ELA 8 Updated 10/4/2017 12:48 PMjpschools.org/wp-content/uploads/2016/07/8th-grade-1718.pdf · ELA...

ELA 8 Updated 10/4/2017 12:48 PM

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COLLECTION 1 – CULTURE AND BELONGING (31 DAYS)

1. Overview

In this collection, students will read about how people develop their own identity within a new culture. This collection topic will be

explored through 6 informational selections and 3 literary selections from the student edition and the Close Reader. At the conclusion

of this collection, the student will demonstrate mastery of the standards through culminating collection assessments, which may

include a collection performance task, a performance assessment, and/or the collection test.

LA STUDENT

STANDARDS* Reading:

RL.1; RL.2; RL.3; RL.4, RL.9, RL.10; RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.7, RI.8; RI.9, RI.10

Language:

L.1, L.2, L.3, L.4, L.5, L.6

Writing:

W.2, W.3, W.4, W.5, W.6, W.8, W.9, W.10

*See Appendix for complete

explanation of standards.

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COLLECTION 1 – CULTURE AND BELONGING (31 DAYS)

2. Selections

“My Favorite Chaperone” – (approximately 7 days, pp. 3-30)

KEY SKILLS ADDRESSED

Critical Vocabulary

Plot

Character

Vocabulary: Context Clues

Similes

Language Conventions: Imperative Mood

SELECTION RESOURCES

Media: Close Reader:

Stream to Start: Collection 1 Overview

Audio: “My Favorite Chaperone”

Audio: “Golden Glass”

Level Up Tutorial: Plot Stages

Close Read Screencasts

“Golden Glass” ( pp. 3-8)

OPPORTUNITIES FOR SELECTION ASSESSMENT

Selection Test (printable or online)

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“Bonne Année: Personal Essay” – (4 days, pp. 31-40)


Critical Vocabulary

Central Ideas & Details

Author’s Purpose

Analyze Text: Personal Essay

Vocabulary: Using a Glossary

Language Conventions: Participles

Informative Writing

SELECTION RESOURCES


Audio: “Bonne Année: Personal Essay”

Interactive White Board Lesson: Author’s Purpose &

Perspective

Level Up Tutorial: Reading for Details

Performance Assessment workbook (pp. 36-42)-Informative

Writing

N/A


Selection Test (online or print)

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“A Place to Call Home” – (approximately 8 days, pp. 41-52)


Critical Vocabulary

Analyze Non-Fiction Elements

Author’s Purpose

Using Greek Prefixes

Informative Writing

SELECTION RESOURCES


History Channel Video: “Immigrating”

Audio: “ A Place to Call Home”

Audio: “What to bring

History Channel Video

Interactive Whiteboard Lesson: Text Features (T.E. p. 52a)

Performance Assessment workbook (pp. 43-56)-Informative Writing

“What to Bring” (pp. 9-12)


Selection Test (online or print) Compare/Contrast immigrants’ attitudes about the decision to come to America as read in “Bonne Année: Personal Essay” and “ A

Place to Call Home”

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“from The Latehomecomer” – (approximately 5 days, pp. 53-70)


Critical Vocabulary

Analyze Memoirs

Analyze Word Meanings & Phrases

Vocabulary Strategy: Latin Prefixes

Language Conventions: Active and Passive Voice SELECTION RESOURCES


History Channel Video: “Laos”

Audio: “from The Latehomecomer” Audio: “Museum Indians”

History Channel Video


Level Up Tutorial: Figurative Language & Imagery

“Museum Indians” (pp. 13-18)


Selection Test (online or print)

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“New Immigrants Share their Stories” & “The Powwow at the End of the Earth”

(approximately 5 days, pp. 71-78)


Analyze Media

Inferences

Analyze Word Meanings & Phrases

Informative Writing SELECTION RESOURCES


Documentary: “New Immigrants Share Their Stories”

Audio: “Powwow at the End of the Earth”

Performance Assessment workbook (pp. 57-66)-Informative

Writing

N/A


Selection Test (online or printable)

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COLLECTION 1 – CULTURE & BELONGING (31 DAYS)

3. Culminating Collection Assessments (approximately 2 days)

Collection 1 Test (printable or online)

Collection 1 Performance Task B: Write a Personal Narrative (pp. 83-86)

EXTERNAL

RESOURCES /

ENRICHMENT

i-Ready Teacher Toolbox Resources** Ready Book: 6th Grade Unit 2, Lesson 6, 7;

6th Grade Unit 3, Lesson 10;

8th Grade: Unit 1, Lesson 1

Language Handbook: Unit 3, Lesson 13, 14, 15

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COLLECTION 2 – THE THRILL OF HORROR (32 DAYS) 14/31 days will be covered during the first nine weeks with the

remaining 17/31 to be covered in the second nine weeks.

1. Overview

In this collection, students will read about why the horror genre both terrifies and fascinates. This collection topic will be explored through

4 informational selections and 4 literary selections from the student edition and the Close Reader. At the conclusion of this collection, the

student will demonstrate mastery of the standards through culminating collection assessments, which may include a collection performance

task, a performance assessment, and/or the collection test.

LA STUDENT

STANDARDS* Reading:

RL.1, RL.2, RL.3, RL.4, RL.5, RL.6, RL.7 RL.9, RL.10; RI.1, RI.2, RI.3, RI.4, RI.6, RI.7, RI.10

Language:

L.1, L.2, L.3, L.4, L.5, L.6

Writing:

W.2, W.4, W5, W.6, W.7, W.8, W9, W10



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COLLECTION 2 – THE THRILL OF HORROR (31 DAYS)

2. Selections

“The Tell-Tale Heart” – (approximately 6 days, pp. 89-98)


Critical Vocabulary

Analyze Point of View

Analyze Language

Analyze Suspense

Vocabulary Strategy: Use a Thesaurus

Language Conventions: Using Dashes

Compare and Contrast Point of View between “Te l l Ta le Heart” and “The Outsiders”

SELECTION RESOURCES


Stream to Start: Collection 2 Overview Audio: “Tell-Tale Heart”

Audio: “The Outsider”

Interactive White Board Lesson: Plot


Level Up Tutorial –Point of View

‘The Outsider” (pp. 21-30)


Online Selection Test (printable or online)

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“Scary Tales” – (approximately 4 days, pp. 99-104)


Analyze Meaning of Words & Phrases

Author’s Viewpoint

Language Conventions: Subject -Verb Agreement

Literary Analysis SELECTION RESOURCES


Audio: “Scary Tales”

Level Up Tutorial: Determine Author’s Perspective

Performance Assessment workbook (pp. 69-74)-Literary

Analysis

N/A



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“The Monkey’s Paw” – (approximately 11 days, pp. 105-124)**Note: 4 days of this text will be

completed during the 1st 9 weeks with the remaining days to be completed during the 2nd 9

weeks.


Critical Vocabulary

Foreshadowing

Determining Theme

Dialogue

Making Inferences

Vocabulary Strategy: Latin Roots

Language Conventions: Subjunctive Mood

Evaluate Media

Literary Analysis

Compare/Contrast Text Structures in Short Story v Poem

SELECTION RESOURCES


Audio: “The Monkey’s Paw”

Audio: “Frankenstein”

History Channel: “British Imperialism”

Video: “The Monkey’s Paw

Level Up Tutorial: Theme


Analysis

“Frankenstein” (pp. 31-34)



Performance Task: Within a group, have students work together to write a short report discussing the historical relationship between India and Britain. (p. 18)

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COLLECTION 2 – THE THRILL OF HORROR (17/31 DAYS) *14/31 days were covered during the first 9 weeks of instruction

1. Overview

In this collection, students will read about why the horror genre both terrifies and fascinates. This collection topic will be explored through

4 informational selections and 4 literary selections from the student edition and the Close Reader. At the conclusion of this collection, the



Begin 2nd nine weeks.

LA STUDENT

STANDARDS* Reading:

RL.1, RL.2, RL.3, RL.4, RL.5, RL.6, RL.7 RL.9, RL.10; RI.1, RI.2, RI.3, RI.4, RI.6, RI.7, RI.10

Language:

L.1, L.2, L.3, L.4, L.5, L.6

Writing:

W.2, W.4, W5, W.6, W.8, W9, W10



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COLLECTION 2 – THE THRILL OF HORROR (17/31 DAYS) *14/31 days were covered during the first 9 weeks of instruction

2. Selections

“The Monkey’s Paw” – (approximately 7 days, pp. 105-124) **Note: 5 days of this text were covered

during the 1st 9 weeks of instruction


Critical Vocabulary

Foreshadowing

Determining Theme

Dialogue

Making Inferences

Vocabulary Strategy: Latin Roots

Language Conventions: Subjunctive Mood

Evaluate Media

Literary Analysis

Compare/Contrast the text structures between the shorty story and the poem.

SELECTION RESOURCES


Audio: “The Monkey’s Paw”

Audio: “Frankenstein”

History Channel: “British Imperialism”

Video: “The Monkey’s Paw

Level Up Tutorial: Theme


Analysis

“Frankenstein” (pp. 31-34)


Selection Test (printable or online) Performance Task: Within a group, have students work together to write a short report discussing the historical relationship

between India and Britain. (p. 18)

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“What is the Horror Genre?” – (approximately 7 days, pp. 125-132)


Critical Vocabulary

Literary Criticism

Analyze Language

Summarize Text

Vocabulary Strategy: Using Suff ixes

Language Conventions: Using Commas SELECTION RESOURCES


Audio: “What is the Horror Genre?”

Audio: “Man-Made Monsters”


Interactive Whiteboard Lesson: Identifying Central Ideas &

Details in Literary Criticism

Performance Assessment workbook (87-98)-Literary

Analysis

“Man-Made Monsters” (pp. 35-40)



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COLLECTION 2 –THE THRILL OF HORROR- (17/31 DAYS) *15/31days were covered during the first 9 weeks of instruction


Collection 2 Test (printable or online)

Performance Task B: Write a Literary Analysis (pp. 137-140)

EXTERNAL

RESOURCES /

ENRICHMENT

i-Ready Teacher Toolbox Resources

Ready Book: Unit 4, Lesson 18; Unit 5, Lesson 19; Unit 2, Lesson 8

Language Handbook: Unit 3, Lesson 16

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COLLECTION 3 – THE MOVE TOWARD FREEDOM (23/34 DAYS) *11/34 days will be covered during the 3rd 9 weeks of

instruction

1. Overview

In this collection, students will read about the quest for freedom that led to the American Civil War. This collection topic will be explored

through 5 informational selections and 3 literary selections from the student edition and the Close Reader. At the conclusion of this

collection, the student will demonstrate mastery of the standards through culminating collection assessments, which may include a

collection performance task, a performance assessment, and/or the collection test.

LA STUDENT

STANDARDS* Reading:

RL.1, RL.2, RL. 3, RL. 4, RL.5, RL.7, RL.10; RI.1, RI. 2, RI.3, RI.4, RI.5, RI.6, RL.10

Language:

L.1, L.2, L.3, L.4, L.5, L.6

Writing:

W.1, W.4, W.5, W.7, W.8, W.9, W.10



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COLLECTION 3 – THE MOVE TOWARD FREEDOM (34 DAYS)

2. Selections

“from Narrative of the Life of Frederick Douglass” – (approximately 8 days, pp. 143-150)


Critical Vocabulary

Analyze Elements of Text: Autobiographies

Analyze Structure

Vocabulary Strategy: Use Context Clues

SELECTION RESOURCES



Audio: “from the Narrative of the Life of Frederick

Douglass, an American Slave” Audio: My Friend Douglass”

History Channel Video: “America: The Story of Us:

Frederick Douglass

Video: HISTORY


Level Up Tutorial: Biographies and Autobiographies

Performance Assessment workbook (pp. 4-10)-

Argumentative Writing

“My Friend Douglass” (pp. 43-48)



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“from Harriet Tubman: Conductor on the Underground Railroad” – (approximately 8 days,

pp. 151-166) KEY SKILLS ADDRESSED

Critical Vocabulary

Analyze Text: Biographies

Analyze Structure

Cite Text Evidence

Vocabulary Strategy: Word Relationships

Language Conventions: Conditional Mood SELECTION RESOURCES


Audio: “from Harriet Tubman: Conductor on the

Underground Railroad”

History Channel: “America: The Story of Us: Harriet

Tubman and the Underground Railroad” Interactive Whiteboard Lesson: Cite Evidence

Performance Assessment workbook pp. 11-22)-


N/A

OPPORTUNITIES FOR SELECTION AS SESSMENT


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“The Drummer Boy of Shiloh” – (approximately 7 days, pp. 167-176)


Critical Vocabulary

Analyze Stories: Historical Fiction

Determine Meaning of Words & Phrases

Draw Conclusions

Vocabulary Strategy: Interpreting Figures of Speech

Language Conventions: Indicative Mood

Compare/Contrast How the authors handle the theme of heroism between “The Drummer Boy of Shiloh” and “A Mystery of

Heroism” Compare/Contrast how the video of “Battle of Shiloh” differs from “The Drummer Boy of Shiloh”

SELECTION RESOURCES


Audio: “The Drummer Boy of Shiloh”

Audio: “A Mystery of Heroism

History Channel: “Battle of Shiloh”

Video History




“A Mystery of Heroism” (pp. 49-62)


Selection Test (printable or online) Informative Report, p. 174

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COLLECTION 3 – THE MOVE TOWARD FREEDOM (11/34 DAYS) *23/34 days were covered during the 2nd 9 weeks of

instruction

1. Overview

In this collection, students will read about the quest for freedom that led to the American Civil War. This collection topic will be explored through 5 informational selections and 3 literary selections from the student edition and the Close Reader. At the conclusion of this collection, students will demonstrate mastery of the standards through culminating collection assessments, which may include a collection performance task, a performance assessment, and/or the collection test. Begin 3rd nine weeks.

LA STUDENT

STANDARDS* Reading:

RL.1, RL.2, RL. 3, RL. 4, RL.5, RL.7, RL.10, RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.10

Language:

L.1, L.2, L.3, L.4, L.5, L.6

Writing:

W.1 W.4, W.5, W.7, W.8, W.9, W.10



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“from Bloody Times: The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis”

(approximately 5 days, pp. 177-198)


Critical Vocabulary

Analyze Structure: Comparison & Contrast

Connotative & Denotative Meanings

Literary Devices

Author’s Purpose

Drawing Conclusions

Vocabulary Strategy: Use Context Clues

Language Conventions: Gerunds

SELECTION RESOURCES


Audio: “from Bloody Times: The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis”

Audio: “Civil War Journal”

Video History

Interactive Whiteboard Lesson: Generating Questions for

Research

“Civil War Journal” (pp. 63-68)


Selection Test

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instruction

2. Selections

“O Captain! My Captain!”-(approximately 3 days, pp. 199-202)


Analyze Structure: Poetry

Figurative Language

SELECTION RESOURCES


Audio: “O Captain! My Captain!”

Level Up Tutorial: Figurative Language

N/A



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instruction

3. Culminating Assessments (approximately 3 days)

COLLECTIONS Collection 3 Test (printable or online) Performance Task A: Participate in a Collaborative Discussion (pp. 203-206)

EXTERNAL

RESOURCES /

ENRICHMENT

i-Ready Teacher Toolbox Resources Language Handbook: Unit 3, Lesson 17, 13

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COLLECTION 6 – THE VALUE OF WORK (27 DAYS)

1. Overview

In this collection, students will read about the benefits and challenges that are part of being a worker. This collection topic will be explored

through 3 informational selections and 4 literary selections from the student edition and the Close Reader. At the conclusion of this

collection, students will demonstrate mastery of the standards through culminating collection assessments, which may include a collection

performance task, a performance assessment, and/or the collection test.

LA STUDENT

STANDARDS* Reading:

RL.1, RL.2, RL.3, RL.4, RL.5, RL.6, RL.7, RL.10; RI.1, RI.2, RI.4, RI.5, RI.6, RI.8; RI.9, RL.10

Language:

L.1, L.2, L.3 L.4, L.5, L.6

Writing:

W.1, W.3, W.4, W.5, W.9, W.10



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2. Selections

“from The Adventures of Tom Sawyer” – (approximately 8 days, pp. 395-404)


Critical Vocabulary

Analyze Language: Dialect

Analyze Point of View

Determine the Meanings of Words and Phrases

Vocabulary: Verbal Irony and Puns

Language Conventions: Interrogative Mood

SELECTION RESOURCES

Close Reader:


Audio: “from The Adventures of Tom Sawyer”

Audio: “Comparing Versions of The Flying Machine”


Interactive Whiteboard Lesson: Determine Theme

“Comparing Versions of The Flying Machine” (pp. 111-124)



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“Memoir: One Last Time” – (approximately 5 days, pp. 405-418)


Critical Vocabulary

Analyze Structure: Description

Drawing Conclusions

Analyze the Meaning of Words and Phrases

Citing Evidence

Vocabulary Strategy: Using a Dictionary

Language Conventions: Semicolons and Run-ons

SELECTION RESOURCES


Audio: “One Last Time”

Audio: “The Real McCoy”

Interactive Whiteboard Lesson: Analyze Paragraph

Structure

“The Real McCoy” (pp. 125-130)



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“Teens Need Jobs, Not Just Cash” and “Teens at Work” – (approximately 7 days, pp. 419-426)


Critical Vocabulary

Evaluating and Delineating Arguments

Vocabulary Strategy: Using Greek Suffixes

SELECTION RESOURCES


Audio: “Teens Need Jobs, Not Just Cash”

Audio: “Teens at Work”

Level Up Tutorial: “Analyzing Arguments”



N/A



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“Chicago”/”Find Work”, and “My Mother Enters the Workforce” – (approximately 4 days, pp.

427-436)


Determine Meaning of Words and Phrases

Comparing and Contrasting Structure

SELECTION RESOURCES


Audio: “Chicago”/”Find Work”/”My Mother Enters the Work

Force” Audio: “To Be of Use”/”The Story of How a Wall Stands”


“To Be of Use”/”A Story of How a Wall Stands” (pp. 131-

134)



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Collections Collection 6 Test (printable or online) Performance Task A: Present a Narrative (pp. 437-440)

EXTERNAL

RESOURCES /

ENRICHMENT


Ready Book: Unit 3, Lesson 13 Language Handbook: Unit 3, Lesson 13, 14, 15

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COLLECTION 5-ANNE FRANK’S LEGACY-(9/24 Days) *The remaining 15/24 days will be covered during the 4th Nine Weeks.

1. Overview

In this collection, students will read about the lasting impact of a young girl and her diary. This collection topic will be explored through 1

informational selection and 1 literary selection from the student edition and the Close Reader. At the conclusion of this collection, the



LA STUDENT

STANDARDS* Reading:

RL.1, RL.2, RL.3, RL.4, RL. 5, RL.6; RL.10; RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.7, RI.8; RI.10

Language:

L.1, L.2, L.3, L.4, L.5, L.6

Writing:

W.4, W.5, W.9, W.10



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“The Diary of Anne Frank” – (approximately 9/17 days, pp. 279-354) *The remaining 8/17 days will be

covered during the 4th Nine Weeks.


Drama: Structure

Analyze Characters

Analyze Language: Hyperbole, Connotation/Denotation, Idiom, and Simile

Analyze Dialogue in Drama

SELECTION RESOURCES


Stream to Start-Collection 5 Overview

Audio: “The Diary of Anne Frank”

Video History: Holocaust Close Read Screencast

Level Up Tutorial: “Elements of Drama”

N/A



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COLLECTION 5-ANNE FRANK’S LEGACY-(15/24 Days) *9/24 days were covered during the 3rd Nine Weeks.

**Note: Because we don’t know the number of days standardized testing will actually take, you may not be able to

complete all of the instructional guidance.

1. Overview

In this collection, students will read about the lasting impact of a young girl and her diary. This collection topic will be explored through 1 informational selection and 1 literary selection from the student edition and the Close Reader. At the conclusion of this collection, the student will demonstrate mastery of the standards through culminating collection assessments, which may include a collection performance task, a performance assessment, and/or the collection test. Begin 4th nine weeks.

LA STUDENT

STANDARDS* Reading:

RL.1, RL.2, RL.3, RL.4, RL. 5, RL.6; RL.10; RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.7, RI.8; RI.10

Language:

L.1, L.2, L.3, L.4, L.5, L.6

Writing:

W.4, W.5, W.9, W.10



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“The Diary of Anne Frank” – (approximately 8/17days, pp. 279-354) *9/17 days were covered during

the 3rd Nine Weeks.


Drama: Structure

Analyze Characters

Analyze Language: Hyperbole, Connotation/Denotation, Idiom, Simile

Analyze Dialogue in Drama

Tone SELECTION RESOURCES



Audio: “The Diary of Anne Frank”

Video History: Holocaust Close Read Screencast

Level Up Tutorial: “Elements of Drama”

N/A



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“from Anne Frank: The Book, The Life, The Afterlife” – (approximately 6 days, pp. 369-378) KEY SKILLS ADDRESSED

Critical Vocabulary

Author’s Point of View

Analyze the Meaning of Words and Phrases

Author’s Purpose

Vocabulary Strategy: Latin Suffixes

Language Conventions: Use Ellipses SELECTION RESOURCES


Audio: “from Anne Frank: The Book, The Life, The

Afterlife”

N/A


Selection Test: (printable or online)

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COLLECTION 5-ANNE FRANK’S LEGACY- (24 DAYS)


Collections Collection Test (printable or online)

EXTERNAL

RESOURCES /

ENRICHMENT


Ready Book: Unit 2, Lesson 7; Unit 3, Lesson 11;

Language Handbook: Unit 3, Lesson 13, 19

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COLLECTION 4 – APPROACHING ADULTHOOD (24 DAYS)

1. Overview

In this collection, students will read about the passage from childhood to adulthood. This collection topic will be explored through 1 informational selection and 3 literary selections from the student edition and the Close Reader. At the conclusion of this collection, the student will demonstrate mastery of the standards through culminating collection assessments, which may include a collection performance task, a performance assessment, and/or the collection test.

LA STUDENT

STANDARDS* Reading:

RL.1, RL.2, RL.3, RL.4, RL.5; RL.10, RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.8, RI.9, RI.10

Language:

L.1, L.2, L.3, L.4, L.5 L.6

Writing:

W.2, W.3, W.4, W.7,W.9, W.10



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2. Selections

“Marigolds” – (approximately 5 days, pp. 213-228) KEY SKILLS ADDRESSED

Critical Vocabulary

Determine Theme

Character Motivation

Make Inferences

Vocabulary Strategy: Use Latin Suffixes

Language Conventions: Infinitives SELECTION RESOURCES



Audio: “Marigolds”

Audio: “The Whistle”


“The Whistle” (pp. 71-78)



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“Hanging Fire” and “Teenagers” – (approximately 5 days, pp. 229-234) KEY SKILLS ADDRESSED

Determine Theme

Determine the Meaning of Words and Phrases

Make Inferences

Language Conventions: Words Ending in ‘y’ SELECTION RESOURCES


Audio: “Hanging Fire” and “Teenagers”

Audio: “Identity” and “Hard on the Gas”

Performance Assessment workbook-Informative Essay

(pp. 117-128)

“Identity” and “Hard on the Gas” (pp. 79-82)



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“When Do Kids Become Adults?” – (approximately 5 days, pp. 235-246) KEY SKILLS ADDRESSED

Critical Vocabulary

Trace and Evaluate Arguments

Vocabulary: Greek Roots

Language Conventions: Shifts in Voice and Mood SELECTION RESOURCES


Audio: “When Do Kids Become Adults?”

Audio: “Much Too Young to Work So Hard”

Video: History


Level Up Tutorial: “Analyzing Arguments: Evidence;

Persuasive Techniques”

“Much Too Young to Work So Hard” (pp. 83-88)



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“Is 16 Too Young to Drive a Car?” and “Fatal Car Crashes Drop for 16-Year-Olds, Rise for

Older Teens” – (approximately 4 days, pp. 247-262) KEY SKILLS ADDRESSED

Critical Vocabulary

Determine Central Ideas & Details

Draw Conclusions

Analyze Language: Idioms

Analyze Text: Reasoning

Vocabulary: Domain Specific Words

Language Conventions: Fragments

SELECTION RESOURCES


Audio: “Is 16 Too Young to Drive a Car?”

Audio: “Fatal Car Crashes Drop for 16-Year-Olds, Rise for

Older Teens”

N/A



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“Persuading Viewers Through Ads” – (approximately 3 days, pp. 263-268) KEY SKILLS ADDRESSED

Analyze Ideas in Media

SELECTION RESOURCES


Video: “Your Phone Can Wait”

N/A



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Collections Collection 4 Test Performance Task A: Write a Literacy Analysis (pp. 269-272)

EXTERNAL

RESOURCES /

ENRICHMENT


Ready Book: Unit 2, Lesson 8; Unit 5, Lesson 20; Unit 1, Lesson 1, 2, 3;

Language Handbook: Unit 3, Lesson 13, 14, 15

ELA 8 Updated 10/4/2017 12:48 PMjpschools.org/wp-content/uploads/2016/07/8th-grade-1718.pdf · ELA...

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