Joseph R. McCarthy” from Prentice Hall United States History pp. 558-602

For graphic organizers on Understanding Figurative and Connotative Language, Analyzing Sound

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Analyze the impact of word choice on meaning and tone

(simile, metaphor, analogy, euphemism, and pun) and ask them to determine a word’s meaning and explain how its use affects the meaning of other words around it or contributes to the meaning of the text.

Have them assess whether a set or series of words used figuratively has a unifying theme (e.g., they are all related to gardens, sports, the law, and , if they do, what it is and how that set of thematic words adds meaning to the text.

3. To teach students to analyze the impact of word choice on meaning and tone, students should do the following:

Complete a think-aloud as you read through a text, noting the author’s use of certain words that combine with others (through sound, imagery, meaning, stylistic or rhetorical effect) to add meaning or serve some other purpose (e.g., to reinforce a theme).

students can answer critical thinking questions and/or complete the selection tests. Students will participate in small group, large group, and peer discussion to heighten understanding of stories listed in resources.

Devices, Understanding Connotations, Figurative Language, and Technical Terms, & Analyzing Word Choice, use Pearson Literature Companion Workbook. For selection support, including literary analysis, vocabulary builder, conventions practice, support writing and speaking and listening, support for research and technology, and note-taking organizers, use Pearson Common Core Literature Companion Workbook to accompany stories and information texts listed in resources. For selection worksheets and assessments, use Pearson Literature Print http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/printable_resources/selection_worksheets_assess_08.







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Understand discipline-specific words, symbols, and terms

Direct students to highlight, code, or otherwise indicate (by alternately circling, underlining, putting dotted lines under words) those words or phrases that are connected; ask them then what conclusions they can draw from the patterns, connections, or general use of words about their meaning.

Provide students a list of words or phrases with common theme left unstated; ask them what the words have in common and how that relates to the text form which they come.

4. To teach students discipline-specific words, symbols, and terms, the teacher will do the following:

Show students how to make use of any textual features-sidebars, captions, typography (is the word in bold and, thus, in the glossary), diagrams, footers, or glossaries, in the chapter or in the appendix- available in the textbook.

html For easily customizable tests on reading selections and units and for beginning of the year, mid-year, and end of the year assessments, use Exam View Test Bank For help with developing strategies in writing, grammar, usage, mechanics, and vocabulary, use Pearson Reality Central Real World Writing Journal For accommodations, modifications, and differentiation, use Pearson Common Core Literature Close Reading Notebook. For Interventions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention. Media Resources and Interactive Whiteboard


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Analyze how authors use analogies and allusions Analyze expository text Use text aids and features Analyze figurative language and stylistic devices Determine context clues

Teach students, when appropriate, the root words or etymology of certain subject specific words (bio = life, ology= study of) as part of the study of any discipline.

5. To help students analyze how authors use analogies and allusions, the teacher will do the following:

Provide a focused lesson on analogies (perhaps extending it to distinguish between analogies, similes, and metaphors), illustrating with examples; then model for the class how to read for them in the assigned text; once they understand, have them apply the ideas on their own to the rest of the text.

Read aloud for students the text that has some good examples of allusions in it, explaining to them how these functions and how you determine that they are, in fact, functioning as allusions.

Additional Strategies: Pre-Teaching: Rhyme Scheme, Meter, and Poetic Devices: The

Poetic Device Presentation.

Activities for each selection include: Big questions Videos, Background Videos, Interactive Writing activities, Virtual Tour activities, Grammar Tutorials, Writers at Work Series @ http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g00/program_resource_library/media_resources/gr08/media_resources.html Pearson has partnered with Listen Current to bring real world public radio stories to the classroom. There are articles that align to each Text Set in 8th grade, which allows teachers to bring additional resources to engage students http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/current_events/current_events_08.html














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instructor may need to take time to pre-teach or review the skill-related concepts listed above. Students should have some skill in recognizing rhyme scheme and meter. The following strategy outlines a technique in which students will engage with a poem in order to analyze it on the basis of its poetic devices (alliteration, assonance, consonance, and onomatopoeia, for example). Close Read/Poetic Devices: Students will conduct a close read of a poem and note the instances in which the poet uses the following devices (the instructor may add more to this list)

Alliteration: repetition of consonant sounds at the beginnings of nearby works: “Silent Song,” “Great Game,”

Assonance: repetition of vowel sounds in nearby stressed syllables as in “deep and dreamless. Meet and Greet. “Great State.”

Consonance: repetition of consonant sounds at the ends of nearby stressed syllables with different vowel sounds. E.g. “Heat of the night”

Students “present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation” (SL7.4). Emphasis can also be placed on the “inclusion of multimedia components and visual displays to clarify claims and findings and emphasize salient points” (SL.7.5). Close Reading/ Annotation Written Summary. Students author an argumentative text that justifies their annotation of the poem. Special emphasis is placed on how well they

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“The dust replaced in hoisted roads”

Onomatopoeia: use of words which imitate actual sounds from life such as: bark, fizz, slam, pow bang, screech, etc…

Close Read/Annotation: The instructor provides a copy of a poem that makes use of the devices listed above, leaving ample room for students to mark the poem itself. Students proceed to highlight, mark, or underline specific words and syllables involved in the poet’s use of Alliteration. Students may use a graphic organizer, or three column notes as an organizational aid. (Brown, 2007)

“establish and maintain a formal style” (W.7.1d) and the inclusion of “a concluding statement or section that follows from and supports the argument presented” (W.7.1e).

2nd Nine Weeks

RL.7. 5 Analyze how a drama’s or poem’s form or structure (e.g., solilo-quy, sonnet) contributes to its meaning. RI.7.5 Analyze the structure an author uses

Which component- a sentence, chapter, scene, or stanza- helps develop the theme, setting, or plot? How does this specific component

Define and give examples of academic vocabulary tied to this standard. Analyze the structure of texts

The teacher/student will introduce, define, and give examples of the key language, verbs, and terms related to the standard: form, structure, sentence, chapter, scene, stanza, poem, play, drama, analyze, analysis, soliloquy, sonnet, elegy, ode, haiku, lyrical, contribute, meaning 1. To teach students to analyze the structure of texts, the teacher will do the following:

During the introduction of the standard vocabulary, students can visually indicate understanding by using 3-Minute- The Three-Minute Pause provides a chance for students to stop, reflect on the concepts and

The following resources will be used to teach the focus objectives; however, writing, language, and speaking and listening objectives will also be taught in conjunction with other reading objectives specific to each text: Poetry Collection 1: “Winter” by Nikki Giovanni, “The Rider” by

Science: Preparing for Winter- In “Winter,” Nikki Giovanni names ways in which animals prepare for winter: Frogs burrow into mud, snails bury themselves, dogs grow thicker coats, bears store fat, and chipmunks gather nuts. Humans, too, prepare for winter weather.

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to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

affect the development of the theme, setting, or plot of this text?

Analyze how a poem or

Have students determine the author’s purpose, audience, and occasion for a text; then ask them to identify how these factors influence the choices the author made about the text’s structure.

Identify the organizational pattern or rhetorical mode of the test- compare-contrast, problems-solution, cause-effect, chronological, and so on- and then examine what additional choices the author makes and how these choices shape the meaning.

Model for students how you determine the structure of a complex text and use that knowledge to better understand and analyze the text through close reading.

Locate all structural element- transitions, subheadings, parallel plots, shifts in time- and analyze how they affect the reader’s response and the text’s meaning.

2. To teach students to analyze how a poem or drama’s structure

ideas that have just been introduced, make connections to prior knowledge or experience, and

seek clarification. During modeling, guided practice, and/or independent practice, the teacher can simply use Observation as an assessment tool: Walk around the classroom and observe students as they work to check for learning. The teacher can make anecdotal notes, use checklists, or conduct one-on-one conferences.

Naomi Shihab Nye, “Seal” by William Jay Smith, & “Haiku” by Basho (RL5, RL7, W4, 46,

SL1d, L2, L6) p. 331 Anchor: “The Highwayman” by Alfred Noyes (RL1, RL2, RL3,

RL4, RL5, W1, W4, W7, W8, W9, W10, SL1, SL4, SL6, L1, L1a, L4a, L4d, L5b) p. 400

A Christmas Carol: Scrooge and Marley, Act I by Israel Horovitz (RL3,

RL5, W1, W1a, W1b, W1c, W7, L1a) p. 468 iPad, close reading notebook, Mobi, document camera AR 360 Insight 360 For graphic organizers on Analyzing Form, Analyzing Structure, and Analyzing Text Structure, use Pearson Literature Companion Workbook. For selection support, including literary analysis, vocabulary builder, conventions

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drama’s structure or form contributes Compare and contrast the structure of two or more texts

or form contributes, the teacher will do the following:

Explain to students or have them identify the form (e.g., sonnet, sestina, monologue) the writer is using; then point out or direct them to locate those organizational devices the writer uses to add meaning or create a style appropriate to their purpose.

Have students rewrite the passage or text in different genre (e.g., if it is a sonnet, have them write a paragraph; if a soliloquy, have them write a third-person narrative or reflective essay) to better understand what is unique to the structure or form the author chose.

3. To teach students to compare and contrast the structure of two or more texts, the teacher will do the following:

Consider having students parse the text out into some sort of outline form that reveals, through a more spatial arrangement, how the two texts are structured; this

Informally monitor comprehension while students read and participate To reinforce and assess students’ comprehension of the selection vocabulary words, give them sentences in which the word may or may not be used correctly. The students will assess whether the use is correct and explain their answers. To assess comprehension of the selections, students can answer critical thinking questions and/or complete the selection tests. Students will participate in small group, large group, and peer

practice, support writing and speaking and listening, support for research and technology, and note-taking organizers, use Pearson Common Core Literature Companion Workbook to accompany stories and information texts listed in resources. For selection worksheets and assessments, use Pearson Literature Print http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/printable_resources/selection_worksheets_assess_08.html For easily customizable tests on reading selections and units and for beginning of the year, mid-year, and end of the year assessments, use Exam View Test Bank For help with developing








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Analyze the structure of a specific paragraph in a text Analyze the author’s choices about

is easily done on the computer where the return and tab keys allow students to manipulate the text quickly and easily in helpful ways.

Using color coding the display screen, think aloud for students as you move through the parallel texts, showing them how to read across the texts to compare and contrast them, focusing in this case on the nature and meaning of their differences.

4. To teach students to analyze the structure of a specific paragraph in a text, the teacher will do the following:

Develop a numerical system (or use Frances Christensen’s model) that allows students to analyze and represent the different levels or relationships between sentences within a specific paragraph, assigning the main or controlling idea the number 1.

5. To teach students to analyze the author’s choices about structure and order within, the

discussion to heighten understanding of stories.

Narrative Text. After closely reading and conducting an analysis of a drama, students author a narrative text to mirror the form used by the author. Special emphasis is placed on the ability to “use precise words and phrases, relevant descriptive details, and sensory language to capture the action

strategies in writing, grammar, usage, mechanics, and vocabulary, use Pearson Reality Central Real World Writing Journal For accommodations, modifications, and differentiation, use Pearson Common Core Literature Close Reading Notebook. For Interventions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention. Media Resources and Interactive Whiteboard Activities for each selection include: Big questions Videos, Background Videos, Interactive Writing activities, Virtual Tour activities, Grammar Tutorials, Writers at Work Series @ http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Lit




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structure and order within Analyze sentences, paragraphs, and larger sections

teacher will do the following:

Help students determine the organizational pattern of the text (e.g., sequential, chronological) and its rhetorical mode (to define, compare, explain); then, first together, and then have students on their own, assess how each sentence and other elements within the text create order and meaning while also helping the author achieve the purpose.

6. To teach students to analyze sentences, paragraphs, and larger sections, the teacher will do the following:

Have students create what some call a “backward outline” of the text (to analyze instead of compose such a text) to show how it is organized around a main idea or claim and the relationship of each section to the larger structure of the text.

Ask students to annotate a text specifically to identify those sentences that create a

and convey experiences and events” (W.7.3d). Comparison and Synthesis of Ideas Presenta-tion. Students closely read two separate poems with contrasting form or structure. Students then complete a graphic or visual analysis of the form or structure used by each author. Additional research on each author/ poem is conducted to shape and support analysis. While conducting research, special emphasis is placed on displaying the ability to “gather relevant information from multiple print and digital sources, use search terms effectively; assess the credibility and accuracy of

erature2015/g00/program_resource_library/media_resources/gr08/media_resources.html Pearson has partnered with Listen Current to bring real world public radio stories to the classroom. There are articles that align to each Text Set in 8th grade, which allows teachers to bring additional resources to engage students http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/current_events/current_events_08.html











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structure or cause significant moments within the text at the paragraph level. These might be sentences that shift the focus of the text to new topics or to other perspectives on the same subject; they might be sentences that emphasize a certain key idea, event, or other aspect of the text.

Additional Strategies: Poetic Forms: The instructor may need to take time to pre-teach or review the skill-related concepts listed below. Students should demonstrate proficiency in recognizing a poem’s structure as they read. The following strategies engage students in a close reading of a poem in order to analyze it on the basis of its structure.

Poetic Form: a defined structure. This form uses a meter and a pattern of rhymes

Sonnet: a fourteen line form with a specific line count, rhyme scheme, and rhythmic pattern

Shakespearean Sonnet the lines are grouped into three quatrains (groups of four lines) and a

each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation” (W.7.8). The activity concludes with small-group presentations.

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couplet (group of two lines)

Villanelle: a nineteen line poem, grouped into five, three line stanzas and one four line stanza; makes use of repetition

Soliloquy: a poetic form that reveals the unspoken thoughts of the character who recites it. Often these are structured as mini-dramas of their own, with a beginning, middle, and end.

Other applicable Skill/Content Areas: Drama, Monologue, Chorus, Iambic Pentameter, Rhyme Scheme, Meter, Stanza, Quatrain, Couplet, Dialogue, Haiku, Tanka. Close Reading/Structure: Students will close read a poem and analyze it according to its structure. Particular emphasis can be placed on one or more of the poetic forms according to the text being read. Structural Outline: Students may outline the structure of a poem in a visual or graphic format by identifying its parts, including line count, stanza type (couplet, quatrain, or other) and tone of

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each successive part. See examples here. Students may use a worksheet, or their own graphic organizers to complete the activity. (Somers, 1999)

2nd Nine Weeks

RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Who is telling the story or speaking in the text- and from what point of view? Why does the author tell the story from this point of view? What techniques or devices does the author use to develop the point of view of the speaker or narrator?

Define and give examples of academic vocabulary tied to this standard. Assess how point of view or purpose shapes content and style

The teacher/student will introduce, define, and give examples of the key language, verbs, and terms related to the standard: explain, point of view, develop, development, narrator, speaker, first person, second person, third person, third person omniscient, third person limited, third person objective, influence, manipulate, author’s style, tone 1. To teach students to assess how point of view (POV) or purpose shapes content and style, the teacher should do the following:

Define and discuss with students just what POV means and entails, providing not just written and spoken definitions but also visual illustrations with drawings, images, artworks, or film clips.

Extend the lesson to include the different types of POV-

While introducing terms, the teacher can check for understanding by using the following CFU (Check’s For Understanding): Mini-whiteboards Each student, or groups of students, has a mini-whiteboard. As they read through your presentations of the terms, examples, etc., the teacher can ask questions and they can share them either with you as a class, or you can walk around the classroom and see their work. To check for understanding of the skills being

The following resources will be used to teach the focus objective; however, writing, language, and speaking and listening objectives will also be taught in conjunction with other reading objectives specific to each text: “The Myth of the Outlaw” by Ruth M. Hamel (RI1, RI2, RI4, RI6,

W1, W1d, W4, W7, W8, SL1, SL4, L5b) p. 416

“After Twenty Years” by O. Henry (RL1, RL2, RL3,

RL6, W3, W4, SL1, SL4) p. 426

Harriet Tubman (RI1, RI2,

RI3, RI4, RI5, RI6, W3, W4, W7, W8, SL1, SL5, L4) p. 432

Wanted: Harriet Tubman, Abolitionist (RI1, RI4, RI6, RI9, W1, W4, W7, SL4) p. 436

Social Studies: For Harriet Tubman - As you research people who helped slaves escape to freedom on the Underground Railroad, use the organizer below to take notes from your sources. As necessary, continue your notes on the back of this page, on note cards, or in a word processing document.

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Acknowledge and respond to conflicting evidence or views

omniscient, unreliable, first, second, third person- and how this notion of point of view relates to the narrator, especially when that narrator is an unreliable narrator. To clarify these elements of POV, students could apply the ideas to previously read stories to show what they know before moving into new ones.

Have students first determine what the POV in the text is; then ask students to determine why the author chose that POV as a means to achieve the purpose.

Direct student to ----- words that characterize the style of the writing; then ask them to explain how these words are shaped by POV (i.e., how the point of view guided the writer to make certain choices about diction, tone, or setting.

2. To teach students to acknowledge and respond to conflicting evidence or views, the teacher will do the following:

Label for students the claim or point of view being made, and

modeled in suggested activities 1, 2, 3, 4, & 5, use Red/ Green Card Students hold an index card (that has a red circle on one side and a green circle on the other) in front of them where you can see it. As they are following along with you and understanding, they show the green circle side. When they miss some information, need clarification, or don't understand, they turn it to show you the red circle. Much more effective than having them raise their hands and lets you know shortly after they are lost instead of at the end of class. The assess

“Two Kinds” from The Joy Luck Club by Amy Tan (RL6, W3a, W3b, W7,

L1, L6) p 48

from Freedom Walkers by Russell Fredman (RI1,

RI2, RI5, RI6, RI9, W2, W7, SL1, SL1b, L4b, L6) p. 177

from What Makes a Rembrandt a Rembrandt? by Richard Muhlberger (RI1, RI2, RI5, RI6, RI9, W2, W7, SL1, SL1b, L4b, L6) p. 181

Intrinsic Motivation Doesn’t Exist, Researcher Says by Jeff Grabmeier (RI1, RI2, RI6,

W1, W1c, W1d, SL1, SL2b, L4) p. 278

All Stories are Anansi’s by Harold Courlandder (RL1, RL2, RL6, W3, SL1, L5b, L6) p. 296

For graphic organizers on Analyzing Point of View, Determining Point of View and Purpose, and Analyzing Author’s Position, use Pearson Literature Companion

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Identify aspects that reveal an author’s point of view or purpose

then the corresponding counterclaim or conflicting evidence, pointing out to them the basis of the challenge; ask them to evaluate, through discussion, the quality of the conflicting evidence and to generate a fitting response, explaining why it is a sound, logical, and effective response.

Post a claim that relates to your subject, and ask the class to generate viable objections and the reasoning behind them; then debrief as a class, examining what makes for a good response to conflicting evidence or view.

3. To teach students to identify aspects that reveal an author’s POV or purpose, the teacher will do the following:

Put a list of words, sentences, or an extended passage on the display, asking students to find those words, structures, figures of speech, or other elements that that imply a certain perspective or indicate the author’s purpose; as an alternative, give students the

understanding and/or comprehension of selections in suggested resources, the teacher can ask critical thinking questions throughout the reading of the story. The teacher can assess graphic organizers in Pearson Common Core Companion Workbook that reinforce skills using a rubric. To assess comprehension of the entire story, the teacher can use Exam View Test Bank, selection tests @ www.pearsonrealize.comb

Workbook. For selection support, including literary analysis, vocabulary builder, conventions practice, support writing and speaking and listening, support for research and technology, and note-taking organizers, use Pearson Common Core Literature Companion Workbook to accompany stories and information texts listed in resources. For selection worksheets and assessments, use Pearson Literature Print http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/printable_resources/selection_worksheets_assess_08.html For easily customizable tests on reading selections and units and for beginning of the










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Compare the point of view of two or more authors Analyze an author’s explanation, description, or discussion

same examples or an extended passage on a handout and ask them to annotate all words that reveal POV or purpose, and then explain in the margins how they do this.

4. To teach students to compare the POV of two or more authors, the teacher will do the following:

Begin by modeling for students what it looks like to compare two authors in this way, discussing aloud with the class what you are doing and why, and how you would, for example, use these details in your written analysis of the two sources.

Create a three-column organizer with key topics common to both listed in the middle column; as students go through the text,, have them gather examples and observations about the two authors’ treatment of the topic, listing these under the respective titles for later use.

Repeat the same process when students are examining

year, mid-year, and end of the year assessments, use Exam View Test Bank For help with developing strategies in writing, grammar, usage, mechanics, and vocabulary, use Pearson Reality Central Real World Writing Journal For accommodations, modifications, and differentiation, use Pearson Common Core Literature Close Reading Notebook. For Interventions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention. Media Resources and Interactive Whiteboard Activities for each selection include: Big questions Videos, Background Videos, Interactive Writing activities, Virtual Tour

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different POVs on historical events (e.g., Korean War) by listing the claims, reasons, and evidence for those acts or events under the appropriate columns.

Additional Notes and Strategies: Note: The instructor may need to pre-teach or review the distinction between point-of-view, as it is commonly known (First, Second, Third person, limited, omniscient) and perspective, which refers to the broader thoughts, feelings, and worldview of the character. Point-of-View and Perspective: This standard asks students to be able to identify and contrast the perspectives of one or more characters from a text. The instructor may benefit the most from using a text that makes use of multiple perspectives, however, this strategy can be effective for any text that features multiple characters involved in key conflicts or events (an excellent filmic depiction of multiple perspectives can be seen in the Japanese classic, Rashomon by Akira Kurosawa). 1. Students will read a text in which multiple characters are involved one or more pivotal

activities, Grammar Tutorials, Writers at Work Series @ http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g00/program_resource_library/media_resources/gr08/media_resources.html Pearson has partnered with Listen Current to bring real world public radio stories to the classroom. There are articles that align to each Text Set in 8th grade, which allows teachers to bring additional resources to engage students http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/current_events/current_events_08.html














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events or conflicts of some significance. 2. Students will track one character’s involvement and relation to pivotal events in the novel, attempting to understand that character’s inner thoughts, feelings, and emotional reactions to each event. 3. Students will note these interactions, make inferences about the character’s perspective, and note them in a graphic organizer similar to the one shown here. Creating Perspective in Writing: Students will choose at least one pivotal event in the novel, and use their graphic organizers to re-write the event according to the perspective of their assigned character, in the first-person point of view. This requires students to make inferences about a character’s perspective, and then personify the character through the first person voice. Dramatic Readings: The instructor can modify this activity to include in class readings or skits in which the students are involved in an alternate portrayal of a chosen event from the perspectives of each character involved.

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2nd Nine Weeks

W.7.2 Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification,

What is the purpose of a classification or process analysis essay? Why does the purpose change the way a write formats his/her essay? How do strategies such as organization and formatting aid in introducing a topic? How do these strategies also aid comprehension?

Define and give examples of academic vocabulary tied to this standard. Define, identify, and distinguish informative/ explanatory texts.

The teacher/student will introduce, define, and give examples of the key language, verbs, and terms related to the standard: Classification, concepts, convey, expository, process analysis, purpose, formatting, graphics, organizational structure, previewing, thesis, citations, MLA format, paraphrasing, quotes, well-chosen facts, cohesion, transitions, varied, domain-specific vocabulary, precise language, formal style, purpose, tone, concluding statement To introduce students to informative/explanatory texts, do the following:

Show them a range of examples – from students, professional writers, or even yourself – so they see what it is that you want them to do and get a sense of what they should include.

Discuss the contents, conventions, and other elements of the type of informational/ explanatory text you want them to write.

Give students a copy of a

MAP ELA Writing Rubric Interpretive Guide https://districtaccess.mde.k12.ms.us/studentassessment/Public%20Access/Statewide_Assessment_Programs/MAP-Mississippi%20Assessment%20Program/ELA-Rubric-Guide/ELA%20Rubric%20Guide%2013OCT15.pdf

Conferencing: verbal, interactive response. This might happen in class or during scheduled sessions in offices. Conferencing can be more dynamic: we can ask students questions about their work, modeling a process of reflecting on and revising a piece of writing. Students can also ask us

“The Treasure of Lemon Brown” pp. 9-17 “Two Kinds” from The Joy Luck Club pp. 45- “The Salem Witch Trials of 1692” pp. 607 “The Voyage” and “To The Top of Everest” pp. 692-712

Survival of the Fittest


m/mtp/lesson/637473/print

“Daedalus and Icarus” Plot

Line



Greek Gods-Wanted

Poster!



Theme



Unveiling the Significance

of a Poet’s Words:

Identifying Figurative

Language in “We Wear

Performing Arts “Two Kinds” by Amy Tan “Two Kinds” suggests that there are three ingredients necessary to succeed as a performer: talent, interest, and commitment. Have you ever thought of performing? Here are some questions to think about: • Can I learn the skill on my own, or will I need to take lessons? • Does my school offer lessons, or will I have to find instruction outside school? • Can I take group lessons, or are individual lessons necessary? • Does my school provide a list of instructors? Should I ask others for recommendations? Should I check a phone directory or Internet listing? • Do I have time for this commitment? Can I






















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comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

How does a writer properly use well-chosen facts, concrete details, and other examples within a paper? How does a writer determine what to paraphrase and what to quote? What are ways transitions can be varied? Why is it beneficial to vary transitions?

Format and integrate graphics and multimedia into text Develop topics with details,

sample text and, if possible, display it on a screen so you can annotate portions of it while discussing the writer’s decisions and the text’s relevant features.

To teach students to format and integrate graphics and multimedia into the text, have students do the following:

Offer direct instruction to the whole class or a smaller group of students who need to learn how to use those features of the word processor or other software applications.

Give students step-by-step directions or create a link to a web tutorial they can watch if they do not know how.

Give them samples that show them different types of graphs, tables, and other options they might consider when incorporating information or data into their papers.

To teach students to develop their topic with details, examples, and information,

questions and receive immediate feedback. Conference is typically a formative response mechanism, but might also serve usefully to convey evaluative response.

Written Comments on Drafts

1. Local: when we focus on "local" moments in a piece of writing, we are calling attention to specifics in the paper. Perhaps certain patterns of grammar or moments where the essay takes a sudden, unexpected turn. We might also use local comments to emphasize a powerful turn of phrase, or a compelling and

The Mask”



balance it with my other responsibilities? A. DIRECTIONS: Think of a performing art that interests you. It might be ballet, singing, acting, playing an instrument, stand-up comedy, or some combination of these. Then, answer these questions. 1. What is the performing art in which I am interested? 2. What would be my first step in acquiring the skill needed to practice this art? 3. What other steps should I take to develop my skill in this art? B. DIRECTIONS: Find out from an instructor or from someone who is involved in the art how many hours each week you will need to set aside for practice. Then, use this chart to budget your time.



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W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. W.7.2d Use precise language and

domain‐specific vocabulary to inform about or explain the topic. W.7.2e Establish and maintain a formal style.

How can precise language be connected with vocabulary within a paper? How can this connection improve writing? How can students change how similar information is presented in both the introduction and conclusion? How can repetition of information detract from the argument? What is a concluding

examples, and information Use varied transitions to link ideas and create cohesion

have students do the following:

Work directly with them to generate ideas and gather evidence, data, examples, or other content: then develop with them criteria for how to evaluate and choose the best of the bunch to work into their writing.

Use sentences stems or templates from a book like They Say/I Say (by Graff and Birkenstein) to teach students how to introduce or frame the quotation and then comment on the meaning or importance of that quotation.

To teach students to use varied transitions to link ideas and create cohesion, do the following:

Generate with students or provide them a list of transition words and phrases specific to the type of writing they are doing (e.g., cause-effect, compare-contrast).

Have students go through their papers once they have a complete draft and

well-developed moment in a piece. Local commenting tends to happen in the margins, to call attention to specific moments in the piece by highlighting them and explaining their significance. We tend to use local commenting more often on drafts and when doing formative response. 2. Global: when we focus more on the overall piece of writing and less on the specific moments in and of themselves. Global comments tend to come at the end of a piece, in narrative-form response. We might use these to step back and tell the writer what we learned overall, or to comment on a pieces' general

Assume that you will have sixteen hours each day for all of your activities, or 112 hours per week.

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W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

statement or section? Why does an author write a conclusion in an informative or explanatory piece?

Use precise language and academic vocabulary Establish and

highlight the first six words of each sentence, then they can evaluate existing transitions and add others where they would improve clarity and cohesion.

To teach students to use precise language and academic vocabulary, do the following:

Direct them to circle any words in their papers that are abstract, too general, or otherwise ineffective; then have them generate words that could replace weaker words or phrases.

Generate with the class words they might or should use when writing about a specific subject, procedure, event, or person; this might include specific verbs, nouns, and adjectives for use when, for example, explaining a process or procedure.

Provide examples of or demonstrate for them how to use other techniques such as metaphors, similes, and analogies.

To establish and maintain the

organizational structure or focus. We tend to use these for evaluative response and often, deliberately or not, as a means of justifying the grade we assigned. 3. Rubrics: charts or grids on which we identify the central requirements or goals of a specific project. Then, we evaluate whether or not, and how effectively, students met those criteria. These can be written with students as a means of helping them see and articulate the goals a given project.

Point-of-View and perspective digital upgrade. Students are assigned 1-3 characters to “follow” throughout

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maintain the conventions for a discipline Write about historical events, procedures, processes, ore complex ideas

conventions for a discipline, have students do the following:

Establish for the class the proper tone, format, and other genre conventions for the type of discipline –specific writing assigned.

Give students a checklist or annotated sample that illustrates all the discipline-specific conventions they must include.

To prepare them to write about historical events, procedures, processes, or complex ideas, have students do the following:

Discuss the ideas, details, or other contents that they should include to help them generate new ideas about what to say and how to organize it when they begin to write.

Additional Strategies: Note: The instructor may need to pre-teach or review the distinction between point-of-view, as it is commonly known (First, Second, Third person, limited, omniscient) and perspective, which refers to the broader thoughts, feelings, and worldview of the character.

a section of text. A page is established for each character within the class blog. New topics are posted daily by the designated forum facilitator (the teacher can designate a different student forum facilitator each week, the teacher then works closely with that student to ensure posts are timely and class blog guidelines are followed by all members). The three examples outlined within the “Point-of-View and Perspective” teaching strategy to the right can be used for generating post ideas related to this particular standard. Student posts within the forum can be utilized as either entrance or exit

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Point-of-View and Perspective: This standard asks students to be able to identify and contrast the perspectives of one or more characters from a text. The instructor may benefit the most from using a text that makes use of multiple perspectives, however, this strategy can be effective for any text that features multiple characters involved in key conflicts or events (an excellent filmic depiction of multiple perspectives can be seen in the Japanese classic, Rashomon by Akira Kurosawa). 1. Students will read a text in which multiple characters are involved one or more pivotal events or conflicts of some significance. 2. Students will track one character’s involvement and relation to pivotal events in the novel, attempting to understand that character’s inner thoughts, feelings, and emotional reactions to each event. 3. Students will note these interactions, make inferences about the character’s perspective, and note them. Creating Perspective in Writing: Students will choose at least one pivotal event in the novel, and use

slips (formative assessments) that guide future classroom discussions. Protocol are established so students clearly understand that emphasis is being placed on their ability to use technology to “interact and collaborate with others, including linking to and citing sources” (W7.6).

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their graphic organizers to re-write the event according to the perspective of their assigned character, in the first-person point of view. This requires students to make inferences about a character’s perspective, and then personify the character through the first person voice. Dramatic Readings: The instructor can modify this activity to include in class readings or skits in which the students are involved in an alternate portrayal of a chosen event from the perspectives of each character involved.

3rd Nine Weeks

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color,

How is reading a play, poem, or story similar to and different from the experience of listening to or watching a recorded or live performance of it? How does the medium or

Define and give examples of academic vocabulary tied to this standard. Integrate and evaluate content in diverse formats and media

The teacher/student will introduce, define, and give examples of the key language, verbs, and terms related to the standard: compare, contrast, story, drama, poem, audio, film, stage, multimedia, live version, analyze, analysis, effects, techniques, perceive, medium 1. To teach students to integrate and evaluate content in diverse formats and media, the teacher will do the following:

Have students start with what

While introducing terms, the teacher can check for understanding by using the following CFU (Check’s For Understanding): Red/Green Card Students hold an index card (that has a red circle on one side and a green circle on the other) in front of them where you can see it. As they are following along

The following resources will be used to teach the focus objective; however, writing, language, and speaking and listening objectives will also be taught in conjunction with other reading objectives specific to each text: Anchor: The Monsters Are Due on Maple Street (RL1, RL2, RL3, RL4, RL7, W1a-c, W1e, W4, W7, W8, W10, SL1, SL4, SL6, L1a, L5c, L6) p. 564

For Let the Circle Be Unbroken Historical Background- Following are several topics with historical backgrounds. Students should choose one to research and make presentations to the class. Sharecropping. Sharecropping is a system in which a tenant farms a piece of land for a share of the

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or camera focus and angles in a film). RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

format in which you experience the text affect your understanding or experience of it?

Analyze a subject in two different artistic mediums

the different sources-regardless of format or media-are saying about the subject and how it differs from what other sources are saying about the same subject.

Have students create or locate the criteria by which the content in these different formats and media will be evaluated and then apply those criteria to these sources.

Generate questions students should use to guide their reading of different texts across formats and media, including visual and quantitative documents on their own or embedded into a larger written document.

2. To teach students to analyze a subject in two different artistic mediums, the students will do the following:

Demonstrate for students how you read such artistic texts, thinking aloud about the questions you ask, what you

with you and understanding, they show the green circle side. When they miss some information, need clarification, or don't understand, they turn it to show you the red circle. Much more effective than having them raise their hands and lets you know shortly after they are lost instead of at the end of class. To reinforce and assess students’ comprehension of the selection vocabulary words, give them sentences in which the word may or may not be used correctly. The students will assess whether the use is correct and explain their answers.

Roll of Thunder Hear My Cry by Mildred Taylor (RL1, RL2, RL5, RL6, RL7)

Let the Circle Be Unbroken by Mildred Taylor (RL1, RL2, RL5, RL6,

RL7)

“Marigolds” by Eugenia Collier https://vimeo.com/102165695 (video) “A Christmas Memory” by Truman Capote https://www.youtube.com/watch?v=BcZ1_asNDp8 (video) “Life Without Gravity” pp. 194-201

For graphic organizers on Comparing and Contrasting Different Formats, and Comparing and Contrasting Versions, use Pearson Literature Companion Workbook. For selection support, including literary analysis, vocabulary

crop. Sharecropping was established for the cultivation of cotton in the United States at the end of the Civil War. The owner of the land provides the tenant with the land, animals, farm equipment, and seed. Tenants buy their food and personal supplies on credit extended by the landowner. When a crop is sold, sharecroppers receive a share of the money only after their debts have been deducted. The Great Depression. Between 1929 and 1939, the United States experienced a period of severe economic depression. Banks collapsed, the stock market crashed, businesses failed, factories closed, and unemployment skyrocketed. Homeowners lost their homes, farmers lost their farms, and hungry

https://vimeo.com/102165695

https://vimeo.com/102165695

https://www.youtube.com/watch?v=BcZ1_asNDp8



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Integrate and evaluate

ask them about, and how you use them to understand and note what is emphasized in artworks, including paintings and photographs, such as those by Dorothea Lange that achieve a level of artistic and thematic complexity.

Ask students to first list, then use, the questions they generate or learn to ask when analyzing artworks.

View with students the artistic works online through, for example, Google Art Project, in pairs in the lab where they view and discuss the works in depth and take notes for use in subsequent papers.

Have students study examples of established art critics evaluating the same or similar works through sources such as the Wall Street Journal column “A Masterpiece,” in which a critic shows not only how to read such artworks but also how to write about them.

3. To teach students to integrate and evaluate multiple sources of

To assess comprehension of the selections, students can answer critical thinking questions and/or complete the selection tests. As students participate in the different activities, such as reading the different texts, they can continuously participate in this self-assessments. This will give the teacher insight into students’ comprehension of activities: Self-Assessment: As I See it…. Determine the number of rows you would like on the template. Create and enter in the sentence stems on the template.

builder, conventions practice, support writing and speaking and listening, support for research and technology, and note-taking organizers, use Pearson Common Core Literature Companion Workbook to accompany stories and information texts listed in resources. For selection worksheets and assessments, use Pearson Literature Print http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/printable_resources/selection_worksheets_assess_08.html For easily customizable tests on reading selections and units and for beginning of the year, mid-year, and end of the year assessments, use Exam View Test Bank

people stood in long lines for free food. The New Deal. Under the leadership of President Franklin D. Roosevelt, Congress passed laws and the government instituted programs to help the country recover from the Great Depression. Roosevelt called this sweeping legislation the New Deal. Agricultural Adjustment Administration (AAA). One of the New Deal’s agencies was the Agricultural Adjustment Administration, created to advise and help farmers. The AAA attempted to raise farm prices by limiting crop production. Farmers were paid to reduce crop size by not planting all of their land. Farm income rose, but the crop reductions kept food from the








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multiple sources of information Analyze multiple interpretations of a literary text

information, the teachers will do the following:

Develop a focus question students then seek to answer with evidence or examples from different sources, including quantitative, visual, or multimedia sources.

Model for the class how you integrate ideas from these different sources and formats into one coherent view about a subject; then use examples, details, or quotations from those sources when writing or speaking about them to support your claims about what they mean or why they are important.

4. To teach students to analyze multiple interpretations of a literary text, the teacher will do the following:

Set up some sort of note-taking format-several columns, one for each version of the work you are studying- and have students identify key points of emphasis across the interpretations worth comparing (e.g., how each

1. Examples of types of sentence stems a. Personal Statements When I read

this, I imagine that…

I was most impacted by…

b. Explanatory Statements The angle

changes because…

c. Prediction Statements Based on the

data, I predict…

d. Confusion Declarations After today, I

am still confused about…

Formative Assessment Tip. In order for a classroom to be considered “Distinguished” within Component

For help with developing strategies in writing, grammar, usage, mechanics, and vocabulary, use Pearson Reality Central Real World Writing Journal For accommodations, modifications, and differentiation, use Pearson Common Core Literature Close Reading Notebook. For Interventions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention. Media Resources and Interactive Whiteboard Activities for each selection include: Big questions Videos, Background Videos, Interactive Writing activities, Virtual Tour activities, Grammar Tutorials, Writers at Work Series @ http://curriculum.media.pearsoncmg.com/curricul

hungry and cotton from those needing clothes. In 1936, parts of the AAA were declared unconstitutional. Social Studies: For Farewell to Manzanar-Students will analyze America’s participation in World War II. Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g. Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler’s atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.



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Integrate quantitative or technical with qualitative analysis

version of Hamlet interprets Claudius’s opening address to the assembled guests).

Have students gather different artists’ renderings of a character, story, or scene from a literary work, and then compare them with the source text (e.g., view different paintings of Ophelia and compare these with the lines from Hamlet that describe her).

5. To teach students to integrate quantitative or technical with qualitative analysis, the teacher will do the following:

Think aloud as you model this for students, describing what you do, how you do it, and why; use the appropriate terms for the types of charts or data you refer to, and discuss the questions you use to evaluate these different analytical forms to answer a question or solve a problem.

Suggested Strategies: Note: The instructor may need to pre-teach or review story elements and literary devices (i.e.

3d of Danielson’s Framework For Teaching, “students are fully aware of the criteria and performance standards by which their work will be evaluated and have contributed to the development of the criteria.” (Danielson, 2007)

um/literature_reading/Literature2015/g00/program_resource_library/media_resources/gr08/media_resources.html Pearson has partnered with Listen Current to bring real world public radio stories to the classroom. There are articles that align to each Text Set in 8th grade, which allows teachers to bring additional resources to engage students http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/current_events/current_events_08.html












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plot, setting, conflict, characteri-zation, exposition, action, climax, and resolution) in order to compare the way that these elements are dealt with in both text and film formats. Focused Reading/Viewing: This activity can be completed either during the reading of a classroom text, or after it is finished. Students will critically view a filmic adaptation of a classroom text, either independently or in groups, and note what the filmic adaptation has added, changed, or left out of the story. Students can create a graphic organizer, or complete one that is created by the instructor prior to viewing. If necessary, the teacher may take some instruction time to provide some basic film terminology for the students. (Hobbs, 2001) Compare/Contrast Guide for Film and Text: Students will use a graphic organizer similar to the one linked above, while focusing specifically on the differences between the text in both media. This can be used to help students formulate analyses of filmic narrative and directorial choice. Students should begin asking questions regarding the motivation for why a director might

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change specific elements of a story, and then evaluate whether these changes added to or detracted from the effectiveness of the text. Applying Filmic Narrative: In small groups, students will create their own filmic adaptations of key scenes from the text, choosing a key scene, or defining moment from the text itself. This project can be assigned either before or after the students view a filmic adaptation of a text.

3rd Nine Weeks

RL.7.8 Not applicable to literature. RI.6.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant

What argument and claims does this text make- and how do these evolve as you trace them from beginning to end? Which claims are supported by reasons and evidence-which are not?

Define and give examples of academic vocabulary tied to this standard. Delineate arguments

The teacher/student will introduce, define, and give examples of the key language, verbs, and terms related to the standard: 1. To teach students how to delineate the argument, the teacher will do the following:

Tell students first how to identify what the argument is and how you figured that out so they know where to direct their critical attention.

Ask students to label, list, or

While introducing terms, the teacher can check for understanding by using the following CFU (Check’s For Understanding): Circle, Triangle, Square Something that is still going around in your head (Triangle) Something pointed that stood out in your mind (Square) Something that “Squared” or agreed with your thinking.

The following resources will be used to teach the focus objectives; however, writing, language, and speaking and listening objectives will also be taught in conjunction with other reading objectives specific to each text: “All Together Now”

pp. 212-219 from What

Makes a Rembrandt a Rembrandt? Pp. 181-185

from Barrio Boy and “A Day’s Wait pp. 232-

Science: In conjunction with “The Girl Who Silenced the UN for Five Minutes,” students will research dangers to the environment: oil spills, pollution from gas powered motors, the metal in old computer monitors, landfills, depletion of the ozone layers.

http://www.corestandards.org/ELA-Literacy/RL/6/9/

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and sufficient to support the claims.

What criteria should apply when evaluating the argument and claims?

Evaluate the specific claims made in these

otherwise identify the following elements related to the arguments: the claims made in the text, the reasons stated or implied for those claims, any evidence cited, and how that evidence relates to and supports the claims.

Claim Reason Evidence

List on the board three primary goals of argument in academic writing: to explain ideas or positions to others, to persuade people to change what they think, or to mediate or reconcile conflicts between parties about the truth, meaning, or importance of something. Provide students examples, when first introducing them to reading arguments, of different types of arguments, asking them to sort them into the appropriate categories listed above.

Assign the class arguments written about topics similar to those they are studying, which they must then examine

To check for understanding of the skills being modeled in suggested activities 1, 2, 3, 4, & 5, use: Teachers can choose from the following assessment strategies to assess comprehension of the suggested selections: Ask students to summarize Have students summarize or paraphrase important concepts and lessons. This can be done orally, visually, or otherwise. Response cards Index cards, signs, whiteboards, magnetic boards,

“Do Violent Video Games Contribute to Youth Violence?” (RI1, RI2, RI5, RI7, RI8, W1, W4) http://videogames.procon.org/?gclid=CPOnjYeP78YCFYORHwodyboAQQ “Do Schools Do Random Drug Testing” (RI1, RI2, RI5, RI7, RI8, W1, W4) http://teacher.scholastic.com/scholasticnews/indepth/upfront/debate/index.asp?article=d040207 “Should the Driving Age be Raised to 18?” (RI1, RI2, RI5, RI7, RI8, W1, W4) http://teacher.scholastic.com/scholasticnews/indepth/upfront/debate/index.asp?article=d0508

“Should States Ban Junk Food in Schools?” (RI1, RI2, RI5, RI7, RI8, W1, W4) http://teacher.scholastic.com/scholasticnews/indepth/upfront/debate/index.asp?article=d0919

http://videogames.procon.org/?gclid=CPOnjYeP78YCFYORHwodyboAQQ




http://teacher.scholastic.com/scholasticnews/indepth/upfront/debate/index.asp?article=d040207












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different texts Distinguish claims with and without support from reasons or evidence

closely to determine the type of argument and the claims made about it.

To teach students how to evaluate the specific claims made in these different texts, the teacher will do the following:

Have students first determine what type of claims they encounter: claims of fact (X is-or is not-true), claims of value (X is valid or not, right or wrong, important or not), and claims of policy (X must- or must not- be changed).

Have students go through a complex text that makes such claims and identify the precise claim and its type.

2. To teach students how to distinguish claims with and without support from reasons or evidence, the teacher will do the following:

Provide several models that, taken as a whole, create some sort of continuum of support for claims; these would constitute a range of quality. Have them examine

or other items are simultaneously held up by all students in class to indicate their response to a question or problem presented by the teacher. Using response devices, the teacher can easily note the responses of individual students while teaching the whole group. Socratic seminar Students ask questions of one another about an essential question, topic, or selected text. The questions initiate a conversation that continues with a series of responses and additional questions. Students learn to formulate questions that address issues to

“Should Military Recruiters be Allowed in High Schools?” (RI1, RI2, RI5, RI7, RI8, W1, W4) http://teacher.scholastic.com/scholasticnews/indepth/upfront/debate/index.asp?article=d0313 “Just Like a Woman: Nature, Chemicals and the Feminization of Science” (RI1, RI2, RI5,

RI7, RI8, W1, W4) http://www.bioneers.org/just-like-a-woman/ For graphic organizers on Evaluating an Argument, use Pearson Literature Companion Workbook. For selection support, including literary analysis, vocabulary builder, conventions practice, support writing and speaking and listening, support for research and technology, and note-taking organizers, use Pearson Common Core Literature Companion

http://www.bioneers.org/just-like-a-woman/

http://www.bioneers.org/just-like-a-woman/

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Assess if the reasoning is sound and the evidence relevant and sufficient

and create descriptors for the different claims- think of it as something akin to rubric language- which they can then apply to subsequent claims they read.

Give students a set of criteria for claims with and without support; after clarifying these terms and concepts, have them sort a collection of different claims into one column or the other, providing a rationale for their decision.

3. To teach students how to assess if the reasoning is sound and the evidence relevant and sufficient, the teacher will do the following:

Introduce to students the idea of fallacies and the qualities of sound reasoning; have them then apply these qualities and use the key fallacies to assess the soundness of the reasoning.

Clarify the ideas of relevant and sufficient for the class, offering examples that illustrate the boundary between relevant and

facilitate their own discussion and arrive at a new understanding.

Workbook to accompany stories and information texts listed in resources. For selection worksheets and assessments, use Pearson Literature Print http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/printable_resources/selection_worksheets_assess_08.html For easily customizable tests on reading selections and units and for beginning of the year, mid-year, and end of the year assessments, use Exam View Test Bank For help with developing strategies in writing, grammar, usage, mechanics, and vocabulary, use Pearson Reality Central Real World Writing Journal








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Distinguish among fact, opinion, and reasoned judgment Distinguish among facts, reasoned judgments, and speculation

irrelevant, sufficient and insufficient; think aloud about why one is or is not sufficient, pointing out specific details.

4. To teach students to distinguish among fact, opinion, and reasoned judgment, the teacher will do the following:

Teach students which questions to ask to determine if the evidence is relevant, accurate, and sufficient to support their claim.

Provide students with range of models for them to practice evaluating, each one positioned to be just a little more complex than the previous one to help them refine their application of criteria for an effective claim or piece of evidence.

5. To teach students to distinguish among facts, reasoned judgements, and speculations, the teacher will do the following:

Define and offer students examples of each of these; then ask them to sort a scrambled set of them into the

For accommodations, modifications, and differentiation, use Pearson Common Core Literature Close Reading Notebook. For Interventions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention. Media Resources and Interactive Whiteboard Activities for each selection include: Big questions Videos, Background Videos, Interactive Writing activities, Virtual Tour activities, Grammar Tutorials, Writers at Work Series @ http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g00/program_resource_library/media_resources/gr08/media_resources.html Pearson has partnered with Listen Current to








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proper categories or label them if scrambled on a page; finally, have them write academic sentences (X is a fact given that _______, but Y is mere speculation) about these as they apply to the texts students are reading.

Additional Strategies: Follow the Argument Road The teacher models how to determine whether the author’s evidence sufficiently supports the claims in a text. 1. The teacher reads aloud an argument as students follow along with the text. 2. The teacher “thinks aloud” as the students place evidence “on the road.” 3. At the end of the road, the teacher models the evaluation process by noting whether or not the author provided sufficient, relevant evidence to support the claim. 4. Place students in pairs, have them read an unfamiliar text and complete an “Argument Road” graphic organizer. 5. Each pair of students works with another pair to compare their answers on the graphic organizer and then share them with the

Argumentative Essay. Students author a formal argumentative essay tracing and evaluating arguments and specific claims from within a text. Essays are assessed primarily for whether the reasoning is sound and the evidence is relevant and sufficient enough to support claims. However, essays are also assessed for competency within additional writing and language standards. A rubric is used to measure proficiency and targeted learning

bring real world public radio stories to the classroom. There are articles that align to each Text Set in 8th grade, which allows teachers to bring additional resources to engage students http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/current_events/current_events_08.html







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class. 6. Students independently complete the graphic organizer. Evidence Tracker. Students are to read with the purpose of identifying specific claims in a text. Each claim can be noted on the “tracker.” This strategy provides students with a way to organize their thinking while reading.

opportunities reoccur throughout the revision process.

3rd Nine Weeks

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understand-ing how authors of fiction use or alter history. RI.7.9 Analyze how two or more authors

What type of text is this? What subject do these two texts explore? How is the fictional treatment similar to and different from the nonfiction treatment?

Define and give examples of academic vocabulary tied to this standard. Analyze how two or more texts address similar themes or topics

The teacher/student will introduce, define, and give examples of the key language, verbs, and terms related to the standard: compare, contrast, genre, portrayal, topic, historical fact, nonfiction, time period, character, setting, events, alter history 1. To teach students to analyze how two or more texts address similar themes or topics, the teacher will do the following:

Use colors (as you display the text or a passage via LCD projector) to code the two themes or topics as they appear or develop and refer to each other; narrate your thinking aloud as you do this, so students see what you do

While introducing terms, the teacher can check for understanding by using the following CFU (Check’s For Understanding): Provide Clear Instructions and Model- Regularly stop teaching to orchestrate student response to instruction such as “tell your partner, list ideas, act out something, etc.” To check for understanding of the skills being modeled in

The following resources will be used to teach the focus objectives; however, writing, language, and speaking and listening objectives will also be taught in conjunction with other reading objectives specific to each text: Zoos: Joys or Jails? (from Teen Ink) (RI6, RI9,

W1a, W1b) p. 539

Kid Territory: Why Do We Need Zoos? By San Diego Zoo Staff (from Teen Ink) (RI6, RI9, W1a, W1b) p. 541

The Salem Witch Trials of 1692 by The Salem

Social Studies: Conduct research to learn more about mass hysteria and how it relates to the concept of leaders and followers. Gather relevant information from a variety and digital sources, making sure that all sources are accurate and credible. Take detailed notes and carefully identify your sources. Share you findings in a visual presentation.

http://www.corestandards.org/ELA-Literacy/RL/6/9/

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writing about the same topic shape their presentations of key information by emphasiz-ing different evidence or advancing different interpreta-tions of facts.

Analyze how an author draws on and transforms source material Compare and contrast information from

and understand how the colors that represent each theme or topic connect with the others throughout the text.

Have students use highlighters or digital color tools(if they are working on-screen) to examine the development of ideas into a larger fabric of knowledge about an idea over time or examine how each author approaches the treatment of these ideas in their texts compared with the others being studied. Let students’ reading be guided by the question, what patters emerge over the course of the text as these different authors explore this theme?

2. To teach students to analyze how an author draws on and transforms source material, the teacher will do the following:

Assign students the original source text (e.g., an Aesop fable) on which the literary text is based, having them then identify all the corresponding elements of that story, fable, or pattern in

suggested activities 1, 2, 3, 4, & 5, use the following: 3-2-1 Students consider what they have learned by responding to the following prompt at the end of the lesson: 3) things they learned from your lesson; 2) things they want to know more about; and 1) questions they have. The prompt stimulates student reflection on the lesson and helps to process the learning. To check for comprehension of the selections in the suggested resources, teachers can use any of a combination of the following As students read and compare texts,

Witch Museum (RL9,, RI1,

RI2, RI3, RI4, W2, W7, SL1c, SL4, L4c, L6) p. 604

A Break from Charity: A Story About the Salem Witch Trials by Ann Rinaldi (RL9,, RI1, RI2,

RI3, RI4, W2, W7, SL1c, SL4, L4c, L6)

Popocatepetl and Ixtlaccihuatl by Juliet Piggott Wood (RL3, RL9,

W1a, W1b, W2, W2b, SL4, l2, l4b)

The Voyage from Tales from the Odyssey by Mary Pope Osborne (RL2, RL3, RI9, W2, L5a) To the Top of Everest by Samantha (RL2, RL3, RI9,

W2, L5a) Numbering All the Bones by Ann Rinaldi (RL9,, RI1, RI2, RI3, RI4, W2, W7)

Come Juneteenth by Ann Rinaldi (RL9,, RI1,

RI2, RI3, RI4, W2, W7) For graphic organizers

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experiments

the modern version they are reading, discussing or writing about what these older sources add to the new story.

Have students read multiple versions of a source text (e.g., different versions of a folktale from different cultures or traditions) in conjunction with the poem or story that borrows from it, having them identify the common elements between each (e.g., a trickster character); an alternative is to give them a list of such characters or patterns with descriptions and then direct them to find examples of them in the story.

To have students compare and contrast information from experiments, do the following:

Provide students with graphic organizers for taking structured notes (e.g., two columns, with similarities and differences at the head of each) to gather and organize such information from experiments or other sources in a way that reveals those patterns.

they will keep Learning/Response Logs: Students maintain a log where they record their learning, or respond to a lesson regarding their understanding. The teacher will collect all or some of the logs after students have completed a task. Students will comment on their level of comfort with the information, as well as what was learned and what questions they may still have. Ticket out the door Students write in response to a specific prompt for a short period of time. Teachers collect their responses as a

on Comparing and Contrasting Two Texts, and Analyzing Authors’ Approaches, use Pearson Literature Companion Workbook. For selection support, including literary analysis, vocabulary builder, conventions practice, support writing and speaking and listening, support for research and technology, and note-taking organizers, use Pearson Common Core Literature Companion Workbook to accompany stories and information texts listed in resources. For selection worksheets and assessments, use Pearson Literature Print http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/printable_resources/selection_worksheets_assess_08.html








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Examine the treatment or uses of primary and secondary sources

Display on the projector (using an iPad or computer the way you would evaluate and sort such information during and/or after an experiment, modeling for them how you would set it up before you began the experiment, simulation, or video they watched.

3. To teach students to examine the treatment or use of primary and secondary sources, the teacher will do the following:

Offer students several clear examples of primary and secondary sources first so they know what these terms mean and how they differ so they will know them when they see or read them.

Have students use a graphic organizer with multiple columns for each source; have students jot down key ideas or quotations that represent how each source treats that idea, drawing conclusions about they compare when you are finished and citing examples to support and illustrate your

“ticket out the door” to check for students’ understanding of a concept taught. This exercise quickly generates multiple ideas that could be turned into longer pieces of writing at a later time. Journal reflections Students write their reflections on a lesson, such as what they learned, what caused them difficulty, strategies they found helpful, or other lesson-related topics. Students can reflect on and process lessons. By reading student journals, teachers can identify class and individual misconceptions and successes. “Separate what

For easily customizable tests on reading selections and units and for beginning of the year, mid-year, and end of the year assessments, use Exam View Test Bank For help with developing strategies in writing, grammar, usage, mechanics, and vocabulary, use Pearson Reality Central Real World Writing Journal For accommodations, modifications, and differentiation, use Pearson Common Core Literature Close Reading Notebook. For Interventions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention. Media Resources and Interactive Whiteboard Activities for each

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Analyze a case in which two texts provide conflicting information

claims.

Differences Similarities Differences

Text Text

Summary:

4. To teach students to analyze a case in which two texts provide conflicting information, the teacher will do the following:

Format a document to create parallel (side-by-side) texts so students can read across texts, noting where the two texts differ in a discernible way from each other, and then draw conclusions about the meaning of those discrepancies.

Compare/Contrast Guide: Students will use a graphic organizer similar to the one linked above, in order to compare the time, place and characters of a fictional account and a historical account of the same time period. Organizing the information and completing the template can function as a prewriting activity as well, should the teacher decide to

you do and don’t understand” Whether making a t-chart, drawing a concept map, or using some other means, have the students not simply list what they think they know, but what they don’t know as well. This won’t be as simple as it sounds–we’re usually not aware of what we don’t know. They’ll also often know more or less than they can identify themselves, which makes this strategy a bit crude. But that’s okay–the goal isn’t for them to be precise and complete in their self-evaluation the goal is for you to gain insight as to what they do and don’t know. Save the Last Word for Me

selection include: Big questions Videos, Background Videos, Interactive Writing activities, Virtual Tour activities, Grammar Tutorials, Writers at Work Series @ http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g00/program_resource_library/media_resources/gr08/media_resources.html Pearson has partnered with Listen Current to bring real world public radio stories to the classroom. There are articles that align to each Text Set in 8th grade, which allows teachers to bring additional resources to engage students http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/current_events/current_events_08.html














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you need?)

Content Connection



extend the task into a writing assignment. Save the Last Word for Me. Students are given a specific amount of time to read through a fictional account to compare it to a historical account of the same time period. While reading through the fictional text, students highlight statements describing the time, place and characters. They then compare these statements to statements found in the historical account of the same time period and record those comparisons. As this task is completed, students organize into predetermined small groups and discuss their recorded claims. (Vaughan & Estes, 1986). Change Frame. Students read a fictional text as well as a historical account of the same time period and then organize the information into a template which provides for comparisons to be made. Students work collaboratively with the teacher to create headings for each column, depending upon the information they have chosen to compare. When the template is complete students use the information to write an objective summary of their comparison and synthesis of ideas. (Buehl, 1992).

Discussion. A discussion rubric places special emphasis on “posing questions that elicit elabora-tion and respond-ing to others' questions and comments with relevant observa-tions and ideas that bring the discus-sion back on topic as needed” (SL.7.1c). The ability to “acknowledge new information expressed by others and, when warranted, modify their own views” (SL.7.1d) can also be assessed during the small group discussion. Change Frame Written Summary. Upon completion of the template, students transform their “change frame” into a written summary. A

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written rubric is created placing special emphasis on how well the summary “supports claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text” (W.7.1b). Emphasis is also placed on how well the summary “uses words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence” (W.7.1c).

3rd Nine Weeks

W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

1. What are speaker, occasion, purpose and tone? 2. Why are speaker, occasion, purpose and tone


The teacher/student will introduce, define, and give examples of the key language, verbs, and terms related to the standard: Argument, counter argument, claim, evidence, occasion, purpose, speaker, stance, tone, alternate claims, opposing claims, proof, rebuttal, refute,

MAP ELA Writing Rubric Interpretive Guide https://districtaccess.mde.k12.ms.us/studentassessment/Public%20Access/Statewide_Assessment_Programs/MAP-

“Ribbons” pp. 92-97

“Forget Fun, Embrace

Enjoyment”

pp. 152-155

“Win Some Lose Some”

pp. 158-163

Orlando Magic

Fine Arts: “Ribbons” by Laurence Yep Enrichment: Documentary

In “Ribbons,” Stacy’s ballet shoes mean a great deal to her: They symbolize her








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W.7.1.a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. W.7.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible

necessary in developing an argument? W.7.1.a How does the organizational structure of an opinion piece affect the clarity of the writer’s purpose? How can the writer use alternate or opposing claims to strengthen the argument? How can evidence be used to weaken an opposing claim? How is it effective in

Write arguments

counterclaim, credible, reasoning, cohesion, phrases, relationships, transitions, adapt, compose, dramatic, formal style, literary effect, conclusion 1. To help students understand and learn to write arguments, teachers can do the following:

Provide students with a range of sample arguments so they learn to distinguish between effective and ineffective arguments.

Have students read whole papers to see how writers use claims and evidence over the course of the whole text.

Keep and use both professional and student models for subsequent study of what to do – and what not to do.

Require student to label the e3lements of their argument (e.g., claim, evidence, reason, and evaluate the quality of each in light of whatever criteria are most appropriate on that occasion.

Help students establish

Mississippi%20Assessment%20Program/ELA-Rubric-Guide/ELA%20Rubric%20Guide%2013OCT15.pdf X Marks the Spot Too often we teachers grade papers as if we are preparing a manuscript for publication. We proofread, line-edit and rewrite. Stop now. Refrain from spending all of your time writing long comments on your students' papers. A piece of writing filled with comments and proofreading marks can cause students to feel overwhelmed and bewildered. The goal is for your students to slowly gain writing skills and confidence, not to feel discouraged and

pp. 164-165

“Amigo Brothers,”

“Get More From

Competition,”

“Video Game

Competitiveness, Not

Violence, Spurs

Aggression, Study”

pp. 134-169

“All Together Now”

pp. 212-219

Prokaryotes- Earth’s First

Inhabitants



Oreo Argument Part 1



Should Your School Get

Rid of Sports?



Planning Out Our Claim,

Reasons, and Evidence



passion for ballet. In every person’s life there are items that represent his or her interests or accomplishments. They might include an award the person has won, an article of clothing he or she wears, prizes, a souvenir, or a book or movie. Imagine that you were going to make a documentary about someone’s life. The subject might be someone you know or someone in history or the news whom you admire. In your film, you plan to include segments on those important items in order to explain your subject most fully.

DIRECTIONS: Think of at least three items that help represent the subject of your documentary. On a chart, name those items and make notes















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sources and demonstrating an understanding of the topic or text. W.7.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. W.7.1.d Establish and maintain a formal style.

proving a writer’s own claim? What is the connection between claims and reasons? How do writers clarify relationships among claims in an argument? Why must standard English conventions be used to establish a formal style? When is it appropriate to adapt the standard conventions? How can students

Evaluate others’ and make their own claims

and apply criteria for determining the quality of topics and texts, claims, and counterclaims, evidence and reasons.

Use structured note-taking formats (e.g., columns with headers such as claims, reason, evidence) in the early stages to help students understand the elements and see how they work together to support the argument.

To evaluate others’ and make their own claims, do the following:

Give students sets of claims with varying degrees of specificity and insight; ask them to evaluate each by some criteria or arrange them all on a continuum of quality.

Ask students to provide a list of possible counterclaims, alternative positions, values, or biases to consider when writing their claims or evaluating/responding to those of others.

negative about writing. Instead, focus on the content of the paper. When you see a grammar mistake or a spelling error, simply put a small x next to it. Let your students problem-solve what needs to be corrected. They figure out the mistakes marked with an x and enter their corrections in the margin. This will cut back your time and help students grow as writers and assess their own work. Save the proofreading marks for your students to do on their own writing, as well as on their peers' papers. Write an End Comment Save your

describing how each helps to explain the subject of your film—what he or she is interested in, what he or she loves, where he or she lives or has traveled, what he or she thinks.

Now, write some commentary, or narration, for the documentary. Weave into your commentary a discussion of the three items that are important to your subject, and explain their meaning.

Science Research the different sides to bacteria and make a short presentation to share with the class.

http://www.weareteachers.com/blogs/post/2014/10/07/5-peer-conferencing-strategies-that-actually-work

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W.7.1.e Provide a concluding statement or section that follows from and supports the argument presented.

change how similar information is presented in both the introduction and conclusion? How can repetition of information detract from the argument?

Use words, phrases, and clauses to clarify relationships

Generate questions to help students analyze texts and topics, evidence and reasoning, and claims and counterclaims when developing or supporting their claims.

To use words, phrases, and clauses to clarify the relationships, do the following: Distribute highlighters or crayons, and then ask students to indicate those words that create cohesion by linking or serving as transitions between claims and reasons, reasons and evidence, and claims, and counterclaims. Together, examine sentences for a variety of style and syntax, especially as these help clarify and emphasize the relationships and general cohesion between the different elements. Generate words that are appropriate to the tone, topic, and type of argument, as well as the audience, occasion, and purpose; this can be done as a class in groups, or independently. Invite students to use such techniques as backward outlining to assess the logic of their arguments within a paragraph or the whole text.

comments for the end of your students' writing. Your comment should include at least one strength. Then, it can point out a problem that the student needs to improve. Finally, it should end with suggestions for the student's next step in the writing process. Students can take your recommendations to assess their writing and set goals to continue their progress. Address Common Errors Together If you notice that many of your students are inserting semicolons willy-nilly or skimping on the textual evidence, rather than writing this note over and over on each student's

Health/Physical Education Students can research the health benefits of sports to add to their argument.

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Generate, evaluate, and use evidence Introduce and extend knowledge of other aspects of argument

Invite students to use such techniques as backward outlining to assess the logic of their arguments within a paragraph or the whole text. To teach students how to generate, evaluate, and use evidence, do the following: Have students investigate how they might use data – statistics, surveys, or other quantitative information – to support their claims; include in this discussion why they should or should not do so. Show students how to gather and evaluate evidence when preparing to write (e.g., during the research prewriting phase). To introduce or extend knowledge of other aspects of argument, do the following:

Discuss with students the formats and styles used by different disciplines or on special occasions.

Develop a guide or scoring rubric based on the Mississippi College and Career Readiness standard description for argument.

Think aloud about an

composition, do a mini-lesson (or three) with the class. By having a class discussion, students will all receive the same comment you would have written on many papers in one simple whole-group conference. Incorporate Student Reflection Rather than viewing assessment as something only teachers do, have students complete a self-assessment. Encourage students to assess their own strengths and needs in their writing. An easy way to motivate students to evaluate their own writing progress is to create a rating scale. The rating scale could be in a

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effective and ineffective model, or some portion (e.g., introducing the claims) of the paper; you might display it on a big screen as you walk through it and point out what is and is not effective and why that is.

Bring in other forms of argument – visual, infographic, and multimedia – to deepen their understanding of argument.

Avoid separating writing arguments from the equally important study of argument in reading and speaking.

?)

traffic light format (red, yellow, green). Students color in the circle to describe their level of understanding: Red = I don't understand, Yellow = I'm starting to get it and Green = I got it! After they assess themselves, have your students create goals for themselves. By doing so, you will get an insight into what your student is thinking and feeling, which will make the ongoing assessment process a lot easier and more efficient!

1st, 2nd, 3rd, & 4th Nine Weeks

RL.7.10 By the end of the year, read and comprehend literature, including stories,

How complex is this text? How much more complex is this text than other texts you’ve


The teacher/student will introduce, define, and give examples of the key language, verbs, and terms related to the standard: trace, evaluate, argument, specific claims, distinguish, claims that are supported by reasons and

While introducing terms, the teacher can check for understanding by using the following CFU (Check’s For Understanding):

Throughout the year teachers can choose from any of the following texts to meet this objective:

Farewell to Manzanar by Jeanne Houston and

Social Studies: For Farewell to Manzanar-Students will analyze America’s participation in World War II. Discuss the constitutional issues and impact of events on

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dramas, and poems, in the grades 6–8 text complex-ity band proficiently, with scaffolding as needed at the high end of the range. RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

read? What sort of support, if any, would help?

Comprehend texts independently and proficiently

evidence, claims that are not supported by reasons and evidence, sufficient, accurate, appropriate, credibility, misleading, outdated, biased, claim, support, evidence, relevance, relevant, sufficient, sufficiency, supported claim, unsupported claim 1. To teach students to comprehend complex texts independently and proficiently, the teacher will do the following:

Assign an array of literary (novels, plays, and poems) and informational texts (literary nonfiction, essays, biographies, and historical accounts) to be read in class and outside so students can build their stamina, speed, and confidence with longer and more complex text.

Organize students into groups (inquiry circles, literature circles, book clubs); each group read a different book or the same as the others, using the discussion within the group to help them work through the challenges the book presents and engage in

Circle, Triangle, Square Something that is still going around in your head (Triangle) Something pointed that stood out in your mind (Square) Something that “Squared” or agreed with your thinking. To check for understanding of the skills being modeled in suggested activities 1, 2, 3, 4, & 5 use one of the following: Observations: The teacher walks around the room as students are engaged in an activity. There is a specific skill that is being addressed and the teacher will record what she/he sees on informal notes to be

James Houston (RL1,

RL2, RL9, RL10) The Devil’s Arithmetic by Jane Yolen (RL1, RL2,

RL9, RL10) White Fang by Jack London (RL1, RL2, RL9,

RL10) Dear Bully edited by Megan Kelley Hall, Carrie Jones (RL1, RL2,

RL9, RL10) One Crazy Summer (Gaither Sisters, #1) by Rita Williams-Garcia (RL1, RL2, RL9, RL10) P.S. Be Eleven (Gaither Sisters, #2) by Rita Williams-Garcia by (RL1, RL2, RL9, RL10) Elijah of Buxton by Christopher Paul Curtis (RL1, RL2, RL9, RL10)

AR tests are available for

most novels. Please check

for availability.

For graphic organizers on Comprehending Complex Texts, use Pearson Literature

the U.S. home front, including the internment of Japanese Americans (e.g. Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler’s atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.

https://www.kirkusreviews.com/search/?q=Megan%20Kelley%20Hall;t=author

https://www.kirkusreviews.com/search/?q=Carrie%20Jones;t=author

https://www.goodreads.com/book/show/638689.Elijah_of_Buxton

https://www.goodreads.com/author/show/6846.Christopher_Paul_Curtis

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Develop comprehension strategies for responding to text

more independent discussions about the book.

Engage in a full-class close reading on occasion, modeling what such close reading looks like and discussing how you do it as you go; then let students take on more of the responsibility for reading and discussing, which teachers first facilitate, then relinquish.

2. Teach students a range of questions to ask when they read different types of texts and techniques they can use throughout their reading process as needed with different types of texts before, during, and after they read each text.

Assign a series of readings, both informational and literary, about the same subject (e.g., survival, transformation, the environment) to understand it in depth from different perspectives.

Evaluate the texts you assign using the Common Core complexity criteria and arrange them, when possible,

transferred to the student’s grade pages to drive

further instruction. The teacher will walk around and record what is observed, who demonstrates mastery and who needs more support. Suggestion: Create a sheet with student names down the left and open slots at the top. List the standards being addressed with a given activity, then use a system to record those having difficulty and those who need more of a challenge. Those not marked show mastery. Transfer data to student record sheets later. Create the next day plan from the results.

Common Core Companion Workbook. For selection support, including literary analysis, vocabulary builder, conventions practice, support writing and speaking and listening, support for research and technology, and note-taking organizers, use Pearson Common Core Literature Companion Workbook to accompany stories and information texts listed in resources. For selection worksheets and assessments, use Pearson Literature Print http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/printable_resources/selection_worksheets_assess_08.html For easily customizable tests on reading selections and units and








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in order of complexity so students are consistently reading texts that challenge them (not merely with their length but also in their complexity) more than those they previously read.

To have students provide scaffolding as needed at the high end of the range, the teacher will do the following:

Provide targeted questions or directions students can use to guide them when engaging in close reading of any type of text; such questions might direct their attention to stylistic elements or rhetorical features, nuances of plot or character, or how these elements interact with each other and thee setting in the story.

Encourage students to consult annotated versions of the texts they are studying in their textbooks or that you provide (or find available online) as students develop their capacity to read closely, gradually phasing out such support as they develop

Discussion: The teacher asks targeted questions and records informally students’ responses. This information can be transferred to rubrics for grades. An open-ended question that gets them writing/talking Avoid yes/no questions and phrases like “Does this make sense?” In response to these questions, students usually answer “yes”. So of course it’s surprising when several students later admit that they’re lost. To help students grasp ideas in class, ask open-ended questions that require students that get students writing/talking.

for beginning of the year, mid-year, and end of the year assessments, use Exam View Test Bank For help with developing strategies in writing, grammar, usage, mechanics, and vocabulary, use Pearson Reality Central Real World Writing Journal For accommodations, modifications, and differentiation, use Pearson Common Core Literature Close Reading Notebook. For Interventions, use Pearson Common Core Literature Reading Kit Reading and Literacy Intervention. Media Resources and Interactive Whiteboard Activities for each selection include: Big questions Videos, Background Videos, Interactive Writing

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Develop ability to read complex history and science texts

independence. 3. To help students develop their ability to read complex history and science texts, the students will do the following: Expose students to an array of texts written by experts in the fields in popular journals (e.g., Discovery, Scientific American) and other sources (blogs, reports, news articles) where the quality of the writing will challenge them, and because of the often shorter nature of the articles, require students to consider the subject from a range of perspectives, sources, or fields.

Include in the history, social science, science, or technical subjects longer texts, including books or long-form journalism about scientific, technical, economic, or historical events and processes written by leading authors and journalists in those fields. Students might read these longer works as part of an ongoing inquiry into the environment, historical events, or cultures, giving a presentation or writing a report when they finish.

They will undoubtedly reveal more than you would’ve thought to ask directly. To check for comprehension of the selections in the suggested resources, teachers can use any of a combination of the following: Novel Ideas -

Groups of four are

formed. Each

group member has

a sheet of paper

with the team

name or number in

the corner. Each

person writes, "We

think a

story/selection

entitled (insert

appropriate title)

might be about ..."

Each person then

has one minute to

list what he or she

thinks the story

might be about. For

activities, Virtual Tour activities, Grammar Tutorials, Writers at Work Series @ http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g00/program_resource_library/media_resources/gr08/media_resources.html Pearson has partnered with Listen Current to bring real world public radio stories to the classroom. There are articles that align to each Text Set in 8th grade, which allows teachers to bring additional resources to engage students http://curriculum.media.pearsoncmg.com/curriculum/literature_reading/Literature2015/g08/current_events/current_events_08.html














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Help them find books and other texts appropriate to their current reading level but that challenge them with ideas, language, and other elements that are new or more complex than previous texts they have read.`

Note: Standard ten asks that teachers continue to align their instruction and materials to the corresponding grade level text complexity band. This standard reminds educators to gradually increase the level of text complexity as students move upward by grade level. In this respect, each grade level teacher has a different responsibility with regard to either introducing a new level of text complexity (as indicated by the words “with scaffolding as needed”), or promoting proficiency at the end of that grade band (as indicated by the words “proficiently and independently.” Text Exemplars: The common core offers a list of text exemplars in Appendix B, which may help to generate a better understanding of what kinds of texts are considered appropriate for each

example, a story

entitled "Eleven"

might be about a

football team, roll

of dice, etc. Each

person draws a

line. Members

Round Robin share

their lists. As each

member shares,

other members add

new ideas to their

lists. Groups then

take turns standing

in a line and

reading their

possible topics for

the whole group.

Topics may not be

repeated. All

students add new

or "novel" ideas,

not on their lists.

Numbered Heads

Together – This

routine is effective

when students are

solving problems or

responding to

questions that have

a specific right

answer. Numbered

heads together

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grade level. It should be noted however, that Appendix B provides these only as examples of what an appropriate text might look like at each grade band. Annotating Text: Annotation is a powerful reading tool. Annotating means writing your ideas, thoughts and questions as you read. Students can annotate a text to leave tracks of their thinking so they can learn, understand and remember what they read. During the reading process, the reader marks the text at appropriate points, using symbols and/or words that serve as visual cues and help keep the reader focused on the text. Students can be encouraged to write questions, comments or to integrate “text codes”. Some codes could include: ?=question, *=important information, ??= confusion, L=new learning, R=this reminds me, etc… Students are encouraged to reread their annotated versions to add additional insights from the 1st read. If students are reading a text from a book, sticky notes could be used to record their thinking. Larger sticky notes can be cut down to tabs for codes as noted above. (Brown, 2007)

uses the element

of surprise

(students do not

know who will be

called on) and

encourages each

student to make

sure he or she

knows the

information well

enough to answer

correctly if chosen.

It also holds

students

accountable with

positive peer

pressure; students

will want to

represent their

team well (and

earn points if that is

part of the activity)

by providing an

acceptable answer.

Use quizzes Give a short quiz at the end of class to check for comprehension. Ask students to reflect During the last five

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Measuring Text Complexity according to grade-bands. The Text Complexity Grade Bands are organized in a progressive fashion, and as such, teachers from different grade levels will need to coordinate and discuss whether their standard ten asks them to introduce a new level of text complexity via scaffolding, or promote proficiency and independence within the same grade band. Three Measures for Text Complexity: When deciding which grade band a text aligns to, the teacher should consider all three measures for text complexity, and make a decision based the textual factors that correspond to each. Those measures include Quantitative Measures, Qualitative Measures, and Reader and Task Considerations.

minutes of class ask students to reflect on the lesson and write down what they’ve learned. Then, ask them to consider how they would apply this concept or skill in a practical setting.

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