8th Grade Language Arts 16 2017 - DMPS Secondary...

http://secondaryliteracy.dmschools.orghttp://grading.dmschools.org Version:Beta

8th Grade

Language Arts

2016-2017

Course Numbers

LA801/802 (and LA801IB/802IB)

LA8010/8020 (and LA8010IB/8020IB)

8th Grade Language Arts 2016-2017

2

Course Description

8th grade language arts, often called ELA8, is the Des Moines Public Schools core curricular course for students in 8th grade in the study of reading, writing, speaking, and listening. Students grapple with increasingly complex texts in both fiction and non-fiction genres while studying the craft of skillful authors. Additionally, students in ELA8 focus their writing efforts on argumentative writing as they learn to become more effective communicators and critical consumers of information.

Read the full language of the Core Standards here.

Standards-Referenced Grading Basics

The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3.

When identifying a Topic Score, the teacher looks at all evidence for the topic. The table to the right shows which Topic Score is entered based on what the Body of Evidence shows. Only scores of 4, 3.5, 3, 2.5, 2, 1.5, 1, and 0 can be entered as Topic Scores.

Evidence shows the student can... Topic Score

Demonstrate all learning targets from Level 2, Level 3, and Level 4 4.0

Demonstrate all learning targets from Level 2 and Level 3 with partial success at Level 4 3.5

Demonstrate all learning targets from Level 2 and Level 3 3.0

Demonstrate all Level 2 learning targets and some of the Level 3 learning targets 2.5

Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3 2.0

Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets 1.5

Demonstrate none of the learning targets from Level 2 or Level 3 1.0

Produce no evidence appropriate to the learning targets at any level 0

*Students who demonstrate success at Level 3 learning targets but not Level 2 learning targets are the students for whom additional investigation and multiple opportunities are most vital.

Scale Level Symbols The targets on this level can be changed Targets on this level can not be changed More targets can be added to this level

No targets are written at this level

The common core state standard code is located on each scale.

The Learning Goal is the complete Level 3 of the scale.

Each lettered bullet point represents one Learning Target.


3

Course Map

Unit Estimated Duration Content Standards Grading Topics Year-Long Standards

Unit One: Making

Meaning 8 Weeks

• Reading Literature 1 • Reading Informational Text 1 • Analyzing Textual Evidence

Collected & Reported: • Constructing Writing [W4, W5]

Collected & Reported Unscored : • Comprehending Text [RL10, RI10]

Collected But Not Reported: • Applying Grammar and Mechanics [L1, L2, L3] • Mastering Vocabulary [RL4, RI4, L4]

• Reading Informational Text 2 • Reading Informational Text 3 • Analyzing Central Idea

Unit Two: Elements of Literature

10 Weeks • Reading Literature 2 • Analyzing Theme • Reading Literature 3 • Reading Literature 6 • Analyzing Story Elements

Unit Three: Argument 12 Weeks

• Reading Informational Text 6 • Reading Informational Text 8 • Reading Informational Text 9

• Evaluating Arguments and Purpose Collected & Reported:

• Mastering Vocabulary [RL4, RI4, L4] • Constructing Writing [W4, W5] • Applying Grammar and Mechanics [L1, L2, L3] • Comprehending Text [RL10, RI10]

• Writing 1 • Writing Arguments

Unit Four: The Author’s

Craft 6 Weeks

• Reading Literature 5 • Reading Informational Text 5 • Analyzing Text Structure

Course Texts

ELA8 uses a literature textbook that mirrors that of ELA7, with a supplemental teacher’s edition aligned with English I and English II. ELA8 also uses a writing and grammar textbook aligned to all courses from ELA6 through English II.

• Student Literature: McDougal Littell Literature Grade 8 © 2008 • Teacher Literature: Holt McDougal Literature Grade 8 © 2012 • Grammar and Writing: Prentice Hall Writing Coach Grade 8 © 2012

Grade Fall MAP Winter MAP Spring MAP 8 October 7 January 31 May 19


4

Year-Long Language Arts Grading Topics

CCSS: RL8.4, RI8.4, L8.4

Grading Topic: Mastering Vocabulary [Post ONLY in Semester 2]

4

In addi t ion to s core 3 .0 per formance , s tudents demonstra te they have the ab i l i t y to : A. Analyze the impact of a specific word choice on meaning and tone in a text, including analogies or allusions to other texts B. Use common Greek or Latin affixes and roots as clues to the meaning of a word

3

Students demonstra te they have the ab i l i t y to : A. Determine the meaning of words and phrases as they are used in a text, including technical meanings B. Use context as a clue to the meaning of a word or phrase C. Interpret figures of speech in context in a text D. Distinguish among the connotations (associations) of words with similar denotations (definitions) in a text

Learning Goal

2

Students demonstra te they have deve loped the ab i l i t y to : A. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening B. Identify specific words that have an impact on meaning and tone in a text C. Identify figures of speech in a text D. Demonstrate the use of context clues in structured sentences in isolation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. No District Tiered

Assessments.

Topic Guidance Questions for Students... Advice for Teachers...


5

Year-Long Language Arts Grading Topics, Continued

CCSS: RL8.10, RI8.10

Grading Topic: Comprehending Text [Post in Semester 1 AND Semester 2]

4

Students demonstra te they have the ab i l i t y to : • Read text at the 1270+ Lexile Level (Advanced) MAP to be

administered three times (Fall, Winter,

and Spring).

MAP provides students with a

Lexile Range. The actual Lexile score used to determine

a score on this scale is the lowest

number in the range plus 100.

3.5

Students demonstra te they have the ab i l i t y to : • Read text at the 1170-1269 Lexile Level (Proficient)

3 Students demonstra te they have the ab i l i t y to :

• Read text at the 1070-1169 Lexile Level (Proficient) Learning Goal 2.5

Students demonstra te they have the ab i l i t y to : • Read text at the 1000-1069 Lexile Level (Basic)

2

Students demonstra te they have the ab i l i t y to : • Read text at the 930-999 Lexile Level (Basic)

1.5

Students demonstra te they have the ab i l i t y to : • Read text at the 465-929 Lexile Level (Below Basic)

1

Students demonstra te they have the ab i l i t y to : • Read text at the BR-464 Lexile Level (Below Basic)

Topic Guidance Questions for Students... Finding the Lexile Range in MAP 1. Access the MAP Teacher site: HERE

2. Open the CLASS REPORT or the STUDENT GOAL SETTING WORKSHEET

3. Find the student’s Lexile Range on whichever of these reports you chose to use 4. Take the lowest score and add 100 to it 5. Find the resulting number on this Topic Scale to determine the student’s Topic

Score in Comprehending Text Only change this Topic Score when a new MAP test (lowest Lexile + 100) would indicate an INCREASE in Topic Score—we will always use the highest score a student has earned when reporting this topic


6


CCSS W8.4, W8.5

Grading Topic: Constructing Writing [Post in Semester 1 AND Semester 2]

4 In addition to score 3.0 performance, the student demonstrates a command of voice and style that rises above formulaic writing.


A. Produce clear and coherent writing in which the development, organization, and style are appropriate the task, purpose, and audience (for example, opinion, informative/explanatory, narrative, and research writing)

B. Strengthen writing by planning, revising, and editing Learning

Goal

2 Students demonstra te they have deve loped the ab i l i t y to :

A. Describe the task, purpose, and audience for a given writing task B. Describe how to modify samples of writing for a specific task, purpose, and audience C. Plan writing using a template or graphic organizer

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. No District Tiered Assessments



7


CCSS: L8.1, L8.2, L8.3

Grading Topic: Applying Grammar and Mechanics [Post ONLY in Semester 2]

4

Students demonstra te they have command o f the convent ions o f s tandard Engl i sh cap i ta l izat ion , punc tuat ion , grammar and usage when wr i t ing or speaking to : A. Use parallel structure B. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial) to

convey specific meanings C. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects

3

Students demonstra te they have command o f the convent ions o f s tandard Engl i sh cap i ta l izat ion , punc tuat ion , grammar and usage when wr i t ing or speaking to : A. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas [Modified L7.1] B. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers [Modified L7.1] C. Appropriately use commas and dashes in writing D. Appropriately use an ellipsis to indicate an omission in quotations

Learning Goal

2

Students demonstra te they have deve loped the ab i l i t y to : A. Use grammar and usage in isolation B. Recognize and correct inappropriate verb usage [Modified L8.1] C. Use conventions in isolation D. Use capitalization conventions, including in letters, abbreviations, acronyms, and initials

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. No District Tiered Assessments



8

UNIT ONE: Making Meaning 8 weeks

Organizing Principles: A shorter unit focused on determining the message of a text, including both fiction and non-fiction pieces.

Overview of Unit Materials Textbook Resources Commonly Used Full-Length Texts Supplemental Material

Material is drawn from McDougal Littel Grade 8 Literature Book ©2008 and ©2012. Material that appears ONLY in the 2012 book is denoted with an asterisk (*).

• The Spider Man Behind Spider-Man (p. 884)

• Robo-Legs (p. 928)

No specific text from this list is required, but these are texts most commonly taught in this course in DMPS.

Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:

• Scholastic Magazines (Scope, Upfront, etc.)

• The Giver • Nothing But the Truth • The Outsiders • Unwind • Catching Fire • Bud, Not Buddy

• Crossing the Wire • The Adoration of Jenna Fox • Peak • Red Glass • Endangered • Touching Spirit Bear

Planning Guide to Year-Long Standards Mastering Vocabulary Constructing Writing Applying Grammar and

Mechanics Comprehending Text

• Text-specific vocabulary from short pieces and full-length texts read throughout the unit

• Writing tasks that support Analyzing Textual Evidence

• Writing tasks that support Analyzing Central Idea

• Revision of significant tasks

• The following chapters of Writing Coach are appropriate to the requirements of this topic: 19.1, 19.2, 19.3, 20.4, 21.3, 25.2, 25.8

• At minimum, Unit 1 should work on Phrases, Clauses, Sentence Structure, and foundational skills needed to support all three.

• Fall MAP administered during this unit

NOTE: Teachers may wish to introduce Argumentative Writing (formally part of Unit 3) in this unit in order to provide initial, foundational instruction on the style and form of argumentative writing. Since other content areas also focus on argumentative writing at the 8th grade level, this allows ELA teachers the opportunity to set the tone and direction of that instruction.


9

Unit 1 Topic Scales

CCSS RL8.1, RI8.1 Grading Topic:

Analyzing Textual Evidence

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the learning goal.


A. Support analysis with inferences and evidence paraphrased from textB. Support analysis with inferences and evidence cited directly from text using MLA citationLearning

Goal 2

Students demonstra te they have deve loped the ab i l i t y to : A. Recognize or recall specific vocabulary such as: evidence, inference, cite, paraphrase, source B. When provided with an inference, evaluate and select quality textual evidence to support that inference

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA8-QI

Topic Guidance Questions for Students... Advice for Teachers... • 3B requires students to use MLA in-line citation format (following the quote

with author name and page number or setting up the quote with author name and then following with page number in parentheses). Single page or website sources do not require the page number, though the root of the URL may be appropriate (ex: CNN.com)

• Easybib.com


10

Unit 1 Topic Scales, Continued

CCSS RI8.2, RI8.3 Grading Topic:

Analyzing Central Ideas



A. Analyze development of a central idea over the course of a non-fiction text B. Distinguish between relevant and irrelevant evidence in a text Learning

Goal

2 Students demonstra te they have deve loped the ab i l i t y to :

A. Recognize or recall specific vocabulary such as: analyze, central idea, relevant, irrelevant B. Determine central idea of a non-fiction text C. Recognize examples of irrelevant evidence in isolation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA8-CI

Topic Guidance Questions for Students... Advice for Teachers... • newsela.com can be a great source for text


11

UNIT TWO: Elements of Literature 10 weeks

Organizing Principles: A longer unit focused on analysis of literature. This unit should include a novel or literature circle to give students rich and substantive text upon which to base their analysis.



• The Elevator (p. 27) • Raymond’s Run (p. 32) • The Tell-Tale Heart (p. 76) • The Treasure of Lemon Brown

(p. 168) • The Monkey’s Paw (p. 358) • Abuela Invents the Zero (p. 445) • Pandora’s Box (p. 454) • The Old Grandfather and His

Little Grandson (p. 462) • The Wise Old Woman (p. 466) • The Ransom of Red Chief (p.

46)


• Touching Spirit Bear • Nothing But the Truth • The Outsiders • The Giver


• Winter Hibiscus



• Text-specific vocabulary from short stories and full-length texts read throughout the unit

• Writing tasks that support Analyzing Theme

• Writing tasks that support Analyzing Story Elements


• The following chapters of Writing Coach are appropriate to the year-long requirements for this topic: 19.1, 19.2, 19.3, 20.4, 21.3, 25.2, 25.8

• At minimum, Unit 2 should work on Avoiding Sentence Problems, Troublesome Verbs, and foundational skills needed to support both.

• Winter MAP administered by the end of this unit


12

Unit 2 Topic Scales

CCSS: RL8.2

Grading Topic: Analyzing Theme


3 Students demonstra te they have the ab i l i t y to : A. Analyze the relationship between theme and the characters, setting, and plot in a textLearning

Goal 2

Students demonstra te they have deve loped the ab i l i t y to : A. Recognize or recall specific vocabulary such as: theme B. Determine a theme of a text

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA8-TC



13


CCSS: RL8.3, RL8.6

Grading Topic: Analyzing Story Elements



A. Analyze how dialogue moves the story forward and provokes characters to make decisions B. Analyze how events move the story forward and provoke characters to make decisions C. Analyze how differences in points of view between characters create such effects as suspense and humor

Learning Goal

2

Students demonstra te they have deve loped the ab i l i t y to : A. Recognize or recall specific vocabulary such as: characterization, conflict, dialogue, protagonist, antagonist, suspense, tone B. Identify significant dialogue or events in a work of literature C. Identify how dialogue or events reveal information about a character D. Determine different points of view within a story

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA8-SE



14

UNIT THREE: Argumentation 12 weeks

Organizing Principles: A robust unit focused on how argument works and is successfully made, this unit has many opportunities for larger project-driven work, from research to presentations, but all things work in service of argument, claims, and evidence.



• Zoos (p. 968, 974) • Dodgeball in Physical Education

(p. 984)


• I Am Malala • Nothing But the Truth • The Outsiders • The Hunger Games • Unwind


• Us and Them



• Text-specific vocabulary from short passages and full-length texts read throughout the unit

• Writing tasks that support Evaluating Arguments and Purpose



• At minimum, Unit 3 should work on Commas, Ellipses and Dashes, and foundational skills needed to support both.

• No MAP administration during this unit


15

Unit 3 Topic Scales

CCSS: RI8.6, RI8.8, RI8.9

Grading Topic: Evaluating Arguments and Purpose


3

Students demonstra te they have the ab i l i t y to : A. Evaluate whether the reasoning is logical in a specific claim or an entire argument B. Evaluate whether the evidence is sufficient in a specific claim or an entire argument C. Analyze how an author acknowledges and refutes counterclaims in an argument D. Analyze how two or more texts provide opposing information on matters of facts or interpretation of the same topic

Learning Goal

2

Students demonstra te they have deve loped the ab i l i t y to : A. Recognize or recall specific vocabulary such as: argument, claim, evaluate, interpretation, reasoning B. Delineate the argument and specific claims in a text C. Determine an author’s point of view or purpose in a text D. Identify where two texts oppose on a matter of facts or interpretation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA8-AR

Topic Guidance Questions for Students... Advice for Teachers... • procon.org can be a great resource here


16


CCSS: W8.1

Grading Topic: Writing Arguments

4 In addition to score 3.0 performance, the student demonstrates a command of voice and style that rises above formulaic writing.

3

Students demonstra te they have the ab i l i t y to wr i t e mul t i -paragraph arguments to suppor t c la ims wi th c l ear r easons and re l evant ev idence that : A. Introduce the argument and claims B. Acknowledge and refute a counterclaim within the argument C. Organize reasons and evidence logically D. Support claims with logical reasoning and relevant evidence drawn from accurate, credible sources E. Use transitions to create cohesion and clarify relationships among claims, counterclaims, reasons, and evidence F. Establish and maintain a formal style G. Provide a conclusion that supports the argument

Learning Goal

2

Students wi l l per form bas i c proce s s e s , such as : A. Recognize and recall specific vocabulary such as: clarify, counterclaim, credible, refute B. Write a claim on a topic and relevant reasons/examples to support that claim C. Generate relevant counterclaims D. Write a concluding statement E. Write a paragraph with a clear claim and supporting evidence F. Write a paragraph that presents and refutes a counterclaim

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA8-AW



17

UNIT FOUR: The Author’s Craft 6 weeks

Organizing Principles: An open unit designed to flexibly give up time to the meatier Argumentation unit before it, Unit 4 can be the home of a novel study with text rich in complex language or a place for further work on non-fiction. The focus is on an analysis of text structure and how the parts contribute to the meaning of the whole. This unit also provides ample opportunity for re-teaching and re-testing of previous topics.



• Flowers for Algernon (p. 188) • Charly (p. 216) • The Lesson of the Moth (p. 596) • Identity (p. 601)


• The Giver • Animal Farm


• Pending



• Text-specific vocabulary from articles, short stories, and full-length texts read throughout the unit

• Writing tasks that support Analyzing Text Structure



• Unit 4 provides additional opportunity for assessment and extension on the year-long grammatical elements

• Spring MAP administered during this unit.


18

Unit 4 Topic Scales

CCSS: RL8.5, RI8.5

Grading Topic: Analyzing Text Structure



A. Analyze how the differing structure of two or more texts contributes to the meaning of each text B. Analyze in detail how specific sentences and paragraphs develop and refine key concepts in a text Learning

Goal

2

Students demonstra te they have deve loped the ab i l i t y to : A. Recognize or recall specific vocabulary such as: develop, refine, structure B. Recognize signal words or phrases associated with text structure (examples: following, compared with, therefor, as a result of) in a text C. Describe the structure of a specific paragraph in a text and the text as a whole D. Compare and contrast the structure of two or more texts

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA8-TX

Topic Guidance Questions for Students... Advice for Teachers... • Some useful resources can be found at ereadingworksheets.com

8th Grade Language Arts 16 2017 - DMPS Secondary...

Documents

Transcript of 8th Grade Language Arts 16 2017 - DMPS Secondary...