Atlas - ENG883-885 Language Arts Advanced Language Arts 8 ...€¦ · ENG883-885 Language Arts...

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ENG883-885 Language Arts Advanced Language Arts 8 (AA-CCPC) Middle Schools > 2017-2018 > Grade 8 > English Language Arts > ENG883-885 Language Arts Advanced Language Arts 8 (AA-CCPC) > Curcio, Thomas; Gibson, Marleen; Schwarz, Sarah; Wills, Sarah Wednesday, October 18, 2017, 2:30PM Unit Proficiency / Objectives Standards Essential Questions Enduring Understand ing Suggested Activities Evaluation / Assessment Resources 21st Century Skills Teacher Notes LANGU AGE (Week 1, 1 Week) NJSLSA.L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1. Consi stentl y revie w and maint ain the aggre gate of gram matic al knowl edge acqui red throu ghout the stude NJ: 2016 SLS: English Language Arts NJ: Grade 8 Writing NJSLSA. W2 Write informati ve/expla natory texts to examine and convey complex ideas and informati on clearly and accurate ly through the effective selectio n, organiza tion, and analysis 1. How do the mea ning s, conn otati ve, figur ative , and tech nical of word s affec t my unde rstan ding of a text? 2. How do I deter mine the mea ning of unkn 1. B y fi g u ri n g o u t t h e c o n n o t a ti v e , fi g u r a ti v e , a Co nve ntio ns of Sta nda rd Eng lish afte r taki ng not es on ver bals thro ugh the use of vide os and oth er sou rces , rea d a par CONVENTI ONS OF STANDAR D ENGLISH Formative: Written: Informative Not es Par agr aph s Sen tenc es Gra phic s Sy mbo ls Sen tenc es Sen tenc es Expl anat ions Tea cher obs ADOPTED TEXTS Allen, Janet, et al. Literature. Evanston, Illinois: McDougal Littell, Inc., 2008. Arthur N., et al. The Language of Literature. Evanston, Illinois: McDougal Littell, Inc., 1997. Odell, Lee. et al. Elements of Language: Second Course. New York, New York: Holt, Rinehart and Winston, 2004. LANGUAGE ARTS REQUIRED READING LIST Hesse, Karen. Out of the Dust Lowry, Lois. The Giver Orwell, George. Animal Farm Quinn, Jason. Steve Jobs/Genius By Design ADDITIONAL TEXTS FOR LANGUAGE ARTS NJ: 2014 SLS: 21st Centu ry Life and Career s NJ: All Grad es Care er Rea dy Prac tices Car eer Rea dy Pra ctic es CR P4. Co mm unic ate clea rly NJSLSA.L5 and NJSLSA.L6 are missing from the standards section Conv entio ns of Stan dard Engli sh Yout ube video s avail able onlin e. Sear ch “geru nds” or “parti ciple s” or “infini tives” .

Transcript of Atlas - ENG883-885 Language Arts Advanced Language Arts 8 ...€¦ · ENG883-885 Language Arts...

  • ENG883-885 Language Arts Advanced Language Arts 8 (AA-CCPC) Middle Schools > 2017-2018 > Grade 8 > English Language Arts > ENG883-885 Language Arts Advanced Language Arts 8 (AA-CCPC) > Curcio, Thomas; Gibson, Marleen; Schwarz, Sarah; Wills, Sarah Wednesday, October 18, 2017, 2:30PM

    Unit Proficiency / Objectives Standards Essential Questions

    Enduring Understanding

    Suggested Activities

    Evaluation / Assessment Resources

    21st Century Skills

    Teacher Notes

    LANGUAGE (Week 1, 1 Week)

    NJSLSA.L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    1. Consistently review and maintain the aggregate of grammatical knowledge acquired throughout the stude

    NJ: 2016 SLS: English Language Arts NJ: Grade 8 Writing NJSLSA.W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis

    1. How do the meanings, connotative, figurative, and technical of words affect my understanding of a

    text?

    2. How do I determine the meaning of unkn

    1. By figuring out the connotative, figurative, a

    • Conventions of Standard English

    • after taking notes on verbals through the use of videos and other sources, read a par

    CONVENTIONS OF STANDARD ENGLISH Formative: Written: Informative

    • Notes

    • Paragraphs

    • Sentences

    • Graphics

    • Symbols

    • Sentences

    • Sentences

    • Explanations

    • Teacher obs

    ADOPTED TEXTS Allen, Janet, et al. Literature. Evanston, Illinois: McDougal Littell, Inc., 2008. Arthur N., et al. The Language of Literature. Evanston, Illinois: McDougal Littell, Inc., 1997. Odell, Lee. et al. Elements of Language: Second Course. New York, New York: Holt, Rinehart and Winston, 2004. LANGUAGE ARTS REQUIRED READING LIST Hesse, Karen. Out of the Dust Lowry, Lois. The Giver Orwell, George. Animal Farm Quinn, Jason. Steve Jobs/Genius By Design ADDITIONAL TEXTS FOR LANGUAGE ARTS

    NJ: 2014 SLS: 21st Century Life and Careers NJ: All Grades Career Ready Practices Career Ready Practices

    CRP4. Communicate clearly

    NJSLSA.L5 and NJSLSA.L6 are missing from the standards section

    • Conventions of Standard English

    • Youtube videos available online. Search “gerunds” or “participles” or “infinitives”.

    https://pthsdk12.rubiconatlas.orgjavascript:window.open(%22%22,%22_parent%22);window.close();https://pthsdk12.rubiconatlas.orgjavascript:window.open(%22%22,%22_parent%22);window.close();

  • Unit Proficiency / Objectives Standards Essential Questions

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    nt's academic career

    2. Review and reinforce knowledge of active and passive voice, avoiding lengthy constructions in passive voice in writing

    3. Be aware of the need for variety in sentence

    of content.

    W.8.2d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

    Language Conventions of Standard English NJSLSA.L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    own and multiple meaning words or phrases in reading?

    3. How can verbs function as other parts of speech?

    nd technical meanings of words I can make stronger,

    agraph with select words that are underlined or in bold and determine if they are gerunds, participles or infinitives.

    • after teacher performs different acti

    ervation

    • Log review

    KNOWLEDGE OF LANGUAGE Formative: Oral: Presentation

    • Narrative

    VOCABULARY ACQUISITION AND USE Formative: Written: Informative

    • Graphic organizer

    • Index cards

    • Graphic org

    Great Books Foundation, The. Junior Great Books – Series 8 Schmidt, Gary D. Wednesday Wars Shakespeare, William A Midsummer Night’s Dream Stead, Rebecca. When You Reach Me ADDITIONAL TEXTS FOR ADVANCED LANGUAGE ARTS Shakespeare, William. The Taming of the Shrew Shelley, Mary. Frankenstein ENG883-885 LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS – GRADE 8 47 A-1 LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the following novels: Myers, Walter Dean. Monster Myers, Walter Dean. Slam Woodson, Jacqueline. If You Come Softly ADVANCED LANGUAGE ARTS

    and effectively and with reason.

    CRP6. Demonstrate creativity and innovation.

    CRP7. Employ valid and reliable research strategies.

    • see activity on www.readwritethink.org

    • • Kno

    wledge of Language

    • None • • Voca

    bulary Acquisition and Use

    • Teachers might want to create a word bank for the cloze activity for struggling

  • Unit Proficiency / Objectives Standards Essential Questions

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    construction, employing knowledge of phrases and clauses to use compound, complex, and compound/complex sentences regularly

    NJSLSA.L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    L.8.1a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

    L.8.1b. Form and use verbs in the active and passive voice.

    L.8.1c. Form and use verbs in the indicative, imperative, interrogative, conditional, and

    accurate inferences and discover a heightened int

    ons around the classroom and using the rules of active and passive voice, write sentences to describe what is happening.

    • once the rules for moods

    anizer

    • Reflection

    • Examples

    • Modern interpretation

    • Revised sentences

    • Written connotation

    • Notebook

    • Sentences

    REQUIRED SUMMER READING Select and read one of the following novels: Crichton Hattie, Michael. Jurassic Park Larson, Kirby. Big Sky Taylor, Mildred. Roll of Thunder, Hear My Cry Twain, Mark. The Adventures of Tom Sawyer SOFTWARE Microsoft Word Microsoft PowerPoint Inspiration Moodle Turnitin.com GoogleDocs Prezi TEACHER SUPPLEMENTAL MATERIALS Fare, Dennis M., ed. PARCC ELA/Literacy Assessments. Piscataway: REA, 2014. O’Brien, Peggy, ed. Shakespeare Set Free. New York: Washington Square Press, 1993. DATABASES Bloom’s Literary Reference EBSCO Host

    CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

    Copyright © State of New Jersey, 1996 - 2016.

    students

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    1. Review and maintain familiarity with rules and patterns of spelling in standard English; correctly spell homophones

    2. Routinely consult reference materials for clarification when in doubt about a

    subjunctive mood.

    L.8.1d. Recognize and correct inappropriate shifts in verb voice and mood.*

    NJSLSA.L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    L.8.2a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

    erest in a text.

    2. I can determine the meanings of unfa

    have been taught, come up with a graphic or symbol to represent each verb mood and a one-word hint to help them remember the defi

    Gales Literary Index AUDIO-VISUAL MATERIAL Animal Farm. Perf. Kelsey Grammer, Ian Holm, Julia Louis-Dreyfus. 1999. Film. T he Giver. Perf. Jeff Bridges, Brenton Thwaites, Meryl Streep. 2014. DVD. Pleasantville. Dir. Gary Ross. Perf. Tobey Maguire, Reese Witherspoon, William H. Macy, Joan Allen, and Jeff Daniels. New Line Cinema, 1988. DVD Surviving the Dust Bowl. Perf. Matthew Modine, Liev Schreiber. PBS Home Video [distributor], 1998. Film. The Taming of the Shrew. Perf. Elizabeth Taylor, Richard Burton. 1967. Film. William Shakespeare's A Midsummer Night's Dream. Perf. Kevin Kline, Michelle Pfeiffer, Rupert Everett. Fox Searchlight Pictures; 1999. Film.

  • Unit Proficiency / Objectives Standards Essential Questions

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    spelling

    3. Do not allow abbreviations common to digital media to adversely impact spelling in your formal writing

    4. Understand the rules of comma, ellipsis, and dash usage, and use them

    L.8.2b. Use an ellipsis to indicate an omission.

    L.8.2c .Spell correctly.

    Knowledge of Language NJSLSA.L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading

    miliar words and phrases in a text by using background

    nition for each. Then as practice, write example sentences in each of the 5 moods.

    • after being given a fake student essay or an online article,

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    correctly

    5. In typing and when writing long hand, bring a mature consideration to the neatness and legibility of your work

    6. Develop a working knowledge of how sentences are built and how they work

    or listening.

    L.8.3a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

    Vocabulary Acquisition and Use NJSLSA.L4 Determi

    knowledge combined with what the surrounding text is

    find examples of passive voice and change them to the active voice. Then, given the same essay, replace incorrect uses of a particular mood

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    NJSLSA.L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

    1. Review and maintain foundational knowledge of grammatical concepts, such as parts of

    ne or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

    L.8.4a. Use context (e.g., the overall meaning of a sentence

    telling the reader.

    3. Verbs can function as other parts of

    with the correct use.

    • using one of the 8th grade novels, scan through a chapter looking for examples of how the author uses a comma, ellipsis and a das

  • Unit Proficiency / Objectives Standards Essential Questions

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    speech and parts of a sentence

    2. Be able to identify and distinguish active from passive voice (active – “I love dogs”; passive – “Dogs are loved.”)

    3. Be able to identify and correctly use condi

    or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

    L.8.4b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

    L.8.4c. Consult reference materials (e.g., dictionaries, glossarie

    speech by adding endings such as –ing or –ed and by p

    h. Then explain the author’s purpose for using each form of punctuation.

    • during a lesson on textual evidence or quote integration, give a full

  • Unit Proficiency / Objectives Standards Essential Questions

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    tional verb mood (“If I had time, I would study.”)

    4. Be able to identify and correctly use subjunctive verb mood (“I wish it were summer.”)

    5. Apply knowledge of the stylistic and tonal reasons for

    s, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

    L.8.4d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

    Copyright © State of New Jersey,

    lacing the newly formed words in different parts of the

    sentence from a particular text and then write the same sentence with an ellipsis, omitting certain words to show only what is most important for

  • Unit Proficiency / Objectives Standards Essential Questions

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    employing conditional, passive, or subjective verbs in your writing or speaking

    NJSLSA.L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

    1996 - 2016.

    sentence.

    proving or supporting your point.

    • after the teacher returns an essay or journal with circled words to indicate that they are misspelled, look up how to spel

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    1. Make effective use of reference materials, including digital references

    2. Avoid becoming overly dependent on electronic devices in determining correct spellings or grammatical constructio

    l the word correctly and keep a spelling log in notebook.

    • Knowledge of Language

    • during the completion of a narrative task such as writing an ending to a

  • Unit Proficiency / Objectives Standards Essential Questions

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    ns; these tools will not always be at hand in testing, interviewing, or speaking situations

    3. Always use personal resources (text, context, roots, word patterns) to determine meaning, or at least make an educ

    story, locate three points in their ending where they would like to emphasize something about the character himself or the action of the character,

  • Unit Proficiency / Objectives Standards Essential Questions

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    ated guess, before consulting reference materials in order to keep these skills sharp

    4. Proactively and independently continue to build vocabulary

    NJSLSA.L5 Demonstrate understanding of figurative language, word relationships, and nuances in

    and use verb moods and/or active and passive voice to accomplish this task.

    • Vocabulary Acquisition and Use

    • on a graphic organizer, preselect words

  • Unit Proficiency / Objectives Standards Essential Questions

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    word meanings.

    1. Identify and analyze the effects within texts of various types of figurative language (metaphor, simile, personification, hyperbole, idioms, etc.)

    2. Understand the impact on text of literar

    in a text that are unfamiliar to a student. First determine if the word can be defined using context clues or if it needs to be looked up in a dictionary. If

  • Unit Proficiency / Objectives Standards Essential Questions

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    y elements, such as imagery, diction, syntax, and sensory detail

    3. Identify and analyze various sound devices (alliteration, assonance, consonance, onomatopoeia, etc.)

    4. Consider the

    the word can be defined using context clues, have the students define the word and then write down the words or phrases that they used to help

  • Unit Proficiency / Objectives Standards Essential Questions

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    connotations of various words when determining the author’s purpose in employing specific diction

    NJSLSA.L6 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehens

    them figure out the definition.

    • be given a reference sheet with meanings of various prefixes, suffixes, and root words. Then, on index cards be give

  • Unit Proficiency / Objectives Standards Essential Questions

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    ion or expression.

    1. Be independent and proactive in the acquisition of new vocabulary

    2. Acquire or review foundational knowledge of roots, pre-fixes, suffixes, and other structural tools for decoding new

    n different prefixes, root words and suffixes that come from the reference sheet. Then combine index cards to form new words. Finally, share you

  • Unit Proficiency / Objectives Standards Essential Questions

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    vocabulary

    3. Understand and apply knowledge of the concepts of literal and figurative meaning

    4. Differentiate between situations that require formal diction and those that do not

    5. Examine author’s purpo

    r new words and their meanings.

    • after being given a graphic organizer with 3 columns while reading a challenging text with 1st column being labeled

  • Unit Proficiency / Objectives Standards Essential Questions

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    se in word choice and be aware of one's own purpose when choosing language

    6. Analyze the cumulative effect of diction on a text

    “word” 2nd column being labeled “phonetic spelling”; and 3rd column being labeled “part of speech” consult a reference of your choice (dictionary,

  • Unit Proficiency / Objectives Standards Essential Questions

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    thesaurus, online) to determine how to pronounce a word and what the part of speech is in that particular sentence.

    • once they have used context

  • Unit Proficiency / Objectives Standards Essential Questions

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    clues to figure out the meaning of a specific word in text, consult another reference to compare their original inferred meaning to the actual meaning. The

  • Unit Proficiency / Objectives Standards Essential Questions

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    n write a brief reflection that discusses why they were correct or why they were incorrect.

    • while reading A Midsummer Night’s Dream (general edu

  • Unit Proficiency / Objectives Standards Essential Questions

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    cation) or The Taming of the Shrew (advanced), identify examples of puns, sarcasm, metaphors, exaggeration, etc., then determine in modern

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    day language what Shakespeare is really saying.

    • create multiple sentences that clearly don’t make sense. Then rewrite the sentences using words

  • Unit Proficiency / Objectives Standards Essential Questions

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    that connect better with each other. Or give a cloze activity (fill in the blank) about a text that you recently read. Then, come up with the words that

  • Unit Proficiency / Objectives Standards Essential Questions

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    best fill in the blank using the surrounding text.

    • after being given multiple sentences that contain the same focus word such as “cheap”, but make

  • Unit Proficiency / Objectives Standards Essential Questions

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    sure that the connotation of the word is slightly different in each, identify how the “feel” of the word is different in each sentence.

    • keep a vocabulary section

  • Unit Proficiency / Objectives Standards Essential Questions

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    in their notebook and a word wall in the classroom. They will be called on randomly each day by the teacher and will generate a sentence with

  • Unit Proficiency / Objectives Standards Essential Questions

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    one of the words in their notebook or on the word wall.

    FICTION (Week 1, 1 Week)

    NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions

    NJ: 2016 SLS: English Language Arts NJ: Grade 8 Reading: Literature Key Ideas and Details NJSLSA.R1 Read closely to determine what

    1. How do reading literary texts differ from reading informational texts?

    2. How can I use back

    1. Literary texts have diffe

    • Key ideas and Details

    • after being taught the terms “explicit” and “im

    KEY IDEAS AND DETAILS Formative: Written: Narrative

    • Written inferences l.8

    • Anticipation guide

    • Journal

    ADOPTED TEXTS Allen, Janet, et al. Literature. Evanston, Illinois: McDougal Littell, Inc., 2008. Arthur N., et al. The Language of Literature. Evanston, Illinois: McDougal Littell, Inc., 1997. Odell, Lee. et al. Elements of Language: Second Course. New York, New York: Holt, Rinehart and Winston, 2004.

    NJ: 2014 SLS: 21st Century Life and Careers NJ: All Grades Career Ready Practices

    • Key Ideas and Details

    • TED Talks website

    • • Craft

    and Structure

    • None • • Integ

    ration of

  • Unit Proficiency / Objectives Standards Essential Questions

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    drawn from the text.

    1. Practice careful and attentive reading by using annotations and identifying literary components of both assigned texts and independent text choices

    2. Read a wide variety of texts, including

    the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

    RL.8.1 Cite the textual evidence and make relevant connections that most strongly supports an analysis of what

    ground knowledge and (historical) context to enhance my experience of the text,

    specifically to draw inferences from the text?

    3. How does an author’s use of literary

    rent purposes, features, and formats from informa

    plicit”, make inferences about the characters, setting, and/or plot. Then, extrapolate evidence from the text to support their conclusions. Finally, det

    entry

    • Graphic organizer

    CRAFT AND STRUCTURE Summative: Written: Informative

    • Written quotes, connotation, tone

    • Graphic organizer

    • Journal entry

    INTEGRATION OF KNOWLEDGE AND IDEAS Summative: Written: Essay

    LANGUAGE ARTS REQUIRED READING LIST Hesse, Karen. Out of the Dust Lowry, Lois. The Giver Orwell, George. Animal Farm Quinn, Jason. Steve Jobs/Genius By Design ADDITIONAL TEXTS FOR LANGUAGE ARTS Great Books Foundation, The. Junior Great Books – Series 8 Schmidt, Gary D. Wednesday Wars Shakespeare, William A Midsummer Night’s Dream Stead, Rebecca. When You Reach Me ADDITIONAL TEXTS FOR ADVANCED LANGUAGE ARTS Shakespeare, William. The Taming of the Shrew Shelley, Mary. Frankenstein ENG883-885 LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS – GRADE 8 47 A-1

    Career Ready Practices

    CRP4. Communicate clearly and effectively and with reason.

    CRP6. Demonstrate creativity and innovation.

    CRP7.

    Knowledge and Ideas

    • None

  • Unit Proficiency / Objectives Standards Essential Questions

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    a variety of styles, genres, literary periods, authors, perspectives, and subjects

    3. Exhibit knowledge of what “analysis” means as compared to “summary,” “paraphrase,” or “argument from opini

    the text says explicitly as well as inferences drawn from the text.

    NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

    RL.8.2. Determine a theme or central idea of a text and analyze its development

    elements affect an author’s intended message?

    tional texts.

    2. Using my background knowledge about v

    ermine if the evidence is strong or weak, and give an explanation as to why the evidence is strong or weak.

    • after being given an anticipation guide

    • Essay

    • T-chart

    RANGE OF READING AND LEVEL OF TEXT COMPLEXITY Formative: Other: Teacher Rubric

    • Journal entry

    • Teacher-created rubric

    LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the following novels: Myers, Walter Dean. Monster Myers, Walter Dean. Slam Woodson, Jacqueline. If You Come Softly ADVANCED LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the following novels: Crichton Hattie, Michael. Jurassic Park Larson, Kirby. Big Sky Taylor, Mildred. Roll of Thunder, Hear My Cry Twain, Mark. The Adventures of Tom Sawyer SOFTWARE Microsoft Word Microsoft PowerPoint Inspiration Moodle Turnitin.com GoogleDocs Prezi

    Employ valid and reliable research strategies.

    CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

  • Unit Proficiency / Objectives Standards Essential Questions

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    Teacher Notes

    on” – analysis is the positing of a thesis about a text based solely on an unbiased evaluation of the literary elements (e.g., tone, diction, syntax, imagery, figurative language, plot construction, chara

    over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

    NJSLSA.R3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

    RL.8.3. Analyze how particular lines of dialogue or incidents in a story

    arious topics presented in the text can help me draw s

    with pre-selected themes from a text that they will be reading, read through text, choose a theme, and identify places in the text where that theme plays out.

    TEACHER SUPPLEMENTAL MATERIALS Fare, Dennis M., ed. PARCC ELA/Literacy Assessments. Piscataway: REA, 2014. O’Brien, Peggy, ed. Shakespeare Set Free. New York: Washington Square Press, 1993. DATABASES Bloom’s Literary Reference EBSCO Host Gales Literary Index AUDIO-VISUAL MATERIAL Animal Farm. Perf. Kelsey Grammer, Ian Holm, Julia Louis-Dreyfus. 1999. Film. T he Giver. Perf. Jeff Bridges, Brenton Thwaites, Meryl Streep. 2014. DVD. Pleasantville. Dir. Gary Ross. Perf. Tobey Maguire, Reese Witherspoon, William H. Macy, Joan Allen, and Jeff Daniels. New Line Cinema, 1988. DVD Surviving the Dust Bowl. Perf. Matthew

    Copyright © State of New Jersey, 1996 - 2016.

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    Teacher Notes

    cterization)

    4. Annotate texts (both formally and informally) as you read in order to gather text evidence for claims and for analyses

    5. Practice reading texts within the prescribed time limit for grade-level expe

    or drama propel the action, reveal aspects of a character, or provoke a decision.

    Craft and Structure NJSLSA.R4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word

    tronger

    inferences about the characters, setting

    Then once finished reading, write a journal that shows how the theme played out in the life of the main character.

    • play a cause/effect type game with

    Modine, Liev Schreiber. PBS Home Video [distributor], 1998. Film. The Taming of the Shrew. Perf. Elizabeth Taylor, Richard Burton. 1967. Film. William Shakespeare's A Midsummer Night's Dream. Perf. Kevin Kline, Michelle Pfeiffer, Rupert Everett. Fox Searchlight Pictures; 1999. Film.

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    ctations (for example, completing a 300 page book within the number of days delineated by your assignment)

    NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

    1. Understand the difference

    choices shape meaning or tone.

    RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

    NJSLSA.R5 Analyze the structur

    , and events.

    3. When analyzing literary elements such a

    the teacher. The teacher will begin with one sentence that represents the “cause” and then you give a sentence to represent the “effect”. This new sentenc

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    between theme and central idea; some texts are concrete in nature and deal literally with a topic, such as World War II (main idea), while other texts tell a story in order to connect with or make a

    e of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

    RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its

    s characters, setting, plot, symbolism and allusions,

    e becomes the “cause” and the pattern repeats until all students in the room have shared a sentence. After playing this game, you will use a T-cha

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    point about a larger, more universal human experience such as “friendship” or “betrayal” (theme)

    2. Practice summarizing a text in a way that makes it absolutely impossible to determine your personal

    meaning and style.

    NJSLSA.R6 Assess how point of view or purpose shapes the content and style of a text.

    RL.8.6.Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

    the reader

    4. can accurately determine the author’s in

    rt type graphic organizer; label one side of the organizer as “Dialogue or Incident” and the other side label it “Effect on the Character(s) or Plot”. Then,

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    feelings about the text

    3. Make predictions about developing themes within your annotations and class notes, citing evidence that influences your evolving opinion

    4. Make determinations regarding the theme or

    Integration of Knowledge and Ideas NJSLSA.R7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

    RL.8.7. Evaluate the choices made by the directors or actors by analyzing the extent to which a filmed or live

    tended message about a text.

    go through a particular text and when coming across dialogue or an incident that stands out in some way, write it down on the left side, citing

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    central idea, and allow it to change as you connect with the author and with other readers/lenses

    5. Incorporate all literary elements into your determination of theme (tone, mood, imagery, organizational

    production of a story or drama stays faithful to or departs from the text or script.

    NJSLSA.R9 Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

    RL.8.9 Analyze and reflect on (e.g. practical knowledg

    the text properly. On the right side, explain how this dialogue or incident affects the character or how it connects to the next event that takes place.

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    structure, narrative voice, etc.)

    6. Identify how authors develop and support theme over time in the text

    NJSLSA.R3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

    1. Identify and analyze elements

    e, historical/cultural context, and background knowledge) how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

    Range of Reading and Level of

    • Craft and Structure

    • read through chapters 11 and 12 of The Giver or another text with great detail, and pay attention to certain quotes from the text that

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    of plot in both teacher assigned and self-selected reading: exposition, rising action, climax, falling action, resolution

    2. Examine plot structure, including parallel or sub-plots, understanding

    Text Complexity NJSLSA.R10 Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

    RL.8.10. **By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-complexity (see Appendix

    stand out in some way or strike an emotional chord. Then, write the quote and underline the specific words that stand out. Next, think about

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    the way in which conflict drives the action in a story

    3. Identify and analyze the elements of characterization (a character’s thoughts, words, actions, appearance, experiences, etc.), understanding

    A) or above, scaffolding as needed.

    NJ: 2014 SLS: Technology NJ: Grades 6-8 8.1 Educational Technology D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

    what feelings, thoughts, or pictures (connotation) come to mind when you think of those underlined words. Finally, come up with the tone of that sect

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    the ways in which an author creates a multi-dimensional and changing character (or a flat and unchanging one) by building contextual information around that character

    4. Understand the concept of

    8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

    Copyright © State of New Jersey, 1996 - 2016.

    ion of the text.

    • after reading a poem and a short story that share a similar topic such as family or friendship, fill out a graphic organizer that compar

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    narrative voice (first, second, or third person/omniscience, subjectivity, etc.)

    NJSLSA.R4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

    1. Evaluate and analy

    es how one author portrays the topic in the poem and how the other author portrays the same topic in the short story.

    • after you have finished reading Out

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    ze the effect of sound in poetry and in narrative, especially with regard to how sound itself can contribute to meaning, tone, or mood (for example, the alliterative “p” in “the pitter patter of plopping

    of the Dust (general education) or Taming of the Shrew (advanced), teach a mini-lesson on the dramatic irony. Use an educational TED talk

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    droplets” evoking the sensory experience of rain)

    2. Readily identify and understand the impact of major types of figurative language as they are used in the text (for example: metaphor, simile, hyper

    video (available online) of your choice. Then, write a journal entry on how dramatic irony creates either humor or suspense in the novel or play

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    bole, personification, and idioms)

    3. Understand the difference between analogy and allusion: an analogy uses one concrete example to make a point about another concept (for example, being on the

    . Write a Works Cited page in MLA format for the novel/play and TED Talk video.

    • Integration of Knowledge and ideas

    • after reading The Giver

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    internet is like driving a race car - it is fast and fun, but can be dangerous if used incorrectly), while an allusion is an indirect reference to another literary work or well-known concept

    (general education) or Taming of the Shrew (honors), view the film version and write a comparison essay that looks at how faithful the movie stayed with

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    (for example, Randy was running for the office of mayor, and considered that little office in city hall to be Camelot)

    4. Review and understand the basics of poetic structure and language appropriate to Eighth

    the book or how different the movie is from the novel. Focus on the characters, setting, plot and themes in your essay, and evaluate the director’s and acto

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    Grade (lyric and narrative forms, including ballad, sonnet, ode, free verse, etc.)

    NJSLSA.R5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

    1. Analyze

    r’s choices that were made in the movie. You may also create a “Top 10 Differences” mini-poster, focusing on ten different topics that stand out am

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    and evaluate common organizational structures (e.g., chronological/logical order, cause and effect relationships, comparison and contrast, and problem and solution)

    2. Understand and apply knowledge of voice

    ong the book and film.

    • use a T-chart to determine qualities of two different stories that share a similar theme.

    • Range of Reading and Level of Text Compl

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    /point of view, author’s purpose, genre expectations, audience, length, and format requirements

    3. Recognize and understand the practical and literary merits of traditional structures such as similarity

    exity

    • write a journal entry that compares three works of fiction. Discuss how each work of fiction became progressively more challenging.

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    and difference, posing and answering a question, chronological order, etc.

    4. Apply knowledge of plot structure devices such as frame narrative, epistolary novel, in medias res, flashback, and foreshadowing

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    5. Analyze and evaluate the impact of narrative voice on the structure of a novel (first person narration versus dialogue-heavy text, for example)

    NJSLSA.R6 Assess how point of view or purpose shapes the content and style of a text.

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    1. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

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    2. With in class novels and self-selected reading, evaluate the use of point of view, author's style and purpose and its effectiveness on how the story is told (RW)

    3. Review and apply knowledge of the

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    concept of dramatic irony, from which most suspense and comedy derives (dramatic irony exists when one or more characters in a text knows something crucial than the other character or characters do

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    not know; for example, when the protagonist is about to step into a trap, but she doesn’t know it)

    4. Be aware of this construction and try to identify examples in text and film where withheld knowl

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    edge creates suspense or humor

    5. Apply the concept of dramatic irony in students' own writing

    NJSLSA.R7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

    1. Critically view films or

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    live productions based on books in order to evaluate the choices made by the director or actors

    2. Identify motivating factors that drive director and actor decisions

    3. Identify essential and non-esse

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    ntial aspects of plot when transferring a story to a different medium

    NJSLSA.R9 Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

    1. Work to construct background knowl

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    edge of major foundational works from which modern literature draws (the Bible, the Quran, Homer, Ovid, Shakespeare, mythology from various cultures, etc.)

    2. Understand and apply the concepts of

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    allusion and allegory

    3. Generalize concepts of setting, plot, characterization, and other narrative elements so that specific instances of these may be recognized as having thematic similarities or

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    differences (for example “villain” or “dark and stormy night”)

    4. Acquire or review basic knowledge of literary periods and major works

    NJSLSA.R10 Read and comprehend complex literary and informational texts independently and proficiently with

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    scaffolding as needed.

    1. Practice careful and attentive reading of both assigned texts and independent text choices

    2. Read a wide variety of texts, including a variety of styles, genres, literary periods,

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    authors, perspectives, and subjects

    3. Use annotation and note-taking

    4. Read within appropriate time frame for extended text

    5. Choose works from multiple genres, cultures, and literary periods

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    6. Consider keeping a notebook of texts read with notes, annotations, and any relevant student work produced

    7. Use self-correction when subsequent reading indicates an earlier miscue (self-

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    monitoring and self-correcting)

    8. Read with a rhythm, flow, and meter that sounds like everyday speech (prosody)

    NON-FICTION (Week 1, 1 Week)

    NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual

    NJ: 2016 SLS: English Language Arts NJ: Grade 8 Reading: Informational Text Key Ideas and

    1. Why is it important to ask questions and make annotations

    1. Asking questions a

    • •Key Ideas and Details

    • after being given a bag

    KEY IDEAS AND DETAILS Summative: Written: Journal/Diary

    • Journal response

    ADOPTED TEXTS Allen, Janet, et al. Literature. Evanston, Illinois: McDougal Littell, Inc., 2008. Arthur N., et al. The Language of Literature. Evanston, Illinois: McDougal Littell, Inc., 1997. Odell, Lee. et al. Elements of Language: Second

    NJ: 2014 SLS: 21st Century Life and Careers NJ: All Grades

    • Key Ideas and Details

    • Google images

    • Approved media

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    evidence when writing or speaking to support conclusions drawn from the text.

    1. Practice close reading of both assigned texts and independent text choices

    2. Read a wide variety of texts, including a variety of styles, genres, historical perio

    Details NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

    RI.8.1 Cite the textual evidence and make relevant connectio

    when reading a text, particularly for the first time?

    2. How do preconceived notions affect our reading/understanding of a text? How can I move past “what I thought I knew”?

    3. How do I draw

    nd annotating text helps the reader to construct dee

    filled with items from the teacher, make inferences about the teacher based on the items in the bag. Write a journal response that describes their

    • Digital written headlines

    • Venn diagram

    CRAFT AND STRUCTURE Formative: Written: Informative

    • labeled sentences

    • Written analysis

    • Responses to the questions

    • Written refle

    Course. New York, New York: Holt, Rinehart and Winston, 2004. LANGUAGE ARTS REQUIRED READING LIST Hesse, Karen. Out of the Dust Lowry, Lois. The Giver Orwell, George. Animal Farm Quinn, Jason. Steve Jobs/Genius By Design ADDITIONAL TEXTS FOR LANGUAGE ARTS Great Books Foundation, The. Junior Great Books – Series 8 Schmidt, Gary D. Wednesday Wars Shakespeare, William A Midsummer Night’s Dream Stead, Rebecca. When You Reach Me ADDITIONAL TEXTS FOR ADVANCED LANGUAGE ARTS Shakespeare, William. The Taming of the Shrew Shelley, Mary. Frankenstein ENG883-885

    Career Ready Practices Career Ready Practices

    CRP4. Communicate clearly and effectively and with reason.

    CRP6. Demonstrate creativity and inno

    center databases

    • • Craft

    and Structure

    • Article titled, "Equal Rights for Women" is available online

    • • Integ

    ration of Knowledge and Ideas

    • "Surviving the Dust Bowl" is available

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    ds, authors, perspectives, and subjects

    3. Exhibit knowledge of what “analysis” means as compared to “summary,” “paraphrase,” or “argument from opinion”

    4. Produce evidence from the text for all claim

    ns that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

    NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

    RI.8.2. Determine a central

    evidence from my readings to support any understandings, ideas, and claims in a text?

    per meaning of the text and compels the reader to res

    teacher which must be supported by their inferences with evidence from the bag. This can serve as an introduction to reading informational texts and

    ction

    INTEGRATION OF KNOWLEDGE AND IDEAS Summative: Oral: Presentation

    • Presentation

    • Text codes

    • Text codes

    • Annotations

    RANGE OF READING AND LEVEL OF TEXT COMPLEXITY Summative: Written: Report

    • (See RL.

    LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS – GRADE 8 47 A-1 LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the following novels: Myers, Walter Dean. Monster Myers, Walter Dean. Slam Woodson, Jacqueline. If You Come Softly ADVANCED LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the following novels: Crichton Hattie, Michael. Jurassic Park Larson, Kirby. Big Sky Taylor, Mildred. Roll of Thunder, Hear My Cry Twain, Mark. The Adventures of Tom Sawyer SOFTWARE Microsoft Word Microsoft PowerPoint Inspiration Moodle

    vation.

    CRP7. Employ valid and reliable research strategies.

    CRP8. Utilize critical thinking to make sense of problems and persevere in

    on Youtube

    • • Rang

    e of Reading and Level of Text Complexity

    • None

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    s and inferences, both in formal academic work and collaborative discussion

    5. Annotate texts as reading occurs, both formally for analytical reference and informally to cement comprehension

    6. Distinguish

    idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

    NJSLSA.R3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

    RI.8.3. Analyze how a text

    earch beyond the text what he or she doesn’t know.

    2. Pr

    finding textural evidence to support their analyses.

    • after the teacher posts pictures of current events or events in history around the room, create a

    8.10 activity. Change to non-fiction texts.)

    Turnitin.com GoogleDocs Prezi TEACHER SUPPLEMENTAL MATERIALS Fare, Dennis M., ed. PARCC ELA/Literacy Assessments. Piscataway: REA, 2014. O’Brien, Peggy, ed. Shakespeare Set Free. New York: Washington Square Press, 1993. DATABASES Bloom’s Literary Reference EBSCO Host Gales Literary Index AUDIO-VISUAL MATERIAL Animal Farm. Perf. Kelsey Grammer, Ian Holm, Julia Louis-Dreyfus. 1999. Film. T he Giver. Perf. Jeff Bridges, Brenton Thwaites, Meryl Streep. 2014. DVD. Pleasantville. Dir. Gary Ross. Perf. Tobey Maguire, Reese Witherspoon, William H. Macy, Joan Allen, and Jeff

    solving them.

    Copyright © State of New Jersey, 1996 - 2016.

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    between evidence which strongly supports a claim or position and details which may be irrelevant or extraneous

    NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

    1. Understan

    makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

    Craft and Structure NJSLSA.R4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurativ

    econceived notions often misguide the reader. The read

    “digital headline” for each picture. If teacher chooses, he/she may use the following formula for creating a central idea: Identify the Topic + Determ

    Daniels. New Line Cinema, 1988. DVD Surviving the Dust Bowl. Perf. Matthew Modine, Liev Schreiber. PBS Home Video [distributor], 1998. Film. The Taming of the Shrew. Perf. Elizabeth Taylor, Richard Burton. 1967. Film. William Shakespeare's A Midsummer Night's Dream. Perf. Kevin Kline, Michelle Pfeiffer, Rupert Everett. Fox Searchlight Pictures; 1999. Film.

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    d a central idea

    2. Practice constructing objective summaries that are completely free of editorial bias (your opinion)

    3. Use notes and annotations to physically sort connecting ideas from the text

    e meanings, and analyze how specific word choices shape meaning or tone.

    RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or

    er can move past what he or she originally thought by c

    ine a power verb + Finish your thought = Central Idea. This formula can be used as the opening sentence for writing an objective summary.

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    together

    4. Keep an on-going record of evidence from the text that can be sorted and used later for analysis

    NJSLSA.R3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

    1. Read closely to determine how

    allusions to other texts.

    NJSLSA.R5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

    RI.8.5. Analyze the structure an author uses to organize a specific paragrap

    omparing preconceived notions with new, factual info

    • after reading an online article about a topic such as “Utopias,” identify two categories of either people (men vs. women), events (morning vs. eve

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    authors develop key individuals, ideas, or events in a text

    2. Include examination of author’s purpose, intended audience, and possible biases when analyzing text

    3. Notice structure and connectio

    h in a text, including the role of particular sentences, to develop and to refine a key concept.

    NJSLSA.R6 Assess how point of view or purpose shapes the content and style of a text.

    RI.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds

    rmation.

    3. I can draw evidence by identifying specific wor

    ning) or ideas (religious beliefs and education). Then, fill out a Venn diagram to look at the similarities and differences between those two categories.

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    ns/distinctions in everyday informational texts, and form opinions about the appropriateness of a given structure for a given purpose (for example, notice the logical connections between things like the

    to conflicting evidence or viewpoints.

    Integration of Knowledge and Ideas NJSLSA.R7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

    RI.8.7. Evaluate the advantages and disadvantages of using

    d choices and phrases that strongly support the author’

    Finally, write a response that explains how the text made connections among or distinctions between those two categories using appropriate transition wor

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    placement of items within a grocery store, or the grouping of texts in a library) Analyze the significance of key individuals, events, or ideas in a text

    4. Practice a variety of communication strategies for

    different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

    NJSLSA.R8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

    RI.8.8. Delineate and evaluate

    s claims and ideas about the text.

    ds and phrases.

    • Craft and Structure

    • (See RL.8.4; just use a non-fiction text instead.)

    • after the teacher reads a picture book or finds an article that

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    conveying information (whether an analogy is more effective than a direct description, for instance)

    NJSLSA.R4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape

    the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

    NJSLSA.R9 Analyze and reflect on how two or more texts address similar themes or topics in order to build

    has particular organizational patterns (such as compare and contrast, cause and effect, sequence of events, series of questions, etc.), chose a par

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    meaning or tone.

    1. Analyze and evaluate the effect of sound, form, non-literal language such as idioms and figures of speech, and graphics to aid in comprehension of complex informational text

    2. Analyze

    knowledge or to compare the approaches the authors take.

    R.I.8.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or

    agraph that struck the most. Then, label each sentence with one of the organizational patterns. Finally, write a structural analysis that explains how the

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    and evaluate how an author’s use of words creates tone, mood, or focus in informational text

    3. Understand and apply knowledge of how diction changes for varying audiences and purposes

    interpretation.

    Range of Reading and Level of Text Complexity NJSLSA.R10 Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

    RI.8.10. **By the end of the year read and comprehend literary nonfiction (see Appendix A) at

    author used a particular pattern to unfold the idea or concept in the text.

    • find a digital text that offers multiple viewpoints on a topic such as “Equal Rig

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    4. Acquire and apply knowledge of domain-specific terms for certain kinds of informational texts such as contracts or applications

    5. Determine pronunciations, meanings, alternate word choices, parts

    grade level text-complexity (see Appendix A) or above, with scaffolding as needed.

    NJ: 2014 SLS: Technology NJ: Grades 6-8 8.1 Educational Technology 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to

    hts for Women” by Shirley Chisholm. Then, read through the text and place stars next to each area that answers the following questions: •Wh

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    of speech and etymologies of words as needed, using context to aid in identifying the meaning of unfamiliar words

    NJSLSA.R5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other

    solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

    8.1.8.A.2 Create a document (e.g. newsletter, reports,

    o is the author? •What is the title? •What key words or phrases do I notice as I read? •What words or phrases are critical for my understanding

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    and the whole.

    1. Analyze and evaluate common textual features (e.g., paragraphs, topic sentences, introduction, conclusion, footnotes, index, bibliography)

    2. Analyze and evaluate common organ

    personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

    D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

    of the text? •What is the author thinking and saying about the topic or idea? •Who is the intended audience of the text? •What is the author’s personal

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    izational structures (e.g. chronological/logical order, cause and effect relationships, comparison and contrast, problem and solution, order of importance, question and answer)

    3. Review and apply knowl

    8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

    8.1.8.D.4 Assess the credibility and accuracy of digital content.

    Copyright © State of New Jersey, 1996 - 2016.

    role in the topic or themes? Then, write a reflection that discusses the author’s view of the topic and how the author acknowledges and responds to

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    edge of varying sentence structures, noting those that are most effective in a given text (beginning with a subordinate clause, for example, or the effective placement of phrases and modifiers)

    conflicting views.

    • Integration of Knowledge and Ideas

    • watch a video titled “Surviving the Dust Bowl” (which can be found on YouTube) and rea

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    4. Recognize the effective placement of topic sentences in informational documents

    5. Note the differences in structure for paragraphs that present evidence, provide a quote, share an anecdote, or

    d a printed, leveled text of the Dust Bowl. Then, create a presentation that explains to the teacher which medium (video or text) they prefer and

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    include other types of support

    NJSLSA.R6 Assess how point of view or purpose shapes the content and style of a text.

    1. Recognize and trace the development of an author’s argument, point of view, or perspective in text

    2. Recognize autho

    why they prefer it.

    • read an article and use text coding to identify the specific claims in a text; use a “C” for this step. Next, mark any supporting evidenc

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    r bias both when it is overt and when it subtle; subtle bias is often expressed through diction (think, for example, of the difference in connotation between a newscaster describing someone as a

    e with an “E”. Now, in order to determine if the evidence is irrelevant, think about whether or not the quotes are from unrelated authority figu

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    radical and another describing him or her as an activist)

    3. Understand and apply knowledge of exploration of counter-claims within an argument or opinion piece

    4. Practice summarizing works

    res or if the author attempts to appeal to a reader’s emotions or fears over using the actual facts. Finally, determine if the amount of evidence

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    without editorial bias, and be alert for unintended bias in your own work

    5. Identify strengths and weaknesses of rhetorical devices (pathos, ethos, logos) used by the author to respond to

    presented was convincing enough.

    • after being given two different texts by different authors, discuss the same topic; the texts must disagree on

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    conflicting viewpoints or evidence

    NJSLSA.R7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

    1. Maintain and continue to build upon knowledge of and expertise in cutting-edge medi

    their claims. They can use the same text coding from Standard 8.8, and then annotate where the authors disagree. Then, write a compare-

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    a applications

    2. Acquire or review basic knowledge of aesthetic elements of various media (color, lighting, and camera angle in visual media, for example)

    3. Determine preferred media base

    and-contrast journal entry that describes where the authors have similar opinions and where the authors have different opinions.

    • Range of Rea

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    d upon the appropriateness and effectiveness of certain tools for particular types of communication (for example, instructions for a walk-through of a difficult video game often benefit from a visual

    ding and Level of Text Complexity

    • (See RL.8.10 activity. Change to non-fiction texts.)

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    platform, such as YouTube, while print platform such as a blog or wiki may be the best medium for an interactive discussion)

    4. Become a more sophisticated and analytical consumer of media, evalu

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    ating texts that you consume in all formats for their effectiveness

    NJSLSA.R8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

    1. Apply knowledge of common organizatio

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    nal structures for arguments (cause and effect, for example)

    2. Acquire or review knowledge of the types of logical fallacies commonly used in argument (see vocabulary below)

    3. Acquire or revie

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    w knowledge of syllogisms, inductive reasoning, and deductive reasoning

    4. Make it a practice to provide valid and logical evidence and support for all claims, formal or informal, and require the same from

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    discourse with others

    5. Extract extraneous information from an argument

    NJSLSA.R9 Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

    1. Employ knowledge of

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    organizational structures relevant to multiple or competing information or points of view (e.g., similarities/differences, compare/contrast, cause/effect)

    2. Read a wide variety of texts across genres, historical

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    periods, styles, and points of view, but also ready a wide of variety of texts on single topics or current topics of debate in our country and in the world in order to make a considered assessme

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    nt of alternative points of view

    3. Make it a practice to construct student's own assessment of the validity of a claim or assertion without relying on the “experts” – or even the newscasters or journalists – but relyin

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    g instead on student's own ability to identify fallacies and unsupported claims versus solid arguments

    NJSLSA.R10 Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

    1. Practice

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    careful and attentive reading of both assigned texts and independent text choices

    2. Read a wide variety of texts, including a variety of styles, genres, literary periods, authors, perspectives,

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    and subjects

    3. Use annotation and note-taking

    4. Choose works from multiple genres, cultures, and historical periods

    5. Consider keeping a notebook of texts read with notes, annotations, and

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    any relevant student work produced

    WRITING (Week 1, 1 Week)

    NJSLSA.W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

    1. Employ knowledge of appropriate organizational structures for argu

    NJ: 2016 SLS: English Language Arts NJ: Grade 8 Writing Text Types and Purposes NJSLSA.W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasonin

    1. How do I accurately use citations in my writing?

    2. What is the difference between persuasive and argumentative writing?

    3. How can

    1. Good writers paraphrase or use specifi

    • Text Types and Purposes

    • read and annotate an article that contains multiple claims. In your own words,

    TEXT TYPES AND PURPOSES Formative: Oral: Discussion

    • Annotations

    • Claims

    • Exit card

    • Text codes

    • Revisions

    • List • Rev

    isions in paper

    ADOPTED TEXTS Allen, Janet, et al. Literature. Evanston, Illinois: McDougal Littell, Inc., 2008. Arthur N., et al. The Language of Literature. Evanston, Illinois: McDougal Littell, Inc., 1997. Odell, Lee. et al. Elements of Language: Second Course. New York, New York: Holt, Rinehart and Winston, 2004. LANGUAGE ARTS REQUIRED READING LIST Hesse, Karen. Out of the Dust Lowry, Lois. The Giver Orwell, George. Animal Farm Quinn, Jason. Steve Jobs/Genius By Design

    NJ: 2014 SLS: 21st Century Life and Careers NJ: All Grades Career Ready Practices Career Ready Practices

    CRP4. Co

    Research to Build and Present Knowledge

    • Literature Anthology

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    ment writing that include a focus for audience and purpose

    2. Use appropriate transitions for optimal clarity and coherence

    3. Exclude extraneous, irrelevant, or overly trivial information

    4. Employ knowledge

    g and relevant and sufficient evidence.

    W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

    W.8.1a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

    W.8.1b. Support

    analyzing authors’ styles help to form my own writing style?

    c quotes from text. Then, they include the author’s las

    write down 3-4 claims that can be concluded from the article. Next, go back into the article for a second read and determine which of those

    • Annotations

    • Conclusion

    • Poster

    • PowerPoint

    • Research paper

    • Introduction

    • Annotations

    • Written transitions in writing

    • Graphic organizer

    • List • Rev

    isions in

    ADDITIONAL TEXTS FOR LANGUAGE ARTS Great Books Foundation, The. Junior Great Books – Series 8 Schmidt, Gary D. Wednesday Wars Shakespeare, William A Midsummer Night’s Dream Stead, Rebecca. When You Reach Me ADDITIONAL TEXTS FOR ADVANCED LANGUAGE ARTS Shakespeare, William. The Taming of the Shrew Shelley, Mary. Frankenstein ENG883-885 LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS – GRADE 8 47 A-1 LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the following novels: Myers, Walter Dean. Monster Myers, Walter Dean. Slam

    mmunicate clearly and effectively and with reason.

    CRP6. Demonstrate creativity and innovation.

    CRP7. Employ valid and reliable research strat

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    of rhetorical strategies and structural strategies, such as parallel structure or purposeful repetition

    5. Use sophisticated strategies for closure (such as a call to action), and avoid just reiterating the

    claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

    W.8.1c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

    W.8.1d. Establish and maintain

    t name and page number, if available.

    2. Persuasive writing

    claims can be best supported with evidence the article provides. Then, write on an exit card the best way to go about finding a strong claim to

    writing

    • Labeled sentences

    • Original ending

    • Annotations

    • Original ending

    PRODUCTION AND DISTRIBUTION OF WRITING Summative: Written: Informative

    • Underlining

    • Annotations

    • Outline

    • Checklist

    Woodson, Jacqueline. If You Come Softly ADVANCED LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the following novels: Crichton Hattie, Michael. Jurassic Park Larson, Kirby. Big Sky Taylor, Mildred. Roll of Thunder, Hear My Cry Tw